TheUniversityof$ Montana$Western$ TeacherEducationProgram ... · SECONDARY EDUCATION (GRADES 5-12) AND K-12 EDUCATION ......

The University of Montana Western

Teacher Education Program

(TEP)

STUDENT HANDBOOK

2013-‐2014

Elementary, Secondary, and K-‐12 Teacher Education Candidates

Department of Education Updated June 2013

Montana Western Teacher Education Program Student Handbook Table of Contents

THE UNIVERSITY OF MONTANA WESTERN TEACHER EDUCATION PROGRAM (TEP) .................... 4 FOUR-YEAR PLAN FOR TEACHER EDUCATION CANDIDATES ................................................................. 4 VISION AND MISSION STATEMENT .................................................................................................................... 5

HISTORY ..................................................................................................................................................................... 5 MISSION ...................................................................................................................................................................... 5 COMMITMENTS ........................................................................................................................................................... 5

PROFESSIONAL OUTCOMES FOR EFFECTIVE TEACHERS: INTASC STANDARDS AND INDICATORS .............................................................................................................................................................. 6 CONCEPTUAL FRAMEWORK FOR THE DEPARTMENT OF EDUCATION ............................................... 9

CONSTRUCTIVIST PHILOSOPHY ................................................................................................................................. 10 What is Constructivism? ....................................................................................................................................... 10 Historical Perspective ........................................................................................................................................... 10 Social Constructivism ............................................................................................................................................ 11 Social Justice ......................................................................................................................................................... 13 Other Theories that Enhance Practices ................................................................................................................ 13 Brain Research ...................................................................................................................................................... 15 Leadership ............................................................................................................................................................ 15

EDUCATION PROGRAMS ..................................................................................................................................... 16 ELEMENTARY EDUCATION (K-8) .............................................................................................................................. 17 SECONDARY EDUCATION (GRADES 5-12) AND K-12 EDUCATION ............................................................................. 18

ACADEMIC ADVISING .......................................................................................................................................... 19 CAREER SERVICES ................................................................................................................................................ 20

EMPLOYMENT PLACEMENT FILE ............................................................................................................................... 20 STUDENT REVIEW COMMITTEE ....................................................................................................................... 21 TEACHER EDUCATION PROGRAM (TEP) REQUIREMENTS ..................................................................... 21 TEP GATEWAYS ...................................................................................................................................................... 23

TIPS FOR SUCCESSFUL COMPLETION OF THE TEP GATEWAY ARTIFACTS ................................................................. 23 TEP GATEWAY 1: ADMISSION TO THE TEACHER EDUCATION PROGRAM (TEP) ............................ 24

ONLINE PORTFOLIO – CHALK & WIRE ...................................................................................................................... 24 PREPARATION FOR ADMISSION TO THE TEACHER EDUCATION PROGRAM ................................................................. 24 GRADE AND GPA REQUIREMENTS ............................................................................................................................ 24 LIMIT ON APPLICATIONS TO THE TEACHER EDUCATION PROGRAM .......................................................................... 25 REQUIRED EVIDENCE: PREPARING FOR TEP GATEWAY 1 ........................................................................................ 25

EXPLANATION OF VARIOUS REQUIREMENTS FOR ADMISSION TO THE TEP .................................. 28 1. CRIMINAL BACKGROUND CHECK ........................................................................................................................... 28 2. UMW TECHNOLOGY & INFORMATION LITERACY EXAM ...................................................................................... 30 3. REPEATED COURSEWORK ...................................................................................................................................... 31 4. WRITING PROFICIENCY AND THE EXTEMPORANEOUS ESSAY EXAM ..................................................................... 31 5. CRITICAL AND PROFESSIONAL DISPOSITIONS ....................................................................................................... 32 6. ASSESSMENT OF DISPOSITIONS, PROFESSIONAL SKILLS, AND ACADEMIC PERFORMANCE ...................................... 33

What constitutes a yellow flag infraction? ........................................................................................................... 33 What constitutes a red flag infraction? ................................................................................................................ 34

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What happens when you get a flag? ..................................................................................................................... 34 Student Review Committee Membership .............................................................................................................. 36 Student Review Committee Referral form ............................................................................................................ 37

7. TEACHER WORK SAMPLE, PART A (COMPLETED IN EDU 201) ............................................................................. 38 Planning for Contextual Factors—Describing Students, School, and Community ............................................. 38

8. TEACHER WORK SAMPLE, PART B (COMPLETED IN EDU 222) ............................................................................. 38 Planning for Differentiation of Instruction .......................................................................................................... 38

9. SERVICE LEARNING SUMMARY AND REFLECTIONS .............................................................................................. 39 Service learning reflection questions for TEP Gateway 1 ................................................................................... 41 Gateway 1 Service Learning Time Log ................................................................................................................ 42

10. PROFESSIONAL CONFERENCE ATTENDANCE EXPECTATIONS .............................................................................. 43 11. TEP ADMISSIONS INTERVIEW & TEACHING DEMONSTRATION ........................................................................... 43

TEP GATEWAY 2: EDUCATION COURSES, FIELD EXPERIENCES, COURSEWORK FOR EACH MAJOR AND MINOR .............................................................................................................................................. 45

TEP GATEWAY 2: PREPARING FOR ADMISSION TO STUDENT TEACHING .................................................................. 46 Required Evidence: Gateway 2 ............................................................................................................................ 46

EXPLANATION OF TEP GATEWAY 2 REQUIREMENTS ................................................................................................ 48 Professional Packet: ............................................................................................................................................. 49

A. Service Learning (refer to details provided under TEP Gateway 1) ................................................................................ 49 Service learning reflection questions for TEP Gateway 2 ................................................................................................... 49 Gateway 2 Service Learning Time Log ................................................................................................................................. 50 b. Resume: ........................................................................................................................................................................... 50 c. Professional Goals Plan: ................................................................................................................................................... 51

PROFESSIONAL CONFERENCE ATTENDANCE EXPECTATIONS .................................................................................... 51 PRESENTATION AT TEACHER CANDIDATES’ RESEARCH SYMPOSIUM ....................................................................... 51

TEP GATEWAY 3: STUDENT TEACHING & LICENSURE REQUIREMENTS .......................................... 52 TEP GATEWAY 3: REQUIREMENTS COMPLETED DURING STUDENT TEACHING ......................................................... 52 DEFENSE AND PRESENTATION OF TEACHER WORK SAMPLE .................................................................................... 53

EMPLOYMENT PORTFOLIO ............................................................................................................................... 55 FIELD EXPERIENCES ............................................................................................................................................ 55

EXPERIENCE IN DIVERSITY ....................................................................................................................................... 56 MIDDLE SCHOOL EXPERIENCE .................................................................................................................................. 56 PLACEMENT PROCEDURES ........................................................................................................................................ 56 PROFESSIONAL PARTNERSHIPS ................................................................................................................................. 57 SCHOOL PARTNERS: TEACHING AND LEARNING COMMUNITIES ............................................................................... 58

STUDENT TEACHING ............................................................................................................................................ 59 STUDENT TEACHING MEETINGS ................................................................................................................................ 60 STUDENT TEACHING PLACEMENTS ........................................................................................................................... 61 PLACEMENT RESTRICTIONS ...................................................................................................................................... 61 APPLICATION PROCEDURES & DEADLINES ............................................................................................................... 62

LICENSURE ............................................................................................................................................................... 62 MONTANA LICENSURE CRITERIA .............................................................................................................................. 62 PRAXIS II: ELEMENTARY EDUCATION REQUIREMENTS .......................................................................................... 63 PRAXIS II: SECONDARY EDUCATION AND K-12 EDUCATION REQUIREMENTS ........................................................ 63 LICENSURE REQUIREMENTS IN OTHER STATES .......................................................................................................... 64

POST-BACCALAUREATE PROGRAM REQUIREMENTS .............................................................................. 64 POST-BACCALAUREATE PROTOCOL 1: TEACHERS WHO WISH TO ADD AN ENDORSEMENT ..................................... 64 POST-BACCALAUREATE PROTOCOL 2: LICENSURE PROGRAMS FOR STUDENTS WHO DO NOT ALREADY HAVE A MONTANA CLASS 1 OR CLASS 2 TEACHING LICENSE ................................................................................................ 66

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BIBLIOGRAPHY ...................................................................................................................................................... 68 APPENDICES ............................................................................................................................................................ 71

APPENDIX 1 - FACULTY AND STAFF DIRECTORY - MONTANA WESTERN DEPARTMENT OF EDUCATION .................. 71 APPENDIX 2 - THE INTASC MODEL CORE TEACHING STANDARDS .......................................................................... 74 APPENDIX 3 - TIPS FOR A SUCCESSFUL FIELD EXPERIENCE ...................................................................................... 76 APPENDIX 4 - COMMON EDUCATION ACRONYMS AND TERMS ................................................................................. 77

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The University of Montana Western Teacher Education Program (TEP)

Four-‐Year Plan for Teacher Education Candidates

Freshman Year Sophomore Year Junior Year Senior Year: 1st semester

Senior Year: 2nd Semester

Take general education courses; begin courses for your major & minor

Complete the Application to the Teacher Education Program (TEP)

Take courses for your major and minor

Attend Student Teaching meetings throughout semester

Student Teaching

Take Information & Technology Literacy exam (contact Denise Holland)

Apply for Criminal Background Check with Director of Field Experiences

Start upper-‐division professional education courses

Up-‐date your Criminal Background Check if needed

Defense and Presentation of Teacher Work Sample, during Senior Seminar

Declare a major(s) and, if appropriate, any minor(s) -‐Advising Center

Take general education courses, & courses for your major and minor

Build TEP Gateway 2 evidence, within various courses

Apply for Student Teaching, & Apply for Graduation

Attend job fairs

Get to know your faculty advisor

Complete several professional education courses (EDU 201, 222, & 382)

Complete First Aid requirements (HHP 231 meets requirements)

Complete courses for your major and minor

Use Career Services to assist you with job applications

Meet with Career Services coordinator -‐ discuss long-‐term and short-‐term career goals

Work with your faculty advisor in preparing TEP Gateway 1 evidence

Apply for graduation near the end of this year, so you can get an early degree audit completed

Create your employment placement file with Career Services

Complete the paperwork to apply for a teaching license

Perhaps take your first education courses

TEP Gateway 1 interview & Teaching Demonstration

Take PRAXIS II exam (required for most programs)

Present TEP Gateway 2 evidence at Teacher Candidate Research Symposium

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The Teacher Education Program at the University of Montana Western has prepared classroom teachers since 1893 when it was first established as the Montana Normal School for teachers. Currently, the Teacher Education Program (TEP) is responsible for the largest enrollments in bachelor’s degree programs on the campus with more than 600 majors in elementary education, secondary education, and K-‐12 education programs. The Montana Western Department of Education also offers an Associate of Applied Science degree in Education Studies. In addition, the department also offers programs in Early Childhood Education. This handbook is not designed for candidates in early childhood education programs, unless they are also enrolled in a teacher education program. This handbook is designed to guide students who wish to become successful teacher education candidates at Montana Western. This handbook was developed with the assistance of various faculty members at Montana Western. Helpful suggestions and information have also been garnered from faculty and administrators in the public schools with whom we have school partnerships, including Beaverhead County Public Schools and Butte Public Schools. Montana Western’s Teacher Education Program (TEP) progresses through three gateways, which include specific course and program requirements in addition to a professional presentation at each gateway. Your first exposure to the TEP program requirements will likely be in the introductory course, EDU 201, Introduction to Education with Field Experience. We wish you great success and hope to welcome you soon into the teaching profession.

Vision and Mission Statement

Vision Our vision is to prepare courageous educators and scholarly innovators. History For over one hundred years, the education department at the University of Montana Western has been preparing teachers who are successful in all settings. As a premier program, the department is noted for producing outstanding teachers in the oldest teacher education program in the state of Montana. Mission The mission of the University of Montana Western Department of Education is to prepare effective teachers who are educational leaders for the twenty-‐first century. To that end, the department’s adopted motto is teaching tomorrow’s leaders. Commitments Our faculty models the qualities that we strive to develop in our candidates. These are qualities that our candidates would strive to develop in their Pre-‐K-‐12 students. Our candidates demonstrate the attributes of:

• Scholars • Reflective Practitioners • Courageous Innovators

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• Global Humanitarians

Professional Outcomes for Effective Teachers: InTASC Standards and Indicators Upon graduation from the University of Montana Western, the beginning educator will demonstrate evidence toward attainment of the following outcomes related to essential knowledge, performances, and critical dispositions, based on the national InTASC (Interstate Teacher Assessment and Support Consortium) Model Core Teaching Standards. Essential knowledge relates to knowing the content to be taught, performances represent the ability to perform using knowledge, and critical dispositions refer to the human qualities inherent to ethical and reflective teaching. In the list below, the numbers and letters (e.g., 1a) indicate the associated InTASC Standards and indicators. The InTASC Standards are national standards for both preservice and inservice teachers. The faculty has revised the wording of several of the InTASC indicators to better fit the department’s conceptual framework.

Standard #1: Learner Development The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

PERFORMANCES 1a: The candidate creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, needs, and ways of knowing. ESSENTIAL KNOWLEDGE 1b: The candidate understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning, and knows how to make instructional decisions that build on learners’ strengths and needs.

Standard #2: Learning Differences The candidate uses understanding of individual differences and diverse cultures and communities, including American Indians and tribes in Montana, to ensure inclusive learning environments that enable each learner to meet high standards.

PERFORMANCES 2a: The candidate designs, adapts, and delivers instruction to differentiate instruction for all learners' diverse learning strengths and needs. 2b: The candidate creates opportunities for students to demonstrate their learning in different ways. 2c: The candidate incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency. ESSENTIAL KNOWLEDGE 2d: The candidate understands and identifies differences in approaches to learning and performance, and knows how to design instruction that uses each learner’s strengths to promote growth, including learners with disabilities and giftedness. CRITICAL DISPOSITIONS 2e: The candidate respects the rights of all students to equitable access to opportunities for learning, including students from diverse ethnic, cultural, linguistic or religious backgrounds,

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gender or sexual orientation, age, and socioeconomic status. Standard #3: Learning Environments The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

PERFORMANCES 3a: The candidate collaborates with learners, families, colleagues, and communities, to build a safe, positive learning environment of openness, mutual respect, support, inquiry, and experiential/immersion learning. 3b: The candidate communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment. ESSENTIAL KNOWLEDGE 3c: The candidate understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-‐direction and ownership of learning. 3d: The candidate collaborates with learners to establish and monitor a safe and productive learning environment including norms, expectations, routines, and organizational structures. CRITICAL DISPOSITIONS 3e: The candidate is committed to supporting learners as they participate in decision-‐making, and engage in exploration and invention, through both collaborative and independent work.

Standard #4: Content Knowledge The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

PERFORMANCES 4a: The candidate stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. ESSENTIAL KNOWLEDGE 4b: The candidate brings multiple perspectives to major concepts, assumptions, debates, processes of inquiry, and culturally relevant ways of knowing that are central to the discipline.

Standard #5: Application of Content The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

PERFORMANCES 5a: The candidate engages learners in inquiry, generating and evaluating new ideas and novel approaches, and seeking inventive solutions to problems. 5b: The candidate models effective written, verbal, and nonverbal communication. ESSENTIAL KNOWLEDGE 5c: The candidate understands how elements of content knowledge and interdisciplinary themes connect, and knows how to weave those themes into relevant learning experiences.

Standard #6: Assessment The candidate understands and uses multiple methods of assessment to engage learners in their own

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growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making. PERFORMANCES 6a: The candidate balances the use of formative and summative assessment as appropriate to support, verify, and document learning. ESSENTIAL KNOWLEDGE 6b: Both individually and collaboratively, the candidate analyzes and reflects on assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners. CRITICAL DISPOSITIONS 6c: The candidate is committed to the ethical use of multiple types of assessment processes to support, verify, and document learning. 6d: The candidate is committed to making accommodations in assessments and testing conditions for gifted learners, learners with disabilities, and English language learners.

Standard #7: Planning for Instruction The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-‐disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

ESSENTIAL KNOWLEDGE 7a. The candidate understands content and content standards and how these are organized in the curriculum. 7b: The candidate knows a range of evidence-‐based instructional strategies, resources, and technological tools and how to use them effectively to plan and reflect on instruction that meets diverse learning needs. CRITICAL DISPOSITIONS 7c. The candidates respects learners' diverse strengths and needs and is committed to using this information to plan effective instruction.

Standard #8: Instructional Strategies The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

PERFORMANCES 8a: The candidate varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners. 8b: The candidate provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances and through engagement in inquiry. ESSENTIAL KNOWLEDGE 8c: The candidate understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated. 8d: The candidate knows how to use a wide variety of resources, including human and technological, to engage students in learning.

Standard #9: Professional Learning and Ethical Practice The candidate engages in ongoing professional learning and uses evidence to continually evaluate

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his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

PERFORMANCES 9a: The candidate advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media. 9b: The candidate demonstrates mastery of professional writing skills, and is competent in the use of APA style as well as other professional writing styles that are specific to the candidate's discipline. CRITICAL DISPOSITIONS 9c: The candidate is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. 9d: The candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, relevant law and policy, and commitment to social justice.

Standard #10: Leadership and Collaboration The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

PERFORMANCES 10a: The candidate takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making. CRITICAL DISPOSITIONS 10b: The candidate initiates respectful cooperative relationships with all parents, guardians, and families, as well as the local community. 10c: The candidate demonstrates commitment to social justice by identifying social inequities and advocating for their remedy. 10d: The candidate takes responsibility for contributing to and advancing the profession.

Standard # 11: Indian Education: The candidate demonstrates understanding of and ability to integrate history, cultural heritage, and contemporary status of American Indians and tribes in Montana.

Conceptual Framework for the Department of Education The Montana Western Department of Education includes dynamic and progressive programs. Faculty and staff are dedicated to helping candidates become highly qualified, highly effective teaching professionals, leaders who will teach tomorrow’s leaders. The programs in the Montana Western Department of Education are accredited by the National Council for Accreditation of Teacher Education (NCATE; recently changed to the Council for the Accreditation of Education Preparation -‐ CAEP), the Northwest Commission on Colleges and Universities (NWCCU), and the Montana Board of Public Education. Montana Western maintains standards of excellence in preparing teachers with the knowledge, skills, and dispositions necessary for becoming accomplished, highly effective teachers.

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Constructivist Philosophy What is Constructivism? Constructivist theory views “learning as an interpretive, recursive, building process by active learners interacting with the physical and social world” (Fosnot, 1996a, p 30). Julie Bullard, a faculty member of Montana Western’s Department of Education, elaborated on Fosnot’s definition as follows:

• Interpretive: All learning is interpreted through the unique lens of the learner. • Recursive: Changing one or more preceding beliefs affects a succession of future beliefs. • Building process: Learning builds upon previous knowledge, experience, and beliefs resulting

in progressive structural shifts in perspective. • Active learners: Learners must act and react upon the information to make it their own.

Knowledge is not simply transmitted from the educator or the environment to the learner nor does knowledge occur simply through maturation. “Information that is only collected, and not reinvented, does not contribute to the sense making process” (Rodgers and Dunn, 1997, p. 16).

• Interaction with physical and social world: Learning occurs within a social context and is influenced by socio-‐political forces.

This theory is in contrast to traditional, didactic education that views learning as the acquisition of a predetermined body of knowledge by passive learners who are like sponges or empty vessels. The emphasis in [the traditional] approach is on the teacher transmitting knowledge through activities such as well-‐designed lectures (Bullard, 2003, p. 157).

Historical Perspective Constructivism, grounded largely in the works of Immanuel Kant and Jean Piaget, is a learning

theory that states learners construct knowledge. Instead of being mere empty vessels into which new information and knowledge are poured, people bring knowledge to all new situations and construct new understandings as they assimilate new information.

Immanuel Kant, a nineteenth century philosopher, believed that neither rationalists, who believe in universal truths, nor empiricists, who believe in perceptions of experience, were correct. Instead, he proposed that the world exists, but that individuals can only experience the world through the senses (Ozom & Craver, 1986), and thus each individual experiences the world in a unique way. This belief underlies constructivism.

