Candidates preparing to work in schools as teachers or other
professional school personnel know and demonstrate the content,
pedagogical, and professional knowledge, skills, and dispositions
necessary to help all students learn. Assessments indicate that
candidates meet professional, state, and institutional standards.
Interviews with candidates,
graduates, cooperating teachers, school administrators,
and others indicated that candidates possess the
pedagogical content knowledge needed to be successful.
For example, during interviews current candidates
reported "…classes are hands on…realistic… I can use the
things I learned in that class in my first day on the
job."
—NCATE final report, 2006
| Element 1: Content Knowledge for Teacher Candidates (Initial and Continuing Preparation of Teachers) |
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Admission review process - Initial licensure program |
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Admissions process- M.Ed. Professional Studies |
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Content area prerequisites |
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Council on Teacher Education advisory board |
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eFolio Minnesota (external site)
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Employer Survey - reports |
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Evaluation of Student Teaching - instrument and data |
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Federal Title II reports |
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GPA and GRE summary data for advanced programs |
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Graduate Survey - reports |
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How Their Careers Began Survey - reports and data |
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K-12 reading licensure program |
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M.Ed. professional studies programs |
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Minnesota Course Applicability System (MNCAS) (external site)
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Minnesota Standards of Effective Practice for Teachers (MNSEPT) (external site)
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MNSEPT standards placement table - Standard 1: Subject Matter |
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Second-Year Professional Survey - reports and data |
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Standards Rubric - instrument and data |
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Table 1.1 Evaluation of candidate content knowledge by faculty |
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Table 1.2 Evaluation of candidate content knowledge by University supervisor |
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Table 1.3 Evaluation of candidate content knowledge using Praxis II content exams |
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Table 1.4 Completer evaluation of content knowledge preparation |
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Table 1.5 Evaluation of completer content knowledge by employer |
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Table 1.6 Advanced teacher completers’ evaluation of content knowledge preparation |
| Element 2: Content Knowledge for Other Professional School Personnel |
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Administrative licensure programs content knowledge |
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Administrative licensure programs panel review of competencies |
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Administrative licensure programs unit approval Web site |
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Administrative licensure requirements |
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American Psychological Association (external site)
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American School Counselor Association Ethical Standards (external site)
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Educational administration degree program requirements |
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Educational administration degree programs admission requirements |
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GPA and GRE summary data for advanced programs |
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Graduate Survey - reports |
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IELTS (International English Language Testing System) (external site)
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Minnesota Rules Chapter 3512: Qualifications and Licensure of School Personnel for administrative licensure programs (external site)
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Minnesota Standards for School Counselors (external site)
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Minnesota Standards for School Psychology (external site)
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National Association of School Psychologists (external site)
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School counseling admission requirements |
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School counseling course activities and assignments |
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School counseling Evaluation of Practicum Student |
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School counseling evaluation of the program |
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School counseling Learning Objectives Contract |
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School psychology APA accreditation documents |
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School psychology NASP certification documents |
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Table 1.7 Other professional school personnel completers’ evaluation of content knowledge preparation |
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TOEFL (Test of English as a Foreign Language) (external site)
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| Element 3: Pedagogical Content Knowledge for Teacher Candidates |
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Employer Survey - reports |
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Evaluation of Student Teaching - instrument and data |
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Graduate Survey - reports |
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How Their Careers Began Survey - reports and data |
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MNSEPT standards placement table - Standard 4: Instructional strategies |
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MNSEPT standards placement table - Standard 7: Planning Instruction |
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MNSEPT standards placement table - Standard 8: Assessment |
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Program descriptions |
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Second-Year Professional Survey - reports and data |
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Standards Rubric - instrument and data |
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Table 1.10 Completer evaluation of pedagogical content knowledge preparation |
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Table 1.11 Evaluation of completer pedagogical content knowledge by employer |
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Table 1.12 Advanced teacher completers’ evaluation of pedagogical content knowledge preparation |
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Table 1.8 Evaluation of candidate pedagogical content knowledge by faculty |
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Table 1.9 Evaluation of candidate pedagogical content knowledge by University supervisor |
| Element 4: Professional and Pedagogical Knowledge and Skills for Teacher Candidates |
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American Association for Agricultural Education (external site)
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CI 5155 Contemporary Approaches to Curriculum, Instruction, and Assessment |
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CI 5177 Practical Research |
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Council on Teacher Education |
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Dispositions Assessment - instruments and data |
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EDHD 5001 Learning, Cognition, and Assessment in the Schools |
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EDHD 5003 Developmental and Individual Differences in Educational Contexts |
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EDHD 5005 School and Society |
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EDHD 5007 Technology for Teaching and Learning |
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EDHD 5007 Technology for Teaching and Learning - information for instructors |
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EDHD 5009 Human Relations: Applied Skills for School and Society |
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Employer Survey - reports |
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Evaluation of Student Teaching - instrument and data |
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Graduate Survey - reports |
