Overview
The Bachelor of Science in Education - Elementary Education is a major within the School of Education. If you have questions regarding this program, please contact dsu.hawk@dickinsonstate.edu or call 1-800-279-HAWK.
The Bachelor of Science in Education degree with a major in Elementary Education includes general education courses, courses from specific disciplines, professional education courses, courses for an optional minor or area of concentration, and elective courses. A grade of “C” or better is required in all professional education courses graded on an “A” through “F” letter basis, and a grade of “S” is required in all professional education courses graded on an “S/U” letter basis.
Degree Requirements:
- General Education Courses
- Major Courses
- Optional Minor or Concentration courses
- Elective Courses
Degree available in Bismarck, Williston, DSUlive, and online
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 I, II, III, IV, V, VI, VII, and X.)
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, V, VI, IX, and X.)
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 I, V, VI, and X.)
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, IV, V, 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, IV, 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 IV, V, VI, and VII.)
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 I, II, III, IV, V and VI.)
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 I, II, III, IV, V, VI, and X.)
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 I, V, VI, and X.)
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 V, VI, and X.)
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 www.dickinsonstate.edu/wrtc.
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.
Teacher Education Admission
Teacher Education Admission
The criteria for admission to, retention in, and exit from the Teacher Education Program are set by the Teacher Education Council and are subject to change. Policies and procedures related to the Teacher Education Program are provided in the Teacher Education Handbook, posted with other program information on the School of Education Web site.
Admission to Pre-Service Teaching
All education candidates must complete a full-time, fourteen-week student teaching experience.
Admission requirements for student teaching include
- a 2.75 cumulative GPA;
- a 2.75 GPA in the major (for elementary education GPA calculations, the major is defined as all courses listed under the major except BIOL 111: Concepts of Biology and its lab - BIOL 111L);
- a 2.50 GPA in the minor (for those with double majors, one may be treated as a minor for GPA purposes);
- Completion of all major and professional education courses with a grade of C or better (or S for “S/U” courses) by the end of the application term;
- Recommendation by the dean of the candidate’s major;
- Passing scores on all Praxis I and taken Praxis II exams required for licensure;
- Proof of liability insurance;
- Fingerprint background check;
- Successful portfolio defense.
A candidate’s recommendation by their dean represents approval by that school’s faculty members, who review each candidate on the bases of scholastic record, dispositions, eligibility for teacher licensure, and skills in oral and written communication. The Teacher Education Council by Teacher Education Committee will make final decisions regarding admission to student teaching.
Admission to Teacher Education
Upon completion of EDUC 250: Introduction to Education, candidates may apply for admission to the Teacher Education Program. In cases in which a candidate has taken from another institution a course that can be substituted for EDUC 250: Introduction to Education, an application for admission may be completed once the candidate has completed a minimum of thirty semester hours and has declared a major in education. Admission criteria are
- Completion of thirty (30) semester hours;
- Completion of EDUC 250: Introduction to Education with a minimum grade of C;
- Completion of EDUC 298: Pre-Professional Field Experience with a minimum grade of C;
- Passing scores on the Praxis I exam (the Core Academic Skills for Educators tests in reading, writing, and mathematics);
- A minimum grade of C in ENGL 110: College Composition I and ENGL 120: College Composition II;
- A minimum grade of C in COMM 110: Fundamentals of Public Speaking;
- A minimum cumulative GPA of 2.75;
- Recommendation from one’s advisor and the instructors of EDUC 250;
- Approval of the dean of the School of Education; and
- Approval of the Teacher Education Council via committee.
The dean will notify the candidate in writing of one of the following levels of action for admission to Teacher Education:
- Full Admission: This will allow the candidate to enroll in professional education courses.
- Provisional Admission (one semester): This is used in special cases at the discretion of the Teacher Education Council. It may be granted to a candidate who has not met one or more of the requirements for full admission to the program. Candidates granted provisional admission may enroll in professional education courses. However, they have only one semester to meet all conditions for full admission. Failure to meet all admission requirements after the one term provisional acceptance may result in dismissal from the program.
- Denied Admission: In this case, the candidate is not admitted to the Teacher Education Program and may not enroll in professional education courses. Candidates who have twice been denied admission to the Teacher Education Program will not be allowed to reapply. Applications are reviewed twice per year—at the end of the fall and spring semesters. Applications are not accepted or reviewed during the summer months.
Exit from the Teacher Education Program
Candidates who earn a grade of "C" of higher for pre-service teaching and have completed all program requirements may successfully exit the program. Candidates cannot complete pre-service teaching without having successfully completed all required assignments as detailed in the Pre-Service Teaching Handbook, posted with other program information on the School of Education Web site.
Final Portfolio Review
After completion of the student teaching experience, candidates once again give an oral presentation on their development of each of the InTASC standards. The presentation include candidates’ self-selected artifacts as evidence of their proficiency in each of the program outcomes, as well as their verbal articulation of the links between their artifacts and their understanding of each of the standards.