Jean Piaget, a genetic epistemologist, also had a profound impact on the evolution of constructivism. Piaget’s study and observation of children led him to develop a theory of cognitive development that included systematic stages. He was influenced indirectly by John Dewey through Edouard Claparede, founder of the Jacques Rousseau Institute in Geneva. Piaget became a leader at the institute and inherited Dewey's theories (DeVries and Kohlberg, 1987). Six basic principles underlie Dewey's progressive education. These include: • education should be `active' and related to the interests of the child • education should take place through problem solving projects • education, as the intelligent reconstruction of experience, is synonymous with civilized living • the educator should act as more of a guide than as an authority figure • individuals achieve more when they work collaboratively • schools should be run democratically (Kneller, 1966, p. 96).

With these principles in mind, Piaget believed that development is influenced by four factors:

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maturation, experience, social transmission, and equilibrium. Equilibrium coordinates the other three factors. To achieve equilibrium, or mental balance, the learner must reconcile new experiences with existing knowledge. According to Piaget, knowledge is constructed through organization and adaptation (Berger & Thompson, 1995). People organize their thoughts but must also adapt their thinking when they receive new information. To adapt, the learner may assimilate or add the new information to a current schema or, if this information does not fit existing structures, he or she (or the existing knowledge) may need to accommodate or change. In these ways, learners construct new knowledge.

To the constructivist, the learner is viewed as an inquiring knower. For this to occur, Piaget believed that people need to engage in active mental learning. Active learning includes several components. The learning experience must engage the learner's interest, involve genuine experimentation, and involve cooperation (DeVries & Kohlberg, 1987, p. 24).

Interest is considered to be essential to learning because without it the learner would not make the constructive effort to make sense out of experience or to assimilate the information. Piaget believed that people discover truths for themselves through experimentation. This means that in the course of discovering, people will make many erroneous conclusions, which is a necessary part of learning. Lectures, drills, programmed instruction, audio-‐visual and teacher demonstrations are not considered active learning for young children (DeVries & Kohlberg, 1987, p. 25) but these techniques may in some cases be considered mentally active for a more mature learner, since those who have reached the level of abstract reasoning are able to explore ideas and concepts without concrete experiences. However, according to Jones (1978, p. 19), "The beginning stages of any learning must take place through a direct sensory experience with concrete objects if the individual is to have an experiential base for later conceptual understanding."

Piaget’s third component, cooperation, helps people become aware of differences in opinions and viewpoints thereby creating cognitive disequilibrium. This can occur best in equal relationships where mutual respect is present. Working with others also allows learners to experience real moral dilemmas and conflicts and to have the opportunity to practice mutual accommodation.

The role of the educator in a constructivist-‐based classroom is to act as a companion who minimizes the exercise of authority and control and serves as a guiding mentor stimulating initiative, experimentation, reasoning, and social collaboration. The educator needs to create a safe, supportive environment for spontaneous exploration and specific encounters in which learners are free to choose from many alternatives. In addition, the educator must arrange time for the student to digest and reflect upon their experiences (Labinowicz, 1980).

Social Constructivism In social constructivist learning the preK-‐12 student is at the center of the curriculum and all members of the school community-‐-‐students, teachers, paraprofessionals, administrators-‐-‐are learners and teachers. Teaching and learning are reciprocal roles.

The faculty recognizes that knowledge is socially constructed, that communities of practice provide the context for learning, and that knowledge is the tool that guides teaching. The department envisions faculty and candidates coming together to examine the nature of teaching and learning as it addresses educational aims and goals in a variety of rural and urban settings. Individual development comes from social interactions where cultural meanings are shared by the group and eventually internalized by the individual (Richardson, 1997). Social constructivism, like cognitive constructivism, emphasizes the collaborative nature of learning. Social constructivism was first developed by the Soviet psychologist Lev Vygotsky, who believed that it was not possible to isolate learning from the social context in which it is acquired

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(Vygotsky, 1978). Vygotsky believed that every function in the child's cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. Social constructivism reflects human development theory within a socio-‐cultural context. All the higher functions originate as actual relationships between individuals (Vygotsky, 1978).

Vygotsky describes the distance between what the child is able to do independently and the level of potential development as the zone of proximal development. Important to this theory is that individuals learn best in the zone of proximal development, usually under the guidance of an adult or a more capable peer, in an environment that continually challenges their learning potential (Vygotksy, 1978). Learning. The role of language and culture in cognitive development is at the center of social constructivist theories. Language and culture play essential roles in human development and learning as well as in how humans perceive and interpret their world. Human language is the venue through which individuals experience reality and existence. Vygotsky (1978) states:

A special feature of human perception…is the perception of real objects…I do not see the world simply in color and shape but also as a world with sense and meaning. I do not merely see something round and black with two hands; I see a clock…. (p. 39)

Knowledge is socially constructed in communities of practice that provide the context for learning, and that knowledge is the tool that guides teaching. Social constructivism emphasizes education for social transformation. Hence, individuals construct knowledge by interacting with the environment, and in the process both the individual and the environment are changed (Vygotsky, 1978). By constructing knowledge through talk and social interaction, human beings construct multiple layers of meaning and understanding. The social nature of learning and language is played out in the classroom as educators guide students toward two levels of learning: their potential level of learning or zone of proximal development, followed by their independent level of learning. Collaborative learning strategies associated with social constructivist beliefs require learners to develop interpersonal communication skills and to see individual learning as essentially related to the success of group learning (Dewey, 1997; Vygotsky, 1978). Discussion can be promoted by the presentation of specific concepts, problems or scenarios, and is guided by means of effectively directed questions, the introduction and clarification of concepts and information, and references to previously learned material (Derry, 1999; Gredler, 1997).

Instruction. Teaching strategies using social constructivism as a theoretical model include making instruction personally or socially meaningful to students, negotiating meanings with students through exploratory talk (Barnes, 1996), class discussion, small-‐group collaboration, problem-‐based instruction, reciprocal teaching (Kim, 2001), and valuing meaningful activity over correct answers (Wood, Cobb, & Yackel, 1995). In many types of learning situations, the educator begins by initiating the task and gradually turns over responsibility to the students through collaborative and cooperative learning arrangements. This technique is defined as scaffolding. It is the educator’s responsibility to remove supports when appropriate so that the children’s potential is continually realized (Pearson and Gallagher, 1983). In this model, the individual, the culture, and all that the child brings to the learning setting are valued and utilized as part of the school curriculum. In summary, social constructivist learning theory rationalizes that the learner is at the center of the curriculum and all members of the school community-‐-‐students, teachers, paraprofessionals, administrators-‐-‐are interacting as social communities of learners. Language and culture make up the lens through which learning is constructed. Individual development comes from social interactions where cultural meanings are shared by the group and eventually internalized by the individual (Richardson, 1997).

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Social Justice The education faculty holds that a commitment to social justice is a natural outgrowth of social constructivist philosophy. Teaching practices of today must be based on a sound understanding of educational research, theory, and history. In order to implement fair and just teaching practices in today’s schools, educators must understand the historical context that has resulted in equitable access to public education for various ethnic and racial minorities, women, children of poverty, and persons with disabilities. While some inequities may be considered a thing of the past, in today’s schools, many students remain marginalized, often resulting in bullying or other more or less subtle forms of discrimination. Many schools still lack appropriate facilities and accommodations for students with disabilities. The education faculty envisions future educators who think critically about teaching and about schools and who are willing to stand up for the rights and fair treatment of students. Along with this is the acknowledgement that power and ideology are always operating within and around education (Apple & Weis, 1983; Apple, 1993; Giroux, 1988; McCarthy, 1998). Native Americans, in particular, are now trying to reclaim control over their own schooling. The faculty encourages future educators to understand education as a site of historical, political, economic, and social struggle and to grasp the interrelatedness of a common humanity. Thus the faculty aims to educate individuals to be aware of and make decisions based on this political context. To this end, the department supports indigenous efforts of educational self-‐determination and local control. John Dewey believed that:

All education proceeds by the participation of the individual in the social consciousness of the race… the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs (1897).

Ultimately, the faculty believes that hope for a more socially just world is a moral imperative, and that educators are important change agents. All of this is with an idealist look toward what can be rather than an idle acceptance of what is. That is, the faculty holds fast to the possibility of a more democratic, equitable and socially just public education system. The development of candidates’ leadership skills to enable them to be effective change agents for social justice cannot be accomplished through the activities of the education department alone. This work is accomplished through partnerships with other academic units, the school districts, the state, advisory councils, communities, neighborhoods, families, and children. Other Theories that Enhance Practices

While the education department emphasizes constructivism as a key theory in teaching and

learning , the faculty recognizes that candidates need to know and draw upon other philosophies and practices, as do the faculty.

Behaviorism. Drawing from the work of Ivan Pavlov (1849-‐1936), John B. Watson (1878-‐1958), Edward Thorndike (1874-‐1949), and particularly B.F. Skinner (1904-‐1990), educators have long understood that the environment and the consistent reinforcement of appropriate school behaviors will create a positive atmosphere for learning. It is not enough that educators praise expected behavior, but that they set the conditions under which the behavior will occur. Models of direct instruction often are informed by behaviorist philosophy.

Psychosocial theory. Modern educational theory also builds upon the psychoanalytical research of individuals such as Sigmund Freud (1856-‐1939) and the psychosocial research of Alfred Adler (1870-‐

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1937), both of whom recognized the importance of early childhood experiences to a child’s development. Carl Jung’s (1875-‐1961) theory of the unconscious mind had a strong influence on the development of modern psychology and influenced the development of such instruments as the career assessment known as the Myers-‐Briggs Personality Type indicator. Erik Erikson’s (1902-‐1994) research on the psychosocial stages of development has added much to current understandings of child development.

Others. The philosophies and psychological theories developed by a wide array of individuals support and inform social constructivist education. Edward Thorndike (1910) was among the first to point out the importance of understanding the psychology of the child in the educational process. Benjamin Bloom (1913-‐1999) made important contributions to education by introducing the theory of mastery learning (the idea that all children can learn if provided appropriate learning opportunities) and by his classification of educational objectives, now known as Bloom’s Taxonomy (or Levels of Critical Thinking). The humanist psychology of Abraham Maslow (1908-‐1970), who identified a hierarchy of human needs, demonstrated that children have basic needs (such as food and sleep) that must be met before learning can take place. Lawrence Kohlberg (1927-‐1987), whose dissertation in psychology established what is now known as Kohlberg’s stages of moral development, experimented with establishing democratic systems, or just communities in American schools, to establish trusting relationships between students as a means of enhancing their moral development.

Radical constructivism and Pragmatism. Radical constructivism (von Glasersfeld, 1996) goes a step beyond other constructivist philosophies in challenging the very nature of knowledge and reality. The idea that there are universal truths and that humans can discover them has been espoused by many scientists/philosophers since at least the time of Aristotle. “It is a good thing to proceed in order and to establish propositions (principles). This is the way to gain ground and to progress with certainty. ... I hold that the mark of a genuine idea is that its possibility can be proved” (Gottfried Leibniz, 1670).

But whether or not one can actually know with certainty the nature of physical reality has been debated by great thinkers at least since the time of Xenophanes in the 6th century, by Vico in Italy in 1710 (von Glasersfeld, 2003), and by various philosophers today. Radical constructivism “… starts from the assumption that knowledge, no matter how it be defined, is in the heads of persons, and that the thinking subject has no alternative but to construct what he or she knows on the basis of his or her own experience” (von Glasersfeld, 1996, p.1). Radical constructivists do not necessarily deny the existence of a physical reality, but rather question one’s ability to ever know for certain what reality looks like. True to his own beliefs, von Glasersfeld (2003) points out that, as a consequence of this idea, “one cannot adopt the constructivist principles as an absolute truth, but only as a working hypothesis that may or may not turn out to be viable.”

Taking a somewhat different point of view, John Dewey’s (1916) and William James’ (1907) views, generally known as pragmatism, “maintained that an idea agrees with reality, and is therefore true, if and only if it is successfully employed in human action in pursuit of human goals and interests, that is, if it leads to the resolution of a problematic situation” (Fieser & Dowden, 2006).

In describing constructivism in relationship to teaching, von Glasersfeld (2003) points out that “the constructivist teacher does not give up his or her role as a guide -‐ but this leadership takes the form of encouraging and orienting the students' constructive effort rather than curtailing their autonomy by presenting ready-‐made results as the only permitted path. This is not to say that rote learning and the focus on adequate performance should have no place in constructively oriented instruction. But it does mean that… instruction that focuses on performance alone can be no better than trivial” (Von Glasersfeld, 2003).

The education faculty believes that language, reality, knowledge, and culture are socially constructed (Berger & Luckmann, 1966). While recognizing the importance of individual differences, the faculty believes that learning is radically social, and that learning occurs though interactions with others.

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Given this philosophical disposition, the department encourages student-‐centered, inquiry-‐based, and multicultural/global collaborative learning. Through the processes of learning, students go beyond what they can currently do and learn how to solve increasingly more sophisticated authentic problems “under adult guidance or in collaboration with more capable peers" (Vygotsky, 1978). Brain Research

Research on the function of the brain suggests interesting connections to constructivist theories. According to constructivist thought, personal meaning is developed within a negotiated social context. The interactions of past experiences, personal intentions, and new experiences, and the resolution of discrepancies among these three influences are central to the process of constructing meaning. Neurophysiology has demonstrated the brain grows new connections during this process of constructing new meaning by connecting prior experience to new experience (Diamond, 1988). The nature and extent of the structural remodeling corresponds to the amount and type of mental activity required to create new patterns of meaning (Healy, 1990). Enriched environments enable the brain to grow more neural connections, thickening the cortex of the brain, while less stimulating environments actually have a thinning effect on the cortex (Diamond and Hopson, 1998). Individuals develop unique and very specific neural pathways that may become preferred ways of sensing or organizing experience. Thus, the student who succeeds at one type of thinking, or in organizing experiences through particular schemata may have difficulty when the task requires a different type of thinking or organizing process. Howard Gardner’s (1983) conceptualization of multiple intelligences may represent a way of classifying families of unique neural pathways. Leadership As envisioned by the faculty of the Montana Western Department of Education, a leader:

• Inspires others to generate creative ideas appropriate to the situation. • Brings people together to solve problems collaboratively. • Effectively facilitates discussions. • Facilitates individual growth and critical thinking. • Is willing to change one’s own ideas, even if the better ideas come from those they lead. • Effectively facilitates agreed-‐upon change. • Feels personal ownership of the process but not of the product. • Promotes and practices social justice. • Possesses a high level of competence and confidence. • Exhibits a high degree of emotional intelligence. • Provides emotional support that encourages others to take a leadership role.

What does effective leadership have to do with the preparation of future educators? Developing leadership qualities as characterized above is fundamental to that preparation. To that end, the Montana Western education faculty has adopted the motto, Teaching Tomorrow’s Leaders. The faculty views their role as mentors who guide future educators to become leaders who will become mentors to future leaders. Content knowledge, professional skills, and professional dispositions are important but rather meaningless if the educator is not an effective leader.

As viewed by the education faculty, an educator who is a leader is guided by social constructivist philosophy. An educational leader is a facilitator who promotes idea-‐generation, collaboration, and the willingness to support agreed-‐upon change. In the social constructivist model,

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the goal of good leadership is to involve every individual in the group in a collaboration and consensus-‐building process. What does social justice have to do with educational leadership? An important tenet of social justice is the involvement of every individual with the hope of empowering the neglected or oppressed, thereby empowering not only the individual but also the work of the group. Emotional intelligence is also key to effective educational leadership. “Great leaders move us. They ignite our passion and inspire the best in us. When we try to explain why they are so effective, we speak of strategy, vision, or powerful ideas. But the reality is much more primal: Great leadership works through emotions” (Goleman, Boyatzis, & McKee, 2002, p. 3). Goleman (2001) suggested that effective leaders have one thing in common, “They all have a high degree of emotional intelligence” (p. 3). Based on years of researching attributes of effective chief executive officers at successful companies, Goleman (2001) summarized emotional intelligence competencies as self-‐awareness, self-‐regulation, motivation, empathy, and social skills. Leadership development in practice at Montana Western In addition to the leadership skills developed within their professional education program, education candidates at Montana Western complete a general education program replete with leadership observation opportunities and practical skill-‐ and disposition-‐building exercises. General education courses draw from the following strategies, facilitated by the experiential block-‐scheduling format: group collaboration, consensus building, student ownership of learning, service projects or campus and community involvement, practical research, and a variety of types of presentations. The curricula of the education programs include numerous opportunities for self-‐reflection, cooperative learning strategies, case studies, real world problem analyses, practical or action research projects, field experiences with preK-‐12 students with diverse learning needs, and multiple opportunities to interface with families, communities, preK-‐12 educators and university faculty members. These provide rich, meaningful leadership learning experiences for pre-‐service educators.

Education Programs Montana Western education programs prepare elementary teachers, secondary teachers, K-‐12 teachers, and early childhood professionals. In addition to teacher education programs, the department also offers an Associate of Applied Science degree in Education Studies, and various programs in Early Childhood Education, designed to develop early childhood educators who are prepared to take on leadership roles. The education of a teacher is multi-‐faceted. It requires assimilation of subject knowledge, appropriate character and dispositions, and teaching knowledge and skills (pedagogy) for successful teaching. This document clarifies the path Montana Western students follow to be admitted to and progress through the Teacher Education Program. The programs do 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 Montana Western Department of Education Admission, Retention, Graduation, and Licensure Policies and Procedures. The Elementary, Secondary, and K-‐12 Teacher Education Programs at Montana Western select

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applicants with the ability to become highly competent, qualified, and caring 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 Council for the Accreditation of Educator Preparation (CAEP). Within these guidelines, the Education faculty and cooperating teachers and administrators of the public schools with whom the department partners, have the ultimate responsibility for the selection and evaluation of TEP candidates; 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 satisfactory academic achievement, but also on a range of professional attributes that serve to ensure candidates can demonstrate the professional knowledge, skills, and dispositions required by the Teacher Education Program.

Program Basics. The program basics required by the Montana Western Department of Education include communication, intellectual (conceptual, integrative, and quantitative) abilities for problem solving and effective teaching as well as the professional, behavioral, and social aspects of the performance of the teacher. Communication is central to teaching and learning. Communication competencies are demonstrated by such behaviors as using the appropriate grammar, usage, mechanics, and word choice in oral communication, and speaking distinctly and with confidence. Written communication to students, parents, administrators, and the community at large demands the use of conventional spelling, conventional English language mechanics, organization, and meaningful word choice. Further, communication with students and families is demonstrated by sensitivity to the cultural, linguistic, socio-‐economic, and other family circumstances of the students. The candidate must have the academic 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 abilities must translate into demonstrated skills and may be described as the ability to comprehend, analyze, synthesize, integrate, and utilize information and situations. Candidates must be able to develop reasoning, problem solving, and decision-‐making skills appropriate to the daily practice of teaching. Professional dispositions are demonstrated by behaviors such as: developing positive relationships with peers, children, 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 and professionally in groups. Additional attributes necessary for the teaching profession include compassion, social justice, ethics, empathy, integrity, responsibility, and the physical and emotional capacity to handle the varying demands of the job. Elementary Education (K-‐8) Elementary Education majors must have a broad foundation in the sciences, humanities (including the arts), and social sciences. Montana Western prepares Elementary Education majors to teach grades K-‐8 in rural, urban, or global classrooms. To obtain a license in elementary education, the Montana Office of Public Instruction requires all candidates to obtain a passing score on the PRAXIS II content knowledge exam.

