Alternative Teacher Certification Program Applicant and Participant Handbook

Transcription

1 Alternative Teacher Certification Program Applicant and Participant Handbook

2 College of Education 845 S. Third Street Louisville, KY (502) Page 2

3 Contents Program Overview... 1 College of Education Mission... 1 Beliefs About Programs To Prepare Educators... 2 Legislation... 3 Learning and Behavior Disorders... 5 Program Goal... 5 Teaching Areas... 5 Features... 5 SAMPLE SCHEDULE... 5 Middle School Program... 6 Features... 6 Prerequisites and Certification Areas... 6 SAMPLE SCHEDULE... 6 High School Program... 7 Features... 7 Prerequisites and Certification Areas... 7 SAMPLE SCHEDULE... 7 Middle & High School (Dual) Program... 8 Features... 8 Prerequisites and Certification Areas... 8 SAMPLE SCHEDULE... 8 Course Descriptions... 9 CLASS ATTENDANCE... 9 Attendance Conflicts... 9 PROGRAM AND COURSE CONCERNS Procedures for Handling Program/Course Concerns GRADING SCALE LATE ASSIGNMENTS BOOKS PARKING PERMITS Page i

4 USE OF CAMPUS FACILITIES FINANCIAL OBLIGATIONS REGISTRATION FIELD-BASED SERVICE LEARNING TEACHING SEMINAR (PRACTICUM) AND TEACHING PERFORMANCES DISPOSITIONS GUIDE PROGRAM COLLABORATIVE MODELS Support Teams PRINCIPAL/ DESIGNEE RESPONSIBILITIES Teacher/Mentor Responsibilities UNIVERSITY EDUCATOR RESPONSIBILITIES: ACP Participant Responsibilities PREPARATION FOR TEACHER OBSERVATIONS BY SUPPORT TEAMS STATE-MANDATED TESTS Teacher Performance Assessment EXIT REQUIREMENT Program Completers Teaching Assignments Rank Changes KENTUCKY Code of Ethics TO STUDENTS TO PARENTS TO EDUCATION PROFESSION Kentucky Learner Goals and Academic Expectations Goal 1: Goal 2: SCIENCE MATHEMATICS SOCIAL STUDIES ARTS AND HUMANITIES PRACTICAL LIVING Page ii

5 VOCATIONAL STUDIES Goal 3: Goal 4: Goal 5: Goal 6: KENTUCKY TEACHER STANDARDS STANDARD I: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE STANDARD II: THE TEACHER DESIGNS & PLANS INSTRUCTION STANDARD III: THE TEACHER CREATES & MAINTAINS LEARNING CLIMATE STANDARD IV: THE TEACHER IMPLEMENTS & MANAGES INSTRUCTION STANDARD V: THE TEACHER ASSESSES & COMMUNICATES LEARNING RESULTS STANDARD VI: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING STANDARD VIII: COLLABORATES WITH COLLEAGUES/ PARENTS/OTHERS STANDARDS IX: EVALUATES TEACHING & IMPLEMENTS PROF. DEVELOPMENT STANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION A Common Core of Standards for All Special Educators STANDARD 1 - Foundations STANDARD 2 - Characteristics of Learners STANDARD 3 Assessment STANDARD 4 - Planning for Instruction STANDARD 5 - Learning Environment STANDARD 6 - Instructional Delivery STANDARD 7 - Collaborative Relationships STANDARD 8 - Professional Conduct and Leadership STANDARD 9 - Reflection and Professional Growth CEC CODE OF ETHICS AND STANDARDS OF PRACTICE PRAXIS TESTS Conditions of Participation in the Alternate Route Certification Program Page iii

6 I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized." Dr. Haim Ginott The College of Education meets the educational needs of interested and qualified applicants. Many students who complete their initial certification with us return for master s degrees in Teacher Leadership, School Guidance Counseling, the Principal Preparation Program, and for the Doctoral Program in Leadership Education. Approximately 50% of the student cohort groups in the Ed.D. program have received undergraduate and graduate degrees from Spalding University. Join us to discover what you want out of life. Beverly Keepers, Ph.D. Dean, College of Education Page iv

7 Program Overview Alternate Route Certification Programs (ACP) at Spalding University were approved by the Kentucky Education Professional Standards Board (EPSB) during the academic year. The four-semester program format is designed to identify change-ofcareer individuals with an aptitude for and interest in teaching. Persons who have an undergraduate degree, other than in education, from an accredited college and who wish to teach in middle schools, high schools, or in classes that serve students with learning and behavior disorders are eligible to participate. While taking coursework from the University, participants work full-time in classrooms as the teachers of record in one of Kentucky s public, private, or parochial schools. Persons completing the program will earn credentials to teach in Learning and Behavior Disorder classes for grades P-12, middle grades, and/or high school classes. Additionally, program participants will earn a Masters of Art in Teaching degree. College of Education Mission In keeping with the Spalding University pioneer spirit of service and the tradition of collaborative commitment to the development of the total person, the College of Education has as its mission the preparation of educators who possess intellectual understandings, holistic perspective, and professional skills to lead others to the maximum use of their potential for lifelong learning in a pluralistic society. HISTORY The name of the University is derived from and honors Catherine Spalding, the founder of the Sisters of Charity of Nazareth and regarded as the founder of social work in the Louisville area. Spalding University s tradition of academic service dates back to 1814 when the Sisters of Charity of Nazareth established Nazareth Academy at Nazareth, near Bardstown, Kentucky. The charter enabling the institution to confer academic diplomas was granted by the legislature of the Commonwealth of Kentucky in In 1984, in recognition of the wide range of programs offered, the institution was designated Spalding University. In addition to selected associate and bachelor degrees, Spalding University offers a variety of graduate-level programs, leading to master and doctoral degrees. Today, the University is maintaining its characteristically innovative stance at the cutting edge of educational service to the greater Louisville community and beyond. Page 1