Portfolio Review
A formal portfolio review takes place as part of the candidates’ application for pre-service teaching. Candidates will have self-selected artifacts to demonstrate their proficiency in each of the program outcomes and will have created accompanying rationale narratives that link the artifacts to the candidates’ understanding of the related InTASC standards. A candidate presents his or her portfolio while enrolled in EDUC 350, portfolio preparation and is evaluated using the Portfolio Review Rubric, posted with other program information on the School of Education Web site. This portfolio review determines the candidate’s readiness for pre-service teaching and at that time either recommends or denies the candidate’s application to student teach.
Praxis Exams
The state of North Dakota requires passing scores on a series of three Praxis exams administered by ETS, the Educational Testing Service. The first exam is the Praxis I (the Core Academic Skills for Educators exam), which has subtests for three areas: reading, writing, and mathematics. Candidates complete this exam prior to admission into the Teacher Education Program.
Candidates also take two Praxis II exams. One is a content exam in their subject area (e.g., math, physical education, English, elementary education), and the other is a pedagogy exam in their licensure level (e.g., elementary, secondary). Testing locations are available in both Dickinson and Bismarck. Information about specific exam codes, required scores for passing, and registration information is available at the following ETS Web site: www.ets.org/praxis/nd/
In order to graduate from the Teacher Education Program, candidates must have passing scores on Praxis I exams and have taken Praxis II: PLT and Content Exams.
Professional Education Portfolio
All candidates in the Teacher Education Program prepare a professional education portfolio under the framework of the ten InTASC standards. The purpose of the portfolio is for candidates to link their products and performances to the program outcomes. Candidates select artifacts from their courses and field experiences that demonstrate their proficiency in each of the program outcomes. A key element of the portfolio is candidates’ rationale for artifact selection. Faculty seek to determine how well the candidates understand their educational decision-making as it relates to current research and best practices.
Program faculty designate key assessments in various courses to help candidates understand the link between theory and practice and justify their professional choices. These course-embedded key assessments (one for each InTASC standard) serve as the candidates’ artifacts for their first level of portfolio review. As such, candidates cannot progress in the program without having submitted the requisite artifacts for faculty review. Should a candidate fail to submit a course-embedded key assessment, an incomplete grade (I) will be recorded until the required assignment is submitted. If the candidate does not submit the key assessment within the designated time frame, the course grade will convert from an I to an F, and the candidate will need to repeat the course.
Retention in the Teacher Education Program
Following admission to the Teacher Education Program, candidates’ good standing will be reviewed each semester by the Teacher Education Council. A candidate may be placed on probation or removed from the program if they:
- Fails to exhibit professional behavior in all courses, field experiences, and interactions with peers and faculty;
- Violates the student code of conduct or criminal law;
- Earns a grade lower than C in any course of the professional education sequence or major requirements;
- Allows his or her GPA to fall below 2.75; or
- Displays unsatisfactory knowledge, skills, and dispositions as determined by program faculty.
A candidate placed on probation has one semester in which to rectify the condition resulting in probation. If the condition is not removed at the end of the probationary semester, the candidate will be dismissed from the program.
Teacher Education Program candidates are permitted to retake only one major or professional education course while in the program.
Once admitted into the Teacher Education Program, candidates must take at least one major course each fall and spring semester. Candidates who fail to take a major course in more than one fall or spring semester without first notifying the School of Education will be removed from the program and must reapply to be reinstated.
Candidates can apply for readmission only once.
Requirements
General Education Requirements for the Major in Elementary Education
For accreditation and licensure requirements the following general education courses are required for a major in Elementary Education:
Communication
Citizenship
Critical and Creative Thinking
Select one course from the following:
| ENGL 220 | Introduction to Literature | 3 |
| ENGL 240 | Masterpieces of World Literature | 3 |
| ENGL 260 | Masterpieces of American Literature | 3 |
Select one course from the following:
| HIST 103 | United States To 1877 | 3 |
| HIST 104 | United States Since 1877 | 3 |
| Total Credit Hours: | 41 |
Elementary Education Major Courses
Pre-Professional Courses:
Professional Courses in Elementary Methods Block - Fall
| ELED 300 | Teaching Language Arts in the Elementary Curriculum | 3 |
| ELED 390S | Elementary Education Science Methods | 3 |
| ELED 390X | Teaching Mathematics in Elementary and Middle School | 3 |
| ELED 398B | Elementary Methods Block Practicum I | 1 |
| | Or | |
| ELED 398C | Elementary Methods Block Practicum II | 1 |
These courses must be taken concurrently.
