Mount Mercy College
Teacher Education Program Handbook
2000-2001
Welcome to the Profession of Teaching!
At Mount Mercy College, the Teacher Education Program will provide you with a rigorous and comprehensive program of studies and first-hand experiences in a variety of schools. The education faculty is committed to helping you understand the considerable and exciting responsibilities associated with being a successful classroom teacher. We encourage you to work closely with your advisor and instructors throughout your program.
This handbook outlines the current requirements and procedures for your successful completion of the Teacher Education Program at Mount Mercy College. Please take the time to carefully read through the entire handbook and to schedule an appointment with your advisor.
We recommend you keep this handbook in your portfolio in order to continually update and monitor your progress in the Teacher Education Program.
It is the mission of Mount Mercy College’s Education Division to provide a professional program that empowers individuals to become competent and reflective practitioners, and that fosters responsive leadership in varied education settings.
If you have questions, you may contact one of the faculty or offices on this directory.
Selecting a Major, Endorsement Area(s), and/or Minor
It is said that good teachers are impassioned about their students and the subject areas they teach. Therefore, selecting the grade level and subject areas of specialization are significant decisions which call for your careful deliberation. We encourage you to develop
a balanced program and to select areas of interest and proficiency rather than simply responding to "market demands". Mount Mercy College offers you the following options:
The elementary education major is an original endorsement and will enable you to teach kindergarten through sixth grade. Each student must select an endorsement from the following list. Endorsements are areas of expertise you will develop by taking required course work (see college catalog for specific requirements).
Endorsements:
These majors are designed for students who are interested in teaching either art or music in the elementary school (K-6th grade) or in the secondary school (7-12). These are original endorsements (see college catalog for specific requirements). K-12 licensure can be obtained.
Secondary Education majors must complete 43 hours of Education coursework, including student teaching. In addition, each student must obtain an original endorsement of at least 30 semester hours in a subject area field. The original endorsement is listed as a major for degree and transcript purposes. A second teaching endorsement (minor) is not required but highly recommended. You will want to consider an area which is closely related to your major and of high interest.
Mount Mercy offers the following original endorsements in secondary education (7th-12th grade):
Original Endorsements 7-12:
Art Science-Biological
Business-General Social Science-American Govt
Business-Marketing/Management Social Science-American History
English-Language Arts Social Science-Psychology
Mathematics Social Science-Sociology
Middle School (with content area endorsement) Social Science-World History
Multicategorical-Resource Room (minor endorsement) Speech Communication-Theater
Music
MMC TEACHER PREPARATION PROGRAM GOALS
The statements numbered 14.23 are from the Iowa Administrative Code, Chapter 14, and represent professional core requirements, to be demonstrated by completed coursework or evidence of competency. Teacher Education Program Goals established for Mount Mercy College accompany these statements.
A. SUBJECT MATTER SPECIALIZATION
14.23 (5): Content/subject matter specialization. The practitioner understands the central concepts, tools of inquiry, and structure of the discipline(s) the practitioner teaches and creates learning experiences that make these aspects of subject matter meaningful for students.
1. MMC Teacher Education students will: Demonstrate knowledge of the subject areas for which they will be responsible as teachers, including major concepts and skills.
2. Identify ways that knowledge is created, organized, and applied within the disciplines they will be teaching.
3. Develop learning experiences that effectively incorporate and integrate subject areas.
B. FOUNDATIONS, REFLECTION, AND PROFESSIONAL DEVELOPMENT
14.23 (4)h: Foundations, Reflection, and Professional Development. The practitioner continually evaluates the effects of the practitioner’s choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally. MMC Teacher Education students will:
1. Demonstrate knowledge of historical, philosophical, religious, psychological, and social foundations of American education.
2. Describe the nature of the teaching profession and the various trends, issues, and systems that influence a teacher’s role.
3. Model a reflective approach by evaluating, experimenting with, and revising strategies.
14.23 (4)a: Student Learning. The practitioner understands how students learn and develop, and provides learning opportunities that support intellectual, career, social, and personal development. MMC Teacher Education students will:
1. Demonstrate knowledge of several major learning theories.
2. Demonstrate knowledge of principles of growth and development.
3. Create developmentally appropriate learning experiences that foster students’ intellectual, personal, social, physical, and career development.
