Texas Christian University

Transcription

1 Texas Christian University College of Education Teacher Education Handbook

2 TCU College of Education Student Handbook 2

3 Message from the Dean Teaching to change the world is more than the title of the statue outside the College of Education. It captures the intention of the faculty, staff and students to fulfill the mission of the University, to educate individuals to think and act as ethical leaders and responsible citizens in the global community. Graduates of our programs are prepared to meet the challenges of today s schools. They are grounded in theory and research, experienced in diverse, field-based educational settings, and dedicated to providing an equitable and excellent education for all students. The TCU College of Education has prepared educators since Students enjoy close, personal relationships with professors describing them as inspirational, passionate, and rigorous. Students also experience small classes in state-of-the-art classrooms, and have many opportunities to apply what they are learning in schools, museums, and community agencies. Educators from around the state come to our career fairs to hire our graduates describing them as teachers who have a solid, field-based education and teachers who demonstrate the highest levels of professionalism. The professors in the College of Education epitomize the teacher-scholar model embraced by TCU. They are dedicated teachers and productive researchers. Faculty are engaged in research in science education, mathematics education, urban education, special education, educational leadership, counseling, literacy and curriculum studies. Be sure to visit our website for more information. TCU College of Education We are proud of our programs and the accomplishments of our students and faculty. I invite you to explore our web site, visit us in our beautiful new buildings, and meet our outstanding students, faculty, and staff. Sincerely, Mary M. Patton, Dean TCU College of Education Student Handbook 3

4 Compiled and Edited by Ranae Stetson, Associate Professor and Early Childhood Program Coordinator Contributors: Michelle Bauml, Assistant Professor Sarah Quebec Fuentes, Assistant Professor Victoria Reneau, Graduate Assistant Diana Woolsey, Director of Teacher Certification Cindy Williams, Assistant Professor and COE Director of Assessment and Evaluation Dale Young, Director of Student Teaching Sources: TCU Undergraduate Catalog Texas Education Agency website information Texas Education Agency Various COE course syllabi TCU College of Education Student Handbook 4

5 Table of Contents Message from the Dean... 3 Mission, Vision, Values, and Beliefs... 9 College of Education Degrees and Majors Early Childhood Education Major (EC-6) Generalist EC-6 with ESL Option Generalist EC-6 with Special Education Option Generalist EC-6 with Bilingual Option EC-6 Block Delivery System EC-6 Certification Exams Middle School Education Majors (Grades 4-8) English/Language Arts and Reading (with ESL option) Mathematics Science Social Studies Middle School Certification Exams Important Note Secondary Education Majors (Grades 6-12) English/Language Arts, and Reading with ESL option (Grades 7-12) Life Science (Grades 7-12) Physical Science (Grades 6-12) Social Studies (Grades 7-12) Secondary School Certification Exams Educational Studies Major Certification Fields Educational Studies Major in Mathematics (43 Hours) Educational Studies Major in History (40 Hours) Educational Studies Major in Languages other than English (LOTE) (43 Hours) Educational Studies Major in Business Administration, Computer Science, Dance, Journalism, or Communication (40 Hours) Educational Studies All Level Certification ESL Supplemental Certificate Educational Studies Minor (Non-Certification) Admission to the College of Education Application Deadlines Eligibility to Apply to the COE TCU College of Education Student Handbook 5

6 Program Changes Liability Insurance Honors College Career Services Center College of Education Student Organizations Starpoint and Kinderfrogs Laboratory Schools Advising Professional Advisor Faculty Advisor Transfer of Coursework Credit Pass/No-Credit Policy Texas Educators Code of Ethics Family Educational Rights and Privacy Act Informed Consent and Assumption of Risk Performance Benchmarks Admissions Committee Benchmark 1: Application for Admission to the College of Education Benchmark II: Retention in the Teacher Education Program & Progress Toward Student Teaching Benchmark III: Completion of Student Teaching, the Teacher Education Program, and Degree Requirements Academic Performance and Professionalism Warning (APPW-Yellow Flags) Field Experiences Roles and Responsibilities Candidate Responsibilities Cooperating/Mentor Teacher Responsibilities COE Supervisors for Observations, Practicums, and Student Teaching Field Experiences: Candidate Responsibilities Dress Code All Students Women Men All Level Physical Education Special Occasion Dress Typical Field Based Activities and Experiences Observations Practicum Mini Teaching TCU College of Education Student Handbook 6

7 Student Teaching International Student Teaching Media and Social Networking Cell-Phone Use Social Networks Senior Mentor Program Student Teaching Admission Criteria Application Deadlines Student Teaching Student Teaching Evaluation International Student Teaching State Licensure for Teachers Director of Certification and TExES TExES (Texas Examination of Educator Standards) Master s Degrees in Education /1 Program Traditional Master of Education Degree College of Education FAQ s TEA Professional Standards and Competencies Definition of Terms Helpful Phone Numbers Helpful Resources Appendices Ethics Statement FERPA Waiver Criminal Records Check Form Assumption of Risk Form Academic Performance & Professionalism Warning (Yellow Flag) Form Degree Plans TCU College of Education Student Handbook 7

