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EDUCATION
Program Faculty Margo Mack
OVERVIEW The Teacher Education Programs have the following stated outcome: Upon completion of a MTE-INTERN program, the student will demonstrate to the faculty's satisfaction... 1. Knowledge of curriculum content appropriate to the teaching level selected (e.g., secondary discipline(s), elementary curriculum). 2. The ability to recognize, respond to, and integrate diverse cultural experiences within the teaching/learning process and how to teach students to understand and participate in our pluralistic society. 3. An understanding of the influence of language (spoken, written and nonverbal) on the learning process and the use of this knowledge to facilitate learning. 4. An understanding of the importance of the teaching-learning cycle and the use of this information to improve student performance, to evaluate instruction, and to promote learning in all students. 5. The ability to recognize differences in learners and how to accommodate instruction to learner needs so as to promote learning in all students. 6. The ability to model for students the gathering, analysis and synthesis of information from a variety of resources. 7. The ability to demonstrate effective teaching methodologies, plus an aptitude for flexibility within those learned methods in the context of varying instructional situations. 8. An understanding of personal health issues that affect the learner and learning environment. 9. Successful completion of pre-service experiences in both practica and student teaching. 10. The ability to apply decision making principles and group processes in the areas of curriculum, methodology, measurement, program design, and school improvement. There are multiple points of assessment required of both the undergraduate and graduate teacher education programs. Assessments are relegated as benchmarks in the following areas: Assessment of basic skills and subject content: Before students are admitted to the teacher education program they must demonstrate competency in core subject areas. Completion of certain general education and core course work with minimum grade point average, completion of certain skills activities, and other experiential learning tasks are required as admission standards. Assessment of these traits is the first step in assuring the quality and standards of the students who will ultimately become graduates of the institution. Assessment of personal and social characteristics: As soon as students are admitted to the program, an extended and intense field practica is required. This practica requires students to perform certain tasks in the field which allow assessment of certain personal and social skills. Supervising professionals assess students at the end of this practica and insure performance in areas such as punctuality, sensitivity to diversity, hygiene, and disposition. Assessment of initial academic and professional abilities in education: The first term or cohort of programs requires students to complete major tasks for the overall program and specific tasks for each individual instructor. Major program tasks require students to design work samples and implement lessons in field practica, The static and dynamic assessment of these critical tasks at benchmark levels assure that student will meet minimum professional standards. Individual courses and learning experiences also require specific performance. These assessments include tests, performance-based skills, accumulation of portfolio evidences, etc. Assessment of intermediate academic and professional abilities in education: The second term or cohort of programs requires that students complete additional work samples at higher benchmark expectations. This step anticipates that students have met specific requirements prior to entering the full-time student teaching phase of the program. Individual courses and learning experiences also require specific perform-ance. These assessments include tests, performance-based skills, accumulation of portfolio evidences, etc. Assessment of professional skills and applications of subject and pedagogical knowledge & assessment of cumulative personal, social and professional ability: The final and cumulative assessment of students occurs at the student teaching phase of the program. Multiple visits and observations by mentoring public school teachers and university faculty give students feedback in several areas of professional and personal performance. This capstone require-ment assures that the teaching professional exits the system with proficient competency in the outcomes described above. The catalog information concerning EOU's teacher education programs is general in nature. Because teacher licensure programs are subject to external accreditation and rules established by Oregon's Teacher standards and Practices Commission, changes are made routinely to keep pace with new requirements. Although this catalog describes EOU's teacher education programs, it is important that interested students seek the most current advising information about the program in regularly published School of Education and Business Advising Handbooks and Admissions Brochures.
