Saint Martin's University College of Education and
Professional Psychology conceptual framework
Table of contents
I. Introduction
Saint Martin's University was founded in 1895 by monks of the Roman
Catholic Order of Saint Benedict. The Order, the oldest in Western
Civilization, was founded by Saint Benedict of Nursia in about 528.
Saint Martin's first enrolled boys and young men between the approximate
ages of 10-20. The new school admitted its first student on Sept. 11,
1895. By 1897, 29 students were attending Saint Martin's. College level
courses were added in 1900 and, in 1940 Saint Martin's became a
four-year accredited, baccalaureate-granting institution. The College
became coeducational in 1965. The Division of Education programs were
established in the 1970's for secondary education. Saint Martin's
College became Saint Martin's University in 2005; the Division of
Education became the College of Education in 2006. The education
programs now include undergraduate programs in elementary, secondary,
and special education; two graduate degrees; and 24 endorsements.
Programs are located at four sites-the Lacey main campus and three
extension sites (Ft. Lewis Army Post, McChord Air Force Base, Clover
Park School District)-all within a 40 mile radius of the Lacey campus.
The College of Education and Professional Psychology has bachelor's
and master's degree programs, and non-degree certification-only
programs. Teacher certification may be completed as part of a bachelor's
degree, independently after the baccalaureate is complete, or as part of
the master's degree. School counselor certification is completed as part
of a Master's of Education (MED) degree, or as an Education Staff
Associate certification. School administrator (principal or program
administrator) certification is completed as part of an MED degree, or
as certification-only. All teacher candidates must complete two
endorsements. Saint Martin's University has redesigned its education
programs in response to the national and state reform efforts. The
programs have adapted to the performance-based emphasis, while
maintaining academic excellence and the flexibility to meet student
needs. Individuals completing our programs are qualified for
recommendation for residency (first level) and professional (second
level) certification from Washington State.
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Philosophy statement
The teacher education programs at Saint Martin's University have been
constructed to allow for the confluence of 1500 years of Benedictine
traditions of scholarship, education, hospitality, and community with
current thoughts and practices of today. We feel that the blending of
tradition and modernity allows us to develop education professionals
with curiosity, who promote stimulating environments for increasingly
diverse students, and who value the dynamics of pluralism, change, and
individuality.
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Mission statement
When an education professional leaves the Saint Martin's education
programs, we believe they take with them a core set of human, spiritual,
and democratic values. They are ready to promote hospitality,
scholarship, and education within the community of the school. The
pluralistic and ever changing worlds of diverse students and knowledge
will always be welcomed by our graduates. Such is our mission.
As a community of educators, we see the values of hard work,
flexibility, compassion, and camaraderie reflected in our commitment to
bridging and connecting the classrooms at Saint Martin's with the
schools of the community. We see it in ourselves as we mutually support
each other with personal encouragement and academic integrity. We value
our heritage and our mission continues.
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Vision statement
The College of Education and Professional Psychology at Saint
Martin's University strives to focus our teacher/counselor/administrator
education programs upon the development of professionals who value
tradition, and concurrently, subscribe to a progressive spirit.
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Core values
Our programs, therefore, involve the recognition of change, the
constructivist approach to knowledge and skills formulation, multi-age
grouping practices, technological utilization, and significant themes of
inquiry integrating both the practical and the theoretical aspects of
knowledge.
Our curriculum engages students in basic skills development through
inquiry-oriented, critical, reflective, creative, and imaginative
thinking, and ethical decision making. Our programs support the use of
case studies, field experiences, performance and reflective assessment,
a strong background in academic content areas, and the need for students
to be active agents in their education.
Students who complete our program(s) are able to function as future
educators in a pluralistic, consensual, democratic society and recognize
the need for instruction in both social (group) and personal
(individual) realms.
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Purpose statement
The purpose of the Saint Martin's University education programs is to
provide a distinctive professional educational experience in teacher
education, school guidance and counseling, and administrator programs.
In partnership with our students and P-12 professional educators, we
strive to realize potential, think critically, love learning, and grow
in spiritual and ethical character with the goal of promoting the better
education and welfare of children.
