School of Education

Accreditation

Haskell’s School of Education (SOE) is accredited by:

The Kansas State Department of Education (KSDE) and Council for the Accreditation of Educator Preparation (CAEP). The Elementary Teacher Education Program was included in the 2020 CAEP accreditation review.

The major and license option available within the SOE is Elementary Education: Pre-Kindergarten through sixth grade, KSDE-approved program.

Students seeking this training, first complete the Associates of Arts degree in Para-Professional Education during freshman and sophomore enrollment. Courses within the Para-Professional Education program guide students to meet the general education requirements specified by Haskell Indian Nations University as well as course work within the ETEP to support a career in para-professional education.

Following successful completion of the Associate of Arts Para-Professional Education Degree, students seeking a Bachelor of Science Degree in Elementary Education apply for admission to Haskell’s SOE/ETEP. When accepted, teacher candidates follow a four-semester program of study. The Elementary Teacher Education Program includes course work and field placements aligned with the Kansas Professional Educator Standards and Early Childhood-Late Childhood Standards designed to develop Native Leaders/Native Teachers for a variety of educational communities. Students engage in course work addressing foundational information and theory, developmentally appropriate practice, reflective thinking, differentiated instruction, professional dispositions, and responsibilities. Concluding with a year-long clinical residency experience in their home communities where the Kansas Teacher Work Sample is planned and implemented as a capstone project.

CAEP Reporting Measures

• 2025 Title II Report: 2023-2024 Data
• 2024 Title II Report: 2022-2023 Data
• 2023 Title II Report: 2021-2022 Data
• 2022 Title II Report: 2020-2021 Data
• 2021 Title II Report: 2019-2020 Data

CAEP Accountability Measures

Measure 1: Completer Impact Effectiveness

• CAEP Accountability Measure 1 Summary

Measure 2: Satisfaction of Employers and Stakeholder Involvement

• CAEP Accountability Measure 2 Summary

Measure 3: Candidate Competency at Program Completion

• CAEP Accountability Measure 3 Summary

Measure 4: Ability of Completers to be Hired in Education Positions for which they have been  prepared

• CAEP Accountability Measure 4 Summary

Conceptual Framework Model

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 solid 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 quality standards and accountability. The evaluation process includes a variety of assessment tools and practices with transition points throughout the program to monitor and enhance the candidate’s growth and development.

Conceptual Framework Components

The Conceptual Framework for Haskell Indian Nations University 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 characterized and supported by 12 Program Objectives and six Leadership Qualities. The first ten program objectives demonstrate candidate proficiencies in the areas of content knowledge and professional skills with the last two addressing the specific values of the university.  The six Leadership Qualities are aligned to the Institution’s Values that we expect teacher candidates to exhibit (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 tools and practices at varying transition points.

SOE Vision

Haskell Indian Nations University School of Education is dedicated to developing Native Leaders who are critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners.

SOE Mission

Haskell Indian Nations University School of Education provides a quality Elementary Teacher Education Program grounded in traditional and contemporary American educational philosophies and theories, current best practices, and PreK-6 curriculum standards while integrating native and cultural perspectives to foster equitable learning communities for children. 

Program Objectives/Candidate Proficiencies

To fulfill and support the SOE Mission Statement and Vision through extensive knowledge-based research and current best practices, the SOE Advisory Board and SOE faculty have embraced the adoption and use of the ten Kansas Professional Education Standards as the Program Objectives. The Kansas State Board of Education (KSBE) adopted these revised standards in January 2015, as they were created to align closely with the ten InTASC Model Core Teaching Standards (April 2011).  Small edits were made to the standards to include ESOL and virtual learning in April 2016. The Kansas Professional Education Standards are clearly divided and connected to the four categories: the learner and learning, content, instructional practice, and professional responsibility. Teacher candidates are expected to demonstrate target level performance of these candidate proficiencies in the process of becoming Native Leaders who are critical thinkers, high achievers, reflective practitioners and caring leaders for tomorrow’s learners. Teacher candidates will demonstrate these candidate proficiencies in both content knowledge and professional skills for each program objective.  The teacher candidate:

The Learner and Learning

1. understands how learners grow and develop, recognizing that patterns of learning and development varying individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate, relevant, and rigorous learning experiences. (Standard 1)
2. uses understanding of differences in individuals, languages, cultures, and communities to ensure inclusive learning environments that enable each learner to meet rigorous standards. (Standard 2)
3. works with others to create learning environments that support individual and collaborative learning, includes teacher and student use of technology, and encourages positive social interactions, active engagement in learning and self-motivation. (Standard 3)

Content

4. understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates content-specific learning and literacy experiences that make the discipline accessible and relevant to assure mastery of the content. (Standard 4)
5. understands how to engage learners through interdisciplinary lessons that utilize concept based teaching and authentic learning experiences to engage students in effective communication and collaboration, and in critical and creative thinking. (Standard 5)

Instructional Practice

6. understands how to use multiple measures to monitor and assess individual student learning, engage learners in self-assessment, and use data to make decisions. (Standard 6)
7. plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, technology, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (Standard 7)
8. understands and uses a variety of appropriate instructional strategies and resources to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in relevant ways. (Standard 8)

Professional Responsibility

9. 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 9)
10. seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, support staff, and community members to ensure learner growth and to advance the profession. (Standard 10)

Institutional Core Values

11. displays the ability to demonstrate confidence, pride, and commitment to the education profession by exhibiting the six Leadership Qualities identified in the ETEP.
12. displays the ability to develop Native leadership and service to sovereign First Nations and the world through the integration of Native and cultural perspectives.

