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| academics › department of education › |
Teacher Preparation Program
HANDBOOK
Quick Link:
Appendix (B) Handbook for Practicums
2007 - 2008
EDUCATION DEPARTMENT
SIOUX CITY, IOWA
ACKNOWLEDGEMENT
The Teacher Preparation Program
acknowledges
the contribution to the field of
education
in the Education
Department at Briar Cliff University
of
Sr. Virginia Meyerhofer
Field Supervisor
Sr. Margaret Mary Feldner
Chair of the Education Department
Dr. Leo Frommelt
Chair of the Education Department
Sr. Judith Vogel
Professor
Sr. Clotilde Weirich
Instructor
Their
excellence and dedication in the field of education lives on in the practice
of the students they prepared for service in the elementary and secondary
schools.
TABLE OF CONTENTS
Introduction .................................................................................................................................. 1
Briar Cliff University Mission, Identity, Values................................................................................... 2
Teacher Preparation Program Theme Statement, Values, Beliefs....................................................... 3
Teacher Preparation Program Mission, Philosophy, Proposed Goals.................................................. 4
Teacher Preparation Program Philosophy........................................................................................ 4
Admission to the Teacher Preparation
Program................................................................................
6
Declaration
of a Major
Admission
Transfer students
Endorsement Students
Readmission to Teacher Preparation Program
Admission to the
Internship..........................................................................................................
10
Placement Policy
Recommendation for Certification, Licensure
Notification of Teacher Education Policies...................................................................................... 12
General Education Requirement.................................................................................................... 13
Elementary Education Certification
Courses...................................................................................
14
General Education Course Requirements
Elementary
Education Content Courses
Professional Education Instructional Core
Field Experience
Secondary Education
Certification
Courses....................................................................................
17
General
Education Course Requirements
Professional Secondary Education Instruction Core
Required Supporting Courses
Secondary
Education Minor
Field Experiences
Teaching in the Catholic School System........................................................................................ 19
Endorsements ............................................................................................................................ 19
Advising...................................................................................................................................... 20
Attendance................................................................................................................................. 20
Late Work................................................................................................................................... 21
The Education Club .................................................................................................................... 21
Student Records......................................................................................................................... 21
Computer and Word Processing................................................................................................... 22
Academic Integrity ...................................................................................................................... 22
Student Development................................................................................................................... 22
Program
Planning........................................................................................................................
23
Four Year Educational Planner
Elementary Advising Checklist of Courses
K-12/Secondary Four Year Educational Planner
K-12/Secondary
Advising Checklist of Courses
Appendix (A) APA Style of Writing............................................................................................... 27
Appendix (B) Handbook for Practicums........................................................................................ 28
Appendix (C) Application for Licensure......................................................................................... 36
Appendix
(D) Professionalism......................................................................................................
37
Professionalism Form
Self-Disclosure Form
Lesson Plan Format
Summary of Visit for EDUC 01/02IR
Visitation Log
Practicum Evaluation Form
Appendix (E) Teacher Preparation Program Standards and Learning Outcomes............................... 43
Appendix (F)
Candidate and Program Curriculum Map....................
.............................................. 52
Appendix (G) Praxis II Information
.................................................
.............................................. 54
INTRODUCTION
This handbook has been prepared to assist education students with the requirements of the Teacher Preparation Program leading to licensure as elementary and secondary teachers.
In addition to the information in this handbook, the information in the Briar Cliff University Catalog applies to all education students.
It is required that all students pursuing licensure in elementary, middle and/or secondary teaching read the material in this handbook. In addition to the requirements of the program, the handbook outlines other information pertinent to a career in education. Much of this information is also found in the Briar Cliff University Catalog.
Students in the Teacher Preparation Program are to become knowledgeable about the program requirements and policies used in decision-making regarding admission, progression, graduation, and licensure.
Upon review of this handbook, students will be asked to sign a form acknowledging the review of this document. The signed form will be placed in the student's permanent file in the education department. It is the student's responsibility to become familiar with the contents of the handbook.
If changes in the handbook occur, they will be announced in an official posting on program bulletin boards, announced in classes, and sent via campus e-mail.
Statement of Purpose:
The purpose of the Teacher Preparation Program assessment plan is to protect the public from unqualified practitioners by determining whether the teachers assessed have demonstrated the essential competencies (knowledge and skills), as well as display the necessary dispositions, as defined in the standards of the Briar Cliff University Teacher Preparation Program. These competencies are necessary for safe and appropriate practice and certification in the state of Iowa.
1
BRIAR CLIFF UNIVERSITY
MISSION STATEMENT
Briar Cliff University is a community committed to higher education within a liberal arts and Catholic perspective. In the Franciscan tradition of service, caring and openness to all, Briar Cliff emphasizes quality education for its students, combining a broad intellectual background with career development. The University challenges its members to grow in self-awareness and in their relationships to others and to God.
Identity
Briar Cliff University is a vibrant living/learning community located on the rolling Loess Hills in Sioux City, Iowa. It is a coeducational, private university offering a strong, values-based, liberal arts education as well as quality career preparation. Its Catholic and Franciscan roots support peace making and service to others. It is a small, close-knit community offering students a safe and supportive environment. Respect for others is evidenced by the collegial relationships that characterize curricular and cocurricular life.
Values
Our Catholic
Franciscan identity
enhanced by the presence and sponsorship of the Dubuque
Franciscan Sisters and the
support of the Diocese of Sioux City
Our challenging
academic environment
which includes a liberal arts education, career preparation,
academic integrity and
academic freedom
Our focus on the
student
which promotes academic success and extra/cocurricular
experiences
Our culture of
service
to our constituents, to the Siouxland community and beyond
Our appreciation of diversity and our respect for each person
Our commitment to shared governance and collaborative decision making
Our innovative
response to change
which envisions a promising and confident future
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Conceptional Framework Theme Statement
of the Teacher Preparation Program
In the Franciscan tradition, Briar Cliff University education program prepares professional educators through community and service.
Values and Beliefs of Teacher Preparation Program
Franciscan tradition – an appreciation of diversity and respect for each person
Professionalism—a comprehensive preparation program emphasizing attitudes, dress, speech, writing, and academic excellence
Community—creating a climate that encourages dialogue and caring relationships, both within and beyond the classroom
Service—a reciprocal action, coupled with reflection, that empowers through experiences
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MISSION
The mission of the Teacher Preparation Program is to develop quality educators whose professional practice is informed by a strong liberal arts education, current research, and the Catholic/Franciscan tradition of the University.
The philosophy of the Teacher Preparation Program of Briar Cliff University flows from the Mission Statement of the University and the mission of the program. Components of this relationship are in the document submitted to the faculty for the Briar Cliff Education major (1991), and in the Institutional Report for the State of Iowa Department of Education (1991).
Serving traditional and non-traditional students from diverse backgrounds in the Catholic/Franciscan tradition of openness, caring, and service, students in the Teacher Preparation Program are prepared to be reflective practitioners through a variety of pre-service growth experiences. Those teaching in the Teacher Preparation Program emphasize subject area content, values education, research, and personal modeling of the various methodologies currently being used in the field. A portfolio approach to assessment is taught and modeled through the use of various reading, writing, speaking, listening, and hands-on activities.
Students learn to utilize various methodologies, collaborative learning, large and small group discussion, and to build professional relationships. Students are expected to observe, plan, and practice the necessary skills and competencies for becoming an effective teacher. The students become critical thinkers through diversity awareness education, analysis of curriculum materials and of issues affecting education today. They are expected to conduct research relevant to their classroom experience and to become skilled at incorporating technology into the school curriculum. Students in the Teacher Preparation Program are also expected to work for a just and equitable educational system.
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PURPOSE/GOALS OF THE TEACHER PREPARATION PROGRAM
The Teacher Preparation Program prepares students to be generalists in elementary education with specialization in a specific endorsement area(s). The program also prepares students to teach at the secondary level in specific endorsement areas. In addition, the program prepares students to teach in K-12 endorsement areas (Art, Music, and HPER).
The following goals of the Briar Cliff
University Teacher Preparation Program are to prepare students in
[Iowa Code 282-14.123(272)]
a. Student learning. The practitioner understands how students learn and develop, and provides learning opportunities that support intellectual, career, social and personal development.
b. Diverse learners. The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
c. Instructional planning. The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.
d. Instructional strategies. The practitioner understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
e. Learning environment/classroom management. The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
f. Communication. The practitioner uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
g. Assessment. The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the learner.
h. Foundations, reflection and professional development. The practitioner continually evaluates the effects of the practitioner’s choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
i. Collaboration, ethics and relationships. The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students’ learning and development.
j. Computer technology related to instruction.
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k. Completion of pre-student teaching field-based experiences.
l. Methods of teaching with an emphasis on the subject and grade level of endorsement desired.
m. Student teaching in the subject area and grade level of endorsement desired.
ADMISSION TO THE TEACHER PREPARATION PROGRAM
Students are expected to declare their major(s) between the third term of their first year and the third term of their second year at the University. When the Education major is declared, the student's first year advising records will be transferred to the education program. The student will then be assigned an Education advisor by the program Chair. Late application for a major and/or the number of majors, minors, endorsements, and concentration courses may result in an extended program to meet program requirements for State of Iowa teacher licensure.
Forms for the
declaration of a major are available through advisors and program chairs.
Admission to the Teacher Preparation Program
Acceptance into Briar Cliff University does not guarantee admission to the Teacher Preparation Program.
A student applies to the Teacher Preparation Program in EDUC 210. To enroll in 300- and 400-level courses in the professional core and/or in elementary content, students must be admitted to the Teacher Preparation Program. This includes EDUC 01IR and EDUC 02IR. (Effective spring term, 2007)
Iowa State Standards require that 10 hours of field experience be completed before acceptance into the Teacher Preparation Program and a minimum of 40 hours of field experience be completed after acceptance into the Program.
The Briar Cliff Teacher Education Committee determines the admission and retention standards for students entering the Teacher Preparation Program. The Teacher Education Committee has implemented the following standards for admission to the Program:
1) Assessment of writing
sample.
