Associate of Arts, Para-Professional Education / Bachelor of Science, Elementary Education
The Haskell Memorial Arch, located on campus, serves as a model for the School of Education’s (SOE) Conceptual Framework (CF). This model illustrates the strong foundation of knowledge and skills needed to develop Native Leaders who become critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners. This model symbolizes the importance of two main support systems, the mission and the vision, which are built upon high standards and accountability. The evaluation process includes a variety of assessment practices and checkpoints throughout the program to monitor and enhance the candidate’s growth and development.
Conceptual Framework Components
The conceptual framework for Haskell Indian Nations University’s School of Education (SOE) includes three main components: the mission, the vision, and the evaluation process. These three components guide the operation of the Elementary Teacher Education Program (ETEP). Key defining elements are included to support each component. The SOE’s mission is defined and supported by fifteen Program Objectives and ten Leadership Qualities identified as teacher candidate dispositions. The SOE’s vision is displayed through the Elementary Teacher Education Program of Study. The SOE Evaluation Process includes scheduled meetings, teacher candidate monitoring procedures, and utilization of a variety of assessment practices.
Haskell Indian Nations University’s School of Education provides a quality Elementary Teacher Education Program grounded in traditional and contemporary American educational philosophies and theories, current best practices, and K-6 curriculum standards while integrating native and cultural perspectives to foster equitable learning communities for children.
Haskell Indian Nations University’s School of Education is dedicated to developing Native Leaders who are critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners.
Using the Mission Statement, Professional Leadership Qualities and knowledge base supported by research and current best practices, the SOE faculty identifies ten Unit Objectives. Teacher candidates are expected to demonstrate mastery of these objectives in the process of becoming critical thinkers, high achievers, reflective practitioners and caring leaders for tomorrow’s learners. These are closely related to the Kansas Professional Education Standards adopted by the Kansas State Board of Education January, 2015. Our teacher candidates will demonstrate:
Standard 1: Learner Development – The teacher 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 teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard 3: Learning Environment – The teacher 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 teacher 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 leftdropdowncontent.
Standard 5: Application of Content – The teacher 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 teacher understands and uses multiple method of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making
Standard 7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of leftdropdowncontent areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of left dropdown content areas and their connection, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practices, 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 teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals, and community members to ensure learner growth and to advance the professions
Professional Leadership Qualities
Haskell Indian Nations University’s ETEP believes essential leadership qualities are associated with becoming a Native Leader who is a critical thinker, high achiever, reflective practitioner, and a caring leader for tomorrow’s learners. These qualities are a combination of personal and professional skills as identified by the faculty and Haskell SOE Advisory Board as important teacher candidate dispositions. The identification of these Professional Leadership Qualities is based in part on the writings and research provided by Charlotte Danielson, respected author of many educational books and a contributor to the training and evaluation practices of education professionals.
A rubric is utilized to evaluate teacher candidate performance of the ten identified leadership qualities. Haskell’s ETEP Professional Leadership Qualities are:
- Responsibility – attends and participates in class
- Respect – interacts respectfully and accepts differences
- Reliability – submits quality work and maintains accurate records.
- Communication – demonstrates effective oral and written communications
- Professionalism & Appearance – wears proper attire and displays professional grooming
- Professionalism & Demeanor – is receptive to varying ideas
- Collaboration – collaborates and plans with peers and host teacher
- Contributions – contributes to meaningful discussions, searches for answers, and encourages others
- Self-Reflection – ability to reflect, understand and make connections from theory to practice
- Openness – demonstrates interest, passion, and curiosity; responsive to feedback.
The ETEP believes teacher candidates must exhibit some of these professional Leadership Qualities upon program entry and therefore, evaluates five professional Leadership Qualities prior to a student’s formal acceptance into the program. A continued focus on the development and enhancement of the ten Leadership Qualities is embedded in the program of study through course connections, field experiences, student teaching experiences, seminars and professional development activities. In addition, mid-term and end-of-semester evaluation conferences are held each semester with individual teacher candidates and faculty.
