Joint Legislative Committee on Teacher Education: final report

              JOINT LEGISLATIVE COMMITTEE
0 N
TEACHER EDUCATION
FINAL REPORT
December 1985
December 20, 1985
Dear Speaker Sossaman:
The a t t a c h e d f i n a l r e p o r t i s the r e s u l t of study done by t h e
J o i n t L e g i s l a t i v e Committee on Teacher Education. The r e p o r t
i ncl udes s e v e r a l attachments re1 a t i ng t o t h e recommendations.
S i n c e r e l y ,
TABLE OF CONTENTS
F i n d i n g s and Recommendations . . . A
L i s t o f A t t a c h m e n t s . . . . . . . . B
I n f o r m a t i o n Requested f r o m U n i v e r s i t i e s . . . . . . . . C
N o r t h e r n A r i z o n a U n i v e r s i t y . . . D
U n i v e r s i t y o f A r i z o n a . . . . . . E
A r i z o n a S t a t e U n i v e r s i t y . . . . . F
Grand Canyon C o l l e g e . . . . . . . G
Reading Research . . . . . . . . . H
JOINT LEGISLATIVE COMMITTEE ON TEACHER EDUCATION
FINDINGS AND RECOMMENDATIONS
Findinas
The Joint Legislative Committee on Teacher Education finds that
many changes have recently been made and others proposed t o in-sure
t h a t the teachers prepared in t h i s s t a t e are highly
qualified. The committee supports the e f f o r t s of the Board of
Regents, the teacher education i n s t i t u t i o n s , the State Board of
Education and the educators and community members who have worked
with them i n undertaking these reforms. The committee urges
these groups t o continue the evaluation and reform of teacher
education in this s t a t e .
The committee also finds t h a t the anticipated increase i n the
number of teaching positions t h a t will need t o be f i l l e d in the
next decade requires an e f f o r t to increase the number of well-qualified
applicants t o teacher education programs.
Recommendations
In order t o provide support for the continuing reform e f f o r t s in
teacher education, and i n order t o a t t r a c t more highly- qualified
applicants t o teacher education programs, the committee makes the
fol lowing recommendations:
1. The Board of Regents and the Legislature should insure t h a t
the level of funding for the Colleges of Education a n d the Center
for Excellence in Education i s adequate t o support high- quality
programs and continue e f f o r t s t o develop a l t e r n a t i v e structures
to respond to the differing needs of persons i n varying circum-stances
who wish t o prepare t o become teachers. Examples of
groups with differing needs are:
a. Those who have the a b i l i t y t o become good teachers b u t
lack the necessary academic preparation in the basic s k i l l s .
b. Those with baccalaureate o r higher degrees who w i s h t o
prepare to be teachers.
c. Those who have completed teacher education programs b u t
wish t o change teaching f i e l d s or return t o teaching a f t e r
several years absence.
2. The Legislature should continue t o fund the Arizona Teacher
Residency Program a t a level s u f f i c i e n t t o serve a l l school dis-t
r i c t s t h a t request t o p a r t i c i p a t e .
3 . The Legislature should resume funding of loan forgiveness
programs for teachers by appropriating $ 700,000 t o the Board of
Regents t o reestablish and expand the teacher education loan for-giveness
program. This program should provide loans t o a variety
of persons wishing t o prepare t o become teachers. The loans
should not have t o be repaid i f the recipients complete a given
number of years of teaching in Arizona. The loans should be t a r -
geted toward the f o l l owing groups :
a . Persons w i t h baccalaureate or higher degrees who have
n o t completed teacher education programs.
b. Persons who wish t o supplement previous study of educa-tion
in order t o become c e r t i f i e d or r e c e r t i f i e d t o teach.
c. Current teachers who wish additional training in order
t o be able t o teach in areas of shortage.
d. Academically t a l ented high school students.
e. Those who have the a b i l i t y t o become good teachers b u t
lack the necessary academic preparation i n the basic s k i l l s .
4. The Legislature should appropriate $ 50,000 t o the Board of
Regents for s t a f f support and operating expenses for a Profes-si
onal Education Coordi n a t i ng Council . The counci 1 woul d consi s t
of representatives from the following groups: Board of Regents,
State Board of Education, business and industry, school d i s t r i c t
administrators, parents, teachers, teacher education students,
community college educators, and professors and deans of educa-tion.
I n i t i a l members should be drawn from the membership of the
Joint Legislative Committee on Teacher Education. The council
would:
a. Monitor the administration o f the teacher education l o a n
forgiveness program.
b. Evaluate and make general recommendations t o the Board
of Regents regarding preservice teacher education programs a n d
p o s t c e r t i f i c a t i o n courses offered by teacher education
i n s t i t u t i o n s .
c. Receive and r e v i e w d a t a f r o m t h e Board o f Regents and
t h e S t a t e Board o f E d u c a t i o n r e l a t i n g t o e x a m i n a t i o n s u t i l i z e d
f o r e n t r a n c e t o t e a c h e r e d u c a t i o n programs and t e a c h e r
c e r t i f i c a t i o n .
d. C o o r d i n a t e and communicate w i t h t h e t e a c h e r e d u c a t i o n
a d v i s o r y c o u n c i l s e s t a b l i s h e d by each t e a c h e r e d u c a t i o n i n s t i t u -
t i o n s ( see recommendation 5 , b e l o w ) .
5 . Each o f t h e t e a c h e r e d u c a t i o n i n s t i t u t i o n s i n t h i s s t a t e
s h o u l d be encouraged t o e s t a b l i s h a t e a c h e r e d u c a t i o n a d v i s o r y
c o u n c i l made up o f t e a c h e r e d u c a t o r s from o u t o f s t a t e , school
d i s t r i c t s u p e r i n t e n d e n t s , e x p e r i e n c e d t e a c h e r s and g r a d u a t e s o f
t h e t e a c h e r e d u c a t i o n program a t t h e i n s t i t u t i o n , and school
b o a r d members. The t e a c h e r e d u c a t i o n a d v i s o r y c o u n c i l would, i n
c o o r d i n a t i o n w i t h t h e P r o f e s s i o n a l E d u c a t i o n C o o r d i n a t i n g Coun-c
i l , a d v i s e t h e i n s t i t u t i o n r e g a r d i n g i s s u e s s p e c i f i c t o t h e
t e a c h e r e d u c a t i o n programs a t t h a t i n s t i t u t i o n .
6. The P r o f e s s i o n a l E d u c a t i o n C o o r d i n a t i n g C o u n c i l , t h e t e a c h e r
e d u c a t i o n a d v i s o r y c o u n c i l s and t h e t e a c h e r e d u c a t i o n i n s t i t u -
t i o n s s h o u l d be encouraged t o :
a. C o n t i n u e e f f o r t s t o s t r e n g t h e n a d m i s s i o n s t a n d a r d s w h i l e
r e c o g n i z i n g a p o t e n t i a l f o r p r e s s u r e r e s u l t i n g from t h e f o r e -
c a s t e d s h o r t a g e o f t e a c h e r e d u c a t i o n g r a d u a t e s .
b. I n s u r e t h a t t h e p r e p a r a t i o n of t e a c h e r s i n r e a d i n g i n -
s t r u c t i o n c o n t i n u e t o i n c l u d e m a s t e r y o f t h e e s s e n t i a l elements
of a l l o f t h e m a j o r approaches t o t h e t e a c h i n g of r e a d i n g c u r -
r e n t l y r e c o g n i z e d by r e a d i n g e x p e r t s .
TEACHER EDUCATION ATTACHMENTS
T h e r e were many documents p r e p a r e d and p r e s e n t e d t o t h e J o i n t
L e g i s l a t i v e Committee on Teacher E d u c a t i o n d u r i n g t h e c o u r s e o f
t h e s t u d y . A copy o f each i s f i l e d w i t h t h e m i n u t e s .
Those documents r e l e v a n t t o t h e f i n a l recommendation o f t h e com-m
i t t e e a r e a t t a c h e d .
The a t t a c h m e n t s i n c l u d e :
1. L i s t o f q u e s t i o n s asked o f t h e U n i v e r s i t i e s .
2. Responses f r o m t h e u n i v e r s i t i e s
a. N o r t h e r n A r i z o n a U n i v e r s i t y
b. U n i v e r s i t y o f A r i z o n a
c . A r i z o n a S t a t e U n i v e r s i t y
d. Grand Canyon C o l l e g e
3. Reading Research
a. Decoding D e f i n i t i o n
b. 1985 Iowa B a s i c S k i l l s T e s t
Information Needed for Joint Legislative Committee on Teacher
Education Hearing September 24, 1985
1: 30 p. m. House H. R. # 3
Please send the following information to Judy Richardson, Arizona State Senate,
Phoenix, AZ 85007 by September 20. If you wish clarification, please call Judy
at 255- 3171 or Beverly Joder at 255- 5480. Please make your response as brief as
possible.
A. The following information is needed separately for both the basic elementary
and the basic secondary program for undergraduates as they currently exist:
1. The non- education course requirements for a student to be recommended
for certification from this institution ( general education, major or minor,
etc.)
2. Entrance requirements to the education program.
3. A list of the methods used to recruit students to the program.
4. Current enrollment in the program, the percentage of students currently
enrolled who actually met all of the entrance requirements, and the per-centage
who transferred after 2 years at a community college.
5. Brief description of services available to prospective teachers who fail
the proficiency examination.
6. A list of required courses in the education part of the program with the
number of credits and the objectives of each, as well as other pertinent
information, such as prerequisites and when it may be taken. Indicate any
course that provides actual field experience.
7. A typical program of study for the junior and senior years for a student
in this program.
8. Additional information on student teaching for. each program:
a. How long, and how many hourslday?
b. How is the student evaluated?
c. If a student does not do well, may it be repeated?
d. How are the local supervising teachers selected?
To whom are they accountable?
Who trains them?
What is their remuneration?
9. Description of any guarantee or any follow- up services provided to gra-duates
who have problems.
10. A list of the professors who are teaching the required courses, with
their area of expertise and number of years of public school teaching
experience.
11. Approximately what percentage of the students who e n r o l l i n t h i s program
are eventual l y recommended for c e r t i f i c a t i o n ? What are the main reasons f o r
non- completion o f the program?
B. Do you have a master's program for people w i t h B. A.' s who would l i k e t o
become an elementary teacher? If so, what i s the enrollment and how does it
d i f f e r from the elementary program f o r undergraduates?
C. Do you have a master's program f o r people w i t h B. A.' s who would l i k e t o
become a secondary teacher? If so, what i s the enrollment and how does it
d i f f e r from the secondary program f o r undergraduates?
D. Please describe any changes or reforms i n your current elementary or secon-dary
teacher t r a i n i n g programs t h a t are being considered and the proposed date
o f implementation.
E. Please provide the name, address, and phone number o f the person you would
l i k e committee members t o contact if they would l i k e t o v i s i t your i n s t i t u t i o n .
RESOURCE INFORMATION
FOR
JOINT LEGISLATIVE COMMITTEE ON TEACHER EDUCATION
SEPTEMBER 20, 1985
ELEMENTARY EDUCATION PROGRAMS
Center for Excellence in Education
Northern Arizona University
Flagstaff, Arizona
Dr. David A. Williams
Executive Director
ELEMENTARY EDUCATION PROGRAMS
Table of Contents
A . 1 Non- education Course Requirements . . . . . . . . . . . . .
I . Liberal Studies Program Requirements . . . . . . . . . .
I1 . MajorIMinor Course Xequirements . . . . . . . . . . .
A. 2 Education Program Entrance Requirements . . . . . . . . . .
A. 3 Student Recruitment Methods . . . . . . . . . . . . . . . .
A. 4 Current Program Enrollment Estimates . . . . . . . . . . . .
A. 5 Remedial Services For Students Who Fail the ATPEIPPST . . .
A. 6 Required Education Courses . . . . . . . * . . . . . . . a
I. Elementary Education Major . . . . . . . . . . . . . .
I1. Early Childhood Education Major . . . . . . . . . . . .
111. Special Education/ Elementary Education ( ~ o u b l e~ a j o r ). .
IV . Special Education/ Early Childhood Education ( Double ~ a j o r )
A. 7 Sample Programs of Study for Students in Junior and Senior Years
I. Elementary Education Major . . . . . . . . . . . . . .
I1 . Early Childhood Major . . . . . . . . . . . . . . . . .
I11 . Special Education/ Elementary Education ( Double Major) . .
IV . Special Education/ Early Childhood ( ~ o u b l eM ajor) . . . . .
A. 8. Student Teaching: Elementary, Early Childhood, Special Education
A. 9 Description of Follow- Up Services . . . . . . . . . . . . . .
A. 10 Professors Teaching Professional Education Courses . . . . . .
A . 11 Enrollment/~ ertification Estimates . . . . . . . . . . . . .
B . Post- Degree Program - Elementary . . . . . . . . . . . . .
C . Proposed Reforms and Changes . . . . . . . . . . . . . . .
D . Contact for Additional Information . . . . . . . . . . . . . .
Page
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ELEMENTARY EDUCATION PROGRAM
Center for Excellence in Education
Northern Arizona University
A. 1 NON- EDUCATION COURSE REQUIREMENTS -
I. Liberal Studies Program Requirernents ( 44 hrs. minimum)
Twelve credit hours of upper division course are chosen from outside the
major or minor. .
a. Foundation Studies ( 9 hrs.)
1. English ( 6 hrs.)
ENG 101 English Composition
ENG 102 English Composition
2. Mathematics ( 3 hrs.)
MAT 110 College Algebra or
MAT 1 12 College Algebra and Trigonometry or
MAT 114 College Math with Applications or
MAT 135 Precalculus Math
b. Discipline Studies ( 35 hrs.)
1. Natural Sciences and Mathematics ( 8 hrs.)
2. Creative Arts ( 9 hrs.)
3. Letters ( 9 hrs.)
4. Social and Behavioral Sciences ( 9 hrs.)
11. Major/ Minor Course Requirements
a. Elementary Education Major
1. Content Emphasis ( 15 hrs.)
The elementary education major must complete a specialization
( content emphasis) requiring a minimum of 15 semester hours of
concentrated study in one of the following areas: anthropology, art,
science, bilingual/ multicultural education, biological science, dance,
earth science, English as a second language, environmental studies,
French, general science, geography, health, history, home economics,
humanities, industrial arts, language arts, library science,
mathematics, music, physical education, psychology, sociology,
Spanish, special education, and speech communication. Content
emphasis programs were developed by the various university
departments.