2) A cumulative grade point average (G.P.A.) of 2.5
.
3) A grade of "C" or better in an approved speech course and/or the
speech
competency of the major.
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4) A letter of nomination by an employer or a
Briar Cliff University faculty member other than Education faculty or an employer.
5) Passing
Scores: reading 173; writing 172; math 172
Official PPST test scores must be
received from ETS by the last day of the term
in order for a student to be able to enroll in EDUC 01IR or EDUC
02IR. (passed
March 9, 2006 by the Teacher Advisory committee)
6) Other appropriate assessments - i.e. math (standardized), reading
(standardized), speaking, writing (standardized), listening
assessment
(observation), and personal interview.
7) Demonstrate the personal characteristics necessary to teaching.
8) Sign a Self-disclosure Form. (See Appendix E.)
9) Teacher Education Advisory Committee recommendation of acceptance.
1) Registrar's evaluation of
transcript and acceptance by the university.
2) Declaration of major(s)
3) Application to department
4) Verification of field experience
5) Nomination form completed by faculty member, an employer,
preferably outside the Teacher Preparation Program
6) Review of handbook with signed receipt.
7) Completion of Self-disclosure Form
8) Formal acceptance by Teacher Education Advisory Committee.
For transfer
students who have already taken either the C-BASE or the CAAP
standardized test, the test results will be accepted for admittance into the
BCU Teacher Preparation Program providing they meet the following criteria:
-- C-BASE: Reading ≥ 235, Writing ≥ 235, Math ≥ 235
-- CAAP: Reading ≥ 60, Writing ≥ 62, Math ≥ 56
If one of the transfer student's scores on the C-BASE or the CAAP does not meet the required BCU cutoff scores, he/she may retake the test (C-BASE or CAAP). If none or one of the transfer student's scores on the C-BASE or the CAAP meet the BCU cutoff scores, he/she will be required to take the PPST.
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Endorsement students will need:
1) Acceptance of degree by the
University.
2) Application to program.
3) Verification of field
experience in a four year accredited Teacher Preparation Program.
4) Nomination form completed by faculty member, or an employer, preferably outside Teacher Preparation Program.
5) Review of handbook with signed receipt.
6) Completion of Self-disclosure Form.
7) Formal acceptance by Teacher Education Advisory Committee.
The student will be given a formal written notice of the committee's actions before the end of the term following the application. The committee actions will result in one of the following:
1) Acceptance - which is based on the student's meeting all the criteria for admission to the program. The student is required to maintain the established standards throughout the program.
2) Conditional acceptance - which is granted to a student who has not met one of the criteria satisfactorily. Such acceptance is granted for only one term following the committee's action. Failure on the student's part to remove the deficiency within this allotted time results in the student's automatic rejection from the program.
Rejection of an application results in a termination of the student from the Teacher Preparation Program. If at a later date, the student meets minimal criteria for admission to the program, s/he may reapply for admission.
The Teacher Education Advisory Committee acts upon the reapplication.
3) Rejection - Failure on the student's part to remove a deficiency within this allotted time results in the student's automatic rejection from the program and termination of the student in the Teacher Preparation Program. If at a later date the student meets minimal criteria for admission to the program, she/he may make reapplication for admission. Students rejected for acceptance into the Teacher Preparation Program will receive written notification. An appeals procedure is explained in the catalog.
8
READMISSION OF
PROBATIONAL STUDENTS
TO THE TEACHER PREPARATION PROGRAM
Students who are accepted into the Teacher Preparation Program conditionally are normally required to meet the acceptance standards within one term of the Teacher Education Advisory Committee recommendation for conditional acceptance. An exception would be when the required course is not offered/taught within the term time limit.
Students who have been accepted into the program but fail to maintain the acceptance standards, such as a 2.5 grade point average, will be placed on probation.
In order to be readmitted into the Teacher Preparation Program, a student must:
1. present a
formal letter to the Chair of the program requesting readmission to the Teacher Preparation Program.
2. show evidence of the
successful completion of, or changes in, the areas considered deficient.
The Chair will present this request to the Education program faculty who will recommend the action to be taken.
The Teacher Preparation Program faculty will meet with the student to
discuss the action. If the faculty recommendation is to readmit the student
to the Teacher Preparation Program, the student will be expected to present
to the faculty a plan for the continued remediation of the deficiency and
continued work toward successful completion of the program.
GRADES
Beginning with the 2005-2007catalog, students enrolled in the TPP catalog must earn a grade of "C" or better in every course identified in the major." (BIOL, PHYS, PSYC, SOCY/PSCI, MATH, HIST, EDUC)
9
Applications for the internship are to be submitted to the Teacher Preparation Program no later than November 15 of the academic year preceding the year in which the internship is to be undertaken.
For double majors this application requires the signature of the Chair of the student's major area of study. (A discipline major is required by Briar Cliff for secondary certification.) The signature of the Chair of the Teacher Education Committee is given after the approval of the major department chair and a verification of prerequisite requirements by the Chair of the Teacher Preparation Program.
The Teacher Education Advisory Committee has implemented the following for admission to the internship:
1) Cumulative
G.P.A. of 2.5 in major academic area(s),
2) An understanding of and
personal characteristics necessary to teaching.
3) Previous acceptance into the
Teacher Preparation Program,
4) Satisfactory completion of the
pre-internship program course work, a minimum of 50 hours field observation, and the experiences documented in
logs, narratives,
and signatures.
State Standards
require a minimum of 40 hours to be completed after acceptance into the Teacher Preparation
Program.
5) Required signatures showing
approval by:
(1) Chair of the
major area of study
(2) Chair of the Teacher Preparation Program
6) Two letters of recommendation for internship from faculty members
outside the Teacher Preparation Program.
Any student who fails to maintain the standards on which s/he was accepted may be rejected from the Teacher Preparation Program. Transfer students and students who make late decisions to enter the Teacher Preparation Program are subjected to the same screening procedures and are required to meet the same requirements as regular students.
10
PLACEMENT POLICY
Interns are placed in schools located within a 30 mile radius of Briar
Cliff University campus.
Interns are
normally placed in a school in which s/he has not been enrolled.
Interns are
placed by the Education Department in consultation with other members of the
program, and the administrators within the school systems. Interns may
not solicit a placement for themselves.
After having
been accepted into the internship and prior to the start of the internship,
the students will take part in a workshop and be given an Intern Handbook
which details the expectations for the internship. [Iowa Code 281-79.13
(9)]
During the internship, the student is expected to complete the hours required of a teacher under contract by the school district. If a student participates in other activities, e.g. sports, work, additional course work, travel, workshops, conventions, the Chair of the Teacher Preparation Program must be informed. The advisability of undertaking the internship in such circumstances will be reviewed and a determination will be made by the Teacher Preparation Program chairperson in consultation with the program faculty.
RECOMMENDATION FOR
CERTIFICATION
AND LICENSURE
Upon completion of the Teacher Preparation Program and prior to recommendation for licensure, the Education Program Chair reviews the student's records to determine:
1) satisfactory completion of the teacher preparation
sequence,
2) approval of the program chair(s) for licensure.
The Chair of the Teacher Preparation Program in conference with the student will verify:
1) satisfactory completion of the professional sequence,
2) satisfactory completion of any teaching endorsement
requirements established by the university,
3) satisfactory completion of all degree requirements,
4) satisfactory completion of Praxis II
5)
reasonable
probability of success in an initial teaching assignment based on the student's performance during the internship.
A copy of the form for Application for Licensure is in Appendix D.
NOTE: line 11 relative to felony conviction
11
NOTIFICATION OF POLICIES
The policies for admission and retention in the Teacher Preparation Program are clearly defined:
1) in the Briar Cliff catalog;
2) as posted on the bulletin board outside the Chair’s office
3) through verbal notification of the policies in EDUC 210
Educational Foundations;
During EDUC 210 the students are given this handbook. The receipt of the handbook is documented in the student's file, and the student is responsible for compliance with the standards of this document.
Students are expected to assume responsibility for their progress through the program, and are orally reminded of the process in advising meetings.
12
[INTASC: Principle 1]
[Iowa Code 281-79.14(1)d] Teacher candidates shall acquire a core of liberal arts knowledge including but not limited to mathematics, natural sciences, social sciences, and humanities.
While the major field is an important dimension of the academic program, the courses which students select outside their majors are also important in developing intellectual capacities which are critically needed in a complex world. The knowledge and competencies identified by the University as essential qualities of every Briar Cliff graduate are structured as requirement in each of seven general education "foundation" areas.
General Education at Briar Cliff University has three components in the liberal arts. These components are foundations, competencies, and service.
The General Education components for Elementary and Secondary Education
include:
(See catalog under which you are
graduating.)
I.
Foundation
Aesthetic
Empirical
Formal Thinking
Historical Consciousness
Integrative
Multicultural
Religious and Ethical
II. Competencies
III. Service
13
ELEMENTARY EDUCATION CERTIFICATION COURSES
The General Education courses required for elementary education majors are:
LIBA 100
and LIBA 410
(if a transfer, choose one of LIBA 100 or LIBA
400/410)
Aesthetic Foundation (a choice of two)
Empirical
Foundation -
Physical and Life Sciences BIOL 111 and PHYS 116
Behavioral Sciences - PSYC 110
Multicultural Foundation -
SOCY 240 or PSCI 224
Formal
Thinking-
MATH 117 (and assessment)
Historical
Consciousness - (choice of one from)
HIST 231, HIST 232, or PSCI 101
Religious Foundation - choice of one
Ethical Foundation - choice of one
Elementary Education Content Courses:
IOWA STANDARDS AND INTASC Principle
EDEL 335 - Teaching Elementary Mathematics
PHYS 216 - Science for the Elementary Classroom
EDEL 241 - Children's Literature
EDEL 342 - Teaching Elementary Social Studies
EDEL 461 - Teaching Elementary Language Arts
EDEL 466 - Reading in the Elementary School
14
Choose two from:
HPER 214 - Physical Education for the Elementary School
ART 332 - Art for the Elementary Classroom
MUSC 335 - Music for the Elementary Classroom
Professional Elementary Education Instruction Core:
[Iowa Code 282-14.123(4)]
EDUC 210 - Educational Foundations (prerequisite for all EDUC courses)
EDUC 03 IR - Computer/Media completed before or concurrent with EDUC 250
EDUC
250 - Management and Instruction
EDUC 280 - Developmental Psychology
EDUC 318 - Educational Psychology
EDUC 330 - Educational Measurement and Evaluation
EDUC 270 - Teaching Students With Disabilities
EDUC
410 - Elementary Pre-professional Internship (12 weeks)
EDUC 412 - K-12 Pre-professional Internship (Art, Music,
HPER, Spanish)
EDUC 450 - Multicultural Nonsexist Education
EDUC
IRs: - 01, 02, concurrent with EDUC 250 and EDUC 318
must be completed before
internship
EDUC IRs - include research and research writing in:
03 – Computer/media
04 - Curriculum Organization and Development
15
05 or 300 - Understanding the purposes, administrative organization, and operation of the total education program of the school.
