TEP Student Handbook - The University of Montana Western

The University of
Montana Western
Teacher Education Program
(TEP)
STUDENT HANDBOOK
2012‐2013
Elementary, Secondary, and K‐12
Teacher Education Candidates
Department of Education
Updated August 2012

Montana Western Teacher Education Program Student Handbook
Table of Contents
THE UNIVERSITY OF MONTANA WESTERN TEACHER EDUCATION PROGRAM (TEP) ...................................3
FOUR‐YEAR PLAN FOR TEACHER EDUCATION CANDIDATES .........................................................................3
TEACHING TOMORROW’S LEADERS ...............................................................................................................4
VISION STATEMENT ...........................................................................................................................................4
HISTORY..........................................................................................................................................................4
MISSION STATEMENT.........................................................................................................................................4
COMMITMENTS ................................................................................................................................................5
PROFESSIONAL OUTCOMES FOR EFFECTIVE TEACHERS: INTASC STANDARDS AND INDICATORS...............5
CONCEPTUAL FRAMEWORK FOR THE DEPARTMENT OF EDUCATION ..........................................................9
CONSTRUCTIVIST PHILOSOPHY .............................................................................................................................9
What is constructivism? ...........................................................................................................................9
Historical Perspective ...............................................................................................................................9
Social Constructivism..............................................................................................................................11
Social Justice...........................................................................................................................................12
Other Theories that Enhance Practices..................................................................................................13
Brain Research........................................................................................................................................14
Leadership ..............................................................................................................................................15
EDUCATION PROGRAMS ...............................................................................................................................16
ELEMENTARY EDUCATION (K‐8) ........................................................................................................................17
SECONDARY EDUCATION (GRADES 5‐12) AND K‐12 EDUCATION .............................................................................18
ACADEMIC ADVISING ....................................................................................................................................19
CAREER SERVICES ..........................................................................................................................................20
EMPLOYMENT PLACEMENT FILE.........................................................................................................................20
STUDENT REVIEW COMMITTEE ....................................................................................................................21
TEACHER EDUCATION PROGRAM (TEP) REQUIREMENTS............................................................................21
TEP GATEWAYS..............................................................................................................................................23
TIPS FOR DEVELOPING AND ORGANIZING THE TEP GATEWAY ARTIFACTS ...................................................................24
TEP GATEWAY 1: ADMISSION TO THE TEACHER EDUCATION PROGRAM (TEP).........................................24
ONLINE PORTFOLIO – CHALK & WIRE.................................................................................................................25
LIMIT ON APPLICATIONS TO THE TEACHER EDUCATION PROGRAM ............................................................................27
REQUIRED EVIDENCE: GATEWAY 1 .....................................................................................................................27
GATEWAY 2: METHODS COURSES, FIELD EXPERIENCES, AND OTHER COURSEWORK ...............................30
REQUIRED EVIDENCE: GATEWAY 2 .....................................................................................................................32
GATEWAY 3: STUDENT TEACHING & LICENSURE REQUIREMENTS..............................................................35
EMPLOYMENT PORTFOLIO............................................................................................................................37
FIELD EXPERIENCES........................................................................................................................................37
EXPERIENCE IN DIVERSITY .................................................................................................................................38
MIDDLE SCHOOL EXPERIENCE............................................................................................................................38
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PLACEMENT PROCEDURES.................................................................................................................................38
CRIMINAL BACKGROUND CHECKS ................................................................................................................39
BACKGROUND CHECK PROCEDURE .....................................................................................................................40
PROFESSIONAL PARTNERSHIPS...........................................................................................................................41
SCHOOL PARTNERS: TEACHING AND LEARNING COMMUNITIES ................................................................................42
STUDENT TEACHING ......................................................................................................................................44
PLACEMENT RESTRICTIONS ...............................................................................................................................46
APPLICATION PROCEDURES & DEADLINES............................................................................................................46
LICENSURE......................................................................................................................................................47
MONTANA LICENSURE CRITERIA ........................................................................................................................47
PRAXIS II: ELEMENTARY EDUCATION REQUIREMENTS...........................................................................................48
PRAXIS II: SECONDARY EDUCATION AND K‐12 EDUCATION REQUIREMENTS.............................................................48
LICENSURE REQUIREMENTS IN OTHER STATES .......................................................................................................49
LICENSURE PROGRAMS FOR STUDENTS WITH NON‐TEACHING DEGREES ....................................................................50
TEACHERS WHO WISH TO ADD AN ENDORSEMENT ...............................................................................................51
BIBLIOGRAPHY...............................................................................................................................................52
APPENDICES...................................................................................................................................................55
APPENDIX 1 ‐ FACULTY AND STAFF DIRECTORY ‐ MONTANA WESTERN DEPARTMENT OF EDUCATION.............................55
APPENDIX 2 ‐ THE INTASC MODEL CORE TEACHING STANDARDS............................................................................57
APPENDIX 3 ‐ TIPS FOR A SUCCESSFUL FIELD EXPERIENCE .......................................................................................59
APPENDIX 4 ‐ COMMON EDUCATION ACRONYMS AND TERMS.................................................................................60
APPENDIX 5 ‐ PROFESSIONAL ORGANIZATIONS AND EDUCATION WEBSITES ...............................................................61
APPENDIX 6 ‐ LESSON PLAN TEMPLATE # I INSTRUCTIONS ‐ FOR LESSONS USING GUIDED OR DIRECT INSTRUCTION
STRATEGIES....................................................................................................................................................62
APPENDIX 7 ‐ LESSON PLAN TEMPLATE # 2 INSTRUCTIONS ‐ FOR LESSONS USING INQUIRY, PROBLEM SOLVING, OR
APPLICATION STRATEGIES .................................................................................................................................69
APPENDIX 8 ‐ UNIT PLAN TEMPLATE...................................................................................................................76
APPENDIX 9 – EXTEMPORANEOUS ESSAY EXAM....................................................................................................78
APPENDIX 10 ‐ OBSERVATION & PROFESSIONALISM FORMS – NON‐METHODS COURSES..............................................79
APPENDIX 11 ‐ OBSERVATION FORM ‐ METHODS & STUDENT TEACHING..................................................................83
APPENDIX 12 ‐ PROFESSIONALISM FORM: STUDENT TEACHING ...............................................................................87
APPENDIX 13 ‐ EVALUATION FORM ‐ STUDENT TEACHING ......................................................................................89
APPENDIX 14 ‐ CONTENT KNOWLEDGE OBSERVATION FORMS ................................................................................94
APPENDIX 15 ‐ CONSENT FORM FOR BACKGROUND CHECK.....................................................................................95
APPENDIX 16 ‐ APPLICATION FOR STUDENT TEACHING...........................................................................................96
APPENDIX 17 ‐ CHECKLIST FOR STUDENT TEACHING APPLICATION PROCESS ..............................................................98
APPENDIX 18 ‐ PRAXIS II: LIST OF EXAMS AND MONTANA PASSING SCORES ..........................................................100

The University of Montana Western Teacher Education Program (TEP)
Four‐Year Plan for Teacher Education Candidates
Freshman Year Sophomore Year Junior Year Senior Year:
1st semester
Take general
education
courses; begin
courses for your
major & minor
Take
Information &
Technology
Literacy exam &
Microsoft Office
exam (contact
Denise Holland)
Declare a
major(s) and, if
appropriate, any
minor(s) ‐
Advising Center
Get to know
your faculty
advisor
Meet with
Career Services
coordinator ‐
discuss long‐
term and short‐
term career
goals
Take your first
education
courses
Complete the
Application to the
Teacher Education
Program (TEP)
Apply for Criminal
Background Check
with Director of
Field Experiences
Take the
extemporaneous
writing sample
(Elem. Ed. ‐ taken
within EDU 234)
Work with your
faculty advisor in
preparing TEP
Gateway 1
evidence
Take lower
division
professional
education courses
Take general
education courses,
& courses for your
major and minor
TEP Gateway 1
interview &
Teaching
Demonstration
Take courses
for your major
and minor
Start upper‐
division
professional
education
courses
Build TEP
Gateway 2
evidence,
within various
courses
Complete First
Aid
requirements
(HHP 231
meets
requirements)
Apply for
graduation
near the end of
this year, so
you can get an
early degree
audit
completed
Attend Student
Teaching meetings
throughout
semester
Up‐date your
Criminal
Background Check
if needed
Apply for
Student Teaching,
& Apply for
Graduation
Complete courses
for your major and
minor
Create your
employment
placement file
with Career
Services
Take PRAXIS II
exam (required for
certain programs)
Present TEP
Gateway 2
evidence at
Teacher Candidate
Research
Symposium
Senior Year:
2 nd Semester
Complete
Student
Teaching
requirements
Defense and
Presentation of
Teacher Work
Sample #2,
during Senior
Seminar
Attend job fairs
Use Career
Services to
assist you with
job applications
Complete the
paperwork to
apply for a
teaching
license
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Refer to the latest university catalog for the preferred sequence of courses for the BS:
Elementary Education & the BS: Secondary Education.
Teaching Tomorrow’s Leaders
The Teacher Education Program at the University of Montana Western has prepared classroom
teachers since 1893 when it was first established as the Montana Normal School for teachers.
Currently, the Teacher Education Program (TEP) is responsible for the largest enrollments in
bachelor’s degree programs on the campus with about 600 majors in elementary and secondary
education. The Montana Western Department of Education also offers an Associate of Applied
Science degree in Education Studies designed to prepare paraprofessionals for state and
national requirements. In addition, we also offer programs in Early Childhood Education. This
handbook is not designed for candidates in the paraprofessional and early childhood education
programs, unless they are also enrolled in a teacher education program.
This handbook is designed to guide students who wish to become successful teacher education
candidates at Montana Western. The handbook is available in the bookstore and on‐line via the
Education Web Site http://my.umwestern.edu/shares/education/tep.html
This handbook was developed with the assistance of various faculty members at Montana
Western. Helpful suggestions and information have also been garnered from faculty and
administrators in the public schools with whom we have professional development school
partnerships, including Beaverhead County Public Schools and Butte Public Schools. Montana
Western’s Teacher Education Program (TEP) progresses through three gateways, which include
specific course and program requirements in addition to a professional presentation at each
gateway. Your first exposure to the TEP program requirements will probably be in the
introductory course, EDU 201, Introduction to Education. We wish you great success and hope to
welcome you soon into the teaching profession.
Vision Statement
History
Our vision is to prepare courageous educators and scholarly innovators.
For over one hundred years, the education department at the University of Montana Western
has been preparing teachers who are successful in all settings. Montana Western’s teacher
education program is a nationally‐recognized rural education center. As a premier program, the
department is noted for producing outstanding teachers in the oldest teacher education
program in the state of Montana.
Mission Statement
The mission of the University of Montana Western Department of Education is to prepare
effective teachers who are educational leaders for the twenty‐first century. To that end, the
department’s adopted motto is teaching tomorrow’s leaders.

Commitments
Our faculty models the qualities that we strive to develop in our candidates. These are qualities
that our candidates would strive to develop in their Pre‐K‐12 students.
Our candidates demonstrate the attributes of:
• Scholars
• Reflective practitioners
• Courageous Innovators
• Global Humanitarians
Professional Outcomes for Effective Teachers: InTASC Standards and Indicators
Upon graduation from the University of Montana Western, the beginning educator will
demonstrate evidence toward attainment of the following outcomes related to essential
knowledge, performances, and critical dispositions, based on the national InTASC (Interstate
Teacher Assessment and Support Consortium) Model Core Teaching Standards.
Essential knowledge relates to knowing the content to be taught, performances represent the
ability to perform using knowledge, and critical dispositions refer to the human qualities
inherent to ethical and reflective teaching. In the list below, the numbers and letters (e.g., 1a)
indicate the associated InTASC Standards and indicators. The InTASC Standards are national
standards for beginning teachers. The faculty has revised the wording of several of the InTASC
indicators to better fit the department’s conceptual framework.
Standard #1: Learner Development
The candidate understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.
PERFORMANCES
1a: The candidate creates developmentally appropriate instruction that takes into
account individual learners’ strengths, interests, needs, and ways of knowing.
ESSENTIAL KNOWLEDGE
1b: The candidate understands that each learner’s cognitive, linguistic, social,
emotional, and physical development influences learning, and knows how to make
instructional decisions that build on learners’ strengths and needs.
Standard #2: Learning Differences
The candidate uses understanding of individual differences and diverse cultures and
communities, including American Indians and tribes in Montana, to ensure inclusive learning
environments that enable each learner to meet high standards.
PERFORMANCES
2a: The candidate designs, adapts, and delivers instruction to differentiate instruction
for all learners' diverse learning strengths and needs.
2b: The candidate creates opportunities for students to demonstrate their learning in
different ways.
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2c: The candidate incorporates tools of language development into planning and
instruction, including strategies for making content accessible to English language
learners and for evaluating and supporting their development of English proficiency.
ESSENTIAL KNOWLEDGE
2d: The candidate understands and identifies differences in approaches to learning and
performance, and knows how to design instruction that uses each learner’s strengths to
promote growth, including learners with disabilities and giftedness.
CRITICAL DISPOSITIONS
2e: The candidate respects the rights of all students to equitable access to opportunities
for learning, including students from diverse ethnic, cultural, linguistic or religious
backgrounds, gender or sexual orientation, age, and socioeconomic status.
Standard #3: Learning Environments
The candidate works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self motivation.
PERFORMANCES
3a: The candidate collaborates with learners, families, colleagues, and communities, to
build a safe, positive learning environment of openness, mutual respect, support,
inquiry, and experiential/immersion learning.
3b: The candidate communicates verbally and nonverbally in ways that demonstrate
respect for and responsiveness to the cultural backgrounds and differing perspectives
learners bring to the learning environment.
ESSENTIAL KNOWLEDGE
3c: The candidate understands the relationship between motivation and engagement
and knows how to design learning experiences using strategies that build learner self‐
direction and ownership of learning.
3d: The candidate collaborates with learners to establish and monitor a safe and
productive learning environment including norms, expectations, routines, and
organizational structures.
CRITICAL DISPOSITIONS
3e: The candidate is committed to supporting learners as they participate in decision‐
making, and engage in exploration and invention, through both collaborative and
independent work.
Standard #4: Content Knowledge
The candidate understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners to assure mastery of the content.
PERFORMANCES
4a: The candidate stimulates learner reflection on prior content knowledge, links new
concepts to familiar concepts, and makes connections to learners’ experiences.
ESSENTIAL KNOWLEDGE
4b: The candidate brings multiple perspectives to major concepts, assumptions,
debates, processes of inquiry, and culturally relevant ways of knowing that are central
to the discipline.
Standard #5: Application of Content

The candidate understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.
PERFORMANCES
5a: The candidate engages learners in inquiry, generating and evaluating new ideas and
novel approaches, and seeking inventive solutions to problems.
5b: The candidate models effective written, verbal, and nonverbal communication.
ESSENTIAL KNOWLEDGE
5c: The candidate understands how elements of content knowledge and
interdisciplinary themes connect, and knows how to weave those themes into relevant
learning experiences.
Standard #6: Assessment
The candidate understands and uses multiple methods of assessment to engage learners in
their own growth, to monitor learner progress, and to guide the candidate’s and learner’s
decision making.
PERFORMANCES
6a: The candidate balances the use of formative and summative assessment as
appropriate to support, verify, and document learning.
ESSENTIAL KNOWLEDGE
6b: Both individually and collaboratively, the candidate analyzes and reflects on
assessment data to understand patterns and gaps in learning, to guide planning and
instruction, and to provide meaningful feedback to all learners.
CRITICAL DISPOSITIONS
6c: The candidate is committed to the ethical use of multiple types of assessment
processes to support, verify, and document learning.
6d: The candidate is committed to making accommodations in assessments and testing
conditions for gifted learners, learners with disabilities, and English language learners.
Standard #7: Planning for Instruction
The candidate plans instruction that supports every student in meeting rigorous learning goals
by drawing upon knowledge of content areas, curriculum, cross‐disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.
ESSENTIAL KNOWLEDGE
7a. The candidate understands content and content standards and how these are
organized in the curriculum.
7b: The candidate knows a range of evidence‐based instructional strategies, resources,
and technological tools and how to use them effectively to plan and reflect on
instruction that meets diverse learning needs.
CRITICAL DISPOSITIONS
7c. The candidates respects learners' diverse strengths and needs and is committed to
using this information to plan effective instruction.
Standard #8: Instructional Strategies
The candidate understands and uses a variety of instructional strategies to encourage learners
to develop deep understanding of content areas and their connections, and to build skills to
apply knowledge in meaningful ways.
PERFORMANCES
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8a: The candidate varies his/her role in the instructional process (e.g., instructor,
facilitator, coach, audience) in relation to the content and purposes of instruction and
the needs of learners.
8b: The candidate provides multiple models and representations of concepts and skills
with opportunities for learners to demonstrate their knowledge through a variety of
products and performances and through engagement in inquiry.
ESSENTIAL KNOWLEDGE
8c: The candidate understands the cognitive processes associated with various kinds of
learning (e.g., critical and creative thinking, problem framing and problem solving,
invention, memorization and recall) and how these processes can be stimulated.
8d: The candidate knows how to use a wide variety of resources, including human and
technological, to engage students in learning.
Standard #9: Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet the
needs of each learner.
PERFORMANCES
9a: The candidate advocates, models, and teaches safe, legal, and ethical use of
information and technology including appropriate documentation of sources and
respect for others in the use of social media.
9b: The candidate demonstrates mastery of professional writing skills, and is competent
in the use of APA style as well as other professional writing styles that are specific to the
candidate's discipline.
CRITICAL DISPOSITIONS
9c: The candidate is committed to deepening understanding of his/her own frames of
reference (e.g., culture, gender, language, abilities, ways of knowing), the potential
biases in these frames, and their impact on expectations for and relationships with
learners and their families.
9d: The candidate understands the expectations of the profession, including codes of
ethics, professional standards of practice, relevant law and policy, and commitment to
social justice.
Standard #10: Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession.
PERFORMANCES
10a: The candidate takes an active role on the instructional team, giving and receiving
feedback on practice, examining learner work, analyzing data from multiple sources,
and sharing responsibility for decision making.
CRITICAL DISPOSITIONS
10b: The candidate initiates respectful cooperative relationships with all parents,
guardians, and families, as well as the local community.
10c: The candidate demonstrates commitment to social justice by identifying social
inequities and advocating for their remedy.
10d: The candidate takes responsibility for contributing to and advancing the profession.

Standard # 11: Indian Education:
The candidate demonstrates understanding of and ability to integrate history, cultural
heritage, and contemporary status of American Indians and tribes in Montana.
Conceptual Framework for the Department of Education
The Montana Western Department of Education includes dynamic and progressive programs.
Faculty and staff are dedicated to helping candidates become highly qualified, highly effective
teaching professionals, leaders who will teach tomorrow’s leaders. The programs in the
Montana Western Department of Education are accredited by the National Council for
Accreditation of Teacher Education (NCATE), the Northwest Commission on Colleges and
Universities (NWCCU), and the Montana Board of Public Education. Montana Western maintains
standards of excellence in preparing teachers with the knowledge, skills, and dispositions
necessary for becoming accomplished, highly effective teachers.
Constructivist Philosophy
What is constructivism?
Constructivist theory views “learning as an interpretive, recursive, building process by active
learners interacting with the physical and social world” (Fosnot, 1996a, p 30). Julie Bullard, a
faculty member of Montana Western’s Department of Education, elaborated on Fosnot’s
definition as follows:
• Interpretive: All learning is interpreted through the unique lens of the learner.
• Recursive: Changing one or more preceding beliefs affects a succession of future
beliefs.
• Building process: Learning builds upon previous knowledge, experience, and beliefs
resulting in progressive structural shifts in perspective.
• Active learners: Learners must act and react upon the information to make it their
own. Knowledge is not simply transmitted from the educator or the environment to
the learner nor does knowledge occur simply through maturation. “Information that
is only collected, and not reinvented, does not contribute to the sense making
process” (Rodgers and Dunn, 1997, p. 16).
• Interaction with physical and social world: Learning occurs within a social context
and is influenced by socio‐political forces.
This theory is in contrast to traditional, didactic education that views learning as the
acquisition of a predetermined body of knowledge by passive learners who are like
sponges or empty vessels. The emphasis in [the traditional] approach is on the teacher
transmitting knowledge through activities such as well‐designed lectures (Bullard, 2003,
p. 157).
Historical Perspective
Constructivism, grounded largely in the works of Immanuel Kant and Jean Piaget, is a
learning theory that states learners construct knowledge. Instead of being mere empty vessels
into which new information and knowledge are poured, people bring knowledge to all new
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situations and construct new understandings as they assimilate new information.
Immanuel Kant, a nineteenth century philosopher, believed that neither rationalists,
who believe in universal truths, nor empiricists, who believe in perceptions of experience, were
correct. Instead, he proposed that the world exists, but that individuals can only experience the
world through the senses (Ozom & Craver, 1986), and thus each individual experiences the
world in a unique way. This belief underlies constructivism.
Jean Piaget, a genetic epistemologist, also had a profound impact on the evolution of
constructivism. Piaget’s study and observation of children led him to develop a theory of
cognitive development that included systematic stages. He was influenced indirectly by John
Dewey through Edouard Claparede, founder of the Jacques Rousseau Institute in Geneva. Piaget
became a leader at the institute and inherited Dewey's theories (DeVries and Kohlberg, 1987).
Six basic principles underlie Dewey's progressive education. These include:
• education should be `active' and related to the interests of the child
• education should take place through problem solving projects
• education, as the intelligent reconstruction of experience, is synonymous with civilized
living
• the educator should act as more of a guide than as an authority figure
• individuals achieve more when they work collaboratively
• schools should be run democratically (Kneller, 1966, p. 96).
With these principles in mind, Piaget believed that development is influenced by four
factors: maturation, experience, social transmission, and equilibrium. Equilibrium coordinates
the other three factors. To achieve equilibrium, or mental balance, the learner must reconcile
new experiences with existing knowledge. According to Piaget, knowledge is constructed
through organization and adaptation (Berger & Thompson, 1995). People organize their
thoughts but must also adapt their thinking when they receive new information. To adapt, the
learner may assimilate or add the new information to a current schema or, if this information
does not fit existing structures, he or she (or the existing knowledge) may need to accommodate
or change. In these ways, learners construct new knowledge.
To the constructivist, the learner is viewed as an inquiring knower. For this to occur,
Piaget believed that people need to engage in active mental learning. Active learning includes
several components. The learning experience must engage the learner's interest, involve
genuine experimentation, and involve cooperation (DeVries & Kohlberg, 1987, p. 24).
Interest is considered to be essential to learning because without it the learner would
not make the constructive effort to make sense out of experience or to assimilate the
information. Piaget believed that people discover truths for themselves through
experimentation. This means that in the course of discovering, people will make many
erroneous conclusions, which is a necessary part of learning.
Lectures, drills, programmed instruction, audio‐visual and teacher demonstrations are
not considered active learning for young children (DeVries & Kohlberg, 1987, p. 25) but these
techniques may in some cases be considered mentally active for a more mature learner, since
those who have reached the level of abstract reasoning are able to explore ideas and concepts
without concrete experiences. However, according to Jones (1978, p. 19), "The beginning stages
of any learning must take place through a direct sensory experience with concrete objects if the
individual is to have an experiential base for later conceptual understanding."
Piaget’s third component, cooperation, helps people become aware of differences in
opinions and viewpoints thereby creating cognitive disequilibrium. This can occur best in equal
relationships where mutual respect is present. Working with others also allows learners to
experience real moral dilemmas and conflicts and to have the opportunity to practice mutual

