CLAYTON STATE UNIVERSITY TEACHER EDUCATION UNIT POLICY MANUAL

Transcription

1 CLAYTON STATE UNIVERSITY TEACHER EDUCATION UNIT POLICY MANUAL 1

2 CLAYTON STATE UNIVERSITY TEACHER EDUCATION UNIT POLICY MANUAL Table of Contents I. Governance and Organizational Policies... 3 II. Field Experience Policies... 5 III. Candidate Recruitment, Advising, Admissions, and Retention Policies... 9 IV. Faculty and Staff Policies V. Data Review and Assessment System Policies

3 I. GOVERNANCE AND ORGANIZATIONAL POLICIES The Clayton State University Teacher Education Unit represents a university-wide collaboration between the College of Arts & Sciences, the College of Information and Mathematical Sciences, and the School of Graduate Studies. Our eight teacher education programs (middle grades, music, MAT English, MAT Mathematics, Secondary History, Math, English, and Biology education) as well as the two newly proposed endorsements (English Language Learners and Gifted) and the proposed Special Education certification-only program involve faculty from six academic departments. Education programs are housed in the Departments of English, Mathematics, Visual and Performing Arts, Natural Sciences, Humanities, and, of course, Teacher Education. There are four program coordinators for secondary undergraduate education for biology, mathematics, English, and history, each housed in his or her respective departments. For the MAT program there are two coordinators, one in English and one in mathematics. A music education coordinator resides in the Department of Visual and Performing Arts. Within the Department of Teacher Education are three coordinators Middle Grades, Undergraduate Secondary, and MAT. All of these coordinators work with their department chairs to manage education programs and each serves on the various committees in the unit. Role of the Teacher Education Unit The Teacher Education Unit serves as the coordinating entity for education programs. Since the unit is directly connected to the Department of Teacher Education and is not its own school, it must report to several entities including the College of Arts and Sciences, the School of Graduate Studies, and the College of Information and Mathematical Sciences. However, the Department Chair of Teacher Education who also serves as the Director of Professional Education Programs and is the unit head, reports directly to the Dean of the College or Arts and Sciences. Administrators within the unit include the Coordinator for Educational Field Experiences, the Coordinator for Middle Grades Education, Coordinator for Secondary Education, and the Coordinator for the Master of Arts in Teaching. A full-time secretary and a data specialist in the Department of Teacher Education, supervised by the chair of the Department of Teacher Education, serve all education programs in the unit. Role of the Director of Professional Education Programs The Director of Professional Education Programs, who also serves as the Chair of the Department of Teacher Education, is responsible for the oversight of all education programs and collaborates with the various Department Chairs and Coordinators for each program. The Director of Professional Education Programs provides leadership for teacher preparation programs and is responsible for coordinating accreditation, certification, assessments, state and national program approval procedures and oversight of curricula and policies for the unit. The Director of Professional Education Programs also serves as the university s liaison and spokesperson for state and federal education agencies including the Georgia Professional Standards Commission (GPSC), the Board of Regents (BOR), the Georgia State Department of Education, and the National Council for Accreditation of Teacher Education (NCATE). 3

4 Role of the Teacher Education Unit Committees In keeping with our conceptual framework, the Unit has three collaborative standing committees, the Professional Education Programs Committee, the Teacher Education Advisory Council and the Teacher Education Curriculum Committee. Professional Education Programs Committee (PEPC) The Professional Education Programs Committee (PEPC) is the governance body that develops and approves program changes, policies, and procedures. The committee monitors student entry into and progress through the programs. This standing committee of the University is chaired by the Director of Professional Education Programs and is composed of faculty representatives from each of the academic departments, program coordinators, Department of Teacher Education faculty, as well as a partnership school principal to ensure collaborative governance. The committee also includes the Coordinator for Educational Field Placement and a representative from each of the academic disciplines (Language Arts, Mathematics, Natural Science, Humanities, and Visual and Performing Arts), and a principal from a partnership school. Committee members from the academic areas are responsible for relaying teacher education information, policies and procedures to the department chair and faculty members in their respective departments. PEPC meetings are held once per month, with additional called meetings occurring as deemed necessary. Committee minutes are recorded by the Teacher Education Department administrative assistant and distributed to all committee representatives. Teacher Education Curriculum Committee The Teacher Education Curriculum Committee consists of faculty members teaching in education programs. This committee meets for the specific purpose of addressing curricular matters for the unit including approval of new courses and programs. The committee also reviews revisions to courses and programs. Faculty members meet to discuss course content, field experiences, interdisciplinary units, technology integration, student progress and other items related to student progress and curriculum. Membership varies from semester-to-semester depending upon faculty teaching courses in the programs. The meetings are conducted by the Director of Professional Education Programs. During fall and spring semesters, the Committee meets before midterm and at the end of the semester. Teacher Education Advisory Council The Teacher Education Advisory Council serves as an advisory group to recommend program improvements and enhancements. It is a vital link between the University and our partnership schools and systems. This advisory council is comprised of members of PEPC, the Dean of Arts & Sciences, P-12 teachers, a building/central office administrator from the partnership school districts, a graduate of the program, and candidate representatives. The Teacher Education Advisory Council is chaired by the Director of Professional Education Programs, and meetings are held on-campus once each semester. All other committees report to this group. 4

