Department of Education

Mission

The mission of the Department of Education at Northwest Nazarene University is to be a Christ-centered unit that develops capable, compassionate educators who are determined and prepared to meet the educational needs of K-12 students in a changing world. This mission drives our work in undergraduate, graduate, and continuing education programs. It is articulated through the learner-centered CORE conceptual framework underpinning all education programs.

Faculty

Amy Ackley, Lisa Amundson, Jennifer Cornell, Heidi Curtis (Graduate Department Chair), Robin Gilbert, Jennifer Hill, Holly Ripley (Undergraduate Department Chair), Michelle Rowley, Lori Sanchez (Dean), Michelle Van Beek, Whitney Ward

Learner-Centered CORE

The following themes form the conceptual framework for NNU’s Education program and are embraced and modeled within the content of our courses.

1. Called to Serve: Educators prepared at Northwest Nazarene University view their profession as not just a job but rather as a ministry that requires the full engagement of heart, mind, and soul. They have accepted the call to transform the lives of students through teaching, leading, mentoring, and relationship building. They keep what is best for the student at the center of all they do. (Service)
2. Open to Change: Educators prepared at Northwest Nazarene University value learning and demonstrate a breadth of knowledge and an inquiry-based habit of mind. As lifelong learners, they continually update their knowledge and skills--innovating with the latest technology and seeking ways to improve education. They question educational assumptions and use current research to stimulate reflection and to inform practice. (Transformation)
3. Responsive to All: Educators prepared at Northwest Nazarene University are committed to the academic, social, and emotional growth of all students with focused attention on those with diverse needs. They believe that all students can learn. They understand students’ backgrounds and make connections through meaningful relationships and community building. Educators prepared at NNU play critical roles in promoting democratic values. They examine and challenge social inequities in schools and communities, facilitating equal voice and equal access for all students and parents. They understand the historical and philosophical purposes of schools and the legal and societal influences impacting youth and families. (Community)
4. Empowered to Succeed: Educators prepared at Northwest Nazarene University are highly skilled in promoting student achievement, using data to guide practice and incorporating technology to enrich learning. Adept at working with parents and responding to students, they apply theories, strategies, frameworks, and research to challenge, to interest, to accommodate, and to assess a diverse student population. Educators prepared at NNU demonstrate management expertise that stimulates growth and creates a safe and positive learning environment. They are recognized as experts in their fields. (Truth)

Student Learning Outcomes

Outcomes for NNU's education programs are aligned with the Idaho Core Teaching Standards.

1. Teacher candidates (NNU students in the Education Department) will demonstrate knowledge of learners, learner development and learner differences, thus creating environments conducive to learning for all students. (InTASC 1-3)
2. ​Teacher candidates will demonstrate content knowledge and pedagogical best practices based on content connections and needs of varied learners. (InTASC 4-5)
3. Teacher candidates will plan, deliver, and assess instruction. Candidates will make data-based decisions based on student learning, utilizing frequent formative assessment strategies. (InTASC 6-8)
4. Teacher candidates will engage in continuous and collaborative professional growth focused on improving P-12 student learning. (InTASC 9-10)

Accreditation

The Educator Preparation Program at Northwest Nazarene University is accredited based on the Council for the Accreditation of Educator Preparation (CAEP) standards. The program is fully approved by the Idaho State Board of Education. NNU is proud of its 55-year accreditation history.

Majors

• Bachelor of Arts, Elementary Education
• Bachelor of Arts, Biology Education
• Bachelor of Arts, Chemistry Education
• Bachelor of Arts, English Education
• Bachelor of Arts, History Education
• Bachelor of Arts, Mathematics Education
• Bachelor of Arts, Music Education
• Bachelor of Arts, Physical Education
• Bachelor of Arts, Psychology Education
• Bachelor of Arts, Visual Arts Education
• Bachelor of Arts, World Language Education

Standard Instructional Certificate

The Educator Preparation Program at Northwest Nazarene University is approved by the Idaho State Department of Education to offer programs leading toward an Educator Credential and Standard Instructional Certificate.

Elementary Education

For the Bachelor of Arts in Elementary Education, candidates will pursue the All Subjects K-8 endorsement. Additionally, according to state regulations, candidates must choose one middle level grade band endorsement from the subjects listed in the section below.

Secondary Education

For secondary education candidates, NNU offers endorsements in the following subjects for grade bands 6-12. Secondary candidates may choose one endorsement area or the combination of a first and second endorsement. If a candidate pursues two endorsements, one must be a first endorsement. Music, Physical Education, and Visual Arts subject areas have the option of pursuing K-12 grade band endorsements.

