- Program Description
- Statement of Philosophy
- Admission Procedure
- Requirements for Teacher Licensure
- Student Teaching
- Work Experience
- Applying for Your License
- Licensure Content Area Programs
- Partner Schools
Although this handbook is intended to supplement information provided in the Carleton Catalog, several points are worth repeating. Carleton does not offer a major in education; rather, it offers a series of courses which, when added to an approved major in a discipline and the courses taken to meet the distribution requirements, qualifies an individual for a teaching license in most states.
The teacher education program at Carleton College is offered jointly with St. Olaf College and is accredited by the Professional Educator Licensing and Standards Board of the Minnesota Department of Education and is in full compliance with federal Title II regulations for disclosure of state-mandated examination pass rates. Since the inception of the federal Title II reporting requirement in 1999, Carleton licensure candidate pass rates continue to be 100% for all areas.
The program offered for teaching licensure preparation is based on the belief that breadth of knowledge gained from general education (as represented by the Carleton distribution requirements) and depth of knowledge in a teaching field (as represented by the Carleton major) are vital components of teacher knowledge. Although academic preparation is a critical foundation for good teaching, there is a complex professional knowledge base needed for good teaching as well.
The required courses in professional education are designed to augment disciplinary preparation in the following ways:
- to assist prospective teachers in developing a set of beliefs which can guide them in making the decisions teachers must make;
- to help them gain an understanding of the educational process—its intellectual, psychological, sociological and political components;
- to provide opportunities for them to acquire skills and knowledge related to the establishment of effective teaching-learning situations in the classroom; and
- to give them a sufficient amount of actual field and teaching experience to prepare them for their first teaching position.
Statement of Philosophy
Carleton College views the development of teachers as an important contribution to our society. The department of educational studies situates professional teacher education within the context of a rich liberal arts environment. We are dedicated to providing opportunities for Carleton students to obtain licensure in a limited number of areas and to become reflective and responsible practitioners.
From our perspective good teachers are ethical and responsible adults who view teaching as an intellectual pursuit, a vocational calling, and a unique social responsibility in our increasingly diverse society. Our program integrates the knowledge, skills, and dispositions of four different aspects of a prospective teacher’s education:
- a deep understanding of candidate’s subject matter/major and an abiding appreciation for learning in the liberal arts tradition;
- foundational and methodological work in pedagogical knowledge as well as an understanding of educational studies as a liberal art;
- the critical beginning competencies required for teachers (Standards of Effective Practice for Teachers); and
- observational skill and judgment as well as pragmatic application of critical competencies developed in a variety of field settings.
In other words, our program considers teaching to be a liberal art that integrates a student’s academic major, coursework in educational studies, and finally a closely-monitored student teaching experience.
This model helps our students develop into reflective career teachers. Our program is designed to encourage a critical consciousness about the art and science of teaching as well as a critical consciousness with regard to the important role teachers play in ensuring educational equity for our nation’s children.
Student Teaching as Critical Internship
Student teachers are placed with master teachers of the very highest quality. We expect that students will serve their apprenticeships studiously by closely observing, questioning and modeling these exemplary professionals. But our purpose is not to encourage an uncritical allegiance to the principles and practices of their cooperating teachers. Our aim is to enable students to demonstrate competence in the following Standards of Effective Practice for Teachers as outlined by the Minnesota Board of Teaching.
- Subject Matter. A teacher must understand the central concepts, tools of inquiry and structures of the discipline(s) taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.
- Student Learning. A teacher must understand how children learn and develop and must provide learning opportunities that support a student’s intellectual, social and personal development.
- Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
- Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
- Learning Environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
- Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
- Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
- Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of student.
- Reflection and Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.
- Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.
For a full list of the Standards of Effective Practice including the sub-standards, please visit our website.
Students who wish to obtain a teaching license must formally apply to the Teacher Education Committee for admission to the teacher education program. The Teacher Education Committee meets once each term and is composed of the chair of the Educational Studies Department, other Carleton faculty, the chair of the St. Olaf Education department, and regional professional educators.
We strongly recommend application during fall term of the junior year; however, applications will be considered through, but no later than, the fall term of the senior year. Students must be in residence in the teacher education program at least two terms before student teaching placement will be made. Prior to each Teacher Education Committee meeting, notices are sent to all students who have expressed an interest in the licensure program, usually by picking up a “Red Packet” of information and application materials.
