Education Division

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Doane’s Education Division commits its mission, beliefs and guiding principles to the future in setting the following standards:

Mission

To meet future expectations of our nation’s schools as they respond to a changing world, the Doane Education faculty believes the education of teachers and administrators is a developmental and emergent process. For development to occur, the roles of the educational professional are learner, teacher, researcher, and leader. To facilitate this growth, we will: 1) establish collaborative opportunities; 2) promote reflective inquiry tied to coursework, practicum experiences and action research; 3) provide leadership experiences; and 4) facilitate learning in context. We believe these essential elements create practices designed to develop the knowledge, skills, and dispositions for the developing professional. These elements are grounded in reflective and collaborative work which advocates success for all students.

Belief Statements

Becoming a teacher/leader is an emergent process based upon integration of theory and practice to develop knowledge, skills and dispositions. We believe:

• Programs of quality promote learner-centered experiences, and collaborative planning among the college teacher-educators, liberal arts faculty, PK-12 practitioners, and pre-service/in-service students.
• Programs of quality promote inquiry and reflectivity and develop leadership to improve professional practice.
• Programs of quality provide a learning environment encouraging teachers to inquire into the context of learning and practice, act on beliefs, critique their own learning and teaching, and accept their research as an authentic and important means of improving practice.
• Programs of quality facilitate curriculum and instruction honoring diversity in gender, ethnicity, culture, language, social class and exceptionalities.
• Programs of quality promote modeling as an essential aspect of effective teacher education. Faculty in teacher education will model excellent teaching as defined by current research, applied practice, and professional experience.
• Faculty in programs of quality engage in teaching in authentic settings and utilize research for the direct purpose of enhancing educational practices.
• Programs of quality offer opportunities for students to examine the moral purposes of education and put into practice a philosophy of learning and teaching that is inclusive and based on a personal ethical platform.
• Programs of quality see change and innovation as an essential element in learning, teaching and leadership, and promote practices which value students, teachers and administrators as change agents in educational settings.
• Programs of quality prepare teachers to work in and contribute to society utilizing community resources and interacting with its constituency.
• Programs of quality prepare teachers to advocate for students valuing self-determination and fairness, and believing in the right for all students to succeed.
• Programs of quality promote the practice of leadership by providing opportunities for accepting different roles, becoming a leader in the school, community, and in engaging self-development.

Guiding Principles

• All teacher education students have a strong foundation in the liberal arts and sciences.
• All teacher education students have a strong foundation in pedagogical knowledge, skills, and dispositions.
• All middle school, early childhood and ESL pre-service teachers demonstrate competency in their respective academic areas.
• All elementary, special education, and secondary pre-service teachers complete practica majors in their certification area(s).
• The teacher education programs integrate PK-12 practicums and internships and Doane classroom experiences locally and globally in the promotion of educational leaders. Emphasis is placed on learning content in context through collaboration and reflection.
• The teacher education programs pledge the competence of their program graduates to the employing school. This pledge assures that beginning teachers enter the professional work force with adequate knowledge, skills and dispositions to successfully fulfill responsibilities of the teaching profession or the teacher education programs will provide in-service education for the graduate.
• The teacher education programs provide an induction experience for their graduates in the first year of teaching.
• The teacher education programs maintain high standards.
• The teacher education programs design and revise certification areas based on current theory, research, applied practice, state and national requirements and program review.
• The teacher education programs utilize historical, philosophical and practical knowledge as the foundation for understanding educational purposes and values.
• The teacher education faculty and pre-service and in-service teachers engage in meaningful research and dialogue about the world of practice to enhance contextual understanding.
• The teacher education faculty values authentic forms of assessment, including performance assessment, and traditional forms of assessment to evaluate students and programs.
• The teacher education programs provide leadership opportunities for students to engage in meaningful dialogue and experiences concerning ethnicity, race, gender, class, language, religion and exceptionalities.

Requirements for Admission and Certification:

1. Students intending to work toward certification in either elementary education, special education or secondary education must have a 2.30 grade point average to enter the initial teacher education course, EDU 211 - Practicum IA (3) . Students intending to receive certification in either elementary education, special education, or secondary education are required to apply to the Teacher Education Committee for admission to the program at the conclusion of the sophomore year (or after they have completed EDU 211 , if it comes later than the sophomore year). The minimum requirements for admission to the Teacher Education Program are:
   1. Attainment of a cumulative grade point average in all courses of 2.60.
   2. Attainment of a cumulative grade point average in all education courses of 2.80.
   3. Attainment of a cumulative grade point average in all courses in the major of 2.50.
   4. Recommendation from the teacher(s) under whom they have completed their teacher assisting for Practicum I.
   5. Recommendation from the faculty in the student’s major.
   6. Recommendation from the faculty in education.
   7. Recommendation of the Student Leadership Office for the school of Arts and Sciences students.
   8. Recommendation of a medical professional.
   9. Demonstration of basic mathematical skills by achieving an acceptable score on the mathematics portion of the ACT or SAT test, by passing the Doane College Computational Skills Test, or by completing a designated course in computational skills with a grade of C- or higher.