EOU's teacher preparation programs are competitive. Admission to the University does not guarantee admission to the professional education component of any particular education program. The CUESTE and MTE programs are limited in the number of students who can be accepted each year. Only the most qualified candidates will be considered for admission. Specific guidelines for admission to program are published each term. Please see the School of Education for the current Admission Brochure for CUESTE and the MTE Application Packet for specific information about each program. There are two options at EOU leading to teacher licensure: 1. CUESTE (Curriculum for Under- graduate Elementary and Secondary Teacher Education): This program requires students to design a well planned curriculum throughout their undergraduate experience which weaves together academic degree programs and education minors. Students preparing to teach elementary grades are required to complete a major in Multidisciplinary Studies, a minor in Elementary Education, and an additional academic minor or equivalent. The completion of these requirements leads to a Bachelor of Science or Arts in Multidisciplinary Studies, a minor in Elementary Education and preparation to teach Elementary grades and either Early Childhood or Middle School. The Elementary minor requires CORE 1, CORE 2, and Student Teaching as basic elements. Students preparing to be high school teachers are required to select an academic degree that matches their intended area of instruction. Majors such as Biology, History, English, Mathematics, and others would be examples that would prepare students to teach high school subjects. Students interested in high school teaching are encouraged to acquire an additional minor or endorse- ment course of study. The professional component of this program is the Secondary Education minor comprised of Core 1 High School, Core 2 Middle Level, and Core 3 Student Teaching. The completion of these requirements leads to a Bachelor of Science or Arts in a subject related to an approved endorse- ment area, and a minor in Secondary Education. 2) The MTE Program: A post bacca- laureate degree program designed for those interested in attaining either elementary or secondary licensure. The program requires a fifth year of graduate work with extensive field work as an intern in the public school. The program culminates in elementary or secondary licensure and, with an additional summer session of course work, a Master of Teacher Education degree. CUESTE:
Course for Undergraduate Elementary & ELEMENTARY Overview Students interested in becoming an elementary teacher through EOU's CUESTE program must complete the Multi-disciplinary Studies Degree, the Elementary Education Minor, and an additional core of lower division and upper division courses or competencies. The Multidisciplinary Studies Degree The Bachelor
of Science in Multidisciplinary Studies requires a minimum of 180
hours for graduation, including specific distribution of course work
in the liberal arts, completion of the general education distribution,
and completion of an academic minor area with a minimum upper division
distribution of 60 hours. Electives may range from zero to thirty
hours depending upon minors selected, and degree of overlap between
general education requirements, minor and major. Humanities: To include courses and/or competencies in: Literature To include courses and/or competencies in: Psychology To include courses and/or competencies in: A creative
arts course Natural
Sciences: Other Requirements through courses and/or competency Health and
lifestyle fitness awareness Multidisciplinary Studies Degree Credit Summary: General
Education 60 Hours Total Program 180 Hours *Students may use General Education or Multidisciplinary Studies major requirements to satisfy a portion of the endorsement minor or cluster. Hours of electives depends on the degree of overlap between major, minor and general education requirements. Multidisciplinary Studies Degree: Program Requirements Any student may apply to the Multi-disciplinary Studies degree program. The degree's aegis is the School of Education and advising is done by the School of Education faculty. The following admission require-ments are established for the Multi-disciplinary Studies degree. Admission to the Multidisciplinary Studies Degree Program is not required. Students may graduate with a Multidisciplinary Studies Degree with two options: Students must earn a MUD to complement Elementary Education. Student may earn the MUD without the elementary education minor, if it determined that Elementary Education is not a career path. Both groups must satisfy the following requirements: 1. The Multidisciplinary Studies Degree requires that students complete all graduation requirements set by Eastern, reflecting the following: a) Satisfactory completion of at least 180 credit hours, b) completion of at least 60 of the 180 hours at the 300 or 400 course level, c) passage the writing proficiency examination (WPE), d) compliance with certain credit limitations established for practicum, physical education, continuing education, and community college transfers, and, e) completion of the twenty-four hour language requirement if the Bachelor of Arts degree is selected. 