Education (EDU), Special Education (SPD)
It is the responsibility of each student in the teacher education program to be familiar with and to fulfill the requirements of the department as outlined in this catalog and in the DWU Student Teacher Handbook. A copy of the handbook is available on the education department’s Web page, as well as in the education department.

Motto
"Impacting futures … one mind at a time."

Philosophy
The philosophy of the DWU Education Department is that theory and practice need to be integrated to promote excellent teaching. Constructivism provides the basis for all departmental decision-making, with a focus of providing assistance until independence. A liberal arts education, in addition to early and continuous classroom experiences, prepares teacher candidates for the profession of teaching. Our commitment to teacher candidates is demonstrated through:

• developing an academic plan and maintaining personal involvement with teacher candidates;
• fostering the development of professional teaching characteristics;
• providing teacher candidates with a sound background in current theoretical knowledge and methodology;
• providing teacher candidates with a variety of practical educational experiences; and
• providing educational resources and services to teacher candidates and regional school districts.

Mission
A constructivist-based program, the DWU Education Department is committed to modeling the developmental approach to learning. A student-centered philosophy, celebrating the diversity and complexity of teaching, influences all curricular and pedagogical decisions. The education department mirrors the DWU mission of sacrifice or service in conjunction with the most relevant and contemporary educational practices within the framework of the 10 Interstate New Teacher Assessment Standards Consortium (INTASC) standards of highly qualified educators. DWU education graduates are highly qualified, independent educators measuring success in the attempt of reaching potential, exemplifying the hope and optimism of every school year, school day, lesson and teaching moment.

Purpose
The purpose of the teacher education program at DWU is to provide an organized, integrated system of study and experience for the preparation of elementary and secondary teachers. The program is designed to emphasize the development of human values that enhance the quality of interpersonal relations and the skills necessary for effective instruction. The central emphasis of the program is to develop the characteristics of competence and maturity, which will enable graduates to command respect as educated people and as members of the teaching profession.

Goals
The goal of DWU Education Department is to prepare competent, effective and dedicated teachers. The program will provide a liberal arts program to help the teacher candidate:

• understand central concepts, tools of inquiry and the structure of the discipline(s) they teach, and be able to create learning experiences that make the subject matter meaningful for students;
• understand how children learn and develop, and provide learning opportunities that support their intellectual, social and personal development;
• understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners;
• understand and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills;
• use understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation;
• use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom; plan instruction based on knowledge of subject matter, students, the community and curriculum goals;
• understand and use formal and informal assessment strategies to ensure the continuous intellectual, social and physical development of the learner;
• be reflective practitioners who continually evaluate the effects of their choices and actions on others and who actively seek opportunities to grow professionally;
• foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being; and
• affirm the value of diversity through experiences, study and integration of extra-cultural examination and educational application.

DWU offers the following Teacher Education Programs:

• K-8 Elementary Education with 5-8 Middle Level
• 7-12 Language Arts–English Education
• 7-12 Mathematics Education
• 7-12 Biology Education
• 7-12 History Education
• K-12 Music Education
• K-12 Special Education

DWU offers the following endorsements:

• 5-8 Middle Level Education
• K-12 Special Education
• 7-12 Special Education
• K-8 Special Education

An education program is defined as all courses necessary to be certified for teaching in the state of South Dakota. Certified teachers who desire additional endorsements in other subject areas must pass the PRAXIS II exam for those areas.

Teacher Candidate Attributes
The philosophy of the DWI Education Department is, in part, that teacher candidates understand and constantly demonstrate the professional attributes established by the education department faculty. The teacher candidate attributes are critical elements of success and it will be expected that all candidates will show progress in each area. The growth of attributes will be assessed throughout the entire teacher preparation experience. The evidence of attributes is expected on the DWU campus and all other campuses.

Teacher candidates of the DWU Education Program shall meet the following expectations.

Expectations of Teacher Candidates/Attribute Indicators
1. Collaboration: Works together with others to achieve a common goal.

• Cooperates with peer learners
• Shares information and materials with others
• Contributes, supports, and compromises
• Plans and sets goals and priorities with others

2. Honesty/Integrity: Demonstrates truthfulness, professional behavior and trustworthiness

• Models behavior and makes decisions that represent the highest quality of teacher and learner
• Communicates without the intent to deceive
• Gives credit when using the work of others

3. Respect: Demonstrates a respect for and is serious about learning

• Maintains a positive attitude toward self and others
• Demonstrates empathy and concern for others
• Interacts in a polite and respectful manner
• Demonstrates a warm, friendly and caring manner
• Demonstrates a respect for all areas of multiculturalism
• Uses appropriate language

4. Reverence for Learning: Demonstrates a respect for and is serious about learning.

• Demonstrates enthusiasm for teaching
• Values instructional time
• Demonstrates positive attitude toward learning
• Conveys high expectations for achievement

5. Emotional Maturity: Demonstrates situational appropriate behavior.

• Responds to situations professionally
• Uses appropriate tone of voice
• Maintains emotional control
• Uses appropriate nonverbal expressions
• Accepts feedback from others

6. Responsibility: Demonstrates accountability, reliability, preparedness and sound judgment.

• Accepts consequences for personal actions or decisions
• Submits assignments in a timely manner
• Prepares for classes, meetings and group work
• Manages time effectively
• Seeks clarification and/or assistance as needed
• Attends class regularly
• Uses sound judgment

Adopted from:
Illinois State University Special Education Department
Texas AandM University Department of Teaching, Learning and Culture

This checklist will be used by the education department faculty to assess teacher candidate attributes and conference with and advise those who have not shown sufficient growth. Candidates who fail to progress following the conference, may be advised out of the teacher education program.

