College of Education & Human Development

Requirements after Admittance

Teacher Education requirements vary by the major. For more information, visit TLPP Academics or search the UND Undergraduate & Graduate Catalog.

Once admitted to the program, you will be assigned an advisor in the T&L Department. You should consult with them as soon as possible after your admission.

Regardless of major, ALL students in Teacher Education must:

  • Maintain good standing in the Teacher Education Program
  • Complete University essential studies requirements
  • Meet the essential abilities requirements
  • Complete the requirements of your specific major
  • Take the Praxis Specialized Teaching Exam/s in your area/s of teaching
  • Satisfactorily complete student teaching

Teacher Education Program Retention Policy

To maintain good standing and successfully progress through the Teacher Education Program to completion, you must meet the following requirements:

  • Maintain a 2.75 GPA overall
  • Maintain a 2.5 GPA in your Major
  • Maintain a 3.0 GPA in all Education coursework
  • Complete all field experiences with a score of “Satisfactory” on all dispositions
  • Receive no less than “Progressing” on key performance evaluations (see below)
  • Earn a “C” or better in all education courses (including T&L, KIN, MATH, MUSC, etc.)
  • Keep your background check up to date

Failure to meet these requirements will result in a formal review by the Student Review Committee, implementation of an Action Plan, and/or dismissal from the program. Students will not be allowed to progress to student teaching unless they are in good standing.

Performance Evaluations & Progression through the Teacher Education Program 

Becoming an effective teacher requires a commitment to learning and self-growth. Throughout the program, your growth will be evaluated in three areas: conceptual knowledge about teaching and learning, ability to teach, and professionalism. The chart on the next page outlines the points of evaluation and the type of evaluation that will be conducted. In most cases, you will be evaluated on your performance on a major cumulative assignment in a course or on teaching a lesson at the end of a field experience after you have had the opportunity to develop the expected teaching skills. You will receive more specific information in the course associated with the evaluation. You should talk with your advisor if you have any questions about how you will be evaluated throughout the program.

The four levels of performance on each Disposition Evaluation are:

  1. Does not meet expectations
  2. Progressing towards expectations
  3. Meets expectations
  4. Exceeds expectations

The four levels of performance on the STOT (Skills of Teaching Observation Tool) are:

  1. Underdeveloped
  2. Emerging
  3. Proficient
  4. Distinguished

Scores of “Progressing/Emerging”, “Meets/Proficient” and “Exceeds/Distinguished” reflect acceptable performance levels. The only exception to this policy is for the Level 4 Disposition and the Final STOT. More information on this can be found in the Student Teaching Handbook.

If you receive scores of “Progressing” on an evaluation, you should meet with your instructor or advisor to discuss how to improve your performance. If you receive a score of “does not meet expectations” on any portion of an evaluation, your overall score will automatically be “unacceptable,” and you will need to work with the faculty member teaching the course, your advisor, and/or the Office of Teacher Education on an improvement plan. Failure to demonstrate improvement or having a pattern of unacceptable evaluations will have an impact on your progress in the program and result in actions such as not being allowed to progress to student teaching or dismissal from the program.

Point of Formal Evaluation Formal Evaluation of Conceptual Knowledge Formal Evaluation of Teaching Evaluation of Professional Dispositions
Admissions  GPA, Basic Skills, Praxis CORE, or ACT Plus including Writing exam n/a

T&L 250: Intro to Ed Field Experience
Level 1 Disposition
Teacher Ed. Coursework Prior to Student Teaching GPA, T&L 311, 335, or 350 Child Study n/a T&L 433: Multicultural Ed.
Level 2 Disposition
Methods Courses  Lesson Plan T&L 486:
Field Experience		 T&L 486:
Field Experience
Methods Field Experiences Lesson Plan Teaching Observation Level 3 Disposition
Student Teaching Teacher Work Sample 
Praxis Specialty Exams

T&L 487:  Student Teaching

*Mid-Term STOT Teaching Observation

*Final Teaching STOT Observation

T&L 487: Student Teaching

Level 4 Disposition

Essential Abilities Requirements

Essential abilities include intellectual/cognitive, behavioral/social, physical/sensory, and communication abilities required for satisfactory completion of all aspects of the teacher education curriculum, and for the development of personal attributes required for professional licensure. The candidate must possess these abilities or be able to gain them with or without reasonable accommodation. The essential abilities required by the curriculum are reflected and explained by competencies in the chart on the next page.