Supporting Electives ( 22 hrs.)
The elementary education major must complete 22 semester
hours of supporting electives selected from an approved course list and
with the approval of the advisor. These courses are in both content
fields and in education: ART 101, ART 310, ART 410, ECI 302, ECI
308, ECI 447, ECI 501, EFD 403, EFD 483, EPS 504, ESE 380, HE 156,
HE 280, HE 380, HPR 200, HPR 320, HPR 362, HPR 370, HPR 431,
MUS 340, LS 300, LS 301, LS 302, LS 400, PSY 350, SOC 417, SPH 198,
SPH 398. Arizona certification also requires the completion of PS
300, or PS 140 and PS 341 to safisfy the Federal/ Arizona Constitution
requirement.
b. Early Childhood Education Major
I. Content Emphasis ( 1 5 ht- s.)
Same options as listed for elementary education major.
2. Supporting electives ( 17 hrs.) - -
Selected from options listed for elementary education majors.
c. Special Education/ Elernentary Education ( ~ o u b l e~ a j o r )
1. No content emphasis required; an additional seven hour emphasis
in one special education area is required.
2. Number of supporting electives varies.
d. Special Education/ Early Childhood ( ~ o u b l e' ~ l a j o r )
1. No content emphasis required; an additional seven hour emphasis
in one special education area is required.
2. Number of supporting electives varies.
A. 2 EDUCATION PROGRAM ENTRANCE REQUIREMENTS
Acceptance i n t o the Teacher Education Program i s contingent upon meeting
criteria determined by the Teacher Education Admissions Committee. An
admissions screening committee recommends admission when an applicant meets
the following criteria:
I. Coursework
Fifty- five hours of coursework, 10 semester hours at NAU.
11. Grade Point Average
A cumulative GPA of at least 2.50 ( computed on both resident and transfer
hours). A student who fails t o maintain a 2.50 GPA will lose admission
status and must reapply for admission.
111. Foundation Studies Classes
A grade of C or better in English 101 and 102 ( Composition) and Math 110
( College Algebra) o r acceptable equivalents.
IV. Speech Class
A grade of C or better in Speech 340 ( Communication in the Classroom) or
an acceptable equivalent.
V. ATPEIPPST
An acceptable score on the Arizona Teacher Proficiency Examination.
After January 1, 1986, passage of the PPST will be required.
A. 3 STUDENT RECRUITMENT METHODS
The admissions and New Student Prograrns staff a t NAU is involved in a
variety of recruitment programs which include the dissemination of information
on programs in t h e Center for Excellence in Education. Among the most
beneficial programs for the Center are: on- campus information days ( held four
times per year with approximately 700 students and 400 parents participating
annually); escorted campus tours ( approximately 1,100 people requesting tours
annually); NAU information nights ( where " host families" in selected recruitment
areas hold information programs). Additionally, tKe Center is able to recruit
students through a scholarship program funded by First Interstate Bank ( thirty
$ 500 scholarships were awarded this year).
A CURRENT PROGRAM ENROLLMENT ESTIMATES
I. Elementary Education Program Enrollment ( Sept. 17, 1985)
In addition t o the 256 students listed in the elementary education areas
below, the registrar's records show 208 students as " Education/ undeclared,"
indicating that these students have not decided which education program t o
pursue.
FALL ENROLLMENT
Early Childhood 48
Elementary Education 320
Special Education - 128
TOTAL 496 ( Excluding undecided majors)
All of the students currently enrolled have m e t t h e university entrance
requirements. Approximately 45 percent of the enrollees have transferred from
community colleges.
11. Elementary Education Graduates - 1981- 1985
Center for Excellence
in Education Degree - 1981 - 1982 - 1983 - 1984 - 1985
Early Childhood BSED 4 4 42 29 3 3 3 6
Elementary Education BSED 101 116 118 104 132
Special Education BSED 2 4 2 8 15 12 65
TOTAL 169 286 162 149 233
A. 5 REMEDIAL SERVICES FOR STIJDENTS WHO FAIL THE ATPEIPPST
I. Tracking of Student Performance:
We are instituting a computerized monitoring process which will record a
student's status in the teacher preparation program, scores on the three segments
of the PPST ( and any pretest), and a record of tutoring. This cummulative
information will help us work with individual students and plan for a tutoring
program which is responsive t o the overall needs of NAU's pre- teacher.
11. Identification of a Pretest:
Contact with ETS is being made t o identify an appropriate pretest which
could be given t o students when they apply for adrnission to the Center for
Excellence. This pretest would identify those students with tutoring needs in any
of the t h r e e a r e a s covered by the PPST, allow time for them to arrange for
tutoring, and would enable CEE faculty t o meet with and counsel individual
students if necessary.
111. Identification of Existing Tutoring Services for PPST:
Universities in states where the PPST is currently required, are being
contacted. We are collecting information about their experiences with helping
students prepare f o r the test and with counseling those students who are unable t o
pass it. Information on these tutoring and counseling programs will be used t o
help develop a coordinated assistance program at NAU.
IV. Coordinated Tutoring Services:
Efforts are underway t o develop a cooperative approach for offering
tutoring t o those students who do not do well on sections of the pretest and the
PPST. CEE advisors will assist students in making a selection of the most
appropriate tutoring service for them. Since records will be kept regarding the
type of tutoring a student receives, we expect t o continually monitor and improve
both the quality of the tutoring and the quality of the " match" that is made
between the student and the approach used.
a. Computer- assisted Tutoring:
When appropriate computer- assisted instruction is identified, these
programs will- be made available t o students f o r use in the micro- computing
lab in the Center for Excellence.
b. Peer- Tutoring and Counseling:
A number of places currently e x i s t at NAU whereby students can
receive direct tutoring or can be referred f o r the most appropriate services.
In cooperation with the Office of Educational Support Programs, the Center
for Excellence will involve staff members from the following areas to help
students obtain the most effective tutoring and counseling services:
I. MinorityStudentCenter
2. University Advisement Center
3. English Department Writing Center
4. Counseling Center
5. Math Department
A. 6 REQUIRED EDUCATION COURSES
I. Elementary Education ; Major
EFD 200 introduction to Education ( 2- 3) An introduction to the function of
education in our society and to the duties and qualifications of those who teach in
the public schools. A study of historical forces, educational policies and
governance structures affecting public school teaching.
ECI 300 Arithmetic in the Elementary School ( 3) A study of learning
activities for arithmetic based on elementary and junior high school students'
needs and development, including material on evaluating students' skills, preparing
learning experiences, and implementing testing.
ECI 301 Teaching Reading Decoding Skills ( 2- 3) An in- depth study of word
analysis skills in reading with emphasis upon phonics, including a survey of
language development, linguistic principles, and methods of teaching decoding and
encoding skills.
ECI 303 Fundamentals of Reading Instruction ( 3) An examination of
problems and methods in teaching reading emphasizing major skill areas:
decoding, comprehension, vocabulary development, reading rate, study skills and
critical analysis. Includes lab experience. Prerequisite: ECI 301.
ECI 304 Language Arts in the Elementary School ( 2- 3) A comprehensive
study of the principles and methods of teaching language skills with emphasis on
oral language, handwriting, spelling, grammar, composition, and creativity.
ECI 306 Science in the Elementary School ( 3) A study of learning activities
in science suitable for elementary school students. Includes work on developing
appropriate sequences for teaching science processes, relating psychological
theories to the planning of science instruction, implementing inquiry techniques.
ECI 307 Social Studies in the Elementary School ( 2- 3) A study of the role,
objectives, and content of social studies curriculum ( role playing, gaming,
multicultural emphasis, sexism) with emphasis on selecting appropriate methods,
materials, and evaluation strategies for use in classroom settings.
ECI 308 Teacher Aid Praaicum ( 1- 12) A field experience in an elementary
school classroom in order to provide the student with the practical experiences
and tasks of the classroom teacher.
ECI 321 Elementary School Curriculum ( 3) A detailed study of classroom
management and discipline techniques, curriculum design and evaluation, school
and classroom organizational patterns, and the legal rights and responsibilities of
elementary school educators.
ECI 324 Growth and Learning ( 3) An examination of the basic principles of
growth and development and the ways they relate to human learning with an
emphasis on relating knowledge of learning to planning, presenting, and evaluating
classroom instruction.
EC1 330 Evaluation of Learning ( 2) An in- depth study of the principles and
techniques of the evaluation of achievement in the elementary school. Includes
examination of types of tests, types of objectives, the interrelated nature of
teaching and evaluating, construction of tests, and applications of tests.
ECI 404 Diagnosis and Correction of Reading Problems ( 2- 3) An
understanding of the cognitive processes involved in reading, diagnostic
procedures, evaluation of published instruments and materials, and development
of classroom procedures.
ECI 490 Supervised Teaching: Elementary ( 3- 12) Student teaching in early
childhood and elementary grades; directed and cooperative preparation, teaching,
and evaluation in actual classroom settings. A student must take this or ECI 493.
ECI 493 Supervised Teaching: Bilingual ~ d u c i t i o n( 3 - 12 ) Student teaching
in elementary classrooms meeting and emphasizing bilingual needs.
11. Early Childhood Education Major
EFD 200 Introduction t o Education ( see page 5)
ECI 300 Arithmetic in the Elementary School ( see page 5)
ECI 301 Teaching Reading Decoding Skills ( see page 5)
ECI 3 03 Fundamentals of Reading Instruction ( see page 5)
ECI 304 Language Arts in the Elementary School ( see page 5)
ECI 305 Child Study ( 3) An examination of the nature of child development
and of the exceptional child. Includes basic theoretical research
formulation relating to the development of the child from conception
through middle childhood.
ECI 306 Science in the Elementary School ( see page 5)
ECI 307 Social Studies in the Elementary School ( see page 5)
ECI 308 Teacher Aid Practicum ( see page 5)
ECI 311 Activities for Early Childhood Education ( 2- 3) A study of the nature
of creativity in young children and ways to foster creativity in school
settings through puppetry and drama, music and dance, movement
exploration and play, and arts and crafts.
ECI 320 Early Childhood Curriculum ( 3) A study of the organization of
curriculum materials, instructional approaches, classroom management and
discipline approaches, and evaluation techniques for use in early childhood
educational settings.
ECI 324 Growth and Learning ( see page 5)
ECI 330 Evaluation of Learning ( see page 5)
ECI 404 Diagnosis and Correction of Reading Problems ( see page 6)
ECI 490 Supervised Teaching: Elementary ( see page 6)
Special Education/ Elernentary Education ( Double Major)
EFD 200 Introduction t o Education ( see page 5)
ECI 300 Arithmetic in the Elementary School ( see bage 5)
ECI 301 Teaching Reading Decoding Skills ( see page 5)
ECI 303 Fundamentals of Reading Instruction ( see page 5)
ECI 3 04 Language Arts in the Elementary School ( see page 5)
ECI 307 Social Studies in the Elementary School ( see page 5)
ECI 308 Teacher Aid Practicum ( see page 5)
ECI 32 1 Elementary School Curriculum ( see page 5)
ECI 324 Growth and Learning ( see page 5)
ECI 404 Diagnosis and Correction of Reading Problems ( see page 6)
ECI 490 Supervised Teaching: Elementary ( see page 6)
ESE 380 Introduction t o the Education of Exceptional Children ( 3) An
examination of the prof essional/ ethical responsibilities and the
teaching/ instructional responsibilities for teachers working with exceptional
children. Emphasis on understanding the nature of children requiring special
education services, the administrative models used for delivery of services,
and techniques for effectively providing instruction.
ESE 423 Appraisal of Exceptional Children ( 3) Detailed study of the diagnostic
tools used to identify the exceptional child, covering test selection,
construction, administration, and use. Prerequisite: ESE 380.
ESE 424 Education of Exceptional Children ( 3) An in- depth study of the
definition, etiology, characteristics, diagnosis, and educational goals of
specific and general learning disabilities. Prerequisite: ESE 380.
ESE 460 Consultative Techniques in Special Education ( 3) An introduction t o
the methods of counseling with parents and their exceptional children;
covering individualizing instruction, interactions with regular teachers, and
resource room teaching. Also covers material on the affects of cultural,
economic, environmental, and language factors on special education
decision- making.
ESE 491 Supervised Teaching- Special Education, Elementary ( 6- 9) Student
teaching in elementary classrooms meeting special education needs;
directed and cooperative preparation, teaching, and evaluation in actual
classroom setting. -
SPH 358 Speech and Hearing Disorders of School- Age Children ( 3) A survey
course of speech, language, and hearing problems a teacher may encounter
in children in the classroom. Emphasis is on practical aspects of how
disorders are evident, how to recognize them, what they mean to the
educational/ social development of the exceptiohal child.
A seven hour emphasis in LD ( learning disabilities) or MR ( mental
retardation) or EH ( emotionally handicapped) is also required.
IV. Special Education/ Early Childhood Education ( ~ o u b l~ e a j o r )
EFD 200 Introduction to Education ( see page 5)
ECI 300 Arithmetic in the Elementary School ( see page 5)
ECI 301 Teaching Reading Decoding Skills ( see page 5)
ECI 303 Fundamentals of Reading Instruction ( see page 5)
ECI 304 Language Arts in the Elementary School ( see page 5)
ECI 305 Child Study ( see page 6)
ECI 306 Science in the Elementary School ( see page 5)
ECI 307 Social Studies in the Elementary School ( see page 5)
ECI 308 Teacher Aid Practicum ( see page 5)
ECI 31 1 Activities for Early Childhood Education ( see page 6)
ECI 320 Early Childhood Curriculum ( see page 6)
ECI 324 Growth and Learning ( see page 5)
ECI 404 Diagnosis and Correction of Reading Problems ( see page 6)
ECI 490 Supervised Teaching: Elementary ( see page 6)
ESE 380 Introduction to the Education of Exceptional Children ( see page 7)
ESE 423 Appraisal of Exceptional Children ( see page 7)
ESE 424 Education of Exceptional Children ( see page 7)
ESE 460 Consultative Techniques in Special Education ( see page 7)
ESE 491 Supervised Teaching: Elementary ( as above)
8
SPH 358 Speech and Hearing Disorders of School- Age Children ( see page 8)
A seven hour emphasis in LD ( learning disabilities) or MR
( mental retardation) or EH ( emotionally handicapped) is also required.
