WELCOME TO CHADRON STATE COLLEGE
SCHOOL OF PROFESSIONAL
AND GRADUATE STUDIES
The faculty of the Department of Education would like to congratulate you on your decision to consider making teacher education your career. Teaching is the noblest of all professions and enables a person to touch the lives of countless people.
This handbook is designed to help guide you through the teacher education program at Chadron State so that you will make the most efficient use of your time on campus and be ready to enter the profession at the earliest date possible.
The first step to enter the Teacher Education Program is to pass the Pre-Professional Skills Test (PPST). This test will be taken no later than the first semester of the Sophomore year or as soon as you decide to enter the Teacher Education Program. If you delay in taking the PPST, you will not be able to enroll in upper division education classes. The average time for the results of the PPST test is approximately 6 (six) weeks. The Office of Field Experiences will be notified of your results, as long as you have entered the CSC code on the test form.
Deadlines for important steps to the Teacher Education Program include the following:
1. During Introduction to Teaching (EDUC 131) you will submit your community recommendations and complete the Application to the Teacher Education program (gray card) with information about you and your proposed endorsement area(s).
2. The application for the Professional Year is made during either semester of the Junior Year. The date for application submission for the following fall is March 1. The date for application submission for the following spring is November 1.
Please read this handbook carefully and, when you have questions, please feel free to come into the Field Experience Office or speak to a member of the department.
Department of Education Personnel
Dr. Don King, Chairperson
Stefani Van Vleet, Office Assistant
Special Methods FacultyDepartment Faculty
Dr. Charles Cressy, Business Education Dr. Patricia Blundell
Dr. Norma Nealeigh, Family Consumer Science Ms. Lorie Hunn
Dr. Laurie Novy, Language ArtsDr. Clark Gardener
Ms. Glenda Gamby, Library, Media SpecialistMs. Peggy Marshall
Mr. Ottley Wright, Health and Physical EducationMs. Ann Petersen
Mr. Kevin Miller, Industrial Technology EducationMs. Cindy Squier
Ms. Carola Winkle, Music EducationDr. Jerry Neff
Dr. Sam Rankin, Social ScienceMs. Karen Enos
Mr. Terry Rotherham, Science EducationMr. Mike Engel
Ms. Beth Wentworth, Mathematics EducationMr. Chuck Squier
1
AREAS OF STUDY IN TEACHER EDUCATION
The Teacher Education Program at Chadron State College provides teacher preparation in accordance with the requirements of the Nebraska State Department of Education. Chadron State College requires that individuals seeking teacher certification be qualified in either one field endorsement or one subject endorsement area. Fields and subjects are defined as follows:
SUBJECT ENDORSEMENT:Refers to specific courses of study, such as English, History, or Chemistry.
FIELD ENDORSEMENT:Refers to two or more closely related subjects packaged together that represent a wider and broader scope than that of a subject endorsement. With a field endorsement, the teacher teaches all subjects within that particular field of study as outlined in NDE Rule 24. For example, Social Science is a field while History is a subject; or Elementary Education is a field including all of the subjects taught in kindergarten through eighth grade.
Chadron State College offers teacher preparation programs in the following fields and subjects:
Teaching FieldsTeaching Subjects
(One is required)(One is required)
Art (K-12)Basic Business (7-12)
Business Education (7-12)Biology (7-12)
Early Childhood Education Unified B-Grade 3Chemistry (7-12)
Educational Library Media Specialist (K-12)Coaching (7-12)*
Elementary Education (K-8)Computer Science (7-12)*
Family and Consumer Sciences (7-12)Driver’s Education (7-12)*
Health and Physical Education (K-12)Early Childhood (B-3)
Industrial Technology Education (7-12)Earth Science (7-12)
Language Arts (7-12)English (7-12)
Mathematics (7-12)Foreign Language-Spanish (7-12)
Middle Grades (4-9)Health (7-12)
Mild Moderate Disabilities (K-12)History (7-12)
Music (K-12)Physical Education (K-6, 7-12)
Natural Science (7-12)Physics (7-12)
Physical Science (7-12)Theatre (7-12)
Social Science (7-12)Vocal Music (K-8)
Trade and Industrial Education (9-12)Vocational Special Needs (7-12)*
Fam. & Cons. Sciences Related
Occupations (7-12)*
*Supplemental endorsements—They cannot stand alone; the student must hold, or be concurrently seeking a subject or field endorsement (i.e. coaching)
MISSION
The mission of the Chadron State College Education Unit, founded on educating Visionary Leaders, is committed to creating diverse educational environments that are thoughtfully structured to provide opportunity for the success of all learners, now and for the future. We accomplish our mission by providing teacher, administrator, and counselor candidates with deliberate and appropriate educational experiences. Knowledge, skills, and dispositions are developed through extensive classroom and field –based interactions.
