Education Education

Goals and Requirements for Majors and Minors

Goals for Majors and Minors

As a result of experiences in the Education Department, the major in Elementary Education and those seeking secondary teacher licensure will be able to:

plan for instruction, including selecting goals and objectives, developing long-term plans, organizing teaching materials, and designing activities;
establish a classroom climate conducive to learning, including communicating rules and expectations, providing for individual differences, encouraging appropriate behavior, using time effectively, and arranging teaching materials;
implement instruction plans, including organizing students for instruction, using a variety of instructional approaches, monitoring learning activities, and promoting problem solving;
evaluate student achievement, including incorporating a variety of assessment means, reporting student progress, and documenting teaching effectiveness; and
exhibit professional characteristics, including having regular and punctual attendance, displaying tact and courtesy to others, demonstrating knowledge of subjects taught, and adhering to district, state, and federal regulations.

Requirements for Majors and Minors

The education major is available as a bachelor of arts or bachelor of science degree.

For an Elementary Major with teaching authorizations in Early Childhood and Elementary Education: EDUC 150, 230, 270, 302, 305, 401, 402, 448, 449, 450; EDUC 275 or MUSC 312; HHPA 388. Additional courses required for an Oregon Initial Teaching License: MATH 135 and 136; EDUC 491, 492, 496 and 497.

For an Elementary Major with teaching authorizations in Elementary Education and Middle Level: EDUC 150, 230, 280, 302, 305, 402, 420, 448, 449, 450; EDUC 275 or MUSC 312; HHPA 388. Additional courses required for an Oregon Initial Teaching License: MATH 135 and 136; EDUC 492, 493, 496, and 497; and EDUC 430 for students seeking endorsements in French, German, or Spanish.

For Middle Level and High School teaching authorizations: EDUC 150, 230, 280, 302, 305, 420, 430*, 493, 494, 496, and 497. Completion of one of the following Linfield majors: anthropology, art, biology, chemistry, economics, English, French, German, health education, history, mathematics, music education, physical education, physics, political science, psychology, sociology, or Spanish. *EDUC 430 not required for art, health, music or physical education.

Licensure Requirements

Bachelor’s degree in an approved major for licensure.
Student teaching, including recommendations from Linfield College supervisors and cooperating teachers.
Two teacher work samples for the appropriate authorization levels(s) and content area(s).
Passing scores on the following tests required for an Oregon Initial License in:
1. Early Childhood and Elementary Authorizations
  - Basic skills tests in mathematics, reading, and writing: CBEST, PPST, or WEST-B
  - Content knowledge tests: ORELA MSE I & II
  - Protecting Student and Civil Rights in the Educational Environment Examination
2. Elementary and Middle Level Authorizations
  - Basic skills tests in mathematics, reading, and writing: CBEST, PPST, or WEST-B
  - Content knowledge tests: ORELA MSE I & II
  - Content subject area tests: PRAXIS II Test(s) in student’s endorsement subject area
  - Protecting Student and Civil Rights in the Educational Environment Examination
3. Middle Level & High School Authorizations
  - Basic skills tests in mathematics, reading, and writing: CBEST, PPST, or WEST-B
  - Content knowledge tests: ORELA MSE I & II (for middle level)
  - Content subject area tests: PRAXIS II Test(s) in student’s major
  - Protecting Student and Civil Rights in the Educational Environment Examination
Minimum 2.75 GPA in major, licensure, and cumulative coursework.
No grade lower than a C in major and licensure coursework.
Recommendation from Linfield College Education Department.
Additionally, to be recommended for licensure, the student will exhibit:
1. the ability to communicate general understanding of human achievements and unsolved human problems;
2. the ability to communicate specialized and general information and principles about a chosen subject or subjects, and apply that knowledge to problem-solving;
3. the ability to describe the typical curricular purposes of public schools in our society and to relate the student’s own subject area to the implementation of these purposes;
4. the ability to describe typical school problems, propose practical solutions, and face and solve a number of these problems in actual school situations;
5. the skills necessary to make use of modern technological tools in presenting and discovering information and in stimulating desirable behavioral changes in students;
6. the desire to improve professionally, demonstrated by self-analysis and by seeking and assessing evaluations from students and peers;
7. the ability to establish acceptable relationships with pupils, parents, teachers, and administrators;
8. the ability to apply research on learning and personality development; and
9. the understanding of federal and state statutes regarding discrimination.
Only those students meeting all requirements for an Oregon Initial Teaching License are considered “program completers.”