5 The unit also has committees for Diversity, Field Experiences, and Assessments. Faculty representatives from each program serve on these committees and meet each semester to oversee program decisions. All committees report to the Teacher Education Advisory Council. II. FIELD EXPERIENCE POLICIES Candidate Placement All teacher education candidates are required to complete field experiences in their undergraduate education courses. Middle Grades, Music and MAT candidates are required to have a practicum experience in the fall semester of their senior year. MAT candidates generally take the practicum in the fall semester after beginning the program. All candidates complete a semester of clinical practice. This practice includes their student teaching experiences. Middle Grades, Music and MAT candidates complete the clinical practice and student teaching in the spring semester immediately following the practicum. Secondary education students complete the clinical practice and student teaching in the spring semester of their final year. All candidates must be enrolled in or have already completed the methods course by the time they begin clinical practice. Field Experience Placements All candidates are required to take Education 2110, 2120, and Each of these courses have a 10 hour field experience requirement. Candidates at this level have not yet officially entered a teacher education program and so are encouraged to complete their 10 hour field experience in a variety of diverse settings that include students of different races, gender, classes, ethnicities, and special needs. Candidates also complete field experience hours in many of their 3000 level classes. Many candidates make their placements through the Coordinator for Educational Field Experiences. Candidates submit a Field Experience Verification form (signed by a classroom teacher) to the Clayton State University course instructor. Upon entering the program candidates complete the Initial Teacher Field Experience Placement Form in LiveText indicating what placements they have already completed. This questionnaire is used to help determine the appropriate placement for candidates practicum and clinical practice experiences. All Music Education placements and tracking is done through the Music Education Coordinator. The practicum placements for the Middle Grades and MAT programs are completed by the Coordinator for Educational Field Experiences and by the Music Education Coordinator for music education. At the end of the term (fall or spring) prior to placement the Coordinator for Educational Field Experiences contacts program coordinators for the Middle Grades and MAT programs to find out which candidates are ready for placement. The program coordinators then send a list of approved candidates. The Coordinator for Educational Field Experiences then sends a Practicum and Internship Placement Form to either the program coordinators or to all candidates that are ready for the practicum. Candidates are able to select their county and choose schools at which they would like to 5

6 intern. The Coordinator for Educational Field Experiences then reviews placement requests and, after looking at the results of the questionnaire, adjusts them to ensure candidates get exposure to diversity and best practices. Once the placement requests are reviewed the Coordinator for Educational Field Experiences sends them out to the program coordinators to review and provide feedback. Clinical Practice All candidates that completed a practicum complete their clinical practice experiences and student teaching in the same school. Secondary education candidates may request counties and schools using the Internship request form. Once the candidate has completed the form the Coordinator for Educational Field Experiences checks the LiveText Field Experience Module to ensure the candidate has had all required experiences. During clinical practice candidates are required to complete a full semester internship and teach a six-week unit in their area of concentration. The unit generally begins in mid- January and last until Mid-March. All candidates are encouraged to begin the student teaching portion of the clinical practice before the beginning of February. Candidates work with the classroom teacher throughout the entire semester by teaching mini lessons, team teaching, or whole class instruction. Diversity of Experiences To help provide more opportunity to see varied school settings candidates are required, through their portfolio to attend one full day in feeder schools (ex. If the candidate is in a Middle Grades classroom they must attend a day at a feeder elementary school and one day in a feeder high school). Candidates are also required to spend one day in special education classroom and one day in an ESOL or gifted classroom. These requirements made through the portfolio ensure that candidates have diverse field experiences. Education Internship/Practicum Policies: The following policies will be used for all education programs: All internships are scheduled for the final spring semester before graduation. No candidate will be placed in an internship without satisfactory completion (C or higher) of every content course required for program completion in the area(s) of concentration. No candidate will be placed in an internship without satisfactory completion (C or higher) in every required education course. Candidates may take no more than four hours of coursework during the internship semester. Secondary students must pass at least one GACE content exam before being placed in an internship. Secondary candidates must apply for the internship by the first Monday in October. Documentation of the following must be submitted with the application: o Minimum GPA of 2.5 o Passing score of C or better in all required education and content courses 6

