The St. Olaf Teacher Education Program is an accredited program. In order to receive licensure, student teachers must demonstrate competencies outlined in the Standards of Effective Practice through coursework and field experiences. In this section, you will find information on:
The St. Olaf College Teacher Education Program is accredited by the National Council for the Accreditation of Teacher Education (NCATE) (2010 Massachusetts Avenue NW, Suite 500 Washington DC 20036-1023). For more information about the accreditation cycle and accreditation results, please contact Heather Campbell, Director of Assessment for the Education Department.
St. Olaf College standards are based on and coded to match the Standards of Effective Practice as determined by the Minnesota Board of Teaching (1500 Highway 36 West Roseville, MN 55113-4266)
The Board of Teaching adopted new licensure rules that became effective in April 1999 for each licensure field. The Board established a results-based professional preparation and licensure system. In developing new standards, the Board has endorsed a common core of teaching knowledge for the initial preparation and licensure of teachers in all fields. This common core, referred to as the Standards of Effective Practice For Teachers defines the expertise needed for all beginning teachers. These standards are comprised of ten principles that are outlined below. While standards two through ten are fundamentally the same for all teaching fields, the “subject matter” standard is the differentiating factor that distinguishes one teacher licensure field from another.
The text for Standard 1 can be found at the Office of the Revisor of Statutes. Scroll to find the appropriate licensure area.
Standard 1 — Subject Matter
A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.
Standard 2 — Student Learners
A teacher must understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social and personal development.
Standard 3 — Diverse Learners
A teacher must understand how learners differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse cultural backgrounds and exceptionalities.
Standard 4 — Instructional Strategies
A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
Standard 5 — Learning Environment
A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard 6 — Communication
A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7 — Planning Instruction
A teacher must be able to plan and manage instruction based upon knowledge of subject matter, the students, the community and curriculum goals.
Standard 8 — Assessment
A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.
Standard 9 — Reflection and Professional Development
A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.
Standard 10 — Collaboration, Ethics, and Relationships
A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well being.
The standards met via student teaching are assessed via the edTPA, the final student teaching assessment form, and various assignments in ED 381 and 385. This document outlines the standards met via the final student teaching assessment form. Student Teachers must earn a score of “Basic” on all standards in order to be recommended for licensure.