8 TCU College of Education Student Handbook 8

9 Mission, Vision, Values, and Beliefs Mission The TCU College of Education prepares exemplary leaders for diverse educational settings and related fields who are reflective, ethical, innovative, and committed to all learners. Vision We are committed to preparing individuals who will contribute to the creation of a humane and just society. To accomplish this, the TCU College of Education Engages students in ethical, responsible, and meaningful scholarship and practice Fosters community collaboration locally and globally Expects excellence in all college endeavors. Core Values As professionals and active citizens in our community, we strive to create a humane and just society in which all individuals can develop their full potential. We are governed by an ethical code that documents our obligations to students, colleagues, and the community which includes: Rationality and objectivity in our professional judgments and actions Civility and caring in our interactions with others Encouragement of diverse views on issues of significance to society. Core Beliefs Consistent with the above values, our core beliefs connect a strong foundational knowledge base with professional practice. Professionals in education: Study and expand the knowledge base of effective practice Ground their practice in theory and research and acquire expertise through activities in diverse, field-based settings which are exemplars of practice Promote high student achievement and a passion for learning by: Mastering content knowledge and effective pedagogical skills Using multiple strategies, resources, and technologies to plan, implement, and assess instruction and to document effectiveness with students Synthesizing knowledge from relevant, academically diverse perspectives and a variety of theoretical orientations and approaches. Provide service and leadership in diverse settings, ranging from local to global communities Seek to improve professional settings and society Collaborate with representatives from various groups within and outside the educational community. Approved by the faculty of the College of Education, November 11, 2011 TCU College of Education Student Handbook 9

10 College of Education Degrees and Majors To ensure that each teacher, school counselor, principal and superintendent has the necessary content and professional knowledge to perform satisfactorily in Texas public schools, Texas law requires every person seeking educator certification to complete an accredited preparation program and perform satisfactorily on comprehensive state examinations named the Texas Examination of Educator Standards (TExES). For more complete descriptions and expiration dates, please see TAC Title 19, Chapter 233: Categories of Classroom Teaching Certificates. (Texas Education Agency, 2012). The TCU College of Education offers the Bachelor of Science in Education degree with majors in: Early Childhood Education (Grades EC-6) Generalist EC-6 with ESL Option Generalist EC-6 with Special Education Option Generalist EC-6 with Bilingual Option Middle School Education (Grades 4-8) English/Language Arts, and Reading with ESL Option Mathematics Science Social Studies Secondary Education (Grades 7-12, except Physical Science) English/Language Arts, and Reading with ESL Option Life Science Physical Science (Grades 6-12) Social Studies Educational Studies Mathematics History Languages Other Than English Business Administration (Grades 6-12) Computer Science (Grades 8-12) Dance (Grades 8-12) Journalism (Grades 7-12) Communication (Grades 7-12) Please see the Appendix for copies of degree plans. TCU College of Education Student Handbook 10

11 Early Childhood Education Major (EC-6) Please see TAC Title 19, Chapter 233: Categories of Classroom Teaching Certificates for official descriptions of each category. The early childhood major is designed for students who plan to teach in early childhood settings (EC through grade 6). Students focus on developmentally appropriate pedagogy for children. Field-based coursework provides prospective teachers with significant experiences in urban schools. A minimum of 127 semester credit hours are required for this degree. Students interested in this major will select one of the following options: Generalist EC-6 with ESL Option. This option is designed for students who will teach in diverse early childhood settings, including English as a Second Language classrooms. The holder of the English as a Second Language Generalist: Early Childhood-Grade 6 certificate may teach the same content areas, in either an English as a second language or a general education program, as the holder of the Generalist: Early Childhood-Grade 6 certificate. Students must pass the Generalist EC-6 Content Exam, the English as a Second Language Supplemental Exam and the Pedagogy and Professional Responsibilities Exam. Generalist EC-6 with Special Education Option. This option is designed for students who will teach in special education settings at the EC-6 level. The holder of the Special Education Supplemental certificate may teach in a special education instructional program serving eligible students at the same grade levels and in the content area(s) of the holder's base certificate. Students must pass the Generalist EC-6 Content Exam, the Special Education Supplemental Exam and the Pedagogy and Professional Responsibilities Exam. Generalist EC-6 with Bilingual Option. This option is designed for students who will teach in bilingual (Spanish) early childhood settings. Students wishing to pursue this degree option must demonstrate proficiency in Spanish as a condition for admission to the College of Education. The holder of the Bilingual Generalist: Early Childhood-Grade 6 certificate may teach in a bilingual prekindergarten program, a bilingual kindergarten program, and a bilingual program in Grades 1-6. The holder of the Bilingual Generalist: Early Childhood-Grade 6 certificate may teach the same content areas, in either a bilingual or general education program, as the holder of the Generalist: Early Childhood-Grade 6 certificate. The holder of the Bilingual Generalist: Early Childhood-Grade 6 certificate may also teach in an English as a second language program in Early Childhood-Grade 6. Students must pass the Generalist EC-6 Content Exam, the Bilingual Target Language Proficiency Test (BTLPT), and the Pedagogy and Professional Responsibilities Exam. EC-6 Block Delivery System. Regardless of the EC-6 option selected, all programs are delivered through a highly structured sequence of courses. Students should complete the TCU Core Curriculum requirements and Associated Requirements of the College of Education during the first two years of study. Upon admission to the COE, and beginning with the fall semester following admission, students take blocks of courses that have been carefully constructed and monitored to provide maximum growth as a pre-service teacher and provide students with increasing levels of TCU College of Education Student Handbook 11

