Apply to CSC

Education

E-Mail Page | Print Page

Degree Programs

Graduate Education Programs:

Undergraduate Education Programs:

General Studies

The General Studies requirements for Chadron State College are available on a separate page for easy reference. You may want to open the page in a new window or tab.

Mission

The mission of the Chadron State College Teacher Education program, founded on educating Visionary Leaders, prepares candidates to teach & facilitate student learning in candidate’s respective content area of study. Candidates will gain applicable knowledge & skills in the area of assessment, curriculum, guidance, multicultural education, classroom management, professional issues, special education, psychology, children’s literature & instructional technology as part of this program.

Philosophy

Education in a democracy is accepted as the most important human activity for the maintenance, perpetuation, & advancement of the society. With this in mind, the Education Unit of Chadron State College is dedicated to the development of visionary leaders. The program recognizes the institutional responsibility of developing leadership which facilitates proactive behaviors in educators, for educational services to the public & non-public as well as the rural, frontier, & urban sectors. The campus reflects a sensitivity to the need of being a social model, both flexible & adaptable, to the pluralistic & multicultural nature of the dominant society.

Students within the Education Unit are valued as unique individual learners, each wanting to learn & also capable of making good learning decisions. Each student is a client to be served by the staff of CSC & in turn the student (Teacher Candidate) will serve others after graduation in their role as an educator.

We believe the educator’s role is to facilitate learning. The facilitation of learning is accomplished by creating opportunities for all learners to actively participate in the learning environment & process knowledge through methods appropriate to their individual learning styles. Our model is based, to a great extent, on the constructivist theory of learning.

The faculty within the Education Unit act upon a set of common beliefs that reflect the importance placed upon the preparation of qualified professional educators, who will assume leadership roles within the local education community & the education profession at large.

In so doing, various methods of instruction are planned to be consistent with sound theory & current research findings. The individual faculty member is free to use varied approaches & personalized techniques in instruction. In creating a non- threatening learning climate, allowances for the learning styles are encouraged & responded to through appropriate teaching styles & open communication among all participants. Learning is believed to be inherently joyful & efforts toward developing & maintaining this end are supported. The demands of the content of the subject are not diminished in the teaching effort which will produce the greatest positive change.

Student Learning Outcomes

The six expected student learning outcomes are as follows:

  • Promote activities that elicit critical thought, beyond recall & comprehension. (Thinking Skills)
  • Develop & maintain a physically inclusive & emotionally safe classroom environment conducive to effective learning that encourages student concerns, embraces elements of diversity, & exhibits an understanding of child growth & development. (Human Relations)
  • Design & assess learning activities (with sequential goals & objectives), utilizing assessment measures to make instructional and/or curricular decisions. (Assessment)
  • Demonstrate & promote effective communication skills (with students & adults), while respecting diversity & engaging students in the learning enterprise through motivation & constructive learning applications. (Communications)
  • Plan & deliver teaching-learning activities that are consistent with identified learning objectives & ability level of students while using a variety of instructional methodologies/strategies to prescribe for individual differences. (Methodology-Technology)
  • Demonstrate conduct befitting a professional educator to include the following dispositions: regular selfreflection, positive ethical behavior, respectful & attentive attitude, effective classroom management skills, appropriate knowledge of subject matter, & professional leadership. (Professionalism)

The Visionary Leader Model

Chadron State College’s Teacher Education Program is designed to produce visionary leaders. Visionary Leaders inherit our profession’s quintessential traditions & tools, & are made aware of the best contemporary educational research & developments. We bequeath a vital educational vision - one that honors both tradition & innovation - to our students.

The Visionary Leader model is depicted by three interlocking circles, each representing an interrelated area of the curriculum: General Studies, Specialty Studies, & Professional Studies. One circle, professional studies, consists of six components that make up the conceptual framework for the Education Unit. These components are:

  • Communication
  • Thinking Skills
  • Methodology/Technology
  • Assessment
  • Human Relations-Diversity
  • Professionalism
  • Leadership

These six areas constitute the conceptual framework for the professional preparation programs at Chadron State College. All six components are interwoven throughout the professional preparation programs.

