Portfolio Review

All candidates in the Teacher Education program prepare a professional education portfolio under the framework of the ten InTASC standards. The purpose of the portfolio is for candidates to link their products and performances to the program outcomes. Candidates select artifacts from their courses and field experiences that demonstrate their proficiency in each of the program outcomes. A key element of the portfolio is candidates’ rationale for artifact selection. Faculty seek to determine how well the candidates understand their educational decision-making as it relates to current research and best practices. A formal portfolio review will take place as part of the candidates’ application for student teaching. Candidates will have self-selected artifacts to demonstrate their proficiency in each of the program outcomes, and will have created accompanying rationale narratives that link the artifacts to the candidates’ understanding of the related InTASC standards. Candidates will present their portfolio to a faculty team the semester prior to student teaching. The faculty team will include (1) the candidate's adviser; and (2) a member of the Teacher Education program faculty. This oral presentation will be evaluated using the Portfolio Review Rubric.

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.

During the portfolio review, the faculty evaluation team will determine the candidate’s readiness for student teaching and will at that time either recommend or deny the candidate’s application to student teach. A candidate who receives more than three (3) scores at the “below basic” level will under no circumstance be permitted to student teach. Candidates are strongly encouraged to take the Portfolio Preparation course the semester they apply for student teaching.

Final Portfolio Review

After completion of the student teaching experience, candidates will once again give an oral presentation on their development of each of the InTASC standards. The presentation will again include candidates’ self-selected artifacts as evidence of their proficiency in each of the program outcomes, as well as their verbal articulation of the links between their artifacts and their understanding of each of the standards.

Praxis Exams

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. Candidates will complete this exam prior to admission into Teacher Education.

Candidates will also take Praxis II content exams in their subject area (e.g. math, P.E. English) and Praxis II pedagogy exams in their 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 4 days (excluding the testing date).

In order to graduate from the program, candidates must have passing scores on all required Praxis exams. Beginning Spring 2015, candidates applying to student teach must have passed all required Praxis exams.

Testing Locations


  • Prometric Testing Center
    4503 Coleman St., Suite 207
    (701) 258-5309
  • Test Dates
    • By appointment only.
  • Dickinson State University
    291 Campus Drive; May Hall (Main Foyer)
    (701) 483-2536
  • Test Dates for Fall 2021 – Please be at the testing room one half hour before testing begins:

    • October 16, 2021 | 8 a.m. and 1:30 p.m.

    • November 13, 2021 | 8 a.m. and 1:30 p.m.

    • December 4, 2021 | 8 a.m. and 1:30 p.m.

Student Teaching

About Student Teaching

This capstone experience provides students the opportunity to apply all they have learned throughout the Teacher Education program. Under supervision of their cooperating teacher, students assume full responsibility of the classroom they are assigned—including planning, classroom management, instruction, assessment, and reflection.

During the student teaching experience, students are assigned to at least one cooperating teacher in their licensure area where they 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 the student and the cooperating teacher to promote development and insure that candidates meet the Department of Teacher 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 students' achievement/areas for improvement. The bulk of this course occurs at the site of student teaching field experience; however, students will also return to campus for periodic seminars. The Field Experience Coordinator will notify students of the exact schedule for the seminar sessions.

Application Deadlines

  • Spring Student Teachers: Application due October 1
  • Fall Student Teachers: Applications due March 1st

Application Materials

Student Teaching Documents

Professional Dispositions

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. Candidates agree to abide by this policy upon admission to the program.

Candidate 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 the candidate 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 a candidate’s dismissal from the program due to unacceptable dispositional attributes.