Teacher Education Program
The School of Education, in cooperation with academic departments across the campus, offers high quality teacher education programs in elementary education and in numerous secondary education subject areas.
All candidates in the Teacher Education program prepare a professional education portfolio under the framework of the 10 InTASC standards. The purpose of the portfolio is for you to link your products and performances to the program outcomes. You select artifacts from your courses and field experiences that demonstrate your proficiency in each of the program outcomes.
A key element of the portfolio is your rationale for artifact selection. Faculty seek to determine how well you understand your educational decision-making as it relates to current research and best practices. A formal portfolio review will take place as part of your application for student teaching. You will have self-selected artifacts to demonstrate your proficiency in each of the program outcomes and will have created accompanying rationale narratives that link the artifacts to your understanding of the related InTASC standards.
Once you have scheduled your Portfolio Review, you must submit your portfolio for assessment. This step should occur *before* your presentation. You can verify it was done correctly by checking with the Director of Field Experiences.
You will present your portfolio to a faculty team the semester prior to student teaching. The faculty team will include your adviser and a Teacher Education faculty member. This oral presentation will be evaluated using the Portfolio Review Rubric.
During the portfolio review, the faculty evaluation team will determine your readiness for student teaching and will, at that time, either recommend or deny your application to student teach. If you receive more than three (3) scores at the “below basic” level, you will under no circumstance be permitted to student teach. You are strongly encouraged to take the Portfolio Preparation course the semester you apply for student teaching.
Final Portfolio Review
After you complete your student teaching experience, you will once again give an oral presentation on your development of each of the InTASC standards. The presentation will again include your self-selected artifacts as evidence of your proficiency in each of the program outcomes, as well as your verbal articulation of the links between your artifacts and your understanding of each of the standards.
The state of North Dakota requires passing scores on a series of three ETS Praxis exams. The first exam (Core Academic Skills for Educators) has three components: Reading, Writing, and Mathematics. You will complete this exam prior to admission into the Teacher Education program.
You will also take Praxis II content exams in your subject area (e.g. English, math, P.E.) and Praxis II pedagogy exams in your licensure level (e.g. elementary, secondary). Testing locations are available both in Dickinson and Bismarck. For information about specific exam codes, required scores for passing, and registration information, visit the following ETS website: http://www.ets.org/praxis/nd/requirements. Online registration closes when the testing date is within four days (excluding the testing date).
To graduate from the Teacher Education program, candidates must attempt both the Praxis II: content area and pedagogy tests before the student teaching semester. To receive your North Dakota teaching license, candidates must pass both the Praxis II: content area and pedagogy tests.
- Prometric Testing Center
4503 Coleman St., Suite 207
- Test Dates
- By appointment only.
- Dickinson State University
291 Campus Drive; May Hall (Main Foyer)
- On campus Praxis test dates are April 22 and June 24.
- You may also opt to test at home, Bismarck State College or Bismarck Prometric testing center.
About Student Teaching
This capstone experience provides you the opportunity to apply all you’ve learned throughout the Teacher Education program. Under supervision of your cooperating teacher, you assume full responsibility of the classroom you are assigned—including planning, classroom management, instruction, assessment, and reflection.
During the student teaching experience, you are assigned to at least one cooperating teacher in your licensure area where you can serve as an apprentice—practicing the art and craft of teaching by working with actual students and performing teacher-related duties. A university supervisor works with you and the cooperating teacher to promote development and ensure that you meet the School of Education’s expectations as described in the Student Teaching Handbook. The cooperating teacher and university supervisor serve as both mentors and evaluators, completing formative and summative assessments of your achievement/areas for improvement. The bulk of this course occurs at the site of student teaching field experience; however, you will also return to campus for periodic seminars. The field experience coordinator will notify you of the exact schedule for the seminar sessions.
- Spring Student Teachers: Application due October 1
- Fall Student Teachers: Applications due March 1
- Student Teaching Application
- Fingerprinting Instructions
- Eligibility Form
- MAT Student Teaching Application
Student Teaching Documents
Resources for Professional Application Packet
Teaching is a career in which attributes of character, integrity, and other professional dispositions are as relevant as knowledge and skills. For that reason, the DSU Teacher Education program has created the Professional and Ethical Conduct Policy. You agree to abide by this policy upon admission to the program.
Your dispositions associated with the ten InTASC standards are evaluated as part of the Teacher Education assessment system. Additionally, potentially negative dispositions are noted by faculty and addressed with you via the Disposition Alert Form. The purpose of this form is to (1) identify areas of concern; (2) outline expectations for adequate progress; and/or (3) serve as documentation for your dismissal from the program due to unacceptable dispositional attributes.