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Additional study in at least one specialty area is strongly recommended, either by completing an additional major, minor, or a middle school option area. The aim is to prepare teachers to be able to optimally expand children’s ability to grow and develop in all areas (ACEI, 2004). Education minors lead to licensure endorsements in Montana, but not in all other states. In Montana and many other states, satisfactory PRAXIS II scores are required for most subject areas. Majors or minors that can be added for secondary licensure (grades 5-‐12) include: Biology, Business and Computer Applications, Earth Science, English, General Science, Modern History, Industrial Technology, Interdisciplinary Social Science, and Mathematics. Majors or minors that can be used for K-‐12 licensure include: Art, Computer Science, Drama, Physical Education and Health, Library Media (offered in collaboration with the University of Montana Missoula), Literacy, Music, and Special Education. In addition, education majors can complete a minor in Early Childhood Education. Elementary Education candidates may also add a Middle School Option Area including either: Math, Earth Science, Life Science, Physical Science, Social Studies, or Instructional Technology. Options do not lead to licensure; however, they show evidence of additional study in one of these areas. Through coursework and extensive field experiences in multi-‐age and single-‐age classrooms, as well as experiences in diverse settings such as American Indian Reservation Schools, and schools that address various disabilities, candidates experience a myriad of field observations as well as opportunities to practice teaching in a variety of classroom settings. The Montana Rural Education Center, as part of Montana Western’s Department of Education, is endorsed by the National Rural Education Association as one of only five rural education centers in the nation. As a result, Montana Western elementary education candidates are uniquely prepared to teach in a multi-‐age classroom located in a rural school setting. Secondary Education (grades 5-‐12) and K-‐12 Education Montana Western offers a variety of majors in Secondary Education or K-‐12 Education. Secondary Education prepares teachers to teach grades 5-‐12 in the major or minor subject areas recognized by the state of Montana. Montana Western’s secondary education candidates must have a major in at least one teachable subject area for which the university is authorized, in order to receive a recommendation for licensure. Secondary teaching majors include: Biology, Business & Computer Applications; Earth Science, English, General Science Broadfield, Modern History, Industrial Technology, Mathematics, and Interdisciplinary Social Science. The university also provides several K-‐12 teaching majors: Art, Physical Education & Health, and Music. In addition to teacher education programs, the Health and Human Performance degree program prepares candidates for related careers in health, physical education, and human performance. The University of Montana Western is authorized to recommend licensure only for those subject areas for which we offer a major or minor. Candidates majoring in Elementary Education, Secondary Education, or K-‐12 Education may complete more than one major, or may select from a variety of teaching minors, which, when coupled with a teaching major, can be accepted as additional teaching endorsements by the Montana Office of Public Instruction. Minors that can be used for secondary licensure include: Biology, Business and Computer Applications, Earth Science, English, History, Industrial Technology, and Mathematics. Minors that can be used for K-‐12 licensure include: Art, Computer Science, Drama, Physical Education and Health, Library Media (offered in collaboration with

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the University of Montana Missoula), Literacy, Music, and Special Education. In addition, teacher education majors can complete a minor in early childhood education. Secondary Education candidates are encouraged to select either a Minor or a second Major to increase their employability. In Montana, teacher candidates receive endorsements for teaching in both Major and Minor subject areas; however, many states do not accept licensure in a minor field (some states will allow a candidate with a minor to demonstrate competency through passing a licensure exam; in most states the exams are in the PRAXIS II series). The Montana Office of Public Education requires teaching candidates to obtain satisfactory scores on PRAXIS II exams for most subject areas. The Montana Western Department of Education strongly recommends that all candidates who must take a PRAXIS II exam complete the exam prior to student teaching. We strongly recommend that all students take the PRAXIS II exam in their major and minor areas, to increase their hiring options in other states. Most states in the northwest region have established minimum exam scores for eligibility for licensure.

Academic Advising

Faculty who mentor and guide the learning experiences of candidates are highly qualified individuals with broad and extensive backgrounds in classroom teaching either at the elementary or secondary level or both. Candidates work closely with Montana Western faculty as their advisors. In EDU 201, Introduction to Education with Field Experience, candidates begin to create the evidence that will be assessed as part of the process of admission to, and retention in, the Teacher Education Program. Academic advising is an important service provided to Montana Western students. Faculty advisors work with candidates toward meeting their professional goals. All full-‐time faculty members maintain office hours, and may be contacted to arrange for appointments outside these posted times. Candidates should contact their faculty advisor during their first semester at Montana Western, and maintain contact with them throughout their program. The easiest way to do this is for candidates to meet with their advisor at least once each semester prior to registration for classes. All students at Montana Western are assigned a faculty advisor in their area of study, once a major or program of study is declared through the Admissions Office (if they declare a major when they are first admitted to the university) or the Advising Center (if they declare or change major or minors later on). The department recommends that a candidate work with a faculty member for each major or minor that the candidate is seeking. Undeclared majors are randomly assigned to faculty advisors until a major is declared. For a timely graduation and to ensure that all program requirements are being met, it is important that students officially declare a major as soon as they have decided on a program of study. Teacher education candidates follow a highly prescribed curriculum; therefore, declaring a major as soon as possible is essential to staying on track for graduation. It is the student’s responsibility to declare a program of study and meet regularly with his/her faculty advisor to review the requirements of the selected program of study and to attain assistance in creating a graduation timetable. Refer to the University Catalog for assistance in planning a course of study. The Montana Western Advising Center is located in Main Hall 214 (phone 683-‐7049 or 683-‐7050). Students who have questions about academic advising, or who need to be assigned a faculty advisor can meet with advising staff in the Advising Center.

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Career Services Visit the Career Services office, in the basement of the library, early in your academic career. The Career Services coordinator is located in the Learning Center and can be contacted by phone at 406-‐683-‐7143 or by email at [email protected]. Career Services provides assistance in determining career goals, developing a professional resume, applying for professional positions, looking for work-‐study jobs, internships, summer jobs, or applying for graduate school. The professional employment placement file, which includes professional references and information about students’ professional background, is housed in Career Services. Students should develop a placement file early so that it is ready for summer internships, work-‐study positions, or professional positions that may become available throughout the students’ college career. At the student’s request, the Career Services coordinator will send this information to potential employers. Employment Placement File Professional Recommendations Career Services keeps professional recommendations in the placement file. To request recommendations, provide Career Services with the name, position and address of the individuals who have agreed to write a recommendation. For teaching positions, candidates should include their student teaching supervising teacher(s), university student teaching supervisor, school principal, university advisor, or head coaches with whom they have worked. The Career Services office will mail a specific recommendation form to each individual, and the recipient will mail that form directly to Career Services. A minimum of three and a maximum of eight recommendations is needed to establish a file, If you have more than eight recommendations and no other directions are given, the oldest letters will be removed. Candidates should request new recommendations throughout their academic and professional career. This service remains available to students after graduation. Career Services sends placement files out at the request of Montana Western graduates for a number of years after they graduate. When you apply for a position, you are responsible for providing the following to any potential employers:

§ Official Transcripts -‐ keep a copy for yourself or request them from the registrar. § Cover letter -‐ addressing your qualifications for the specific teaching position. § Resume -‐ include one with every school district application. It is typical to revise the cover letter

and resume to relate them to the specific position to which you are applying. Set-‐up Fee A one-‐time set-‐up fee is charged to initiate the employment placement file. This fee provides the student with 10 placement files mailed at no charge. There is a small fee for each additional file mailed. There is no re-‐activation fee – Students’ files are active whenever they are needed. Ordering an Employment Placement File To have a placement file sent to a potential school employer, candidates should call, e-‐mail, or write Career Services with the following information: Name of Administrator or Office where file is to be mailed

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Name and Address of School District Allow two days for Career Services to prepare and mail the file, in addition to adequate mail delivery time. Placement files should be mailed to the district the same day the student mails in an application packet, to ensure that the receiving individual receives both.

Student Review Committee

The Student Review Committee serves the functions of 1) early identification and remediation of academic deficiencies, professional skills, or behaviors exhibited by teacher education students which could prevent them from becoming effective educators; and 2) encouraging students to change career paths when the likelihood of success in the field of education is remote. The committee meets when cases of student behavioral misconduct or academic concerns are brought to the attention of the committee. Details of the remediation process may be found below, in the section on TEP Gateway 1. The Student Review Committee also meets on request to review student appeals with regard to denials of admission to the Teacher Education Program and/or Student Teaching, or to review appeals of field or student teaching placements. Contact the Chair of the Montana Western Department of Education to request an appeal. Student requests to have a university policy waived are reviewed by either the Academic Admissions and Standards Committee, or the Enrollment and Attendance Committee (appeal forms available from the Registrar). Refer to the Montana Western Student Handbook for information related to student grade appeals or policy grievances.

Teacher Education Program (TEP) Requirements The Teacher Education Program (TEP) holds high expectations for candidates as evidenced by the program requirements described below. The curriculum of the Montana Western Teacher Education Program supports constructivist views about the nature of teaching and learning. Refer to the university catalog for your specific academic degree requirements. Montana Western considers teacher preparation an interactive learning process involving scholarly engagement with texts and technology, field experiences, close interactions with the education faculty and field teachers, and the development of professional evidence. The assessment system for the teacher education programs includes evaluation of candidates throughout their teacher preparation course work, beginning with general education coursework and continuing through the courses for the major and any minors, and the professional education courses, and culminating at the end of student teaching. Candidates are introduced to program requirements in this handbook. Both formative (evaluation of on-‐going performance) and summative (evaluation of specific benchmarks and outcomes) data are collected from candidates at predetermined benchmarks of the Teacher Education Program (Gateways 1, 2, and 3). Performance-‐based Assessment Throughout the UMW TEP program, candidates develop a collection of artifacts, evidence, and reflections documenting the candidate’s accomplishments in the teaching field. It indicates

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development of skills and knowledge while showcasing distinguished work. The educational portfolio is designed to provide evidence of the pedagogical skills and knowledge base of the accomplished pre-‐service teacher as well as his or her verbal and written communication skills critical to teaching and learning. Integral to the Montana Western Department of Education conceptual framework, the TEP program gateways allow the candidate to organize and demonstrate knowledge, skills, and dispositions associated with teaching through leadership within a constructivist framework. The three-‐gateway professional preparation program and assessment system contain content and objectives closely aligned with standards for teacher education recommended by the Montana Office of Public Instruction (OPI) standards for teacher preparation (the Professional Educators Preparation Program Standards -‐ PEPPS), and the Council for the Accreditation of Educator Preparation (CAEP), as well as the Model Core Teaching Standards, national standards for teachers, developed by InTASC (the Interstate Teacher Assessment and Support Consortium). Many states have adopted the InTASC standards for preparing new teachers. These standards describe the essential knowledge, professional performances (skills), and critical dispositions (behaviors, attitudes) that every teacher should be able to demonstrate. The national teaching standards define what practicing teachers would continue to build upon. In addition, each education program at Montana Western is aligned with national standards specific to its respective content area. The methods of achieving state and national standards are rooted in constructivist and progressive experiential learning models. Cooperative and collaborative classrooms with strong experiential components are the norm for the Montana Western Teacher Education Programs. The UMW Department of Education faculty assesses the teaching candidate’s competency in each of the InTASC Model Core Teaching Standards during coursework, field experiences, and student teaching. Our assessments provide sound evidence that the candidate is progressing satisfactorily, or indicate areas that need more development. Our assessment system provides consistency of expectations for all candidates, beginning with entry into the Teacher Education Program (TEP) and culminating with the student teaching experience.

The value of an educational portfolio is multidimensional:

Value to the Candidate

� Serves as a tool for continuous self-‐evaluation

� Serves as a way to ensure that state and national standards are met

� Serves as a tool for defining areas of strength and weakness

� Serves as a vehicle for continuous reflection leading to improved instructional performance

� Prepares the candidate for job interviews

� Provides the candidate with the ability to develop portfolios for continuous evaluation by school principals or for National Board Certification (see http://www.nbpts.org/).

Value to the Evaluator (University Professors, K-‐12 Classroom Teachers, and University Supervisors)

� Offers an authentic, performance-‐based framework to judge the work of the candidate

� Shows areas of strength and weakness

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� Provides opportunities to guide the student toward improved teaching

Value to the Teacher Education Program

� Provides critical feedback on the success of candidates

� Provides opportunities to assess the on-‐going strengths and challenges of our programs

� Serves as a final evaluation of the university’s efforts toward meeting state and national accreditation standards

TEP Gateways

The TEP gateway artifacts present evidence to the Montana Western faculty that the candidate has achieved the professional knowledge, skills, and dispositions essential to being an effective teacher. The TEP gateways constitute a continuous, performance-‐based process of evaluation. They are comprised of the assessment tools for evaluating candidates’ strengths and weaknesses throughout the program. Candidates’ writing skills will be assessed throughout the program, as well as their knowledge, performances (skills), and critical dispositions (behaviors & attitudes). In addition to providing evidence of successful completion of program requirements, the TEP gateways also prepare candidates for pursuing National Board Certification under the National Board for Professional Teaching Standards after having taught for a few years. Candidates may wish to take a look at the NBPTS web-‐site at http://www.nbpts.org/ so they can become familiar with the standards, core propositions, portfolio, and assessment requirements used in National Board Certification. Tips for Successful Completion of the TEP Gateway artifacts 1. Read the requirements associated with each gateway. 2. Be thorough. The more “proficient” marks received, the better start the candidate has for teaching

and for job interviews. 3. Use conventional grammar, punctuation, and spelling. Teachers are models for children, and their

work must reflect excellence in communication. 4. The majority of the artifacts will be submitted online within the TEP Gateway Portfolios, found in

Chalk & Wire. However, some artifacts (such as academic transcripts and reference letters) may be submitted in a small paper portfolio or can be scanned for submission within Chalk & Wire.

5. Remember, during Gateways 1 and 2, evidence of meeting the standards is a work in progress. Gateway 3, completion of student teaching, is a candidate’s culminating opportunity to demonstrate his or her ability to be an effective teacher.

6. Throughout field experiences and student teaching, candidates will have teaching evaluations, self-‐observations, student evaluations, and peer observation. Always keep copies of these evaluations and observations.

7. Continue to research and reflect on the constructivist model of teaching and learning which forms the philosophical core of the Montana Western Department of Education Conceptual Framework (described in this handbook).

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TEP Gateway 1: Admission to the Teacher Education Program (TEP) All Elementary Education, Secondary Education, and K-‐12 Education candidates must apply for, and be accepted into, the Teacher Education Program (TEP), prior to taking most upper-‐division professional education courses. Online Portfolio – Chalk & Wire In your first professional education course, EDU 201 or EDU 222, you will purchase from the UMW bookstore a five-‐year Chalk and Wire ePortfolio account. Chalk and Wire is an online portfolio and assessment system. Training in the use of Chalk & Wire is provided for candidates in coursework. Students electronically submit TEP-‐Gateway-‐required specific assignments to Chalk & Wire, using their instructor’s directions. The instructor reviews and assesses the work within Chalk & Wire. Preparation for admission to the Teacher Education Program Preparation for admission to the Teacher Education Program begins with the candidate’s first university course and is completed when the candidate is accepted into the Teacher Education Program. Upon admission to the TEP, the candidate passes through TEP Gateway 1. The candidate should work closely with his or her faculty advisor in preparing for admission to the Teacher Education Program. Elementary Education, Secondary Education, and K-‐12 Education majors take a number of the general education courses and a few professional education courses before applying for admission to the Teacher Education Program. It is typical to apply for admission to the TEP during the sophomore year. Transfer students must meet with a faculty advisor upon admission to the university to determine when to apply for entrance into the TEP. Candidates who already have a degree typically apply for admission to the Teacher Education Program immediately upon completion of, or while completing, the first two required professional education courses. These candidates must meet with their faculty advisor or the Post-‐baccalaureate Program Coordinator, to apply for expedited admission to the TEP. Any candidate who wishes to enter the Teacher Education Program must complete an "Application for the Teacher Education Program." These forms are available within Chalk & Wire’s TEP Gateway 1 Portfolio and are also available on the Moodle Education Advising page. The candidate is responsible for having the forms completed and signed by the candidate’s faculty advisor and the Director of Field Experiences, prior to the TEP interview. Candidates must also submit documentation for a criminal background check. The forms for the background check can be obtained from the Director of Field Experiences & Student Teaching. Butte and Helena students can obtain the form from the Education Program Coordinator that serves as their advisor. Candidates who do not pass the criminal background check will not be admitted to the Teacher Education Program and cannot sign up for most of their upper division professional education coursework. When the candidate meets the minimum requirements for admission to TEP, listed below, she or he will then participate in an interview and 5-‐minute teaching demonstration, conducted before a faculty panel. Candidates sign up for the interview, which is held the third week of each block, in the Education Conference Room, Main Hall 227. Grade and GPA requirements Candidates must maintain good grades throughout their program. The following requirements apply to

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all three gateways of the Teacher Education Program: � Candidate must maintain an overall 2.70 Grade Point Average (GPA) (beginning with the 2012-‐2013 catalog)

� For General Education courses, candidate must have no grade lower than C-‐ (applies to all catalogs) � For courses for each Major and/or Minor, candidate must have at least a 2.70 GPA (beginning with the 2012-‐2013 catalog); with no grade lower than C-‐ (applies to all catalogs)

� For Professional Education Core courses, candidates must have no grade lower than B-‐ (applies to all catalogs)

� Students may re-‐take required Professional Education Core courses only once (applies to all catalogs)

Please note that individuals will not be able to register for most 300-‐ or 400-‐level Professional Education courses prior to official admission to the Teacher Education Program. Students may take EDU 382 (Assessment, Curriculum, & Instruction) prior to admission to the TEP. Limit on applications to the Teacher Education Program Students may apply for admission to the Teacher Education Program no more than twice. If a student fails in his or her first attempt, the interviewing faculty members will explain to the candidate what remediation is needed before the candidate can re-‐apply for admission. If the student fails the second interview, he or she may not re-‐apply. In this case, the student is advised to consult with his or her advisor to examine alternate career goals. Appeals to this policy can be made to the Student Review Committee. Contact the Montana Western Department of Education chair to request an appointment with the committee to make an appeal. Students are responsible for providing relevant documentation to support their appeal. Required Evidence: Preparing for TEP Gateway 1 The following chart lists the TEP Gateway 1 requirements. The chart indicates where artifacts for TEP Gateway 1 are created and assessed. In addition to assessing professional knowledge, skills and dispositions through the artifacts, interviews, and presentations, the candidate’s writing skills will be assessed. Candidates should edit all documents carefully and ask someone else to review the completed artifacts before submitting them for assessment by instructors. Faculty advisors can advise the candidates in preparing for the interviews and presentation.

Requirements for passing through TEP Gateway 1,

Completed before admission to the UMW Teacher Education Program

Artifacts Candidates in All Catalogs TEP Application Form, verified and signed by you, your education faculty advisor, and the Director of Field Experiences.

Criminal background check up to date (refer to page 29 for details) Courses that must be completed (see grade and GPA requirements listed below): • EDU 201 • EDU 222

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• EDU 234 (Elementary Ed.) • WRIT 101 • College level math or statistics course (above M 095) • 8 additional general education credits Candidates must pass the UMW Information & Technology Literacy Exam (if they fail the exam, they must take COMS 115 to assist in passing the exam)

Extemporaneous essay, verified by your education faculty advisor

Beginning spring 2013, the essay is completed in EDU 201. [For those students who did not complete the essay in EDU 201 or EDU 234, the essay will be proctored twice a semester (week two of blocks 1, 3, 5, or 6)]. You must obtain an overall rating of 2.0 or above, with no more than one “unacceptable” score on the rubric, in order to pass the Extemporaneous Essay Exam. Failing the essay requires student to take EDU 234. If you failed the exam in EDU 234, you become ineligible for admission to the TEP and you will not pass EDU 234.

Transcripts, verified by your education faculty advisor

Students in catalogs prior to 2012-‐2013: GPA 2.50 overall; GPA 2.50 for general education courses. No grade below C-‐ for General Education courses and for courses for major and minor. GPA 3.0 for Professional Education courses, no grade lower than B-‐. Students may re-‐take required Professional Education courses only once. (Students who have already re-‐taken a course prior to Fall 2012 have one more chance to re-‐take same course). NOTE that the Montana Office of Public Instruction now requires a minimum 2.65 GPA for your major and minor courses, as well as passing the PRAXIS II exam in your major/minor programs, to be eligible for licensure.

Students in catalogs beginning 2012-‐2013 or later: 2.70 GPA overall; 2.70 GPA for content courses in major/minor. No grade below C-‐ for general education courses and for courses for major and minor. Professional Education courses, no grade below B-‐. Students may re-‐take required Professional Education courses only once.

Dispositions, professional skills, & academic performance assessment, verified by your education faculty advisor

Candidates with more than one red flag, or candidates on departmental or university academic or behavioral probation, are not eligible for admission to TEP.

Autobiographical Essay, in Portfolio

EDU 201 (only if taken Fall 2012 or earlier): Autobiographical essay: why you want to be a teacher; life and educational experiences reflecting your commitment to becoming an educational leader; professional goals.