Institutional Teacher Education Report

The following information for 2007-2008 is provided in compliance with Title II of the Higher Education Act.

Total number of students in the regular teacher preparation program: 144
Total number of students in programs of supervised student teaching: 43
Number of supervising faculty who were:
Appointed full-time faculty in professional education: 6
Appointed part-time faculty in professional education, but full-time in the institution: 2
Appointed part-time faculty in professional education, not otherwise employed by the institution: 15
Student/faculty ratio: 1.87/1
Average number of hours per week required of student participation in supervised student teaching: 30
Total number of weeks of supervised student teaching required: 30
Total number of hours required: 900

The Linfield Teacher Education Program is approved by Teacher Standards and Practices Commission of Oregon. Linfield’s program is NOT under a designation as “low-performing” by the state.

Test Pass Rates

Because passing basic skills and content knowledge tests is required for program completion in Oregon, the state pass rate is 100%. Those who do not pass the required tests are not considered program completers and are not eligible for Initial Teaching Licenses.

Admission to the Teacher Education Program

Level 1. Foundations

EDUC 150, Foundations of Education (minimum grade of C)
Thirty clock hours of field experience
Positive evaluation from the supervising teacher
Preliminary Application to the Teacher Education Program
Consent of the Education Department to continue in program
Students must complete the preceding requirements before they can enroll in any education course numbered 200 or above.

Level 2. Requirements for admission to the Teacher Education Program

EDUC 230, Educational Psychology
Passing scores on a basic skills test: CBEST, PPST, or WEST-B
Elementary majors: passing scores on content knowledge ORELA MSE I and II tests
College math proficiency requirement
Professional Conduct Expectations form
Minimum 2.75 GPA in major, licensure, and cumulative course work
No grade lower than C in major and licensure coursework
Application to the Teacher Education Program
Oregon’s fingerprinting and criminal history background investigation requirement
Education Department approval
Students must complete the preceding requirements before they can enroll in any education course numbered above 230.

Level 3. Requirements for admission to Part-Time Student Teaching

Minimum 2.75 GPA in major, licensure, and cumulative coursework Requirements Admission to the Teacher Education Program 40 Education
No grade lower than C in major and licensure coursework
Appropriate coursework for major
Part-time student teaching application
Resume
Professional Conduct Expectations form
Recommendation from major advisor (secondary students only)
Education Department approval

Level 4. Requirements for admission to Full-Time Student Teaching

Successful completion of part-time student teaching
Passing scores on the Protecting Student and Civil Rights in the Educational Environment Examination
For middle level and high school authorization: passing scores on the appropriate PRAXIS II subject area tests and the ORELA MSE I and II examinations
Minimum 2.75 GPA in major, licensure, and cumulative coursework
No grade lower than C in major and licensure coursework
Appropriate coursework for major
Full-time student teaching application
Professional Conduct Expectations form
Update resume
Education Department approval

Student Teaching

Student teaching consists of two semesters of classroom experiences during which the student is assigned to a state approved school that cooperates with Linfield College in teacher preparation. The student teacher shares the teaching role with a classroom teacher and completes a work sample at each level of authorization. Part-Time Student Teaching is a four-credit course taken concurrently with designated teaching methods courses and Seminar for Part- Time Student Teaching. Full-Time Student Teaching is a twelve-credit course that is taken concurrently with Seminar for Full-Time Student Teaching, the only other course that may be taken during this semester. Students in both part-time and full-time student teaching are supervised weekly by college faculty. Students must provide their own transportation to assigned schools.