Education

The Teacher Education Program is dedicated to professional preparation for teaching, manifested through its critical reflective teacher model. The idea that teachers actively inquire and learn from their experience is the most tenable vision of what we aspire for our teacher candidates. In order to enhance and enrich P-12 student learning, the program seeks to promote critical deliberation through coursework which

Advocates continual growth in knowledge and renewal of commitment to the well-being of others within the context of its Catholic, liberal arts tradition;
Gives emphasis to the significance of diversity in American society and in its key social institutions;
Underscores the political and moral nature of teaching in a pluralistic society;
Integrates the study of education with study in the liberal disciplines and with clinical experiences;
Engages candidates in critical inquiry into the social, political, philosophical/ideological, and economic context in which schools are embedded;
Emphasizes the interactive nature of theory and practice; and
Considers global perspectives.

Education Undergraduate Conceptual Framework

In light of the mission of the University of Saint Mary and the university goals, the department of education is dedicated to professional preparation for teaching, manifested through its reflective teacher framework and model. Integrating the components of Knowledge, Ideals, and Praxis, the Critical Reflective Teacher operates by the continual application of the critical reflective methodology of Systematic Inquiry, Warranted Judgments, Informed Actions, and Assessment/Outcomes. Candidates use the critical reflection methodology throughout the teaching/learning cycle to improve their instruction and enhance the learning of P-12 students. As critical reflection permeates all coursework, we see its practical application in the teaching/learning cycle. The education program emphasizes the contextual factors whereby teachers know their students, analyze students’ needs, design lessons, teach, assess, and continue this teaching/learning cycle through critical reflection.

Teacher Candidate Dispositions

Diversity and Multiple Perspectives: The teacher candidate values each individual student. S/he recognizes, believes, models, and teaches that all children can learn. Knowledge content, skills, and dispositions reflect multiple perspectives, respect for difference, and appreciation of various learning modalities, including use of new and emerging technology. (InTASC Model Core Teaching Standards 1, 2, 5, 7, and 8)

Critical Thinking Skills: The teacher candidate practices reflective, critical thinking and fosters this skill and process with his/her students within a flexible and reciprocal learning environment. (InTASC Model Core Teaching Standards 3, 6, 7, and 8)

Positive Learning Climate and Community: The teacher candidate is an active participant in creating a positive, democratic learning community. S/he utilizes appropriate communication skills, addresses issues of short-term and long-term planning, and uses on-going and varied assessment (self and others) for both teacher candidate and student. (InTASC Model Core Teaching Standards 3, 6, 7, and 8)

Professionalism, Leadership, and Collaboration: The teacher candidate sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as a source of analysis and reflection to improve practice. S/he also understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy. The teacher candidate actively shares responsibility as an advocate for learners. S/he seeks to work collaboratively with learners and families in goal setting. S/he takes initiative to grow and develop with colleagues through interactions that enhance practice and support learning. (InTASC Model Core Teaching Standards 9 and 10).

Program Outcomes

Throughout their program, the teacher candidates are expected to demonstrate the accomplishment of the following outcomes:

Candidates will create and maintain inclusive learning environments that respect and embrace the cultural, linguistic, and socio-economic diversity of their students, while fostering a sense of belonging and equity (InTASC 1, 2, 3),
Candidates will be proficient differentiating instruction to meet the diverse needs of all students, using a wide range of teaching strategies to foster critical thinking and problem-solving skills (InTASC 1, 2, 3),
Candidates will demonstrate a deep and comprehensive understanding of their subject matter and the pedagogical knowledge required to teach and create learning experiences that make the content accessible and meaningful for students (InTASC 4, 5),
Candidates will demonstrate their proficiency in employing various assessment methods to actively engage learners in their own learning progress, and continuously monitor learner advancement (InTASC 6),
Candidates will be proficient in planning and implementing instruction that supports all students in meeting rigorous learning goals and will implement assessments, collect and analyze data and make informed instructional decisions to promote student growth and achievement (InTASC 6, 7, 8),
Candidates will demonstrate a commitment to ongoing professional growth and ethical practice, engage in self-reflection and collaboration to increase effectiveness as an educator and to contribute positively to their school communities (InTASC 9, 10), and
Candidates engage in self-reflection and critical thinking, allowing them to continuously assess and improve their teaching methods to help P-12 students realize their unique gifts and talents (InTASC 1, 2, 10).

