Dec 12, 2019  
2019-2020 Catalog 
    
2019-2020 Catalog

TEP Admission processes


Program Vision, History, and Mission

Vision

Our vision is to prepare courageous educators and scholarly innovators.

History

For over one hundred years, the education department at the University of Montana Western has been preparing teachers who are successful in all settings. As a premier program, the department is noted for producing outstanding teachers in the oldest teacher education program in the state of Montana.

Mission

The mission of the University of Montana Western Department of Education is to prepare effective teachers who are education leaders for the twenty-first century. The department’s adopted motto is “Teaching tomorrow’s leaders”.

Accreditation

The programs in Elementary, Secondary, and K-12 Education are accredited by the National Council for Accreditation of Teacher Education (NCATE), the Northwest Commission on Colleges and Universities (NWCCU), and the Montana Board of Public Education.

The Teacher Education Program (TEP)

All Elementary, Secondary, and K-12 Education majors must apply for and be accepted into the UMW Teacher Education Program (TEP) as part of their academic preparation. The TEP considers teacher preparation a learning process that includes field observations; close interactions with faculty; proficiency in writing, communication, and professional skills; and development of strong knowledge, skills, and dispositions that meet state and national standards for exemplary teaching. To maintain consistent growth as pre-professional, it is important that students consult with their faculty advisor prior to applying for TEP and throughout their program of study.

Students participate in a variety of field experiences, including observations in American Indian reservation schools and fieldwork in typical single-grade classrooms and rural schools. Montana Western candidates are uniquely prepared to teach in multi-age classrooms located in rural school settings.

Assessment

TEP Program Requirements

The graduate outcomes for the Elementary Education, Secondary Education, P-3 and K-12 programs are assessed through three Gateways of the Teacher Education Program (TEP). Detailed information regarding program requirements, policies, and procedures is found in the Teacher Education Program Student Handbook. Due to changing accreditation and licensure requirements, program requirements must change periodically. Students  may expect some program and evaluation requirements to change during their time at UMW.  If changes are made within an academic year, they apply immediately.

Minimum Grade Requirements for Teacher Education Program (TEP)

  1. Candidates must maintain an overall 2.70 Grade Point Average (GPA).
  2. Candidates must maintain a 2.70 GPA or above in major and minor content courses
  3. For elementary education, “major courses” refers to all required general education and professional content courses, with no grade in required content courses below C-, including courses counted for general education.
  4. For Professional Education requirements (core) courses, candidates must complete courses with no grade below B-.
  5. Candidates may re-take required Professional Education courses one time only.

Requirements for Admission to TEP, in Addition to Grade Requirements Listed Above

  • Receive a passing score of 2.0/4.0 on at least two prescribed writing assignments across multiple education courses.
  • Receive a passing score of 2.0/4.0 on at least two prescribed presentations across multiple education courses.
  • Receive clear criminal background check.
  • Pass EDU 201, EDU 222, and EDU 382 (and EDU 234, for elementary education major) with at least a B-.
  • Pass WRIT 101, college-level mathematics or statistics, and at least 8 additional general education credits with a C- or better.  ECE majors must earn a B- in WRIT 101.
  • Meet expectations for Professional Dis- positions, Professional Skills, & Academic Performance;  and receive no “unacceptable” ratings on Observation or Professionalism forms.
  • Candidate is not on departmental or univer- sity academic or behavioral probation.
  • Apply for an Associate Degree.
  • Pass a TEP Admissions Interview and Teach- ing Demonstration (interviews are held every block).
  • Complete Gateway 1 checklist with advisor in Chalk and Wire.
     

Students should refer to the most recent TEP Student Handbook for detailed explanations for each requirement. Students should work with an education faculty advisor early to prepare all nec- essary documentation for admission to the TEP.

Requirements for Admission to Student Teaching, in Addition to Grade Requirements Listed Above:

  • Completion of an associate degree, when 60 credits are completed.
  • Current certification in First Aid, CPR, and AED for adults, children and infants.
  • Receive a passing score of 2.5/4.0 on at least two prescribed writing assignments across multiple education courses.
  • Receive a passing score of 2.5/4/0 on at least two prescribed presentations across multiple education courses.
  • Earned Associate Degree.
  • Successful completion of degree course requirements, including general education courses (B- or better).
  • Meet expectations for Professional Dis- positions, Professional Skills, & Academic Performance; no “unacceptable” ratings on Observation or Professionalism forms.
  • Evidence of attendance at a professional educational conference.
  • Candidate is not on departmental or univer- sity academic or behavioral probation.
  • Complete 30 service learning hours.  Students who are employed at least half time in an educational setting are exempt from service learning requirement.