Teacher Work Sample: Part EDU 201 (beginning Spring 2013):

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A, submitted in Chalk & Wire Teacher Work Sample: Part A: Planning for Contextual Factors (Students must obtain a passing score on the TWS to pass the course).

Educational Philosophy, evaluated by your faculty advisor

EDU 201 (only if taken in Fall 2012 or earlier): Educational Philosophy [Beginning Spring 2013, the essay is created in TEP Gateway 2, in EDU 311 (Global Educational Philosophy Essay)].

Social Constructivism essay, evaluated by your faculty advisor

EDU 222 (only if taken in Fall 2012 or earlier): Social Constructivism Essay

Teacher Work Sample: Part B, submitted in Chalk & Wire

EDU 222 (beginning Spring 2013): Teacher Work Sample, Part B: Planning for Differentiation of Instruction. (Students must obtain a passing score on the TWS to pass the course)

Service Learning Summary & Reflections, submitted in Chalk & Wire, assessed by your Faculty Advisor.

Students in university catalogs prior to Fall 2012 are exempt (Refer to Gateway 2 for requirements after admission to the TEP).

Students in catalogs beginning Fall 2012 or later: Service Learning Summary and Reflection (80 hours). (If you apply for admission to the TEP in Fall 2013, you must complete at least 50 hours of service learning. The service may have been completed any time during your college career, within the previous 10 years. After Fall 2013, add 30 hours of service learning for each semester, until you are admitted to the TEP, up to 80 hours). Students who already hold a bachelor’s degree are exempt (Refer to Gateway 2 for requirements after admission to the TEP).

TEP Admissions Interview & Teaching Demonstration

Interview with 5-‐minute teaching demonstration conducted before a faculty panel. Work with your education faculty advisor for assistance in preparing.

Voting by Education Faculty After the interview, the faculty members attending the interview will submit the candidate’s name for a vote by the faculty of the UMW Teacher Education Program. Upon approval of the faculty, the UWM Department of Education chair will sign off on the candidate’s entrance to the UMW Teacher Education Program

After you have completed EDU 201 and EDU 222, and preferably EDU 382, take the TEP Gateway 1 Checklist to your faculty advisor to start the process of applying for admission to TEP. Also visit with the Director of Field Experiences to obtain forms and instructions for applying for your Criminal Background Check. The TEP Gateway 1 checklist can be found on the Education Advising Moodle website, or in the TEP Gateway 1 Portfolio that you create within Chalk & Wire. Your education faculty advisor and the

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Director of Field Experiences will verify, via their signatures, that the following items are completed and passed. All must be completed before the student is eligible to apply for admission to the Teacher Education Program (refer to the list of requirements, above, for appropriate substitutions for students in prior year catalogs):

• Criminal background check up-‐to-‐date (visit the Director of Field Experiences to complete forms and obtain fingerprint cards)

• Overall GPA 2.70 or higher • EDU 201, grade of at least B-‐; course repeated no more than once • Teacher Work Sample, Part A, passed (EDU 201) (no "unacceptable" marks, mean score 2.5 or

above) • EDU 222, grade of at least B-‐; course repeated no more than once • Teacher Work Sample, Part B, passed (EDU 222) (no "unacceptable" marks, mean score 2.5 or

above) • EDU 234 (Elementary Ed.), grade of at least B-‐; course repeated no more than once • WRIT 101, grade C-‐ or higher • College level math or statistics course (above M 095), grade C-‐ or higher • 8 additional general education credits, grade C-‐ or higher • UMW Information & Technology Exam passed • Extemporaneous essay passed (mean score 2.0 or above; no more than one “unacceptable”

mark) • Candidate has no Yellow flags or Red flags related to Professional Dispositions, Professional

Skills, & Academic Performance; no "unacceptable" ratings on Observation or Professionalism forms (Faculty advisor will review student's forms in the Office of the Director of Field Experiences)

• Candidate is not on departmental or university academic or behavioral probation (Faculty advisor verifies this with Dean of Students, the Provost, and the chair of the departmental Student Review Committee)

• Service Learning Summary (evaluated by your Faculty Advisor) (no "unacceptable" marks, mean score 2.5 or above)

• Candidate is prepared for the TEP Admissions Interview and Teaching Demonstration

Explanation of various requirements for admission to the TEP

1. Criminal background check

Teacher education candidates are required to submit to state and federal criminal background checks during their program of study. Candidates are required to submit paperwork for a background check prior to admission to the Teacher Education Program, and again prior to student teaching, if more than two years have elapsed. The background check can take up to three months, and candidates are encouraged to submit a background check early. Background checks are required by many school districts before candidates may have contact with K-‐12 students in Field Experiences, and are mandatory before the Montana Office of Public Instruction will issue licensure. These background checks will be reviewed using the following policy. Policies for the use of criminal background check reports:

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When the UMW Director of Field Experiences receives the results of the background check, they are reviewed and approved using the following guidelines:

• If there is No Criminal Record for both the state and federal check: the Director of Field Experiences approves the candidate for placement in Field Experiences.

• Criminal offenses less than one year old require a meeting with the Director of Field Experiences, his or her immediate supervisor, and the candidate. This may include offenses that come to the attention of the Field Experience Office through means other than the background check. An example would be a court report in the newspaper showing an offense occurred after the background check was submitted. The candidate may be required to postpone placement in Field Experiences (which often requires postponement of some education courses) until one calendar year has passed without further offenses. In the case of postponed placements, the candidate will be required to submit a new background check not more than 45 days before the placement is to begin. Depending on the criminal offense, the candidate may be denied admission to the UMW Teacher Education Program, or may be removed from the Teacher Education Program and denied admission to Student Teaching. Offenses that occur after the candidate is admitted to Student Teaching may result in the candidate being removed from Student Teaching or may affect the ability of the candidate to obtain a teaching license. Different states have different rules and laws regarding what type of criminal offenses will prevent an individual from obtaining a teaching license, depending on severity, type, and when the offense occurred (recency).

• Criminal offenses more than one year old require clearance from both the UMW Director of Field Experiences and his/her immediate supervisor. Approval may require a meeting with the candidate. Depending on the offense, the candidate may be denied placement and may be denied admission to the Teacher Education Program, or may be removed from the Teacher Education Program and denied admission to Student Teaching.

• During a field experience or during student teaching, any candidate may be removed from his or her assignment if a criminal offense occurs or is discovered. Candidates are required to report criminal offenses. The UMW Director of Field Experiences and his or her immediate supervisor will determine the need for a meeting to discuss the circumstances of the offense.

• Considerations of all offenses will include severity, frequency, and recency. Appeals: Candidates may appeal decisions to the UMW Student Review Committee. In addition, the Director of Field Experiences or his or her immediate supervisor may request the Student Review Committee review the case. Effect on Licensure: The policies of the University of Montana Western Department of Education are created based on the professional judgment of the faculty and staff responsible for the education programs and their administration. The decisions are meant to support the ideals of the Teacher Education Program. Acceptance or refusal for field experience, student teaching, or internship placement does not imply any knowledge of the decision the Montana Office of Public Instruction (OPI) would make regarding a candidate’s ability to obtain a teaching license or other employment, with a criminal record.

Procedures for background checks:

1. If you have completed a background check that is less than 2 years old; and if the agency that requested the background check will share the results with the university:

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Have a copy of the results sent to: Mike Miller, Director of Field Experiences, University of Montana Western 710 S. Atlantic, Dillon MT 59725

Note: Montana school districts and the MT Office of Public Instruction have procedures for sharing background checks. If you are requesting your background check from a district or other party, and they need a copy of the university procedures, please contact the Director of Field Experiences at 683-‐7636 and ask that the university procedures be provided. 2. Sign the Consent/Release Form and return it to the Office of Field Experiences, Main Hall 221. 3. If you don’t have a current background check, obtain the fingerprint cards from the University of Montana Western Office of Field Experiences, Main Hall 221. (Butte and Helena students can obtain forms from the Off-‐Campus Education Program Coordinator, Kathy Shipman).

• Complete all of the information on the fingerprint card. • Have your fingerprints taken. Some locations are:

Beaverhead County Sheriff’s Office -‐ $10 Call for an appointment: 683-‐3700

In Butte: Gregg Edelen, Deputy Butte-‐Silver Bow Sheriff’s Department 115 Quartz (Detention Center) 406-‐497-‐1186 or 406-‐490-‐8689

4. Return the following to the UMW Office of Field Experiences:

• Completed fingerprint card(s) • Signed Consent/Release Form • A check or money order for $29.25 made payable to: Montana Criminal Records.

Storage and use of background checks: Background checks are kept in the Office of Field Experiences, separate from the rest of a candidate’s educational records. The background checks are shared only according to the conditions of the Consent and Release Form, by written request of the candidate, or in accordance with an appropriate legal request. The candidate acknowledges and gives approval for the university to share the results of the background check with any school district where the candidate may be placed as part of his or her program of study. The background checks are also shared with the Montana Office of Public Instruction as part of the process for licensure. If the candidate wishes the background check to be shared beyond these conditions, she or he must make a written request stating the name and address of the party to whom the background information should be sent. Candidates may view their background check by making arrangements with the Director of Field Experiences. The candidate will not receive a copy of the background check.

2. UMW Technology & Information Literacy Exam This exam covers both technology competencies and information literacy competencies. The exam is required for graduation from Montana Western, regardless of your degree area. The exam is offered the third Thursday of each block. A list of the scheduled testing dates is posted in the Office Simulation Computer Lab.

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Taking the test to see if you need to take COMS 115: Sign up for the exam at the Office Simulation Computer Lab, first floor of the Business & Technology Building. The deadline for signing up is the day before the scheduled testing day by noon. After you have signed up, stop by the Registrar’s Office and ask them to enroll you in CAPP 191E so that the fee will be assessed for the exam. The test costs $10 each time you take it. If you do not pass the exam you must take COMS 115, Computer Basics for Educators, to assist you in passing the exam. All Teacher Education Program candidates (elementary education, secondary education, and K-‐12 education majors) must pass the exam before your TEP Gateway 1 interview. If you have to take COMS 115: When you register for COMS 115 you will automatically be charged the $10 fee for the exam and will be enrolled in CAPP 191E (this shows that you have paid the fee). In COMS 115 you will take the Technology & Information Literacy Exam again. After you pass the Technology & Information Literacy Exam: After you pass the exam, the course CAPP 191E: Information & Technology Literacy, will show a “P” grade on your transcripts. This course is there to show the student, advisors, and the Registrar’s Office that the student has passed the exam. If you need further assistance or have questions about the exam, contact Denise Holland. Office: BTB 213; Phone: 406-‐683-‐7203; Email: [email protected]

3. Repeated coursework Candidates who do not achieve minimum grade requirements will be permitted to take required Professional Education Courses a maximum of two times. This includes all courses listed in the university catalog for your major, under “Professional Education Core.” If a student fails to earn a B-‐ (or better) in a course by the second time she or he is enrolled, the student will either be denied admission to the Teacher Education Program (TEP) or will be dropped from the TEP. Critical Assessments that are embedded within courses (e.g., Teacher Work Sample) must be passed in order to pass the course. Candidates in catalogs prior to 2012-‐2013, who already had taken a course more than once prior to Fall 2012, may re-‐take a required education course no more than one more time, beginning in Fall 2012.

4. Writing Proficiency and the Extemporaneous Essay Exam

What is the Extemporaneous Essay Exam? First, an extemporaneous essay is an expository piece that is written extemporaneously. This means that the piece is written without advance preparation. The Extemporaneous Essay Exam involves the writing of an extemporaneous essay in response to one of a number of writing prompts. The candidate chooses a prompt and composes the piece in one sitting, under the observation of a proctor. What is the purpose of taking the Extemporaneous Essay Exam? The Extemporaneous Essay Exam is taken to demonstrate the candidate’s writing proficiency in a situation that does not permit the candidate to consult with others or use other sources. The essay is an assessment of the candidate’s ability to apply what he or she knows about written expression.

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Candidates must demonstrate composition, organization, development, revision, and editing strategies. How is the extemporaneous essay administered? All teacher education majors will write the extemporaneous essay in EDU 201, Introduction to Education with Field Experience, taken prior to admission to the Teacher Education Program. Candidates who did not take the exam in EDU 201 or EDU 234 will be given opportunities to write the essay in a proctored setting, typically during week two of each block. Contact your faculty advisor or the chair of the UMW Department of Education for dates when the exam will be made available. You will be given 90 minutes in which to write the essay. Requirements: You must obtain an overall rating of 2.0 or above, with no more than one “unacceptable” score, in order to pass the Extemporaneous Essay Exam. If you obtain a rating below 2.0 or multiple “unacceptable” scores, you will not have passed the exam. You will be required to take EDU 234 Reading and Writing Connections. Upon completion of EDU 234, you will be required to take and pass the Extemporaneous Essay Exam again. Failure to pass the exam at that time will mean you must take EDU 234 for a second time (if possible)*, and then attempt the Extemporaneous Essay Exam one more time. Failure to pass the exam at that point will mean you are ineligible for the TEP. *If , at this point, you had taken EDU 234 two times, then you will be ineligible for the TEP. Resources for candidates:

• EDU 234: This course is designed to be a resource for developing one’s writing skills. • Learning Center: Candidates may hone their writing skills by working with writing tutors in the

UMW Learning Center, in the basement of the Library. The Learning Center also has a library that offers a number of books about writing and how to improve one’s writing skills.

• The UMW Lucy Carson Library also has a collection of texts related to writing.

5. Critical and Professional Dispositions

What are critical and professional dispositions, and why do we assess yours? Dispositions are one’s tendencies in reactions, behaviors, and attitudes. Because teachers are leaders not only in their classrooms, but also in the community, it is imperative that teachers consistently possess and exhibit dispositions that are conducive to the betterment of society. Research clearly shows that assessing pre-‐service teachers’ dispositions during their teacher preparation program indicates their potential success as professionals. What dispositions are assessed? Through the various rubrics used to assess candidates throughout their program, UMW education faculty assesses teaching candidates on the following critical dispositions, as derived from the national InTASC Standards:

• Candidate respects the rights of all students to equitable access to opportunities for learning, including students from diverse ethnic, cultural, linguistic or religious backgrounds, gender or sexual orientation, age, and socioeconomic status.

• Candidate is committed to supporting learners as they participate in decision-‐making, and engage in exploration and invention, through both collaborative and independent work.

• Candidate is committed to the ethical use of multiple types of assessment processes to support, verify, and document learning.

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• Candidate is committed to making accommodations in assessments and testing conditions for gifted learners, learners with disabilities, and English language learners.

• Candidate respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.

• Candidate is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.

• Candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, relevant law and policy, and commitment to social justice.

• Candidate initiates respectful cooperative relationships with all parents, guardians, and families, as well as the local community.

• Candidate demonstrates commitment to social justice by identifying social inequities and advocating for their remedy.

• Candidate takes responsibility for contributing to and advancing the profession. These dispositions encompass the practices and attitudes of the GLOBAL HUMANITARIAN, REFLECTIVE PRACTIONER, SCHOLAR, and COURAGOUS INNOVATOR.

6. Assessment of dispositions, professional skills, and academic performance

How are professional dispositions, professional skills, and academic performance assessed? The UMW faculty, both education and other faculty, will have opportunities to assess your professional dispositions, professional skills, and academic performance within UMW courses and Field Experiences. In addition, they will be assessed by K-‐12 partner school faculty, using Observation Forms during Field Experiences and during Student Teaching. When issues of concern arise, instructors will ‘flag” the appropriate item with either a RED (severe concern) or YELLOW (potential concern) flag. Two (2) yellow flags equal one (1) red flag. More than one (1) red flag on a candidate's record results in denial of admission to, or removal from, the Teacher Education Program (TEP). In cases of serious infractions, one red flag may result in the candidate being denied admission to or removed from the TEP. In addition, candidates on departmental or university academic or behavioral probation are not eligible for admission to the UMW Teacher Education Program (TEP) or may be removed from the TEP. What constitutes a yellow flag infraction? (Y1, etc. is the code for each type of infraction)

Y1. Frequent tardiness (as outlined in course syllabi) Y2. Frequent submission of late work (as outlined in course syllabi) Y3. Peer complaints Y4. Frequent absences (as outlined in course syllabi) Y5. Discourteousness/disrespect to peers, university personnel, or K-‐12 school personnel Y6. One “Unacceptable” mark on a Field Experience Observation Form, completed by university faculty, or K-‐12 partner school faculty Y7. Other behavior incompatible with professional educators’ code of ethics (refer to http://opi.mt.gov/pdf/cert/EthicsCode.pdf)

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Y8. Moderate difficulties with appropriate communication or social skills What constitutes a red flag infraction?

R1. Academic misconduct, as defined in the UMW Student Handbook, including: • Plagiarism • Improperly citing other people’s work • Cheating • Submitting another student’s work as your own

• Allowing others to submit your work as though it were theirs • Tampering with school computers or library materials • Inventing information • Submitting work previously submitted in another course • Attempting to improperly influence an instructor to change a grade • Tampering with academic records

R2. Violations of the UMW Student Code of Conduct, including: • Intoxication in university class or K-‐12 school • Some criminal behaviors, either on campus or off campus • Sexting with a minor • Harassment • Sexual discrimination • Racial discrimination

R3. Complaints of a serious nature, from school/community (some such instances would be considered a violation of the UMW Student Code of Conduct) R4. Serious difficulties with appropriate communication or social skills R5. Any illegal behavior or activity likely to result in failure to pass a criminal background check R6. Multiple “Unacceptable” marks on Field Experience Observation Forms, completed by university faculty or K-‐12 partner school faculty. R7. Any other serious infraction incompatible with professional educators’ code of ethics (refer to http://opi.mt.gov/pdf/cert/EthicsCode.pdf) R8. Academic deficiency, such as poor writing skills or poor academic performance R9. Poor professional skills, such as serious deficiencies in planning lessons or teaching lessons to children

What happens when you get a flag? All dispositional infractions denoted by red or yellow flags will be noted in the candidate's file in the Office of the Director of Field Experiences or within Chalk & Wire, an online e-‐portfolio assessment system. Although all reports represent serious concerns, not all dispositional offenses have equal import or consequences. • Yellow flag consequences. Candidates may be reported for yellow flag offenses by education

faculty or faculty across the university, as well as by other personnel, such as K-‐12 school faculty, who observe incidents that register concern that the candidate exhibits behavior or performance incompatible with honorable representation of the teaching profession. Candidates will be apprised of any yellow flag by the referring party, and a permanent

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notice will be placed in the respective candidate's file in the Office of the Director of Field Experiences or within Chalk and Wire, an online assessment system. In the case of a first yellow flag, no further action is needed, and the case is not referred to the Student Review Committee (SRC). Students can appeal a yellow flag to the SRC by setting up an appointment, through the Chair of the SRC.

• First yellow flag. A first violation will stand as a warning, although the referring party may elect to mete out their own consequences. If no further violations occur during a student’s tenure in the UMW TEP program, the yellow flag will be of no further consequence.

• Second yellow flag. A second yellow flag triggers the Red Flag process. The rationale for this staged set of consequences is to acknowledge the possibility that a single infraction should be regarded as a learning opportunity, while a second infraction suggests a pattern of behavior that is of serious concern. If a second yellow flag is entered in a candidate's file in the Office of Field Experiences or in Chalk & Wire (an online assessment system), that candidate will be referred to the Student Review Committee.

• First Red Flag. 1. Candidates may be reported for red flag offenses by education faculty or faculty

across the university, as well as by other personnel (such as K-‐12 school faculty) who observe behavior that registers VERY SERIOUS concern about behavior incompatible with honorable representation of the teaching profession.

2. The referring party submits a formal referral. Before submitting the referral, the referral document describing the concerns will be reviewed and signed by the candidate and their faculty advisor or the referring party.

