This page contains important information for current students. There are links on this page for:
- Candidate Presentation
- Fee Assistance
- Human Relations
- Professional Disposition Criteria
- Transition Points
- Unit Plan: Planning and Assessment for Student Learning/Feedback Loop
- SIOP Lesson Plan Template
- Teacher Education Application
- Student Petitions for Education Department Requirements
Advising Worksheet is a generic form you can use with your advisor or an Education faculty member to create your four-year plan. You can use this Teacher Education Course Plan to update changes to your course plan.
The Candidate Presentation gives you an opportunity to reflect on your progress towards meeting the MN Board of Teaching Standards through your Education coursework and field experiences, and it will help the Education Department gauge your readiness to student teach. During the presentation, you will outline specific goals you have for student teaching and present evidence that you are ready to student teach. This is an important and required assignment; successful completion of this presentation is required in order to student teach.
The Candidate Presentation occurs the spring semester prior to student teaching for most students. For World Language students, the presentation will occur the fall semester prior to student teaching. The assignment for the Candidate Presentation will be sent via Tk20. The components of the assignment are:
- Tk20 Standards 2-10 and Dispositions Review
- Review all the key assessments you’ve submitted to address MN Board of Teaching Standards (most of these should be in your Tk20 account; see the next page for a list). In Tk20, you will attach one or two key assessments to each Standard to demonstrate your competency. You do not need to upload all the key assessments that address the Standards. You may upload the same key assessment for up to three Standards.
- Complete the Professional Disposition Self-Assessment artifact in Tk20.
- Based on this review of the Standards and your Dispositions, in Tk20 write a Portfolio Reflection Form for each Standard and your Dispositions, noting strengths and areas for growth indicated by your work. You should refer to specific examples from the artifact(s) you’ve uploaded (as well as others you may not have uploaded) to show evidence of strengths and needs.
- Student Teaching Goals– Based on the assessment from Part 1, create three specific student teaching goals (related to MN Board of Teaching Standards, the Dispositions, or other needs you feel you need to address) and determine a plan to meet those goals.
- Readiness to Student Teach– Based on Part 1 and Part 2, write a statement (approximately 1-2 pages) about your readiness to student teach.
- Presentation– Present (10 min) to a group of your peers and one Education faculty member on your readiness to student teach and one specific goal for student teaching.
If you would like to request financial assistance for the MTLE exams or Tk20 account purchase, please use this form. Please note that students with EFCs less than $10,000 will receive priority in funding.
The Minnesota Human Relations Requirement is a state mandate (Minnesota Rule Chapter 8710.0400) for all applicants for teacher licensure in Minnesota. You will complete this requirement during student teaching; in Tk20, you will create an artifact that has the same information as this form. The Human Relations Requirement develops the ability of applicants to
a) Understand the contributions and life styles of various racial, cultural, and economic groups in our society,
b) Recognize and deal with dehumanizing biases, discrimination and prejudices,
c) Create learning environments which contribute to the self-esteem of all persons and to positive interpersonal relations,
d) Respect human diversity and personal rights, and
e) Know about American Indian language, history, government, and culture (this component is addressed in ED 385).
The purpose of the Human Relations requirements is to prepare you for teaching in a multicultural society. The Human Relations requirements also satisfy standards 3D, 3F, and 3J on “Diverse Learners” of the Standards of Effective Practice. The Human Relations requirements (a-d) for St. Olaf College teacher candidates are met by:
1) Satisfactorily completing the Cognitive Component (coursework) and the Experiential Component (a K-12 classroom experience in a diverse school as a tutor or teacher aide for a minimum of 80 hours; 40 of these hours must be in a K-12 setting during the school day) throughout the teacher education program and documenting them in Tk20 to address the following areas: Racial/Ethnic Diversity, Cultural Diversity (including gender roles and religious diversity), Socioeconomic Diversity, and Linguistic Diversity, and
2) Writing a reflective essay following student teaching that includse a discussion of how the cognitive and experiential components have prepared you to teach in a diverse setting, address prejudices and discrimination in the classroom and schools, take into account community and cultural norms, and teach about diversity.