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II. College of Education goals
The goal of Saint Martin's University College of Education and
Professional Psychology is to select and prepare
teacher/counselor/administrator candidates to become outstanding P-12
professionals. To the general University emphasis on basic strength in
academic areas of study for all graduates, the college adds strong
professional teacher/counselor/administrator training programs which
comply with specific state requirements. The programs are also shaped by
practitioners who serve on its Professional Education Advisory Boards
(PEAB). True to its catholic Benedictine heritage, the College of
Education shares the University's strong emphasis on moral and ethical
values. A teacher/counselor educated at Saint Martin's will enter
his/her first school prepared not only with knowledge, but also with
strong values, an educational philosophy centered on meeting the needs
of the individual child, and a base of experience upon which to build.
The college's following three goals, therefore, lead us to the core
of our conceptual framework:
- Curriculum (knowledge): The College of Education and
Professional Psychology programs are dedicated to developing
competent teachers, counselors, and administrators who have strong
knowledge in subject matter. Individuals completing our programs
will utilize technology as it relates to
teaching/counseling/administration, participate in free and open
inquiry, and problem-solve and construct new learning opportunities
for themselves, P-12 students and staff.
- Pedagogy (skills): Individuals will develop and utilize
pedagogical/counseling/administration strategies and skills
necessary to their program. The College of Education and
Professional Psychology programs will provide a community for
P-12/SMU collaboration, thus enriching pre-service through the
professional performance continuum. Individuals completing our
programs will have participated in a variety of leadership
opportunities and multiple P-12 field experiences, including
placements with school districts with diverse student populations.
- Character (dispositions): The College of Education and
Professional Psychology programs are dedicated to developing a
caring community of teacher/counselor/administrator-colleagues with
strong ethical character, professional leadership, collaborative
skill, openness to innovation, and personal integrity. Individuals
completing our programs will reflect democratic traditions-including
acceptance of the individual and sensitivity for cultural diversity.
With these goals in mind, the college programs were
designed/redesigned to supply its students with: an excellent background
in academic and pedagogical theory and knowledge; the ability to apply
that theory and knowledge in practical, daily situations; technological
and teaching/counseling/administrative techniques for successfully
transmitting that knowledge and application skill; a caring, nurturing
attitude toward children and colleagues; skill, confidence and
sensitivity in classroom leadership; and the ability to gain employment.
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Overview
To achieve these challenges, the education programs have established
the following:
- program initiation/planning based on needs assessment and
institutional capability
- professional/practitioner inclusion in program planning,
delivery with assessment
- careful articulation of Saint Martin's program and community
college offerings
- student selection based on scholarship and personal
characteristics compatible with the profession
- program advising based on student interests and the market for
teaching fields
- close inter-divisional coordination of
teacher/counselor/administrator training and academic preparation
- a strong field experience component to develop application of
teaching/counseling/administrative skills
- small classes (15-30 students) to encourage participation
- faculty with a master's or higher degrees, large majority of
faculty with doctoral degrees
- the majority of classes taught by regular, full-time faculty or
adjuncts who return each year
- student and peer evaluation of individual course quality
- preparation that complies with state regulations on program
content and certification procedures
- careful alignment with state goals, essential learning
requirements and assessment against the goals to ensure students are
able to demonstrate “a positive impact on student learning”
- procedures that promote success of graduates in job placement
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III. Program
spiral/integrated design
Programs have been designed to integrate knowledge/skills throughout
courses and various learning and field experience opportunities.
Knowledge/skills are introduced, developed, practiced, and mastered as
students proceed through the program from the introductory
courses/opportunities to the core foundation courses/opportunities, to
methods courses/opportunities, and finally, to the student
teaching/internship.
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Administration for schools
This program is for individuals who want to improve their skills as
an educational professional through advanced study and to assume a role
of leadership. The programs are designed to meet certification
requirements. Either of the options will help meet individual goals
through a flexible program offered in small classes taught by highly
qualified faculty. Two certification programs are available as stand
alone certification programs, or as part of an MED degree: principal and
program administrator. Those without a prior master's degree are
required to complete the MED program in the school administrator strand.
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Art (imagination) of teaching
The art of teaching is a construct which bridges the known and
unknown and brings us along to a new space. In the College of Education
and Professional Psychology at Saint Martin's University, it is
imagination that leads and guides our sense of taking students beyond
yesterday and into tomorrow. Imagination leads to our focusing upon
problem solving as a necessary attribute of tomorrow's teacher. It is
our imagination that leads us to try the new and to reinvent the known
into something that solves the problem. Imagination is neither art nor
science, but a human undertaking which allows us to create and invent
our worlds.
