Introduction
 Licensure Overview
Standards
Secondary Education Program Structure and Content
Prerequisites and Admission
Core Coursework and Field Experiences
Professionalism and Ethics

 SECONDARY EDUCATION PROGRAM
OVERVIEW AND GUIDE

Introduction

The secondary education licensure program at the University of Minnesota, Morris reflects the university’s commitment to a well-rounded liberal arts education emphasized in the UMM mission.  As such, it has been created with the cooperation of faculty in the Divisions of Social Science, Science and Mathematics, and Humanities, as well as educators from public school systems.  The program is organized, implemented, and assessed according to the requirements and standards of the Minnesota Board of Teaching (BOT) and the National Council for Accreditation of Teacher Education (NCATE). 

The secondary education program has been developed to reflect our emphases on diversity, theory and practice, leadership, technology, and reflection.  We believe that all students can learn and that it is the responsibility of teachers to ensure that they do so; we believe that theory drives sound pedagogical practices; we believe that teachers should be leaders in their schools and communities; we believe that technology should be used in the classroom to facilitate meaningful, student-centered activities; we believe that teachers should reflect on their practice, grow professionally, and be life-long learners.

Growing from this set of ideals, the primary goal of our program is to prepare teachers to educate a diverse population of students.  In accordance with this goal, we design instructional activities and assessments wherein we prepare education candidates to demonstrate the knowledge, skills, and dispositions of effective instructors.  Prospective teachers are guided, mentored, and scaffolded in their learning and over the course of the program develop into independent inquirers who demonstrate requisite knowledge, skills, and dispositions. 

Students in the program ultimately are expected to display knowledge of themselves and of learners, of their licensure disciplines, of diverse social and cultural communities, and of pedagogy (including knowledge of problem solving and effective communication).  We prepare students to demonstrate skill in all aspects of the teaching act, including setting objectives, creating and using meaningful curriculum and instruction, using multiple and appropriate assessment techniques, managing learning environments, and communicating effectively with school personnel, students, parents, and other community members.  Further, we prepare students to demonstrate dispositions associated with effective teaching, such as intellectual curiosity, reflection, risk-taking, efficacy as educators, belief in equity, and ethics and collaboration.  

Licensure Overview

The secondary education program at UMM prepares candidates to receive  teaching licenses in their chosen fields.  In the state of Minnesota, teaching licenses are granted by the Minnesota Department of Education (MDE).  
Licenses are granted based on the following:

1. Successfully completing an academic major;
2. Completing coursework in the licensure field.  (This may differ from coursework in the major.  For example, in Mathematics, students must complete Math 2211 History of Math for licensure, whereas this course is not required for the major);
3. Passing three state-mandated tests;
4. Successfully completing a state-approved program of teacher preparation (including student teaching).

Academic Major: 
Students in Minnesota must receive a bachelor’s degree in order to become teachers.  Most often the major is in the preservice teacher’s field of licensure, but these do not necessarily need to coincide. 

Licensure Coursework:
In order to receive a Minnesota teaching license, preservice teachers meet content requirements set by the state of Minnesota (state content standards can be viewed by clicking on the licensure links).  Courses required for licensure are chosen according to their alignment with the state content standards.  Click here for a list of courses required for the content portion of licensure.

UMM offers teacher licensure preparation in the following fields:

• Chemistry (gr. 9-12)
• Communication Arts and Literature (gr. 5-12)
• Earth and Space Science (gr. 9-12)
• French (gr. K-12)
• General Science (gr. 5-8)—most often combined with either an elementary education license or a license in Chemistry, Life Science, Physics, or Earth and Space Science
• Instrumental Music (gr. K-12)
• Life Science (gr. 9-12)
• Mathematics (gr. 5-12)
• Physics (gr. 9-12)
• Social Studies (gr. 5-12)
• Spanish (gr. K-12)
• Visual Arts (gr. K-12)
• Vocal Music (gr. K-12)

State-Mandated Tests:
The three tests that teaching candidates must successfully complete are the PPST or Praxis I test in reading, writing, and mathematics; the Praxis II Subject Matter test that covers content knowledge in the licensure discipline; and the Praxis II Pedagogy, Learning and Teaching (PLT) test on pedagogical knowledge.  At UMM, students are required to take the PPST prior to entering the program and must pass all three parts in order to student teach (see “Admission and Retention Procedures”).  The PRAXIS II Subject Matter exam may be taken at any time (dependent on the candidate’s personal preference) but must be passed for licensure.  Secondary Education faculty and staff assist students in registering for this exam and most candidates take this exam while they are in the secondary education program.  The Pedagogy, Learning and Teaching test in the PRAXIS II series should be taken while candidates are in the secondary education program.  Information on test registration can be obtained at Counseling Services or on the Web site of Educational Testing Services.  Practice tests are also available at this site.

