Walden University Bachelor of Science in Elementary.docx

Walden University
Bachelor of Science in
Elementary Education
(BSEE)
Candidate Guidebook
Bachelor of Science in Elementary Education, Candidate
Guidebook Spring 2017 ii
Walden University

The Richard W. Riley College of Education and Leadership
100 Washington Avenue South, Suite 900
Minneapolis, MN 55401
Walden University is accredited by The Higher Learning
Commission and a member of the
North Central Association, www.ncahlc.org; 1-312-263-0456.
The Richard W. Riley College of Education and Leadership at
Walden University is accredited
by the National Council for Accreditation of Teacher Education
(NCATE). This accreditation
covers initial teacher preparation programs and advanced
educator preparation programs.
However, the accreditation does not include individual
education courses offered to P–12
educators for professional development, relicensure, or other
purposes.
Walden University practices a policy of nondiscrimination in
admission to, access to, and
employment in its programs and activities. Walden does not
discriminate on the basis of race,

color, sex, age, religion or creed, marital status, disability,
national or ethnic origin,
socioeconomic status, sexual orientation, or other legally
protected status.
Walden is committed to providing broad access to its
educational services and makes appropriate
and reasonable accommodations when necessary. Candidates
requesting accommodations per the
Americans with Disabilities Act (ADA) must contact the Office
of Disability Services at
[email protected]
This publication represents current curricula, educational plans,
offerings, requirements, tuition,
and fees. These may be modified or discontinued from time to
time at the university’s sole
discretion to carry out the university’s purposes and objectives.
Neither the provisions of this
document, nor the acceptance of candidates through registration
and enrollment in the university,
constitute a contract or an offer of a contract.

Walden University is a registered trademark of Walden
University, LLC. © 2016
Walden University, LLC.
http://www.ncahlc.org/
http://www.ncate.org/
mailto:[email protected]
Guidebook Spring 2017 iii
Contents
Introduction
...............................................................................................
...................................... 5
..................................................... 5
Vision.....................................................................................
.................................................. 5
Mission
...............................................................................................
..................................... 5
Conceptual Framework
...............................................................................................
............. 6
The Bachelor of Science in Elementary Education (BSEE)
....................................................... 8
Notes on Licensure
...............................................................................................
................... 8

Section 1: Program
Information.............................................................................
....................... 10
Academic and Professional Standards
...................................................................................... 10
Satisfactory Academic Progress
...............................................................................................
. 10
Description of Bachelor of Science in Elementary Education
(B.S.E.E.) ................................ 11
Program Design and Structure
...............................................................................................
11
Program Sequence
...............................................................................................
.................. 11
Field Experience
...............................................................................................
............................ 13
Field Experience Requirements
.............................................................................................
15
Professional Dispositions
...............................................................................................
........... 17
Assessment of Professional Dispositions
.............................................................................. 17
Professional Disposition Concerns

........................................................................................ 19
Professional Portfolio
...............................................................................................
................. 20
Transition Points
...............................................................................................
........................ 21
Transition Point One: Conditional Acceptance to the Bachelor
of Science in Elementary
Education
...............................................................................................
................................ 21
Transition Point Two: Official Bachelor of Science in
Elementary Education Admission .. 24
Transition Point Three: Approval for Demonstration Teaching
........................................... 25
Transition Point Four: Program Completion
......................................................................... 25
Minnesota Board of Teaching Required Licensure Test
........................................................... 26
Required Tests for Licensure
...............................................................................................
.. 26
Section 2: License Information
...............................................................................................
...... 28
Application for Licensure
...............................................................................................

....... 28
Section 3: Other Information Important to a Candidate’s
Success ............................................... 29
Academic Grievances
...............................................................................................
................. 29
Background Checks
...............................................................................................
.................... 29
Why should a candidate know about background checks?
................................................... 29
Which background checks are most important for candidate
awareness? ............................ 30
What should candidates know about criminal histories?
....................................................... 30
Criminal or sex offender history and licensure in Minnesota
............................................... 30
Recommendations for candidates regarding criminal background
checks ........................... 31
Credit for Prior Coursework and Experience
............................................................................ 31
Prior Coursework Credit
...............................................................................................
......... 32
Teaching Experience
...............................................................................................
.............. 32
Dependent Care
...............................................................................................
.......................... 32

Graduation Information
...............................................................................................
.............. 32
Guidebook Spring 2017 iv
Supporting Student Services
...............................................................................................
...... 33
The Office of Disability Services
.......................................................................................... 33
Career Services Center
...............................................................................................
........... 33
Nondiscrimination and Sexual Harassment Policies
................................................................. 33
Nondiscrimination
...............................................................................................
.................. 33
Sexual Harassment
...............................................................................................
................. 34
Appendix A: Technology Proficiencies
........................................................................................ 35
Appendix B: Diversity Proficiencies
............................................................................................
37

Bachelor of Science in Elementary Education Candidate
Guidebook, Spring 2017 5
Introduction
Welcome to Walden University’s Richard W. Riley College of
Education and Leadership
Bachelor of Science in Elementary Education (B.S.E.E.). This
program helps candidates obtain
the professional knowledge and experience they need to become
well-informed and skilled
educators.
This guidebook will help candidates understand the guidelines
and requirements of the Bachelor
of Science in Elementary Education (B.S.E.E.). It will answer
many questions, but candidates
also will need to stay in close touch with faculty and staff at
Walden, especially with their
respective academic advisors and program directors, for
specifics regarding their individual
programs. We are here to support candidates, to help them be
successful all the way through their
coursework, field experiences, and demonstration teaching.

Important note: This guidebook refers to the Walden University
Student Handbook for specific
information on university policies and courses. Candidates
should be sure to have the handbook
available to reference. (Go to www.WaldenU.edu/catalog and
choose the current handbook from
the dropdown menu at upper right.)
The Richard W. Riley College of Education and
Leadership
The following vision and mission statements represent the
commitment of Walden University’s
Richard W. Riley College of Education and Leadership to
pursue academic excellence, embrace
our rich diversity, value all of our stakeholders, and encourage
civic responsibility through the
promotion of positive social change. For our graduates to
cultivate habits of lifelong learning and
continuous advancement of their knowledge, we consider it
essential that these statements guide
us as we seek to ensure the quality and synergy of our
programs.
Vision

fosters a dynamic and diverse
network of educational leaders who seek to support learners
globally by leveraging the power of
teaching and technology, and who are committed to the pursuit
of positive social change through
education.
Mission
provides access to high-caliber
programs that prepare learners as scholar-practitioners and
leaders who can inspire, influence,
and impact their diverse communities by helping to meet the
challenges and opportunities of
education worldwide.
http://www.waldenu.edu/catalog

Conceptual Framework
Walden University has developed a conceptual framework in
collaboration with the professional
community that articulates the shared vision of the educator
preparation provider’s (EPP) efforts
to prepare educators to work in P–12 schools. The conceptual
framework provides our
philosophical foundation and serves as a guide for decision-
making within the EPP.
Critical Components
Eight critical components were identified to serve as our EPP
outcomes or institutional standards
based on our guiding philosophy, as well as on our vision and
mission at the EPP and
institutional levels. We believe our critical components
distinguish our candidates from those
who graduate from other institutions.

Educator Preparation Provider Outcomes
Educator Preparation Provider Outcomes include the eight
critical components of the conceptual
framework and three additional EPP outcomes addressing
professional disposition, and the
diversity and technology proficiencies.
We expect our candidates to successfully demonstrate each of
the critical components upon
completion of our programs:

1. Teaching and Lifelong Learning. Demonstrate current
knowledge and skills with the
understanding that educators are lifelong learners who
continually add to their knowledge
and skills.
2. Research with Application. Analyze educational issues in
light of current research and best
practice through Walden University’s scholar-practitioner
model.
3. Reflective and Analytic Thought. Reflect on and analyze
educational issues in light of
current research to inform best practice in P–12 classrooms.
4. Leadership. Demonstrate leadership to build a shared vision
for effective teaching and
learning that positively impacts all stakeholders within a given
educational community.
5. Collaboration. Demonstrate collaborative skills that integrate
multiple perspectives in order
to create ongoing support for the learning environment.
6. Communication. Demonstrate skills to communicate
effectively and appropriately in a
variety of professional and interpersonal contexts.
7. Diversity. Act in ways that honor multiple perspectives and

affirm the dignity and respect of
all individuals internal and external to the learning
environment.
8. Social Change. Demonstrate the skills and professional
dispositions that advocate for social
change to make a positive impact where the educator works and
lives.
Additional EPP outcomes addressing professional dispositions,
and the diversity and
technology proficiencies:
9. Diversity Proficiencies. Create educational opportunities that
are adapted to diverse learners
and remove barriers that inhibit learning. See Appendix B for
additional information on
Diversity Proficiencies.
10. Professional Dispositions: Build meaningful relationships to
improve student learning by
effective planning, communication, use of assessment data, and
high-caliber delivery of
instruction. See Section 1 for additional information on
Professional Dispositions.
11. Technology Proficiencies: Design and develop learning
environments that integrate various

technology tools and applications, connect technology usage to
content areas, and embed
technology into assessment strategies. See Appendix A for
additional information on
Technology Proficiencies.
The Bachelor of Science in Elementary Education
(BSEE)
The Richard W. Riley College of Education and Leadership is
committed to preparing candidates
with the knowledge, skills, and professional dispositions of
exemplary educators who work in
diverse settings and utilize the best educational practices based
on research and theory.