8 LOCATION The Spalding University campus is located between the main business section of the city and Old Louisville, a neighborhood of elegant Victorian mansions which in the latter half of the 19th century was the center of gracious living. Since the establishment of the Louisville campus in 1920, Spalding University has occupied the historic Tompkins-Buchanan-Rankin Mansion as the core of its now expanded campus. It continues its history of service to the Louisville area by providing programs that include components of the liberal arts and sciences and professional education for men and women of all ages and from all sectors of society. Beliefs About Programs To Prepare Educators We believe that education programs should be designed to: Meet the needs of learners in a rapidly changing world, including the world of schools Enable students success as articulated by national and state standards Emphasize performance assessment and continuous improvement guided by evaluation and reflection Include and integrate the components of research, field practice, professional studies, specialty studies, general education, and continuous assessment. We believe that educators are leaders. The Educator as Leader is characterized as one who demonstrates the following knowledge and dispositions: Knowing-demonstrates a continual devotion to acquiring new knowledge about the content, pedagogy, and professional areas of teaching Reflective-analyzes experiences and observations for personal and professional growth Creative-uses open inquiry to develop innovative approaches Caring-shows respect for self and others Ethical-acts in accord with the professional code of ethics Page 2

9 Legislation 16 KAR 9:080. University-based alternative certification program Section 1. (2) "Alternative teacher program" means a college or university post baccalaureate teacher preparation program for an individual enrolled concurrently with employment as a teacher. Section 2. (3) The alternative program shall be designed to provide a candidate with the coursework and mentoring appropriate to permit a candidate to maintain employment in an eligible position and successfully complete any applicable assessments, including internship programs, within a period of: (a) Three (3) years for those enrolled in an alternative teacher program; or (b) Two (2) years for those enrolled in an alternative administrator program. (4) Upon approval, the alternative teacher or administrator program unit shall: (a) Assess a candidate s educational background and develop a plan of coursework that shall adequately prepare the candidate for successful completion of the requirements for program completion and certification for the areas and grade ranges that correspond with the candidate s school placement; (b) Provide a candidate written and dated documentation of eligibility for the university alternative certification program so that the candidate may be considered for employment pursuant to KRS (2)(h); (c) Ensure that a candidate begins course work no later than ninety (90) days from the date the eligibility notice is issued; (d) Establish, in consultation with the administration of a candidate s employing school, a written plan for mentoring the candidate in the employment setting; (e) Provide, prior to a candidate s participation in the Kentucky Teacher or Principal Internship Program, a minimum of fifteen (15) hours of observation of a candidate in practice in the employment setting utilizing university faculty and a district-based mentor teacher; (f) Provide effective candidate mentoring by maintaining an adequate number of personnel and sufficient resources to ensure that candidates meet professional, state, and institutional standards, including successful transition to the professional certificate; (g) Maintain regular communications with the employing school so that the institution and employing school may assist the candidate as needed and address identified areas of improvement; and (h) Notify the Education Professional Standards Board in writing if a candidate s employment in a covered position or enrollment in the alternative certification program permanently ceases. Page 3

10 ADMISSION REQUIREMENTS 1. Admittance to the graduate program 2. Employment with a school district 3. Graduate Record Examination or Miller Analogy Test 4. Passing scores on content area Praxis Examination (Praxis II) ***not required for MAT/LBD participants 5. Two references 6. Extended resume 7. Essay/writing sample 8. Cumulative GPA of at least 2.5 in all college work 9. Three official transcripts from all colleges/universities 10. Authorization for criminal records check 11. Health screening ALTERNATE ROUTE PROGRAMS Meet with ACP advisor to discuss details of the program. Complete graduate admissions packet and return to it the College of Education (3) official transcripts should be sent with the application (one for the university, one for the EPSB, one for the school district) *Except for LBD candidates, take PRAXIS test in subject area not the PLT Make an appointment for a formal interview at Spalding. Apply for financial assistance, scholarships etc. *Apply for employment with a school district. Submit proof of employment to program director as soon as your employment status is known. Submit one completed TC-TP to the Program Director. TC-TP will be submitted to the EPSB after employment is verified. Receive two copies of your temporary provisional teaching certificate from the EPSB. Give one copy to the personnel office of the district/system for which you will work. Begin taking classes and participating in activities of the school to which you are assigned. Page 4