Teacher Education Program:
In addition to passing state-adopted tests, a teaching candidate needs the endorsement of a licensure officer at a state-approved teacher education program to gain licensure.  (The program will be discussed in more detail in upcoming sections).  At UMM, faculty in the discipline of licensure and in Secondary Education recommend candidates to the licensure officer who then endorses the candidates’ applications for licensure.  The endorsement or signature attests to the opinion of the faculty that the candidate has the requisite knowledge, skills, and dispositions needed for a beginning teacher.  (Click here for MDE's licensure page).  In order to receive state approval, teacher education programs must submit documentation of quality programs that include classroom and field experiences and meet all of the guidelines set forth by the Minnesota Department of Education and the legislature.  Some of these guidelines have taken the form of standards.

Standards

In an attempt to assure minimum competency of teachers, the state of Minnesota has instituted two sets of standards that must be met by all prospective teachers before they can be licensed in Minnesota:  content standards (see licensure overview) and pedagogy standards, the Standards of Effective Practice.  As a state-approved and accredited program, the secondary education program is constructed around these Standards of Effective Practice (SEP).  In order to demonstrate that they have met the competencies laid out in the standards, our program participants are required to construct a professional portfolio with the ten standards and accompanying substandards as the guiding themes.  (More will be said about the portfolio in the description of SeEd 4103).  The standards are listed below (and substandards can be reached by clicking here).  In addition, it is desirable that teachers demonstrate their competency in using technology and incorporating technology appropriately into instruction.  Accordingly, UMM has adopted technology competence standards which may also be included in the portfolio.

Standards of Effective Practice:
Standard One:  Subject Matter
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Standard Two:  Student Learning
The teacher understands how children and youth learn and develop and can provide learning opportunities that support their intellectual, social and personal development.

Standard Three:  Diverse Learners
The teacher understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.

Standard Four:  Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage the students’ development of critical thinking, problem solving, and performance skills.

Standard Five:  Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard Six:  Communication
The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard Seven:  Planning Instruction
The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Standard Eight:  Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of his/her learners.

Standard Nine:  Reflection and Professional Development
The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Standard Ten:  Collaboration, Ethics, and Relationships
A teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support the students’ learning and well-being.

UMM Technology Standard
Teacher candidates will also be required to demonstrate their competence in basic computer/technology operations and concepts, personal and professional use of technology, and integration of technology in instruction.  Technology integration is an area of emphasis during all phases of the UMM secondary education program.

Secondary Education Program Structure and Content

Preservice teachers entering the teacher preparation program should have completed their coursework in their academic major and content licensure field so that they will be equipped to teach students in field experiences.  As stated previously, in order to receive a teaching license in Minnesota, secondary education candidates must complete an academic major as well as meet the content area licensing requirements for the field in which the license will be obtained.  This is why in some cases a prospective teacher may need to take different or additional coursework than someone pursuing a regular academic major in a field.  

Candidates are licensed for either grades 5-12 (enabling them to teach at the middle school or high school level) or for grades K-12 (enabling candidates to teach in specified areas at all grade levels).  Teachers of science may obtain a General Science license (grades 5-8) or a specialty license (grades 9-12; listed below) or may combine these two licenses.  The following licensing programs are offered at UMM.  

    Chemistry (grades 9-12)
    Communication Arts and Literature (grades 5-12)
    Earth and Space Science (grades 9-12) 
    French (grades K-12)
    General Science (grades 5-8 only)
    Instrumental Music (grades K-12) 
    Life Science (grades 9-12)
    Mathematics (grades 5-12)         
    Physics (grades 9-12)
    Social Studies (grades 5-12) Anthropology – Economics – History – Political Science - Sociology
    Spanish (grades K-12)
    Visual Arts (grades K-12)
    Vocal Music (grades K-12)

The secondary education licensure program consists of several parts:  
      prerequisites and admissions requirements;
      core coursework and field experiences (post-admission); and
      student teaching and professional development. 

The following sections present a general timeline and explain each of these elements in more detail.  The timeline is necessarily general, as course selections will depend on student interest and course availability.  The timeline is only meant to serve as an example.

Prerequisites and Admission

In order to enter the secondary education program, candidates must have completed or be nearing completion of the coursework for the academic major and content for licensure.  Additionally, several prerequisite courses are required.  These are:

Psychology 1061:  Introduction to the Development of the Child and Adolescent (offered Spring and often in the summer).  Psy 1051 is a prerequisite for this course.