2. The Multidisciplinary Studies Degree requires that students complete all specific lower division course work. 3. The Multidisciplinary Studies Degree requires that students complete at least 60 credit hours at the upper division level as part of the major or minors or some combination of both. 4. The applied mathematics requirement for the Bachelor of Science degree shall be Math 211, 212, 213 (Fundamentals of Elementary Mathematics I, II, III) sequence or its equivalent. 5. Satisfactory completion of all required courses with no grade lower than a "C-." Multidisciplinary
Studies Degree, Elementary candidates are required to complete the following to satisfy the requirements for the Multidisciplinary Studies Degree: 1. All lower division MUD requirements 2. Specific upper division course requirements Besides the lower division core courses, Elementary candidates must complete specific upper division courses requirements. These include Art 390, or equivalent; ENGL 315 or 316, or equivalent; MATHE 333. 3. The Elementary Education Minor (Core 1 Elementary and either Core 2 ECE or Core 2 Middle, and Core 3 Student Teaching) In this option, the Elementary Education Minor must be completed to fulfill the requirements of MUD. The minor contains the capstone experience consisting of Work Samples and Student Teaching. Two writing intensive courses are satisfied via CORE 1 Elementary and CORE 2 Early Childhood or Middle School learning opportunities. ED 380 Elementary Core and ED 480 Early Childhood Core or ED 490 Middle School Core require significant written work. 4. An additional academic minor or endorsement course of preparation Option 1: To satisfy the MUD degree requirements the Elementary candidate must also complete an additional minor. Appropriate minors augment the elementary teacher's content preparation. Acceptable minors may be chosen from the following list: Art Biology
and General Science Check
the latest EOU Catalog for details of available minors. For students who already possess a baccalaureate degree in an academic area and who are fulfilling the Multidisciplinary Studies degree requirements, an academic minor is not required. Option 2: An optional way to satisfy the MUD degree requirements is for a candidate to complete an approved "endorsement course of preparation." An endorsement course of preparation may be explored in areas such as social studies, general science, special education & literacy, English as a second language & literacy or other areas where Eastern minors are not formally available. Proposals for this option must follow the general organizational principles of the academic minor ( a minimum of 30 quarter credits in a subject area, a minimum of 15 quarter hours at the upper division with appropriate lower division support courses, and cohesiveness of subject/discipline organization.) Proposals for some endorsement courses of preparation must be submitted though the advisor to the subject liaison faculty: General Science, Miriam Munck; Social Studies, Valerie Camilli; Physical Education-Health, Dan Mielke; Special Education-Literacy (BMCC only) Jim Harrington; ESOL-Literacy (TVCC only), Jan Dinsmore; Reading (La Grande only), Carol Lauritzen. Undergraduate Reading Endorsement Course of Study The undergraduate reading endorsement is a course of study which prepares students seeking initial licensure to become competent in classroom reading instruction. It is composed of foundation courses that are in Core 1 and 2 of CUESTE plus advanced courses. The foundational courses must be taken as prerequisites for the advanced courses. Foundational Courses 15 credits LIB 388