Requirements for TEP Program Completion

In addition to requirements listed above, to complete the UMW Teacher Education Program, individuals must obtain at least a B- in Student Teaching. The grade for the Student Teaching course is based on the following:

  • Summative Evaluation Form completed by mentor teacher.
  • Observation forms completed by university supervisor.

Additional requires for program completion include:

  • Successful completion of TWS course (B- or better).
  • Attendance at Senior Seminar.

Upon successful completion of Student Teaching, the candidate may be eligible to apply for a teaching license. Criminal background check and First Aid certificate must be up to date. Students must be eligible for a Montana teaching license before they can apply for a license in other states. A Montana teaching license is based on a three-part score that includes the individual’s GPA for each major or minor, the score on the Content Knowledge Evaluation form for each major or minor, and scores on any required PRAXIS II exams. Other states may have additional requirements.

Program and Graduate Outcomes

Student performance and program outcomes are evaluated throughout each teaching candidate’s coursework, through a graduate/exit survey, employer survey, alumni survey, feedback from field experience supervisors and UMW faculty, and scores on PRAXIS II exams.

Upon graduation from UMW, the beginning teacher will demonstrate evidence toward completion of the following outcomes related to essential knowledge, performances, and critical dispositions. “Essential knowledge” refers to “knowing the content,” “performance” represents essential teaching skills, and “critical dispositions” refer to the human qualities inherent to ethical and reflective teaching. These graduate outcomes are evaluated throughout the candidate’s coursework and at three Gateways: Gateway 1—admission to the Teacher Education Program; Gateway 2—admission to student teaching; and Gateway 3—completion of student teaching.

InTASC Standards and Indicators that define the Program Outcome for the University Of Montana Western Department Of Education

Standard # 1: Learner Development

The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Performances

The candidate creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, needs, and ways of knowing.

Essential Knowledge

The candidate understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning, and knows how to make instructional decisions that build on learners’ strengths and needs.

Standard # 2: Learning Differences

The candidate uses understanding of individual differences and diverse cultures and communities, including American Indians and tribes in Montana, to ensure inclusive learning environments that enable each learner to meet high standards.

Performances
  • The candidate designs, adapts, and delivers instruction to differentiate instruction for all learners’ diverse learning strengths and needs.
  • The candidate creates opportunities for students to demonstrate their learning in different ways.
  • The candidate incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
Essential Knowledge

The candidate understands and identifies differences in approaches to learning and performance, and knows how to design instruction that uses each learner’s strengths to promote growth, including learners with disabilities and giftedness.

Critical Dispositions

The candidate respects the rights of all students to equitable access to opportunities for learning, including students from diverse ethnic, cultural, linguistic or religious backgrounds, gender or sexual orientation, age, and socioeconomic status.

Standard # 3: Learning Environments

The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Performances
  • The candidate collaborates with learners, families, colleagues, and communities, to build a safe, positive learning environment of openness, mutual respect, support, inquiry, and experiential/immersion learning.
  • The candidate communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
Essential Knowledge
  • The candidate understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.
  • The candidate collaborates with learners to establish and monitor a safe and productive learning environment including norms, expectations, routines, and organizational structures.
Critical Dispositions

The candidate is committed to supporting learners as they participate in decision-making, and engage in exploration and invention, through both collaborative and independent work.

Standard # 4: Content Knowledge

The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Performances

The candidate stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

Essential Knowledge

The candidate brings multiple perspectives to major concepts, assumptions, debates, processes of inquiry, and culturally relevant ways of knowing that are central to the discipline.

Standard # 5: Application of Content

The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Performances
  • The candidate engages learners in inquiry, generating and evaluating new ideas and novel approaches, and seeking inventive solutions to problems.
  • The candidate models effective written, verbal, and nonverbal communication.
Essential Knowledge

The candidate understands how elements of content knowledge and interdisciplinary themes connect, and knows how to weave those themes into relevant learning experiences.

Standard # 6: Assessment

The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making.

Performances

The candidate balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

Essential Knowledge

Both individually and collaboratively, the candidate analyzes and reflects on assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.

Critical Dispositions
  • The candidate is committed to the ethical use of multiple types of assessment processes to support, verify, and document learning.
  • The candidate is committed to making accommodations in assessments and testing conditions for gifted learners, with disabilities, and English language learners.

Standard # 7: Planning for Instruction

The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Essential Knowledge
  • The candidate understands content and content standards and how these are organized in the curriculum.
  • The candidate knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan and reflect on instruction that meets diverse learning needs.
Critical Dispositions

The candidate respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.