accommodation.
The role of the educator in a constructivist‐based classroom is to act as a companion
who minimizes the exercise of authority and control and serves as a guiding mentor stimulating
initiative, experimentation, reasoning, and social collaboration. The educator needs to create a
safe, supportive environment for spontaneous exploration and specific encounters in which
learners are free to choose from many alternatives. In addition, the educator must arrange time
for the student to digest and reflect upon their experiences (Labinowicz, 1980).
Social Constructivism
The University of Montana Western Department of Education operates within the conceptual
framework of social constructivist learning in which the preK‐12 student is at the center of the
curriculum and all members of the school community‐‐students, teachers, paraprofessionals,
administrators‐‐are learners and teachers. Teaching and learning are reciprocal roles.
The faculty recognizes that knowledge is socially constructed, that communities of
practice provide the context for learning, and that knowledge is the tool that guides teaching.
The department envisions faculty and candidates coming together to examine the nature of
teaching and learning as it addresses educational aims and goals in a variety of rural and urban
settings. Individual development comes from social interactions where cultural meanings are
shared by the group and eventually internalized by the individual (Richardson, 1997).
Social constructivism, like cognitive constructivism, emphasizes the collaborative nature
of learning. Social constructivism was first developed by the Soviet psychologist Lev Vygotsky,
who believed that it was not possible to isolate learning from the social context in which it is
acquired (Vygotsky, 1978). Vygotsky believed that every function in the child's cultural
development appears twice: first, on the social level and, later on, on the individual level; first,
between people (interpsychological) and then inside the child (intrapsychological). This applies
equally to voluntary attention, to logical memory, and to the formation of concepts. Social
constructivism reflects human development theory within a socio‐cultural context. All the higher
functions originate as actual relationships between individuals (Vygotsky, 1978).
Vygotsky describes the distance between what the child is able to do independently and
the level of potential development as the zone of proximal development. Important to this
theory is that individuals learn best in the zone of proximal development, usually under the
guidance of an adult or a more capable peer, in an environment that continually challenges their
learning potential (Vygotksy, 1978).
Learning. The role of language and culture in cognitive development is at the center of
social constructivist theories. Language and culture play essential roles in human development
and learning as well as in how humans perceive and interpret their world. Human language is
the venue through which individuals experience reality and existence. Vygotsky (1978) states:
A special feature of human perception…is the perception of real objects…I do not see
the world simply in color and shape but also as a world with sense and meaning. I do not
merely see something round and black with two hands; I see a clock…. (p. 39)
Knowledge is socially constructed in communities of practice that provide the context
for learning, and that knowledge is the tool that guides teaching. Social constructivism
emphasizes education for social transformation. Hence, individuals construct knowledge by
interacting with the environment, and in the process both the individual and the environment
are changed (Vygotsky, 1978).
By constructing knowledge through talk and social interaction, human beings construct
multiple layers of meaning and understanding. The social nature of learning and language is
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played out in the classroom as educators guide students toward two levels of learning: their
potential level of learning or zone of proximal development, followed by their independent level
of learning. Collaborative learning strategies associated with social constructivist beliefs require
learners to develop interpersonal communication skills and to see individual learning as
essentially related to the success of group learning (Dewey, 1997; Vygotsky, 1978). Discussion
can be promoted by the presentation of specific concepts, problems or scenarios, and is guided
by means of effectively directed questions, the introduction and clarification of concepts and
information, and references to previously learned material (Derry, 1999; Gredler, 1997).
Instruction. Teaching strategies using social constructivism as a theoretical model
include making instruction personally or socially meaningful to students, negotiating meanings
with students through exploratory talk (Barnes, 1996), class discussion, small‐group
collaboration, problem‐based instruction, reciprocal teaching (Kim, 2001), and valuing
meaningful activity over correct answers (Wood, Cobb, & Yackel, 1995). In many types of
learning situations, the educator begins by initiating the task and gradually turns over
responsibility to the students through collaborative and cooperative learning arrangements. This
technique is defined as scaffolding. It is the educator’s responsibility to remove supports when
appropriate so that the children’s potential is continually realized (Pearson and Gallagher, 1983).
In this model, the individual, the culture, and all that the child brings to the learning setting are
valued and utilized as part of the school curriculum.
In summary, social constructivist learning theory rationalizes that the learner is at the
center of the curriculum and all members of the school community‐‐students, teachers,
paraprofessionals, administrators‐‐are interacting as social communities of learners. Language
and culture make up the lens through which learning is constructed. Individual development
comes from social interactions where cultural meanings are shared by the group and eventually
internalized by the individual (Richardson, 1997).
Social Justice
The education faculty holds that a commitment to social justice is a natural outgrowth of social
constructivist philosophy. Teaching practices of today must be based on a sound understanding
of educational research, theory, and history. In order to implement fair and just teaching
practices in today’s schools, educators must understand the historical context that has resulted
in equitable access to public education for various ethnic and racial minorities, women, children
of poverty, and persons with disabilities.
While some inequities may be considered a thing of the past, in today’s schools, many
students remain marginalized, often resulting in bullying or other more or less subtle forms of
discrimination. Many schools still lack appropriate facilities and accommodations for students
with disabilities. The education faculty envisions future educators who think critically about
teaching and about schools and who are willing to stand up for the rights and fair treatment of
students.
Along with this is the acknowledgement that power and ideology are always operating
within and around education (Apple & Weis, 1983; Apple, 1993; Giroux, 1988; McCarthy, 1998).
Native Americans, in particular, are now trying to reclaim control over their own schooling. The
faculty encourages future educators to understand education as a site of historical, political,
economic, and social struggle and to grasp the interrelatedness of a common humanity. Thus
the faculty aims to educate individuals to be aware of and make decisions based on this political
context. To this end, the department supports indigenous efforts of educational self‐
determination and local control.

John Dewey believed that:
All education proceeds by the participation of the individual in the social
consciousness of the race… the only true education comes through the stimulation of the
child's powers by the demands of the social situations in which he finds himself. Through
these demands he is stimulated to act as a member of a unity, to emerge from his original
narrowness of action and feeling, and to conceive of himself from the standpoint of the
welfare of the group to which he belongs (1897).
Ultimately, the faculty believes that hope for a more socially just world is a moral
imperative, and that educators are important change agents. All of this is with an idealist look
toward what can be rather than an idle acceptance of what is. That is, the faculty holds fast to
the possibility of a more democratic, equitable and socially just public education system. The
development of candidates’ leadership skills to enable them to be effective change agents for
social justice cannot be accomplished through the activities of the education department alone.
This work is accomplished through partnerships with other academic units, the school districts,
the state, advisory councils, communities, neighborhoods, families, and children.
Other Theories that Enhance Practices
While the education department recognizes social constructivism as important in
influencing ways of teaching, the faculty recognizes that candidates need to know and draw
upon other philosophies and practices, as do the faculty.
Behaviorism. Drawing from the work of Ivan Pavlov (1849‐1936), John B. Watson (1878‐
1958), Edward Thorndike (1874‐1949), and particularly B.F. Skinner (1904‐1990), educators have
long understood that the environment and the consistent reinforcement of appropriate school
behaviors will create a positive atmosphere for learning. It is not enough that educators praise
expected behavior, but that they set the conditions under which the behavior will occur. Models
of direct instruction often are informed by behaviorist philosophy.
Psychosocial theory. Modern educational theory also builds upon the psychoanalytical
research of individuals such as Sigmund Freud (1856‐1939) and the psychosocial research of
Alfred Adler (1870‐1937), both of whom recognized the importance of early childhood
experiences to a child’s development. Carl Jung’s (1875‐1961) theory of the unconscious mind
had a strong influence on the development of modern psychology and influenced the
development of such instruments as the career assessment known as the Myers‐Briggs
Personality Type indicator. Erik Erikson’s (1902‐1994) research on the psychosocial stages of
development has added much to current understandings of child development.
Others. The philosophies and psychological theories developed by a wide array of
individuals support and inform social constructivist education. Edward Thorndike (1910) was
among the first to point out the importance of understanding the psychology of the child in the
educational process. Benjamin Bloom (1913‐1999) made important contributions to education
by introducing the theory of mastery learning (the idea that all children can learn if provided
appropriate learning opportunities) and by his classification of educational objectives, now
known as Bloom’s Taxonomy (or Levels of Critical Thinking). The humanist psychology of
Abraham Maslow (1908‐1970), who identified a hierarchy of human needs, demonstrated that
children have basic needs (such as food and sleep) that must be met before learning can take
place. Lawrence Kohlberg (1927‐1987), whose dissertation in psychology established what is
now known as Kohlberg’s stages of moral development, experimented with establishing
democratic systems, or just communities in American schools, to establish trusting relationships
between students as a means of enhancing their moral development.
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Radical constructivism and Pragmatism. Radical constructivism (von Glasersfeld, 1996)
goes a step beyond other constructivist philosophies in challenging the very nature of
knowledge and reality. The idea that there are universal truths and that humans can discover
them has been espoused by many scientists/philosophers since at least the time of Aristotle. “It
is a good thing to proceed in order and to establish propositions (principles). This is the way to
gain ground and to progress with certainty. ... I hold that the mark of a genuine idea is that its
possibility can be proved” (Gottfried Leibniz, 1670).
But whether or not one can actually know with certainty the nature of physical reality
has been debated by great thinkers at least since the time of Xenophanes in the 6 th century, by
Vico in Italy in 1710 (von Glasersfeld, 2003), and by various philosophers today. Radical
constructivism “… starts from the assumption that knowledge, no matter how it be defined, is in
the heads of persons, and that the thinking subject has no alternative but to construct what he
or she knows on the basis of his or her own experience” (von Glasersfeld, 1996, p.1). Radical
constructivists do not necessarily deny the existence of a physical reality, but rather question
one’s ability to ever know for certain what reality looks like. True to his own beliefs, von
Glasersfeld (2003) points out that, as a consequence of this idea, “one cannot adopt the
constructivist principles as an absolute truth, but only as a working hypothesis that may or may
not turn out to be viable.”
Taking a somewhat different point of view, John Dewey’s (1916) and William James’
(1907) views, generally known as pragmatism, “maintained that an idea agrees with reality, and
is therefore true, if and only if it is successfully employed in human action in pursuit of human
goals and interests, that is, if it leads to the resolution of a problematic situation” (Fieser &
Dowden, 2006).
In describing constructivism in relationship to teaching, von Glasersfeld (2003) points
out that “the constructivist teacher does not give up his or her role as a guide ‐ but this
leadership takes the form of encouraging and orienting the students' constructive effort rather
than curtailing their autonomy by presenting ready‐made results as the only permitted path.
This is not to say that rote learning and the focus on adequate performance should have no
place in constructively oriented instruction. But it does mean that… instruction that focuses on
performance alone can be no better than trivial” (Von Glasersfeld, 2003).
The education faculty believes that language, reality, knowledge, and culture are socially
constructed (Berger & Luckmann, 1966). While recognizing the importance of individual
differences, the faculty believes that learning is radically social, and that learning occurs though
interactions with others. Given this philosophical disposition, the department encourages
student‐centered, inquiry‐based, and multicultural/global collaborative learning. Through the
processes of learning, students go beyond what they can currently do and learn how to solve
increasingly more sophisticated authentic problems “under adult guidance or in collaboration
with more capable peers" (Vygotsky, 1978).
Brain Research
Research on the function of the brain suggests interesting connections to constructivist theories.
According to constructivist thought, personal meaning is developed within a negotiated social
context. The interactions of past experiences, personal intentions, and new experiences, and the
resolution of discrepancies among these three influences are central to the process of
constructing meaning. Neurophysiology has demonstrated the brain grows new connections
during this process of constructing new meaning by connecting prior experience to new
experience (Diamond, 1988). The nature and extent of the structural remodeling corresponds to

the amount and type of mental activity required to create new patterns of meaning (Healy,
1990). Enriched environments enable the brain to grow more neural connections, thickening the
cortex of the brain while less stimulating environments actually have a thinning effect on the
cortex (Diamond and Hopson, 1998). Individuals develop unique and very specific neural
pathways that may become preferred ways of sensing or organizing experience. Thus, the
student who succeeds at one type of thinking, or in organizing experience through particular
schema may have difficulty when the task requires a different type of thinking or organizing
process. Howard Gardner’s (1983) conceptualization of multiple intelligences may represent a
way of classifying families of unique neural pathways.
Leadership
As envisioned by the faculty of the Montana Western Department of Education, a
leader:
• Inspires others to generate creative ideas appropriate to the situation.
• Brings people together to solve problems collaboratively.
• Effectively facilitates discussions.
• Facilitates individual growth and critical thinking.
• Is willing to change one’s own ideas, even if the better ideas come from those they lead.
• Effectively facilitates agreed‐upon change.
• Feels personal ownership of the process but not of the product.
• Promotes and practices social justice.
• Possesses a high level of competence and confidence.
• Exhibits a high degree of emotional intelligence.
• Provides emotional support that encourages others to take a leadership role.
What does effective leadership have to do with the preparation of future educators?
Developing leadership qualities as characterized above is fundamental to that preparation. To
that end, the Montana Western education faculty has adopted the motto, Teaching Tomorrow’s
Leaders. The faculty views their role as mentors who guide future educators to become leaders
who will become mentors to future leaders. Content knowledge, professional skills, and
professional dispositions are important but rather meaningless if the educator is not an effective
leader.
As viewed by the education faculty, an educator who is a leader is guided by social
constructivist philosophy. An educational leader is a facilitator who promotes idea‐generation,
collaboration, and the willingness to support agreed‐upon change. In the social constructivist
model, the goal of good leadership is to involve every individual in the group in a collaboration
and consensus process.
What does social justice have to do with educational leadership? An important tenet of
social justice is the involvement of every individual with the hope of empowering the neglected
or oppressed, thereby empowering not only the individual but also the work of the group.
Emotional intelligence is also key to effective educational leadership. “Great leaders move us.
They ignite our passion and inspire the best in us. When we try to explain why they are so
effective, we speak of strategy, vision, or powerful ideas. But the reality is much more primal:
Great leadership works through emotions” (Goleman, Boyatzis, & McKee, 2002, p. 3). Goleman
(2001) suggested that effective leaders have one thing in common, “They all have a high degree
of emotional intelligence” (p. 3). Based on years of researching attributes of effective chief
executive officers at successful companies, Goleman (2001) summarized emotional intelligence
competencies as self‐awareness, self‐regulation, motivation, empathy, and social skills.
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Leadership development in practice at Montana Western
In addition to the leadership skills developed within their professional education program,
education candidates at Montana Western complete a general education program replete with
leadership observation opportunities and practical skill‐ and disposition‐building exercises.
General education courses draw from the following strategies, facilitated by the experiential
block‐scheduling format: group collaboration, consensus building, student ownership of
learning, service projects or campus and community involvement, practical research, and a
variety of types of presentations.
The curricula of the education programs include numerous opportunities for self‐
reflection, cooperative learning strategies, case studies, real world problem analyses, practical
or action research projects, field experiences with preK‐12 students with diverse learning needs,
and multiple opportunities to interface with families, communities, preK‐12 educators and
university faculty members. These provide rich, meaningful leadership learning experiences for
pre‐service educators.
Education Programs
Montana Western education programs prepare elementary teachers, secondary teachers, K‐12
teachers, early childhood professionals, and paraprofessionals. In addition to teacher education
programs, the department also offers an Associate of Applied Science in Education Studies,
designed to prepare paraprofessionals for state and national education requirements, and
various programs in Early Childhood Education, designed to develop early childhood educators
who are prepared to take on leadership roles.
The education of a teacher is multi‐faceted. It requires assimilation of subject knowledge,
appropriate character and dispositions, and teaching knowledge and skills (pedagogy) for
successful teaching. This document clarifies the path Montana Western students follow to be
admitted to and progress through the Teacher Education Program.
The program does not discriminate on the basis of race, color, creed, religion, national origin,
gender, sexual orientation, age, marital status, or disability. When requested, the university will
provide reasonable accommodation to otherwise qualified students with disabilities. This
program policy is an extension of, and in conformity with, the Montana Western Department of
Education Admission, Retention, Graduation, and Licensure Policies and Procedures.
Policy. The Elementary and Secondary Teacher Education Programs at Montana Western select
applicants with the ability to become highly competent, qualified, and caring teachers. As an
accredited teacher education program, the curriculum in teacher education adheres to the
standards and guidelines of the pre‐service program outlined by the Montana Office of Public
Instruction (OPI) and the National Council for the Accreditation of Teacher Education (NCATE).
Within these guidelines, the Education faculty and cooperating teachers and administrators of
the public schools with whom we partner, have the freedom and ultimate responsibility for the
selection and evaluation of TEP candidates; the design, implementation, and evaluations of its
curriculum; and the determination of who should be recommended for a degree and state
licensure. Admission and retention decisions are based not only on prior satisfactory academic
achievement, but also on a range of professional attributes that serve to ensure candidates can

demonstrate the professional knowledge, skills, and dispositions required by the Teacher
Education Program.
Program Basics. The program basics required by the Montana Western Department of
Education include communication, intellectual (conceptual, integrative, and quantitative)
abilities for problem solving and effective teaching as well as the professional, behavioral, and
social aspects of the performance of the teacher.
Communication is central to teaching and learning. Communication competencies are
demonstrated by such behaviors as using the appropriate grammar, usage, mechanics, and
word choice in oral communication, and speaking distinctly and with confidence. Written
communication to students, parents, administrators, and the community at large demands the
use of conventional spelling, conventional English language mechanics, organization, and
meaningful word choice. Further, communication with students and families is demonstrated by
sensitivity to the cultural, linguistic, socio‐economic, and other family circumstances of the
students.
The candidate must have the academic abilities necessary to master relevant content in subjects
commonly taught in K‐12 schools and pedagogical principles and their application in field
settings at a level deemed appropriate by the faculty. These abilities must translate into
demonstrated skills and may be described as the ability to comprehend, analyze, synthesize,
integrate, and utilize information and situations. Candidates must be able to develop reasoning,
problem solving, and decision‐making skills appropriate to the daily practice of teaching.
Teaching dispositions are demonstrated by behaviors such as: developing positive relationships
with peers, children, and education professionals, treating individuals with respect, using tact
and discretion, setting a positive and respectful tone in interactions with others, actively
listening to other viewpoints, recognizing one's own strengths and weaknesses and responding
appropriately, perceiving a wide range of interpersonal cues from others and responding
appropriately, and working effectively and professionally in groups. Additional attributes
necessary for the teaching profession include compassion, social justice, ethics, empathy,
integrity, responsibility and the physical and emotional capacity to handle the varying demands
of the job.
Elementary Education (K‐8)
Teacher preparation programs for Elementary Education majors must have a broad foundation
in the sciences, humanities (including the arts), and social sciences. Montana Western prepares
Elementary Education majors to teach grades K‐8 in rural, urban, or global classrooms. To obtain
a license in elementary education, the Montana Office of Public Instruction requires all
candidates to obtain a passing score on the PRAXIS II content knowledge exam.
Additional study in at least one specialty area is strongly recommended, either by completing an
additional minor or one of our middle school option areas. The aim is to prepare teachers to be
able to optimally expand children’s ability to grow and develop in all areas (ACEI, 2004).
Teaching minors lead to licensure endorsements in Montana, but not in all other states. In
Montana and many other states, satisfactory PRAXIS II scores are required for most minor
subject areas.
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Majors or minors that can be added for secondary licensure (grades 5‐12) licensure include:
Biology, Business and Computer Applications, Earth Science, English, History, Industrial
Technology, Mathematics. Majors or minors that can be used for K‐12 licensure include: Art,
Computer Science, Drama, Health and Human Performance, Library Media (offered in
collaboration with the University of Montana Missoula), Literacy, Music, and Special Education.
In addition, elementary education majors can complete a minor in Early Childhood Education.
Elementary Education candidates may also add a Middle School Option Area including either:
Math, Earth Science, Life Science, Physical Science, Social Studies, or Instructional Technology.
Options do not lead to licensure; however, they show evidence of additional study in one of
these areas.
Through coursework and extensive field experiences in multi‐age and single‐age classrooms, as
well as experiences in diverse settings such as American Indian Reservation Schools, and schools
that address various disabilities, candidates experience a myriad of field observations as well as
opportunities to micro‐teach in a variety of classroom settings. The Montana Rural Education
Center, as part of Montana Western’s Department of Education, is endorsed by the National
Rural Education Association as one of only five rural education centers in the nation. As a result,
Montana Western elementary education candidates are uniquely prepared to teach in a multi‐
age classroom located in a rural school setting.
Secondary Education (grades 5‐12) and K‐12 Education
Montana Western offers a variety of majors that can combined with a major in Secondary
Education or K‐12 Education. Secondary Education prepares teachers to teach grades 5‐12 in the
major or minor subject areas recognized by the state of Montana. Montana Western’s
secondary education candidates must have a major in at least one teachable subject area for
which the university is authorized, in order to receive a recommendation for licensure.
Secondary teaching majors include: Biology, Business & Computer Applications; Earth Science,
English, General Science Broadfield, History, Industrial Technology, Mathematics, and Social
Science Broadfield. The university also provides several K‐12 teaching majors: Art, Physical
Education & Health, and Music. In addition to teacher education, the Health and Human
Performance program prepares candidates for related careers in health, physical education, and
human performance.
The University of Montana Western is authorized to recommend licensure only for those subject
areas for which we offer a major or minor. Candidates majoring in Elementary Education,
Secondary Education, or K‐12 Education, may complete more than one major, or may select
from a variety of teaching minors, which, when coupled with a teaching major, can be accepted
as additional teaching endorsements by the Montana Office of Public Instruction. Minors that
can be used for secondary licensure include: Biology, Business and Computer Applications, Earth
Science, English, History, Industrial Technology, and Mathematics. Minors that can be used for
K‐12 licensure include: Art, Computer Science, Drama, Physical Education and Health, Library
Media (offered in collaboration with the University of Montana Missoula), Literacy, Music, and
Special Education. In addition, elementary education majors can complete a minor in early
childhood education. Secondary Education degrees candidates are not eligible for the Early
Childhood Education minor unless they also complete the Elementary Education major.

