All students are expected to:
- Engage in formal or informal experiences, service work with children or in
schools prior to applying to the TEP.
- Present all required program application materials by established deadlines.
- Submit satisfactory Phase I, II and III portfolios, each with a maximum of one
- Pass each segment of the PPST on either the first or the second attempt.
- Complete EDU 210, 311, and 312 (optional with the adaptive education minor)
with an overall maximum of one unsatisfactory experience.
- Undergo a background and criminal history check in EDU 100 and each academic year thereafter.
- Demonstrate punctuality, dependability, and professional courtesy in the completion
of courses and course assignments, and in all field placements.
(Note: Students should be aware that deadlines for field experience forms
occur the semester prior to placement/enrollment: Fall enrollment – May
15, Winter Session Enrollment – November 15, Spring Enrollment – December
15, Summer I Enrollment – March 30)
- Follow university rules pertaining to social conduct, classroom conduct, and
- Maintain ethical, professional, and respectful behavior in all contacts with school
children, school personnel, university peers and faculty, and professional colleagues.
Carroll University endeavors to develop skilled professional educators who integrate complex roles and dispositions in the service of diverse communities of learners. Our program fosters in candidates a commitment to the premise that all children and adolescents can learn, and we further encourage our candidates to commit themselves to supporting that learning. Using developmentally appropriate and educationally effective approaches and guided by state and national standards, our candidates create environments that prepare learners to contribute to a democratic society in an increasingly interdependent and global world.
Constructivism involves helping learners to question, interpret, and analyze information. It includes using information to strengthen learner understanding of concepts and ideas. It encourages the development of higher order thinking skills including creativity, critical thinking, and problem solving. It emphasizes the active role of learners as they build understanding and construct new knowledge from learning experiences.
Cultural Sensitivity affirms that knowledge construction is filtered through a learner's culture, a fact that cannot be disregarded by an effective teacher. Culture is broadly defined to include social class, gender, ethnicity, race, religion, family background, age, language, values, experiences, and rituals that affect the prior and ongoing experiences of learners. Cultural sensitivity stresses the importance of understanding how learner differences in social and cultural background influence teaching experiences and practices.
Curricular Integration is a way to organize instruction that respects the natural, interdisciplinary learning processes of learners. Integrative teachers know that learning and experience are interrelated, and that learners do not confine their learning to one subject at a time.
Multiculturalism views learning and schooling as preparation for life in a pluralistic society. It explores and celebrates a variety of cultural perspectives. Multicultural curricula and classroom environments reflect life experiences, understandings, and backgrounds from a variety of cultures. It supports the idea that classroom experiences for all learners should include different racial, cultural, disability, socioeconomic, and gender groups.
Critical Reflection involves analysis and critical review of the learning process and of the personal experiences of both teachers and learners. Critical reflection informs and supports teaching and learning processes. It also involves having an understanding of how to effect change by identifying problems, framing solutions, and analyzing both their real and potential effects. In both learners and teachers, reflective narratives are used to demonstrate prior knowledge and experience, personal growth, and development of values.