The School of Education and Graduate Studies at Valley City State University believes an effective teacher is able to establish rapport with students and provide a nurturing, caring environment conducive to personal development. The teacher should be a person who has a love for learning and an adequate command of basic communication skills, as well as reasonable knowledge and skills in a field of study. An effective teacher should also be able to activate student energy to work toward a more just and humane social order. The content of the teacher education curriculum at Valley City State University reflects what effective teachers need to know and should be able to do. The curriculum is designed to prepare teacher candidates with the knowledge, skills, and professional dispositions to plan, implement, evaluate, and reflect on lessons for learning through coursework, mentorship, and a variety of field experiences. Tests for admission to teacher education, clinical field experiences, and tests for licensure contribute to the screening and evaluation of pre-service teachers. The goals for Valley City State University student teachers are achieved through the policies and procedures presented in the student teaching handbook. By following the ideas and procedures presented in the student teaching handbook, it is expected that the candidate will successfully complete student teaching and continue to grow and develop toward becoming a more effective teacher. If you have any questions, fill out our request information form to have somebody reach out to you. Accreditation: NCATE (1954-2015) CAEP (2015-) Admission to Student Teaching Admission to Teacher Education Conceptual Framework Handbooks and Forms Licensure & Praxis Requests NExT: Place & Support Online Elementary Education Program Praxis Information Student Assessment Link Resources TLC Resources

Valley City State University (VCSU) has been known for teacher education preparation since the institution began in 1890. VCSU was accredited by the National Council for the Accreditation of Teacher Education (NCATE) from 1954 through NCATE’s transition into the Council for Accreditation of Education Preparation (CAEP). VCSU completed state accreditation reviews for each education major in the Spring of 2021 and a CAEP review for the teacher education program in the Spring of 2023. VCSU was among the 21 educator preparation providers (EPPs) to receive Frank Murray Leadership Recognition for Continuous Improvement from CAEP in 2023. The recipients were granted accreditation by providing a full complement of evidence and data without stipulations or areas of improvement. 4.1 EPP’s current CAEP (NCATE) Accreditation Status and Reviewed Programs The programs that were reviewed and approved during the state/CAEP process in 2021 at the initial level included: Art Education, Biology Education, Business Education, Chemistry Education, Elementary Education, English Education, Health Education, History Education, and Social Science Education, Mathematics Education, Music Education (NASM approved), Physical Education, and Technology Education. Under the CAEP process, only the programs leading to initial licensure are reviewed. The VCSU Master of Arts program was approved by the state and CAEP. 4.2 CAEP Accountability Measures This website is organized to follow the headings provided in CAEP AIMS for annual reports and to provide a direct link for CAEP Accountability Measures. Measure 1 (Initial): Completer effectiveness – Completer impact contributing to P-12 student-learning growth and completer effectiveness in applying professional knowledge, skills, and dispositions VCSU secured grant funding to conduct research related to CAEP standard 4.1. The NExT Final Report document attached to this webpage displays the type of work VCSU completed with three focus group cycles (external evaluator attachment). Each cycle included written responses and interviews from three groups of completers with 2-6 years of teaching experience. Each cycle included a focus group of elementary, secondary, and MAT teachers. VCSU will continue working with focus groups each year. VCSU displayed samples of learner growth and principal observation evaluations (principal evaluation attachment) in the CAEP Self-Study Report that relate to teacher effectiveness and impact on student learning. The first cycle of focus group interviews included 29 teachers who fit into four categories: elementary (11), secondary (8), Master of Arts in Teaching (5), and Master of Education (5). The elementary and secondary teachers involved had 2-5 years of classroom experience. MAT teachers’ experience ranged between 1-3 years. M.Ed. degrees were earned in either 2018 or 2019. Between 4 and 14 years had elapsed since these teachers had earned their Bachelor of Science degrees, so this group had various years of teaching experience. The teachers represented various content areas, including library media specialists, science, language