2012 - 2013 Education/Teacher Education Programs

Admission | Student Teaching | Program Requirements | Degree-Seeking Students | Elementary (K-6) | Secondary (6-12) | Course Descriptions

Elementary Education, Special Education, Secondary Licensure

Mission Statement

The teacher education programs take a practical, multifaceted, student centered approach to preparing teachers. Content knowledge and pedagogy are developed to prepare teacher education students for teaching all learners. Professionalism in diverse school contexts is modeled and practiced through courses and related field experience. Teacher education students create a portfolio focused on self-reflection to document growth toward program goals.

School of Education Domains & Standards

The School of Education has adopted the INTASC (Interstate Teacher Assessment and Support Consortium) standards for the teacher education program, effective with students beginning the program in the fall of 2011. Students must satisfy these ten standards to complete one of our programs and be recommended for a teaching license. These standards are education-specific manifestations of the college-wide learning goals.

INTASC Standards 2011

Standard 1: 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: 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: 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: 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 content.
Standard 5: 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: The teacher understands and uses multiple methods 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: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: The teacher 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 10: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Admission to the Program

All students who wish to pursue an undergraduate education licensure program must make formal application for admission to the Teacher Education Programs. Students who enter Westminster as freshmen are encouraged to complete all or most of their Liberal Education courses in the first three semesters and register for EDUC 302 in their fourth semester. Students who apply for admission to the School of Education as transfer students are encouraged to contact the Westminster College Office of Admissions at least a semester before they plan to transfer. The admissions process includes the following steps:

  1. Prior to enrolling in EDUC 302, students must pass a writing and language usage test. Information and testing dates and times are available in the START Center and the School of Education office.
    Note: Students who do not pass the test after two attempts need to check with the School of Education before proceeding to step 2.
  2. After passing the writing and language usage test, students register for EDUC 302. During this semester all students will meet with an education advisor and appropriate content area advisor(s) to complete a program plan.
  3. While enrolled in EDUC 302, students complete an admissions packet for the School of Education, which includes:

Students are admitted each semester and acceptance or denial to the program is based upon the review of applications by the Education faculty and the Teacher Education Program Advisory Council.

The following courses may be taken prior to formal admission to the Education Programs: EDUC 201, 205, 220, 221, 252, 300, 302, 303, and SPED 303. Students may not enroll in other education classes without being admitted to the program.

Note: All upper division, education transfer courses must be approved by the Dean or Program Director. Transfer courses in content areas (i.e., academic and/or teaching majors and minors) will be reviewed by content area advisors to assure that they meet Westminster degree requirements and State of Utah teacher licensure requirements.

Student Teaching

To student teach, students must have been admitted to the Teacher Education Program and must complete the requirements listed below.

Appeal Process: A student has the right to appeal a decision denying admission to the Teacher Education Programs or denying the opportunity to student teach. The student has fifteen days after receiving a denial letter to petition the Dean, in writing, for reconsideration.

Note: Formal admission to the Teacher Education Program does not guarantee a recommendation for licensure. Recommendation for licensure is made upon development of teaching competence in designated areas after successful completion of the student's specific teacher education program and completion of state approved licensure tests.

Program Requirements

All students must maintain a 2.75 cumulative GPA and a 3.0 cumulative GPA in education courses and have a minimum grade of C+ in all education courses. In credit/no credit education courses, students must perform work at the level of C+ or higher to receive credit. Education courses may only be repeated once.

All students must complete the appropriate state required content test(s) in order to meet the requirement for an initial Utah Level I teaching license.

Degree-Seeking Students

All degree-seeking students must satisfy general program requirements listed above and must also satisfy requirements detailed under the specific education program.

Students seeking Secondary Education licensure who also wish to complete second bachelor's degrees are subject to the Second Bachelor's Degree section of this catalog. We will generally encourage these students to enter our Master of Arts in Teaching program instead.

Elementary Education (Grades K–6) Program Requirements (ELED)

Students who are seeking their first licensure must take a minimum of 30 credit hours in education at Westminster College and must also meet college residency requirements. All coursework must be planned with the student's advisor. Elementary education majors must have an academic or teaching content minor.

