Standards for Admission and Retention The student who plans to become a teacher must meet certain standards before he will be accepted officially as a candidate for teacher education. As soon as the student declares his intention of becoming a teacher he comes under the continuous guidance of the Division, the purpose of which is to help him achieve and maintain standards necessary to success in his preparation for teaching. During the autumn quarter of the Sophomore year the student will submit a written application to the Division for permission to register for courses in professional education. All applications will be considered by the admissions commits tee. Permission will be granted according to the following minimum standards: a. A cumulative average grade point of at least 2.25. b. Good physical and mental health. c. A belief in and practice of responsible American citizenship. d. High moral and ethical conduct. e. Competence in oral and written English and in other basic skills necessary to the work of the teacher. At least one term (3 months) prior to the time he desires to register for student teaching, the student must submit a written application for permission to do so. Permission will depend on his having met and maintain the standards listed above and having completed at least 120 credit hours of work including the specified prerequisites. Over-view of the Program The preparation for teaching falls within three major categories: general education, subject specialization, and professional education. GENERAL EDUCATION is required of all students in the college who plan to complete a baccalaureate degree. The student usually completes most of the general education during the freshman and sophomore years. Because of the nature of elementary school teaching, the student preparing for this field will complete more study in general education than is required of the student preparing for secondary school teaching. Following is a summary of the requirements for prospective teachers: 8S Elementary and Secondary Elementary English 1, 2, 3 9 Health Education 1 2 Orientation 1 2 Physical Education 3 Life Science 9-12 Physical Science 9-12 (Geography 1 required) 9-12 Humanities 9-12 Social Science 9-12 (Hist. 10 or Political Science 1 required) Family Life 2-4 (women students only) Speech 12 3 Biology 141 or 142 4 Mathematics 11 5 Psychology 1 5 Art 6, Music 23, 24, 70, Theater Arts 157 6 (select 6 hours) English 88, 90, 130 3 (select one) Secondary English 1, 2, 3 9 Health Education 1 2 Orientation 1 2 Physicial Education 3 Life Science 9-12 Physical Science 9-12 Humanities 9-12 Social Science 9-12 (Psychology 1 and either Hist. 10 or Political Science 1 required) Family Life 2-4 (women students only) Speech 12 3 SUBJECT SPECIALIZATION for the prospective high school teacher consists of completing a major and a minor field. These will be the subjects he will prepare to teach in the junior or senior high school. For the prospective elementary school teacher, subject specialization consists of completing a field of concentration totalling 40 credit hours or two fields of 20 credit hours each, in a subject, or subjects, related to the elementary school curriculum. 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. Some students will be permitted to take professional courses during the latter part of the sophomore year, but not more than two courses (six credit hours), 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 coursework; forty-five quarter hours are required of the prospective elementary school teacher. About one-third of the professional coursework is common to both the 89