APPLICATION FOR ADMISSION TO TEACHER EDUCATION PROGRAM ADMISSION TO TEACHER EDUCATION INTERVIEW INSTRUMENT COMMUNICATION PERFORMANCE ORAL EVALUATIONS

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1 APPLICATION FOR ADMISSION TO TEACHER EDUCATION PROGRAM ADMISSION TO TEACHER EDUCATION INTERVIEW INSTRUMENT COMMUNICATION PERFORMANCE ORAL EVALUATIONS DISPOSITION ASSESSMENT FORM ADMISSION TO TEACHER EDUCATION ACCEPTANCE FORM

2 WILEY COLLEGE DIVISION OF EDUCATION APPLICATION FOR ADMISSION TO TEACHER EDUCATION PROGRAM A. PERSONAL INFORMATION. Name Student ID# Gender. Marital Status Date of Birth. Local Address Local Phone. Home Address Home Phone 5. Social Security # B. PROFESSIONAL INFORMATION. What is your major EC-6 Secondary Education (8-) Spanish Math History Science All Level P.E. All level Music C. REQUIREMENTS FOR ADMISSION TO TEACHER EDUCATION. How many of the General Education hours will you have completed at the end of this semester?. Is your GPA at least.75? Yes No. Have you completed the THEA Requirements? Yes No (Reading 0, Math 0, Writing 0) Submit up-to-date degree plan, audit for degree, and unofficial transcript Submit three () faculty recommendations Participate in Teacher Education Interview Submit a Background Check as instructed by Division of Education Submit an Essay entitled Why I Want to Become A Teacher Completed the Communications Oral Evaluation OFFICIAL REQUEST FOR ADMISSION TO THE TEACHER EDUCAITON PROGRAM. Having met all pre-requisite requirements, as stipulated in the College Catalog, I am officially applying for admission to the Teacher Education Program.. Student Signature Date. Advisor Signature Date D. OFFICIAL DISPOSITION OF APPLICATION (Please Initial). Dean, Division of Education Approved Disapproved Provisionally Approved. Teacher Education Council Action THEA. Vice President for Academic Affairs Approved Disapproved

3 ADMISSION TO TEACHER EDUCATION INTERVIEW INSTRUMENT WILEY COLLEGE PROFESSIONAL EDUCATION UNIT (WCPEU) Teacher As Reflective Practitioner Wiley College Teacher Education Interview Instrument Last Name First Name Date Address Program Area Major Contact Phone Gender Assessment Status Cumulative GPA Evaluator Evaluator s Signature Note to the Reviewer: Each interview panel will ask the following questions and score the prospective candidates responses based on the rubrics provided. Related follow up questions may be asked. The interviewee s answer will be rated as Proficient (), Satisfactory () or Unsatisfactory (). A specific statement of concern regarding the prospective candidate must be written by the reviewer if prospective candidate is responding at unsatisfactory levels. The results from the evaluation will be shared with the prospective candidate and his/her academic advisor. INTERVIEW QUESTIONS Circle Score. Why did you choose education as a profession? P S U. What do you believe are the role of families in the education of children? P S U. What do you believe are qualities of an excellent teacher? P S U. Describe ways that you believe teachers assess student s learning? P S U 5. What characteristics do you believe you possess that will allow you to work with students who are different from you? P S U 6. In what ways do you believe the use of technology will enhance students learning? P S U 7. What challenges to you believe teachers face in today s classroom? P S U 8. Communication Skills Ability to Express Thoughts (Tone, Clarity and Organization) P S U Standard Language and Grammar 9. Personal Appearance P S U Comments/Recommendations: If a prospective candidate scores more than three unsatisfactory on the Teacher Education Interview Instrument, the prospective candidate will not pass the interview portion for admission into Teacher Education program. The prospective candidate will be recommended for professional development and scheduled for another interview. Adapted from NC A&T 0 Teacher Education Interview Instrument

4 WILEY COLLEGE PROFESSIONAL EDUCATION UNIT (WCPEU) COMMUNICATION PROFICIENCY PROGRAM ORAL COMMUNICATION TESTS DIRECTIONS: Read the paragraph and sentences below. Read clearly and distinctly. TEACHER AS REFLECTIVE PRACTITIONER Prepared teachers for classrooms of today and for the st century are effective, caring, and competent, reflective practitioners. They have the knowledge, skills, and dispositions to prepare their diverse students for lifelong learning. Reflective teachers guide student learning using a variety of strategies, media, and experiences. In this process, preservice teachers develop the ability to generate alternatives, make rational informed choices, and assume responsibility and accountability for those choices. The conceptual framework provides the direction for programs, courses, candidate performance, scholarship, service, and unit accountability. Coherence exists among the conceptual framework, courses, field experiences, student teaching, internships, practicum, and learner outcomes what teacher candidates and graduate candidates know and are able to do. The capacity to reflect on action for continuous learning is one of the defining characteristics of professional practice. The conceptual framework s organizing theme, Teacher as Reflective Practitioner, is the guiding principle for program implementation, assessment, evaluation, and effectiveness. Components of the framework which reflect competencies of Wiley College teacher candidates include content knowledge, professionalism, problem solving, assessment, diversity, technology, student achievement, and collaboration. ****************************************************************************************************. The twin stood between the others.. Bring me the brown and green striped umbrella.. You could hear him cry across the room.. My friend is afraid of the dark. 5. The screw is described in the book. 6. There is a shrub by our barn. 7. The string has been destroyed. 8. A trip to the country will be nice. 9. He slipped the tests in one of his father s vests. 0. I think the baby needs a birthday bath.. The baby s mother will bathe him.. I have some new clothes I ordered from television.