Acceptance into the Teacher Education Program
Students entering DWU may declare a pre-education major on their application. Any student enrolled in EDU 201 is considered a formal applicant for the teacher education program. No other education courses may be taken until the teacher candidate is formally admitted into the education program. Exceptions to this are: EDU 224, EDU 252 and EDU 335.

Upon demonstration of the following requirements and review by the department chair, a teacher candidate will be approved to register for EDU 201:

• complete three courses toward the General Education requirements; and
• have a cumulative GPA of at least 2.6.

Professors and instructors in education classes require attendance. Teacher candidates should be aware of the necessity of dependability and punctuality, and should be reminded that problems in this area will result in unsatisfactory recommendations and rejection of requests for student teaching placement.

Throughout EDU 201, standards of dependability, attentiveness to task, oral and written communication abilities, professionalism and dedication to the teaching profession are observed and evaluated. Along with other members of the education department, the professor of EDU 201 gathers information and makes a recommendation to the department chair. Upon successful completion of EDU 201, teacher education program candidates will be considered for admission to the teacher education program based on the completion of the following minimum requirements:

• Cumulative GPA of 2.6 or higher;
• A grade of at least a C in EDU 201 Foundations of Education;
• Passing scores on PRAXIS I (PPST) exams: Reading 171, Writing 172, Math 172
• Three letters of recommendation from Dakota Wesleyan University professors who can attest to the candidate’s desirable personal characteristics necessary for teaching. The professors must be outside of the department of education;
• Signed acknowledgement of South Dakota State Department of Education conditions of Certificate Revocation Codified Law;
• Completion of all application forms;
• An essay on the candidate’s philosophy of teaching and learning, as well as why the applicant wants to pursue a career in education; and
• Completion of an admittance interview, if requested by the education faculty.

The recommendation process will be completed the week following the end of the semester in which the teacher candidate completes EDU 201. The department chair will send written documentation of the decision to the teacher education program candidates.

Teacher candidates on probation or suspension may not take any education classes until the reasons for nonacceptance or probation have been satisfactorily addressed. However, teacher candidates may request a meeting with the department chair for review at any time, and exceptions may be made only at the discretion of the department chair, in consultation with a petitioning teacher candidate’s adviser. Following a review each semester by the education department, teacher candidates on probation or nonacceptance are notified of their standing.

Any education or special education class that is more than five years old, without a degree completion, will need to be retaken. This also applies to students who are in the teacher education program and students wishing to be readmitted to the teacher education program. Individual exceptions to this may be made at the discretion of the department chair, whose decision is final.

Professional Conduct
All teacher candidates are expected to conduct themselves in a professional, ethical, and respectful manner when it comes to their education classes. If a teacher candidate fails to conduct himself/herself in such a manner, the candidate may fail the class, or may be advised to withdraw from the class, to avoid failing the class. If the candidate behaves inappropriately while doing observations/field experiences, he/she may not be allowed to continue the field experience and may fail the class, or be advised to withdraw from the class to avoid receiving a failing grade.

The teacher candidate may also jeopardize his/her opportunity to continue in the education program. If a teacher candidate fails a class, or is advised to drop the class because of personal conduct, he/she may be need to apply to be readmitted into the education program. Some examples of unprofessional, unethical or disrespectful conduct while doing observations or fieldwork include, but are not limited to the following: dressing unprofessionally, sleeping during the observation, distracting the teacher or disrupting class, using a personal electronic device during the fieldwork, failing to notify the cooperating teacher that you will not be there or will be late, talking with students about inappropriate topics, talking about students or classroom teachers that you observe, or showing up to class under the influence of drugs/alcohol or with hangover effects.

Transfer Students
Transfer candidates must take EDU 201 at DWU, unless waived by the department chair. A transfer candidate must make a written request with proper documentation to the department chair for a waiver of EDU 201. All transfer candidates must formally apply to the education department chair to be admitted to the Dakota Wesleyan education program. The education chair will send written documentation of the decision to the candidates.

If a candidate wishes to transfer an education or special education class that is more than five years old, the class will not be considered for acceptance. Individual exceptions to this may be made at the discretion of the department chair, whose decision will be final.

Students Who Take a Leave of Absence
Any teacher candidate who did not enroll in education classes for at least one year (two consecutive semesters) must reapply to be admitted back into the education program.

A candidate who is denied acceptance or dismissed from the teacher education program has a right to appeal, in writing, within four weeks of the notice of denial or dismissal. The appeal is considered by an appeals board consisting of the college dean, the chair of the education department, director of student life and an education professional.

Professional Semester
The professional semester is the semester in which a teacher candidate prepares for and participates in, the student teaching experience. Teacher candidates will register for the appropriate course in EDU 470, EDU 472, EDU 474 or SPD 470. The student teaching experience will be in conjunction with a two-credit seminar that integrates materials from the teacher candidate’s academic background and provides information, advice and direction for a successful teaching experience. Teacher candidates will also meet in a seminar format throughout the professional semester.

The objectives, requirements and policies concerning student teaching are discussed in the DWU Student Teacher Education Handbook. In particular, student teaching is an opportunity to demonstrate competence in all job responsibilities. Teacher candidates will complete a minimum of 14 full weeks (70 days) of supervised experiences. A K-12 program requires a balance of experiences at two levels in the 14-week period. Student teachers are given the opportunity for professional development through self, peer and supervisory reflection on the experience. Grades assigned for student teaching are Credit/No Credit. Grades are assigned for the two-credit seminar taken in conjunction with the student teaching experience.