The Red packet contains:
- Application form
- Major faculty recommendation form
- Educational studies faculty recommendation form
- Program completion checklist (specific to each student’s major)
- License program planning form
- Teacher Education Handbook
Candidates are responsible to assure that all completed forms plus a recent transcript are submitted to the Educational Studies Department. The application form and the faculty recommendation forms may be completed and submitted to the department online. Do not assume your papers are in order; if materials sent directly to the department did not arrive as anticipated, your application may be delayed.
Our admission process is rigorous. Successful candidates need to meet the following requirements:
- Overall GPA of 3.0
- 3.0 GPA in major
- At least forty (40) hours of documented instructional field experience with children/adolescents in an instructional setting
- Formal application, including essay and recommendations
- Disciplinary records review
- Interview with one member of the Teacher Education Committee and one educational studies faculty members
- Formal approval by the non-student members of the Teacher Education Committee
Disciplinary Records Review
Because the educational studies department has an obligation to ensure that Carleton licensure candidates have the professional and ethical character necessary to undertake the care and instruction of young people in a public school, the Teacher Education Committee requires information about whether teacher candidates have disciplinary records at the College. To that end, the chair of the educational studies department will confer with the Dean of Students regarding the presence of disciplinary records prior to the application interview and again before student teaching begins.
If the committee determines that a pattern of misconduct has developed, it may take action including delaying admission, denying admission, or canceling plans for student teaching. In the event that students judge action taken by the Teacher Education Committee to be unfair, they may appeal the decision as outlined in the appeals procedure described below.
The Teacher Education Program and Carleton College are in full compliance with the 1974 FERPA (Family Educational Rights and Privacy Act) regulations for data privacy.
When your application materials are complete, you will be scheduled for an interview with two members of the Teacher Education Committee, including the chair of the committee, a member of the Educational Studies department. This interview is an important part of the application process and is designed to give you an opportunity to talk about your commitment to teaching and your reasons for deciding to pursue licensure at Carleton. The assessment of your interview will become part of your application materials, which will then be considered during the next meeting of the Teacher Education Committee. Following the meeting, applicants are notified in writing of the committee’s action. The committee may decide to do the following:
- Admit – all application materials strongly indicate that the applicant is ready to pursue teacher licensure and has met the minimum requirements in all areas
- Admit conditionally – application materials and the interview demonstrate strong potential for successful admission; however, one or two specific concerns are brought to the candidate’s attention for remediation
- Defer – application shows promise but there are areas of potential concern, for example, marginal GPA, weak interview assessment, ambivalent recommendations, below average essay
- Deny – a compelling reason emerged from the applicant’s materials to deny admission
Upon denial or deferral of admission to the Teacher Education Program or student teaching placement, the student may appear in person before the Teacher Education Committee for reconsideration.
If admission is still denied, the Teacher Education Committee must supply the student written reasons for the denial. The student may then request formation of an appeal committee with the following membership agreed upon by the student and the chairperson of the Educational Studies Department (none of these may be a member of the Teacher Education Committee):
- A faculty member
- A representative of the Dean of Students Office
- A public school teacher
- An undergraduate student
If there remains an unresolved dispute between a student and the Teacher Education Committee, the student may appeal directly to the Minnesota Board of Teaching for assistance in the resolution of the dispute, as per Minnesota Board of Teaching rule 122A.09 DUTIES.Subd 4 part (c).
Requirements for Teacher Licensure
To become licensed through Carleton College/St. Olaf licensure program, you must complete the following requirements:
Gain admission to the Teacher Education Program. Candidates should apply for admission during their junior year. Criteria and procedures are described in the next section of this Handbook. Ordinarily, only students who have been admitted to the program may take the methods courses or register for student teaching.
2. Complete a major in an area in which Carleton offers teaching licensure—communication arts and literature, mathematics, science, social studies, world languages and cultures (French, German, Russian, or Spanish), and visual arts. Content area requirements appear later in this handbook. Note that additional courses, beyond those required for the Carleton major, may be required to complete a program that qualifies for Minnesota licensure
3. Earn a minimum of 42 credits in education including:
Two of the following four
EDUC 110 Introduction to Educational Studies, or
EDUC 250 Fixing Schools: Politics and Policy in American Education
EDUC 338 Multicultural Education, or
EDUC 262 Culturally Sustaining Pedagogy
EDUC 234 Educational Psychology
EDUC 374S Teaching Reading in the Content Area (St. Olaf)*
EDUC 375S Teaching Exceptional Students (St. Olaf)*
EDUC nnnS Methods of Teaching (in major area) (St. Olaf)
EDUC 385 Schooling and Communities
EDUC 389 Student Teaching (13th Term; the Fall after graduation)
*(St. Olaf requirements will change in Fall 2023)
4. Prior to student teaching you must take the Minnesota Teacher Licensure Examinations required by the State of Minnesota. These standardized Educational Testing Service (ETS) examinations, which provide objective measures of academic achievement for college students completing their training programs, are required for licensure in the State of Minnesota. The MTLE is composed of the three basic skills tests (reading, writing, and mathematics) Pedagogy of Secondary Education plus the relevant content area test. MTLE tests are administered several times during the year at a variety of locations in Minnesota. Registration and information are available on the Minnesota Teacher Licensure Examination website.