3. The referring party submits any suspected red flag infraction to one of the following entities for fact-‐finding and adjudication, depending on the type of infraction: • Suspected cases of Academic Misconduct are reported to the UMW Provost for

action (refer to the Academic Discipline Procedures, described in the UMW Student Handbook). Appropriate remediation or penalties are carried out by the Provost. The Provost informs the referring faculty member of any action taken. If the Provost determines that academic misconduct has occurred, the Provost can place a notification of a red flag in the candidate’s records in the Office of Field Experiences or in Chalk & Wire, an online assessment system. Students can appeal the decision of the Provost to the University Court (refer to UMW Student Handbook)

• Suspected cases of violations of the Student Code of Conduct are reported to the UMW Dean of Students (refer to the Student Code of Conduct, described in the UMW Student Handbook). Appropriate remediation or penalties are carried out by the Dean of Students. The Dean of Students informs the referring faculty member of any action taken. If the Dean determines that a violation of the code has occurred, the Dean can place a red flag in the candidate’s records in the Office of Field Experiences or in Chalk & Wire, an online assessment system. Students can appeal the decision of the Dean of Students to the UMW Provost.

• Infractions that do not fall under the purview of the Provost or the Dean of Students are referred to the chair of the UMW Department of Education’s Student Review Committee (SRC). The SRC reviews the case, interviews the candidate if needed, and determines what action to take. The SRC determines whether or not a red or yellow flag will be placed in the candidate’s records in the Office of Field Experiences or in Chalk and Wire. Appropriate remediation or

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penalties are carried out by the SRC. Students can appeal the decision of the SRC to the UMW Provost.

In some serious cases, such as criminal activity or poor academic performance, one red flag may result in the candidate being denied admission to or removed from the Teacher Education Program.

• Second Red Flag. Should a candidate be suspected of an offense warranting a second red flag, the infraction would again be reported to the Provost, the Dean of Students, or the SRC. A repeated offense likely represents a serious pattern of behavior or poor performance

that has the potential to place children in schools at risk. If it is verified that a second red flag is warranted, this triggers an automatic exit of a candidate from TEP, for a minimum of five years. Students with a second red flag are not eligible to apply for admission to the Teacher Education Program for a period of five years.

• Additional yellow flags. If, after completing a remediation plan resulting from a red flag infraction, a candidate receives any additional yellow flags, these will be treated as though they were a second red flag.

Student Review Committee Membership The Student Review Committee (SRC) is comprised of four faculty members of the UMW Department of Education, and includes the Department Chair. The UMW Dean of Students and the UMW Provost are advisory to the committee, as needed. The individual who makes the referral should attend the SRC meeting where the referral is first discussed. At that time, the student’s advisor may also attend, at the student’s request. Following the initial presentation and discussion of the referral, the student, his or her advisor, the individual who made the referral, and any other attendees must exit the meeting, and the SRC will deliberate and make its decision.

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UMW Department of Education

Dispositions, Academic Performance, or Professional Skills Student Review Committee Referral form

Student name _________________ Student ID #_________________________ Date student is notified_________________ Date of infraction_______________ Date of referral_________________ Student must sign one of the following lines, if a meeting with the SRC is to be called: • I plan to attend the referral meeting_____________________________________ • I waive my right to attend the referral meeting____________________________ Referring individual name_______________________ Signature_______________________ Who referral is reported to (Select one or more): Provost/ Dean of Students/ Student Review Committee/Referral placed in student’s file Note: In the case of a first Yellow Flag, the referral does not go to the Student Review Committee, rather, the student is notified by the referring individual that the referral will be placed in the student’s file in the Office of the Director of Field Experiences. Infraction code/ type ____________________ Recommendation of referring individual (Select one): Yellow Flag/ Red Flag

Description of Infraction: If referral is made to the SRC: List of evidence provided and/or individuals interviewed: If referral is made to the SRC: Decision and/or remediation plan: Date of decision, if referred to SRC:__________________

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7. Teacher Work Sample, Part A (completed in EDU 201) Planning for Contextual Factors—Describing Students, School, and Community

v Essential Question: How does knowledge about my students, school, and community affect the

planning and teaching that I do for ALL children in my classroom?

What are contextual factors? Teaching does not occur in a vacuum. It takes place in a specific context, and each element of that context is a contextual factor. These factors are vitally important to educators, because they constantly influence teaching and learning. Effective teachers recognize how important it is to know their students deeply. They also work to make connections with their students’ parents, families, teachers from previous years, and anyone else who has worked with their students. Successful educators strive to understand their schools, as well as the neighborhoods and communities from which their students come. Each of these contextual factors is a piece of the puzzle that a good teacher must assemble in order to reach and teach his or her students. Teacher Work Sample (TWS) Objective: The teacher candidate uses information about students as individuals, in combination with information about school and community contextual factors, to plan culturally-‐relevant assessment and instruction. Rationale: The knowledge that teachers gain from careful study of the teaching and learning context increases their effectiveness. Task: Candidates will describe the students and their environment in a narrative that is both descriptive and analytical. This provides an essential background for instructional planning. Your task will be to identify and describe the contextual factors that affect the teaching/learning process.

8. Teacher Work Sample, Part B (completed in EDU 222) Planning for Differentiation of Instruction

v Essential Question: How can I differentiate instruction in my class, so that ALL students can

learn to their full potential? v Resource: Candidates in EDU 222 will complete an assignment that that is based on ten fictional

middle school students. This assignment will require the candidate to develop possible differentiation strategies for four of those students.

What is differentiation of instruction? When teachers plan for differentiation of instruction, they adapt instruction to meet the individual needs of their students. For students who have an Individualized Education Program (IEP) or a 504 plan, differentiation is required by law. Furthermore, in any given classroom, there will be many students who do not have specialized plans who also need some form of differentiation. Planning to meet students’ varying needs through differentiation is simply effective teaching at its best. Teachers can think about differentiation in terms of four basic planning elements:

• Content: The concepts and information that the student needs to learn • Process: The activities and procedures in which the student engages, to learn the content

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• Product: This is what the student produces as a result of the process. It could be a project, a performance, a worksheet, a test booklet, a lab report, etc.

• Learning environment: This is the way the classroom works, looks, and feels. It refers to the physical space, the educational technology that is used, the ways that students are grouped, etc.

Teacher Work Sample (TWS) Objectives: The teacher candidate describes the varied learning needs of each student. Additionally, the candidate focuses on four selected students in the classroom, writing a detailed learner profile for each of the four students. Using this information, the candidate identifies methods of differentiation for the students and provides a rationale for those methods. Rationale: Teacher candidates readily understand that all children learn differently, and candidates often express a desire to reach and teach each child on an individual basis. Without an understanding of differentiation of instruction, however, a candidate will be unable to meet that desire. Developing learner descriptions and targeted learner profiles allows a candidate to adequately describe students’ needs. Identifying appropriate methods of differentiation for the specific learners in a classroom allows a candidate to demonstrate his or her ability to tailor instruction to learners’ needs.

9. Service Learning Summary and Reflections

Transition plan for all students applying for the TEP in Fall 2013:

• Gateway 1: If you apply for admission to the TEP in Fall 2013, you must complete at least 50 hours of service learning. The service may have been completed any time during your college career. After Fall 2013, add 30 hours of service learning for each semester, until you are admitted to the TEP, up to 80 hours. See details below for exemptions.

• Gateway 2: If you apply in Fall 2013 to student teach in Spring 2014, you must complete at least 60 hours of service learning. The service may have been completed any time during your college career, within the previous 10 years. After Fall 2013, add 20 hours of service learning for each semester, until you student teach, up to 100 hours. See details below.

Exemption for students in earlier catalogs: Students in university catalogs prior to Fall 2012 are exempt from service learning summary and reflections during Gateway 1. These students must meet the meet the TEP Gateway 2 service learning requirements. Exemptions for transfer students:

• Candidates who already hold a bachelor's degree are exempt from the Gateway 1 service learning requirement, but must meet the Gateway 2 requirements. Hours attained any time during their college career, within the previous 10 years, may be counted.

• Transfer students who apply for admission to the TEP during their first semester at the University of Montana Western, and are ready to pass through TEP Gateway 1 to enter TEP Gateway 2, are exempt from the Gateway 1 service learning requirements, but must meet the Gateway 2 service learning requirements, prior to admission to Student Teaching.

• Transfer students who apply for admission to the Teacher Education Program at any point AFTER their first semester at the University of Montana Western are responsible for accumulating 20 hours of service learning, for each subsequent semester, to the maximum of 80 hours. Hours attained any time during their college career, but within the previous 10 years,

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may be counted. Transfer students must meet the TEP Gateway 2 service learning requirements, prior to admission to Student Teaching.

Why Service Learning? There is an evident link between the principles of service learning and the tenets of contemporary American education, and it is critical to provide learning opportunities for K-‐16 students that encourage civic understanding and engagement. By completing the required hours (80 hours in Gateway 1 and 100 hours in Gateway 2) in the form of scaffolded service learning projects and opportunities, candidates will develop the following: Academic, problem-‐solving, and critical-‐thinking skills; ethical development and moral reasoning ability; social and civic responsibility; self-‐esteem, assertiveness, and empathy; tolerance and acceptance of diversity; and career exploration. In turn, candidates will develop the skills to provide such benefits to their own students, through service learning. What is Service Learning? Service learning is NOT volunteerism. It is a method of teaching and learning that focuses on engagement through serving others. Reflection during and after service projects is where the learning occurs. What are examples of Service Learning Projects/Placements? Education candidates may complete hours at home during breaks or in the Dillon area. You may do more than one project and/or work in more than one placement. Projects/Placements include working in an area school assisting teachers, librarians, and administrators. A project may include serving during a sports or club tournament. You may count those hours that include volunteering at an animal shelter or food bank or other organization, but the bulk of your total hours should relate to the field of education. Service Learning Requirements: Gateway 1: In order to apply for admission to the Teacher Education Program (TEP), you must have completed 80 hours of service learning, at least half of which must include working with children. The service must have been completed since you began your university career. You may be paid for no more than 40 of the hours you count toward service. Candidates enrolled in any course with a service learning component may use those hours towards their required hours (Field Experiences within education classes may not be counted during Gateway 1). If a candidate exceeds 80 hours during Gateway 1, they may roll over up to 20 hours to count towards their Gateway 2 requirement. Candidates are required to complete the Service Learning Time Log and Service Learning Reflection Questions for Gateway 1, and submit these to their faculty advisor, before admittance to TEP. Gateway 2: During Gateway 2 (after admission to the TEP, and prior to admission to student teaching), you must complete an additional 100 hours of service learning, at least half of which must be working with children. If a candidate exceeds 80 hours during Gateway 1, they may roll over up to 20 hours to count towards their Gateway 2 requirement. You may be paid for no more than 50 of the hours you count toward service. Candidates enrolled in any course with a service learning component may use those hours towards their required hours. Exceptions: During Gateway 2, candidates may count no more than 20 hours of Field Experiences in education courses, when the instructor allows. Candidates are required to complete the Service Learning Time Log and Service Learning Reflection Questions for Gateway 2, and submit these to the interviewer or in Chalk and Wire for faculty review, before being accepted into student teaching.

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Service learning reflection questions for TEP Gateway 1

1. What did you learn in your service experiences that made you think about your local/national/global responsibility? 2. What did you learn that you could use in your classroom? 3. Describe any experiences you had that took you out of your comfort zone. How did you/how do you handle your discomfort? What have you learned from this experience?

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Gateway 1 Service Learning Time Log Candidate’s Name______________________________________________

Date

Hours Served

Site and Service

Performed

With Children? (Circle one)

Supervisor’s Signature

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Supervisor’s Contact Information Supervisor’s Name: Supervisor’s Phone Number: Supervisor’s Email: If you have more than one site/supervisor, include contact information for additional supervisors on an additional page.

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10. Professional Conference Attendance Expectations What is the purpose of attending a professional conference? As future teachers, UMW teacher candidates must begin to assume all responsibilities of the teaching profession. One such responsibility is that of professional learning. In order to transition from an undergraduate learner to a professional learner, teacher candidates will attend at least one professional conference at any point before graduating. Conference attendance will not only build the teacher candidate’s content knowledge and professional skills, it will also allow the candidate to begin to make connections with others in the field. Candidates must attend at least one conference sometime during their degree program. What is a professional conference? Many teaching organizations hold annual conferences in order to further their fields. In Montana, the largest such conference is hosted by MEA-‐MFT http://www.mea-‐mft.org/. Teachers from all over the state come together at this annual event every fall to discuss current topics in education. Many other conferences are held both locally and nationally. Speak with your academic advisor, or with professors in your discipline, about possible conferences that might be right for you. What is required from a professional conference? Teacher candidates are required to cover all costs associated with the professional conferences they choose to attend. While many conferences last multiple days, teacher candidates are only required to attend one FULL day, though attendance during all conference days is encouraged. Following attendance, the candidate must write a one-‐page overview of keynote addresses and break-‐out sessions attended, and how attendance might impact his or her future teaching. Within approximately 30 days of attending the conference (unless your course instructor requires it immediately after the conference), this write-‐up should be submitted to your faculty advisor or course instructor. You only need to document attendance at one conference, sometime during your degree program, and before the completion of Student Teaching.

11. TEP Admissions Interview & Teaching Demonstration

What is the TEP Gateway 1 Interview and Teaching Demonstration? In order to pass through Gateway 1, to gain admission to the UMW Teacher Education Program (TEP), candidates must complete an interview and a teaching demonstration that will be evaluated by a panel of two or three UMW faculty members (or other qualified evaluators). Before the interview/teaching demonstration appointment, each student should meet with his/her faculty advisor, to review the TEP Gateway 1 checklist, and to be sure the student is prepared for his/her appointment. The faculty advisor must sign the checklist, verifying that all requirements have been completed and passed. The candidate must bring the checklist to the TEP Interview. In addition, the candidate must have an up-‐to-‐date criminal background check on file with the Director of Field Experiences, and must have completed and signed documentation verifying that the candidate does not have any criminal infractions that, in the judgment of the Director of Field Experiences, would prevent the candidate from attaining a teaching license. The Director of Field Experiences must sign the TEP Gateway 1 checklist, verifying that the criminal background check is up-‐to-‐date. (See pp. 28 – 30 of this Handbook for further information and details.)

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What is the purpose of the TEP Gateway 1 Interview and Teaching Demonstration? The purpose of the interview and the teaching demonstration is to: (1) demonstrate one’s knowledge, performances, and critical dispositions with respect to becoming a teacher; (2) practice the interview skills that are integral to securing a teaching position; (3) practice the teaching and presentation skills that are necessary during effective teaching, during a brief teaching demonstration. Across the nation, teaching demonstrations are increasingly being incorporated into the interview process used by school districts for teaching positions. How is the TEP Gateway 1 Interview and Teaching Demonstration conducted? Students must sign up for an interview/demonstration appointment using a sign-‐up sheet that is posted near the UMW Department of Education Office of Field Experiences, Main Hall 221. Sign-‐up times will be offered during the third week of each block. Students must arrive for the appointment at the designated time, dressed in a professional manner, and prepared for the interview and teaching demonstration. Students must also have completed all of the TEP Gateway 1 requirements, and have all applicable evidence in a portfolio (use a three-‐ring binder), ready to be checked by the panel of evaluators (See TEP Gateway 1 checklist.) Requirements:

• Students must be fully prepared for the TEP Gateway 1 Interview and Teaching Demonstration when they arrive for their appointment. Unprepared students will not be permitted to continue with the interview and demonstration.

• Students must pass the interview and the teaching demonstration with a mean score of at least 2.5, with no "unacceptable" ratings. Students who do not obtain such ratings will not be admitted to the Teacher Education Program.

• Students who do not pass the interview/teaching demonstration will not be recommended for admission into the Teacher Education Program. The student will be allowed to repeat their application to the Teacher Education Program one time only.

• If the Faculty Panel recommends the student be admitted to the TEP, that recommendation will be voted on by the faculty of the UMW Teacher Education Program.

• See the question list (below) for two questions that will always be used in the interview, as well as a set of questions that are likely to be asked during the interview. This list is provided to help candidates prepare for the interview, but is not intended to be a complete list. The TEP Gateway 1 interview provides candidates with an opportunity to practice the skills needed for an actual job interview, where it is common to be presented with a line of questioning that contains some follow-‐up probes.

Teaching Demonstration Tips:

• Prepare a teaching event lasting between 4-‐5 minutes. • Treat the audience members as though they are your students. • Ask your “students” questions. Try to model appropriate wait-‐time before you reply. • Practice using specific, rather than vague, praise statements. • See the assessment rubric for the interview and teaching demonstration, to better understand

the expectations and criteria for an acceptable performance of these tasks. Resources for Students:

• EDU 382: Students in this course are asked to conduct a series of micro-‐teaching activities. The lessons focus on a variety of objectives. Candidates could select one of their micro-‐teaching

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activities from this course to use for the teaching demonstration. • Other courses: There are a number of other courses that require micro-‐teaching activities.

Candidates may select any of the short lessons that they have already presented in these courses to use for their TEP Gateway 1 teaching demonstration.

• UMW Lucy Carson Library: There are many resources in the library that pertain to effective teaching methods, job interview skills, and presentation skills.

NOTE: Candidates should be aware that the TEP Gateway 1 Teaching Demonstration is not to exceed five minutes in length. The micro-‐teaching activities described above may need to be revised, to fit this time limit. Interview Questions:

1. Required: What influences inspired you to become a teacher? 2. Required: The conceptual framework of the Teacher Education Program at the University of

Montana Western is grounded in a theory of teaching and learning known as constructivism. Explain constructivist theory. What are its implications for effective teaching?

Optional: 3. Explain other theories of teaching and learning that are of interest to you. 4. Teacher candidates often state that “all children learn differently,” and they go on to explain

that they want to “help each child learn and reach his or her individual potential.” Explain the term differentiation of instruction, and relate it to candidates’ hopes and goals expressed in the previous sentence.

5. Describe a teacher who influenced you, either positively or negatively. Explain how that teacher now inspires you as an example (or non-‐example) of highly-‐effective teaching.

6. Explain the following statement: “Every teacher is a special education teacher.” What have you learned so far in your coursework about inclusion of students with special needs in your classroom? What have you learned so far about teaching so that ALL children can learn?

7. What is the value of a program of General Education courses at the university? What have you, personally, learned from those courses? How will that learning prepare you to teach, as either an elementary education major, or a secondary education major?

8. What is the value of the required foundational education courses (EDU 201, EDU 222 [all majors]; EDU 234 [elementary education majors])? What have you learned in those courses?

9. What are some strengths of the American public education system? What are some of its weaknesses?

10. What are your dreams, professional goals, as a teacher?

NOTE: There may be other questions (e.g., probes, follow-‐up questions, spontaneous questions) that are asked during the TEP Gateway 1 interview that are not listed above. TEP Gateway 2: Education courses, Field Experiences, Coursework for each Major and Minor Upon successful completion of the requirements for admission to the UMW Teacher Education Program (TEP), the candidate passes through TEP Gateway 1, and begins preparations for TEP Gateway 2.

To pass through TEP Gateway 2, and gain admission to Student Teaching, the candidate completes the upper division professional education coursework, and completes all the courses for the major(s) and the minor(s).

The candidate’s progress is assessed within various professional education courses. The candidate

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completes the preparations for TEP Gateway 2 with a presentation at the Teacher Candidates' Research Symposium, held once each semester.

Candidates participate in a variety of field experiences in K-‐12 schools prior to student teaching. The Professional Information Form (found in Chalk & Wire’s TEP Gateway 2 Portfolio, and in the Education Advising Moodle page) includes a section for documenting Field Experiences.

Field experiences are directly tied to course content. During field experiences in school settings, candidates have the opportunity to put teaching theory into practice. The Montana Western Teacher Education Program offers candidates a wide range of teaching and learning field experiences including in rural multi-‐age classrooms, highly diverse settings outside the Dillon area, such as Native American reservation schools, or schools with significant numbers of English Language Learners, as well as in traditional instructional settings. The department has established partnerships with elementary and secondary schools in Montana, thus keeping faculty informed of current trends and issues in education through professional colleagues in the field. A number of field experiences require travel away from campus for several days, up to two or more full weeks, during the block. During field experiences, candidates are expected to remain in the K-‐12 school for the entire school day, and may be expected to arrive at the school prior to the start of the day and after school.

Application to Student Teaching is initiated typically one semester before the Student Teaching experience begins (for out-‐of-‐state placements, begin the application process two semesters before Student Teaching). Deadlines for applying for Student Teaching are listed in the section below on Student Teaching. Candidates will not be admitted to student teaching until meeting all TEP Gateway 2 requirements.