Reasonable accommodations will be afforded to student teachers with disabilities as required under the Americans with Disabilities Act of 1990. Students who can no longer perform the essential functions of teacher candidates must report that to the Faculty Fellow of Student Success and suggest any accommodations that they think will enable them to perform as teacher candidates. The Faculty Fellow of Student Success will then determine if the suggested accommodation is reasonable or if there is any other reasonable accommodation that can be provided. If accommodation cannot be provided, the students will not be able to remain in the teacher education program.

  • The candidate must have the cognitive abilities necessary to master relevant content in subjects commonly taught in P-12 schools, and the pedagogical principles and how to apply them in field settings at a level deemed appropriate by the faculty. These skills include but are not limited to comprehending, memorizing, analyzing, and synthesizing material, and developing reasoning and decision-making skills appropriate to the practice of teaching.
  • The candidate must be able to demonstrate the knowledge, skills, and professional dispositions (i.e., understanding ethical and moral complexities of schooling, political/social dimensions of schooling, understanding how children learn, fostering active engagement, and more). 

  • The candidate must show a motivation to fully participate in class and field settings, to complete assignments and responsibilities on time, and to seek assistance from instructors and faculty when appropriate.
  • The candidate must be able to prioritize responsibilities, demonstrate openness to new ideas and constructive feedback, and be able to use that criticism to improve performance.
  • The candidate must show initiative, demonstrate good judgment, demonstrate poise and flexibility, and display a positive and enthusiastic attitude.
  • The candidate must have the ability to develop positive relationships with peers and education professionals, treat individuals with respect, use tact and discretion, and set a positive and respectful tone in interactions with others.
  • The candidate must possess the emotional maturity and stability to function effectively under stress and to adapt to unpredictable circumstances.
  • The candidate must demonstrate the ability to interact productively, cooperatively, and in a collegial manner with individuals of differing personalities and backgrounds, and demonstrate the ability to engage in teamwork and team building.
  • The candidate must show punctuality and perform work in a timely manner.
  • The candidate must demonstrate compassion, empathy, integrity, responsibility, and a sense of justice. 

  • The candidate must be able to demonstrate communication competencies by such behaviors as using appropriate grammar, syntax, inflection, and vocabulary in spoken and written expression. The professional candidate speaks distinctly with confidence and uses correct spelling and mechanics of English.
  • The candidate must use professional language and refrain from using inappropriate cultural slang or sarcasm.
  • The candidate must show the ability to use verbal and nonverbal language in ethical and effective 
    ways in the professional environment.

  • The candidate must have the physical capacity to handle the necessary demands of the job, such as physical stamina and energy to carry out the responsibilities of teaching over long hours.
  • The candidate must have the sensory abilities to support the assessment and classroom management responsibilities of the profession.

Professionalism in Teacher Education (Dispositions)

Teaching is not just a job; it is a profession, which requires ethical behavior, collaboration, respect for others, and a commitment to helping all students achieve their potential. We expect all teacher candidates to demonstrate the following dispositions during all coursework, field experiences, and student teaching, and in all interactions with instructors and peers.

  • The teacher candidate is expected to collaborate with all stakeholders in education (i.e., university faculty, fellow students, school principals, and teachers, staff, and students).
  • The teacher candidate values learning, students, teaching, and schooling.
  • The teacher candidate demonstrates openness, courtesy, conscientiousness, reliability, caring, and compassion.
  • The teacher candidate dresses and behaves professionally.
  • The teacher candidate discerns the extent to which personal belief systems and values may affect the instructional process.

Examples of Professional Attitude

  • Willingly accepts feedback from instructors, classroom teachers, supervisors, etc.
  • Is polite and respectful to faculty, staff, peers, school principals, teachers, and students.
  • Attentively listens in class (on-campus and school classrooms); does not hold private conversations during class when others are speaking.
  • Does not use electronic devices (i.e., cell phone, iPod, etc.) for calling, texting, or perusing the Internet during work hours.
  • Consistently arrives on time for class/field experience/observation and attends class regularly.
  • Follows through on assignments and appointments.
  • Demonstrates thoughtfulness and sensitivity to the needs of others.

  • The teacher candidate understands the value of education and the role of intellectual and ethical values and models a commitment to them.
  • The teacher candidate models moral standards expected in the profession, such as confidentiality, fairness, honesty, trustworthiness, and integrity. 

Examples of Professional Ethics

  • Is aware of and acts in compliance with FERPA (Family Education Rights and Privacy Act).
  • Does not spread rumors or gossip, defers to others, shares opinions in a professional manner, and listens to others.
  • Gives consideration and shows impartiality whether dealing with students or adults.
  • Is truthful and candid throughout all aspects of his/her education process.
  • Is dependable, reliable, and sincere whether in or out of the classroom.