Note: The program requirements for elementary teachers, specialists,
and early childhood teachers exceed those prescribed by the North Central
Association Commission on Schools in their Policies and Standards for the
Accreditation of Elementary Schools. A summary of the NCA requirements
follows: .
Elementary Teachers: All elementary teachers shall hold a baccalaureate
degree from a regionally accredited institution and shall meet the regular
elementary certification standards of the state for their specific
assignment.
Specialists: Those specialists working in Elementary Schools shall meet the
regular certification requirements of their respective states. A minimum of
15 semester hours is required.
Early Childhood Teachers: Kindergarten teachers shall have a minimum of
nine semester hours of course work related t o Early Childhood Education,
and shall meet the regular certification standards of the state for the
specific assignment.
A. 7 SAMPLE PROGRAMS OF STUDY FOR STUDENTS IN JUNIOR AND SENIOR
YEARS
I. Elementary Education Major
J U N I O R Y E A R
Fall Semester
ECI 324 ( 3) Growth and Learning
SC 340 ( 3) Communication in the Classroom
PS 300 ( 3) Federal/ Arizona Constitution
( 7) Electives in Content Emphasis
16 Total hours
Spring Semester
ECI 301 ( 2) Teaching Reading Decoding Skills
ECI 303 ( 3) Fundamentals of Reading Instruction
ECI 304 ( 2) Language Arts in the Elementary School
ECI 308 ( 1) Teacher Aid Practicum
ECI 306 ( 3) Science in the Elementary School
ECI 307 ( 3) Social Studies in the Elementary School
-( 2) Electives in Content Emphasis
16 Total hours
S E N I O R Y E A R
Fall Semester
ECI 404 ( 3) Diagnosis and Correction of Reading Problems
ECI 300 ( 3) Arithmetic in the Elementary Schools
ECI 321 ( 3) Elementary School Curriculum
ECI 330 ( 2) Evaluation of Learning
( 5) Electives in Content Emphasis -
16 Total hours
Spring Semester
ECI 490 ( 12) Supervised Teaching: Elementary
11. Early Childhood Major
J U N I O R Y E A R
Fall Semester
ECI 324 ( 3) Growth and Learning
SC 340 ( 3) Communication in the Classroom
PS 300 ( 3) FederalfArizona Constitution
( 7) Electives in Content Emphasis -
16 Totalhours
Spring Semester
ECI 301 ( 2)
ECI 303 ( 3)
ECI 304 ( 2)
ECI 308 ( 1)
ECI 306 ( 3)
ECI 307 ( 3)
ECI 305 ( 3)
-
17
Teaching Reading Decoding Skills
Fundamentals of Reading Instruction
Language Arts in the Elementary School
Teacher Aid Practicum
Science in the Elementary School
Social Studies in the Elementary School
Child Study
Total hours
S E N I O R Y E A R
Fall Semester
ECI 404 ( 3) Diagnosis and Correction of Reading Problems
ECI 300 ( 3) Arithmetic in the Elementary Schools
ECI 320 ( 3) Early Childhood Curriculum
ECI 330 ( 2) Evaluation of Learning
ECI 31 1 ( 2) Activities for Early Childhood Education
( 3) Electives in Content Emphasis -
16 Totalhours
Spring Semester
ECI 490 ( 12) Supervised Teaching: Elementary
111. Special EducationlElementary Education ( ~ o u b l e~ a j o r )
J U N I O R Y E A R
Fall Semester
ECI 324 ( 3) Growth and Learning -
SC 340 ( 3) Communication in the Classroom
ESE 423 ( 3) Appraisal of Exceptional Children
ECI 306 ( 3) Science in the Elementary School
ECI 307 ( 3) Social Studies in the Elementary School
( 1) Electives in Content Emphasis .
16 Total hours
Spring Semester
ECI 301 ( 2)
ECI 303 ( 3)
ECI 304 ( 2)
ECI 308 ( 1)
ESE 424 ( 3)
SPH 358 ( 3)
-( 2)
16
Teaching Reading Decoding Skills
Fundamentals of Reading Instruction
Language Arts in the Elementary School
Teacher Aid Practicum
Education of Exceptional Children
Speech and Hearing Disorders
Electives in area of special education emphasis
Total hours
S E N I O R Y E A R
Fall Semester
ECI 404 ( 3) Diagnosis and Correction of Reading Problems
ECI 300 ( 3) Arithmetic in the Elementary Schools
ECI 304 ( 2) Language Arts in the Elementary School
ECI 321 ( 3) Elementary School Curriculum
ESE 460 ( 3) Consultative Techniques in Special Education
( 3) Electives in area of special education emphasis -
17 Totalhours
Spring Semester
ECI 490 ( 6) Supervised Teaching: Elementary
ECI 491 ( 6) Supervised Teaching: Special Education
IV. Special Education/ Early Childhood ( ~ o u b l e~ a j o r )
J U N I O R Y E A R
Fall Semester
ECI 324 ( 3) Growth and Learning
ESE 423 ( 3) Appraisal of Exceptional Children
ECI 306 ( 3) Science in the Elementary School
ECI 307 ( 3) Social Studies in the Elementary School
ECI 305 ( 3) Child Study -
18 Total hours
11
Spring Semester
ECI 301 ( 3) Teaching Reading Decoding Skills
EC1 303 ( 3) Fundamentals of Reading Instruction
ECI 308 ( 1) Teacher Aid Practicum
ECI 31 1 ( 3) Activities for Early Childhood ~ ducajion
ESE 424 ( 3) Education of Exceptional Children
SPH 358 ( 3) Speech and Hearing Disorders
16 Total hours
S E N I O R Y E A R
Fall Semester
ECI 304 ( 2) Language Arts in the Elementary School
ECI 404 ( 3) Diagnosis and Correction of Reading Problems
ECI 300 ( 3) Arithmetic in the Elementary Schools
ECI 320 ( 3) Early Childhood Curriculum
ESE 460 ( 3) Consultative Techniques in Special Education
( 3) Electives in area of special education emphasis -
17 Total hours
Spring Semester
ECI 490 ( 6) Supervised Teaching: Elementary
ECI 491 ( 6) Supervised Teaching: Special Education -
12 Total hours
A. 8 STUDENT TEACHING: ELEMENTARY, EARLY CHILDHOOD, SPECIAL
EDUCATION
A. How long and how many hours a day?
All university students in these degree programs student teach for a
minimum of sixteen weeks. They are assigned for the entire day
( approximately 8: 00 a. m.- 4: 00 p. m.) for the weeks they are in the schools.
By the end of their student teaching experience, we expect them to be able
to manage the teacher's entire schedule. They are also expected t o attend
late afternoon and evening events with their local cooperating teachers.
B. How is the student evaluated?
All student teachers are evaluated by local cooperating teachers as well as
university supervisors. Throughout the student teacher's assignment, the
cooperating teacher and the university supervisor meet often with the
student teacher. During these conferences, concrete suggestions are made
t o help the student teacher improve his or her teaching skills. A detailed
mid- term evaluation is completed; this same form is used for their final
evaluation. This form is placed in the student teacher's placement file.
Students are graded on a passlfail basis. This also includes the option of an
incomplete grade. The grade i s discussed by the cooperating teacher and
the university supervisor; university personnel make the final decision on a
grade.
C. If a student does not do well, may it be repeated?
If a student does not do well in student teaching, yet still shows potential we
would give him or her an " I" ( incomplete) and require the student teacher to
continue student teaching for another semester. Student teachers who
appear to have no potential for success as teachers would be given an " F."
D. How are local supervising teachers selected?
Local cooperating teachers are selected in one or more of the following
ways:
1. most are nominated by district administrators,
2. a few are nominated by university fzculty,
3. some cooperating teachers volunteer.
All student teacher assignments are approved by the building principal.
E. To whom are they accountable?
Local cooperating teachers are accountable to the coordinator of field
experiencis through the university supervisors.
F. Who trains them?
They will be trained by NAU and will be judged to meet standards as
established by the Center for Excellence in Education. This training will
begin in the Spring of 1986 and will be completed within two years.
Teachers and university personnel are presently designing this training
program.
G. What is their remuneration?
Cooperating teachers are compensated $ 318.00 per semester per student
teacher.
A09 DESCRIPTION OF FOLLOW- UP SERVICES
The Center responds to requests from graduates for assistance in their
teaching activities. The response to such requests are channeled through the
Division of Educational Services. Sometimes a graduate may make requests for
assistance from their former advisor and the advisor responds.
A. 10 PROFESSORS TEACHING PROFESSIONAL EDUCATION COURSES
Name Area of Expertise
H. Cannon
A. Cropper
J. Curtis
A. Danzig
J. Davis
J. Flores
R. Hagelberg
D. Harper
P. Hayes
M. Horst
T. Jahnke
Elementary school teaching methods
Field Experiences
Foundations of education
Foundations of education
Eiementary school teaching methods
Evaluation of learning
Elementary mathiscience
Special education
Elementary reading
Elementary reading
Elementary science
Years Experience
in Public School Teaching
Name Area of Expertise
Years Experience
in Public School Teaching
J. Lepich
M. Miller
S. Miller
C. Nelson
D. Peterson
D. Platz
N. Rost
P. Staskey
P. Ver Velde
K. Walker
Special education
Elementary school teaching methods
Special education
Elementary school teaching methoas
Special eduation
Early childhood education
Elementary science
Foundations of education
Elementary school teaching method9
Language arts instruction
Average number of years in public school teaching 10
A. 1 1 ENROLLMENT/ CERTIFICATION ESTIMATES
Students are encouraged to register for Introduction to Education ( EFD 200)
in their sophomore year; at this point they are considered t o be a part of the
education program.
Formal acceptance into NAUfs Teacher Education Program occurs when
students have met all entrance requirements described on page 2. Approximately
70 percent of those students taking EFD 200 complete the teacher education
program and obtain certification. The 30 percent who do not obtain certification
drop from the program for a variety of reasons including personal ( financial and
family problems), and academic ( change of majors, failure to pass examinations,
failure to maintain 2.5 GPA).
B. POST- DEGREE PROGRAM - ELEMENTARY
I. Admission Requirements
Post- degree programs in elementary, early childhood, secondary, and special
education are available t o students who have already earned a Bachelor of Science
degree, but who have not prepared for teaching.
a. The candidate must apply for and be admitted to the Teacher Education
Program at NAU.
b. Candidates for elementary education certificates must have completed or
must complete a content emphasis of 15 semester hours in an approved
emphasis area.
c. Minimum Arizona requirements for any teaching certificate require the
following academic courses. A post- degree student deficient in any of the
areas must take courses to eliminate the deficiencies.
1. English 2 courses
2. Speech 1 course
3. Math 1 course
4. Science 1 course
5. Social and Behavioral Sciences ( to include 4 courses
a course in general psychology, a course
in U. S. History, and a course in Federal
and Arizona constitution)
d. Professional course work for the early childhood education candidate is 39
semester hours. For the elementary candidate the total is 34 hours. Special
education candidates, because of the need to complete dual certification
requirements, complete 55- 60 semester hours of professional course work.
With advisement, a limited number of professional courses within each
program may be selected to count towards a Master of Arts in Education
degree.
11. Degree Option .
Northern Arizona University has a Master's degree program for people with
BA's who would like to become elementary teachers. We have 85 students
enrolled in post- degree elementary programs; most of those are in Master's degree
programs.
C. PROPOSED REFORMS AND CHANGES
During the 1985- 86 academic year, the faculty of the Center for Excellence
in Education, with input from public school teachers and others, will be engaged in
a substantial curriculum development process. It has been agreed t h a t t h e new
curriculum will:
Have a substantial experiential base;
Be competence based and organized;
Incorporate participation by school personnel;
Involve and secure support from business and industry;
Be visionary in that it will be designed to prepare teachers for the
contingencies of today and into the twenty- first century;
Be extensively interdisciplinary with full involvement by colleagues across
the NAU campus;
When possible, be offered in large blocks rather than in piecemeal courses;
Call for differentiation of on and off- campus courses and programs;
- Not affect the program for students enrolled under the current program
unless the student chooses t o switch;
- Not b e built from the existing program but will start anew;
- Not be built around current accreditation standards and certification
requirements;
Involve extensive use of technology in delivering programs.
We are working in cooperation with the State Department of Education on
the Teacher Residency Program and a r e assisting in the evaluation of the Career
Ladders Program mandated by the state legislature. A variety of additional
programs are being undertaken including the development of a " Great Books"
curriculum for honors students pursuing teacher certification, the continued
implementation of a post- degree certification program which retrains teachers t o
teach in criticallhi h need areas such as science and math, and utilization of
seven field sites each with offices and staff) for off- campus programs in
education.
k
The curriculum development process will conclude at the end of the Spring
1986 semester with implementation of the new curriculum to begin Fall semester
of 1986.