TEP Gateway 2: Preparing for admission to Student Teaching

Required Evidence: Gateway 2 The following chart lists the requirements that must be completed before the candidate passes through TEP Gateway 2 and gains admission to Student Teaching. The chart shows where artifacts are created and assessed.

Requirements completed after admission to TEP, and prior to admission to Student Teaching

Artifacts Candidates in Catalogs prior to Fall 2012

Candidates in 2012-‐2013 catalog

Student Teaching Application Packet, submitted to Director of Field Experiences

Criminal background check up to date

Criminal background check up to date

PRAXIS II Exam scores, submitted to UMW Licensure Officer, Mike Miller

Recommended: Completion of required PRAXIS II exams, prior to Student Teaching

Recommended: Completion of required PRAXIS II exams, prior to Student Teaching

Copy of both sides of First Aid certificate, provided to Director of Field Experiences and Registrar's Office.

Recent certificate of First Aid & Safety (including Infant, Child, & Adult CPR, Child & Adult AED)

Recent certificate of First Aid & Safety (including Infant, Child, & Adult CPR, Child & Adult AED)

Official Bachelor's Degree audit, completed by registrar’s office, after student applies for graduation

Successful completion of all course requirements

Successful completion of all course requirements

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(All education students should apply for graduation at least five to eight months (one full semester) prior to the beginning of Student Teaching) Associate's degree: Verified by transcripts, degree audit, or confirmation from Advising Center

Students in catalogs prior to Fall 2012 are strongly recommended to complete an Associate's degree.

Completion of an Associate’s degree (Transfer students with 20 or more transferred credits are exempt).

Transcripts, verified by education faculty advisor

For all students in catalogs prior to 2012-‐2013: GPA 2.50 overall; GPA 2.50 for content courses in each major and minor; No grade below C-‐ for general education courses, and for courses for major and minor. GPA 3.0 for Professional Education courses, no grade lower than B-‐. Students may re-‐take required Professional Education courses only once. (Students who have already re-‐taken a course prior to Fall 2012, have one more chance to re-‐take same course). NOTE that the Montana Office of Public Instruction now requires a minimum 2.65 GPA for your major and minor courses, as well as passing the PRAXIS II exam in your major/minor programs, to be eligible for licensure.

2.70 GPA overall; 2.70 GPA for content courses in major/minor. No grade below C-‐ for general education courses, and for courses for major and minor. Professional Education courses, no grade below B-‐. Students may re-‐take required Professional Education courses only once.

Dispositions, professional skills, & academic performance assessment, verified by faculty advisor (Documentation of areas of concern are kept on file in UMW Office of Field Experience)

Candidates with more than one red flag, or candidates on departmental or university academic or behavioral probation will be removed from the Teacher Education Program.

Candidates with more than one red flag, or candidates on departmental or university academic or behavioral probation will be removed from the Teacher Education Program. (Refer to details under TEP Gateway 1)

Global Educational Philosophy EDU 311 (beginning spring 2013): Global Educational Philosophy: Statement of Teaching and Learning Beliefs, as applicable to diverse K-‐12 students. OR, revision of Educational Philosophy, originally developed in EDU 201

EDU 311 (beginning spring 2013): Global Educational Philosophy: Statement of Teaching and Learning Beliefs, as applicable to diverse K-‐12 students.

Analysis of Teacher Work Sample Exemplar, submitted in Chalk & Wire

EDU 382 (beginning Spring 2013): (a) Analysis of Teacher Work Sample Exemplar (Students must obtain a passing score on the analysis to pass the course.) (b) Passing score on required unit plan, based on student information in TWS exemplar. (Students who completed EDU 382 prior to Spring 2013 are exempt from (a) and (b) above.)

EDU 382 (beginning Spring 2013): (a) Analysis of Teacher Work Sample Exemplar (Students must obtain a passing score on the analysis to pass the course.) (b) Passing score on required unit plan, based on student information in TWS exemplar.

Professional Packet, submitted in Chalk & Wire, assessed by your faculty advisor

Professional Packet: • Service Learning Summary & Reflections (If you apply in Fall 2013 to student teach in Spring 2014, you must complete at least 60 hours of service learning. The service may have been completed any time during your college career, within the previous 10 years. After Fall 2013, add 20 hours of

Professional Packet: • Service Learning Summary & Reflections (If you apply in Fall 2013 to student teach in Spring 2014, you must complete at least 60 hours of service learning. The service may have been completed any time during your college career, within the previous 10 years. After Fall 2013,

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service learning for each semester, until you student teach, up to 100 hours.)

• Resume • Professional Goals Plan

add 20 hours of service learning for each semester, until you student teach, up to 100 hours.) (Refer to details under TEP Gateway 1, and information below)

• Resume (details below) • Professional Goals Plan (details below)

Evaluation by faculty panel Presentation at Teacher Candidates’ Research Symposium.

Presentation at Teacher Candidates’ Research Symposium.

Registration for Student Teaching Approved and completed by the Director of Field Experiences, after all Gateway 2 requirements are met.

Approved and completed by the Director of Field Experiences, after all Gateway 2 requirements are met.

TEP 2 Gateway 2 artifacts are assessed based on the following ratings: 1= Unacceptable, 2= Developing, 3=Proficient, 4=Professional. The candidate may have no unacceptable ratings, and must earn an average score of at least 2.5 on each item. Candidates who fail the TEP Gateway 2 process may re-‐apply for admission to Student Teaching one time only. Preparations for Student Teaching include attending a series of student teaching meetings and the completion of various paperwork, based on deadlines presented by the Director of Field Experiences. Forms to be completed include:

• TEP Gateway 2 Checklists completed by your Faculty Advisor and the Director of Field

Experiences • Student teaching application packet with various signatures • Student teaching placement request form • Recent Certificate of First Aid & Safety (including Infant, Child, & Adult CPR, Child & Adult AED);

required prior to student teaching. • Successful completion of 100% of degree course requirements prior to Student Teaching*

The names of all candidates applying for Student Teaching will be presented for a vote by the TEP faculty, before candidates are admitted to Student Teaching. We strongly recommend that any applicable PRAXIS II exams be taken prior to student teaching (PRAXIS II is a licensure requirement for most subject areas, in Montana and in many other states. Talk to the Director of Field Experiences for assistance with the online registration for the appropriate exams. The scores on these exams are required as part of the recommendation for licensure.

* In unusual circumstances, a student may be allowed to take a course during student teaching or after student teaching. The decision regarding this will be made by the student’s faculty advisor and the Director of Field Experiences. The decision will be based on a variety of factors at the discretion of the faculty advisor and Director of Field Experiences. All general education course requirements must be completed prior to student teaching. No more than a total of two required courses (courses for the major, minor, or professional education courses) may be taken after student teaching is completed. All courses requiring a field experience must be completed prior to student teaching.

Explanation of TEP Gateway 2 requirements

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Professional Packet: A. Service Learning (refer to details provided under TEP Gateway 1) Before passing through Gateway 2 (after admission to the Teacher Education Program, and prior to admission to student teaching), you must complete 100 hours of service learning, at least half of which must be working with children. If a candidate exceeds 80 hours during Gateway 1, he or she may roll over up to 20 hours to count towards the Gateway 2 requirement. You may be paid for no more than 50 of the hours you count toward service. Candidates enrolled in any course with a service learning component may use those hours towards their required hours. Exceptions: During Gateway 2, candidates may count no more than 20 hours of Field Experiences in education courses, when the instructor allows. Candidates are required to complete the Service Learning Time Log and Service Learning Reflection Questions for Gateway 2, and submit these to their Faculty Advisor for review, when applying for student teaching.

Service learning reflection questions for TEP Gateway 2

1. What did you learn in your service experiences that made you think about your local/national/global responsibility as an educator? 2. What did you learn that would enable you to use service learning in your own classroom? 3. Describe any experiences you had that took you out of your comfort zone. How did you/how do you handle your discomfort? What have you learned about yourself as an educator from this experience?

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Gateway 2 Service Learning Time Log Candidate’s Name______________________________________________

Date

Hours Served

Site and Service

Performed

With Children? (Circle one)

Supervisor’s Signature

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Supervisor’s Contact Information Supervisor’s Name: Supervisor’s Phone Number: Supervisor’s Email: If you have more than one site/supervisor, include contact information for additional supervisors on an additional page. In order to be eligible for admission to Student Teaching, you must have completed 100 hours of service learning, completed after you were admitted to TEP, at least half of which must be working with children. You may be paid for no more than 50 of the hours you count toward service. b. Resume: Prepare a professional resume for use in placement for Student Teaching, and ready to be updated at the end of student teaching, when applying for teaching positions. Seek assistance from the UMW Learning Center, the Career Services officer, and your faculty advisor. Refer to the rubric for assessing the resume, found in Chalk & Wire, in the TEP Gateway 2 Portfolio.

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c. Professional Goals Plan: Describe your professional goals, including: (1) influences that inspired you to become a teacher; (2) life and educational experiences reflecting your commitment to becoming an educational leader; (3) professional goals (short-‐term and long-‐term) for teaching and continuing your education. This will be updated at the end of student teaching, for your professional portfolio for job interviews. Refer to the rubric for assessing the Professional Goals Plan, found in Chalk & Wire, in the TEP Gateway 2 Portfolio.

Professional Conference Attendance Expectations What is the purpose of attending a professional conference? As future teachers, UMW teacher candidates must begin to assume all responsibilities of the teaching profession. One such responsibility is that of professional learning. In order to transition from an undergraduate learner to a professional learner, teacher candidates will attend one professional conference at any point before graduating. Conference attendance will not only build the teacher candidate’s content knowledge and professional skills, it will also allow the candidate to begin to make connections with others in the field. Candidates must attend at least one conference sometime during their degree program. What is a professional conference? Many teaching organizations hold annual conferences in order to further their fields. In Montana, the largest such conference is hosted by MEA-‐MFT http://www.mea-‐mft.org/. Teachers from all over the state come together at this annual event every fall to discuss current topics in education. Many other conferences are held both locally and nationally. Speak with your academic advisor, or with professors in your discipline, about possible conferences that might be right for you. What is required from a professional conference? Teacher candidates are required to cover all costs associated with the professional conferences they choose to attend. While many conferences last multiple days, teacher candidates are only required to attend one FULL day, though attendance during all conference days is encouraged. Following attendance, the candidate must write a one-‐page overview of keynote addresses and break-‐out sessions attended, and how attendance might impact his or her future teaching. Within approximately 30 days of attending the conference (unless your course instructor requires it immediately after the conference), this write-‐up should be submitted to your faculty advisor or course instructor. You only need to document attendance at one conference, sometime during your degree program, and before the completion of Student Teaching. Refer to the rubric for assessing the reflections on the professional conference, found in Chalk & Wire, within the TEP Gateway 2 Portfolio.

Presentation at Teacher Candidates’ Research Symposium What is the purpose of the Teacher Candidates’ Research Symposium? It important that UMW teacher candidates are not only prepared for the classroom, they must also be able to successfully communicate with others about their work. To this end, all teacher candidates will be required to participate in a Teacher Candidates’ Research Symposium in the semester prior to student teaching. During this symposium, candidates share the results from any classroom research, such as a mini-‐Teacher Work Sample completed during a field experience, or other educational research that they conduct, such as case studies or action research, in order to demonstrate achievement and growth in both content and pedagogy. Further, candidates will use their strengths to determine the

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most effective way(s) in which to showcase their skills, as this will be an important capability when interviewing for employment. What is the Teacher Candidates’ Research Symposium? The Teacher Candidates’ Research Symposium is a bi-‐annual event (held once per semester) that allows candidates who are about to student teach to demonstrate their research capabilities. The candidates share their understandings and abilities through a variety of presentation styles. Presentations will be open to the campus and community. What is required at the Teacher Candidates’ Research Symposium? The candidates will be required to share an example of educational research that they have conducted (examples: case studies ; mini-‐Action Research projects; mini-‐Teacher Work Sample projects). The presentations may be done through a poster session or a round-‐table discussion. Explanations of each follow: Poster Session—Candidates choosing a poster session will create a visual representation of the research project. This could be a published poster, a PowerPoint, hands-‐on artifacts, or any number of other formats. During the Teacher Candidates’ Research Symposium, the candidate will have a designated area at which to display his/her work. During a two-‐hour window, campus and community members will be invited to visit the Symposium and talk with the candidates. Candidates will be expected to interact with visitors and evaluators by explaining their work and answering questions. Round-‐table discussion—Candidates choosing to participate in a round-‐table discussion will be assigned to groups consisting of no more than four candidates. Each candidate will prepare a one-‐page, two-‐sided handout which outlines/describes the research. During the round-‐table discussion, which will be open to campus and community members, candidates will take turns discussing their research, using their handouts as support. Each candidate should plan to present for approximately 20 minutes, and will be evaluated by a faculty member or other evaluator. After each candidate presents, there will be roughly a 5-‐minute period for questions. Refer to the rubric for assessing the Symposium, found in Chalk & Wire, within the TEP Gateway 2 Portfolio.

TEP Gateway 3: Student Teaching & Licensure Requirements TEP Gateway 3 is the culmination of the Teacher Education Program. At the end of student teaching, the candidate will present a defense of the Teacher Work Sample, prepared during student teaching. As of Jan. 2013, the Montana Office of Public Instruction now requires a minimum 2.65 GPA for your major and minor courses, as well as passing the PRAXIS II exam in your major/minor programs, to be eligible for licensure. All candidates for licensure must be eligible for licensure in Montana before they can apply for a license in another state.

TEP Gateway 3: Requirements completed during Student Teaching

Artifacts

Forms, in candidate’s file in Office of Director of Field Experiences

Student Teaching observation and evaluation forms from the final weeks of Student Teaching, with no “unacceptable” marks, and few, if any, “developing” marks

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Teacher Work Sample, submitted in Chalk & Wire

Teacher Work Sample, Parts A-‐D, submitted at least 10 days prior to Senior Seminar (refer to the Guide for the Teacher Work Sample)

Reflections on attendance at a professional conference, evaluated by the candidate’s faculty advisor

Documented attendance at a professional conference within the past four years (described below) [Students in catalogs prior to 2012-‐2013 may substitute: One example of evidence that the candidate has worked with parents/ families to incorporate the culture of the family and community into the curriculum].

Letter of recommendation, evaluated by the candidate’s faculty advisor

Required: A letter of recommendation from supervising teacher. Optional: Letter of recommendation from school administrator or university faculty member

Defense of TWS, evaluated by faculty panel

Defense and Presentation of Teacher Work Sample, during Senior Seminar, at the end of the student teaching semester

Application for licensure Turn in forms to the Director of Field Experiences, MH 221 TEP Gateway 3 artifacts are assessed based on the following ratings: 1= Unacceptable, 2= Developing, 3=Proficient, 4=Professional. The candidate may have no unacceptable ratings, and must earn an average score of 2.5 on each Gateway 3 artifact Recommendation for a teaching degree, or (for candidates who already have a degree) successful program completion is contingent on: � Successful completion of student teaching requirements, � Successful completion of all courses required for the degree/program, � Successful evaluations and observations by Supervising Teacher and University Supervisor � Successful defense of the Teacher Work Sample, during Senior Seminar � Successful scores on Gateway 3 artifacts � Attendance at Senior Seminar, at the end of the student teaching semester In addition to the above requirements, recommendation for licensure is contingent on: � Successful scores on PRAXIS II exam(s), based on scores required in Montana, and passing scores on

licensure exams required in any other state to which the candidate applies for licensure � Criminal background check is up-‐to-‐date and satisfactory � Certificate of First Aid & Safety (including Infant, Child, & Adult CPR, Child & Adult AED) up-‐to-‐date

(give a copy of the front and back of the certificate to the Director of Field Experiences and to the university Registrar's Office).

For information on applying for a teaching license, refer to the section below, on Licensure.

Defense and Presentation of Teacher Work Sample As one requirement for successfully completing the student teaching experience, and passing through Gateway 3 of the Teacher Education Program, candidates must complete a presentation and defense of the work that they did for the Teacher Work Sample, during their student teaching experience. What is a defense of the TWS, and why is that term used in this case?

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The term “defense” is used here in the same manner that it is used when students pursue master’s or doctoral degrees in virtually any discipline. At the master’s or doctoral level, a student generally conducts original research, and then writes about that research in the form of a thesis or a dissertation. Once the thesis is completed, the student is asked to explain his or her research and defend his or her scholarship before a faculty panel. The reason for this step is to allow the faculty panel to ascertain that the student can think on his or her feet and articulate his or her work with knowledge and confidence. The defense also allows the faculty panel to feel more certain that the work presented by the student was truly conducted by that student, and not by others. At UMW, candidates who do a TWS during their student teaching experience have actually been conducting a form of classroom-‐based teacher research. The presentation skills acquired in preparing for a defense of TWS will be of immense benefit to candidates in their job interviews, and also in their future roles as classroom teachers. What is the purpose of the TWS defense? The purpose of the TWS defense is to: (1) demonstrate one’s knowledge, skills, and dispositions with respect to becoming a teacher; (2) practice the question-‐and-‐answer skills that are used during the defense, which mirror the difficult questions often asked during job interviews, and are integral to securing a teaching position; (3) practice the presentation skills that are necessary for effective teaching, for successful job interviews, and for future professional presentations. How is the TWS defense conducted? Candidates will return from their student teaching experiences for a meeting known as the Senior Seminar. The TWS defense will be held as a part of that seminar. The Director of Field Experiences will coordinate and schedule groups of students who will present their defenses for their peers and for a panel of faculty members (or other qualified evaluators). See the rubric, within Chalk & Wire’s TEP Gateway 3 Portfolio, to better understand the expectations and criteria for a successful defense of the Teacher Work Sample. If you have any questions concerning the way in which your defense should be planned and conducted, direct those questions to your UMW faculty advisor. Expectations: 1. Presentations of the Teacher Work Sample will take place during Senior Seminar. 2. Groups of presenters will be selected and organized by the Office of Field Placement. a. Each group will be assigned to a specific room. b. Faculty member(s) will be assigned to each room to evaluate the presentations. (Preferably, there will be three faculty evaluators per room.)

c. The presentations will be open to other faculty members (both education faculty and other department faculty) and students who wish to attend.

3. The expected length of the presentation is 15 minutes, with 5minutes available for questions and answers. 4. Presenters must provide handouts and an electronic visual presentation. PowerPoint, Prezi, or other presentation software should be used. a. The handouts may be formatted as slide-‐printouts of the PowerPoint materials, or they may use some other format that summarizes the electronic presentation. Please format these handouts in an appealing, attractive, accessible manner. b. Presenters should bring a minimum of 10 handouts to the presentation. 5. CONTENT: The presentation is expected to be a summary of the TWS. It should cover all four parts (A,B,C, and D) of the TWS and should capture the TWS as a whole. Here are some of the key questions that the presentation should address:

• How can you briefly describe the students you taught and the community in which they live?

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• What were the students’ needs, as a group? For the four Learner Profile students, in particular? • What did you teach them? What were the students’ learning outcomes? • How did you differentiate your instruction? What was successful? What needed more work? • What have you learned about yourself and your teaching? As a teacher, what do you plan to do

now, to further your content knowledge and pedagogy? 6. Presenters must dress very professionally. 7. Presenters should be prepared for questions. This is a defense of the TWS. The evaluators’ questions will be reasonable and relevant. They may also be rigorous, and may probe the presenter’s knowledge of content, pedagogy, and the purpose of the TWS.

Employment Portfolio Following completion of student teaching, the candidate may wish to reorganize the TEP portfolio artifacts to showcase his or her strengths and accomplishments in preparation for interviewing for teaching positions. At this time, many Montana school districts still prefer a small paper portfolio, but in many other areas of the country, such as Alaska, many school districts now require on online portfolio as part of the application process. Even in a situation where a portfolio is not needed for the job application or interview, you will find it useful to read through your portfolio documents in preparing for the interview, as each document will provide answers to some commonly asked questions (e.g., “Tell me about your classroom management plan,” or “Describe your educational philosophy.”) Within Chalk & Wire, you can create a “Customizable Portfolio,” within which you can import examples of your best work. Items that may be useful for an employment portfolio include:

• Classroom Management Plan • Global Educational Philosophy • Examples of Lesson Plans and Unit Plans • Examples of Assessments the candidate has created • Part C of the Teacher Work Sample • Letters of recommendation, especially from the school in which you conducted Student Teaching • Copies of evaluation and observation forms completed during student teaching • Professional pages (updated upon completion of student teaching)

Field Experiences

Throughout their education, candidates complete various field experiences to assist in their preparation for a career in education. The field experiences occur as part of professional education classes. Time commitments for field experiences vary per course. The time involved will be in addition to the normal 3-‐hour class times in the scheduled block, and will typically include all-‐day experiences in schools, lasting two days to more than two weeks. Candidates can expect to complete their field experiences in a location away from Dillon and should plan on additional financial expenses to cover the costs of these experiences. (The Professional Information Form, found in Chalk & Wire, within the TEP Gateway 2 Portfolio, includes a section for documenting your Field Experiences.)