At Saint Martin's, our College of Education and Professional
Psychology is devoted to this idea of each individual being unique and
imaginative. To foster this, students are assigned to classrooms early
in their experiences for observations, interpretations, reflections, and
understandings about classroom management and assessment. How can you do
this job better with more flair and understanding? That is our constant
question.
We stress problem solving through simulations and thematic planning.
We use role playing to prepare our students for parent teacher
conferencing and interacting with school personnel, students, and fellow
teachers. Our students are asked to prepare a variety of lessons and to
deliver them both in real school classrooms and in peer teaching
situations. Students are asked to create their own philosophy of
education, to design classroom standards that reflect the best we know,
and to design individual plans of instruction. All of this requires
students to use their imaginations to move from what is known into the
unknown. Imagination is what leads our students to be the quality
teachers that Washington needs.
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Assessment in the classroom
Our philosophy of classroom assessment in the College of Education
and Professional Psychology at Saint Martin's University is closely
aligned with the practices and procedures of school districts (i.e.,
large and small scale, high and low stakes, formative and summative
assessments utilizing categories of selected response, essay,
performance and personal communication).
We believe and teach that most important end-users of classroom
assessment data are students and teachers. We believe and teach that
students need to be involved in the process of self assessment to help
them become independent assessors of their own learning.
To this end, in our core classes we teach our students about the many
and varied types of tests and assessments. In ED 204 Introduction to
education, we introduce the knowledge about the different large scale
assessments such as the ITBS, WASL, SAT, ACT, etc. In our next courses,
ED 205 Child and adolescent development, we introduce the concepts of
assessment of normal and abnormal development and the consequences to
learning based on those assessments. Then in ED 370 Classroom assessment
and SED 359 Introduction to exceptionalities, our teacher education
students learn how to create, use, assess their students, as well as,
assess their instruments and their conclusions based on teacher created
instruments versus assessments created by others. In addition, in ED
370, our students work in their own endorsement areas to create
classroom assessments of student learning that most powerfully assess
the particular targets (objectives) they have set as their learning
benchmarks. Methods courses utilize the Performance-Based Pedagogy
Assessment to assess progress toward meeting all objectives required in
student teaching. Students participate as a self-reflecting team member
during student teaching to complete formative Performance-Based Pedagogy
Assessment assessments. The college supervisor and mentor teacher then
complete the formal summative assessment using the Performance-Based
Pedagogy Assessment.
Our aim is to ensure our teacher education students are critical and
skeptical end-users of student assessment data. They learn to create,
use and interpret a wide range of assessment types to ensure they have a
holistic picture of their students and can describe student learning
from many different view points, not just one view point. Our teacher
education students are exposed to and taught how to create assessments
that incorporate the latest in cognitive psychology, neuro-psychology,
people with disabilities and people who are “overly-abled”, learning
theories, intelligence theories and test making literature. They are
also taught how to get their students involved in their own learning
assessment.
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Counseling for schools
Teacher: all teacher education candidates take a course entitled
Issues of abuse/teacher as counselor. All teacher candidates, therefore,
are grounded in the knowledge/skills of issues of abuse and the
compassionate response of basic counseling. Teachers learn to recognize
types of abuse as well as the legal requirements for reporting. Teachers
also learn appropriate skills to seek additional resources for the child
(school counselor, etc.) as needed.
School counselor: two approaches to certification are available.
Those who have completed their master's degree prior to completion of
the school counseling program can follow an Educational Staff Associate
(ESA) “certification only” approach. Those without a master's degree are
required to complete our MED program in the guidance and counseling
strand.
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Dispositions
Having dispositions appropriate to the profession of teaching is
paramount to the success of our students. Dispositions are assessed
informally during the application and personal interview. Dispositions
are further assessed in courses as faculty evaluate a student's honesty,
work ethic, responsibility, persistence, positive attitude, etc. Faculty
with concerns about a student regarding appropriate dispositions
initiate a staffing process to determine any actions needed to encourage
to develop/use appropriate professional dispositions.
