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School of Education

Division of Education

Welcome to the Northwestern Oklahoma State University’s Division of Education Division web page. We are pleased that you have chosen to explore our education programs. Our faculty members are talented teachers and scholars who enjoy and excel in utilizing effective instructional strategies. Our courses are grounded in faculty-student interaction and real-life field experiences.

The Division of Education is committed to helping teacher education candidates, students, and educators meet the high standards expected of higher education institutions and public/private schools today. This site provides information about NWOSU’s education programs, services, expectations, and initiatives to all who are interested in Northwestern’s education community.

Education programs offered include: agriculture, early childhood, elementary, English, health/sports science, math, music, natural science, social science, and special education. If a particular program is compatible with your future goals or sparks your interest, please feel free to contact us for additional information. We will be happy to connect you with a faculty member in your area of interest, or to arrange for an on-campus visit. Let us assist you in this enjoyable educational journey in which you are about to embark! 

Conceptual Framework

The unifying theme of NWOSU's Teacher Education Program is Applied Professional Pedagogy Leads to Effective Schools (APPLES).  An apple tree is used to graphically represent the model for the program. The combination of theory and P-12 classroom experience provides the foundation to the Teacher Education candidates as they become effective teachers.

Building Better Teachers - NCTQ Teacher Prep Review

Drawing on seven years of research, NCTQ has developed a set of comprehensive standards covering the most important aspects of teacher preparation. These "nuts and bolts" represent the knowledge and skills new teachers need in order to be successful in the classroom. By examining evidence—admissions standards, required course syllabi, textbooks, student teaching policy handbooks, and data showing program outcomes—of what teacher preparation programs are demanding of their teacher candidates, our review will reveal which programs are truly preparing their future teachers for tomorrow's classrooms. (Click to see how NWOSU meets NCTQ criteria.)

Faculty

 

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Title
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Northwestern-Alva
(580) 327-
email@nwosu.edu


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Student Spotlight
Ashley Smith, Junior
"I love my degree because...."

 

Degrees Offered

Majors

The Division of Education, an integral part of the NWOSU Teacher Education program, offers majors in Early Childhood Education, Elementary Education and Special Education, as well as providing routes to certification for the following secondary programs:  Agriculture Education, English Education, Health & Sports Science Education, Math Education, Music Education, Natural Science Education, and Social Science Education.

The Division of Education also provides guidance for the Masters of Education programs of Educational Leadership, Reading Specialist, School Counseling, Elementary Education, Secondary Education, and Curriculum & Instruction.

See the Undergraduate Catalog or Graduate Catalog for more details regarding any of our programs.

Student Learning Outcomes

Early Childhood Education Student Learning Outcomes

  1. Promoting Child Development and Learning. Candidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
  2. Building Family and Community Relationships. Candidates know about, understand, and value the importance and complex characteris tics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning.
  3. Observing, Documenting, and Assessing to Support Young Children and Families. Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning.
  4. Teaching and Learning. Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.
  5. Becoming a Professional. Candidate s identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledge able, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are
  6. informed advocates for sound educational practices and policies.

Elementary Education Student Learning Outcomes

1. DEVELOPMENT, LEARNING AND MOTIVATION

  • 1.0 Development, Learning, and Motivation -- Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

2. CURRICULUM STANDARDS

  • 2.1 Reading, Writing, and Oral Language — Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
  • 2.2 Science — Candidates know, understand, and use fundamental concept of physical, life, and earth/space sciences. Candidates can design an implement age - appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;
  • 2.3 Mathematics — Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;
  • 2.4 Social studies — Candidates know, understand, and use the major concepts and modes of inquiry from the social studies — the integrated study of history, geography, the social sciences, and other related areas — to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;
  • 2.5 The arts — Candidates know, understand, and use — as appropriate to their own understanding and skills — the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
  • 2.6 Health education — Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;
  • 2.7 Physical education — Candidates know, understand, and use — as appropriate to their own understanding and skills — human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

