Education — Teacher Education Education — Teacher Education 4. Good physical and mental health. A recent physical examination (within the last four years) must be on file with the Health Center. 5. High moral and ethical conduct. 6. Math 108 (for elementary majors only). A student may not proceed beyond Education 300 until he is admitted to the teacher education program. At least two quarters (6 months) prior to the time he wishes 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 a program for completion or completion of 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. 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. In selecting courses to satisfy the general education requirements, the following courses should be included: Elementary Social Science area: Psychology 101 Physical Education area: P.E. 146 recommended Physical Science area: Geography 101 Secondary Social Science area: Psychology 101 5 Additional General Education Requirement: Communication 102 3 Elementary Education Additional General Education Requirements: Mathematics 108 & 109 8 Art 250, Music 213, 169, or 320, Theatre Arts 420 (total) 5-6 English 232, 234, or 330 Botany 160, 341, or 361 or Zoology 342 Communication 102 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. Either the major or the minor should be a subject required to be taught in the Utah secondary schools. It is recommended, generally, that the major and minor subjects should be in related or complementary fields. A composite major in certain subject areas may be chosen in lieu of a major and minor. The student is advised to consult with one of the staff members in secondary education, concerning the selection of majors and minors, during the freshman or sophomore year. For the prospective elementary teacher, subject specialization consists of completing a field of concentration totaling 40 credit hours or two fields of 20 credit hours each, in a subject, or subjects, related to the elementary school curriculum. Students should seek guidance from their advisers in the Elementary Education Department regarding course requirements in their field(s) of concentration. 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. 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 33 quarter hours of professional course work; 42 quarter hours are required of the prospective elementary school teacher. An outline summary of the requirements for graduation and certification for either elementary or secondary school teachers may be obtained from the School of Education on request. INDIVIDUALIZED PERFORMANCE-BASED TEACHER EDUCATION PROGRAM Beginnning with the Autumn Quarter of 1970, all students working toward teacher certificates in both elementary and secondary education began course work in the Individualized Performance-based Teacher Education Program (IPT). This program has been designed as a response to the need for a greater relevance in teacher education. Students are no longer involved 224 225