7 o Current background check (less than 30 days) o Current completed curriculum/advising sheet (with course grades listed) o Recommendation by content program coordinator Middle Grades candidates must submit an application for the practicum experience by the first Monday of April. Documentation of the following must be submitted with the application: o Minimum GPA of 2.5 o Passing score of C or better in all required education and content courses o Current background check (less than 30 days) o Current completed curriculum/advising sheet (with course grades listed) o Recommendation by content program coordinator Role of Partnership Schools Currently, seven school systems in the immediate service area of Clayton State University are in partnership with Clayton State University s Teacher Education Programs. To join the partnership, a school system s superintendent must sign a Memorandum of Understanding (MOU) with the President of Clayton State University. A school that we partner with may send administrators and/or faculty to Advisory Council meetings, they participate in different campus events and our faculty may consult with them on staff development issues. Partnership schools are used in the junior year of the Middle Grades program. Sites for Education 3010 and 3350 for Middle Grades students are selected through work with staff development personnel, school principals, and the Middle Grades Coordinator. They then group topics and decide which schools have strengths matching the topics. Principals work with their faculty to develop teaching modules for each of the topics. Each year, principals and faculty members meet and discuss their topics and how to best teach these topics. The same faculty members may not participate in teaching the Education 3010 and 3350 courses each year. Principals have a cadre of teachers with experiences that match their topics, and they rotate teaching among the faculty members in that cadre. Each fall principals and the Department Head of Teacher Education meet and discuss course requirements and experiences. Care is given to a sequence of learning experiences and observations. During the semester, the Middle Grades Coordinator attends classes with the students enrolled in Education 3010 and This allows the Coordinator to observe presentations and interactions, and where needed make suggestions for changes and/or additions. It also allows the Coordinator to use Education 3000/4000 as an extension and/or reinforcement of what is done in the schools. Selection of Mentor Teachers Because of the nature of the internship component of the programs at CSU, the selection, orientation, training, and nurturing of mentor teachers is critical. Before the identification and selection of mentors can take place, numerous considerations are made. Successful teaching experience and evidence of effective interpersonal and collaborative skills are critical to the success of the mentoring process. Educational background, 7

8 experience, and training are also vital considerations. The conceptual framework, outcomes, objectives, and goals of the programs, as well as the needs of interns, are considered in order to identify the best mentor teachers possible. Arts and Sciences faculty members, who work closely with personnel in public schools, provide invaluable sources in identifying effective and knowledgeable mentors. Once assigned, training sessions for mentors new to the programs are provided through an online medium (currently qualtrix will be livetext). The training session includes an overview of mentor duties and responsibilities, an overview of candidate requirements and responsibilities and a review of the conceptual framework and program outcomes. The Coordinator for Educational Field Experiences meets with members of the upcoming senior class in order to gain knowledge concerning the grade and school location preferences of each intern. If the mentor has been assigned by the county office candidates are encouraged to contact their prospective mentors and talk both formally and informally. Consideration for Moving an Intern to Another Partnership School In the event an intern and a mentor teacher do not have an amicable working relationship, the following procedures will be followed: 1) The intern, mentor, a university supervisor and Coordinator for Educational Field Experiences will meet to discuss the placement. 2) If the decision to seek an alternative internship site is made, an administrator or department chair will meet with the mentor, university supervisor, and the Coordinator for Educational Field Experiences. The Coordinator will follow this meeting with a letter to the principal and mentor. The mentor stipend will be prorated according to the amount of they served as a mentor. 3) The Coordinator will meet with an administrator or department chair of the new school, and they will discuss the transition. The selected mentor teacher will meet with the intern, and if they are agreeable to the assignment, the re-assignment will be finalized. 4) The County office from the school systems involved will be notified in writing of the intern s reassignment. Teacher Education Supervision of Interns/ Pedagogy Supervisor Each intern is assigned a supervisor from with the department of Teacher Education. This supervisor represents general pedagogical methods and supervises middle grades and MAT candidates in the fall and spring semesters. A Pedagogy supervisor is assigned to Secondary candidates in the spring semester clinical practice. Pedagogy supervisors observe students three times during the practicum and three times during the clinical practice. Arts and Sciences Content Supervision of Interns Each intern is assigned a content area faculty member representing the intern s primary area of concentration. This faculty member observes the intern during the full-time internship a minimum of three times. Faculty members are given release time (6 interns = a 3 hour course). 8