D. CONTACT FOR ADDITIONAL INFORMATION
For additional information on the teacher training program, contact
Dr. David A. Williams, Executive Director of the Center for Excellence in
Education, Box 5774, Northern Arizona University, Flagstaff, AZ 860 1 1. He c a n
be contacted at 523- 261 1. -
RESOURCE INFORMATION
FOR
JOINT LEGISLATIVE COMMITTEE ON TEACHER EDUCATION
SEPTEMBER 20, 1985
SECONDARY EDUCATION PROGRAMS
Center for Excellence in Education
Northern Arizona University
Flagstaff , Arizona
Dr. David A. Williams
Executive Director
SECONDARY EDUCATION PROGRAMS
Table of Contents
Page
A .1 Non- education Course Requirements . . . . . . . . . . . . . . . . . . 1
I. Liberal Studies Program Requirements . . . .. . . . . . . . . . . 1
I1. Major Course Requirements . . . . . . . . . . . . . . . . . . . 1
111 . Minor Course Requirements . . . . . . . . . . . . . . . . . . . 2
A. 2 Education Program Entrance Requirements . . . . . . . . . . . . . . . 2
A. 3 Student Recruitment Methods . . . . . . . . . . . . . . . . . . . . . 3
A. 4 Current Program Enrollment Estimates . . . . . . . . . . . . . . . . . 3
A. 5 Remedial Services For Students Who Fail the ATPEIPPST . . . . . . . . . 5
A. 6 Required Education Courses . . . . . . . . . . . . . . . . . . . . . . 6
I. Secondary Education Major . . . . . . . . . . . . . . . . . . . 6
I1 . Special Education/ Secondary Education ( Double ~ a j o r ) . . . . . . . 7
A. 7 Sample Programs of Study for Students in Junior and Senior Years . . . . . 8
I . Secondary Education . . . . . . . . . . . . . . . . . . . . . . 8
I1 . Secondary Education/ Special Education ( Double ~ a j o r ) . . . . . . . 9
A. 8. Student Teaching: Secondary, Special Education/ Secondary . . . . . . . .1 0
A. 9 Description of Follow- up Services . . . . . . . . . . . . . . . . . . .1 1
A . 10 Professors Teaching Professional Education Courses . . . . . . . . . . . 11
A . 11 Enrollment/ Certification . . . . . . . . . . . . . . . . . . . . . . . 11
5. Post- Degree Program - Secondary . . . . . . . . . . . . . . . . . . .1 2
C . Proposed Reforms and Changes . . . . . . . . . . . . . . . . . . . .1 2
D . Contact for Additional Information . . . . . . . . . . . . . . . . . .1 3
SECONDARY EDUCATION PROGRAM
Center for Excellence in Education
Northern Arizona University
A. 1 NON- EDUCATION COURSE REQUIREMENTS
I. Liberal Studies Program Requirements ( 44 hrs. minimum)
Twelve credit hours of upper division course are chosen from outside the major
or minor. .
a. Foundation Studies ( 9 hrs.)
1. English ( 6 hrs.)
EVG 101 English Composition
ENG 102 English Composition
2. Mathematics ( 3 hrs.)
MAT 110 College Algebra or
MAT 112 College Algebra and Trigonometry or
MAT 114 College Math with Applications or
MAT 135 Precalculus Math
b. Discipline Studies ( 35 hrs.)
1. Natural Sciences and Mathematics ( 8 hrs.)
2. Creative Arts ( 9 hrs.)
3. Letters ( 9 hrs.)
4. Social and Behavioral Sciences ( 9 hrs.)
11. Major Course Requirements ( Varied hours)
Students seeking a Bachelor of Science Degree in Secondary Education require one
of the following majors. In some areas, a student may take an extended major
rather than a major and minor. Program requirements are set within each of these
academic fields.
MAJOR Credits Required Credits Required Credits Required
by Major Dept. by North Central by Dept. for
for Accreditation Extended Major
Art 40
Biology 3 4
Chemistry 30
Earth Science 3 4
English 3 6
French 35
Geography 3 5
Health Education 42
History 3 5
Home Economics
non- vocational 38
vocational 45
MAJOR Credits Required Credits Required Credits Required
by Major Dept. by North Central by Dept. for
for Accreditation Extended Major
Industrial Arts
non- vocational 35
vocational 35
Journalism 3 0
Mathematics 4 0
Music ( BS- ME^) 53
( BS-~ d) 35
Physical Education 35
Physical Science 3 4
Physics 34
Social Science 35
Spanish 3 5
Speech- Theater 36
111. Minor Course Requirements ( Varied hours)
Students seeking a Bachelor of Science Degree in Secondary Education require
either an extended major ( which includes extra credits in one's major field) or one
of the following minors. Program requirements are set within each of these
academic fields.
MINOR
Art
Athletic Coaching
Athletic Training
Biology
Chemistry
Dance
Earth Science
English
French
Geography
German
Health
History
Home Economics
Credits
Required
2 4
2 4
2 1
20
20
23
2 4
2 4
2 0
18
2 0
22
24
24
MINOR
Humanities
Industrial Arts
Journalism
Library Science
Math
Music
Navajo
Physical Education
Physical Science
Physics
Social Science
Spanish
Speech- Theat er
Credits
Required
2 4
2 1
24
2 0
2 0
2 4
2 0
2 1
19
19
2 3
20
24
A. 2 EDUCATION PROGRAM ENTRANCE REQUIREMENTS
Acceptance into the Teacher Education Program is contingent upon meeting
criteria determined by the Teacher Education Admissions Committee. An
admissions screening committee recommends admission when an applicant has
completed the following:
I. Coursework
Fifty- five hours of coursework, 10 semester hours at NAU.
11. Grade Point Average
A cumulative GPA of at least 2.50 ( computed on both resident and transfer
hours). A student who fails to maintain a 2.50 GPA will lose admission
status and must reapply for admission. -
111. Foundation Studies Classes
A grade of C or better in English 101 and 102 ( composition) and Math 110
( college Algebra) or acceptable equivalents.
IV. Speech Class .
A grade of C or better in Speech 340 ( communication in the lass room) or
an acceptable equivalent.
V. ATPEIPPST
An acceotable score on the Arizona Teacher Proficiency Examination.
After ~ a r ; u a rI~, 1986, passage of the PPST will be required. '
A. 3 STUDENT RECRUITMENT METHODS
The admissions and New Student Programs staff at NAU is involved in a
variety of recruitment programs which include the dissemination of information
on programs in the Center for Excellence in Education. Among the most
beneficial programs for the Center are: on- campus information days ( held four
times per year with approximately 700 students and 400 parents participating
annually); escorted campus tours ( approximately 1,100 people requesting tours
annually); NAU information nights ( where " host families" in selected recruitment
areas hold information programs). Additionally, the Center is able to recruit
students through a scholarship program funded by First Interstate Bank ( thirty
$ 500 scholarships were awarded this year).
A. 4 CURRENT PROGRAM ENROLLMENT ESTIMATES
I. Secondary Education Program Enrollment ( Sept. 17, 1985)
The following enrollment data does not include all majors in secondary
education in various desciplines 6. e. biology, mathematics) because it is not
available from the academic departments at this time. In addition to the 262
students listed below, the registrar's records show 208 students as
" Education/ undeclared," indicating that these students have not decided which
education program to pursue.
FALL ENROLLMENT MAJORS
Health Education
Physical Educatin
Art Education
Music Education
Home Economics Education
Industrial Arts Education
TOTAL
6
116
16
3 8
14
- 74
262 ( Excluding undecided majors
and some declared majors)
A11 of the students currently enrolled have met the university entrance
requirements. Approximately 45 percent of the enrollees have transferred from
community colleges.
11. Secondary Education Graduates by College 1981- 1985
Data showing the number of graduates for the past five years is complete
and does provide information on graduates in all areas- by teaching major.
College of Arts and Science
Biology
~ a r t h ~ c i e n c e
English
History
Mathematics
Physical Science
Social Science
Spanish
Degree
BSED
BSED
BSED
BSED
BSED
BSED
BSED
BSED
Subtotal 27 2 2 14 11 9
College of Creative and
Communication Arts
Art BSED 1 1 1 0 -
Art Education BSED 14 5 6 8 5
Music Education BME 11 18 7 9 I
Speech Communication BSED 1 0 0 0 0
Subtotal 27 14 14 17 6
College of Design and Tech.
Home Economics BSED 3 7 2 0 2
Industrial Art BSED 25 12 10 7 7
Vocational/ Industrial BSED 6 11 6 3 3
Subtotal 34 3 0 18 10 13
Center for Excellence
in Education
Health Education BSED 3 3 2 1 2
Physical Education BSED 48 4 2 32 3 1 16
Recreational Leadership BA 0 1 0 0 NA*
BS 2 1 21 19 2 4 NA*
Subtotal 72 67 53 56 18
GRAND TOTAL 160 133 99 94 4 6
* The Department of Health, Physical Education and Recreation moved to the School of
Health Professions in 1985.
A. 5 REMEDIAL SERVICES FOR STUDENTS WHO FAIL THE ATPE/ PPST
I. Tracking of Student Performance:
We are instituting a computerized monitoring process which will record a
student's status in the teacher preparation scores on the three segments
of the PPST ( and any pretest), and a record of tutoring. This cummulative . -
information will help us work with individual students and plan for a tutoring
program which is responsive to the overall needs of NAU's pre- teacher.
*
11. Identification of a Pretest:
Contact with ETS is being made t o identify an appropriate pretest which .. .
could be given to students when they apply for admission to the Center for
Excellence. This pretest would identify those students with tutoring needs in any
of the three areas covered by the PPST, allow time for them to arrange for
tutoring, and would enable CEE faculty to rneet with and counsel individual
students if necessary.
111. Identification of Existing Tutoring Services for PPST:
Universities in states where the PPST is currently required, are being
contacted. We are collecting information about their experiences with helping
students prepare for the test and with counseling those students who are unable to
pass it. Information on these tutoring and counseling programs will be used to
help develop a coordinated assistance program at NAU.
IV. Coordinated Tutoring Services:
Efforts are underway to develop a cooperative approach for offering
tutoring to those students who do not db well on sections df the pretest and the
PPST. CEE advisors will assist students in making a selection of the most
appropriate tutoring service for them. Since records will be kept regarding the
type of tutoring a student receives, we expect to continually monitor and improve
both the quality of the tutoring and the quality of the " match" that i s made
between the student and the approach used.
a. Computer- assisted Tutoring:
When appropriate computer- assisted instruction is identified, these
programs will be made available to students for use in the micro- computing
lab in the Center for Excellence.
b. Peer- Tutoring and Counseling:
A number of places currently exist at NAU whereby students can
receive direct tutoring or can be referred for the most appropriate services.
In cooperation with the Office of Educational Support Programs, the Center
for Excellence will involve staff members from the following areas to help
students obtain the most effective tutoring and counseling services:
1. Minority Student Center
2. University Advisement Center
3. English Department Writing Center
4. Counseling Center
5. Math Department
A. 6 REQUIRED EDUCATION COURSES
I. Secondary Education Major
-
Departments offering content majors require a minimum of 23 hours of
professional education courses. The following required courses are offered in the
Center for Excellence.
EFD 200 Introduction t o Education ( 2- 3) An introduction to the function of
education in our society and to the duties and qualifications of those who teach in
the public schools. A study of the historical forces, educational policies, and
governance structures affecting public school teaching.
ECI 303 Fundamentals of Reading Instruction ( 3) An examination of
problems and methods in teaching reading emphasizing major skill areas:
decoding, comprehension, vocabulary development, reading rate, study skills and
critical analysis. Includes lab experience.
ECI 308 Teacher Aid Practicum ( 1- 12) A field experience in an elementary
school classroom in order to provide the student with the practical experiences
and tasks of the classroom teacher.
ECI 322 Secondary School Curriculum and Principles ( 2- 3) A detailed study
of classroom management and discipline techniques, curriculum design and
evaluation, school and classroom organizational patterns, and the legal rights and
responsibilities of secondary school educators.
ECI 330 Evaluation of Learning ( 2- 3) An in- depth study of the principles
and techniques of the evaluation of achievement in the secondary school. Includes
examination of types of tests, types of objectives, the interrelated nature of
teaching and evaluating, construction of tests, and applications of tests.
ECI 404 Diagnosis and Correction of Reading Problems ( 2- 3) An
understanding of the cognitive processes involved in reading, diagnostic
procedures, evaluation of published instruments and materials, and development
of classroom procedures.
ECI 430 High School Teaching Methods ( 2- 3) A study of methods of
classroom management, discipline procedures, ethical and legal responsibilities of
teachers, essential elements of secondary school instruction, and adjustment of
classroom instruction t o meet student skills and performance.
EPS 325 Educational Psychology ( 3) An examination and application of
principles of developmental theory t o secondary school teaching. Includes
material on Piaget, Kohlberg, operant psychology, individual differences ( and
approaches to learning), measurement and evaluation.
ECI 4 95 Supervised Teaching: Secondary ( 3- 1 2) Student teaching in
secondary school content areas; directed and cooperative preparation, teaching,
and evaluation in actual classroom settings.
11. Special Education/ Secondary Education ( ~ o u b l e~ a j o r )
EFD 200 Introduction to Education ( see page 6)
ECI 300 Arithmetic in the Elementary school ( 3) A study of learning
activities for arithmetic based on elementary and junior high school students'
needs and development, including material on evaluating students' skills, preparing
learning experiences, and implementing testing.
ECI 301 Teaching Reading Decoding Skills ( 2- 3) An in- depth study of word
analysis skills in reading with emphasis upon phonics, including a survey of
language development, linguistic principles, and methods of teaching decoding and
encoding skills.
ECI 303 Fundamentals of Reading Instruction ( see page 6)
ECI 304 Language Arts in the Elementary School ( 2- 3) A comprehensive
study of the principles and methods of teaching language skills with emphasis on
oral language, handwriting, spelling, grammar, composition, and creativity.
ECI 306 Science in the Elementary School ( 3) A study of learning activities
in science for suitable for elementary school students. Includes work on
developing appropriate sequences for teaching science processes, relating
psychologica1 theories t o the planning of science instruction, implementing inquiry
techniques.
ECI 308 Teacher Aid Practicum ( 1- 1 2) ( see page 6)
ECI 330 Evaluation of Learning ( see page 6)
ECI 404 Diagnosis and Correction of Reading Problems ( see page 6)
ECI 430 High School Teaching Methods ( see page 6)
EPS 325 Educational Psychology ( see page 6)
ECI 495 Supervised Teaching: Secondary ( see page 6)
ESE 491 Supervised Teaching- Special Education, Elementary ( 6- 9) Student
teaching in elementary classrooms meeting special education needs; directed and
cooperative preparation, teaching, and evaluation in actual classroom setting.
ESE 380 Introduction to the Education of Exceptional Children ( 3) An
examination of the professional/ ethical responsibilities and the
teaching/ instructional responsibilities for teachers working with exceptional
children. Emphasis on understanding the nature of children requiring special
education services, the administrative models used for delivery of services, and
techniques for effectively providing instruction.
ESE 423 Appraisal of Exceptional Children ( 3) Detailed study of the
diagnostic tools used to identify the exceptional child, covering test selection,
construction, administration, and use. Prerequisite: ESE 380.