11 Learning and Behavior Disorders Program Goal To prepare teachers for the initial LBD certification/license who have the knowledge, skills, and dispositions to teach children with learning and behavior disorders in special classes and collaborate with content area classroom teachers to accomplish Kentucky s Learner Goals with this population of exceptional children. Teaching Areas The LBD program prepares students to teach children and young people with disabilities in these areas and grade levels. Learning Disabilities Mild Mental Disabilities Behavior/Emotional Disorders Physical Disabilities Other Health Impaired Primary-12th Grades Features Masters of Arts in Teaching (MAT) and initial license upon earning passing scores on required licensure tests and program completion Certification in learning and behavior disorders Preparation structured in a cohort model University support Alternative scheduling Instruction delivered by University staff and practitioners Internship (KTIP) completed during year two or three Employment and benefits as a teacher during preparation with eligibility for Rank III on the pay scale Possible tuition reimbursement if employed with JCPS Traineeship grants through KDE Eligibility upon completion for Rank II salary Page 5 46 credit hours SAMPLE SCHEDULE Summer I ECS 542 Teaching Math to Children w/lbd EDU 513 Foundations of Education EDU 577 Learning and Development through Lifespan EDU 514 Classroom Management ECS 550 Introduction to Special Education (1 hour) Fall ECS 570 ECS 550 EDU 630 EDR 510 Spring ECS 680 ECS 695 EDU 630 EDU 560 EDU 529 Methods and Strategies in Behavior Mgmt. Introduction to Special Education (2 hours) Teaching Seminar Reading Theories Instruction and Assessment Methods Prescriptive Teaching (2 hrs) Teaching Seminar Curriculum/Methods Oral and Written Language Dev. (2 hours) Summer II ECS 685 Assistive/Adaptive Technology EDU 529 Oral and Written Language Dev. (1 hour) ECS 575 Methods and Strategies for Academic Curriculum EDU 547 CAPSTONE ECS 695 Prescriptive Teaching (1 hr) EDU 579 Multimedia Field assignments during summers I and II may be completed in a variety of settings with children. Field assignments in fall and spring courses may usually be completed within the school employment.

12 Total of grad. hours SAMPLE SCHEDULE Summer I EDU 579 Multimeda EDU 514 Classroom Management EDU 560 Curriculum & Methods EDU 585 Inclusive Classroom Fall EDU 513 EDU 625 EDU 520 Spring EDU 677 EDR 556 EDU 625 Foundations of Educ Teaching Seminar Assessment for Teachers Learning and Development Developmental Reading Teaching Seminar Summer II EDU 531 Literature for Young Adults EDU 547 Capstone Seminar Middle School Program Features Employment as a teacher during preparation with eligibility for Rank III on the Kentucky pay scale Preparation structured in a cohort model University support as a new teacher in the classroom Fall and spring courses scheduled on weekends Completion in four semesters (summer I, fall, spring, and summer II) Eligibility upon completion for Masters degree, Kentucky teaching license, and employment in Kentucky s Teacher Internship Program (KTIP) with Rank II pay Prerequisites and Certification Areas Undergraduate or graduate work in: OR two academic areas each of 24 hours for Mathematics, Science, Social Studies, or English 36 hours for one area of academic emphasis in Mathematics, Science, Social Studies, or English Field assignments during summer I may be completed in a variety of settings with children. Field assignments in fall and spring courses may usually be completed within the school employment. Page 6

13 High School Program Features Employment as a teacher during preparation with eligibility for Rank III on the Kentucky pay scale Preparation structured in a cohort model University support as a new teacher in the classroom Fall and spring courses scheduled on weekends Completion in four semesters (summer I, fall, spring, and summer II) Eligibility upon completion for Masters degree, Kentucky teaching license, and employment in Kentucky s Teacher Internship Program (KTIP) with Rank II pay Prerequisites and Certification Areas Undergraduate or graduate work in one major or equivalent of 36 hours for Mathematics, Biological Science, Chemistry, Earth Science, Business and Marketing, Social Studies, English, Art, or Spanish. Total of grad. hours SAMPLE SCHEDULE Summer I EDU 579 Multimedia EDU 514 Classroom Management EDU 560 Curriculum & Methods EDU 585 Inclusive Classroom Fall EDU 513 EDU 625 EDU 520 Spring EDU 677 EDU 520 EDU 625 Foundations of Educ Teaching Seminar Assessment for Teachers Learning and Development Assessment for Teachers Teaching Seminar Summer II *English majors *EDU 531 Literature for Young Adults EDU 513 Foundations of Education EDU 547 Capstone Seminar *EDU 540 Teaching of Writing Field assignments during summer I may be completed in a variety of settings with children. Field assignments in fall and spring courses may usually be completed within the school employment. Page 7