5. Complete the subject specific edTPA during your student teaching as mandated by the Professional Educator Licensing and Standards Board . Your edTPA portfolio will be submitted and scored through Pearson. Details can be found at the edTPA website.
Recommended Sequence of Courses
A student who plans to become a licensed teacher must complete the requirements for licensure listed in the previous section, in addition to other graduation requirements. Forty-two Carleton credits of work in professional education are required for licensure. The small size of our department sometimes prevents all courses from being offered every year. Completing licensure requirements in addition to or in combination with other Carleton requirements requires careful advance planning; therefore, the earlier a potential candidate seeks information, the easier it is to develop a good program.
We will work closely with you to plan your schedule so that you will be able to meet all of the requirements listed below. The following timetable is recommended.
- Discuss your teaching interests with at least one member of the Educational Studies Department as soon as you begin considering teaching licensure. Completing licensure requirements, as well as other Carleton requirements, requires careful advance planning.
- We strongly recommend that you take EDUC 110 or EDUC 250 if you are able to do so in your first year, though you may have to wait until your sophomore year to do so. Other required courses technically open to first year students are 234 and 338. However, under Carleton’s seniority registration system, it is very difficult for first year students to enroll in these courses.
- We strongly recommend that you take EDUC 234. You may also take 262 or 338 (if you have already taken one educational studies course.)
- As a junior, you should take 234 and either 262or 338, if you haven’t already done so. This is the year you should apply to the teacher licensure program. You can apply any term, as admissions decisions are made at the end of each term. Once you are admitted to the program, you will be assigned an educational studies advisor who, in cooperation with your major advisor, will help you with program planning, completion of requirements for both graduation and teacher licensure, and your student teaching placement.
In addition to taking any Carleton required courses that you have not yet completed, you will take three classes (two are ½ classes) at St. Olaf. Because St. Olaf is on a semester system, senior year requires careful planning. The special methods course given in your respective teaching area is taken during the winter term of your senior year at St. Olaf. Schooling and Communities (385) is taken in the spring term, which integrates community service into your student teaching placement site. Teaching Reading in the Content Area (374)* and Teaching Exceptional Students (375)* can be taken either fall or spring term of your senior year. You should also register to take the state-required Minnesota Teacher Licensure Examinations.
*(St. Olaf requirements will change in Fall 2023)
Student Teaching takes place the fall term after students graduate. Doing so affords the maximum amount of time for completing major and distribution requirements, allowing students more time to both explore the liberal arts and carefully consider their commitment to teaching and prevents them from being encumbered by other campus commitments during their student teaching.
The student will be charged only a nominal administration fee in lieu of tuition. In addition to full time student teaching for 14 weeks, students will participate in the student teaching seminar, offered by both Carleton and St. Olaf.
Admission to Student Teaching
At least one term prior to student teaching, the student’s overall record will be reviewed by the chair of the Teacher Education Committee. This information will be discussed with other members of the department, including the student’s methods instructor. If the review raises no concern about the student’s readiness to student teach, the department’s decision to proceed with student teaching placement will be reported to the Teacher Education Committee. Action by the Teacher Education Committee is required only in borderline cases; denial of admission can only be decided by the full Teacher Education Committee in consultation with the Dean of Students or the Associate Dean of the College.
A student who has been approved for student teaching should register for 389. Students will report for their student teaching experience during workshop week of their student teaching district (generally late August or early September). Licensure candidates are expected to student teach through the last week of Carleton’s fall term and may be advised to arrange to stay at their placement site until the school’s respective marking period has been completed.
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13th Term Student Teaching
We strongly recommend that you complete your student teaching during the “thirteenth term,” preferably the fall term immediately following graduation. Should you select this 13th Term Option, tuition will be waived, though you will have to pay a registration fee of approximately $150. Only those students planning to student teach in Minnesota may take advantage of this tuition waiver. In addition, student teaching in a Minnesota school during the fall/thirteenth term permits student teachers to take advantage of the weekly seminar experience.