ESE 460 Consultative Techniques in Special Education ( 3) An introduction
t o the methods of counseling with parents and their exceptional children; covering
individualizing instruction, interactions with regular teachers, and resource room
teaching. Also covers material on t h e a f f e c t s of cultural, economic,
environmental, and language factors on special education decision- making. Or
student may take SCH 358.
SPH 358 Speech and Hearing Disorders of School- Age Children ( 3) A survey
course of speech, language, and hearing problems a teacher may encounter in
children in the classroom. Emphasis is on practical Aspects of how the disorder is
evident, how t o recognize them, what they mean to the educational/ social
development of the child and how and where t o get professional help.
A seven hour emphasis in LD ( learning disabilities) or MR ( mental
retardation) or EH ( emotionally handicapped) is also required.
A. 7 SAMPLE PROGRAMS OF STUDY FOR STUDENTS IN JUNIOR AND SENIOR
YEARS
I. Secondary Education
J U N I O R Y E A R
Fall Semester
EFD 200 ( 2) Introduction t o Education
ECI 308 ( I) Teacher Aid Practicum
SC 340 ( 3) Communication in the Classroom
( 10) Requirements and electives in content major and minor -
16 Total hours
Spring Semester
PS 300 ( 3) FederalIState Constitution
( 13) Requirements and electives in content major and minor -
16 Totalhours
S E N I O R Y E A R
F a l l Semester
ECI 325 ( 3) Educational Psychology
ECI 303 ( 3) Fundamentals of Reading Instruction
ECI 322 ( 3) Secondary School Curriculum
( 7) Requirements and electives in content major and minor -
16 Total hours
Spring Semester
First Eight Weeks
ECI 330 ( 3) Evaluation of Learning
ECI 404 ( 3) Diagnosis and Correction of Reading Problems
ECI 308 ( 1) Teacher Aid Practicum -
ECI 430 ( 3) High School Teaching Methods
Second Eight Weeks
ECI 495 ( 6) Supervised Teaching: Secondary
-
16 Total hours
11. Secondary Education/ Special Education ( ~ o u b l eM ajor)
J U N I O R Y E A R
Fall Semester
ECI 325 ( 3)
ECI 303 ( 3)
ECI 301 ( 3)
ECI 308 ( 1)
-( 3)
ECI 304 ( 3)
ESE 424 ( 3)
SPH 358 ( 3)
( 7) -
16
EC1330 ( 3)
ECI 404 ( 3)
ECI 308 ( 1)
ECI 430 ( 3) -
10
ECI 300 ( 3)
ECI 306 ( 3)
ECI 307 ( 3)
ESE 460 ( 3)
-( 4)
Educational Psychology
Fundamentals of Reading Instruction
Teaching Reading Decoding Skills
Appraisal of Exceptional Children
Electives in area of special education emphasis
Total hours
Spring Semester
Language Arts in the Elementary School
Education of Exceptional Children
Speech and Hearing Disorders
Electives in area of special education emphasis
Total hours
Summer
Evaluation of Learning
Diagnosis and Correction of Reading Problems
Teacher Aid Practicum
High School Teaching Methods
Total hours
S E N I O R Y E A R
Fall Semester
Arithmetic in the Elementary School
Science in the Elementary School
Social Studies in the Elementary School
Consultative Techniques in Special Education
Electives in area of special education emphasis
Total hours
Spring Semester
EC1 495 ( 6) Supervised Teaching: Secondary
ECI 491 ( 6) Supervised Teaching: Special Education
-
12 Total hours
A. 8 STUDENT TEACHING: SECONDARY, SPECIAL EDUCATION/ SECONDARY
A. How long and how many hours a day? .
All university students in a regular secondary degree program student teach
for a minimum of eight weeks. Special education/ secondary dual majors
student teach for a minimum of sixteen weeks. They are assigned for the
entire day ( approximately 8: 00 a. m.- 4: 00 p. m.) for the weeks they are in the
schools. By the end of their student teaching experience, we expect them to
be able to manage the teacher's entire schedule. They are also expected to
attend late afternoon and evening events with their local cooperating
teachers.
B. How is the student evaluated?
All student teachers are evaluated by local cooperating teachers as well as
university supervisors. Throughout the student teacher's assignment, the
cooperating teacher and the university supervisor meet often with the
student teacher. During these conferences, concrete suggestions are made
to help the student teacher improve his or her teaching skills. A detailed
mid- term evaluation is completed; this same form is used for their final
evaluation. This form is placed in the student teacher's placement file.
Secondary student teachers are primarily supervised by professors from
NAU's academic departments of the students' major. Students are graded on
a passlfail basis. This also includes the option of an incomplete grade. The
grade is discussed by the cooperating teacher and the university supervisor;
university personnel make the final decision on a grade.
C. If a student does not do well, may it be repeated?
If a student does not do well in student teaching, yet still shows potential we
would givie him or her an " I" ( incomplete) and require the student teacher t o
continue student teaching for another semester. Student teachers who
appear to have no potential for success as teachers would be given an " F".
D. How are local supervising teachers selected?
Local cooperating teachers are selected in one or more of the following
ways:
I. most are nominated by district administrators,
2. a few are nominated by university faculty,
3. some cooperating teachers volunteer.
All student teacher assignments are approved by the building principal.
E. To whom are they accountable?
Local cooperating teachers are accountable to the coordinator of field
experiences through the university supervisors.
F. Who trains thern?
They will be trained by NAU and will be judged to meet standards as
established by the Center for Excellence in Education. This training will
begin in the Spring of 1986 and will be completed within two years.
Teachers and university personnel are presently designing this training
program.
What is their remuneration?
Cooperating teachers are compensated $ 318.00 per semester per student
teacher.
I A. 9 DESCRIPTION OF FOLLOW- UP SERVICES
The Center responds to requests from graduates for assistance in their
teaching activities. The response to such requests are channeled through the
Division of Educational Services. Sometimes a graduate may make requests for
assistance from their former advisor and the advisor responds.
I A. 10 PROFESSORS TEACHING PROFESSIONAL EDUCATION COURSES
Name Area of Expertise
A. Cropper
J. Curtis
A. Danzig
J. Eagle
J. Flores
D. Harper
J. Lepich
S. McClanahan
S. Miller
D. Peterson
E. Sage
P. Staskey
M. Tanner
Field Experiences
Foundations of education
Foundations of education
Secondary school teaching methods
Evaluation of learning
Special education
Special education
Secondary school teaching methods
Special education
Special education
Secondary school teaching methods
Foundations of education
Secondary school teaching methods
Years Experience
in Public School Teaching
I Average number of years in public school teaching 8.9
I A. 1 1 ENROLLMENT/ CERTIFICATION
Students are encouraged t o register for Introduction t o Education ( EFD 200)
in their sophomore year; at this point they are considered to be a part of the I education program.
Formal acceptance into NAU's Teacher Education Program occurs when
students have met all entrance requirements described on page 2. Approximately
70 percent of those students taking EFD 200 complete the teacher education
program and obtain certification. The 30 percent who do not obtain certification
drop from the program for a variety of reasons including personal ( financial and
family problems), and academic ( change of majors, failure to pass examinations,
failure to maintain 2.5 GPA).
I B. POST- DEGREE PROGRAM - SECONDARY
I I. Admission Requirements
Post- degree programs in elementary, early childhood, secondary, and special
I education are available to students who have already earned a Bachelor of Science
degree, but who have not prepared for teaching.
a. The candidate must apply for and be admitted to the Teacher Education
Program at NAU.
b. Candidates for the secondary certificate must . have completed an
acceptable teaching major and minor in content fields normally taught in
public secondary schools.
c. Minimum Arizona requirements for any teaching certificate require the
following acadernic courses. A post- degree student deficient in any of the
areas must take courses to eliminate the deficiencies.
1. English 2 courses
2. Speech 1 course
3. Math 1 course
4. Science 1 course
5. Social and Behavioral Sciences 4 courses
( to include a course in general
psychology, a course in U. S. History,
and a course in Federal and Arizona
constitution)
d. Secondary post- degree students will complete no fewer than 26 semester
hours of professional course work. With advisement, a limited number of
professional courses within each area may be selected to count towards a
Master of Arts in Education degree.
11. Degree Option
I Northern Arizona University has a Master's degree program for people with
BA's who would like to become a secondary teacher. We have 107 enrolled in
I post- degree secondary programs; most of those are in Master's degree programs.
C. PROPOSED REFORMS AND CHANGES I During the 1985- 86 academic year, the faculty of the Center for Excellence
in Education, with input from public school teachers and others, will be engaged in
a substantial curriculum development process. It has been agreed that the new
curriculum will:
1. Have a substantial experiential base;
2. Be competence based and organized;
3. Incorporate participation by school personnel;
4. Involve and secure support from business and industry;
5. Be visionary in that it will be designed to prepare teachers for the
contingencies of today and into the twenty- first century;
6. Be extensively interdisciplinary with full involvement by colleagues across
the NAU campus;
7. When possible, be offered in large blocks rather than in piecemeal courses;
8. Call for differentiation of on and off- campus courses and programs;
9. - Not a f f e c t t h e program f o r students enrolled under the current prograrn
unless the student chooses to switch;
10. - Not b e built from the existing program but will s t a r t anew;
11. Not be built around current accreditation standards and certification
requirements;
12. Involve extensive use of technology in delivering programs.
We are working in cooperation with the State Department of Education on
the Teacher Residency Program and a r e assisting in the evaluation of t h e Career
Ladders Program mandated by the s t a t e legislature. A variety of additional
programs are being undertaken including the development of a " Great Bookstt
curriculum for honors students pursuing teacher certification, the continued
implementation of a post- degree certification program which retrains teachers t o
teach in criticallhigh need areas such as science and math, and utilization of
seven field sites ( each with offices and staff) for off- campus programs in
education.
The curriculum development process will conclude at the end of the Spring
1986 semester with implementation of the new curriculum t o begin Fall semester
of 1986.
D. CONTACT FOR ADDITIONAL INFORMATION
For additional information on the teacher training program, contact Dr.
David A. Williams, Executive Director of the Center for Excellence in Education,
Box 5774, Northern Arizona University, Flagstaff, AZ 86011. He can be
contacted at 523- 261 1.
CENTER FOR EXCELLENCE IN EDUCATION
NORTHERN ARIZONA UNIVERSITY
( Prepared for Joint Legislative Committee on Teacher Education, October 1985)
1. Information Regarding Quantity and Quality of Professional Staff Training
by School Districts ( not involving our University).
Many school districts conduct their own training programs dealing with
their own specific curricula or with programs initiated by their local governing
bodies. In some cases, they employ consultants from private firms to conduct
in- service workshops for their teachers and administrators. Universities from
out of Arizona also come into the State to provide these services. Quantrty and
quality of these programs vary widely, according to the needs and location of
various districts.
2. ' Nature of Our Collaboration with School Districts:
The Center for Excellence in Education has a mission to work closely, and in a team
spirit, with all schools in Arizona.
a Professional Teacher PreService:
1. The Center has established seven reaional site3 throughout Arizona,
where pre- service training is provided for students of education.
Coordinators at these sites are school- oriented professionals who
serve as liaison - between the local schools and the Center. Input from
the school districts is sought and considered in the pianning and
revision of all Center teacher- training programs. Pre- service programs in
these regional sites include advising, certification programs for
teacher aides and specific training of preservice teachers in such programs
as Essential Elements of Instruction and Assertive Discipline.
The Center also collaborates with school districts in such gn- site Droarams as
the " Program for Learning Competent Teaching," a cooperative
venture of Flagstaff Schools and the Center. A mobile unit has been set
up at one of the district's elementary schools, where preservice education
students study and teach in classrooms prior to student- teaching. Teachers
and administrators from Flagstaff and other districts work as a team with
Center faculty to conduct lectures and seminars for the preservice students
in this program.
3. We work with the school principals and/ or the district offices in the selection
outstandina coomratina teacheq for all student teachers. Frequently these
teachers have special skills in areas such as Essential Elements of Instruction
and Assertive Discipline.
Page 2
4. Districts are ~ rovidinaa dditional training for our students while they are
student teaching by including them in teacher in- service training and having
district curriculum supervisors observe and conference with the student
teachers.
5. Four districts ( Washington Elementary, Peoria, Prescott, and Hopi) have
agreed to become " Student Teacher Centers." We will place 6- 1 2 student
teachers in their schools with specially selected teachers. NAU will provide
114- 112 time professorial supervisors to those districts for observations
and seminar classes. NAU will also provide in- service training for teachers
as requested. All districts have agreed to provide special additional training to
these student teachers ( Essential Elements of Instruction, special education
teaching techniques, Native American history and customs). These four
districts came to our campus in early October to " recruit" student teachers
for their schools. Our student response was very positive. We expect to have
40 of our students involved in these new programs in January, 1986. Three
additional districts have proposed starting these centers for the Fall, 1986.
The eagerness and cooperation of school districts in this effort has been very
positive.
6. The jrainina of cooperatina teachers is another priority for Northern Arizona
University. Within the next two years, all NAU cooperating teachers must
demonstrate a set of supe~ sorysk ills before student teachers are assigned to
them. These skills are being outlined in cooperation with school districts.
The Center for Excellence in Education will provide seminars for cooperating
teachers in which they will learn and/ or demonstrate these skills.
7. In cooperation with Tucson Unified School District and Amphitheater School
District, two runners up for Arizona Teacher of the Year are currently
teaching classes and supervising student teachers at NAU. Pat Hays ( a first
grade teacher at Mesa Verde Elementary School in Tucson) and Jan Eagle ( an
English teacher at Sahuaro High School in Tucson) have one year pasitions as
' Teachers in Residence."