06 or 400- Professional ethics, legal responsibilities, and issues in education.
08 - Classroom Management (elective)
The professional
education core includes completion of a thirty-semester hour teaching major
which must minimally include the requirements for at least one of the 24
hour endorsements. (See catalog on endorsements and this handbook in regard
to endorsements.)
[Iowa Code 282-14.123(5)]
There is a continuing concern in education over the safety of the children in our schools. When applying for a teaching license, all prospective teachers must submit to an extensive background check (state and FBI). Pre-service teachers in the Briar Cliff University Teacher Preparation Program must fill out a Self-disclosure Form prior to beginning their practicums in the schools as part of the process of protecting children in our schools.
Each student will have to provide documentation of a variety of experiences for a minimum of 60 hours, divided between two or more different grade levels, schools, and teachers, at least 50 of which are completed after acceptance into the Teacher Preparation Program.
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SECONDARY EDUCATION CERTIFICATION COURSES
General Education requirements for a secondary teaching endorsement include:
A MAJOR in an academic discipline is required for all students seeking secondary teaching certification.
LIBA 100 and LIBA 410 (if a transfer, choose one from LIBA 100 or 400)
Aesthetic Foundation (a choice of two)
Empirical Foundation-
Physical Science
Life Science
Behavioral Science - PSYC 110
Multicultural Foundation - PSCI 224 or SOCY 240
Formal Thinking - one non-developmental math course (MATH 105 or higher)
Historical Consciousness - (choice of one)
HIST 231, HIST 232, or PSCI 101
Religious Foundation - choice of one
Ethical Foundation - choice of one
Professional Education Instruction Core [IA 282-14.123(4)]:
EDUC 210 - Educational Foundations (prerequisite for all EDUC courses)
EDUC 03 IR - Computer/Media, completed before or concurrent with EDUC 250
EDUC 250 - Management and Instruction
EDUC 280 - Developmental Psychology
EDUC 318 - Educational Psychology
EDUC 330 - Educational Measurement and Evaluation
EDUC 270 - Teaching Students with Disabilities
17
EDUC 412 - K-12 Pre-professional Internship (Art, Music, HPER, Spanish)
EDUC 415 - Pre-professional Internship - 12 weeks
EDUC 450 - Multicultural Nonsexist Education
EDUC IRs: - 01, 02 concurrent with EDUC 250 and EDUC 318
must be completed before internship.
- 04 Curriculum Organization and Development
EDSE 07 IR - Reading in the Content Area
- Specific Methods from Art, HPER,
or Music may
be substituted for EDSE 07
IR
XXXX 440 - Specific Methods for Academic Disciplines
Students must meet endorsement requirements.
There is a continuing concern in education over the safety of the children in our schools. When applying for a teaching license, all prospective teachers must submit to an extensive background check (state and FBI). Pre-service teachers in the Briar Cliff University Teacher Preparation Program must fill out a Self-disclosure form prior to beginning their practicums in the schools as part of the process of protecting children in our schools.
Each student will have to provide documentation of a variety of experiences for a minimum of 60 hours divided between two or more different grade levels, schools, and teachers, at least 50 of which are completed after acceptance into the Teacher Preparation Program.
Fifteen hours of field experience will be required in conjunction with EDUC 210 Educational Foundations which is a prerequisite for all EDUC courses. Twenty-five hours of field experience (EDUC 01 IR) is taken concurrently with EDUC 250 General Methods. Twenty-five hours of field experience is taken concurrently with EDUC 318 Educational Psychology. (See Appendix B) Additional field experiences will be assigned.
18
Teaching in the Catholic School System
Briar Cliff University has entered into an agreement with the Diocese of Sioux City to offer preferential hiring to students completing the Teacher Preparation Program who have taken THEO 103 Old Testament or THEO 104 New Testament, THEO 204 Christian Morality, THEO 206 Sacramental Life, and the EDUC 300 and EDUC 400 courses.
Elementary Education majors must complete a discipline specific concentration which meets Briar Cliff University and/or State Department of Education endorsement requirements. Each endorsement consists of 24 semester hours in a single discipline or a formal interdisciplinary program plus a methods course in the specific area. Endorsements differ from majors or minors in that the 24 semester hours may include courses which fulfill other institutional requirements.
Endorsements offered by Briar Cliff University are:
Art K -
6
Athletic Coach K – 12
Elementary Teacher K – 6
English/Lang.
Arts K – 6
English
7 - 12
Mathematics K - 6
Mathematics 7 – 12
Middle
School 6 – 8
Music K – 6
Music 7 – 12
Physical Education K
– 6
Physical Education 7
– 12
Reading K – 6
Spanish K – 6
Spanish 7 - 12
Science
Biological 7 – 12
Chemistry 7 - 12
Social Science
American
Government 7 – 12
American
History
7 – 12
Economics
7 – 12
History
7 – 12
Psychology
7 – 12
Social
Studies K
– 6
Sociology
7 – 12
World
History
7 - 12
19
ADVISING
After declaring an Education major, the student's records will be transferred from the first year advisor to the Chair of the Teacher Preparation Program. The Chair of the program will assign a faculty advisor.
Advising lists will be maintained in the program chair's office. About a week prior to registration for the next term, a schedule of times for advising will be posted by each advisor. Students are expected to sign the schedule for an advising appointment.
Prior to the advising appointment, the Teacher Preparation Program faculty recommend decision-making steps that require the student to:
1) check grade
point average,
2) know requirements still
needing to be fulfilled,
(see p.5)
3) evaluate long-term educational
program
planning, adjust the plan as needed to fulfill
requirements,
4) review catalog and class schedule, prepare at least one class
schedule and
an alternative schedule.
Although the student has an advisor in the Teacher Preparation Program, the student is a person preparing for a career in educational decision-making; therefore, the student is expected to take responsibility for his/her educational planning. The advisor will guide the student's progress.
Students in secondary education must have an advisor in the Education Department as well as an advisor in their secondary major.
Attendance and participation in all classes is an expectation of students in the Teacher Preparation Program. If an absence is necessary, the student should make every effort to inform the instructor. Excused and unexcused absences may involve the lowering of a grade. The student is responsible for the material covered in the missed class. A pattern of absence may be an indication that the student lacks an understanding of the importance of coursework and a general lack of understanding of the importance of education. This would place the student's choice of a career as a professional educator in doubt. Continued absence because of health may indicate that the student does not have the physical stamina demanded of a teacher.
20
LATE WORK
As a person preparing to be a professional educator, the student must realize the importance of assigned work being completed within the time expectations of the class. The professional educator is expected to complete planning, grades, and scheduled duties on time.
The education student's work is expected to be turned in at the appropriate time. Exceptions are to be negotiated with the instructor. Consistent late work may involve not only the lowering of a grade, but a questioning of the student's ability to perform as a professional educator with responsibilities to students and administration.
APPEALING
GRADES AND OTHER ACADEMIC MATTERS
(NOT PERTAINING TO THE ACADEMIC INTEGRITY ISSUES)
See Briar Cliff University Catalog 2005-2007 page 42
THE EDUCATION CLUB
Professionals belong to professional organizations in order to challenge and stimulate their growth as professionals, to network with other professionals, and to participate in the future development of the profession. To this end, Briar Cliff University offers the Education Club as an umbrella student organization for the Iowa State Education Association - Student Organization.
The Education Club offers the opportunity for pre-service growth in the field of education. In participating in the Iowa State Education Association - Student Organization (ISEA), leadership opportunities are offered to students. The ISEA also provides publications, insurance, and workshops for student membership.
Teacher preparation students belong to the Education Club but also are encouraged to participate in campus activities and programs that will enrich them as members of the teaching profession. Such activities might include: Briar Cliff Cares, Cliff Singers, tutoring, Student Government Association, The Cliff News, etc.
Permanent files are maintained in the department of the Teacher Preparation Program. These files are a record of the student's progress through the Teacher Preparation Program. Included in these files are: transcripts of credits; advising records; correspondence such as a copy of the letter of acceptance into the department; documentation of fieldwork; evaluations connected with practicums and the internship; sources of evidence of successful completion of the program.
21
All papers submitted in the Teacher Preparation Program should be edited for proper use of standard English, using a word processing package, and APA style of writing (sample in Appendix A). Writing assessment is a continuous process in the Teacher Preparation Program.
The computer center provides computing resources to the campus for students, faculty, and administration. A campus-wide network of computers offers a variety of word processing, spreadsheet, database, and desktop publishing software packages. Students may be assisted with network operation and printing at the computer center.
Briar Cliff University, as "a community within the Catholic and Franciscan tradition," strives to create an environment where the dignity of each person is recognized. Accordingly, integrity in relationships and work is supported and rewarded, and honesty in academic matters is expected of all students. Actions which are contrary to the spirit of academic integrity will not be tolerated. The complete academic integrity statement is on file in the office of the Academic Dean and is printed in the Student Handbook.
STUDENT DEVELOPMENT
Opportunities for student development are found in the Student Handbook.
