Education

http://www.stolaf.edu/depts/education/

Chair, 2000-01: Mark Schelske, educational psychology, urban education

Faculty, 2000-01: Jolene Barjesteh, language education; Linda Berger, vocal music education; Char Bezanson, science education; Heather Campbell, education psychology; Jim Dunlop, language education; Larry Fowler, social studies education; Olivia Frey, reading and English education; Martha Harris, English education, teaching methods; Karna Hauck, visual art education; James Holden, teacher education, curriculum, English education; Maria Kelly, social studies education, teaching methods; Ann Leming, special education; Tim Mahr, instrumental music education; James May, Latin education; Rosie Pfarr-Baker, counseling; Bruce Phelps, secondary vocal music education; Sherry Saterstrom, dance education; Myron Solid, teacher education, curriculum, evaluation; Mark Storry, chemical awareness; Martha Wallace, mathematics education; John Welckle, educational psychology, social studies education; Larry Zimmerman, teacher education, counseling, urban education

Since teachers greatly influence the lives of young learners, it is imperative that schools be provided with professional teachers who are highly competent and dedicated. Toward these ends, the Education Department prepares qualified, reflective teachers who integrate the liberal arts, a subject major, and professional education. These reflective teachers are able to recognize dilemmas and make rational choices; assess the intended and unintended consequences of their choices using practical, pedagogical, and ethical criteria; and accept responsibility for those choices. Teacher candidates also acquire leadership skills in order to contribute to the profession and society. St. Olaf's mission is to prepare its students to be "seekers of truth, leading lives of unselfish service to others." The faculty members in the Education Department share in this mission by graduating teachers who embrace this ideal.

Nearly 15 percent of St. Olaf graduates qualify for Minnesota teaching licenses each year. Most choose employment as educators in K-12 classrooms in the U.S. or abroad. Many also attend graduate school in specialized education, counseling or related human services fields.

OVERVIEW OF ST. OLAF'S TEACHER EDUCATION

St. Olaf is approved by the Minnesota Board of Teaching (BOT) to recommend its graduates for teaching licensure in Minnesota and it is accredited by the National Council for Accreditation of Teacher Education (NCATE). Licensure requirements may vary from state to state, and students seeking licensure in other states should contact the teacher licensure agency in those states. To be eligible for a teaching license through St. Olaf, students must meet the requirements of their teaching "content area" (mathematics, social studies, etc.), complete all B.A. or B.M. requirements (which includes an academic major), and complete all required education courses and experiences. (See requirements below.)

Note: Because of impending new licensure requirements, certain changes apply for students licensed after August 2001. Before registering for classes in your teaching content area or planning your program, check with the Education Department.

St. Olaf offers these preparatory experiences in education:

1. Secondary school teaching (5-12) in the following academic areas: Communication Arts and Literature (English, communications); Mathematics; Science (biology, chemistry, physics); Social Studies (economics, history, geography, political science, psychology, sociology/anthropology)
2. Kindergarten-12 level in the following academic areas: Dance and Theater; World Languages (French, German, Latin, Spanish; check with department for additional languages); Visual Arts; Music (vocal and instrumental and classroom)
3. Elementary level K-6: through a post-baccalaureate cooperative program with the University of St. Thomas which requires a middle-school (5-8) concentration (an approximately 5-6 course concentration in one of the following areas: Communication Arts and Literature, Mathematics, Science, Social Studies, or World Languages (see Education Department for approved courses).
4. K-12 special education (learning disabilities) through a master's degree/licensure (post-baccalaureate) cooperative program with the University of Minnesota. Coaching is no longer certified by the state (see department).

GENERAL REQUIREMENTS AND PROCEDURES

Overall Requirements for a Teaching License and Admission Criteria
The Minnesota Board of Teaching has changed its licensure requirements from a "course completion" program to a "competency-based, standards completion process." The state has established standards for licensure in each content area (e.g. mathematics, music) and in professional education. At St. Olaf, courses and practical experiences have been aligned to meet all of the standards for licensure. In order to be recommended for licensure by St. Olaf College, students must meet all of the requirements in its three-stage program. Progress from stage to stage requires approval by both the content area and Education Department faculty.