and LIB 389 or, The reading endorsement is also available at the graduate level. The purpose of the graduate reading endorsement is to provide licensed teachers with additional preparation in working in the role of reading resource teachers. These reading courses are: ED 560 through ED 569 and ED 580 through ED 583. Option II: Non-Elementary Licensure Candidates Students not seeking elementary licensure would be required to complete all of the same requirements of the Multidisciplinary Studies major. In lieu of the Elementary Education minor, students would select an alternative minor. Students must select two writing intensive courses from their minor areas and must complete a capstone experience either in the minor area as described by the discipline or by completing a multidisciplinary capstone. The multidisciplinary capstone for non-licensure majors would require students to enroll in a capstone seminar course, ED 499, complete a multidisciplinary synthesis paper or project under the supervision of a cooperating faculty member. In summary, non-elementary licensure candidates are required to complete the following requirements for the Multidisciplinary Studies Degree: 1. All lower division MUD requirements. 2. Two academic minors. Minors adopted by EOU in the future may be selected as they become available. Minors transferred from accredited schools may also be applied. 3. A capstone experience. Students must complete the Senior Thesis Seminar provided and taught in the School of Education as ED 499, Senior Thesis. 4. Students must select at least two identified and approved writing intensive courses from their academic minor areas. 5. A computer literacy requirement. The computer literacy requirement may be fulfilled by any course or experience that minimally prepares students with an ability to use a desktop computer for word processing, data acquisition and manipu-lation, graphics manipulation, and interconnection with information sources such as the World Wide Web. Students should also acquire a comprehensive knowledge of how to use library information resources and appropriate technologies associated with the acquisition of information. ELEMENTARY MINOR COURSES/LEARNING OPPORTUNITIES Elementary Education Minor: Credit Summary Foundation
Education Experiences CORE
1: Elementary Authorization (0 cr lab (L) added to each below) and, CORE
2: Early Childhood Authorization (ECE) (0 cr lab (L) added
to each below) or, CORE
2: Middle Level Authorization (0 cr lab (L) added to each below) Credit
Summary Total Education Minor 45-52 Credit Hours
SECONDARY MINOR Overview Students preparing to teach High School are required to pick an academic major and minor that is a parallel with an approved endorsement area. At EOU these endorse-ment areas are: General
Science The major and additional subject course work should provide the prospective student with the content background necessary for teaching and the necessary support to pass PRAXIS test. Beyond the academic preparation, students interested in teacher education at the High School level must complete the Secondary Education minor.
Students select an academic major in the intended field of teaching and complete the Secondary Education Minor. Upon admission, candidates will move to a structured practicum experience and then to CORE 1 High School course and field work. A High School candidates will move to CORE 2 Middle School after successful completion of CORE 1 High School. When the secondary minor candidate has completed at least 85% of the major course work in the subject endorsement, a student teaching placement can be made. The minor is completed with a term committed to full-time student teaching. The following sections detail each of these program requirements.
SECONDARY MINOR COURSES/LEARNING OPPORTUNITIES Secondary Education Minor: Credit Summary Foundation Education Experiences ED 142 Education Orientation 1 (credit optional) CORE 1: High School
Authorization CORE 2: Middle
Level Authorization (0 cr lab (L) added to each below) Field Practicum ED 416 Secondary Student Teaching (10) Total Education Minor 46-53 Credit Hours ADMISSION
TO PROGRAM: As early as the end of the Sophomore year, eligible students may consider formal admission to the Education Minor of CUESTE. An open application process will be held at least once a year. A separate Admissions Brochure is published prior to each admissions cycle and has the most current EOU admissions information. Admissions is a two-step process. First, a student must prove that they are eligible to be considered. Second, additional criteria are then scored using scaled assessments. Students are then rank-ordered by point total. In any one cycle of admissions to program there may be limitation of space at a particular site. Meeting eligibility requirements and submitting additional criteria for evaluation does not promise admission to program. Invitations to participate are made on a space-available basis giving those with the highest point totals admission to program. See the current Advising Handbook and Admissions Brochure for the specific eligibility and competitive requirements of the program.