12 expectations, experiences, and assumptions of professional responsibilities. Students newly admitted into the EC-6 program each fall semester enter as a cohort and are divided into two sections. All classes will be taken with this same group of students. Each term, the cohort will be redistributed so that students get to know most of their cohort colleagues. The sequence of courses is designed to maximize the candidates educational knowledge and experiences. Junior 1 Junior 2 Senior 1 Senior 2 Fall 2013 Spring 2014 Fall 2015 Spring 2015 Science Math I Writing Play Social Studies Math II Ed Psychology Reading Families Assessment Management Foundations Professional Induction course Student teaching Study of Exceptional Students Sp. Ed. or ESL Professional Practice Seminar Certification exams Practicum EC-6 Certification Exams To be eligible to take the TExES exams for initial teacher certification, students must pass all content area courses, all education courses, and the practice exams offered during the Professional Practice Seminar (before student teaching). Students who do not pass these practice exams must present evidence of test preparation before the exam will be re-administered. A student who receives no credit in the Professional Practice Seminar is not considered a program completer and will not be released to take the TExES Certification Exams. Students should consult the TCU Undergraduate Bulletin and their advisors for specific courses of study and official degree requirements. TCU College of Education Student Handbook 12

13 Middle School Education Majors (Grades 4-8) Please see TAC Title 19, Chapter 233: Categories of Classroom Teaching Certificates for official descriptions of each category. Middle school education (grades 4-8) is designed for students who want to teach a specific content area in elementary and middle school settings. Middle school teachers must select a content area specialization while also gaining competence understanding the unique theories, methods, and strategies to enhance the academic, emotional, and social developmental needs of students in this age group. Typically, semester credit hours are required for this degree. Students interested in this major may select one of the following content area options: English/Language Arts and Reading (with ESL option). This degree is designed for students who want to teach English/Language Arts and Reading in Grades 4-8. Students who chose this option will be prepared to take the ESL supplemental exam. Mathematics. This option is designed for students who want to teach mathematics in Grades 4-8, including Algebra I for high school credit. Science. This option is designed for students who want to teach science in Grades 4-8. Social Studies. This option is designed for students who want to teach social studies in Grades 4-8. Middle School Certification Exams. In addition to passing the appropriate TExES content exam, students must also pass the Pedagogy and Professional Responsibilities exam. To be eligible to take the TExES certification exams for initial teacher certification, students must pass the practice representative exams, which are offered during the Professional Practice Seminar. Students who do not pass these practice exams must present evidence of test preparation before the exam will be readministered. A student who receives no credit in the Professional Practice Seminar is not considered a program completer and will not be released to take the TExES. Important Note. Some school districts may require additional certification for middle school majors. For example, if you are a middle school mathematics major who is hired in an elementary school, the school or district may also require an Early Childhood Generalist certification. Please see the Appendix for copies of Middle School Degree Plans. Students should consult the TCU Undergraduate Bulletin and their advisors for specific courses of study and official degree requirements. TCU College of Education Student Handbook 13