   10. As required by the Nebraska State Department of Education, each student must achieve a passing score on the Core Academic Skills for Educators:  Reading, Writing and Math.  The following scores have been set by the State as minimum passing scores:

       * CORE tests - Reading (156), Writing (162), and Math (150);  The initially CORE tests must be taken by May 1^st of the sophomore year.

       A student must pass the CORE tests by the end of the first semester of his/her junior year.  If the student does not pass the CORE tests, he or she may not enroll in education classes.  Once the tests are passed, the student may again reapply for admission to teacher education.  Individual cases may be reviewed by the certification officer.

   11. Students who are denied admission to the program due to below passing scores on the CORE test, may choose to continue taking education courses through Education 321 and one methods course, but must have passed the CORE test and been admitted to the Teacher Education Program prior to continuing in the program beyond that point.

       In the special case of students from underrepresented groups, if the student has been denied admission to Teacher Education on the basis on CORE test scores below the Nebraska minimally acceptable level, the student may continue in education courses beyond the first methods course provided he/she is also enrolled and participating in special courses designed to improve performance on the CORE test.  Education faculty will assist all students in enrolling in these special courses.     

       Students denied on the basis of CORE test scores may retake the test as many times as they wish.  After completion of the test with scores above the Nebraska minimum, the student may reapply for admission to the Teacher Education Program.

       Students generally take the CORE tests during the sophomore year.  These tests are given at testing sites in Nebraska.  Registration for the tests will be completed at Doane during the sophomore year.
   12. A student with any grade in a cognate that is below C- has that grade reviewed and may be required to repeat the course.
   13. A student who has received negative comments on those recommendations which relate to personality may be required to complete a personality survey. The form of the survey is determined by the Teacher Education Committee in consultation with the Teacher Education faculty. As required by the State of Nebraska, each student is required to affirm under oath that he or she does not have an order or determination currently in affect by a court or any other governmental body which finds the student to be any of the following: a mentally ill and dangerous person, mentally competent to stand trial, acquitted of criminal charges because of insanity, an incapacitated person in need of a guardian, or unable to manage his/her property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication; or is currently an inpatient or resident in a mental health facility due to a determination by a qualified mental health professional. In compliance with this rule, each student must affirm yearly, prior to student assisting or teaching in any practicum methods class or student teaching experience, that he/she has not been convicted of a felony or misdemeanor involving moral turpitude. Furthermore, it is the student’s responsibility to report any change in his/her status regarding this rule. Students not meeting this standard are not allowed to participate in K-12 activities until they have received permission to proceed by the State Board.
   14. As required by the Nebraska State School Board, each student must affirm that he/she has not been convicted of a felony or a misdemeanor involving abuse, neglect, or sexual misconduct. The State board further states that felons may not observe, assist, or take part in any K-12 classroom with such a conviction. If there should be such an instance, the student may appeal to the State Board of Education for review. In compliance with this rule, each student must affirm yearly, prior to student assisting or teaching in any practicum methods class or student teaching experience, that he/she has not been convicted of a felony or misdemeanor involving abuse, neglect, or sexual misconduct. Furthermore, it is the student’s responsibility to report any change in his/her status regarding this rule. Students not meeting this standard are not allowed to participate in K-12 activities until they have received permission to proceed by the State Board.
2. Students intending to complete student teaching are required to apply to the Teacher Education Committee for permission. The minimum requirements for admission to student teaching are:
   1. Attainment of a cumulative grade point average of 2.75 in all courses.
   2. Attainment of a cumulative grade point average of 3.00 in all education courses.
   3. Attainment of a cumulative grade point average of 2.60 in all courses in the major.
   4. Recommendation from the teacher(s) under whom the student completed student assisting for Practicum I. (At least two of the recommendations must be positive.)
   5. Recommendation from the faculty in the major.
   6. Recommendation from the faculty in education.
   7. Recommendation of the Student Leadership Office.
   8. Recommendation of a medical professional.
   9. Demonstration of proficiency in written English by successfully completing 15 credits of “W” (writing) courses as specified in the college graduation requirements and receiving a grade of C or higher in the required composition course.
   10. A student with any grade in a cognate that is below C- will have that grade reviewed and may be required to repeat the course.
   11. A student with any grade in a methods course that is below B- will have that grade reviewed and additional work may be required. (Even though the general guidelines for grade point averages have been met by the student, a grade below B- in a methods course may be used as part of the criteria for not accepting the student into student teaching.)
   12. A student who has received negative comments on the recommendations which relate to personality may be required to complete a personality survey. The form of the survey will be determined by the Teacher Education Committee in consultation with the Teacher Education faculty. As required by the State of Nebraska, each student is required to affirm under oath that he or she does not have an order or determination currently in affect by a court or any other governmental body which finds the student to be any of the following: a mentally ill and dangerous person, mentally competent to stand trial, acquitted of criminal charges because of insanity, an incapacitated person in need of a guardian, or unable to manage his/her property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication; or is currently an inpatient or resident in a mental health facility due to a determination by a qualified mental health professional. In compliance with this rule, each student must affirm yearly, prior to student assisting or teaching in any practicum methods class or student teaching experience, that he/she has not been convicted of a felony or misdemeanor involving moral turpitude. Furthermore, it is the student’s responsibility to report any change in his/her status regarding this rule. Students not meeting this standard are not allowed to participate in K-12 activities until they have received permission to proceed by the State Board.
3. Students are recommended for certification when all of the following criteria have been met:
   1. Successful completion of the student teaching experience with a recommendation from both the cooperating teacher(s) and the college supervisor.
   2. Attainment of a cumulative grade point average of 3.00 in all courses.
   3. Attainment of a cumulative grade point average of 3.00 in all education courses.
   4. Attainment of a cumulative grade point average of 2.80 in all courses in the major.
   5. To receive a licensure from the State of Department of Education, students must take and pass the required content test(s) for their endorsement area.