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How Their Careers Began Survey - reports and data |
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International Reading Association (external site)
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MNSEPT standards placement table - Standard 10: Collaboration, Ethics, and Relationships |
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MNSEPT standards placement table - Standard 2: Student Learning |
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MNSEPT standards placement table - Standard 3: Diverse Learners |
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MNSEPT standards placement table - Standard 5: Learning Environment |
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MNSEPT standards placement table - Standard 6: Communication |
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MNSEPT standards placement table - Standard 9: Reflection and Professional Development |
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National Council for Teachers of English (external site)
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National Council for the Social Studies (external site)
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National Council of Teachers of Mathematics (external site)
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National Science Teachers Association (external site)
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National Staff Development Council (external site)
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National Standards for Teacher Education in Agriculture (external site)
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Second-Year Professional Survey - reports and data |
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Standards Rubric - instrument and data |
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Table 1.13 Evaluation of candidate professional and pedagogical knowledge and skills by faculty |
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Table 1.14 Evaluation of candidate professional and pedagogical knowledge and skills by faculty |
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Table 1.15 Evaluation of candidate professional and pedagogical knowledge and skills by University supervisor |
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Table 1.16 Evaluation of candidate professional and pedagogical knowledge and skills using Praxis II principles of teaching and learning exams |
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Table 1.17 Completer evaluation of professional and pedagogical knowledge and skills |
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Table 1.18 Evaluation of completer professional and pedagogical knowledge and skills by employer |
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Table 1.19 Advanced teacher completers’ evaluation of professional and pedagogical knowledge and skill preparation |
| Element 5: Professional Knowledge and Skills for Other School Personnel |
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Administrative licensure programs electronic portfolio |
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Administrative licensure programs unit approval Web site |
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American School Counselor Association (external site)
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EDPA 5001 Formal Organizations in Education |
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Graduate Survey - reports |
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Minnesota Rules Chapter 3512: Qualifications and Licensure of School Personnel for administrative licensure programs (external site)
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School counseling Evaluation of Practicum Student |
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School psychology Evaluation of Trainee - instrument and data |
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School psychology exit survey |
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Table 1.20 Completers’ evaluation of professional knowledge and skill preparation |
| Element 6: Disposition for all Candidates |
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Administrative licensure programs competencies |
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Administrative licensure programs unit approval Web site |
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CI 5186 School-Related Projects |
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Course syllabi |
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Dispositions Assessment - instruments and data |
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Dispositions Assessment alignment with BOT Standards and Conceptual Framework |
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Dispositions for M.Ed. professional studies programs |
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Dispositions Survey of M.Ed. Faculty Advisers - instrument and data |
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Employer Survey - reports |
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EPSY 8403 Social/Cultural Contexts: Counseling and Skills |
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Evaluation of Student Teaching - instrument and data |
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Minnesota Rules Chapter 3512: Qualifications and Licensure of School Personnel for administrative licensure programs (external site)
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School counseling ethical guidelines (external site)
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School counseling Evaluation of Practicum Student |
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School psychology Evaluation of Trainee - instrument and data |
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Second-Year Professional Survey - reports and data |
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Table 1.21 Evaluation of candidate dispositions by faculty |
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Table 1.22 Evaluation of candidate dispositions by University supervisor |
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Table 1.23 Completers’ self-report of demonstration of dispositions |
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Table 1.24 Evaluation of completer dispositions by employer |
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Table 1.25 Opportunities for development of dispositions: advanced teachers |
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Table 1.26 Evaluation of advanced teacher candidate dispositions by faculty |
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Table 1.27 Opportunities for development of dispositions: K-12 reading |
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Table 1.28 Opportunities for development of dispositions: educational administration degree programs |
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Table 1.29 Opportunities for development of dispositions: school counseling |
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Table 1.30 Evaluation of school psychology candidate dispositions by faculty |
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Table 1.31 Opportunities for development of dispositions: school psychology |
| Element 7: Student Learning for Teacher Candidates |
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CI 5155 Contemporary Approaches to Curriculum, Instruction, and Assessment |
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Dispositions Assessment - instruments and data |
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EDHD 5001 Learning, Cognition, and Assessment in the Schools |
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Evaluation of Student Teaching - instrument and data |
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Graduate Survey - reports |
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How Their Careers Began Survey - reports and data |
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MNSEPT standards placement table - Standard 2: Student Learning |
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MNSEPT standards placement table - Standard 8: Assessment |
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Second-Year Professional Survey - reports and data |
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Standards Rubric - instrument and data |
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Table 1.32 Evaluation of candidate dispositions related to student learning by faculty |
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Table 1.33 Evaluation of candidate impact on student learning by University supervisor |
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Table 1.34 Evaluation of candidate impact on student learning by faculty |
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Table 1.35 Completers’ evaluation of preparation for impact on student learning |
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Table 1.36 Completers’ self-report on use of reflection |
| Element 8: Student Learning for Other Professional School Personnel |
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EDPA 5364 Educational Leadership Practice in Context |
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Graduate Survey - reports |
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School psychology Evaluation of Trainee - instrument and data |