14 Secondary Education Majors (Grades 6-12) Please see TAC Title 19, Chapter 233: Categories of Classroom Teaching Certificates for official descriptions of each category. Secondary education (grades 8-12; physical science grades 6-12) is designed for students who want to teach a specific content area (language arts, science, or social studies) in a high school setting. Students selecting this major must select a content area specialization while also gaining competence understanding the unique theories, methods, and strategies to enhance the academic, emotional, and social developmental needs of students in this age group. Typically, semester hours are required for this degree. Candidates must have a minimum of 24 undergraduate hours in the chosen content area and at least half of those hours must be junior/senior level classes. See the TCU catalog for specific requirements for each major. Students interested in this major may select one of the following content area options: English/Language Arts, and Reading with ESL option (Grades 7-12). The holder of the English Language Arts and Reading: Grades 7-12 certificate may teach English language arts and reading in Grades 7and 8 and all English language arts and reading courses in Grades 9-12, excluding journalism and speech courses. Students who chose this option will be prepared to take the ESL supplemental exam. Life Science (Grades 7-12). The holder of the Life Science: Grades 7-12 certificate may teach science in Grades 7 and 8 and all biology, environmental systems, environmental science, and aquatic science courses in Grades Physical Science (Grades 6-12). The holder of the Physical Science: Grades 6-12 certificate is eligible to teach science in Grades 6-8 and all physics and chemistry courses, including Integrated Physics and Chemistry, in Grades Social Studies (Grades 7-12). The holder of the Social Studies: Grades 7-12 certificate may teach social studies in Grades 7 and 8 and all social studies and economics courses in Grades Secondary School Certification Exams. In addition to passing the appropriate TExES content exam, students must also pass the Pedagogy and Professional Responsibilities exam. To be eligible to take the TExES certification exams for initial teacher certification, students must pass the practice representative exams, which are offered during the Professional Practice Seminar, a requirement of the undergraduate degree plan. Students who do not pass these practice exams must present evidence of test preparation before the exam will be re-administered. A student who receives no credit in the Professional Practice Seminar is not considered a program completer and will not be released to take the TExES. Please see the Appendix for copies of Secondary School degree plans. Students should consult the TCU Undergraduate Bulletin and their advisors for specific courses of study and official degree requirements. TCU College of Education Student Handbook 14

15 Educational Studies Major Certification Fields Please see TAC Title 19, Chapter 233: Categories of Classroom Teaching Certificates for official descriptions of each category. Students who major in a content area outside the College of Education may obtain a major in educational studies (see College of Education admission requirements). Completion of the educational studies major does meet the requirements for teacher certification. The options for an Educational Studies Major include: Mathematics (Grades 7-12) History (Grades 8-12) French (Grades EC-12) German (Grades EC-12) Spanish (Grades EC-12) Business Administration (Grades 6-12) Computer Science (Grades 8-12) Dance (Grades 8-12) Journalism (Grades 7-12) Communication (Grades 7-12) Educational Studies Major in Mathematics (43 Hours). Students who major in Mathematics and complete the Educational Studies Major in Mathematics will meet the requirements for certification in Mathematics Tier I. Prior to entry in COE (9 Hours) II. Junior Year (20 Hours) III. Senior Year First Semester (8 Hours) IV. Senior Year Second Semester (6 Hours) Courses and Field Experiences EDUC Critical Investigations: Teaching and Learning EDSE Developmental Psychology of Adolescence EDSE Professional Roles and Responsibilities EDSE Educational Psychology EDSE Teaching and Learning with Technology EDSE Study of Exceptional Students EDSE Promoting Literacy in the Content Areas EDSE Methods for Teaching Secondary School Mathematics I EDSE Methods for Teaching Secondary Mathematics II EDSE Field Experience in Education EDSE Field Experience in Education EDSE Motivating and Managing Students in the Classroom EDSE Assessment EDSE Professional Practice Seminar EDSE Field Experience in Education EDSE Student Teaching in the Secondary School TCU College of Education Student Handbook 15

16 Educational Studies Major in History (40 Hours). Students who major in History and complete the Educational Studies Major in History will meet the requirements for certification in History Tier I. Prior to entry in COE (9 Hours) II. Junior Year (17 Hours) III. Senior Year First Semester (8 Hours) IV. Senior Year Second Semester (6 Hours) Courses and Field Experiences EDUC Critical Investigations: Teaching and Learning EDSE Developmental Psychology of Adolescence EDSE Professional Roles and Responsibilities EDSE Educational Psychology EDSE Teaching and Learning with Technology EDSE Study of Exceptional Students EDSE Promoting Literacy in the Content Areas EDSE Methods for Teaching Secondary Social Studies EDSE Field Experience in Education EDSE Field Experience in Education EDSE Motivating and Managing Students in the Classroom EDSE Assessment EDSE Professional Practice Seminar EDSE Field Experience in Education EDSE Student Teaching in the Secondary School Educational Studies Major in Languages other than English (LOTE) (43 Hours). Students who major in French, German, or Spanish and complete the Educational Studies Major in Languages other than English will meet the requirements for certification in Languages Other Than English (LOTE) French, German, or Spanish. Note: Students seeking LOTE certification must pass a language proficiency assessment administered by their major department the semester prior to Student Teaching. Tier I. Prior to entry in COE (9 Hours) II. Junior Year (20 Hours) III. Senior Year First Semester (8 Hours) IV. Senior Year Second Semester (6 Hours) Courses and Field Experiences EDUC Critical Investigations: Teaching and Learning EDSE Developmental Psychology of Adolescence EDSE Professional Roles and Responsibilities EDSE Educational Psychology EDSE Teaching and Learning with Technology EDSE Study of Exceptional Students EDSE Promoting Literacy in the Content Areas EDSE Effective Teaching and Classroom Implementation EDUC Foundations of Language Acquisition EDSE Field Experience in Education EDSE Field Experience in Education EDSE Motivating and Managing Students in the Classroom EDSE Assessment EDSE Professional Practice Seminar EDSE Field Experience in Education EDSE Student Teaching in the Secondary School TCU College of Education Student Handbook 16