Dispositions are formally evaluated during the student teaching
experience as part of the Pedagogy Assessment rubric, the mentor teacher
evaluation, and the supervisor observation/observation.
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Diversity in classrooms
The education courses offered at Saint Martin's University address
the preparation of teachers, school counselors and administrators for
the wide diversity of students, parents and colleagues they are certain
to meet in their classrooms, schools, and communities. The courses
provide a broad treatment of the various forms of human diversity found
in today's schools including nationality, ethnicity, race, religion,
gender, class, language, sexual orientation, poverty, child abuse,
ability levels, low-status, and historically marginalized students. The
impact of social context factors are studied and properly applied to our
courses. Furthermore, development of appropriate and diverse classrooms,
concepts, topics and curriculum are emphasized across the curriculum and
course work through our “spiral” curriculum where topics and issues are
emphasized, embedded and reinforced at intervals. The concept we
emphasize is not an add-on program, but embedded into the program as a
whole. Students are always encouraged to engage in reflective and
critical thinking about education and diversity in classrooms.
Through active participation in class activities, each student: 1)
becomes more aware of his/her own attitude in working with others, 2)
comprehends terms associated with diversity in society and educational
field, 3) becomes an expert in helping the community understand and
accept diversity, and 4) examines research based, cross cultural
psychological emphasis on how people learn about culture. The course
content is based on the assumption that it is at the level of the
individual teacher where the change must occur with regard to “closing
the achievement gap” in schools.
Theories/Topics covered in courses include, but are not necessarily
limited to: Bloom's Taxonomy, Maslow's Model of a Hierarchy of Needs,
Multiple Intelligences Theory, learning styles, use of appropriate
federal laws respecting the rights of the disabled, equity strategies
related to various populations, child abuse and neglect,
ability/disability, exceptional learners, and historically marginalized
students.
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Ethics/Values
Students in the College of Education and Professional Psychology
programs have multiple opportunities to develop professional ethics and
values. We believe that professional ethics and professional values are
of utmost importance for all individuals in the education profession.
Included in the application packet to the College of Education and
Professional Psychology is a code of ethics, a statement of ethics, and
a statement of confidentiality that the student must sign. The
statements acknowledge that ethics and confidentiality are essential.
All candidates applying for certification must also complete a character
and fitness form. The form, while not specifically for ethics and
values, does document the behavior of the student regarding “good moral
character.”
The College of Education and Professional Psychology includes
staffing meetings with all students in order to help students develop
the academic and behaviors necessary for success in the education
profession. Advisors and/or the dean meet with students as needed to
help students develop positive ethical behaviors and moral values.
Knowledge and skills in ethics of the education profession are
included in Introduction to education, Education law, Philosophical
foundations in education, and Issues of abuse/teacher as counselor.
Undergraduate students are required to take a course in religious
studies and a course in philosophy. All these courses encourage personal
reflection and development of a personal professional philosophy -
including professional ethics and positive moral values.
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Field experience
A variety of types of field experience in classroom settings is
required at all levels of instruction in the education programs at Saint
Martin's University. Field experience begins with a preprogram
requirement of ten observation hours at three levels: ten hours with
ages six to twelve, ten hours with ages 13 to 18 year olds and ten hours
in a K-12 classroom setting. After admission to the College of Education
and dependent upon the field of study and endorsement areas, students
formally enroll in courses requiring field experience. The education
placement officer arranges for the student to experience a wide variety
of field placements. Students observe and participate in several
settings including private and public schools, as well as urban and
rural settings. Courses requiring a field experience are as follows:
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Introductory level courses
Curriculum and instruction, classroom management, and classroom
assessment may be taken individually or as a block in the core block
(elementary) program. Taken as a block, the students spend 45 hours in
observation and participation in a school setting. Introduction to
exceptionality (including a 10 hour observation practicum) is another
introductory course required by all students.
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Methods courses
Students are required to observe and participate in lesson planning
and teaching activities in several methods courses: issues and trends in
early education (20 hr. practicum), elementary math methods (10 hr.
practicum), science methods (10 hr. practicum), social studies methods
(10 hr. practicum), language arts methods (10 hr practicum), middle
school methods (30 hr practicum), and secondary school methods (45 hr
practicum).