14.23 (4)f: Communication. The practitioner uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom. MMC Teacher Education students will:
1. Model effective verbal, nonverbal, written, and media communication techniques.
2. Demonstrate ability to stimulate discussion, inquiry, and collaboration.
3. Engage students in varied forms of communication (e.g. verbal, artistic) to promote their learning.
4. Be a thoughtful and responsive listener.
Personal Characteristics and Dispositions. The practitioner possess personal characteristics and dispositions which contribute to effective teaching and the execution of his/her responsibilities as an educator. MMC Teacher Education students will:
1. Demonstrate physical and emotional health necessary for meeting the demands of the teaching role.
2. Demonstrate resourcefulness and reliability by taking initiative and being organized, prepared, punctual and meeting deadlines.
3. Display appropriate affect, spontaneity, a positive attitude, concern for students, and optimal self-confidence.
4. Conduct him/herself in a professional manner (e.g. appearance, demeanor, judgment).
F. COLLABORATION, ETHICS, AND RELATIONSHIPS
14.23 (4)i: Collaboration, Ethics, and Relationships. The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students’ learning and development. MMC Teacher Education students will:
1. Act in accordance with professional ethics and legal rights of students, families, and educators.
2. Demonstrate willingness to give and receive help, function as an effective team member, and participate in collegial and professional activities.
3. Communicate with parents, colleagues within the schools, and professionals in other community agencies to promote student development.
4. Develop capacity to assume a leadership role beyond the classroom through service and advocacy.
14.23 (4)b: Diverse Learners. The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners. MMC Teacher Education students will:
1. Describe factors that may affect learners, including exceptionalities, gender, and linguistic, family, or cultural differences.
2. Create equitable instructional opportunities by accommodating diverse learning styles, experiences, intelligences, and modes of communication.
3. Deliver instruction that is respectful, inviting, and sensitive to individual and group differences in a pluralistic society.
14.23 (4)c: Instructional Planning. The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models. MMC Teacher Education students will:
1. Apply knowledge of students, subject matter, instructional principles, community, curriculum goals, state and local curriculum models, and professional standards in developing plans for instruction.
2. Demonstrate proficiency in both long and short term planning, recognizing their contributions to teaching and learning.
3. Evaluate resources, including technology, to select, adapt, or develop those most effective in helping students attain important learning objectives.
4. Adapt instructional plans to contextual and experiential factors.
14.23 (4)d: Diverse Instructional Strategies. The practitioner understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. MMC Teacher Education students will:
1. Implement instruction that follows effective teaching guidelines (e.g. motivation, objectives, input/modeling, appropriate practice, feedback, closure, pacing).
2. Apply varied instructional strategies to encourage student growth in such areas as critical and creative thinking, problem solving, decision making, and performance skills.
3. Develop lessons that include opportunities for choice and pursuit of problems that are meaningful to learners.
4. Employ techniques which foster positive individual, group, and classroom interactions as part of the instructional process.
5. Maintain high expectations for all students and provide support for fulfilling those expectations.
J. LEARNING ENVIRONMENT/CLASSROOM MANAGEMENT
14.23 (4)E: Learning Environment/Classroom Management. The practitioner uses an 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. MMC Teacher Education students will:
1. Apply principles of classroom organization and management to create a safe environment that promotes learning, self-motivation, self-discipline, and social responsibility (e.g. monitoring, small and large group management, transitions).
2. Maximize the use of time, space, and materials in designing the learning environment.
3. Demonstrate the ability to analyze and resolve management problems.
4. Foster the expression of democratic principles in a climate of mutual respect.
14.23 (4)g: Assessment. The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the learner. MMC Teacher Education students will:
1. Describe the features and applications of varied forms of assessment, including student self-assessment.
2. Appropriately use formal and informal assessment techniques to monitor learners’ intellectual, social, and physical development.
3. Maintain appropriate records of student work and performance to facilitate planning and communication.
L. COMPUTER TECHNOLOGY RELATED TO INSTRUCTION
14.23 (4)j: Computer technology Related to Instruction. (The regulation is not presently accompanied by any expectation statements.) MMC Teacher Education students will:
1. Perform basic productivity functions such as word processing, basic information searching, and e-mail.
2. Identify computer and other technology applications that can enhance teaching and learning.
3. Engage learners in appropriate uses of technology.
Learning occurs when students are immersed in a topic, receive appropriate demonstrations and models, and when they have an opportunity to apply their knowledge and skills. A strength of the MMC Teacher Education Program is the number of opportunities students have to work in a classroom setting. All field placements are arranged under contractual agreements between the Division of Education and local school districts. Students may not make individual arrangements with area teachers. Field experiences are linked to core courses for both elementary and secondary students. Additional field experiences may be required for specific endorsement areas. Each field experience includes a written evaluation submitted by their cooperating teacher, along with a self-evaluation. Students are responsible for reviewing and signing these forms. Students are expected to meet with their advisors to purposely design their experiences to insure a variety of grade levels, subject areas, and schools in order to give breadth to their school experiences.
