SCHOOL OF EDUCATION Blaine P. Parkinson, Dean The School of Education's major function is to provide professional and personal growth experiences to prepare students for: teaching in the public schools; careers and personal roles related to marriage, family life and the education of young children; opportunities to teach in business, industry, government and religious organizations; leadership in Recreation and Physical Education programs in a wide variety of settings. Students completing baccalaureate programs in the School of Education will be granted either the bachelor of arts or the bachelor of science degree. Students may have majors in the School of Education in the following fields: Child Development Family Life Early Childhood Education Physical Education Elementary Education Physical Education (Teaching) Students may also take the following departmental minors: Child Development Instructional Media Dance Physical Education Family Life Physical Education (Teaching) Family Relations Recreation Health Education Teaching of Reading TEACHER EDUCATION Professors, Harley K. Adamson, Florence Barton, Caseel D. Burke, David R. Cox, Luan H. Ferrin, W. Blair Low, Evan J. Memmott, Jimmie D. Merrill, William P. Miller, Blaine P. Parkinson, D. Parry Wilson; Associate Professors, Keith R. Burnett, Ruth C. Gardner, J. Burdett Johnson, A. Earl McCain; Assistant Professors, Olive Maccarthy, Helena B. Watson, Karen E. Nielsen; Lecturers, Dolores Hansen, Dennis Peterson, Geraldine T. Lindquist; Associate Members Professional Field Experiences, Arthur Adelmann, James McBeth, Art; Bill Henrie, Jack Hoggott, Business; Elray L. Pedersen, Clarence M. Waterfall, Joyce Williams, English; Kenneth Adams, Oren E. Moffett, Foreign Language; Neil Dickson, Patricia Fernandez, Dick Rogers, Math; Earl Ericksen, Lyneer Smith, Ronald Wooden, Music; Carol Mikkelsen, Richard Williams, Physical Education; Associate MembersInstructional Media Minor, Scott Birkinshaw, Stella Chang, Evan Christensen, Martie Collett, Bonnie Fitzgerald, Craige Hall, Ruth Hunter, James Tolman. OVER-VIEW OF THE PROGRAM Description: The major purpose of the professional education curricula is to prepare teachers for the elementary and secondary schools. Programs are also provided for preparation of teachers of the academically handicapped and for later specialization in such fields as administration, supervision, counseling, and special education. 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). A campus-wide representative Council on Teacher Education assists in developing policies and procedures relating to teacher education and serves as a coordinatng body on all matters relating to the program. The teacher education program at Weber State is widely recognized for its excellence. Education: The preparation for teaching falls academically within three major categories: general education, subject specialization, and professional education. 110 Education Teacher Education I. General Education RequirementsIn 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 junior or senior high school teacher consists of completing a teaching major and a teaching minor field, both of which are currently being taught in Utah Secondary 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 today's children. Placement of Weber State College graduates in elmentary education in teaching positions is very high. Graduates in early childhood education and elementary education majors who have completed special preparation to receive a learning disabilities endorsement continue to be in demand by school districts. Placement in secondary education continues to be good in most areas. Those students completing a minor in reading with a learning disabilities endorsement have especially enjoyed excellent success in placement. 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 Performance-based Teacher Education Program (IPT) is designed as a response to the need for a greater relevance in teacher education and to permit a student to proceed at his own rate through the use of instructional units called WILKITS (Weber Individualized Learning Kits). The program is oriented toward a student's ability to perform rather than his 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 "no credit" (NC) is reported for that course and it is not computed in the grade point average. It is necessary to register for the uncompleted course in a subsequent quarter in order to receive credit. Under IPT, the student begins at the point he had reached in his previous registration and is not required 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. 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 111