For more information, please contact Dr. Delena Norris-Tull | 406-683-7043 | d_norris@umwestern.edu.
The primary objective of the Secondary Teacher Education Program at The University of Montana-Western is to help candidates become highly qualified, highly effective teaching professionals who will teach “tomorrow’s leaders.” The programs in the Department of Education are accredited by the National Council for Accreditation of Teacher Education (NCATE) and the Montana Board of Public Education. UMW maintains standards of excellence in preparing teachers with the knowledge, skills, and dispositions necessary for becoming accomplished, highly effective teachers. Secondary majors may instruct grades 5-12 in the subject area(s) in which they are prepared. Teacher candidates in Secondary Education must complete at least one Broadfield or Major in a teachable subject. Secondary Education students are encouraged to select a second Major or Minor to increase their employability.
The following outcomes apply to candidates in all of the following secondary education or K-12 education majors or minors: BS Secondary Education majors and minors: Biology, Business/Computer Applications Major and Broadfield Major; Earth Science, English, General Science Broadfield, History, Industrial Technology, Mathematics, Mathematics Broadfield, Social Science Broadfield; K-12 Education majors and minors: Art K-12, Art K-12 Broadfield, Computer Science K-12, Drama K-12, Health & Human Performance K-12 Broadfield, Library Media K-12, Literacy K-12, Music K-12, and Special Education K-12.
Discipline-specific Knowledge (NCATE category)
Understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) he/she teaches;
Is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive);
Understands the principles of effective classroom management
Understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values;
Knows about areas of exceptionality in learning--including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges;
Has developed adequate knowledge and skills to advocate for the profession;
Has developed an understanding and knowledge of diversity and exceptionality in learners, families, cultures, and communities;
Understands learning theory, subject matter, curriculum development, and student development;
Knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes;
Understands the major areas of research on teaching and of resources available for professional learning; and
Understands and implements laws related to students' rights and teacher responsibilities.
Communication Skills (NCATE category)
Engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline;
Stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, taking advantage of socially constructed modes of learning;
Makes connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials;
Encourages students to assume responsibility for learning;
Creates a learning community in which individual differences are respected and valued;
Uses multiple teaching and learning strategies to engage students in experiential, individual, and socially constructed learning opportunities;
Models effective nonverbal and verbal communication, including the use of a variety of media communication tools, including audio-visual aids and computers;
Engages students in individual and cooperative learning activities that help them develop the motivation to achieve;
Maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues;
Demonstrates leadership by making links with the learners’ other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies; and
Takes the lead in establishing respectful cooperative relationships with parents, guardians, and families from diverse home and community situations.
Problem-Solving Skills (NCATE category)
Can create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas;
Identifies and designs instruction using multiple strategies appropriate to student’s stage of development, learning styles, multi-intelligences, strengths, and particular learning differences and needs;
Meets individual student needs including identifying and accessing appropriate services and resources to meet exceptional learning needs;
Uses information about students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences;
Brings multiple perspectives and worldviews to classroom instruction and discussions;
Provides leadership in the development of students’ critical thinking, problem solving, and performance capabilities;
Helps K-12 students assume responsibility for identifying and using learning resources;
Uses a range of strategies, including cooperative learning, to promote positive relationships, cooperation, and purposeful learning in the classroom;
Provides leadership by asking questions that effectively stimulate discussion in a variety of ways, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, and stimulating curiosity;
Knows how to use knowledge of learning theory, subject matter, curriculum development, and student development in planning instruction to meet curriculum goals;
Takes into account contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) in planning instruction;
Appropriately uses a variety of formal and informal assessment techniques (for example, observation, portfolios of student work, teacher-made tests, performance assessments, student self-assessments, peer assessment, and/or standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies;
Evaluates the effect of class activities and teaching strategies on individuals, groups, and the class as a whole;
Uses information about students and educational research as a basis for reflecting on and improving practice;
Dispositions (NCATE category)
Is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning;
Respects every student as an individual with differing personal, family, cultural backgrounds, worldviews, and as having various talents and interests;
Values the role of students in promoting each other's learning and recognizes the importance of peer relationships in establishing a climate of learning;
Respects every student as an individual with differing personal, family, cultural backgrounds, worldviews, and as having various talents and interests;
Values ongoing, documented assessment as essential to the instructional process and recognizes that many different assessment strategies are necessary for monitoring and promoting student learning;
Values both long term and short term planning;
Believes that plans must always be open to adjustment and revision based on student needs and changing circumstances;
Values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning;
Takes a leadership role in consulting with other adults regarding the education and well-being of his/her student;
Demonstrates leadership qualities through commitment to reflection, assessment, and critical thinking as an ongoing process;
Demonstrates leadership qualities through his/her commitment to engaging in and supporting appropriate professional practices; and
Is concerned about all aspects of a child’s well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties.