PHILOSOPHY OF TEACHER EDUCATION
Education in a democracy is accepted as the most important human activity for the maintenance, perpetuation, and advancement of the society. With this in mind, the Educational Unit of Chadron State College is dedicated to the development of Visionary Leaders. The program recognizes the institutional responsibilities of developing leadership, which facilitates proactive behaviors in educators, for educational services to the public and non-public, as well as the rural, frontier, and urban sectors. To the extent possible the campus reflects sensitivity to the need of being a social model, both flexible and adaptable, to the pluralistic and multicultural nature of the dominant society.
Students within the Education Unit are valued as unique individual learners, each wanting to learn and also capable of making good learning decisions. Each student is a client to be served by the CSC staff and, in turn, the student (Teacher Candidate) will serve others after graduation in their role as an educator.
We believe the educator’s role is to facilitate learning. The facilitation of learning is accomplished by creating opportunities for all learners to actively participate in the learning environment and process knowledge through methods appropriate to their individual learning styles. Our model is based, to a great extent, on the constructivist theory of learning.
The faculty within the Education Unit act up a set of common beliefs that reflect the importance placed upon the preparation of qualified professional educators, who will assume leadership roles within the local education community and the education profession at large.
In so doing, various methods of instruction are planned to be consistent with sound theory and current research findings. The individual faculty member is free to use varied approaches and personalized techniques in instruction. In creating a non-threatening learning climate, allowances for the learning styles are encouraged and responded to through appropriate teaching styles and open communication among all participants. Learning is believed to be inherently joyful and efforts toward developing and maintaining this end are supported. The demands of the content of the subject are not diminished in the teaching effort which will produce the greatest positive change.
STUDENT LEARNING OUTCOMES
The student learning outcomes, in general, are as follows:
- Promote a positive professional attitude within those who participate in and complete education programs; this attitude will be evident in a life long commitment as a visionary leader and in the facilitation of learning for others.
- Demonstrate intellectual inquisitiveness through the development of higher levels of cognitive functioning.
- Demonstrate skills in creating and implementing curricula which meet the needs of all learners through effective communication and positive interpersonal relationships.
- Interpret and utilize current theory and research findings to enhance individualized learning consistent with varied and acceptable learning styles and teaching styles.
THE VISIONARY LEADER MODEL
Theme
Chadron State College’s Professional Studies Program (Teacher Education Program) is designed to produce Visionary Leaders. Visionary Leaders inherit our profession's quintessential traditions and tools, but especially Visionary Leaders are made aware of the best contemporary educational research and developments. We bequeath a vital educational vision - one that honors both tradition and innovation - to our students.
The model is depicted by three interlocking circles, each representing an interrelated area of the curriculum: General Studies, Specialty Studies, and Professional Studies. One circle, that of professional studies, consists of six components that make up the conceptual framework for the Education Unit. These components are:
CommunicationAssessment
Thinking SkillsHuman Relations/Diversity
Methodology/TechnologyProfessionalism
These six components constitute the conceptual framework for the professional preparation programs at Chadron State College. Each component is interwoven throughout the professional studies program so that students become Visionary Leaders.
