Requirements for a Major in Education


Teacher Licensure in Minnesota
The Teacher Education Program at Concordia College maintains approval through the Minnesota Board of Teaching (BoT). Each major or add-on endorsement in education prepares students to meet the BoT requirements for a particular area of licensure. Each program of study includes coursework, field experiences, state licensing tests, and selected other requirements. In addition, students must also show competency in written and oral communication and adhere to disposition criteria established by the department. Upon successful completion of a program of study, the Department of Education recommends students for licensure. Students then can begin the process of applying for licensure. First-Time applicants for licensure apply online for their MN license.

The Registrar’s Office is responsible for collecting the applications for students who are applying for a teaching license to ensure they are complete when sent into the MN Department of Education. The exact process required by the state of MN during each academic year will be presented to students eligible to apply for licensure at that time.

Due to changes in the rules governing licensure in the state of Minnesota, students who entered the college under catalogs before 2010-2011 but are admitted to the Teacher Education Program after Sept. 1, 2010, will need to convert to this catalog for all their graduation requirements. Students should address the chair of the Department of Education with any questions they have regarding the Teacher Education Program.

Programs offered
• Major in Elementary Education (65 credits)
• Major in Art Education (52 credits plus 32 credits in education)
• Major in Biology Education (32 credits in biology plus 32 credits in education)
• Major in Business Education (46 credits plus 32 credits in education)
• Major in Chemistry Education (46 credits in chemistry plus 32 credits in education)
• Major in Communication Studies with Communication Arts/Literature Education (52 plus 36 credits in education)
• Major in English with Communication Arts/Literature Education (52 plus 36 credits in education)
• Major in French Education (32 to 34 credits plus 36 credits in education)
• Major in German education (32 credits plus 36 credits in education)
• Major in Health Education (34 credits plus 32 credits in education)
• Major in Latin Education (32 credits plus 36 credits in education)
• Major in Mathematics Education (42 credits plus 32 credits in education)
• Major in Music Education leading to a Bachelor of Arts degree: 40 credits (instrumental degree) or 42 credits (vocal degree), plus 20 private instruction and ensemble credits, and 36 credits in education (instrumental degree) or 32 credits (vocal degree)
• Major in Music Education leading to a Bachelor of Music degree: 42 credits (instrumental degree) or 48 credits (vocal degree) in music, plus 28 private instruction and ensemble credits, and
36 credits in education (instrumental degree) or 32 credits
(vocal degree)
• Major in Scandinavian Studies with Norwegian Education
(36 credits in Norwegian and Scandinavian studies plus 36 credits in education)
• Major in Physical Education (35 credits plus 32 credits in education)
• Major in Physics Education (56 credits plus 30 credits in education)
• Major in Social Studies Education (52 credits plus 32 credits in education)
• Major in Spanish Education: 32 credits in Spanish (above SPAN 112) plus 36 credits in education
Add-on endorsement preparation for Elementary Education majors (K-8 world language and culture)
• French (24 or 26 credits)
• German (24 credits)
• Latin (24 credits)
• Norwegian (24 credits)
• Spanish (28 credits plus Study Abroad)
Add-on endorsement in general science:
• General Science, grades 5-8 (35 credits)

Additional Opportunity for all Education majors
Coaching Preparation (non-licensure program)

For more information, refer to the course descriptions for this program in the physical education and health pages of the catalog.