Teacher candidates need to complete an application packet for the professional semester. Applications include such materials as a letter of introduction, a resume, and a list of classroom observations. This application packet must be completed following a meeting called by the department chair in the preceding semester to student teaching. Deadlines and requirements will be outlined at that meeting, including PRAXIS test requirements. If a candidate does not attend the meeting, it will be his/her responsibility to contact the education office to obtain the information. See http://doe.sd.gov/oatq/praxis/index.asp for more information on PRAXIS test.

Student Teaching
As per state law 24:53:06, requirements for South Dakota Certification (revised in July 2008), teacher candidates must reach a minimum cutoff score on all PRAXIS II tests pertinent to their major to achieve legal teaching certification in the state of South Dakota in addition to required coursework in all areas for which a state exam is available. Because of this South Dakota legislation which aligns South Dakota with the No Child Left Behind Act of 2001, Dakota Wesleyan education majors will have to pass these examinations before they will be allowed to student teach, graduate from DWU, and before they can become certified teachers. See doe.sd.gov/oatq/praxis/scores_at_a_glance.asp for a list of what passing scores are for the different PRAXIS tests.

Teacher candidates must submit passing PRAXIS scores as a prerequisite to student teaching. They can be submitted at any time during their tenure at DWU; however, they must be submitted at least by Oct. 31 to student teach during the following spring semester and by April 30 to student teach during the following fall semester. No teacher candidate will be allowed to student teach without submission of passing scores. Testing dates and locations may be found in the education office. Students deciding against submitting the necessary passing scores may appeal to the Education Policies and Curriculum Committee and request a specialized, nonteaching degree, with receipt of a waiver indicating full knowledge of lack of teaching certification due to this omission of passing test scores. Students still must meet all DWU graduation requirements to receive this specialized degree.

As a result of this certification procedure, Dakota Wesleyan University requires passage of the PRAXIS tests in the teaching candidate’s content and pedagogical areas as a graduation requirement.

Student Teaching Placement
Placement for student teaching is at the discretion of the department chair of the education department. Due to financial and human resource constraints, the education department’s policy is placement within one hour (60 miles) of the DWU campus. Individual exceptions to this will be made by the department chair on a case-by-case basis. The department chair’s decision will be final. The teacher candidate will need to write a letter to the department chair indicating the reason why he/she is requesting a placement in a school that is outside the one hour (60 mile) distance from DWU.

If a teacher candidate requests a placement outside the one hour (60 mile) distance from DWU, a professor from an education department at another university will need to provide the supervision of the student teaching experience, as the DWU Education Department will not be providing the supervision. If a professor from an education department at another university agrees to provide the supervision, the teacher candidate will be required to pay all the costs involved with having that person supervise his/her student teaching experience. In the event that a professor from an education department at another university cannot supervise the student teaching experience, the placement request will be denied and the teacher candidate will need to request another placement that is within the one hour (60 mile) distance of DWU.

Criteria for Admission to Student Teaching
A candidate must notify the education department of his/her intention to teach for the following semester. A teacher candidate must meet the following criteria before receiving approval to student teach from the Teacher Education Committee:

• Full admission status in the teacher education program;
• Submission of the student teaching application;
• Approval of the department chair in the areas of specialization;
• A cumulative GPA of 2.6 is required in the teaching major and courses required for certification. A cumulative GPA of 2.6 is also required in all coursework;
• Recommendations of the chairs of the department of education and the teaching major(s);
• Successful completion of an observation or field experience before student teaching. Successful completion includes a grade of C or better and the recommendation of the cooperating teacher to continue in preparation for a career in teaching;
• Successful completion of course requirements, with no grade below C in the major(s) and courses required for certification;
• Demonstration of desirable personal characteristics requisite to teaching;
• For transfer and readmitted students, completion of 14 semester hours from the DWU education department before student teaching (may be waived by department chair upon written request by teacher candidate); and
• The candidate must provide proof that he/she has a comprehensive liability insurance plan before he/she will be allowed to begin student teaching.

Education department faculty will review the teacher candidate’s education department file, academic record and portfolio. An applicant who is rejected for student teaching placement may submit an appeal for review by the Appeals Board.

Professional Development Competency
A measure of excellence in education is the refreshment of ideas, ideals and fraternity found in joining and actively participating in professional organizations. To encourage and stimulate this professional attribute, DWU education majors must join a professional organization annually and attend two meetings each year. Education majors are required to attend one conference (local, regional, national) and to be active on one committee during their time at DWU. This requirement takes effect upon admittance into the teacher education program and is documented in the education major’s file in the DWU dducation department.

Service Component of Education
To achieve the goal of serving regional school districts and communities, all EDU-prefixed classes include a service task as part of the general requirements for the course. These service opportunities will be documented in the teacher candidate’s professional portfolio.

Dakota Wesleyan University Future Teachers Organization (DWUFTO)
Teacher candidates taking any course that requires contact with K-12 students must show proof of a comprehensive liability plan. Teacher candidates who do not currently have a liability plan may join the DWU FTO, which offers a $1 million liability insurance program. The DWU FTO is also an active organization on campus that provides opportunities for future teachers to be involved in local, state and national education events.