17 Educational Studies Major in Business Administration, Computer Science, Dance, Journalism, or Communication (40 Hours). Students who major in Business Administration, Computer Science, Dance, Journalism, or Communication and complete the Educational Studies Major in Business Administration, Computer Science, Dance, Journalism, or Communication will meet the requirements for certification in: Business Education (Grades 6-12), Computer Science (Grades 8-12), Dance (Grades 8-12), Journalism (Grades 7-12), or Speech (Grades 7-12). Tier I. Prior to entry in COE (9 Hours) Courses and Field Experiences EDUC Critical Investigations: Teaching and Learning EDSE Developmental Psychology of Adolescence EDSE Professional Roles and Responsibilities II. Junior Year (20 Hours) III. Senior Year First Semester (8 Hours) IV. Senior Year Second Semester (6 Hours) EDSE Educational Psychology EDSE Teaching and Learning with Technology EDSE Study of Exceptional Students EDSE Promoting Literacy in the Content Areas EDSE Effective Teaching and Classroom Implementation EDSE Field Experience in Education EDSE Field Experience in Education EDSE Motivating and Managing Students in the Classroom EDSE 51103Assessment EDSE Professional Practice Seminar EDSE Field Experience in Education EDSE Student Teaching in the Secondary School TCU College of Education Student Handbook 17

18 Educational Studies All Level Certification All Level Certification. All-level certification enables students to teach in grades EC-12. Majors include: art music theatre deaf and hard of hearing, and physical education All-level certification students follow the same sequence of education courses as secondary certification students with the exception of student teaching. All-level certification students complete student teaching in both elementary and secondary schools. The professional development courses that must be taken in education are: EDUC 30143: Child and Adolescent Development EDUC 30123: Educational Psychology EDUC 30603: Study of Exceptional Students EDUC 30013: Professional Roles and Responsibilities EDUC 40213: Promoting Literacy in the Content Areas EDUC 50023: Effective Teaching and Classroom Implementation* EDUC 30001: Professional Practice Seminar (must be taken prior to student teaching) EDUC 40966: All-Level Student Teaching * Not required for Art Education, Physical Education, and Music Education majors. Please see the Appendix for a copy of the All Level Certification degree plan. TCU College of Education Student Handbook 18

19 ESL Supplemental Certificate English as a Second Language (ESL) Supplemental Certificate. The holder of the English as a Second Language Supplemental certificate may teach in an English as a second language program at the same grade levels and in the same content area(s) of the holder's base certificate. The ESL supplemental certificate may be added to a valid Texas teacher certificate, special education certificate, or a vocational education certificate. See the TCU Undergraduate Bulletin and a COE Advisor for specific courses of study required for this supplemental certificate. In addition to specified coursework, students are required to successfully complete a student teaching experience in an approved ESL classroom. TCU College of Education Student Handbook 19

20 Educational Studies Minor (Non-Certification) Educational Studies Minor. Students who major in a content area* outside the College of Education may obtain a minor in educational studies (see College of Education admission requirements). Completion of the educational studies minor does not meet the requirements for teacher certification. Courses taken prior to entry into COE: EDUC Critical Investigations: Teaching and Learning EDUC Child and Adolescent Development Courses taken after entry into COE: EDUC Educational Psychology EDUC Professional Roles and Responsibilities EDUC Effective Teaching and Classroom Implementation** EDUC Study of Exceptional Students *Content areas include business administration, computer science, dance, French, German, history, journalism, mathematics, Spanish and communication. **This course can be replaced with EDSE Methods for Teaching Secondary School Mathematics I or EDSE Methods for Teaching Secondary Mathematics II for students with a mathematics major and EDSE Methods for Teaching Secondary Social Studies for students with a history major. Please see the Appendix for a copy of the Educational Studies Minor. TCU College of Education Student Handbook 20

21 Admission to the College of Education Admission to TCU and declaration of a major in education are not synonymous with admission to the Teacher Education Program. Students who plan to declare a major or minor in education or who plan to earn a teaching certificate must formally apply for admission to the Teacher Education Program in the College of Education. If more applicants are eligible for admission to the program than the College of Education can admit, applicants will be selected based upon their overall record on all criteria and space available in the program. Application Deadlines. Students applying for admission to the Teacher Education Program should do so by March 1 for fall admission and October 1 for spring admission. Late applications will be considered on a space-available basis. Eligibility to apply does not ensure admission to the Teacher Education Program. The Admissions Committee will consider minimum criteria, as well as student performance (professional attitude, demeanor, abilities, and preparation) and available space in the program. Prior to admission to the College of Education, students may take a variety of education coursework. Students should refer to the TCU Undergraduate Bulletin or see their advisor for specific courses they may enroll in prior to admission to the College of Education. March and October Any exception to these admission standards must be approved by the program faculty and the College of Education dean and/or designee. Eligibility to Apply to the COE. To be eligible for admission, students must meet, or will meet during the semester in which they apply, the minimum criteria. However, meeting only the minimum criteria does not ensure admission to the Teacher Education Program. According to the criteria, students must: Complete a minimum of 54 semester hours of coursework. Attain a minimum overall GPA of 2.75 on a minimum of 12 semester hours of coursework at TCU. Complete a course in each of the following areas of study: speech communication (OC)* and EDUC (Critical Inquiry)** with a grade of C or better. Complete 12 hours of content area coursework***. Achieve a grade of C or better in all content areas and education courses taken prior to admission. Have a current (within one year) and clear criminal record check****. Demonstrate high professional, ethical, and relational standards of behavior, appropriate emotional control, and communication (oral, written, and technological) with adults, children, and fellow students. Attain required scores on one of the following tests: THEA: Reading 260, Mathematics 230, Writing 220 TCU College of Education Student Handbook 21