arts, social studies, health, family and consumer science, math, STEM, and technology. The teachers were selected to provide a mixture of rural, mid-sized, and urban communities. The EPP believes the focus group interviews with alumni are great for learning about teacher effectiveness. The teachers’ impact on student learning extends beyond their learners’ state assessment scores (student growth examples attachment). The focus group interview process enables the EPP to learn about the strategies completers use for teaching and the types of assessments and student feedback utilized in their schools. The EPP is gaining insights into how schools and our completers are engaged in decisions about formative and summative assessments, how they determine if their assessments are authentic, and how our completers teach for learning. The EPP is learning about how our completers are being observed by principals and coaches and the types of evaluations and feedback the completers are receiving. Documents linked below as evidence: 4.1.3 Evidence 70 External Evaluator Summary of Teacher Effectiveness External Evaluator Report Nov 2022 Evidence for InTASC 4 Effectively Teach Subject Matter Varying Perspectives (Ratings from cooperating teachers, student teachers, completers, and employers) Employer and Completer survey data related to completer teaching effectiveness. Employer data are representative. Measure 2 (Initial): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1) The employer survey data reveal many positive aspects of the readiness of the EPP's completers who enter the profession. Leading examples of positive employer ratings include effectively teaching subject matter, upholding laws related to student rights and teacher responsibility, and planning lessons with clear learning objectives/goals in mind. Areas for growth include designing long-range instructional plans that meet curricular goals, differentiating assessments, and engaging students in self-assessment strategies. The survey instrument is specific enough for the EPP to learn that employees believe the first-year teachers are designing and modifying assessments to match learning objectives well and that completers are using formative and summative assessments to inform instructional practices. The first-year teachers have more room for growth in differentiating assessments and engaging students in self-assessment. Data from employer surveys can be viewed through the document posted as an attachment to this website. Stakeholders from EPP's P-12 partner schools have made significant co-construction contributions to the validity, reliability, and quality of the EPP's assessment instruments. P-12 partners have provided subject matter expert advice on assessment items through surveys and Lawshe Method analyses. P-12 partners have utilized rubrics during field experience and provided feedback for improvement before the EPP's official implementation of the multiple assessments. The voice of cooperating teachers who provide opportunities for teacher candidates to gain experience in their P-12 classrooms is an important voice for the EPP to respect and hear. Data is shared annually with P-12 stakeholders and faculty. The annual event is important for building positive relationships with P-12 stakeholders who communicate with the EPP faculty. Data gathered from exit surveys, student teaching final evaluations, completers, and employers are shared to provide feedback from student teachers, cooperating teachers, completers in their first year of teaching, and their employees. Feedback comments are gathered and compiled in a document to be shared with EPP faculty during Welcome Week each August. Measure 3 (Initial): Candidate competency at completion. (R3.3) Knowledge: Teacher candidates take exams for teacher licensure as they near completion of the program. Praxis II subject matter exams to assess content knowledge: Total for Praxis II Content Exams Content for 5/11/17 % Passing for 5/11/17 Count for 5/9/18 % Passing for 5/9/18 Count for 5/9/19 % Passing for 5/9/19 Count for 5/7/20 % Passing for 5/7/20 Count for 5/25/21 % Passing for 5/25/21 Count for 5/23/22 % Passing for 5/23/22 Count for 5/17/23 % Passing for 5/17/23 Count for 5/13/24 % Passing for 5/13/24 Secondary 312 93.2% 361 93.9% 426 93.2% 481 91.9% 563 90.8% 577 91.9% 614 91.7% 640 91.7% Elementary 832 97.1% 920 97.6% 1027 97.8% 1132 97.8% 1267 97.6% 1349 97.1% 1495 96.5% 1554 96.5% Total for all Praxis II Content Exams 1144 96.1% 1281 96.6% 1453 96.4% 1604 96.0% 1830 95.5% 1840 95.5% 2006 95.1% 2194 95.1% The overall passing rates of 95.1% are favorable. The passing rates for the secondary majors decreased from 93.2% in 2017 to 91.7% in 2023. The Elementary Education rates have dropped from 97.1% to 96.5%. Teacher candidates who do not pass the exam initially may pursue additional attempts to achieve a higher score, so the 2024 pass rates could increase as teacher candidates