Elementary Teacher Education Program of Study
The ETEP is divided into four phases of study. Each phase contains one or more transition points with key assessments which teacher candidates must successfully meet before entering the next program phase. The phases are designed to provide guidance and structure as candidates meet their goal of becoming Native Leaders who are critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners. Phase One involves the completion of an Associate of Arts Degree and admission to the Elementary Teacher Education Program; Phase Two involves completion of the Bachelor of Science Degree; Phase Three involves program completion and application for the Kansas Initial Teaching License; and Phase Four involves mentorship during the first three years of teaching.
Phase One: Associate of Arts Degree – Para-Professional Education and Admission to the Elementary Teacher Education Program
Students interested in pursuing an Elementary Education career must complete an Associate of Arts Degree with a Para-Professional Education major. This major provides pre-teacher candidates with foundational knowledge which supports employment as a Para-Professional Educator in an elementary classroom setting. The AA Degree (Para-Professional Education) requirements include 36 hours of general education and 26 hours of electives and Elementary Education-related courses. Students identifying this area of interest are assigned an SOE Academic Advisor who will provide assistance with enrollment.
Potential teacher candidates are eligible to apply for admission to the Elementary Teacher Education Program upon completion of the AA Degree (Para-Professional Education) described above. Potential teacher candidates are advised to begin the application process in January. Application packets are due to the SOE Department Chair by March 1. Incomplete and/or late application packets may delay the process or may not be considered.
Potential candidates must meet the following admissions requirements:
- Complete the Associate of Arts Degree with an major in Para-Professional Education, a cumulative GPA of 2.8 or higher, and a “C” or better in all required courses;
- Successfully complete the Praxis Core Academic Skills for Educators in the leftdropdowncontent areas of math, reading, and writing prior to program application. The required score for Math is 150, Reading is 156 and Writing 162 or a total composite score of 460. Applicants must designate Haskell as the receiving institution when taking this test. Test scores must accompany ETEP Application Form;
- Submit a written vision statement indicating a commitment to teaching and an educational autobiography. (These two documents are completed in EED 241,The Role of Writing in Teaching and Learning. They should be updated and carefully edited.);
- Complete twenty documented classroom observation hours (completed in EED 212 Introduction to Education via timesheet verification.);
- Submit two letters of recommendation- one from a Haskell faculty member and one letter from a member of the community in which the candidate officially resides;
- Verify good Social Standing with Students Rights Office (complete Social Standing Status Form);
- Complete Felony Disclosure Statement and disclose any misdemeanor(s) or felony charges to the Dean of Professional Schools and/or SOE Department Chair
- Submit application form and required documents by March 1 to the SOE Department Chair; and
- Complete an interview session with the SOE Interview Committee.
A 3-point rubric scale is utilized by committee members to rate candidates as they respond to interview questions. The composite interview score acceptable for admission is 2.4 out of 3. Candidates also receive ratings on five Leadership Qualities which serve as a baseline score of their dispositions. If necessary a potential teacher candidate may be interviewed twice. An official notification letter will be presented to candidates within 10 working days following the interview at a scheduled debriefing session with the Dean of Professional Schools.
Transition Point I – Entry to the Program
There are three key assessments associated with Transition Point I – entry to the program which occurs in Phase I of the Program of Study. Candidates must achieve acceptable rating in each key assessment to enter the program. The key assessments are identified as follows:
- Cumulative GPA – The required cumulative GPA is 2.8 or higher at the conclusion of the AA degree in Para-Professional Education.
- Praxis Core Academic Skills for Educator Exam: Core Scores (Reading, Writing, and Math) – The required cut score for Math is 150, Reading is 156 and Writing is 162; or a total composite score of 460.
- Interview Scores – The required composite interview score is 2.4 or higher.
Should a candidate receive a non-acceptable rating in one of the three key assessments, they may be admitted to the program with a Candidate Support Plan. The Candidate Support Plan will identify the area needing improvement and monitored for progress throughout the semester. If progress is not achieved by the end of the semester, the candidate will be counseled to select another career path.