Acceptable academic or teaching minors and acceptable transfer academic or teaching minors must be approved by the dean or program director.

Liberal Education Courses Credit Hours
The following courses, which fulfill LE requirements, are required for the Education major:

PSYC 105 Introduction to Psychology, LE
MATH 141 College Algebra, LE


Requirement Description Credit Hours
I. Admission to the Program 0
Completion of Teacher Education Program Admission  
II. Cultural Awareness 0-4
While the themes of diversity and cultural awareness run throughout the program, a specific cultural awareness requirement is also included to help our students become better teachers of the diverse student populations in Utah and the U.S. This requirement may be met by successfully completing one of the following:
Demonstrate proficiency in a second language:
  - Complete a second semester college-level language course
  - Receive a passing score on a Level 1 CLEP language exam
  - Receive a passing score on a 102-level BYU language proficiency exam
  - Provide evidence of another language as your first language
A May term study experience approved by the School of Education
A semester of study abroad approved by the School of Education
Student teaching in a foreign country or other alternate placement approved by the School of Education
III. Prerequisite Courses 8
PSYC 105 Introduction to Psychology, LE 4
MATH 141 College Algebra, LE (or higher level or equivalent) 4
IV. Required Courses 53-57
EDUC 220† Math for K–6 Teachers I 3
EDUC 221† Math for K–6 Teachers II 3
EDUC 252† Developmentally Approp. Teaching & Learning 4
EDUC 302† Foundations of Education in a Diverse Society 4
EDUC 303† Teaching with Technology 2
EDUC 305 Classroom Management 3
EDUC 311‡ English Learners in All Classrooms 2
EDUC 312†§ Specialized Education Services 2
EDUC 342* Science Methods 3
EDUC 344* Creative Arts Methods 3
EDUC 346* Social Studies Methods 3
EDUC 362 Physical Education Methods 1
EDUC 363* Literacy Foundations, Assessment & Instruction 4
EDUC 364± Teaching Methods: Reading & Language Arts 4
EDUC 368* Math Methods for K–6 Teachers 3
EDUC 391 Portfolio Development 1
EDUC 418 ELEM Student Teaching Seminar 2
EDUC 480 Elementary Student Teaching 10

† May be taken prior to admission to the program.
*Students are required to spend twenty clock hours in a field placement.
± Students are required to spend thirty clock hours in a field placement.
‡ Not required for students completing a minor in English as a Second Language
§ Not required for students completing a minor in Special Education
Completion of an approved academic or teaching minor is required (see individual program listings for details). Students must take the requisite Praxis Test before applying for student teaching.

Recommended Plan of Study for Elementary Education (K–6)

First Three Semesters
LE and prerequisite courses
PSYC 105
MATH 141 (and any classes prerequisite to MATH 141)
EDUC 220
EDUC 221
EDUC 312
Most remaining LE courses beyond the 3 listed above
Begin minor courses
Fourth Semester
Foundations courses
EDUC 252
EDUC 302
EDUC 303
Any remaining LE courses
Additional minor courses
Fifth, Sixth and
Seventh Semesters

Methods courses
EDUC 305 EDUC 362
EDUC 311 EDUC 363
EDUC 342 EDUC 364
EDUC 344 EDUC 368
EDUC 346 EDUC 391
Remaining minor courses
Eighth Semester
Student teaching
EDUC 418
EDUC 480

Secondary Education (Grades 6–12) Program Requirements (SED)

Westminster undergraduates interested in secondary education are encouraged to consider the Accelerated Master of Arts in Teaching Secondary Program, open only to graduates of Westminster College who have completed the following courses as part of their undergraduate studies:

EDUC 303 Teaching with Technology
EDUC 311 English Learners in All Classrooms
EDUC 312 Specialized Education Services
EDUC 315 Learning Theory

This program allows students who have completed a bachelor's degree in a teaching subject to complete the requirements for a Masters Degree and a secondary teaching license in one year after graduation. Students who choose this program will take only the four Education courses listed above as undergraduates, allowing them to focus on preparation in their teaching discipline. Students who are considering applying for the Accelerated MAT Secondary program should meet with the program director early in their undergraduate career, preferably before their junior year.