Back to Top
  • COVID-19 Update: Remote Operations in Effect


    Until further notice, CSU Pueblo is serving our students and the public in a remote model.

Admission Information

Admission requirements are established to assure that students entering teacher education are prepared for success in education courses and field experiences. In addition, requirements are based on the CSU-PUEBLO Standards for Pre-service Teachers, and students are required to document success in mastering those standards throughout their career. At three points in the program, a formal evaluation of progress occurs: at admission to education, admission to student teaching, and at the completion of student teaching (program completion). At each point the student submits a portfolio of materials demonstrating proficiency on standards.

Students complete the admission to education process as they complete ED 301/560: Frameworks of Teaching. The entire process for gathering information and submitting it to faculty is completed during this course. Many (but not all) of the requirements of the course are directly linked to requirements for admission. Below are the steps to completing the process. A table describing each benchmark required for admission and the specific portfolio requirements and manner of evaluation is included in the appendices to the Teacher Education Handbook.

Six types of materials will be submitted with the portfolio: 1) transcripts and official documents demonstrating student performance in university classes, 2) materials developed in university classes which demonstrate proficiency on specific education standards, 3) Four recommendations: three on-campus, one must be from content/major area, one must be from education area, and one from another on-campus professor; one off-campus must be from field experience teacher and is computed at the end of the semester, 4) materials used in field experiences and videos of teaching, 5) personal reflections and summaries about progress, and 6) results of formal tests.

The following are requirements that must be met to be admitted to teacher education. No exceptions can occur to these requirements:

  1. Cumulative grade point of 2.600 or greater. Maintaining 2.600 while enrolled in program.
  2. Completion of ENG 101 and 102 with grades of C or better.
  3. For students pursuing secondary or K-12 licensure, completion of math course required by major field with a grade of C or better. For students pursuing elementary or early childhood education, admission can happen by either:  completion of MATH 109 with a B- or better or completion of two of the following courses with a C or better: MATH 109, 156, 360, 361. The Associate Dean will evaluate transfer courses for admission purposes.
  4. Completion of COMR 103 with a grade of B- or better, or, with a grade of C, satisfactory completion of an oral proficiency test.
  5. Completion of ED 301/560 with a grade of C or better.
  6. Submission of a CBI Background Check (
  7. Completion of the Measure of Academic Proficiency and Progress (MAPP) test/ETS Proficiency Profile.

All portfolios will be submitted electronically. The chart below lists the materials that should be submitted electronically and those materials that should be submitted in paper in a binder.

What is a Portfolio?

A portfolio is simply a well-organized collection of items selected to demonstrate a student’s expertise, experiences, and talents as a teacher. It also includes reflections on the contents, helping evaluate his/her teaching proficiency and guide future learning efforts. As students plan their portfolios, they should remember that the reviewer will be using the materials included to evaluate what they know about teaching, what they can do as a beginning teacher, and whether they will continue to learn and develop as a teacher. A great many items are not needed to demonstrate proficiency. Items should be chosen carefully, avoiding redundant materials. All items selected should indeed demonstrate the specific standards for which they have been chosen.

Steps in Completing the Process

Information on how to complete the application process occurs in ED 301/560. The purpose of the portfolio in this process is to allow students to demonstrate beginning proficiency on important teaching standards and benchmarks. Students will build upon this portfolio throughout their program, submitting it again at admission to student teaching and at program completion. Important steps in completing the portfolio include:

  •  Understanding the Portfolio Requirements. Read the Teacher Handbook carefully and ask questions when information is unclear.
  • Gathering Materials for the Portfolio. Begin to gather some materials immediately (e.g., those materials from classes completed in earlier semesters). Others will be accomplished later in the semester as you complete required Education courses. If materials completed in an earlier class are submitted (e.g., a philosophy of education paper), use faculty feedback to improve content and appearance. Keep electronic copies of your papers and other documents. An electronic file of a paper can be easily added into the electronic portfolio.
  •  Gaining Recommendations. Although some recommendations may need to wait until later in the semester  when faculty and teachers know you better, start early.
  •  Organizing and Adding Materials As You Proceed. Do not wait until the week before the application is due – that’s too late to start the process.
  • Completing Reflections and Summaries. As sections of the portfolio are completed, compose the reflection for each area.
  • Submitting the Portfolio on Time. Portfolios are submitted in two parts. The exact date that portfolios are due will be posted outside the TEP Office, on the TEP web site, on the Blackboard site for ED 301/560, and will be announced in ED 301/560. Usually this will be the ninth and thirteenth weeks of class.

All students will be informed of admission in writing once all portfolios have been evaluated

Portfolio Requirements

A description of the portfolio requirements for each goal area is included in the Appendices to the Teacher Handbook. For the electronic portfolio, follow the template provided in ED 301/560. Please organize the paper materials in a small folder. 

Organization of the Paper Material

Check Sheet – with your name and demographic information

  1. Transcripts
  2. Faculty recommendations
  3. Advising forms
  4. Long-term planning form

Organization of the Electronic Portfolio 

The Teacher Education department has developed an online eportfolio. You will log directly into the portfolio and upload all required documents. The eportfolio lists all required materials.


For each goal area (8 in all) complete a one page reflective statement. This statement should include the following. A sample reflection is included in the Appendices to the Handbook.

  •  The standards being addressed in this section of the portfolio. List the standards and briefly explain the significant skills it covers.
  •  A brief explanation of how your experiences have shaped you to develop skills related to the standards. Give the reviewer insight into your point of view concerning this standard.
  •  A self-evaluation of your proficiency related to this standard. What are your strengths and weaknesses? Please review the documents you have submitted and evaluations and recommendations in completing this reflection.
  • A professional goal related to this standard that you have for the future.

Video Clip

The video clip of your teaching should be an edited 3-5 minute long digitized clip that demonstrates an aspect of your teaching that you wish to showcase that is also related to a specific teaching standard addressed in ED 301/560. With the video clip, you should attach a file with a statement explaining to the reviewer the aspect of teaching that you are demonstrating in this clip. Instructions on digitizing your clip can be found on the TEP web site.

Aerial shot of campus fountain

Campus Safety: Coronavirus (COVID-19)

We have a number of individuals working on a plan to ensure that we are prepared to take care of our students and employees in the event our campus is directly impacted by the coronavirus.

Teacher Education Program

Faculty and Staff

Back to Top