9 III. CANDIDATE RECRUITMENT, ADVISEMENT, ADMISSION, AND RETENTION POLICIES The Teacher Education Unit makes every effort to adequately advise individuals who may be considering entering a teacher education program. Information is provided through handout/fact sheets, brochures, posters, news releases, one-on-one advisement by faculty, the Department of Teacher Education web site, and campus information sessions. Recruitment Policies Recruitment of students is primarily handled by Clayton State University s Office of Student & Enrollment Services in conjunction with the Office of Admissions. These offices use a variety of methods to promote the University s programs of study: establishing/maintaining contacts with local school systems, hosting on-campus activities/tours for prospective students, open houses for traditional and non-traditional students, probe fairs, and providing information to various media. Information for general University admission may be obtained from the Office of Admissions and through the University Academic Catalog. The University sponsors several open houses throughout the year while the School of Graduate Studies hosts an open house every two months. Faculty representatives from the Teacher Education Unit attend all of these events. In addition to university recruitment efforts, faculty representatives visit area two-year campus education classes, particularly those with diverse populations in the Metro Atlanta area, to promote Clayton State University education programs. Faculty specifically target campuses with significant diverse populations in recruitment practices. Faculty representatives also attend area graduate fairs, particularly those held at historically Black campuses, to promote graduate programs. Maintenance of Recruitment Materials Recruitment materials, including posters and brochures, are maintained by the Department of Teacher Education. When individuals contact the office, they are directed to the proper coordinator and department for the program of interest. Each program s information can be found on the department web site where the program is housed. Program applications and admissions information are distributed by each program coordinator. Each department is also responsible for maintaining up-to-date information in the university catalog. Semester Information Sessions Prospective candidates are encouraged to attend one of the teacher education information sessions held each semester. The one-hour sessions are open to the general public (neither admission to CSU nor advanced registration is required) and are usually conducted by the Department Chair of Teacher Education or other knowledgeable faculty/staff. These 9

10 sessions are a primary source of detailed information about the teacher education programs, and attendance is mandatory for individuals planning to enter the program. The sessions are advertised through notices, campus publications, local newspapers, and flyers posted around campus and ed to students and interested individuals. The following materials are provided in the information sessions: Attendance and Projection Information Form Fact Sheet on the teacher education programs Application for next program admission cycle Curriculum Worksheets Sample of two-year matrix (course rotation) for upper-division courses Conceptual Framework and Professional Education Outcomes Candidate Advisement And Retention Policies Each teacher education candidate is assigned a faculty advisor who meets with candidates each semester to discuss course selection and graduation plans. Candidates may not register for classes until they have met with an advisor. Candidates are assigned faculty advisors from the department in which their programs are housed. Faculty within the Department of Teacher Education advise Middle Grades candidates while all secondary and music program candidates are advised in their respective departments. First year freshmen are advised by staff within the First Year Advising and Retention Center and then move to professional advisors in the Professional Advising Center until they reach hours of coursework. Faculty advisement assignments are made by department chairs in discipline departments and advising loads do not generally exceed 20 students. Staff and administration within the Department of Teacher Education check candidate progress along with program coordinators. Careful management of candidate data and transition check points helps keep candidates on track for graduation. Candidate retention is secured through close monitoring of progress throughout Education programs. The unit also manages data and monitors candidate demographics to insure diversity in candidate recruitment, admission, and retention. Introduction to the Profession Prior to admission to certification programs, all undergraduate candidates take three Education classes (EDUC 2110, 2120, and 2130) that serve as an introduction to the teaching profession and familiarize candidates with the demands and standards of the program. Candidates in these classes also spend a number of hours observing and working in area P-12 classrooms. Graduate candidates receive a thorough introduction to policies, procedures, and the profession during their initial education classes in their first semester in the program as well as through meetings and orientation sessions. 10

11 All candidates also attend a New Candidate Orientation in which they are introduced to program policies, education outcomes, and the Conceptual Framework. Candidates receive valuable information during these sessions from area representatives of the Professional Association of Georgia Educators (PAGE) and the Student Professional Association of Georgia Educators (SPAGE). Candidates also receive training in professional dispositions and ethics. Admission Policies and Procedures Each program has clearly established admission criteria and policies. All certification program candidate applicant files are reviewed by the Professional Education Programs Committee (PEPC) for admission. While the Middle Grades Program is a cohort program with admission taking place in the fall semester of the junior year, all other programs admit candidates throughout the year. It is the responsibility of the support staff in the Department of Teacher Education to maintain/update the database of applicants for all education programs. The same data fields are used for all applicants accepted into the Teacher Education program. Supervised by the Department Chair for Teacher Education, the support staff oversee application files to confirm that the applicant is meeting all admission criteria. Program coordinators, faculty, and staff will maintain contact with applicants to ensure that the admission process is completed appropriately. Criminal Background Check and Admission Policy To become an educator in the State of Georgia, all individuals must submit to a criminal background check and comply with Georgia Professional Standards Commission requirements. See for more information. (See definition of Moral Turpitude from the Professional Standards Commission: All individuals who plan to matriculate through education programs at Clayton State University, will be expected to have a criminal background check at several stages of the education program, which may include: - Application to a teacher education program - Field placements for entry-level courses such as EDUC 2110, 2120, 2130, Practicum/internship assignments Background Check Admission Policy The Teacher Education Department will not admit an individual to certification programs who has any type of felony conviction within the last 10 years. Any individual with a felony conviction 10 years or older should submit a letter of explanation to the Director of Professional Education Programs to be reviewed by the Professional Education Programs Committee. 11