Campus Ministry
Briar Cliff Cares
Counseling Services
Career Planning and Placement
Health Services
Intercollegiate Athletics and Recreational Sports
Student Activities
Student Organizations
For details, see Student Handbook
22
ELEMENTARY FOUR YEAR EDUCATIONAL PLANNER
PRIVATE
YEAR TERM I TERM II TERM III TERM IV
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DECLARE MAJOR |
Take PPST ® |
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APPLY FOR TEACHER EDUCATION PROGRAM |
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APPLY FOR INTERNSHIP |
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APPLY FOR |
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23
BRIAR CLIFF UNIVERSITY
EDUCATION DEPARTMENT
(Catalog 2005-2007)
REQUIREMENTS FOR ELEMENTARY EDUCATION MAJOR
ALL COLLEGE REQUIREMENTS: GENERAL EDUCATION
Term Grade Course Credit Foundation
_____ _____ LIBA 100 _____ Integrative Foundation
_____ _____ LIBA 400/410 _____ Integrative Foundation (if entering as a sophomore)
_____ _____ ________ _____ Aesthetic Foundation
_____ _____ ________ _____ Aesthetic Foundation
_____ _____ PHYS 116 _____ Physical Science/Empirical Foundation
_____ _____ BIOL 111 _____ Life Science/Empirical Foundation
_____ _____ PSYC 110 _____ Behavioral Science/Empirical Foundation
_____ _____ SOCY 240/PSCI 224 _____ Multicultural Foundation
_____ _____ MATH 117 _____ Formal Thinking- a math class (MATH 111 or higher)
_____ _____ HIST 231 _____ Historical Consciousness Foundation (or HIST 232 or PSCI 101)
_____ _____ ________ _____ Religious Foundation
_____ _____ ________ _____ Ethical Foundation
_____ _____ ________ _____ Language
_____ _____ ________ _____ Language
ELECTIVES
Term Grade Course Credit Term Grade Course Credit
_____ _____ ____________ _____ _____ _____ ____________ _____
_____ _____ _____________ _____ _____ _____ ____________ _____
_____ _____ _____________ _____ _____ _____ ____________ _____
Required Professional Education Instruction Core: (10 term courses / 31 credits 6 IRs / 6 credits)
Term Grade Course Term Grade Course
____ ____ EDUC 210 Educational Foundations _____ ____ EDUC 03 IR Computer/Media
____ ____ EDUC 250 Man. & Inst.…concurrently… ____ _____ EDUC 01 IR Practicum I
____ ____ EDUC 270 Teaching Students with Disabilities
____ ____ EDUC 280 Developmental Psychology
____ ____ EDUC 318 Ed. Psych. …concurrently… _____ ____ EDUC 02 IR Practicum II
____ ____ EDUC 330 Ed. Meas. & Evaluation _____ ____ EDUC 04 IR Curriculum Issues
____ ____ EDUC 410 Student Teaching _____ ____ EDUC 05 IR Struct & Gov or EDUC 300 Fndt. of Cath Sch
____ ____ EDUC 450 Multicultural Nonsexist Educ _____ ____ EDUC 06 IR Prof or EDUC 400 Mini of Cath Sch. Tchr
Elementary Content: (8 term courses / 24 credits)
Term Grade Course Term Grade Course
____ ____ EDEL 335 Teaching Elem. Mathamatics *Pick two from HPER 214, ART 332, and MUSC 335
____ ____ EDEL 216 Teaching Elem. Science ____ ____ HPER 214* P E. Activities for Elem. Sch
____ ____ EDEL 241 Children’s Literature ____ ____ ART 332* Methods of Teaching Elem. Art
____ ____ EDEL 342 Teaching Elem. Soc. Studies ____ ____ MUSC 335* Music for ElemTeacher (or MUSC 345)
____ ____ EDEL 461 Teaching Elem. Language Arts ____ ____ MUSC 100p (Prerequisite for MUSC 335)
____ ____ EDEL 466 Elem. Rdg. and Content Area Instruction
Discipline Specific Concentration for Endorsement: 24-30 hours (See endorsement exhibits for specific course requirements)
Term Grade Course Term Grade Course Term Grade Course
____ ____ ________ ____ ____ ________ _____ ____ ________
____ ____ ________ ____ ____ ________ _____ ____ ________
____ ____ ________ ____ ____ ________ _____ ____ ________
____ ____ ________ ____ ____ ________ _____ ____ ________
Students are required to complete Briar Cliff University math, writing, and reading assessments.
Teaching in the Catholic School System
In addition to EDUC 300 and EDUC 400 listed above, students are required to complete one course in each of the areas of scripture, sacraments, and morality.
GPA_________ (2.5 minimum is required) (No grade lower than a C is accepted in courses for the Elementary
Education Major.)
Total Credits: _____ General Education
_____ Electives
_____ Professional Core
_____ Elementary Content
_____ Endorsement
Total =
_____ (must have at least 124 semester hours of credit)
Revised Fall, 2006
24
SECONDARY FOUR YEAR EDUCATIONAL PLANNER
PRIVATE
YEAR TERM I TERM II TERM III TERM IV
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DECLARE MAJOR |
Take PPST ®
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APPLY FOR TEACHER |
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APPLY FOR INTERNSHIP
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APPLY FOR TEACHING LICENSE |
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25
BRIAR CLIFF UNIVERSITY
EDUCATION DEPARTMENT
(Catalog 2005-2007)
REQUIREMENTS FOR K-12 and SECONDARY EDUCATION MAJOR
ALL COLLEGE REQUIREMENTS : GENERAL EDUCATION
Term Grade Course Credit Foundation
________ ________ LIBA 100 ________ Integrative Foundation
________ ________ LIBA 400/410 ________ Integrative Foundation
________ ________ ___________ ________ Aesthetic Foundation
________ ________ ___________ ________ Aesthetic Foundation
________ ________ ___________ ________ Physical Science/ Empirical Foundation
________ ________ ________ _____ Life Science/Empirical Foundation
________ ________ PSYC 110 ________ Behavioral Science/ Empirical Foundation
________ ________ SOCY 240/PSCI 224 ________ Multicultural Foundation
________ ________ _____________ _______ Formal Thinking –A math class (MATH 105 or higher)
________ ________ HIST 231
________ Historical Consciousness Foundation (or HIST
232 or
PSCI 101)
________ ________ _____________ ________ Religious Foundation
________ ________ _____________ ________ Ethical Foundation
________ ________ ____________ ________ Language
________ _______ _____________ ________ Language
Required Supporting Courses: (Prerequisites) In addition to the above
Term Grade Course Credit
________ ________ EDSE 07 IR ________
________ ________ XXXX 440 ________
Required Professional Education Instruction Core (10 term courses / 31 credits 4 IRs / 4 credits)
Term Grade Course Term Grade Course
____ ____ EDUC 210 Educational Foundations _____ ____ EDUC 03 IR Computer/Media
____ ____ EDUC 250 Man. & Instr.…concurrently… ____ _____ EDUC 01 IR Practicum I
____ ____ EDUC 270 Teaching Students with Disabilities
____ ____ EDUC 280 Developmental Psychology
____ ____ EDUC 318 Ed. Psych. …concurrently… _____ ____ EDUC 02 IR Practicum II
____ ____ EDUC 330 Ed. Meas. & Evaluation _____ ____ EDUC 04 IR Curriculum Issues
____ ____ EDUC 410/415 Student Teaching
____ ____ EDUC 450 Multicultural Nonsexist Educ
Major Content:________________________________________________(area)
A major in an academic discipline is required for all students seeking secondary teaching certification.
Term Grade Course Term Grade Course Term Grade Course
___ ___ ________ ___ ___ ________ ___ ___ ________
___ ___ ________ ___ ___ ________ ___ ___ _______
___ ___ ________ ___ ___ ________ ___ ___ ________
___ ___ ________ ___ ___ ________ ___ ___ ________
___ ___ ________ ___ ___ ________ ___ ___ ________
Math Assessment: Writing Assessment: Reading Assessment:
Term Grade Course Term Grade Course Term Grade Course
___ ___ __1A______ ___ ___ ________ ___ ___ ________
___ ___ __2A______ ___ ___ ________ ___ ___ ________
___ ___ __3A______
GPA_______ ( 2.5 minimum is required) (No grade lower than a C is accepted in courses for the
Secondary Education Major.)
Total Credits: _____ General Education
_____ Electives
_____ Professional Core
_____ Elementary Content
_____ Endorsement
Total = _____ (must have at least 124 semester hours of credit)
Revised Fall, 2006
26
APPENDIX A
APA Style of Writing
APA STYLE OF WRITING
Only papers written in the American Psychological Association (APA) style of writing for parenthetical citations and references will be accepted by the Education Department at Briar Cliff University. This is a standard style used in the professional journals in the field of education.
The Publication Manual of the American Psychological Association is available at the Briar Cliff University Bookstore.
The following example models the APA style of reference for this book.
Publication Manual
of the American Psychological Association.
(5th ed.). (2001).
Washington, DC: American Psychological
Association.
27
APPENDIX B
BRIAR CLIFF UNIVERSITY
EDUCATION DEPARTMENT
Table of Contents
Introduction..............................................................................................................
29
Field
Experience.......................................................................................................29
15-Hour
Practicum...................................................................................................29
Duties of Student for the 10-Hour
Practicum......................................................30
15-Hour Practicum Observation Guidelines.......................................................30
Duties of Field Supervisor in EDUC
210..............................................................31
25 Hour Practicum
Experience...............................................................................31
EDUC
01IR...............................................................................................................
32
EDUC
02IR..............................................................................................................
32
Duties of Students in the Practicum EDUC 01 / 02.............................................32
Duties of the
Supervisor...........................................................................................33
Expectations of the Cooperating
Teacher.............................................................33
Observation
Checklist..............................................................................................
34
Calling the School for Observation and Time
Guidelines.................................35
Disclosure Statement...............................................................................................40
Lesson Plan Format................................................................................................. 41
Summary of Visit...................................................................................................... 42
Visitation form (Log Sheet).......................................................................................43
Practicum Evaluation................................................................................................ 44
28
INTRODUCTION.