Standard # 8: Instructional Strategies

The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Performances
  • The candidate varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
  • The candidate provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances and through engagement in inquiry.
Essential Knowledge
  • The candidate understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.
  • The candidate knows how to use a wide variety of resources, including human and technological, to engage students in learning.

Standard # 9: Professional Learning and Ethical Practice

The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Performances
  • The candidate advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.
  • The candidate demonstrates mastery of professional writing skills, and is competent in the use of APA style as well as other professional writing styles that are specific to the candidate’s discipline.
Critical Dispositions
  • The candidate is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.
  • The candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, relevant law and policy, and commitment to social justice.

Standard # 10: Leadership and Collaboration

The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Performances

The candidate takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making.

Critical Dispositions
  • The candidate initiates respectful cooperative relationships with all parents, guardians, and families, as well as the local community.
  • The candidate demonstrates commitment to social justice by identifying social inequities and advocating for their remedy.
  • The candidate takes responsibility for contributing to and advancing the profession.

Standard # 11: Indian Education:

The candidate demonstrates understanding of and ability to integrate history, cultural heritage, and contemporary status of American Indians and tribes in Montana.

Field Experiences

Education candidates are expected to complete a series of field experiences to assist in their preparation for a career in education. Time commitments for field experiences vary, depending upon one’s field of study and the requirements of the coursework associated with the field experience. Candidates may expect to complete their field experience in locations distant from Dillon and should plan on additional financial resources to cover the costs of these experiences.

Behavioral Expectations

Every candidate who engages in a field experience or student teaching will undergo a state and federal background check and behavioral review by the Director of Field Experiences and faculty. Students who have documented misconduct or background check discrepancies will be required to meet with an appropriate administrator or the Student Review Committee to discuss an appropriate plan of action. Background checks are an additional expense for teacher candidates and may be required multiple times.

First Aid & CPR Requirement

Before student teaching, Elementary, K-12, and Secondary Education Majors are required to provide proof of certification in Adult, Child, and Infant CPR and First Aid to the Registrar’s Office and the Office of Field Experience. This requirement may be satisfied by one of the following:

1. The student receiving a passing grade in ECP 100  has met these minimum requirements; or

2. The student may waive ECP 100  by submitting proof of current certification in Adult, Child, and Infant CPR and First Aid from a qualified agency such as the American Red Cross or the American Heart Association and
a completed waiver form to the Registrar’s Office.

Application to Student Teach

Student teaching is the culmination of the undergraduate teacher preparation program. It provides the candidate with classroom practice under the guidance of an experienced teacher in a field setting. Student teaching requires one full semester (usually outside of Dillon) and should be planned accordingly.  A placement in Dillon will be considered only in extraordinary circumstances.


The Application to Student Teach is an important part of the candidate’s journey toward becoming a certified teacher. Teacher candidates planning to student teach must attend a series of student teaching meetings and apply for student teaching one full semester in advance.

Review of the Application to Student Teach is conducted by the Director of Field Experiences. Candidates are notified of their placement by the Director of Field Experiences and may not make arrangements on their own with school administrators or supervising teachers.

Student Teaching Fees & Course Registration

Regular semester fees are in effect during the semester of student teaching. Candidates planning to student teach should register for the following courses pertinent to their Major/Minor areas:

EDU 495K - Student Teaching: K - 8   Kindergarten through Grade 8
EDU 495S - Student Teaching: 5 -12   Grades 5-12
EDU 495A - Student Teaching: K - 12   Kindergarten through Grade 12

Student teaching assignments comprise 12-16 weeks of student teaching in a program designed with the advice of the Director of Field Experiences.

Non-Standard Student Teaching Assignment


A non-standard student teaching assignment is an assignment that is outside Montana Western’s service area (500 mi). These assignments require special arrangements for supervision with other institutions and qualified individuals. The student teacher must pay any extra expenses associated with arranging a non-standard student teaching assignment. Students placed outside a 250-mile radius of Dillon or placed out-of-state must pay the cost of additional expenses. Students within Montana, but outside the 250-mile radius of Dillon, pay $1 per mile for every mile beyond a round-trip distance of 500 miles. To qualify for out-of-region (MT, WY, ID, Northern NV) or out-of-country placements, students must meet rigorous standards. Students requesting non-standard teaching assignments must meet these requirements:

  • GPA of 3.5 or higher
  • Teaching Demonstration
  • Vote approving placement by education faculty.

Applications for international non-standard teaching assignments should be submitted two semesters in advance.