take the exam again. Some teacher candidates do not need to pass the Praxis II test for the state where they seek licensure and may choose not to take the Praxis II exams a second time. Praxis II pedagogy exams for the principles of learning and teaching (PLT) 5624 for secondary and K-12 majors: Data trends over the past seven years 7/26/16 5/11/17 5/9/18 5/9/19 5/7/20 5/25/21 5/23/22 5/17/23 5/13/24 PLT 5624 Test-Taker Count 143 171 215 261 319 385 440 473 497 Percent Passing 87% 88% 92% 93% 93% 92% 93.4% 93.4% 93.4% The data indicates favorable passing percentages and a positive upward trend since 2016. The Elementary Education PLT passing rates are at 97% and have been consistently in the 96-97% range, so the data in the table above is focused on the secondary PLT results over time. The VCSU goals for improvement have called for continued success on the Praxis II exams and increases in the secondary Principles of Learning and Teaching (PLT) pedagogy exam. Praxis II data are shared twice annually with teacher education and secondary methods faculty members. Each program makes decisions for its content and considers ways to improve its scores. The secondary PLT 5624 pass rate increased by over 6% between May 2016 and May 2024. Historic totals for Praxis II Principles of Learning and Teaching (PLT) pedagogy exams: Totals for Praxis II Pedagogy Exams Count Passing % Secondary PLT 7-12 (both 0524 and 5624 versions) 497 93.4% Elementary PLT K-6 (both 0522 and 5622 versions) 1569 96.0% Total for all PLT exams 2066 95.7% Skills: Student teachers are ready to teach units and lessons to impact student learning in the classroom. The Teacher for Learning Capstone (TLC) unit completed by student teachers near the end of their experience provides an opportunity for teacher candidates to demonstrate their skills as student teachers demonstrate their performance on InTASC skills in K-12 classrooms and earn favorable ratings from cooperating teachers. Dispositions: Teacher candidate dispositions develop and are strengthened by the time of completion. Cooperating teacher ratings of student teachers’ dispositions are much stronger than the ratings of teacher candidates in their early courses and field experiences. A document titled Dispositions at the time of completion displays student teaching disposition data compared to disposition ratings earlier in the teacher candidates’ experiences in the program. Measure 4 (Initial): The ability of completers to be hired (in positions they have prepared). Not every teacher candidate who enrolls in an introductory course continues to completion. Many variables exist from personal to financial reasons or a candidate’s decision about whether the profession is the right fit or if a candidate’s performance meets the program’s expectations. The graduation rate for VCSU teacher candidates who take an introductory education course and apply for program admittance is 67% (percentage of completers attachment). A list of the number of completers and admitted teacher candidates is available below. A document related to percentages of teacher candidates who complete an EDUC 250 introductory course and continue to complete the full program is also available below. Employment after Program Completion Over 70% of completers are employed as full-time teachers in the field in which they are prepared while an additional 20% are employed in other education-related positions. Approximately 10% accept employment in a non-teaching area during their first year after completion. In the past three years, nearly 80% of completers have been employed as full-time teachers and another 15% have attended graduate school or have been employed as substitute teachers, paraeducators, or accepted another education-related position. Almost all the MAT and Advanced candidates are full-time teachers while completing their MAT or M.Ed. degree. Third-Party Comments The School of Education and Graduate Studies at Valley City State University hosted an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on October 16th-18th, 2022. Interested parties were invited to submit third-party comments to the evaluation team on June 2, 2022, more than 16 weeks prior to the official visit. Please note that comments must address substantive matters related to the quality of professional education programs offered and should specify the party's relationship to the provider (i.e., graduate, present, or former faculty member, employer of graduates). We invite you to submit written testimony to: CAEP 1140 19th Street NW, Suite 400 Washington, DC 20036 Or by email to: callforcomments@caepnet.org Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that: In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom. A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform. Comments must address substantive matters related to the quality of professional education programs offered and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review.