14 Total of grad. hours SAMPLE SCHEDULE Summer I EDU 579 Multimedia EDU 514 Classroom Management EDU 560 Curriculum & Methods Part I EDU 585 Inclusive Classroom Fall EDU 513 Foundations of Educ EDU 625 Teaching Seminar EDU 520 Assessment for Teachers Spring EDU 677 EDU 520 EDU 625 Learning and Development Assessment for Teachers Teaching Seminar Middle & High School (Dual) Program Features Employment as a teacher during preparation with eligibility for Rank III on the Kentucky pay scale Preparation structured in a cohort model University support as a new teacher in the classroom Fall and spring courses scheduled on weekends Completion in four semesters (summer I, fall, spring, and summer II) Eligibility upon completion for Masters degree, Kentucky teaching license, and employment in Kentucky s Teacher Internship Program (KTIP) with Rank II pay Prerequisites and Certification Areas Undergraduate or graduate work in one major or equivalent for mathematics, science, social studies, or English and communications Summer II *English only EDU 531 Literature for Young Adults EDR 556 Developmental Reading EDU 547 Capstone Seminar EDU 579 Multimedia *EDU 540 Teaching of Writing Field assignments during summer I may be completed in a variety of settings with children. Field assignments in fall and spring courses may usually be completed within the school employment. Page 8

15 Course Descriptions EDU 513 FOUNDATIONS OF EDUCATION 2-3 SEMESTER HOURS This course will provide an introductory understanding of the historical, philosophical, and social foundations of schools; major litigation and policy; emergence of teaching as a profession; governance and reform in Kentucky school; family structures and circumstances, and their impact on learning, society, and education; and expectations for teachers (skills, knowledge, and ethical behavior). The course will provide a foundation of knowledge that will support continuous learning in subsequent courses in the professional preparation of teachers as leaders. EDU 514 CLASSROOM MANAGEMENT 2-3 SEMESTER HOURS This course will assist pre-service teachers in developing strategies for creating and managing a classroom environment that maximizes student learning and prevents potential problems. Topics include effective schools research, teacher behavior and management techniques, discipline theories, conferencing and referrals; observation, reporting, and communication skills. Students will observe, record, and analyze both teacher and student behaviors as they relate to the instructional program and learning environment. EDR 556 DEVELOPMENTAL READING IN MIDDLE AND HIGH SCHOOLS 3 SEMESTER HOURS This course studies the development of reading skills in the content areas, interpretation of formal and informal assessments, readability formulas, instruction in study skills, and diagnostic teaching of students with reading difficulties. CLASS ATTENDANCE Each professor will have a policy concerning class attendance that must be adhered to by participants; however, if ACP participants miss two classes per term, without documentation, they must provide program directors with explanations within three (3) days after the second absence. Each situation will be analyzed on a caseby-case basis by the professor and the program director. Three or more unexcused absences per course will be reason for dismissal from the program and request for revocation of temporary provisional teaching certificate. Attendance Conflicts If there is a conflict between the scheduled courses at the University and activities at the assigned school, participants should attend the activity at the school. Participants must notify the instructor of their absence at least two class meetings in advance of the absence and make arrangements for makeup work. If there is an unexpected school meeting, the participant must present documentation from the building administrator of that called meeting. Participants are responsible for making up all missed work. Voluntary (coaching, etc) activities will not be considered as excusable activities. Page 9

16 PROGRAM AND COURSE CONCERNS If concerns or questions about the ACP arise, participants are to direct those concerns to the program directors. If concerns about courses arise and are not addressed by the professors, participants are to direct concerns to the director of the program. If directors cannot address the concern or solve the problem, the directors will refer the concern to the Dean of the College of Education. Procedures for Handling Program/Course Concerns 1. Review the syllabus. 2. Assess your actions and behaviors to ensure that you have followed all required procedures and understand the goals and objectives of the program for which you have agreed to participate. 3. Conference with the professor with whom you have a concern or issue. 4. Conference with the LBD and Middle & High Program Directors. 5. Conference with the ACP Director 6. Conference with the Program Directors and Instructor together. 7. Conference with the Dean of the College of Education EDU 560 CURRICULUM & METHODS IN MIDDLE AND HIGH SCHOOL 2-3 SEMESTER HOURS The purpose of this course is to equip students with the necessary skills and strategies for effective teaching in specific subject areas. To accomplish this goal, faculty and teachers from the specific subject areas collaborate in planning strategies. Because of the overlapping ranges of the new teacher certifications (5-8 and 8-12), this course is intended to prepare teachers to meet the instructional needs of students in these ranges. EDU 585 INCLUSIVE CLASSROOM 3 SEMESTER HOURS Students will gain an understanding of the general characteristics and a range of strategies that can be applied across curriculum areas and grade levels to address the special needs as well as best practices for children and youth with disabilities. This course will provide an introduction to the fundamental background of special education, historical knowledge, legal and legislative mandates and regulations, how students with disabilities are served within inclusive school environment. EDU 531 LITERATURE FOR ADOLESCENTS AND YOUNG ADULTS 3 SEMESTER HOURS This course is an introduction to literature written for adolescent and young adult audiences. Course content includes discussion of print and non-print materials appropriate for middle and high school students, techniques of reading, guidance, and emphasis on current issues. Page 10