TABLE OF CONTENTS
FLOW CHART TO PROGRAM COMPLETION………………………………. 1
STEPS TO BE TAKEN TO COMPLETE THE
TEACHER EDUCATION PROGRAM………………………………………….. 3
CERTIFICATE REQUIREMENTS:
BACHELOR OF SCIENCE IN EDUCATION
SECONDARY EDUCATION (GRADES 7-12 OR K-12)………………………. 10
CERTIFICATE REQUIREMENTS:
BACHELOR OF SCIENCE IN EDUCATION
MIDDLE GRADES EDUCATION (GRADES 4-9)…………………………….. 12
CERTIFICATE REQUIREMENTS:
BACHELOR OF SCIENCE IN EDUCATION
ELEMENTARY EDUCATION (GRADES K-8)………………………………… 14
CERTIFICATE REQUIREMENTS:
BACHELOR OF SCIENCE IN EDUCATION
EARLY CHILDHOOD EDUCATION UNIFIED (BIRTH-GRADE 3)………… 16
ADMISSION TO TEACHING INTERNSHIP...... 18
PROCEDURES TO FOLLOW TO BE PLACED
AS A TEACHING INTERN...... 19
POLICIES FOR FIELD EXPERIENCES………………………………………. 20
TEACHER INTERN RESPONSIBILITIES...... 21
TEACHING INTERN
DUE PROCESS PROCEDURE...... 23
TEACHER AND ADMINISTRATIVE
CERTIFICATION INFORMATION...... 23
PLACEMENT SERVICES...... 24
APPENDIXES……………………………………………………………………..25…
1
FLOW CHART FOR PROGRAM COMPLETION
STEPS TO BE TAKEN TO COMPLETE THE
TEACHER EDUCATION PROGRAM
(See page 159-173 in 2005-2007 General Bulletin)
Ms. Lorie Hunn
Director of Field Experiences
432-6491 e-mail:
Stefani Van Vleet
Office Assistant
432-6383 e-mail:
Field Experience Office: Hildreth 101
Moral Character
Teaching is a profession that requires its potential candidates to be individuals of integrity. Prospective teachers must be able to demonstrate that they are individuals of strong moral character who can make mature decisions for themselves and for their students. Teachers are responsible for the education, safety, and well-being for anyone in their charge. Therefore, the Department of Education is interested in working with individuals of high moral character who can serve as representatives of our College.
With this in mind, should the Department discover behavior on the part of the candidate which establishes a lack of integrity or moral/ethical character, the Department of Education reserves the right to deny entry to, or dismiss anyone, from any program which leads to certification.
Behavior which establishes a lack of integrity or moral/ethical character may exist when a student has a record of arrests an/or convictions which impacts the candidate’s ability to represent himself or herself as a professional in the field of education, or if other information exists which the Department of Education reasonably determines renders the candidate a risk to the educational community or demonstrates a likelihood of illegal activity.
Step 1Freshman year or 1st semester after decision to become a teacher. Transfer students should begin the process the first semester on campus.
EDUC 131Introduction to Teaching
1.Completion of 10 hours of observation required as part of the course.
- Affirmation under oath that the candidate has no felony or misdemeanor convictions involving abuse, neglect, or injury to any person, nor any other convictions involving moral turpitude (Guide to Nebraska Teacher Education Institutions, Nebraska Department of Education, Code Section - 004.071, subsection 004.11D).
- Affirmation under oath that the candidate does not have an order or determination currently in effect by a court or any other government body which finds the student to be any of the following: mentally incompetent to stand trial, acquitted of criminal charges because of insanity, an incapacitated person in need of a guardian, or unable to manage his/her property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication: or is currently an inpatient or resident in a mental health facility due to a determination by a qualified mental health professional (Guide to Nebraska Department Teacher Education Institutions, Nebraska Department of Education, Code Section 004.01, subsection 004.01L).
2.Application for Admission to the Program (Candidacy) form (gray card) completed and turned into the Field Experience Office. Three community references sent to the Field Experience Office by persons identified by the student.
3.Student must earn a "C" or better in this class.
4.PPST test should be taken at this time.
5.The student should make an initial contact with the Field Experience Office to verify that a file has been created.
6.The student should begin to compile his/her portfolio (see portfolio guidelines in Appendix).
Step 2The following courses will be taken after successful completion of EDUC 131 with a grade of "C" or better.
PSYC 231Educational Psychology
1.Completion of 15 hours of observation required as part of the course.
- Affirmation under oath that the candidate has no felony or misdemeanor convictions involving abuse, neglect, or injury to any person, nor any other convictions involving moral turpitude (Guide to Nebraska Teacher Education Institutions, Nebraska Department of Education, Code Section - 004.071, subsection 004.11D).
- Affirmation under oath that the candidate does not have an order or determination currently in effect by a court or any other government body which finds the student to be any of the following: mentally incompetent to stand trial, acquitted of criminal charges because of insanity, an incapacitated person in need of a guardian, or unable to manage his/her property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication: or is currently an inpatient or resident in a mental health facility due to a determination by a qualified mental health professional (Guide to Nebraska Department Teacher Education Institutions, Nebraska Department of Education, Code Section 004.01, subsection 004.01L).