5 Office of Teacher Education. The chair for the teacher was in the garage.. Over there is a feather that is smooth. 5. Watch the usher put the toothbrush in her mouth. 6. Tie the string on the straight structure. 7. The administration building is on South Road Street. 8. Scroll down to the girls strolling with their mothers. 9. I thought the track for string art was on Brothers Drive. 0. Their brother wouldn t bathe because he thought it would make his toothache worse.. The monkey scratched his head as he played scrabble in the garage.. We played a straight forward scrimmage game in Strawberry Creek.. The teacher gave statistics tests stressing application of data.. Susie sewed zippers on two new dresses at Bessie s house. SPEECH SAMPLE: Choose a topic and give a - minute speech. Why did you decide to become a teacher? What are some major issues confronting today s teachers? Describe an effective teacher. Speech-Language Assessment Lead Office of Teacher Education

6 WILEY COLLEGE PROFESSIONAL EDUCATION UNIT (WCPEU) TEACHER AS REFLECTIVE PRACTITIONER Communications Performance Oral Evaluation Sentences/Passage - 55 Pitch Loudness Rate Too High Too low Monotone Adequate Quality Articulation/Diction Pleasant Sound production Unpleasant Endings of words Clarity of words/sentences Pronunciations Grammar Usage Fluency COMMENTS

7 WILEY COLLEGE PROFESSIONAL EDUCATION UNIT (WCPEU) TEACHER AS REFLECTIVE PRACTITIONER COMMUNICATION PERFORMANCE ORAL EVALUATIONS Wiley College Education Department Oral Presentations Rubric: Correlating Teacher Pedagogy and Professional Responsibilities with Wiley s Education Department Conceptual Framework Rationale: Effective oral presentation is crucial for any teacher. Prospective teachers require the use of effective oral presentation to be used in front of small, medium, or large classrooms. Prospective teachers must use effective voice volume, rate, pitch, and rhythm patterns as well as possess skills s necessary to prepare and deliver lessons to a group, focusing on effective body language, selection of speech content, effective visual aids, and effective delivery. The below rubric aids in assessing students oral presentations skills. The criteria are set by the Wiley College Department of Education: Criteria Below expected level At expected level Above expected level Introduction of topic Topic introduced. Topic introduced clearly, and purpose of talk was made clear. Topic introduced clearly and in an interesting way. Purpose of talk was made clear. Outline of points was given. Development of topic Some understanding of topic shown. Some links and connections made between ideas. Points are usually developed with minimum detail. Information is usually relevant. Good understanding of topic shown. Links and connections between ideas made clear. Information was relevant and expressed in own words. Points were developed with sufficient and appropriate details. A very good understanding of the topic shown. Links and connections between ideas made clear. Information was relevant and well expressed in own words. Points were wellorganised and developed with sufficient and appropriate details. Ability to engage and involve audience Some eye contact was made. Techniques used to engage audience were minimal, or mainly ineffective. An interesting approach taken to topic. Speaker used techniques such as visual aids and props, anecdote, surprising facts, direct audience participation. Speaker monitored audience and adapts presentation accordingly. An interesting or original approach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation. Suitability of presentation for purpose and audience Attempts were made to tailor the presentation content to the intended purpose of informing, interesting or persuading. The presentation content and structure was tailored to the audience and to the intended purpose of informing, interesting or persuading. The presentation content, structure and delivery were closely tailored to the audience and to the intended purpose of informing, interesting or persuading. Voice: clarity, Presenter occasionally spoke Presenter usually spoke clearly to ensure audience Presenter spoke clearly and at a good pace to ensure audience