Faculty
Susan P. Ellingson
Karla J. Smart-Morstad
Debra M. Grosz
Sara B. Triggs
Patricia K. Gulsvig
Barbara J. Witteman
Marilyn J. Guy
Michael D. Wohlfeil
Teri J. Langlie

Interdisciplinary teaching programs are overseen by committees of faculty representing each of the departments involved:
Business Education Teaching Programs
Current chair of department of education, committee chair
Linda C. Keup

Communication Arts/Literature Teaching Programs
Current chair of department of education, committee chair
Aileen L.S. Buslig
Karla J. Smart-Morstad
David A. Sprunger
Jonathan M. Steinwand
Fred B. Sternhagen

Science Teaching Programs
Current chair of department of education, committee chair
Heidi L.K. Manning
Pamela S. Mork
Krystle D. Strand

Social Studies Teaching Programs
W. Vincent Arnold, committee chair
Michael G. Bath
Nicholas R. Ellig
Patricia K. Gulsvig
Susan J. Larson
Ronald G. Twedt
Current chair of department of education

The purpose of the department of education is to prepare caring, competent, and qualified teachers who act in the best interests of the students they serve.

Five Key Propositions
1. Teachers must possess or acquire knowledge of their students.
2. Teachers must know the subjects they teach and how to teach those subjects to students.
3. Teachers must be responsible for managing and monitoring student learning.
4. Teachers must reflect regularly about their practice.
5. Teachers must understand their role in the context of the communities and society they serve.

In cooperation with other departments in the college, the department of education develops curricula and clinical experiences to enable prospective teachers to meet the Minnesota Board of Teaching Standards for Effective Practice. Within a liberal arts college, the department of education emphasizes both a broad base of knowledge across academic disciplines and a depth of knowledge in the discipline in which the student plans to teach. To ensure that Concordia teacher education programs are relevant for today’s schools, local K-12 teachers provide advice on policies and curricula. In addition, graduates and their employers assess how effectively graduates are prepared for their first teaching jobs. Because teachers wield great influence in the lives of children and youth, the department of education believes it is imperative that schools be provided with teachers who are professionally of the highest competence in subject-matter knowledge and effective teaching strategies, and who approach their profession with a clear sense of vocation.

The education department provides learning experiences that prepare students to achieve the following outcomes:
• understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students
• understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social and personal development
• understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities
• understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills
• use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation
• be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals
• understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student
• be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community and actively seeks out opportunities for professional growth
• be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being

Honors Program
All students majoring in elementary education or obtaining licensure in secondary/K-12 education are eligible for the honors program in the education department. This program is designed for highly qualified teacher education students who wish to further their knowledge of the teaching and learning process.

Students accepted for honors work will, under the supervision of a department of education faculty member, design and conduct a research project in a school setting. This project may be done in conjunction with the student teaching experience. Students in the honors program will write a formal paper, describing the research project and its implications for educators. A public presentation of the research will be given to departmental faculty and interested students in the spring of the senior year. The paper will be stored in the departmental archives.

In order to apply for the departmental honors program, interested students (1) must have completed all 300-level education course work, (2) possess a minimum overall GPA of 3.5, (3) possess a GPA of 3.8 or higher in their major, and (4) be recommended for honors work by a faculty member from the department of education. The application for the honors program should contain a description of the project, a tentative timeline for completion of the project, and must contain the name and signature of the faculty member supervising the project. This application should be submitted to the chair of the department of education no later than April 15 of the student’s junior year. Decisions regarding acceptance into the honors program will be made by May 1.

Students accepted into the honors program will be eligible for one course of EDUC 480. The instructor for this course will be the faculty supervisor for the student’s project. This course may be taken in the summer before the senior year or may be taken as part of the normal class load during the senior year. (Enrolling in the summer will necessitate paying the normal summer school tuition for one course.)

We also encourage senior students with a GPA of 3.5 or higher to apply for membership in Pi Lambda Theta, an international honor society and professional association in education.

For further information regarding the application procedures and possible projects, make an appointment with a faculty member from the department of education.