17 EDU 579 MULTIMEDIA APPLICATIONS FOR TEACHING AND LEARNING 3 SEMESTER HOURS As a result of experiences in this course, each class member will become knowledgeable of basic multimedia terminology, applications, and techniques; develop basic skills in operating multimedia hardware to support instruction and learning; develop basic skills in using and integrating the internet and multimedia applications across the curriculum to meet the diverse needs of learners at different age levels; develop basic skills in integrating text, digital images, graphics, sound, QuickTime movies, and real-motion video into classroom projects and presentation materials; gain experience in making presentations using multimedia technologies; gain experience in designing and planning instruction that integrates multimedia technologies into the curriculum; and become aware of the copyright laws as they relate to educational technology. EDU 577/677 LEARNING AND DEVELOPMENT THROUGH THE LIFESPAN 3 SEMESTER HOURS The content of this course provides understanding of different dimensions of human learning and development. This understanding centers on the varied contexts of human leaning and development through the lifespan. To this end, the current theories of learning and development will provide the foundation for prospective teachers professional development. Special attention will be given to relevant applications to theories in the personal and professional lives of teachers with a focus on the New Teacher Standards. GRADING SCALE This is simply a suggested grading scale that may be used by professors. Professors have autonomy in determining their grading scales. The grading system they use will be posted in their syllabus. A points Work of extremely high quality; a superior grasp of the content of the course; originality in problem solving and ability to relate knowledge of course to classroom experience. B points Work of acceptable quality for the graduate level; a grasp of the essentials of the course; average ability to see relationships and make applications to classroom experience. C points Passing but work below the level acceptable for a graduate student; grasp of only the minimum essentials of the course. I For extreme emergencies Course work has been satisfactory and, with documentation of emergency, student will be given permission to complete work after the end of the grading period. Page 11

18 LATE ASSIGNMENTS Each professor will determine how he/she will handle late assignments. Participants will find the policy for late assignments on the class syllabus. BOOKS Each participant is required to purchase his/her books from the campus bookstore in the Egan Building at 4th and Kentucky. PARKING PERMITS Parking permits are available through Campus Security. USE OF CAMPUS FACILITIES Use of campus facilities requires a student ID that may be obtained in the Student Services office. EDU 547 EDUCATION CAPSTONE SEMINAR 2 SEMESTER HOURS This course will provide a culminating experience to the professional preparation of teachers as leaders. A major focus is the creation of a professional portfolio documenting knowledge and skills identified by standards and the presentation of that portfolio to a community of learners. Students will explore and document their progress toward the Educator as Leader. ENG 540 TEACHING OF WRITING 3 SEMESTER HOURS The teaching of writing is an introduction to the theories and principles underlying the practice of teaching writing. Throughout the course, students will read, discuss, observe, and write theory and pedagogy. The two main goals of the course are to study current theory and research that explain how and why people write, and to put that knowledge to practical use by integrating such scholarship into the students own teaching methodologies. By the end of the course, student should be able to describe contemporary composition theories and pedagogies and articulate how those theories and pedagogies inform ideas about teaching writing. ECS 550 INTRODUCTION TO SPECIAL EDUCATION 3 SEMESTER HOURS This course will provide an introduction to the various contemporary areas of special education, the issues affecting all exceptional learners, the impact of the ecology in interaction with the child with special needs, the impact of recent legislation on services for exceptional children from birth through age five; and the characteristics and distinctive problems of learners with exceptionalities. Page 12

19 ECS 570 METHODS & STRATEGIES IN BEHAVIOR MANAGEMENT 3 HOURS This course is an introduction to operant and other behavior management techniques focusing on their application in the special education and integrated setting. It is designed to provide students with knowledge and understanding of behavioral assessment and intervention strategies. Students will learn to identify and assess problem behavior, design and implement behavioral intervention, design learning environments that will prevent and remedy problems, and apply behavioral procedures. ECS 680 INSTRUCTION AND ASSESSMENT METHODS 3 SEMESTER HOURS Specialized assessment procedures used in the identification and provisions of service to students with disabilities. Formal and informal methods for assessing students with disabilities: academic, language, motor, social skills. Interpretation of assessment and application to program needs. This course includes utilization of information in programming and planning. ECS 685 ASSISTIVE AND ADAPTIVE TECHNOLOGY 2 SEMESTER HOURS This course provides students information and practice with the latest advances in assistive technologies for use by children with learning disabilities. Techniques for inclusion in a collaborative setting will be discussed by exploring ways to make the curriculum more accessible for students with various learning styles. FINANCIAL OBLIGATIONS Financial obligations must be settled each semester. Participation in the program does not guarantee that you will be allowed to register if you have not settled your account with the University. Participants are responsible for meeting all financial obligations with the University. For those participants involved in a partnership payment program with a school district, grade reports will be submitted to the school districts at the end of each semester. Tuition re-imbursement from JCPS requires participants to earn grades of B or above. There is no re-imbursement for grades of (B-). REGISTRATION Participants are responsible for registering for coursework each semester. Registration forms will be prepared by the program directors and distributed to you at least two weeks prior to registration. Page 13