Professional Leadership Qualities – CIRCLE (Dispositions)

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’s SOE Advisory Board as important teacher candidate dispositions. The identification of these Professional Leadership Qualities is based on the university’s Institutional Core values (CIRCLE) which were adopted in 2014 by the Board of Regents. The circle philosophy is symbolic of the medicine wheel, used to represent a range of tribal teachings, including concepts of balance, the sacredness of power in the universe and the spirituality and cultures of Native peoples. The School of Education used the University’s CIRCLE concept to develop dispositions expected from graduates.

The CIRCLE categories and definitions are defined as follows:

Communication – to successfully convey ideas, opinions, information, results, or creative expression using multiple strategies.

Integrity – to conduct ourselves in ways that honor the sacrifices of tribes on which treaty and trust responsibilities are based; and to carry out our responsibilities as students, staff, faculty, administrators, and regents by engaging in actions based on the highest standards of conduct.

Respect – to honor and promote the diversity of beliefs, rights, responsibilities, cultures, accomplishments of self and others, including our relations.

Collaboration – the willingness and ability to work successfully with others in accomplishing the goals of the university, our students, the mission of Haskell and the tribes we serve.

Leadership – the willingness to acquire the knowledge and skills required to advocate the sovereignty and self-determination of tribes, our university, and the students we serve in a variety of diverse venues.

Excellence – to strive toward the strongest level of accomplishment in our work, every facet of the university and community, as students, faculty, administration, and regents.

Admissions Process

All applicants are advised to begin the application process in December. The ETEP Application Form can be requested by contacting SOE faculty/Dean. Incomplete and/or late application forms may delay the process or may not be considered.

All applicants must meet the following admissions requirements:

1. Complete an Associate of Arts or Science Degree with an emphasis in education fields such as Para-Professional Education, Early Childhood, or Pre-Teacher Education with a cumulative GPA of 2.8 or higher, and a “C” or better in all required courses.
2. Complete the Praxis Core Academic Skills for Educators: Combined Test (Reading, Writing, and Mathematics) successfully, prior to program application. This exam measures academic skills and readiness in content areas of reading, writing, and mathematics. This is a proprietary exam developed by the Educational Testing Service (ETS) and should be scheduled through ets.org. The required cut scores are Reading (5713) – 156, Writing (5723) – 162, Math (5733) – 150. Applicants are encouraged to take the Praxis Core Exam between November – February to ensure test scores are received and recorded in the ETEP Application Form. The deadline for Praxis CORE retake and successful completion is April 30. If potential teacher candidates have taken and achieved high scores on the Reading, Writing, and Math portion of the ACT (Reading – 21, Writing – 6.6, Math – 21) or SAT (Reading – 543, Writing – 5.3, Math – 532) exam. These scores can be utilized in place of the CORE scores.
3. Complete thirty documented classroom observation hours. (Completed in EED 102 Explorations in Elementary Education via verification sheet.)
4. Submit two letters of recommendation – addressing applicant’s academic success, skills, personal characteristics, and potential and ability to be an educator.
5. Submit the application form and required documents by the first Friday in March.

The SOE Admission Committee of three individuals (Haskell faculty or staff member, school principal, classroom teacher, or program graduate) will review and recommend applicants based on the following criteria – Completion of AA or AS degree in education fields (para-professional, early childhood, or pre-teacher education), cumulative GPA, ETS Praxis CORE or ACT/SAT scores in all three content areas – Reading, Writing and Math, completion of observation hours, two letters of recommendation, and personal statement embedded in the application.

Applicants will receive an official notification of his or her status within ten working days following the application deadline.

The recommendations are as follows:

Full Acceptance – All criteria successfully met – 8 points.

Provisional Acceptance – Most criteria are met – 7 points. An applicant will be placed on a Candidate Support Plan (CSP) which identifies the area(s) needing improvement and monitored for progress. See Transition Point I for specific details regarding CSP.

No Acceptance – Limited to no criteria successfully met – 0-6 points.

Full acceptance moves the applicant to candidate status and eligible for enrolling in junior level courses.

Courses by Semester

Listed below is the sequence of courses offered and taught by semester for the AA in Para-Professional Education and BS in Elementary Education. Students who follow the course sequence below will result in program completion in four years.

Freshman through Sophomore Year Pathway Map

Associate of Arts – Para-Professional Education

Junior through Senior Year

Pathway Map

Bachelor of Science – Elementary Education

Faculty and Staff

Jacqueline Boyd (Ohkay Owingeh, San Felipe Pueblo, Diné)
Dean, College of Education and Health Sciences
103 A Parker
College of Education and Health Sciences
jboyd@haskell.edu – (785) 832-6685
M.S., University of Kansas

Michelle Byington (Spirit Lake Tribe and Hidatsa)
Faculty, School of Education
150 B Parker
College of Education and Health Sciences
mbyington@haskell.edu – (785) 832-6628
M.S., University of Kansas

Kristyn Fish (Cherokee Nation of Oklahoma)
Faculty, School of Education
150 C Parker
College of Education and Health Sciences
kfish@haskell.edu – (785) 832-6684
M.S., Emporia State University

Cassandra Burtel (Diné)
Program Support Assistant, School of Education
138 Parker
College of Education and Health Sciences
cburtel@haskell.edu – (785) 830-2705
B.S., Haskell Indian Nations University

Consumer Disclosure

• SOE Policies & Procedures 
• Third Party Comments Due June 2019