These field-based experiences are planned, supervised, and evaluated activities, arranged for the prospective teachers by the personnel of the Teacher Preparation Program. They take place in elementary and secondary settings, in both public and non-public schools, and are an integral part of the Teacher Preparation Program. Iowa Code 79.13(1)
Candidates admitted to a teacher preparation program shall participate in field experiences including both observation and participation in teaching activities in a variety of school settings and totaling at least 50 hours duration, with at least 10 hours to occur prior to acceptance into the program and at least 40 hours after acceptance.
FIELD EXPERIENCES
There is a continuing concern in education over the safety of the children in our schools. When applying for a teaching license, all prospective teachers must submit to an extensive background check (state and FBI). Pre-service teachers in the Briar Cliff University Teacher Preparation Program must fill out a Self-disclosure Form prior to beginning their practicums in the schools as part of the process of protecting children in our schools.
Each student will have to provide documentation of a variety of experiences for a minimum of 60 hours, divided between two or more different grade levels, schools, and teachers, at least 50 of which are completed after acceptance into the Teacher Preparation Program.
Fifteen
hours of field experience will be required in conjunction with EDUC 210
Educational Foundations, which is prerequisite for all EDUC courses. Twenty-five
hours of field experience (EDUC 01 IR) is taken concurrently with EDUC 250
General Methods. Twenty-five hours of field experience is taken concurrently
with EDUC 318 Educational Psychology. (See Appendix B) Additional field
experience in other courses
will be assigned.
EDUC 210 is a three credit, entry level course for students interested in seeking acceptance to the Teacher Preparation Program. As part of the course, students are required to complete fifteen hours of observation in three different classroom settings, approximately 5 hurs in an elementary classroom, 5 hours in a middle grade classroom, and 5 hours in a secondary setting.
The purposes of this practicum are to:
29
DUTIES OF STUDENTS for the 15 Hour Practicum
1. Call the school to
make an appointment for observation
2. Report to the school office upon arriving at the school each time you
observe.
On the first visit identify yourself by presenting your letter to the
cooperating teacher
3. Be on time for your appointment; call the school if unable to keep
appointed time
4. Dress professionally
5. Be willing to assist the teacher (offer to help, be involved in
classroom activities)
6. Write a description of your observation
7. Have the teacher sign your log after every observation
8. Give the teacher the evaluation form/observation checklist to be mailed
to the Teacher
Preparation Program
9 . Thank the teacher and principal for the opportunity to observe
10. Turn in to the field supervisor your LOG and JOURNAL at the completion
of the ten hour
experience
15 HOUR PRACTICUM OBSERVATION GUIDELINES
As an observer in schools, you will be representing Briar Cliff University. You are expected to dress professionally, to arrive early, and to conform to the school’s rules and regulations.
Collect descriptive data, not interpretative data. Since this is an introductory course, the intent is not to develop skilled manipulators of observational systems, but to encourage the student to observe carefully the physical arrangements and its impact on teaching/learning, and the interactions of students and teachers in a classroom.
The following guidelines are suggested:
I. Physical arrangements of the classroom
How are the desks arranged?
Is the classroom crowded?
Describe the lighting, window
coverings, room temperature.
Describe the classroom noise,
both inside and out.
Is the room colorful and
cheerful? Are there attractive decorations?
Is student work displayed?
What is the bulletin board content?
Describe the over-all
appearance and lay-out of school
II. Teacher movement and other nonverbal cues
Does the teacher move but
stay in the front of the room?
Does the teacher circulate
among students?
Is the teacher's movement
used for classroom control?
Do students move in the
classroom? For what purpose?
What facial expressions does
the teacher have? Students?
Is there eye contact? Does
the teacher's voice vary?
III. Interactions in the classroom
What types of statements does
the teacher make--questions, directions, lecture, praise,
correction?
What initiates student talk?
Do students respond to the
teacher? To other students?
30
What does the teacher say
after student responses?
Do students talk to one
another--just idle chatter or "educational talk"?
What type of interaction
occurs when students move about?
Are there students who do not participate? Are they seated in any
particular area of the
classroom?
GENERAL FORMAT
After the practicum placement has been arranged by the faculty of the Teacher Preparation Program, the student will contact his/her school and cooperating teacher to schedule times of visits. After the initial observation of 2-5 hours during which the practicum student observes and assists the cooperating teacher, the student will plan and teach a minimum of three lessons under the direction of the cooperating teacher. Teaching sessions should range between 15 and 30 minutes in length. Two of the lessons will be observed by the campus supervisor, each followed by an evaluation conference with student, supervisor, and cooperating teacher.
On the LOG sheet, the
student will keep an updated report on dates and length of time spent in
observing and teaching. A total of at least 25 hours is required. To
receive a grade for the
experience, the visitation form (LOG) and the observation journal
assignments must be completed
and turned in to the field supervisor at the completion of the practicum.
Toward the completion of the 25 hours, the field supervisor requests the
cooperating teacher complete an evaluation of the student’s experience,
using the form provided by the Teacher Preparation Program of Briar Cliff
University. The final assessment of the practicum is based on the two
observations, conferences, the written evaluation by the cooperating
teacher, and all required reflection forms.
31
EDUC 01IR
EDUC 01IR is generally taken concurrently with EDUC 250 and is a 25 hour field experience. It is designed to provide education students with basic experiences that include both observation and participation in teaching activities. Students observe and practice selected instructional skills.
The purposes of this practicum are to:
· understand the nature of the teaching process through observation and participation in the classroom
· understand the role of the classroom teacher through observation and participation in the classroom
· practice instructional strategies through teaching mini-lessons
· receive feedback from the cooperating teacher and the field supervisor on teaching practice
· learn to develop and implement a lesson plan in teaching practice
EDUC 02IR is generally taken concurrently with EDUC 318 and is a 25 hour field experience. Students are assigned to a basic program designed to include both observation and participation in teaching activities. This field experience emphasizes instructional skills specific to their teaching areas and grade levels. It provides an opportunity for the practical application of the knowledge of the process of human growth and development to the grade level for which the student is preparing.
The purposes of this practicum are to:
· practice and develop instructional skills
· help the faculty of the Teacher Preparation Program judge the students’ potential as future teachers
· help the student understand the stages of human growth and development, especially the age group with which the student is working
· practice instructional strategies through teaching mini-lessons
· learn to develop and implement a lesson plan
· receive feedback from the cooperating teacher and the campus supervisor
DUTIES OF STUDENTS IN THE 25 HOUR PRACTICUMS
1. Contact the
school (Principal and Cooperating Teacher), introduce yourself and make
arrangements for the visitations. Show appreciation for the
opportunity to have the
practicum experience at the school.
2. Wear name badge at the school.
3. Arrive promptly each day, professionally dressed; follow all
school procedures. Perform
your duties in a courteous and cooperative manner.
32
4. Notify the cooperating teacher immediately if you are unable to
meet at the agreed time.
5. Prepare your lessons using the format provided.
6. Submit your lesson plan to the cooperating teacher for approval.
7. Arrange for two observations by the field supervisor.
The first observation should be scheduled before the
end of the sixth week
the second observation should be scheduled before the end
of the ninth week.
8. Keep your LOG sheet and observation journal assignments
up-to-date and submit as
scheduled.
9. Write a Thank You note to the cooperating teacher at the end of
the practicum.
DUTIES OF UNIVERSITY FIELD SUPERVISOR
1. Meet with students at the beginning of the term to provide information and orientation to the field experience
2. Contact students during their EDUC 210, 250, 318 class time to answer questions, give reminders, review expectations
3. Receive and verify documentation required for the field experiences
4. Assemble and file all reports and forms for each student
EXPECTATIONS OF THE COOPERATING TEACHER
The faculty of the Education Department is grateful for the role the cooperating teacher plays in the formation of the pre-service teachers. We recognize the risk being taken when agreeing to allow a novice to share physical and professional space during the field experiences. Because the cooperating teacher’s role is so crucial, the following expectations are made:
a. Experience—the
cooperating teacher must be properly licensed and recommended by the
principal/superintendent.
b. Professionalism—the cooperating teacher is expected to:
· Model creative, effective teaching
· Provide the pre-service teacher with the necessary materials and guidance to plan for instruction, and preview the lesson plan prior to the teaching demonstration
· Discuss with the pre-service teacher the events of the day, emphasizing her/his successes and asking him/her to name the ways the lesson could be improved
· Report immediately to the University supervisor any concerns or problems that need attention concerning the performance or actions of the pre-service teacher
· Formally evaluate the pre-service teacher’s performance using the forms provided by Briar Cliff University. Since this is confidential information, please mail it to the Department in the envelope provided.
·
Sign off on the log sheet,
documenting the number of hours the pre-service teacher spent in your
classroom
33
BRIAR CLIFF UNIVERSITY
Teacher Preparation
Program
EDUC 210 Educational foundations
OBSERVATION CHECK LIST
1. Call the school and arrange an appointment. Ask when you may come and agree on the length of time you want to observe.
Most students plan to observe for 5 hours in one visit. Some schools assign the student to divide their time among several teachers and/or for several different visits.
2. Arrange your schedule so that you arrive at the school well before your observation is to begin.
3. Wear your Briar Cliff nametag. They can be purchased at the University Bookstore.
4. Dress professionally. No jeans, shorts, T-shirts, sweatshirts, dirty/ripped sneakers, etc.
5. Go directly to the school office and make the personnel aware of your arrival. Show the principal or office staff your letter of introduction from Briar Cliff University Teacher Preparation Program and ask for help in locating room(s).
6. At the classroom, introduce yourself to the teacher and give him/her your letter of introduction.
7. When in the classroom, look and act interested. Take notes on your observations for the journal.
8. Before leaving, have the teacher sign the LOG sheet. Also, hand the teacher the envelope and an observation checklist (be sure you have filled in your name on the form in advance). Explain to the teacher that he/she mails the form back to the field supervisor as soon as possible.
9. ALWAYS thank the teacher at the end of the observation.
10. Take careful notes. Remember to hand in your LOG and JOURNAL at the completion of the 10 hours field experience.
11. Your assignment is to OBSERVE the classroom in progress, not to EVALUATE the teacher, students, curriculum or school.