The college is committed to attracting candidates who seek to
become skilled classroom teachers
and to providing them with developmentally appropriate,
student-centered learning experiences
that build their students’ knowledge and skills. To that end,
candidates begin their Program of
Study with a set of core courses and then are increasingly
challenged as their studies advance in
specific subject areas, as well as in the pedagogy and
technology necessary for effective and
creative teaching.
The Bachelor of Science in Elementary Education helps
candidates achieve seven outcomes:
– Demonstrate content knowledge,
skills, and pedagogy
appropriate to elementary education
– Demonstrate the skills and
dispositions of a professional educator
– Promote K-6 children’s development and
learning across content areas
through the design and implementation of engaging,
differentiated learning experiences
– Use data to assess student growth to make
informed instructional decisions

that build on the strengths and meet the needs of individual
children
– Practice cultural responsiveness to
build positive trusting
relationships with children, families, and colleagues and to
create supportive learning
environments for all
– Use technology appropriately, resourcefully,
and innovatively to
personalize and improve teaching and learning
– Demonstrate the
ability to work
collaboratively with children, families, colleagues, and
communities to improve
outcomes for every child and effect positive social change
Notes on Licensure
Walden University is approved by the Minnesota Board of
Teaching to offer the Bachelor of
Science in Elementary Education that leads to Minnesota
licensure in elementary education (K-
6). However, before Walden can recommend a candidate for
teacher licensure, the candidate
must also pass the required exams for Minnesota licensure
adopted by the Minnesota Board of

Teaching, undergo a Minnesota background check, and complete
any other Minnesota Board of
Teaching requirements beyond completion of Walden’s state-
approved teacher preparation
program.
Individuals interested in pursuing teacher licensure in states
other than Minnesota may qualify
for a comparable license by virtue of completing the Walden
Minnesota-approved teacher
preparation program; however, individuals must review their
state’s teacher licensing regulations
to ensure the program meets all requirements, paying particular
attention to any requirements
specific to out-of-state program completers. Prospective
students seeking to be licensed in states
other than Minnesota must research their state licensure
requirements to determine (1) if they are
required to complete a state-approved licensure program, and
(2) if there are any other

requirements that apply, especially requirements pertaining to
programs provided by out-of-state
(except Minnesota) or online institutions.
Individuals enrolling internationally must be supervised by a
teacher with a valid US state
teaching license, in a school that follows a US-based curriculum
at the appropriate grade level
for the license. Prospective students must check that the
program is accepted for teaching
credential in the state they intend to apply for licensure.
Walden enrollment advisors can provide general information on
state licensure; however, it
remains the individual’s responsibility to understand and
comply with all licensure requirements
in the state they wish to teach. Walden makes no representation
or guarantee that completion of
Walden coursework or programs will permit an individual to
obtain state licensure or
endorsement.
For Candidates in Alabama and Washington State

Education and Certification Division of
the Alabama State Department of Education at 1-334-242-9935
or Uwww.alsde.eduU to verify
that these programs qualify for teacher certification,
endorsement, and/or salary benefits.
contact the Office of the
Superintendent of Public Instruction at 1-360-725-6320 or
[email protected] to determine
whether Walden’s programs in the field of education are
approved for teacher certification or
endorsements in Washington state. Additionally, teachers are
advised to contact their
individual school districts as to whether this program may
qualify for salary advancement.
http://www.alsde.edu/
Section 1: Program Information

Academic and Professional Standards
High academic standards are important to professional success.
The skills learned in the course
of academic pursuit will be the same skills necessary for
success in the workplace: the ability to
communicate effectively, the ability to analyze a situation
objectively, and the discipline of
study.
The Minnesota State Board of Education and Board of Teaching
have a set of standards that
clearly define what a teacher needs to know. The Minnesota
Standards of Effective Practice for
Teachers and the Elementary Education Content Standards are
covered in Walden’s courses.
These standards include the knowledge, skills, and professional
dispositions needed to be a
teacher. Teacher candidates in the Bachelor of Science in
Elementary Education will
demonstrate they have met these standards through their
coursework, performance assessments,
and major assessments in their portfolios.

The Riley College of Education and Leadership faculty
members are here to help candidates
meet those standards. They keep a watchful eye on candidates’
academic progress. Through
teaching, advising, and tutoring, they assist candidates in
developing the skills, knowledge, and
professional dispositions necessary for academic and
professional success. Further, Walden
University has an array of services to support candidates. Please
refer to the Walden University
Student Handbook (www.WaldenU.edu/catalog) and choose the
handbook in the dropdown
menu at upper right) and the Walden website
(www.WaldenU.edu) for more information about
these candidate services. Also, see Part III of this guidebook for
a description of specific
candidate services.
Satisfactory Academic Progress
In addition to meeting the professional standards set by the
Minnesota State Board of Education
and Board of Teaching, candidates also are responsible for
meeting the satisfactory academic
progress standards set by Walden University. Faculty members
in the Riley College of Education

and Leadership monitor candidates’ academic progress on a
regular basis to make sure they are
making progress toward program requirements and degree
completion. Candidates are expected
to maintain a 3.0 GPA in all Professional Courses, as described
in the transition points. (See
below for additional information on transition points.)
We believe that program teacher candidates must take
responsibility for their own academic
experience, including knowing the standards, regulations, rules,
and processes of both Walden
University and the Riley College of Education and Leadership.
In addition to reading this
Candidate Guidebook, candidates should thoroughly read the
Field Experience and
Demonstration Teaching Handbook and applicable sections of
the Walden University Student
Handbook.
http://www.waldenu.edu/

Description of Bachelor of Science in Elementary
Education (B.S.E.E.)
Please note: Walden University reserves the right to make
program changes as needed in order
to ensure the highest quality program and to meet state
requirements.
Program Design and Structure
The teacher preparation program is an accelerated, intensive
program, offered entirely online,
with concurrent field experiences. The professional courses are
offered in a prescribed sequence,
based on the quarter in which a candidate begins EDUC 2400.
Candidates will complete twelve
six-week professional courses (seven of which include field
placement components). During
most quarters, candidates take two professional courses, in
sequence.
The Bachelor of Science in Elementary Education comprises a
total of 181 quarter credits. The
professional sequence accounts for 70 credits with the
remaining credits achieved through

general education courses, content area courses, and electives.
Each six-week course is taken
individually and is five credits, with the exception of the
demonstration teaching course. The
demonstration teaching course is ten credits and is twelve weeks
long. Candidates will be placed full
time in a classroom for these twelve weeks with other
responsibilities such as discussions and major
assessments, including the edTPA.
Program Sequence
The professional courses are listed below. Actual dates and
order of the courses are dependent
upon the calendar year, prerequisites, and field requirements.
Candidates should contact the
Academic Advising Team with questions regarding the program
sequence. For exact course start
and end dates, please visit the Academic Calendar in the
Walden University Student Handbook
by going to www.WaldenU.edu/. Note: Please contact Academic
Advising for registration
information. Candidates will create their personalized plan of
study during their first professional
course, EDUC 2400. They will update their plan of study with

any necessary changes in EDUC
3052 and EDUC 3056.
Table 1. Elementary Education Professional Courses
Course# Course Title Field Placement
EDUC 2400 The Professional Educator
EDUC 2401
Diverse and Exceptional Learners in the
Elementary Classroom
EDUC 2402 Exploring Dimensions of Literacy K-6
EDUC 3052
Effective Practices: Planning, Instruction,
and Assessment
Kindergarten Placement
(15 hours)
EDUC 3050
Child Development, Motivation, and
Learning
EDUC 3053
Community Building for Effective Classroom
Management
K or Primary Placement
(15 hours)

EDUC 3054 Literacy K-6: Instruction and Assessment
Primary Placement (15
hours)
EDUC 3056
Integrating Content and Technology to
Enhance Learning
Primary or Intermediate
Placement (15 hours)
EDUC 3051 Collaboration to Support All Learners
EDUC 4010
Mathematics K-6: Instruction and
Assessment
Placement (15 hours)
EDUC 4020 Science K-6: Instruction and Assessment
Intermediate Placement
(15 hours)
EDUC 3055
Social Studies & the Arts K-6: Instruction and
Assessment

