School of Education

School of Education


Full-time Faculty: J. Aus-Chair, J. Braunagel, S. Crossingham, D. Hoffman, P. Krueger, K. Moberg, D. Secord


The Teacher Education Program at Dickinson State University is based on the conceptual framework of Teachers as Reflective Decision-Makers. The goal and mission of the Teacher Education Program is helping prospective teachers to become effective decision-makers who base decisions on a well-developed philosophy of education. The conceptual framework is consistent with the mission of the University and is designed to graduate a fully competent teacher who can contribute to the improvement of education for students in North Dakota as well as in other states, which in turn will result in an improvement in the quality of life for all citizens.

Participation in Writing Across the Curriculum and Writing in the Disciplines

By completing the designated courses for the Education degree programs, students will have completed the requirements for the university’s writing program as described in the Academic Affairs section of the catalog for Writing Across the Curriculum/Writing in the Disciplines.  See the Writing Across the Curriculum section of the catalog for the designated courses used to meet writing requirements for each program.  Course descriptions will also identify courses that are part of the writing program.

Student Learning Outcomes for the Teacher Education Program

The ten InTASC (Interstate Teacher Assessment and Support Consortium) standards comprise the program outcomes for the Teacher Education Program.  All coursework and experiences in the program are designed to enhance candidates' proficiency in the InTASC standards, which articulate the basic competencies that should be mastered by a beginning teacher.

Graduates of the Teacher Education Program will demonstrate knowledge, skills, and dispositions in these areas:

I. The Learner and Learning

InTASC Standard 1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (This learning outcome directly addresses Institutional Learning Outcomes II, III, and VI.)

InTASC Standard 2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.  (This learning outcome directly addresses Institutional Learning Outcomes I, III, V, and VI.)

InTASC Standard 3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (This learning outcome directly addresses Institutional Learning Outcomes III, V, and VI.)

II. Content Knowledge

InTASC Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) that he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (This learning outcome directly addresses Institutional Learning Outcomes II, III, VI, and VII.)

InTASC Standard 5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (This learning outcome directly addresses Institutional Learning Outcomes II, III, V, VI, and VII.)

III. Instructional Practice

InTASC Standard 6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (This learning outcome directly addresses Institutional Learning Outcomes II and III.)

InTASC Standard 7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (This learning outcome directly addresses Institutional Learning Outcomes II, III, VI and VII.)

InTASC Standard 8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (This learning outcome directly addresses Institutional Learning Outcomes II, III, V and VI.)

IV. Professional Responsibility

InTASC Standard 9: Professional Learning and Ethical Practice 

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (This learning outcome directly addresses Institutional Learning Outcomes IV, V, and VI.)

InTASC Standard 10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities  to take responsibility for student learning; to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (This learning outcome directly addresses Institutional Learning Outcomes IV, V, and VI.)

Students’ achievement of these program outcomes is assessed with multiple measures at points throughout the program. Program assessment tools specify indicators that are related to each outcome and that are aligned with the seven Institutional Learning Outcomes for Dickinson State University.

Accreditation and Program Approval

The Teacher Education Program at Dickinson State University is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP), 2010 Massachusetts Avenue NW, Suite 500, Washington, DC 20036; telephone: (202) 223-0077. This accreditation covers initial teacher preparation programs. CAEP is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation as a professional accrediting body for teacher preparation.

CAEP advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. More than 900 educator preparation providers participate in the CAEP accreditation system.

The CAEP Standards for Accreditation of Educator Preparation focus on five areas:

  • Content and Pedagogical Knowledge
  • Clinical Partnerships and Practice
  • Candidate Quality, Recruitment, and Selectivity
  • Program Impact
  • Provider Quality Assurance and Continuous Improvement

The Teacher Education Program at Dickinson State University is also approved by the North Dakota Education Standards and Practices Board (ESPB), 2718 Gateway Avenue, Suite 303, Bismarck, ND 58503-0585; telephone: (701) 328-9641. ESPB sets the standards pertaining to teacher licensure, teacher education program approval (accreditation), and professional development of educators.

The membership of ESPB includes

  • 4 classroom teachers from the public schools
  • 1 classroom teacher from a private school
  • 2 school board members
  • 2 school administrators
  • 1 dean of a college of education

West River Teacher Center

The West River Teacher Center (WRTC) is an integral part of the DSU School of Education. The WRTC offers face-to-face classes, online classes, and other programming so that teachers may earn professional development graduate credits (EDUC 2000) to strengthen their knowledge and skills and meet state licensing requirements. Continuing education is provided by DSU faculty/staff or in collaboration with other organizations, such as state agencies, local organizations, and area schools. 

The School of Education also offers EDUC 2000 Supervision of Student Teachers. The State of North Dakota requires that pre-service teachers (student teachers) be placed with teachers who have completed a course in Supervision of Student Teachers. DSU offers this self-paced course online on a semester schedule. To check course availability, visit

Middle School Endorsements

Students in the Teacher Education Program who are interested in obtaining a middle school endorsement for grades 5-8 from the North Dakota Education Standards and Practices Board (ESPB) should contact their academic advisor for more information regarding this endorsement and the qualifying coursework at Dickinson State University.

Other Teaching Endorsements and Credentials

The North Dakota Education Standards and Practices Board (ESPB) and the Department of Public Instruction (DPI) make it possible for teachers to add a variety of endorsements and credentials to their standard teaching licenses. Certain coursework at Dickinson State University may qualify a student for one of those endorsements or credentials through ESPB or DPI. An interested student should consult his or her academic advisor to discuss options regarding endorsements or credentials beyond those described above.