Moral Character & Safety Concerns

Teaching is a profession that requires its potential candidates to be individuals of integrity. Prospective teachers must be able to demonstrate that they are individuals of strong moral character who can make mature decisions for themselves & for their students. Teachers are responsible for the education, safety & well-being for anyone in their charge. Therefore, the Chadron State College Department of Education is interested in training future teachers who show a high degree of moral character & the ability to act responsibly. These individuals must be able to serve as representatives of our College & our program.

With this in mind, should the College discover behavior, which in its reasonable judgment, establishes on the part of the candidate a lack of integrity, questionable moral/ethical character, or otherwise indicates a potential of risk to young persons & others in the educational community, the Department of Education reserves the right to deny entry to, or dismiss anyone from, any program which leads to certification. More specifically, these kinds of behavior shall be adequate foundation to deny any candidate or potential candidate from participation in any practicum, pre-practicum, teacher internship or similar field experience, since the interests & safety of the children, & young people present in the classroom, schools & other venues where these field experiences take place are paramount.

Problematic behaviors, which the Department of Education reasonably determines renders the candidate a risk to the educational community, or demonstrates a likelihood of illegal activity, may be established by any credible means, including the facts surrounding a record of arrests and/or convictions.

Similarly, behaviors which result in a finding by a court or other governmental body that the individual is:

  • A mentally ill & dangerous person;
  • Mentally incompetent to stand trial;
  • Acquitted of criminal charges because of insanity;
  • An incapacitated person;
  • A person in need of a guardian or conservator, or
  • A person unable to manage his or her property/affairs due to mental illness, mental deficiency, or chronic use of drugs or chronic intoxication are the kind of behaviors which are likely to disqualify a candidate from participation in practicum experiences & other Department of Education programs.

Nebraska State Department of Education Policy Pertaining to Students with Felony or Misdemeanor Convictions

The Nebraska Department of Education policy requires that a person with felony convictions or misdemeanor convictions involving abuse, neglect, or sexual misconduct shall not be allowed to participate in pre-teacher internship, laboratory and/or classroom field experiences or intern experiences without approval by the Board of Education. To comply with this policy, the Chadron State College Department of Education will require each student to affirm under oath that he/she does not have any convictions in the above-named areas prior to each field experience placement. If a student does have any felony or misdemeanor convictions, he/she is required to meet with the Chadron State College Certification Officer, as soon as possible. Students with questions pertaining to convictions should also contact this office.

Acceptance into the Teacher Education Program

Chadron State College recognizes its obligation to prospective candidates for teaching, to the public schools, & to the state, by giving careful consideration to each applicant for admission into the Teacher Education Program. Qualities believed essential to good teaching are considered through professional judgment in determining the applicant’s qualifications for entering the program. These include:

  1. Academic scholarship
  2. Command of oral & written English
  3. Social, emotional & personal maturity
  4. Affirmation under oath that the student has no felony conviction or misdemeanor conviction involving abuse, neglect, or sexual misconduct (Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Program Section 005.07).
  5. Affirmation under oath that the student does not have an order or determination currently in effect by a court or any other government body which finds the student to be any of the following: mentally incompetent to stand trial, acquitted of criminal charges because of insanity, an incapacitated person in need of a guardian, or unable to manage his/her property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication; or is currently an inpatient or resident in a mental health facility due to a determination by a qualified mental health professional (Nebraska Department of Education, Rule 21, Section 003.10).

Students interested in becoming candidates for teacher education must enroll in the class Introduction to Teaching the semester they wish to apply for admittance (normally in the freshman year, and/or before the end of the junior year). This course enables students to study the field of teaching & to evaluate their knowledge, skills, & dispositions as potential teachers.

  1. Applications are initiated under the direction & advice of the Director of Field Experiences, & submitted to the Director of Field Experiences for further processing.
  2. Completed applications are referred to the Screening Committee for formal action after the student has completed at least one semester of college. Enrollment in PSYC 231 will be restricted to those students who have earned a “C” or better in EDUC 131.
  3. Students who are denied admittance to the teacher education curriculum will be helped by the college guidance staff to find a more appropriate career.

