Admission to Teacher Education Seminar
This online seminar is intended to provide candidates for admission to the teacher education programs at Minot State University with an overview of teacher education as well as specific information regarding the admission process and requirements. If you have any questions at all about teacher education at Minot State University, the admission process, practicum placements, or student teaching, please contact the Office of Teacher Advisement and Field Placement at 858-3838 or come in and visit us in Swain 218.
Teacher education programs at Minot State University include early childhood, elementary, secondary, and K-12 education majors. All students in these programs are referred to as "candidates" throughout the program in order to differentiate them from students in classrooms with whom they will work. All candidates in teacher education complete the general education program at Minot State University (MSU) and the same core courses in the professional sequence. The Teacher Education Advisory Council (TEAC), in collaboration with the Program and Policies Committee, establishes all policies and procedures within the Teacher Education Unit.
Teacher education programs at MSU also all share a common philosophy and common goals. The Teacher Education Unit (TEU) has adopted the Interstate New Teacher Assessment and Support Consortium (INTASC) standards for essential knowledge, performances, and critical dispositions as the goals of the education program at MSU. Teacher as reflective decision-maker is the organizing theme which best integrates the program's mission, philosophy, belief statements and goals. To implement this theme, a conceptual model has been developed which both names and guides the programs: ARK: Action, Reflection, and Knowledge. The ARK conceptual model is an appropriate guide for both faculty and students in the teacher education programs at Minot State University. Candidates will become well acquainted with the TEU's program philosophy, goals, organizing theme, and conceptual model throughout the program because together these form the basis for self-evaluation by candidates and assessment by faculty of candidate performance.
Admission Process Admission to Teacher Education is required for enrollment in several courses in the professional core sequence. Your major may also require admission to teacher education prior to enrollment in some major specific courses. You can apply for admission at any point once you have completed the general education English sequence (Engl 110, Engl 120, and Comm 110). For most teacher education candidates, this means that application for admission to teacher education should be made in the fall of the sophomore year. Timely application is encouraged in order to prevent scheduling issues.
In order to begin the process of applying for admission, you will need to either pick up the application form in Swain 218 in the Office of Teacher Advisement and Field Placement (TAFP) or access the application form [pdf]. This form must be submitted along with all required information and materials to your advisor for review and signature, then to your departmental chair for review and signature, and finally to the Dean of the College of Education and Health Sciences in Memorial Hall 220 for review at a scheduled meeting of the Teacher Education Advisory Council (TEAC). Meeting dates for TEAC are published for every semester and can be obtained by visiting the TAFP office in Swain 218 or by accessing them online.
Requirements for Admission
- GPA: Successful candidates must show a cumulative GPA of at least 2.5, and achieve a minimum GPA of 2.5 in English 110, English 120, and Communications 110, and in all teaching major and teaching minor coursework.
- ED 250: Candidates must have completed or be presently enrolled in ED 250.
- Teacher Education Admissions Seminar: All candidates must complete the online admissions seminar, pass the quiz at the end of the seminar, and submit their scores electronically to the TAFP office.
- Supervised activity: Candidates must complete 20 clock hours of supervised activities with children or youth documented by the supervisor. The faculty advisor in the major area must certify the appropriateness of the activities. This experience should include meaningful interactions with children or adolescents at the age level for which the candidate is seeking certification.
- Recommendations: Candidates must provide two official Recommendation Forms for Admission to Teacher Education from previous teachers/supervisors. This form is included in the packet available in the TAFP office, but also can be found online [pdf].
There is also a cover letter explaining the recommendation form included in the packet available in the TAFP office, but which is also available online [pdf].
- Personal statement: Candidates must submit a written copy of their personal
philosophy of education. The philosophy paper is written in ED 250; however, if the candidate is transferring a course to substitute for ED 250 he/she should submit the philosophy of education paper as written in that course.
- PPST scores: Candidates must take the Pre-Professional Skills Test and achieve scores that demonstrate satisfactory basic skills. PPST I scores have been a condition of licensure in North Dakota since July 1, 2003. Satisfactory performance is defined as:
Two out of the three scores must meet or exceed the higher number listed below. The third score must not be below the lower number listed below. In addition, candidates must have a composite score of 516 or more.
For example: A candidate who scores a 171 in math and a 174 in writing could meet requirements with a score of 170 in reading.
- Self-assessment: Candidates must provide a self-assessment of standards and professional dispositions at the time of application for admission to teacher education. The standards used in this self-assessment are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) standards for essential knowledge, performances, and critical dispositions. The Teacher Education Unit has adopted the INTASC standards as the goals of teacher education at Minot State University. Candidates are asked to engage in self-assessment in relation to these goals at the time of admission to teacher education, application to student teaching, and at the conclusion of student teaching. In addition, these goals are used for assessment of candidates within teacher education throughout the program. As a result, candidates should become well acquainted with the INTASC standards. The INTASC standards are included in the content of ED 250 and throughout the teacher education program. The self-assessment form is included in the packet available from the TAFP office, but is also found online [pdf].