12 Misdemeanors and other convictions will be reviewed on a case-by-case basis to determine whether or not the student will be admitted. A detailed explanation of the charges, written and signed by the student, must be included with the application. Please be aware that admission to an education program at Clayton State University will have no effect as to whether a school system will approve field experiences/student internships. Nor does admission to the program affect whether the Professional Standards Commission will certify an individual for teaching. In instances where the school system or agency requires more extensive or a different criminal background check, Teacher Candidates must adhere to those requirements in addition to those of the Department of Teacher Education. Students with any concern about the above criminal background check and admission policy should consult with the Department of Teacher Education on how to proceed. Following are the admissions criteria for each program: Middle Grades Program Admission: Details about admission to the Middle Grades Education program are furnished in numerous formats. These include written notification in the Academic Catalog, the Middle Grades Education Program Handbook for Students, the Department of Teacher Education web site, and through . Verbal notification is provided in the semester information sessions, faculty advisement sessions, and the sophomore EDUC courses. Faculty in the Department of Teacher Education are available to answer students questions and/or concerns. All printed material is reviewed regularly by the Department Chair for Teacher Education and the Middle Grades Program Coordinator to ascertain that it is accurate and up-to-date. The Professional Education Programs Committee (PEPC) meets at least once per year to discuss program admission criteria and to make revision as necessary. Middle Grades Admission Criteria: Admission to Clayton State University. (Transfer students who meet the program admission criteria may simultaneously submit application for the University and the teacher education program two separate applications.) There is a formal application process for the university that is handled by the Office of Admissions. Students are encouraged to contact that office with questions about college enrollment. Applications procedures for University admissions are a part of the Academic Catalog and may be found on the University web site Completion of at least 45 semester hours of college credit. This requirement verifies that the applicant is of at least sophomore-level status and will probably be eligible for the next admission cycle. College credit hours are confirmed through transcript review by faculty/staff in the Department of Teacher Education. 12

13 Grades of A, B, C, or K, in all applicable Areas A-F courses. Prospective majors are required to retake any Area A-F courses for which they have made a D, F, or Pass/Fail grade. Grades are confirmed through transcript review by faculty/staff in the Department of Teacher Education. Institution Grade Point Average (GPA) of 2.50 or higher. Institutional Grade Point Average (GPA) is confirmed through access to Banner, Duck, or transcripts reviewed by the faculty/staff in the Department of Teacher Education. See the University Academic Catalog for a definition of Institutional GPA. Overall GPA of 2.50 or higher. Overall Grade Point Average (GPA) is confirmed through access to Banner, Duck, or transcripts reviewed by the faculty/staff in the Department of Teacher Education. See the University Academic Catalog for a definition of Overall GPA. Passing score on Teacher Education Writing Assessment. (If the scores indicate a weakness in some area, provisional admission may be given with the understanding that the student must work on that area.) Hard copy of assessment scores are maintained by the teacher education support staff. Students will be reassessed in Language Arts (LART 3010) during the first semester of enrollment. Obtaining the required writing profile is a prerequisite for EDUC 4710 (fall semester of the senior-year internship). If a student does not achieve the writing profile by the time of enrollment in EDUC 4710, then the student may not participate in the internship. The student may take academic courses, but not the internship until such time as the writing profile is achieved. Enrollment in EDUC 4710 is for fall semester only; therefore, a student not achieving the writing profile will have to wait until the next fall enrollment to begin the internship. Students may petition PEPC by mid-july if the writing assessment is not achieved. PEPC will consider each petition separately. Faculty from the English Department serve as consultants to PEPC in the event of a petition. Successful completion of EDUC 2110, 2120, and 2130 Attendance at information session and/or meeting with Program Coordinator. Attendance at the Teacher Education Information Session is documented by the Attendance and Projection Form authorized by faculty in the Department of Teacher Education. If a student cannot attend one of the information sessions, a personal interview will be arranged between the student and a knowledgeable faculty or staff member. Passing scores on all sections (Reading, Writing, and Mathematics) of GACE Basic Skills Assessment. Exemptions from GACE may be satisfied through one of the following: SAT: minimum score 1,000 (Verbal/Critical Reading+Mathematics) GRE: minimum score 1,030 (Verbal+Quantitative) or 297 if taken after August 1, 2011 ACT: minimum score 43 (English+Mathematics) 13

