Nathan Herzog

The liberal arts institutions of higher education have an obligation to provide students with a broad and deep educational experience that addresses the classics and prepares one for many vocations.  “The ground work of a thorough education, must be broad, and deep, and solid” (Yale College part 1, 1828, p. 4).  Liberal arts education should be a foundation that opens eyes and broadens perspectives.  “In laying the foundation of a thorough education, it is necessary that all the important mental faculties be brought into exercise.  It is not sufficient that one or two be cultivated, while others are neglected” (Yale College part 1, 1828, p. 4).  Leaving any subject out would neglect critical aspects of development.  “We doubt whether the powers of the mind can be developed, I n their fairest proportions, by studying languages alone, or mathematics alone, or natural or political science alone” (Yale College part 1, 1828, p. 5). Liberal arts education is not to be the end of learning.  “…if he stops here.  His education is begun, but not completed” (Yale College part 1, 1828, p. 10).  Liberal arts higher education has a critical part in laying a foundation for future community employees.  Our part is still an important one.  “Do we claim of the mason, who has laid the foundation of a house, that he has done nothing to purpose; that he has not finished the building; that the product of his labor is not habitable; and that therefore, there is nothing practical in what he has done” Yale College part 1, 1828, p. 10)?  The classics are still a major part of liberal arts higher education.  “It is on the same general grounds, that the use and necessity of classical literature in a liberal education may be defended.  That this study occupies, at the present time, an important place among literary pursuits, both in Europe and America, will not be de denied” (Yale College part 2, 1828, p. 4).  Liberal education is dedicated to producing graduates that are capable of taking theories and implementing them practically into their chosen vocation.  “Of what use are all the sublime discoveries which have immortalized the names of Newton, Archimedes, and others; if the principles which they have unfolded, are never to be taught to those who can reduce them to practice” (Yale College part 1, 1828, p. 10).  Our candidates still have options in their later years but only after they have mastered the required core courses.  “When a class have become familiar with the common elements of the several sciences, then is the proper time for them to divide off to their favorite studies” (Yale College part 1, 1828, p. 12).  Liberal arts education is not equivalent to vocational training.  “A liberal, is obviously distinct from a professional, education” (Yale College part 2, 1828, p. 1).  There are many aspects that distinct liberal education and professional training.  “The former is conversant with those topics,  an acquaintance with which is necessary or convenient, in any situation of life, the latter, with those which qualify the individual for a particular station, business or employment” (Yale College part 2, 1828, p. 1).  We feel that a candidate cannot be properly trained until the foundational training has occurred.  “A liberal education is fitted to occupy the mind, while its powers are opening and enlarging; a professional education requires an understanding already cultivated by study, and prepared by exercise for methodical and persevering efforts” (Yale College part 2, 1828, p. 2).  To graduate with a liberal education one must have a broad and deep experience that includes the classics and prepares many for multiple professions. 

References:

Yale College (1828). The Yale Report of 1828, Part I. New Haven, CT: Hezekiah Howe. Retrieved December 5, 2004, from http://www.collegiateway.org/reading/yale-report-1828/.

Yale College (1828). The Yale Report of 1828, Part II. New Haven, CT: Hezekiah Howe. Retrieved December 5, 2004, from http://www.collegiateway.org/reading/yale-report-1828/curriculum.html.

Nathan Herzog

HANDY LITTLE CHART
God has a positive answer

Here is a student testimonial regarding the Teacher Education Department at William Jessup University. 

     “I have been so used to Professors not being personable (and not desiring to be) in my secular education, that I was just assuming the same in this situation without stopping to think. Thank you for being so available to us to help us succeed in this goal of teaching.

      I am really just shocked at how wonderful and enjoyable it is to be in a class where academics are being discussed, but the Lord is being shared openly as well. What a privilege I feel to be blessed with this new experience-especially in this hard season of my life.

      I am blessed to feel so covered with care by my professors and fellow students-I know it is a blessing from God because all good things come from Him.”

Earn your Teaching Credential at WJU and you can have a similar experience. 

Nathan Herzog

Do you want FREE help in your classroom? 

William Jessup University’s Credential with Character program has several potential teachers that are required to serve in K-12 schools.  The three types of candidates at William Jessup University that may be entering your doors are:  the Observational Candidate, the Assisting Candidate, and The Student Teacher. 

The observational candidate is an entry level student in our program.  At William Jessup University we believe that the student should be placed in their potential working environment as soon as possible.  This candidate is required to observe a total of thirty hours in a variety of classrooms.  This fieldwork experience helps the candidate discern what avenue of education they would like to pursue (special education, grade level, sheltered, Title 1, etc…). 

The assisting candidate is an experienced student in our program that has completed several courses.  At William Jessup University, we consider candidate assisting different from candidate observations.  Candidate assisting is where they actually begin assisting the teacher in day-to-day responsibilities.  Some of the things we would like for our teacher candidates to do, but not limited to, are: One-on-one student assisting, Planning lessons, Reflecting on lessons, Teaching lessons (if both are comfortable), Preparation of materials, Lead a small group activity (example: guided reading group), Leading story time…etc.  At this level it is our goal for our candidates to be engaged in the teaching process as much as possible.  The assisting candidates are not Student Teaching, they are assisting in the classroom. 