Psychology 1081:  Drugs and Human Behavior (offered Spring and often in the summer).  Required for licensure.    

Speech 1052 or 1042 or 3071 (3071 for Communication Arts and Literature licensure only):  Public Speaking (offered Fall).  Required prior to student teaching.  All candidates except Communication Arts and Literature licensure students must take Spch 1052 or Spch 1042.  Communication Arts students must take Spch 3071 which contains the public speaking requirement.

Education 2101 and 2111:  Foundations and Issues in Education (offered both Fall and Spring as well as May term).  Successful completion of the tutor-aide experience is required to succeed in Ed 2101 and is required for program admission.

Candidates must maintain a minimum of a 2.5 GPA overall as well as a 2.5 GPA in their licensure area/major and in education courses.  All courses required for teaching licensure in secondary education (discipline or licensure area, professional education, or other courses) must be completed with a grade of C- or higher.   Required courses must be taken A-F unless they are offered S-N only.  
Candidates must take the PPST/Praxis I exam.  The candidate must pass the writing portion of this test, prior to admission.  Candidates must pass all three parts of the PPST to be placed for student teaching.  Contact Pat Nelson at 589-6400 for details or contact Counseling Services.

Candidates must apply for admission.  Informational meetings about program admission are held during the fall semester.  The application process includes completing an application form; completing a planning sheet; completing an informational sheet; obtaining three recommendations (Social Studies only, other disciplines provide feedback in other ways); and engaging in an interview with a secondary education faculty member.  Applications are typically due at the end of the fall semester of the year prior to entrance into the program (mid-December) and interviews take place in late January.  (Contact Pat Nelson at 589-6400 for dates and deadlines.  Dates and deadlines are also published in the Weekly Bulletin.  Forms available in 200 Education.)

The secondary education program is competitive and not all students who meet minimum entrance criteria will be admitted.  Admission is based on the number of course seats and field experiences available in particular subject areas, GPA, progress in major, feedback from disciplines, and quality of application materials. 

Core Coursework and Field Experiences (Post-Admission)

The secondary education licensure program is quite intensive and we recommend not taking any other coursework at the same time.  The program consists of two semesters.  Fall semester required the candidate to participate in three courses and one concurrent field experience (16 credits total).  During spring semester, teaching candidates complete their student teaching (locally or abroad) and complete a professional development course.

Fall courses and experiences:

• SeEd 4102—Teaching and Learning Strategies:  This course covers teaching and learning strategies for middle and secondary classrooms.  Planning for instruction, learning theory, use of technology in the classroom, classroom management, and assessment are major foci.  Members of the class engage in peer teaching, unit planning, and reflection exercises as major components of the course.  The goal of this course is to provide information about and models of prominent teaching approaches.  It is expected that these approaches will be refined and modified to meet the needs of specific content areas in the methods courses.  

• SeEd 4103—Practicum Experience in the Middle and Secondary School:  During the fall semester, teaching candidates gain experience by observing, assisting, and teaching in K-12 classrooms with mentor teachers.  Candidates work in the schools approximately 10 hours each of the first eight weeks and complete a full-time placement the last two weeks of the practicum experience.  More than 150 hours of practicum experience provides students an opportunity to develop teaching skills and translate theory into practice.  Secondary education faculty work closely with the candidates and consult with mentor teachers to ensure that program expectations are met.  Faculty observe and evaluate the student during the full-time experience and confer with the mentor teacher to determine the candidate’s continuation in the education program and eligibility for student teaching.

Candidates create a portfolio consisting of 10 sections, one section for each Standard of Effective Practice listed previously.  Each of these standards sections begins with a reflective essay and several pieces of evidence.  The essay is comprised of three parts:  a statement of the candidate’s progress and knowledge in the standard, an explanation of the significance of the evidence included, and a statement of the candidate’s goals for growing in the standard.  It is best to be thorough and detailed in composing these essays.

• SeEd 4104—Teaching Diverse Learners:  This course examines human diversity in the classroom and addresses such topics as prejudice and racism, power and privilege, and multiple intelligences and learning styles.  Students learn strategies for teaching and reaching diverse learners, engage in reflection on self and society, and examine inequities in school systems and classrooms.

• SeEd 4105—Reading and Literacy in the Content Areas:  This course introduces students to the legislation related to teaching reading in the content areas.  In addition, students learn and demonstrate strategies for enhancing literacy in the content areas.  Topics include phonics, fluency, comprehension, vocabulary, interventions with struggling readers, and schema theory.