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Candidates are encouraged to use field experience opportunities to explore the wide range of teaching positions for which they will be qualified upon program completion. Candidates should seek out opportunities to work at diverse grade levels, teach various subjects, and volunteer in small schools with multi-‐age classrooms. All candidates should be open to settings and opportunities outside their current experience. Field experiences are the perfect opportunity to try a new setting in a controlled manner. Many candidates find that they enjoy teaching experiences in settings other than what they expected. Experience in Diversity All candidates in teacher education must complete a field experience in a diverse setting; a setting that serves students of a culturally different background than that of the candidate. This field experience requirement typically is completed as part of EDU 311, Cultures, Diversity, & Ethics in Global Education. The field experience in cultural diversity must involve interaction with children in the culturally diverse setting, thus providing a better understanding between and among culturally diverse groups. Candidates are also encouraged to become familiar with the culture of the communities of the schools they visit. The faculty of the Montana Western Department of Education characterizes “diverse” settings according to CAEP (Council for the Accreditation of Educator Preparation) guidelines in which the candidate acquires and applies the knowledge, skills, and dispositions necessary to help all students learn. “All students" includes students with exceptionalities and of different ethnic, racial, language, or religious origins, and students of different genders, sexual orientation, socioeconomic status, and/or regional/geographic origin. Montana Western faculty also aims to provide candidates with experiences working with diverse higher education and school faculty, and diverse peers. Middle School Experience Because middle school grades provide such an important transition and offer unique opportunities, candidates are required to complete at least one field experience in a middle school setting. Elementary teaching licenses in Montana are valid for grades K-‐8, and secondary licenses are valid in grades 5-‐12. Including the K-‐12 teaching endorsements, all candidates are licensed to teach in their fields at the middle school level. It is vital for each candidate to experience this setting. Placement Procedures Field experience placements are made through the Field Experience Office, Main Hall 221, in coordination with the faculty members teaching courses requiring field experiences. Candidates are placed in settings appropriate for the course requirements. Candidates are not allowed to make their own arrangements. In some cases, candidates may be given an opportunity to list preferred locations. In other cases, the field experience settings will be determined by the needs of the course. Once placements have been secured, candidates will be notified of the placement and any additional information they need. The Professional Information Form is used for tracking the field experiences and coursework required for Montana Western education programs. In addition, this form is used as a reminder of the specific types of experiences that candidates should seek, such as the diversity and middle school experiences, and experiences in multi-‐graded classrooms. It can also serve as a reminder of the wide variety of settings experienced. This helps in the creation of portfolio entries, the resume needed for the student teaching application packet, and can serve as a future reminder of experiences during interviews. During

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the student teaching application process, a copy of this documentation will be added to the student’s educational records and can be used to verify completed placements. Therefore, it is extremely important, and the candidate’s responsibility, to see that this information is updated in a timely manner and kept in a safe place. This form is available in Chalk & Wire within the TEP Gateway 2 Portfolio. Behavioral expectations: Candidates are subject to all provisions of the Montana Western TEP Student Handbook during their program of study. In addition, they are expected to exhibit behavior appropriate to someone pursuing a career as a professional educator. Program and university personnel are available to help any candidate who feels s/he has a problem requiring assistance. Appropriate university personnel may suggest counseling or other assistance as necessary. Problems affecting the candidate’s ability to perform the functions of a professional educator may delay or stop the candidate’s progression through the TEP. In some instances, personnel may suggest an alternative program of study. Refer to the information above (page 33) for details on consequences for unprofessional behavior exhibited either during UMW classes or during Field Experiences in schools.

Professional Partnerships Early Childhood Education Distance program. Montana Western’s Early Childhood Education program serves the needs of non-‐traditional, place-‐bound, working practitioners by providing off-‐campus face-‐to-‐face and on-‐line early childhood coursework for the Early Childhood Education minor, certificate, AAS and BS degrees. Twenty-‐four credits of face-‐to-‐face early childhood coursework are offered in Butte, Bozeman, Billings, Dillon, Missoula, Hamilton, Great Falls, and Helena. In addition, these 24 credits are offered through an EC Rural model that combines intensive face-‐to-‐face and on-‐line coursework. Students seeking a bachelor’s degree in early childhood can complete early childhood courses through on-‐line coursework and two summer intensives. Partnerships in each of the remote locations allow candidates to complete the Montana Western program through a combination of general education coursework and professional electives offered by the candidate’s local university and 24 early childhood education credits taught by Montana Western instructors residing at those remote campuses. Since needed courses are not always available in the evenings, the Early Childhood Education program also maintains a website that lists general education courses and professional electives that are offered on-‐line by colleges throughout the state. Helena College of Technology. The UMW Industrial Technology program is housed at the Helena College of Technology. This unique partnership enables UMW students to have access to training on state-‐of-‐the-‐art technological equipment. Montana Tech of the University of Montana. The Montana University System encourages collaborations between its various campuses, both to use resources efficiently and to ensure that programs are widely available to individuals distributed throughout the state. Montana Western has long had collaborations with Montana Tech, located in Butte. Those collaborations have evolved into strong academic partnerships in recent years. Candidates completing bachelor’s degrees in biological sciences, general science, mathematics, and business and information technology through Montana Tech can complete their teacher education licensure program in secondary education through Montana Western while remaining at their home campus in Butte. Montana Western offers professional education classes using a combination of evening and weekend face-‐to-‐face classes at the Montana Tech campus and online. An institutional partnership with Montana Tech enables Montana Western candidates residing in the

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Butte and surrounding areas to complete all the coursework needed for the Montana Western elementary education degree at the Montana Tech campus in Butte, through a combination of face-‐to-‐face and online courses. This alternative course delivery model was designed and implemented to meet the needs of Butte area residents who could not participate in block scheduling on the main campus in Dillon. The partnership agreement allows Butte area candidates to substitute Montana Tech courses for a number of general education courses required for the Montana Western degree. The education courses needed for the elementary education degree are offered through Montana Western and taught by Montana Western faculty. University of Montana Missoula. The Library Media K-‐12 minor is offered jointly by faculty at the University of Montana Western and faculty at the University of Montana Missoula. The University of Montana Missoula offers a Master of Education degree. The courses within the degree were recently adapted for on-‐line delivery. UM Missoula relies on faculty from the University of Montana Western to provide instruction for several of the courses required for the on-‐line UM Missoula MED degree.

School Partners: Teaching and Learning Communities Montana Western has strong school partnerships with the Beaverhead County Public Schools and the Butte Public Schools. In these partnerships, classroom teachers, administrators, and university faculty work together to enrich the professional development of teaching candidates and to enhance the professional development of classroom teachers, university instructors, and administrators. Various elementary and secondary professional education courses have specific sets of field experience requirements. These may include observations, teaching mini-‐lessons, teaching small groups, and teaching whole classrooms in the public schools. The mentor teachers and university instructors mentor and evaluate candidates throughout their public school field experiences. The public school partnerships provide candidates with access to a broad range of classroom experiences while strengthening the professional ties between university faculty and public school teachers. These partnerships assist the Montana Western education faculty in keeping the university curriculum current and consistent with state and national teaching standards. Beaverhead County Schools. The partnership in Beaverhead County includes the Dillon Elementary Schools (Parkview Elementary School and Dillon Middle School), Beaverhead County High School, and the small K-‐8 and K-‐12 rural schools in the county. Many teacher candidates practice their skills in field experiences in Beaverhead County schools (other candidates go to Butte or other Montana schools). Mentor teachers (classroom teachers) along with university faculty supervise these well-‐defined field experiences. The partner teachers offer suggestions and ideas for the professional education courses, field experiences, and assessments. Rural Fridays. Montana Western consistently maintains collaborative partnerships with nearby K-‐8 rural schools from Beaverhead and Madison Counties, most of which are one-‐ or two-‐teacher schools. For nearly 30 years, Montana Western has had a unique partnership with these very small schools. K-‐8 students and teachers from the rural schools come to campus typically six Fridays during the fall and six Fridays during the spring semester. Elementary candidates enrolled in methods courses have the opportunity to teach these rural school children in a multi-‐age classroom setting using curriculum developed by the candidates in conjunction with rural teachers and the university methods class instructors. A master classroom teacher collaborates with the university methods instructors to discuss classroom curriculum

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and assist in observing the teaching candidates working with the rural children. Typically, the morning is devoted to a variety of integrated academic lessons, such as science, mathematics, social studies, and literacy, while the afternoon may be spent in integrated music and art lessons, or library media instruction, with all classes taught by Montana Western candidates. Candidates also have opportunities to visit small rural schools during additional field experiences. Butte Public Schools. Montana Western and the Butte Public Schools maintain a partnership in which the practicum portion of the elementary and secondary professional education courses are carried out in the Butte schools. Early Childhood Model Lab Schools. The early childhood education program utilizes Curious Minds: Early Care and Education Center, and Dillon Early Head Start as lab sites. Both programs are located on the Montana Western campus. The programs have demonstrated high quality through obtaining extended Montana licenses as well as national NAEYC accreditation. Each of the eight core early childhood education courses includes a lab that Dillon candidates complete at one of these model programs. Curious Minds is also utilized as a lab site for several elementary education and health and human performance courses.

Student Teaching

Montana Western's Teacher Education Program (TEP) is a collaborative effort between the university and appropriate educational settings. The student teaching experience is the final phase of the Teacher Education Program (TEP Gateway 3). This experience offers extensive opportunities for pre-‐professionals to refine and apply skills and broaden their knowledge base under the guidance of practicing K-‐12 educators. Refer to the TEP Gateway 2 and 3 requirements, above, for details regarding requirements to be completed before and during student teaching. Student teaching occurs in the final semester of the candidate’s program, and is limited to seniors and post-‐baccalaureate candidates who have successfully completed all coursework for their major/minor and all other professional education courses. Student teaching will occupy one full semester (12 or 16 weeks) and should be planned for accordingly by the teacher candidate. Candidates in internship programs have differing requirements depending on their prior teaching experiences. Candidates are NOT permitted to arrange their own student teaching placements. Placements are not permitted where close friends or relatives of the candidate are employed (or attend). Student teaching experiences are determined as follows:

1. Candidates in a single licensure program will spend a minimum of 12 weeks (60 full days) in the student teaching setting.

2. Candidates for K-‐12 licensure (including Literacy Education K-‐12): Must have a student teaching experience in both an elementary and secondary setting, for a total of 16 weeks. (It is acceptable to attain this goal by combining a middle school placement with either a K-‐6 or a 9-‐12 setting).

3. Candidates with more than one licensure area, and candidates in K-‐12 programs: Must spend 8 weeks in the setting for each subject area or age-‐range, for a total of 16 weeks. It is recommended that they spend 8 weeks in one setting, and then 8 weeks in the other setting, rather than splitting up their days. If the candidate has more than two licensure areas, the Director of Field Experiences will develop a reasonable 16-‐week plan.

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There are limited opportunities for student teaching in Dillon and the surrounding area; therefore, regardless of personal circumstances, all candidates must be prepared to spend their student teaching semester outside the Dillon area. If special services or accommodations for a disability are needed or required while student teaching, arrangements will be made with the Director of Field Experiences and the cooperating school. Student teaching opportunities are available in a wide variety of settings, depending on a candidate’s teaching fields and qualifications. Settings include: -‐ Public K-‐12 settings, including small, rural schools -‐ Private schools if properly accredited -‐ Out-‐of-‐state placements meeting the same criteria as Montana schools, if appropriate supervision can be arranged (state planning for such placements a year before student teaching)

-‐ Alternative settings, if they meet program and accreditation requirements -‐ Overseas placements, through the Department of Defense School System (DoDSS) or through cooperating universities or schools that meet program and accreditation standards. (Students wishing overseas placements must work closely with the UMW Director of Field Experiences at least a year prior to student teaching. It is the student’s responsibility to follow up with the Director, to ensure timely placement.)

Student Teaching Meetings Candidates for student teaching are required to attend a series of student teaching meetings during the semester prior to student teaching, in order to be prepared for the student teaching experience. Juniors are encouraged to attend student teaching meetings a year early, in order to be properly advised of all the requirements for preparation for student teaching. All candidates are required to attend the Senior Seminar, held at the end of the student teaching semester (refer to the exceptions for post-‐baccalaureate candidates). Announcement of dates, times and places for mandatory informational meetings in preparation for student teaching are posted on the door of the Office of Field Experiences (Main Hall 221), and distributed to faculty and staff for notification. At a minimum, candidates are required to attend the following meetings prior to student teaching:

• To student teach fall semester: Introductory meetings are held the second week of block 5 during the spring semester. Additional meetings will be announced at the introductory meetings. Meetings address: placement requirements; application materials; supervision and professional expectations of student teaching; the Student Teaching Handbook.

• To student teach spring semester: Introductory meetings are held the second week of block 1 during the fall semester. Additional meetings will be announced at the introductory meeting. Meetings address: placement requirements; application materials; supervision and professional expectations of student teaching; the Student Teaching Handbook.

• During the first meeting each semester, candidates will schedule an individual appointment with the Director of Field Experiences to review the completed application packet. The specific placement being sought will be discussed for appropriateness and probable availability.

• Out-‐of-‐state and overseas requests: Candidates should attend informational meetings and complete the application packet one year before the student teaching semester, to allow for adequate time to make arrangements.

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Student Teaching Placements

1. Candidates, their family, or friends, SHOULD NOT approach school personnel about student teaching placements. Doing so may jeopardize the student teaching placement.

2. Student teaching experiences must be completed within approximately 250 mile radius from UMW campus, unless special arrangements are made, as described below, and elsewhere in this Handbook

3. Student teaching experiences must be completed within the state of Montana, unless students provide a compelling proposal approved by the Field Experience Committee (FEC).

4. Students who request placements outside the 250 mile radius will be assessed $1 for every mile over the round trip distance of 500 miles.

5. Students may appeal to the Field Experience Committee to be placed out of state. If the placement is granted, students placed out of state will be assessed $500.

6. Students may apply to the Field Experience Committee to be considered for an international placement. Only if students meet rigorous standards established by the FEC may they be considered. Students placed out of country will be assessed $500.

7. All catalog and program requirements (including first aid certification, passing of the UMW Information & Technology Literacy exam) MUST be met before admission to student teaching.

8. It is strongly recommended that students complete any required PRAXIS II exams before student teaching.

Acceptance for placement is made by the school district on the basis of information they have on the day they complete the acceptance form. Situational changes may occur between that date and the date the candidate begins student teaching. An acceptance form is NOT binding. Changes in personnel, status of the student teacher, or a change in administration are just some of the reasons a placement could be changed or denied on short notice. If this occurs, the Director of Field Experiences will work with the candidate to secure the next best placement available. Denial of Student Teaching placement requests may be appealed to the Student Review Committee.

Placement Restrictions Unless written approval is received from the Director of Field Experiences for an exception, the following placement restrictions apply to all candidates:

• Secondary education candidates may not request placement at any high school they have attended within the last 8 years.

• Candidates may not request placement at a school or district where a relative is an administrator.

• Candidates should not request placement in buildings where parents, or other close relatives are employed, or where their children attend, and under no circumstances may a relative serve as a student's supervising teacher.

• The University of Montana Western DOES NOT guarantee anyone a placement. We work with the educational settings to secure the best placements possible. As you are selecting possible requests, please keep in mind that you may have to travel farther than planned, or even move to another location to complete your assignment in the semester you wish.

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Application Procedures & Deadlines All student teaching application materials must be submitted by the deadline set by the UMW Office of Field Experiences. All Gateway 2 requirements must be completed by the end of the spring or fall semester before student teaching begins. Summer placements are typically not available. Applications for Student Teaching must be given to the Director of Field Experiences & Student Teaching. Refer to application materials given to you by the Director of Field Experiences, during student teaching meetings. Contact Career Services for information about establishing an Employment Placement File. Please note: Student teaching assignments are made ONLY by the Office of Field Experiences. DO NOT attempt to make your own student teaching arrangements.

Licensure Licensure is the process of obtaining your teaching license. Upon successful completion of student teaching and all other degree or program requirements, candidates initiate the licensure process with forms available from the Director of Field Experiences/Licensure Officer. Recommendations for licensure come from the university, and are submitted by the University of Montana Western Licensure Officer to the Montana OPI and to the state in which the candidate is applying for a teaching position. Criminal background checks and First aid certifications must be up-‐to-‐date. Montana Western offers a degree in Elementary Education leading to Montana licensure valid for grades K-‐8, and bachelor’s degrees and post-‐baccalaureate (fifth year) programs in Secondary Education for teaching grades 5-‐12. The university also offers programs in a variety of areas that lead to K-‐12 licensure. For a list of teaching majors and minors available at the University of Montana Western, refer to the latest university catalog. The university can only offer licensure programs in subjects for which we offer a major and/or a minor, and only in subjects authorized by the Montana Office of Public Instruction. Montana Licensure Criteria The Montana Western Licensure Officer submits recommendations for licensure contingent upon: 1) successful completion of academic degree requirements, based on the university catalog the candidate is eligible to use; 2) successful completion of student teaching and program requirements, based on the requirements in effect when the candidate applied for student teaching; 3) successfully passing all the TEP Gateway 3 requirements; and 4) satisfactory scores on PRAXIS II exams, for those subjects required in Montana; satisfactory criminal background check.

