Education Education Teacher Education Professors, Caseel D. Burke, Evan J. Memmott, Blaine P. Parkinson; Associate Professors, Harley K. Adamson, Melba Glade, W. Blair Low; Assistant Professors, Florence R. Barton, Luan H. Ferrin, Carl O. Richart, Helena B. Watson; Instructor, Olive MacCarthy. Associate Staff Members, Richard Van Wagoner, Art; Bill Henrie, Business Education; Bert Winterton, Life Science; Dick Rogers, Mathematics; Earl H. Ericksen, Music; Raymond C. Rhead, Carol Westmoreland, Physical Education; David Marcyes, Instructional Media. Coordinator of Selective Admissions to Teacher Education, Blaine P. Parkinson. Coordinator of Teacher Education Laboratory Experiences, W. Blair Low. 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 librarians, teachers of the intellectually handicapped, teachers of remedial reading, and teaching media specialists. The foundation is laid also in the baccalaureate program for later specialization in such fields as administration, supervision, and counseling. The programs for elementary and secondary school teachers are accredited by the National Council for the Accreditation of Teacher Education (NCATE). In the Evening School and Summer School, an attempt is made to meet the needs of those who are not able to attend the regular day school. All professional courses required for certification, except student teaching, are offered in these schools in any consecutive four-quarter period. Also, a selection of professional courses is offered teachers-in-service who desire to renew their teaching certificates. The professional education faculty is responsible for planning and conducting the teacher education program in accord with the regulations of the State Department of Public Instruction, and for recommending graduates to that Department for certification as teachers. A campus-wide representative Council on Teacher Education assists in developing policies and procedures relating to teacher education, and serves as a coordinating body on all matters relating to the program. Further assistance in guiding the program is provided by an Advisory Committee on Teacher Education, composed of educators from the neighboring five school districts and members of the College faculty and administration. 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. On declaring his intention of becoming a teacher he comes under the continuous guidance of the Education faculty, the purpose of which is to help him achieve and maintain the necessary standards and to succeed in his preparation for teaching. At the beginning of his Sophomore year the student will submit a written application to the Education Office for permission to register for courses in professional education, and should arrange to take the Admissions Examination at the first opportunity. All applications will be considered by the Admissions Committee. Permission will be granted according to the following minimum standards: 1. A cumulative grade point average of at least 2.25 2. Successful completion of the Education Admission Test a. Achievement (spelling, language, social studies, science, arithmetic) b. English composition c. General Ability 3. Successful completion of Speech 1 and accompanying evaluation 4. Good physical and mental health 5. High moral and ethical conduct A student may not proceed beyond the first two professional education courses until he is admitted to the teacher education program. Courses may be selected from Education 101, 105, 111, 121, and 161. A grade of "C" or higher must be earned by the student in any professional education course that is applied toward teacher certification. 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 maintained 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 academically within three major categories: general education, subject specialization, and professional education. 220 221