The small size of our department and the low tuition cost for 13th Term student teaching, prevents the teacher education program from having a great deal of flexibility in terms of when students can choose to student teach. 13th Term student teaching is the most recommended and most commonly taken route to licensure. Some extremely well-planned students are able to complete all licensure requirements plus student teaching within four years by student teaching during fall term of their senior year.
Student teaching is a full-time, full-day commitment for a minimum of 10 weeks. You should consider student teaching to be your sole job. Any other employment, including paid coaching jobs, is strongly discouraged. Please discuss any questions you have about this policy with the chair of the Teacher Education Committee.
Students who have compelling reasons for postponing student teaching until the second fall following graduation, or for student teaching any term other than fall, may petition the Teacher Education Committee in advance of graduation. The Teacher Education Committee and the Educational Studies Department strongly discourage such exceptions.
In rare circumstances, individuals may finish ten weeks of student teaching and not meet the criteria for successful completion of student teaching (that is, the school-based cooperating teacher/s and the supervising Carleton professors are not satisfied that the student teacher has made satisfactory progress and is ready to enter a public school classroom). In that case, the student teacher, after consultation with educational studies faculty, may petition the Teacher Education Committee for an additional student teaching experience.
Student Teaching Placement
By the beginning of spring term of your senior year, your student teaching placement should be finalized. Your educational studies advisor will work with you and your methods instructor on securing your student teaching placement. We make every effort to find the best cooperating teacher for each student teacher. It is our belief that a skilled, sensitive, and insightful mentor will contribute significantly to the success of student teaching. We also try to honor requests for grade level and kind of school (rural, suburban, or urban). We have developed partnerships with several schools in the greater metropolitan area and try to concentrate our student teaching placements in those schools.
The Committee strongly recommends that you seek summer employment that will contribute to your understanding of the characteristics and interests of middle and senior high school students. Positions such as camp counselor, assistant in programs such as Breakthrough, LearningWorks, scout leader, settlement house worker, or playground or recreation director should provide valuable experience. Carleton College offers some experiences of this type, including the Summer Liberal Arts Institute and Prairie and Wood. Information regarding summer employment of this type is available through the Career Center and through the Office of Summer Academic Programs.
Applying for your License
Carleton graduates who complete an approved program as described in this handbook are eligible for teaching licensure in communication arts and literature, mathematics, science, social studies, world languages and cultures (French, German, and Spanish), or visual arts. After acceptance into the teacher education program, the student, together with a member of the Educational Studies Department, will outline his or her entire Carleton program. This outline process is important to assure that all licensure requirements are met prior to graduation. Occasionally, courses taken at another institution may be substituted for specific requirements if prior clearance has been obtained from the Chair of the Department of Educational Studies. Prior clearance is required to ensure equivalence and/or acceptance for purposes of licensure.
Students who complete the Carleton program are advised to apply for a Minnesota license upon graduation and completion of student teaching. We recommend you do this regardless of whether you plan to postpone teaching for several years or to teach in another state. Holding a Minnesota license will greatly assist you in obtaining a license in other states. Other states may require one or two additional courses, but in most cases, you will be able to obtain a provisional license and begin teaching in that state. Timely application for your license also guarantees that, if you decide to teach at some later time, it will not be necessary to meet the revised requirements that may be in effect at that time.
Licensure by the Professional Educator Licensing and Standards Board is contingent upon recommendation by the Educational Studies Department s of both Carleton and St. Olaf College. This recommendation is made by is verified by the college Registrar. The Educational Studies Department will provide you with necessary forms for license application at one of the weekly seminars during your student teaching term. All completed forms should be returned to the Educational Studies office.
To apply for a Minnesota license after completing the Carleton Teacher Education Program:
- Complete and sign the online license application. The address you supply on the application form is the one to which your license will be sent, so be sure it is an address where you can be reached 4-6 weeks from the time you complete your licensure requirements.
- Complete, sign, and date the online Applicant Conduct Review Statement attached to the application form.
- The fingerprint card provided by the Minnesota Department of Education must be completed through a law enforcement agency (e.g., any police station).
- Submit payment online.
- After reviewing your file to confirm that all curricular requirements have been met, the Educational Studies Department will submit to St. Olaf College Education Department a recommendation for licensure, your passing MTLE score reports, your license application printout, and the fingerprint card.