Admission Requirements

To be fully accepted into the Teacher Education Program, candidates must meet the following requirements:

  1. Every student must have been admitted to the Teacher Education Program before they may enroll in Observation & Participation (EDUC 300, EDUC 320), or before they may participate in any field experience pertaining to these courses.
  2. Intelligence & scholarship; as evidenced by the following:
    1. attainment of a satisfactory score on a basic skills test (PPST (Praxis I) or computerized PPST: Reading 170, Math 171, Writing 172);
    2. completion of 30 semester hours of college course work;
    3. an overall G.P.A. of at least 2.50 is required. The G.P.A. will be calculated by using all previous college/university course work as well as course work from CSC;
    4. completion of the college’s three courses (6 hours of General Studies Composition courses, & either C A 125, 225 or 233) in written & oral communications, with no grade lower than a “C”; and
    5. completion of EDUC 131, Introduction to Teaching, with a grade of “C” or above.
  3. Character & personality, as evidenced by the following:
    1. affirmation under oath that the student has no felony nor misdemeanor convictions involving abuse, neglect, or injury to any person, nor any other convictions involving moral turpitude (Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Program, Section 005.07); and
    2. affirmation under oath that the student does not have an order or determination currently in effect by a court or any other government body which finds the student to be any of the following: mentally incompetent to stand trial, acquitted of criminal charges because of insanity, an incapacitated person in need of a guardian, or unable to manage his/her property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication; or is currently an inpatient or resident in a mental health facility due to a determination by a qualified mental health professional (Nebraska Department of Education, Rule 21, Section 003.10).
  4. Health & physical fitness, as evidenced by the following:
    1. emotional stability;
    2. absence of defects that would impair successful teaching; and
    3. absence of predisposition toward poor health as determined by a physical & medical examination at the request of the college Screening Committee.

Students who fail to meet all the above requirements will be denied admission until such time as the criteria are met.

Application for Professional Year

The Professional Year is comprised of the following two semesters of study: Professional Semester (Block) & the Teacher Internship semester (Student Teaching).

The student, in cooperation of his/her advisor, must make application for the Professional Year by March 1 for Fall semester enrollment & November 1 for Spring semester enrollment; this must be done during the applicant’s Junior Year of study. The student & the advisor must be sure that all prerequisites for entrance into the Professional Year are properly met before making application. These prerequisites include admission to candidacy, appropriate grade point averages stated, & satisfactory references indicated. Failure to meet these requirements will result in the application being returned to the student’s advisor until such time as they are met. The application will be presented to the chairperson of the department who will take the application for evaluation by the department faculty to be voted upon. If supported by a “yes” vote, the Chairperson endorses the application, & then forwards the application to the Director of Field Experiences. Each application submitted to the Director of Field Experiences must be approved by the department or departments in which the applicant is pursuing an area or areas of specialization. Academic department approval or disapproval must be indicated on each application. If the department does not approve the application, the student is not eligible for admission to the Professional Year. The Director of Field Experiences will present all applications to the Screening Committee for final consideration.

To qualify for admission into the Professional Year, the candidate must have completed the following criteria:

  1. The candidate must have earned at least 90 semester hours by the time of enrollment in the Professional Year. At least 12 semester hours must have been earned in residence at Chadron State College.
  2. Achievement of an overall 2.50 GPA in all college work (GPA will be calculated using grades from all previous college/university course work, as well as from CSC course work), & a 2.50 GPA (GPA will be calculated using grades from all previous college/university course work as well as course work from CSC) in areas of specialization, minor, & in professional education for endorsement & certification purposes.
  3. A secondary candidate must have completed 75% of the course work required for all endorsements with a GPA of 2.50 (GPA will be calculated using grades from all previous college/university course work as well as course work from CSC), in addition to all of the core Professional Education courses.
  4. An elementary candidate must have completed 75% of the minor or second endorsement area with a GPA of 2.50 (GPA will be calculated using grades from all previous college/university course work as well as course work from CSC), in addition to all of the core Professional Education courses.
  5. A candidate pursuing two endorsements must take one of his/her Special Methods classes (EDUC 431) prior to the Professional Year but not before the candidate’s junior year. The candidate must attain at least a 2.50 GPA in her/his EDUC 431: Special Methods course(s).
  6. Those preparing to enter teaching must have no grade less than a “C” & a GPA of 2.50 or better in the prerequisite Professional Education courses (EDUC 131, PSYC 231 (or PSYC 334 for those seeking the Early Childhood Unified Endorsement), EDUC 224, SPED 230, EDUC 300/320).
  7. Completion of a Visionary Leader portfolio verified by the candidate’s advisor or methods instructor’s assessment, which is sent to the Director of Field Experience Office. The portfolio will be submitted to the candidate’s advisor by November 1 or March 1 of the semester prior to the Professional Year.
  8. Demonstration of social, emotional, personal maturity as well as the physical capabilities essential to handle the vast responsibilities required in the teaching profession. If at any time a candidate’s emotional, mental, or physical capabilities are determined to be impaired seriously so that as a result of professional judgment the candidate is unable to demonstrate the qualities required for the teaching profession, the college reserves the right to remove him/her from the program.
  9. The candidate should come to the Field Experience Office to check on her/his progress toward meeting the qualifications to be admitted to the Professional Year. If a secondary education candidate has additional questions about the Teacher Education Program the candidate should seek out an Education faculty member as a supporting advisor.

The specific step-by-step process required for being admitted into the Professional Year is as follows:

  1. The candidate will obtain the Application Packet from the Field Experience Office.
    1. Fill out application form & return it to Field Experience Office by due date (March 1st for Fall semester Block, November 1st for Spring Semester Block).
  2. The recommendation forms are then taken to the candidate’s advisor and
    1. Three forms are given to members of the candidate’s departmental faculty
    2. One recommendation form is given to a faculty member outside the candidate’s department
    3. The advisor keeps one recommendation form & the “Department Recommendations for Admission to Professional Year” sheet to fill out.
  3. After all of the recommendation forms are returned to the advisor, he/she presents the candidate’s Departmental Recommendations to the candidate’s Department for Departmental approval to be admitted to the Professional Year.
  4. The candidate should check in with the advisor to make sure that the recommendations have been returned and have been acted upon by the Department.
  5. The Department has three (3) possible choices:
    1. Recommend candidate be admitted to the Professional Year
    2. Recommend with reservations
      1. Department recommends the candidate, but has concerns. The candidate & the Education Department will be notified by letter of these concerns
    3. Does not recommend
      1. The candidate is not admitted into the Professional Year & would need to change majors or work out the issues with the candidate’s Department. Formal notification will be in letter format.
  6. If the Department approves the Departmental Recommendations, the forms are sent to the Field Experience Office. It is then sent on to the Dean of Professional & Graduate Studies & the Dean of Students for approval. Last, it is sent back to Field Experience Office & field into the candidate’s folder.
  7. The candidate’s advisor must receive the candidate’s portfolio by November 1st for Spring Block or by March 1st for Fall Block. After checking the portfolio the advisor will ask the candidate to make any changes that are needed or approve the portfolio as presented. When the advisor approves the candidate’s portfolio, the evaluation form is signed & a copy of the form is sent to the Field Experience Office. The Field Experience Office must receive the evaluation form before the application is presented to the Screening Committee.
  8. Following completion of the above, the application is presented to the Screening Committee for final approval.
  9. If the Department or the Screening Committee does not approve the application, the candidate will not be allowed to enter the Professional Year. Formal notification to candidate will be in letter format.

If a student in the program for teacher education is suspended from the college, he/she automatically is removed from the Teacher Education program. If the student should later be accepted for re-admission to the college, it will be necessary for him/her to reapply for admission to the teacher education program should he/she desire to re-enter the program.

A student who is denied admission to teacher education or who is administratively withdrawn from their teaching internship, may appeal the denial or administrative withdrawal by contacting the Director of Field Experiences for due process procedures.

Admission To Teaching Internship Semester (Student Teaching)

To be eligible to enter the teaching internship semester the candidate must meet the following requirements:

  1. maintain all G.P.A. requirements listed for admission to the Professional Year;
  2. make a sworn statement that the student has not been convicted of a felony or certain misdemeanor crimes;
  3. make a sworn statement that the student is mentally competent;
  4. have a faculty approval on his/her portfolio; and
  5. secondary students must have completed Special Methods classes (EDIC 431).