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Specialty practica
Students earning endorsements in reading or special education are
required to complete additional practica: reading practicum (30 hr),
special education practicum (90 hr), and early childhood practicum (20
hr).
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Student teaching/internship
Student teaching typically requires 16 full time weeks (560 hours).
Additional time may be needed if the student is earning endorsements in
elementary or a secondary field and special education. Reduced student
teaching may be applied for and approved if the candidate meets prior
teaching experience and other criterion as described in the student
teacher handbook. Alternative route candidates may complete student
teaching with an early exit option if all requirements are met after a
minimum of one-half year internship. School guidance and counseling
candidates complete a 400 hour internship over one or two semesters.
School administrators candidates complete 720 hours, at least 360 hours
during the school year over two or more semesters.
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Integrated course blocks
Block programs are designed to blend curriculum from two or more
courses into an integrated experience. Students and faculty form
learning communities for a semester as they blend theory and practice
and gain knowledge and skills in a coordinated and integrated
curriculum. The College of Education offers two block programs for
candidates in the elementary programs and two block programs for
candidates in secondary programs.
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Elementary core block
The elementary core block program is an integrated block of three
courses plus practicum for candidates in the elementary education
programs. These give the foundational concepts that the rest of the
education program is built on, linked with a realistic view of what is
going on in the classroom. The objectives of this program include:
linking observations in an elementary classroom with theory for best
educational practices and showing how curriculum, instruction,
management and assessment work together. The integrated courses include
Curriculum and instruction (ED306/MED506), Classroom management
(ED360/MED560) and Classroom assessment (ED370/MED570).
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Elementary arts block
The arts block consists of three courses: ED 416/MED516 (Art
methods), ED 417/MED517 (Health/P.E. methods), and MUS430/MED530 (Music
methods). Students enrolled in this block will learn the elements and
concepts of each art and practice its specific skills. Activities will
provide opportunities to integrate skills and knowledge among the arts,
and to integrate the arts across the curriculum. In addition, students
will explore and test a variety of arts materials and resources
appropriate for the classroom. A culminating performance-based project
designed by the students will showcase their accomplishments.
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Secondary
methods/practicum block
Our secondary block consists of secondary methods and directed
secondary practicum. These two courses are combined and integrated into
one seamless course that is designed to teach prospective middle and
high school teachers the principles and practices of teaching in the
secondary school classroom. The overall goal of this integrated course
block is to have students, as prospective middle and high school
teachers, examine and experiment with the internal and external
processes of becoming better teachers. They will increase their
repertoire of teaching methods and learn how to use the methods they
already do know more effectively. Using methods common to actor
training, they will increase their confidence, enhance their ability to
quickly form positive relationships with students, adopt or strengthen a
regular practice of reflecting on their teaching and learn to “think on
their feet”—adapting to change and challenge with creativity and grace.
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Secondary Teacher Alternative Route (STAR) program
The Saint Martin’s University competitive STAR program (initial
cohort in 2001) includes the classes and internship necessary to prepare
successful participants for Washington State secondary teacher
certification in one year or less. Entry requires a Baccalaureate degree
from a regionally accredited institution of high education, a 3.0 grade
point average, five years of professionally oriented work experience,
and good moral character and personal fitness. Candidates typically earn
endorsements in high need areas (special education, math, sciences).
After acceptance, participants attend an intensive eight week cohort
summer academy at Saint Martin’s University. By September, there is
one-year placement in a student teaching assignment with support from a
university supervisor and classroom mentor teacher. Early exit (e.g.
program completion) after ½ year minimum internship is based on
successful completion of all program requirements and mentor
teacher/supervisor recommendation.
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Leadership
Students in the College of Education and Professional Psychology have
multiple opportunities to develop leadership knowledge/skills.
Leadership skills are essential in the career of the education
professional-from the accepted to program stage to professional
certification.
Faculty teach leadership skills in course activities. Students rotate
leadership roles in cooperative learning projects both in class and out
of class. Leaders coordinate the projects-similar to leadership
activities needed for K-12 curriculum and other types of projects.
Graduate students are required to participate as leaders in course
activities. The graduate leaders mentor “their” group of
students-leading discussions, arranging meeting times for outside work
parties and/or study groups.