The following requirements are based on the 2024-2025 catalog. Student teaching is the culminating experience of the Teacher Education Program. During this time, preservice teachers apply what they have learned about theory and methodology through their university coursework and earlier field experiences. Student teaching provides an opportunity to plan and implement interesting, relevant lessons, as well as use a variety of assessment techniques to determine both the effectiveness of instructional strategies and the level of student learning. Teacher candidates will utilize the Teaching for Learning Capstone (TLC) unit model to plan, implement, evaluate, and reflect on one unit of instruction during their student teaching experience. Student teaching experiences allow for application of the VCSU conceptual framework, adaptations for diversity, appropriate uses of technology, assessment of student learning, and reflection on teaching practice. Skills in decision making, various instructional strategies, classroom management procedures, and questioning are further enhanced. Student Teaching requires at least 12 full-time consecutive weeks. VCSU promotes co-teaching strategies to make optimal use of teacher candidate and cooperating teacher efforts to enhance student learning opportunities in the classroom. Additional information about student teaching is included in the VCSU Handbook for Student Teaching. Criteria for Admission to Student Teaching A student must meet the following criteria to be considered for admission to student teaching: Senior standing with continued satisfactory performance on all criteria for admission and retention in the teacher education program. Approval by a representative of Student Affairs and the appropriate department/school chair will be reviewed. Completion of the professional education sequence before student teaching. The Director of Student Teaching in consultation with the School of Education Dean may make exceptions to this criterion if circumstances warrant. Submission of student teaching application to the Director of Student Teaching during the semester preceding the semester of student teaching. Requirements to Student Teach Agreement to provide evidence of personal liability insurance by joining the Student North Dakota United (SNDU) or by a private insurance policy. The minimum requirement is $1 million or greater per cooperating school. The student will present proof of such insurance on or prior to the first day of the semester of student teaching. A criminal background investigation through the Education Standards & Practices Board (ESPB), including the Bureau of Criminal Investigation and Federal Bureau of Investigation must be completed prior to student teaching. Submission of Praxis II test scores or a confirmation number of registration for the Praxis II tests (content and Principles of Teaching & Learning [PLT]). See www.ets.org/praxis/nd/requirements for test requirements. Meet state standards on North Dakota required tests to measure prospective teacher’s content knowledge in reading, writing, and mathematics. During student teaching, students will not be allowed to take any semester hours of credit during the 12 weeks of student teaching without approval of the Director of Student Teaching. Students who request to take more than three semester hours of credit during the 12 weeks of student teaching, will need approval from the Dean of Education. Any requests for exceptions must be presented in writing to the Director of Student Teaching. Classes cannot be taken during the daily full time student teaching assignment block. Teacher Education Policy regarding University Activity during Student Teaching Experience Teacher candidates wishing to participate in a university sport and/or activity during the semester they student teach must understand the sport and/or activity will not interfere with twelve continuous weeks of the student teaching field experience. Placement will only be considered if a twelve-week uninterrupted student teaching experience can be completed with no interference from the sport/activity. Prerequisites must be completed the semester before their student teaching field experience. Teacher Candidates whose activity is ongoing at the beginning of spring semester must conclude their participation with the activity prior to completing student teaching. Teacher Candidates may not leave their placement schools early to participate in any practice or rehearsal. Participation in weekend events during the semester of student teaching are allowed as longs as it does not interfere with student teaching or their preparation for student teaching. Participation in a university sport/activity may require more than four years to complete a degree in education. It is best if Teacher Candidates do not student teach the semester they are participating in a university sport/activity. A request to do so must meet the criteria identified above. Valley City State University reserves the right to have the student meet additional requirements that the School of Education may establish. The Teacher Education Committee will review the application and recommend to the Dean of the School for Education to approve or deny the application for admission to student teaching. Criteria for Licensure Recommendation The Certification Officer makes the recommendation for Teacher Licensure. In order to be recommended, a student must meet the following requirements: Satisfactory completion of all program requirements, as described in the University Catalog and the Teacher Education Program Handbook. Successful student teaching experience. Successful completion of TLC unit and presentation of a digital portfolio. Successful completion of all licensure requirements The School of Education & Graduate Studies responds to requests for information from the North Dakota Education Standards and Practices Board for issuance of a teaching license.