• Content-specific methods courses covering middle and secondary school settings: 

o       ArtE 4123:  Methods of Teaching  Art K-12
o       EngE 4121:  Methods of Teaching Communication Arts and Literature in the Middle and Secondary School
o       LanE 4123:  Methods of Teaching Foreign Language K-12
o       MthE 4121:  Methods of Teaching Mathematics in the Middle and Secondary School
o       MusE 4123:  Methods of Teaching Music K-12
o       MusE 4124:  Multicultural Music for the K-12 Music Educator
o       SciE 4121:  Methods of Teaching Science in the Middle and Secondary School
o       SScE 4121:  Methods of Teaching Social Science in the Middle and Secondary School  

Content specific methods courses help candidates to apply information from their other courses and field experience to their subject area and they inform candidates about issues relevant to their licensure field.  Major areas of emphasis are often content-specific teaching strategies, Minnesota graduation standards, and finding and working with professional resources.  Candidates complete a K-12 methods course, or a middle and secondary (5-12) methods course, depending on area of licensure.

Structure:
General methods classes are conducted seminar-style and meet once a week in order to allow maximum scheduling of time in the field.  Subject specific methods classes typically meet twice a week.  Candidates are expected to be in the field on Wednesday, Thursday, and Friday.  Candidates will spend multiple days in the field in order to ensure continuity of experience and to build connections with K-12 students.  There is a seminar on Fridays which is designed to connect the field experience and general methods courses.  A typical schedule is as follows:

*Students can choose what time to take SeEd 4102.


In addition to the core coursework and field experience, candidates must show competency in working with diverse populations in order to receive a Minnesota teaching license.  Therefore, as part of the secondary education program, candidates are required to complete a field experience in a setting that has a racially or ethnically diverse student body.  This field experience can be during the fall practicum (SeEd 4103) or student teaching.

Spring Courses and Experiences:

• SeEd 4201:  Directed Student Teaching in the Middle and Secondary School or Directed Student Teaching in International School at the Middle or Secondary Level (SeEd 4204):  Candidates student teach full-time for 11 weeks in a middle or secondary school.  During this experience, candidates demonstrate applications and approaches to teaching and learning under the guidance of a cooperating teacher and university supervisor.  This is a rigorous internship requiring full involvement in all aspects of teaching.  Candidates must demonstrate that students have learned as a result of their experiences in the classroom.  Click here for sample forms and documents related to student teaching.

• SeEd 4901:  The Teacher and Professional Development:  This course serves as a capstone to the education program for both elementary and secondary education students.  Teaching candidates reflect together on issues relevant to the teaching profession.  How teachers and their decisions affect students, parents, other professionals, and the larger learning community are explored.  Opportunities for professional growth and the development of collaborative relationships provide a focus for the course.  Teaching candidates reflect on their student teaching experience, complete and refine their professional portfolio, and discuss their philosophy of education in a paper and senior presentation.

Professionalism and Ethics

All Minnesota teachers are required to abide by the Code of Ethics for Minnesota Teachers.  Coursework in the secondary education program explains the Code of Ethics.  Candidates are required to attest to their understanding of the code.  Documentation of this is included in the professional portfolio.  The Secondary Education Program is interactive and involves full participation.  Key learning takes place during class sessions and this learning cannot be replicated at another time or in other settings.  Therefore, it is essential that students be present each full class period.  If an event necessitates an absence from a class session, faculty should be notified as soon as possible.  Unexcused absences and late arrival at class will reflect negatively on final grades in the Secondary Education Program.  Missed work must be made up for any tardy or absence, and may require additional work be turned in to meet goals and standards.

Participation in the Pre-Student Teaching Practicum (SeEd 4103) is required.  Students are expected to be at their K-12 placement school for a minimum of three hours a day on at least three days a week for the first eight weeks of fall semester.  A full-time placement during the final two weeks is also required.  Student Teaching is an intensive field placement requiring full participation on a daily basis for eleven weeks.  Throughout practicum and student teaching the students are expected to show up on time, stay at the school for the designated time, and complete all scheduled days of the placement.  If a student will be late in arriving, or will be absent, for a practicum or student teaching assignment, the student must inform the K-12 cooperating teacher.  Absences will need to be made up by adding additional time to the practicum and student teaching placements.  

Finally, all students are expected to engage in professional behavior befitting a teacher.  This includes attendance, punctuality, honesty, and commitment.  In some cases when students struggle, instructors and student may complete a Communication of Concern form and Individual Learning Plan.  In other cases, students who are found to have behaved unethically (i.e., lying, cheating, demeaning other students or instructors, etc.) may be excused from the program.