Programs

• Elementary Education
• Special Education
• Special Education & Elementary Education Double Major

• Coaching Endorsement
• Early Childhood Endorsement
• English as a Second Language Endorsement
• Middle School Endorsement
• Secondary or K-12 Endorsements

Courses

• EDU 101 - Introductory Education Seminar (1)
• EDU 211 - Practicum IA (3)
• EDU 221 - Practicum IB (3)
• EDU 250 - Curriculum and Teaching Methodology in the Middle Grades I (3)
• EDU 290/390/490 - Directed Study (1-3)
• EDU 311 - Language Arts and Reading I (3)
• EDU 312 - Language Arts and Reading II (3)
• EDU 318 - Mathematics Methods (3)
• EDU 321 - Practicum IC (2)
• EDU 322 - Science Methods (2)
• EDU 323 - Social Studies Methods (2)
• EDU 325 - Methods in Secondary Education (2)
• EDU 330 - Language Arts and Reading III (5)
• EDU 338 - Children, Youth and the Family (3)
• EDU 341 - Practicum ID (3)
• EDU 350 - Curriculum and Teaching Methodology in the Middle Grades II (3)
• EDU 361 - Seminar in Secondary Education (2)
• EDU 421 - Education Internship (0-12)
• EDU 451 - Student Teaching (Elementary) (8)
• EDU 453 - Student Teaching (Secondary) (8)
• EDU 455 - Student Teaching (K-12) (8)
• EDU 458 - Student Teaching (Middle Grades) (8)

• EDC 201 - Introduction to Early Childhood Education (3)
• EDC 425 - Methods for Young Children I (3)
• EDC 427 - Methods for Young Children II (3)
• EDC 447 - Seminar in Early Childhood Education (3)
• EDC 457 - Practicum in Early Childhood Education (8)

• EDS 207 - Introduction to Exceptional Children (3)
• EDS 236 - Curricula and Collaboration in Special Education (3)
• EDS 328 - Special Education Assessment (3)
• EDS 332 - Methods for Secondary Special Education (3)
• EDS 410 - The Collaborative and Inclusive Education (2)
• EDS 426 - Integration of Special Education Competencies I (4)
• EDS 428 - Integration of Special Education Competencies II (4)
• EDS 456 - Student Teaching: Special Education (8)

• EDU 600 - Improvement of Instruction (3)
• EDU 602 - Assessment Learning (3)
• EDU 645 - Assessment of Literacy (3)
• EDU 663 - Reading and Writing in the Content Area (3)
• EDU 664 - Seminar For Beginning Teachers I (3)
• EDU 665 - Seminar For Beginning Teachers II (3)
• EDU 699 - Selected Topics (3)

• EDS 620 - Exceptional Children (3)
• EDS 622 - School Programming for Exceptional Students (3)
• EDS 626 - Advanced Instructional Adaptations (3)
• EDS 665 - Special Education Beginning Teacher Seminar (3)

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