The licensure stages and criteria are described below. Consult the Education Department faculty.

A.) Overview of Licensure Process and Portfolio Assessment

1. Applicant Stage

• Applicants must complete separate planning interviews with a content area licensure adviser and an Education Department adviser prior to or while taking Education 290.
• Students must have their Teacher Education Plan approved prior to taking Education 330.
• Students must maintain a portfolio throughout the program that chronicles their growth as a teacher candidate and documents successful completion of all field experiences, courses and other requirements.

2. Candidate Stage

• Completion of all pre-student teaching experiences, advanced courses, etc.
• Application to student teaching requires approval of their portfolio and completion of a joint interview with a content area representative and an Education Department faculty member.

3. Student Teacher Stage

• If a student is approved to student teach, he or she must complete a minimum of 12 weeks in an approved site (see Education Department).
• After student teaching, candidates submit a special professional education licensure portfolio and complete an exit interview before being recommended for licensure.

B.) Additional Licensure Criteria

In addition to the "stage process" noted above, the following criteria must be met for licensure: Students must:

• Maintain a minimum overall GPA of 2.70, a minimum GPA of 2.70 in teaching area, and earn B- or better in all education courses (or retake the courses).
• Demonstrate competency in all content and professional education standards.
• Receive approval of both the Education Department and the teaching area departments.
• Complete successful clinical experiences and evaluations during Education 290, Education 330, and during all additional clinicals (Interims, etc.).
• Complete PRAXIS I during or before the semester enrolled in Education 290. The PRAXIS I must be passed for a student to be licensed. The state will require additional testing. Information pending after September 1, 2001.
• Obtain approval of the Dean of Students Office.
• Demonstrate speech and writing proficiency in English.
• Maintain a satisfactory health record.
• Pass a criminal background check.

Students participating in the University of St. Thomas Elementary Education Cooperative must:

• Apply for and be admitted to the teacher education programs ("dual admission") at both St. Thomas and St. Olaf. Meet both sets of requirements.
• Maintain a 2.75 GPA in their teaching content area and education courses.
• Take the Miller's Analogy Test (MAT) with at least a 35 standard score.
• Receive recommendations from two Education Department faculty.
• Successfully complete all required clinical experiences.
• Meet all other admission requirements of both programs.

Required Courses, Clinical Field Experiences, and Sequence

First Year: No courses in education. Informational sessions are offered during Week One orientations and again in the spring. Candidates are encouraged to focus on their general education requirements and their prospective teaching content area. Students who have a scheduling conflict with a sophomore Interim in Education may apply during first year to the Education Department chair.

Sophomore Year: Candidates are encouraged to focus on their general education requirements, their major, coaching, ESL, a second teaching areaor minor, and multicultural experiences. Education 260 (Perspectives on Teaching) and Interdisciplinary 260 (Chicago) are offered during Interim for all sophomores. Education 290 (Educational Psychology) may be taken during Spring Semester. Planning with members of the Education Department and the content area department is required.

Junior Year: See above. Courses are sequenced. Education 290, 330, 372, 375, 382, 3xx, Special Methods, an Interim.

Senior Year: Student teach fall or spring - no other courses may be taken during this semester.

Ninth Semester: Students are eligible for a reduced tuition charge for an additional semester to complete student teaching if necessary. Their baccalaureate degree from St. Olaf must be completed in advance. See the Education Department for guidelines.

Students participating in the University of St. Thomas Elementary Education Cooperative take one summer of courses at University of St. Thomas (after graduation) and then complete student teaching. All of these courses receive graduate credit.

231 Drugs/Alcohol Education (offered Fall and Spring Semester; junior or senior year)

290 Educational Psychology (Spring Semester sophomore year if student teaching as a senior; fall of junior year if student is teaching during ninth semester)

330 Principles of Secondary Education (after 290, before special methods)

372 Counseling and Communication in Schools (junior or senior year)

375 Exceptional Child (junior or senior year)

382 Human Relations (sophomore, junior, or senior year) 3xx Special Methods of Teaching [in content area] (after 330, before student teaching) Professional Semester (senior year or ninth semester). These are the only courses that may be taken at that time.