Phase Two: Bachelor of Science Degree in Elementary Education
Once admitted to the program, teacher candidates begin their professional study of Elementary Education. The ETEP prepares teacher candidates for licensure and teaching in the nation’s elementary schools by equipping them with the theoretical and practical knowledge, skills, and leadership qualities needed by beginning teachers. The program stresses the development of critical thinking and self-reflection as necessary skills for teacher candidate’s to navigate educational dilemmas, analyze related challenges, and formulate alternative solutions. An integral part of the ETEP is the inclusion of American Indian/Alaska Native perspectives to enhance the development of Native Leaders who are critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners. The ETEP is divided into four specific semester blocks. Each block is identified by a focus domain which is embedded in each course. Candidates must earn a grade of “C” or better in each course to allow advancement to the next semester block of study. Candidates are provided with varying levels of elementary classroom field experiences during the four semester blocks. An overview is provided below:
In Phase II there are two transition points identified with multiple key assessments for each transition point. Candidates must meet the required criteria for each assessment in order to proceed to the next transition point.
Transition Point II – Entry to Student Teaching
There are four key assessments identified in Transition Point II – Entry to Student Teaching. The key assessments measure the candidate’s proficiency in leftdropdowncontent and pedagogical knowledge, skills, and disposition which aligned to KSDE Professional Educator Standards and Early Childhood – Late Childhood (K-6) Standards.
SOE Comprehensive Exam – Near the conclusion of senior I semester, candidates are given an SOE Comprehensive exam containing 120 multiple choice questions in the areas of curriculum, instruction and assessment for all methodology courses in the program (ELA, Math, Science, Social Studies, Art and Music, P.E. and Health.) The required composite score is 75% or higher.
Leadership Quality Ratings – Teacher candidates receive leadership quality ratings and feedback from their host teacher and instructors regarding the ten leadership qualities (dispositions) in senior I semester at mid-semester and end of semester. The required end of semester rating is 3 or higher for each leadership quality.
SBLD Evaluation – In senior I semester, teacher candidates enroll in methodology courses. Candidates are required to submit Standards Based Lesson Designs for every leftdropdowncontent area (English Language Arts, Math, Science and Health, Social Studies and Art, and PE and Music). The SBLD will assess the candidate’s ability to plan lessons following a structured format which aligns with KSDE Professional Educator Standards. The required score for each criterion is 2 or higher.
SBLD Content Addendum Evaluation – To assess each candidate’s ability to design leftdropdowncontent specific lessons each methodology faculty created a Content Addendum Evaluation rubric for their leftdropdowncontent area. Each rubric is aligned to the KSDE Early Childhood and Late Childhood Standards. The required score for each criterion is 2 or higher.
Candidates must achieve the acceptable rating for each key assessment in order to be eligible for student teaching. Should a candidate receive a non-acceptable rating in one or more key assessments (after one revision attempt has been made in the SBLD Evaluation or SBLD Content Addendum Evaluation), he or she will not be allowed to progress through the program and will need to schedule appointment with the Dean of Professional Schools and University Supervisor to determine his or her options.
Senior II Semester
Practicing Pedagogy & Self-Reflection (16 credit hours + three phases of student teaching): EED 409 Kansas Performance Teaching Portfolio Implementation Seminar (1) and EED 490 Student Teaching in the K-6 Classroom (15).
Transition Point III — Exit from Student Teaching
There are four key assessments identified in Transition Point III – Exit from Student Teaching. The key assessments continue to measure the candidate’s proficiency in leftdropdowncontent and pedagogical knowledge, skills, and disposition which aligned to KSDE Professional Educator Standards and Early Childhood – Late Childhood (K-6) Standards.
Leadership Quality Ratings – Teacher candidates receive leadership quality ratings and feedback from their host teachers regarding the ten leadership qualities (dispositions) at mid-semester and end of semester during student teaching. The required end of semester rating is 3 or higher for each leadership quality.
SBLI Evaluation – During student teaching, teacher candidates will be teaching many lessons in their host classroom. Three SBLD will be formally implemented and evaluated by the university supervisor in each of the core leftdropdowncontent areas (ELA, Math, Science or Social Studies). The rubric is aligned to KSDE Professional Educator Standards and evaluates the candidate’s ability to teach. The required score for each criterion is 2 or higher.