Secondary Education candidates are encouraged to select either a Minor or a second Major to
increase their employability. In Montana, teacher candidates receive endorsements for teaching
in both Major and Minor subject areas; however, many states do not accept licensure in a minor
field (some states will allow a candidate with a minor to demonstrate competency through
passing a licensure exam; in most states the exams are in the PRAXIS II series). The Montana
Office of Public Education requires teaching candidates to obtain satisfactory scores on PRAXIS II
exams for specific subject areas. The Montana Western Department of Education strongly
recommends that all candidates who must take a PRAXIS II exam, complete the exam prior to
student teaching. We strongly recommend that all students take the PRAXIS II exam in their
major and minor areas, to increase their hiring options in other states. Most states in the
northwest region have established minimum exam scores for eligibility for licensure.
Academic Advising
Faculty who mentor and guide the learning experiences of candidates are highly qualified
individuals with broad and extensive backgrounds in classroom teaching either at the
elementary or secondary level or both. Candidates work closely with Montana Western faculty
as their advisors. In EDU 201, Introduction to Education, candidates begin to create the evidence
that will be assessed as part of the process of admission to, and retention in, the Teacher
Education Program.
Academic advising is an important service provided to Montana Western students. Faculty
advisors work with candidates toward meeting their professional goals. All full‐time faculty
members maintain office hours, and may be contacted to arrange for appointments outside
these posted times. Candidates should contact their faculty advisor during their first semester at
Montana Western, and maintain contact with them throughout their program. The easiest way
to do this is for candidates to meet with their advisor at least once each semester prior to
registration for classes. All students at Montana Western are assigned a faculty advisor in their
area of study, once a major or program of study is declared through the Admissions Office (if
they declare a major when they are first admitted to the university) or the Academic Advising
Office (if they declare or change major or minors later on). We recommend that you work with a
faculty member for each major or minor that you are seeking. Undeclared majors are randomly
assigned to faculty advisors until a major is declared.
For a timely graduation and to ensure that all program requirements are being met, it is
important that students officially declare a major as soon as they have decided on a program of
study. Teacher education candidates follow a highly prescribed curriculum; therefore, declaring
a major as soon as possible is essential to staying on track for graduation. It is the student’s
responsibility to declare a program of study and meet regularly with his/her faculty advisor to
review the requirements of the selected program of study and to attain assistance in creating a
graduation timetable. Refer to the University Catalog for assistance in planning a course of
study. A faculty directory is included in Appendix 1 of this handbook.
Montana Western has established an Academic Advising Office in Main Hall 214 (phone 683‐
7049 or 683‐7050). Students who have questions about academic advising, or who need to be
assigned a faculty advisor can meet with advising personnel in the Advising Office.
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Career Services
Visit the Career Services office, in the basement of the library, early in your academic career.
The Career Services coordinator is located in the Learning Center and can be contacted by
phone at 406‐683‐7143 or by email at umwcareers@umwestern.edu. Career Services provides
assistance in determining career goals, developing a professional resume, applying for
professional positions, looking for work‐study jobs, internships, summer jobs, or applying for
graduate school.
The professional employment placement file, which includes professional references and
information about students’ professional background, is housed in Career Services. Develop a
placement file early so that it is ready for summer internships, work‐study positions, or
professional positions that may become available throughout the students’ college career. At
your request, the Career Services coordinator will send this information to potential employers.
Employment Placement File
Professional Recommendations
Career Services keeps professional recommendations in the placement file. To request
recommendations, provide Career Services with the name, position and address of the
individuals who have agreed to write a recommendation. For teaching positions, include your
student teaching supervising teacher(s), university student teaching supervisor, school principal,
university advisor, or head coaches with whom you have worked. The Career Services office will
mail a specific recommendation form to each individual, and they will mail that form directly to
Career Services. A minimum of three and a maximum of eight recommendations is needed to
establish a file, If you have more than eight recommendations and no other directions are given,
the oldest letters will be removed. Candidates should request new recommendations
throughout their academic and professional career.
This service remains available to students after graduation. Career Services sends placement
files out at the request of Montana Western graduates for a number of years after they
graduate.
When you apply for a position, you are responsible for providing the following to any
potential employers:
Official Transcripts ‐ keep a copy for yourself or request them from the registrar.
Cover letter ‐ addressing your qualifications for the specific teaching position.
Resume ‐ include one with every school district application. It is typical to revise the
cover letter and resume to relate them to the specific position to which you are
applying.
Set‐up Fee
A one‐time set‐up fee is charged to initiate the employment placement file. This fee provides
the student with 10 placement files mailed at no charge. There is a small fee for each additional
file mailed. There is no re‐activation fee – Students’ files are active whenever they are needed.
Ordering an Employment Placement File
To have a placement file sent to a potential school employer, call, fax, e‐mail, or write Career

Services with the following information:
Name of Administrator or Office where file is to be mailed
Name of School District
Address of School District
City/State/Zip of School District
Allow two days for Career Services to prepare and mail the file, in addition to adequate mail
delivery time. Placement files should be mailed to the district the same day the student mails in
an application packet, to ensure that the receiving individual receives both.
Student Review Committee
The Student Review Committee serves the functions of 1) early identification and remediation of
behaviors exhibited by teacher education students which would prevent them from becoming
effective educators; and 2) to avoid the pursuit of a degree by a student for whom the likelihood
of success is remote. The committee meets when cases of student behavioral misconduct or
academic concerns are brought to the attention of the committee. Details of the remediation
process may be found on the Education Advising Moodle website.
The Student Review Committee also meets on request to review student appeals with regard to
denials of admission to the Teacher Education Program and/or Student Teaching, or to review
appeals of field or student teaching placements. Contact the Chair of the Montana Western
Department of Education to request an appeal.
Student requests to have a university policy waived are reviewed by the Academic Admissions
and Standards Committee (appeal forms available from the Registrar). Refer to the Montana
Western Student Handbook for information related to student grade appeals or policy
grievances.
Teacher Education Program (TEP) Requirements
The Teacher Education Program (TEP) holds high expectations for candidates as evidenced by
the program requirements described below. The curriculum of the Montana Western Teacher
Education Program supports constructivist views about the nature of teaching and learning.
Refer to the university catalog for your specific academic degree requirements. All candidates
must have a recent certificate of First Aid (including Infant, Child, & Adult CPR, Child & Adult
AED), pass a criminal background check, complete all coursework, and pass Gateway 1 and
Gateway review prior to being admitted to student teaching. We strongly recommend taking
the appropriate PRAXIS II exam (if required for your subject area) prior to student teaching.
All candidates must pass the UMW Information & Technology Literacy (computer
competency) exam and Microsoft Office exam prior to admission to TEP. It is recommended
that you take the exams your freshman year. COMS 115 is designed to help students pass the
exams.
Montana Western considers teacher preparation an interactive learning process involving field
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experiences, close interactions with the education faculty and field teachers, and the
development of professional evidence. The assessment system for the teacher education
programs includes evaluation of candidates throughout their teacher preparation course work,
beginning with general education coursework and continuing through the courses for the major
and any minors, and the professional education courses, and culminating at the end of student
teaching. Candidates are introduced to program requirements in this handbook. Both formative
(evaluation of on‐going performance) and summative (evaluation of specific benchmarks and
outcomes) data are collected from candidates at predetermined benchmarks of the TEP
(Gateways 1, 2, and 3).
Performance‐based Assessment
An educational portfolio is a collection of artifacts, evidence, and reflections documenting the
candidate’s accomplishments in the teaching field. It indicates development of skills and
knowledge while showcasing distinguished work.
The educational portfolio is designed to provide evidence of the pedagogical skills and
knowledge base of the accomplished pre‐service teacher as well as his or her verbal and written
communication skills critical to teaching and learning. Integral to the Montana Western
Department of Education conceptual framework, the TEP program gateways allow the
candidate to organize and demonstrate knowledge, skills, and dispositions associated with
teaching through leadership within a constructivist framework.
The three‐gateway professional preparation program and assessment system contain content
and objectives closely aligned with standards for teacher education recommended by the
Montana Office of Public Instruction (OPI) standards for teacher preparation (the Professional
Educators Preparation Program Standards ‐ PEPPS), and the National Council for Accreditation
of Teacher Education (NCATE), as well as the Model Core Teaching Standards, national standards
for teachers, developed by InTASC (the Interstate Teacher Assessment and Support
Consortium). Many states have adopted the InTASC standards for preparing new teachers.
These standards describe the essential knowledge, professional performances (skills), and
critical dispositions (behaviors, attitudes) that every teacher should be able to demonstrate.
The national teaching standards define what practicing teachers would continue to build upon,
thus providing the groundwork for National Board Certification for teachers later on in their
careers. In addition, each education program at Montana Western is aligned with national
standards specific to that content area. The methods of achieving state and national standards
are rooted in constructivist and progressive experiential learning models that inform the role of
teacher as instructional leader. Cooperative and collaborative classrooms with strong
experiential components are the norm for the Montana Western Teacher Education Programs.
The UMW Department of Education faculty assesses the teaching candidate’s competency in
each of the InTASC Model Core Teaching Standards during coursework, field experiences, and
student teaching. Our assessments provide sound evidence that the candidate is progressing
satisfactorily, or indicate areas that need more development. Our assessment system provides
consistency of expectations for all candidates, beginning with entry into the Teacher Education
Program (TEP) and culminating with the student teaching experience.

The value of an educational portfolio is multidimensional:
Value to the Candidate
Serves as a tool for continuous self‐evaluation
Serves as a way to ensure that state and national standards are met
Serves as a tool for defining areas of strength and weakness
Serves as a vehicle for continuous reflection leading to improved instructional performance
The Gateway 3 portfolio serves as a valuable artifact during job interviews
Provides the candidate with the ability to develop portfolios for continuous evaluation by
school principals or for National Board Certification (see http://www.nbpts.org/).
Value to the Evaluator (University Professors, K‐12 Classroom Teachers, and University
Supervisors)
Offers an authentic, performance‐based framework to judge the work of the candidate
Shows areas of strength and weakness
Provides opportunities to guide the student toward improved teaching
Value to the Teacher Education Program
Provides critical feedback on the success of candidates
Provides opportunities to assess the on‐going strengths and challenges of our programs
Serves as a final evaluation of the university’s efforts toward meeting state and national
accreditation standards
TEP Gateways
The TEP gateway artifacts present evidence to the Montana Western faculty that you have
achieved the professional knowledge, skills, and dispositions essential to being an effective
teacher. The TEP gateways provide a continuous, performance‐based process. They form the
assessment tools for evaluating candidates’ strengths and weaknesses throughout the program.
The TEP gateways are organized around the ten national teaching standards, the InTASC Model
Core Teaching Standards.
Most items required for your assessment at each gateway will be placed in Chalk and Wire, an
online portfolio system. However, you may also need to submit some items in a small paper
portfolio.
Your writing skills will be assessed throughout the program, as well as your knowledge,
performances (skills), and critical dispositions (behaviors & attitudes).
In addition to providing evidence of successful completion of program requirements the TEP
gateways also prepare you for pursuing National Board Certification under the National Board
for Professional Teaching Standards after you have taught for a few years. You may wish to take
a look at the NBPTS web‐site at http://www.nbpts.org/ so you can become familiar with the
standards, core propositions, portfolio and assessment requirements used in National Board
Certification.
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Tips for Developing and Organizing the TEP Gateway artifacts
1. Read the requirements associated with each gateway. The required artifacts are based on
the InTASC Model Core Teaching Standards, although not all standards are addressed in
every gateway.
2. Be thorough. The more “proficient” marks received, the better start the candidate has for
teaching and preparing a portfolio for job interviews. Review the criteria for each gateway
carefully and thoughtfully respond to each item.
3. Use conventional grammar, punctuation, and spelling. Teachers are models for children and
their work must reflect excellence in communication.
4. The majority of the artifacts will be submitted online in the TEP Gateway Portfolio, found in
Chalk & Wire. However, some artifacts (such as academic transcripts and reference letters)
will be in a small paper portfolio.
5. Carefully read the InTASC Model Core Teaching Standards. Remember, during Gateways 1
and 2, evidence of meeting the standards is a work in progress. Gateway 3, student
teaching, is the candidate’s culminating opportunity to demonstrate their ability to be an
effective teacher.
6. Keep it simple ‐ Make it easy for the faculty reviewing your evidence to find what they need
quickly. Don’t include additional items not asked for.
7. Throughout field experiences and student teaching, candidates will have teaching
evaluations, self‐observations, student evaluations, and peer observation. Always make and
keep copies of these evaluations & observations.
8. Continue to research and reflect on the constructivist model of teaching and learning which
forms the philosophical core of the Montana Western Department of Education Conceptual
Framework (described in this handbook).
Tips for a Successful TEP Gateway 1 Interview and Teaching Demonstration
1. Be well prepared. Neatness and organization make a good first impression. Make sure the
artifacts are neat in presentation and easy to navigate.
2. Work with your faculty advisor before the TEP interview. Ask questions!
3. Dress and act professionally.
4. Prepare for the interview as though preparing for a job interview. Practice.
5. Be positive and confident and do not hesitate to demonstrate and discuss strengths. Talk
with your faculty advisor, friends, and family members to help brainstorm information to
include in the portfolio and to highlight during the conversation of the interview. Many
students have life experiences that provide evidence of strengths in various areas.
6. Talk to other candidates who were successful in the interview process.
TEP Gateway 1: Admission to the Teacher Education Program (TEP)
The candidate’s professional characteristics are assessed throughout his or her coursework, field
experiences and student teaching, and through review of the professional portfolio, presented
for faculty review at three gateways of the Teacher Education Program (TEP).
All Elementary Education, Secondary Education, and K‐12 Education candidates must apply for
and be accepted into the Teacher Education Program (TEP) prior to taking most upper‐division

professional education courses.
Online Portfolio – Chalk & Wire
Students in EDU 201 and EDU 222 will purchase Chalk and Wire accounts in the UMW
bookstore, beginning in Spring 2013. To assist the candidate in the preparation of the gateway
artifacts, as well as other assignments and documents, the Montana Western Department of
Education requires each candidate to purchase an account in Chalk and Wire, an online portfolio
and data system. Training in the use of Chalk & Wire is provided for candidates in coursework.
Students electronically submit their work to Chalk & Wire, per their instructors’ directions. The
instructor reviews the work online, adding suggestions and comments, and then the student re‐
submits the edited document for a final online assessment by the instructor.
When a student purchases their Chalk & Wire account at the UMW Bookstore, membership and
access is available throughout the candidate’s program and one year following program
completion, or a maximum of five years.
Candidates submit their electronic portfolio for review by the faculty members who will conduct
the TEP interview. In addition, candidates must include print copies of documents that are not
within the electronic portfolio, such as transcripts and reference letters.
Gateway I begins with the candidate’s first university course and is completed when the
candidate is accepted into the Teacher Education Program. The candidate should work closely
with his or her faculty advisor in preparing for admission to the Teacher Education Program.
Elementary Education, Secondary Education, and K‐12 Education majors take a number of the
general education courses and a few professional education courses before applying for
admission to the Teacher Education Program. It is typical to apply for admission to TEP during
the sophomore year. Transfer students must meet with a faculty advisor upon admission to the
university to determine when to apply for entrance into the TEP. Candidates who already have a
degree typically apply for admission to the Teacher Education Program immediately upon
completion of the first two required professional education courses.
Any candidate who wishes to enter the Teacher Education Program must complete an
"Application for the Teacher Education Program." These forms are available in the Advising
Center in MH 214 and online at http://my.umwestern.edu/shares/education/phase1.html. The
candidate is responsible for having the forms signed by the candidate’s advisor(s) and the
Director of Field Experiences, and then submitting the form to the Director of Field Experiences,
prior to the TEP interview. Candidates must also submit documentation for a criminal
background check. The form for the background check can be obtained from the Director of
Field Experiences & Student Teaching (See information & procedures, page 40, and consent
form, Appendix 15). Butte & Helena students can obtain the form from the Education Program
Coordinator that serves as their advisor. Candidates who do not pass the criminal background
check will not be admitted to the Teacher Education Program and cannot sign up for most of
their upper division professional education coursework.
When the candidate meets the minimum requirements for admission to TEP, listed below, she
or he will then present the Gateway I portfolio during an interview and 5‐minute teaching
demonstration, conducted before a faculty panel. Dates and times for the Gateway 1 interviews
25

26
are posted on the door of the Director of Field Experiences.
All candidates are required to provide portfolio evidence of meeting the national teaching
standards, the InTASC Model Core Teaching Standard, at three gateways of their program. Be
sure to refer to the latest TEP Student Handbook for the latest portfolio requirements, at
http://my.umwestern.edu/shares/education/tep.html
Grade and GPA requirements
Candidates must maintain good grades throughout their program. The following requirements
apply to all three gateways of the Teacher Education Program:
Candidate must maintain an overall 2.70 Grade Point Average (GPA) (beginning with the
2012‐2013 catalog)
For General Education courses, candidate must have no grade lower than C‐ (applies to all
catalogs)
For courses for each Major and/or Minor, candidate must have at least a 2.70 GPA
(beginning with the 2012‐2013 catalog); with no grade lower than C‐ (applies to all catalogs)
For Professional Education core courses, candidates must have no grade lower than B‐
(applies to all catalogs)
Students may re‐take required Professional Education courses only once (applies to all
catalogs)
Minimum General Requirements prior to admission to the Teacher Education Program
Candidate submits to the Director of Field Experiences a completed “Application for the
Teacher Education Program,” with all signatures.
Candidate meets Grade and GPA requirements (listed above).
Candidate demonstrates adequate writing skills for admission to and continuation in the
Teacher Education Program. A score of “developing” or “proficient” on the Extemporaneous
Writing Sample is required for admission to TEP. ACT/SAT scores and MUS writing score are no
longer accepted as adequate evidence of writing skills.
Completion of the following courses with a “C‐” or higher:
WRIT 101
A math course higher than M 095
8 additional General Education credits
Pass the Information & Technology Literacy exam and the Microsoft Office exam
(contact Denise Holland; COMS 115 is designed to assist students to pass)
UMW Information & Technology and Microsoft Office exams:
• If the I&T Exam is not passed on the first try, candidate must take COMS 115 to assist in
passing the exam.
• If the candidate passes the I&T Exam, the candidate must schedule a time to take the
MSOffice Exam (see Denise Holland).
• If the MSOffice Exam is not passed on the first try, candidate must take either COMS 115 or
CAPP 131 to assist in passing the exam.
• If both the I&T and the MSOffice Exams are passed, candidate is eligible to apply for
admission to the Teacher Education Program (TEP). Both exams must be passed prior to
admission to TEP.

Professional requirements completed prior to admission to the Teacher Education Program
Admission to and continuation in the Teacher Education Program is contingent on the following:
Completion of the following Professional Education courses with a grade of “B‐” or higher*
(Note: Students may re‐take required Professional Education courses only once):
EDU 201
EDU 222
EDU 234 (Elementary majors)
• Passing a recent federal and state criminal background check. This background check must
be requested about 3 months prior to applying for admission to the TEP.
• A successful Gateway 1 interview and 5‐minute teaching demonstration, presented before a
faculty panel (see Director of Field Experiences for dates and times for Gateway 1
presentations)
• Successful scores on all Gateway 1 artifacts (some of which are assessed within Chalk & Wire;
others are presented in a small print portfolio)
• Successful faculty review of the Dispositions evaluations completed for candidates by
education instructors during Professional Education courses.
• Approval by the Program Coordinator or Department of Education Chair.
*Repeated coursework:
Students who do not achieve minimum grade requirements will be permitted to take required
Professional Education Courses (EDU rubric) a maximum of two times. If a student fails to earn a
B‐ (or better) in a course by the second time s/he is enrolled, s/he will either be denied
admission to the Teacher Education Program (TEP) or will be dropped from the TEP.
Please note that individuals will not be able to register for most 300‐ or 400‐level Professional
Education courses prior to official admission to the Teacher Education Program. Students may
take EDU 382 (Assessment, Curriculum, & Instruction) prior to admission to TEP.
Limit on applications to the Teacher Education Program
Students may apply for admission to the Teacher Education Program no more than twice. If the
student fails in their first attempt, the interviewing faculty members will explain to the
candidate what remediation is needed before the candidate can re‐apply for admission. If the
student fails the second interview, they may not re‐apply. In this case, the student is advised to
consult with their advisor to examine alternate career goals. Appeals to this policy can be made
to the Student Review Committee. Contact the Montana Western Department of Education
chair to request an appointment with the committee to make an appeal. Students are
responsible for providing relevant documentation to support their appeal.
Required Evidence: Gateway 1
The following chart lists the TEP Gateway 1 requirements. The chart indicates where artifacts for
TEP Gateway 1 are created and assessed.
In addition to assessing professional knowledge, skills and dispositions through the artifacts,
27

28
interviews, and presentations, the candidate’s writing skills will be assessed. Candidates should
edit all documents carefully and ask someone else to review the completed artifacts before
submitting them for assessment by instructors. Faculty advisors can advise the candidates in
preparing for the interviews and presentations.
TEP Gateway 1: Requirements completed prior to admission to the UMW Teacher Education Program
Artifacts Candidates in Catalogs
Prior to Fall 2012
Candidates in 2012‐2013 catalog
Signed TEP Application Criminal background check up to date Criminal background check up to
Form, with courses listed
date
in Transcripts
Courses that must be completed (see Courses that must be completed
grade and GPA requirements listed (see grade and GPA requirements
below):
listed below):
• EDU 201
• EDU 201
• EDU 222
• EDU 222
• EDU 234 (Elementary Ed.)
• EDU 234 (Elementary Ed.)
• WRIT 101
• WRIT 101
• College level math or statistics • College level math or statistics
course (above M 095)
course (above M 095)
• 8 additional general education • 8 additional general education
credits
credits
Candidates must pass both the UMW **Candidates must pass both the
Information & Technology (I&T) Exam UMW Information & Technology
and the Microsoft Office (MSOffice) (I&T) Exam and the Microsoft
Exam
Office (MSOffice) Exam
Extemporaneous essay* Must obtain at least “Developing” to Must obtain at least “Developing”
be eligible for admission to TEP. to be eligible for admission to TEP.
(ACT/SAT scores no longer accepted as Beginning fall 2012, essay is
an alternative to completing the completed in EDU 234 (elementary
essay).
education majors).
Beginning fall 2012, essay is
Essay proctored twice a semester
completed in EDU 234 (elementary for Secondary Education & K‐12
education majors).
Education candidates.
Essay proctored twice a semester for Failing the essay requires student
Secondary Education & K‐12 Education to take (or re‐take) EDU 234 prior
candidates.
Failing the essay requires student to
take (or re‐take) EDU 234 prior to
admission to TEP.
to admission to TEP.
Transcripts Students in catalogs prior to 2012‐ 2.70 GPA overall; 2.70 GPA for
2013:
content courses in major/minor.
GPA 2.50 overall; GPA 2.50 for general No grade below C‐ for general
education courses; No grade below C‐ education courses and for courses
for General Education courses and for for major and minor.
courses for major and minor.
Professional Education courses, no

GPA 3.0 for Professional Education
courses, no grade lower than B‐.
Students may re‐take required
Professional Education courses only
once (Students who have already re‐
taken a course prior to Fall 2012 have
one more chance to re‐take same
course).
Dispositions evaluation* Candidates with more than one red
flag, or candidates on departmental or
university academic or behavioral
probation, are not eligible for
admission to TEP.
Autobiographical Essay in
Portfolio
Teacher Work Sample #1:
Part A*
Educational Philosophy in
Portfolio
Social Constructivism
essay in Portfolio
Teacher Work Sample #1:
Part B*
Service Learning
Summary & Reflections*
TEP Admissions Interview
& Teaching
Demonstration*
EDU 201 (if taken in Fall 2012 or
earlier): Autobiographical essay: why
you want to be a teacher; life and
educational experiences reflecting
your commitment to becoming an
educational leader; professional goals.
EDU 201 (beginning Spring 2013):
Teacher Work Sample #1: Part A:
Planning for Contextual Factors
(Students must obtain a passing score
on the TWS to pass the course)
EDU 201 (if taken in Fall 2012 or
earlier): Educational Philosophy
EDU 222 (if taken in Fall 2012 or
earlier): Social Constructivism Essay
EDU 222 (beginning Spring 2013):
Teacher Work Sample #1,
Part B: Planning for Differentiation of
Instruction.
(Students must obtain a passing score
on the TWS to pass the course)
Students in catalogs prior to Fall 2012
are exempt (Refer to Gateway 2 for
requirements after admission to TEP).
For fall 2012, sign up for your
interview during third week of the
block, at the Office of the Director of
Field Experiences, MH 221.
29
grade below B‐.
Students may re‐take required
Professional Education courses only
once.
Candidates with more than one red
flag, or candidates on departmental
or university academic or
behavioral probation, are not
eligible for admission to TEP.
N/A
EDU 201 (beginning Spring 2013):
Teacher Work Sample #1,
Part A: Planning for Contextual
Factors
(Students must obtain a passing
score on the TWS to pass the
course)
Moved to TEP Gateway II, in EDU
311.
N/A
EDU 222 (beginning Spring 2013):
Teacher Work Sample #1,
Part B: Planning for Differentiation
of Instruction.
(Students must obtain a passing
score on the TWS to pass the
course)
Service Learning Summary and
Reflection (80 hours). Students
who already hold a bachelor’s
degree are exempt (Refer to
Gateway 2 for requirements after
admission to TEP).
Beginning spring 2013, interview
with 5‐minute teaching
demonstration conducted before a
faculty panel. Work with your

30
Beginning spring 2013, interview with
5‐minute teaching demonstration,
conducted before a faculty panel.
Work with your education faculty
advisor for assistance in preparing.
TEP 1 Gateway 1 artifacts are assessed based on the following ratings:
1= Unacceptable, 2= Developing, 3=Proficient, 4=Professional.
education faculty advisor for
assistance in preparing.
The candidate may have no unacceptable ratings, and must earn an average score of at least 2.5
on the portfolio. Candidates who fail the TEP interview process may re‐apply for admission to
TEP one time only.
* Designates items that eventually will be assessed within Chalk & Wire, an online portfolio
assessment system. We will implement Chalk & Wire with students in EDU 201 and EDU 222,
beginning spring 2013.
Gateway 2: Methods courses, Field Experiences, and other coursework
Upon successful completion of the requirements for Gateway 1, the candidate is advanced to
Gateway 2. Gateway 2 includes most upper division professional education coursework, courses
which include a variety of required field experiences in K‐12 school settings, and completion of
all the courses for the major(s) and the minor(s).
The candidate’s progress is assessed throughout Gateway 2 in Professional Education courses.
Gateway 2 culminates with a presentation at the Teacher Candidates' Research Symposium,
held once each semester.
Candidates participate in a variety of field experiences in K‐12 schools prior to student teaching.
The Professional Information Form (http://my.umwestern.edu/shares/education/st.html)
includes a section for documenting Field Experiences.
Field experiences are directly tied to course content. During field experiences in school settings,
candidates have the opportunity to put teaching theory into practice. The Montana Western
Teacher Education Program offers candidates a wide range of teaching and learning field
experiences including in rural multi‐age classrooms, highly diverse settings outside the Dillon
area, such as Native American reservation schools, or schools with significant numbers of
English Language Learners, as well as in traditional instructional settings. The department has
established partnerships with elementary and secondary schools in Montana, thus keeping
faculty informed of current trends and issues in education through professional colleagues in
the field. A number of field experiences require travel away from campus for several days, up to
two or more full weeks, during the block. During field experiences, you are expected to remain
in the K‐12 school for the entire school day, and may be expected to arrive at the school prior to
the start of the day and after school.
Application to Student Teaching is initiated near the end of Gateway 2, based on deadlines listed
in the section below on Student Teaching. Candidates will not be admitted to student teaching
until meeting all Gateway 2 requirements.
Minimum General Requirements completed prior to admission to Student Teaching:

Pass a current federal and state background check ‐ or updated background check if the
candidate’s most recent check is older than 2 years (submit this at least three months prior to
taking any EDU classes at the 300‐ or 400‐level) (See page 40, and Appendix 15)
Submit to the Director of Field Experiences a completed student teaching application packet
with various signatures
Student teaching placement request form (obtain from the Director of Field Experiences)
Recent Certificate of First Aid & Safety (including Infant, Child, & Adult CPR, Child & Adult
AED); required prior to student teaching.
Successful completion of 100% of degree course requirements prior to Student Teaching*
GPA 2.70 in courses for the Major(s) and any Minors (beginning with the 2012‐2013
catalog), with no grade lower than C‐ (applies to all catalogs).
General Education courses completed with no grade lower than a C‐ (applies to all catalogs).
GPA 2.70 overall (beginning with the 2012‐2013 catalog).
We strongly recommend that any applicable PRAXIS II exams be taken prior to student
teaching (Required for all elementary education candidates and a number of secondary
education and K‐12 education candidates. See list of subjects for which exams are required
in Montana, Appendix 18). Read the section in this handbook on Licensure, for details. Talk
to the Career Services coordinator for assistance with the online registration for the
appropriate exams. The scores on these exams are required as part of the recommendation
for licensure.
* In unusual circumstances, a student may be allowed to take a course during student teaching
or after student teaching. The decision regarding this will be made by the student’s faculty
advisor and the Director of Field Experiences. The decision will be based on a variety of factors
at the discretion of the faculty advisor and Director of Field Experiences. All general education
course requirements must be completed prior to student teaching. No more than a total of two
required courses (courses for the major, minor, or professional education courses) may be taken
after student teaching is completed. All courses requiring a field experience must be completed
prior to student teaching.
Professional Requirements during Gateway 2
During Gateway 2, on‐going development of artifacts will occur in various Professional
Education courses. While completing the coursework for Gateway 2, the candidate will develop
evidence of progress toward meeting the ten InTASC Model Core Teaching Standards.
The candidate will demonstrate achievement and growth in both content and pedagogy during
the TEP Gateway 2 presentation at the Teacher Candidates' Research Symposium, offered
once a semester, and completed during the semester prior to student teaching. The candidate
must attain satisfactory scores on the Gateway 2 artifacts listed below (no unacceptable ratings,
and a 2.5 portfolio score or higher), or a Plan of Remediation will be written by the interviewer
to be executed by the candidate in a timely fashion, and completed satisfactorily prior to
admission to student teaching. The presentation must be completed by the end of the
semester prior to student teaching, for the student to be eligible to student teach. Candidates
who fail the presentation may re‐apply for admission to Student Teaching one time only.
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32
Admission to Student Teaching is contingent on the following:
Completion of all Professional Education course requirements with no grade below B‐
Candidates may re‐take required Professional Education courses only once (applies to all
catalogs)**
A successful Gateway 2 presentation.
Successful scores on all Gateway 2 required artifacts (most will be assessed within Chalk &
Wire, with any supplemental items in a small print portfolio).
Successful faculty review of the Dispositions evaluations completed by education
instructors during Professional Education courses.
Approval by the Director of Field Experiences, and the Program Coordinator or Department
of Education Chair.
**Repeated coursework:
Candidates who do not achieve minimum grade requirements will be permitted to take required
Professional Education Courses (EDU rubric) a maximum of two times. If a candidate fails to earn
a B‐ (or better) in a course by the second time s/he is enrolled, s/he will be dropped from the
Teacher Education Program.
Required Evidence: Gateway 2
The following chart lists the TEP Gateway 2 requirements. The chart shows where artifacts are
created and assessed. Candidates in catalogs prior to 2012‐2013 will follow the instructions
under the middle column. Candidates who enter Montana Western beginning Fall 2012 follow
the instructions on the column on the right.
In addition to assessing essential professional knowledge, performances (skills), and critical
dispositions (attitudes and behaviors) through the portfolio and interview, the candidate’s
writing skills will be assessed. Candidates should edit all documents carefully. Education faculty
advisors can advise candidates in preparing for the Gateway 2 presentation.
Transition plan for Fall 2012:
• For Fall 2012 only, candidates completing their TEP Portfolio Phase II may use the
requirements listed in previous TEP Student Handbooks, or they may use the Gateway 2
chart listed below. Work with your education faculty advisor for assistance.
TEP Gateway 2: Requirements completed prior to admission to Student Teaching
Artifacts Candidates in Catalogs
Prior to Fall 2012
Candidates in 2012‐2013 catalog
Student Teaching
Criminal background check up to date Criminal background check up to
Application Packet*
date
Recommended: Completion of any Recommended: Completion of
required PRAXIS II exams, prior to any required PRAXIS II exams,
Student Teaching
prior to Student Teaching
Copy of both sides of Recent certificate of First Aid & Safety Recent certificate of First Aid &
certificate, provided to (including Infant, Child, & Adult CPR, Safety (including Infant, Child, &

Director of Field
Experiences and Registrar's
Office.
Child & Adult AED) Adult CPR, Child & Adult AED)
Bachelor's Degree audit Successful completion of all course Successful completion of all
requirements
course requirements
Associate's degree: Verified
by transcripts, degree audit,
or confirmation from
Advising Center
Students in catalogs prior to Fall 2012
are strongly recommended to complete
an Associate's degree.
Transcripts For all students in catalogs prior to
2012‐2013:
GPA 2.50 overall; GPA 2.50 for content
courses in each major and minor; No
grade below C‐ for general education
courses, and for courses for major and
minor.
GPA 3.0 for Professional Education
courses, no grade lower than B‐.
Students may re‐take required
Professional Education courses only
once. (Students who have already re‐
taken a course prior to Fall 2012, have
one more chance to re‐take same
course).
Dispositions evaluation*
(on file in Office of Field
Experience,
Or, evaluated in Chalk &
Wire)
Educational Philosophy in
Portfolio,
Or, evaluated in Chalk &
Wire*
Unit Plan & Assessments, in
Portfolio
Teacher Work Sample #1:
Part C*
Candidates with more than one red
flag, or candidates on departmental or
university academic or behavioral
probation will be removed from the
Teacher Education Program.
Educational Philosophy, revised since
TEP Gateway 1.
Statement of Teaching and Learning
Beliefs, as applicable to diverse K‐12
students.
(Completed in EDU 311, beginning
spring 2013)
EDU 382 (if taken in Fall 2012 or
earlier):
• Integrated Unit Plan
• 3 different types of assessments you
created
EDU 382 (beginning Spring 2013):
Teacher Work Sample #1:
Part C: Standards‐Based Assessment,
Instruction, and Analysis of Student
33
Completion of an Associate’s
degree
(Transer students with 20 or
more transferred credits are
exempt).
2.70 GPA overall; 2.70 GPA for
content courses in major/minor.
No grade below C‐ for general
education courses and for
courses for major and minor.
Professional Education courses,
no grade below B‐.
Students may re‐take required
Professional Education courses
only once.
Candidates with more than one
red flag, or candidates on
departmental or university
academic or behavioral probation
will be removed from the
Teacher Education Program.
EDU 311 (beginning spring 2013):
Educational Philosophy:
Statement of Teaching and
Learning Beliefs, as applicable to
diverse K‐12 students.
N/A
EDU 382 (beginning Spring 2013):
Teacher Work Sample #1:
Part C: Standards‐Based
Assessment, Instruction, and

34
Classroom Management
Plan, in Portfolio
Teacher Work Sample #1:
Part D*
Learning
(Students must obtain a passing score
on the TWS to pass the course)
EDU 340 or other Classroom
Management course taken Fall 2012 or
earlier:
Classroom Management Plan
Classroom Management course
(beginning Spring 2013):
Teacher Work Sample #1:
Part D: Self‐Evaluation & Reflection.
(Students must obtain a passing score
on the TWS to pass the course)
Professional Packet* Professional Packet, completed in
Student Teaching meetings:
• Service Learning Reflections &
Summary (If you apply in Fall 2012 to
student teach in Spring 2013, you
must complete at least 20 hours of
service learning. The service may
have been completed any time during
your college career. After Fall 2012,
add 20 hours of service learning for
each semester, until you student
teach, up to 100 hours.)
• Resume
• Professional Goals Plan
Evaluated on paper,
Or in Chalk & Wire
Registration for Student
Teaching
Fall 2012: Arrange for an interview with
your faculty advisor.
Beginning Spring 2013:
Presentation at Teacher Candidates’
Research Symposium.
Approved and completed by the
Director of Field Experiences, after all
other Gateway 2 requirements are met.
Analysis of Student Learning
(Students must obtain a passing
score on the TWS to pass the
course)
N/A
Classroom Management course
(beginning Spring 2013):
Teacher Work Sample #1:
Part D: Self‐Evaluation &
Reflection.
(Students must obtain a passing
score on the TWS to pass the
course)
Professional Packet, completed in
Student Teaching meetings:
• Service Learning Reflections &
Summary (100 hours,
completed after admission to
TEP)
• Resume
• Professional Goals Plan
Beginning Spring 2013:
Presentation at Teacher
Candidates’ Research
Symposium.
Approved and completed by the
Director of Field Experiences,
after all other Gateway 2
requirements are met.
* Designates items that eventually will be assessed within Chalk & Wire. We will implement
Chalk & Wire with students in EDU 201 and EDU 222, beginning spring 2013.
TEP 2 Gateway 2 artifacts are assessed based on the following ratings:
1= Unacceptable, 2= Developing, 3=Proficient, 4=Professional.

The candidate may have no unacceptable ratings, and must earn an average score of at least 2.5 on the
portfolio. Candidates who fail the TEP Gateway process may re‐apply for admission to Student Teaching
one time only.
Gateway 3: Student Teaching & Licensure Requirements
Gateway 3 is the culmination of the Teacher Education Program, and includes student teaching.
At the end of student teaching, the candidate will present a defense of the Teacher Work
Sample that is prepared during student teaching. The artifacts for Gateway 3 were selected for
their usefulness in building a career portfolio, as useful documentation for job interviews.
At the end of Student Teaching, recommendation for a teaching degree, or (for candidates
who already have a degree) successful program completion is contingent on:
Successful completion of student teaching requirements,
Successful completion of all courses required for the degree/program,
Successful evaluations and observations by Supervising Teacher and University Supervisor
Successful presentation of the Teacher Work Sample
Successful scores on Gateway 3 artifacts
In addition to the above requirements, recommendation for licensure is contingent on:
Successful scores on PRAXIS II exam(s) (see Appendix 18 for passing scores and list of exams
required in Montana. Other states may have different exam requirements.)
Criminal background check is up‐to‐date and satisfactory.
Certificate of First Aid & Safety (including Infant, Child, & Adult CPR, Child & Adult AED) up‐
to‐date (give a copy of the front and back of the certificate to the Director of Field
Experiences and to the university Registrar's Office).
Transition plan for 2012‐2013:
• For Fall 2012 only, student teachers will complete the TEP Portfolio Phase III
requirements listed in previous TEP Student Handbooks. They will prepare a portfolio to
be evaluated by an education faculty member.
• For Spring 2013, student teachers will create the Gateway 3 artifacts listed below.
During Fall 2012 Student Teaching meetings, these candidates will receive instruction on
how to develop a Teacher Work Sample, to be completed during student teaching.
TEP Gateway 3: Requirements completed during Student Teaching
Artifacts Candidates in Catalogs Prior to
Fall 2012
In candidate’s file in Office Successful Student Teaching
of Director of Field evaluations
Experiences,
Or,
Evaluated in Chalk &
Wire*
Artifacts in Portfolio, For Fall 2012:
Or,
• Resume
Candidates in 2012‐2013 catalog
Successful Student Teaching
evaluations
Professional Packet, up‐
dated/finalized during Senior
35

36
Evaluated in Chalk &
Wire*
Artifacts in Portfolio
Teacher Work Sample #2,
Parts A‐D*
Artifacts in Portfolio.
Artifacts in Portfolio.
Evaluated on paper,
Or, in Chalk & Wire
Where to submit portfolio
and application for
licensure?
• Professional Goals Plan
Beginning Spring 2013:
Professional Packet, up‐
dated/finalized during Senior
Seminar:
• Service Learning Summary &
Reflections (no additional
hours required since
Gateway 2)
• Resume
• Professional Goals Plan
Fall 2012 only:
• Three or more assessments
candidate used during
Student Teaching.
• Self‐reflections of a
videotaped lesson.
Beginning Spring 2013:
Teacher Work Sample #2,
Parts A‐D
One example of evidence that
the candidate has worked with
parents/ families to incorporate
the culture of the family and
community into the curriculum;
Or:
Documented attendance at a
professional conference within
the past four years.
A letter of recommendation
from supervising teacher;
Optional: Letter of
recommendation from school
administrator or university
faculty member
Beginning Spring 2013:
Defense and Presentation of
Teacher Work Sample #2, during
Senior Seminar
Turn in portfolio and all forms to
the Director of Field Experiences,
MH 221, preferably, two weeks
prior to Senior Seminar.
Seminar:
• Service Learning Summary &
Reflections (no additional
hours required since Gateway
2)
• Resume
• Professional Goals Plan
N/A
Beginning Spring 2013:
Teacher Work Sample #2,
Parts A‐D
Documented attendance at a
professional conference within the
past four years.
A letter of recommendation from
supervising teacher;
Optional: Letter of
recommendation from school
administrator or university faculty
member
Beginning Spring 2013:
Defense and Presentation of
Teacher Work Sample #2, during
Senior Seminar
Turn in portfolio and all forms to
the Director of Field Experiences,
MH 221, preferably two weeks
prior to Senior Seminar.
* Designates items that eventually will be assessed within Chalk & Wire. We will implement
Chalk & Wire with students in EDU 201 and EDU 222, spring 2013.

TEP Gateway 3 artifacts are assessed based on the following ratings:
1= Unacceptable, 2= Developing, 3=Proficient, 4=Professional.
The candidate may have no unacceptable ratings, and must earn an average score of 2.5 on the
Gateway 3 artifacts
TEP Gateway 3 artifacts will be reviewed by faculty upon completion of student teaching. To
ensure timely graduation, submit your portfolio, on paper, or on Chalk & Wire, to a designated
faculty member, two weeks (or more) prior to the end of the semester, to ensure that you will
be able to graduate on time.
Through the TEP Gateways, course requirements, and various observation and evaluation forms
used throughout the program, the candidate provides evidence of professional growth related
to the Montana Western Teacher Education Program Conceptual Framework:
1. Evidence of adequate growth and development in the ten InTASC Model Core Teaching
Standards
2. Evidence of adequate understanding of the student’s major and minor content areas as well
as of the professional education content
3. Evidence showing the candidate’s growth and development
For information on applying for a teaching license, refer to the section in this handbook on
Licensure.
Employment Portfolio
Following completion of student teaching, the candidate may wish to reorganize the TEP
portfolio to showcase his or her strengths and accomplishments in preparation for interviewing
for teaching positions. This can be done through a significantly smaller portfolio. The Gateway 3
portfolio is streamlined, so that it can readily be used as an employment portfolio.
At this time, many Montana school districts still prefer a small paper portfolio, but in many
other areas of the country, such as Alaska, many school districts now require on online portfolio
as part of the application process.
Even in a situation where a portfolio is not needed for the job application or interview, you will
find it useful to read through your portfolio documents in preparing for the interview, as each
document will provide answers to some commonly asked questions (e.g., “Tell me about your
classroom management plan,” or “Describe your educational philosophy.”)
Field Experiences
Throughout their education, candidates complete various field experiences to assist in their
preparation for a career in education. The field experiences occur as part of professional
education classes. Time commitments for field experiences vary per course. The time involved
will be in addition to the normal 3‐hour class times in the scheduled block, and will typically
include all‐day experiences in schools, lasting two days to two weeks. Candidates can expect to
complete their field experiences in a location away from Dillon and should plan on additional
financial expenses to cover the costs of these experiences. (The Professional Information Form,
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found online at http://my.umwestern.edu/shares/education/st.html, or obtained from Career
Services, includes a section for documenting your Field Experiences. Appendix 3 includes tips for
a successful field experience.)
Candidates are encouraged to use field experience opportunities to explore the wide range of
teaching positions for which they will be qualified upon program completion. Candidates should
seek out opportunities to work at diverse grade levels, teach various subjects, and volunteer in
small schools with multi‐age classrooms. All candidates should be open to settings and
opportunities outside their current experience. Field experiences are the perfect opportunity to
try a new setting in a controlled manner. Many candidates find that they enjoy teaching
experiences in settings other than what they expected.
Experience in Diversity
All candidates in teacher education must complete a field experience in a diverse setting; a
setting that serves students of a culturally different background than that of the candidate.
This field experience requirement typically is completed as part of EDU 311, Cultures, Diversity,
& Ethics in Global Education. The field experience in cultural diversity must involve interaction
with children in the culturally diverse setting, thus providing a better understanding between
and among culturally diverse groups. Candidates are also encouraged to become familiar with
the culture of the communities of the schools they visit.
The faculty of the Montana Western Department of Education characterizes “diverse” settings
according to CAEP (Council for the Accreditation of Educator Preparation) guidelines in which
the candidate acquires and applies the knowledge, skills, and dispositions necessary to help all
students learn. “All students" includes students with exceptionalities and of different ethnic,
racial, language, or religious origins, and students of different genders, sexual orientation,
socioeconomic status, and/or regional/geographic origin. Montana Western faculty also aims to
provide candidates with experiences working with diverse higher education and school faculty,
and diverse peers.
Middle School Experience
Because middle school grades provide such an important transition and offer unique
opportunities, candidates are required to complete at least one field experience in a middle
school setting. Elementary teaching licenses in Montana are valid for grades K‐8, and secondary
licenses are valid in grades 5‐12. Including the K‐12 teaching endorsements, all candidates are
licensed to teach in their fields at the middle school level. It is vital for each candidate to
experience this setting.
Placement Procedures
Field experience placements are made through the Field Experience Office, Main Hall 221, in
coordination with the faculty members teaching courses requiring field experiences. Candidates
are placed in settings appropriate for the course requirements. Candidates are not to make their
own arrangements. In some cases, candidates may be given an opportunity to list preferred
locations. In other cases, the field experience settings will be determined by the needs of the
course. Once placements have been secured, candidates will be notified of the placement and

any additional information they need.
The Professional Information Form (online at
http://my.umwestern.edu/shares/education/st.html or obtained from Career Services) is used
for tracking the field experiences and coursework required for Montana Western education
programs. In addition, this form is used as a reminder of the specific types of experiences that
candidates should seek, such as the diversity and middle school experiences, and experiences in
multi‐graded classrooms. It can also serve as a reminder of the wide variety of settings
experienced. This helps in the creation of portfolio entries, the resume needed for the student
teaching application packet, and can serve as a future reminder of experiences during
interviews. During the student teaching application process (see Appendices 15‐17), a copy of
this documentation will be added to the student’s educational records and can be used to verify
completed placements. Therefore, it is extremely important, and the candidate’s
responsibility, to see that this information is updated in a timely manner and kept in a safe
place. This form will be available on Chalk & Wire beginning Spring 2013.
Criminal Background Checks
As stated above, students pursuing a degree in education, or who are taking classes at Montana
Western to obtain licensure, are required to submit to state and federal criminal background
checks during their program of study (See Appendix 15). Students are required to have a
background check completed prior to beginning any upper division professional education
courses, and again prior to student teaching, if more than two years have elapsed. The
background check can take up to three months, and candidates are encouraged to submit a
background check early. Background checks are required by many school districts before
candidates may have field experience contact with K‐12 students, and before the Montana
Office of Public Instruction will issue licensure. These background checks will be reviewed using
the following policy.
Policy for the use of criminal background check reports:
Who: All teacher education candidates submit an application for a background check when they
are ready to submit their application to the Teacher Education Program.
Procedures: After the Director of Field Experiences receives the results of the background check,
it is reviewed and approved by the following guidelines:
• No Criminal Record for both the state and federal check: the Director of Field
Experiences approves the candidate for placement.
• Offenses less than one year old require a meeting with the Director of Field
Experiences, his or her immediate supervisor, and the candidate. This may include
offenses that come to the attention of the Field Experience Office through means other
than the background check. An example would be a court report in the newspaper
showing an offense occurred after the background check was submitted. The candidate
may be required to postpone placement until one calendar year has passed without
further offenses, or may be denied placement. In the case of postponed placements, the
candidate will be required to submit a new background check not more than 45 days
before the placement is to begin. Depending on the offense, the candidate may be
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denied placement and may be denied admission to the Teacher Education Program or to
Student Teaching. Offenses that occur after the candidate is admitted to Student
Teaching may result in the candidate being removed from Student Teaching or may
affect the ability of the candidate to obtain a teaching license. Different states have
different rules and laws regarding what type of criminal offenses will prevent an
individual from obtaining a teaching license, depending on severity, type, and when the
offense occurred (recency).
• Offenses more than one year old require clearance from both the Director of Field
Experiences and his/her immediate supervisor. Approval may require a meeting with
the candidate. Depending on the offense, the candidate may be denied placement and
may be denied admission to the Teacher Education Program or to Student Teaching.
During a field experience or during student teaching, any candidate may be removed from his or
her assignment if a criminal offense occurs or is discovered. Candidates are required to report
criminal offenses. The Director of Field Experiences and his or her immediate supervisor will
determine the need for a meeting to discuss the circumstances of the offense.
Considerations of all offenses will include severity, frequency, and recency.
Appeals: Candidates may appeal decisions to the Student Review Committee. In addition, the
Director of Field Experiences or his or her immediate supervisor may request the committee
review the case.
Effect on Licensure:
The policies of the University of Montana Western are created based on the professional
judgment of the people responsible for the education programs and their administration. The
decisions are meant to support the ideals of the Teacher Education Program. Acceptance or
refusal for field experience, student teaching, or internship placement does not imply any
knowledge of the decision the Montana Office of Public Instruction (OPI) would make regarding
a candidate’s ability to obtain a teaching license or other employment with a criminal record.
Background Check Procedure
For Field Experiences and Student Teaching
A. If you already had a background check completed that is less than 2 years old; and if the
agency that requested the background check will share the results with the university:
1. Have a copy of the results sent to:
Mike Miller, Director of Field Experiences, University of Montana Western
710 S. Atlantic, Dillon MT 59725
Note: Montana school districts and the MT Office of Public Instruction have procedures
for sharing background checks. If you are requesting your background check from a district or
other party, and they need a copy of the university procedures, please contact the Director of
Field Experiences at 683‐7636 and ask that the university procedures be provided.
2. Sign the Consent/Release Form and return it to the Office of Field Experiences, Main
Hall 227.
B. If you don’t have a current background check, you can obtain the fingerprint cards from the