12. PLEASE NOTE: Your must observe ONLY at the assigned schools.
34
CALLING THE SCHOOLS FOR YOUR
OBSERVATION TIMES
Once you have been assigned a school to observe, the schools are sent a list of names of whom to expect; sometimes teachers are already assigned or you’ll need to speak with the principal to find out with whom she/he has placed you. Following is a sample “phone prompt” to use when calling the school. You NEED to identify yourself and why you are calling. (example: for 5 hours of Observation in the Teachers Preparation Program.)
YOU CALL YOUR ASSIGNED
COOPERATING TEACHER DIRECTLY, IF KNOWN, OTHERWISE, ASK TO TALK TO THE
PRINCIPAL.
* REMEMBER TO SPEAK SLOWLY AND CLEARLY.
STUDENT: “Good morning (afternoon). My name is __________ from Briar Cliff University. I have been assigned your school to fulfill my 5 hours of CLASSROOM OBSERVATION for my Teachers Preparation Program. Could I speak with ( *teacher assigned, if known).”
*(if grade teacher is not known, ask to speak to the principal.)
1. If you are put through to the principal: (COOPERATING TEACHER NAME NOT KNOWN)
STUDENT: Good morning. My name is ____________ from Briar Cliff University. I have been assigned your school to fulfill my 5 hours OBSERVATION for my Teacher Preparation Program and am calling to find out to which teacher I have been assigned.”
The principal will give you your assigned teacher’s name, and you will need
to call the teacher and set
up a convenient time to observe her/his classroom.
* * * * * * * * * * * * * * * * * * * * * * * * * *
If you are put through to a phone message to a teacher or principal, leave a complete detailed message.
2. Leaving a message with the school principal:
STUDENT: “Good morning (afternoon). My name is __________ from Briar Cliff University. I have been assigned to your classroom to fulfill my 5 hours of CLASSROOM OBSERVATION for my Teacher Preparation Program. I am calling to find out to which teacher I have been assigned. My schedule allows for me to come on _____. (days available) at (time- morning or afternoon). Please call me and let me know the teacher to whom I am assigned. Again, my name is ____________ from Briar Cliff University setting up an OBSERVATION time a teacher in your school. My phone number is ____________. Thank you.”
3. Leaving a message with the teacher:
STUDENT: “Good morning (afternoon). My name is __________ from Briar Cliff University. I have been assigned to your classroom to fulfill my 5 hours of CLASSROOM OBSERVATION for my Teacher Preparation I would like to arrange a convenient time to visit your classroom. My schedule allows for me to come on (days available) at (time- morning or afternoon). Please call me and let me know a convenient time to come. My phone number is _______________. Again, my name is ___________ from Briar cliff University setting up an OBSERVATION time with you. Thank You.”
35
APPENDIX C
APPLICATION FOR LICENSURE
www.state.ia.us/boee
36
PROFESSIONALISM
Professionalism
The student teacher is expected to uphold the ethics,
policies and procedures of the school district and/or diocese to which
he/she is assigned.
For example:
The student of professional conduct and ethics are
described in Chapter 25 of the Iowa Administrative Code. Standards cover
the following areas:
Standard I – conviction of crimes, sexual or other immoral conduct with or toward a
student, and child and dependent adult abuse.
Standard II - alcohol or drug abuse.
Standard III – misrepresentation, falsification of information.
Standard IV – misuse of public funds and property
Standard V – violations of contractual obligation
Standard VI – unethical practice toward other members of the profession, parents,
students, and the community.
Standard VII – compliance with state law governing student loan obligations and child
support payments.
Standard
VIII – incompetence. (282 – 25.3(1-8)
For additional information, please see the Iowa
Administrative Code at eh Iowa Department of Education website. (http://www.legis.state.ia.us/Rules.Current.iac/28255/28225.pdf
)
The following statements are from the Sioux City
Diocesan Board of Education:
Teaching or living a life-style in contradiction to the teachings of the Church can disqualify one as an educational system, at least for a time, particularly when this is done deliberately, publicly, without contrition, and/or an openness to repair any scandal resulting form these actions. (4119.6)
Actions that are considered
moral grounds and may be judged as cause for dismissal include, but are not
limited to the following:
1. Violations of criminal law considered as a aggravated misdemeanors and felonies.
2. Teaching or publicly advocating principles contrary to the dogmatic and moral t teaching of the Church and the judgment of the Bishop. If there is a conflict as to the teaching of the Church, the judgment of the Bishop shall be the final arbiter.
3. Violations of the teachings of social justice as taught and commonly viewed by the Catholic Church, with the judgment of the Bishop as final arbiter.
4. The continued abuse of alcohol or other chemical substances when proper treatment has been refused or has been unsuccessful and the functioning of the person is impaired; advocating the use of alcohol or other chemical substances in an abusive manner.
5. Public violations or publicly advocating violations of the stands of sexual morality taught the Catholic Church, with the judgment of the Bishop as final arbiter. (4119.6c)
Professionalism
I have received and read a copy of the statement regarding ethics, policies and procedures.
Name ____________________________ Date ______________________
April 2005
37
Self-Disclosure Form
From the Iowa Board of Educational
Examiners Code of Rights and Responsibilities (Chapter 26)
282-26.2(272) Rights
1. The educator has a right to be licensed and endorsed under professional
standards established and
enforced by the board.
282-26.3(272)
Responsibilities
1. The educator has a responsibility to maintain and improve the
educator’s professional
competence.
3. The educator has a responsibility to provide conditions that are
conducive to teaching and
student learning.
4. The educator shall protect students from conditions harmful to
learning or to health or
safety.
6. The educator shall not use professional relationships with students
for personal advantage.
12. The educator shall provide accurate, truthful, and complete information
to the board and to
the local education system concerning all licensure transactions.
Background
Information: The following questions will again be asked of you when
applying for a teaching
license.
1. Yes _____ No _____ Have you ever been convicted of a felony?
For any “Yes” response, please include a written explanation. Be
sure to include the
date of the violation.
2. Yes _____ No _____ Have you ever been
convicted of a crime other than parking orspeeding
violations (report any OWIs)?
For any “Yes” response, please include a written explanation. Be sure to
include the date of the violation.
3. Yes _____ No _____ Have you ever had
a founded report of child abuse made against you?
For any “Yes” response, please include a written explanation. Be
sure to include the date of the
violation.
4. Yes _____ No _____ Have you ever had
an educational license revoked or suspended?
For any “Yes” response, please include a written explanation. Be
sure to include the date of
the violation.
I certify under penalty of perjury and pursuant to the laws of the state of Iowa that the preceding information is true and correct.
______________________________________
Print Name
___________________________________
____________________________
Signature of Pre-service
Teacher Date
38
LESSON PLAN FORMAT
Name __ Grade Level ________ Subject _ _ Date ________
I. District Content Standard:________________________________________
A. COGNITIVE: District benchmark/learning outcome, core indicator
1.
2.
B. AFFECTIVE
1.
2.
C. PSYCHOMOTOR
1.
2.
II. MATERIALS (LIST)
III. LIST KEY CONTENT EVERY STUDENT MUST KNOW
IV. LIST PLACES IN THE LESSON WHERE CLASSROOM MANAGEMENT MAY BE A CONCERN. (Be sure to solve them in the Teaching Strategies section of the lesson plan.)
V. TEACHING STRATEGIES & ACTIVITIES, WITH TIME CONSIDERATIONS
A. Introduction (review of previous learning needed for new learning, stating objective for new learning, motivating for new learning)
B. Teach/model new learning
C. Guided practice of new learning
D. Activity to practice new learning independently
E. Closure (review of new learning in this lesson, explanation of how new learning will be drawn upon in future lessons)
VI. POST ASSESSMENT (SELF AND STUDENTS)—to be filled out after you have taught the lesson
Self:
· What went well when you taught this lesson and what did you do to make that happen?
· What would you do differently the next time?
Students:
VII. Reference(s)
39
BRIAR CLIFF UNIVERSITY
TEACHER PREPARATION PROGRAM
EDUC 01IR / 02IR
Visitation form (LOG SHEET)
Student __________________________________ School _____________________________
Grade Level or ____________________________ Teacher ____________________________
Content area
DATE OF VISITATION HOURS IN CLASSROOM
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
_______________________________________
Date turned in ______________________ Total hours of observation __________
________________________________
Cooperating Teacher’s SIGNATURE
40
|
BRIAR CLIFF UNIVERSITY TEACHER PREPARATION PROGRAM |
PRACTICUM EVALUATION
Please check appropriate course:
EDUC 01IR _____ Date ______________
EDUC 02IR _____ Date ______________
EDEL 465 _____ Date ______________
|
Student _____________________________________
Cooperating Teacher __________________________
|
|
This summative evaluation is completed by the cooperating teacher at the end of the practicum experience and will be kept in the intern’s permanent file. Each item is identified with criterion used to establish competency in the BCU Teacher Preparation Program Standards. These standards and criterion are based in the INTASC Standards and the Iowa Department of Education Teacher Preparation Program Standards. |
|
Use the scale below for your responses. NOTE: Individual items may not apply or have not been observed in every practicum and may be left unmarked.