- The Education Department at St. Olaf will complete and sign the application and submit the forms with an official transcript to the Minnesota Department of Education. Following processing (in about eight to twelve weeks), they will send your license to the address you stipulated on your application form.
In general, Carleton students must complete the teacher licensure program within a year following graduation. However, in unusual circumstances students who were formally accepted into the teacher licensure program and who have completed all requirements except student teaching may, within three years of graduation, submit a petition to the Teacher Education Committee to complete licensure requirements under the auspices of Carleton College.
Licensure Content Area Programs
Courses required in each licensure area are listed by subject area on the following pages. These programs represent current requirements for licensure in Minnesota. The programs specify patterns of courses that ensure you will have received the necessary subject matter content required for licensure. In some, cases you may substitute a course not listed if it is approved, in advance, by the chair of the Educational Studies Department and the chair of your major department. This approval will be based on whether the content of the course and its performance assessments meet the specifications of state requirements.
Communication Arts and Literature, Grades 5-8/9-12
Major: Sixty credits in English (excluding ENG100) including the following:
EDUC 345 Communication Arts and Literature Methods (taught at St. Olaf)
LING 110 Introduction to Linguistics
CAMS 110 Introduction to Cinema and Media Studies
ENGL 220 Art of Oral Presentation
ENGL 295 Critical Methods
ENGL 400 Integrative Exercise
Rhetoric Assistant in the Summer Writing Program, or Rhetoric Assistant at the Write Place
Other choices within the major must include: an intensive study of a major English or American author; an analysis and interpretation of the various literary genres; literature of the 20th century and of at least one other century; and the theory and practice of literary criticism.
Students interested in obtaining licensure in English should consult the chair of the English Department, and with Deborah Appleman of the Educational Studies Department.
Mathematics, Grades 5-8/9-12
Successful completion of a Carleton mathematics major including the courses listed below:
Calculus through Math 210 or Math 211
MATH 232 Linear Algebra
MATH 236 Introduction to Mathematical Structures
MATH 244 Geometries
MATH 265 Probability Theory
STAT 250 Mathematical Statistics
EDUC 350 S Methods of Teaching Mathematics (taught at St. Olaf)
MATH 400 Integrative Exercise
CS 111 Introduction to Computer Science
Students interested in obtaining licensure in mathematics should consult with Deanna Haunsperger of the Mathematics Department, and with Deborah Appleman of the Educational Studies Department.
Licensure for teaching life science 9-12 involves a Carleton major in either area as well as supporting work in other sciences and mathematics. For the purposes of licensure, life sciences are grouped as follows:
- Life sciences – botany, zoology and other realms of biology
There are two physical science options for 9-12 teaching. Students may complete requirements for a chemistry major with physics as a supporting area or the requirements for a physics major with chemistry as a supporting area. Licensure for chemistry and physics are currently approved at the 9-12 level, without general science 5-8.
The Carleton science programs described below satisfy current Minnesota state licensure rules and those of most other states. Students interested in obtaining licensure in science should consult with the appropriate science department chair and with Deborah Appleman of the Educational Studies Department.
Chemistry Gr 9-12
In order to complete this program, the student is required to take 78 credits of which at least 12 credits must be in physics to complete both the Carleton major and licensure requirements. The student is also required to complete chemistry department requirements for mathematics.
In addition, students planning to license in physical science are strongly encouraged to participate in independent investigative research, such as summer research projects or independent study projects. Please see your major advisor for suggestions.
CHEM 123 Principles of Chemistry
CHEM 230 Equilibrium and Analysis I
CHEM 233 Organic Chemistry I
CHEM 234 Organic Chemistry II
CHEM 301 Advanced Laboratory I
CHEM 320 Biological Chemistry
CHEM 400 Integrative Exercise
PHS 288 Atomic and Nuclear Physics
EDUC 364 S Methods of Teaching Science (taught at St. Olaf)
Physics Gr 9-12
Obtaining a license in Teachers of Science-Physics 9-12 has always and still does require the successful completion of a physics major.
See below for specific courses within the physics major sequence that the licensure program is requiring based on the current Board of Teaching standards.
