244 DEPARTMENT Teacher Education Department Chair: Dr. Jack Mayhew Location: McKay Education Building, Room 224 Telephone Contact: Lynda L. Olmstead 801-626-7171 Advisement Contact: Kristin Radulovich 801-626-6309 Professors: Frances Butler, Michael Cena, Forrest Crawford, Alfred Forsyth, Linda Gowans, Shirley Leali, Judith Mitchell, Michael Smith, Ray Wong; Associate Professors: Claudia Eliason, Ann Ellis, Jack Mayhew, Vicki Napper, Paul Pitts, Pene'e Stewart; Assistant Professors: Melina Alexander, David Byrd, Kristin Hadley, Louise Moulding, Richard Pontius, Peggy Saunders, Lorrie Niebur Walker, Natalie Allen Williams; Instructor Specialist Marilyn Lofgreen I he 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 students with mild to moderate disabilities in public schools under the special education mild/moderate license. The department prepares students for endorsements in Mathematics, ESL (English as a Second Language), Bilingual, Basic Reading (graduate levd 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 candidates. Elementary education majors choose two 9-hour or one 18-hour content area concentration or a teaching minor. The professional education program outlines acceptable subjed concentration areas and requirements. Special Education majors choose one 9-hour concentration or a teaching minor. Secondary school candidates completing a teaching major may be required to complete a teaching minor (rder to the teaching major program requirements). The teaching major and teaching minor must be in subjeds taught in Utah public secondary schools. Either the major or minor must be a subjed which Utah secondary schools are required to teach. 4. Professional Education courses help the prospedive 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 24 semester hours of professional course work; 43 semester hours are required of the prospective elementary school teacher. 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 contad the Teacher Education Advisement Center (ED 230) as quickly as they dedde to become a teacher. Specific program admission requirements, required courses, and recommended general education course work are available. Teacher Education Conceptual Framework The Department of Teacher Education's conceptual framework theme is "Student Achievement: Students, Teachers, & Communities Working Together." The model that illustrates the program's purposes, philosophy, outcomes and evaluation is represented by an easd, at the center of which are three overlapping components: Reflecting, Engaging, and Collaborating. The program standards are performance-based: that is, they describe what teachers should know and be able to do in order to be awarded a license. Course outcomes and objectives are geared around the conceptual framework. Students may view the conceptual framework, INTASC Standards and the critical performances for each level on the teacher education Web site (http://departments.weber.edu/teachereducation). 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 submitted online 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 along with a current degree evaluation. 2. At least 40 semester hours of general education and relevant prerequisite courses. Those intending to teach Special Education or teach at the elementary level, please note: The Professional Education component of the Special Education major and the Elementary Education major requires four semesters to complete. Therefore, it is very important that candidates have completed the General Education requirements and have taken at least some of the required 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 requires two semesters to complete. Therefore, it is very important that candidates have completed the General Education requirements and most of the teaching major and minor requirements prior to entering the program. Because of possible scheduling difficulties, failure to do so could mean spending an extra semester (or more) in come 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 15 days prior to the test date. Applicants who have received a Bachelor's degree more than 5 years prior to application are required to take the CAAP. Applicants with degrees within 1-5 years are required to take the writing essay portion of the CAAP test. Dates for testing and administration are available in ED 230 and the University Testing Center in the Student Services Center. (See CAAP description following.) Weber State University 2009 - 2010 Catalog