CHECKPOINT 1: ADMISSION TO EDUCATOR PREPARATION PROGRAM

Application for admission to the Educator Preparation Program is made during the semester when EDUC2960 (Introduction to Instructional Design) is taken, or by the spring semester of the candidate’s sophomore year.  Candidates who transfer to NNU with junior or senior classification apply for admission to the Educator Preparation Program during their first semester of residency.  Decision factors include scholarship, dispositions for teaching, and residency as described below.  Any person convicted of a felony must be cleared by the department chair prior to seeking admission to the Educator Preparation Program.

Requirements for Admission:

The department conducts interviews of candidates. Candidates who are not enrolled at NNU for two consecutive semesters need to reapply for admission to the Educator Preparation Program when they return.

A. Criteria

1. Scholarship. A cumulative grade point average of 3.0 or above must have been earned in university work. GPA is computed only on credits earned at NNU.
2. Dispositions for teaching. Must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, teachers, peers, staff, and faculty.
3. Residence. One semester in residence at NNU must precede admission to the program. (Transfer students may apply during their first semester in residency.)

B. Process

1. Orientation in EDUC1100 Introduction to Education informs the candidate about the conceptual framework and dispositions that are valued throughout the program.
2. Faculty monitor candidate performance and dispositions throughout the program, noting concerns on Dispositions assessment.
3. Candidate submits application for admission during EDUC2960 Introduction to Instructional Design.
4. Candidate participates in an interview with other candidates and EPP faculty.
5. Department faculty review input from all entry requirement data and make admission decision.
6. Candidate is informed in writing of decision.
7. Candidates who are not admitted at that time meet with their advisors to develop a written contract for overcoming deficiencies.
8. Those who are denied admission meet with the department chair to discuss reasons for the action and explore alternatives.

C. Possible Decisions

1. Admitted: All requirements met.
2. Not admitted at this time: Requirement(s) not met (e.g., low cumulative GPA, yet to satisfy minimum test scores).
3. Denied admission: Significant requirement(s) not met and significant concerns exist (e.g., extremely low cumulative GPA, lacking dispositions for teaching).

CHECKPOINT 2: ADMISSION TO ELEMENTARY READING AND SECONDARY METHODS COURSES

Checkpoint 2 occurs at the end of the fall semester prior to candidates enrolling in elementary reading or secondary methods courses.  This is typically during the candidate’s junior year.

A. Criteria

1. Admission to the Educator Preparation Program. Candidate must have satisfactorily completed all Checkpoint 1 requirements.
2. Scholarship. Candidate must maintain a cumulative grade point average of 3.0 or above in university course work.
3. Dispositions for teaching. Candidate must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidate interacts with students, teachers, peers, and faculty and staff.

B. Process

1. Advisors conduct screening of candidate records to clear admission to elementary reading courses or secondary methods courses.
2. Department chair works with advisor and candidate to develop action plan if deficiencies exist.
3. Department coordinator updates candidate tracking form.

C. Possible Decisions

1. Admitted: All requirements met.
2. Not admitted at this time: Requirement(s) not met (e.g., low cumulative GPA).
3. Denied admission: Significant requirement(s) not met and significant concerns exist (e.g., extremely low cumulative GPA, lacking dispositions for teaching).

CHECKPOINT 3: ADMISSION TO INTERNSHIP (ELEMENTARY)

Admission to the internship year occurs at the end of the semester in which EDUC3250 Fundamentals of Reading are taken (generally spring semester of the candidate’s junior year).

A. Criteria

1. Scholarship – A cumulative grade point average of 3.0 or above must have been earned in university work
2. Praxis Tests – Candidate must have taken and received a passing score on all required Praxis content test(s).
3. State Specific Requirements Literacy Assessments – All candidates must earn a 70% or higher on each applicable SSR Literacy Assessment.
4. Teaching proficiencies – Candidate must demonstrate proficiencies in lesson planning, instruction, assessment, and student management and motivation.
5. Dispositions for teaching – Candidate must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, teachers, peers, and faculty and staff.

B. Process

1. Candidate submits Application for Admission to Clinical Practice at the beginning of spring semester of year prior to their internship.
2. Department faculty review each candidate's potential and progress.
3. Director of clinical practice communicates with each candidate to pre-determine preferred internship grade level.