Students also have the opportunity to accept leadership in the
education club and/or student senate (ASSMU). SWEA leadership has
resulted in campus-wide guest speakers, book sales, and other club
activities.
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Lesson
plans/unit plans/teaching strategies
Students are introduced to the knowledge and skills of lesson
planning very early in their program. The knowledge and skills are
further developed in the methods courses and mastered in the student
teaching portion of the program. Teaching strategies are taught in all
curriculum and methods courses; strategies are practiced in peer
microteaching opportunities, in K-12 classrooms during field
experiences, and in student teaching placements.
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Initial development
Lesson plans are a required performance indicator in the core
curriculum and instruction course. Students prepare the lesson plan
according to the model provided by the instructor of the course. The
plan is initially in draft stage and is expanded and developed as the
course continues. Teaching strategies typically include large and small
group discussions, and hands-on performance based strategies.
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Intermediate development
The unit plan is prepared in draft form and is expanded in the
methods courses. Each methods course requires a lesson plan and/or a
unit plan. Some of the methods courses require an integrated unit plan;
some require other possible components such as team teaching and/or
cooperative learning grouping. Strategies include strategies specific to
the methods course being taught e.g., science methods includes lab
strategies, math methods includes math manipulative strategies, reading
methods includes reading strategies, etc. Unit plans utilize the
strategies taught in class; students practice the lesson/strategy in
peer microteaching opportunities and video tape review. Students receive
feedback from their peers and the instructor of the course, as well as
from self reflection.
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Advanced development
The unit plan is completed for student teaching. The unit plan must
be a minimum of 3 weeks of lessons and must be approved by the classroom
mentor teacher prior to the student teacher beginning the teaching of
the unit. The college supervisor must observe the unit being taught and
assesses the student according to the Pedagogy Assessment Instrument.
Students utilize a variety of strategies according to the purpose of the
lessons and the content to be taught. It is the intent of the College of
Education that students are familiar with over 30 strategies upon
completion of student teaching.
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Expectations for
future development
It is expected that the student will continue the development and
refining of lesson plan writing, unit plan preparation and strategy
performance throughout his/her career. While it is not expected that all
students will be experts in all facets of curriculum planning and
teaching strategies upon certification, it is expected that all students
will understand the “life-long” learning nature of the education
profession.
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Para-educators, parents and volunteers in schools
Given the emphasis recently on school community relations from the
classroom teacher's perspective, the Introduction to exceptionalities
class has had an increase in activities and assignments in this domain.
Students focus not only on how parents feel and how they may respond to
educators who are working with the exceptional child, but also learn
additional proactive communication strategies (Senge's Model, Holland 4
Factors, Change Chart, Sugui's Chart, etc.) that could be used with any
parent, para-educator and volunteer through a case study approach.
In the Classroom management class, students are provided experiences
in writing newsletters to parents, developing collaborative behavior
plans that connect school and home. They are also introduced to the
principles of the family involvement plan.
In the student teaching and student teaching seminar, students are
involved in documenting their abilities to develop a Family Involvement
Plan (FIP), a Comprehensive Learning Instructional Plan (CLIP), a
Professional Growth Plan (PGP), etc. Student teaching provides multiple
opportunities to interface with the majority of other adults that are
working within the system. Specific situations are discussed with the
college supervisor and the mentor teacher. Additional discussion times
are available in the large group seminar to further define effective
communication with para-educators, parents, and volunteers.
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Performance-based education
College of Education and Professional Psychology students are
required to provide physical and measurable evidence of mastery of
learning benchmarks. All courses require multiple evidences gathered and
evaluated over time; observations and practica are based on measurable
benchmarks; student teaching is based on evaluations that use benchmarks
of excellent teaching against which to measure whether our student
teachers have “met” standard. Assessments are both formative and
summative, each providing additional evidence for performance-based
achievement of standards.
Evidence of student learning can include but is not limited to:
discussions, presentations, projects, conversations, essays and papers
of many types, journals, lesson plans, unit plans, implemented lessons
and units, videotaped lessons, concept maps, posters, bulletin board,
power point presentations, CDs, portfolios of various types and uses,
emails, websites, and demonstration of professional demeanor.