Certification
Questions regarding the PRAXIS tests can be found at: doe.sd.gov/oatq/praxis/index.asp Requirements for teaching certificates vary from state to state. The elementary and secondary teacher programs at Dakota Wesleyan University are designed to meet current academic requirements for certification in South Dakota. Applications for certificates are filed with the certification officer for DWU who recommends certification to the state. A teacher candidate must receive credit in the appropriate EDU 470, EDU 472 or EDU 474 course and pass the minimum acceptable score on the appropriate PRAXIS II series tests. See doe.sd.gov/oatq/praxis/scores_at_a_glance.asp for minimum scores and appropriate tests.

The descriptions regarding teacher certification by the state of South Dakota contained in this catalog are based upon the requirements that exist at the date of publication. Requirements are subject to change as determined by the South Dakota Department of Education. Teacher candidates are advised to periodically check the requirements of South Dakota, as well as any other state in which they expect to seek certification.

Teacher candidates will be recommended for certification upon completion of a bachelor’s degree.* Successful completion of this program requires that teacher candidates take all courses listed for credit and earn a grade of at least C.

*The federal No Child Left Behind Act of 2001 (NCLB) signed into federal legislation requires that each state attempt to have 100 percent of teachers reach “highly qualified” status and plan assessments to determine that status. South Dakota began using a state licensure examination on July 1, 2005. South Dakota uses the PRAXIS II series examination published by the Educational Testing Service. Find out more about these requirements by accessing www.doe.sd.gov/ for state of South Dakota requirements or www.ets.org/praxis to learn more about the PRAXIS II examination.

Directed Studies, Independent Studies, Credit by Examination, CLEP and Life Experience
Teacher candidates should make a request and provide rationale for a directed study or independent study in an education course to the education department chair. Directed studies for methods courses will not be approved. The department chair will approve or reject the request based upon the rationale the teacher candidate provides. The department chair’s decision will be final. Life experience will not be considered for education course credit.

Upon approval, the teacher candidates must complete an application which will require the approval of the department chair, instructor, adviser and dean. This application will be required for registration and is not complete until it is fully executed and received by the registrar’s office.

Elementary Education Program
The elementary education program at Dakota Wesleyan University requires:

1. Completion of all K-8 elementary education program courses. Teacher candidates must have a grade of C or higher for successful completion of all courses listed in the program. EDU 470, EDU 472 and EDU 474 are taken Credit/No Credit;
2. Completion of graduation requirements, including General Education courses and at least 126 total hours;
3. Meet or exceed minimum scores on appropriate PRAXIS II tests before student teaching; and
4. Completion of electronic portfolio and exit interview.

Teacher candidates completing the elementary education program are not required to complete a minor as stated in “Graduation Requirements for Bachelor of Arts.”

Elementary Education Courses

*Electives

Additional electives available in consultation with the chair of the education department.

General Education support courses are listed under the five foundational pillars for the College of Leadership and Public Service. The pillars can be found in the Academic Programs section of the catalog.

5-8 Middle Level Education Endorsement
Students wishing to add the middle level endorsement for South Dakota certification are required to complete eight semester hours of coursework in education or pass the PRAXIS test in middle level education.

1. Completion of an elementary education program.
2. Completion of eight semester hours of courses as follows:

These courses are part of the elementary education program, thus all elementary majors are 5-8 middle level endorsed. Teaching candidates will need to submit passing specific content area PRAXIS tests to teach that subject area in a middle school.

Secondary Education Program
The secondary education program at Dakota Wesleyan University requires:

1. A specific discipline education program for 7-12 teaching (English, history, mathematics or biology).
2. Completion of graduation requirements for the Bachelor of Arts degree; and
3. Meeting or exceeding passing scores on appropriate PRAXIS series exams. This includes the content area PRAXIS test, as well as the PRAXIS II (7-12 Principles of Learning and Teaching) test.

To meet these requirements in four years, teacher candidates intending to teach at the secondary level must begin the sequence of courses with EDU 201 no later than their sophomore year.

Teacher candidates must complete a 7-12 education program, including courses necessary for teacher certification in South Dakota. All courses listed in the 7-12 education program must be taken for credit, and teacher candidates must earn a grade of a C or higher in education courses. EDU 474 is taken Credit/No Credit.

Courses necessary for completion of 7-12 education programs are listed in the discipline sections of the catalog. Dakota Wesleyan University offers education programs that satisfy the academic requirements for secondary teacher certification by the South Dakota Department of Education. Teacher candidates gain certification by completing a particular program area and passing the PRAXIS test for that subject.

Dakota Wesleyan offers the following content programs: 

Each discipline may recommend coursework for endorsements to help the teacher candidate meet or exceed the minimum score on the PRAXIS exam. Contact the department chair of that discipline for suggestions. The state requirements for each are listed on the South Dakota Department of Education website http://doe.sd.gov/ or www.ets.org/praxis to learn more about the PRAXIS II examination.

Teaching endorsements are available in the following areas in conjunction with the completion of a 7-12, K-8 or K-12 education program: 

Endorsements for the Secondary Education Program
Any student who has received a teaching certificate in South Dakota may choose to take and pass additional PRAXIS content tests in order to be endorsed in other teaching content areas.

Special Education Program
Purpose
The purpose of the special education program at Dakota Wesleyan University is to prepare educators to embrace diversity among learners. The program is designed to increase knowledge and skills to assess needs, plan programs and monitor progress of students with exceptionalities. The DWU Education Department believes future educators will be better able to meet the needs of today’s classrooms when their degree work has been enhanced by a major in elementary education or certification at the secondary level and a special education major. However, an individual may major in only special education. The coursework in the special education major along with passing scores on the required PRAXIS II tests meet the South Dakota Department of Education requirements for K-12 special education certification.