Intermediate Placement
(15 hours)
EDUC 4030
Demonstration Teaching in Elementary
Education
Placement (Full time 12
Week Placement)
Field Experience
Field experiences are an integral part of the teacher preparation
program at Walden. These
experiences provide candidates with opportunities to apply
course concepts in real environments
that allow for increasing levels of responsibility. The field
experiences relate to candidates’
professional goals, provide them with the opportunity to
connect theory and practice, and prepare
them for daily classroom responsibilities. Candidates are
informed, monitored, and evaluated

throughout all field experiences.
Beginning with EDUC 3052, candidates are required to
complete a minimum of 15 hours of field
experiences in specific courses. These experiences take place in
kindergarten, primary, and
intermediate classrooms in each course. In addition, courses
provide candidates with specially
designed Virtual Field Experience (VFE®) that are classroom-
focused and interactive and that
relate to the course learning objectives, standards, and skills for
effective teaching.
Early Field Experience
Specific courses (refer to Table 1 above) require a minimum of
15 hours of supervised,
classroom-based field experiences. Early field experiences must
take place at the grade level
specified in each course and in the classroom assigned by the
Office of Field Experiences.
Important note: A candidate may have to adjust his or her own
weekly schedule (that is,
personal and professional commitments) to accommodate the
need to be in a classroom for field
experiences while school is in session. The time spent each

week in field experiences is
approximately 2.5 hours per week until the candidate enters
demonstration teaching, when it is a
full-day, every-day commitment lasting 12 weeks.
Virtual Field Experience
Virtual Field Experience (VFE) is an organized, purposeful, and
thought-provoking experience
that allows Walden teacher candidates to see authentic practices
demonstrated by teachers across
the United States in a variety of real classrooms at multiple
developmental levels (K-6) and with
a rich diversity of elementary children. The VFEs play an
important role in the program by
offering candidates a guided, focused, and shared experience.
The assignments related to the
VFE® require candidates to view, discuss, apply, and reflect
upon experiences in diverse
classrooms in terms of race/ethnicity, socioeconomic status,
first language, and learning
exceptionalities. For each VFE® there is a standards-based
viewing sheet with accompanying
guiding questions that help focus candidate attention on crucial
aspects of the VFE®. Total time

commitment on the part of the candidate for viewing and
completing related assignments is
between 3–6 hours per professional course.
Demonstration Teaching
Demonstration teaching (also known in some universities as
student teaching) is the culminating
field experience in the Bachelor of Science in Elementary
Education program. Demonstration
teaching is a supervised practicum that provides candidates with
opportunities to gradually
assume responsibility for total classroom management,
including curriculum development, daily
instruction, and the other duties of a professional educator.
Candidates complete one twelve
week placement in a primary or intermediate classroom, where
candidates attend a full day every
day. Candidates must assume full time teaching duties for a
minimum of four weeks in the 12
week demonstration teaching placement. Demonstration

Teaching must occur in a public school
unless extenuating circumstances exist and a private school
placement is approved.
Field Experience Guidelines
1. The Office of Field Experiences (OFE) makes all placements
for candidates.
2. The OFE ensures all candidates have at least one placement
in each of the three levels of
the license (kindergarten, primary, and intermediate) during
their Field Experiences and
either primary or intermediate during Demonstration Teaching.
3. The OFE ensures candidates are placed in at least one diverse
setting.
4. The OFE collaborates with districts and schools to make the
placement and verify host
and cooperating teacher qualifications.
5. The OFE tracks all experiences, and collects evaluations and
assessments of candidate
professional dispositions from the candidate’s host teacher
(Field Experience) and
cooperating teacher (Demonstration Teaching)
6. All placement data are tracked by the OFE.
7. Qualified and trained university supervisors are responsible
for face to face supervision

of each candidate during Demonstration Teaching.
Specific expectations for field experiences and demonstration
teaching are described in detail in the
Field Experience and Demonstration Teaching Handbook. The
handbook includes the policies,
structure, and placement requirements. The handbook is located
in the ePortfolio and on the Field
Experience Website.
Host and Cooperating Teachers
The teacher of the classroom in which a candidate completes his
or her early field experiences is
referred to as the host teacher. The qualifications for the host
teachers are outlined in the Field
Experience and Demonstration Teaching Handbook. Host
teachers will be asked to complete an
evaluation on each candidate’s knowledge, skills, and
professional dispositions. They will also verify
the number of hours spent in the field. Candidates are
responsible for submitting evaluations and
time sheets for verification in their ePortfolio.
The teacher of the classroom in which a candidate completes his

or her demonstration teaching is
referred to as the cooperating teacher. The qualifications for
cooperating teachers are outlined in the
Field Experience and Demonstration Teaching Handbook. The
cooperating teacher will complete a
Demonstration Teaching Evaluation and an evaluation on the
candidate’s professional dispositions.
At the conclusion of the demonstration teaching experience, the
cooperating teacher will also verify
the number of weeks the candidate spent in the field.
For more information on the evaluation of demonstration
teaching performance, see the Field
Experience and Demonstration Teaching Handbook.
Identifying Preferred Placement Sites
The Office of Field Experience makes all placements for teacher
candidates. However, candidates
need to submit a Preferred Placement Form that identifies local
school districts and organizations
and provides their contact information. The form is due during
EDUC 2400 - The Professional
http://academicguides.waldenu.edu/fieldexperience/coel
http://academicguides.waldenu.edu/fieldexperience/coel

Educator, the first course of the professional program. Failure
to complete the Preferred Placement
Form by the posted deadline will result in a hold being placed
on the candidate’s record, which will
prevent registration in professional courses.
Placement at a preferred site is not guaranteed. The Office of
Field Experience will make every effort
to place candidates according to their indicated preferences,
provided the site meets program
requirements. Once a placement has been confirmed, the Office
of Field Experience will notify the
candidate of his/her placement site to the candidate’s Walden e-
mail address. All e-mail
communication between the Office of Field Experience and
teacher candidates will take place
via the Walden e-mail server, as per university policy.
Field Experience Requirements
No Demonstration Teaching During Summer or Winter Months

Important note: The Bachelor of Science in Elementary
Education offers limited courses that
require field experiences during the summer or winter quarters.
There is no option of
demonstration teaching during the summer or winter quarter.
Diversity of Field Experiences
Diversity in field experiences (both classroom-based and
demonstration teaching) is highly
valued. Candidates will be placed in sites that meet diversity
criteria, established by the program,
in race/ethnicity, socioeconomic status, first language, and
learning exceptionalities. At a
minimum, candidates will be placed in one site classified as
diverse. Teacher candidates are also
exposed to a wide range of diverse classroom settings through
the VFE® in each course.
All Demonstration Teaching Placements will take place in a
public school, unless extenuating
circumstances exist and a private school placement is approved.
Criminal, Sex Offender, and Other Background Checks
Although the Riley College of Education and Leadership does
not require a background and sex

offender check, it is critical that candidates know the
implications of having a criminal history in
the state of Minnesota. For specific information and
recommended actions, see the Background
Checks section in Part III of this guidebook. Upon admission,
candidates are required to submit a
signed acknowledgment form stating they have received
information about criminal background
checks.
Because each site may have specific requirements of
“observers” or “volunteers” regarding
criminal, sex offender, and other background checks, it is
important that candidates discuss this
issue with their host teacher as soon as the Office of Field
Experience notifies them of an
impending placement.
Professional Liability Insurance
Many school districts require teachers working in our nation’s
schools to carry professional
liability insurance. Walden University requires all candidates to
purchase and show proof of
professional liability insurance in the amount of $1,000,000,
which covers them as a student

during all field experiences. Candidates are responsible for
completing the Professional Liability
Insurance Verification form (located in the candidate’s
ePortfolio) during EDUC 2400, the first
course in the professional program. This must be renewed and
submitted throughout the
program. Failure to complete the Professional Liability
Insurance Verification form or renewal
will result in a hold on the candidate’s record preventing
registration for the subsequent quarter,
and will delay a candidate’s placement.
Walden University suggests candidates research professional
organizations that may offer
discounted professional liability coverage as a benefit to their
student members. Following is a
list of professional organizations that offer liability insurance,
as well as other membership
benefits candidates may want to consider:

—
http://aaeteachers.org/index.php/pages/liability-
insurance
--
www.acei.org
ation for the Education of Young Children
(NAEYC)—
www.naeyc.org/membershipU
- http://www.cec.sped.org/
Proof of Immunization and TB Clearance
Because each site may vary in its requirements of observers and
volunteers regarding proof of
immunizations and tuberculosis (TB) clearance, it is important
that candidates discuss this with
their impending placement sites. Some placement sites may
require proof of recent TB clearance
and immunization to specified diseases.
Professionalism
Remember to maintain a professional attitude with respect to
confidential information about
children and with respect to relationships and practices with

colleagues.
Also, it is important that candidates dress appropriately in the
field and present themselves as
educators. Even if other teacher candidates (or, for that matter,
classroom teachers) do not dress
professionally, Walden candidates need to remember that there
is only one chance to make a
good first impression and that Walden candidates in the
classroom are role models for young
people. All personal electronic devices should be turned off
when in the professional setting.
http://aaeteachers.org/index.php/pages/liability-insurance
http://aaeteachers.org/index.php/pages/liability-insurance
http://www.acei.org/
http://www.naeyc.org/membershipU
http://www.cec.sped.org/
Professional Dispositions
A professional disposition is not so much about what a
candidate does, but about how he or she
does it. For example, being adept with technology (or not adept

with it) is not a professional
disposition, but a skill (or lack thereof). On the other hand, a
professional disposition involves
one’s attitude toward tackling a new skill, such as willing to
learn and use technology and being
open to its benefits in the classroom and with the children in
one’s care.
Walden University’s Riley College of Education and Leadership
is committed to recommending
only those candidates for teaching who display the professional
dispositions expected of a
quality educator, someone who can and will make a positive
difference in the lives of children
and within the collaborative culture of an effective school.
Therefore, assessment of candidate
professional dispositions is one of the key assessments used by
the college to determine
eligibility for institutional recommendation for Minnesota
licensure. (See the Transition Points
section in this guidebook.) The college’s teacher preparation
programs have identified several
professional dispositions that align with our goals, as well as
with the standards published by the

state of Minnesota and national organizations.
Assessment of Professional Dispositions
Walden takes the responsibility of assessing candidates’
professional dispositions very seriously
and thus has established specific policies and procedures to
ensure that candidates, faculty
members, staff, and cooperating teachers understand and assess
candidate professional
dispositions accurately. Instructors, cooperating teachers, and
university supervisors of
demonstration teaching see candidates’ work up close,
sometimes on a day-to-day basis as they
work with children. They see how well the candidate manages
pressure and interacts with
children. Others see candidates’ online abilities and use of
proper online etiquette. People notice
and will keep track of whether or not the candidate is on time,
has a positive attitude, is friendly
and polite to the school secretary or janitor, is cordial and
professional with Riley College of
Education and Leadership staff members, and is supportive and
helpful toward children and their
families.