8 pace, fluency clearly and at a good pace. comprehension. Delivery was usually fluent. comprehension. Delivery was fluent and expressive. Vocabulary, sentence structure, grammar The vocabulary of the presentation was mainly appropriate for the topic. The presentation content was occasionally grammatically correct. The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct. The vocabulary of the presentation was appropriate for the topic. A variety of phrases and sentence structures were used. The presentation content was grammatically correct. Pronunciation Pronunciation occasionally correct, but often hesitant and inaccurate. Pronunciation and intonation is usually correct. Pronunciation and intonation is correct and confident. Cultural conventions for oral presentation Greetings and general presentation are not culturally inappropriate. Greetings are culturally appropriate. Questions are answered appropriately. Greetings are culturally appropriate. Gestures, stance and eye contact are appropriate. Questions are answered appropriately. Use of visual aids No visual aids were used; OR Visual aids were occasionally appropriate and related to the spoken message. Visual aids supported the presentation effectively. They clarified and reinforced the spoken message. Visual aids were carefully prepared and supported the presentation effectively. They clarified and reinforced the spoken message. The aids added impact and interest to the presentation. Conclusion of topic An attempt was made to conclude the presentation. The presentation was summed up clearly. The presentation was summed up clearly and effectively, with key points emphasised. Answering questions from audience Not all questions could be answered. Questions answered with difficulty, and little knowledge of the topic was demonstrated. Most questions answered. Answers showed good knowledge and understanding of the topic. Language was mainly correct. Questions answered with little difficulty. Very good knowledge of the topic was demonstrated. Language was correct and fluent. 0

9 Wiley College Professional Education Unit (WCPEU) Division of Education Teacher As Reflective Practitioner Educator Preparation Candidate/Admission Dispositions Assessment Form Candidate Name: Student ID#: _ Major /Minor: Rated by: Level: Elementary Secondary (One of the following: Professor, Advisor, School Personnel, Employer) All Level Professional standards organizations and the professional community expect teacher candidates to demonstrate knowledge, skills, and dispositions to provide learning opportunities that support students' development. Dispositions are the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth.. Leadership: Influence; Ability to Communicate; Commitment to Growth of Others and Self. A. B. The candidate perceives what to do to maintain good relationships with others. The candidate collaborates effectively to achieve team goals. C. The candidate articulates ideas clearly and comfortably in conversations, discussions or presentations, demonstrating conventions of standard spoken English D. and awareness of audience. The candidate takes initiative to identify and solve problems. E. The candidate establishes an environment of respect for diversity in professional. relationships including the class setting. Attitudes Toward Learning: Initiative; Motivation and Responsibility. F. The candidate accepts consequences for personal words, actions or decisions. G. The candidate prioritizes work based on established goals. H. I. The candidate demonstrates the ability to identify and utilize resources. The candidate responds appropriately to authority. J. The candidate responds positively to constructive criticism and suggestions.. Commitment to Academic Performance. K. The candidate consistently attends classes and meetings on time. L. The candidate honestly & ethically meets academic and professional requirements. on time. Respectful Characteristics: Empathy; Respect for Rights and Opinions of Others; Integrity. M. The candidate demonstrates truthfulness and trustworthiness. N. The candidate demonstrates an understanding, awareness. and sensitivity to the feelings, thoughts, and experiences of others. O. The candidate displays a positive attitude toward teaching and interactions with 5. students and families. Professional Appearance. P. The candidate demonstrates good personal hygiene. Q. The candidate dresses appropriately for the situation. 6. Emotional Maturity and Psychological Insight. R. The candidate uses appropriate verbal and non-verbal expressions. S. The candidate demonstrates flexibility to new or unexpected situations. T. The candidate responds to frustration and stress with self- control. U. The candidate demonstrates situational appropriate behavior. 7. Self-Reflection V. The candidate examines critically his/her perspective, experiences and effectiveness and reflects on ways to improve performance. Ratings: =Proficient =Acceptable =Developing l=not demonstrated =Not Observed If applicable class in which student is enrolled. Must be returned to the Office of Educator Preparation in a sealed envelope to: Division of Education, Administrative Assistant, Thirkield Hall, Room 06

