Welcome to the Education Department at Saint Anselm College. The Teacher Education Programs (TEP) are designed to integrate liberal arts general education, specialized content major, and teacher education requirements.
Saint Anselm College Mission
Saint Anselm is a Catholic, Benedictine College providing all its students a distinctive liberal arts education that incorporates opportunities for professional and career preparation. It does so in a learning community that encourages the lifelong pursuit of the truth and fosters intellectual, moral, and spiritual growth to sustain and enrich its graduates’ personal lives, work, and engagement within local, national, and global communities.
Education Department Mission and Philosophy
The mission of the Teacher Education Program is to prepare ethical and reflective educators who promote equity, exemplify professionalism, engage with communities, and thrive as leaders in the contemporary learning environment. The Education Department believes that teaching is an intellectual and professional endeavor grounded in the strength and excellence of our liberal arts curriculum. Our Teacher Education Program (TEP) allows our students the necessary theory and practice to inform their work regarding the ethical, moral, political, and social realities that shape education.
Teacher Education Program Conceptual Framework
The Conceptual Framework and mission of the TEP at Saint Anselm College is directly aligned to and consistent with the mission of the College. Our framework draws on theory and research as well as state and professional standards to guide our practice. The following values and key concepts inform and frame learning outcomes and are the foundation of our program.
Catholic Liberal Arts Foundation
- Skills and ability to engage in lifelong learning
- Academic rigor
- Effective interpersonal and communication skills
- Critical thinking skills
- Call to serve the common good
Saint Anselm is a liberal arts college that “promotes an educational experience in which individuals are rooted in thinking rigorously, acting rightly, and serving humanity in a community that fosters the love of learning, educates the whole person and promotes the common good” (Saint Anselm College Online Catalogue 2019-2020). The TEP relies and draws upon the skills students learn in their liberal arts core as the foundation of preparation for the profession. Teachers need to be critical thinkers “demonstrated by an understanding of how to connect concepts and use differing perspectives to engage learners in critical and creative thinking and collaborative problem-solving related to authentic local and global issues” (New Hampshire Institutes of Higher Education Network, 2016, p.6).
- Disciplinary content expertise
- Evolution of education content expertise
- Methods of inquiry
Educators need to understand the central concepts, tools of inquiry, and structures of the content they teach to create learning experiences that make these aspects of the discipline accessible and meaningful for all learners to assure students’ mastery of content.
- Grounded in theory and research
- Connection of theory to practice
- Clinical experiences that occur early, often, and are diverse
The Saint Anselm College coursework and clinical practice emphasize a range of pedagogical practices to help ready students to teach effectively in a variety of contexts, such as urban and suburban schools, including Catholic, elementary and secondary schools.
- Commitment to diverse body of students
- Culturally responsive and sustaining pedagogies
- Developmentally appropriate instruction
- Knowledge of learners
The TEP prepares educators to advocate for and support equitable outcomes for diverse learners. Course and clinical requirements emphasize developing inclusive environments that meet the instructional, cultural, linguistic, and social/emotional needs of all learners.
- Receptive to feedback and reflective in practice
Educators need to demonstrate ethical and professional behavior in their interactions with students, families, colleagues, and communities.
- Theoretical, Subject, and Pedagogical Knowledge: Demonstrate theoretical both subject-specific and knowledge that guide the learning experiences of students in the classroom.
- Methods of Practice: Ground and justify classroom choices made on current research of learners and learning.
- Rigor and Judgement: Foster academic rigor and critical thinking skills.
- Pluralism and Pedagogy: Demonstrate the capacity to teach in multi-cultural society and employ culturally sustaining pedagogical and practical knowledge.
- Collaboration: Engage in collaborative efforts to advance teaching and learning
- An Ongoing Practice: Engage in lifelong learning of the skills and abilities critical to strong educational practice.
- Call for the Common Good: Serve the common good of the community and advocate for children, families, and communities.
Do you want to teach elementary school students?
Students who want to teach elementary students grades K-6, major in Education Studies: Elementary Education. Teacher candidates complete course, clinical, performance assessment and state, testing requirements.
Do you want to teach middle or high school students?
Students who want to teach middle or high school students major in a content area and major in Secondary Education. Teacher candidates complete course, clinical, performance assessment and state, testing requirements.
Select one of the following content areas as your content major: Mathematics, Chemistry, Applied Physics, Natural Science, Fine Arts, History, English, or Modern Languages (Spanish or French)
Upon successful completion of requirements, candidates are eligible for NH licensure to teach in one of the following areas:
- Computer Science K-12
- ESOL K-12
- French K-12
- Music K-12
- Spanish K-12
- Visual Arts K-12
- English Language Arts 5-12
- Social Studies 5-12
- Applied Physics 7-12
- Chemistry 7-12
- Life Science 7-12
- Mathematics 7-12
Do you want to teach ESOL (English Speakers of Other Languages)?
Students who want to teach English language learners in K-12, major in Elementary Education and minor in ESOL.
Our programs emphasize a strong theoretical base and practical experience. Its strengths lie in the use of reflective practice, multiple opportunities for teaching in diverse classrooms, and extensive content knowledge. In doing so, it is not unusual that most of the student's electives must be utilized. For this reason early career decision and careful program planning are essential. Refer to the catalogue for specific course descriptions and plans of study.