Licensure

Licensure is not automatic with graduation from UMW. Candidates must initiate the process with forms available from the Licensure Officer. 

To teach out-of-state, contact the licensure officer for appropriate procedures. Licensure requirements vary among states.  Some states grant teachers a provisional license, while requiring state specific coursework (e.g., state history).

Post-Baccalaureate Protocol 1: Teachers Who Wish to Add an Endorsement

This protocol is for teachers applying to the University of Montana Western, who already hold a Montana Class 1 or Class 2 license, and who plan to add an additional teaching endorsement. The Special Education Endorsement has specific requirements for the internship, please contact the UMW Special Education Program Coordinator for those requirements.

Consult with both the UMW Licensure Officer and the UMW Post-baccalaureate Program Coordinator (see contact information below).

Endorsement: Refers to the content area(s) in which the teacher is qualified to teach (e.g., mathematics, history, special education, elementary education).

Level of endorsement: Refers to the grade levels the teacher is qualified to teach. (In Montana, an elementary endorsement includes grades K-8; a secondary endorsement includes grades 5-12; and a few content areas include K-12 endorsement).

For practicing teachers, who already hold a Montana Class 1 or Class 2 license, who wish to add a new content area endorsement (not a UMW degree), or those wishing to add an additional endorsement level (such as teachers with an elementary endorsement who want to add a secondary endorsement, and vice versa):

  • Must complete any additional content coursework or professional education courses required to meet both Montana Office of Public Instruction (OPI) and UMW requirements for the content area they are seeking. They must complete at least 12 credits, in content and/or professional education courses, from UMW to be eligible for a UMW endorsement.
  • Exempt from the UMW Teacher Education Program admission and exit requirements, but must successfully pass all required courses.
  • Teachers with an elementary education certification who wish to add an endorsement in a secondary education content area or K-12 education content area must complete a 8 credit internship, typically during their final semester of coursework. The internship must be in an appropriate secondary classroom setting, or (in the case of K-12 endorsement) a combination of an elementary and secondary classroom setting.
  • Teachers who already have either a secondary or K-12 certification, but wish to add an Education Professional Educators Preparation Program Standards. Some additional professional education courses may also be required. The individuals will need to complete the required coursework in the respective subject area.
  • Waivers for professional education credits earned elsewhere must be approved by the UMW Department of Education. Candidates must meet all required course, GPA, admissions and exit requirements for completion of the UMW degree, but are exempt from the TEP Gateway process. Depending on Montana OPI licensure requirements, these individuals may be required to obtain passing scores on the applicable PRAXIS II exam. To be eligible for a UMW degree, the student must complete a minimum of 15-credits for the major core, a 10-credit residency requirement for the minor, and a total of 32 credits for the degree. Students also must complete their final 15 credits through UMW.
    • “Residency” means that students wishing to obtain a UMW bachelor’s degree must complete these credits from the University of Montana Western. Refer to the UMW catalog for additional academic residency requirements (additional residency requirements are typically met by the professional education course requirements).

Montana OPI Internship applications

A Montana OPI internship is only available to those who are currently teaching in a Montana K-12 school and hold a Montana Class 1 or 2 teaching license. Those qualifying for a provisional licensure under OPI will contact the UMW Director of Field Experiences, listed below, if they plan to apply.  The UMW Director will assist them in applying for the internship, which has a three-year time-limit. This is a separate internship process from the 8-credit EDU 498 supervised internship class.

Endorsement applications

All candidates are responsible for submitting to the UMW Licensure Officer materials required for the application for the added endorsement. Contact the UMW Licensure Officer and refer to the Montana OPI website to obtain a list of required materials and forms.

Post-Baccalaureate Protocol 2: Licensure Programs for students who do not already have a Montana Class 1 or Class 2 teaching license

This protocol is for students who already hold a bachelor’s degree in an endorsable area, and who plan on earning an initial teaching license.

For students seeking initial licensure, who do not wish to obtain a UMW education bachelor’s degree:

Consult with the UMW Post-baccalaureate Program Coordinator (see contact information below).

Candidates with bachelor’s or master’s degrees (non-education) with a major, or the equivalent of a major, in a subject area commonly taught in Montana, for which UMW has a licensure program, may enroll in a program leading to educator licensure. The previous degree must be from an accredited college.

To be eligible for educator licensure, candidates must:

  • Complete the major content area course requirements or equivalent (and, if applicable, courses for the minor) with a 2.65 GPA and no grade lower than C-. Candidates are required to meet the requirement of the Montana Professional Educator Preparation Program Standards for respective content area certification sought.  NOTE: Classes that do not have a grade of C- or higher will not be used for any course in the degree.
  • Complete Professional Education Core course requirements with no grade lower than B-.
  • Complete the admissions and exit require- ments for the UMW Teacher Education Program, including successful review at Gateways 1, 2, and 3, and either Student Teaching or Internship (see expedited TEP admissions process below).  Refer to the lat- est UMW TEP Student Handbook for details.

