Assistant Professor: Jonathan Miller-Lane; Visiting Assistant Professor of English and Teacher Education: Claudia Cooper (program director), Lecturer: Gregg Humphrey; Affiliated faculty: Bob Prigo (physics), Hector Vila (writing program), Margaret Nelson (sociology/anthropology), Priscilla Bremser (mathematics), Barbara Hofer (psychology); Program Coordinator: Trish Dougherty
The Middlebury College Program of Teacher Education is looking for students who want to make a difference in the lives of young people in this country and other nations of the world. The existence of educational inequities is a constant reminder that there is critical work to be done to bring greater educational opportunity to more students. Good teachers are needed. The teacher education program seeks students who are well-grounded in their content areas, possess strong communication skills, are willing and ready to motivate young people, have the independent research skills required of today's teachers, and who want to make a positive difference in the lives of young people.
The Program of Teacher Education offers five minors. For students interested in pursuing a career in either elementary (K-6) or secondary (7-12) teaching, the program offers minors that lead to a recommendation for initial teacher licensure in Vermont, which is also reciprocated in most other states. For students who have a general interest in either elementary or secondary education, but who are not necessarily considering a career in teaching or licensure at this time, the program offers minors without the professional semester component. The program also offers a broad minor in education, without recommendation for licensure, for students interested in the full range of K-12 education. In every minor, emphasis is given to actual classroom practice. Except for the foundation course, Education in America, all teacher education courses require field placements in local school classrooms.
The teacher education program offers students the opportunity to couple their subject matter expertise with an understanding of how children and adolescents learn and develop. Courses and cognates introduce students to the foundations of education, a range of teaching strategies and methodologies, the uses of technology, classroom management practices, and formative and summative assessment techniques. Methods for working effectively with students from diverse backgrounds and with special needs are also addressed.
In order to be recommended for teacher licensure in Vermont, the student must complete a teacher licensure portfolio. The portfolio must demonstrate ability to plan and teach lessons; to plan, implement, and evaluate instruction over time; to use a variety of assessments for modifying instruction and assessing learning; to plan and implement accommodations for students with special needs; to work as a team member and advocate for students and families; and to analyze and reflect on practice and plan for evolution as an educator.
Just prior to the professional semester, each student will select his or her liberal arts mentor. The role of the liberal arts faculty mentor, who is usually chosen from the student's academic major department, is to provide resources and advice in the development of a teaching unit, to visit at least two classes and give feedback on the instruction, and to participate in the review of the student's professional semester.
Students interested in pursuing a minor with teacher licensure should notify the director of the teacher education program of their interest as early as possible, preferably by the fall of the sophomore year. Students who intend to study abroad should be especially careful to plan ahead and should begin their program in teacher education as early as the first year, if possible. Students should note that after 2011-12 the professional semester will be offered only in the fall term. Students should plan on devoting a full term (four courses) to their professional semester of student teaching.
Requirements for the Minor in Education without Licensure/TEGW: Any five of the following courses: TEDU 0115 or SOAN 0215, TEDU 0305, TEDU 0315, TEDU 0317 (winter term), TEDU 0318, TEDU 0320, TEDU 0327 (winter term), TEDU 0337 New York City Urban Internship (winter term), PSYC 0327, and TEDU 0500. At most, one TEDU 0500 course can count towards this minor.
Requirements for the Minor in Elementary (Grades K-6) Education with Recommendation for Licensure/TEEL: Completion of both the SCI and DED distribution requirements, PSYC 0105, PSYC 0225, PSYC 0327, TEDU 0305, TEDU 0315, TEDU 0317 (winter term), and TEDU 0410, 0405-0407 with satisfactory review of the professional semester by the Professional Semester Review Committee and with satisfactory review of the student's teacher licensure portfolio.
Requirements for the Minor in Elementary Education without Recommendation for Licensure/TEEW: PSYC 0105, PSYC 0225, PSYC 0327 or SOAN 0215 or TEDU 0115, TEDU 0305, TEDU 0315, and TEDU 0317 (winter term).