Overview of the MTE-INTERN Program The degree program, Master of Teacher Education (MTE-INTERN) is designed for individuals who have a baccalaureate degree and are interested in earning an Oregon teaching license. The program features an intensive year-long, field-based experience combined with advanced professional preparation course work. The program prepares teachers in the following developmental areas: Early Childhood, Elementary, Middle level, and High School. The program begins with campus course work during Summer Term, continues with a school-based practicum assignment at the start of the public school year, and includes professional course work during Fall and Winter term. The full-time preparation blends acquired professional knowledge with practice in a school setting. Candidates complete the teacher preparation portion of the program in June. An additional term of summer work is required to complete the Masters Degree. Additional features of the program include: classroom assignments in schools in eastern Oregon; placement with candidates in multiple grade levels; assignment as an Intern with two or more experienced teachers; colleague, cohort study and association; and professional preparation course work delivered on-site and on-campus by various modes of distance delivery technology. A modem and computer access to Internet are required. Admission is selective and acceptance is based on meeting high standards of academic performance and teacher potential. Program candidates should begin planning a year in advance to meet all admission standards. The application deadline is February 1 in the year of expected participation. The MTE-INTERN Program is selective. Resource restrictions in selected locations, levels, or endorsements may limit the number of students accepted to the program. The School of Education & Business and Business is looking for candidates who demonstrate exemplary professional be-haviors, social aptness, personal excellence, and academic competency. To qualify for admission, all candidates must: 1. Have earned a baccalaureate degree 2. Have an upper division and graduate course work gpa of 3.0. 3. Current official transcript(s) for all institu-tions attended (EOU requirement). 4. Be admitted to Eastern Oregon University with graduate status 5. Sign an acceptable response to Character Questions and fingerprinting 6. Pass a TSPC recognized test of basic skills: CBEST: California Basic Educational Skills Test, composite score 123 (Reading 37; Writing 37; Mathematics 37 minimums**) or, PPST: Pre-professional Skills Test** (Reading 174, Writing 171, Mathematics 175) 7. Pass an approved TSPC test** of academic subject competency for authorizations: Early Childhood, Elementary: MSAT (At current TSPC pass score) Elementary, Middle Level: MSAT. (At current TSPC pass score**) With subject-area test is an exit requirement. High School,Middle Level: Subject Area Test. (At current TSPC pass score**) MSAT is an exit requirement. **All tests and scores subject to changes made by Teacher Standards and Practices. See most recent MTE Admissions Packet for current score requirements. 8. Two letters attesting to candidate professional potential as a teacher 9. At least 30 clock hours of experience with children in an instructional setting, with documentation of positive performance 10. Technological competency: All candidates must demonstrate through course work, life experience, or examination a basic level of computer literacy including telecommunications and word processing. 11. Evidence of preparation through course work and/or experience: ECE & Elementary: A baccalaureate degree with subject preparation in creative art and arts humanities,a broad spectrum of social science, health, physical education, a broad spectrum of science, and language arts. In mathematics the specific requirement is a sequence in elementary mathematics. At Eastern Oregon University, MATH 211, 212, 213 is the preferred set of courses which meet the requirement. Mid-Level & High School: A baccalaureate degree with a major, minor, or equivalent in a subject specific to an approved EOU endorsement area. Students interested in completing an Elementary and Middle level combination must fulfill all requirements of ECE & Elementary above and have a major, minor or equivalent in a subject endorsement to pursue programmatic instruction and middle school placement. Oregon licensure and authorization at the middle level requires a major in the subject endorsement, a year of approved academic work in the subject endorsement, or passage of the appropriate TSPC subject exam. Selective admissions will be conducted on the following criteria: - Academic excellence - Personal and professional traits - Quality and degree of experience with young people - Regional need for endorsement area - Diversity Program completion and recommendation for Oregon licensure requires that candidates must also: 1. Pass the TSPC approved test of pro-fessional competency: PRAXIS test of Professional Knowledge at the TSPC approved level. 2. Acceptable responses to Character Questions 3. Demonstrate teaching competence: Planning for Instruction; Establish a classroom climate conducive to learning; Engage students in planned learning activities; Evaluate student learning; and Exhibit professional behaviors, ethics and values. (All these as stated in the Benchmarks) 4. Receive positive recommendations from teacher mentors and supervisors 5. Complete two acceptable work samples as evidence of teacher planning and student learning 6. Successfully complete all required course work For complete information of admission requirements see the School of Education MTE Application Packet. MTE-INTERN Core Curriculum The MTE-INTERN Core curriculum is designed to acquaint all candidates with the basic sets of skills and pedagogical knowledge required of teaching and of teaching in Oregon particular. The Core Curriculum is designed around the foundational requirement of teaching and learning. These themes are recalled through the year in repeated iterations of "The Learning Cycle." The recurrent theme of the learning cycle is repeated through each term of the Core Curriculum. Identification of goals, objectives and specific standards begins the cycle. Arrangement of specific instructional strategies to attain these goals is the next key element. Designing appropriate assessment strategies to measure stated goals completes the simple cycle. Issues that impact the learning cycle such as the developmental characteristics of the learner, special needs children,. the multicultural classroom, and the practical knowledge and skill of classroom management are elements that inform the learning cycle curriculum. Added to these core curricular issues are specific issues in each of the subject disciplines. The companion methods curriculum for elementary and high school subject methods is discussed under each program.