All students are required to attend the Orientation Workshop in conjunction with ED 102, 232/233, 253, or 263, typically when they begin Education course work at Mount Mercy College. Training sessions are provided at the beginning of each semester. The Workshop orients students to the program by reviewing key elements of the Teacher Education Handbook. Field experience requirements and expectations are presented along with the Field Experience Guide. At the Workshop students complete a Voluntary Disclosure Statement that addresses background checks and familiarity with important policies.
Certification in Child Abuse Mandatory Reporting and OSHA Universal Precautions Standards related to blood-borne pathogens also are provided. A State law requires that all school employees receive orientation and training on these topics. Certification for mandatory reporting is good for five years; therefore students should retain these certificates for future use, preferably in their portfolios. A small fee is assessed for the Orientation Workshop and materials.
Policies important to entrance and continuation in the Teacher Education Program are listed below:
Education Division Policies on Professionalism:
Professional Conduct On and Off Campus. Students enrolled in education courses and who plan on applying to the Teacher Education Program are encouraged to conduct themselves in a professional manner on campus as they interact with peers, instructors, and administrators as well as when working in the community and area schools. Professional conduct includes: timeliness, fulfillment of obligations, dependability, initiative, confidentiality, appropriate dress and appearance, respect for decisions and actions of faculty and cooperating teachers, the ability to work cooperatively with peers, faculty/staff, and cooperating teachers.
Attendance and Participation (course work and field experiences): Class attendance is required. Your attendance, preparation, contributions, willingness to share, enthusiasm, and support of fellow class members reflect your professional stance. Punctuality and reliability are important teacher traits. Therefore, you are expected to attend class regularly and on time. While excused absences are still counted as absences, faculty will give this consideration when determining grades. Check your course syllabi for specific attendance requirements or grading criteria. Students’ adherence to this policy is a factor that will be considered by the screening committee when you apply for admission to the education program and for permission to student teach.
Likewise, in field experience placements, teachers and students are depending upon your presence during the assigned period. Cooperating teachers will be assessing your professional behavior, communication skills, initiative, and performance on specific criteria established in your course syllabi. Evaluation forms from your cooperating teachers may be used toward determining course grades and will be used for screening purposes when you apply for admission to the education program and for permission to student teach.
Policy and Procedures for Students with Disabilities:
It is the desire of Mount Mercy College that all students who enter this campus be successful in achieving their goals. In order to support success, the college offers services through the Academic Development Center and through Counseling Services. While faculty, during the course of the term, may refer a student to the Academic Development Center or Counseling services it is the individual student’s responsibility to establish a relationship with the appropriate support service.
Students with documented disabilities or health concerns, either physical or mental, should submit documentation to the Academic Development Center. This should be followed up with a visit during the first week of class each term. The Center will work with the student and instructors to determine necessary accommodations as delineated on the Disability Accommodation form. Performance in college course work must be consistent with course requirements and performance objectives. Students placed in field experiences or student teaching must be able to participate in a manner beneficial to the students and schools.
Admission to the Teacher Education Program
The Education faculty at Mount Mercy College is proud of its graduates. Past graduates have established themselves as successful teachers and professional leaders in schools throughout Iowa and the U.S. We feel the teachers who graduate from Mount Mercy are well trained, service oriented individuals who are committed to young people. In order to maintain this reputation for high standards students are carefully screened prior to admittance into the program, prior to student teaching, and finally, prior to licensure. Admittance to Mount Mercy is NOT equated with admission to the Teacher Education Program. It is the responsibility of the Division of Education to admit to the program only those students who are academically capable, show evidence of professional dispositions required of effective teachers, and who have demonstrated a level of performance that indicates the ability to continue successfully in the program.