Teaching Internship

Chadron State College requires teacher interning full-days for one semester or a minimum of ten (10) weeks fulldays for each Field endorsement taught during a given semester. Interning is a full-time position. Therefore, students will not be allowed to take additional course work during their internship semester. In addition, it is strongly suggested that teacher interns not engage in additional employment during their placement.

Eligibility for Initial Certification or Added Endorsement

To be recommended for Teacher Licensure or program certification, the student must have (1) completed teaching internship with a minimum G.P.A. of 2.50 or above in each area of endorsement, (2) met all course & credit requirements for endorsement in their specialization fields, (3) received departmental approval & recommendation, (4) met all graduation requirements for the appropriate degree, (5) passed the Praxis II exam if an elementary and/or special education major, & (6) filed an application with the Certification Officer, including a notarized statement that he/she has not been convicted of a felony or misdemeanor involving abuse, neglect, or sexual misconduct, & an oath of Mental Capacity.

A student seeking an additional endorsement after completing his/her degree program must complete the appropriate endorsement course work & officially notify the Teacher Certification Officer upon completion of the endorsement program/course work. Then proceed as outlined in (5) above.

Graduation Without Certification

In rare cases, permission may be granted for a student to graduate without a recommendation for certification. This provision is for the student who does not qualify for or is removed from their teacher internship. However, there are times when, because of illness or other extreme situations, a student will decide not to complete all professional requirements. In this situation, the student should contact his or her advisor, & then complete a formal request to the Chadron State College Vice President for Academic Affairs to be allowed to graduate without completing all certification requirements. If permission is granted, an appropriate amended plan of study will be determined.

Any student who graduates without a recommendation for certification will not be recommended for teacher certification in any state. If, at some future time, the student wishes to complete certification requirements, (s)he must first reapply for readmission to the teacher education program. At least one semester must pass after graduation before the application can be made. Upon readmission to the Teacher Education program, the student will complete all requirements in effect at the time of reentry, including passing grades in all methods courses.

Program Changes

Chadron State College is a member of the Nebraska Council on Teacher Education, a teacher education governance and recommending body to the Nebraska Department of Education; therefore, all students majoring in early childhood, elementary, middle grades, or secondary education programs are subject to any program rule changes that may occur while a student is enrolled. If a student has not completed their program of study within three years following the program change, he/she will be required to adjust his/her program to reflect the change.

Certificate Requirements

Bachelor of Science in Education
Secondary (7-12) Professional Educational Program

The Degree of Bachelor of Science in Education (7-12)

A student must complete the following program in addition to the General Studies requirements, & either one field endorsement or one subject endorsement program:

Professional Education Courses

The following courses are prerequisites to the Professional Year (2.50 minimum G.P.A. required & no grade may be below a “C”):

Number Course Title Hours
EDUC 131 Intro to Teaching 3
EDUC 224 Multimedia Support of Instruction/Learning 2
EDUC 300 Secondary Obs. Participation 1-3
PSYC 231 Educ Psychology 3
SPED 230 Intro Except Learner 3
SPED 334 Differ Instr for Diverse Classroom 2
At least one subject or field endorsement 30-66
Total hours 44-82
Admission to Candidacy must be completed before the end of the junior year.

Professional Year (two semesters)

Comprised of “Block” Professional Semester & Teacher Internship Experience semester (Student Teaching). The following courses can be taken only as part of the Professional Year (2.50 minimum G.P.A. required): refer to Application for Professional Year requirements.

Semester #1 – “Block”

Number Course Title Hours
EDUC 411 Reading/Writing in the Content Areas 1
EDUC 412 Secondary/MS General Methods 1
EDUC 414 Classroom Mgmt 1
EDUC 415 Human Relations/Multicultural 1
EDUC 418 Secondary/MS Assessment 1
EDUC 431(A-S)* Special Methods 3
SPED 412 SPED Practices & Strategies 1
Total hours 9
*Students pursuing two Subject Endorsements must complete EDUC 431, Special Methods, in both subject areas. One special methods course should be taken prior to the Professional Year. The second special methods course must be taken the first semester of the Professional Year (Block), if offered. Also, the student must have a G.P.A. of 2.50 or better in the Special Methods course(s).