  • The teacher candidate establishes positive and effective relationships with faculty, students, parents, colleagues, administrators, and community members.
  • The teacher candidate demonstrates an appreciation for cultural diversity, individual differences, and exceptionalities of students.
  • The teacher candidate discourages prejudice and unfair discrimination in his/her classroom.
  • The teacher candidate understands and respects varying points of view and the influence of one’s own on others.

Examples of Professional Human Rights

  • Is consistently positive and friendly to those with whom he/she works.
  • Build relationships with parents/guardians.
  • Recognizes and respects individuals who may differ in a variety of ways (socioeconomic, cultural, racial, special needs, etc.).
  • Immediately addresses any situation that might lend itself to any form of prejudice or discrimination (i.e., bullying, etc.)
  • Works to protect all learners from unacceptable, worrisome treatment by peers and/or others.

  • The teacher candidate understands responsibilities associated with being a competent professional, including following laws, regulations, policies, requirements, and procedures.
  • The teacher candidate exercises good judgment in planning and managing time and other resources.

Examples of Professional Knowledge & Evaluation of Duties

  • Is aware of the North Dakota Code for Professional Educators and the North Dakota Century Code Guidelines for Student Teachers, Cooperating Teachers, and University Supervisors.
  • Uses common sense in planning lessons and managing time (planning effective transitions, correcting papers, and returning them in a timely manner, etc.).
  • Makes sound decisions about using school and personal resources.

Dispositions

Evaluation of Professional Dispositions is conducted throughout the teacher education program at critical junctions. The evaluation is completed on the Professional Disposition Evaluation Form. These evaluations are one basis for retention in and graduation from the program. In addition, these reports help the candidate to grow toward becoming a professional and confident teacher. At times, this report may become the basis for goal-setting for the teacher candidate to improve. The information gleaned from the reports is shared with the candidate periodically and is used to support their professional development.

Admission

Completion of successful field experience is required for admission to the programs. This is evaluated through the Level 1 Disposition filled out by the cooperating teacher in T&L 250 Intro to Education. 

Throughout the Teacher Education Program

In addition, there are field experiences throughout the program that increase in complexity and will be evaluated for retention in the program. The information gleaned from these is shared with the candidate periodically and is used to support their professional development.

    • Level 2 Disposition is filled out by UND faculty in various courses throughout your program; these are scheduled to occur on a rotation basis.
    • Level 2 Disposition may be filled out by any UND faculty in any course when there is reason to do so: a candidate’s performance is exceptional, or a candidate’s performance is below expectations and may need to be reviewed by the Office of Teacher Education.
    • Level 3 Disposition is filled out by a cooperating teacher during the candidate’s Methods field experience (typically the semester before student teaching).
    • Level 4 Disposition is filled out by the university supervisor during student teaching after input from the cooperating teacher; both parties should agree to the final scoring.

Evaluation of Dispositions

The above characteristics and traits are assessed by a series of Professional Disposition Evaluations that are completed by instructors and cooperating teachers based on your performance, behavior, and conduct in university courses and in P-12 classrooms. Candidates will be given copies of their Disposition Evaluation reports.

These evaluations are progressive; it is expected that you will grow as a professional throughout the Teacher Education sequence and demonstrate improved dispositions. These evaluations are one basis for retention and progression in the program.

Dispositions are assessed on a scale of:

  • Does not meet expectations
  • Progressing towards expectations
  • Meets expectations
  • Exceeds expectations

If a candidate receives a “Does not Meet Expectations” on any item in the Dispositions Evaluation, the overall score is automatically “Unsatisfactory”, and the candidate will be required to meet with the Office of Teacher Education.

The following disposition evaluations are conducted:

  • Level I Disposition Evaluation: Completed by the cooperating teacher in the T&L 250: Introduction to Education Field Placement. A “Satisfactory” evaluation is required for admission to Teacher Education.
  • Level 2 Disposition Evaluation: Completed by UND faculty in T&L 433. Level 2 Disposition may also be filled out by any UND faculty in any course when there is reason to do so: a candidate’s performance is exceptional, or a candidate’s performance is below expectations and may need to be reviewed by the Office of Teacher Education.
  • Level 3 Disposition Evaluation: Completed by the cooperating teacher during the candidate’s Methods field experience. A “Satisfactory” evaluation is required for advancement to student teaching.
  • Level 4 Disposition Evaluation: Completed by the university supervisor during student teaching after input from the cooperating teacher. A “Satisfactory” evaluation is required for graduation.

Contact Information

Questions about the Teacher Education Program can be directed to the Office of Teacher Education. 

Teacher Education Handbook Table of Contents

 

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