20 FIELD-BASED SERVICE LEARNING The following courses require field-based service learning hours to be completed: EDU 550 ECS 570 ECS 575 ECS 680 ECS HOURS 15 HOURS 10 HOURS 15 HOURS 5 HOURS ECS 695 PRESCRIPTIVE TEACHING 3 SEMESTER HOURS This course will explore strategies for teaching skills and content areas such as reading, mathematics, oral and written language, and social and study skills to students with learning and behavior disorders. The course will provide participants with the opportunity to incorporate previous course knowledge and various approaches to learning and teaching to design IEPs that meet the needs of their students. This course will require a 10-hour field experience component. EDR 510 READING THEORIES & PRACTICES FOR K-12 3 SEMESTER HOURS Studies the developmental milestones in reading, literate classroom environments, reading process, reading assessment, and teaching for continuous reading progress. The course is designed for the MAT student and requires 10 hours of field experience. EDU 529 ORAL AND WRITTEN LANGUAGE DEVELOPMENT (LBD) 3 SEMESTER HOURS This course examines theories and practices in oral and written language development, and it introduces ways to design and assess standards-based language arts instruction for P-12 students. Special attention is given to meeting the needs of teaching students with disabilities. Page 14

21 EDU 625 TEACHING SEMINAR (MIDDLE AND HIGH) 8 SEMESTER HOURS Teachers will have an opportunity to apply theory learned in professional studies into practice. They will also participate in a collegial setting to discuss classroom experiences and focus on their professional growth. Teachers will have an opportunity to become active inquirers in their work and, in so doing, emphasize interaction, speculative thinking, contextual influence, personal meaning making, and reflectivity. Case studies will play a major role in developing and addressing analytical and critical thinking skills related to effective instruction. Twenty-five percent of the grade for this course is teaching performance. University supervisors will submit academic grade reports to program directors two weeks prior to the end of each session. EDU 630 TEACHING SEMINAR (LBD) 6 SEMESTER HOURS Students will reflect on their classroom performance and will learn to work within the standards and policies of their profession to improve academic achievement for students with exceptional abilities. Twenty-five percent of the grade for this course is teaching performance. University supervisors will submit academic grade reports to program directors two weeks prior to the end of each session. TEACHING SEMINAR (PRACTICUM) AND TEACHING PERFORMANCES Teaching performance is a major portion of the participants grade in the Teaching Seminars. Teacher educators on ACP support teams will provide feedback to professors responsible for the Teaching Seminar courses. Grades will be calculated based on the descriptions on the syllabi for the courses. As much as 25 percent of the course grade will be calculated as teaching performance. DISPOSITIONS GUIDE PROGRAM Spalding s dispositions guide the direction and implementation of this program. These dispositions are used in every class to assess progress toward earning teacher certification. If, at any point in this program, professors, university supervisors, local school administrators, and directors deem academic performance and display of dispositions inadequate, you will be required to conference with the directors and the dean. If improvements are not noted by the designated time, you will be asked to discontinue in the alternate route program and a request for the revocation of your temporary provisional certificate will be made to the Education Professional Standards Board. Page 15

22 COLLABORATIVE MODELS One Teach, One Observe: One teacher teaches and one teacher observes students engaged in the learning process. The teachers decide in advance what types of specific observational information to gather during instruction and agree on a system for gathering the data. Afterwards, the teachers analyze the information together. One Teach, One Drift: One teacher would keep the primary responsibility for teaching while the other teacher circulates through the room providing assistance to students as needed. Parallel Teaching: The teachers are both covering the same information, but they divide the class into two groups and teach simultaneously. Station Teaching: Teachers divide content and students. Each teacher teaches the content to one group and repeats the instruction for the other group. A third station could give students an opportunity to work independently. Alternative Teaching: Students are divided into one large group and into one small group. The large group receives content instruction and the small group receives preteaching, remediation, and enrichment. (The small group should not become a special education class in the back of the room) Team-Teaching: Both teachers are delivering the same instruction at the same time. (Tag team teaching) ECS 542 TEACHING MATH TO CHILDREN WITH LBD 3 SEMESTER HOURS The primary focus of this course is on the teaching of mathematics to children and youth with learning and behavior disorders. The overall context in which these teaching approaches are considered are the national curricular reforms in mathematics. This course primarily attends to the domains of pedagogy, pedagogy and its relationship to subject matter, curriculum, and pedagogical content knowledge. Specific attention is provided to the reform recommendations identified by the National Council of Teachers of Mathematics (NCTM) and standards in mathematics education present in KERA. ECS 575/675 METHODS FOR TEACHING AN ACADEMIC CURRICULUM FOR MILD TO MODERATE 3 SEMESTER HOURS This course addresses the principles of curriculum construction, program development and evaluation, classroom organization, instructional approaches, strategies and materials for teaching an academic curriculum to students with learning and behavior disorders. Best practices that encompass both diagnosis and intervention will be discussed EDU 520 ASSESSMENT FOR TEACHING AND LEARNING 3 SEMESTER HOURS This course introduces a variety of methods used to assess teaching and learning in the classroom. Students will have opportunities to design assessments, compare, analyze, and evaluate effectiveness of common test formats. Page 16