10 Wiley College Professional Education Unit (WCPEU) Division of Education Teacher As Reflective Practitioner Educator Preparation Candidate/Admission Dispositions Assessment Form Candidate Name: Student ID#: _ Major /Minor: Rated by: Level: Elementary Secondary (One of the following: Professor, Advisor, School Personnel, Employer) All Level Professional standards organizations and the professional community expect teacher candidates to demonstrate knowledge, skills, and dispositions to provide learning opportunities that support students' development. Dispositions are the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth.. Leadership: Influence; Ability to Communicate; Commitment to Growth of Others and Self. A. B. The candidate perceives what to do to maintain good relationships with others. The candidate collaborates effectively to achieve team goals. C. The candidate articulates ideas clearly and comfortably in conversations, discussions or presentations, demonstrating conventions of standard spoken English D. and awareness of audience. The candidate takes initiative to identify and solve problems. E. The candidate establishes an environment of respect for diversity in professional. relationships including the class setting. Attitudes Toward Learning: Initiative; Motivation and Responsibility. F. The candidate accepts consequences for personal words, actions or decisions. G. The candidate prioritizes work based on established goals. H. I. The candidate demonstrates the ability to identify and utilize resources. The candidate responds appropriately to authority. J. The candidate responds positively to constructive criticism and suggestions.. Commitment to Academic Performance. K. The candidate consistently attends classes and meetings on time. L. The candidate honestly & ethically meets academic and professional requirements. on time. Respectful Characteristics: Empathy; Respect for Rights and Opinions of Others; Integrity. M. The candidate demonstrates truthfulness and trustworthiness. N. The candidate demonstrates an understanding, awareness. and sensitivity to the feelings, thoughts, and experiences of others. O. The candidate displays a positive attitude toward teaching and interactions with 5. students and families. Professional Appearance. P. The candidate demonstrates good personal hygiene. Q. The candidate dresses appropriately for the situation. 6. Emotional Maturity and Psychological Insight. R. The candidate uses appropriate verbal and non-verbal expressions. S. The candidate demonstrates flexibility to new or unexpected situations. T. The candidate responds to frustration and stress with self- control. U. The candidate demonstrates situational appropriate behavior. 7. Self-Reflection V. The candidate examines critically his/her perspective, experiences and effectiveness and reflects on ways to improve performance. Ratings: =Proficient =Acceptable =Developing l=not demonstrated =Not Observed If applicable class in which student is enrolled. Must be returned to the Office of Educator Preparation in a sealed envelope to: Division of Education, Administrative Assistant, Thirkield Hall, Room 06

11 Wiley College Professional Education Unit (WCPEU) Division of Education Teacher As Reflective Practitioner Educator Preparation Candidate/Admission Dispositions Assessment Form Candidate Name: Student ID#: _ Major /Minor: Rated by: Level: Elementary Secondary (One of the following: Professor, Advisor, School Personnel, Employer) All Level Professional standards organizations and the professional community expect teacher candidates to demonstrate knowledge, skills, and dispositions to provide learning opportunities that support students' development. Dispositions are the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth.. Leadership: Influence; Ability to Communicate; Commitment to Growth of Others and Self. A. B. The candidate perceives what to do to maintain good relationships with others. The candidate collaborates effectively to achieve team goals. C. The candidate articulates ideas clearly and comfortably in conversations, discussions or presentations, demonstrating conventions of standard spoken English D. and awareness of audience. The candidate takes initiative to identify and solve problems. E. The candidate establishes an environment of respect for diversity in professional. relationships including the class setting. Attitudes Toward Learning: Initiative; Motivation and Responsibility. F. The candidate accepts consequences for personal words, actions or decisions. G. The candidate prioritizes work based on established goals. H. I. The candidate demonstrates the ability to identify and utilize resources. The candidate responds appropriately to authority. J. The candidate responds positively to constructive criticism and suggestions.. Commitment to Academic Performance. K. The candidate consistently attends classes and meetings on time. L. The candidate honestly and ethically meets academic and professional requirements on time.. Respectful Characteristics: Empathy; Respect for Rights and Opinions of Others; Integrity. M. The candidate demonstrates truthfulness and trustworthiness. N. The candidate demonstrates an understanding, awareness. and sensitivity to the feelings, thoughts, and experiences of others. O. The candidate displays a positive attitude toward teaching and interactions with 5. students and families. Professional Appearance. P. The candidate demonstrates good personal hygiene. Q. The candidate dresses appropriately for the situation. 6. Emotional Maturity and Psychological Insight. R. The candidate uses appropriate verbal and non-verbal expressions. S. The candidate demonstrates flexibility to new or unexpected situations. T. The candidate responds to frustration and stress with self- control. U. The candidate demonstrates situational appropriate behavior. 7. Self-Reflection V. The candidate examines critically his/her perspective, experiences and effectiveness and reflects on ways to improve performance. Ratings: =Proficient =Acceptable =Developing l=not demonstrated =Not Observed If applicable class in which student is enrolled. Must be returned to the Office of Educator Preparation in a sealed envelope to: Division of Education, Administrative Assistant, Thirkield Hall, Room 06

12 WILEY COLLEGE PROFESSIONAL EDUCATION UNIT (WCPEU) TEACHER AS REFLECTIVE PRACTITIONER ADMISSION INTO EDUCATOR PREPARATION PROGRAM ACCEPTANCE FORM Directions: Advisor must complete this form to verify formal admission to the WCPEU. The Department of recommends Major Department for admission into the Educator Preparation Program Name of Student with as his/her proposed teaching major. The student's information has been reviewed and verified for formal admission into the Educator Preparation Program. Certified by: Advisor: Date / / Dean: Date / / Revised: 9/8/0

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