The following requirements are based on the 2024-2025 catalog. Applicants are admitted to study at Valley City State University on the basis of academic and personal qualifications, consistent with the admissions policies established for all public colleges and universities in the state. The admittance and continuance requirements of the Teacher Education Program go beyond those of the institution. Students are typically admitted into teacher education during their sophomore year or the beginning of the junior year. While enrolled in EDUC 250, the introductory course to Teacher Education, the VCSU Teacher Education Program Handbook is reviewed online. Teacher candidates are given application forms to complete and submit to the Dean for the School of Education. Criteria for Admission to Teacher Education The teacher candidate who intends to pursue a program in teacher education must apply to Teacher Education and be approved for admission to the program by the Dean for the School of Education. The teacher candidate must meet the following criteria to be considered for admission: 1. A minimum cumulative grade point average of 2.75.  A teacher candidate seeking admission to Teacher Education with a cumulative GPA between 2.50 and 2.74 may appeal (Appeal procedure and policy on page 15 in the Teacher Education Handbook). 2. Satisfactory academic performance with a “C” or higher in Comp I: ENG 110, 210, or equivalent 3. Satisfactory academic performance with a “C” or higher in Comp II: ENG 120, 125, or equivalent. 4. Satisfactory academic performance with a “C” or higher in EDUC 250: Introduction to Education. 5. Successful completion of a speech screening test. 6. Positive recommendation from advisor. 7. Positive recommendations from two School of Education and/or content area instructors. 8. Evidence of Basic Skill Requirements in Reading, Writing, and Mathematics. A teacher candidate seeking admission to Teacher Education who has not met the ND Education and ESPB requirements can apply for the Basic Skills Praxis CORE or ACT Appeal. Students must have three attempts in Praxis CORE or ACT + Writing exams prior to appeal. 9. Demonstrate proper dispositions necessary to teach for learning and completion of required field experience. The Teacher Education Committee will review the documentation and make a recommendation to the SOE Dean to accept or deny the application for admission to the program. If the teacher is denied admission due to a condition that can be corrected, the teacher candidate may reapply when the deficiency is removed. Continuance in Teacher Education To continue in the Teacher Education program, the teacher candidate must: 1. continue to maintain cumulative grade point average requirements set forth in Criteria for Admission to Teacher Education. 2. demonstrate proper disposition and evidence of good conduct, physical and mental health (Mental health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to her or his community.); and 3. continue to obtain satisfactory recommendations from faculty, staff, and field-based experience supervisors. If requirements for continuance are not maintained, the Teacher Education Committee may recommend suspension from the program. The Committee will forward its recommendation to the Dean for the School of Education who will make the final decision. Any such action would be reflected in a letter from the Dean for the School of Education to the teacher candidate and the advisor.

VCSU Education students are expected to understand the conceptual framework that underlies pre-service and in-service program design. The broad goals of the teacher preparation and advanced programs at Valley City State University are to prepare entry-level teachers and advanced in-service teachers and school personnel who: are capable of teaching and guiding students of varying backgrounds, strengths, and needs; are competent decision makers; are skilled in planning, implementing, and evaluating learning experience for students; view decision making as a reflective process; understand and are committed to the moral dimensions of teaching; select and apply technology appropriately; and accept the view that professional growth and development is an on-going, never-ending process. Knowledge-based Decision Making The four major elements of the conceptual framework are supported in both undergraduate and graduate assessments, from course level to program evaluations surveys. Planning While planning, the teacher must make decisions regarding areas such as, goals and objectives, the degree of background building required, specific materials and methods to use. Implementation The implementation function is that which requires the teacher to carry out the plans that have been made. During the actual teaching phase numerous decisions need to be made. Often times, they need to be made quickly as the teacher responds to students' reactions, comments, and instructional needs. As a result, modification of prepared plans becomes the rule rather than the exception. Evaluation During the evaluation phase of decision making the teacher needs to determine the degree to which the instructional objectives were attained. Determining the degree of re-teaching that is needed, recording information, and reporting progress are some of the areas within the evaluation phase of decision-making. Reflection The teacher plans, implements and evaluates by using feedback in a reflective manner. During the entire process, it is essential for the teacher to realize that professional growth and development is continuous. Teacher Education Domains The teacher education program has three major domains. The overall goal of each domain is as follows: Domain I - General Studies: To help pre-service teachers acquire a broadly-based liberal arts education needed in order to function as informed members of our society and within the teaching profession (University Abilities). Domain II - Specialty Studies: To prepare pre-service teachers who possess strong backgrounds within each subject area they will teach. Domain III - Professional Studies: To prepare pre-service teachers who are able to function effectively in a variety of educational settings and with students of diverse backgrounds, abilities, and needs. Learning Outcomes Teacher candidates apply knowledge and skills to plan a unit that meets the needs of students in a P-12 classroom. Teacher candidates apply knowledge and skills to implement a unit that meets the needs of students in a P-12 classroom. Teacher candidates apply knowledge and skills to evaluate student learning during a unit taught to students in a P-12 classroom. Teacher candidates apply knowledge and skills to reflect on student learning and their own practice as a teacher during a unit of teaching students in a P-12 classroom.