University of Montana Western Office of Field Experiences, Main Hall 227.
Butte & Helena students can obtain forms from the Off‐Campus Education Program
Coordinator, Kathy Shipman.
1. Complete all of the information on the fingerprint card.
2. Have your fingerprints taken. Some locations are:
Beaverhead County Sheriff’s Office ‐ $10
Call for an appointment: 683‐3700
In Butte: Gregg Edelen, Deputy
Butte‐Silver Bow Sheriff’s Department
115 Quartz (Detention Center)
406‐497‐1186 or 406‐490‐8689
3. Return the following to the UMW Office of Field Experiences:
• Completed fingerprint card(s)
• Signed Consent/Release Form
• A check or money order for $27.25 made payable to: Montana Criminal Records.
(Verify the latest fee with the UMW Office of Field Experiences before you write
your check).
Storage and use of background checks: Background checks are kept in the Office of Field
Experiences separate from the rest of a candidate’s educational records. These checks are
shared only according to the conditions of the Consent and Release Form, by written request of
the candidate, or in accordance with an appropriate legal request. The candidate acknowledges
and gives approval for the university to share the results of the background check with any
school district where the candidate may be placed as part of their program of study. The
background checks are also shared with the Montana Office of Public Instruction as part of the
process for licensure. If the candidate wishes the background check to be shared beyond these
conditions, she or he must make a written request stating the name and address of the party to
whom the background information should be sent. Candidates may view their background check
by making arrangements with the Director of Field Experiences. The candidate will not receive a
copy of the background check.
Other behavioral expectations: Candidates are subject to all provisions of the Montana
Western TEP Student Handbook during their program of study. In addition, they are expected to
exhibit behavior appropriate to someone pursuing a career as a professional educator. Program
and university personnel are available to help any candidate who feels s/he has a problem
requiring assistance. Appropriate university personnel may suggest counseling or other
assistance as necessary. Problems affecting the candidate’s ability to perform the functions of a
professional educator may delay or stop the candidate’s progression through the TEP. In some
instances, personnel may suggest an alternative program of study.
Professional Partnerships
Early Childhood Education Distance program. Montana Western’s Early Childhood Education
program serves the needs of non‐traditional, place‐bound, working practitioners by providing
off‐campus face‐to‐face and on‐line early childhood coursework for the Early Childhood
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Education minor, certificate, AAS and BS degrees. Twenty‐four credits of face‐to‐face early
childhood coursework are offered in Butte, Bozeman, Billings, Dillon, Missoula, Hamilton, Great
Falls, and Helena. In addition, these 24 credits are offered through an EC Rural model that
combines intensive face‐to‐face and on‐line coursework. Students seeking a bachelor’s degree
in early childhood can complete early childhood courses through on‐line coursework and two
summer intensives. Partnerships in each of the remote locations allow candidates to complete
the Montana Western program through a combination of general education coursework and
professional electives offered by the candidate’s local university and 24 early childhood
education credits taught by Montana Western instructors residing at those remote campuses.
Since needed courses are not always available in the evenings, the Early Childhood Education
program also maintains a website that lists general education courses and professional electives
that are offered on‐line by colleges throughout the state
http://my.umwestern.edu/shares/education/ECE/index.htm
Helena College of Technology. The UMW Industrial Technology program is housed at the Helena
College of Technology. This unique partnership enables UMW students to have access to
training on state‐of‐the‐art technological equipment.
Montana Tech of the University of Montana. The Montana University System encourages
collaborations between its various campuses, both to use resources efficiently and to ensure
that programs are widely available to individuals distributed throughout the state. Montana
Western has long had collaborations with Montana Tech, located in Butte. Those collaborations
have evolved into strong academic partnerships in recent years. Candidates completing
bachelor’s degrees in biological sciences, general science, mathematics, and business and
information technology through Montana Tech can complete their teacher education licensure
program in secondary education through Montana Western while remaining at their home
campus in Butte. Montana Western offers professional education classes using a combination of
evening and week‐end face‐to‐face classes at the Montana Tech campus and on‐line.
An institutional partnership with Montana Tech enables Montana Western candidates
residing in the Butte and surrounding areas to complete all the coursework needed for the
Montana Western elementary education degree at the Montana Tech campus in Butte, through
a combination of face‐to‐face and on‐line courses. This alternative course delivery model was
designed and implemented to meet the needs of Butte area residents who could not participate
in block scheduling on the main campus in Dillon. The partnership agreement allows Butte area
candidates to substitute Montana Tech courses for a number of general education courses
required for the Montana Western degree. The education courses needed for the elementary
education degree are offered through Montana Western and taught by Montana Western
faculty.
University of Montana Missoula. The Library Media K‐12 minor is offered jointly by faculty at the
University of Montana Western and faculty at the University of Montana Missoula. The
University of Montana Missoula offers a Master of Education degree. The courses within the
degree were recently adapted for on‐line delivery. UM Missoula relies on faculty from the
University of Montana Western to provide instruction for several of the courses required for the
on‐line UM Missoula MED degree.
School Partners: Teaching and Learning Communities

Montana Western has strong school partnerships with the Beaverhead County Public Schools
and the Butte Public Schools. In these learning communities, classroom teachers,
administrators, and university faculty work together to enrich the professional development of
teaching candidates and to enhance the professional development of classroom teachers,
university instructors, and administrators. Each elementary and secondary professional
education course has a specific set of field experience requirements. These may include
observations, teaching mini‐lessons, teaching small groups, and teaching whole classrooms in
the public schools. The mentor teachers and university instructors mentor and evaluate
candidates throughout their public school field experiences.
The public school partnerships provide candidates with access to a broad range of
classroom experiences while strengthening the professional ties between university faculty and
public school teachers. These partnerships assist the Montana Western education faculty in
keeping the university curriculum current and consistent with state and national teaching
standards.
Beaverhead County Schools. The partnership in Beaverhead County includes the Dillon
Elementary Schools (Mary Innes School, Parkview Elementary School, and the Dillon Middle
School), the Beaverhead County High School, and the small K‐8 and K‐12 rural schools in the
county. Many teacher candidates practice their skills in field experiences in Beaverhead County
schools (other candidates go to Butte or other Montana schools). Mentor teachers (classroom
teachers) along with university faculty supervise these well‐defined field experiences. The
partner teachers offer suggestions and ideas for the professional education courses, field
experiences, and assessments.
Rural Fridays. Montana Western consistently maintains collaborative partnerships with nearby
K‐8 rural schools from Beaverhead & Madison Counties, most of which are one or two teacher
schools. For nearly 30 years, Montana Western has had a unique partnership with these very
small schools. K‐8 students and teachers from the rural schools come to campus typically six
Fridays during the fall and six Fridays during the spring semester. Elementary candidates
enrolled in methods courses have the opportunity to teach these rural school children in a
multi‐age classroom setting using curriculum developed by the candidates in conjunction with
rural teachers and the university methods class instructors. A master classroom teacher
collaborates with the university methods instructors to discuss classroom curriculum and assist
in observing the teaching candidates working with the rural children. Typically, the morning is
devoted to a variety of integrated academic lessons, such as science, mathematics, social
studies, and literacy, while the afternoon may be spent in integrated music and art lessons and
physical education activities, with all classes taught by Montana Western candidates. Candidates
also have opportunities to visit small rural schools during additional field experiences.
Butte Public Schools. Montana Western and the Butte Public Schools maintain a partnership in
which the practicum portion of the elementary and secondary professional education courses
are carried out in the Butte schools.
Early Childhood Model Lab Schools. The early childhood education program utilizes Curious
Minds: Early Care and Education Center, and Dillon Early Head Start as lab sites. Both programs
are located on the Montana Western campus. The programs have demonstrated high quality
through obtaining extended Montana licenses as well as national NAEYC accreditation. Each of
the eight core early childhood education courses includes a lab that Dillon candidates complete
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at one of these model programs. Curious Minds is also utilized as a lab site for several
elementary education and health and human performance courses.
Student Teaching
Montana Western's Teacher Education Program (TEP) is a collaborative effort between the
university and appropriate educational settings. The student teaching experience is the final
phase of the Teacher Education Program. This experience offers extensive opportunities for pre‐
professionals to refine and apply skills and broaden their knowledge base under the guidance of
practicing K‐12 educators. Refer to the Phase II and III requirements, above, for details regarding
requirements prior to student teaching.
Student teaching occurs in the final semester of the candidate’s program, and is limited to
seniors and post‐baccalaureate candidates who have successfully completed all coursework for
their major/minor and all other professional education courses. Student teaching will occupy
one full semester and should be planned for accordingly by the teacher candidate. Candidates in
internship programs have differing requirements depending on their prior teaching experiences,
but are expected to sign up for a 4‐credit internship each semester. Candidates are NOT
permitted to arrange their own student teaching placements. Placements are not permitted
where close friends or relatives are employed (or attend), and candidates generally will not be
placed in one of their former field experience schools.
Student teaching experiences are determined as follows:
1. Candidates in a single licensure program will spend a minimum of 12 weeks (60 full
days) in the student teaching setting.
2. Candidates for K‐12 licensure (including Literacy Education K‐12): Must have a student
teaching experience in both an elementary and secondary setting, for a total of 16
weeks. (It is acceptable to attain this goal by combining a middle school placement with
either a K‐6 or a 9‐12 setting).
3. Candidates with more than one licensure area, and candidates in K‐12 programs: Must
spend 8 weeks in the setting for each subject area or age‐range, for a total of 16 weeks.
It is recommended that they spend 8 weeks in one setting, and then 8 weeks in the
other setting, rather than splitting up their days. If the candidate has more than two
licensure areas, the Director of Field Experiences will develop a reasonable 16‐week
plan.
There are limited opportunities for student teaching in Dillon and the surrounding area;
therefore, regardless of personal circumstances, all candidates must be prepared to spend at
least one semester in off‐campus student teaching centers outside the Dillon area. If special
services or accommodations for a disability are needed or required while student teaching,
arrangements will be made with the Director of Field Experiences and the cooperating school.
Student teaching opportunities are available in a wide variety of settings, depending on a
candidate’s teaching fields and qualifications. Settings include:
‐ Public K‐12 settings, including small, rural schools
‐ Private schools if properly accredited
‐ Out‐of‐state placements meeting the same criteria as Montana schools, if appropriate
supervision can be arranged

‐ Alternative settings, as they meet program and accreditation requirements
‐ Overseas placements, through the Department of Defense School System (DoDSS) or
through cooperating universities or schools that meet program and accreditation standards
(students wishing overseas placements must work closely with the UMW Director of Field
Experiences at least a year prior to student teaching. It is the student’s responsibility to
follow up with the Director, to ensure timely placement
Informational Meetings
Candidates for student teaching are required to attend a series of student teaching meetings
during the semester prior to student teaching, in order to be prepared for the student teaching
experience. Juniors are encouraged to attend student teaching meetings a year early, in order to
be properly advised of all the requirements for preparation for student teaching. All candidates
are required to attend the Senior Seminar, held during the student teaching semester.
Announcement of dates, times and places for mandatory informational meetings in preparation
for student teaching are posted on the bulletin board outside of the Office of Field Experiences
(Main Hall 227), and distributed to faculty and staff for notification.
At a minimum, candidates are required to attend the following meetings prior to student
teaching:
• To student teach fall semester: Meetings are held the second week of block 5 and the
second week of block 6 during the spring semester. Additional meetings will be
announced at the introductory meeting. Meetings address: placement requirements;
application materials; supervision and professional expectations of student teaching;
the Student Teaching Handbook.
• To student teach spring semester: Meetings are held the second week of block 1 and
block 2 during the fall semester. Additional meetings will be announced at the
introductory meeting. Meetings address: placement requirements; application
materials; supervision and professional expectations of student teaching; the Student
Teaching Handbook.
• During the first meeting each semester, candidates will schedule an individual
appointment with the Director of Field Experiences to review the completed application
packet (see Appendices 16‐17). The specific placement being sought will be discussed
for appropriateness and probable availability.
• Out‐of‐state and overseas requests: Candidates should attend informational meetings
and complete the application packet one semester earlier than stated above, to allow
for adequate time to make arrangements.
Student Teaching Placements
1. Candidates, their family, or friends, SHOULD NOT approach school personnel about
student teaching placements. Doing so may jeopardize the student teaching placement.
2. Student teaching experiences must be completed within approximately 250 mile radius
from UMW campus.
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3. Student teaching experiences must be completed within the state of Montana, unless
students provide a compelling proposal approved by the Field Experience Committee
(FEC).
4. Students who request placements outside the 250 mile radius will be assessed $1 for
every mile over the round trip distance of 500 miles.
5. Students may appeal to the Field Experience Committee to be placed out of state. If the
placement is granted, students placed out of state will be assessed $500.
6. Students may apply to the Field Experience Committee to be considered for an
international placement. Only if students meet rigorous standards established by the FEC
may they be considered. Students placed out of country will be assessed $500.
7. All catalog and program requirements (including first aid certification, passing of the
UMW Information & Technology Literacy exam) MUST be met prior to student teaching.
8. It is strongly recommended that students complete any required PRAXIS II exams prior to
student teaching.
Acceptance for placement is made by the school district on the basis of information they
have on the day they complete the acceptance form. Situational changes may occur between
that date and the date the candidate begins student teaching. An acceptance form is NOT
binding. Changes in personnel, status of the student teacher, or a change in administration
are just some of the reasons a placement could be changed or denied on short notice. If this
occurs, the Director of Field Experiences will work with the candidate to secure the next best
placement available. Denial of Student Teaching placement requests may be appealed to the
Student Review Committee.
Placement Restrictions
Unless written approval is received from the Director of Field Experiences for an exception, the
following placement restrictions apply to all candidates:
‐ Secondary education candidates may not request placement at any high school they have
attended within the last 8 years.
‐ Candidates may not request placement at a school or district where a relative is an
administrator.
‐ Candidates should not request placement in buildings where parents, or other close
relatives are employed, or where their children attend, and under no circumstances may a
relative serve as a student's supervising teacher.
‐ The University of Montana Western DOES NOT guarantee anyone a placement. We work
with the educational settings to secure the best placements possible. As you are selecting
possible requests, please keep in mind that you may have to travel farther than planned, or
even move to another location to complete your assignment in the semester you wish.
Application Procedures & Deadlines
All application materials, including successful completion of all Gateway 2 requirements, must
be submitted by:
• The end of Block 7 for fall student teaching placements

• The end of Block 3 for spring student teaching placements
• Summer placements are typically not available
Applications for Student Teaching must be given to the Director of Field Experiences & Student
Teaching (see deadlines above). Refer to the Checklist for the Student Teaching Application
Process (Appendix 17) and materials given to you by the Director of Field Experiences, for
applying to student teaching (also see Appendix 16).
Contact Career Services for information on creating your Professional Information Form,
http://my.umwestern.edu/shares/education/st.html, required prior to student teaching, and
additional information about establishing an Employment Placement File. This form will be
available on Chalk & Wire in fall 2011.
Please note: Assignments are made ONLY by the Office of Field Experiences. DO NOT attempt
to make your own student teaching arrangements.
Licensure
Licensure is the process of obtaining your teaching license. Upon successful completion of Phase
III requirements, candidates initiate the licensure process with forms available from the Director
of Field Experiences/Licensure Officer. Recommendations for licensure come from the
university, and are submitted by the University of Montana Western Licensure Officer to the
state in which the candidate is applying for a teaching position. Also, refer to information above
regarding criminal background checks.
Montana Western offers a degree in Elementary Education leading to Montana licensure valid
for grades K‐8, and bachelor’s degrees and post‐baccalaureate (fifth year) programs in
Secondary Education for teaching grades 5‐12. The university also offers programs in a variety of
areas that lead to K‐12 licensure. For a list of teaching majors and minors available at the
University of Montana Western, refer to the latest university catalog and our website at
http://my.umwestern.edu/shares/education/
The university can only offer licensure programs in subjects for which we offer a major and/or a
minor, and only in subjects authorized by the Montana Office of Public Instruction.
Montana Licensure Criteria
The Montana Western Licensure Officer submits recommendations for licensure contingent
upon: 1) successful completion of academic degree requirements, based on the university
catalog the candidate is eligible to use; 2) successful completion of student teaching and
program requirements, based on the Phase III requirements in effect when the candidate
applied for student teaching (refer to the most recent Montana Western Teacher Education
Program (TEP) Student Handbook, available online at
http://my.umwestern.edu/shares/education/tep.html; 3) successfully passing all the TEP
Gateway 3 requirements; and 4) satisfactory scores on PRAXIS II exams, for those subjects
required in Montana (see Appendix 18); satisfactory criminal background check.
Licensure is not guaranteed with university graduation. While Montana Western plans its
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education programs to match Montana state licensure requirements as closely as possible,
licensure requirements change periodically in Montana and vary significantly from state‐to‐
state. Montana Western graduates usually find they are initially qualified to teach in states in
addition to Montana. However, PRAXIS II score requirements vary significantly from state‐to‐
state, and some states have developed their own licensure tests. Many states allow provisional
licensure, if the candidate meets licensure requirements for Montana, thus giving the candidate
some time to prepare for the applicable licensure exam or other local requirements. Some
school districts in Montana ask to see PRAXIS II exam scores when candidates apply for teaching
positions.
Any new Montana regulations established or interpretations made during the effective dates of
the candidate’s university catalog will be made known to students through the Montana
Western TEP Student Handbook, which is revised once a year, the Student Teaching Handbook,
and/or through the Director of Field Experiences/Licensure Officer. State licensure requirements
change periodically, so it is important for candidates to seek out the latest information
regarding requirements for the states in which they wish to seek employment. You can find such
information on most states’ web‐pages, but the information on websites may not be up‐to‐date.
PRAXIS II: Elementary Education Requirements
Upon successful completion of the elementary education program, candidates will be
recommended for licensure based on a combined score that includes the following three items:
GPA for required content coursework, score on PRAXIS II elementary content exam, and score
on a student teaching evaluation that focuses on the candidate’s content knowledge.
Candidates must score at least 8 out of 13 points on the combined score, and cannot receive a
score of 0 on any one of the three items. Candidates who score 1 on any of the three items must
undergo remediation before they can be considered for licensure. The state has set the range of
acceptable scores for the elementary education content exam (see Appendix 18). Most states
have absolute passing scores for PRAXIS II exams or their own local exams.
PRAXIS II: Secondary Education and K‐12 Education Requirements
The Montana Office of Public Education currently requires candidates who have a minor in the
following subjects, available at Montana Western, to take the PRAXIS II exam in the content
area: Art, Biology, English, History, Earth Science, Mathematics, Reading (Literacy). See Appendix
18, for a list of required PRAXIS II exams and the passing scores. These exams should be taken
prior to student teaching, as you will not be approved for a teaching license unless you obtain
successful scores. Check with the Director of Field Experiences for any up‐dates to Montana’s
exam requirements.
The Montana Office of Public Instruction is currently considering establishing a three‐part
assessment for licensure, similar to that described for elementary education in the above
paragraph. The state may soon require ALL secondary education and K‐12 education candidates
to take the PRAXIS II exams in both their major and minor subject areas. You must be eligible for
licensure in Montana before you can apply for a license in another state.
We strongly recommend that candidates take the PRAXIS II exam in their major(s), as well as all
minors, to increase your employability in other states, as more than 35 states now require

PRAXIS II exams for licensure, including many western states, such as Idaho, Nevada, Utah, and
Wyoming.
The Career Services office assists candidates in selecting and registering for the appropriate
exams. Refer to the ETS website for the cost and registration requirements for your specific
PRAXIS II exams (http://www.ets.org/). PRAXIS II exams will be given on the university campus
three or four times per year, generally in November, January, April, and June. Check with ETS for
the correct dates for your exams.
Each exam has a deadline for online registration with the Educational Testing Service (ETS). After
paying the registration fees, the candidate will receive from ETS an admission ticket that she or
he will need to bring the day of the test, along with appropriate identification (if registering
online, print out an eTicket. If registering by mail, ETS will mail the ticket). Sample questions on
these tests may be previewed at http://www.ets.org/praxis/ (select “prepare for a test”).
Electronic study guides have recently become available for a few tests at the ETS website, in
addition to the much shorter “Tests at a Glance”. It is essential to prepare carefully for the
exams by studying the full‐length study guides and taking the practice exams.
Licensure Requirements in other states
To teach out‐of‐state, contact the Montana Western Director of Field Experiences/Licensure
Officer, for appropriate procedures. To be recommended for licensure in other states,
candidates must first qualify for licensure in the state of Montana, including meeting the
University of Montana Western and Montana OPI PRAXIS II requirements.
If a candidate is relatively certain that they wish to pursue licensure in another state after
completing his or her program of study, it is wise to begin investigating that state’s licensure
requirements as soon as possible. Some states require different exams than does the state of
Montana. PRAXIS II minimum passing scores vary significantly from state‐to‐state. Some states
also require all three PPST (Pre‐Professional Skills Tests) exams, or the Principles of Learning &
Teaching exam. A few states, such as California, Texas, and Washington, have developed their
own licensure exams.
If a candidate wishes to take a licensure exam used by another state, the candidate can arrange
to take the exam at Montana Western. However, that does not exempt candidates from taking
the licensure exams required in Montana. Regardless of the licensure requirements of the state
the candidate plans to apply to, the licensure requirements set by the University of Montana
Western and the Montana Office of Public Instruction must be met in order to receive a
recommendation for licensure from the university.
To determine which exams may be required in other states, information about state exam
requirements can be found at the ETS web‐site http://www.ets.org/praxis/
Do not assume that the ETS website and the state website are up‐to‐date. Ask the Director of
Field Experiences/Licensure Officer (Main Hall 227, 406‐683‐7636) for licensure information, as
he may be familiar with the licensure requirements for the state the candidate is interested in.
Also, contact the state office by telephone to ascertain any licensure exam requirements, as
they may be different from that reported on websites. The title of the appropriate state office
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varies from state‐to‐state, but may be something such as “Office of Public Instruction,”
“Department of Education,” or “Department of Elementary and Secondary Education.” State
governmental websites often have links to the state office in charge of teacher licensure.
Licensure programs for Students with Non‐Teaching Degrees
All students seeking licensure under the following circumstances must begin the process by
consulting with the Director of Field Experiences/Licensure Officer, Main Hall 227 (406‐683‐
7636).
Post‐baccalaureate licensure
This section applies to individuals who do not wish to obtain an education degree, but do want
to obtain a teaching license. Candidates with non‐education bachelor’s or master’s degrees,
with a major in a subject area for which the University of Montana Western has a state
approved licensure program, may apply for admission to the Montana Western Teacher
Education Program as a post‐baccalaureate (fifth‐year) candidate. The previous degree must be
from an accredited college.
Contact the UMW Director of Field Experiences (406‐683‐7636) to start the process right away,
if you think you may qualify for a Montana Class 5 license. To obtain a temporary Class 5 license,
you must already have a degree in a teaching subject area and you must apply to the state
through a university internship program. The Director of the UMW Office of Field Experiences
will assist you in completing the paperwork to apply for an internship.
Candidates must complete all Major and Minor requirements with a grade no lower than C‐
and a GPA (overall, and for each major and minor) of at least 2.70, and must complete the
Professional Education course requirements with no grade lower than B‐.
Candidates must complete the course and program requirements for the Teacher Education
Program, including successful review at Gateways 1, 2, and 3, successful scores on the
PRAXIS II exams (if required), and successful completion of all requirements for either
student teaching (to be completed in one semester; for candidates who are not being paid
to teach), or internship (for candidates who are being paid to teach; 8 credits of supervised
internship for one semester). Review this handbook for further details.
For up‐dates to the Teacher Education Program (TEP) Student Handbook and the Portfolio
requirements, refer to: http://my.umwestern.edu/shares/education/tep.html
The program option described above is acceptable in Montana and in many other states.
Candidates seeking a Teaching Degree
Candidates applying for an education bachelor’s degree at the University of Montana Western
must complete all Major and Minor requirements with a grade no lower than C‐ and a GPA of at
least 2.70 (overall, and for each major and minor), and must complete the Professional
Education course requirements with no grade lower than B‐. The university maintains a 15‐
credit residency requirement for the Major, and a 10‐credit residency requirement for the
Minor.