In addition to meeting GPA and course grade requirements to remain in good standing in the Teacher Education Program, you must meet Professional Disposition Criteria. Students who do not meet these criteria may be placed on an Individual Development plan. These criteria are assessed by Education faculty members, content area faculty, and by your host teachers in your field experiences. You will be asked to self-assess your dispositions three times: in your Teacher Education Application, during the Candidate Presentation, and after Student Teaching.
To progress through the Teacher Education Program, students move through a series of transition points: Applicant to Candidate, Candidate to Student Teacher, and Student Teacher to Licensed Teacher. This table illustrates the transition points. Additionally, students can track their transition points in Tk20. On the home page for each student, there is a set of transition points that are monitored by the Education Department.
- Student Teachers: visit the “For Student Teachers” page.
- Unit Plan template used in ED 330 and student teaching; this was revised 8/31/12.
- Feedback Loop for Student Learning Assignment – this is a template that might be useful for music students teaching ensembles.
The Sheltered Instruction Observation Protocol (or SIOP) lesson-planning template can be downloaded below. This is the preferred lesson plan template used in the St. Olaf Teacher Education Program.
- SIOP Template (pre-August 2013) or St. Olaf Lesson Plan Template (post-August 2013)
- SIOP Protocol (for “scoring” SIOP plans and microteaching)
- SIOP strategies for the elements of the lesson plan
- You will create your Teacher Education Application in Tk20. There are 2 parts of the application. You will complete PART 1 on your own before you meet with any faculty members.
- Login with your username (your first initial, last name, four zeroes) and password
- Click on the “Applications” tab
- On the left hand navigation menu, click on “Applications” and then “Create”
- Choose “Teacher Education Application–Part 1″ from the list of possible applications
- Complete the ENTIRE application. You can SAVE your progress. When you’re ready, please hit SUBMIT.
- Once you SUBMIT your application, you should meet with a content area faculty member who will advise you about the content area courses you need to complete. After you complete these tasks, you should meet with a faculty member from the Education Department to discuss your application and plan your Education Courses. To meet with an Education professor, call Jo (x3245) to make an appointment.
- After you apply, the Education Department will notify you of the status of your application. If you do not meet the criteria for entrance to the program, a faculty member will contact you to discuss next steps.
- If you change your course plan or no longer plan to pursue a teaching license, please complete this form and submit to the Education Department: Update for Teacher Education Application
The Education Teacher Performance Assessment (edTPA) is a national, subject-specific portfolio-based assessment of teaching performance that is completed by student teachers to demonstrate their readiness for a full-time classroom teaching assignment. It was developed utilizing best-practices in teacher evaluation and is based on a California assessment used for teacher licensure. Minnesota and five other states have accelerated their adoption of the edTPA in order to have more voice in its shaping. This handout contains more information about the edTPA.
- Student teachers complete the TPA during the professional semester of their teacher preparation programs. Each content area has its own TPA; currently, handbooks can be found in your Tk20 TPA portfolio/course binder.
- Student teachers should discuss the TPA with their host teachers and gain permission from their students for videotaping. A sample letter/permission form in English and in Spanish. Guidelines for video can be found below.
- Accepted video file types: mov, mp4, avi, mpg, wmv, m4v .
Video files must be in one of the accepted video formats.
- Videos should not be in HD.
- Video clips should not exceed 20 minutes TOTAL in duration.
- Video files should be 100MB TOTAL or less.
- Accepted video file types: mov, mp4, avi, mpg, wmv, m4v .
- Moving Files from Camera to Computer
- Using iMovie to Create Your Video
- Tk20 strongly recommends that all video files, regardless of size, be compressed to less than 100MB TOTAL.
- Using Handbrake to compress video
A student who wishes to petition the Education Department (for course registration permissions, GPA issues, etc.) must first meet with an Education Department faculty member. With assistance from the faculty member, the student should submit a petition in Tk20 (Applications–>Create–>Student Petition) and then email the Director of Assessment and Department Chair to inform them that the petition has been submitted. If submitted by Wednesday, it will be considered the following Monday during the department meeting, and the petitioner will be notified of the consensus decision. Appeals of the consensus decision may be made to the Teacher Education Committee (which is primarily a curriculum and educational policy committee). A final appeals process exists through the Dean of Student’s office where complainants express their concerns to a neutral student/faculty group appointed by the Dean of Students and the Associate Dean of Social Sciences [and the Provost or designee].