Education

Overview

Prerequisites

General Education Credits

Placement

Programs in Teacher Education

1. A program leading to a bachelor's degree for the preparation of secondary school teachers in: English, French, German, Latin, life science (biology), mathematics, physical science (chemistry, physics), social studies (concentrations in economics, history, political science, psychology, sociology), Spanish, and speech. See note below.

2. A program leading to a bache-lor's degree for the preparation of K-12 teachers in: art, instrumental music, vocal music, and physical education.

3. A program leading toward the licensure of Teaching English as a Second Language (ESL).

4. A program leading toward licensure endorsement to coach interscholastic sports.

5. Although it is not required, teacher candidates are urged to acquire a second teaching major or teaching minor (English, French, Latin, mathematics, and Spanish) because the additional preparation enhances employment and teaching opportunities.

Teacher Education Program: The General Requirements

1. Completion of all requirements for the B.A. or the B.M. (music education) degree.

2. Completion of all requirements for a teaching major as specified by each department. (Refer to teaching major requirements for each academic area. Social Studies Education may be found in the Interdisciplinary Studies section or in the Index. For coaching requirements, see Physical Education.)

3. Completion of professional education course requirements:

   231 Drugs/Alcohol Education (junior year)

   290 Educational Psychology (sophomore year, Spring Semester)

   330 Principles of Secondary Education (junior year, senior year)

   372 Counseling and Communication in Schools (junior year)

   375 Exceptional Child (junior year)

   3xx Teaching of [major] (junior year, senior year)

   Professional Semester (senior year) including:

   381 Senior Seminar

   385 Human Issues in Education

   389 Student Teaching

4. Students must satisfy Minnesota Department of Education requirements in Human Relations to be eligible for a teaching license.

   Teacher candidates must satisfy cognitive and experiential experiences which lead toward appreciating and understanding human behavior in a multicultural society. Teacher candidates must satisfy this requirement by participating in one of the following ways:

   1. Integrated experiences, that is, a single experience that satisfies both the cognitive and experiential components: Education 295 Cross-Cultural Perspectives in Hawaii, Education 380 Urban Alternative Education Practicum, or Interdisciplinary 260 Dimensions of Multiculture and Awareness; or

   2. Coordinated experiences, cognitive and experiential components are satisfied separately:
      • Cognitive: Sociology 244, or one of the following: Interdisciplinary 260 (ACM Dimensions of Multiculture); American Racial and Multicultural Studies 121, Sociology 234 ; Sociology 251; English 245; English 385; other courses pre-approved by the Education Department; and,

      • Experiential: Student teaching in multicultural settings in Minneapolis, St. Paul, Chicago, Texas, or abroad; other multicultural experiences approved by the Education Department, such as Upward Bound.

5. Students must receive a passing score for all sections of PRAXIS I, pre-professional skills test. Test must be taken prior to acceptance into Teacher Education Program. Acquire test application at Education Department Office.

6. Educational Psychology is prerequisite to all professional education courses except Interim Practicum courses.

   Admission to the Teacher Education Program is a prerequisite for all courses beyond Educational Psychology.

Admission to the Teacher Education Program

1. Scholarship:
   • minimum overall GPA of 2.50.
   • minimum major GPA of 2.50.
2. Approval of Education Department.
3. Approval of the major department.
4. PPST completed during the semester enrolled in ED 290.
5. Approval of personnel deans.
6. Speech proficiency.
7. English proficiency.
8. Satisfactory health record.

Recommended Procedures

First year:

If you are considering teaching as a profession, seek information about teacher preparation from someone in the Education Department.

Sophomore year:

Begin teacher education by taking Education 290: Educational Psychology Spring Semester. Complete PRAXIS I: PPST skills test. Apply for acceptance into Teacher Education Program. Consider a second teaching major or coaching license.

If you are unsure about teaching, consider enrolling for Interim Perspectives on Teaching.

All students seeking teaching preparation must schedule an interview for program planning with a member of the Department of Education.