Washington State performance indicators for the second tier
certification (professional certification) are required for completion
of student teaching. Five indicators are required and evaluated at the
completion of student teaching/internship: Comprehensive Learning
Instruction Plan (CLIP), Positive Impact Plan (PIP), Reflective
Analysis: Classroom Environment (RE-CE), Professional Growth Plan (PGP),
and Family Involvement Plan (FIP). An additional five indicators are
required at the draft stage: Reflective Analysis: Democratic Principles
(RA-DP), Classroom Inquiry Plan (CIP), Leadership Activities Plan (LAP),
Advocacy Statement (AS), and Reflective Analysis: Communication Skills
(RE-CS).
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Positive impact on
student learning
Each candidate at Saint Martin's University must complete a Positive
Impact Plan for the student teaching experience. The PIP includes the
set of lesson plans (unit), a pre-assessment, teaching methods, revision
of activities based on student work, samples of student work, samples of
the candidate's responses/feedback to the students' work,
post-assessment. Students prepare a reflection of the original unit
(which can also include other reflections of student teaching). The
reflection also includes modifications the candidate made, why they were
made, progress of students towards the instructional targets/objectives,
results of the assessments, and a statement of the candidate's
interpretation of the impact of the unit on positive impact on student
learning. All candidates complete a reflective analysis for their
program as a whole, including student teaching. College supervisors
review the Positive Impact Plan, providing feedback throughout the
development and completion of the Plan.
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Reading
and writing across the K-12 curriculum
All students are required to complete pre-program
coursework/knowledge/skills in college writing (2 courses), an on-site
essay, WEST-B tests in reading and writing, and the English Proficiency
Exam (for undergraduates only).
All elementary education majors are required to take courses that
focus on reading and writing methods: language arts methods, children's
literature, primary reading, and content area reading for elementary.
All secondary education majors are required to take two courses that
focus on reading and writing methods: content area reading for secondary
and reading intervention and diagnosis. A 30 semester credit endorsement
is available in reading literacy, as well as in English language arts.
Reading strategies taught include: word study skills-phonics, context
clues, syllabication, affixes, analogy, high frequency words, and word
patterns (onset and rime); comprehension skills-story structure,
expository structure, literal, interpretive, and critical reading
skills. Writing strategies include: spelling, grammar, handwriting, the
writing process and six traits. Activities include: mini-lessons, direct
instruction, instruction-assessment cycle, development of checklists and
rubrics, WASL alignment, journal responses, literature circles,
projects, lesson plans utilizing shared reading, guided reading, reader
workshop. Students plan lessons that teach phonemic awareness, phonics,
word patterns (onset and rime), high frequency words, picture clues,
context clues, syllabication and vocabulary.
Content area reading courses include activities designed to teach
students how to integrate reading and writing into the content areas.
Students learn about pre-reading, during reading, and after reading
strategies to make the text more accessible and understandable to their
students. As the different strategies are taught, ways to assess
students' understanding are integrated into the instruction. Students
learn about readability formulas, content reading inventory, cloze, six
trait writing, and WASL alignment.
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Research/Inquiry
Students are required to complete many assignments involving
research/inquiry throughout their programs. Students in pre-program
courses design and carry out a simple field observation research project
(ED 205) which includes writing a proposal, looking for related
research, completing a two-hour observation with notes, and analyzing
their findings.
Students in many core and methods courses stay current in their field
as they research current theories and practices as well as traditional
theories and practices. Students are encouraged to reflect on their own
thinking as they encounter new theories, practices and curriculum
guidelines. Students use research methods in creating better lesson
plans and thematic unit plans online. Students in the reading
endorsement complete a “skinny book” (e.g., read 8 articles on a reading
methods topic and write a short “chapter book” around their questions).
Students read articles related to teaching literature-based reading and
writing instruction. In the elementary science methods course, students
are provided hands-on experiences to learn how to design a survey study
and how to conduct a “true” scientific research project-from identifying
variables, collecting data, making graphics, interpreting data, and
making hypotheses.
Students use the Internet and SMU Internet database resources to
collect information on the latest research in the areas of career
counseling, child abuse, and current topics courses. The information
collected is used in discussions, student papers, and classroom
presentations by students in discussing the most recent work in these
areas.
Students applying to waive courses based on previously earned
knowledge/skills, are assigned a research paper with a specific
appropriate title (i.e., “K-20 School Funding-Federal Level to Site
Based Level”).