Discipline-specific Knowledge, Skills, and Abilities
Common assessments for courses, linked to INTASC standards
TEP Phase I, II, and III Portfolios
Phase II Observation Form (ED 328/329 and methods courses)
Student Teacher Observation Form (Student teaching)
Content Knowledge Observation Form (Student teaching)
Final Evaluation of Student Teacher Form (Student teaching)
PRAXIS II exams
Communication Skills
TEP Phase I, II, and III Portfolios
Extemporaneous writing sample
Phase II Observation Form (ED 328/329, ED425/426 and methods courses)
Student Teacher Observation Form (Student teaching)
Final Evaluation of Student Teacher Form (Student teaching)
Problem-solving Skills
Common assessments for courses, linked to INTASC standards (outcomes)
TEP Phase I, II, & III Portfolios
Phase I Observation Form (ED 120, ED 253)
Phase II Observation Form (ED 328/329 and methods courses)
Student Teacher Observation Form (Student teaching)
Content Knowledge Observation Form (Student teaching)
Final Evaluation of Student Teacher Form (Student teaching)
PRAXIS II exams
Feedback from Current Students:
Summary data from TEP exit interviews
Summary data from Program Survey given during Senior Seminar
UMW graduate/exit survey
3-Phase assessment system
Various surveys completed by TEP candidates at various points in the program.
Feedback from Outside Constituencies:
Summary data from Employer surveys
Summary data from Graduate surveys
Summary data from PRAXIS II exam results
Feedback from Teacher Education Advisory Board
Feedback from TEP Small Task Force
Feedback from cooperating teachers, school principals, community members
NCATE and BPE/OPI accreditation reports
Evaluation of Teaching
During fall semester, the VCAA chooses the faculty member's course to be evaluated. Each faculty member chooses a course during spring semester that s/he wants evaluated by students. Feedback is compiled and shared with the faculty member and VCAA. In addition, each faculty member also has at least one peer evaluation per year.
Curriculum Review
Review of needs of the curriculum are conducted at Secondary Education program faculty meetings, which includes an annual review of the following data:
Samples of TEP Phase I, II, & III Portfolios at three levels of proficiency
Summary of data from Phase I & II & Student Teaching Observation forms
Summary of data from Final Evaluation of Student Teacher Form
Summary data from PRAXIS II exam results
Summary data from Extemporaneous writing samples
Summary data from common course assessments, linked to INTASC standards (outcomes)
Results from surveys are reviewed and the information is used to make adjustments to the Secondary Educatiaon program as necessary.
Summary LiveText reports.
Criteria & Procedures for Admission & Retention of Students
TEP Phase I, II, and III Portfolios
Extemporaneous writing sample
Background check
Application of Processes for Program Improvement
Annual review of summary data from the items listed under “Program Assessment” – conducted by the Secondary Education program faculty
Examination of student performances at three benchmarks: TEP Phase I, II, and III Portfolios will be examined at three levels of proficiency
Discussion at departmental faculty meetings
Examination of NCATE and OPI reports
Discussion at annual advisory board meetings
Self-study or Reports from External Reviews
NCATE reports and reports from NWCCU accreditation are referred to regularly as we modify curriculum. NCATE and the Montana Office of Public Instruction review our programs jointly every seven years.
Program-specific Curriculum Development Bodies & Advisory Groups
The secondary education program faculty and the education faculty as a whole make decisions about curriculum changes at regular faculty meetings.
The Teacher Education Advisory Board meets annually and consists of teachers, school administrators, university faculty, OPI representatives, and other representatives of the community.
The TEP Small Task Force group meets several times throughout the academic year.