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Show Education — Teacher Education Education — Teacher Education For the prospective elementary teacher, subject specialization consists of completing a field of concentration totaling 40 credit hours or two fields of 20 credit hours each, in a subject, or subjects, related to the elementary school curriculum. Students should seek guidance from their advisers in the Elementary Education Department regarding course requirements in their field(s) of concentration. Professional Education courses help the prospective teacher learn about schools and their operation, the nature of children and how they learn and how to provide desirable learning experiences. These courses are reserved largely for students of junior and senior standing. Students will be permitted to take professional courses during the latter part of the sophomore year, but not more than two courses required for certification will be permitted in a student's first 90 credit hours of college work. To meet certification requirements, secondary school candidates are required to complete a minimum of 33 quarter hours of professional course work; 42 quarter hours are required of the prospective elementary school teacher. An outline summary of the requirements for graduation and certification for either elementary or secondary school teachers may be obtained from the School of Education on request. INDIVIDUALIZED PERFORMANCE-BASED TEACHER EDUCATION PROGRAM Beginnning with the Autumn Quarter of 1970, all students working toward teacher certificates in both elementary and secondary education began course work in the Individualized Performance-based Teacher Education Program (IPT). This program was designed as a response to the need for a greater relevance in teacher education. Students are no longer involved in a class attendance requirement for the bulk of the work in teacher education, but are rather permitted to proceed at their own rate through the use of instructional units called WILKITs (Weber Individualized Learning Kits). Each WILKIT outlines the expectations for student performance in a given content area. It then suggests learning experiences which the student may pursue in order to achieve these expectations, and concludes by enumerating what the student will be required to do to prove that he has accomplished the expectations. The program is oriented toward a student's ability to perform rather than his ability to remember. Both the elementary and secondary programs are divided into course blocks which consist of varying numbers of WILKITs. Under the IPT Program students are encouraged to register for one block at a time, but substantial flexibility is allowed. In the event a student is unable to complete a course block within a given quarter, a grade of "no credit" (NC) is reported for that course. There is no penalty attached to a grade of NC, and it is not computed in the grade point average; however, it is necessary to register for the course in a subsequent quarter in order to receive credit. When it is necessary to reregister for a course under IPT, the student begins exactly at the point he had reached in his previous registration. It is not necessary to start over from the beginning. In the event a student completes a course block in mid-quarter, in most cases he has the option of beginning immediately on the next course block in his program. All grading under the IPT program is on a credit, no credit basis. The faculty of the School of Education believes that the IPT program represents a very significant innovation in teacher education. Since it is a departure from familiar practice in higher education, it is suggested that students contact a faculty adviser for additional information before beginning their studies in teacher education. Internship Program exists for the student in elementary or secondary education. The basic philosophy of the Elementary- Teaching Intern Program (E-TIP) and Secondary-Teacher Intern Program (S-TIP) is to provide interns with sound and effective supervisory assistance throughout their first year of teaching, to further increase the depth and breadth of their experience with pupils and the school curriculum, to offer more support in coping with the problems faced by the first year teacher, and to make for deeper insight into the attitudes and activities required of a professional teacher. Students interested in becoming candidates for the intern program must obtain application forms from the student teaching office and submit them by December 1st preceding the year of internship. Interns will be contractual employees of a local school district and will be compensated by the district. Further details of the program are available through the department chairmen or the student teaching office. 240 241 |