Licensure is not guaranteed with university graduation. While Montana Western plans its education programs to match Montana state licensure requirements as closely as possible, licensure requirements change periodically in Montana and vary significantly from state-‐to-‐state. Montana Western graduates

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usually find they are initially qualified to teach in states in addition to Montana. However, PRAXIS II score requirements vary significantly from state-‐to-‐state, and some states have developed their own licensure exams. Many states allow provisional licensure, if the candidate meets licensure requirements for Montana, thus giving the candidate some time to prepare for the applicable licensure exam or other local requirements. Some school districts in Montana ask to see PRAXIS II exam scores when candidates apply for teaching positions. Any new Montana regulations established or interpretations made during the effective dates of the candidate’s university catalog will be made known to students through the Montana Western TEP Student Handbook, which is revised once a year, the Student Teaching Handbook, and/or through the Director of Field Experiences/Licensure Officer. State licensure requirements change periodically, so it is important for candidates to seek out the latest information regarding requirements for the states in which they wish to seek employment. You can find such information on most states’ webpages, but the information on websites may not be up-‐to-‐date. PRAXIS II: Elementary Education Requirements Upon successful completion of the elementary education program, candidates will be recommended for licensure based on a combined score that includes the following three items: GPA for required content coursework, score on PRAXIS II elementary content exam, and score on a student teaching evaluation that focuses on the candidate’s content knowledge. Candidates must score at least 8 out of 13 points on the combined score, and cannot receive a score of 0 on any one of the three items. Candidates who score 1 on any of the three items must undergo remediation before they can be considered for licensure. The state has set the range of acceptable scores for the elementary education content exam. Most states have absolute passing scores for PRAXIS II exams or their own local exams. PRAXIS II: Secondary Education and K-‐12 Education Requirements The Montana Office of Public Education requires candidates who have a major or minor in most subjects to take the PRAXIS II exam in the content area. These exams should be taken prior to student teaching, as you will not be approved for a teaching license unless you obtain successful scores. Check with the Director of Field Experiences for up-‐dates to Montana’s exam requirements. More than 35 states now require PRAXIS II exams for licensure, including many western states, such as Idaho, Nevada, Utah, and Wyoming. The Director of Field Experiences can assist candidates in selecting and registering for the appropriate exams. Refer to the ETS website for the cost and registration requirements for your specific PRAXIS II exams (http://www.ets.org/). PRAXIS II exams will be given on the UMW campus on two dates for the 2013-‐2014 academic year: November 2, 2013 and March 8, 2014. PRAXIS II exams are also offered online, and in other testing sites in the state of Montana. Check with ETS for the correct dates for your exams. Each exam has a deadline for online registration with the Educational Testing Service (ETS). After paying the registration fees, the candidate will receive from ETS an admission ticket that she or he will need to bring the day of the test, along with appropriate identification (if registering online, print out an eTicket. If registering by mail, ETS will mail the ticket). Sample questions on these tests may be previewed at http://www.ets.org/praxis/ (select “prepare for a test”). Electronic study guides have recently become

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available for a few tests at the ETS website, in addition to the much shorter “Tests at a Glance.” It is essential to prepare carefully for the exams by studying the full-‐length study guides and taking the practice exams. Licensure Requirements in other states To teach out-‐of-‐state, contact the Montana Western Director of Field Experiences/Licensure Officer, for appropriate procedures. To be recommended for licensure in other states, candidates must first qualify for licensure in the state of Montana, including meeting the University of Montana Western and Montana OPI PRAXIS II requirements. If a candidate is relatively certain that she or he wishes to pursue licensure in another state after completing his or her program of study, it is wise to begin investigating that state’s licensure requirements as soon as possible. Some states require different exams than does the state of Montana. PRAXIS II minimum passing scores vary significantly from state-‐to-‐state. Some states also require all three PPST (Pre-‐Professional Skills Tests) exams, or the Principles of Learning & Teaching exam. A few states, such as California, Texas, New York, and Washington, have developed their own licensure exams. If a candidate wishes to take a licensure exam used by another state, the candidate may be able to arrange to take the exam at Montana Western. However, that does not exempt candidates from taking the licensure exams required in Montana. Regardless of the licensure requirements of the state the candidate plans to apply to, the licensure requirements set by the University of Montana Western and the Montana Office of Public Instruction must be met in order to receive a recommendation for licensure from the university. To determine which exams may be required in other states, information about state exam requirements can be found at the ETS web-‐site http://www.ets.org/praxis/ Do not assume that the ETS website and the state website are up-‐to-‐date. Ask the Director of Field Experiences/Licensure Officer (Main Hall 221, 406-‐683-‐7636) for licensure information, as he may be familiar with the licensure requirements for the state the candidate is interested in. Also, contact the state office by telephone to ascertain any licensure exam requirements, as they may be different from that reported on websites. The title of the appropriate state office varies from state-‐to-‐state, but may be something such as “Office of Public Instruction,” “Department of Education,” or “Department of Elementary and Secondary Education.” State governmental websites often have links to the state office in charge of teacher licensure.

Post-‐baccalaureate Program Requirements Post-‐Baccalaureate Protocol 1: Teachers Who Wish to Add an Endorsement This protocol is for teachers applying to the University of Montana Western, who already hold a Montana Class 1 or Class 2 license, and who plan to add an additional teaching endorsement. Consult with both the UMW Licensure Officer and the UMW Post-‐baccalaureate Program Coordinator (see contact information below).

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Endorsement: refers to the content area(s) in which the teacher is qualified to teach (e.g., mathematics, history, special education, elementary education) Level of endorsement: Refers to the grade levels the teacher is qualified to teach. (In Montana, an elementary endorsement includes grades K-‐8; a secondary endorsement includes grades 5-‐12; and a few content areas include K-‐12 endorsement) For practicing teachers, who already hold a Montana Class 1 or Class 2 license, who wish to add a new content area endorsement, or those wishing to add an additional endorsement level (such as teachers with an elementary endorsement who want to add a secondary endorsement, and vice versa):

• You must complete any additional content coursework or professional education courses required to meet both Montana and UMW requirements for the content area you are seeking.

• You are exempt from the UMW Teacher Education Program admission and exit requirements, but must successfully pass all required courses and an 8-‐credit internship. Contact the Director of Field Experiences, listed below, to establish the internship. (Refer to the latest UMW catalog for course requirements, grade, and GPA requirements for the Major Core, Minor, and Professional Education Core). (The UMW Post-‐baccalaureate Program Coordinator will assist you in determining which courses remain to be taken)

• Teachers with an elementary education endorsement who wish to add an endorsement in a secondary education content area or K-‐12 education content area must complete an 8-‐credit supervised teaching internship, typically during your final semester of coursework. The internship must be in an appropriate secondary classroom setting, or (in the case of K-‐12 endorsement) a combination of an elementary and secondary classroom setting.

• Teachers who already have either a secondary or K-‐12 endorsement, but wish to add an elementary education endorsement, must complete an 8-‐credit supervised internship in a self-‐contained K-‐8 classroom, typically during your final semester of UMW coursework.

• For teachers who are already hold an endorsement in a secondary education or K-‐12 education content area, adding a new secondary or K-‐12 content area endorsement requires completion of the appropriate content coursework and methods course(s). Some additional professional education courses may also be required. The individual will need to complete the equivalent of either a Major or a Minor in a subject area available at UMW. These individuals are not required to complete an internship or student teaching.

• For teachers who wish to complete a UMW bachelor’s degree, along with the added endorsement, any waiver of credits must be approved by the UMW Department of Education. The individual must meet all required course, GPA, and admissions and exit requirements for completion of the UMW degree, but are exempt from the TEP Gateway process. Depending on Montana licensure requirements, you may be required to obtain passing scores on the applicable PRAXIS II exam. To be eligible for a UMW degree, UMW maintains a 15-‐credit residency requirement for the Major Core, and a 10-‐credit residency requirement for the Minor. “Residency” means that students wishing to obtain a UMW bachelor’s degree must complete these credits from the University of Montana Western. Refer to the UMW catalog for additional academic residency requirements (additional residency requirements are typically met by the professional education course requirements).

Internship applications: Contact the UMW Director of Field Experiences, listed below, if you plan to apply for an Internship through the Montana Office of Public Instruction. The UMW Director will assist you in applying for the internship, which has a three-‐year time-‐limit. This is a separate internship

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process from the 8-‐credit internship class you may have to sign up for during your UMW endorsement program. Endorsement applications: All candidates are responsible for submitting to the UMW Licensure Officer materials required for the application for the added endorsement. Contact the UMW Licensure Officer and refer to the Montana OPI website, to obtain a list of required materials and forms. Post-‐Baccalaureate Protocol 2: Licensure Programs for students who do not already have a Montana Class 1 or Class 2 teaching license This protocol is for students applying to the University of Montana Western, who already hold a bachelor’s degree, and who plan to earn an initial teaching license. 1. For students seeking initial licensure, who do not wish to obtain a UMW education bachelor’s degree: Consult with the UMW Post-‐baccalaureate Program Coordinator (see contact information below). Candidates with bachelor’s or master’s degrees (non-‐education) with a major, or the equivalent of a major, in a subject area commonly taught in Montana, for which UMW has a licensure program, may enroll in a program leading to educator licensure. The previous degree must be from an accredited college. To be eligible for educator licensure, candidates must:

• Complete the Major Core course requirements (and, if applicable, courses for the Minor) listed in the UMW catalog, with a 2.65 GPA and no grade lower than C-‐

• Complete the Secondary Education, K-‐12 Education, or Elementary Education Professional Education course requirements with no grade lower than B-‐

• Complete the admissions and exit requirements for the UMW Teacher Education Program, including successful review at Gateways 1, 2, and 3, and either Student Teaching or Internship (see expedited TEP admissions process below). Refer to the latest UMW TEP Student Handbook for details.

2. For students seeking initial licensure who do wish to obtain a UMW education bachelor’s degree: Candidates must:

• Complete all UMW degree requirements (the UMW Advising Center will verify which previous courses may be applied to the UMW degree)

• Complete the Major Core and Minor content course requirements with a grade no lower than C-‐ and a GPA of at least 2.70, for each content area

• Complete the Professional Education course requirements with no grade lower than B-‐ • Complete the admissions and exit requirements for the UW Teacher Education Program,

including successful review at Gateways 1, 2, and 3, and either student teaching or internship (see expedited TEP admissions process below). Refer to the latest UMW TEP Student Handbook for details.

To be eligible for a UMW degree, UMW maintains a 15-‐credit residency requirement for the Major Core, and a 10-‐credit residency requirement for the Minor. “Residency” means that students wishing to obtain

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a UMW bachelor’s degree must complete these credits from the University of Montana Western. Refer to the UMW catalog for additional academic residency requirements (additional residency requirements are typically met by the professional education course requirements).

3. Expedited TEP admissions process: For students who hold a bachelor’s degree from an accredited college, and do not already have a Montana Class 1 or Class 2 teaching license: Individuals seeking a Montana teaching license, and who hold at least a bachelor’s degree in an endorsable subject-‐area, are eligible for expedited admission to the UMW Teacher Education Program (TEP). Upon completion of these requirements, you will pass through TEP Gateway 1. Candidates must meet the following conditions, in addition to those listed above:

• Contact the UMW Post-‐baccalaureate Program Coordinator (see contact information below) • Apply for admission to the University of Montana Western • As part of the UMW admissions process, provide official transcripts of all previous coursework, including

transcripts showing degrees completed from an accredited college • Register for EDU 201 and EDU 222 during first semester or first year of attending UMW • Provide the following, after completion of, or during the semester you will complete EDU 201 and EDU

222: o Two acceptable character reference letters from past employers, professors, supervisors,

teachers, or other non-‐family/friend professionals who have been in a position to evaluate the professional skills and dispositions of the candidate.

o Submit paperwork for a Criminal Background Check. Contact the UMW Director of Field Experiences (see contact information below), for appropriate paperwork to apply for the background check, or to request that a recent background check from an employer be sent to the UMW Office of Field Experiences.

o Service Learning Summary & Reflections: 15 service learning hours are required per semester before passing through TEP Gateway 2. If candidates are currently teaching this is waived.

o Complete the UMW Information & Technology Exam or take COMS 115 to assist in passing the exam (only required for students seeking a UMW degree)

o Contact the UMW Post-‐baccalaureate Program Coordinator, to complete the TEP Expedited Admissions Checklist, and to complete a required consultation.

o Post-‐baccalaureate students do not have to write the Extemporaneous Essay. 4. Student Teaching or Internships: Internship applications: Contact the UMW Director of Field Experiences, listed below, if you plan to apply for an internship through the Montana Office of Public Instruction (OPI). The OPI Internship enables post-‐baccalaureate students to gain employment in schools, before they complete their teacher preparation program. The UMW Director will assist you in applying for the internship, which has a three-‐year time-‐limit. This is a separate internship process from the internship class you would sign up for (as a substitute for Student Teaching) at the end of your UMW licensure program. You will establish the internship typically during your first semester at UMW. The internship replaces Student Teaching, thus interns are not expected to attend Student Teaching Meetings or Senior Seminar. Interns typically remain in their internship school placement throughout their licensure program, for a maximum of three years, and must register for an 8-‐credit supervised internship class, typically during their final semester of UMW coursework.

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Student Teaching for post-‐baccalaureate students: Student Teaching (for students who are not in an OPI internship) occurs during the final semester of UMW coursework. Candidates in the Dillon or Butte programs must attend all of a series of UMW Student Teaching meetings, during the semester prior to Student Teaching (out-‐of-‐state or overseas placements require attending these meetings two semesters prior to Student Teaching). Candidates in internships or at remote locations are not required to attend the face-‐to-‐face meetings in Dillon or Butte, but may do so upon their discretion. Candidates at remote locations will obtain instructions for completing paperwork, via a Moodle course set up for this purpose. All candidates for Student Teaching must meet all deadlines for submitting paperwork, and are responsible for communicating with the UMW Director of Field Experiences, regarding Student Teaching or Internship requirements and placements. Senior Seminar: Post-‐baccalaureate candidates are not required to attend Senior Seminar (a two-‐day event held at the end of each UMW semester), but are invited to attend. Licensure applications: All candidates are responsible for submitting to the UMW Licensure Officer all materials required for the application for a teaching license. Contact the UMW Licensure Officer to obtain a list of required materials and forms.

Post-‐baccalaureate Programs, contact information: UMW Licensure Officer & Director of Field Experiences: Mr. Mike Miller University of Montana Western, 710 S. Atlantic, Dillon, MT 59725 Office: Main Hall 221 phone 406-‐683-‐7636; email [email protected] Post-‐baccalaureate Program Coordinator: Ms. Denise Holland University of Montana Western, 710 S. Atlantic, Dillon, MT 59725 Office: Business & Technology Building 212 phone 406-‐683-‐7203; email [email protected] (from May-‐August, contact Denise via email rather than phone)

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Appendices

Appendix 1 -‐ Faculty and Staff Directory -‐ Montana Western Department of Education Dr. Estee Aiken, Assistant Professor of Education Office: Main Hall 116 Phone: 683-‐7035 Email: [email protected] Ms. Sharon Anderson, Instructor of Education Email: [email protected] Dr. Joe Barnhart, Professor of Technology Education/Computer Science Office: Main Hall 223 Phone: 683-‐7108 Email: [email protected] Dr. Julie Bullard, Professor of Education/Early Childhood Education; Director Early Childhood Education Program Office: MH 116 Phone: 683-‐7176 Email: [email protected] Dr. Gay Gerard-‐Brewer, Assistant Professor of Music Office: MH 406 Phone: 683-‐7046 Email: [email protected] Dr. Bert Brewer, Adjunct Assistant Professor of Music Office: MH 406 Phone: 683-‐7046 Email: [email protected] Dr. Megan Chilson, Associate Professor of Health and Human Performance; Program Coordinator HHP Office: BARC 219 Phone: 683-‐7336 Email: [email protected] Dr. Dana Cotton, Associate Professor of Education/English Education; Secondary Education Program Coordinator Office: Main Hall 224 Phone: 683-‐7047 Email: [email protected] Mr. Doug Daenzer, Instructor of Computer Science/Math Education Office: IT 109 Phone: 683-‐7271 Email: [email protected] Ms. Carol Dickinson, Adjunct Instructor of Education Email: [email protected] Dr. Jen Gilliard, Professor of Education/Early Childhood Education Office: MH 353 Phone: 683-‐7177 Email: [email protected] Ms. Janelle Handlos, Instructor of Health and Human Performance Office: PE 220 Phone: 683-‐7391 Email: [email protected] Ms. Lalove Hilton, Instructor of Education Office: Main Hall Phone: 683-‐7137 Email: [email protected] Ms. Denise Holland, Instructor of Business and Technology, Program Coordinator Post-‐baccalaureate Programs Office: IT 213 Phone: 683-‐7203 Email: [email protected]

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Dr. Vikki Howard, Professor of Education, Program Coordinator Special Education Office: MH 351 Phone: 683-‐7042 Email: [email protected] Dr. Cheryl Juergens, Instructor of Health and Human Performance Office: BARC Phone: 683-‐7308 Email: [email protected] Ms. Mary Kay Keller, Instructor of Education Office: MH 220 Phone: 683-‐7621 Email: [email protected] Ms. Anne Kish, Assistant Professor of Library Science Office: Library Phone: 683-‐7494 Email: [email protected] Ms. Eva Mastandrea, Professor of Art/Art Education Office: MH 118 Phone: 683-‐7312 Email: [email protected] Ms. Deborah McCabe, Instructor of Education & Assistant to Director of Field Experiences Office: MH 222 Phone: 683-‐7619 Email [email protected] Mr. Mike Miller, Director of Field Experiences and Student Teaching; Licensure Officer Office: MH 221 Phone: 683-‐7636; FAX 683-‐7662 Email: [email protected]

Dr. Delena Norris-‐Tull, Professor of Education/Science Education; Accreditation Coordinator Office: MH 225 Phone: 683-‐7043 Email: [email protected]

Ms. Teresa Pletch, Instructor of English & Education Office: MH 401 Phone: 683-‐7104 Email: [email protected] Dr. Greg Ryan, Assistant Professor of Health & Human Performance Office: BARC 221 Phone: 683-‐7335 Email: [email protected] Dr. Russ Richardson, Associate Professor of Health & Human Performance Office: BARC 220 Phone: 683:7391 Email: [email protected] Mr. Michael Schulz, Associate Professor of Library Science Office: Library Phone: 683-‐7492 Email: [email protected] Ms. Kathy Shipman, Instructor of Education, Montana Tech & Helena Program Coordinator Office: (MT Tech) ELC 314 (UMW) MH 354 Phone: (MT Tech) 406-‐496-‐4852 (UMW 683-‐7016) Email: [email protected]

Ms. Marlene Stonelake, Instructor of Education Office: MH 352 Phone: 683-‐7616 Email: [email protected]

Dr. Laura Straus, Associate Professor of Education, Department Chair, Program Coordinator Literacy Education K-‐12 Office: MH 200 Phone: 683-‐7040 Email: [email protected]

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Dr. Judy Ulrich, Professor of Fine Arts/English/Education/Drama Office: Main Hall 315A Phone: 683-‐7422 Email: [email protected] Dr. John Xanthopoulos, Professor of Education/ Social Science Education Office: MH 219 Phone: 683-‐7018 Email: [email protected]

Ms. Dawn Zimdars, Administrative Assistant, Early Childhood Education Office: Main Hall 116 Phone: 683-‐7176 Email: [email protected]

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Appendix 2 -‐ The InTASC Model Core Teaching Standards The Council of Chief State School Officers (CCSSO) has articulated performance-‐based standards for teachers that are built upon and compatible with those of the National Board. The InTASC (Interstate Teacher Assessment and Support Consortium)) Model Core Teaching Standards describe the essential knowledge, performances, and critical dispositions that teachers should demonstrate.

InTASC Standards

Standard #1: Learner Development The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences The candidate uses understanding of individual differences and diverse cultures and communities, including American Indians and tribes in Montana, to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Standard #4: Content Knowledge The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard #6: Assessment The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making. Standard #7: Planning for Instruction The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-‐disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

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Standard #9: Professional Learning and Ethical Practice The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Standard # 11: Indian Education: The candidate demonstrates understanding of and ability to integrate history, cultural heritage, and contemporary status of American Indians and tribes in Montana. The CCSSO also outlined various indicators within each standard, indicators of the essential knowledge, critical dispositions, and performances the teacher is expected to exhibit. The Montana Western Department of Education has incorporated selected InTASC indicators into the list of Outcomes for Effective Teachers found in this Handbook.

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Appendix 3 -‐ Tips for a Successful Field Experience After the Director of Field Experiences has notified you of your placement location:

• Introduce yourself to the school principal and/or superintendent

• Learn the roles of school personnel, classroom routines, and learn school procedures

• When appropriate, assist in recess, hall supervision, bus duty, fire drill, and other procedures

• Always be busy: actively observe and take notes, work with students, or assist your host teacher

• Be on time and professional-‐-‐you will be required to sign in and out of the school

• Become familiar with the school media center, technology resources, curriculum guides, and instructional materials

• Ask your host teacher how she/he assesses student learning

• Learn students’ names

• Communicate regularly with your host teacher, but be sensitive to his/her time needs as well

• ALWAYS ask your host teacher to approve any lessons you will teach

• Be flexible—every day in the life of a teacher is a surprise

• Ask questions and rely on those answers to guide your success-‐-‐take your host teacher’s advice

seriously and use it judiciously

• Maintain contact with your university professor during your field experience.

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Appendix 4 -‐ Common Education Acronyms and Terms CAEP Council for the Accreditation of Educator Preparation (formerly NCATE) CCSS Common Core State Standards CCSSO Council of Chief State School Officers ELL English Language Learners ESL English as a Second Language ETS Educational Testing Service InTASC Interstate Teacher Assessment and Support Consortium MBI Montana Behavioral Initiative MCCS Montana Common Core Standards MEA Montana Education Association NBPTS National Board for Professional Teaching Standards NCATE National Council for Accreditation of Teacher Education (now CAEP) NEA National Education Association OPI Montana Office of Public Instruction PEPPS Montana Professional Educator Preparation Program Standards and Procedures (modeled

after InTASC Standards) PRAXIS A series of exams used by various states, as a licensure requirement; owned by ETS RTI Response to Intervention—a multi-‐tiered system of support, instruction, and intervention TEP Teacher Education Program

TheUniversityof$ Montana$Western$ TeacherEducationProgram ... · SECONDARY EDUCATION (GRADES 5-12) AND K-12 EDUCATION ......

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