The teacher education unit’s mission is to prepare students for lifelong learning, developing future educators’ intellect, imagination, self-confidence, and motivation, while preparing them for the teaching profession. Students investigate, reflect, analyze, and judge reality and truth through inquiry and discussion. Committed to educating each student as a total human being, the teacher education unit helps students to receive, respond to, organize, and characterize values. Specifically, students develop values about teaching, society, health behaviors, moral issues, education, and political influences. We ask our students to think boldly about the opportunities and responsibilities presented to us by a rapidly changing world. Students within the department are encouraged to live Carroll College’s mission by participating in community service and by interacting with children and adults from diverse cultural, religious, economic, and intellectual backgrounds.
The teacher education unit advances this mission as it works within the conceptual framework of Carroll College’s teacher education unit. That framework is built upon a liberal arts education, structured by traditional educational philosophies, and embraced by an atmosphere of dignity, which values justice of all persons. Access the complete Teacher Education Conceptual Framework from Carroll College’s Education Homepage.
Goals and Objectives
The goal of Carroll College’s teacher education program is to assist students in developing teaching competencies in their chosen fields and help them become educational leaders capable of responding to their students’ individual needs. Teacher education graduates will demonstrate competence in the 10 INTASC standards, as well as three additional Montana standards. The following dispositions, skills, and knowledge are to be viewed in conjunction with specific goals and objectives established for the college and for each required professional education course.
ED 318 Content Area Reading and Secondary Methods
ED 323 Teaching the Communication Arts I
ED 324 Diagnostic-Based Interventions in Literacy Instruction
ED 325 Teaching the Communication Arts II
ED 407 Organization and Administration of the Reading Program
ED 412 Measurement and Assessment in Teaching
II. Other Program Requirements
ENLE 365 Young Adult Literature
SPED 304 Students with High Incidence Disabilities
LL 400 Theories and Methods of Learning and Teaching
III. Teacher Licensure
To obtain teacher licensure in reading, a student must complete: ED 408 Student Teaching in the Minor Area or ED 410 Student Teaching
IV. Acceptance into the Teacher Education Program and Student Teaching
Teacher Education Program:
Students pursuing academic programs that lead to teacher licensure must seek admission to the teacher education program by the end of their sophomore year.
Student Teaching: In the spring semester of the junior year, all preservice teachers must seek admission to student teaching.
1. See Secondary Education Requirements and Professional Education Requirements for Secondary Education.
2. All Reading K-12 students must meet the following requirements: 1) earn a grade of "C" or better in all Professional Education Requirements, Minor Program Requirements, and Other Program Requirements; 2) earn a minimum 2.5 cumulative grade point average, and 3) earn a minimum 2.65 grade point average in Minor Program Requirements, Other Program Requirements, and Professional Education Requirements.
- Demonstrate an attitude of professionalism through
- his/her behavior as a role model to students;
- continuing self-development;
- ethical behavior;
- peer support;
- contributions to the growth of the profession.
- Maintain healthy student/teacher relationships.
- Exhibit continued enthusiasm for teaching profession.
- Have appropriate relationships with administrators, teachers, support personnel, parents, and other community members.
- Be encouraged to participate in community service.
- Project a positive self-image.
- Appreciate the whole person by recognizing the uniqueness of each individual student.
- Classroom management and coping
- Classroom motivation and interaction
- Planning and lesson design
- Teaching strategies
- Instructional decision making
- Problem-solving inquiry
- Student diagnosis
- Media and technology resource
- Effective peer group interaction
- Effective listening, speaking, reading, writing, thinking, and viewing.
- Content (subject matter)
- Law and ethics
- Referral systems
- Instruction of the special child
- Child development, sociology, learning theory, self-concepts, philosophies of education.
- Comprehension, analysis, and evaluation of print and nonprint information and messages.
- Standard conventions of writing and speaking
- Analysis of literature and fine arts.
- Social studies
- Connecting learning with workforce and fulfillment of living In addition to the above