14 A one page essay explaining reason for wanting to be a middle grades educator. A clear background check dated no more then 30 days prior to application. Applicants go to the Office of Public Safety, fill out a form, and pay the fee. If a student does not provide a clear background check then the student will not be eligible for admission. A successful interview with faculty from the Department of Teacher Education. Eligibility to Begin Coursework in the Middle Grades Program A letter notifying applicants of their current status will be mailed from the Department of Teacher Education. This is not a letter of admission or non-admission. Each applicant will be reviewed by faculty or staff to determine which admission criteria have not been met, and students will be informed of these missing elements early in the summer semester. Before students can be admitted into the new Middle Grades cohort group beginning upper-division coursework in teacher education in fall semester, they must meet the following criteria by the end of summer semester. Completion of all courses in Areas A-F of the Core Curriculum with grades of A-C, or K. Completion of coursework is confirmed through transcript (may be done on Banner or Duck) review by faculty/staff in the Department of Teacher Education. Maintenance of the 2.50 or better GPA standards as explained above. Students who do not meet the Institutional and Overall GPA requirements by the end of summer semester will be notified in writing that their application has been denied. Written notification of program acceptance. (Meeting minimum admission standards does not guarantee acceptance.) Letter of Acceptance or Provisional Acceptance will be mailed to qualifying applicants prior to fall semester. (Letters of Acceptance usually are sent to fully qualified applicants in early July: other letters are sent in early August.) Each letter explains the student s status and provides information about the Teacher Education New Candidate Orientation and Registration for fall semester. Each letter is accompanied by a Student Acceptance Form or Student Provisional Acceptance Form that the candidate must sign and return to formally confirm his/her admission acceptance and enrollment for fall semester. If the Department of Teacher Education by the stated deadline does not receive forms, faculty or staff will attempt to contact the student to determine his/her interest in the program. If no contact is made, the admission offer will be revoked. Students who do not meet admission criteria will be notified in writing that their application has been denied. Undergraduate Secondary Program Admissions Criteria: Admission to Clayton State University Completion of at least 45 semester hours of general education college credit Successful completion (minimum grade of C) in all required content discipline and education courses 14

15 Minimum Overall Grade Point Average of 2.50 or higher Minimum Institutional Grade Point Average of 2.50 or higher Demonstrated writing proficiency or completion of English 1101 with grade of C or better Successful completion of EDUC 2110, 2120, and 2130 with grade of C or better Attendance at a CSU Teacher Education information session or meeting with content program coordinator Passing scores on all sections (Reading, Writing, and Mathematics) of GACE Basic Skills Assessment. Exemptions from GACE may be satisfied through one of the following: SAT: minimum score 1,000 (Verbal/Critical Reading+Mathematics) GRE: minimum score 1,030 (Verbal+Quantitative) or 297 if taken after August 1, 2011 ACT: minimum score 43 (English+Mathematics) A one page essay explaining reason for wanting to be a secondary grades educator. A clear background check dated no more then 30 days prior to application. Applicants go to the Office of Public Safety, fill out a form, and pay the fee. If a student does not provide a clear background check then the student will not be eligible for admission. Music Education Program Admissions Criteria: Admission to Clayton State University Completion of at least 45 semester hours of college credit (minimum requirement to submit application) Students are required to complete all Area F courses and MUSC Grades of A, B, C, or K in all applicable Areas A-F courses. Students must have a grade of C or better in ALL courses required for the degree. Institutional Grade Point Average of 2.50 or higher Program Grade Point Average of 2.50 or higher Successful completion of MUSC 2900 with documentation of 35 field experience hours. Successful completion of MUSC 2301 with a grade of C or better. Successful completion of Sophomore Barrier Music Education Documentation of teaching observations (this is satisfied in EDUC 2110, 2120, or 2130 at CSU) Passing scores on all sections (Reading, Writing, and Mathematics) of GACE Basic Skills Assessment. Exemptions from GACE may be satisfied through one of the following: SAT: minimum score 1,000 (Verbal/Critical Reading+Mathematics) GRE: minimum score 1,030 (Verbal+Quantitative) or 297 if taken after August 1, 2011 ACT: minimum score 43 (English+Mathematics) A one page essay explaining reason for wanting to be a music educator. 15