381 Senior Seminar

385 Human Issues in Education

389 Student Teaching

Students in elementary education student teach through the University of St. Thomas. Sepcial sections of Education 381 and 385 are offered for St. Thomas students. Students must be at least conditionally approved for Teacher Education Program to register for a 300-level course or have approval of instructor or department chair.

CLINICAL FIELD EXPERIENCES INTERIM OPPORTUNITIES

170 Urban Schools and Communities

Through lectures, readings, and field placements in Minneapolis students gain an understanding of how race, class, ethnicity, national origin, gender, sexual orientation, and religion shape the character of urban youth and communities. Students spend the first week on campus in preparation for their placements and the last week reflecting upon their experiences. During weeks two and three students live in Minneapolis and tutor in the schools and supervise various after-school activities. Offered during Interim. GE: MCS-D, and Education Diversity Requirement. Interdisciplinary

260 Dimensions of Multiculture and Awareness (off-campus: Chicago)

Students study the complexity and importance of education with a multicultural and global emphasis. They spend half-days in a multicultural classroom setting, learn about ethnic neighborhoods, and work in teams to develop a curriculum project exploring a cultural or global theme. Fulfills Education 382 and partially fulfills clinical practicum requirements. Prequisite: Sophomore status. Offered during Interim. GE: MCS-D.

260 Perspectives on Teaching (off-campus: student's choice of setting)

This course provides practical experiences and insights for students desiring to explore career opportunities in the many facets of education. Students, primarily sophomores, live off-campus, participating in different observational and practical experiences in schools of their choice. First year students with special circumstances should consult Education Department chair. Applications due early in Fall Semester. Offered during Interim.

378 Multicultural Education in Hawaii: Seminar and Practicum (off-campus: Oahu, Hawaii, Maui)

Students examine the influence of race, class, and multiculturalism in American schools by participating as teachers' assistants and tutors in two distinctly different K-12 settings, Kamehameha and the Kailua Kona schools. Through guest lectures, readings, field trips, and seminars students explore the unique geography and culture of the Hawaiian Islands and develop a framework for examining diversity on the mainland. Prerequisite: Education 290, 2.7 GPA, meeting all off-campus study requirements, and satisfactory portfolio progress. Fulfills Education 382 and partially fulfills clinical practicum requirements. Students apply in the Spring Semester. GE: MCS-D. Offered during Interim.

379 Urban Education Seminar & Practicum (off-campus: Minneapolis/St. Paul)

Students working as tutors and teacher aides gain direct teaching experience in urban schools. This course is designed to heighten students' sensitivities to the complexities of the education of urban youth in a multicultural setting. Prerequisite: Education 290, 2.7 GPA, meeting all off-campus study requirements, and satisfactory portfolio progress. The course fulfills Education 382 and partially fulfills clinical practicum requirements. GE: MCS-D. Offered during Interim.

STUDENT TEACHING OPPORTUNITIES

Student Teaching Locally
Students propose three choices for student teaching placements within a 60-mile radius of St. Olaf. The college has collaborative arrangements with a dozen school districts in urban, suburban, and rural settings - see Education Department for listings. Students are not permitted to student teach in their home schools. They must be fully approved by both their content area department(s) and the Education Department. May fulfill Multicultural Education 382 requirement.

Urban Teaching Semester - ACM: Chicago
Chicago is the base for a number of programs including student teaching and a program of studies leading toward ESL licensure. As part of this ACM program, students from 14 colleges share housing, field trips and seminars on a variety of social, cultural, educational and political concerns in addition to the teaching experience. The program fulfills Education 382 component.

Student Teaching Abroad
Students may apply to student teach in India, Hong Kong, or Seoul, Korea. Students must apply for a student teaching abroad placement by September 15 a year in advance of the academic year in which the placement will be made. Applicants are screened by a committee of students and faculty. Students must have a minimum GPA of 3.0, have recommendations from the chairs of their content area and the education departments, and have an exemplary portfolio. These assignments meet all the requirements for Minnesota licensure. Fulfills Education 382 requirement. Offered Fall Semester.