|
K = Knowledge, D = Dispositions, P = Performance 1 = low 5 = high
|
Standard 1 |
Subject Matter |
|
|
|
|
|
|
K1.11 |
Understands major concepts his/her discipline |
1 |
2 |
3 |
4 |
5 |
|
D1.23 |
Has enthusiasm for the discipline(s) and sees connections to every day life |
1 |
2 |
3 |
4 |
5 |
|
P1.31 |
Links key concepts to students’ prior understandings |
1 |
2 |
3 |
4 |
5 |
|
Standard 2 |
Student Learning |
|
|
|
|
|
|
K2.11 |
Understands how to use instructional strategies that promote student learning |
1 |
2 |
3 |
4 |
5 |
|
D2.21 |
Shows respect for diverse learners |
1 |
2 |
3 |
4 |
5 |
|
P2.32 |
Links new ideas to already familiar ideas, provides opportunities for active engagement |
1 |
2 |
3 |
4 |
5 |
|
Standard 3 |
Diverse Learners |
|
|
|
|
|
|
K3.12 |
Knows about areas of exceptionality in learning |
1 |
2 |
3 |
4 |
5 |
|
D3.23 |
Respects students as individuals |
1 |
2 |
3 |
4 |
5 |
|
P3.32 |
Teaching approaches are sensitive to the experiences of learners |
1 |
2 |
3 |
4 |
5 |
|
Standard 4 |
Classroom Environment/Management |
|
|
|
|
|
|
K4.11 |
Develops strategies for individual and group work |
1 |
2 |
3 |
4 |
5 |
|
D4.21 |
Establishes and maintains a positive climate in the classroom |
1 |
2 |
3 |
4 |
5 |
|
Standard 5 |
Communication |
|
|
|
|
|
|
K5.14 |
Knows how to use effective communication techniques |
1 |
2 |
3 |
4 |
5 |
|
D5.22 |
Encourages different modes of communication in the classroom |
1 |
2 |
3 |
4 |
5 |
|
P5.33 |
Asks questions and stimulates discussion |
1 |
2 |
3 |
4 |
5 |
|
Standard 6 |
Instructional Planning |
|
|
|
|
|
|
K6.11 |
Knows how to plan instruction to meet curriculum goals |
1 |
2 |
3 |
4 |
5 |
|
P6.31 |
Selects and creates learning experiences based upon principles of effective instruction |
1 |
2 |
3 |
4 |
5 |
|
P6.32 |
Recognizes and addresses variation in learning styles |
1 |
2 |
3 |
4 |
5 |
|
Standard 7 |
Instructional Strategies |
|
|
|
|
|
|
K7.11, D7.21 |
Understands and values the processes of critical thinking and problem solving |
1 |
2 |
3 |
4 |
5 |
|
K7.12 |
Knows advantages and limitations associated with various instructional strategies |
1 |
2 |
3 |
4 |
5
|
|
P7.32 |
Engages students in active learning that promotes critical thinking and problem solving |
1 |
2 |
3 |
4 |
5 |
41
|
Standard 9 |
Foundations, Reflection, and Professional Development |
|
|
|
|
|
|
K9.12 |
Understands a variety strategies for reflecting on his/her practice |
1 |
2 |
3 |
4 |
5 |
|
D9.22 |
Is committed to reflection and learning as an ongoing process |
1 |
2 |
3 |
4 |
5 |
|
D9.23 |
Is willing to give and receive help to grow professionally |
1 |
2 |
3 |
4 |
5 |
|
P9.31 |
Evaluates the outcomes of teaching and learning to reflect upon and revise practice |
1 |
2 |
3 |
4 |
5 |
|
Standard 10 |
Collaboration, Ethics, and Relationships |
|
|
|
|
|
|
K10.12 |
Understands how factors in the student’s environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence the student’s life and learning |
1 |
2 |
3 |
4 |
5 |
|
D10.22 |
Is concerned about all aspects of the student’s well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties |
1 |
2 |
3 |
4 |
5 |
|
P10.33 |
Can identify and use community resources to foster student learning |
1 |
2 |
3 |
4 |
5 |
|
Standard 8 |
Assessment (for EDEL 465 practicum only) |
|
|
|
|
|
|
K8.12 |
Knows how to select, construct, and use assessment strategies appropriate to the learning outcomes being evaluated and for diagnostic purposes |
1 |
2 |
3 |
4 |
5 |
|
D8.21, D8.22 |
Values and uses assessment to identify student strengths and promote student growth |
1 |
2 |
3 |
4 |
5 |
|
P8.31 |
Uses assessment to evaluate student progress and modify teaching and learning strategies |
1 |
2 |
3 |
4 |
5 |
|
P8.36 |
Maintains useful records and provides appropriate feedback |
1 |
2 |
3 |
4 |
5 |
Comments:
|
Cooperating Teacher ____________________________________
|
|
University Supervisor ___________________________________
|
|
|
|
Practicum Student ____________________________________
|
42
APPENDIX E
TEACHER PREPARATION STANDARDS
AND LEARNING OUTCOME
Statement of Purpose:
The purpose of the Teacher Preparation Program assessment plan is to protect the public from unqualified practitioners by determining whether the teachers assessed have demonstrated the essential competencies (knowledge and skills), as well as display the necessary dispositions, as defined in the standards of the Briar Cliff University Teacher Preparation Program. These competencies are necessary for safe and appropriate practice and certification in the state of Iowa.
Briar Cliff University Teacher Preparation Program Standards and Learning Outcomes:
The following learning outcomes from the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards are addressed in the Teacher Preparation Program:
Standard 1: Subject Matter
The practitioner understands the central concepts, tools of inquiry, and structure of the discipline(s) the practitioner teaches, and creates learning experiences that make these aspects of subject matter meaningful to students.
The practitioner:
Knowledge:
K1.11 understands
major concepts, assumptions, debates, processes of inquiry, and ways of
knowing that are their learning.
K1.13 can relate his/her disciplinary knowledge to other subject areas
Disposition:
D1.23 has enthusiasm for the discipline(s)) s/he teaches and sees connections to every day life.
Performance:
P1.31 effectively
uses multiple representations and explanations of disciplinary concepts that
capture key ideas and links them to students' prior
understandings.
P1.32 can represent and use differing viewpoints, theories, "ways of
knowing" and methods of
inquiry in his/her teaching of subject matter concepts.
P1.35 develops and uses curricula that encourage students to see, question,
and interpret.
The practitioner understands how students learn and develop, and provides learning opportunities that support intellectual, career, social, and personal development.
The practitioner:
43
Knowledge:
K2.11 understands how
learning occurs--how students construct knowledge, acquire skills, and
develop habits of mind--and knows how to use instructional
strategies that promote student
learning.
K2.12 understands that students' physical, social, emotional, moral and
cognitive development
influence learning and knows how to address these factors when
making instructional
decisions
Disposition:
D2.21 appreciates individual variation
within each area of development, shows respect for the
diverse talents of all learners, and is committed to help them develop
self-confidence and
competence.
Performance:
P2.31 assesses
individual and group performance in order to design instruction that meets
learners' current needs in each domain (cognitive, social,
emotional, moral, and physical)
and that leads to the next level of development.
P2.32 stimulates student reflection on prior knowledge and links new ideas
to already familiar ideas,
making connections to students' experiences, providing
opportunities for active engagement,
manipulation, and testing of ideas and materials, and encouraging
students to assume
responsibility for shaping their learning tasks.
The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and adaptable to diverse learners.
The practitioner:
Knowledge:
K3.11 understands and can identify
differences in approaches to learning and performance,
including different learning styles, multiple intelligences, and
performance modes, and can
design instruction that helps use students' strengths as the
basis for growth.
K3.12 knows about areas of exceptionality
in learning--including learning disabilities, visual and
perceptual difficulties, special physical or mental challenges
and gifted and talented.
Disposition:
D3.21 believes that
all children can learn at high levels and persists in helping all children
achieve
success.
D3.23 respects students as individuals
with differing personal and family backgrounds and various
skills, talents, and interests.
44
D3.24 is sensitive to community and
cultural norms.
Performance:
P3.31 identifies and designs instruction
appropriate to students' stages of development, learning
styles, strengths, and needs.
P3.32 uses teaching approaches that are
sensitive to the multiple experiences of learners and that
address different learning and performance modes.
P3.34 can identify when
and how to access appropriate services or resources to meet exceptional
learning needs.
P3.35 seeks to understand
students' families, cultures, and communities, and uses this information
as a basis for connecting instruction to students' experiences
(e.g. drawing explicit
connections between subject matter and community matters, making
assignments that can
be related to students' experiences and cultures).
Standard 4: Classroom Environment / Management
The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
The practitioner:
Knowledge:
K4.11 can use
knowledge about human motivation and behavior drawn from the foundational
sciences of psychology, anthropology, and sociology to develop
strategies for organizing
and supporting individual and group work.
K4.14 understands the principles of effective classroom management and can
use a range of
strategies to promote positive relationships, cooperation, and
purposeful learning in the
classroom.
Disposition:
D4.21 takes
responsibility for establishing a positive climate in the classroom and
participates
in maintaining such a climate in the school as a whole.
D4.24 recognizes the values of intrinsic motivation to students' life-long
growth and learning.
Performance:
P4.31 creates a
smoothly functioning learning community in which students assume
responsibility for themselves and one another, participate in
decision making, work
collaboratively and independently, and engage in purposeful
learning activities.
P4.32 engages students in individual and group learning activities that
help them develop the
motivation to achieve, by, for example, relating lessons to
students' personal interests,
allowing students to have choices in their learning, and leading
students to ask questions
and pursue problems that are meaningful to them.
45
The practitioner uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
The practitioner:
Knowledge:
K5.12 understands how
cultural and gender differences can affect communication in the
classroom.
K5.14 knows about and can use effective verbal, nonverbal, and media
communication
techniques.
Disposition:
D5.22 values many ways in which people seek to communicate and encourages many modes of communication in the classroom.
Performance:
P5.31 models
effective communications strategies in conveying ideas and information and
in
asking questions (e.g. monitoring the effects of messages,
restating ideas and drawing
connections, using visual, aural, and kinesthetic cues, being
sensitive to nonverbal cues
given and received).
P5.33 knows how to ask questions and
stimulate discussion in different ways for particular
purposes, for example, probing for learner understanding,
helping students articulate
their ideas and thinking processes, promoting risk-taking and
problem-solving,
facilitating factual recall, encouraging convergent and
divergent thinking, stimulating
curiosity, helping stimulate students to question.
P5.35 knows how to use a variety of media
communication tools, including audio-visual aids
and computers, including educational technology, to enrich
learning opportunities.
The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.
The practitioner:
Knowledge:
K6.11 understands
learning theory, subject matter, curriculum development, and student
development and knows how to use this knowledge in planning
instruction to meet
curriculum goals.
