Department of Teacher Education
College of Education, Business and Applied Sciences
Faculty
Full-time Faculty: Secord -Chair, Hoffman, Krueger, Lund, McCoy, Moberg, Moench
Mission
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 National Council for Accreditation of Teacher Education (NCATE) under the umbrella of 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, a result of the merger of NCATE and the Teacher Education Accreditation Council (TEAC).
The CAEP Standards for Accreditation of Educator Preparation focus on five areas:
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Content and Pedagogical Knowledge
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Clinical Partnerships and Practice
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Candidate Quality, Recruitment, and Selectivity
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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. As an "Option Two" state, North Dakota aligns its standards through ESPB with the NCATE and CAEP standards.
The membership of ESPB includes
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4 classroom teachers from the public schools
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1 classroom teacher from a private school
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2 school board members
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2 school administrators
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1 dean of a college of education
West River Teacher Center
The West River Teacher Center is an integral part of the Department of Teacher Education. The Center provides professional development opportunities for P-12 teachers, administrators, and support staff in eight counties of Southwestern North Dakota. It also serves as a valuable resource for Dickinson State University students in the Teacher Education Program.
Services provided by the Center include staff development programs; resource materials; distance learning; graduate credit courses; assistance in facilitating state and federal programs and grants; updates on accreditation changes; curriculum enhancement; guest speakers; conferences and festivals for students; newsletters; and referral services.
The West River Teacher Center curriculum and resource collection contains a variety of print materials, videotapes, computer software, and learning kits that are available for checkout by Center members. All students in the Teacher Education Program are members of the West River Teacher Center.
Majors and Minor
Majors
- Bachelor of Science in Education in Elementary Education
- Concentrations: Reading, Early Childhood Education
- Bachelor of Science in Education in Technology Education (a cooperative major with Valley City State University)
Minor
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.
Course Rotations and Degree Plans