The teacher education programs are accredited by the Kansas State Board of Education and the Council for the Accreditation of Educator Preparation. Through college governance structures, including the Teacher Education Committee, the department works with other departments in its interdisciplinary approach to the preparation of teachers.

Because teacher education preparation requirements may change to meet state and/or national standards, students should contact the unit head or appropriate program director to obtain information concerning the current program. All students interested in teacher education should consult with their teacher education advisor regarding sequence, selection of courses, and specific general education requirements. Evening/weekend students who take education courses at the Johnson County campus should confer each semester with the appropriate program director concerning available course offerings.

Enrollment in Education Courses

Enrollment in education courses above ED 302 requires acceptance into the Teacher Education Program (TEP) and maintaining a cumulative GPA of 2.75. Candidates must achieve a minimum grade of "C" in all education courses, as well as all specified content coursework.

NOTE: Declaration of a major or enrollment in low level education courses does not necessarily guarantee acceptance into the Teacher Education Program.

Admission to the Teacher Education Program (TEP)

Candidates interested in pursuing teacher education must be formally accepted to the teacher education program and should consult with their advisor in teacher education to assure they are meeting the requirements leading to teacher licensure. At the undergraduate level, acceptance is required for enrollment in education courses higher than the initial foundational coursework. This application process should be initiated just before or during the candidate’s sophomore year (second semester at the University of Saint Mary for transfer students) and includes the following:

Completed TEP application form
Completion of ED 250
Demonstration of cumulative GPA of 2.75 or greater
Two letters of recommendation (on provided forms)
1. Secondary Education Candidates
  1. Letter from a faculty member outside of education programs
  2. Letter from content area division chair or program director
2. Elementary Education Candidates
  1. Two letters from faculty members outside of education programs
Passing score on the interview dispositional rubric
Certification of Health and Clear Background Check*

* These two may be completed after the application deadline

The Teacher Education Committee reviews the candidate applications and informs students of its decision within two weeks after meeting. Candidates should obtain specific information concerning application for admission into the TEP from the education office or their education advisor.

Retention in Program

After acceptance into TEP and prior to application to student teaching, undergraduate candidates must:

Maintain a cumulative GPA of 2.75 or greater,
Receive no grade lower than "C" in support, content area, and education coursework,
Maintain acceptable dispositions, and
Meet regularly with their teacher education advisor.

Candidates who fail to maintain compliance in one or more of these areas may be placed on an improvement plan or dismissed from the program.

Admission to Student Teaching

Candidates typically apply for admission to student teaching the semester prior to student teaching. The Teacher Education Committee evaluates applications and makes decisions to accept into or deny acceptance to student teaching. The TEP program director informs students of the decision and placement requests are submitted. On acceptance to student teaching, teacher candidates may indicate up to three locations and grade preferences for consideration in student teacher placement. Further information concerning student teaching is in the TEP Policies and Procedures Handbook and the Student Teacher Handbook.

Exit Criteria

To successfully complete the TEP, candidates must have successfully completed

all required coursework leading to a BS degree with a grade of "C" or higher in content, education, and supporting coursework;
a full student teaching semester of 15 weeks with passing scores on the Kansas Clinical Assessment Tool (KCAT);
passing scores on professional dispositions; and
a passing score on the Kansas Teacher Work Sample (KTWS).

Licensure Criteria

The accredited programs in teacher education lead to recommendation for licensure in Kansas. We strongly recommend that candidates apply for licensure upon completion of their program, regardless of where they plan to teach. To apply for licensure candidates need:

Completion of a bachelor's level degree with an embedded, accredited teacher education program;
Passing scores on the Praxis II content area tests;
Fingerprint card for background check; and
Recommendation from the University of Saint Mary Teacher Education Program (this includes verification of program completion, baccalaureate degree level, Praxis scores, KTWS scores, GPA and satisfactory Dispositional Assessment).

Accredited Undergraduate Programs

The elementary education teacher education programs are offered on the main campus in Leavenworth, Kansas, and at the campus in Johnson County as degree completion. Undergraduate secondary education programs are only offered on the main campus in Leavenworth, Kansas. Initial licensure programs for students with a prior bachelor's level degree are offered at the graduate level at the campus in Johnson County.