Student Teaching Evaluation – The host teacher will evaluate the candidate’s proficiency in pedagogical knowledge and skills which are aligned to the KSDE Professional Educator Standards. The evaluation occurs at mid-semester and end of semester. The required end of semester rating for each criterion is 2 or higher.
Student Teaching Content Evaluation – The host teacher will evaluate the candidate’s proficiency in leftdropdowncontent knowledge and skills which are aligned to the KSDE Early Childhood – Late Childhood (K-6) Standards. The evaluation occurs at mid-semester and end of semester. The required end of semester rating for each criterion is 2 or higher.
Candidates must achieve the acceptable rating of each key assessment to be eligible for program completion and licensure eligibility. Should a candidate receive a non-acceptable rating in one or more key assessments, they will not complete student teaching nor graduate with a Bachelor of Science degree in Elementary Education.
Phase Three: Program Completion and Teacher Licensure
Once a teacher candidate has successfully completed the ETEP program of study he/she is eligible to be identified as Program Completer, which leads to Transition Point IV.
Transition Point IV – Program Completer and Licensure Eligibility
There are four key assessments identified in Transition Point IV – Program Completer and Licensure Eligibility Exit. The key assessments provide the final measure of a candidate’s proficiency in leftdropdowncontent and pedagogical knowledge, skills, and disposition which align to the KSDE Professional Educator Standards and Early Childhood – Late Childhood (K-6) Standards.
- Exit Cumulative GPA – The required exit cumulative GPA is 2.8 or higher at the conclusion of the BS degree in Elementary Education.
- Praxis II – Elementary Education: Curriculum, Instruction and Assessment (5017) – The required cut score in Kansas is 153 or higher.
- PLT – Principles of Learning and Teaching: Grades K-6 (5622) – the required cut score in Kansas is 160 or higher
- Kansas Performance Teaching Portfolio (KPTP) – The required cut score is 20 or higher.
Teacher candidates who met all the key assessments at transition point IV are seen as Program Completers and may apply to the Kansas State Department of Education for teacher licensure. Teacher candidates are encouraged to begin licensure application during the final months of the student teaching semester. Haskell’s ETEP/SOE licensure officer will provide information to applicants.
The Kansas initial licensure requirements are:
- Successful completion of an accredited teacher preparation program;
- Possession of a bachelor degree;
- Successful completion of pedagogy (PLT) and leftdropdowncontent exams (Praxis II);
- Fingerprinting and background clearance (background fee and possible fingerprinting fee);
- Completion of licensure application online and submission of licensing fee.
Teacher candidates need to apply for Kansas license even if they do not intend to teach in Kansas. Candidates who hold a teaching license from the state where they received teacher training are more likely to obtain a teaching license from another state with ease.
Candidates seeking licensure in other states are individually responsible for contacting other state agencies to obtain official information and requirements. A directory is posted in the SOE or the Internet may be used to access information.
The Kansas State Department of Education currently has a formal licensure exchange agreement between Iowa, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, and Wisconsin. This agreement means an individual holding a valid license in Kansas will be given a two-year provisional license in any of these states.
During the two-year provisional period, the individual must fulfill the deficiencies needed for full licensure in the respective state. Deficiencies may include additional course work, alternative licensure exam, meeting higher cut scores on previously taken exams, or recency credit.
Phase Four: Mentorship
Haskell SOE will maintain an electronic database and interactive correspondence with ETEP graduates for three years to provide mentorship as they embark on their professional careers. During the first three years of employment, graduates and their respective employers will receive a survey in years 1 and 3. The survey will focus on preparedness, knowledge of subject matter, and performance of Leadership Qualities. The SOE will host a summer institute for graduates offering sessions designed to provide professional development, professional collaboration, and contribute to the lifelong learning process (dependent on funding).
Associate of Arts, Para-Professional Education
Bachelor of Science, Elementary Education
School of Education, Professional Programs
Dean of Professional Schools