C. Possible Decisions

1. Admitted: All requirements met.
2. Not admitted at this time: Requirement(s) not met (e.g., low cumulative GPA, Praxis tests have not been passed).
3. Denied admission: Significant requirement(s) not met and significant concerns exist (e.g., extremely low cumulative GPA, poor field experience reports, lacking dispositions for teaching)

CHECKPOINT 3: ADMISSION TO STUDENT TEACHING (SECONDARY)

Admission to secondary student teaching (EDUC4860 or EDUC4870) occurs at the end of the semester in which EDUC3510 Teaching Methods in Secondary Classrooms and content-specific methods courses are taken (generally spring semester of the candidate’s junior year).

A. Criteria

1. Scholarship – A cumulative grade point average of 3.0 or above must have been earned in university work.
2. Praxis Tests – Candidate must have taken and received a passing score on all required Praxis content test(s) in order to student teach.
3. State Specific Requirements Literacy Assessments – All candidates must earn a 70% or higher on each applicable SSR Literacy Assessment.
4. Teaching proficiencies – Candidate must demonstrate proficiencies in lesson planning, instruction, assessment, and student management and motivation.
5. Dispositions for teaching – Must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, teachers, peers, and faculty and staff.

B. Process

1. Candidate submits Application for Admission to Clinical Practice at the beginning of spring semester.
2. Department faculty review each candidate's potential and progress.
3. Director of clinical practice communicates with each candidate to pre-determine preferred student teaching grade level.

C. Possible Decisions

1. Admitted: All requirements met
2. Not admitted at this time: Requirement(s) not met (e.g., low cumulative GPA, Praxis tests have not been passed)
3. Denied admission: Significant requirement(s) not met and significant concerns exist (e.g., extremely low cumulative GPA, poor field experience reports, lacking dispositions for teaching)

CHECKPOINT 4: PROGRAM COMPLETION AND RECOMMENDATION FOR CERTIFICATION

Candidates must display appropriate dispositions for teaching, must have successfully completed all requirements for student teaching or internship with a grade of A or B, must have passed all state-required tests, and must have been recommended by the NNU Educator Preparation Council for certification.

A. Criteria

1. Praxis Tests – Candidate must have taken and received a passing score on all required Praxis content test(s).
2. Performance in teaching – Candidate must demonstrate basic or proficient performance in the classroom during Clinical Practice on the Common Summative Assessment based on the Danielson Framework for Teaching.
3. Internship/Student Teaching Grade – Candidate must successfully complete all requirements for student teaching or internship with a grade of A or B.
4. Dispositions for teaching – Must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, teachers, peers, staff, and faculty.
5. Recommendation of NNU Educator Preparation Council – Candidate must be approved for recommendation for certification based on a majority vote of the Educator Preparation Council.

B. Process

1. Cooperating teacher completes Framework for Teaching Coaching Guide at multiple points during the clinical experience and discusses with candidate.
2. NNU supervising faculty complete the Formative Observation form at multiple points during clinical experience and discusses with candidate.
3. NNU faculty and the director of clinical practice collaboratively review each candidate's progress during his/her clinical experience, assign his/her grade, and decide on recommendation for certification.
4. Recommendation for certification for each candidate approved by a majority vote of the Educator Preparation Council.

C. Possible Decisions

1. Grade of A or B: Institutional recommendation for certification.
2. Grade of C or lower: No institutional recommendation for certification.

Educator Preparation Programs

Mission

The mission of the College of Education at Northwest Nazarene University is to be Christ-centered in our preparation of compassionate, successful leaders and educators who are called to serve, open to change, responsive to all, and empowered to succeed throughout the global community.

Vision

The College of Education at Northwest Nazarene University aspires to positively and persistently impact educational practices and practitioners at the local and global levels.  Through innovative, relationship-driven instruction and research, the College of Education will establish and maintain itself as a model in the field and create transformational leaders to serve learners world-wide.

Educator Credentials and Licensure

The College of Education at Northwest Nazarene University offers high-quality Initial Licensure, Advanced Licensure, and non-licensure programs in the field of education.  Information on education credentials, licensure level, and catalog for College of Education programs is summarized below. All programs that lead to endorsements and licensure are approved by the Idaho State Board of Education (SDE) and the Council for the Accreditation of Education Preparation (CAEP). All programs in the College of Education are fully accredited by the Northwest Commission on Colleges and Universities (NWCCU), the regional accrediting body for Idaho, recognized by the United States Department of Education (USDE) and the Council on Higher Education Accreditation (CHEA).

*Non-licensure programs are accredited by NWCCU, but not reviewed by CAEP or the Idaho SDE
ACE: Accelerated Certification in Education
GPS: Graduate & Professional Studies
TUG: Traditional Undergraduate