The Student Teacher is an experienced candidate that is a few months from certification.  They will be placed in a classroom for five weeks.  The university will send a representative to assist the master teacher in the proper procedures for completion of the course requirements.  The first week they are to observe and learn the procedures of the classroom.  The second week they are to take over one subject area for the remainder of the student teaching experience.  The third week they are to take on two subject areas for the remainder of the student teaching experience.  The fourth and fifth week they need to be “solo teaching” (operating the student teaching experience on their own) with minimal master teacher oversight. 

The Credentials with Character Program at William Jessup University would like to thank you for taking the time to provide your classroom as an extension of our campus for our teaching candidates.  We consider your classroom as a “working lab” where the candidates are able to put into practice all they have learned in the classroom.  If you would like to be involved in one or more of the three fieldwork experiences, please contact me. 

Sincerely,

Nathan Herzog

What does transformational leadership look like in higher education?

Ramsden (1998) believes that managers are agents that create order and effective leaders are catalysts that bring about change (p.110).  Both leaders and managers are necessary but for this particular situation we are going to discuss how leaders contribute to the transformational process of an organization.  Ramsden (1998) believes that effective leaders set direction through an agenda, align people and groups through a human network, and motivate in the execution of the agenda to bring about change (p.110).  An effective leader has the necessary attributes and responsibilities to carry out each of these vital steps to perfection. 

To successfully bring about change a leader must set direction through an agenda.  Lewis Carrol said, “If you don’t know where you are going, any road will get you there.”  Leaders need to be clear about where they are and where they are going.  Breen (2005, March) said, “Leaders can be wrong.  They can’t be confusing.”  A leader that is unclear can cause several different interpretations of the intended destination.  Clear direction is essential to bring about transformation in higher education. 

Change can only happen if people and groups are aligned properly to form a human network.  To properly align groups and people the leader must know how to communicate effectively and properly handle social situations.  Bolman (2003) states that, “Interpersonal skills and emotional intelligence are vital because…personal relationships are a central element of daily life in organizations” (p.168).  In forming groups the leader actually ensures that there is a better outcome due to the human network.  Gardner (1990) states, “The important thing is not that the leader cover all bases but that the team collectively do so” (p.150).  As long as the leader has “interpersonal skills,” “emotional intelligence,” and groups formed then change is not hindered. 

Motivation is vital to the implementation of the agenda to diffuse change throughout the constituents.  Motivation is a difficult subject in of itself.  Bolman (2003) suggests that a leader should challenge the process, inspire a shared vision, enable others to act, model the way, and encourage the heart (p.111).  I believe that these are good qualities that a leader should also encourage the constituents to partake of.  Through modeling these and allowing the constituents to also develop leadership qualities inspiration will cultivate. 

Transformational leadership cultivates change through a clear agenda, place people in effective groups, and inspire the constituents (Ramsden, 1998, p110).  These tasks can only be effectively completed by a leader that has a true understanding where he/she is going, interpersonal/emotional intelligence, and model proper leadership qualities. 

By Nathan Herzog

References:

Bolman, G., & Deal, T.  (2003). Reframing organizations: artistry, choice, and leadership.  San Francisco: Jossey-Bass.   

Breen, B. (2005, March). THE CLEAR LEADER. Fast Company, Retrieved July 24, 2007, from Business Source Premier database. 

Gardner, J. W. (1990). On leadership. New York: The Free Press

Ramsden, P. (1998). Learning to lead in higher education.  New York: Routledge. 

Do you know what a Teachers path looks like in California?

You may be thinking, “When will I be done with all of this teacher preparation stuff?” 

The journey begins with enrolling in a teacher preparation institution.  It may be a blended program where you can earn a Bachelor degree and your preliminary teaching credential in four years.  The program may also be a post-baccalaureate degree where you earn a teaching credential.  The majority of the students at William Jessup University are in our blended program although we do also have a post-baccalaureate program.  Since the induction of Assembly Bill 2210 all Teacher Preparation Institutions must administer a Preliminary Teaching Credential to their Candidates. 

Once you earn a Teaching Credential from an Institution of Higher Education then you may go find a teaching position where you are paid.  Once you get a full time job you are eligible to participate in an induction program.  Induction is typically a two year program that the district provides (no cost to you) and is commonly referred to as Beginning Teacher Support and Assessment (BTSA).  Upon completion of the induction program you will earn a Professional Clear Credential that is good for five years. 

All teachers that have their Professional Clear Credential in the state of California need to show the required number of Professional Growth hours as indicated on the credential. 

1.  California Preliminary Teaching Credential (2-4 years)

2.  Induction (2 years)

Then you earn your California Professional Clear Teaching Credential.  Every five years you will be required to register online to renew your credential. 

If you have any further questions you may refer to the California Commission on Teacher Credentialing website at www.ctc.ca.gov .   You are welcome to contact us at (916) 577-2280.  

Blessings,

Professor Nathan Herzog