Student Teaching in Texas
A limited number of students can student teach in Texas. Although the majority of students are Mexican-American and are multilingual, a knowledge of the Spanish language is not necessary. The program fulfills Education 382.

ADDITIONAL LICENSURE AND GRADUATE SCHOOL PROGRAMS

Urban Education Program Bilingual/ESL Teacher Licensure Program (ACM: Chicago)
Bilingual and ESL courses are offered in Chicago during a nine-week summer session. Bilingual requires second language proficiency; ESL does not. Typically, they are taken in the summer between the junior and senior years or prior to student teaching in a ninth semester. Licensure requires student teaching. Fulfills Education 382 requirement. University of Minnesota Special Education (Learning Disabilities) Masters of Education and Licensure Cooperative (M-SEC) Students who are admitted to St. Olaf's teacher education program with at least a 2.7 GPA are eligible to participate in a cooperative program with the University of Minnesota which earns them a Masters in Education and their license in learning disabilities upon the completion of one year of full-time study. For details, inquire at the Education Department.

COURSES

PROFESSIONAL EDUCATION COURSES

231 Drugs and Alcohol (0)

Students examine issues related to chemical use/abuse in our society. The course, required of all candidates for a teaching license, enhances problem identification and helping skills in students' professional and personal lives. Students develop an understanding of enabling and intervening behaviors and gain knowledge about the role of schools in addressing these and other chemical abuse concerns. Prerequisite: at least junior standing. Offered both semesters, evenings. P/N only.

290 Educational Psychology

Students study theories and research into human behavior, growth and development. Through lectures, discussions, case studies, and field experiences, students analyze the impact of applied psychological principles upon educational institutions and human social behavior. Students also examine the interaction between individual characteristics and needs, and political, economic, and philosophical issues confronting contemporary American students. Required off-campus experience, two hours per week (three hours for elementary education). Prerequisite: Spring Semester sophomore standing. Offered both semesters. GE: HBS. 298 Independent Study

330 Principles of Education

This course is designed to assist students in developing their own teacher style as they prepare to become full-time teachers. Topics include the roles and responsibilities of teachers, methods of instruction, planning, classroom management, assessment and reporting, and other current educational issues. Through micro-teaching and off-campus experiences in area schools, they also practice instructional skills and techniques learned. Required 20 hour off-campus school experience (30 hours for elementary education). Prerequisite: Education 290 and approval of Teacher Education Plan. GE: ORC.

372 Counseling and Communication in Schools (0.5)

Prospective teachers learn strategies to use when communicating with students who are experiencing personal difficulties. Communication with parents, family members, and other professionals who have a vested interest in the student's well-being is emphasized. The course uses role playing to help students develop communication expertise. Topics include confidentiality, professional liability and boundaries, crisis intervention, teen pregnancy, chemical use, abuse and neglect, suicide and depression, and making referrals. Prerequisite: Education 290 or permission of instructor.

375 The Exceptional Child (0.5)

Future teachers identify and acquire skills to serve exceptional students more effectively in the regular classroom. Students read, discuss, and take field trips to expand their knowledge of the broad spectrum of resources available for students with disabilities, and those labeled "at-risk." Historical perspectives as well as inclusion, collaboration, curriculum development, and other current topics are included. Prerequisite: Education 290 or permission of instructor.

376 The Exceptional Child (1.0)

Enrollment is by permission of the department chair. Students attend the Education 375 class and do additional research in a specific area and work directly with an exceptional learner. Students tutor or assist special students, do library research, and discuss or present their experiences with the class. Prerequisite: Education 290 and permission of the instructor. Required for licensure in some states, not Minnesota.