New Hampshire has reciprocity agreements with approximately 40 other states, certification eligibility is extended to a considerably larger geographical area. It is an individual's responsibility to contact the state of choice in order to obtain licensing requirements and guidelines in other states. It is advised that the state of interest be contacted to confirm specific requirements that may differ from those within New Hampshire (e.g. grade point averages, professional experience, testing requirements, and passing thresholds, etc.).
The Department of Education offers two related minors:
ESOL Minor and Certification (K-12)
ESOL Teacher candidates may major in Elementary Education. Candidates will have coursework and clinical experiences which emphasize elementary and secondary education. Refer to the Online College Catalogue for more information, including course descriptions.
Education Minor without Certification
The Non-Licensure Education minor is designed for students who are majoring in a complementary or contrasting program of study. It does not lead to teacher licensure. Refer to the Online College Catalogue for more information, including course descriptions.
Fall 2020 Newsletter
Explore our newsletter for information on education related student activities, department news, course offerings, and other helpful tips from the department. Click on the document below to open it in an interactive display.
The Teacher Education Programs at Saint Anselm College has adopted a Clinical Practice model. Teacher education candidates have multiple and diverse clinical placements across settings and grade levels. Beginning in the sophomore year, students take a participatory role in an assigned classroom. Each candidate is placed in an urban, suburban and an optional placement in a Catholic school given the mission of the college. The clinical placements are embedded in education courses with correlating assigned projects and experiences with the intent to connect theoretical foundation with practical application. Students plan, implement, reflect and receive feedback on teaching experiences in schools. Prior to their Capstone Clinical Experience, students have completed four to five experiences and over 100 hours in classrooms.
We have 26 partnership kindergarten, elementary, intermediate, middle and high schools in urban, suburban, and private Catholic educational settings. We have one signed contract with a PDS (professional development school). Additional community relationships include optional service and collaborations with schools in the area, region and country. Specifically, some students have participated in tutoring in the America Reads/America Counts program at a local urban elementary school; volunteered at a private Catholic school in Portola Valley, CA; volunteered at the David School, an alternative middle and high school in Kentucky; and volunteered at Catholic schools in Austin, TX.
There are five clinical experiences beginning in the sophomore year that are embedded in each of the following courses: ED 240 - Principles of Teaching and Learning, SEFE (Sophomore Early Field Experience), 30 hours; ED 322 - Inclusion, Equity, and Diversity in Education, 30 hours; ED 375 - Theory and Methods of Teaching Elementary Reading, 30 hours; ED 430 - Elementary Reading and Mathematics Seminar, Bridge Experience, 20 hours; and ED 432 - Supervised Student Teaching, 15 weeks. Each placement will be in a school with an experienced certified elementary educator. Candidates will complete a clinical experience in one of each of the following grade groupings: (K-2), (3-4), and (5-6). It is highly recommended that a variety of sites are used: Catholic, urban, and suburban.
There are four clinical experiences beginning in the sophomore year that are embedded in each of the following courses: ED 240 - Principles of Teaching and Learning, SEFE (Sophomore Early Field Experience), 30 hours; ED 322 - Inclusion, Equity, and Diversity in Education, 30 hours; ED 440-445 Content Methods, Bridge Experience, 20 hours; and ED 432 - Supervised Student Teaching, 15 weeks. Each placement will be in a school with an experienced certified educator. Candidates will complete a clinical experience in one of each of the following grade groupings: middle school and high school It is highly recommended that a variety of sites are used: Catholic, urban, and suburban.
Requirements for Licensure
Teacher candidates complete required courses (core, major, and education), clinical experiences and internal and external assessment requirements. Teacher candidates complete the TCAP (Teacher candidate assessment of performance) during their clinical capstone experience while taking a two-credit seminar, ED 490 TCAP seminar. In addition, candidates complete state testing requirements.
PRAXIS Tests (or state equivalent)
In order to be certified to teach, you need to pass state-required tests. These tests are also used to determine your acceptance into the Teacher Education Program during your sophomore year and count as your comprehensive exams senior year. Students are responsible for registering for the PRAXIS Core Academic Skills and PRAXIS II: Subject Assessments. Candidates need to receive a passing score on the Praxis Core Academic Skills Test prior to application to the TEP (Teacher Education Program). PRAXIS II is completed during the semester prior to student teaching. Please see the Teacher Education Handbook for details. It is the students' responsibility to find out which tests and subtests are required by the state in which they anticipate seeking licensure. The Academic Resource Center (ARC) offers workshops and tutoring and the library has materials to help prepare for the tests.
Criminal Records Checks
The Education Department at Saint Anselm College stresses the importance of appropriate ethical and moral conduct of those who will interact with young people. The State of New Hampshire requires (RSA 189:13-a) a criminal records check. All students participating in clinical experiences through the Education Department are required to be fingerprinted and have a NH and FBI background check prior to their first clinical placement embedded in ED 240 (Sophomore Early Field Experience). Returned background checks will be recorded in the Education Department and should suffice for the students' remaining clinical experiences throughout the program. However, if a student takes courses out of order or requests a clinical placement outside of Saint Anselm College's partnering school network, additional background checks may be required.
Title II Report
Saint Anselm College's Education Department complies with federal reporting requirements under Title II (Sections 205 through 208) of the Higher Education Act. The most recent report is available below. Hard copies of the report are available in the Education Department.Title II Report Card April 2019