Objectives
Graduates of the special education major should:

• value and respect the rights and privileges of all individuals in the home, school and community;
• advance society’s knowledge about individuals with disabilities;
• prepare to be a dynamic and contributing team member within diverse educational communities;
• recognize the need for continuous personal growth through professional organizations and the examination of current research and practice;
• be competent in the integration of effective pedagogy for the various styles of learning and the unique needs of individuals;
• create positive learning environments for all students in inclusive classrooms; and
• make decisions based on the laws, policies and procedures established at local, state and federal levels.

Admission into Special Education Program
Before students may take the entry level class SPD 206, they must meet the requirements to be accepted into the education program, and must be accepted into the education program. Please refer to the Acceptance into the Teacher Education Program section of the catalog that lists the requirements to be accepted into the program.

Special Education Program K-12
The special education program at Dakota Wesleyan University requires:

1. Completion of all K-12 Special Education program courses. Teacher candidates must receive a grade of a C or higher for successful completion of all the courses listed in the program. SPD 470 is taken for Credit/No Credit;
2. Completion of graduation requirements, including General Education courses and at least 126 total hours;
3. Submission of passing scores on the Praxis tests before student teaching; and
4. Completion of an electronic portfolio and exit interview.

Teacher candidates pursuing a K-12 special education degree are not required to pursue a minor.

K-12 Special Education Courses

*Electives

Additional electives available in consultation with the chair of the education department.

General Education support courses are listed under the five foundational pillars for the College of Leadership and Public Service. The pillars can be found in the Academic Programs section of the catalog.

Special Education Endorsements for Teacher Certification
Three levels of endorsements:
K-12 Special Education Endorsement
7-12 Special Education Endorsement
K-8 Special Education Endorsement

A special education endorsement requires:

1. Teacher certification and one year of general classroom teaching, or special education paraprofessional experience, or special education certification and one year of special education teaching experience;
2. The passage of the state special education teacher licensing examination; and
3. A minimum of a three semester-hour special education practicum under the supervision of a certified special education teacher and university supervisor at each level of endorsement.

A K-8 special education endorsement requires a minimum of 26 semester credits with a minimum of 23 credits in special education. The credits in special education shall include a special education practicum of three semester hours. The candidate must demonstrate through coursework knowledge and skills at the K-8 endorsement level to meet the Council of Exceptional Children’s performance-based standards covering: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, communication, instructional planning, assessment, professional and ethical practice, and collaboration.

A 7-12 special education endorsement requires a minimum of 26 semester credits with a minimum of 23 in special education. The credits in special education shall include vocational transition and a special education practicum of three semester hours. The candidate must demonstrate through coursework knowledge and skills at the 7-12 endorsement level to meet the Council of Exceptional Children’s performance-based standards covering: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, communication, instructional planning, assessment, professional and ethical practice, and collaboration.

A K-12 special education endorsement requires a minimum of 27 semester credits with a minimum of 24 in special education. The credits in special education shall include vocational transition and a special education practicum of two semester hours at the elementary level and two semester hours at the secondary level. The candidate must demonstrate through coursework knowledge and skills at the K-12 endorsement level to meet the Council of Exceptional Children’s performance-based standards covering: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, communication, instructional planning, assessment, professional and ethical practice, and collaboration.

General requirements for all three endorsement levels: Teacher certification and three years of general classroom teaching experience or special education certification and one year of special education teaching experience.

A special education endorsement requires passing the state special education teacher licensing examination, and a minimum of a three semester hour special education practicum at the K-8 level, or the 7-12 level. If you are seeking a K-12 endorsement, the requirement is a four credit practicum, with two credits being completed at the elementary level and two credits completed at the secondary level.

Course Descriptions
Early Childhood Education (ECE)
320 Birth to Age 8 Curriculum 3 hours TBA
Students will study early childhood and kindergarten policies and related issues in the development of an early childhood and kindergarten curriculum.

330 Socio-emotional Development of Young Children 3 hours TBA
This course includes the study of the five areas that promote the personal and social development of children, including relationships with others and personal experiences.

450 Early Childhood and Kindergarten Practicum 3 hours TBA
Students completing the kindergarten endorsement are assigned to a school district and supervised by a certified kindergarten teacher. Students also spend time assigned to a preschool setting. Required practicum hours: 45 hours for each semester credit hour.
Prerequisites: ECE 320 and ECE 330.

Course Descriptions
Education (EDU)
201 Foundations of Education 3 hours F,S
This course is an investigation of contemporary education in America and assists teacher candidates in determining their career path, with a special emphasis on the tools and skills necessary to become an effective teacher. Observation experience in a school setting is required. This course is required for elementary education, special education and secondary education teacher candidates and is taken as the first in the sequence of education courses. EDU 201 is a prerequisite for all other education courses.
Prerequisites:

1. Completion of at least three General Education courses;
2. An accumulated GPA of at least 2.6 (no rounding up); and
3. Proof of liability insurance or DWUFTO membership.

Admittance to this course constitutes application to the teacher education program.

216 Technology for Teachers I 1 hour S
This course provides a foundation for integrating technology into the classroom with instructional activities and tools. Developing a mindset for enhancing classroom instruction with technology through exploration and application is a primary goal in addition to recognizing standards, ethics and human issues related to the use of technology in the classroom. May be taken at the same time as EDU 201, but not before.

224 Children’s Literature 3 hours F
This course includes the study of a variety of genres including multicultural literature for children. Teacher candidates will explore ways of sharing literature and will investigate and apply effective strategies for integrating children’s literature into the general classroom. Experiential teaching in the real classroom will provide extended opportunities to develop skills.