Teachers of Science-Physics 9-12 Licensure Required Courses*
PHYS 131 Introduction to Physics: Newtonian Mechanics
PHYS 151 Introduction to Physics: Relativity and Particles
PHYS 165 Light and Optics
PHYS 228 Atomic and Nuclear Physics
PHYS 235 Electricity and Magnetism
PHYS 341 Waves
PHYS 346 Thermal and Statistical Physics I
PHYS400 Integrative Exercise
EDUC 364 S Methods of Teaching Science (taught at St. Olaf)
*In order to complete this program, the student is required to complete a major in physics. Please see the physics department or your advisor for the complete course sequence beyond the above requirements. In addition, students planning to license in physical science are strongly encouraged to participate in independent investigative research, such as summer research projects or independent study projects. Please see your major advisor for suggestions.
Life Science Gr 5-8/9-12
The licensure requirements in life science are by and large identical to the requirements for a biology major at Carleton. Basically, those requirements are the following. See the College Catalog for course sequencing, grade requirements, and other information
The successful completion of 9 courses in biology is required of all majors.
These courses include the following:
BIOL 125 Genes, Evolution, and Development
BIOL 126 Cellular Energetics, Metabolism, and Ecology
BIOL 248 Behavioral Ecology
BIOL 280 Cell Biology
BIOL 310 Immunology
BIOL 352 Population Ecology
BIOL 400 Integrated Exercise
EDUC 364 S Methods of Teaching Science (taught at St. Olaf)
Social Studies Gr 5-8/9-12
Licensure for teaching social studies requires an approved major, supporting work in each of the social sciences outside the major, and a minimum of 42 credits in education. Included within the social sciences are: anthropology, economics, history, political science, psychology and sociology. Carleton students may also choose to major in religion or in an interdisciplinary program such as American Studies, so long as one-third of the total baccalaureate work falls within the realm of the social sciences.
Specific requirements include:
SOAN 111 Introduction to Sociology
SOAN 110 Introduction to Anthropology
ECON 110 or 111 Principles of Macroeconomics or Principles of Microeconomics
POSC 122 Politics in America*
HIST 121 Rethinking the American Experience**
PSYC 110 Principles of Psychology
EDUC 365 S Methods of Teaching Social Studies (taught at St. Olaf
IDSC 234 S Human Geography (taught at St. Olaf)
*(another POSC course focusing on American Government may be substituted with prior approval)
**(another American History course may be substituted with prior approval)
Students interested in obtaining licensure in social studies should consult with Deborah Appleman of the Educational Studies Department.
Candidates for licensure in visual arts must satisfactorily complete the following requirements:
- Learning experiences in studio art, art history, aesthetics, criticism and art education equivalent to not less than 40% of undergraduate program (84 credits).
- Experience in six diverse areas with emphasis in two. Emphasis is defined as more than one course.
- Learning experience in professional education and student teaching in art at both the elementary and secondary levels.
A program fulfilling the requirements for both a Carleton major in art and licensure for teaching art follows:
ARTS 110 Observational Drawing
ARTS 122 Introduction to Sculpture
ARTS 230 Ceramics
ARTS 238 Photography I
ARTS 260 Painting
ARTS 274 Printmaking
Five additional courses in Studio Arts
These courses may be in drawing, painting, papermaking, photography, print-making, sculpture, jewelry, or ceramics. Courses should be chosen so that the student has instruction in six diverse areas of studio art with an emphasis (more than one course) in two areas.
ARTH 101 Intro to Art History I
ARTH 102 Introduction to Art History II
ARTS 400 Senior Integrative Project
One additional course in Art History, preferably on a non-Western subject
EDUC 341 S Methods of Teaching Visual Art (taught at St. Olaf)
Students interested in obtaining licensure in art should consult with the chair of the Art Department and with Deborah Appleman of the Educational Studies Department.
World Languages and Cultures Gr K-12
- Completion of a Carleton major in German, French, or Spanish as described in the Carleton Catalog
- Methods of Teaching World Languages and Cultures
- Linguistics 110.
- Supervised student teaching.
- Demonstration and documentation of competency in the target language. This competency can be documented in one of the following ways:
- A letter from the chair of the relevant language department or program certifying the candidate’s competency based on faculty assessment
- Satisfactory performance on the OPI (Oral Proficiency Interview); please see the chair of the Educational Studies Department for further details on arranging to take this exam
- Completion of the Carleton major in the target language including a study abroad program in Berlin or Vienna or comparable German speaking country (GERMAN), Paris or Mali (FRENCH), Spain or Mexico (SPANISH).
Native speakers and others who demonstrate fluency and sufficient upper-division coursework in the target language may license in that language without majoring in it. See the chair of the Educational Studies Department for further information.
Students interested in obtaining licensure in modern languages should consult with the appropriate language department chair and with Deborah Appleman of the Educational Studies Department.