Dean Speaks on the State of Education
By: Sharon Jean Wooton
Summer 2002

Dr. Darlene Sellers sits at her desk in MSU-N's College of Education and Graduate Programs in Cowan Hall, her chin resting in her palms. It's after 5 p.m. on Friday and Sellers, the dean of the college, is signing off on graduation applications for education and graduate candidates.

"It's so exciting, " she says. "Spring 2002 follows last fall as the second semester to have the largest number of student teachers and graduate students - ever." Articulation agreements and partnerships with the four Hi-Line tribal community colleges, the Board of Regents' approval in 2000 to offer the elementary education program in Great Falls, expansion of graduate programs in a cohort model, and the Preparing Tomorrow's Teachers to use Technology (PT3) grant have added new energy to the college, stimulated an increase in enrollment, and brought new challenges. One challenge has been managing all the travel required. "Imagine the time chewed up by faculty driving from Browning to Poplar to Helena - we've logged over 25,000 miles delivering cohort master's courses and elementary courses to our tribal partners, advising students, and working with our PT3 partners since last September!"

Along with program expansion and innovation in instructional technology, a challenge has been to review our programs. Through this process, we developed a strong education program grounded in research and reflective practice that supports the following beliefs. We believe good teaching and counseling can be demonstrated in classrooms and schools that are productive, active environments where all participants are engaged in the construction of knowledge. In our classrooms, democratic principles are modeled, learners are involved in making decisions that affect themselves, and each learner is valued and visibly contributes to the classroom and school community. We believe that active learning and positive change occurs when we are all actively engaged in processing knowledge to construct understandings and meanings rather than simply receiving knowledge. Through intentional active engagement, meaning is made, learning is internalized, and knowledge, skills, traits, habits, and concepts are applied. Faculty are intent in creating trusting and safe environments where expectations are high and the prevailing climate invites and nurtures innovative thought, risk taking, and success by approximation.

Another challenge has been efforts to re-new National Council for the Accreditation of Teacher Education (NCATE) accreditation. Shortly after becoming a four-year institution in 1954, the college (Northern Montana College at that time) received NCATE accreditation but gave it up after a few years because it was too costly to maintain. Two years ago, MSU-N's professional teacher education programs returned to the task of seeking accreditation by the NCATE under the new NCATE 2000 standards. After making that accreditation decision, there has been a renaissance within the teacher education programs. The NCATE visit is scheduled October 2629, 2002.

"The passion for teaching and learning brought to our workgroups by both school and university faculty paid off! Our conceptual framework that guides our professional efforts was recognized by NCATE officials as a model program," Sellers reported with a sparkle in her eyes. "NCATE identified Northern's conceptual framework as one that would be a helpful example to other institutions. It's exciting to be considered an example and to assist others working for excellence in education. Northern's education program is becoming nationally recognized as a leader in teacher education. Our success is solely due to the quality of faculty, a shared vision with our education partners, and the commitment to excellence that we all share."
  

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