Core Curriculum Courses Both elementary and secondary candidates take these core courses. Differentiation and separation in some courses appears in ED 520 Learning & Development and in ED 526 Curriculum & Instruction. Each of these core courses begins with the foundational concepts that relate to the entire age spectrum. Mid-term, candidates are sub-divided in each course such that specific discussions regarding ECE, Elementary, Middle level and High School developmental and curricular applications are held.
MTE-INTERN: Core Curriculum ED 520 Learning & Development: Survey (2) Summer
Term 1 Total (22) Each of these courses are fully integrated with the field experience. ED 520 Development and Learning leads this paradigm. Students make specific observa-tions in the field of students, classrooms, and curriculum. These observations lead to questions about development, learning theory, and the individual. The field provides the context and the stimulus for the course work. Similarly ED 526 and ED 527 use the field as the primary window for observation and application. Field assignments to create lessons, management plans, and ultimately work samples are evidences that the MTE-INTERN is truly a theory-into-practice model. All Elementary candidates will, in addition to the Core Curriculum described above, complete the following Elementary track (ECE and Elementary Authorizations). Candidates interested in Elementary/Mid-level will complete all of the following course work as well as the subject-specific methods courses outlined in the secondary program. MTE-INTERN: ECE/ELEMENTARY Curriculum ED 530 Language Arts/Reading: Concepts (1) Total (15)
THE SECONDARY & MIDDLE LEVEL PROGRAM All candidates interested in secondary teaching will take the High School and Middle level program. All candidates will take ED 521 Sec. Reading and Writing: Concepts (2), ED 521 Sec. Reading and Writing: Strategies (2) and ED 521 Sec. Reading and Writing: Implem. (1). These courses are differentiated to accommodate the levels differences between late adolescent learners and middle school students. Further differentiation occurs within each subject methods course. Each methods course is divided into three phases, Concepts, Strategies, and Implementation. This allows the course, teacher and candidates to develop a year-long arrange-ment of learning opportunities that is custom designed for the individual student and placement. Descriptions are given for the year-long sequence of outcomes and learning activities. Separation of credits during the year allows for interim grade and transcript registration and formative assessment for year long requirements. Differentiation between mid level and high school applications are a matter of coordination with the year long experience and the changed practicum placement sometime in October through December. All candidates are required to register for at least one subject methods course series. If a student has a major, minor, or equivalent in an additional endorsement area, then an additional subject methods course series is recommended. MTE-INTERN: High School and Middle Level Methods Total (11 minimum) Candidates who have finished the Ele-mentary/ECE, Elementary/Mid-Level, or High School/Middle-Level Program requirements may complete the master's degree by completing the following: Master in Teacher Education Intern Capstone ED 587 Curriculum Standards and Practices (2) Plus: ED 541 Research Analysis/Synthesis (2) MTE Interns will be required to take 8 quarter hours of advanced course work, ED 587, ED 586, ED 588, and either ED 510 or ED 589, 590. These courses are designed to bolster candidates' preparation in advanced topics. These topics courses are categorized to allow flexibility and accommodation of new trends and research. Each course will address the most recent information relating to exemplary reform practices in education. Upon completion of the core capstone courses, candidates for the masters degree must also: - Complete a subjective analysis of a focus area that a student will select as part of an intensive literature review. Candidates will enroll in ED 541 as a way of organizing and preparing for this review. For all Interns, a review of relevant literature is required. As part of the year-long intern activities, candidates are given specific guidelines for acquisition of information relevant to an area of interest. These materials are collected, read, and summarized over the year as part of the Intern course work. The literature review is an essential component of action research. For Oregon licensure candidates: - Prepare initial portfolio for continuing license requirements.