Although your faculty advisor can provide you with guidance and counsel, it is the student’s responsibility to be aware of and satisfy the required procedures and criteria (See checklist). We strongly advise you to carefully study the following procedures and criteria:
In the fall term application forms for the Teacher Education Program are made available to students enrolled in ED 232/233. Students who have been denied admission to the Teacher Education Program will not be permitted to enroll in the following methods courses: ED 310, ED 319, ED 322, ED 349.
The elementary education major grade point average is based on the following courses:
ED 102, 132, 165, 232/233, 245, 253, 263, 269, 310, 319, 349, 379, and PS 124. (Art and Music majors ED 166 or ED 268).
The secondary education major grade point average is based on the following courses:
ED 102, 232, 232/233, 245, 253, 263, (322, 323 or 324), 379, and PS 124.
The teacher education screening committee reviews each application and notifies the student of the decision by letter. Acceptance into the program is based on the following:
1. Passing the required competency test in English, writing, and math with acceptable scores in each area.
2. Having a minimum cumulative grade point average of 2.60 and a 2.60 in the academic major and minor/endorsement at the time of submission of the application to the program.
3. No grades below C (2.00) in any of the following courses: ED 102, ED 232/233, ED 253, ED 263, and PS 124. These courses must be completed prior to admission to the Teacher Education Program. Note a grade of C- or lower will not be accepted.
4. Proficiency in composition and speech as evidenced by grades of at least C (2.00) in one course from EN 020-030 and SD O11 or SD 012. This proficiency must continue to be demonstrated in Education coursework. Students may be expected to remediate deficiencies in oral, written, or nonverbal communication prior to student teaching.
5. Proficiency in mathematics as evidenced by a grade of at least C (2.00) in MA 045 or other college-level mathematics course. A grade of C- or lower will not be accepted.
6. Written field experience evaluations from cooperating teachers
7. Written recommendations from three full-time Mount Mercy instructors. One must be from a full-time member of the Education Division and one must be a full-time member of another division.
8. All students must take ED 232 or ED 233 at Mount Mercy College. ED 233 includes successful completion of a four-hour field each week for a college term in an elementary or secondary school. Art and music majors take ED 232. They complete their field experience in ED 166 or ED 268 and ED 323 or ED 324 based upon their major.
9. Demonstration of the knowledge, skills and dispositions associated with professionalism in teaching at a level commensurate with current status. The criteria to be used for ED 102 field experience follow; comparable criteria that apply to other courses are provided to students as they progress through the program.
10. Students need to demonstrate good physical and emotional health over a period of time and demonstrate the capacity to meet the demands of providing students with a positive and safe learning environment. They must be able to meet the demands of teaching in a classroom, including physical and emotional fitness for the job. Any condition that might result in frequent absences from the classroom and a student’s inability to meet responsibilities to pupils and the cooperating teacher, or that will interfere with the normal functioning of a classroom, would cause significant concern.
The Teacher Education Program screening committee may approve or deny entrance into the Teacher Education Program as well as student teaching, or recommend that a student withdraw his/her application and resubmit at a later date. The screening committee includes all Education faculty and two additional Mount Mercy faculty members.
Iowa law requires all students interested in teaching to pass a basic competency test prior to admission into a teacher education program. Mount Mercy’s Teacher Education Program requires students to receive passing scores on the College Base Academic Subjects Examination, a criterion-referenced achievement examination, which assesses proficiency in English, writing, and math. C-BASE assesses those skills and competencies expected of students at the completion of their college level general education coursework. Students are encouraged to take this exam either at the end of their freshman year or during their sophomore year depending on their completion of the appropriate general education requirements. Passing scores on all three sub-tests must be received by the Education Division prior to acceptance into the Teacher Education Program. This process typically takes place during the fall of junior year when students are enrolled in ED 232/233 Principles.
Students must receive a passing score of 235 in each of the three subject areas. Students may retake individual subject area components of the test to improve any score that falls below 235. Three testing dates will be set each year and it is the student’s responsibility to retest if necessary and meet all deadlines required by the Teacher Education Program at Mount Mercy College. The Education Division will consider equivalent scores from approved competency tests such as the PPST in cases where students are transferring.
Acceptance for student teaching is based on the same requirements as for admission to the Teacher Education Program including a minimum cumulative grade point average of 2.60 and 2.60 in both academic major and minor/endorsements at the time of application. A minimum of a C (2.0) must be obtained in all methods courses (a grade of a C- or lower is not accepted). In addition the math requirement must be fulfilled prior to application for permission to student teach. Secondary students must complete or be near completion of courses in their subject area major prior to student teaching.
