SCHOOL OF EDUCATION AND BEHAVIORAL SCIENCES

ELEMENTARY EDUCATION

The Department of Elementary Education seeks to guide prospective and in-service teachers in the selection of non-specialized courses in major fields of knowledge and to provide experiences leading to the development of competencies necessary for successful participation in community living and in understanding, teaching, and guiding children.

Foreign Language Requirement Authority

The foreign language competency is both a degree requirement approved by the Oklahoma State Regents for Higher Education (OSRHE) and a certification requirement approved by the Oklahoma Commission for Teacher Preparation (OCTP).

Definitions

The foreign language competency is defined as "Novice - high level" - the ability to communicate minimally with learned material.

The foreign language competency is a requirement beginning with freshman students entering universities in the Fall of 1997. It does not apply to students previously enrolled in programs.

Language

The foreign language competency encompasses a broad spectrum of languages including French, German, Spanish, Russian, Latin, Native American languages, and American Sign Languages. Students from a variety of cultural backgrounds may meet this competency without any coursework. Others may achieve a novice-high level before entering college through previous exposure to a language or culture.*

Langston University offers the following options to teacher candidates to meet the Foreign Language Competency Requirements:

1. Two years (4-semesters) high school Foreign Language with a grade of "C" or above in each course.

Candidates meeting this option must pass a competency test in Spanish and/or French to certify competency at the novice-high level.

The tests must be taken no later than the Spring semester of the candidate's first year of enrollment at Langston University.

2. Two semesters of Foreign Language college credit (10 Credit Hours). Langston University will accept two (3) credit hour transfer courses from another university for students and candidates transferring to Langston University.

3. CLEP Examination: FL 1115 Elementary French I (5- CR)

CLEP Examination: FL 1125 Elementary French II (5- CR)

4. CLEP Examination: SN 1115 Elementary Spanish I (5- CR)

CLEP Examination: SN 1125 Elementary Spanish II (5- CR)

5. CLEP Examination for Other Languages

Langston University will accept passing scores for the other languages approved by the Oklahoma State Regents for Higher Education:

a. American Sign Language

b. German

c. Latin

d. Native American Languages

e. Russian

These requirements are consistent with the spirit and intent of H.B. 1549 which requires subject matter concentrations for early childhood, elementary, and special education teachers and the Oklahoma Commission for Teacher Preparation's standard of a foreign language competency.

Content Preparation Requirement (4 x 12)

Teacher candidates in early childhood education, elementary education, and special education must have subject area concentrations that qualify them as generalists. Oklahoma State Regents for Higher Education (OSRHE) requires 12 hours in mathematics, science, language arts, and social studies. To meet these requirements the teacher candidates at Langston University are required to take and earn a minimum grade of "C" in the following courses:

	Course Number	Name	Credit Hours
English
	EG 1113	English Composition I	3
	EG 1213	English Composition II	3
	EG 2033	Advanced Composition	3
	EG 3153	Advanced Grammar	3
Mathematics
	MT 1323	College Algebra	3
	MT 1513	Trigonometry	3
Options to Trigonometry
	MT 2603	Finite Mathematics	3
	MT 2413	Elementary Statistics	3
	MT 3313	Mathematics Concepts	3
	MT 2413	Modern Mathematics	3
	MT 2513	Modern Mathematics II	3
Science
	NB 1113	Natural Science (Biological with Lab)	3
	BI 3113	Concepts of Biology	3
	BI 3114	Environmental Biology	4
	NP 1113	Natural Science Physical	3
Social Science
	HT 1483	U.S. History 1492 to 1865	3
	HT 2323	Oklahoma History	3
	GE 2413	Human Geography	3
	PS 1113	Introduction to American Government	3

SPECIAL EDUCATION

The Department of Special Education offers teacher education programs in the area of Mild/Moderate Disabilities. Students with disabilities are presently being taught and held accountable for comparable content in the same classes as their neighbors and peers. The Special Education Department seeks to prepare prospective teachers to meet the ever-changing needs of these students to become productive citizens in this global society.

Definitions

The foreign language competency is defined as a "Novice - high level" - the ability to communicate minimally with learned material.

The foreign language competency is a requirement beginning with freshman students entering universities in the Fall of 1997. It does not apply to students previously enrolled in programs.

Langston University offers the following options to teacher candidates to meet the Foreign Language Competency Requirements:

1. Two years (4-semesters) high school Foreign Language with a grade of "C" or above in each course.

Candidates meeting this option must pass a competency test in Spanish and/or French to certify competency at the novice-high level.