382 Human Relations (0)

All candidates must have a multicultural field experience to help develop their competence in teaching in multicultural environments. A minimum of 40 hours of field experience in a multicultural school environment is required prior to student teaching, although we recommend a full four-week Interim. All field experiences must be pre-approved. Below is a summary of options: Interim experiences: Education 378 Multicultural Education in Hawaii; Education 379 Urban Alternative Education Practicum; ID 259 FLES-Foreign Languages in the Elementary Schools; or ID 260 Dimensions of Multiculture and Awareness; Working as a teacher or aide in other multicultural settings (such as Educational Talent Search or Upward Bound) in summer or academic year jobs; or During the off-campus component in Education 290 or 330. (See Education Department faculty and website for advice and information.) Education 382 is not a course. Rather it is a recording mechanism indicating St. Olaf students who have completed their multicultural education requirement. During Education 290 when students apply to the program, they must also indicate how they will complete Education 382. Major changes to this requirement will occur for the Class of 2006 - see the Education faculty.

PROFESSIONAL SEMESTER: STUDENT TEACHING EXPERIENCE

381 Senior Seminar (0.5)

Offered concurrently with student teaching, this course focuses on professional development, including personal philosophies of teaching/education, professional ethics, and portfolio development. Student teachers examine school governance and administration, finance, unions, contracts, contemporary issues, and employment preparation. Student teachers only. Special section offered for St. Thomas Elementary students. 385 Issues in Education (0.5) In this capstone course, teacher candidates study, experience, and reflect upon the influences that technology, cultural diversity, personal health, and chemical abuse have upon schooling, home life, community stability, and, ultimately, their own students' achievement. Students build upon student teaching to determine the essential knowledge and skills of educators as change agents and their future roles as first-year teachers. This workshop immediately follows student teaching. Student teachers only. Special section offered for St. Thomas Elementary students. 389 Student Teaching (3.0) Students are assigned to a full-time internship in schools under the guidance of competent cooperating teachers and supervised by faculty from both the major department and the Education Department. Student teaching provides the best possible introduction to the teaching experience. Student teachers practice all classroom teaching skills required to assure competency to begin their first year of teaching. Minimum of twelve full-time weeks' teaching, including orientation sessions and required seminars. Education students only - seniors or college graduates.

394 Internship

398 Independent Research

SPECIAL METHODS OF TEACHING COURSES IN CONTENT AREAS

Prior to student teaching, students must take a special methods course for teaching in their content area. Interdisciplinary

332 Foundations of Bilingual Education (off campus)

Students survey the historical and theoretical foundations of bilingual education, review and critique available bilingual materials, study and apply teaching strategies, and create teaching materials. This ACM Urban Education Program course is taught in Chicago as a part of the Bilingual/ESL Summer Teaching Training Program. Interdisciplinary

333 Theoretical Foundations of Teaching ESL (off campus)

Through readings, classroom discussion, and journal notations, students identify and consider the nature of language and the role it plays in interactions between speakers of L1 and L2, inside and outside of the classroom. Students examine the factors that influence language learning, cultural identities, and school performance. This ACM Urban Education Program course is taught in Chicago as a part of the Bilingual/ESL Summer Teaching Training Program.

Interdisciplinary 335 Methods and Materials for Teaching ESL (off campus)

Students learn strategies for teaching English to speakers of other languages, including pronunciation, listening comprehension, grammatical structures, reading, and composition. Students survey methods for elementary, secondary, and adult learners, learn applications within language and content area instruction, critically review and produce materials, and participate in a required clinical experience. This ACM Urban Education Program course is taught in Chicago as a part of the Bilingual/ESL Summer Teaching Training Program. Counts toward Education 382 experiential component.

Interdisciplinary 336 Assessment - Oral and Literacy Skills Development (off campus)

Students examine and evaluate assessment instruments used in bilingual/ESL programs and strategies for teaching native language and second language literacy. In addition, students administer a variety of instruments, study holistic approaches to teaching reading and writing, and develop an intensive case study. This ACM Urban Education Program course is taught in Chicago as a part of the Bilingual/ESL Summer Teacher Training Program.

341 Teaching of Visual Art, K-12 (1.0)

This course provides practical information specifically relevant to the field of visual arts and art education. Students learn basic concepts about child growth, developmental stages, learning styles and varied classroom approaches. They participate in classroom observations and practical applications of classroom activities, prepare units of instruction, and micro-teach. Topics include arts advocacy, interdisciplinary instruction, assessment, and teaching art history. Spring Semester only.