Continuation in the Teacher Education Program
The Education Division reserves the right of retaining only those students who in the judgment of the faculty continue to demonstrate the standards expected of prospective members of the teaching profession.
A student who is not accepted into the education program or student teaching may appeal in accordance with the Academic/Administrative Grievance Procedures for Students included later in this Handbook. A student who is denied admission to the Teacher Education Program has one additional opportunity to resubmit an application; this must occur within one year of denial. Students who withdraw their applications may resubmit at a later date.
Only after the student has been admitted to student teaching is his/her assignment to a local school considered official. Student teaching is done only in state-approved public and private schools in the metropolitan area with certified teachers. Student teaching is a pass-fail course offered only in the fall term. All students are required to attend a spring orientation meeting.
In the spring term of the junior year, application forms are made available to students. The student is given the opportunity to state a preference of schools (public or private), grade and/or subjects, but such request can not be guaranteed. Student teaching placements are based on student request, school/teacher availability, faculty judgment, and supervisory responsibilities. All placements are made through the Education Division to comply with contractual agreements between MMC and local school districts. Students may not arrange their own placements. Limitations may be applied based on location, family, or employment relationships to avoid conflicts of interest. School districts reserve the right to assign student teachers and may also decline to accept a student teacher. You may choose to student teach in a single classroom for the full term or you may select two grade levels for 8 weeks each (Specific endorsements may predetermine this choice). You may want to consult with your advisor or a faculty member prior to making this decision.
Student teaching commences with the start of the public/private school calendars with in-service activities at the assigned school. Therefore, the student teaching calendar may differ from the Mount Mercy College calendar.
Student Teaching and the Education Leadership Seminar are the culminating experiences of your academic career at Mount Mercy. During this semester you are truly a "student of teaching". By admittance into the student teaching program you have been recognized by the faculty as having the potential to be a successful teacher. During this time you will have an opportunity to work all day, every day in the classroom for a full semester. You will be required to successfully plan for, teach, and have full control of a classroom for a minimum of two weeks. The Student Teaching Manual details guidelines, expectations, and criteria for the student teaching experience.
Student Teaching is considered a team process in which you, the cooperating teacher, and the college supervisor work together to extend and refine your teaching abilities. This team approach provides a supportive framework as you practice the art and science of teaching.
Reassigning Student Teaching Placements
With the extensive advising and screening processes in place, students can be assured that in the large majority of cases, those who receive approval for continued progress or student teaching have a strong likelihood of success. Circumstances can arise, however, that warrant some changes in student teaching placements that are in progress. Reassignment to a new cooperating teacher may be initiated by the Education Division in the unusual circumstance that a specific classroom is not deemed an appropriate setting for the student to meet program goals.
Remediation or Termination of Student Teaching
Termination of a student teaching placement may be initiated at the cooperating teacher’s request, if the student is not performing satisfactorily. Alternatively, the supervisor may recommend termination to the Education Division after consultation with the cooperating teacher, if steps to remediate major concerns have proved unsuccessful. Steps toward remediation include additional observations by the supervisor, along with increased conferencing with the student and the cooperating teacher. A goal setting conference is used to develop a plan for improvement, including a target date to demonstrate expected performances. The Division Chair or another colleague may observe the student teacher and provide input into the decision. If expected growth is not demonstrated, termination of student teaching occurs. This decision is made collaboratively by the Education Division faculty, based on the input noted. Subsequently, the non-licensure option may be recommended to the student (see below).
All students in the Teacher Education Program are required to build a portfolio starting with their initial course work in education at Mount Mercy. Additional information concerning portfolios will be presented in ED102, ED253, and subsequent courses. Portfolios are designed to provide students with opportunities to self-assess and set professional goals. Suggested items to include in your "working portfolio" are: (1) major papers/projects from your content field or education courses; (2) copies of your evaluations from all field experiences; (3) current student profile/degree audit sheets from the Registrar’s office; (4) personal assessment and goal setting records; (5) Teacher Education Program handbook and advising guide; (6) awards, certificates; (7) list of professional organizations and conferences attended; (8) sample lesson plans/units you have created; (9) selected video-tapes of your classroom teaching during field experiences and your self-evaluation of your teaching. During the student teaching semester all students are required to submit a senior portfolio. Specific criteria and expectations for this final portfolio will be provided during the Education Leadership Seminar.