23 Support Teams Participants in our alternate route certification program will be entering the classroom for the first time as the teacher of record. As with any new teacher, these teachers will need support and guidance from those who have the knowledge and expertise. Each ACP participant will be assigned a support team consisting of the building principal, a teacher educator from the University, and an experienced teacher. For purposes of our program, we are identifying the support team member who will work most directly with the ACP participant, the experienced teacher, as the teacher/mentor. The support team is often described as a team that will serve as advisor, sponsor, supporter, guide, counselor, role model, coach, friend, and a confidant. Support team members should be trustworthy, willing to share, nurturing, challenging, knowledgeable, caring, encouraging, have advanced teaching status (years of effective teaching or administrative experience), and possess effective people skills. Support teams are expected to play many roles in the relationship that is to be formed when the beginning teacher is assigned to the building. They are expected to be individuals who: Welcome newcomers into the profession and take a personal interest in their career development and well-being Want to share their knowledge, materials, skill and experience with those they mentor Offer support, challenge, patience and enthusiasm while they guide others to new levels of competence Point the way and represent tangible evidence of what one can become Expose the recipients of their mentoring to new ideas, perspectives and standards, and to the values and norms of the profession Are more expert in terms of knowledge but view themselves as equal to those they mentor PRINCIPAL/ DESIGNEE RESPONSIBILITIES 1. Attend an orientation meeting (with university representative) about or become familiar with guidelines and expectations the Alternate Route Certification Program 2. Maintain required paperwork for the ACP 3. Identify a teacher/mentor to work with the ACP participant 4. Observe the participant at least four times during the school year 5. Provide feedback to the participant about his/her performance 6. Provide feedback to the university representative about the participant s performance 7. Meet with the support team and participant to identify areas of strength and growth 8. Develop a professional growth plan (with the participant and support team) for the participant 9. Submit a midterm and final evaluation each semester to the university representative 10. Submit required paperwork to the Dean of the College of Education Page 17

24 UNIVERSITY EDUCATOR RESPONSIBILITIES: 1. Provide information about the ACP to local school administrators. 2. Observe the participant at least six times during the school year. 3. Provide the participant with feedback about his/her performance. 4. Meet with the support team to identify areas of strength and growth. 5. Assist in developing a professional growth plan for the participant. 6. Serve as a liaison between the local schools and the School of Education. 7. Provide participant with strategies and theories that assist him/her with effective instruction Teacher/Mentor Responsibilities Responsibilities of the teacher/mentor include but are not limited to: Introducing the mentee to key personnel: Principal, Assistant Principals, Counselors, Instructional Assistants, Secretaries, Clerks, Custodians, Other Support Staff Assisting the mentee with creating, locating, and/or reviewing important documents, materials, etc.: Consolidated Plan, School Handbook, Curriculum Guides, Grading Books, Discipline Plans, First letter to parents, Necessary furniture books and supplies Procedures: Ordering materials, Material production procedures, Substitute teacher folder requirements, Field trip Emergency procedures: Fire drills, Disaster drills, Safety and security measures Assisting mentee with completing important forms: Insurance forms, Personnel documents, Student referrals Assisting the mentee with ideas for managing the classroom effectively: Using students permanent folder information to guide instruction, Scheduling instructional time, Designing a class discipline plan, Preparing bulletin boards, Organizing furniture for most effective teaching, Reviewing texts and course material, Creating a plan for the first week of school, Fine tuning a grading system, Procedures for handling make-up work for students who are absent Observing and providing feedback about teaching: Observe the mentee s teaching at least once a month and provide feedback; Assist the mentee in developing a professional growth plan; Model effective teaching strategies; Assist the mentee in arranging for opportunities to observe other teachers and reflect on the experience; Suggest professional development offered by the district or school that may be beneficial Page 18