Licensure Licensure applications must be submitted by the student for processing to begin. When completing electronic applications through the NDTeach Online Application Site, an email notification will be sent by ESPB for VCSU to complete your record of education after payment has been made. Paper applications should be mailed/emailed to: Amber Olson Valley City State University 101 College Street SW Valley City, ND 58072 amber1.olson@vcsu.edu Applications will be processed after the degree is conferred. If you have a job pending or plan to substitute teach, please refer to the ESPB: 40 Day Provisional or Interim/Substitute (1 year) License instructions. For more information, please contact ESPB at (701) 328-9641. North Dakota ESPB Links ESPB Licensure Information ESPB Types of Licensure ESPB Forms NDTeach Online Application Out of State Licensure Valley City State University’s nationally accredited education programs meet requirements for North Dakota teacher licensure. Although most states accept our teacher education program graduates for licensure, VCSU cannot confirm nor advise that education programs meet requirements for every state. Students seeking licensure in states other than North Dakota should contact the appropriate licensing board in the state in which they are pursuing licensure. For out-of-state licensure forms and procedures, please contact the appropriate state office. Institutional recommendation forms can be mailed/emailed to: Amber Olson Valley City State University 101 College Street SW Valley City, ND 58072 amber1.olson@vcsu.edu Praxis Requests Please print and complete the Praxis Request Form. This form can be mailed/emailed to: School of Education & Graduate Studies Valley City State University 101 College St SE Valley City, ND 58072 education@vcsu.edu Praxis Request Form Transcripts To request VCSU transcripts, please follow the instructions available at Academic Transcript Requests

The online program is designed for individuals working in a school as a para-professional or other staff positions, but not required to. Benefits of VCSU’s Online Elementary Education Program Work Experience: work in an educational setting as a paraprofessional or substitute teacher while taking courses Smaller Classes: makes it easier for students to connect with each other and the instructor Networking Opportunities: connect with other students in the field earning a teaching degree or endorsement Course Offerings: offers a large variety of online courses Lower overall costs: Online programs may be a more affordable option than traditional colleges. For example, there are no commuting costs, and sometimes required course materials, such as textbooks, are available online at no cost More comfortable learning environment: Students listen to lectures and complete assignments sent to them electronically, with no need to fight traffic, leave work early for class, or miss important family time. Convenience and flexibility: Online courses allow students to schedule study time. Students can study and work at their convenience. Also helps students balance work and family commitments with their education Career advancement or continue current employment: Students can take online courses and even complete entire degrees while working, in-between jobs, or while taking time to raise a family Avoid commuting: Colleges may cancel classes based on inclement weather. Rather than miss important class sessions, students in online courses can always “attend” by participating in discussion boards or chat sessions, turning in their work on time, and watching lectures or reading materials. Many students also find substantial savings on gas costs with no commute for classes. Certificate, Endorsement, and Minor Content Options: STEM Education Elementary Certificate of Completion Strategist Special Education Endorsement Kindergarten Endorsement Teaching English Language Learners Endorsement Reading Certificate of Completion Library Media and Information Science (LMIS) Middle Level Certificate of Completion Minor Content Options: Art Education Minor Health Education Minor Physical Education Minor Library Media and Information Science Minor Music Education Minor Teaching English Language Learners Minor Technology Education Minor Fall Applications Due: November 15th for spring enrollment Spring Applications Due: April 15th for fall enrollment. Online Education Program Admission Requirements A minimum grade of C in ENGL 110 and 120 (College Composition I and II) A minimum cumulative GPA of 2.50 Complete a criminal background check for ESPB Access to a school that will allow you to work with students during practicum and student teaching field experiences. Teacher Education Program Admission Requirements Cumulative GPA of 2.75 or higher ENGL 110 or ENGL 210 with a C or higher ENGL 120 or ENGL 125 with a C or higher EDUC 249/250 with a C or higher Successful completion of a speech screening test Positive recommendation from advisor Positive recommendations from two School of Education and/or content area instructors Evidence of Basic Skill Requirements in Reading, Writing, and Mathematics. Demonstrate proper dispositions necessary to teach for learning