The tests must be taken no later than the Spring semester of the candidate's first year of enrollment at Langston University.

2. Two semesters of Foreign Language college credit (10 Credit Hours) (Langston University will accept two (3) credit hour transfer courses from another university for students and candidates transferring to Langston University.)

3. CLEP Examination: FL 1115 Elementary French I (5- CR)

CLEP Examination: FL 1125 Elementary French II (5- CR)

4. CLEP Examination: SN 1115 Elementary Spanish I (5- CR)

CLEP Examination: SN 1125 Elementary Spanish II (5- CR)

5. CLEP Examination for Other Languages

Langston University will accept passing scores for the other languages approved by the Oklahoma State Regents for Higher Education:

a. American Sign Language

d. Native American Languages

	Course Number	Name	Credit Hours
English
	EG 1113	English Composition I	3
	EG 1213	English Composition II	3
	EG 2033	Advanced Composition	3
	EG 3153	Advanced Grammar	3
Mathematics
	MT 1323	College Algebra	3
	MT 1513	Trigonometry	3
Options to Trigonometry
	MT 2603	Finite Mathematics	3
	MT 2413	Elementary Statistics	3
	MT 3313	Mathematics Concepts	3
	MT 2413	Modern Mathematics	3
	MT 2513	Modern Mathematics II	3
Science
	NB 1113	Natural Science (Biological with Lab)	3
	BI 3113	Concepts of Biology	3
	BI 3114	Environmental Biology	4
	NP 1113	Natural Science Physical	3
Social Science
	HT 1483	U.S. History 1492 to 1865	3
	HT 2323	Oklahoma History	3
	GE 2413	Human Geography	3
	PS 1113	Introduction to American Government	3

LANGSTON UNIVERSITY TEACHER EDUCATION PROGRAM

Philosophy Statement

The ideals of the Langston University Teacher Education Program embrace several philosophical designs ranging from pragmatic thought to critical theory. The basic philosophies of the program include the ideals of mentoring, cultural diversity and multicultural education, human relations, critical thinking, global perspective, community, freedom to learn, a microcosmic society, acquisition of knowledge, and empowerment of the candidate. These concepts are taken from the foundations for such educational philosophies as pragmatism, progressivism, reconstructionism, existentialism, critical theory, and humanism.

The teacher education majors participate in a variety of experiences that help to foster these ideals. The primary purpose of the teacher education program is to provide high quality curricular offerings for prospective teachers to insure that graduates of the program will enter the teaching field keenly aware of the integral relationships that exist among education and other aspects of the community and the world.

The following goals are designed to achieve the primary purpose.

1. To enable students to develop an awareness of the functions and relationships of education in a democracy.

2. To enable students to become aware of themselves, their strengths, limitations, sensitivities, talents, abilities, and self-worth.

3. To offer guided experiences and a core of courses that constitute essential knowledge for an educator.

4. To enable students to develop an understanding of basic principles underlying growth and development of school children and to provide the opportunity for them to demonstrate this understanding through working with students in academic and non-academic settings.

5. To establish a framework in which students may work in organizing learning experiences for their pupils that will encourage actual involvement in the process of education.

6. To create an environment in which candidates may be able to relate the principles and theories of psychology and philosophy to education.

7. To guide candidates through pedagogical methods to acquire knowledge related to general education, professional education, and specialized education.

8. To impress upon candidates the importance of professional responsibility, school policy, and law.

9. To require candidates to engage in research which transfers to effective classroom teaching, i.e., pedagogical strategies, classroom management, discipline strategies, assessment techniques, interpersonal communication skills.

10. To enable candidates to develop knowledge, skills and dispositions necessary to become effective classroom teachers who can help all children learn.

11. To enable candidates to appreciate cultural diversity within a pluralistic society.

12. To facilitate the development of an appreciation of a global society.

The conceptual framework for teacher education is found within the three categories of education: general education, professional education, and specialized education. The rationale for the general education curriculum is that higher education is, at best, an introduction and incentive to lifelong learning and to intelligent participation in society. Langston University accepts the premise that an educated person should have a critical appreciation of the ways in which we gain and apply knowledge and understanding of the universe, of society, and of ourselves.