MTE-PRACTITIONER A great number of teachers in eastern Oregon received their teaching licenses as undergraduates. These teachers are required to attain a master's degree or equivalent to gain a Continuing Licenses for teaching in Oregon. Eastern and the School of Education and Business is committed to serve the ongoing needs of these teachers by pro-viding a MTE-PRACTITIONER track. The MTE-Practitioner
program is a 53 quarter hour program (45 minimum quarter hour college
or university transcripted courses and up to 8 quarter credit equivalent
additional work). The program is a custom-designed program plan that affords
the working professional an opportunity to grow professionally by gaining
knowledge and skills in teaching, in academic subject areas, and in educational
research. CORE TEACHER EDUCATION FOUNDATIONS Each MTE-Practitioner applicant must demonstrate the core competencies required of all teachers as part of program requirements: Behavior
and Management Exceptionality Most candidates to the MTE Intern program will have ample prerequisite evidence of these competencies through course work or though work experience and/or public school inservice education. If any of these competencies are lacking in a candidate's portfolio prior to admission to the MTE Practitioner program, additional course work and/or work experience and/or public school inservice education can be incorporated into the program.
ADVANCED EDUCATION COURSE WORK MTE-PRACTITIONER candidates must select a minimum of 15 quarter credits in graduate education courses. These courses should be carefully arranged to add value and competency to the practitioner's professionalism. Course work in advanced theory of curriculum, methods, pedagogy, diversity, assessment, or other related reform-related courses are recommended.
SUBJECT-SPECIFIC ADVANCED COURSE WORK MTE-PRACTITIONER candidates must select a minimum of 15 quarter credit hours in courses related to academic subject competency. Typically, high school subjects teachers add courses in graduate courses in their disciplines to enhance their knowledge of the subject. Elementary candidates add content in the core subjects. An alternative to this is to include new endorsement course work. Candidates may add an endorsement as a way of broadening their skills and knowledge. Eastern offers enhancements for all teachers in the area of Reading, Bilingual /ESOL, and Special Education which may be used to support this area of the MTE Practitioner program.
CAPSTONE MTE Practitioners will be required to take 8 quarter hours of advanced course work, ED 587, ED 586, ED 588, and either ED 589, 590, or ED 510. These courses are designed to bolster candidates' preparation in advanced topics. These topics courses are categorized to allow flexibility and accommodation of new trends and research. Each course will address the most recent information relating to exemplary reform practices in education. Upon completion of the core capstone courses, candidates will take ED 511 and ED 503. These courses point candidates toward choosing a research project, creating a work plan, and conducting action research. A range of possibilities may be considered as action research: experimental studies, case histories, curriculum creation/implemen-tation projects, or school action plans. Action research projects could extend into the regular school year and may require the student to work beyond the summer term in order to complete the project.
PROFESSIONAL DEVELOPMENT CREDITS Of the total of 53 quarter hours in the MTE-PRACTITIONER program, 8 quarter hour equivalents may come from work completed which is not transcripted. MTE-Practitioner candidates may use certain professional learning experiences as part of this obligation. Student teaching supervision, mentoring, curriculum development, school site council work, and other education-related activities may apply in this general category.