Candidates must complete the program requirements for the Teacher Education Program,
including successful review at Gateways 1, 2, and 3, successful scores on the PRAXIS II exam, if
required. In addition to other course requirements, candidates complete either student teaching
(to be completed in one semester, for candidates who are not being paid to teach), or an
internship (for candidates who are being paid to teach; 8 credits of supervised internship for one
semester). Review this handbook for further details.
Teachers Who Wish to Add an Endorsement
Western provides the means for practicing teachers to add new endorsements, such as
elementary teachers who want to teach in secondary schools, and vice versa, or those wishing
to add a new content area endorsement. Such changes demand that the new license fulfills both
university and Montana state standards. Conversions require planning, and may require the
teacher to return to a university campus to take some coursework. Students should contact the
Director of Field Experiences/Licensure Officer (406‐683‐7636) to develop a plan.
The teacher will apply for admission to the Montana Western Teacher Education Program (TEP),
but does not have to complete the Gateway 1, 2, or 3 requirements. However, the candidate is
likely to need additional content courses and/or professional education courses in order to meet
both state and university licensure requirements. In addition to other course requirements, the
teacher must enroll in 8 credits of supervised internship for one semester.
To add an elementary education license, the internship must be in a self‐contained K‐8
classroom. The individual typically will have a significant number of content courses and
professional education courses to complete. Unfortunately, many of the courses that teachers
need are not available at times that are convenient for teachers.
Individuals who have an elementary education license who wish to obtain an endorsement in a
secondary education content area must complete a teaching internship in an appropriate
secondary classroom setting. The teacher must enroll in 8 credits of a supervised internship for
one semester.
For teachers who are already certified in a secondary education content area, adding a new
secondary or K‐12 content area endorsement requires completion of the appropriate content
coursework and methods course(s). Some other professional education courses may also be
required. The individual will need to complete the equivalent of either a Major or a Minor in a
subject area available at Montana Western. These individuals are not required to complete an
internship or student teaching.
For certified teachers wishing to complete a new degree along with the added endorsement,
any waiver of credits must be approved by the UMW Department of Education. See information
above regarding adding a degree. If adding a degree, the individual must meet all normal course
and program requirements for completion of the degree, including meeting all the Gateway 1, 2,
and 3 program requirements, and successful scores on the PRAXIS II exam (if required).
Candidates complete either student teaching (to be completed in one semester, for candidates
who are not being paid to teach), or an internship (for candidates who are being paid to teach; 8
credits of supervised internship for one semester). Review this handbook for further details.
51

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Appendices
Appendix 1 ‐ Faculty and Staff Directory ‐ Montana Western Department of Education
Dr. Estee Aiken, Assistant Professor of Education
Office: Main Hall 116 Phone: 683‐7035 Email: e_aiken@umwestern.edu
Dr. Julie Bullard, Professor of Education/Early Childhood Education; Director Early Childhood
Education Program
Office: MH 116 Phone: 683‐7176 Email: j_bullard@umwestern.edu
Dr. Gay Gerard‐Brewer, Assistant Professor of Music
Office: MH 406 Phone: 683‐7046 Email: g_brewer@umwestern.edu
Dr. Bert Brewer, Adjunct Assistant Professor of Music
Office: MH 406 Phone: 683‐7046 Email: b_brewer@umwestern.edu
Dr. Megan Chilson, Associate Professor of Health and Human Performance; Program Coordinator HHP
Office: PE 219 Phone: 683‐7336 Email: m_chilson@umwestern.edu
Dr. Dana Cotton, Assistant Professor of Education/English Education
Office: Main Hall 224 Phone: 683‐7047 Email: d_cotton@umwestern.edu
Mr. Doug Daenzer, Instructor of Computer Science/Math Education
Office: IT 109 Phone: 683‐7271 Email: d_daenzer@umwestern.edu
Ms. Carol Dickinson, Adjunct Instructor of Education
Email: c_dickinson@umwestern.edu
Dr. Jen Gilliard, Professor of Education/Early Childhood Education
Office: MH 353 Phone: 683‐7177 Email: j_gilliard@umwestern.edu
Ms. Janelle Handlos, Instructor of Health and Human Performance
Office: PE 220 Phone: 683‐7391 Email: j_handlos@umwestern.edu
Ms. Lalove Hilton, Instructor of Education
Office: Main Hall 223 Phone: 683‐7137 Email: l_hilton@umwestern.edu
Ms. Denise Holland, Instructor of Business and Technology, Program Coordinator Post‐
baccalaureate Programs
Office: IT 213 Phone: 683‐7203 Email: d_holland@umwestern.edu
Dr. Vikki Howard, Associate Professor of Education, Program Coordinator Special Education
Office: MH 351 Phone: 683‐7042 Email: v_howard@umwestern.edu
Dr. Cheryl Juergens, Instructor of Health and Human Performance
Office: PE 213 Phone: 683‐7308 Email: c_juergens@umwestern.edu
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Ms Anne Kish, Assistant Professor of Library Science
Office: Library Phone: 683‐7494 Email: a_kish@umwestern.edu
Ms. Eva Mastandrea, Professor of Art/Art Education
Office: MH 118 Phone: 683‐7312 Email: e_mastandrea@umwestern.edu
Dr. Brent McCabe, Associate Professor of Music Education
Office: MH 401A Phone: 683‐7405 Email: b_mccabe@umwestern.edu
Ms. Deborah McCabe, Instructor of Education
Office: MH 222 Phone: 683‐7619 Email d_mccabe@umwestern.edu
Mr. Mike Miller, Director of Field Experiences and Student Teaching; Licensure Officer
Office: MH 221 Phone: 683‐7636; FAX 683‐7662 Email: m_miller@umwestern.edu
Dr. Delena Norris‐Tull, Professor of Education/Science Education
Office: MH 225 Phone: 683‐7043 Email: d_norris@umwestern.edu
Dr. Greg Ryan, Assistant Professor of Health & Human Performance
Office: PE 221 Phone: 683‐7335 Email: g_ryan@umwestern.edu
Ms. Dawn Zimdars, Administrative Assistant, Early Childhood Education
Office: Main Hall 116 Phone: 683‐7176 Email: d_zimdars@umwestern.edu
Mr. Michael Schulz, Associate Professor of Library Science
Office: Library Phone: 683‐7492 Email: m_schulz@umwestern.edu
Ms. Kathy Shipman, Instructor of Education, Montana Tech Program Coordinator
Office: (MT Tech) ELC 314 (UMW) MH 354
Phone: (MT Tech) 406‐496‐4852 (UMW 683‐7016) Email: k_shipman@umwestern.edu
Ms. Marlene Stonelake, Instructor of Education, Program Coordinator for Secondary Education
Office: MH 352 Phone: 683‐7616 Email: m_stonelake@umwestern.edu
Dr. Laura Straus, Assistant Professor of Education, Department Chair,
Program Coordinator Literacy Education K‐12
Office: MH 200 Phone: 683‐7040 Email: l_straus@umwestern.edu
Dr. Judy Ulrich, Professor of Fine Arts/English/Education/Drama
Office: Main Hall 315A Phone: 683‐7422 Email: j_ulrich@umwestern.edu
Dr. John Xanthopoulos, Professor of Education/ Social Science Education
Office: MH 219 Phone: 683‐7018 Email: j_xant@umwestern.edu

Appendix 2 ‐ The InTASC Model Core Teaching Standards
The Council of Chief State School Officers (CCSSO) has articulated performance‐based standards
for teachers that are built upon and compatible with those of the National Board. The InTASC
(Interstate Teacher Assessment and Support Consortium)) Model Core Teaching Standards
describe the essential knowledge, performances, and critical dispositions that teachers should
demonstrate.
InTASC Standards
Standard #1: Learner Development
The candidate understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.
Standard #2: Learning Differences
The candidate uses understanding of individual differences and diverse cultures and
communities, including American Indians and tribes in Montana, to ensure inclusive learning
environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The candidate works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self motivation.
Standard #4: Content Knowledge
The candidate understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The candidate understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.
Standard #6: Assessment
The candidate understands and uses multiple methods of assessment to engage learners in
their own growth, to monitor learner progress, and to guide the candidate’s and learner’s
decision making.
Standard #7: Planning for Instruction
The candidate plans instruction that supports every student in meeting rigorous learning goals
by drawing upon knowledge of content areas, curriculum, cross‐disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The candidate understands and uses a variety of instructional strategies to encourage learners
to develop deep understanding of content areas and their connections, and to build skills to
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apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet the
needs of each learner.
Standard #10: Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession.
Standard # 11: Indian Education:
The candidate demonstrates understanding of and ability to integrate history, cultural
heritage, and contemporary status of American Indians and tribes in Montana.
The CCSSO also outlined various indicators within each standard, indicators of the essential
knowledge, critical dispositions, and performances the teacher is expected to exhibit. The
Montana Western Department of Education has incorporated selected InTASC indicators into
the list of Outcomes for Effective Teachers found in this Handbook.

Appendix 3 ‐ Tips for a Successful Field Experience
o Introduce yourself to the school principal and/or superintendent
o Learn the roles of school personnel, classroom routines, and learn school procedures
o When appropriate, assist in recess, hall supervision, bus duty, fire drill, and other
procedures
o Always be busy working with students or your host teacher
o Be on time and professional‐‐you will be required to sign in and out of the school
o Become familiar with the school media center, technology resources, curriculum guides,
and instructional materials
o Ask your host teacher how s/he assesses student learning
o Learn students’ names
o Communicate regularly with your host teacher but be sensitive to his/her time needs as
well
o ALWAYS ask your host teacher to approve any lessons you will teach
o Organize your visits or your field day so you are prepared and productive
o Be flexible—every day in the life of a teacher is a surprise
o Ask questions and rely on those answers to guide your success‐‐take your host teacher’s
advice seriously and use it judiciously
o Maintain contact with your university professor during your field experience.
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Appendix 4 ‐ Common Education Acronyms and Terms
AR Action Research ‐ Classroom research for teachers
CAEP Council for the Accreditation of Educator Preparation (formerly NCATE)
CCSSO Council of Chief State School Officers
ELL English Language Learners
ESL English as a Second Language
ETS Educational Testing Service
InTASC Interstate Teacher Assessment and Support Consortium
NBPTS National Board for Professional Teaching Standards
NCATE National Council for Accreditation of Teacher Education (now CAEP)
NEA National Education Association
OPI Montana Office of Public Instruction
PEPPS Montana Professional Educator Preparation Program Standards and Procedures
(modeled after InTASC Standards)
PDS Professional Development School
TEP Teacher Education Program

Appendix 5 ‐ Professional Organizations and Education Websites
Montana Content Standards & Common Core Standards
http://www.opi.mt.gov/Curriculum/Index.html?gpm=1_7#gpm1_
Educational Testing Service (ETS) http://www.ets.org/
Montana Office of Public Instruction (OPI) http://opi.mt.gov/
National professional organizations (most have established standards for teachers)
The Association for Childhood Education International (ACEI): http://www.acei.org/
Council for the Accreditation of Educator Preparation (CAEP): http://caepsite.org/
National Board for Professional Teaching Standards http://www.nbpts.org/
National Council for the Accreditation of Teacher Education (NCATE): http://www.ncate.org
International Reading Association: http://www.reading.org
National Association for Music Education: http://www.nafme.org/
National Council of Teachers of English: http://www.ncte.org
National Council of Teachers of Mathematics (NCTM): http://www.nctm.org
National Council for the Social Studies (NCSS): http://www.socialstudies.org/
National Science Teachers Association (NST): http://www.nsta.org
National Standards for US History 5‐12: http://www.sscnet.ucla.edu/nchs/standards
National Art Education Association: http://www.arteducators.org/
Montana Teachers Associations
Montana Association of Teachers of English Language Arts (MATELA): http://opi.mt.gov/matela/
Montana Council of Teachers of Mathematics: http://www.montanamath.org/
Montana Environmental Education Association: http://www.montanaeea.org/
Montana Indian Education Association: http://www.mtiea.org/
Montana Science Teachers Association: http://www.ivymerriot.com/montanascience/
Montana State Reading Council (MSRC): http://www.montanareads.org
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Appendix 6 ‐ Lesson Plan Template # I Instructions ‐ for Lessons using Guided or Direct
Instruction Strategies
[includes exemplar annotations]
[Modified from the work of Madeline Hunter, this template is based on a gradual release of
responsibility model‐‐an “I do, we do, you do” or a “to, with, by” approach to instruction]
Teacher:
Subject:
Lesson Topic(s):
Grade:
University of Montana Western Department of Education 2012
DELETE ALL ITALICIZED DESCRIPTIONS FROM YOUR FINAL LESSON PLAN(S).
Learner Descriptions:
__ students: __ girls, __ boys
Students with IEPs who require accommodations specified in the IEP, or students without an IEP
who have special needs:
• (list in bulleted format here)
Be very clear and descriptive about what those needs are in this section.
Standards (include grade level specific details of the standards):
Example:
Montana Common Core Standards for English Language Arts and Literacy, Grade 8: Key Ideas
and Details:
1. Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
International Reading Association/National Council of Teachers of English Standards for the
English Language Arts:
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information;
to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
Objectives:
What concepts (knowledge) or skills do you want students to develop or attain? Align the
objectives with national or state standards. You can use wording from the standards you chose
to rewrite or “tweak” your objectives. They do NOT need to be invented by you!
Include objectives relevant to Indian Education for All, whenever possible.

Every objective should be assessed.
Here is a way to write your objectives so they are concise and MEASURABLE. This format will
also help you in determining what you will choose for your assessment:
Given ___(condition)____ the student will __(behavior)__ with or at _____(criterion)____ as
measured/assessed by __(assessment)___.
• Condition: What the student is given, to do the activity
• Behavior: Objective, what the student will be able to do
• Criterion: Performance level; the degree to which they must be able to do it, to be
considered proficient
• Assessment: The tools you will use to measure or assess performance
See below for various examples:
1. Given a computer generated set of algebraic algorithms , students will calculate and
write computational step answers with at least 90% accuracy as measured by a written
weekly teacher designed quiz and answer key.
2. Given a large group instructional setting in language arts , the students will participate
by raising their hands and offering content relevant answers, 2 times per 55 minute
discussion, as measured by teacher observation using frequency recording and plotted
by student on self‐management chart.
3. Given different visual media such as puzzles, pictures, books, toys, the students will
verbally label shapes round/circle, square, triangle, with 100% accuracy as measured by
curriculum referenced observational assessment: Pre‐Reading Basics and its
accompanying rating scale.
4. Given 10 free throw opportunities,(c) the student will hit the rim (b) 80% of the time (c)
as measured by video‐taped recording and a checklist.(a)
Notice that these objectives are:
a) written for the students’ learning outcomes (not for the teacher’s outcomes)
b) usually only one or two for each lesson. You don’t want to have too many objectives for a
specific lesson, because you must assess each objective.
c) written in observable, measurable terms, using action verbs.
d) paired with an assessment (as measured/assessed by); list the assessment tool and the
evaluation tool you will use with each objective.
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Differentiation:
[Note: When completing a Teacher Work Sample (TWS), refer to the "Guide to the Teacher Work
Sample" for instructions on differentiating for the whole class and Learner Profiles students.]
How have you designed the lesson to ensure success for all learners, for example, learners at
different developmental levels, multiple grade levels, or with diverse learning styles or multiple
intelligences? This is not solely for your students on IEPs; this is something you think about for
ALL your learners! REMEMBER TO KEEP IN MIND HOW YOUR STUDENTS PERFORM ON PRE‐
ASSESSMENTS. HOW DO YOU SCAFFOLD THE LEARNING FOR YOUR LEARNERS WHO PERFORM
AT VARYING LEVELS, to meet the lesson’s objectives? Remember you want all students to meet
standards and objectives when you teach!
CONSIDER: How will adapt instruction for learners from diverse cultures, including American
Indians, or English Language Learners?
Listed below are two somewhat different techniques you could use to show how you
differentiate instruction. Both are based on the guidelines for Universal Design for Learning
(UDL).
Technique One: Content, Process, Products, Learning Environment
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
Teachers can differentiate at least 4 classroom elements based on student readiness, interest, or
learning profile (usually we look at readiness based on how students do on pre‐assessments or
universal screenings):
1. CONTENT‐ The concepts, principles, and skills (content) each student will
learn/develop are listed in your objectives. Describe here how the student will gain
access to that content. For example, while all students should be challenged to meet the
same objectives, how can you adjust the degree of complexity of the content for learners
with different needs?
2. PROCESS‐activities in which the student engages in order to make sense of/or master
the content. Flexible grouping and strategies that develop a classroom community of
learners are key here.
3. PRODUCTS‐ Student work/projects should be designed to allow different students
different means of demonstrating how they have met the objectives. Includes pre‐
assessments and formative assessments that enable the teacher to adjust instruction.
4. LEARNING ENVIRONMENT‐ the way the classroom works and feels.
Technique Two: Principles for Universal Design for Learning (UDL)
http://www.udlcenter.org/aboutudl/udlguidelines
1. Multiple Means of Representation: Describe how the lessons are designed so that the
teacher presents the content using multiple means of representation, i.e., describe the
various ways in which you will present the content in the lessons. (Example: model how
to measure volume, using real objects; students practice measurements in groups, and

with teacher assistance).
2. Multiple means of action and expression: Describe how the lessons and/or
assessments are designed to enable students with different needs to use different
means of action and expression, i.e., describe alternative ways in which different
students can demonstrate their learning. (Example: Students can provide oral or written
descriptions of the results in their science notebook, can represent their data in a chart
or graph or with drawings, and can discuss their results with a small group or with the
whole class.)
3. Multiple means of engagement: Describe how the lessons are designed to provide
multiple means of engagement, i.e., what are the various ways in which students will
interact with the content. (You might find Multiple Intelligences Theory helpful in this
section. Example: Students engage/stimulate their bodily‐kinesthetic intelligence by
measuring real objects; they stimulate their visual‐spatial intelligence by using real
objects to measure volume and mass and to create charts, graphs, or drawings.)
Accommodations: Accommodations are a subset of differentiation. They refer to the
differentiated instruction that is specifically designed for exceptional learners (i.e., students with
special needs). List at least three students with special needs (students who are on an Individual
Education Plan (IEP) or 504 plan), and indicate how will you adapt the lesson for each. The
differentiation strategies you listed above may also be appropriate for some special needs
students. FYI ‐ the terms "exceptional learner" and "gifted and talented learner" are terms used
in the field of special education that have distinct meanings. Be sure you understand their
meanings.
Materials Needed:
• (List here)
Pre‐assessment: How will you determine students' conceptual understanding or skills, prior to
teaching the lesson? Pre‐assessment can be short and simple. It may or may not be duplicated as
part of the final, summative assessment.
Anticipatory Set: (Also referred to as Set Induction; this is the lesson “hook” or “grabber”). The
anticipatory set consists of the actions and statements made by the teacher to relate the
experiences of the students to the objectives of the lesson. This puts students into a receptive
frame of mind. In what way will you activate their prior knowledge and experience to help them
relate to this lesson?
Plan of Instruction/Instructional sequence:
The steps are listed below. Describe, step‐by‐step, the instructional sequence for the lesson.
Throughout the sequence, make explicit the differentiation techniques you will use.
Identify the procedures of the lesson. What are the tasks, activities, or components of this
lesson? What teaching strategies will you use to maximize engagement and student response?
Identify how the lesson will be sequenced.
Feel free to use a timeline or bulleted list to organize this sequence. In order to maintain an
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organized resource for future use, it is encouraged that candidates attach relevant handouts.
Tips for designing an instructional sequence:
• Design the lesson so that a substitute teacher could walk in and teach it.
• Describe what you and the students will do, and how you will do it, step‐by‐step.
• List what you will say to the students. Write a script for yourself.
• Identify the differentiation techniques and engagement strategies that you will use
throughout the sequence.
• List some of the questions you will ask the students. Include at least 2‐3 guiding
questions each day, that you can use to get students working/thinking at the higher
levels of Bloom's taxonomy.
• Describe how you will model what the students need to do, if applicable.
• Describe how you could incorporate Indian Education for All, if applicable.
• Describe how you will assess their learning as the lesson progresses (formative assessment).
EXPLICIT INSTRUCTION/MODELING (I DO) – demonstrating what learners are to do.
Examples of finished products, written stories, poems, graphs, diagrams, or a completed
process (identify the main idea, ask to weave, kick a ball, read for information). Teacher or
student may model (needs to be visual and verbal) “Watch while I do this . . . “ or “I am going
to . . . “ or “Notice that this story . . . “
CHECK FOR UNDERSTANDING – finding out if the students “got it” and can do it
• Call on individuals to answer questions or have students respond privately on a note card
or worksheet
• Signaling response (thumbs up, hold up fingers for correct answer, use signal cards, etc.)
• Read non‐verbals (puzzled expressions, frustration, etc.)
GUIDED PRACTICE (WE DO) – initial practice of the objective directed and monitored by the
teacher
• After EXPLICIT INSTRUCTION and CHECK FOR UNDERSTANDING, teacher assigns sample
problems/items.
• Teacher needs to circulate, check for understanding, make sure students are practicing
correctly.
• Provide immediate remediation if needed.
INDEPENDENT PRACTICE (YOU DO) — practicing without direction or assistance after
adequate guided practice. Identify assignments or activities that the students will complete
independently in an effort to demonstrate mastery of the objectives.
• Can be written, verbal, performance, make something, etc.
• May be homework assignment

CLOSURE – getting feedback at the end of the lesson in order to determine if learners
grasped objective, and ending the lesson. If all students have mastered the material, you will
know what to plan for the next lesson.
"Are there any questions?" or assigning homework does not count as closure!
Have a brief recap, summary activity, something that helps student process the information.
You should also connect this lesson to what is coming next!
Instructional Sequence Example—An excerpt from an instructional sequence in 8 th grade language
arts:
1. Group students heterogeneously in book discussion groups. Note: the two ELLs in the class are
placed together. While both students are identified as LEP (limited English proficiency), ELL #1 performs
at a Stage One, or “silent phase,” level, while ELL #2 performs at a Stage Three level (emergent speech
production), and has agreed to act as an interpreter for ELL #1, as needed. Teacher will provide extra
supervision of their book discussion group.
2. Have students open their copies of My Name is Not Easy, by Debby Dahl Edwardson, a novel about
an Inupiaq boy who uses the name “Luke” while attending a boarding school far from his home above
the Arctic Circle in Alaska. [Note Indian Education for All content and text.] Ask students to spend five
minutes sharing the connections they wrote yesterday on sticky notes throughout the pages of the
assigned reading.
3. Direct students’ attention to pages 90 – 96 of the novel. Ask students to read this passage again,
silently. Provide ELL #1 with a pre‐made handout containing key vocabulary terms in English and visual
illustrations. Also provide a short text excerpt that has been translated into Spanish using online
translation software (e.g. http://translation.babylon.com/english/to‐spanish/).
4. Tell students that they are going to explain inferences they made while reading the passage. Model
the act of drawing inferences by conducting a think‐aloud strategy for the following statement: “The
trick is to always keep them guessing about what you know and what you don’t know” (p. 90). Explain
possible inferences for this statement, and connect those inferences to other pieces of textual evidence
on pages 90 – 91.
5. Have students work in pairs, within their book discussion groups, to explain inferences based on the
next statement: “We’re higher up in the valley than the school. Up here you can feel the wind and see
farther, too. You can even hear the sound of ravens, cawing way off in the distance, which makes me
think of home. Tulugaq, that’s what we call ravens” (p. 92). With the pairing of Student B with Student
H, be sure that B goes first in this activity, as this will help Student H model her response on Student B’s
statement, when it is her turn.
(Etc./Continued…)
ASSESSMENT:
Assessment tool: What assignment, activity, performance, etc. will the students do to
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demonstrate meeting each objective that you’ve listed? (This is the “as measured by” piece you
have written into your objective.)
Evaluation tool: How will you assess that assignment, activity, performance? Include a rubric,
checklist, rating scale, or answer sheet by creating a table or answer sheet for the assessment
here, or add as an attachment.
IMPORTANT NOTES:
• Assessment can be informal (for example, observing how students perform, without
recording that information), or formal (recording information about student
performance). While you will often use informal assessment in classrooms, informal
assessment does not provide you with the data you need to ensure the success of all
students.
• Include here the formal assessment tools (for example, essays, quizzes, science
notebooks, portfolios) and evaluation tools (for example, a rubric, rating scale, checklist,
or answer key) you will use to determine whether students are meeting each objective.
• Assessments can be either formative or summative. Decide which of your instruments is
formative and which is summative.
• Formative assessment: Assessing student learning while a lesson is on‐going. Use
formative assessment to adjust the lesson as needed, to better ensure student
success. Pre‐assessments are formative, as they provide you with information to
adjust instruction.
• Summative assessment: Assessments that tell you whether or not students have met
each of the objectives/standards. Summative assessment can be used to adjust
future lessons to student learning needs.
•
BE SURE you assess every objective. Align your assessment with the objective(s) and the
standard(s).
DELETE ALL ITALICIZED DESCRIPTIONS FROM YOUR FINAL LESSON PLAN(S).

