Minot State University offers 23 undergraduate programs in the area of initial teacher preparation and 8 graduate degrees that involve either initial licensure or professional development experiences. Undergraduate programs in Deaf Education and Music Education are accredited by the Council for the Education of the Deaf (CED) and the National Association of Schools of Music (NASM) respectively. At the graduate level the Education Specialist degree in School Psychology is accredited by the National Association of School Psychologists (NASP), programs in Speech-Language Pathology and Audiology are accredited by the American Speech-Language Hearing Association (ASHA), and the Master of Music Education is accredited by the National Association of Schools of Music (NASM).
Since the last visit the unit has dropped the Master of Science in Elementary Education and added the Master of Education degree with concentrations in several areas including Elementary Education. This change has allowed the unit to offer graduate coursework in more disciplines for practicing teachers. In the last visit the Master of Arts in Teaching (MAT) degrees were not reviewed but in accordance with NCATE guidelines they are now included in our program review. Since the M Ed is new and the decision to add the MAT programs is very recent the assessment system is not as advanced for these programs as it is for undergraduate programs.
In the initial teacher preparation programs examined in the last visit faculty had instituted a portfolio exit requirement for all of its candidates but that practice has been abandoned as an overall requirement of all teacher education graduates in favor of a data collection system based upon performance based assessment that is collected and reviewed more frequently. Some programs did continue to require the portfolio as a program requirement.
As we moved from portfolios to our new system of data collection we based it on the INTASC standards and the eight teaching dispositions that have been adopted as the best way to help out candidates to meet the theme of “Teachers As Reflective Decision-Makers” and our conceptual model of ARK (Action-Reflection-Knowledge). We collect data on our candidates’ dispositions and understanding of the INTASC standards from their first involvement in the teacher education program until they have completed their initial years as a teacher.