Professional dispositions are formally assessed by host and
cooperating teachers and university
supervisors at the end of each field experience, including
demonstration teaching.
Walden has identified the following professional dispositions.
Professional Conduct
Ethical and Legal Conduct - The candidate demonstrates
professionalism as outlined by legal and
ethical guidelines within the profession.
1. Demonstrates professional behavior as described in Walden’s
Code of Conduct.
2. Demonstrates ethical behavior as described by professional
codes of ethics.
Professional Obligations - The candidate meets professional
obligations in a responsible manner.
1. Maintains a strong record of attendance and punctuality,
communicating in advance the need for
any absence or delay in meeting performance expectations.
2. Prepares for professional obligations and meets expected
deadlines.

Professional Appearance and Demeanor - The candidate
demonstrates professional appearance
and behaviors in the educational setting.
1. Maintains appropriate appearance through professional dress
and grooming.
2. Approaches teaching and learning tasks with initiative,
confidence, and energy.
3. Exhibits composure and self-control.
4. Demonstrates flexibility in adapting to changing
circumstances and student needs.
Professional Qualities
Professional Development/Growth - The candidate engages in
ongoing professional
development and growth to improve professional practice.
1. Engages in continuous learning through participation in
professional development
opportunities.
2. Applies new ideas to professional practice based on existing
data, reflection, and
intellectual curiosity.

3. Engages in ongoing critical reflection of personal
performance to improve professional
practice.
Advocacy - The candidate advocates for fairness, equity, and
social change in the learning
environment.
1. Displays empathy, fairness, persistence, problem-solving
skills, and appropriate risk-
taking actions on behalf of others.
2. Advocates for the social, emotional, physical, educational,
behavioral, and basic needs of
others.
3. Promotes positive social change to enhance educational
opportunities and promote
student learning.
Equity - The candidate demonstrates culturally responsive
practices to create an inclusive
learning environment that is respectful of diverse cultures,
values, and beliefs of others.
1. Displays equitable treatment of others.
a. Sets high expectations for all learners.
b. Treats others with respect and dignity.
c. Recognizes individual differences in teaching and learning.
2. Engages in culturally responsive practices in interactions
with students, families,

colleagues, and communities.
3. Creates learning environments that are inclusive; free of bias
and discrimination; and
respectful of diverse cultures, values, and beliefs.
4. Engages families and other stakeholders in planning for
individual success.
Collaboration
Collaboration - The candidate works in collaboration with
others to improve student
learning and advance the profession.
1. Builds partnerships and fosters relationships with
stakeholders to improve student
learning and advance the profession.
2. Collaborates with students, families, colleagues, and the
community to promote positive
social change.
3. Uses technology to enhance collaboration, strengthen
partnerships, and foster
relationships with others to improve teaching and learning.

Communication
Communication - The candidate uses effective verbal,
nonverbal, and technological
communication techniques to foster active inquiry, improve
collaboration, and create
positive interactions in the learning environment.
1. Actively and thoughtfully listens to others.
2. Adjusts communication to meet the needs of individual
learners and changing
circumstances.
3. Asks probing, thoughtful questions to elicit meaningful
responses.
4. Conveys ideas in multiple ways using a professional tone.
5. Acknowledges and respects ideas and/or feelings of others;
makes others feel welcome,
valued, and appreciated in their communications.
6. Utilizes technological tools to facilitate communication to
improve student learning and
relationships with others.
Professional Disposition Concerns
In addition, if there are any concerns about a candidate’s
professional dispositions at any time,
any Walden instructor, faculty or staff member, or any host or
cooperating teacher may file a
Professional Disposition Concern form.
Policies for Professional Disposition Concerns

or teacher in contact with the
candidate observes that the candidate is behaving in ways that
are inappropriate or
unprofessional, he or she should complete a Professional
Disposition Concern form. In this
way, the Riley College of Education and Leadership faculty
members and staff are able to
help candidates improve as the course progresses. In our quest
to grow good teachers,
addressing professional disposition concerns or offenses is an
ongoing process. This
commitment lets candidates know that we hold them
accountable to the highest standards and
support them in their steps to improve.
candidate in order to remain in the
teacher preparation program.
osition concerns may lead to
the postponement and/or
cancellation of demonstration teaching.
Leadership may be subject to further

disciplinary sanctions (as defined by the Walden University
Student Handbook), up to and
including dismissal, if more than three Professional Disposition
Concern forms are submitted
in any academic year, regardless of whether or not the candidate
has resolved the concerns.
Procedures for Resolving Professional Disposition Concerns
or cooperating teacher) with the
concern completes a Professional Disposition Concern form and
submits the form to the
director of the Office of Field Experience and the relevant
program director.
director, or designee schedule a
telephone conference with the candidate, the individual who
filed the concern and other parties
who may be directly involved (school administrator,
cooperating teacher, or Walden faculty

member).
Concern form prior to the
conference. The purpose of the conference is to investigate the
disposition concern. The
program director outlines the concerns and invites the candidate
to respond.
director of the Office of Field
Experience, and others as appropriate) meets to decide on the
outcome of the conference. The
team may determine that the disposition concern was resolved
in the conference. If not, an
improvement plan may be developed to support the candidate in
resolving the disposition
concern.*
This communication includes the
improvement plan, if applicable, as well as a timeline for
further review.
ndidate’s
improvement and determine whether
the disposition concern has been resolved.

and the form is placed in the
candidate’s file. No further action is taken unless additional
disposition concerns arise.
appeal the decision of the team to the
associate dean. The appeal policy is outlined in the decision
letter.
*Note: If the concern is of a serious nature that could
compromise the safety or well-being of
children, the candidate will be removed from any field
placement until the issue has been
resolved.
Professional Portfolio
The completion of a professional portfolio is a requirement of
the program. The portfolio will
demonstrate the candidate’s mastery of the Minnesota Standards
of Effective Practice for
Teachers, Minnesota content knowledge, and the standards set
forth by the leading professional
organization in elementary education. Teacher candidates will
construct their portfolios

throughout the program by completing a series of major
assessments.
Because the professional portfolio is electronic (and thus is
referred to as the ePortfolio),
candidates can access it anytime once they are enrolled in their
first professional course, EDUC
2400. A complete list of major assessments can be found in the
ePortfolio.
The ePortfolio is built throughout the program, with various
course assignments serving as the
foundation for the major assessments. Major assessments are
evaluated according to clear
performance criteria, such as rubrics or scoring guides.
Transition Points
Walden University’s teacher preparation program has four
transition points: specific times

during the program when candidates must meet certain teacher
preparation program and
Minnesota Board of Teaching requirements in order to move on
in the program and ultimately be
recommended for licensure.
The requirements for each transition point help ensure that the
candidate’s education and
teaching knowledge, skills, and performance are of high caliber.
At the same time, we recognize
that when a candidate obtains his or her license, he/she will be a
novice teacher. Our goal is to
ensure that the individual is a highly capable novice teacher.
Keep in mind that it is the candidate’s responsibility to manage
his/her own progress through the
four transition points. The transition point elements are located
in the candidate’s ePortfolio.
Candidates should contact the Academic Advising Team at 1-
800-WALDENU (1-800-925-
3368) at any point for help and support. Candidates will learn
more about these transition points
when they are accepted into the program.
Transition Point One: Conditional Acceptance to the Bachelor

of
Science in Elementary Education
Teacher candidates can expect to complete the components of
Transition Point 1 during the
admission process. Teacher candidates who are admitted into
the B.S.E.E. program are
admitted conditionally.
Clearing of the provision of admission
1. Cumulative Walden GPA of 2.5. (This does not include
transfer courses)
2. Minimum 45 total credits completion (including transfer and
Walden credits)
3. Candidates provide evidence of taking one of the basic skills
exams required by the
state of Minnesota. All subtests must be taken and passed within
the same test battery.
If a candidate does not receive a passing score, he or she will
have an
opportunity to retake the exam. If a candidate does not receive
a passing score,
he or she must retake an approved basic skills exam and pass it
before he or she

completes Transition Point 3. The requirement of passing the
basic skills exam by
the end of Transition Point 3 is retroactive to all candidates in
the B.S.E.E. program.
Table 2. Required Minnesota Teacher Licensure Basic Skills
Exam Options.
Minnesota Licensure
Exam: Basic Skills
Minnesota
Qualifying Score

Important Notes for Walden
Teacher Licensure Candidates
including Registration Information
Requesting an official score report
Minnesota NES
Essential Academic
Skills:
Reading, Writing, and
Mathematics
Reading: 520
Writing: 520
Math: 520
(Scores 400-600)
Test is no longer being accepted for
program admission as of October
2017.