Appendix 7 ‐ Lesson Plan Template # 2 Instructions ‐ for Lessons using Inquiry, Problem
Solving, or Application Strategies
Teacher:
Subject:
[includes exemplar annotations]
[Useful for lessons that engage students in figuring something out for themselves,
discovering something, creating or inventing something, or
applying previously learned concepts to new situations or to solving new problems]
Lesson Topic(s):
Grade:
University of Montana Western Department of Education 2012
DELETE ALL ITALICIZED DESCRIPTIONS FROM YOUR FINAL LESSON PLAN(S).
Learner Descriptions:
__ students: __ girls, __ boys
Students with IEPs who require accommodations specified in the IEP, or students without an IEP
who have special needs:
• (list in bulleted format here)
Be very clear and descriptive about what those needs are in this section.
Standards (include grade level specific details of the standards):
Example:
Montana Common Core Standards for Math, Grade 5: Measurement & Data:
• Geometric measurement: Understand concepts of volume and relate volume to
multiplication and to addition. 4. Measure volumes by counting unit cubes, using cubic
cm, cubic in, cubic ft, and improvised units.
National Science Education Standards:
• Physical Science: Matter & Its Interactions: Measurements of a variety of properties can
be used to identify particular substances.
• Practices for K‐12 Classrooms: Analyzing & interpreting data
Objectives:
What concepts (knowledge) or skills do you want students to develop or attain? Align the
objectives with national or state standards. You can use wording from the standards you chose
to rewrite or “tweak” your objectives. They do NOT need to be invented by you!
Include objectives relevant to Indian Education for All, whenever possible.
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Every objective should be assessed.
Here is a way to write your objectives so they are concise and MEASURABLE. This format will
also help you in determining what you will choose for your assessment:
Given ___(condition)____ the student will __(behavior)__ with or at _____(criterion)____ as
measured/assessed by __(assessment)___.
• Condition: What the student is given, to do the activity
• Behavior: Objective, what the student will be able to do
• Criterion: Performance level; the degree to which they must be able to do it, to be
considered proficient
• Assessment: The tools you will use to measure or assess performance
Examples for a math/science inquiry lesson on density:
• Given graduated cylinders, gram scales, and various small objects, students measure
volume and mass, to calculate density of objects, at the level of proficient, as assessed by
a data sheet with corresponding answer key.
• Given data on densities of various objects, students analyze the densities required for
objects to sink or float, at the level of proficient, as assessed by a data report with
corresponding rubric.
Notice that these objectives are:
a) written for the students’ learning outcomes (not for the teacher’s outcomes)
b) usually only one or two for each lesson. You don’t want to have too many objectives for a
specific lesson, because you must assess each objective.
c) written in observable, measurable terms, using action verbs.
d) paired with an assessment (as measured/assessed by); list the assessment tool and the
evaluation tool you will use with each objective.
Differentiation:
[Note: When completing a Teacher Work Sample (TWS), refer to the "Guide to the Teacher Work
Sample" for instructions on differentiating for the whole class and for Learner Profile students.]
How have you designed the lesson to ensure success for all learners, for example, learners at
different developmental levels, multiple grade levels, or with diverse learning styles or multiple
intelligences? This is not solely for your students on IEPs; this is something you think about for
ALL your learners! REMEMBER TO KEEP IN MIND HOW YOUR STUDENTS PERFORM ON PRE‐
ASSESSMENTS. HOW DO YOU SCAFFOLD THE LEARNING FOR YOUR LEARNERS WHO PERFORM
AT VARYING LEVELS, to meet the lesson’s objectives? Remember you want all students to meet
standards and objectives when you teach!
CONSIDER: How will adapt instruction for learners from diverse cultures, including American
Indians, or English Language Learners?
Listed below are two somewhat different techniques you could use to show how you

differentiate instruction. Both are based on the guidelines for Universal Design for Learning
(UDL).
Technique One: Content, Process, Products, Learning Environment
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
Teachers can differentiate at least 4 classroom elements based on student readiness, interest, or
learning profile (usually we look at readiness based on how students do on pre‐assessments or
universal screenings):
1. CONTENT‐ The concepts, principles, and skills (content) each student will
learn/develop are listed in your objectives. Describe here how the student will gain
access to that content. For example, while all students should be challenged to meet the
same objectives, how can you adjust the degree of complexity of the content for learners
with different needs?
2. PROCESS‐activities in which the student engages in order to make sense of/or master
the content. Flexible grouping and strategies that develop a classroom community of
learners are key here.
3. PRODUCTS‐ Student work/projects should be designed to allow different students
different means of demonstrating how they have met the objectives. Includes pre‐
assessments and formative assessments that enable the teacher to adjust instruction.
4. LEARNING ENVIRONMENT‐ the way the classroom works and feels.
Technique two: Principles for Universal Design for Learning (UDL)
http://www.udlcenter.org/aboutudl/udlguidelines
1. Multiple means of representation: Describe how the lessons are designed so that the
teacher presents the content using multiple means of representation. I.e., describe the
various ways in which you will present the content in the lessons. (Example:
demonstration and posing problems with real objects; students engage in problem
solving and inquiry to determine how to measure the objects, what mathematical
calculations are needed, how to create the graphs or charts, and what the results
indicate).
2. Multiple means of action and expression: Describe how the lessons and/or
assessments are designed to enable students with different needs to use different
means of action and expression. I.e., describe alternative ways in which different
students can demonstrate their learning. (Example: Students can provide oral or written
descriptions of the results in their science notebook, can represent their data in a chart
or graph or with drawings, and can discuss their results with a small group or with the
whole class.)
3. Multiple means of engagement: Describe how the lessons are designed to provide
multiple means of engagement, i.e., what are the various ways in which students will
interact with the content. (You might find Multiple Intelligences Theory helpful in this
section. Example: Students engage/stimulate their bodily‐kinesthetic intelligence by
measuring real objects; they stimulate their visual‐spatial intelligence by using real
objects to measure volume and mass and to create charts, graphs, or drawings. They
stimulate their logical‐mathematical intelligence to solve problems; they stimulate their
intrapersonal intelligence by having time alone to solve problems; and they stimulate
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their interpersonal intelligence by having time to work with a small group to solve
problems.)
Accommodations: Accommodations are a subset of differentiation. They refer to the
differentiated instruction that is specifically designed for exceptional learners (i.e., students with
special needs). List at least three students with special needs (students who are on an Individual
Education Plan (IEP) or 504 plan), and indicate how will you adapt the lesson for each. The
differentiation strategies you listed above may also be appropriate for some special needs
students. FYI ‐ the terms "exceptional learner" and "gifted and talented learner" are terms used
in the field of special education that have distinct meanings. Be sure you understand their
meanings.
Materials Needed:
• (List here)
Pre‐assessment: How will you determine students' conceptual understanding or skills, prior to
teaching the lesson? Pre‐assessment can be short and simple. It may or may not be duplicated as
part of the final, summative assessment.
Plan of Instruction/Instructional sequence:
Describe, step‐by‐step, the instructional sequence for the lesson.
Throughout the sequence, make explicit the differentiation techniques you will use.
Identify the procedures of the lesson. What are the tasks, activities, or components of this
lesson? What teaching strategies will you use to maximize engagement and student response?
Identify how the lesson will be sequenced.
Feel free to use a timeline or bulleted list to organize this sequence. In order to maintain an
organized resource for future use, it is encouraged that candidates attach relevant handouts.
Tips for designing an instructional sequence:
• Start the lesson with an attention grabber
• Design the lesson so that a substitute teacher could walk in and teach it.
• Describe what you and the students will do, and how you will do it, step‐by‐step.
• List what you will say to the students. Write a script for yourself.
• Identify the differentiation techniques and engagement strategies that you will use throughout
the sequence.
• List some of the questions you will ask the students. Include at least 2‐3 guiding questions each
day, that you can use to get students working/thinking at the higher levels of Bloom's taxonomy.
• Describe how you will model what the students need to do, if applicable.
• Describe how you could incorporate Indian Education for All, if applicable.
• Describe how you will assess their learning as the lesson progresses (formative assessment).
Example of a Plan of Instruction for two days of an inquiry science unit:
Day 1:
The teacher conducts the following demonstration:

Lay some straws out on the table, parallel to each other and about one‐half inch apart. Set two empty
cola cans on top of the straws, about 2 inches apart. Holding a short straw (about 3 inches) in her hand,
the teacher prepares to blow a stream of air between the cans.
Teacher questions: What do you expect will happen when I blow a stream of air between the cans?
What are some other things that might possibly happen instead? What else might happen? What else?
(Teacher calls on various students, calling on the student with a learning disability fairly early in the
process. Teacher writes the various responses on the board.)
The teacher assigns the students to groups of two (Interpersonal Intelligence), placing the student with
Asperger syndrome with his trained student‐partner. Each group is given cans and straws so that they
can repeat the demonstration themselves (Bodily‐Kinesthetic Intelligence). One person is the recorder,
the other is the materials manager and the reporter. Both students are encouraged to experiment with
the materials. The hands‐on activity will work well to engage the student with ADD.
(Instructions to students) Record your responses in your science notebook. Work with your group to:
1. Draw a diagram of the system, showing the objects in the system and the forces acting on the system
(Visual‐Spatial Intelligence).
2. Describe the forces acting on the system.
3. Experiment with the objects to find out if you can get different results by changing how you do the
activity.
4. Describe the variables that the group tested and the results obtained for each variable.
5. Develop hypotheses (explanations) for what causes the cans to behave the way they do (Logical‐
Mathematical Intelligence).
(Student with learning disability will benefit by making a diagram/drawing. Visually impaired student
can work with the hands‐on materials and discuss the results with partner, and can record her own
responses using an audiotape recorder or a braille notetaker.)
Teacher collects the science notebooks, which enable the students to communicate their ideas,
and generate and test hypotheses. Teacher assesses the science notebooks using a rating scale
and written comments, but does not grade them, as they will be revised on day 2. Written
feedback is given on how well they communicated their ideas, recorded their observations, and
whether or not the diagrams show appropriate forces.
Criteria Rating 1‐3
Communication of ideas
Variables described
Forces identified
Hypotheses described
Day 2
Teacher compiles the students’ hypotheses/explanations and puts examples of each on the board and
reads them aloud (the teacher should include a simplified version of the scientific explanation, among the
students' hypotheses, such as "it has to do with air pressure ‐ air pressure gets lower when air is moving
faster.")
The teacher puts the class into groups of four to challenge the various hypotheses. The students do not
know which students came up with which explanations – this allows students to challenge their own
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ideas more freely. (Teacher reminds groups to read each hypothesis aloud to their groups. This will assist
the visually impaired student and students with learning disabilities.)
Teacher questions:
• Are there some hypotheses/explanations here you’d like to challenge or modify?
• How could we test to see if that explanation is valid?
• On what evidence can we eliminate that explanation?
• Have you changed your mind about your hypothesis?
• What was an important thing we learned about this hypothesis even though we eliminated
it?
Using logical reasoning, the students may eliminate some explanations. Others may be eliminated by
further experimentation. In their groups, the students test out the explanations, thus narrowing the list
of explanations down to those the group considers most feasible. Students record their groups'
explanations in their science notebooks. Teacher assesses the science notebooks, using the following
checklist, but does not assign a grade, as the students will revise their notes on day 3. Teacher provides
written or oral feedback on how well they presented evidence in support of their hypotheses, and how
well they provided evidence that enabled them to eliminate some hypotheses.
Criteria Yes/No
Evidence is presented that logically
supports elimination of several
hypotheses
Evidence is presented that logically
supports the favored hypotheses
ASSESSMENT:
Assessment tool: What assignment, activity, performance, etc. will the students do to demonstrate
meeting each objective that you’ve listed? (This is the “as measured by” piece you have written into your
objective.)
Evaluation tool: How will you assess that assignment, activity, performance? Include a rubric, checklist,
rating scale, or answer sheet by creating a table or answer sheet for the assessment here, or add as an
attachment.
IMPORTANT NOTES:
• Assessment can be informal (for example, observing how students perform, without
recording that information), or formal (recording information about student
performance). While you will often use informal assessment in classrooms, informal
assessment does not provide you with the data you need to ensure the success of all
students.
• Include here the formal assessment tools (for example, essays, quizzes, science
notebooks, portfolios) and evaluation tools (for example, a rubric, rating scale, checklist,
or answer key) you will use to determine whether students are meeting each objective.

• Assessments can be either formative or summative. Decide which of your instruments is
formative and which is summative.
• Formative assessment: Assessing student learning while a lesson is on‐going. Use
formative assessment to adjust the lesson as needed, to better ensure student
success. Pre‐assessments are formative, as they provide you with information to
adjust instruction.
• Summative assessment: Assessments that tell you whether or not students have met
each of the objectives/standards. Summative assessment can be used to adjust
future lessons to student learning needs.
BE SURE you assess every objective. Align your assessment with the objective(s) and the
standard(s).
DELETE ALL ITALICIZED DESCRIPTIONS FROM YOUR FINAL LESSON PLAN(S).
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Appendix 8 ‐ Unit Plan Template
University of Montana Western Department of Education 2012
For all lessons in this unit, use either Lesson Plan Template #1 or Lesson Plan Template #2.
(You may use both types of lesson plans in a unit.)
DELETE ALL ITALICIZED DESCRIPTIONS FROM YOUR FINAL UNIT PLAN
NOTE: This template is to be used as an introduction to your unit. It explains the unit, identifies
the unit’s “big ideas” using essential questions, and provides an overview of the sequence of
lessons. All lesson plans are then attached to this introduction, either in hard copy or
electronically [consult your instructor], to form the entire unit plan. The entire plan is then turned
in to the instructor, or is incorporated into the Teacher Work Sample (TWS), if the unit is being
written for the teaching event in a TWS. [See the UMW Education Department’s “Guide to the
Teacher Work Sample” for more information on the TWS.]
Unit Title:
Teacher:
Subject:
Topic(s):
Grade:
Essential Questions:
List the essential questions that are addressed in this unit. Remember, an essential question is a
provocative question that goes beyond the basic facts and content of a topic, leading to broader
concepts which stimulate inquiry and student engagement. An essential question promotes
students’ conceptual understanding. It also helps students to construct deeper meaning, and to
connect their knowledge to new domains. Essential questions demand more of the teacher—
they help you to make sure that you are incorporating higher‐order thinking and questioning in
your unit. They also demand more of the learner—they move students into higher‐order
thinking, too.
Background & Community Resources:
(1) Why is it important to teach this material? How will it help the student later in life?
(2) Describe some of the facts, knowledge, and/or skills you must know to be able to teach this
unit. The purpose of this section is to demonstrate that you know the concepts you are going to
teach.
(3) Describe the knowledge and/or skills your students must know before they are ready for this
unit.
(4) Describe the community resources that will be used to teach this unit.

Resources & Materials Used for General Preparation of the Unit:
(1) List the resources and materials that you used to prepare, in general, for this unit. Think in
terms of background reading materials, reference materials, online sources that you used as you
were reading and preparing for the unit, etc. Be sure to include resources relevant to Indian
Education for All, whenever possible. Include resources (such as web‐pages or books) that are
written as teacher‐reference or teacher‐resource texts. Also include local community resources,
or state or national resources—such as people or curricular materials—that helped you to link
your instruction to the daily lives of K‐12 students.
(2) NOTE: For each lesson plan, you will list the specific materials (e.g., pens, scissors, individual
marker boards, etc.) needed for the lesson, as well as the specific resources that will be used for
the lesson (e.g., a community speaker, or a “traveling trunk” from a museum, etc.).
Instructional Sequence Overview:
1. The number of lessons that must be included in the unit is determined by your instructor
and/or the requirements stated in the UMW Education Department’s “Guide to the Teacher
Work Sample,” if this unit is being used for the teaching event in a Teacher Work Sample. Consult
with your instructor if you have any questions.
2. In this section, you must list each of your lesson topics. Then write a description of how the
lessons build on one another, and what you hope the students are learning as a result of
experiencing this unit of instruction. Refer back to the essential questions in your description. Be
sure to write this section as a professional educator, using scholarly, academic vocabulary.
DELETE ALL ITALICIZED DESCRIPTIONS FROM YOUR FINAL UNIT PLAN
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Appendix 9 – Extemporaneous Essay Exam
What is the Extemporaneous Essay Exam? First, an extemporaneous essay is an expository
piece that is written extemporaneously. This means that the piece is written without advance
preparation. The Extemporaneous Essay Exam involves the writing of an extemporaneous essay
in response to one of a number of writing prompts. The candidate chooses a prompt and
composes the piece in one sitting, under the observation of a proctor.
What is the purpose of taking the Extemporaneous Essay Exam? The Extemporaneous Essay
Exam is taken to demonstrate the candidate’s writing proficiency in a situation that does not
permit the candidate to consult with others or use other sources. The essay is an assessment of
the candidate’s ability to apply what he or she knows about written expression. Candidates
must demonstrate composition, organization, development, revision, and editing strategies.
How is the extemporaneous essay administered? Elementary education majors will write the
extemporaneous essay in EDU 234 Reading and Writing Connections, a course that is required
for their major, which is taken prior to entering TEP Gateway 1. Secondary education and K – 12
education majors must write the extemporaneous essay prior to applying for entrance into
Gateway 1. Students who are secondary and K‐12 education majors will be given opportunities
to write the essay in a proctored setting in Blocks 1, 3, 5, and 7.
Requirements:
Elementary Education Majors: You must obtain an overall rating of “Developing” or “Proficient”
in order to pass the Extemporaneous Essay Exam. If you obtain a rating of “Unacceptable,” you
will not have passed the exam, nor will you have passed the course in which it is taught (EDU
234 Reading and Writing Connections). You will be required to take the course again, and to
pass the Extemporaneous Essay Exam during your re‐take of the course.
Secondary Education and K‐12 Education Majors: You must obtain an overall rating of
“Developing” or “Proficient” in order to pass the Extemporaneous Essay Exam. If you obtain a
rating of “Unacceptable,” you will not have passed the exam. As a result, you will be required to
take EDU 234 Reading and Writing Connections, and the exam will be given in that course. The
requirements for elementary education majors, described above, will then apply to you.
Resources for Students:
• EDU 234: This course is designed to be a resource for developing one’s writing skills and
preparing for the extemporaneous essay. While it is not a required course for secondary
education majors, it is highly recommended that secondary education students take this
course if they are in need of further practice with written expression.
• Learning Center (L.A.C.E.): Candidates may hone their writing skills by working with
writing tutors in the Learning Center. The Learning Center also has a library that offers a
number of books about writing and how to improve one’s writing skills.
• The UMW Lucy Carson Library also has a collection of texts related to writing.

Appendix 10 ‐ Observation & Professionalism Forms – Non‐methods courses
University of Montana Western
(modified 10/10)
Observation & Professionalism Forms
Professional Education (Non‐Methods) Courses
(Note: For EDU 340 & EDU 341, use Methods course observation form)
Form completed by University instructors or Mentor Teachers
May also be used for Self or Peer evaluations
Explanation of levels of proficiency
1= Unacceptable – The candidate exhibits some knowledge, skills and/or dispositions that are
inappropriate or ineffective for K‐12 student learning. Remediation is necessary if the candidate
is to continue in the teacher education program.
2= Developing – The candidate is developing the knowledge, skills and/or dispositions for
effective K‐12 student learning. Prior to Student Teaching, the candidate may expect a number
of scores to be at the developing level.
3 = Proficient ‐ The candidate exhibits knowledge, skills, and/or dispositions that are proven to
be appropriate and effective for K‐12 student learning. The level of proficiency is that expected
of a beginning first‐year teacher.
Note: These forms, when completed by university instructor or mentor teacher, become part
of candidate’s permanent record and may be shared with school personnel when candidate
applies for field experiences or student teaching. The form will also be used to assess students
when submitting TEP Phase I, II, and III portfolios, or if the student needs remediation in some
area.
The forms are based on the ten InTASC Standards, national standards for teachers.
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University of Montana Western
Observation Form
Professional Education Courses (Non Methods)
(modified 10/10)
Peer Observer
Date: ______________Block____________ Course Number: _____________________________
Candidate: _______________________________ Student ID: ________________________________
Length of time for observation: ______________ Instructor or Observer Name: __________________
1=Unacceptable 2=Developing 3=Proficient
1 2 3 Comments
Demonstrates content knowledge
Models effective verbal, nonverbal and media
communication techniques
Demonstrates enthusiasm for teaching
Is a thoughtful and responsive listener, committed
to reflection, assessment, and critical thinking as
an ongoing process
Demonstrates ethical professional practices
Additional Comments:
Observer signature __________________________________
Candidate signature _________________________________
Professionalism Form
University Instructor
Mentor Teacher
Self‐Evaluation

(Prior to Student Teaching)
University of Montana Western
(modified 10/10)
Candidate Name__________________________Student ID_____________________
Observer Name __________________________Date ________Course Number _____
Professionalism Unacceptable Developing Proficient
Attire Inappropriately
dressed for
presentations or the
classroom
Punctuality Frequently late and
leaves early
Attendance Does not attend as
scheduled; may or
may not notify
instructor; not
dependable
Poise & Attitude Shows little self‐
confidence; displays
a critical or negative
attitude;
demonstrates
inappropriate
behavior
Initiative Exhibits little energy
or enthusiasm;
seldom volunteers
for tasks
Cooperation Demonstrates an
unwillingness for
compromise and
collaboration when
working with peers
and the instructor
Feedback Rejects or ignores
constructive
feedback
Respect Exhibits little respect
when communicating
or interacting with
children, staff, peers,
Appropriately dressed
for presentation or the
classroom, but could
have done better
Arrives on time and
remains as expected
Attends as scheduled;
makes up missed time;
always notifies
instructor of absence
Generally self‐
confident; displays
positive & agreeable
attitude involved with
children
Demonstrates
enthusiasm for
children, curriculum,
and teaching;
volunteers for tasks;
asks questions
Demonstrates an
ability and a
willingness to work
cooperatively with
peers and instructor
Accepts constructive
feedback and responds
appropriately
Demonstrates an
ability to communicate
and interact effectively
with children, staff,
Was professionally
dressed for a presentation
and the classroom
Arrives prior to designated
time and remains as
needed until task is
completed
Attends regularly;
volunteers to attend
beyond required time
Self‐assured; displays
appropriate behavior;
willing attitude at all times
Eager to participate;
makes suggestions; is
inquisitive; takes added
responsibilities
Consistently works
cooperatively with peers
and the instructor to
create an optimal learning
environment
Solicits feedback about
performance and
consistently refines
practice
Consistently
communicates and
interacts effectively and
professionally with
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instructor, and/or
families; relates with
others in a negative
demeaning, or
sarcastic manner
peers, instructor, and
families
Observer signature_____________________________________
Candidate signature ___________________________________
children, peers, school
staff, families, and
instructor, establishes
positive rapport; exhibits
caring and respect

Appendix 11 ‐ Observation Form ‐ Methods & Student Teaching
Observation Form
Methods Classes/Student Teaching/EDU 340 & EDU 341
University of Montana Western
(modified 10/10)
Form completed by
Mentor Teachers, Course instructors
May also be used for self or peer evaluations
Explanation of Levels of Proficiency
1 = Unacceptable – The candidate exhibits some knowledge, skills and/or dispositions that are inappropriate or ineffective for K‐12 student
learning. Remediation is necessary if the candidate is to remain in the teacher education program.
2 = Developing – The candidate is developing the knowledge, skills and/or dispositions for effective K‐12 student learning.
3 = Proficient ‐ The candidate exhibits knowledge, skills, and/or dispositions that are proven to be appropriate and effective for K‐12 student
learning. The level of proficiency is that expected of a beginning first‐year teacher. Prior to Student Teaching, the candidate may expect few
scores at the proficient level.
4 = Professional – (Used during student teaching only) The candidate exhibits knowledge, skills or dispositions that are proven to be
appropriate and effective for K‐12 student learning, and has demonstrated effectiveness at a level of proficiency beyond that expected of a
beginning first‐year teacher. It is not expected that candidates would be rated “professional” in more than a few categories, if any.
Note: This form, when completed by university instructor or mentor teacher, becomes part of candidate’s permanent record and may be
shared with school personnel when candidate applies for field experiences or student teaching. The form will also be used to assess students
when submitting TEP Phase I, II, and III portfolios, or if the student needs remediation in some area.
This form is based on the ten InTASC Standards, national standards for teachers
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Observation Form
Methods Classes/Student Teaching/extended Field Experiences
University of Montana Western (modified 10/10)
Date: _______ Block: _______Course Number:___________________Name of Teacher Candidate:_________________________________
Name of Observer:______________________________________ Circle Role: Mentor Teacher / UMW Instructor / Peer / Self‐Assessment
Please write narrative comments and observations in as many of the areas below as you can, based on what you are able to observe in the lesson
being taught.
Also, please mark either “unacceptable,” “developing,” “proficient,” “professional” (use this category for student teaching only) or “not
observed.”
Content Knowledge (Knowledge of concepts in the discipline being taught.)
______ Unacceptable ______Developing ______Proficient ______ Professional (for student teaching only) ______ Not observed
Communication (Effective written, verbal and nonverbal communication skills; responsive listening; supportive of students’ speaking and
listening skills.)
______ Unacceptable ______Developing ______Proficient ______ Professional (for student teaching only) ______ Not observed
Differentiation of Instruction/Variety of Instructional Strategies (Instruction is designed to meet the diverse needs of the students. Students
experience learning opportunities that support their intellectual, social, and personal development. Appropriate technology is used whenever
possible.)
______ Unacceptable ______Developing ______Proficient ______ Professional (for student teaching only) ______ Not observed
Classroom Management/Individual and Group Motivation (Supports student engagement; manages the classroom environment [time, space,

materials, activities}to promote student engagement; motivates students through whole‐group, cooperative, and/or individual learning
opportunities.)
______ Unacceptable ______Developing ______Proficient ______ Professional (for student teaching only) ______ Not observed
Instructional Planning (Standards‐based; measurable/observable objectives; builds on students’ prior knowledge; incorporates formative and/or
summative assessment.)
____ Unacceptable ______Developing ______Proficient ______ Professional (for student teaching only) ______ Not observed
Respect for Diversity (Demonstrates respect for students as individuals, and with regard to personal/family/cultural backgrounds.)
______ Unacceptable ______Developing ______Proficient ______ Professional (for student teaching only) ______ Not observed
Professionalism (Engages in ethical professional practices; conducts herself/himself in a professional manner.)
______ Unacceptable ______Developing ______Proficient ______ Professional (for student teaching only) ______ Not observed
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School, Family, and Community (Demonstrates concern for all aspects of a student’s well‐being [cognitive, emotional, social, and physical] and is
alert to signs of difficulties; is committed to social justice; recognizes that all students have the right to learn; respect for students and their
families, including students from diverse ethnic, cultural, linguistic backgrounds, gender or sexual orientation, age, and socioeconomic status.)
______ Unacceptable ______Developing ______Proficient ______ Professional (for student teaching only) ______ Not observed
Observer signature ________________________________________ Candidate signature _________________________________________