Junior year:

If you are approved for the Teacher Education Program, enroll in Education 330, 372, 375, and the appropriate special methods course(s). Note: either Education 330 or the special methods course must be taken the semester immediately preceding the Professional Semester.

Senior year:

Select one semester as the Professional Semester, scheduling Student Teaching, Senior Seminar, and Human Issues in Education. Only teacher education courses can be taken during this semester.

Ninth semester:

Students unable to complete the teacher education program by the end of their senior year are eligible for a reduced tuition charge for fifth-year professional semester credit provided their baccalaureate degree from St. Olaf has been completed. See the Education Department for guidelines.

Retention in the Teacher Education Program

In addition to retaining a sufficient GPA, teacher education students must be successful in clinical assignments and exhibit acceptable written and oral communication skills.

Students may petition any adverse decision relating to their status in the teacher education program.

Licensure

Special Programs

This program provides a comparison of the Asian-American and Polynesian cultures and educational systems through readings, guest lectures, workshops, field trips, and participation as tutors in two different Hawaiian cultural immersion programs for students who are experiencing cultural identity conflicts. Course sites are on the islands of Oahu, Maui and the Big Island (Hawaii). Offered during Interim.

Dimensions of Multiculture and Awareness

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. Offered in Chicago during Interim.

Perspectives on Teaching

This course provides practical experiences and insights for students desiring to explore career opportunities in the many facets of education. Students live off-campus, participating in different observational and practical experiences in a variety of schools and institutions. (Primarily for sophomores) Offered during Interim.

Urban Alternative Education Practicum

Students working as paraprofessionals gain direct teaching experience in Minneapolis or St. Paul Public School Alternative Programs. This course is designed to heighten students' sensitivities to the complexities of the education of high-risk youth in a multicultural setting. Offered during Interim.

Urban Teaching Semester - ACM

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. See the Index for further information.

Student Teaching Abroad

Students can student teach in India, Hong Kong, or Seoul, Korea. The possibility of a site in Latin America will be decided in 1996. Students must apply for a student teaching abroad placement by October 1 prior to the academic year in which the placement will be made. Applicants are screened by a committee of students and faculty. These assignments meet all the requirements for Minnesota licensure.

Student Teaching in Texas

A limited number of students can student teach in the Pharr, San Juan, Alamo (PSJA) School District in Texas. Located in the Rio Grande Valley adjacent to Mexico, the majority of the population is of Mexican ancestry. A knowledge of the Spanish language, while valuable and useful, is not necessary.

Fine Arts/ Elementary Education

This program is based on a liberal arts background with a double major and provides preparation for licensed elementary classroom teachers. The Fine Arts major (with emphasis on dance, music, theater, visual arts) is earned at St. Olaf; the elementary education major is earned at Augsburg College in Minneapolis. (See the Interdisciplinary Studies section or Index for more information.)

ACM Urban Education Program Bilingual/ESL Teacher Licensure Program

It is estimated that four million students in this country have limited proficiency in English. The Bilingual/ESL Teacher Licensure Program addresses the need for certified teachers for such students. Bilingual and ESL courses are offered in Chicago during a nine-week summer session. Typically, they are taken in the summer between the student's junior and senior years or prior to student teaching on a ninth semester or thirteenth term.

Advisor: Debra J. Anderson, Department of Education

Courses

Professional Education Courses

231 Drugs and Alcohol (0)

The purpose of this course is to increase students' awareness of issues related to chemical use/abuse in our society in order to enhance problem recognition and helping skills in students' professional and personal lives. Students become familiar with and practice using the concepts of enabling and intervening behaviors, review classroom materials for working with individuals and chemical abuse concerns, and gain knowledge about the role of the school in addressing these concerns. While offered as a no-credit course, students must satisfactorily demonstrate knowledge and understanding of course content. Open to all interested students. Required of all candidates for a teaching license. Junior standing. Spring Semester only. P/N only.

262 Environmental Education (1)

Theories of environmental education, curriculum resources and development, and techniques of environmental education delivery. Concepts in environmental education theory illustrated using classic environmental literature. Practicum experience with curricular resources and teaching in local schools.