Passing NES subtest scores taken
before October 2017 can be
combined with passing MTLE subtest
scores. For example, a passing NES
Reading score can be combined with
passing MTLE Writing and Math
scores to meet the MN basic skills
testing requirement for admission.
Registration Information:
http://www.mtle.nesinc.com/
Score reports are released according
to the scheduled posted on the
MTLE website.
If you took the Minnesota NES
before October 2017 and did not
indicate Walden University as a
score recipient when you registered

for the exam, you must contact
Pearson to request your scores be
sent to Walden University. Walden
must receive the scores directly from
Pearson for scores to be considered
official.
MTLE Basic Skills:
Reading, Writing, and
Mathematics
240 (reported as
scaled score)
Test is no longer being offered as of
June 2016. Passing subtest scores will
be accepted; passing MTLE subtests
may be combined with the Minnesota
NES exam.

If you took the MTLE basic skills
subtests on or before June 2016, but
did not indicate Walden University
as a score recipient, you must
contact Pearson to request your
scores be sent to Walden University.
Walden must receive the scores
directly from Pearson for scores to
be considered official.
ACT Plus Writing
Composite Score:
22 and Combined
English/Writing:
21
The ACT test will not be accepted;
only the ACT plus Writing will be
accepted. The ACT Plus Writing was

first offered in Feb 2005.
https://services.actstudent.org/OA_H
TML/actibeCAcdLogin.jsp
(Please confirm you are registering
for the ACT Plus Writing, and not
ACT without writing).
At the time you register for the ACT
Plus Writing, select Walden
University as a score recipient.
Walden’s school code is 7810.
directly from ACT for scores to be
considered official.
If you did not select Walden
University at the time you

registered, follow the directions
for sending your score to Walden
University outlined on the ACT
Plus Writing website.
SAT 1600
SAT (Taken
03/2016 or after)
The SAT must include a writing
component. The writing component
was added to the SAT in 2005.
At the time you register for the SAT,
select Walden University as a score
recipient. Walden must receive the
https://services.actstudent.org/OA_HTML/actibeCAcdLogin.jsp
https://services.actstudent.org/OA_HTML/actibeCAcdLogin.jsp
http://www.act.org/content/act/en/products-and-services/the-
act/your-scores/send-your-scores.html
http://www.act.org/content/act/en/products-and-services/the-
act/your-scores/send-your-scores.html

Minnesota Licensure
Exam: Basic Skills
Minnesota
Qualifying Score
Reading +
Writing: 550
Math: 570
2400 SAT (Taken
between 2005
and 03/2016)
Reading: 510

Writing: 510
Math: 520
Scores for the SAT will not be
accepted if the SAT was taken prior
to the writing component being
added.
https://collegereadiness.collegeboard.
org/sat/register
scores directly from College Board
for scores to be considered official.
If you took the test and did not select
Walden University at the time you
registered for the test, follow the
directions for sending your score to
Walden University outlined on the

SAT website.
If you are requesting a score report
for a test you took several years ago,
follow the directions for sending
your older scores to Walden
University outlined on the SAT
website.
Praxis I Reading: 173
Writing: 172
Math: 171
Must have been passed before
9/1/2010. Walden and Minnesota will
not accept Praxis taken after
9/1/2010.
If you took and passed the Praxis I
basic skills subtests before 9/1/2010,
but did not indicate Walden

University as a score recipient, you
must contact ETS to request your
scores be sent to Walden University.
directly from ETS for scores to be
considered official. You can request
an official score report to be sent to
Walden University by following the
directions on the ETS website.
GRE Taken prior to
8/1/2011
Verbal
Reasoning: 450
Analytical
Writing: 3
Quantitative
Reasoning: 540

Taken after
8/1/2011
Verbal
Reasoning: 150
Analytical
Writing: 3
https://www.ets.org/gre/revised_gene
ral/register
Your GRE test score will only be
considered valid for 5 years. At the
time you register for the GRE or the
day you take the test, select Walden
University as a score recipient.
If you did not select Walden
University as a score recipient when
you took the exam and you took the

exam within the past five years, you
must order an additional score
report. Follow the directions for
ordering an additional score
report listed on the ETS website.
https://collegereadiness.collegeboard.org/sat/register
https://collegereadiness.collegeboard.org/sat/register
https://collegereadiness.collegeboard.org/sat/scores/sending-
scores/how-to-send
https://collegereadiness.collegeboard.org/sat/scores/sending-
scores/old-scores
https://www.ets.org/praxis/scores/send/
https://www.ets.org/gre/revised_general/register
https://www.ets.org/gre/revised_general/register
https://www.ets.org/gre/revised_general/scores/send/asr/
Minnesota Licensure
Exam: Basic Skills
Minnesota
Qualifying Score

Quantitative
Reasoning: 145
Official score reports are required for all test batteries.
Transition Point Two: Official Bachelor of Science in
Elementary
Education Admission
Teacher candidates can expect to complete the components of
Transition Point 2 during their
first six courses of the professional core. Transition Point 2
requirements will be reviewed and
completion confirmed prior to candidates being fully admitted
into the Bachelor of Science in
Elementary Education.

1. Candidates must submit a completed Preferred Placement
form during EDUC 2400, the first
course in the program. Failure to do so will impact the
candidate’s future registration and will
delay a candidate’s placement.
2. Candidates must submit a completed Professional Liability
Insurance Verification form
during EDUC 2400, the first course in the program. Failure to
do so will impact the
candidate’s future registration and will delay a candidate’s
placement.
3. Candidates must submit a Plan of Study during EDUC 2400,
the first course in the
program. Failure to do so will impact the candidate’s future
registration and will delay a
candidate’s placement.
4. Candidates must submit a timesheet, host teacher
evaluation, and updated Plan of Study in
EDUC 3052, which is the first field experience course the
candidate takes.
5. All program course requirements must be successfully
completed with any and all
incomplete grades resolved.

6. Candidates must maintain a 3.0 GPA in all professional core
courses. If at any point a
candidate’s GPA falls below 3.0 in the professional core
courses only, the candidate will be
placed on academic warning. See Academic Warning section in
the University Catalog for
more information.
Upon successful completion of these requirements, teacher
candidates will be fully admitted
into the Bachelor of Science in Elementary Education and will
move into their third transition
point.
Transition Point Three: Approval for Demonstration Teaching
Teacher candidates can expect to complete all of the
components of Transition Point 3 by the
end of all professional coursework prior to demonstration
teaching.

1. Candidates must maintain a cumulative program GPA of 3.0
or above to be approved for
2. Candidates who plan to complete demonstration teaching
during the spring quarter
(March–May) must submit a completed Application for
Demonstration Teaching by July
31st of the preceding year. Candidates who plan to complete
demonstration teaching
during the fall quarter (September-December) must submit their
completed Application
for Demonstration Teaching by January 31st.
3. All program course requirements must be successfully
completed, excluding
Demonstration Teaching, with any and all incomplete grades
resolved.
4. Candidates must have no unresolved professional disposition
concerns.
5. Candidates must successfully complete Major Assessments 3,
6, and 7 with a minimum
score of 3 on a 4-point scale.
6. Candidates must successfully complete the field experience
hours as evidenced by time
sheets.
7. Candidates must submit all required host teacher evaluations.

8. Candidates provide current professional liability insurance.
9. Candidates must provide an updated Plan of Study in EDUC
3056.
Note: Candidates who did not receive a passing basic skills test
score in Transition Point
1 or 2 may not move past this point without a passing score.
Candidates must contact the
Office of Field Experiences or the program coordinator if they
are in this situation.
Transition Point Four: Program Completion
Teacher candidates can expect to complete all of the
components of Transition Point 4
upon completing all of the program requirements.
1. Candidates must maintain a cumulative program GPA of 3.0
and a Walden cumulative GPA
of a 2.5.
2. Candidates must successfully complete EDUC 4030
Demonstration Teaching in Elementary
Education and the Demonstration Teaching Evaluation (Major
Assessment 4).