K6.12 knows how to take contextual
considerations (instructional materials, individual student
interests, needs, and aptitudes, and community resources) into
account in planning
instruction that creates an effective bridge between curriculum
goals and students'
experiences.
46
Disposition:
D6.21 values both
long term and short term planning.
D6.22 believes that plans must always be open to adjustment and revision
based on student
needs and changing circumstances.
Performance:
P6.31 selects and
creates, as an individual and a member of a team, learning experiences that
are
appropriate for curriculum goals, relevant to learners, and
based upon principles of effective
instruction (e.g. that activate students' prior knowledge,
anticipate preconceptions,
encourage exploration and problem-solving, and build new skills
on those previously
acquired).
P6.32 plans for learning opportunities that recognize and address variation
in learning styles and
performance modes.
P6.34 creates short-range and long-term plans that are linked to student
needs and performance,
and adapts the plans to ensure and capitalize on student progress
and motivation.
Standard 7: Instructional Strategies
The practitioner understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
The practitioner:
Knowledge:
K7.11 understands the
cognitive processes associated with various kinds of learning (e.g.
critical and creative thinking, problem structuring and problem
solving, invention,
memorization and recall) and how these processes can be
stimulated.
K7.12 understands the principles and techniques, along with advantages and
limitations,
associated with various instructional strategies (e.g.
cooperative learning, direct
instruction, discovery learning, whole group discussion,
independent study,
interdisciplinary instruction).
K7.13 knows how to enhance learning through the use of a wide variety of
materials as well as
human and technological resources (e.g. computers, audio-visual
technologies,
videotapes and discs, local experts, primary documents and
artifacts, texts, reference
books, literature, and other print resources).
Disposition:
D7.21 values the
development of students' critical thinking, independent problem solving, and
performance capabilities.
D7.22 values flexibility and reciprocity in the teaching process as
necessary for adapting
instruction to student responses, ideas and needs.
47
Performance:
P7.31 carefully
evaluates how to achieve learning goals, choosing alternative teaching
strategies and materials to achieve different instructional
purposes and to meet student
needs (e.g. developmental stages, prior knowledge, learning
styles, and interests).
P7.32 uses multiple teaching and learning strategies to engage students in
active learning
opportunities that promote the development of critical thinking,
problem solving, and
performance capabilities that help students assume
responsibility for identifying and
using learning resources.
P7.36 uses educational technology to broaden student knowledge about
technology, to deliver
instruction to students at different levels and paces, and for
advanced levels of learn
The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the learner.
The practitioner:
Knowledge:
K8.11 understands the
characteristics, uses, advantages, and limitations of different types of
assessments (e.g. criterion-referenced and norm-referenced
instruments, traditional
standardized and performance-based tests, observation systems,
and assessments of
student work) for evaluating how students learn, what they know
and are able to do, and
what kinds of experiences and technology will support their
further growth and
development.
K8.12 knows how to select, construct, and use assessment strategies,
technology and
instruments appropriate to the learning outcomes being evaluated
and to other diagnostic
purposes.
K8.13 understands measurement theory and assessment-related issues, such as
validity,
reliability, bias, and scoring concerns.
Disposition:
D8.21 values ongoing
assessment as essential to the instructional process and recognizes that
many different assessment strategies, accurately and
systematically used, are
necessary for monitoring and promoting student learning.
D8.22 is committed to using assessment to
identify student strengths and promote student
growth rather than to deny students access to learning
opportunities.
Performance:
P8.31 appropriately
uses a variety of formal and informal assessment techniques (e.g.
observation, portfolios of student work, teacher-made tests,
performance tasks, projects,
student self-assessments, peer assessment, and standardized
tests) to enhance her or
his knowledge of learners, evaluate student's progress and
performances, and modify
teaching and learning strategies.
48
P8.35 monitors her/his own teaching
strategies and behavior in relation to student success,
modifying plans and instructional approaches accordingly.
P8.36 maintains useful records of student
work and performance and can communicate student
progress knowledgeably and responsibly, based on appropriate
indicators, to students,
parent/guardians, and other colleagues.
The practitioner continually evaluates the effects of the practitioner’s choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
The practitioner:
Knowledge:
K9.11 understands the
historical and philosophical foundations of education.
K9.12 understands methods of inquiry that provide him/her with a variety of
self-assessment
and problem solving strategies for reflecting on his/her
practice, its influences on
students' growth and learning, and the complex interactions
between them.
K9.13 is aware of major areas of research on teaching and of resources
available for
professional learning (e.g. professional literature, colleagues,
professional associations,
professional development activities).
Disposition:
D9.21 values critical
thinking and self-directed learning as habits of mind.
D9.22 is committed to reflection, assessment, and learning as an ongoing
process.
D9.23 is willing to give and receive help.
Performance:
P9.31 uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.
The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students’ learning and development.
The practitioner:
Knowledge:
K10.12 understands how factors in the students' environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students' life and learning.
49
Disposition:
D10.22 is concerned
about all aspects of the child's well-being (cognitive, emotional, social,
and physical), and is alert to signs of difficulties.
D10.23 respects the privacy of students and confidentiality of information.
Performance:
P10.33 can identify
and use community resources to foster student learning.
P10.34 establishes respectful and productive relationships with parents and
guardians from diverse
home and community situations, and seeks to develop cooperative
partnerships in support
of student learning and well being.
Standard 15: Dispositions of a Teacher
50
APPENDIX F
TEACHER PREPARATION PROGRAM
ASSESSMENT PLANS
51
Candidate and Program Curriculum Map
Program Standards 1-15
|
Stage |
Core Courses during this stage |
Assessment Collected |
Standard/ |
Where Collected |
How Tracked: |
|
I |
|
"Social Information"--collected as needed on those indicating
"education" on admissions form or when take class Informed of PPST requirements |
|
|
Database |
|
II |
EDUC 210 |
Admittance to the Program |
|
|
Database |
|
Sophomore |
|
Receipt of Handbook |
11 |
EDUC 210 |
|
|
|
|
PPST Scores |
|
|
|
|
|
|
Oral Competency |
5 |
EDUC 210 |
|
|
|
|
Written Competency |
5 |
EDUC 210 |
|
|
|
|
Letter of Nomination (Dispositions) |
15 |
EDUC 210 |
|
|
|
|
15-Hour Practicum |
12 |
EDUC 210 |
|
|
|
|
Disposition Reflection Paper |
9,15 |
EDUC 210 |
|
|
|
EDUC 01IR |
Log |
12 |
|
Perm. File |
|
|
|
Conference with supervisor |
|
|
|
|
|
|
Summative Evaluation and Conference |
1 to 10, 15 |
|
Perm. File |
|
|
EDUC 03IR/EDSE 07IR |
Computer Technology |
11 |
|
|
|
|
|
|
|
|
|
|
III |
EDUC 318 |
Unit Plan: Student Learning |
2,13 |
|
|
|
Junior |
|
Unit Plan: Diverse Learners |
3,13 |
|
|
|
|
|
Unit Plan: Instructional Planning |
6,13 |
|
|
|
|
|
Unit Plan: Instructional Strategies |
7,13 |
|
|
|
|
|
Management Plan |
4 |
|
|
|
|
EDUC 02IR |
Log |
12 |
|
Perm. File |
|
|
|
Conference with supervisor |
|
|
|
|
|
|
Summative Evaluation and Conference |
|
|
|
|
|
|
(Dispositions and other Standards) |
1 to 10, 15 |
|
Perm. File |
|
|
|
Apply for Student Teaching |
|
Fall advising of |
Perm. File |
|
|
|
--Professionalism Form (Ethics) |
|
3rd year students |
Perm. File |
|
|
EDUC 330 |
Unit Plan: Content/Subject Matter |
1,13 |
|
|
|
|
|
Unit Plan: Assessment |
8,13 |
|
|
|
|
|
|
|
|
|
|
IV |
EDUC 410/412/415 |
Observation Forms |
14 |
|
Perm. File |
|
Senior |
|
Formative Evaluation |
1 to 10, 14 |
|
Perm. File |
|
|
|
Summative Evaluation: candidate and prog assess (Dispositions, Standards) |
1 to 10,14, 15 |
|
Perm. File |
|
|
EDUC 450 |
Log Case Study Reflection Papers (Dispositions) Summative Evaluation; program assess |
15 |
|
Perm.
File |
|
II, III,IV |
|
Rubrics in every course |
|
|
|
|
|
|
|
|
|
|
|
V |
Alums and Employers |
Summative Evaluation: program assess |
1 to 15 |
|
|
|
EDUC 210/250/318/330/01IR/02IR/07IR Reflection Papers |
15 |
|
|
||
|
|
52 |
|
|
|
Appendix G
Praxis II Information
53
Praxis II
The Federal Department of Education (FDE) oversees the No Child Left Behind Act (NCLB). Among other things, this act states that all elementary education majors must take a standardized test in all content areas prior to completing their teacher preparation program and applying for their teaching license in order to be considered “highly qualified teachers”. Being “highly qualified” is established for K-12 and secondary education majors because they major in the discipline they will teach. Elementary education teachers must be “highly qualified” in all disciplines they might teach (reading, math, science, social studies, art, PE, music).
Graduates in elementary education are required to take a content test and to attain a qualifying score in order to:
1) successfully complete a teacher preparation program in Iowa and
2) be recommended for licensure in the state of Iowa.
Teacher education candidates may choose either of two Praxis II tests:
· Elementary Education: Curriculum, Instruction & Assessment: Content Knowledge (10011) Cut score of 151.
· Elementary Education: Content Knowledge (10014) Cut score of 142.
The code to use when requesting test scores to be sent to Briar Cliff:
RA6046 Briar Cliff
Information regarding the tests can be found at www.ets.org. The website includes “Test at a Glance” documents that provide sample questions of each test.
Praxis II is a paper and pencil test. You may register for it on-line, providing a credit card number to pay for the test. You may also download the registration materials and pay with a check or money order. However, it is important that ETS receive your registration materials and payment by the deadline specified on their webpage.
If you plan to move to another state, check the ETS website to find out which test they require.
Requirements of other states can be found at www.ets.org
54