290 Educational Psychology (1)

Students learn about the many ways in which ideas, theories, and research in educational psychology have influenced human behavior, growth and development, learning, and assessment. Through lectures, discussions, case studies, and field experiences, students analyze applied psychological principles in relation to their impact upon educational institutions and human social behavior. Students also examine the relationships of gender, culture, and family to social, political, economic, and philosophical issues confronting contemporary American students. Students tutor and assist teachers two hours each week in local schools. Sophomore standing, Spring Semester. Offered both semesters.

298 Independent Study

330 Principles of Secondary Education (1)

This course is designed to assist students in formulating their own unique teacher style as they prepare to become full-time teachers. Students study and discuss topics such as the roles and responsibilities of teachers, methods of instruction, planning, classroom management, assessment and reporting, and current educational issues. Through micro-teaching and off-campus experiences in area schools, they also practice instructional skills and techniques learned. For Education 330 it is necessary to schedule a two- to three-hour period between 8:30 and 3:00 (once or twice each week) for the required off-campus school experience. Prerequisite: Education 290.

372 Counseling and Communication in Schools (0.5)

Prospective teachers learn strategies to use when communicating with students who are experiencing personal difficulties; and with parents, family members, and other professionals who have a vested interest in the student's well-being. The course uses role playing to help prospective teachers develop expertise in assisting students to cope with family, social, and personal problems. Topics include confidentiality, professional liability and boundaries, crises intervention, teen pregnancy, abuse and neglect, and making referrals. Prerequisite: Education 290 or Human Services experience or by permission of instructor.

375 The Exceptional Child (0.5)

Future teachers identify and acquire skills to serve exceptional students better in the regular classroom. Students read, discuss, and take field trips to expand their knowledge of the broad spectrum of programs and resource people available for students with learning disabilities, mental challenges, emotional needs, physical disabilities, the gifted and talented, and those "at-risk." Students investigate historical developments as well as current issues such as inclusion, collaboration, and curriculum development. Prerequisite: Education 290.

376 The Exceptional Child (1.0)

Enrollment is by permission of the Department Chair. Students learn the content of Education 375 but 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.

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, legalities, finance, unions, contracts, contemporary issues, and employment preparation. Offered during the Professional Semester.

385 Human Issues in Education (1.0)

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 discuss the personal, professional, and performer roles of first-year teachers and build upon the student teaching experience for a reexamination and reflection of essential knowledge and skills of educators as change agents. Students address these topics in a workshop format. Offered during the Professional Semester. Required beginning with Class of 1996.

389 Student Teaching (2.5)

The student teaching experience is designed to give students a full-time internship in appropriate schools under the guidance of competent cooperating teachers and the supervision of personnel from the major subject area and the Education Department. A broad goal of student teaching is to provide the best possible introduction to the teaching experience. Student teachers practice basic classroom teaching skills, including planning instruction, classroom management, and assessment of students. Student teaching involves a minimum of twelve continuous full-time weeks, orientation sessions, and required seminars. Prerequisite: special and general methods courses.

394 Internship

398 Independent Research

332 Foundations of Bilingual Education (1)

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.

333 Theoretical Foundations of Teaching ESL (1)

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 critically examine the sociocultural, linguistic, and psychological factors which 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.

335 Methods and Materials for Teaching ESL (1)

Strategies for teaching English to speakers of other languages, including pronunciation, listening comprehension, conversation, grammatical structures, reading and composition are the main focus of this course. Students also 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.

336 Assessment - Oral and Literacy Skills Development (1)

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

341 Teaching of Art in Elementary Schools (0.5)

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 present these units directed toward a specific elementary grade level to the class. Other topics covered include general visual arts advocacy, interdisciplinary instruction, art assessment, teaching art history, and practical classroom management skills. First half of Spring Semester only.