MTE-PRACTITIONER DEGREE SUMMARY REQUIREMENTS Core education requirements 15 quarter hours minimum graduate education course
work Total 53 quarter hours minimum
MTE PRACTITIONER PROGRAM ADMISSION Candidates may apply to the MTE-Practitioner program at any point when the following conditions have been met: - A baccalaureate degree - Core education competencies are demonstrated - PRAXIS professional knowledge examination passed at TSPC standard - PRAXIS MSAT or Specialty test examination passed at expected standard when initial licensure was granted - An upper division and graduate cumulative GPA of 3.0. - A planned MTE-Practitioner program
MTE PRACTITIONER PROGRAM GRADUATION REQUIREMENTS MTE-Practitioner candidates must take a minimum of 15 quarter hours of their requirements from Eastern to complete the program. The candidate must maintain a minimum graduate GPA cumulative of 3.0 to graduate with the MTE-Practitioner degree. Courses for practitioners are offered by Eastern during summer terms, asynchro-nously through multimedia, and through specialty courses offered in topics and endorsement areas during the year. Students may use courses from other institutions to fulfill requirements of the program as they are approved by the EOU Graduate advisor. Professional development credits are a collaborative finding between Eastern SEB and the public school district where the candidate is employed. Determination of quarter hour equivalents and suitability of experience is the determination of the site administrator in consultation with the candidate and the graduate advisor. Master of Science in EducationBasic Assumptions and RationaleThe Master of Science degree is intended to provide the student with a strong graduate level course of study. Although most participants will be educators, others seeking an advanced degree in education related studies are encouraged to apply. The Master of Science program will offer course work on the La Grande campus, usually during the summers, and throughout the school year using distance education. It is expected that students will generally follow a three-year program to complete the degree. The faculty participating in the Master of Science program is experienced and qualified regular faculty at Eastern Oregon University. Admission RequirementsStudents must meet all admission requirements prior to beginning the program. The following steps identify the admission requirements.
To accommodate a reasonable system of admission , a scaled criteria for adjusting GRE in relation to GPA is used.
Students who fail to achieve a required GRE and GPA combination that is acceptable will not be admitted to the MS program. They will have the following options:
5. A limit of 15 credits may be transferred into the Master of Science program and counted toward either a cognate or core requirement. A. Core Professional Coursework (15 Credits) The Core courses are required of all students. Courses must be taken in sequential order with the exception of the technology course. ED 500 MS Seminar (2) A general topics course based on reading a good national book (or books) on the education profession or issues in education and then writes a referenced essay. This would verify writing ability at the highest level and would act as a cohort developer and advising session for program development. This course may be taken prior to admission. ED 511 Reading Research in Education: Theoretical and Empirical Perspectives (3) A Comprehensive course on sources of research, reading and understanding research, and doing a literature review. Also an emphasis on qualitative research Possible Outcome: A Review of 10 journal articles with annotated summaries of specific criteria. Or, alternatively, a literature review. Prerequisite: ED 500 ED 522 Research Design in Education (3) Sampling and experimental design , quasi design Comprehensive course on parametric and non -parametric methods. Focus on the practical application of statistical tests and the concept of significance. Sample tests such as descriptive statistics, correlation, regression, ANOVA, and tests for significance. Primarily an emphasis on quantitative educational research. Possible Outcome: Tests, notebook of typical examples and tests. Prerequisite: ED 511 ED 586 Research Methods in Education: Planning and Writing (3) A courses which outlines the actual outcomes for a research path. Also, application of software programs. Outcome: Master's Thesis Proposal. Prerequisite: ED 522 ED 503 Thesis (minimum 2 credits, maximum 6 credits) ED 510 Technology (2) A course to extend ability of student to use technology in educational research. The course will focus on realistic technology uses in real world settings within education and education related activities. New Course B. Cognate Area Coursework (15 Credits) Literacy CognateED 560 Foundations of Literacy Learning
(2) Special Ed CognateED 570 Theories and Characteristics of Exceptionality
(3) Educational TechnologyED 510 - Developing Curriculum for Educational Technology
(4) Curriculum and Instruction in Elementary and Secondary EducationED 520 Learning and Development (3) Physical Education and Health (to begin in 2003)PEH 507 Seminar in Health and Physical Education (1-6) C. Continuing Teaching License and Electives (15 Credits) These Continuing License courses are required. The remaining credit hours should come from electives: ED 604 Continuing Licensure Workshop
(1 cr.) FOR NON-TEACHERS replace the CTL with either another Cognate area or a pre-approved course of study with 15 credits of elective courses. |
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