D E PARTM ENT Teacher Education Department Chair: Dr. Michael E. Cena Location: Education Building, Room 224 Telephone Contact: Lynda L. Olmstead 801-626-7171 Advisement Contacts: Kristin Radulovich 801-626-6309 Janet Nelson 801-626-6636 Professors: Forrest C. Crawford, Alfred S. Forsyth, Linda P. Gowans, Shirley Leali, Karen B. Lofgreen, Judith P. Mitchell, R. Michael Smith, Ray E. Wong; Associate Professors: Frances M. Butler, Michael E. Cena, Claudia Eliason, Ann Ellis; Assistant Professors: John C. Mayhew Jr., Louise R. Moulding, Vicki Napper, Paul Pitts, Richard Pontius, Peggy Saunders, Pene'e Stewart, Mongkol Tungmala; Instructor Specialists: Judy S. Bezoski, Marilyn A. Lofgreen The major purpose of the professional education programs in teacher education is to prepare candidates for teaching in pre-school, and in elementary and secondary schools. Preparation is also provided for teachers of mild and moderately handicapped students in public schools under the special education mild/moderate endorsement. The department prepares students for endorsements in Elementary Mathematics, ESL (English as a Second Language), Bilingual, Special Education, Basic Reading (graduate level only), and Education of the Gifted (graduate level only). All programs are approved by the Utah State Board of Education and the National Council for Accreditation of Teacher Education (NCATE) and Northwest/North Central Associations. The preparation for teaching falls academically within four major categories: University General Education, support courses, subject specialization, and professional education. 1. University General Education requirements - In selecting courses to satisfy the general education requirements, candidates should note the general education courses recommended and/or required in their major and/or professional education requirement sheets available in the Teacher Education Advisement Center (ED 230). 2. Support courses 3. Concentrations are required of all elementary and secondary students. Concentrations for the prospective secondary school teacher consist of completing a teaching major and a teaching minor, or a composite teaching major, all of which are currendy being taught in Utah secondary schools and at least one of which is a required subject. Elementary education majors choose two 9-hour or one 18-hour content area concentration or a teaching minor. The professional education program oudines acceptable subject concentration areas and requirements. 4. Professional Education courses help the prospective teacher learn about children, the nature of the learning process, and how to provide desirable learning experiences. To meet licensure requirements, secondary school candidates are required to complete a minimum of 31 semester hours of professional course work; 43 semester hours are required of the prospective elementary school teacher. TREC Teacher Education Programs The Department of Teacher Education has designated its organizing theme as "Teacher as Reflective Practitioner" and designed a model that explicates the program's purposes, processes, outcomes, and assessments. The model is represented by the acronym TREC: Teachers Reflecting, Engaging, and Collaborating. These components - reflecting, engaging, and collaborating - serve as a thematic framework for organizing course work and program development. 211 Professional course work in the program is organized into sequential levels. As students move through the program, they are required to demonstrate in a variety of ways the knowledge, skills and dispositions that embody the department's organizing theme and program model. It is important that interested students contact the Teacher Education Advisement Center (ED 230) as quickly as they decide to become a teacher. Specific program admission requirements, required courses, and recommended general education course work are available. Admission to Teacher Education Admission to the Teacher Education Programs is a separate process from general university admission. The Teacher Education programs maintain a competitive admissions process. A specific number of applicants are provisionally admitted each semester after having made application and met the minimum admission criteria listed below. Meeting the minimum requirements only qualifies a student to be considered for admission. Students are admitted two times per year: fall semester and spring semester. Applicants are evaluated using a 100 point system: 30 points maximum for GPA; 30 points maximum for the Collegiate Assessment of Academic Proficiency (CAAP); 40 points maximum for interview/biographical statement. Minimum Admission Requirements 1. Formal Application and provisional Admission form submitted to Teacher Education Advisement Center (ED 230) by the deadline date. Transcripts of all college course work must accompany the application. 2. At least 40 semester hours of general education and relevant prerequisite courses and a) have a cumulative GPA of 3.00 or above, or b) 3.25 GPA or above on the last 30 semester hours taken. Those intending to teach at the elementary level, please note: The Professional Education component of the Elementary Education and Composite Elementary Education and Special Education majors requtes four semesters to complete. Therefore, it is very important that candidates have completed the General Education requtements and have taken at least some of the requted Support Courses prior to entering the program. Because of possible scheduling difficulties, failure to do so could mean spending an extra semester (or more) in completing the program. Those intending to teach at the secondary level, please note: The Professional Education component of the Secondary Education program requtes three semesters to complete. Therefore, it is very important that candidates have completed the General Education requtements and most of the major and minor requtements prior to entering the program. Because of possible scheduling difficulties, failure to do so could mean spending an extra semester (or more) in completing the program. 3. Minimum score on the CAAP. The Collegiate Assessment of Academic Proficiency is a standardized achievement assessment designed to show achievement levels in reading, writing, mathematics, and critical thinking. Registration should be at least 10 days prior to the test date. Applicants who have received a Bachelor's degree more than 5 years prior to application are requted to take the CAAP. Applicants with degrees within 1-5 years are not required to take the CAAP. Dates for testing and administration are available in ED 230 and the University Testing Center in the Student Services Center. (See CAAP description following.) 4. Evidence of fingerprinting/background check must be completed immediately after being admitted. See Teacher Education Advisement Center (ED 230) for further information. General PROFILE ENROLLMENT STUDENT AFFAIRS ACADEMIC INFO DEGREEREQ GENED interdisciplinary FYE HNRS BIS/BAT LIBSCI INTRD MINORS Applied Science & Technology CEET CS MFET/MET CMT CDGT ENGR AUTOSV/AUTOTC IDT SST TBE. Arts & Humanities COMM ENGL FORLNG DANCE MUSIC THEATR ART Business & Econ MBA MPACC/ACCTNG BUSADM FIN LOM MGMT MKTG ECON/QUANT IS&T Education MEDUC CHFAM ATHL/AT HEALTH/NUTRI PE/REC, educ" Health Professions CLS DENSCI PAR AMD HTHSCI HAS/HIM NURSNG RADTEC DMS NUCMED RADTHR RESTHY Science BOTANY CHEM GEOSCI MATH/MATHED MICRO PHSX ZOOL Social & Behavioral Sciences MCJ/CJ ECON GEOGR HIST POLSC PHILO PSYCH SOCLWK GERONT SOCLGY ANTHRO AEROSP MILSCI NAVSCI Continuing Ed Davis Campus WEBER STATE UNIVERSITY 2004-2005 CATALOG