Teacher Education Program Admission and Retention Policies
Policies for admission to the teacher education program, retention in the program, admission to student teaching, and criteria for teaching licensure are described in this section. The Teacher Education Appeal Board serves as the appeal board for any adverse action in the admission and retention of students in the teacher education programs. Students must make a request in writing to the chair of the department of education for a hearing before the Teacher Education Appeal Board.
For admission to the teacher education program, students must:
1. Possess a GPA of 2.75 before enrolling in any course with an EDUC prefix;
2. Complete EDUC 210 – Foundations of K-12 Education with a grade of B- or higher or transfer an equivalent course;
3. Have current professional liability insurance and complete a clinical experience, receiving a favorable teacher evaluation, as part of EDUC 210 or provide evidence of completing a clinical experience under the supervision of another higher education institution. Students are required to have professional liability insurance for each clinical experience;
4. Take MTLE Basic Skills. Students who do not pass a portion of MTLE Basic Skills should set up a meeting in the Academic Enhancement and Writing Center and bring appropriate test scores;
5. Complete and submit an admission application to the teacher education program. The application includes an essay component that must meet the criteria listed in the writing guidelines of the department of education;
6. Declare an education major; and
7. Receive favorable recommendation from the EDUC 210 instructor. The criteria include:
a. Oral and written communication skills;
b. Knowledge of teaching as a discipline;
c. Interest in and attitude toward the teaching profession; and
d. Responsibility, to include attendance, punctuality, due dates met, and other dispositions.

*If students transfer credit for EDUC 210, they may be recommended by a faculty member in the department of education.

Students submit application materials to the department of education chair, who will act on the application and notify students in writing of the admission decision. Students who are not admitted may not register for additional education courses without permission of the department of education chair. Students who are not admitted to the teacher education program will be advised to seek academic assistance.

Student progress is assessed each semester by the department of education during the registration process. Confirmation of the required GPA and admission to the program is monitored. Student progress in writing and speaking skills, professional knowledge both in course assignments and in clinical settings is assessed by faculty. Recommendation of appropriate assistance will be offered to students who have not attained sufficient levels of achievement.

For approval to student teach, students must:
1. Be admitted to the teacher education program;
2. Have current professional liability insurance;
3. Retain at least 2.75 cumulative GPA and a 2.75 GPA in the major/add-on endorsement in which they wish to teach. The elementary education major GPA will be computed on the courses with an education prefix (EDUC) that are required in the elementary education program. The major GPA in secondary/K-12 programs consists of the subject-area courses listed in the catalog for the teaching major and the relevant methods of teaching course(s);
4. Have no grades of F or I in education or other methods of teaching courses;
5. Successfully complete sophomore- and junior-level clinical experiences with positive recommendations from college and classroom supervisors;
6. Be approved by each department in which they have a teaching major;
7. Achieve senior status;
8. Successfully complete EDUC 399 – Orientation to Student Teaching; and
9. Pass all departmental proficiency and/or participation requirements.

Students must be enrolled in EDUC 399 – Orientation to Student Teaching the semester before they plan to student teach. While students are enrolled in EDUC 399, the department of education conducts the departmental approval for each prospective student and informs the students of the decision to admit or not admit them for student teaching.

Student teaching is at least a 10-week assignment. Placements for student teaching are generally made within the Fargo-Moorhead area but may be made outside the Fargo-Moorhead area if necessary. All assignments are made by the department of education and are dependent upon availability of sites.

Students may teach in no more than two levels or two subjects during one student teaching assignment. All students must be supervised by Concordia College faculty during their student teaching experience. Students may complete additional student teaching experiences at another grade level, in another subject area, at a site providing a different cultural experience, or at an alternative education facility. Students are responsible for their own transportation and living expenses, tuition and honoraria for the classroom teacher(s).

The student teaching experience is evaluated by the student, the classroom teacher and the college supervisor. Student teachers are evaluated by the criteria published in “Concordia College Student Teaching Handbook: A Resource for Student Teaching.” The college supervisor is ultimately responsible for assigning the grade for student teaching. Additional policies regarding student teaching are also identified in the student teaching handbook.