342 Teaching of Art in Secondary Schools (0.5)

This course provides information specifically relevant to the field of visual arts and art education in the secondary schools. Students learn basic concepts about child growth, developmental stages, and learning styles. They participate in classroom observations and practical applications of classroom activities, as well as prepare units of instruction for art education at various secondary instructional levels. Other topics covered include the importance of art in general education, interdisciplinary connections to other curricular areas, and classroom management skills. Second half of Spring Semester only.

343 Teaching of Dance (0.5)

This course focuses on individualized instruction in the teaching of dance at the secondary school level. Students spend a portion of the semester with each dance faculty in order to gain understanding of content progressions and teaching styles appropriate to ballet, modern, ballroom, and international dance. There is an opportunity to teach mini-lessons in selected classes. Students become familiar with state and national issues in dance education and licensure as well as with the national standards for dance curricula. Offered upon demand. Arranged with Chairs of the Departments of Education Dance.

345 Teaching of English (1.0)

This course prepares preservice English teachers to share their love of the English language with secondary students. Attention is given to the theory and techniques of teaching writing, literature, language and speech. In addition, students prepare for student teaching by reading adolescent novels, keeping a dialogue journal, writing a philosophy of English teaching paper, teaching a lesson in a local school, correcting papers written by high school students, developing unit and lesson plans for teaching, reading current texts, and creating a portfolio for a job interview. Offered Spring Semester only.

348 Teaching of Health Education (0.5)

This course focuses on current trends, issues, and instructional techniques in teaching health education. Emphasis is placed on methods, assessment, and resource materials for prospective health teachers. Offered upon demand. Arranged with Department of Education Chair and Instructor.

349 Teaching of Latin (0.5)

This course introduces students to teaching Latin in grades 7 through 12. Class time is spent exploring the various theories, methods, issues, and trends that are currently being employed in Latin instruction. Students learn about texts, audiovisual resources, and computer technology available to Latin and classics teachers. They are also expected to develop and use (on a limited scale) their own teaching materials. Other topics include curriculum development, classroom management, and motivational techniques for the secondary language student. Offered upon demand. Arranged with Department of Education Chair and Latin Instructor.

350 Teaching of Mathematics (1.0)

Students act as a "community of scholars" to examine current issues and trends in mathematics education. They learn strategies for engaging secondary school students in active mathematical investigation, using appropriate technology and other mathematical tools, and for emphasizing communication, problem solving, reasoning, and mathematical connections in their teaching. Students prepare themselves to become effective and reflective teachers, life-long learners, and future mathematics education leaders. They accomplish this goal through broad professional reading (including the National Council of Teachers of Mathematics Standards documents), class discussion, and presentation and critique of sample mathematics lessons. Offered Spring Semester only.

353 Teaching of Modern Languages (1.0)

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 1990s. Fall Semester only.

355 Teaching of Music in the Elementary School (1.0)

This course is an introduction to the art of teaching music. 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. The course is required for a major in music education. Spring Semester only.

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

This course complements Education 355. The goal of the course is to acquire the knowledge, skills, and understandings necessary to develop a music program for grades 5-12. Emphasis is on teaching general music at the middle school level. Each week the student observes a music teacher in a local school and then returns to teach that class using an approved plan. Both Education 355 and 356 are required for the music education major because the Minnesota music teaching license is a K-12 music license. First half of the Fall Semester only.

357 Current Issues in Music Education (0.5)

This course complements Education 355 and Education 356. The goal of the course is to empower students to respond to current issues in music education, such as the National Standards for Arts Education, sacred music in the schools, and arts advocacy. The course also requires interdisciplinary work at the local high school. Students observe a class such as English or history and then return to correlate music with the class work. Second half of the Fall Semester only. Elective.

358 Teaching 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 classroom management, extra-curricular activities, grading and record keeping, curriculum, fund raising and trips, how to interview, repertoire and program planning, professional development, and other pertinent and related topics. Students gain practical knowledge and skills necessary to successfully manage an entire 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.

362 Teaching of Physical Education (0.5)

This course addresses theory and techniques of physical education instruction at the secondary level (grades 7-12), including curriculum design, instructional techniques, liability issues, and evaluation. Spring Semester only.