Retention and Probation
- Teacher Education candidates must maintain cumulative grade point averages of at least 2.5 in all courses in the Teacher Education core, the teaching major(s), or minor(s) and overall. The candidate must receive at least a "C" grade in every course of the Teacher Education core and methods courses that require admission to Teacher Education. A grade below a "C" in a Teacher Education core course that does not require admission to teacher education may not place a candidate on probation but prior to student teaching candidates must obtain a grade of not less than a "C" in all core courses. At the end of each semester grades will be reviewed and if the stated conditions are not met the candidate is placed on probation. This probation must be remedied by the end of the semester or the candidate is automatically dropped from Teacher Education. A candidate on probation will not be allowed to student teach.
- The candidate must meet any additional departmental requirements. Students are requested to check with their advisors concerning any additional departmental requirements.
- The candidate is expected to demonstrate the dispositions of a good teacher throughout the program by being: motivated/dedicated, responsible, resourceful, caring/sensitive, open minded, poised, ethical and collegial (collaborative/cooperative). Candidates who display inappropriate dispositions are to be reported by faculty or field based supervisors. Prior to filing the report faculty would be expected to discuss their concerns about the candidate's disposition with the candidate. If discussion of the concern does not remedy the problem then an inappropriate dispositions report is filed. Both the candidate and reporting person should sign the report. If the candidate is unavailable (eg. due to excessive absences) the report may be filed without the candidate's signature. The written report is filed with the Chair of Teacher Education and Human Performance who will forward copies to the candidate's advisor or department Chair. The form will describe the inappropriate disposition or behavior and also indicate the level of urgency in remedying the situation. Any report of inappropriate dispositions will require that the reporting faculty member be notified of an advisor/candidate action plan to remedy the concerns. In the case of multiple reports of inappropriate dispositions or an egregious incident the candidate will be required to meet with the Teacher Education Administrative Council (TEAC) which will determine what action needs to be taken. Action may include an advisor/candidate plan to remedy concerns, probation with a plan to remedy concerns, or removal from the program. In the event of multiple reports or an egregious incident a "plan follow through" report must be filed with TEAC prior to recommendation for licensure.
- The candidate must maintain continuous enrollment. Candidates who are not enrolled at the university for more than two consecutive semesters (excluding summer semesters) will be dropped from Teacher Education and must be re-admitted to Teacher Education before proceeding with any coursework requiring admission to Teacher Education.
Effect of Probationary Status
- The candidate on probation must work to remedy the causes of probation and may not take any further coursework requiring admittance to Teacher Education other than courses that need to be retaken. This should involve consultations with the faculty advisor.
- Following the probationary semester the Teacher Education Administrative Council (TEAC) will review the candidate's status. This review will include but not be limited to: the grade point averages, dispositions, recommendations from faculty, and the previous probation history.
The TEAC will change the candidate's status to fully admitted, or will drop the student from the Teacher Education Program. The candidate will be informed of the decision at the end of the semester.
A candidate dropped from Teacher Education will be dropped from any course requiring admission to Teacher Education.
- Candidates on probation may not apply for student teaching.
Procedure for Readmittance to Teacher Education
- If a candidate was dropped from Teacher Education for failure to enroll for more than two consecutive semesters, the candidate must meet with his or her advisor and be recommended for reinstatement by his or her advisor and the department chair. If a candidate was dropped from the program for other reasons, he or she must go through the full admissions process, but will not be required to duplicate relevant items from the first admission.
Distance Placements for Student Teaching
Candidates who may desire to student teach outside of the local area should begin thinking about plans for student teaching as soon as they are admitted to the program. Out-of-area placements (within North Dakota but further than 122 miles from Minot) require some advance planning as not all schools in North Dakota offer a sufficient number of hours per day in some secondary and K-12 subjects, while other schools have processes that differ from the ones used by MSU to place student teachers. Candidates should discuss their situation in relation to out-of-area student teaching with the Director of the Teacher Advisement and Field Placement office as soon as they are aware that they may desire an out-of-area placement. Out-of-state placements can be even more difficult to obtain, and candidates who think they may wish to student teach out-of-state should consult with the Director of the Teacher Advisement and Field Placement office as soon as they are aware that they may desire an out-of-state placement. All relevant policies and procedures for out-of-state and out-of-area placements can be found in the "Out-of-Area and Out-of-State Student Teaching Agreement."