343 Teaching of Dance and Theater, K-12

Students focus on individualized instruction at the secondary school level. Students micro-teach in selected classes. Students encounter state and national issues in dance and theater education as well as with the national standards for each discipline. Offered Spring Semester. Consult with chairs of the departments of Education and Dance.

345 Teaching of Communication Arts/Literature, 5-12

This course prepares preservice Communication Arts/Literature teachers to share their love of the English language with secondary students. Attention is given to the theory and techniques of teaching speech, listening, media literacy, writing, literature, and reading. In addition, students read adolescent novels, teach lessons in local schools, correct papers written by high school students, and create a portfolio for a job interview. It should be noted that this new course title reflects a change in the State certification guidelines for what used to be called the Teaching of English/Language Arts. Offered Spring Semester only.

346 Teaching of Reading

This course provides prospective teachers with background in the psycholinguistic, developmental, and socio-cultural aspects of reading. Students will develop a comprehensive reading program for the level of student (primary, intermediate, middle or high school) that they plan to teach. Topics also include reading in the electronic age and reading in the Minnesota Profile of Learning. Prerequisites: Education 290 and 330, or permission of instructor.

349 Teaching of Latin, K-12

This course introduces students to teaching Latin in grades 7-12. Theories, methods, issues, and trends are examined. Other topics include curriculum development and textbook, computer and audio visual resources. Offered upon demand. Arranged with Department of Education Chair and Latin Instructor.

350 Teaching of Mathematics, 5-12

Students act as a "community of scholars" to examine current issues and trends in mathematics education. They learn strategies for engaging pupils in active mathematical investigation, using appropriate technology and other mathematical tools, and for emphasizing communication, problem solving, reasoning, and mathematical connections in their teaching. Includes reliance on the National Council of Teachers of Mathematics Standards documents. Offered Spring Semester.

353 Teaching of World Languages, K-12

This course provides the basic professional knowledge and skills needed for successful entry into the field of modern language teaching. Through readings, class discussions, and active participation in teaching situations, students become familiar with both the theory and the practice of language teaching and are introduced to the issues faced by the profession at large in the beginning of the 21st century. Spring Semester only.

355 Teaching of Music in the Elementary School

The goal of the course is to acquire the knowledge, skills, and understandings necessary to develop a K-5 music program. Each week the student observes a music teacher in a local school and then returns to teach that class using an approved plan. The course emphasizes current approaches such as those of Orff and Kodaly as well as intercultural and interdisciplinary learning. Spring Semester only.

356 Teaching of Music in the Middle and High School (0.5)

The goal of the course is to acquire the knowledge, skills, and understandings necessary to develop a music program for grades 5-12. Each week the student observes a music teacher in a local school and then returns to teach that class using an approved plan. First half of the Fall Semester only.

358 Vocal Music in the Secondary School (0.5)

This course focuses on the many aspects involved in coordinating and teaching a secondary choral program. It includes discussions on extra-curricular activities, grading and record keeping, curriculum, repertoire and program planning, professional development, and other pertinent and related topics. Students gain practical knowledge and skills necessary to successfully manage vocal music program. Fall Semester only.

359 Teaching of Instrumental Music (0.5)

Prospective band and orchestra teachers study the skills and knowledge necessary for successfully conducting instrumental music. The course includes teaching philosophy and strategies, repertoire and program planning, budgeting and scheduling, musical materials and scoring, recruiting and evaluation, and specialized topics such as jazz ensemble and marching band. Offered Fall Semester only.

364 Teaching of Science, 5-12

Prospective science teachers learn strategies for the practical application of learning theory to secondary school science classrooms. Topics include: the national science standards movement; active learning in the science classroom; lesson planning; teaching in the field and in the laboratory; managing a science laboratory; and continuing professional development. Spring Semester only.

365 Teaching of Social Studies, 5-12

Students acquire the skills, knowledge, and attitudes to become successful teachers in secondary social studies classroom. They identify and defend a philosophical position relative to the teaching of social studies and develop goals, outcomes, and assessments which are logically consistent with that rationale. Students plan effective research-based methods of developing and implementing social studies curriculum. Spring Semester only.