252 Music, Movement and Art 3 hours F
This course is designed to prepare teacher candidates to integrate art, music and movement into daily classroom instruction. Upon completion of the coursework, all teacher candidates will be able to successfully use music, movement and art in all subject areas and classroom settings throughout the school year.

290/390/490 Rapid Educational Development Initiative (REDI) 1-3 hours F,S
Classroom settings will provide an environment for application for teacher candidates showing exceptional teaching skills. Teacher candidates will be matched with a teacher either in Mitchell or a surrounding community and will replace and connect coursework tasks with relevant real classroom episodes. Teacher candidates may take the course each semester as an honors education program.
Prerequisites: EDU 201, application and approval of department chair, and at least sophomore status.

299 Selected Topics – Basic 1-3 hours TBA
Prerequisite: EDU 201.

311 Educational Psychology 3 hours F,S
This course integrates psychological theories into the field of education. Teacher candidates will identify teacher characteristics and behaviors as they affect the learner and the relationship of motivation to learning and understand the significance of these theories through application and research. Student portfolios are evaluated for the second time in this course.
Prerequisites: EDU 201. Nonteaching majors must have consent of instructor.

316 Technology for Teachers II 1 hour F,S
This course continues and expands on materials introduced in EDU 216. Teacher candidates will construct lesson plans and present lessons integrating a variety of technology applications. Experiential teaching in the real classroom will provide extended opportunities to develop skills.
Prerequisites: EDU 201, EDU 216.

324 Literacy in the Content Area 3 hours S
This course provides the K-12 teacher candidate with a balance of theory and application regarding the skills needed to teach reading and writing in the content areas. Teacher candidates will investigate, develop and apply strategies using a variety of scientifically researched reading, writing, listening and speaking methods to meet the literacy needs of all students. This course is part of the spring block experience. Courses include EDU 324, EDU 344 and EDU 365.
Prerequisite: EDU 201.
Corequisites: Must be taken with EDU 344 and EDU 365.

330 Curriculum Standards and Assessment 3 hours F
This course will focus on the various forms of assessment, including measurement and evaluation, and the connection to local, state and national standards in all of the disciplines. Teacher candidates will evaluate observed classrooms and apply strategies to meet various standards in a field experience. This course is part of the fall block experience. Courses include EDU 330, EDU 342 and EDU 343.
Prerequisite: EDU 201.
Corequisites: Must be taken with EDU 342 and EDU 343.

335 American Indian Education 3 hours Su
This course is designed for prospective and experienced teachers. Teacher candidates will learn about the rich American Indian culture in South Dakota and its impact on the education of American Indian students. The study includes an examination of skills necessary for the effective teaching of American Indian children. The course is designed to meet the South Dakota certification requirement in American Indian studies and is required of all teacher education candidates.
General Education: Cultural and Global Awareness

342 Social Studies Methods 3 hours F
This course is a survey of social studies education in the United States, looking at methodology and practices for students in the elementary and middle levels. It includes organization of the social studies curriculum and available materials, and modification of the curriculum for students with unique needs. A field experience in an elementary or middle school classroom is required. This course is part of the fall block experience. Courses include EDU 330, EDU 342 and EDU 343.
Prerequisite: EDU 201.
Corequisites: This course must be taken with EDU 330 and EDU 343.

343 Science Methods 3 hours F
This course is a survey of basic scientific skills to be mastered by students at K-8 levels and an awareness of the methodologies of teaching science concepts, including modification of the curriculum for the exceptional student. Teacher candidates are assigned to classrooms for fieldwork. This course is part of the fall block experience. Courses include: EDU 330, EDU 342 and EDU 343.
Prerequisites: EDU 201, BIO 101 and PHS 101.
Corequisites: This course must be taken with EDU 330 and EDU 342.

344 Mathematics Methods 3 hours S
This course is a survey of the contemporary mathematical process to be mastered by students at K-8 levels and an awareness of the problem-solving methodologies of teaching concepts, including modification of the curriculum for the exceptional student. Teacher candidates are assigned to classrooms for fieldwork. This course is part of the spring block experience. Courses include EDU 324, EDU 344 and EDU 365.
Prerequisites: EDU 201 and MTH 150.
Corequisites: This course must be taken with EDU 324 and EDU 365.

356 Secondary Teaching Methods 3 hours F
This course covers the methods of teaching secondary education, and considers all the aspects and responsibilities that come with the job, including the decision-making process, establishing a classroom climate conducive to learning, motivating students, classroom management, linking curriculum and instruction, planning the instruction, instructional techniques and methods for promoting learning. A constructivist approach to teaching and learning is emphasized. A field experience is required.
Prerequisite: EDU 201.

365 Classroom Management for the K-12 Educator 3 hours S
This course will provide a foundation for classroom management strategies. Research-based methods of classroom management will be identified and applied in interactive settings. A field experience is required. This course is part of the spring block experience. Courses include EDU 324, EDU 344 and EDU 365.
Prerequisite: EDU 201.
Corequisites: This course must be taken with EDU 324 and EDU 344.

387 Evidence-Based Reading 3 hours F
This course builds the K-8 teacher candidate’s knowledge of evidence-based instructional practices that promote all components of reading acquisition. An investigation of reading diagnosis and prescription provides the teacher candidate with skills needed to identify reading levels and determine appropriate interventions for the exceptional student.
Prerequisite: EDU 201.

410 Human Relations/Multiculturalism 3 hours F,S
This course provides the teacher candidate with knowledge in the areas of multiculturalism and human relations. The teacher candidate will understand the impact of a changing society on the educational institution, through service learning, various sources, interpersonal communication and research. Some field experience will be required.
Prerequisite: EDU 201 or permission of the professor if the student is not an education major.