The University, therefore, seeks to provide candidates with the opportunity to participate early in their college life in the following processes: (1) obtaining information the raw materials for thought analysis, reflection, decision-making, and discourse; (2) developing methods of inquiry training the intellect in various methodologies developed in the several disciplines; (3) acquiring basic skills analyzing and interpreting ideas and data, relating them to

other materials, logical and critical thinking, reaching valid conclusions, and presenting results with clarity and style in a variety of technological/communicative media; and (4) developing qualities of mind a respect for data, appreciation for the arts, tolerance, commitment, citizenship, desire to learn, curiosity, sensitivity to ethical considerations, and respect for the multicultural, multi-ethnic, and global society in which we live.

A more sophisticated schema enables pre-service teachers to make decisions like those made by more experienced teachers. The conceptual framework "Teacher as Decision Maker" is aimed at developing reflective teachers who make wise decisions in the classroom. It is based on a model of teacher decision-making that is drawn largely from cognitive psychology. Teachers who make well-informed, appropriate decisions in the classroom are more likely to foster their students' learning, growth, and development than are teachers who do not. The theme provides a conceptual framework that underlies the program goals, rationale, university course work, and field experience.

The seven important areas of knowledge and skill that influence classroom decision-making are (1) the nature (knowledge) of the learner; (2) the nature (knowledge) of the subject matter; (3) general pedagogy; (4) subject-specific pedagogy; (5) school (educational) context; (6) self as a teacher (educational goals); and (7) curriculum.

The model has three decision-making phases: curriculum planning, instruction, and post-lesson reflections and possible revision. Each phase emphasizes effective choices that (a) prepare students for learning, (b) provide effective instruction through use of clear examples and checking for understanding and (c) provide guided and independent practice.

The teacher education program at Langston University is designed to produce individuals with a strong academic background in their subject who are able to incorporate this into teaching decisions. The ultimate goal is to enable candidates to translate this knowledge and understanding into curriculum plans and instructional decisions that will foster a similar awareness of cultural diversity in their future students.

The conceptual framework for specialized education is derived from the standards and objectives of professional learned societies for each specialty area.

TEACHER EDUCATION ADMISSION POLICIES
There are three levels of admission relating to the Teacher Education Program. The first level is not admission to the program; rather, it is admission to the introductory course. The second level is admission to the Teacher Education Program. The third level is admission to Student Teaching. Admission policies for each level are delineated below:

Admission to ED 2212

Students who are interested in the Teacher Education Program should enroll in ED 2212, Historical and Philosophical Foundations of American Education. Prerequisites for enrollment in ED 2212 are

1. Completion of thirty (30) hours in general education.

2. A minimum grade of "C" in six (6) hours of general education English.

3. A minimum grade of "C" in six (6) hours of general education mathematics.

4. A minimum overall grade point average of 2.00 ("C").

A transfer student of advanced standing should make application as soon as possible following his/her admission to the institution. Applications are submitted to the Director of Teacher Education while students are enrolled in ED 2212.

Admission to Teacher Education Program

It is mandatory that a student meet specific requirements before he/she can be admitted to the program. The requirements for admission are

1. Have completed at least forty-five (45) semester hours of general education.

2. Have a minimum grade point average of 2.50.

3. Show evidence of adequate reading, writing, and verbal communication skills in course work.

4. Express interest in teaching as demonstrated by prior experiences and activities.

5. Have an academic record that clearly indicates the student's commitment to the academic aspects of teaching.

6. Have a minimum grade of "C" in ED 2212, Historical and Philosophical Foundations of American Education.

7. *Have a minimum grade of "C" in English 1113, 1213, 2033, and 3153 or the equivalent.

8. *Have a minimum grade of "C" in Mathematics 1323, 1613, 2413, and 2513 or the equivalent.

9. Make formal application during the time the student is enrolled in ED 2212, Historical and Philosophical Foundations of American Education.

10. Show evidence of personal traits that suggest potential for working with youth, with parents and other constituencies of the teaching profession.

11. Be approved by the Teacher Education Committee.

12. *Pass the Pre-Professional Skills Test (PPST),Oklahoma General Education Test (OGET) or have a cumulative grade point average of 3.0 or above in all liberal arts course work. Students desiring admission must continuously enroll in ED 4001, Education Seminar: Test Taking and Study Skills, until they have passed the mock PPST examination (unless they meet the option requirement).

Lester Clark Chairman/Professor lclark@lunet.edu	205 W Sanford Hall Phone: 405.466.3269 Fax: 405.466.3209

Villetta Partridge Director/Assistant Professor vmpartridge@lunet.edu	206 W Sanford Hall Phone: 405.466.3553 Fax: 405.466.3209