Course requirements for secondary level endorsements programs in the following subjects or fields are listed in each departmental section of this catalog (2.50 G.P.A. required):

Field Endorsement Programs

  • Art
  • Business Education
  • Family & Consumer Sciences Education
  • Health & Physical Education
  • Industrial Technology Education
  • Language Arts
  • Mathematics
  • Mild/Moderate Disabilities
  • Music
  • Nature Science
  • Physical Science
  • Social Science

Subject Endorsement Programs

  • Biology
  • Chemistry
  • Coaching*
  • Driver Education*
  • Earth Science
  • English
  • Health
  • Information Technology*
    (Computer Education)
  • History
  • Physical Education
  • Physics
  • Theatre
  •  
  • Vocational Special Needs*

*Supplemental Endorsements Programs: These programs do not stand alone, & must be completed in addition to either a subject or field endorsement program.

Semester #2 – Teacher Interning

EDUC 480K, Teacher Interning K-12, or EDUC 490S, Secondary Teacher Interning, courses can be taken only upon the successful completion of the above Semester #1 – “Block” courses (minimum G.P.A. of 2.50 required).

Back to Top

The Degree of Bachelor of Science in Education with a Field Endorsement in Middle Grades (4-9)

A student must complete the following program in addition to the General Studies & Middle Grades Content Area Specialization requirements.

Professional Education

The following courses are prerequisites to the Professional Year (2.50 minimum G.P.A. required & no grade may be below a “C”):

Number Course Title Hours
EDUC 131 Intro to Teaching 3
EDUC 224 Multimedia Support Instr/Learning 2
EDUC 320 Elementary/MS Obs. & Participation 2
EDUC 431 (A-L)* Special Methods 6
EDUC 433 The Middle School 3
PSYC 231 Ed Psychology 3
PSYC 336 Adolescent Psychology 3
SPED 230 Intro Exceptional Learner 3
SPED 334 Diff Instr for Diverse Classrooms 2
*One (1) Elementary Methods course, from below 2-3
Content Area of Specialization from below 36
Total hours 65-66
Admission to the Teacher Education Program must be completed before the end of the junior year.
*Two special methods courses are required: one for each 18 credit hour special content area. One special area methods course should be taken during the first semester of the Professional Year, Block, if offered.

Elementary Methods Courses

Choose one related to the special content area. (See Below)

Number Course Title Hours
ART 334 Art for Elem./MS Teacher 2
EDUC 321 Teach Elem/MS Mathematics 2
EDUC 322 Teach Elem/MS Language Arts 3
EDUC 323 Teach Elem/MS Social Studies 2
HPER 339 Theory of Physical Educ K-8 3
MUS 333 Music for the Classroom Teacher 3
Total hours  

Content Area of Specialization Requirements

The applicant must complete a minimum of two 18 credit hour Content Areas of Specializations. Course requirements for each of the offered Content Areas of Specialization are outlined within the appropriate departmental sections of this catalog/bulletin.

  • Art
  • Language Arts
  • Business Education
  • Mathematics
  • Family & Consumer Sciences
  • Natural Sciences
  • Social Science
  • Health & Physical Education
  • Special Education
  • Industrial Technology

Professional Year (two semesters)

Comprised of “Block” Professional Semester & Teacher Internship Experience semester (Student Teaching)

Students pursuing the Middle Grades Endorsement program may select to complete their Professional Year course work requirements by enrolling in either the Elementary Professional Year (Elementary Block route) or the Secondary Professional Year (Secondary Block route). Options are outlined below.

The following courses can be taken only as part of the Professional Year (2.50 minimum G.P.A. required): refer to Application for Professional Year requirements.

