Elementary Teacher Education Program of Study
The ETEP is divided into four phases of study. Each phase is defined by specific progress indicators 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 Associates 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 emphasis. This emphasis 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 successful completion of 36 hours of general education and 28 hours of electives and Elementary Education related courses. Students identifying this emphasis as their AA area of interest are assigned an SOE academic advisor who provides 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 late January. Application packets are due to the School of Education departmental chair by March 1. Incomplete and/or late application packets may not be considered.
Potential candidates must:
- complete the Associate of Arts Degree with an emphasis in Para-Professional Education, a cumulative GPA of 2.8 or higher, and a “C” or better in all required courses;
- successfully complete the Pre-Professional Skills Test (PPST) in the content areas of math, reading, and writing prior to program application. The required score for each content area is 170 or higher or passing one content area with a score of 170 and a composite score of 500. Applicants must designate Haskell as the receiving institution when taking this test. Test scores must accompany application the ETEP Application;
- submit a written vision statement indicating a commitment to teaching and an educational autobiography (These two documents are completed in EED 101 Intro. to Education. They should be updated and carefully edited.);
- complete twenty documented classroom observation hours. (usually completed in EED 101);
- 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;
- demonstrate evidence of strong ethics and moral conduct by maintaining good social standing on-campus and completing a felony disclosure statement;
- submit application by March 1 to the SOE Department secretary; and
- complete an interview with the SOE Interview Committee.
A rubric scale is utilized by committee members to rate candidates as they respond to interview questions. Candidates also receive ratings on five Leadership Qualities. The committee makes recommendations to the SOE based on rubric scores. If necessary a student may be interviewed twice. Students will receive an official notification of their status within 10 working days following the interview.
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 critical thinking and self-reflection to develop teacher candidate’s skills to navigate educational dilemmas, to analyze related challenges, and to 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 practitioner, and caring leaders for tomorrow’s learners. The
ETEP is divided into four specific semester blocks. Each block is identified by a focus domain philosophy 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:
Junior I semester
Building Native Leadership (17 credit hours + seven diverse school site visits)
EED 303 Walking in Balance – Physical Well Being, (1)
EED 308 Child Growth and Development, (3)
EED 309 Writing for the Education Profession, (3)
EED 311 Governance and Organization of Schools, (3)
EED 360 Diversity in Educational Settings, (1)
EED 329 Fundamentals of Assessment, (3)
EED 322 Psychology in Education, (3)
Junior II semester
Understanding Diverse Learners (18 credit hours + 90 hours of field experience)
EED 304 Walking in Balance – Emotional Well Being, (1)
EED 318 Multicultural Education and English Language Learners, (3)
EED 323 Understanding Exceptionalities, (3)
EED 324 Introduction to Curriculum Theory and Development, (3)
EED 330 Math Methods for K-3 Learners, (3)
EED 341 Language Arts Methods for K-3 Learners, (3)
EED 350 Field Experience in K-3 Classrooms, (2)
Senior I semester
Applying Best Practice (20 credit hours + 135 hours of pre-student teaching field experience))
EED 404 First Days of School Seminar, (1)
EED 408 Kansas Performance Teaching Portfolio Preparation Seminar, (1)
EED 450 Science Methods for K-6 Learners, (3)
EED 470 Specialty Content Methods for K-6 Learners: Health, Physical
Education, and Art, (3)
EED 480 Pre-Student Teaching Practicum in K-6 Classrooms, (3)
EED 460 Social Studies Methods for K-6 Learners, (3)
EED 430 Math Methods for 4-6 Learners, (3)
EED 441 Language Arts Methods for 4-6 Learners, (3)
** Candidates must submit the Student Teaching Application form and meet the required criteria prior to student teaching.
Senior II semester
Practicing Pedagogy & Self-Reflection (16 credit hours + three phases of student teaching)
EED 409 Kansas Performance Teaching Portfolio Implementation Seminar, (1)
EED 490 Student Teaching in the K-6 Classroom, (15)
Phase Three: Program Completer and Teacher Licensure
Once a teacher candidate has completed the ETEP program of study he/she is eligible to be identified as program completer based on fulfillment of specific requirements. Teacher candidates are deemed program completers when the following requirements are successfully met:
- graduated and completed all course requirements including student teaching with a “C” or better;
- maintained a cumulative GPA of 2.8 or higher;
- scored 20 or higher on the Kansas Performance Teaching Portfolio (KPTP);
- attained an average rating of 3.0 or higher on Sr. I and Sr. II Leadership Qualities rubrics; and
- meet required scores on the Principles of Learning and Teaching (K-6 pedagogy) and Praxis II (K-6 content) exams (ETS).
Program Completers 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’s degree;
- successful completion of pedagogy (PLT) and content exams (Praxis II);
- fingerprinting and background clearance (background fee and possible fingerprinting fee); and
- 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).
The Elementary Teacher Education Program (ETEP) at Haskell Indian Nations University is governed by the divisional structure of the university. The School of Education, which is the unit, is responsible for developing curriculum and policies related to the ETEP. The Teacher Education Advisory Board oversees and approves program policies and admission of students into the program. The Interview Committee for candidate applicants is comprised of board members, but may also include Haskell faculty, school principals, classroom teachers, program graduates, and current teacher candidates who are not board members, but have a stake in candidate selection. In addition, the Curriculum Committee (university) recommends courses for approval and changes to catalog course descriptions. The Dean of Professional Schools who reports to the Vice President of Academic Affairs of the University supervises the School of Education faculty. Final authority regarding all issues related to the University lie with the President and/or Board of Regents.
All HINU students are required to read and become familiar with university policies found in the university catalog and are responsible for being familiar with the required rules and regulations contained therein. The catalog is available in the Campus Admissions Office.
All ETEP candidates are required to read and become familiar with program policies and procedures described in the ETEP Handbook. Candidates should:
▪ be aware of application deadlines, requirements and fees;
▪be aware of required tests, passing scores, and fees;
▪meet regularly with your academic advisor to review your progress;
▪become active on campus by attending programs sponsored by the ETEP, for example-
Kansas National Education Association- Student Program (KNEA-SP) activities;
▪consider membership in KNEA-SP or other professional organizations affiliated with education;
▪attend lectures on education, workshops and symposiums; and
▪take advantage of opportunities to work with children and young adolescents in summer camps, as a volunteer tutor, assistant coach, and etc.