Students in the graduate program write compare and contrast papers
and are often required to write a library-based paper on a specific
topic, social problem, or issue. Every graduate student is required to
take two research classes, MED 501 Educational research I (a basic
research methods class), and MED 509 Educational research II where the
students take an active role in the qualitative and quantitative
research process of gathering, organizing, and analyzing data, as well
as communicating findings in an appropriate fashion. The student
develops a model for and begins his or her final master's degree project
in the class.
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Technology integration
Individual faculty members have integrated technology within their
own classes in a variety of ways. The University has supported these
individual efforts, supplying funds and encouraging initiatives for
implementing new ideas that involve technology. Integrating technology
into pre-service education is a complex problem that requires a
combination of best teaching practices. Several courses have used
electronic discussion groups including discussions with pre-service
students from other colleges, intra-class discussions, and discussions
between pre-service students and K-12 students. Online learning
resources are introduced where available for students to utilize in
courses. Many of the faculty model the use of, and encourage students to
use, programs such as Inspiration, PowerPoint, Photo Studio, Photoshop
and other software in creating graphic organizers for thematic units and
lesson plans.
New and updated technology has been primarily supported by a series
of grants. Faculty members receive technology teaching grants which they
used to design an online book discussion between fourth graders and
children's literature students and to pilot an electronic portfolio
project. Another grant encouraged a partnership between pre-service
students and K-12 Generation Y students. A grant from the Intel
Corporation provides curriculum materials for integrating technology
into a thematic unit in the educational technology class. An NSF grant
with the Western States Certification Consortium has allowed faculty to
develop the blended online (components of face to face and online course
content) secondary certification program at the extension sites.
All students are required to submit an electronic portfolio as
partial fulfillment of student teaching requirements. Students begin the
knowledge/skills to build the portfolio in the educational technology
course, continue in the methods courses, and complete it during student
teaching. The e-portfolio is maintained in the permanent academic file.
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IV. Conceptual Framework
Resources
Association for Supervision and Curriculum Development. (1996).
Enhancing Professional Practice: A Framework for Teaching. Association
for Supervision and Curriculum Development.
Burden, P. R.,D. M. Byrd. (2003). Methods for Effective Teaching.
Allyn and Bacon. New York.
Cohen, J. (2001). Caring Classrooms/Intelligent Schools. Teachers
College Press, Columbia University. New York.
National Association of State Directors of Teacher Education and
Certification. (1993). NASDTEC Outcome-Based Standards and Portfolio
Assessment: Outcome-Based Teacher Education Standards for the Elementary
, Middle and High School Levels. Kendall/Hunt Publishing Company,
Dubuque, Iowa.
National Commission of Teaching and America's Future (NCTAF). (1996).
“What Matters Most: Teaching for America's Future.” NCTAF.
Newmann, F. M., W. G. Secada, G. G. Wehlage. (1995). A Guide to
Authentic Instruction and Assessment; Vision, Standards, and Scoring.
University of Wisconsin.
Popham, J. W. (2006). Assessment for Educational Leaders. Allyn and
Bacon. New York.
Reeves, D. B. (2006). The Learning Leader; How to Focus School
Improvement for Better Results. Association for Supervision and
Curriculum Development.
Simpson, M. L. (2001). The Art and Science of Professional Teaching:
A Developmental Model for Demonstrating Positive Impact on Student
Learning. Education Resource Network.
Strike, K., J. F. Soltis. (2004). The Ethics of Teaching. Teachers
College Press, Columbia University. New York.
Stronge, J. H. (2002). Qualities of Effective Teachers. Association
for Supervision and Curriculum Development.
Warren, T., (1996). Partnerships in Teacher Education - Schools and
Colleges Working Together. University Press of America. AILACTE.
Washington State Office of Superintendent of Public Instruction.
(2006). Essential Academic Learning Requirements; Grade Level
Expectations (multiple documents). Washington State. 2002-2006 current
versions.
Washington State Office of Superintendent of Public Instruction.
(2006). Washington Assessment of Student Learning (multiple documents).
Washington State. 2002-2006 current materials.
Zemelman, S., H. Daniels, A. Hyde. (1993). Best Practice: New
Standards for Teaching and Learning in America's Schools. Heinemann
Publishing.
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