SPED 230Introduction to Exceptional Learner
EDUC 224 Multimedia Support of Instruction/Learning
A student must have a "C" or better in all of the above courses.
Admission to the Teacher Education Program (Candidacy) MUST be completed at this time. This means that the following criteria have been met:
1.Application for Admission to the Teacher Education Program
(Candidacy) form completed and submitted to the Field Experience Office.
a.Three community references have been received by the Field Experience Office.
2.The candidate should come to the Field Experience Office to check on his/her progress toward meeting the qualifications to be admitted to the Teacher Education Program. If a secondary education candidate has additional questions about the Teacher Education Program he/she should seek out an Education faculty member as a supporting advisor.
3.Attainment of satisfactory scores on the PPST.
a.PPST minimum scores: Reading 170, Math 171, Writing 172
4.An overall G.P.A. of 2.50 is required. The G.P.A. will be calculated by using all previous college/university course work, as well as course work from CSC.
- Completion of the college's 3 courses (6 hours of General Studies Composition courses, and Communication Arts 125) in written and oral communications, with no grade lower than a "C".
- Completion of Education 131, Introduction to Teaching, with a grade of "C" or above.
- Completion of Psychology 231, Educational Psychology; Special Education 230, Introduction to Exceptional Learner; and Education 224, Multimedia Support of Instruction/Learning, with a grade of “C” or above.
- Health and physical fitness:
a.Emotional stability;
b.Absence of defects that would impair successful teaching;
c.Absence of predisposition toward poor health as determined by a physical and medical examination at the request of the college Screening Committee.
Candidates who fail to meet all the above requirements will be denied admission until such time as the criteria are met.
Step 3At least one full semester prior to registering for EDUC 300/320 Observation and Participation class the candidate MUST check into the Field Experience Office to verify his/her progress toward Admission to the Teacher Education
Program (Candidacy). This is necessary to allow the candidate a full semester to rectify any problems that need to be corrected prior to being admitted to the Teacher Education Program (Candidacy) and qualifying for the Observation and Participation classes.
Step 4The candidate will be allowed to enroll in EDUC 300/320 Observation and Participation after all of criteria above have been met. The Observation and Participation classes require the following:
1.Completion of 50 hours of observation for EDUC 300 Secondary Observation and Participation. To meet the 100 hours of pre-student teaching experience, required by the State of Nebraska, documentation of an additional 50 hours will be necessary. These hours can be earned in other courses, coaching internships, or by taking additional hours of O&P.
2.Completion of 100 hours of observation for EDUC 320 Elementary Observation and Participation.
3.Compilation of the portfolio should continue (see portfolio guidelines in Appendix).
4.Nebraska Department of Education Legal Issues
Rule 20 of the Nebraska Department of Education requires that students who are participating in or completing a teacher education program disclose any information about misdemeanor or felony convictions as well as information about their mental capacity. If either of the following apply to your current situation, please contact the Director of Field Experiences immediately:
- If you have ever been found guilty of a felony or misdemeanor or entered a plea of guilty or not contest to a felony or misdemeanor and have not yet disclosed this fact to the Director of Field Experiences, or
- If an order or determination is currently in effect by a court or any other governmental body which finds you to be any of the following: a mentally ill or dangerous person, mentally incompetent to stand trial, acquitted of criminal charges because of insanity, an incapacitated person in need of a guardian, or unable to manage your property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication.
A.Affirmation under oath that the candidate has no felony or misdemeanor convictions involving abuse, neglect, or injury to any person, nor any other convictions involving moral turpitude (Guide to Nebraska Teacher Education Institutions, Nebraska Department of Education, Code Section - 004.071, subsection 004.11D).
B. Affirmation under oath that the candidate does not have an order or determination currently in effect by a court or any other government body which finds the student to be any of the following: mentally incompetent to stand trial, acquitted of criminal charges because of insanity, an incapacitated person in need of a guardian, or unable to manage his/her property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication: or is currently an inpatient or resident in a mental health facility due to a determination by a qualified mental health professional (Guide to Nebraska Department Teacher Education Institutions, Nebraska Department of Education, Code Section 004.01, subsection 004.01L).