For students seeking initial licensure who do wish to obtain a UMW education bachelor’s degree:

Candidates must:

  • Complete all UMW degree requirements (the UMW Advising Center will verify which previous courses may be applied to the UMW degree). NOTE: Classes that do not have a grade of C- or higher will not be used for any course in the degree.
  • All general education requirements, except those for the Elementary Education degree or courses that serve as prerequisites for major courses, are satisfied by the previous degree. This is only true if the previous degree was earned from a school within the Montana University System. Otherwise the degree is subject to a course by course evaluation for the general education and core courses.
  • Complete the Major content area and Minor content area course requirements with a grade no lower than C- and a GPA of at least 2.70, for each content area.
  • Complete the Professional Education course requirements with no grade lower than B-.
  • Complete the admissions and exit requirements for the UMW Teacher Education Program, including successful review at Gateways 1, 2, and 3, and either student teaching or internship (see expedited TEP admissions process below). Refer to the latest UMW TEP Student Handbook for details.
  • Complete at least 15 credits, in content and/or professional education courses, from UMW.

To be eligible for a UMW degree, UMW maintains a 15-credit residency requirement for the Major content area, and a 10-credit residency requirement for the Minor and a total of 32 credits for the degree. In addition the final 15 credits of the degree must be completed through UMW.

  • “Residency” means that students wishing to obtain a UMW bachelor’s degree must complete these credits from the University of Montana Western. Refer to the UMW catalog for additional academic residency requirements (additional residency requirements are typically met by the professional education course requirements).

Expedited TEP admissions process:

For students who hold a bachelor’s degree from an accredited college, and do not already have a Montana Class 1 or Class 2 teaching license:

Individuals seeking a Montana teaching license, and who hold at least a bachelor’s degree in an endorsable subject-area, are eligible for expedited admission to the UMW Teacher Education Program (TEP).

Candidates must meet the following conditions, in addition to those listed above:

Contact the UMW Post-baccalaureate Program Coordinator

  • Apply for admission to the University of Montana Western.
  • Provide two acceptable character reference letters from past employers, professors, supervisors, teachers, or other non-family/ friend professionals who have been in a position to evaluate the professional skills and dispositions of the candidate.
  • Submit paperwork for a Criminal Background Check. Contact the UMW Director of Field Experiences for appropriate paperwork to apply for the background check, or to request that a recent background check from an employer be sent to the UMW Office of Field Experiences.
  • Contact the UMW Post-baccalaureate Program Coordinator, to complete the TEP Expedited Admissions Checklist/Application and to complete a required consultation.*

 

*It is required to have the consultation with the Post baccalaureate coordinator. This consultation may be conducted either in person or by phone, if you do not live in the Dillon area.

NOTE: Project TEP Gateway 2 service learning hours are waived for candidates who are already teaching. Other post-baccalaureate students must  accumulate at least 30 service learning hours before passing through TEP Gateway 2.

Student Teaching or Internships:

Student Teaching

Student Teaching occurs during the final semester of UMW coursework. Post-baccalaureate candidates in the Dillon or Butte programs must attend all of a series of UMW Student Teaching meetings, during the semester prior to Student Teaching.

All candidates for Student Teaching must meet all deadlines for submitting paperwork, and are responsible for communicating with the UMW Director of Field Experiences regarding Student Teaching or Internship requirements and placements. Candidates who are teaching and thus are in the EDU 498 - Internship  or at remote locations are not required to attend the face-to-face meetings in Dillon or Butte, but may do so at their discretion. Candidates at remote locations will obtain instructions for completing paperwork, via Moodle.

Senior Seminar

Post-baccalaureate candidates who are student teaching are required to attend Senior Seminar, an event held at the end of each UMW semester. Candidates who are already teaching and are in EDU 498 - Internship  are not required to attend.

Licensure Applications

All candidates are responsible for submitting to the UMW Licensure Officer all materials required for the application for a teaching license. Contact the UMW Licensure Officer to obtain a list of required materials and forms.

Contact Information:

UMW Licensure Officer & Director of Field Experiences:
Katie McCrea
University of Montana Western
710 S Atlantic
Dillon MT 59725
Office: Main Hall 221
Phone: 406-683-7636;
Email: Katie.mccrae@umwestern.edu