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Show Educatior For further information about the Combined Master of Education Program contact the Office of the Director, Combined Master of Education Program, School of Education, Weber State College; or Office of the Dean, College of Education, Utah State University; or Office of the Dean, School of Education, Weber State College. TEACHER EDUCATION OVERVIEW OF THE PROGRAM Description —The major purpose of the professional education curricula in teacher education is to prepare candidates for teaching in the elementary, middle and secondary schools. Programs are also provided for preparation of teachers on the academically handicapped. All programs for elementary and secondary teachers are approved by the Utah State Board of Education and are accredited by the National Council for the Accreditation of Teacher Education (NCATE). Education —The preparation for teaching falls academically within three major categories: general education, subject specialization, and professional education. I. General Education Requirements—In selecting courses to satisfy the General Education requirements, students should note the General Education courses recommended and/or required in their major program outline. II. Subject specialization is required of all prospective elementary and secondary students. Subject specialization for the prospective secondary school teacher consists of completing a Teaching major and a Teaching minor field, both of which are currently being taught in Utah Seconday schools. The program outline lists acceptable subject specialization areas and requirements. III. Professional Education courses help the prospective teacher learn about children, the nature of the learning process 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 37 quarter hours of professional course work; 43 quarter hours are required of the prospective elementary school teacher. Employment Outlook —Elementary Education offers many exciting challenges in meeting the educational needs of todays' children. Placement of Weber State College graduates in elementary education in teaching positions is very high. Graduates in Early Childhood Education and Elementary Education majors who have completed special preparation to receive a Resource Endorsement continue to be in demand by school districts. Placement in secondary education continues to be good in most areas. Those student completing a minor in Reading with a Resource Endorsement have enjoyed excellent success in placement. 214 Related Careers —Teacher Education continues to be a good preparation for many vocational pursuits in business, industry, church, government, allied health and community education. INDIVIDUALIZED PERFORMANCE-BASED TEACHER EDUCATION PROGRAM The Individualized Perfomance-based Teacher Education program (IPT) is designed as a response to the need for a greater relevance in teacher education and to permit students to proceed at their own rate through the use of instructional units called WILKITS (Weber Individualized Learning Kits). The program is oriented toward students' ability to perform rather than their ability to remember. 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 "T" is reported for that course and it is not computed in the grade point average. It is necessary to register for the uncompleted course block in a subsequent quarter in order to receive credit. Under IPT, students begin at the point they had reached in their previous registration and are not required to start over from the beginning. In the event students complete a course block in mid-quarter, in most cases they have the option of beginning immediately on the next course block in their program. All grading under the IPT program is on a credit/no credit basis. The faculty of the School of Education believe that the IPT program represents a very significant innovation in teacher education. Since it is a departure from a familiar practice in higher education, it is suggested that students contact a faculty adviser for additional information before beginning their studies in teacher education. STANDARDS FOR ADMISSION AND RETENTION To be accepted as a candidate for teacher education, a student must complete an application for admission to Teacher Education. Normally this should be done during the quarter when the student is enrolled in Education 195. All applications will be considered by the Admissions Committee. Formal admission is contingent upon the candidate meeting the following minimum standards: 1. A cumulative grade point average of at least 2.50 2. A score of 17 or above on each sub-test of the ACT College Admissions test or successful completion of the Education Test Battery. Students will be required to do remedial work if they demonstrate weakness in areas of math, social studies, science, composition and spelling. 3. Successful completion of Communication 102 or an approved equivalent. 4. Good physical and mental health. 5. High moral and ethical conduct. A student may not proceed beyond Education 300 until he is admitted to the Teacher Education program unless granted special permission. All education classes must be approved prior to the student's registration in these courses. Graduate students who desire to earn teacher certificates will need to 215 Composite & ^fltertlept. B6c$rrJs Registrar frmjrairiS Sciences B. Humanities Allied Mil. usiness & Economics Education 1 1 Nat jral ! T [ | Social ~1 SphBCBS I cWiliUtUy ( - Vint inn nn vvfiln tun nr Education ~~ |