364 Teaching of Science (0.5)

Prospective science teachers learn strategies for the practical application of learning theory to secondary school science classrooms. Topics include: the current national science standards movement and its implication for teachers; promoting active learning in the science classroom; teaching in the field and laboratory; practical aspects of managing a science laboratory; and avenues for continuing professional development. Students develop lesson plans for a variety of instructional activities, including demonstrations, discussion sessions, laboratory activities, and student projects, both cooperative and independent. Fall Semester only.

365 Teaching of Social Studies (0.5)

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 and outcomes which are logically consistent with that rationale. Students plan effective research-based methods of developing and implementing social studies curriculum including lessons and units using several models of instruction and effective assessment tools. Spring Semester only.

367 Teaching of Speech-Theater (0.5)

By examining the teaching objectives, materials, and methods of speech communication, this course prepares students for the teaching of speech communication and supervising forensics and debate organizations. For students in the Fine Arts Elementary Education program, the course examines the objectives, materials and methods of teaching creative dramatics at the elementary level. Offered Fall Semester only.

• Education 260 Perspectives on Teaching
• Education 295
• Education in a Cross-Cultural Perspective -- Hawaii (off-campus)
• Education 380
• Urban Alternative Education Practicum (off-campus)

Faculty

Harlan Anderson
Adjunct Supervisor of Student Teachers, 1995-
B.A., M.A., College of St. Thomas; C.A.S, Harvard

Jolene Barjasteh
Assistant Professor of Romance Languages, 1984-
B.A., M.A., Ph.D., Illinois
Modern language education

Char Bezanson
1988-
B.S., M.S., Minnesota
Science education

Larry Fowler
Instructor in Education, 1991-
B.S., Mankato; M.Ed., Minnesota
Social studies education

James Holden
Assistant Professor of Education, 1994-
B.A., Augsburg; M.A., Minnesota
English education

Gloria Kiester
Associate Professor of Music, 1967-
B.A., St. Olaf; M.M.Ed., Colorado
Vocal music education

John King
Adjunct Supervisor of Student Teachers, 1995-
B.A., M.A., St. Thomas

Ann Leming
Instructor In Education, 1981-
A.B., Westmont; M.A., Utah
Special education

Kathleen Lenzmeier
Instructor in Art, 1992-
B.A., Kearney State College
Elementary art education

James May
Professor of Classics, 1977-
B.S., Kent State; Ph.D., North Carolina
Latin education

Paul Niemisto
Associate Professor of Music, 1978-
B.M., M.M., Michigan
Instrumental music education

Bruce Phelps
Instructor in Music, 1993-
B.A., Concordia College (Moorhead); M.S., Bemidji State
Secondary vocal music education

Mark Schelske
Associate Professor of Education, 1987-
B.A., Carleton; M.A., St. Thomas; M.A., Ph.D., Minnesota
Secondary education

Myron L. Solid
Professor of Education, 1971-
B.S., M.Ed., Colorado State; Ph.D., Colorado (Boulder)
Secondary education

Evelyn Sonnichsen
Instructor in Education, 1994-
B.S., M.A., Ohio State
Secondary art education

Mark Storry
Instructor in Education, 1996-
B.S., Minnesota
Chemical awareness

Michael Tillmann
Instructor in Speech-Theater, 1992-
B.S., Wisconsin (River Falls); M.A., North Dakota
Speech-theater education

Ann L. Wagner
Professor of Dance, 1961-
B.A., Augustana (Rock Island); M.A., Iowa State; Ph.D., Minnesota
Dance education

Martha Tibbetts Wallace
Associate Professor of Mathematics, 1977-
B.A., St. Olaf; M.A., Ph.D., Minnesota
Mathematics education

John Welckle
Assistant Professor of Education, 1988; 1991-
B.A., Augsburg; M.A., Ph.D., Minnesota
Social studies education

Lawrence E. Zimmerman
Assistant Professor of Education, 1990-
B.S., St. Cloud; M.A., Minnesota; Ph.D., Wyoming
Secondary education