To receive recommendation for licensure, students must:
1. Meet all criteria for admission to and retention in the teacher education program;
2. Successfully complete appropriate clinical and student teaching experiences. Elementary education students must have field experiences at both primary and middle school grade levels; secondary education students must have field experiences at both middle school and senior high levels; and K-12 students must have field experiences at the elementary, middle school and secondary levels. Secondary education students must student teach in each content area in which they wish to be licensed;
3. Successfully complete all courses in their teaching major;
4. Attain an overall GPA of at least 2.75 and major/add-on endorsement GPA of at least 2.75; and
5. Pass all MTLE tests required by the State of Minnesota for licensure.

Teacher Licensure in Other States
Requirements for licensure in states other than Minnesota may vary from state to state. Students interested in teacher licensure in other states should contact the Career Center, visit Concordia’s department of education website, or talk with the chair of the department of education.

Concordia College Candidates’ Pass Rates on Minnesota State Tests For Licensing Teachers
The Higher Education Act, Title II, Section 207 (1998) requires all institutions that prepare teachers to report their candidates’ pass rates on state licensing tests. In Minnesota, teacher candidates are required to pass the MTLE Basic Skills Tests, which contains three subtests: reading, writing and mathematics. The pass rates for Concordia College teacher education candidates and the pass rates for all candidates in Minnesota for 2010-11 are given in the chart below. * Pass rates are only shown in content areas where 10 or more Concordia students have taken the test.

Concordia College Candidates

Institutional
Assessment		 Number Taking
Assessment		 Number Passing
Assessment		 Institutional
Pass Rate
Basic Skills:
Mathematics
Reading
Writing
107
107
108
95
95
95
89%
89%
88%
Pedagogy:
Elementary Subtest 1
Elementary Subtest 2
Secondary Subtest 1 Secondary Subtest 2
38
38
36
36
36
36
35
36
95%
95%
97%
100%
Academic Content Areas:
Elementary Ed Subtest 1
Elementary Ed Subtest 2
Elementary Ed Subtest 3
Inst & Vocal Music Subtest 1
Inst & Vocal Music Subtest 2
35
35
35
14
14
35
35
30
14
14
100%
100%
86%
100%
100%

Minnesota Statewide Candidates
Institutional
Assessment
 Number Taking
Assessment		 Number Passing
Assessment
 Statewide
Pass Rate
Basic Skills:
Mathematics
Reading
Writing
N/A
N/A
N/A
N/A
N/A
N/A
76%
80%
76%
Pedagogy:
Elementary Subtest 1
Elementary Subtest 2
Secondary Subtest 1
Secondary Subtest 2
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A


94%
93%
96%
99%
Academic Content Areas:
Elementary Ed Subtest 1
Elementary Ed Subtest 2
Elementary Ed Subtest 3
Inst & Vocal Music Subtest 1
Inst & Vocal Music Subtest 2
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
76%
93%
78%
100%
97%

Contact the department of education for the most up-to-date information on licensure requirements.

Add-on Endorsement in General Science
Students majoring in education have the option of completing an add-on endorsement in General Science. This add-on endorsement program of study prepares students to be recommended for licensure in science in grades 5-8. This add-on endorsement requires a separate application for licensure.

General Science requires 32 credits:
• BIOL 121 – Cell Biology, 4 credits
• BIOL 122 – Evolution and Diversity, 4 credits
• CHEM 127-128 – General Chemistry I and II, 4 credits each OR
CHEM 137-138 – Honors Chemistry I and II, 4 credits each
• ESC 104 – Introductory Astronomy: The Solar System, 4 credits
• ESC 302, ENVR 302 – Geology, 4 credits
• PHYS 111-112 – General College Physics I and II, 4 credits each OR
PHYS 128-211 – Physics for Scientists and Engineers I and II, 4 credits each

Education Studies Major
Education Studies is an alternative major available for education majors who meet all requirements for their major with the exception of a successful student teaching experience. This major requires approval by the chair of the department of education.