Licensure Program Theme: Teacher as developing professional: From classroom decision maker to educational leader.
The Augsburg College Education Department offers state of Minnesota licensure programs for K-12 teachers. Licenses are offered in four general areas:
- K-8 (Elementary)
- 5-12 (Secondary)
- K-12 (Specialty areas of Art, Music and Physical Education)
- Special Education (Academic Behavior Strategist)
A comprehensive summary of our program, including a detailed description of the licensure program policies and procedures is available in the Augsburg College Education Department Licensure Program Student Handbook. Students may obtain this document by: requesting a copy from the Education Department support staff, meeting with your education faculty advisor, or you may download a copy in Portable Document Format (PDF) from this web site. (In order to read this document, your computer must be equipped with Adobe Reader, available free from Adobe Systems, Inc.
Mission Statement for Licensure Program:
Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice.
Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory and practice in an ongoing cycle. Students and their learning are the focuses for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory, and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn.
Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change.
Standards-based Program of Student Assessment:
The Augsburg College Education Department maintains teacher licensure programs which are fully approved and accredited by the State of Minnesota Board of Teaching and by the National Council for Accreditation of Teacher Education (NCATE). The Minnesota Legislature has ordered new teacher licensure rules that “shall to the extent possible, be outcome-based and clearly related to the results-oriented graduation rule” and “shall develop outcomes related to flexible school-based organizational structures and inclusive instructional strategies” (Laws of Minnesota, 1993, Chapter 224, Article 12, Section 34). Augsburg programs present students with such “state of the science” curriculum and instructional classroom theories and practices. A copy of the Minnesota Standards of Effective Practice for Beginning Teachers may be found by following this link.
The suitability of students recommended for a teacher’s license is measured by standards mandated by the Minnesota Legislature. These are national standards found in the INTASC Model Standards for Beginning Teacher Licensing and Development. These standards require students to be assessed for the possession of knowledge, dispositions, and performance capabilities in ten areas. The principles surrounding these standards are embedded in individual program courses and fieldwork/clinical experiences within the Education Department.
Students demonstrate their possession of the professional standards by completing a program portfolio as they progress through the Education Department coursework. Students are advanced to student teaching placements only after a favorable review of their readiness based on portfolio documentation.