412 Meeting the Needs of the Adolescent Learner 3 hours F,S
The course will help prepare the candidate to teach at the middle level. The course will develop an understanding of the middle school concept and the instructional strategies that support that concept. Fieldwork at the middle school level is required.
Prerequisite: EDU 201.

416 Technology for Teachers III 1 hours S
This course is the culminating experience in the technology for teachers series. Teacher candidates will study current technology with a focus on Web 2.0. Teacher candidates will collaborate with a classroom teacher in order to integrate various Web 2.0 applications. The teacher candidate will demonstrate technology skills in a formal lesson presentation.
Prerequisite: EDU 201.
Corequisite: This class may be taken at the same time as EDU 316.

460 Independent Study in Education 1-3 hours F,S
Teacher candidates can select projects for intensive study.
Prerequisite: EDU 201 and consent of instructor and chair of the education department.

470 K-12 Student Teaching 14 hours F,S
Teacher candidates are assigned to a school district and supervised by a certified teacher at the elementary level (K-8) and at secondary level (7-12) for 70 days (14 full weeks). The student teaching will be divided in half at each level. During this period they will fulfill obligations and responsibilities similar to those of the cooperating teacher. This course is part of the professional semester and is taken with a two-credit seminar, which is part of the 16 hours for degree candidates. Teacher candidates also meet during the professional semester for seminar requirements. This course is offered Credit/No Credit only. The DWU Student Teacher Handbook and seminar syllabus serve as the course syllabus.
Prerequisites: Completion of all coursework required for graduation, 2.6 GPA, acceptance from the education department faculty, submission of passing PRAXIS II examinations scores for the required tests and approval for student teaching placement.
Corequisite: EDU 475.

472 K-8 Student Teaching 14 hours Fall, Spring
Teacher candidates are assigned to a school district and supervised by a certified teacher at the elementary level and/or middle school/junior high level for 70 days (14 full weeks). During this period they will fulfill obligations and responsibilities similar to those of the cooperating teacher. This course is part of the professional semester and is taken along with a two-credit seminar, which is part of the 16 hours for degree candidates. Teacher candidates also meet during the professional semester for seminar requirements. This course is offered Credit/No Credit only. The DWU Student Teacher Handbook and seminar syllabus serve as the course syllabus.
Prerequisites: Completion of all coursework required for graduation, 2.6 GPA, acceptance from the Education Department faculty, submission of passing PRAXIS II examinations scores for the required tests, and approval for student teaching placement.
Corequisite: EDU 475.

474 7-12 Student Teaching 14 hours Fall, Spring
Teacher candidates are assigned to a school district and supervised by a certified teacher at the middle school/junior high level and/or at the secondary level for 70 days (14 full weeks). During this period they will fulfill obligations and responsibilities similar to those of the cooperating teacher. This course is part of the professional semester and is taken with a two-credit seminar, which is part of the 16 hours for degree candidates. Teacher candidates also meet during the professional semester for seminar requirements. This course is offered Credit/No Credit only. The DWU Student Teacher Handbook and seminar syllabus serve as the course syllabus.
Prerequisites: Completion of all coursework required for graduation, 2.6 GPA, acceptance from the education department faculty and secondary discipline faculty, submission of passing scores on the required PRAXIS tests and approval for student teaching placement.
Corequisite: EDU 475.

475 Seminar 2 hours F,S
The teacher candidate is required to take this seminar during their student teaching experience. Candidates will research the following topics during this seminar: classroom climate, instructional pedagogy, assessment, resume writing, and interviewing skills. Teacher candidates are required to complete their electronic portfolio and an action research project during the seminar. Attendance is required in order to successfully complete the student teaching experience. Class dates will require the teacher candidate to be on campus before the beginning of each semester.

499 Selected Topics – Advanced 1-3 hours TBA
Prerequisite: EDU 201.

Course Descriptions
Special Education (SPD)
206 Teaching Students with Exceptionalities in the General Classroom 3 hours F,S
This course is designed to familiarize students with requirements of the Individuals with Disabilities Education Act, curriculum development and modification for inclusion of teacher candidates with exceptionalities in the regular classroom, and techniques for providing a positive learning environment for all students, regardless of ability level. Areas of exceptionalities studied include physical impairments, impaired sensory or motor functions, health impairments, learning disabilities, mental disabilities, giftedness, and behavioral or emotional disabilities. This class examines major trends and issues in special education, with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. This course addresses the needs of the individual with exceptionalities from birth through adulthood. Teacher candidates’ professional electronic portfolios are evaluated for the first time in this course.
Prerequisites: EDU 201 and acceptance into the education program.

300 Field Experience in Special Education 1-3 hours TBA
This course provides practical experiences in classroom settings in order to become familiar with teaching strategies, instructional models and classroom management systems. It is required concurrently with the methods course in the teaching major. Required classroom hours: 45 hours for each semester credit hour.

310/510 Developing and Adapting Curriculum for Individuals with Exceptionalities
3 hours TBA
This course addresses instructional strategies, materials and equipment, and assistive technology devices needed to provide a positive learning environment for students with disabilities. Teacher candidates in this course will develop, implement and evaluate a variety of instructional approaches for students with disabilities. Teacher candidates will demonstrate ability to select, adapt and use both commercial and teacher-made media and instructional materials, and evaluate and adapt the learning environment to provide students with disabilities an appropriate education in the least restrictive environment.
Prerequisites: EDU 201 and SPD 206.