Teacher licensure rules in North Dakota (ND) and VCSU Teacher Education admission standards require teacher candidates to provide evidence of basic skills in reading, writing, and mathematics. Options for providing evidence of basic skills: 1.Meet the Praxis I: Core Academic Skills for Educators (CORE) exam requirements set by the state. 2. Meet the ACT test requirements set by the state. 3. Meet the basic skills evidence through a menu approach initiated by the North Dakota Association of Colleges for Teacher Education (NDACTE) and accepted by VCSU and the state of ND. 1. Praxis I: CORE Requirements: Praxis Core exams include objective response questions, such as single-selection multiple-choice questions, multiple-selection multiple-choice questions, and numeric entry questions. The Praxis Core Writing exam also includes two essay sections. The Praxis Core exams are delivered on computer and may be taken either as three separate tests on separate days or as one combined test. Individual scores will be reported for reading (5713), mathematics (5733) and writing (5723) on both the individual and the combined exams (5752). If you take the Praxis Core exams separately, each session lasts two hours. If you take the combined test, the entire session lasts five hours. Each session includes time for tutorials and the collection of background information. The Praxis CORE exams cost $90 each. The Praxis CORE Combined exam (5752) costs $150. The actual testing time and number of questions for each Praxis Core exam is shown below: Praxis I Exam (Test Code) Number of Questions Testing Time Qualifying Score Minimum Score Reading (5713) 56 85 minutes 156 149 Writing (5723) (2 sections) 40 2 essay 40 minutes 60 minutes 160 153 Mathematics (5733) 56 90 minutes 150 143 Combined CORE (5752) (Reading, Writing, Math) 152 2 essay 300 Minutes 466* 466* Teacher Candidates must meet state standards on North Dakota required tests to measure prospective teacher’s content knowledge in reading, writing, and mathematics. See https://praxis.ets.org/state-requirements/northdakota-tests.html for test requirements. **North Dakota licensure for all areas requires** (1) meeting the passing score of 156 for Core Academic Skills for Educators: Reading (5713), meeting the passing score of 160 for Core Academic Skills for Educators: Writing (5723), and meeting the passing score of 150 for Core Academic Skills for Educators: Mathematics (5733) or (2) meeting a composite score of 466 with no score being below the minimum set for each test; test minimums: 149 for Core Academic Skills for Educators: Reading (5713), 153 for Core Academic Skills for Educators: Writing (5723), and 143 for Core Academic Skills for Educators: Mathematics (5733) Teacher Candidates who take the Praxis I test MUST submit test scores or a confirmation of registration for the Praxis I tests to their Education 249/250 instructor and to Rachel Bopp. 2. ACT Test Requirements: $$$- for fee information visit http://www.act.org/content/act/en/products-and-services/the-act/registration/fees.html All applicants will need to submit their ACT test scores with the information below: ACT Requirements: Minimum Score ACT Composite 22 ACT Math 21 ACT ELA (English, Reading, Writing) 21 See https://www.act.org/content/act/en.html for more information. 3. Basic Skills Requirements This NDACTE model was approved by ESPB in April 2023 as an alternative to completing the Praxis CORE to measure basic skills. The VCSU Teacher Education Committee approved the basic skills menu on May 9th, 2023. MAT coursework options were approved by Teacher Education Committee on October 25th, 2023. Teacher candidates must provide evidence of basic skills in reading, writing, and mathematics. Teacher candidates can demonstrate basic skills by meeting one of the following criteria in each basic skills area: Alternative Options Reading Writing Mathematics Earning a letter grade of A or B in one of the following courses ENGL 241, ENGL 242, ENGL 261, ENGL 262, HUM 201 (*MAT alternative) Comp I (ENGL 110), Comp II (ENGL 120/125), Comp III (ENGL 210) (*MAT alternative) MATH 103, MATH 104, MATH 