Upon successful completion of student teaching and all graduation requirements (including 123 total semester hours), the College Certification Official recommends candidates to the State of Iowa for licensure. Applications for licensure by the Iowa Department of Education are typically completed during the Education Leadership Seminar. A baccalaureate degree and completion of the sequence of professional education courses are not guarantees of recommendation for licensure. The student must be approved by the Education Division faculty, which will recommend only those who have maintained the scholastic standards required for admission to student teaching, successfully completed all student teaching requirements, and have consistently manifested a professional demeanor. Students who fail Student Teaching but have met all other requirements for graduation can receive their degree, with permission of the Education Division, but cannot be recommended for licensure.
Students who are recommended by Mount Mercy College may then apply to the Iowa State Department of Education for licensure with the endorsements for which they are prepared; the license will be valid for a two-year period. Iowa state licensure requires courses which are already prescribed in the general core curriculum with the requirements including a college-level mathematics course, two science courses, a social science course, and a teacher education course in human relations.
If students plan to teach in a state other than Iowa, they are responsible for planning a program to meet the requirements in that other state. The Career Development Office can assist you in determining these state requirements.
Non-Licensure Option
A non-licensure option is available for students who choose or are recommended by the screening committee or Education faculty to select an alternative other than state licensure. Students pursuing this path may receive a degree but will not be recommended for teaching licensure. In order to qualify for non-licensure placement in an agency or school, students must complete all course and grade requirements that apply to receiving permission to student teach. If satisfactory performance is not being demonstrated in student teaching and remaining in the placement or receiving a passing grade does not appear to be feasible, the student may be advised to switch to non-licensure status. This placement option is only instituted if the Education Division faculty and the student are in agreement that this is the course of action to be pursued.
Post Baccalaureate
Individuals with a current Iowa teaching licensure who enroll at Mount Mercy to obtain additional endorsements must complete a minimum of one-third or nine semester hours of the required course work in the desired endorsement at Mount Mercy College. If student teaching is required as a part of the endorsement, the student must be approved through the Teacher Education Program screening process.
Academic Development Center:
The Academic Development Center works with students of all abilities to provide academic support and programs. Students are encouraged to contact the center early in the year to receive the individual support required. Academic assistance is available to all students to help them build their capabilities in areas such as reading, writing, speaking, listening, and problem solving. The staff also teaches classes in writing, mathematics, and learning strategies. The Center offers the services of communication skills assistance, mathematics assistance and academic counseling. Also, the Center houses the Services for Students with Disabilities Program, which includes alternative testing.Career Development Office:
Professional staff of the Career Development Center provide comprehensive career services to assist students in their freshman year through graduation. Students considering a change in majors are encouraged to visit with the Career Development coordinator to advise them through this process. The Career Development Office will help seniors set up professional credential files, develop resumes, prepare for job interviews, and become aware of the job market. The Education Leadership Seminar will also include informative sessions on interviewing and other professional issues.Library Services and Technology:
The Busse Library (http://www.mtmercy.edu/lib/bussel.htm) is the learning resource center for the campus, housing both print and electronic material, along with the Media Center, Computer Center (http://www.mtmercy.edu/comp/bussec.htm), Computer Classroom and Curriculum Center. The Curriculum Center houses a substantial, representative sample, collection of children’s and young adult literature as well as a variety of instructional aids and curriculum guides. Students are encouraged to become familiar with the Curriculum Center and to use these resources. The Busse Library offers a variety of professional journals, reference, and research tools (print and electronic) to support your work and development as a teacher. Students need to develop knowledge and skill in the use of computers (word processing, educational software, Internet, e-mail, and research tools) for use within the Teacher Education Program and as teachers in the classroom. The Library and Computer Center staff provides quick reference sheets and regularly schedules workshops and training sessions. The Education Division encourages all students to become familiar with these accessible resources. Students are also encouraged to consult the Mount Mercy College web site (http://www.mtmercy.edu/siteindex.htm), which includes the Education Division web pages (http://www.mtmercy.edu/depts/edudept.htm), for helpful information and links to extensive resources.
There are many paths to professional development outside of the college classroom. The Division of Education faculty encourages students to become involved in activities and organizations that will broaden their perspective of the teaching profession. Throughout their education program students will be informed of professional growth opportunities such as: local clubs and organizations, local and state conferences, subscriptions to professional journals, and additional opportunities to work with students in a tutorial and/or school setting.