22 ACT: Reading 19, Mathematics 19, Composite 23 SAT: Critical Reading 500, Mathematics 500, Writing 500, Composite 1570 These scores must not be older than five years. *Speech Communication (OC). All teacher education candidates must take and pass with a grade of C or better a speech communication class. This class is required before submitting an application to the College of Education. A variety of speech classes may fulfill this requirement and the student should seek an advisor s guidance or carefully read printed degree plans for more information. **EDUC Critical Investigation: Teaching and Learning. Most candidates begin their initial introduction of education coursework with EDUC 20003: Critical Investigation of Teaching and Learning. This 3-credit hour course will provide a careful and systematic exploration of teaching in public schools and a better understanding of the variety of student learning demands that teachers face. Moreover, class members will be expected to assess the quality and appropriateness of schooling processes for children at all levels from pre-school through high-school. These judgments will be made based on extended field experiences in public schools, as well as study of materials regarding best practices in schools. ***Content Area Coursework. Content areas for EC-6 certification include history, government, mathematics, English, lab sciences, geography, fine arts and speech. See specific certification program or degree plans for content area requirements for other certification fields. ****Criminal Record Check. In accordance with Article c, Texas Civil Statutes, the Commissioner of Education may suspend or revoke a teaching certificate for a person who has been convicted of a felony or misdemeanor for a crime that directly relates to the duties and responsibilities of the teaching profession. At the request of the State Board of Educator Certification ( the College of Education has established procedures for criminal background checks for all education majors and minors. The College of Education requires a criminal background check prior to admission, field experiences, and student teaching. See Appendix for a copy of the form. The TCU College of Education will collect documentation needed to process criminal background checks prior to students participation in all field based settings. All students enrolled in field-based coursework must complete TCU s criminal background forms as requested. In addition: Students must fill out new criminal background forms upon request. Upon receipt of a clear criminal history, the student will be placed on a list of approved individuals who may be placed in classrooms with children. Collaborating schools will receive notification regarding the criminal history records of their assigned TCU students. Each student is responsible for informing the appropriate TCU College of Education personnel if he/she is not eligible to be in the classroom with children. Because this will also generally mean that the student will be unable to complete field placements for course requirements, it is highly probable the student will need to drop the course. Please contact the supervising professor for further counsel. *****Required Scores. Students who do not have the required scores on the ACT or SAT must take the Texas Higher Education Assessment (THEA) examination prior to admission to the Teacher Education Program. The test consists of three sections: reading, writing and mathematics, which may be taken together or at separate test administrations. Students are encouraged to take the THEA as early as possible, preferably during their freshman year. TCU College of Education Student Handbook 22

23 Information about the THEA may be obtained from the Professional Advisor or the Director of Certification within the College of Education, or at Program Changes. Programs listed in this handbook reflect current State Board of Educator Certification (SBEC) and Texas Education Agency (TEA) standards. Minor changes may be made in these programs to meet additional certification standards adopted by SBEC/TEA. Liability Insurance. As students enter public and private schools for observations, tutoring, after school programs and student teaching, it is important to be covered by liability insurance. Under Texas law, both the TCU student (candidate) and teacher can be held responsible for a child's injury. For this reason, we strongly suggest TCU teacher education candidates be covered with liability insurance. This insurance is offered at low cost to teachers-in-training who belong to a teacher organization. Candidates can become members of the TCU chapter of the Texas Student Education Association (TSTA-NEA), which covers liability insurance, costs of an attorney and costs for defending claims. Other teacher organizations in the state, such as ATPE, UEA and AFT, offer similar coverage. Honors College. Education majors who plan to pursue Departmental Honors must be members of the Honors College and should enroll in EDUC 30003: Honors Tutorial during their junior year and EDUC 40003: Honors Research Paper during the fall or spring semester of their senior year. With permission from an advisor, EDUC 30003: Honors Tutorial may substitute for EDUC 30123: Educational Psychology. Career Services Center. The Career Services Center maintains contact with public and private schools seeking teachers, school counselors, administrators and other types of educational personnel. Registration with the center entitles candidates to file a summary of their academic records together with requested recommendations from teachers and others acquainted with their qualifications. Former students may use the center in seeking positions. The center provides oncampus interviews with school districts in Texas, as well as outside the state. More than 95 school districts conduct interviews on campus each year. College of Education Student Organizations. The College of Education sponsors student organizations for the purpose of promoting professional goals and interests, as well as providing recreation and fellowship among members. An international honor society in education, Kappa Delta Pi, invites to membership juniors, seniors, graduate students and classroom teachers who possess high scholarship ability. TCU's chapter of the Texas Student Education Association provides students with associate membership in the National Education Association and the Texas State Teachers Association (TSEA). TSEA provides students with the opportunity to meet and discuss professional concerns and goals with experienced teachers in the profession. The Council for Exceptional Children pre-professional organization is open to all students interested in special education. TCU College of Education Student Handbook 23