Semester #1/Option 1 – Elementary Block Route

Refer to Application for Professional Semester

Number Course Title Hours
EDUC 413 Elem/MS Curric. & Counseling 1
EDUC 414 Classroom Mgmt 1
EDUC 415 Human Relations/Multicultural 1
EDUC 416 Elem/MS Assessment 1
EDUC 417 Teach Reading & Writing Diagnosis 1
EDUC 422 Teach Elem/MS Science & Health 2
EDUC 423 Teach Primary Reading & Writing 2
EDUC 424 Teach Interm. Reading & Writing 2
SPED 412e SPED Practices & Strategies 1
Total hours 12

Semester #1/Option 2 – Secondary Block Route

Refer to Application for Professional Semester

Number Course Title Hours
EDUC 411 Reading/Writing in the Content Areas 1
EDUC 412 Secondary/MS General Methods 1
EDUC 414 Classroom Mgmt 1
EDUC 415 Human Relations/Multicultural 1
EDUC 418 Secondary/MS Assessment 1
SPED 412s SPED Practices & Strategies 1
Total hours 6

Semester #2 – Teacher Interning

EDUC 480I, Teacher Internship Intermediate, and/or EDUC 480M, Teacher Internship Middle School, can be taken only after the successful completion of the Professional Semester (Block) courses (minimum G.P.A. of 2.50 required).

Elementary School Professional Education Program

This program covers special instructional methods in science, health, reading, student & program assessment (tests & measurements), curriculum, guidance, multicultural & human relations, classroom management, & other pertinent professional topics & issues. The student registers for EDUC 413, 414, 415, 416, 417, 422, 423 & 424 in their senior year (the Professional Semester – “Block”). Upon successful completion of the above courses (minimum 2.50 G.P.A. required), the student is then eligible to enroll in the Teacher Internship Experience the following semester.

Elementary majors will intern at a primary level (K-3) & an intermediate level (4-6). Students who have K-12 endorsements in addition to their elementary major/endorsement will intern in their elementary area for part of the Internship semester & in the 7-12 area the other portion of the Internship semester.

Back to Top

The Degree of Bachelor of Science in Education with a Field Endorsement in Elementary Education (K-8)

A student must complete the following program requirements in addition to the General Studies program requirements & one minor program of study OR an additional endorsement program:

Professional Education

The following courses are prerequisites to the Professional Year (2.50 minimum G.P.A. required no grade may be below a “C”):

Number Course Title Hours
EDUC 131 Intro to Teaching 3
EDUC 224 Multimedia Support of Instruction/Learning 3
EDUC 320 Elem/MS Obs & Participation 3
SPED 230 Intro to the Exceptional Learner 3
PSYC 231 Educ Psychology 3
PSYC 332

PSYC 334
Child Psychology
or
Developmental Psychology
3
SPED 334 Dif. Instruction for Diverse Classrooms 2
Total hours 18

Elementary Education Endorsement Courses

Number Course Title Hours
ART 334 Art for the Elem/MS Teacher 3
ENG 235 Children’s Literature 3
EDUC 321 Teach Elem/MS Mathematics 3
EDUC 322 Teach Elem/MS Language Arts 3
EDUC 323 Teach Elem/MS Social Studies 3
HPER 339 Theory of Physical Educ K-8 3
MATH 235 Math for the Elem Teacher I 3
MATH 335* Math for the Elem Teacher II 3
MUS 333 Music for the Elementary Teacher 3
Total hours 24
Admission to the Teacher Education Program must be completed before the end of the junior year.
*Can be taken before or during the Professional Year

Elementary Minor OR Second Endorsement

Course requirements for the following minors and/or endorsements programs are listed in each departmental section of this catalog/bulletin. One minor OR a second endorsement is required (minimum 2.50 G.P.A. required). Three-fourths (75%) of the minor or second endorsement program course work must be completed prior to entry into the “Block” (first semester) of the professional year.

  • Art
  • Early Childhood
  • English
  • Information Technology
  • Library Information Management
  • Mathematics
  • Mild/Moderate Disabilities
  • Physical Education
  • Science
  • Social Science
  • Vocal Music

Professional Year

Comprised of “Block” Professional Semester & Teacher Internship Experience semester (Student Teaching)

The following courses can be taken only as part of the Professional Year (minimum 2.50 G.P.A. required): Refer to the Professional Year Application Requirements.

