Teacher_Education_Handbook

 Music Track B – Secondary Education Certification The Secondary Education Certification is designed for people with a four-year degree who would like to complete a teaching degree to be eligible for S.D. teacher certification. These courses will be offered in online and hybrid formats for students who are working. This emphasis is designed to address the secondary-level high-needs teacher shortage. https://www.northern.edu/programs/educational-studies-graduate Millicent Atkins School of Education Belief Statements We believe: in programs of quality promote learner-centered experiences and collaborative planning among the School of Education faculty and staff, teacher candidates, and k-12 practitioners. in inquiry and reflectivity for the purpose of developing leadership to improve professional practice. in providing a quality learning environment encouraging teacher candidates to inquire into the context of learning and practice, act on beliefs, and critique their own learning and teaching. in modeling effective teaching as defined by current research, applied practice, and professional experience. in change and innovation as an essential element in learning, teaching, and leadership, and in the promotion of practices that value students, teachers, and administrators as change agents in educational settings. in the preparation of teacher candidates to advocate for all students, to value self-determination and fairness, and to believe in the right for all students to succeed. Definitions CAEP Accreditation: CAEP is the EPP’s accreditation body. CAEP advances equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. Disposition: Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings. The two professional dispositions that NCATE expects institutions to assess are fairness and the belief that all students can learn. Based on their mission and conceptual framework, professional education units can identify, define and operationalize additional professional dispositions.