3. Candidates must successfully complete the edTPA (Major
Assessment 5).
4. Candidates must successfully complete the Collaboration
Project (Major Assessment 8).
5. Candidates must have no unresolved professional disposition
concerns.
6. Candidates must take and pass the MTLE (Major Assessments
1 and 2):
– Pedagogy: Elementary – Subtests 1 and 2 (test numbers 012
and 013)
– Content: Elementary – Subtests 1, 2, and 3 (test numbers 24,
25, and 26)
Passing scores are currently 240 on each subtest.
*Note: These exams are considered program requirements.
Candidates seeking initial
licensure in a state other than Minnesota may also be required
to take and pass a licensure
exam(s) required by their state. Candidates may use these test
scores if seeking a Minnesota

license and/or transferring a Minnesota license to another state,
as per each state’s
requirements.
Minnesota State Teacher Licensure Examinations® Registration
and
Test-Specific Information
Information about MTLEs, which are administered by Pearson,
is located at:
http://www.mtle.nesinc.com/. When candidates register for any
of their Minnesota Teacher
Licensure Exams, they must designate Walden as a score
recipient.
For each test, there is an information packet. These
informational documents include the number
and type of questions on the test, topics covered on the test,
sample questions, and answers to the
sample questions.
Before and After the Tests
In addition to accessing the information provided on the MTLE
website, candidates can obtain
support services by contacting Walden’s Writing Center at
http://writingcenter.waldenu.edu and

the Academic Skills Center at
http://academicguides.waldenu.edu/ASCteachered. Candidates
also can contact the Academic Advising Team at 1-800-
WALDENU (1-800-925-3368) for
guidance in identifying the most appropriate support services
for their individual needs.
Candidates should carefully read the Testing Policies
information on the MTLE website to be
sure they know what to bring—and not to bring—to the test.
The score reporting page:
http://www.mtle.nesinc.com/PageView.aspx?f=GEN_GetResults
.html
includes a schedule and the format of the email report.
Minnesota Board of Teaching Required Licensure Test
The licensure exams for the Elementary Education program:
1. Basic Skills: Reading, Writing, and Mathematics (see test
battery options on pages 22-23)
2. MTLE Pedagogy: Elementary (Subtests 1 and 2) ≥ 240
3. MTLE Content Area Test: Elementary (Subtests 1, 2, and 3)
≥ 240

Required Tests for Licensure
There are two reasons to seek a license in Minnesota: (1) if the
candidate resides in Minnesota,
or (2) if the candidate first needs a Minnesota license to transfer
(license in hand) to his or her
http://writingcenter.waldenu.edu/
http://academicguides.waldenu.edu/ASCteachered
http://www.mtle.nesinc.com/PageView.aspx?f=GEN_GetResults
.html
home state. Candidates who are not seeking a license in
Minnesota must consult the department
of education website in their home state for additional required
licensure exams.
Candidates who are seeking a five year teaching license in
Minnesota must take and pass one of
the Basic Skills exam options (see Table 2 for options), and also
the MTLE pedagogy and MTLE
content exams (see Table 3). Questions regarding testing
options in Minnesota should be emailed

to [email protected]
Table 3. Required Minnesota Teacher Licensure Content and
Pedagogy Exams: Special
Education
Minnesota Licensure
Exam – Content and
Pedagogy
Minnesota Qualifying
Score
Important Notes for Walden Teacher
Licensure Candidates
MTLE Pedagogy:
Elementary (Grades K–6)
240 (reported as
scaled score)
Walden recommends candidates take the
appropriate pedagogy test during the

quarter in which they complete
MTLE Content Area:
(Grades K -6)
240 (reported as
scaled score)
Walden recommends candidates take the
content area test during the quarter in
which they complete demonstration
teaching.
Section 2: License Information
Application for Licensure
It is the candidate’s responsibility to apply for licensure.

Candidates should not wait to apply for
licensure because Walden can only recommend that a candidate
meets current requirements. If
Minnesota (or candidate’s state of residence) changes licensure
or program requirements, then
additional work may be required to obtain licensure. The best
way to avoid this problem is to
apply for licensure upon commencement.
In Minnesota
Candidates seeking licensure in Minnesota will need to follow
the directions on the Minnesota
Department of Education website, and submit materials
electronically. After completing
demonstration teaching, candidates who would like to obtain
initial licensure in Minnesota
should follow these steps:
1. Go to the Minnesota Department of Education (MDE)
website’s educator licensing page and
review the information about the latest licensure requirements
and processes.
2. To access the secure application system, click on “Online
Licensing System.”
3. On this page, click on “Create Account” and follow the

instructions to establish an online
user profile and submit materials electronically.
4. Print out the Verification of Completion of a State-Approved
Licensure Program form and e-
mail it to Walden’s certification officer at [email protected]
5. After receiving the signed verification form, submit it with
any accompanying material
(particularly fingerprint cards, and an official Walden
transcript) to MDE at the address
provided.
Note: Any candidates seeking a five year Minnesota license
must obtain the required scores on
all required MTLEs before Walden University can recommend
them for licensure in Minnesota.
The certification officer at Walden University can only
recommend candidates upon receiving
official score reports; therefore, candidates must designate
Walden as a score recipient when
they register for the exams.
If a candidate is NOT seeking initial licensure in the state of
Minnesota, he or she should go to

the respective state department of education website and follow
the directions for obtaining a
license in his/her state. Please pay special attention to which
tests need to be passed to obtain a
license.
http://education.state.mn.us/MDE/Lic/Apply/index.htm
Section 3: Other Information Important to a
Candidate’s Success
Academic Grievances
If a candidate has an academic grievance, he/she should refer to
the Process for Petitions,
Appeals, Grievances, and Complaints section of the Walden
University Student Handbook (under
University Policies and Code of Conduct) for specific
directions.
Candidates seeking Minnesota licensure:

In accordance with Minnesota Statute 122A.09 after a candidate
has exhausted all appeal options
in accordance with university policy the Minnesota Board of
Teaching may assist a candidate
preparing for Minnesota licensure in resolving a dispute
between the candidate and the
institution when dispute involves an institution’s
recommendation for Minnesota
licensure. Candidates should contact the Board of Teaching at:
[email protected]
122A.09 DUTIES.
(c) The board must adopt rules to approve teacher preparation
programs. The board, upon
the request of a postsecondary student preparing for teacher
licensure or a licensed
graduate of a teacher preparation program, shall assist in
resolving a dispute between
the person and a postsecondary institution providing a teacher
preparation program
when the dispute involves an institution's recommendation for
licensure affecting the
person or the person's credentials. At the board's discretion,
assistance may include

the application of chapter 14.
Background Checks
Background checks are investigations into one or more of the
following: employment history,
criminal records, driving records, education records, drug test
results, and sex offender lists.
Prospective employers usually will require these types of
checks before hiring an applicant to
work with children.
Why should a candidate know about background checks?
Certain background checks are important to know about,
because a candidate is choosing to enter
a profession—teaching—that has many regulations governing
the people who come into contact
with children. Depending upon the state, district, school, site,
and/or child care facility, different
background checks are required, and they may be performed in
different manners. Background
checks are primarily required of people who are to become
employees; however, sometimes
background checks are required of any person who will come
into contact with children,
including volunteers or those who may be on site for field

experience or demonstration teaching.
Thus, it is important for teacher candidates to know about
background checks for three specific
reasons:
1. Candidates will come into contact with children during
required field experience through
certain methods courses.
2. Candidates will come into contact with children during
3. Candidates likely will seek employment as a teacher or other
educator or on-site school
personnel once they have obtained licensure.
Although the Riley College of Education and Leadership will
not require candidates to obtain
certain background checks, it is strongly recommended that
candidates do so, because field

experience and/or demonstration teaching placement sites might
require it. Demonstration
Teaching will take place in a public school. If a candidate does
not complete a required
background check, the Office of Field Experiences may not be
able to secure a placement.
Which background checks are most important for candidate
awareness?
The most commonly required background checks are criminal
history (including illegal
substances and alcohol) and checks of sex offender lists.
However, again, the specific
requirements vary from state to state and even district to district
and child care facility to child
care facility.
What should candidates know about criminal histories?
Any conviction, even one for which the candidate successfully
has completed probation, is part
of his/her criminal history. This includes convictions for drug
and alcohol offenses and any
misdemeanor offenses. Certain exceptions may apply, such as
sealed records or records that have

been expunged.
Criminal or sex offender history and licensure in Minnesota
It is important to understand that teacher licensure in the state
of Minnesota (or any state for that
matter) is partly dependent upon character, which includes, but
is not limited to, criminal history
and sex offender history. The state needs to feel absolutely sure
that not only is a candidate
qualified, but that he/she also has a good character to work with
children.
When applying for a Minnesota teaching license, applicants are
required by the Minnesota
Department of Education to submit fingerprints for a national
criminal background check.
According to the department:
“All initial licensure candidates must be fingerprinted at a law
enforcement
agency in black ink on a card supplied by Educator Licensing.
E-mail Educator
Licensing to request a fingerprint card. You may be charged a
separate fee from
the law enforcement agency for this service. Provide all of the

requested
information on the card, but do not make any other marks, bend,
or fold it. This
background check is for state use only.”
See the Application Instructions and Checklist form for more
information.
Applicants also are required to complete a Conduct Review.
This consists of questions regarding
the nature and dates of arrests and convictions, as well as
formal disciplinary measures.
If a candidate marks “Yes” to anything on the Conduct Review
Statement, he or she may be
denied a teaching license.
Important note: If, for any reason (whether intentionally or by
accident), a candidate

misrepresents his/her criminal history in the conduct review
portion of the license application,
certification will be revoked. Thus, when self-disclosing
criminal history or sex offender history,
candidates should mark “Yes” if they are unsure about marking
“Yes” or “No.”
If a candidate does not mark “Yes,” the lack of disclosure—an
apparent attempt to hide facts
about his/her past—will reveal an untruthful part of his or her
character that is even more
troublesome to the state. This is true even if the crime hidden
would not otherwise have kept the
candidate from becoming a Minnesota licensed teacher.
Recommendations for candidates regarding criminal background
checks
The Riley College of Education and Leadership highly
recommends that all teacher candidates
understand their own criminal and sex offender history, and also
recommends the following
actions:
1. So that there are no delays in being able to complete field
experience, including