24 Starpoint and KinderFrogs Laboratory Schools The TCU College of Education is the only teacher preparation program in the United States that operates two laboratory schools in special education: Starpoint School and KinderFrogs School. Starpoint School is an individualized academic program, for children ages 6 to 12 with learning differences, committed to the ideal that all children can learn. Through innovative programming, children: Learn to compensate for their learning differences Build on their own strengths Develop a positive attitude about school and learning Perform to the best of their capabilities as lifelong learners KinderFrogs School is a family focused, early intervention program that provides a developmentally appropriate educational environment for children, ages 18 months to 6 years of age, with Down syndrome and other developmental delays. Through innovative programming, KinderFrogs School prepares children for success and independence in inclusive school and community settings. KinderFrogs focuses on curriculum that is evidencebased; content that is learned through investigation and focused on intentional teaching that builds on prior learning and experience. Both schools serve as on-campus training sites for TCU students in the College of Education and other university programs. TCU students are an active and vital part of the schools as observers, practice teachers, classroom aides, and beginning educational researchers. TCU professors are also available to offer their expertise and knowledge to staff and students. Starpoint and KinderFrogs Associate Programs: Are you a certified teacher considering Graduate School at Texas Christian University? The Starpoint and KinderFrogs Associate programs are twoyear programs leading to the completion of a master's degree in education. At Starpoint School, the Starpoint Associate works 20 hours per week as a classroom assistant/teacher during the first year. The second year, the Starpoint Associate is a fulltime teacher fully responsible for the classroom instruction of children with learning differences. At KinderFrogs, the KinderFrogs Associate works 20 hours per week each academic year as a classroom assistant/teacher. For additional information regarding tuition benefit, service credit and/or stipends, please contact the TCU COE Graduate Office TCU College of Education Student Handbook 24

25 Advising Students are solely responsible for seeking appropriate advisement and determining the accuracy of their academic record. Students also have the responsibility of making sure all transcripts for courses taken at other institutions are sent to the TCU Registrar s Office in a timely manner. Professional Advisor. The College of Education provides a specially trained, full-time professional advisor that students may utilize in addition to their assigned faculty advisor. The role of the professional advisor is to review and evaluate the student s transcript, explain the COE admissions criteria and program retention policies, provide the appropriate degree plan (curriculum guide sheet) for the student, and assist with decision making that will enhance the likelihood of student success in the program. A semester-by-semester review may also be necessary. Faculty Advisor. When a student declares education as his/her major, the TCU Registrar s Office assigns the student to a formal advisor within the COE. This advisor is typically a COE faculty member. The role of the faculty advisor is to establish a relationship with the candidate and become an advocate and liaison for the student. The faculty advisor may also perform similar duties as the professional advisor. Students experiencing difficulty need to work with their advisors to develop a remediation plan. Transfer of Coursework Credit. After enrolling at TCU: All education majors must receive prior written approval from their academic advisor and the associate dean before taking courses at another institution. Coursework taken without prior written approval may not be applied to a degree. No more than 12 total semester hours, except those earned in an approved study abroad program, may be transferred from other schools. No credit may be transferred from a community college once 54 cumulative semester hours have been earned. Transcripts of coursework taken elsewhere must reach the Office of the Registrar within 30 days of completion of the coursework. Pass/No-Credit Policy. The TCU Pass/No-Credit (P/NC) Policy states that students may take up to two courses (eight hours maximum) on a P/NC basis. However, students in the College of Education may not take any education course required for teacher certification or in the student's teaching content area on the P/NC basis, with the exceptions of the middle/secondary field courses, the professional practice seminar, and student teaching. TCU College of Education Student Handbook 25

26 Texas Educators Code of Ethics TAC Title 19, Part 7, Chapter 247: RULE states: The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty and good moral character. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. This chapter shall apply to educators and candidates for certification. Enforceable Standards. (1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants. (M) Standard The educator shall not consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. TCU College of Education Student Handbook 26