311/511 Students with High Incidence Disabilities 3 hours TBA
This course serves as an introduction to the field of specific mild learning disabilities. Theoretical approaches to the field are considered. Emphasis is on the neurological, psychodynamic and behavioral approaches. Assessment techniques to aid diagnosis are presented. Various treatment methods are compared. Teacher candidates are given an opportunity to work with children with learning problems. Teacher candidates will use alternative technologies in class presentations and will demonstrate appropriate teaching methodology. Legal issues will be presented concerning meeting the needs of all students, including the development of the Individualized Education Plan (IEP), assessment of students with disabilities and transition of the student from school to work.
Prerequisites: EDU 201 and SPD 206.

312/512 Students with Low Incidence Disabilities 3 hours TBA
This course serves as an introduction to and a detailed investigation of educational, psychological and sociological concerns of people with developmental disabilities. Teacher candidates will review the history of developmental disabilities, and the various learning theories as they apply to children and adults with mental retardation and developmental disabilities. Legal issues will be presented concerning meeting the needs of people with severe disabilities, including writing the Individualized Education Plan (IEP), creating optimal services and transition from school to work.
Prerequisites: EDU 201 and SPD 206.

315/515 Administering Tests and Assessing Behavior of Individuals with Exceptionalities
3 hours TBA
This course addresses screening, assessment and evaluation of individuals with disabilities from birth through age 21. Teacher candidates in this course will develop, select, administer and interpret formal and informal instruments and strategies used to determine the level of individual student performance in academic, cognitive, communicative, social, emotional, behavioral, psychomotor, prevocational/vocational and independent living skills areas. Teacher candidates will have practice in using evaluation and other information to determine whether an individual has a disability and requires special education or related services, and also to develop an appropriate individual education program. Standards of ethics and protocol for observation and assessment will be integrated throughout this course.
Prerequisites: EDU 201 and SPD 206.

320/520 Communication, Collaboration and Consultation and Special Education Law
3 hours TBA
Teacher candidates will be familiar with the placement committee process, including roles and responsibilities of required members. Teacher candidates will develop skills to communicate effectively and work collaboratively as a member of a multidisciplinary team. The importance of the parent/family and the professional partnership will be emphasized. This course encompasses a life-span perspective, requiring the teacher candidate to be knowledgeable of the early intervention service system, rehabilitation service system and other interagency systems, as well as transition planning. Teacher candidates will review federal and state special education laws, including the impact of the No Child Left Behind Act of 2001, on special education services.
Prerequisites: EDU 201 and SPD 206.

325/525 Management Techniques for Individuals with Exceptionalities 3 hours TBA
The focus of this course is to develop and design positive behavioral interventions, strategies and supports that represent current and best practices for individual and whole classroom management. Teacher candidates will familiarize themselves with etiology and characteristics of individuals with behavioral and/or emotional challenges. Teacher candidates will practice techniques for effective observation, assessment and evaluation of students with behavioral challenges. Focus will be on creating classrooms where learning is optimized through peaceful, respectful interactions between students and teachers, as well as among students.
Prerequisites: EDU 201 and SPD 206.

328 Special Education at the Early Childhood and Kindergarten Level 3 hours TBA
This course will focus on effective strategies of instruction and intervention, and curricular approaches to use in meeting the needs of preschool- and kindergarten-aged children with exceptional learning needs. Teacher candidates will learn to integrate the best practices of early childhood education with the best practices of special education. Developmentally appropriate practice recommended by the leading professional organizations in the fields of early childhood education and special education will serve as guidelines for this course.

450/550 Early Childhood and Special Education Practicum 2-4 hours TBA
Teacher candidates completing the special education birth through preschool endorsement are assigned to an early childhood special education setting and supervised by a certified early childhood special education teacher. Required classroom hours: 45 hours for each semester credit hour.
Prerequisites: EDU 201 and SPD 206.

452/552 Special Education Practicum K-8 2-4 hours TBA
Students completing the special education K-8 endorsement are assigned to a secondary school setting and supervised by a certified special education teacher. Required classroom hours: 45 hours for each semester hour. The state of South Dakota requires a grade of at least a C to pass.

454/554 Special Education Practicum 7-12 2-4 hours TBA
Students completing the special education 7-12 endorsement are assigned to a secondary school setting and supervised by a certified special education teacher. Required classroom hours: 45 hours for each semester hour. The state of South Dakota requires a grade of at least a C to pass.

456/556 Special Education Practicum K-12 4 hours TBA
Students completing the special education K-12 endorsement are assigned to an elementary school setting and a secondary school setting, and supervised by a certified special education teacher at each level. The State of South Dakota states that two credits of the practicum must be done at the elementary level and two credits of it must be done at the secondary level. Required classroom hours: 45 hours for each semester credit hour. The state of South Dakota requires a grade of at least a C to pass.

470 Student Teaching in Special Education 14 hours F,S
Teacher candidates will student teach for 70 actual school days, under the supervision of a certified special education teacher. The student teacher will be assigned to an elementary placement for 35 days and secondary placement for 35 days. This course is part of the professional semester and is taken with a two-credit seminar, which is part of the 16 hours for degree candidates. Teacher candidates also meet during the professional semester for seminar requirements. This course is offered Credit/No Credit only. The DWU Student Teacher Handbook and seminar syllabus serve as the course syllabus.
Prerequisites: Completion of all coursework required for graduation, 2.6 GPA submission of passing scores on required PRAXIS tests, acceptance from the education department faculty and approval for student teaching placement.