Requirements for the Minor in Secondary (Grades 7-12) Education with Recommendation for Licensure/TESL: A major or its equivalent in a discipline that coincides with a subject taught widely in public secondary schools*; PSYC 0105, PSYC 0216, PSYC 0327, TEDU 0318 (TEDU 0115 or SOAN 0215 can be substituted for this course for students who entered Middlebury College before Fall 2004), TEDU 0320, TEDU 0327 (winter term, the TEDU 0337 New York City Urban Internship can be substituted for this course for students who entered Middlebury College before Fall 2004), and TEDU 0410, 0415-0417 with satisfactory review of the professional semester by the Professional Semester Review Committee and with satisfactory review of the student's teacher licensure portfolio.
Requirements for the Minor in Secondary Education without Recommendation for Licensure/TESW: PSYC 0105, PSYC 0216, PSYC 0327 or SOAN 0215 or TEDU 0115, TEDU 0318 (TEDU 0115 or SOAN 0215 can be substituted for this course for students who entered Middlebury College before Fall 2004), TEDU 0320, TEDU 0327 (winter term, the TEDU 0337 New York City Urban Internship can be substituted for this course for students who entered Middlebury College before Fall 2004).
*Middlebury College is authorized to recommend licensure in the following subject areas: art, computer science, English, social studies, mathematics, modern language (French, German, Russian, Spanish), and science (earth science, biology, chemistry, geology, physics).
Note: Students majoring in history or a social science (economics, geography, political science, psychology, or sociology/anthropology) can be recommended for licensure in social studies, but such students must also complete a course dealing with geography, a course dealing with a culture or society outside North America, and the two United States history courses, HIST 0203 and HIST 0204.
The Teacher Education Program recommends the following courses to supplement any of the teacher education minors: TEDU 0115, SOAN 0215, ARDV 0116, PSYC 0421, PSYC 0424, ENGL/TEDU 0185.
Furthermore, teacher education minors should survey winter term course offerings and internships that would supplement their study in education.
TEDU 0115 Education in the USA (Fall)
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. 3 hrs. lect./1 hr. disc. SOC NOR (J. Miller-Lane)
TEDU/ENAM 0185 Writing for Children and Young Adults (Spring)
See Department of English and American Literatures listings for description. ART (C. Cooper)
TEDU/ENAM 0211 Global Perspectives on Literature for Youth (Fall)
See Department of English and American Literatures for course description. LIT (C. Cooper)
TEDU 0225 Scenarios for Teaching Writing (Fall)
The purpose of this course is to understand how composition, reflective practice, and inquiry-based learning come together in K-12 education, in the classroom, and online. Theoretical approaches to the teaching of writing will be put into practice in lesson plans. Students will serve as peer tutors-mentors for ACSU students. Readings will include Cross-Talk in Comp Theory, Composing a Teaching Life, The Art of Teaching Writing, Scenarios for Teaching Writing, and Life-Affirming Acts. (H. Vila)
TEDU 0305 Teaching of Literacy and Social Studies in the Elementary School (Fall)
This course is designed to provide prospective elementary teachers with an understanding of literacy and social studies instruction for all learners in K-6 classrooms. In addition to the classes, students will participate in a field experience of observing and helping out in elementary school classes in the Middlebury area (approximately 24 hours) and design an individual teacher education website. The course will view literacy development (reading, writing, speaking, listening, and viewing) in such a way that assessing and planning instruction fits naturally into everyday classroom activities. We will explore a variety of topics and issues related to social studies: Vermont and National Standards, interdisciplinary approaches, and assessment. 3 hrs. lect./1 hr. disc. (G. Humphrey)
TEDU 0315 Teaching of Mathematics and Science in the Elementary School (Spring)
This course is an examination of current theory, research, methods, and materials of elementary school mathematics and science. In addition to the classes and lab, students will participate in a field experience of observing and helping out in elementary school classes in the Middlebury area (approximately 24 hours). Development of an individual teacher education website will also be required. Students will construct a working knowledge of assessment and the scope and sequence of mathematics and science skills, concepts, and dispositions; how children learn mathematics and science; effective teaching skills and strategies; and the role of the national and Vermont standards in teaching and learning mathematics and science. 3 hrs. lect./3 hrs. lab (G. Humphrey)
TEDU 0318 Teaching and Learning in Secondary Schools (Spring)
This course emphasizes the knowledge and skills necessary for effective teaching at the secondary level. Starting from a foundation in the liberal arts, students will develop lesson and unit plans based on instructional models that reflect "best practice" and that are grounded in key concepts from their respective disciplines. Concerns regarding "classroom management" will be addressed as opportunities to design challenging and engaging curriculum. Students will be required to integrate technology into meaningful, academic inquiry. This course requires 3 hrs/week of observation in local schools. 3 hrs. lect./1 hr. disc. (J. Miller-Lane)
TEDU 0320 Literacy Across the Secondary Curriculum (Fall)