Teacher In- Service an d Graduate Traininq;
In- Service training programs tailored to each school's specific needs
are provided on a low cost or no- cost basis to schools in Arizona. These
programs are planned cooperatively by school personnel and Center
personnel, and consist of a great variety of special projects. Since
the Center was established in July of 1984, many school districts have
been served. Set forth below are some examples of this work
In- Service workshop^;
Listed below are some examples of projects carried
out for schools at their requests:
Page 3
Outcomes Accreditation Training Sessions
Motivation and Reading
Assertive Discipline
Essential Elements of Instruction
Library and Literature
Special Education Evaluation on Techniques
Math, Science, and Reading, K- 3
In- Service for Parents with Special Education Children
Improvement of School Climate
2. School Evaluation and lrnorovement: Activities and Proiect~:
The Center assists school districts across the State in
initiating and implementing school self- study projects for
accreditation and school improvement. Following is a partial
list of schools using Center resources and assistance for
these projects:
Mayer High School
Ash Fork High School
Chinle High School
Pinon Elementary School
Teec Nos Pcs Eementary School
East Flagstaff Jr. High School
Flagstaff Jr. High School
Safford Jr. High School
Leupp Boarding School
Peoria School District
Apache Junction School District
Nogales School District
3. Conferences. Seminars. and Retreats for School Districts:
The Center sponsors Conferences, Retreats, and Seminars
for educational organizations and school districts. Below
is a partial list of these activities: - Academic M o n
~ o r tChe ntral Association - Fall Conference
Career Ladders Conference
Conference for Resewtion Public Schools
" Outcomes Accreditation" gathering of educators
whohaveservedonNCAteams.
Principals' Academy
Finance Workshop
Arizona School Board Assodaton
NCA Summer Conference with Ball State Universrty
Page 4
4. Individual Courses Offered bv R w tfro m School Distrim:
A listing of off- campus courses offered by requests during
Fall semester, 1985, gives an overview of the variety of .
graduate- level educational experiences provided through
the Center.
Workshop: Computer Level II
Innovative Ideas for Teachers
Learning Competent Teaching
In- Service Workshop: Essential Elements
Modem Elementary School Science
Educational Psychology
In- Service: Survival Skills
Classroom Microcomputer Applications
Children's Literature
R = m r n
Reading Practlcum
Teaching Basic Skills wILearning Centers
The Teacher and the Bilingual Student
The Role of Education in Society
Computer Literacy Seminar
3. Nature of Collaboration with Other Education Units
a In July, 1985, the Coordinator of Field Experiences visited the campuses of
University of Arizona and Arizona State University to initiate informal discussions
with teacher education personnel. The Universrty of Arizona has offered to help
supervise our student teachers placed in Tucson. We are presently ~ ucervisingo ne of
their Student teache~ pl aced in Flagstaff. These initial discussions were informative
and exploratory; the posjtive, cooperative attitudes of all may well lead to more
formal collaboration in the future.
b. Substantial collaboration between the educational units of the universities occurs
through the ~ ccreditation/ evaluationo rocedure~ o f the North Central Association.
Faculty members from all universities frequently serve on evaluation teams together
for accreditation of schools.
c. The Center for Excellence in Education has experienced some collaborative
arrangements with other education units at ASU and the U of A, generally through
professional oraaniationa such as ASA, Inc.. AASC, among others. Joint conferences
and articulation efforts also have been undertaken like the High School/ College
Articulation in Writing Conference sponsored by the Andrew W. Mellon Foundation
that was held at ASU in 1985 and will be held at NAU in 1986. The CEE has involved
professors from the U of A in leaching courses in bilinguaJ/ multicultural education in
the Mastets degree program we offer in Nogales. We have also employed ASU and U of
A professors to teach in our summer schools. Examples of this activity are Bob Grant,
U of 4 and Barney Moore of ASU.
d The Center for Excellence in Education is in dose touch with many American and
international universitie~ in regard to professional teacher training. For Example,
we are a co- sponsor ( along with Ball State University in Muncie, Indiana) of the
North Central Teacher Education Project. This workshop brings together every
summer the leading teacher educators in the United States to do research and publish
reports on the crucial educational issues of the day. At present, this is the most
prestigious teacher training project in the country.
e. Two visitina professors from other teacher training institutions are spending one
semester in residence at CEE this year. The first is Ronald Eugene Butchart, who is an
Associate Professor in the College of Education at State University of New York,
Cortland. Dr. Butchart is in residence now and meets daily with our faculty and
graduate students to brief them on teacher training in New England. He will be
followed in Janaury by Shirley L. Haworth, who is Coordinator of Teacher Education at
the University of North Carolina, Greensboro. Dr. Haworth is a renowned specialist
on teacher education in the South and an officer in many professional associations
that are involved in upgrading teacher preparation programs.
f. Clair Keller, Distinguished Professor of History Education, Iowa State University,
will be on the NAU campus in mid- October to assist a jask force with reorganizing
secondary history education programs at NAU.
9 A Comparative Education Tour, w- sponsored with the National Institute of Education
and the University of Massachusetts, takes some of our pre- and in- service teachers
to leading teacher training institutes in Europe, such as the Froebel lnstitute in
London. Then, too, we have an informal alliance wrth the Education Research Bureau
at Hebrew University in Jerusalem. We are also developing international ties with
the National lnstitute of Pedagogy in Mexico City in connection with our
Bilingual/ MulticuItural Educational Program.
h. Finally, the Blue Ribbon Lecture Series is committed to bringing every major figure
in American education to our campus during a three year period. To illustrate, the
appended list of individuals have been here over the last fifteen months ( Appendix A).
4. Employee Qualifications
a Supewision of Student Teachers
1. Professors: a) most of our secondary student teachers are supervised by
professors from their academic major/ minor areas of study. The only exceptions
are those student teachers placed in remote areas ( Salome, Nogales, Show Low,
etc.) who are supervised by NAU Center for Excellence in Education site
coordinators in that region. b) Education professors supervise approximately
113 of the elementary and special education student teachers. In both cases, these
full- time professors are highly qualified faculty members.
2. Center for Excellence in Education site coordinators supervise approximately 114
of the elementary and special education student teachers. They are experienced
teachers and administrators who have demonstrated professional competence in
the schools in Arizona
3. Graduate students supervise the remainder of our elementary and speaal
Page 6
education student teachers. They have been accepted into NAVs graduate program
on the basis of strong academic backgrounds and successful experience in schools.
,4. A list of current student teacher supervisors is attached ( Appendix 6). The list
includes details on their qualifications and years of public school experience.
b. Instruction of regular undergraduate courses is conducted by individuals selected on
the basis of:
1. experience as a teacher or other professional in schools;
2. advanced graduate work ( the doctorate is desired but not required);
3. professional activity ( organizations, service to schools, etc.);
4. scholarly endeavors.
c. Instruction of graduate courses is conducted by individuals selected on the basis of:
1. experience as a teacher or other professional in schools;
2. doctorate is required unless waived by virtue of the need in a particular discipline
or by experience;
3. scholarly endeavor with demonstrated research and publication effort;
4. professional activity.
d lnstructors of In- Service Courses for University Credit:
Instructors must meet the requirements that the Board of Regents has established
for full- time University faculty. Fewer than 10 percent of our courses are taught by
faculty without the Doctorate. In all cases, instructors have proven expertise in their
areas. All instuctors must submit a complete vita, letters of recommendation, and
documentation of their educational and experiential background. In planning the
coursework, the following steps must be followed.
1. A course of study ( syllabus, course outline) must be submitted to Center.
2. Center Curriculum Committee reviews course content to determine if it is
rigorous enough to award University credit, and if it is a duplication of any other
course.
3. Instructor must be approved by the Center, meeting the requirements described
above.
4. All coursework and instructors must, in the final analysis, be approved by the
Center Coordinating Council, and the Division of Continuing Education.
e Background and Selection Process for Part- Time Staff
1. Part- time faculty in the CEE fall into four categories: graduate assistants,
part- time faculty on campus during the academic year, part- time faculty on
campus during the summer, and part- time faculty who teach in our field- based
programs and other offcampus courses.
Page 7
We use very few graduate assistants for teaching courses. The courses they do
teach are all on campus during the academic year. Usually they teach sections of
EPS 100 ( a study methods course, basically, which does not count as credit
toward a degree) or EFD 200, Introduction to Education. Occasionally, a
promising doctoral level graduate assistant will teach upper division courses.
Graduate assistants are selected on the basis of letters of recommendatjon, GRE
scores, an interview by a faculty panel, and the student's statement of purpose for
pursuing an advanced degree. Those who teach EPS 100 are students in the
master's and doctoral degree programs in Educational Psychology who are being
prepared in counseling, school psychology, etc. Those who teach EFD 200 are
selected on the basis of the experience as a teacher in schools.
3. All other part- time faculty are selected on the basis of experience in their
professional area ( teacher, counselor, psychologist, administrator, etc.),
advanced degrees, and service to the profession. They are selected on the basis of
their application, the extent to which they are recognized and accepted as high
qualrty professionals, recommendations, and, in most cases, an interview with
either a facutty panel or an administrator from the CEE. The attached draft policy
( Appendix C) for selection of adjunct and part- time faculty is being implemented.
4. A list of part- time faculty currently on campus is attached ( Appendix D). The
list includes details on their qualifications and years of public school experience.
5. Basic Skills Test Information
a Because of the frequent turnover of directors in the office of student teaching, our
records have not been kept in a consistent format for the past 3- 5 years. One year
ago, we received our first computer printout on NAU students' ATPE scores. They
were not identified by minority group. We are receiving ATPE scores for past years
from the Arizona Department of Education. An analysis will be compieted to determine
our students' test history on the ATPE by minority group. Because most of our
students will now be taking the PPST, we will keep complete and separate records on
this test. The NAU University Counseling and Testing Center is already working with
us to establish timely and detailed reports of student scores.
b. A comprehensive plan for providing assistance to students preparing to take the PPST
for both the first time and for retakes has been developed. The complete plan is
attached ( Appendix E). The current schedule of support workshops available to
students is also attached ( Appendix F).
APPENDIX A
CEE LECTURE SERIES
Speaker - T o ~ i c
Refom in Education
- Date
1 0 / 3 0 / 3 4 Michael Kirat
Stanford University
Impact of Technology on School
Curriculum
Sigificant Curric~ lum Reforz
Strategies and Issues
The Seed for Lastizs ConsCituencies
in Education
Is? or: s and Ex? or: s in- Education
Paul Xesta
University of New Mexico
Fenwick English
LehFgh University
Daniel Buden
University of Yaryland
Suzanne Shaffer
Arizoca State Universit:~
Xinorities Education: Some Intersational
Comparisons
Franklin Parker
University of West Virginia
Discussion on the Guarani Language and
Bilin~ ual Issues in Paraguay
Jorge Aaarilla
Association of Teachers
of Guarani
Wilson Riles Black HerFtase in Education
For=, er State Su? erinzecCent
of Educscioc in Califorxia
Yorrison Warren Black Heritage in Education
Arizona Stat+ Universit::
Neil Postzan husins Ourselves to Death
Nev York University
Wooen in Their Thirties: The In- SetTdeen
Generation
Rosenary Caffarella
Virginia Camonvealth
University
Roach Van Allen Helping Ele3entary Teachers Use Writing
University of Arizona
Youth Uho Reason Extremely Well Mathemati-cally:
How to Find Them and How to Help
Thern
Outcomes Accreditation: A New Concept in
School Evaluation
Julian Stanley
Johns Hopkins University
John Vaughn
Executive Director, North
Central Association
John Goodlad Good Schools and How to G2t Them
University of Washington
Nolan Estes New Horizons in Education
University of Texas
- Date
9/ 3/ 85
9/ 13/ 85
9/ 23/ 85
10/ 10/ 85
CEE LECTURE S E R I E S ( CONT'D.)
Speaker Topic
Lorin Hollander Arts in Education Through the ' 90' s
Concert Pianist
Terrel Bell Excellence in Education
University of Utah
Avima Lombard An International Perspective on Parent
Hebrew University Involvement in Education
Madeline Hunter Essentials of Good Schooling
University of California,
Los hgeles
SUPERVISORS
Rita Ashcraft
Ed Becker ( GX)
Dee Cannon
Paul Denham
Steve Fargo ( GX)
Luther Flick
Al F l i t c r a f t
Pat Hays
l% ry Horst
Ed Hubbard
P a t r i c i a Hutchinson ( GX)
LeeAnne Jaime
Gordon Johnson
J i m Lepich
Laurie Levy ( GX)
John Micklich
Margaret Miller
Connie !. lullinaux
Dick Packard
Ralston P i t t s
Skip Rau
Jane Reukema ( GA)
Robert Rhodes
Sharon R i t t
Fall 1985
APPENDIX B
STUDEXT TEACHER SUPERVISOR INFOKWTION
DEGREE
Ph. D.
Ed. S.
Ph. D.
MA
Ed. S.
MA
? lS
MA
Ed. D.
MA
BFA
? LA
Ph. D.
Ed. D.
MA
Ed. D.
MA
Ph. D.
Ed. D.
Ph. D.
Ed. D.
B A
Ed. D.
Ed. D.
PUBLIC SCHOOL
EXPERIENCE
.5 year
12.5 years
13 years
13 years
4 years
34 years
0 years
35 years
16 years
25 years
4 ( f u l l - t i m e ) , 12( pt- t
8 years
11 years
11 years
3 years
0 y e a r s ( l 1 - t
M i l i t a r y Inst
17 years
7 years
3 years
22 years
6 years
5 years .
21 years
5 years
SUPERVISORS
Phil Rulon
Ray Tamppari
Peggy VerVelde
Kay Walker
Donna Winch
DEGREE
PUBLIC SCHOOL
EXPERIENCE
22 years
11 years
10 years
3 years
12 years
APPENDIX C
SELECTION OF ADJUNCT AND PART- TIME FACULTY
-
D R A F T
Adjunct faculty and part- time faculty are two separate categories of faculty
associated with the university. Part- time faculty are persons hired usually to teach one
or more courses on a semester t o semester basis. Adjunct faculty is a faculty status
defined on page 3 of Chapter 2, Section I o f t h e Faculty Handbook. Adjunct faculty
function in a variety of ways within the university. In most cases adjunct faculty are not
on the university payroll. They are proposed for this special status by an academic unit
t o the Vice President for Academic Affairs and receive a formal appointment from the
President. They become part o f t h e faculty whether compensated or not. They, more
often than not, are involved in non- classroom activities serving as thesis advisors,
members of doctoral committees or collaborating with our full- time faculty on research
or service projects.