16 A clear background check dated no more then 30 days prior to application. Applicants go to the Office of Public Safety, fill out a form, and pay the fee. If a student does not provide a clear background check then the student will not be eligible for admission. Master of Arts in Teaching Program Admissions Criteria: Admission to the School of Graduate Studies (details at Completed application for admission to the School of Graduate Studies, application for admission to the Master of Arts in Teaching, and a $75 application fee. The application fee is non-refundable and may not be applied to any other university fees should you be accepted. These forms are submitted electronically using the online application which is available on the School of Graduate Studies website under the forms tab. Two (2) Official copies of transcripts of all undergraduate and graduate work previously undertaken. Admission to the Master of Arts in Teaching English program requires a baccalaureate degree from an accredited college or university with a minimum 3.0 grade point average on a 4.0 scale. Please note: The School of Graduate Studies cannot be held responsible for delays that occur during the mailing process. Official Scores on the Graduate Record Exam (GRE). Official scores are mailed directly from the Educational Testing Service (ETS). The GRE institution code for Clayton State University is TOEFL scores for international applicants are required for those individuals who have not earned a baccalaureate degree from a United States institution and whose native language is not English. The minimum score on the written Test of English as a Foreign Language (TOEFL) is 550 and 213 on the computer-based test. The TOEFL may be waived for an applicant who has earned a baccalaureate degree from a regionally accredited institution in the United States. Three letters of recommendation. Three letters of recommendation that comment on the applicant s potential for success in a graduate academic program. Letters should be placed in sealed envelopes and contain the signature of the person writing the recommendation across the seal. A statement of purpose that is no more than two (2) typewritten pages, singlespaced. The statement should describe the applicant's pertinent personal and professional experience and education, as well as his or her interests and goals in pursuing the Master of Arts in Teaching degree. Passing scores on GACE Basic Skills Assessment are required for admission to the certification program. (SAT 1000, ACT 43, or GRE 1030 (total verbal and quantitative scores) or 297 if taken after August 1, 2011 exemption scores for the GACE Basic Skills Assessment) Georgia Crime Information Center (GCIC) criminal background check. Provisional Admission: An applicant failing to meet one or more of the standards required for admission as a regular student may be eligible for provisional admission, if space in the program is available, for up to one semester under 16

17 conditions specified at the time of admission. Students who fail to make progress under provisional admission will be withdrawn from the program. Committee Selection of Program Candidates It is the responsibility of the Professional Education Program Committee (PEPC) to review applications for each admission cycle and select the candidates most likely to succeed in the program. PEPC members meet during summer semester after the deadline date for application submissions (normally late June) to review Middle Grades cohort applications. Applications for all other programs are reviewed throughout the year. Each undergraduate candidate application is examined with particular emphasis on institutional and overall grade point average, writing assessment scores (Middle Grades only), GACE scores, and completion of Area A-F coursework. PEPC members select the initial group of admitted students who meet all criteria, and letters of acceptance are prepared for these individuals. For Middle Grades applicants, if significant summer coursework is still in progress, an admission decision will be placed on hold until completion of these course requirements. Incomplete or inadequate writing assessments will also cause the applicant s file to be placed on hold. All other undergraduate applications are held for PEPC review until the candidate has successful completed all program criteria for admission. When the summer term is completed, PEPC members will once again review the files of Middle Grades applicants. Letters of acceptance are sent to those applicants who meet all admission criteria; letters of provisional acceptance may be sent to other applicant who meet the GPA criteria but may not have the minimum writing assessment score. (In special circumstances, students who have not completed all Area A-F coursework may be admitted provisionally to the program. These exceptions are determined on a case-bycase basis and are normally approved only when the situation is beyond the control of the student.) All other criteria (see above) MUST be completed for program admission. As necessary, PEPC members may evaluate upper-division transfer credits for undergraduate programs. PEPC may accept credit that is reasonably equivalent to the University s courses. The Office of the Registrar makes decisions on transferability of lower-division credits. Area F of the core curriculum may be determined with the Department Chair for Teacher Education in conjunction with the other department chairs. When courses are substituted, a course substitution form must be completed and signed by the advisor, department chair, and be placed on file in the Office of the Registrar. PEPC members may request additional documentation and/or require specific site-based experiences or directed readings to validate upper-division credit and/or to meet certification requirements. Applicants will be notified in writing of such requirements. Candidates for MAT programs must also be admitted by the School of Graduate Studies before they may be admitted to an MAT program. Education and discipline program coordinators review MAT applications and make a recommendation to the PEPC committee for admission. Graduate School policy prevents acceptance of more than six 17