107, MATH 110, MATH 210, EDUC 277, EDUC 278 Praxis CORE (5713) Score of 156+ (5723) Score of 160+ (5733) Score of 150+ ACT Reading Score of 20+ ELA Score of 20+ or Writing Score of 6.5+ Math Score of 21+ SAT Score of 540+ Score of 5+ Score of 530+ (*Alternative for teacher candidates in the MAT program) Reading- Earn a grade A or B in two of the four courses associated with the synthesis paper. (EDUC 611, 612, 613, or 614) Writing- Score a 2 or 3 on the research portion of the capstone portfolio. The research artifact is required to be the 5 chapter synthesis paper. Praxis II Tests Teacher Candidates must submit Praxis II test scores or a confirmation of registration for the Praxis II tests (content and PLT) to Kim Knodle or Amber Olson by: Spring Student Teachers - January 20th Fall Student Teachers - September 1st *Completion of the Praxis II and PLT are required for graduation. It is recommended to take the Praxis II and PLT, the semester prior to student teaching.* To be certified in You will need to take Test Code Qualifying Score Elementary Education Elementary Education: Curriculum, Instruction and Assessment 5017 153 Elementary Education Principles of Learning and Teaching: Grades K-6 5622 160 OR Principles of Learning and Teaching: PreK-12 5625 157 To be certified in You will need to take Test Code Qualifying Score Secondary Education Praxis II subject area assessment * * Secondary Education Principles of Learning and Teaching: Grades 7-12 5624 157 OR Principles of Learning and Teaching: PreK-12 5625 157 Register for Praxis Tests ETS: The Praxis Series Website ND Praxis Requirements Praxis Registration Help Document Praxis Support Test preparation materials and support is available. https://libguides.library.vcsu.edu/praxisprep/core https://teachinglicense.study.com/praxis/ For more information, contact: Learning Services Coordinator academic.services@vcsu.edu

The School of Education & Graduate Studies has made a commitment to build, support and maintain its own Central Assessment System. Candidates and unit faculty have “24/7” portal access to data relevant to a candidate’s status in the program. Faculty User Help Documents Through the Student Assessment System database, VCSU advisors are able to see: List of advisees to search for their Candidate summary Dispositions of their candidate Field experience data PPST or Core test scores as well as PRAXIS II scores These fields are all “Read only” for the advisor Advisor Help Document: Disposition Summary Sheet Advisor & Committee Member Help Document: Graduate Portfolio Advisor & Committee Member Help Document: Graduate Research Disposition Faculty Data Entry Help Document Student User Help Documents Through the Student Assessment System Database, the VCSU Education Majors are able to see their: Candidate summary in a “read only” format Contact and demographic information from Connect ND Disposition summary sheet Access to assessment surveys as authorized Undergraduate Student Help Documents Undergraduate Student Help Document: How to Access Candidate Summary Undergraduate Student Help Document: Context for Learning Demographic Information Undergraduate Student Help Document: Disposition Self-Assessment Undergraduate Student Help Document: Disposition Summary Undergraduate Student Help Document: Diversity Pre/Post-Trip Survey Undergraduate Student Help Document: Endorsement Survey Undergraduate Student Help Document: Entry Survey Undergraduate Student Help Document: Exit Survey Undergraduate Student Help Document: Student Teaching Undergraduate Student Help Document: Student Teacher Self-Assessment Undergraduate Student Help Document: Substitute Teaching Reflection Undergraduate Student Help Document: How to Enter Your Sub License Number in CAS Undergraduate Student Help Document: TLC Unit Self-Assessment Graduate Student Help Documents Graduate Student Help Document: How to Access, Candidate Summary, Surveys

The Teaching for Learning Capstone (TLC) unit focuses on a teacher candidate’s efforts to plan instruction to meet the needs of all learners, implement lessons that instruct and engage all students, apply strategies to assess student learning, and think reflectively to analyze the teacher candidate’s impact on student learning as well as his or her own practice. The culminating experience requires teacher candidates to apply what they have learned in their teacher preparation coursework during their student teaching experience. Handbooks & Templates TLC Evaluation Rubric, 2024 2024 TLC Template Context for Learning Form Additional Resources Enroll in the TLC Organization Permission for Classroom Videotaping Letter to Cooperating Teachers re: TLC