Selection and Appointment of Teaching Faculty
Anyone to be appointed as a teaching faculty must go through an approval process
by the academic unit in which they are to teach. This review process should be similar to
that used to select full- time faculty. It should be made very ' clear that review of the
credentials and the recommendation of a person to teach a course is the responsibility of
the chair, director, and dean responsible for the academic program. This is - not the
responsibility of t h e O f f i c e of Continuing Education o r t h e Graduate Dean. Further, i t is
not the responsibility of the Office of Continuing Education to identify potential part-t
i m e o r adjunct faculty, although they often can help by suggesting potential instructors.
Beginning with the Fall Semester, 1985, for each part- time teacher o r adjunct
faculty member t h e r e must be a personnel file in the academic unit along with the files
kept f o r our regular faculty . This file should contain the information on which a
decision was based to hire this person. Correspondence with this person on hisfher duties
and what is expected of instructors by this academic unit should also be included.
Further, student evaluations of the teacher and other documented evaluative information
should be included. Once each semester t h e O f f i c e of the* Vice President for Academic
Affairs will send someone to review these files to make sure the files do exist and that
the files are properly maintained.
What Information is Required for Hiring?
Information required for hiring part- time and adjunct faculty may vary. However,
we must have a reasonably current resume and letters of recommendation. Such l e t t e r s
should outline the background of the candidate to teach specific courses and a t t e s t to the
person's abiIity to teach effecti,, ely. In some cases it may be appropriate to ask for a
transcript from t h e prospective instructor if that information documents that the person
has the course work background to teach a particular course. Transcripts may be most
appropriate for persons who are young in their careers, ie., recent recipients of doctoral
degrees. On the other hand, asking for a transcript which is ten or twenty years old may
n o t b e helpful at all. There may be other ways t o provide input on the qualifications of
part- time instructors. We need to make sensible judg$ ments on what is needed to
document a person's quafificstions to teach a particular course.
For graduate courses, normally the instructor should have the doctoral degree.
However, some people may have the expertise to teach at the graduate level because
t h e i r accomplishments over time. make them expert in the subject matter of the course
and also because they have demonstrated ability as a teacher. The people best able to
judge this are usually i n the academic unit.
APPENDIX D
PART- TINE FACULTY
HIGHEST DEGREE
DEGREE - FROM
L. Bierlein
T. Browne
H. Brush
D. Cady
B. Cummings
J. C u r t i s
P. Jahnke
K. Karol
C. Nelson
S. Oliver
S. Ritt
M. Shimasaki
K. S t a i r e s
K. Walker
MX Univ. of AZ
XA Nor. AZ Univ.
Ed. D. Univ. of ? lass.
Ed. D. Nor. AZ Univ.
? fA Nor. AZ Univ.
X A Nor. AZ Univ.
2. U Nor. AZ Univ.
Mont Yarty College
Nor. AZ Univ.
HA Southern ILL
Ed. D. Nor. AZ Univ.
TiW Northwestern Univ.
Ed. D. Nor. AZ Univ.
Ed. D. Okla. St. Univ.
AREA
TEACHING
EFD
ECI
EP S
EPS
EC I
EFD / EAD
ECI
EFD
ECI
ECI/ ESE
ECI
EFD/ ECI
ECI
ECI
YEARS OF PUBLIC
SCHOOL EXPERIENCE
5
10
15
0
30
11
6
16
11
13
5
10
2 1
5
PRE- PROFESSIONAL SKILLS TEST
PLANS FOR PREPARATION AND REMEDlATlON
NORTHERN ARIZONA UNIVERSITY
Identification of Students: Following the end of each registration deadline, the Testing and
Counseling Center will send a list of those students registered for the next administration of the
PPST to the Advising Center in the Center for Excellence in Education. CEE personnel will send
these students a list of options available for test- orientation and preparation. Following the
report of test scores ( the Testing and Counseling Center will provide this information to the CEE
Advising Center), notes outlining options available for remediation and test re- taking will be
sent to all students who have failed one or more sections of the test.
Beginning spring semester, the taking of the PPST will be required in EFD 200,
" Introduction to Education." Students ( usually sophomores) take this course in order to explore
career options within education. As a part of this course students will be given an orientation to
the exam and will be required to register for it. This will enable us to reach a large number of
the students who will now be required to pass the exam before acceptance into the program.
Options Available for Test Preparation: Materials to help students prepare for the test
are being made available in the following ways:
A. Self- oaced Materials
1. The Testing and Counseling Center is distributing copies of the PPST bulletin
to all students who regist&.
-
2. Copies of the commercially published handbook, Teacher ComDetencv Testing
( Arco Publishing, NY) will be available at the NAU Learning Assistance
Center, the CEE Advising Center, and through the NAU bookstore.
3. The Learning Assistance Center is developing PPST orientation and study
materials based on the Educational Testing Service's information bulletin.
4. Video- cassette recordings of test- orientation sessions will be made available to
students who are unable to attend the group sessions.
B. Individual Tutoring
1. Tutors in the NAU Learning Assistance Center are available for individual
sessions with students who want to discuss how to prepare for the PPST.
2. The NAU English Department has a writing lab where students can go to get
individual help to prepare for the composition and grammar sections of the test.
C. Grouo Worksho~
1. The NAU Learning Assistance Center is scheduling sessions on writing essays,
test anxiety, and PPST orientation prior to each test date. Sessions will be
conducted by graduate students at NAU ( many of them dassrwm
teaching experience) and will be available free of charge.
2. Faculty and staff members in the Center for Excellence will collaborate on
development of test- orientation sessions to be conducted in the Center
prior to each test date. These sessions will be held in a classroom equipped for
video- taping. Video tapes will be made available to off- campus students through
the offices of NAU field site coordinators.
Options Available for Test Remediation: Students failing one or more sections of the
exam will receive letters outlining the following options available to them. Remediation
programs are being developed along similar lines for each of the three sections of the exam.
A. Self- oaced material
1. Computer- aided materials are currently available in NAUs Learning Assistance
center and the English Department's writing lab. Additional programs are being
reviewed for purchase by the Center for Excellence and will be made available
through the CEE Advising Center and the CEE computer lab.
2. The Learning Assistance Center has a wide variety of programmed learning
bookiets available in math, grammar, and reading. A tutor works with a student
to select the most appropriate materials based on he PPST ( and ATPE) score
reports.
B. Individual tutor in^
1. Tutors in the Learning Assistance Center are available to set up a series of
work sessions with individual students on math, reading, grammar, and
writing. Tutors who diagnose needs for indepth work refer students to
services within individual departments at NAU.
2. The writing lab in the English Department is able to provide individual tutoring
programs for students with major problems in writing. Many of the tutors
have backgrounds in English as a Second Language programs and can supplement
the help provided in the Learning Assistance Center.
3. The Counseling Center can provide specific help to those students with severe
problems with test anxiety and to those students who may need to consider
career options outside of teaching.
C. GrouW~ orkshqp~
1. The Learning Assistance Center will provide specific remediation/ review
sessions for each of the three parts of the PPST. Materials are being developed
within the Learning Assistance Center and will be reviewed by representatives
of the Center for Excellence in Education, the English Department, the Math
Department, and the Testing and Counseling Center.
2. Group workshops will also attempt to set up student study groups which,
will have an assigned " advisor" to whom questions and requests for additional
help or materials can be referred.
Future Plans: Educational Testing Service is making two new services available next spring:
a revised score report form and an expanded test information booklet. Both of these services
will enable NAU to improve their assistance to students who are preparing either for the inital
exam or for a re- take. Currently the PPST score report form indicates the test score but does
not give any information about the specific competencies the student can not demonstrate. Next
spring the score report form will be revised to include this data. Remediation materials can
then be developed related to each competency, and students will be able to get specific help
directed at their area of weakness.
The ETS test preparation guide ( also to be made available next spring) will use the exam
format and sample questions to familiarize students with both the approach and the content of the
PPST. The Assistant to the PPST Program Administrator at ETS has indicated that the booklet
will not only identify correct answers to sample questions, but will also explain why alternate
answers are incorrect. This booklet will be made available to students ( for both individual
sessions and group sessions) and will serve as a model for further development of remediation
materials ( including computer- assisted instruction).
Follow- up and Evaluation Plans: The CEE Advising Center is computerizing student
records; test scores and tutoring records will be a part of the file. This cummulative
information will be used to develop an ongoing plan for preparation and remediation which is
responsive to student needs and which reflects the most successfui aspects of the program.
16 October 1985
SCHEDULE FOR PPST ASSISTANCE
and Workshops on Related Topics
Monday Oct. 28 Noon Deadline for Registering I for Nov. 23 PPST
Tuesday Oct. 29 3: 30- 4: 30 Test Anxiety ( L. A. C.)'
Wednesday Oct. 30 3: 30- 4: 30 Test Anxiety ( L. A. C.) I Thursday Oct. 31 4: OO- 500 PPST Preparation: Math ( E. E. C.)#
Monday Nov. 4 4: 30- 6: 00 PPST Orientation ( L. A. C.)
Tuesday Nov. 5 3: 30- 4130 Time Manqement ( LAC.)
Wednesday Nov. 6 3: 30- 4: 30 Time Manasement ( LA. C.)
Wednesday Nov. 6 6: 30- 8: 00 PPST Orientation ( L. A. C.)
Thursday Nov. 7 4: OO- 500 PPST Preparation: Reading and
Writing ( E. E. C.)
Saturday Nov. 9 PPST Examination
Thursday Nov. 14 4: OO- 500 PPST Preparation: Math ( E. E. C.)
Mcncky Nov. I 8 4: 30- 6: 00 PPST Orientation ( L. A. C.)
Tuesday Nov. 19 3: 30- 4: 30 Writing Papers & Essays ( L. A. C.)
Wednesday Nov. 20 3: 30- 4: 30 Writing Papers & Essays ( L. A. C.)
Wednesday Nov. 20 6: 30- 8: 00 PPST Orientation ( L. A. C.)
Thursday Nov. 21 4: OO- 5: 00 PPST Preparation: Reading and
Writing ( E. E. C.)
Saturday Nov. 23 PPST Examination
3
LAC workshops will be held in the Leaming Assistance Center on the
second floor of the North Activity Building.
# EEC workshops will be held in Eastbum Educztion Center room 221.
~ C f ~ P F i E J ' A R E D F O R
J OlNT LEGISLATIVE COMMrllEE ON TEACHER EDUCATION
OCTOBER 31,1985
~ F O R E x C a L E N C E N ~ T l C NrwK mEmARIZONAUVNERSTP(
Planned Changes or Reforms in Teacher Education Program I During the 1985- 86 academic year the faculty of the Center for Excellence in Education are
engaged in a substantial curriculum development process. Proposals for change are being
discussed with faculty and administrators from throughout NAU, with representatives from I public school districts, with students, and with community members. The following guidelines
are being used as a framework for this development work; in many instances, pilot programs
are already underway.
I I Guidelines 1 selected Pilot Programs 1'
I
I
I
4. Involve and secure support from
business and industry;
The new curriculum will
1. Have a substantial experiential
base;
3. Incorporate participation by school
personnel;
a Telecommunications network;
b. State Advisory Board ( Ken Carpenter,
Branch Manager for IBM and William
Schaefer, Superintendent of Madison
Unified District are co- chair);
c. Program and scholarship support
provided by business and industry;
Current pilot projects include
a Christensen School Project ( See
Appendix A);
b. Practicum requirement with courses;
2. Be competency based ;
a Teacher of the Year Program;
b. EFD 200 - Introduction to Education;
c. Student Teaching Centers;
d. Teacher Residency Program;
a Current undergraduate course syllabi ( See
samples in Appendix 6);
I *
I
I
I
I
I
I
I
5. Be visionary in preparing teachers
for the 21st century;
6. Be extensively interdisciplinary;
7. When possible, be offered in blocks
rather than in piecemeal courses;
8. Differentiate between on and off
campus programs.
a Technology adaptation for classrooms;
b. Analysis of course competencies;
c. Research projects ( for Board of Regents,
Arizona Legislature and State Board of
Education) which focus on educational
problems;
a Great Books proposal;
b. Decentralized secondary education
programs;
c. lnterdiscplinary Curriculum Committee;
d. History Education Task Force;
a. Christensen School Project;
b. Professional Semester;
a. Seven field sites with coordinators;
b. Extensive and varied in- service
programs. I
APPENDIX A
PROGRAM FOR LEARNING COMPETENT TEACHING
P5iloso~ hya nd Eiationale
This field- based, experiential, integrated, program in teacher education erases
traditional boundaries-boundaries
between- traditional certification courses for teachers;
- the language arts;
- the public school and the university;
-- education students and schoolchildren;
-- research and classroom practice.
To accomplish these erasures, the program combines all language arts and reading
coursework into integrated curriculum for students of elementary education, and
delivers this coursework within the context of an elementary school environment.
Students earn fourteen credit hours, attending classes and teaching in classrooms on-site
at the elementary school from 8: 00 A. M. to noon, five days a week for one
semester. Two NAU students work in each participating classroom, teaming closely
with the teacher. Students spend eight weeks working in a primary grade and eight
weeks at an intermediate grade level.
The program incorporates four components:
( 1) Academic background - information about the fieid of education, such as
learning theory, chiid development and statistics.
( This material can be taught in a traditional college classroom, but it
becomes more relevant in a field setting.)
( 2) Methods content - techniques, strategies, and approaches to teaching
various skills, abilities, concepts, and subject
matter to elementary grade children.
( This content may be partially taught in a traditional on- campus setting,
but i t is more efficiently learned by education students if they can
immediately apply these methods in the elementary classroom.)
( 3) Skills of teaching - interacting with children, communicating clearly,
managing the classroom, planning, making
decisions, and general " with- it- ness."
( These skills must be learned in a real classroom with real children.)
4 Personal develooment - social and personal aspects of being a
professional.
( This enrichment component is relevant for our students because they must
behave as professionals every day. Guest presenters from business,
industry, the arts, and other collenes shared information about a multitude
of topics.)
Because at least t h r e e out of four of these components require on- site
opportunities for students to apply their learning, the program must take
place in the arena of the school and classroom.