This course will acquaint prospective teachers with pedagogies that use literacy to help students learn subject matter, strategies, and skills in various secondary content areas. We will consider both the theory and practice of literacy through analysis of the nature of reading, writing, discussion, interpretation, and critical processes and practices. We will also consider the politics of literacy and the importance of socio-economic, linguistic, and cultural factors in making appropriate choices about methods and materials for diverse populations. Students will spend at least two hours per week observing and tutoring in secondary schools in the Middlebury area. 3 hrs. lect. (C. Cooper)
TEDU 0405 Student Teaching in the Elementary School (Fall, Spring)
A semester-long practicum in a local elementary school under the direct supervision of an experienced cooperating teacher. Beginning 2011-2012 fall only. (Corequisite: TEDU 0410) (Approval required) (G. Humphrey)
TEDU 0406 Student Teaching in the Elementary School (Fall, Spring)
See TEDU 0405. Beginning 2011-2012 fall only. (Approval required) (G. Humphrey)
TEDU 0407 Student Teaching in the Elementary School (Fall, Spring)
See TEDU 0405. Beginning 2011-2012 fall only. (Approval required) (G. Humphrey)
TEDU 0410 Student Teaching Seminar (Fall, Spring)
Concurrent with student teaching, this course is designed to provide guidance in curriculum development and its implementation in the classroom, and to explore issues related to the teaching process and the profession. Students will construct a Teaching Licensure Portfolio as well as exchange ideas about their student teaching experiences. Topics including technology, classroom management, special education, and assessment will be featured. The Vermont Framework of Standards and Learning Opportunities, the five Standards for Vermont Educators, the Principles for Vermont Educators, and ROPA-R will guide the development of the Teacher Licensure Portfolio. (Corequisite: TEDU 0405, TEDU 0406, TEDU 0407 or TEDU 0415, TEDU 0416 TEDU 0417) (Approval required) 3 hrs. lect. (G. Humphrey, J. Miller-Lane)
TEDU 0415 Student Teaching in the Middle School/High School (Fall, Spring)
A semester-long practicum in a local middle or high school under the direct supervision of an experienced cooperating teacher. Beginning 2011-2012 fall only. (Corequisite: TEDU 410) (Approval required) (J. Miller-Lane)
TEDU 0416 Student Teaching in the Middle School/High School (Fall, Spring)
See TEDU 0415. Beginning 2011-2012 fall only. (Approval required) (J. Miller-Lane)
TEDU 0417 Student Teaching in the Middle School/High School (Fall, Spring)
See TEDU 0415. Beginning 2011-2012 fall only. (Approval required) (J. Miller-Lane)
TEDU 0500 Independent Project (Fall, Winter, Spring)
(Staff)
TWO WINTER TERM COURSES AND AN INTERNSHIP ARE REGULARLY OFFERED AT MIDDLEBURY:
TEDU 0317 Children and the Arts (Winter)
This course will examine the integration of the arts into the elementary curriculum. Students will teach standards-based lessons that include the literary, performing, and visual arts. Activities will include art projects, sketch journals, reading assignments, and the exploration of community and teaching resources. Students will gain an understanding of the important role the arts can play in the curriculum through field placements in local schools (approximately 15 hours/week) and class discussions. An individual teacher education website will also be required. Enrollment limited to 15. (Pass/Fail) (G. Humphrey)
TEDU 0327 Field Experience in Middle/Secondary Education and Special Education (Winter)
Required for students with a minor in secondary education, this course provides students with the opportunity to explore secondary teaching and special education at the middle school level. Working closely with practicing middle school teachers, students will spend five days a week (8:30 A.M. to 3:00 P.M.) in the schools, observing, tutoring, directing small-group learning, developing lessons, and assessing student work. In the seminar associated with the field experience, students will explore, through selected readings and a case study, the policy and pedagogy of special education for students with learning disabilities. Further topics in middle/secondary education will be addressed. Enrollment limited to 15. (Pass/Fail) (J. Murphy)
TEDU 0337 The New York City Urban Education Internship (Winter)
This internship provides teaching and learning opportunities at New York City Public Schools with a focus on DeWitt Clinton High School in the Bronx, a charter middle school, and an elementary school: PS197. During the term, each student will be assigned to work as an intern with a classroom teacher or program at a New York City school. Tasks will vary but may include: observing classes, tutoring, directing small-group work, working with special education students, working in the computer lab and working with outreach programs. Students will spend five full days at the school each week, keep a journal, and complete a formal essay about their experience. In addition, there will be visits to other schools and educational programs in the area. (Approval required, Pass/Fail) Enrollment limited to 8. Please contact Leroy Nesbitt or Jonathan Miller-Lane during the first week of November, prior to registration. (L. Nesbitt, J. Miller-Lane)
THE PROFESSIONAL SEMESTER
Admission to the professional semester is by application only. Deadlines are March 15 for students wishing to do their student teaching in the following fall term, and October 15 for student students wishing to do their student teaching in the following spring term. Students should note that after 2011-12 the professional semester will only be offered in the fall term. Applications can be obtained from Claudia Cooper, Director of Teacher Education, Twilight Hall 109.