Professional Courses in Elementary Methods Block - Spring
| ELED 282 | Teaching Reading Across the Elementary Curriculum | 3 |
| ELED 310 | Elementary Curriculum and Social Studies | 3 |
| ELED 390A | Creative Arts for Elementary Teachers | 2 |
| ELED 390P | Teaching Physical Education and Health in the Elementary School | 1 |
| ELED 398B | Elementary Methods Block Practicum I | 1 |
| | OR | |
| ELED 398C | Elementary Methods Block Practicum II | 1 |
These courses must be taken concurrently.
Additional Professional Courses:
| EDUC 280 | Education of Exceptional Learners | 3 |
| EDUC 300 | Teaching For Diversity | 3 |
| EDUC 350 | Portfolio Preparation | 1 |
| EDUC 360 | Managing the Learning Environment | 3 |
| EDUC 398D | Diversity and Exceptionalities Field Experience | 1 |
| EDUC 405 | Educational Psychology | 2 |
| EDUC 406 | Instructional Design, Technology and Assessment | 3 |
| ELED 281 | Foundations of Teaching Reading in the Elementary Classroom | 3 |
| ELED 383 | Diagnosis, Intervention and Assessment of Reading | 3 |
| ELED 484 | Practicum in Reading | 1 |
| MATH 277 | Mathematics for Elementary Teachers I | 3 |
| MATH 278 | Mathematics for Elementary Teachers II | 3 |
| Total Credit Hours: | 63 |
EDUC 280 and EDUC 300 and EDUC 398D must be taken concurrently
EDUC 350 is taken the same semester as one's application to pre-service teach.
ELED 383 and 484 must be taken concurrently.
Pre-Service Teaching Semester (10-15 credits):
Select one (ELED 498K requires prior completion of coursework for early childhood concentration):
| ELED 498A | Teaching in the Elementary School | 10 |
| ELED 498K | Teaching in Elementary and Early Childhood Classrooms | 15 |
| Total Credit Hours: | 73-78 |
All professional courses have a prerequisite of admission to Teacher Education.
Professional Course Electives
| EDUC 305 | Philosophy and Curriculum of Middle School | 2 |
| EDUC 310 | Methods of Teaching in Middle School | 2 |
EDUC 305, EDUC 310, SEED 370 are required courses for the Middle School pedagogical endorsement.
Minors and Areas of Concentration
In addition to the General Education and major requirements, an Elementary Education major may choose to pursue a minor or an area of concentration. If the minor is in a subject that teachers can be licensed to teach in North Dakota, then it can lead to licensure in combination with an education major. Students should consult with their academic advisors or the dean to discuss licensure details. Specific requirements for each minor are shown under that program in the catalog.
With the approval of the dean of the School of Education, a student may select coursework for the middle school endorsement in lieu of a minor. The middle school endorsement must be in a content area approved by the North Dakota Education Standards and Practices Board (ESPB). Coursework applicable to the middle school endorsement will be determined in consultation with the academic advisor and the dean.
A concentration consists of a minimum of 12 hours in one of these areas: natural science, social science, computer science, mathematics, reading, or early childhood. Other options may be available with the approval of the dean of the School of Education. Required courses for the major or those courses used for general studies may not be counted in an area of concentration. Otherwise, coursework for most areas of concentration is decided jointly by the student and his or her academic advisor. Two exceptions are the reading and early childhood concentrations. Those concentrations lead to special state teacher license endorsements or credentials and require particular courses, as described in the next section.
Requirements for the Area of Concentration in Early Childhood Education
A student must be majoring in Elementary Education and be admitted into the Teacher Education Program to take the required courses in the early childhood sequence. Students must complete the entire sequence to be recommended for an early childhood endorsement on a state teaching license.
| EC 310 | Introduction to Early Childhood Education | 3 |
| EC 313 | Language and Literacy in Early Childhood | 3 |
| EC 323 | Observation and Assessment in Early Childhood | 3 |
| EC 324 | Early Childhood Curriculum, Methods and Materials | 3 |
| ELED 498B | Teaching in the Elementary School: Early Childhood | 7 |
ELED 498B is for students who already have completed ELED 498A - Teaching in the Elementary School (15 credits). Alternately, students may complete ELED 498K - Teaching in Elementary and Early Childhood Classrooms (15 credits) in lieu of ELED 498A and ELED 498B.
Requirements for the Area of Concentration in Reading
A student must be admitted into the Teacher Education Program to take the required courses in the area of concentration in reading. The area of concentration in reading offers the coursework leading to a reading credential for grades K-6. To obtain a reading credential, students make application to the North Dakota Department of Public Instruction (DPI) after graduation and attainment of their initial North Dakota teaching license for elementary school.
| ELED 383 | Diagnosis, Intervention and Assessment of Reading | 3 |
| ELED 484 | Practicum in Reading | 1 |
| EC 313 | Language and Literacy in Early Childhood | 3 |
| COMM 211 | Oral Interpretation | 3 |
Select two courses from the following: (6 credits)