18 hours of graduate transfer credit to be applied to any graduate program at Clayton State University. Program Probation and Suspension Policies General University policy on good standing and academic and disciplinary probation and suspension applies to the teacher education program (except that for teacher education the undergraduate standard is 2.50 GPA, not 2.0). Department of Teacher Education staff review candidate grades and status at the end of each semester. Results are shared with the Department of Teacher Education who shares the information with program coordinators. Candidate course grades and GACE data are reviewed for successful transition through the program. Students who do not maintain the appropriate GPA or individual course grades will be notified in writing by the Department Chair for Teacher Education. Graduate program candidates must maintain a 3.0 GPA. Grade Appeals Policy Students may appeal course grades following the University policy for such appeals. This policy is posted in the University Academic Catalog and in the University Student Handbook. Candidate Complaint Policy The university maintains a student complaint web site through the Office of Student Affairs. The policy is posted in the University Academic Catalog and on line at Candidate Probation and Suspension Program candidates, like all university students, follow general university policy on good standing and academic and disciplinary probation and suspension, as identified in the Clayton State University academic catalog. Candidates in all education programs must also maintain a minimum 2.5 overall and institutional GPA. Candidates who do not maintain the appropriate GPA will be notified in writing by the Director of Education Programs who also serves as the Department Chair of Teacher Education. Consideration of Intern Removal from the Teacher Education Programs 1) Clear and detailed documentation of the issue(s). 2) Discussion of the issue(s) with the intern. 3) Plan for remediation (including timeline) if applicable. 4) Student participation and completion of remediation plan if applicable. 5) Evaluation of remediation plan. 6) Evidence of improvement or lack thereof. 7) Continued checkpoints to assess progress if appropriate. 8) Decision for intern to continue in programs or removal from internship and/or programs. 18

19 Individuals involved: Intern, mentor, school administrator(s), Coordinator for Educational Field Experiences, Pedagogy Supervisor, Arts and Sciences content faculty (as needed). University Academic Catalog statement for removal of student from school sites should be consulted. Resources for Program Candidates Role of Education Clubs All students interested in teacher education are encouraged to join and actively participate in the Teacher Education Club. Student activities include participation in and assistance with the annual Aspire to Teach Conference held for area high school students who are interested in the teaching profession. The club also sponsors an Appreciation Reception for graduating candidates. The CMLA Club is an affiliate of the Association for Middle Level Education. Through the club, candidates participate in local and state organizations that support teacher education. Club activities are designed to foster a sense of belonging, as well as provide knowledge about the profession. Information Sources Information for students in Teacher Education is posted on the bulletin board outside the department office Arts & Sciences 205 and/or in the Resource Room next door. Information is also posted on the web site for the Department of Teacher Education ( The Clayton State University library, through guidance from Teacher Education faculty, houses a collection of education materials. The collection may be accessed through the library catalog by searching Clayton State Teacher Education Center. Forms, information about the programs, and other handouts may be obtained from the Department of Teacher Education. The Clayton State University Academic Catalog is available on line. Information sessions are conducted each semester and they are open for any interested person. Dates, times and places are given on the web page for the Department of Teacher Education. Campus Activities/Speaker and Film Series The Department of Teacher Education hosts a variety of activities open to the community and campus. A fall Education Film Series and a spring Education Speaker Series help promote education programs and enrich our course offerings. These activities also serve as an outreach to the community. 19

20 IV. FACULTY AND STAFF POLICIES The Teacher Education Unit at Clayton State University is dedicated to providing teacher candidates with qualified faculty who are leaders in their fields of study and who model best practices in teaching, scholarship, and service. The excellent faculty at Clayton State and clinical faculty partners in schools from eight local counties serve to nurture candidates professional dispositions. In keeping with our Conceptual Framework, faculty are intent on developing and supporting teacher candidates who are lifelong learners, who are committed to teaching and learning, and who are collaborative, culturally responsive, reflective, professional educators. To ensure this dedication to education programs and candidates, all full-time faculty members participate in an annual review process and professional development activities throughout the year. Faculty are also encouraged to participate in enrichment activities such as Safe Space training and professional development programs including instruction in distance learning. Selection of Teacher Education Faculty All faculty teaching assignments are made by the department chairs in which the programs are housed. The chair of the Department of Teacher Education assigns faculty for the Middle Grades program and for all EDUC classes in other programs. Teaching schedules for all Teacher Education programs are created through careful planning and discussions among all department chairs and program coordinators When faculty who may teach in Teacher Education programs are being interviewed for teaching appointments, a representative from the Department of Teacher Education serves on the search committee. The university and unit purposefully recruit diverse faculty to meet the needs of candidates in all Education programs. Workload Policies Workload policies, including class-size and online course delivery, allow faculty members to be effectively engaged in teaching, scholarship, assessment, advisement, collaborative work in P 12 schools, and service. Faculty loads for teaching on campus and online generally do not exceed 12 hours for undergraduate teaching and nine hours for graduate teaching per semester or the equivalent. Clayton State University faculty in the Colleges of Arts and Sciences and Information and Mathematical Sciences carry twelve work units for undergraduate teaching loads each semester. For undergraduate courses, one semester credit hour of course value equals one work unit. Graduate courses, those listed as 5000 or above, count as 1.5 work units. The Coordinator for Educational Field Experiences carries a reduced teaching load in order to allow for: coordination of activities with individual school districts, coordination, collection, and analysis of assessments and evaluations for all interns, and to allow for 20