Appendix 12 ‐ Professionalism Form: Student Teaching
Professionalism Form: Student Teaching
University of Montana Western
Student Teacher name ______________________Student ID_________
Supervising Teacher name __________________ Date_______________
School & Community_______________________________
Teaching Tomorrow’s Leaders
87
(modified 10/10)
Professionalism Unacceptable Developing Proficient
Attire
Inappropriately dressed Appropriately dressed, Maintains professional
for a professional setting but could have done
better
appearance at all times
Punctuality Frequently late and Arrives on time and Arrives prior to designated
leaves early
remains as expected time and remains as needed
until task is completed
Attendance Does not attend as Attends as scheduled; Attends regularly; volunteers
scheduled; may or may makes up missed time; to attend beyond required
not notify teachers; not always notifies school of time
dependable
absence
Poise & Attitude Shows little self‐ Generally self‐confident; Self‐assured; displays
confidence; displays a displays positive & appropriate behavior; willing
critical or negative agreeable attitude attitude at all times
attitude; demonstrates
inappropriate behavior
involved with children
Initiative Exhibits little energy or Demonstrates
Eager to participate; makes
enthusiasm; seldom enthusiasm for children, suggestions; is inquisitive;
volunteers for tasks curriculum, and
teaching; volunteers for
tasks; asks questions
takes added responsibilities
Confidentiality Talks inappropriately to Talks appropriately with Keeps all child‐related
others concerning other professionals matters confidential and
children and school; lacks when necessary; refrains from discussing such
respect for confidential maintains
matters outside of school;
matters
confidentiality
holds high regard for
confidentiality
Cooperation Demonstrates an Demonstrates an ability Consistently works
unwillingness for and a willingness to cooperatively with staff and
compromise and work cooperatively with families to create an optimal
collaboration when staff and families learning environment for
working with staff and
families
children
Feedback Rejects or ignores Accepts constructive Solicits feedback about
constructive feedback feedback and responds performance and
appropriately
consistently refines practice
Respect
Exhibits little respect Demonstrates an ability Consistently communicates
when communicating or to communicate and and interacts effectively and

88
interacting with children,
staff, and families;
relates with others in a
negative, demeaning, or
sarcastic manner
Reviewer Comments:
interact effectively with
children, staff, &
families
Supervising Teacher signature ________________________
Student Teacher signature ___________________________
professionally with children,
staff, and families;
establishes positive rapport;
exhibits caring and respect

Appendix 13 ‐ Evaluation Form ‐ Student Teaching
The University of Montana Western
Mid‐Term and Final Evaluation of Student Teachers
Form filled out by University Coordinator and Supervising Teacher
May also be used for self‐evaluation
89
Form modified 6/08
This form is based on the ten InTASC Standards, national standards for teachers. Each
principle has a number of indicators to assist you in determining the
student teacher’s readiness for the profession.
Explanation of levels of proficiency in the InTASC Standards
• 1 = Unacceptable – The student teacher exhibits some knowledge, skills or dispositions that
are inappropriate or ineffective for K‐12 student learning. Remediation is necessary if the
student teacher is to remain in student teaching. In order for the candidate to successfully
complete the student teaching experience, the final evaluation must contain no
“unacceptable” ratings.
• 2 = Developing – The student teacher is developing the knowledge, skills or dispositions for
effective K‐12 student learning, but has not yet attained a level of proficiency appropriate for
a beginning first‐year teacher. The student teacher is expected to follow through on
recommendations for improvement.
• 3 = Proficient – The student teacher exhibits knowledge, skills or dispositions that are proven
to be appropriate and effective for K‐12 student learning. The level of proficiency is that
expected of a beginning first‐year teacher. To successfully pass student teaching, the
candidate must attain proficiency or better in the majority of the INTASC principles, and the
candidate must have no “unacceptable” ratings.
• 4 = Professional – The student teacher exhibits knowledge, skills or dispositions that are
proven to be appropriate and effective for K‐12 student learning, and has demonstrated that
effectiveness at a level of proficiency beyond what is expected of a beginning first‐year
teacher. It is not expected that student teachers would be rated “professional” in more than a
few categories, if any.
K = Knowledge
S = Skills
D = Dispositions

90
Date: _________________ Student ID________________
Student Teacher: __________________________________
School/City: _____________________________________
Observer Name: __________________________________
The University of Montana Western
Mid‐Term & Final Evaluation of Student Teachers
(modified 6/08)
Based on the national InTASC standards for teachers
1= Unacceptable 2= Developing 3=Proficient 4=Professional
(Bold items refer to the overall INTASC principle. Other items (e.g., 1a) are specific indicators
that support the principle. K=Knowledge; S=Skills; D=Dispositions)
INTASC Principle 1 – Content Knowledge 1 2 3 4
Principle 1: The candidate understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for
students. (K, S) (If there are areas of content weakness, please address these
specifically in the comments section.)
Understands major concepts, assumptions, debates, processes of inquiry, and ways of
knowing that are central to the discipline(s) he/she teaches (K, 1a)
Can create interdisciplinary learning experiences that allow students to integrate
knowledge, skills, and methods of inquiry from several subject areas (S, 1m)
Engages students in generating knowledge and testing hypotheses according to the
methods of inquiry and standards of evidence used in the discipline (S, 1k)
INTASC Principle 2 ‐ Child & Adolescent Development 1 2 3 4
Principle 2: The candidate understands how children learn and develop, and
can provide learning opportunities that support their intellectual, social and
personal development. (K, S)
Is aware of expected developmental progressions and ranges of individual variation within
each domain (physical, social, emotional, moral and cognitive) (K, 2c)
Is disposed to use students' strengths as a basis for growth, and their errors as an
opportunity for learning(D, 2e)
Stimulates student reflection on prior knowledge and links new ideas to already familiar
ideas, taking advantage of socially constructed modes of learning (S, 2g)
Makes connections to students' experiences, providing opportunities for active
engagement, manipulation, and testing of ideas and materials (S, 2g)
Encourages students to assume responsibility for learning (S, 2g)
Reviewer Comments:
University Coordinator
Supervising Teacher
Self-evaluation

1= Unacceptable 2= Developing 3=Proficient 4=Professional
INTASC Principle 3 – Respect for Diversity 1 2 3 4
Principle 3: The candidate understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners. (K, S)
Understands how students’ learning is influenced by individual experiences, talents, and
prior learning, as well as language, culture, family and community values (K, 3d)
Knows about areas of exceptionality in learning‐‐including learning disabilities, visual and
perceptual difficulties, and special physical or mental challenges (K, 3b)
Identifies and designs instruction using multiple strategies appropriate to student’s stage of
development, learning styles, multiple intelligences, strengths, and particular learning
differences and needs (S, 3k)
Meets individual student needs including identifying and accessing appropriate services and
resources to meet exceptional learning needs. (S, 3n)
Respects every student as an individual with differing personal, family, cultural backgrounds,
worldviews, and as having various talents and interests (D, 3h)
Uses information about students’ families, cultures, and communities as a basis for
connecting instruction to students’ experiences (S, 3o)
Brings multiple perspectives and worldviews to classroom instruction and discussions (S, 3p)
Creates a learning community in which individual differences are respected and valued (S,
3q)
INTASC Principles 4 & 7‐ Instructional Planning 1 2 3 4
Principle 4: The candidate understands and uses a variety of instructional
strategies to encourage students' development of critical thinking, problem
solving, and performance skills. (K, S)
Principle 7: The candidate plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals. (K, S)
Uses multiple teaching and learning strategies to engage students in experiential, individual,
and socially constructed learning opportunities (S, 4b)
Helps K‐12 students assume responsibility for identifying and using learning resources (S, 4g)
Takes into account contextual considerations (instructional materials, individual student
interests, needs, and aptitudes, and community resources) in planning instruction (K, S, 7b)
Values both long term and short term planning (D, 7d)
Believes that plans must always be open to adjustment and revision based on student needs
and changing circumstances (D, 7e)
INTASC Principle 5 – Classroom Management 1 2 3 4
Principle 5: The candidate uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and self‐motivation.
(K, S)
Understands the principles of effective classroom management & establishment of effective
procedures & routines (K, 5d)
Uses a range of strategies, including cooperative learning, to promote positive relationships,
cooperation, motivation, & purposeful learning in the classroom (S, 5d)
Values the role of students in promoting each other's learning and recognizes the
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importance of peer relationships in establishing a climate of learning (D, 5h)
INTASC Principle 6 ‐ Communication 1 2 3 4
Principle 6: The candidate uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom. (K, S)
Models effective nonverbal and verbal communication, including the use of a variety of
media communication tools, including audio‐visual aids and computers (S, 6d)
Provides leadership by asking questions that effectively stimulate discussion in a variety of
ways, for example, probing for learner understanding, helping students articulate their ideas
and thinking processes, promoting risk‐taking and problem‐solving, facilitating factual recall,
encouraging convergent and divergent thinking, and stimulating curiosity (S, 6k)
INTASC Principle 8 – Assessment 1 2 3 4
Principle 8: The candidate understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social and physical
development of the learner. (K, S)
Knows how to select, construct, and use assessment strategies and instruments appropriate
to the learning outcomes being evaluated and to other diagnostic purposes (K, 8b)
Appropriately uses a variety of formal and informal assessment techniques (for example,
observation, portfolios of student work, teacher‐made tests, performance assessments, student
self‐assessments, peer assessment, and/or standardized tests) to enhance her or his knowledge
of learners, evaluate students' progress and performances, and modify teaching and learning
strategies (S, 8f)
Values ongoing, documented assessment as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used, are
necessary for monitoring and promoting student learning (D, 8d)
Evaluates the effect of class activities and teaching strategies on individuals, groups, and the
class as a whole (S, 8i)
Maintains useful records of student work and performance and can communicate student
progress knowledgeably and responsibly, based on appropriate indicators, to students, parents,
and other colleagues (S, 8k)
INTASC Principle 9 –Professionalism & Reflection 1 2 3 4
Principle 9: The candidate is a reflective practitioner who continually
evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and who actively
seeks out opportunities to grow professionally. (D, S)
Understands the major areas of research on teaching and of resources available for
professional learning (K, 9b)
Uses information about students & educational research as a basis for reflecting on and
improving practice (S, 9h)
Demonstrates leadership qualities through commitment to reflection, assessment, and
critical thinking as an ongoing process (D, 9c, 9d)
Demonstrates leadership qualities through his/her commitment to engaging in and supporting
ethical professional practices (D, 9g)

1= Unacceptable 2= Developing 3=Proficient 4=Professional
INTASC Principle 10 – School, Families and Community 1 2 3 4
Principle 10: The candidate fosters relationships with school colleagues,
parents, and agencies in the larger community to support students' learning
and well‐being. (S, D)
Understands and implements laws related to students' rights and teacher responsibilities
(e.g., for equal education, appropriate education for handicapped students, confidentiality,
privacy, appropriate treatment of students, reporting in situations related to possible child
abuse) (K, 10c)
Demonstrates concern for all aspects of a child’s well‐being (cognitive, emotional, social,
and physical), and is alert to signs of difficulties (D, 10e)
Respects the rights of all students to equitable access to opportunities for learning, including
students from diverse ethnic, cultural, linguistic or religious backgrounds, gender or sexual
orientation, age, & socioeconomic status (D, 10n)
Demonstrates leadership by making links with the learners’ other environments on behalf of
students, by consulting with parents, counselors, teachers of other classes and activities within
the schools, and professionals in other community agencies (S, 10j)
Initiates respectful cooperative relationships with all parents, guardians, and families, as
well as the local community (S, 10L)
Reviewer Comments: Please address specific strengths and weaknesses. Use attached sheets
as needed.
Observer signature __________________________________________
Date_________________
Student Teacher’s signature_______________________________________
Date_________________
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Appendix 14 ‐ Content Knowledge Observation Forms
During student teaching, in addition to the Student Teaching Observation form, and the Mid‐
Term and Final Evaluation Forms, the student teacher must be evaluated in regards to their
ability to teach the content for their major(s) and/or minor teaching fields.
The Montana Office of Public Instruction provides each university with a Content Knowledge
Form for Elementary Education majors.
The UMW Department of Education has developed observation forms for each secondary
education and K‐12 education major and minor, based on the national standards for each field.
These forms may be found at the education department website at:
http://my.umwestern.edu/shares/education/stassess.html

Appendix 15 ‐ Consent form for Background Check
Consent and Release
The University of Montana Western
I am seeking student teaching/internship/field experience placement through the University of
Montana Western (UMW) Department of Education. I hereby expressly and voluntarily give the
University of Montana Western, its employees and any school district where I might be placed for
student teaching/internship the right to request criminal record information in connection with my
placement for student teaching/internship.
I hereby authorize the University of Montana Western, its employees or any school district
where I might be placed for student teaching/internship to request and receive any public or
confidential criminal record information that my be in the files of any state or local criminal justice
agency. In addition, I hereby authorize the university to forward a set of my fingerprints to the Federal
Bureau of Investigation and to share the information received with any school district where I may be
placed. I also give the university and its employees the right to send the record to the Montana State
Office of Public Instruction as part of the licensure process. I may also request that the university share
this information by providing the Field Experience Office a written request stating the name and address
of the party to whom the report is to be sent.
I hereby release the university, its employees and agents and any agency or person supplying
any information to, or receiving information from, the University of Montana Western in connection
with my placement as a student teacher or my application for teacher certification from any liability for
defamation, invasion of privacy or other claim in connection with any information provided. I further
release the university, its employees and agents from any liability for damage which may result from any
dissemination of the information requested above.
_________________________________________ ______________________
Signature Date
_________________________________________
Printed Name
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Appendix 16 ‐ Application for Student Teaching
Name____________________________________ Date____________
Social Security #____________________ Date of Birth____________
(or Student ID #)
UM‐Western Graduation Date ________________________________
Present Address ___________________________________________
street or box number city zip phone
Permanent Address _________________________________________
street or box number city zip phone
E‐mail____________________________________________________
Graduate of __________________ High School Year ______________
name and town/city H.S. grad date
Check the semester and insert the year requested to student teach:
(Summer student teaching is no longer available)
_________Fall _________ _________ Spring _________
(year) (year)
Cities, areas, or schools in which you prefer to student teach
(must list 3 choices‐see student teaching info for restrictions):
1P stP choice: _________________________________________________
2P ndP choice:_________________________________________________
3P rdP choice: _________________________________________________
Preferred level (circle all that apply):
To be completed by Faculty Adviser
Catalog _________________________
Overall GPA ____________________
Accepted to TEP: Yes/No
Major(s)________________________
GPA major________Semester Hrs_______
Date ___________________________
Minor__________________________
GPA minor_______Semester Hrs_______
Primary Advisor’s Signature
_______________________________
Date____________________________
If you want to graduate, you MUST apply
for graduation with the Registrar’s Office
Application for Graduation completed and
returned to the Registrar’s Office or
verification of not being necessary:
Registrar’s Office Signature
_______________________________
Date ___________________________
K 1 2 3 4 5 6 Junior High or Middle School High School
Other input you would like to have considered for student teaching
assignment___________________________________________________________________________________
___________________________________________________________________________________________
(continued on back)

Coursework to be completed__________________________________________________________________
(Include courses you are currently taking and still need to take, not including student teaching coursework. All
coursework must be completed prior to student teaching)
__________________________________________________________________________________________
List any deficiencies (incompletes, low GPA, retakes):_______________________________________________
__________________________________________________________________________________________
Do you plan to take any professional education courses the summer immediately prior to student teaching?
Yes________ No _________
If yes, what course(s)?____________________________________________________________
Have you satisfied the cultural diversity requirement?
Yes__________ Where?_______________________________________ No________________
Do you need to take a class during or after student teaching, in order to complete your degree requirements?
If so, this must be pre‐approved by the Director of Field Experiences.
Yes__________ What course?_____________________________________ No_________________
Any student teacher that has previously registered with Disability Services who would like special
accommodations during student teaching must report this to the Director so that arrangements can be made.
If a candidate is unsure of the need for accommodations, it is recommended that they discuss the possibility
with the Director.
TO BE READ AND SIGNED BY THE STUDENT TEACHER APPLICANT: I understand that I must complete
all prerequisite coursework and other requirements, such as testing and background checks, according to TEP
guidelines. I understand that admission to the student teaching program and successful completion of
required courses do not guarantee that licensure will be granted.
Student Signature____________________________________________________
Date____________________
Director of Field Experiences & Student Teaching __________________________
Date____________________
(will sign at individual meeting upon verification of completion of all paperwork)
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Appendix 17 ‐ Checklist For Student Teaching Application Process
This list is intended to provide an overview of the procedures that you need to follow in setting up your
student teaching experience. If you have questions about any of it, please contact the Director of Field
Experiences & Student Teaching, Main Hall 227, 683‐7636.
_______1. Indicate that you plan to student teach. Attend the mandatory informational meetings
as outlined in the Education Handbook. Meeting notices are posted on the bulletin
board in front of MH 221 and around campus. Attend meetings one semester prior to
student teaching. You must attend earlier, if you are interested in an overseas
placement.
_______2. Become informed about the requirements, guidelines, and procedures for student
teaching. Make a list of all deficiencies or courses not yet taken. Review the latest
Teacher Education Program (TEP) Student Handbook at
http://my.umwestern.edu/shares/education/tep.html
Some recent changes to program requirements and student teaching may apply to you,
regardless of what catalog you graduate under. The handbook will clarify this.
_______3. Complete a Professional Information Form. Four copies of the form will be needed for
your application to student teach. Obtain Professional Information Form online at
http://my.umwestern.edu/shares/education/st.html or from Career Services. Please
refer all questions to Career Services 683‐7143, umwcareers@umwestern.edu. At the
same time, set up (or up‐date) your professional employment placement file with
Career Services.
_______4. Prepare a one or two‐page resume. Focus on experience working with children. Be
sure to include your field experiences. Four copies will be needed as part of your
application to student teach.
_______5. Create a one or two‐page autobiography. Four copies will be needed for your
application to student teach. Try to follow a three or four paragraph format. Paragraph
1: Introduces you and provides general knowledge about your background– where you
grew up, youth activities and where you attended school. Paragraph 2: Tells about your
work experience particularly that relates to education. If you do not have much work
experience, then list hobbies or interests, which indicate that you are a well‐rounded
person. Paragraph 3: Describes hobbies, interests, volunteer activities that you
currently pursue. Paragraph 4: Lets the reader know why you have chosen to become a
teacher. Remember, it should be double‐ spaced for easy reading. Please have this
proofread by a number of people. In addition to its use as an introduction, schools use
this piece as a writing sample, so what you turn in is what we send to the schools.
_______6. Obtain one copy of your unofficial transcripts, if you attended a different university.

_______7. Complete the Application for Student Teaching.
The application form must be signed by the following people who have knowledge of your
teacher education program.
______ Your Faculty Adviser, indicating acceptance into TEP, acceptable GPA, credits, etc.
______ Registrar’s Office indicating that you have submitted an “application to graduate”
form to that office.
_______8. Complete or up‐date the criminal background check prior to student teaching. This
requirement is needed for both student teaching and licensure in Montana and all other
states. Details and procedures will be discussed at the student teaching meetings and
are also covered in this Handbook.
_______9. Bring all required paperwork to your interview with the Director of Field Experiences
in MH 221
___Completed Application for Student Teaching
___Paperwork and check/money order for background check, if an up‐date is required
___One copy of unofficial transcripts from schools other than UMW
___FOUR copies of the following: Autobiography, Resume, Professional information
Form
___ Copy of First Aid Certificate (including Infant, Child, & Adult CPR, Child & Adult AED)
___ Evidence of passing the UMW Information & Technology Literacy Exam
_______10. Interview with the Director. This consists of a twenty to thirty minute interview in
which all your paperwork will be reviewed and placement will be discussed. Be
prepared to answer questions about why you have chosen sites listed on your
application, about any deficiencies that you may have listed, about meeting the diversity requirement,
and anything else that the Director may need to know in placing you in the field.
______11. Attend all student teaching meetings and ask questions. Attendance is mandatory.
Important information will be disseminated and discussed at these meetings. If all goes
well, near the end of the semester prior to student teaching, you will be informed of
placement location, names, addresses, phone numbers, etc. of supervising teachers,
principals, and University Coordinators. Student teachers will use Moodle for
communication during student teaching, and any syllabi will be posted on Moodle. The
purpose of the meetings is to prepare you for the student teaching experience and
answer your questions before you are in the field.
______12. Complete all deficiencies, current coursework, first aid certifications, registration for
PRAXIS II exams, and other requirements stated in the TEP or student teaching
materials to ensure final approval of experience.
______13. Review the Student Teaching Handbook online
(http://my.umwestern.edu/shares/education/st.html) before you meet with any
representatives from your school placement.
______14. After your school placement has been approved by the Director of Field Experiences,
meet with the principal of the school in which you will student teach. Meet with the
teacher(s) with whom you will be working. Ask for copies of the school curriculum or
textbooks you can borrow.
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Appendix 18 ‐ PRAXIS II: List of Exams and Montana Passing Scores
Up‐dated 6/10
Elementary Education majors:
Elementary Education candidates will be recommended for licensure based on a combined score that
includes the following three items: GPA for required content coursework, score on PRAXIS II content
exam, and score on a student teaching evaluation that focuses on the candidate’s content knowledge.
Candidates must score at least 8 out of 13 points on the combined score, and cannot receive a score of 0
on any one of the three items. Candidates who score 1 on any of the three items must undergo
remediation before they can be considered for licensure. The point values for the elementary education
three‐part combined score are determined as follows:
GPA for content
courses*
Points
3.00‐4.00 4
2.50‐2.99 3
2.00‐2.49 1
< 2.00 0
* GPA for all required content courses (non‐education courses)
Content knowledge
evaluation/observation form
Points
Advanced/Exemplary/Professional 3
Proficient 2
Basic/Developing 1
Unacceptable 0
PRAXIS II exam Points 0 1 3 5 6
0014 Elem. Content
Knowledge
100‐124 125‐138 139‐153 154‐163 164‐200
Secondary Education and K‐12 Education minors:
The state of Montana requires candidates who have a minor in the following subjects, available at
UMW, to take the PRAXIS II exam in the content area: Art, Biology, Earth Science, English, History,
Mathematics, Reading (Literacy). We recommend students take the PRAXIS II exam in their major also,
as many states require this and Montana is considering adding this as a requirement.
Test Number Test Name MT Passing
Score
0133 Art: Content Knowledge 162
0235 Biology: Content Knowledge 151
0571 Earth & Space Science: Content Knowledge 151
0041 English Language, Literature, & Composition: Content Knowledge 166
0061 Mathematics: Content Knowledge 128
0204 Teaching Reading 159
0941 World & US History: Content Knowledge 146
We anticipate that Montana may soon require the following exam:
0353 Education of Exceptional Students: Core Content Knowledge (Special Education Minor)