25 ACP Participant Responsibilities PRE-ADMITTANCE TO PROGRAM: Acceptance into Spalding s graduate school Interview with an ACP advisor Obtain passing scores on the PRAXIS content area tests (middle and high participants only) Obtain employment with surrounding school districts Obtain temporary provisional teacher certification SUMMER: Make satisfactory progress in summer coursework Begin preparation for teaching responsibilities Participate in any in-school activities held at your assigned school FALL and SPRING (GENERAL REQUIREMENTS): Obtain the handbook to become familiar with the policies and procedures of the school to which you are assigned Read the Consolidated Plan for the school (Kentucky) Introduce yourself to school administration, faculty and support staff Spend time with your teacher/mentor learning about expectations of the school, district and community Prepare extended lesson plans for support teams on observation days Prepare a portfolio with entries that document what you do to demonstrate each Kentucky New Teacher Standard Attend all Spalding University ACP cohort sessions Maintain a minimum grade point average of 3.0 FALL AND SPRING (SPECIFIC TEACHING REQUIREMENTS) : Design and plan lessons that are age and developmentally appropriate Know the content you teach Implement and manage instruction Assess and communicate learning results to students and parents Reflect on teaching and learning Collaborate with peers, parents, etc. Develop a professional growth plan Use technology to aid/enhance instruction PREPARATION FOR TEACHER OBSERVATIONS BY SUPPORT TEAMS Participants are to prepare a lesson plan using the required lesson plan format each time they have a formal observation by a member of their support team. Lesson plans should be provided for members of the support team no later than two days prior to the observation s occurrence. Participants will also prepare, with support team assistance, a professional growth plan that addresses strengths and areas of needed growth. STATE-MANDATED TESTS Participants in the middle and high school programs are expected to pass the PRAXIS II examinations in their content areas prior to program admittance. Participants in the Learning and Behavior Disorders program are expected to pass the PRAXIS tests (O353 Core Content Knowledge and Mild to Moderate Disabilities) before completing coursework and before beginning the KTIP process during the second year of the teacher preparation program. All participants in the middle and high school program must also pass the Principles of Learning and Teaching test with a minimum score of 161. This test is to be taken towards the end of the preparation program. Page 19

26 EXIT REQUIREMENT Compile and present an Instructional Unit from a Teacher Performance Assessment. Obtain passing scores on PRAXIS specialty tests (LBD participants) and the Principles of Learning and Teaching Test Participate in a year-long internship Program Completers Candidates will be considered as Program Completers at the end of their KTIP year. Teaching Assignments Teaching assignments are generally for two years. Each school district or system is responsible for placement policies and procedures. The University is not involved in placements, transfers, or other District/System human resource policies and procedures. A district may elect not to rehire a candidate for the second year. Rank Changes Participants requesting rank change reports sent to local school districts must notify the University s Certification Officer by after completing the required number of hours. The University s Certification Officer will send appropriate forms to district offices. Teacher Performance Assessment Beginning with the cohorts, participants in the Alternate Route Teacher Certification Program (ACP) will use the Teacher Performance Assessment instead of the portfolio to demonstrate competency with ten standards. Throughout the program, candidates will complete ten tasks that are associated with Kentucky New Teacher Standards. Successful completion of the tasks will lead to the creation of a final product--an Instructional Unit. Each task will be assessed and returned for revision. Candidates will receive a packet of scoring guides that are designed to assist them incorporate TPA methods of documenting how successful teachers use student work to guide instructional choices. The scoring guides are intended to help candidates know what is expected for each task. A timeline for completing the tasks will be provided by assigned University Supervisors. Candidates must adhere to the timelines to be successful. Academic credit for each task, along with teaching performance, will be awarded through the Teaching Seminar course. I never teach my pupils; I only attempt to provide the conditions in which they can learn. Albert Einstein Page 20

27 KENTUCKY Code of Ethics 704 KAR 20:680 In 1990, the General Assembly of the Commonwealth of Kentucky enacted landmark legislation for education reform throughout the state. As the Kentucky Education Reform Act is implemented across the state, the Education Professional Standards Board calls Kentucky s educators to reaffirm their commitment to the highest ethical standards. In recognizing the magnitude of our responsibility to learners and to society, we offer this Code of Ethics which reflects and promotes the aspirations of our profession. Section 1. Certified personnel in the Commonwealth: 1. Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship, and safeguard the freedom to learn and teach; 2. Shall believe in the worth and dignity of each human being and in the educational opportunities for all; 3. Shall strive to uphold the responsibilities of the education profession, including the following obligations to students, parents, and to the education profession. TO STUDENTS Shall provide students with professional education services in a nondiscriminatory manner and in consonance with accepted best practice known to the educator. Shall respect the constitutional rights of all students. Shall take reasonable measures to protect the health, safety, and emotional well-being of students. Shall not use professional relationships or authority with students for personal advantage. Shall keep in confidence information about students which has been obtained in the course of professional service, unless disclosure serves professional purposes or is required by law. Shall not knowingly make false or malicious statements about student or colleagues. Shall refrain from subjecting students to embarrassment or disparagement. Shall not engage in any sexually related behavior which a student with or without consent, but shall maintain a professional approach with students. Sexually related behavior shall include such behaviors as sexual jokes, sexual remarks, sexual kidding or teasing, sexual innuendo, pressure for dates or sexual favors, inappropriate physical touching, kissing, or grabbing, rape, threats or physical harm, and sexual assault. Page 21

28 TO PARENTS Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student; Shall endeavor to understand community cultures and diverse home environments of students; Shall not knowingly distort or misrepresent facts concerning educational issues; Shall distinguish between personal views and the views of the employing educational agency; Shall not interfere in the exercise of political and citizenship rights and responsibilities of others; Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan political activities; and Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall not offer any of these to obtain special advantage. TO EDUCATION PROFESSION Shall exemplify behaviors which maintain the dignity and integrity of the profession. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves professional purposes or is required by law. Shall not use coercive means or give special treatment in order to influence professional decisions. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation and legal qualifications. Shall not knowingly falsify or misrepresent records of facts relating to the educator s own qualification or those of other professionals. Page 22