demonstration teaching, candidates should complete any
background checks required by the
placement site(s) immediately if the Office of Field Experience
advises that a background
check(s) is necessary. Demonstration teaching will occur in a
public school.
2. If a candidate is considering any employment that involves
working with children, regardless
of state or setting, he/she should complete a name-based and
fingerprint-based criminal
history check and complete a national sex offender registry
check well in advance of when he
or she anticipates applying for the license.
Credit for Prior Coursework and Experience
Because of the intensive and standards-focused course of study
required in Walden University’s
teacher preparation programs, many professional courses are
non-transferrable. Each course in
the Bachelor of Science in Elementary Education carefully
builds on the learning and
assignments that come before. In many ways, Walden offers a
spiral curriculum: assignments
and opportunities for reflection are revisited, added to, and
developmentally enriched as

candidates prepare increasingly complex and comprehensive
materials for inclusion in their
ePortfolios.
Prior Coursework Credit
If a candidate has taken previous coursework that closely aligns
with Walden’s licensure
program requirements, he or she may appeal for a credit-
transfer review by contacting the
Academic Advising Team at 1-800-WALDENU (1-800-925-
3368). A candidate may need to
submit the syllabus for the course he/she wants to transfer. If an
advisor determines the
coursework credit may be eligible for transfer, the advisor will
forward the appeal to the appeals
committee.
The appeals committee is composed of the advisor, the program
director, and the associate dean.

The committee will review the course syllabus submitted for
consideration and make a transfer
determination. Important note: Candidates are not required to
complete the major assessment(s)
for the course(s) in which transfer credit is awarded.
Teaching Experience
Field experiences and demonstration teaching cannot be waived
in full or in part, regardless of
prior or current teaching experience. If a candidate currently is
working as an aide or unlicensed
teacher in a K-6 setting, he/she may list the current work setting
on the Preferred Placement
form when the setting is deemed appropriate in age, grade, and
content. Candidates should
remember they are expected to develop and refine their teaching
skills through a variety of
diverse field experiences at different age, grade, and content
levels; therefore, they will not be
able to complete all of their field experiences in the current
work setting. In addition, experiences
must span the scope of the license.
Dependent Care

While conducting field experiences, Walden University teacher
candidates are considered an
invitee at their approved placement site, and time spent at the
site must be focused on completing
the field experience and program requirements. Therefore,
teacher candidates are not allowed to
bring their dependent child or other family member to their
placement site during field
experiences or demonstration teaching unless the dependent is
an enrolled student at the
placement site. If the dependent is an enrolled student at the
placement site, the teacher candidate
must complete all requirements in a classroom other than the
one in which his or her dependent
child is enrolled or other family member is present.
Graduation Information
A student’s graduation date is also called the degree conferral
date or the validation date.
Candidates are eligible for validation or conferral of their
degree at the end of the final academic
term during which they complete all program requirements. As
students approach the completion
of their programs, they must submit an application for

graduation to confirm their eligibility to
graduate and to help ensure that their diploma will be accurate.
Students must do so within two
terms of the anticipated graduation date. Students can find the
application on their myWalden
university portal under the “Student Services” tab. Additional
information about the graduation
process can be found in the Walden University Student
Handbook in the Degree Audit,
Completion, and Graduation section under Grading, or by
contacting the Academic Advising
Team.
Supporting Student Services
The Office of Disability Services
The Office of Disability Services is dedicated to providing
barrier-free access to Walden’s
educational services. Walden will work with teacher candidates
to provide personalized support

services and accommodations for disabilities. If assistance is
needed, teacher candidates should
visit the disability services website
(http://www.waldenu.edu/Support-Services/20847.htm and
contact the Office of Disability Services as soon as possible in
the program.
If a teacher candidate anticipates the need for disability-related
accommodations during field
experience, the candidate must contact the Office of Disability
Services
([email protected]) at least two weeks before matriculation into
the program.
Disability services staff will work with the candidate and the
Office of Field Experience to
ensure field placement sites are prepared to accommodate the
teacher candidate. Failure to
officially request accommodations through the Office of
Disability Services in a timely manner
will delay a candidate’s field placement.
Career Services Center
The Career Services Center offers resources and advice to help
candidates navigate their career
paths. Taking a proactive approach to developing and managing

a career is an important part of
lifelong learning. Whether a candidate is looking to change jobs
or enhance a current
professional role, the center encourages goal-setting,
professional network-building, and active
stewardship of career progress from the very start of an
academic program. For more information
or to schedule a counseling appointment, teacher candidates
should go to
http://careercenter.waldenu.edu.
Nondiscrimination and Sexual Harassment Policies
In Walden’s Code of Conduct, the university maintains the
following nondiscrimination and
nonharassment policies.
Nondiscrimination
Walden University does not discriminate or tolerate
discrimination by or against members of the
university community on the basis of race, color, national
origin, gender, sexual orientation,
religion, age, mental or physical disability, veteran status,
marital status, or other protected
characteristics in the admission to, access to, or treatment or

employment in any of its programs
or activities.
http://www.waldenu.edu/Support-Services/20847.htm
http://careercenter.waldenu.edu/
Sexual Harassment
Title IX of the Educational Amendments of 1972 prohibits
sexual discrimination in educational
settings. Walden’s Sexual Misconduct policy, which includes
policies related to sexual
discrimination, sexual harassment, and sexual violence may be
found in the Walden Student
Handbook and by visiting
https://www.waldenu.edu/experience/support-services/student-
safety-
title-ix.
If you have been a victim of any form of sexual violence,
harassment, or discrimination (or know
someone who has), whether at a Walden-sponsored event or at

your field experience site, your
first priority is your own personal safety. After you are safe,
please contact either your field
experience coordinator or Walden’s Title IX Coordinator. The
Title IX Coordinator is
responsible for receiving and processing, in a timely manner,
reports from students, faculty, staff,
and administrators regarding rights and responsibilities
concerning Sexual Misconduct in
violation of Title IX. Any questions or complaints regarding
Title IX may be referred to the
Walden University Title IX Coordinator or Deputy Title IX
Coordinator or to the Office of Civil
Rights.
Walden University’s Title IX Coordinator
Title IX Coordinator Gina Dyson, Director, Student Affairs
Phone: 443-220-7016
E-mail: [email protected]
Title IX Deputy Coordinator Julie K. Ogren, Associate Director,
Student Affairs
Phone: 612-312-2376

Title IX Deputy Coordinator, Academic Residencies
RoChelle Gilbert, EdD, Associate Director, Academic
Residencies
Phone: 612-308-9254
safety-title-ix
safety-title-ix
Appendix A: Technology Proficiencies
Technology Proficiencies: Design and develop learning
environments that integrate various
technology tools and applications, connect technology usage to
content areas, and embed
technology into assessment strategies.

1. Design of Learning Experiences and the Environment –
Candidates design learning
experiences and foster learning environments that integrate
various technologies.
a. The candidate demonstrates how to evaluate technology and
media resources for
quality, accuracy, and effectiveness to support the processes of
content and skill
development.
b. The candidate demonstrates fluency using effective
technologies to plan,
coordinate, organize, manage, and/ or supervise effective
learning opportunities
for all students.
c. The candidate demonstrates use of online research databases
and research-based
practices in education to improve student learning, engagement,
and outcomes.
2. Facilitation of Learning and Assessment - Candidates use
technology to facilitate
learning for a diverse population of students, colleagues, and
other stakeholders.

a. The candidate engages all students in exploring real-world
issues and solving
authentic problems using digital tools and resources to improve
and/or enhance
student learning.
b. The candidate meets the diverse needs of all students by
providing equitable
access to digital tools and resources.
c. The candidate uses appropriate technologies for assessment
(administering
assessments, monitoring student progress, presenting
assessment results, and
evaluating teachers and programs) to improve and/or enhance
student learning.
d. The candidate models and promotes diversity, cultural
understanding, and global
awareness by assisting students in the use of digital-age
communication and
collaboration tools.
3. Communication and Collaboration - Candidates use digital
media tools in
communicating and working collaboratively with students,
families, colleagues, and

community stakeholders to improve and/or enhance student
learning.
a. The candidate communicates relevant information and ideas
effectively to
students, parents, and colleagues using a variety of digital age
media and formats
to improve and/or enhance student learning.
b. The candidate evaluates a variety of professional
communication tools to improve
collaboration with all stakeholders.
4. Professional - As lifelong learners, candidates improve their
technology proficiency
through collaboration, leadership, ethical practice, and
additional professional
development opportunities.
a. The candidate takes a leadership role in developing a shared
vision of technology
infusion by collaborating with colleagues to promote effective

educational
practices.
b. The candidate demonstrates a commitment to continuous
professional
development by reflecting on current professional research,
legal issues, and
ethical expectations to model effective technology decision
making and to
enhance student learning.
c. The candidate advocates and practices safe, legal, and
responsible use of
technology and digital-age communication tools.