In order to be assured of a positive recommendation for teacher licensure, students must complete TEDU 0410 with a grade of at least a B, and TEDU 0405-0407 or TEDU 0415-0417 with a pass.
Prerequisites to the Professional Semester:
Note: In a few cases, students may elect to do their professional semester during the fall of their senior year. Such students will need to show progress towards meeting the prerequisites listed below and will not be recommended for teacher licensure until successful completion of all graduation requirements.
Successful completion of a first-year seminar, a college writing course, a major, and the college-wide distribution requirements;
Successful completion of all pre-practicum course requirements for the minor in secondary or elementary teacher education with recommendation for licensure;
Satisfactory performance of at least 60 hours of field placement work in local schools;
Assessment by the teacher education faculty of a student's communication skills in prerequisite courses;
Assessment by a liberal arts faculty, usually from the student's major;
An overall B or better average in courses taken before the professional semester;
A B or better average in the field of major studies before the professional semester;
A sincere interest in undertaking student teaching and becoming a teacher as reflected in the student's self-recommendation essay;
Review by the Teacher Education Committee of the applicant's transcript, performance in Teacher Education and related courses, self-recommendation essay, and Academic Reference form completed by a liberal arts faculty;
Possession of such personal qualities as initiative, dependability, self-confidence, empathy, cooperativeness, and flexibility in adapting to new situations, as evaluated by the Teacher Education Program faculty, by other faculty at the College, and, when appropriate, by classroom teachers involved in the student's field placements.
Professional Semester Placements: Student teachers are usually placed in Vermont schools within a short driving distance of Middlebury College. This generally involves placements to the ACSU (Addison Central Supervisory Union) and ANESU (Addison Northeast Supervisory Union) schools. Students will be expected to provide or arrange their own transportation. Students interested in placements outside Vermont must notify teacher education faculty early in the planning process.
The Ninth Semester Program: Students who wish to gain a recommendation for teacher licensure, but are unable to complete the professional semester during their undergraduate years, may apply to undertake the professional semester after graduation. To be eligible, students must have completed all of the pre-practicum course requirements and prerequisites to the professional semester (listed above). Tuition for the Ninth Semester Program is the same as the fee charged to Special Students for one course. (See "Student Finances" under General Information.) Students may apply to the Office of Financial Aid for need-based financial aid.
Licensure Exams:While successful completion of the student teaching semester and licensure portfolio fulfills the education minor and leads to a recommendation to the Vermont Department of Education for teacher licensure, the student will still need to obtain passing scores on the Praxis I and II Exams to secure their teaching license. Students with a total score of 1100 or better on the SAT or GRE (minimum of 500 on both verbal and math) or with scores of 22 or better on both the verbal and math parts of the ACT do not have to take Praxis I Exam.
The proportion of teaching candidates passing state-required assessments (performance and Praxis Exams) is 100%, which places Middlebury College teacher education in the 1st Quartile ranking of Teacher Education Programs in Vermont.
Information on the Praxis I and II Exams can be obtained from Claudia Cooper, Director of Teacher Education, Twilight Hall 109.