Program Model

The Gustavus program model has changed a good deal in response to program evaluation data, changes in Minnesota teacher licensure standards, best practice recommendations, and the strengths and passions of Gustavus faculty. What follows is a description of the Gustavus model.

The conceptual framework delineates "Principled Practice" as teaching that is intentional, reflective, and informed.

Teachers should make decisions based on research and experience, and based upon a determination of doing what is right for children. Instructional models, assessment procedures, and supervisory practices guide reflection and require rationale for actions and responses.
We believe that knowledge is constructed, and so we provide a series of classroom and school-based experiences that require increasing sophistication and skill. Service-learning is a strategy both taught and used in the program to achieve knowledge, skill, and disposition outcomes for our teacher education students.
We believe that individuals can perform better by participating in partnerships and collaborative learning communities. As a result, students move through the program in diverse cohorts. All blocks are team-taught, and the department functions well because of collaborative efforts and shared decision-making. We choose to partner with districts who also view partnerships as opportunities for growth and betterment -- indeed, places that look for reciprocity. Additionally our partners are communities that are endeavoring to find proactive ways to respond to changing demographics and school reform. These sites provide opportunities for Gustavus faculty and students to learn and to contribute in new and authentic ways.

And so, we have shaped our program and our practices to model our philosophical framework.

Enrollment: Students enroll in our program by meeting with the coordinator for initial advising. This typically happens very early in the student's first year at Gustavus in both group and individual sessions. Students create a detailed plan for applying and advancing through the program. At that time students are assigned an ongoing education advisor who gets to know them and helps them continue to refine a personal plan. Secondary and K-12 teacher education students are also assigned an advisor in their major to serve as a mentor within that discipline. There is both electronic and face-to-face (group and/or individual) advising available every semester and by appointment. Regular communications are sent via e-mail regarding such things as events, opportunities, and proposed program changes.
Prior to admission: Students are required to complete certain courses and experiences including a general psychology course. Students participate in a one-month full-time experience with one teacher in a school. This evaluated experience involves observation and active assistance. Readings, reflections, and academic writing is required during the exploration. The students complete a social foundations course that has heavy emphases on the changing contexts and roles of schools and teachers, American Indian culture, and a process of self-reflection about the approaching decision to apply to the program. In addition, each student takes the PPST (Pre-professional Skills Test) or its computerized equivalent, Praxis I. Elementary education majors enroll in a public speaking course, children's literature, foundational learnings (music, art, health, and physical education), and select and begin study in a concentration area (mathematics, science, communication arts/literature, social studies, or foreign language). Secondary students take courses in their major.
Admission: Students make formal application for admission typically as second semester sophomores or first semester juniors. Admission is a rigorous and multifaceted process of selecting up to 34 of the most qualified candidates each semester (17 elementary and 17 secondary education students). The admitted students comprise a cohort of students who have been determined to be outstanding candidates for the teaching professional.
The cohort of admitted students enroll in an initial block of courses including integrated learning in human development, educational psychology and middle school philosophy and methods. This block is team taught and includes both middle school experiences and participation in tutoring relationships in local schools. Elementary education students concurrently take a block of methods courses in music, art, health, and physical education.
Students take other courses outside of the department that include the general education course work required of all students at Gustavus, as well as a major or concentration, a broad variety of content courses, and a drug education and prevention course.
Students take departmental courses in human relations, understanding individual student needs and the methods and materials of inclusive classrooms, and educational technology. These courses include service learning experiences and work with diverse populations of students, primarily ESL students. Typically, students also become very active in student education associations and community/school volunteer service.
A specialized block of methods courses is taken the semester preceding student teaching. Separate blocks are taken by elementary and secondary education students. Significant practicum experiences and master teacher involvement occurs in each block.
Student teaching is a full-time, 14-week activity. Students may choose from rural, suburban, and urban partnership school sites. Supervisors from the education department visit 8 to 14 times during the semester. For secondary majors, faculty from the major department visit an additional two to three times. Seminar and human relations classes meet three times during this professional semester. Students also complete a portfolio that identifies their ability to meet state standards.
Student academic and pre-professional performance is monitored throughout the program. A variety of formal and informal procedures for data gathering, monitoring, assessment, and intervention are used to provide every opportunity for student success. Please see Assessment of Candidate Competence for details.
Goal: Required extended urban placement for all candidates.