Appendix B: Diversity Proficiencies
The Council for the Accreditation of Educator Preparation
(CAEP) defines diversity as
“Differences among groups of people and individuals based on
ethnicity, race, culture,
socioeconomic status, gender, exceptionalities, language,
religion, sexual orientation or
identification, geographic origin, or any number of other
factors” and states that “regardless of
their residence, personal circumstances, and preparation
experiences, candidates need
opportunities to develop professional capabilities that will
enable them to adjust and adapt
instruction in appropriate ways for the diversity they are likely
to encounter in their professional
lives.” CAEP Standards, 2013, p. 20
Throughout your program, the curriculum will provide multiple
opportunities for you to learn
about cultural and individual differences and you will be
expected to demonstrate an
understanding and appreciation of diverse populations. The

diversity proficiencies listed below
describe the Riley College of Education and Leadership’s
expectations for your knowledge,
skills, and professional dispositions with respect to issues of
diversity that affect teaching,
leading, and student learning.
1. Awareness of Self: The candidate demonstrates self-
awareness of social
identities, cultural influences, biases, and prejudices that
influence professional
practice.
2. Understanding the Learner: The candidate demonstrates
awareness of students’
prior learning, culture, family, and community values to
improve teaching and
learning.

3. Learning Environment: The candidate creates a learning
environment that
affirms individual differences, supports the diverse learning
needs of all
students, and makes learning experiences meaningful and
culturally relevant.
4. Planning, Instruction, and Assessment: The candidate
designs, delivers, and/or
facilitates instruction and assessments that meet the diverse
learning needs of all
students.
5. Professional Practice: The candidate works collaboratively
with others to create
equitable and inclusive professional practices that lead to
positive social change.
Diversity Proficiencies and Indicators
1. Awareness of Self: The candidate demonstrates self-
awareness of social identities,
cultural influences, biases, and prejudices that influence his/her
professional
practice.

a. The candidate demonstrates awareness of the impact culture,
gender, language
abilities, and socio-economic status have on one’s ability to be
an effective educator.
b. The candidate articulates potential biases (e.g., prejudices
and stereotypes) based on
his/her own experiences and societal inequalities.
c. The candidate articulates the impact societal inequalities may
have on his/her
relationships with students, colleagues, and families.
2. Understanding the Learner: The candidate demonstrates
awareness of students’
prior learning, culture, family, and community values to
improve teaching and
learning.
a. The candidate demonstrates an understanding of students'
families, cultures, and

communities and uses this information as a basis for connecting
instruction to
students' experiences.
b. The candidate demonstrates an understanding of how students
learn and develop and
provides a variety of learning opportunities adapted to the needs
of diverse learners
that support intellectual, social, and personal development.
3. Learning Environment: The candidate creates a learning
environment that affirms
individual differences, supports the diverse learning needs of all
students, and
makes learning experiences meaningful and culturally relevant.
a. The candidate creates learning experiences that make the
content meaningful and
culturally relevant for all students.
b. The candidate creates a learning environment where students
learn about,
understand, respect, and value individual differences.
c. The candidate uses verbal and nonverbal communication
skills that demonstrate

respect for and responsiveness to the cultural backgrounds and
differing
perspectives of students and their families.
d. The candidate creates a positive learning environment that
upholds the belief that
all students can learn.
4. Planning, Instruction, and Assessment: The candidate
designs, delivers, and/or
facilitates instruction and assessments that meet the diverse
learning needs of all
students.
a. The candidate develops instructional content that is adapted
to individual needs and
supports, including the use of technology, to support students’
intellectual, social,
emotional, and personal development.
b. The candidate incorporates cultural diversity, students’ prior
learning experiences,
and the community context in instructional planning to improve
teaching and student
learning.

c. The candidate considers performance data to select and use
teaching strategies that
are sensitive to the diverse learning needs of all students.
d. The candidate designs instruction and selects assessments
appropriate to individual
and group needs to minimize bias.
5. Professional Practice: The candidate works collaboratively
with others to create
equitable and inclusive practices that lead to positive social
change.
a. The candidate demonstrates effective reflection strategies to
meet the diverse learning
needs of all students.
b. The candidate collaborates with colleagues, families, and
community members in
intercultural contexts to meet the diverse learning needs of all

students.
c. The candidate advocates for positive social change by
working collaboratively with
others for equity in educational practices.
d. The candidate interprets and shares student assessment data
with families using a
culturally sensitive approach.
PSY625: Biological Bases of Behavior
Ashford University
Week Five Discussion CHOOSE ONE
-
Case Studies
1.This case is an 80-year-old male who is on an inpatient
rehabilitation unit and you are being
asked to see the patient to evaluate him for dementia versus
delirium. The patient is a retired
professor who was living alone and independently prior to his
injury. He fell on the ice while
retrieving his mail and sustained a right hip fracture. He
underwent surgery for repair of his hip
fracture two days prior to your consult. The patient has been
exhibiting the following symptoms:
occasional visual hallucinations, confusion about where he is,
inconsistent recall as to the reason
he is in the hospital, and behavioral outbursts (e.g., yelling and
swearing
at the staff).
2.This case is a 65-yearold married female with 16 years of

education. She works full-time as
an elementary school teacher. Her symptoms began suddenly
one evening; her husband noted she
referred to the dog food as “Jell-O” and called the television
remote a “fork.” She appears to
understand conversational language and can read and write
normally, but is unaware of her
paraphasia errors in speech.
3.This case is a 48-year-old male who is referred for an
evaluation of behavioral and mood changes. Over the past year,
his wife has noticed that he has become increasingly withdrawn
and
isolated. He no longer enjoys any type of social interaction and
prefers to spend his time alone
playing card games on his computer. He is college educated
with no previous significant
medical, neurological or psychiatric history. He works as an
engineer and has been at the same
company successfully for the past 20 years. In the past year, his
supervisors have noticed that his work
quality has declined and he seems less motivated and “
excited” about his job. Task she had always completed early are
now being done late or not at all,
and he appears unconcerned that his job is now in jeopardy.
4.
This case is a 16-year-old female with no previous history of
any psychiatric conditions,
learning difficulties, or a diagnosis of attention deficit
hyperactivity disorder. She is a high school
sophomore and her parents have noticed that her mood seems
to be “up and down.” She often falls asleep if not involved in a
stimulating activity. Tea
cheers at school note good performance on tests, but homework
is frequently turned in late and she appears distractible and
fidgety during class. She works part-time as a waitress on the
weekends but is in danger of losing her job due to frequent

tardiness over the past 6 months.
5.
This case is a 19-yearoldmale with 12 years of education who
has worked in the field of construction successfully for the past
two years. His girlfriend stated that he is often inattentive;
she finds that he “spaces out” when they are talking and she
frequently has to repeat information
to him. He was involved in a car accident 6 months prior and
sustained a very brief loss of
consciousness, but his Glasgow Coma Scale at admission to the
EDwas 15/15. There was no evidence of pre-or post-traumatic
amnesia.
Walden University
Field Experience and
Demonstration Teaching
Handbook
Bachelor of Science in

Field Experience and Demonstration Teaching Handbook
(Spring 2017) Page ii
Walden University
155 Fifth Avenue South, Suite 100
Minneapolis, MN 55401
1-800-925-3368
Walden University is accredited by The Higher Learning
Commission and a member of the
North Central Association, www.ncahlc.org; 1-312-263-0456.
The Richard W. Riley College of Education and Leadership at
Walden University is accredited
by the National Council for Accreditation of Teacher Education
(NCATE). This accreditation
covers all initial teacher preparation programs and advanced
educator preparation programs.
However, the accreditation does not include individual
education courses offered to Pre-K–12
educators for professional development, relicensure, or other

purposes.
Walden University practices a policy of nondiscrimination in
admission to, access to, and
employment in its programs and activities. Walden does not
discriminate on the basis of
race, color, sex, age, religion or creed, marital status, disability,
national or ethnic origin,
socioeconomic status, sexual orientation, or other legally
protected status.
Walden is committed to providing barrier-free access to its
educational services and
makes appropriate and reasonable accommodations when
necessary. Students requesting
accommodations per the Americans with Disabilities Act (ADA)
must contact the Office
of Disability Services at [email protected]
This publication represents current curricula, educational plans,
offerings, requirements,
tuition, and fees. These may be modified or discontinued from
time to time in the
university’s sole discretion to carry out the university’s
purposes and objectives. Neither

the provisions of this document, nor the acceptance of students
through registration and
enrollment in the university, constitute a contract or an offer of
a contract.
Rights Reserved
The provisions of this publication are not to be regarded as an
irrevocable contract. The Richard
W. Riley College of Education and Leadership reserves the
rights to modify, revoke, or add to
any and all regulations at any time. As an accredited institution
in Minnesota with a state-
approved teacher preparation program, Walden is subject to
mandates issued by the Minnesota
Department of Education and Board of Teaching. Please note
that these are also subject to
change.
Walden University is a registered trademark of Walden
University, LLC. © 2011 Walden
University, LLC.
http://www.ncahlc.org/
http://www.ncate.org/

Walden University Bachelor of Science in Elementary.docx

Walden University Bachelor of Science in Elementary.docx

Recommended

Recommended

More Related Content

Similar to Walden University Bachelor of Science in Elementary.docx

Similar to Walden University Bachelor of Science in Elementary.docx (20)

More from celenarouzie

More from celenarouzie (20)

Recently uploaded

Recently uploaded (20)

Walden University Bachelor of Science in Elementary.docx