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.
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. Clinical placements are embedded in education courses with correlating assigned projects and experiences with the intention of allowing students to connect theoretical foundations to practical applications. Students plan, implement, reflect and receive feedback on teaching experiences in schools. Prior to their clinical capstone, our students complete approximately 100 hours of clinical experience. During their course of study, Elementary Education majors complete five clinical experiences, and Secondary Education double-majors complete four clinical experiences.
Including their Capstone Clinical Experience, students have completed at least four clinical experiences, engaging in over 100 hours in classrooms.
Our students benefit from more than two dozen partnerships arranged with kindergarten, elementary, intermediate, middle and high schools in urban, suburban, and private Catholic educational settings. Many of these partnerships are formalized through articulation agreements. 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 both middle and high schools. It is highly recommended that a variety of sites are used: Catholic, urban, and suburban.
Requirements for Licensure
Teacher candidates complete required courses (core, education, and second major if applicable), clinical experiences and internal and external assessment requirements. Teacher candidates complete the New Hampshire Teacher Candidate Assessment of Performance (NH-TCAP) in a seminar course during their clinical capstone experience. In addition, candidates must pass their state testing requirements to be endorsed for a license to teach.
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. Faculty members in the Education Department serve as academic advisors, and help students navigate testing requirements. Ultimately, it is the students' responsibility to find out which tests and subtests are required by the state in which they anticipate seeking licensure.
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.