Teachers in Catholic Schools ProgramThis is a program for those who wish to teach in a Catholic school setting. Although the Catholic Schools Program is not required in order to teach in a Catholic school, it may enhance the opportunities of any student wishing to do so. This program must be taken in conjunction with a content area endorsement. Students apply to the teacher education screening committee for admission to the program and must renew their application each year they continue in the program. Students interested in this program should contact the an Education faculty member. Specific courses are required and students are advised to participate in personal and communal faith-formation programs.
Basic requirements are: RS 056 Introduction to Christianity: The Roman Catholic Tradition; ED 283 The Teacher in Catholic Schools; and two of the following: RS 102 Who is Jesus?, RS 201 Spirituality and the Sacraments, RS 390 Ministries of the Christian People; (2) Faith development: requires participation in a variety of faith formation activities; (3) at least one eight week session of student teaching in a Catholic school.
SISEA: SISEA is the student program of the Iowa State Education Association. It is an organization at MMC that provides valuable leadership and professional experience to club members. The club sends members to state education conferences in order to help members learn more about the educational system. The club plans a variety of programs and events. For further information contact Jan Handler.
Storytelling Club: The Mount Mercy Storytellers is a student organization for anyone interested in sharing stories. Members share their talents and stories both on and off campus with a special focus on area schools. The club also invites professional storytellers to campus to share their stories and knowledge of the craft. Storytelling is a unique and effective teaching technique which can enhance your classroom presentations and expand your knowledge of children’s literature. For further information contact Jan Rohner.
Academic/Administrative Student Grievance Procedure
The Division of Education faculty are committed to supporting students as they advance through the challenging process of teacher preparation. Therefore, students who have concerns or experience difficulties in course work, field experiences, or in program progress are encouraged to work through their problem with their instructor and/or advisor. Failing satisfactory resolution the student may consider following Mount Mercy College’s grievance procedures below (or as stated in The Good Book: A guide to student life at Mount Mercy College):
Grievances may arise in the following area or
situations:
1. Allegations of inadequate supervision or
instruction which the student feels hinders his or her ability to function adequately.
2. Disagreement with an evaluation of classroom or
clinical performance.
3. Disagreement with faculty’s decision
regarding discontinuation of progression in the program(s) in question.
4. Disagreement with faculty or administration
decision in other categories that would delay or prohibit progression in the program(s).
5. Disagreements with college administrators and/or
college administrative staff members.
Required steps before initiating a formal grievance:
1. Within 15 working days of the alleged injustice the student may initiate a conference with the involved person or persons to determine if he/she can resolve the problem(s) at this level. If the student decides not to initiate such a conference, he/she may not initiate a formal grievance.
2.A response from the involved faculty/administrative personnel to the student must be given within five working days. 3.If the student considers the response unacceptable and inconsistent with the alleged injustice, the student is to inform the involved faculty and/or college administrative staff member(s) within 5 working days that the response is considered unjust. 4. Then, if the student chooses, the student may initiate a grievance conference with the departmental or divisional chairperson or supervisor to whom the faculty/administrative personnel involved is responsible. A response to the student from the designated departmental or divisional chairperson or supervisor is due within five working days of the latter’s receipt of the student’s request for a grievance conference. Formal Grievance Procedure:The formal written "Statement of Grievance" is to be submitted to the vice president for Academic Affairs within 10 working days following the student’s grievance conference with the chairperson. The student may select an uninvolved faculty member to assist him/her in working through the steps of the grievance procedure.
1. The formal "Statement of Grievance" must include:3. The student shall receive the written recommendation of the committee, postmarked no later than three working days after the final meeting of the committee. Copies of the recommendations shall also be sent to the involved faculty member and the divisional chairperson.
4. The committee chairperson shall also send the committee’s recommendation to the president, who shall report in writing, normally within five working days, his decision to the committee and the parties concerned. The president’s decision is final. NOTE: Every effort has been made to ensure that the information provided in the Teacher Education Program Handbook corresponds to the information and regulations stated in the Mount Mercy College Catalog. In the event of any discrepancies, the catalog takes precedence. The teacher licensure program is subject to requirements mandated by the Iowa Department of Education. Students should be aware that any change in requirements which occurs after publication of this handbook or college catalog may require program modifications in order to meet new licensure requirements.