3. INSTRUCTION STANDARDS

  • 3.1 Integrating and applying knowledge for instruction — Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;
  • 3.2 Adaptation to diverse students — Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;
  • 3.3 Development of critical thinking and problem solving — Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;
  • 3.4 Active engagement in learning — Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K - 6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments; 
  • 3.5 Communication to foster collaboration — Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

4. ASSESSMENT STANDARDS

  • 4.0 Assessment for instruction — Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

5. PROFESSIONALISM STANDARDS

  • 5.1 Professional growth, reflection, and evaluation — Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
  • 5.2 Collaboration with families, colleagues, and community agencies — Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

Special Education Student Learning Outcomes

1. Foundations

  • Special educators understand the field as an evolving and changing discipline based on philosophies, evidence - based principles and theories , relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.
  • Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.

2. Development and Characteristics of Learners

  • Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual’s with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.
  • Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

3. Individual Learning Differences

  • Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities , attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provides the foundation upon which special educators individualize instruction to provide meaningful and challenging learnin g for individuals with ELN.
  • Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.

4. Instructional Strategies

  • Special educators’ posses a repertoire of evidence - based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curriculaand to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments , settings, and the lifespan.
  • Beginning special educators demonstrate their mastery this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.

5. Learning Environments and Social Interactions

  • Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis . Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others , such as classroom volunteers and tutors.
  • Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

6. Language

  • Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Special educators provide effective language models and they use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary language is not English.
  • Beginning special educators demonstrate their mastery of language for and with individuals with ELN through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

7. Instructional Planning

  • Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans , such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction.
  • Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

8. Assessment

  • Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs an d to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure nonbiased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments.
  • Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

9. Professional and Ethical Practice

  • Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them.
  • Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

10. Collaboration

  • Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and wellbeing of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services.
  • Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

Accreditation

The following education programs at Northwestern Oklahoma State University are accredited by the National Council for Accreditation of Teacher Education (NCATE)/Council for the Accreditation of Educator Preparation (CAEP) and the following Specialized Professional Associations:

Agriculture Education (B.S.Ed.) Oklahoma Commission of Teacher Preparation (OCTP)
Early Childhood Education (B.S.Ed.) National Association for the Education of Young Children (NAEYC)
Elementary Education (B.S.Ed.) Association for Childhood Education International (ACEI)
English Education (B.A.Ed.) National Council of Teachers of English (NCTE)
Health & Sports Science Education (B.S.Ed.) American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)/National Association for Sport and Physical Education (NASPE)
Mathematics Education (B.S.Ed.) National Council of Teachers of Mathematics (NCTM)
Music Education (B.M.E.) Oklahoma Commission of Teacher Preparation (OCTP)
Natural Science Education (B.S.Ed.) Natural Science Teachers Association (NSTA)
Social Science Education (B.A.Ed.) National Council for the Social Studies (NCSS)
Special Education (B.S.Ed.) Council for Exceptional Children (CEC)
School Counselor (M.Ed.) Oklahoma Commission of Teacher Preparation (OCTP)
Educational Leadership (M.Ed.) Educational Leadership Constituent Council (ELCC)
Reading Specialist (M.Ed.) International Reading Association (IRA)
Elementary Education (M.Ed.) North Central Association Higher Learning Commission (NCAHLC)
Secondary Education (M.Ed.) North Central Association Higher Learning Commission (NCAHLC)
Curriculum and Instruction (M.Ed.) North Central Association Higher Learning Commission (NCAHLC)

CAEP (NCATE) Accreditation Information

  • CAEP (NCATE) Website
  • Institutional Report
  • TEAMS Handbook
  • TEAMS Annual Report
  • Diversity Program for Teacher Education
  • NWOSU Diversity Plan

Handbooks

Forms

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Scholarships

Northwestern's Division of Education has a number of scholarships available. To learn more about each one visit the Education Scholarship Description List.

For more information, please visit Scholarships.

Oklahoma Department of Education

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Student Professional Associations

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Northwestern Oklahoma State University

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Phone: (580) 327-1700

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Northwestern Oklahoma State University provides quality educational and cultural opportunities to learners with diverse needs by cultivating ethical leadership and service, critical thinking and fiscal responsibility.

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