Semester #1 – “Block”

Number Course Title Hours
EDUC 413 Elem/MS Curric. & Counseling 1
EDUC 414 Classroom Mgmt 1
EDUC 415 Human Relations/Multicultural 1
EDUC 416 Elem/MS Assessment 1
EDUC 417 Teach Reading & Writing Diagnosis 1
EDUC 422 Teach Elem/MS Science & Health 2
EDUC 423 Teach Primary Reading & Writing 2
EDUC 424 Teach Interm. Reading & Writing 2
SPED 412e SPED Practices & Strategies 1
Total hours 12

Semester #2 – Teacher Interning:

*The following courses may be taken only upon the successful completion of the above (Semester #1 “Block”) courses (minimum G.P.A. of 2.50 required):

  • EDUC 480I Student Teaching Intermediate
  • EDUC 480P Student Teaching Primary
  • EDUC 480K Student Teaching K-12
  • EDUC 480R Student Teaching M/M Handicapped
  • EDUC 480L Student Teaching K-6
  • EDUC 480V Student Teaching M/M K-12

NOTE: The Praxis II: Elementary Education Curriculum, Instruction & Assessment Exam (as required by the Nebraska Department of Education) must be taken as a requisite for graduation.

Back to Top

The Degree of Bachelor of Science in Elementary Education with a Subject Endorsement in Early Childhood Education (Birth through Grade 3)

It is strongly recommended that a student complete the following program in conjunction with a K-8 Elementary Education Endorsement program, in addition to the General Studies & Professional Education program requirements.

Number Course Title Hours
EDUC 231 Play, Art & Music for Early Childhood 3
EDUC 232 Sci., Math & Soc. Sci. for Early Child 3
EDUC 233 Lit. & Lang. Arts for Early Childhood 3
FCS 139 Child Growth & Development 3
FCS 237 Guid. Tech. In Human Relations 3
FCS 238 Prenatal & Infant Develop 3
FCS 239 Parenting in a Contemp. Society 3
FCS 321 Curr Dev in Family & Con Sci Educ 2
FCS 332

FCS 335
Family Studies
or
Families in Society
3
FCS 423 Program Mgmt 3
FCS 448 Early Childhood Practicum 4
Total hours 33
NOTE: The Praxis II: Elementary Education Curriculum, Instruction & Assessment Exam (as required by the Nebraska Department of Education) must be taken as a requisite for graduation.

Back to Top

Minor in Early Childhood Education (K-8)

These courses must be completed along with the Elementary Education Field Endorsement curriculum.

Number Course Title Hours
EDUC 231 Play, Art & Music for Early Childhood 3
EDUC 232 Sci., Math & Soc. Sci. for Early Child 3
EDUC 233 Lit. & Lang. Arts for Early Childhood 3
FCS 139 Child Growth & Development 3
FCS 237 Guid. Tech. in Human Relations 3
FCS 239 Partners in Early Childhood Educ 3
FCS 321 Curr Dev in Family & Con Sci Educ. 3
FCS 423 Program Management 3
FCS 448 Early Childhood Practicum 3
Total hours 27

Back to Top

Program for Adding an Endorsement

To add another endorsement to an existing teaching/administrative certificate, the student must complete the appropriate departmental & endorsement area coursework. To determine coursework requirements, the student should complete an Evaluation for an Added Endorsement Form in cooperation with their teacher educator (Advisor) in the department offering the endorsement. The student must then notify the Teacher Certification Officer when the program coursework is complete & request that the subsequent Endorsement be posted (or added) to the student’s official transcript. The student must then submit a Nebraska Application for Teacher Certification to the CSC Certification Office, in order for the State Department of Education to add this new endorsement to the student’s teaching certificate. The CSC Certification Office is unable to process requests to add endorsements/programs to a teaching certificate until this procedure is completed.

Back to Top

Copyright © Chadron State College. All Rights Reserved.
Member, Nebraska State College SystemCSC is an equal opportunity employerAccreditation InformationWebsite Feedback
1000 Main Street, Chadron, NE 69337 • 1-800-CHADRON