Distinctives of the Program
me following aspects of the program are unique, and contribute to the efficiency and
power of the project:
1. The program is totally on- site, in a self- contained laboratory facility
adjacent to an elementary school. Students study and prepare in the lab ( a
12' x 40' trailer) and then go into the school to teach their daily lessons to
elementary schoolchildren.
2. Classroom teaching applications are carried out within a carefully- planned
structure. NAU students are accountable for children's learning. Their
lessons must f i t the classroom program, the district curriculum, and the
daily schedule of the school.
3. All University- level course content in the teaching of reading and language
arts is integrated, thus eliminating redundancies and overlap. A copy of
the modular curriculum program, covering the entire semester, is included
in the Appendix.
4. Students are recruited during their Sophomore year. This is important
because they need to test the waters of teaching as early as possible in
their University career.
5. The program is competency- based, requiring the NAU students to show
their grasp of academic background, methods content, teaching skills, and
professional behaviors within t h e context of actually planning and teaching
lessons in the elementary classroom. A list of all competencies and
performance indicators is included in the Appendix.
6. School- university teamwork is strong. Members of the Center faculty
team are at the school every day, actively teaching, observing, and solving
problems. Monday afternoon seminars with Center faculty and teachers
help everyone communicate and plan together. Teachers also conduct
seminars for NAU students, while their classes are covered by TJniversity
personnel.
APPENDIX B
I TEACHING AND LEARNING LANGUAGE ARTS IN THE ELEMENTARY CLASSROOM: PROGRAM
I FOR LEARNING COMPETENT TEACHING
I I. Skill in classroom 1.1 Conduct daily classroom observations through
observation and description use of observation report format.
of learning environments.
I 11. Understanding of nature 11.1 List universals of language.
of language.
I 11.2 Describe components of language
11.3 Prepare and teach small- group lesson on
word origins or history of language. I 111. Understanding of the 111.1 Explain role of rule induction in language
language learninglteaching learning.
I processes.
111.2 Describe language attributes of child as
he/ she begins school.
111.3 Analyze spelling errors according to apparent
generalizations.
111.4 Plan and carry out a story dictation session
for primary grade children.
111.5 Use lesson planning format which includes
- statement of purpose( s)
- materials and resources needed
- specific procedures
-- evaluation and follow- up
I IV. Understanding relationships IV. l Describe functional relationships among the
among the language arts. language arts.
IV. 2 Plan and teach language lessons which
incorporate more than one language art area.
IV. 3 Asssist children in writing, editing, and
publishing student- authored materials.
V. Application of language arts V. l Plan an integrated mini- unit on a
skills and abilities to orher content- area topic.
curriculum areas.
V. 2 Design and field- test a study guide or
guides for content- area reading.
V. 3 Design and field- test a cloze procedure
on a selection from content- area reading.
V. 4 Teach study skills lessons on the following
topics:
-- surveying, skimming, and scanning;
-- researching
- note- taking
- reporting
V. 5 Design and carry out a learning contract on a
topic in skills or content learning.
VI. Development of a variety of VI. 1 Prepare and teach small- group lessons on the
activities for teaching following topics:
language in the elementary -- listening skills
classroom. - oral language skills
- dictionary skills.
- recognition of letter names
- using the senses in language learning
-- concepts such as sameldifferent,
classification, cause- and- eff ect, sequence.
- following directions
VII. Evaluation of language arts VII. 1 Evaluate language arts and reading textbooks
curriculum materials. and curriculum guides according to philosophy,
scope and sequence, activities, adaptability.
VII. 2 Critique textbook lessons on topics such as
phonics, structural analysis, spelling skills,
comprehension, handwriting skills, grammar and
composition.
VII. 3 Describe a sequence of instruction for teaching
structural analysis.
INFORMATION FOR JOINT LEGISLATIVE COMMITTEE ON TEACHER EDUCATION
COLLEGE OF EDUCATION, UNIVERSITY OF ARIZONA
A. 1 Non- Education Course Requirements
Elementary Education
Course
English
U. S. History
General Psychology
Linguistics
U. S ./ Ariz. Constitution
Social Science Elective
Lab Science
Mathematics
Health Education
Humanities
Units
Academic Minor 2 0
Secondary Education
Course Units
English
General Psychology
U. S. History
Social Science Elective
U. S./ Ariz. Constitution
Lab Science
Mathematics
Humanities
Academic Subject Major
Academic Subject Minor
A. 2 Entrance Requirements
Students admitted to the College of Education must m e e t the following
entrance requirements.
1. must have 56 u n i t s applicable toward a baccalaureate degree
2. must present a cumulative grade point average of 2.5000 o r b e t t e r
3 . must have passed a l l three p a r t s of the Pre- Professional S k i l l s
Test ( PPST)
A. 3 Methods Used to Recruit Students
The following methods are currently used to r e c r u i t able students i n t o
the College of Education.
1. A l l freshmen and sophomores in the University who have i d e n t i f i e d
themselves as i n t e r e s t e d in Education are academically advised by
the Pre- Education Advisor.
2. Regular r e c r u i t i n g and advising t r i p s are made twice each year t o
many of the Arizona Community College campuses. Our v i s i t s include:
Pima College, Arizona Western College, Eastern Arizona College,
Cochise College, Central Arizona College, Glendale Community College,
Scottsdale Community College and other Maricopa D i s t r i c t campuses
as needed.
3. Mailing labels obtained from the tapes of ACT/ SAT for t h e t o p t e n
percent who indicated ARizona as a choice and Education as an area
of i n t e r e s t are mailed r e c r u i t i n g materials.
4. University of Arizona Pre- College Program
5. University Outreach Programs
6. High School Visitations - through the regular University program
and through v i s i t s from the Pre- Education Advisor.
A. 4 A t t h i s date we do not have an o f f i c i a l count of students enrolled for
the F a l l Semester 1985. Our best estimate is 875 with 4 students being
specially admitted through our Committee on Admissions, Credentials and
Standards. That would give us 99.095 percent who have met a l l entrance -
requirements.
The University does not keep r e t r i e v a b l e records concerning community
college t r a n s f e r s . The following is our best estimate from sample
studies undertaken i n the past.
University of Arizona, College of Education Enrollments
* Post- Baccalaureate Teacher C e r t i f i c a t i o n Students 3 0%
* Students having completed one or more semesters a t
a community college 25%
* Transfers from other four- year i n s t i t u t i o n s 10%
* Original matriculated students a t the University of
Arizona 35%
A. 5 Under the direction of the Student Resource Center, the University has a
campus committee planning the a c t i v i t i e s for helping those students who
f a i l p o r t i o n s o f the basic s k i l l s proficiency examination. The exact
nature o f t h e a c t i v i t i e s have not been f i n a l i z e d a t t h i s point in time.
A. 6 See attached S t a t e c e r t i f i c a t i o n Programs i n Teacher Education for
l i s t i n g s of course objectives. The objectives are s t a t e d i n terms of
knowledges and s k i l l s t o be learned in the professional education course
sequence.
A. 6 ~ equiredC. ourses for Elementary Education
Group I
Field
Course U n i t s Prerequisites ~ x p e r i e n c e s
Child Development 3
Learning i n the Schools 3
Foundations of Education 3
Decoding S k i l l s i n the Elementary School 2
Reading Decoding Practicum 1
Music Materials and A c t i v i t i e s for 2
the Elementary Classroom Teacher
Visual A r t s i n Elementary Education 3
Literature for Children 3
Elementary School Physical Education 3
none
none
none
none
none
none
none
none
none
Group I1
Teaching Language A r t s i n the 3 A l l of Group I no
Elementary School Listed Above
Teaching Reading i n the Elementary 3 ! I no
School
Teaching Science i n the Elementary 3 It no
School
Teaching Mathematics in the 3 I# no
Elementary School
Teaching Social Studies i n the 3 # I no
Elementary School
Group I11
Classroom Management
Multicultural Education
Mainstreaming
I n t e r n s h i p , ( Student Teaching)
2 A l l of Group I Yes
1 and I1 l i s t e d Yes
1 above Yes
11 II Yes
A. 6 Required Courses for Secondary Education
Group I
Field
Course Units P r e r e q u i s i t e s Experience
Introduction to Teaching
( sophomore year)
Learning and Development i n
Secondary Schools
Curricula and Methods in
Secondary Schools
Teaching i n Secondary Schools
Teaching of Secondary School ,
Subjects
Secondary School Reading i n
the Classroom
Media i n I n s t r u c t i o n
3 none
3 none
4 none
3 none
3 none
3 none
3 none
Group I1
Reading Decoding Practicum 1 Group I Yes
Internship ( Student Teaching) 10 Group I Yes
A. 7 Typical Program of Study for Junior/ Senior Year
Elementary Education
Semester I Units Semester I1 Units
Child Development ( 3 Music for Elementary Teachers ( 2)
Learning in the Schools ( 3 Visual A r t s i n Elementary
Foundations of Education ( 3) Education ( 3)
Reading ~ ecoding/ Practicum ( 3) Literature f o r Children ( 3
Electives and Subject Elementary School Physical
Matter Minor ( 3- 6) Education ( 3)
Electives and Subject
15- 18
Matter Minor ( 3- 6)
Semester I11
Teaching Language A r t s
i n Elementary Schools ( 3)
Teaching Reading i n
Elementary Schools ( 3)
Teaching Science i n
Elementary Schools ( 3
Teaching. Mathematics
i n Elementary Schools ( 3)
Teaching Social Studies
i n Elementary Schools ( 3)
Elective ( 3
Semester I V
Secondary Education
Classroom Management ( 2
Multicultural Education ( 1
Mainstreaming ( 1)
Student Teaching ( 11)
15
Semester I Semester I1
Learning and Development Curricula and Methods i n
i n Secondary Schools ( 3 ) Secondary Education
Secondary School Media In I n s t r u c t i o n
Reading ( 3 Electives/ Major/ Minor
Electives/ Ma jor/ Minor Subjects
Subjects ( 6- 12)
18
Semester I11 Semester IV
Teaching Secondary Internship ( Student
School Subjects ( 3) Teaching)
Teaching i n Secondary Electives
Schools ( 3)
Electives/ Ma jor/ Minor
Sube j c t s ( 6- 12)
A. 8 Student Teaching Programs
The typical student teaching program consists o f :
a. 15 weeks a t the cooperating school.
minimum hours - 4 hours per day, 5 days per week.
Other arrangements are available depending upon the a v a i l a b i l i t y of
classrooms, cooperating teachers and schedule of the student. The
same number of minimum contact hours are maintained i n a l l internship
experiences.
b. The student is evaluated formally and informally by the cooperating
t e a c h e r , b u i l d i n g P r i n c i p a l , and the University Supervisor.
c . Students who do not do w e l l are normally removed from the student
teaching internship when it is deemed in the best i n t e r e s t of the
student, the classroom and the University. These students are
counseled to pursue o t h e r d i s c i p l i n e areas. They are allowed to
graduate and complete t h e i r degree i n Education without student
teaching. Their t r a n s c r i p t s w i l l read, Bachelor of A r t s in
Education, Non- Teaching.
Once a student is removed from Student Teaching, students are rarely
allowed to repeat the experience.
d. The local cooperating teachers are selected with the advice, counsel -
and recommendation o f the local school p r i n c i p a l . They are accountable
t o the principal and are trained by University Supervisors with the
help o f the school administration. Each cooperating teacher is given
a $ 318.00 stipend as remuneration for the assistance given i n the
student teaching experience.
A. 9 A t the present t i m e , the College of Education a t the University of Arizona
does not provide a blanket guarantee o r s p e c i f i c follow- up service for
its graduates. Our faculty m e e t with and consult with those working on
advanced degrees as they return for summer session classes or regular
evening classes during regular semesters and a t individual school d i s t r i c t
sites when faculty are there.
I A. 10 TEACHING FACULTY -- COLLEGE OF EDUCATION
Public Schools :
Program Faculty Degree Number of years of service
EdFA
Sec Ed
LibSci
Read
EdPsy David Berliner
Robert Calmes
Elem Carol Larson
Lupe Romero
W i l l i s Horak
Ruth Beeker
Edward Brown
B i l l Ranniger
Joseph F i l l e r u p
Yetta Goodman
Richard Lopez
Alice Paul
Vivian Cox
Ken Goodman
Frank Saunders
Paul Allen
George Babich
Kathy Carter
Don Clark
S a l l y Clark
Walter Doyle
Margaret Fleming
Richard Kidwell
Jacqueline McMahon
Glenn Pate
James Rankin
Paul Robinson
Janice S t r e i t m a t t e r
Ronald VandeVoorde
Elizabeth Antley
B i l l Ames
John Bradley
Adela Allen
Amelia Melnik
Deborah Tidwell
Art 430 Warren Anderson
Vincent Lanier
Jean Rush
- Wesley D. Greer
Mus 361 Donald Hayes
ExSS 351 Boyd Baker
P a t r i c i a F a i r c h i l d
Bruce Larson
Ph. D.
Ed. D.
Ph. D.
Ph. D.
Ph. D.
Ed. D.
Ed. D.
Ed. D.
Ed. D.
Ed. D.
Ed. D.
Ed. D.
Ed. D.
Ed. D.
Ph. D.
Ph. D.
Ed. D.
Ph. D.
Ed. D.
Ed. D.
Ph. D.
Ph. D.
Ed. D.
Ph. D.
Ph. D.
Ph. D.
Ph. D.
Ph. D.
M. LS
Ed. D.
Ed. D.
Ed. D.
Ph. D.
Ed. D.
M. A.
Ph. D.
Ed. D.
Ph. D.
Ph. D.
M. M.,
Ed. D.
Ph. D.
M. S.
none
3 years
6 years
18 years
8 years
84 years
12 years
5 years
2 years
10 years
1 0 y e a r s
10 years
10 years
11 years
3 years
12 tch/ 4 admin
12 tch/ 4 admin
6 years
6 tch/ 6 admin
6 years
3 years
2 years
4 years
3 years
9 years
532 years
3 years
3% years
9 years
1 3 y e a r s
- 0-
6 years
4 years
4 years
8 years
5 years
9 years
none
14 years
M. Ed. 12 years
6 years
4 years
none
I A . 1 1 The College of Education does not keep a record which can provide t h i s
data a t the present time. Our best estimate, derived from sample studies
i n the p a s t , would