27 (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, , instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student. Source Note: The provisions of this Texas Administrative Code were adopted to be effective March 1, 1998, 23 TexReg 1022; amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35 TexReg I have read the above Code of Ethics and Standard Practices for Texas Educators and I agree to comply and commit myself to these practices, accepting the public trust of being an ethical educator. Signature of Candidate TCU ID Number Date TCU College of Education Student Handbook 27

28 Family Educational Rights and Privacy Act FERPA Consent to Release Educational Records and Information This release represents your written consent to permit Texas Christian University, College of Education to disclose educational records (as noted below) and any information contained therein to the school and other agency officials with legitimate educational interests. Further, without such a release, I am unable to participate in any field-based experiences including hours of observation, clinical teaching, practicums, student teaching, or internships. This consent covers the entire student career at TCU unless revoked in writing by the student. Please read this document carefully and fill in all blanks. I, [print full name] am a candidate at Texas Christian University, College of Education and hereby give my voluntary consent: A. To disclose the following records: Records relating to any of my field-based experiences Records relating to my performance in the field TExES test score results in aggregate B. To the following person(s): School districts or other agencies associated with field-based experiences School-based/Agency-based administrators School-based/Agency-based cooperating teachers/mentors Program faculty C. These records are being released for the purpose of: Conversing and reviewing performance Acquiring feedback Procuring required signatures I understand that under the Family Educational Rights and Privacy Act of 1974 ( FERPA 20 USC 123g; 34 CFR 99; commonly known as the Buckley Amendment ) no disclosure of my records can be made without my written consent unless otherwise provided for in legal statutes and judicial decisions. I also understand that I may revoke this consent at any time (via written request to the TCU College of Education and the TCU Registrar s Office) except to the extent that action has already been taken upon this release. Signature of Candidate Date TCU ID Number TCU College of Education Student Handbook 28

29 Informed Consent and Assumption of Risk Each semester, ALL students involved in courses which require field trips, observations, practicums, student teaching, or any other type of activity that necessitates students leaving the TCU campus are required to complete the Informed Consent and Assumption of Risk form. The forms are maintained in the Dean s Office for one year. TEXAS CHRISTIAN UNIVERSITY INFORMED CONSENT AND ASSUMPTION OF RISK IMPORTANT READ ENTIRE AGREEMENT BEFORE SIGNING Texas Christian University is a non-profit educational institution. References to Texas Christian University include TCU, its trustees, officers, officials, employees, volunteers, students, agents, and assigns. I (print your name) understand I am to participate in the (henceforth referred to as the Program). I fully understand and appreciate the dangers, hazards and risks inherent in participating in the Program, in the transportation to and from the Program, and in any independent research or activities I undertake as an adjunct to the Program. I agree that participating in any activity is an acceptance of some risk of injury and/or loss or damage of property. I agree that my safety is primarily dependent upon my taking proper care of myself. I understand that is my responsibility to know what I will need for the Program and to provide what I will need. I agree to make sure that I know how to safely participate in any activities, and I agree to observe any rules and practices, which may be employed to minimize the risk of injury. I agree to stop and seek assistance if I do not believe I can safely continue any activity. I will not wear or use or do anything that would pose a hazard to myself, or others, including using or ingesting any substance which could pose a hazard to myself or others. I agree that if I do not act in accordance with this agreement, I may not be permitted to continue to participate in the Program. In consideration of my participation in this Program, I agree as follows: SPECIFIC HAZARDS OF TRAVEL OR PROGRAM: Despite precautions, accidents and injuries can occur. I understand that traveling, doing fieldwork or being in a large city may be potentially dangerous and that I may be injured and/or lose or damage personal property as a result of participation in the Program. Therefore, I ASSUME ALL RISKS RELATED TO THE ACTIVITIES including, but not limited to: Death, injury or illness from accidents of any nature whatsoever, including, but not limited to, bodily injury of any nature, whether severe or not, which may occur as a result of participating in an activity or contact with physical surroundings or other persons; arising from travel by car, bus or any other means; death injury or illness including food poisoning arising from the provision of food or beverage by restaurants or other service providers. Theft, loss or damage of my personal property while in transit or participating in the Program. Natural disaster or other disturbances, and alteration or cancellation of the Program due to such causes. Most trips to hospitals, schools and community service centers require travel through or parking in high crime areas. Please review the attached safety guidelines. Listed below are specific dangers endemic in this Program s area of travel or endemic to the Program. INSTITUTIONAL ARRANGEMENTS: I understand that TCU is not an agent of, and has no responsibility for, any third party which may provide any services including food, lodging, travel, or other goods or services associated with the Program. I understand that TCU may provide these services only as a convenience to participants and that accordingly, TCU accepts no responsibility, in whole or in part, for delays, loss, damage or injury to persons or property whatsoever, caused to me or others prior to departure, while traveling or while staying in designated lodging. I further understand that TCU is not responsible for matters that are beyond its control. I acknowledge that TCU reserves the right to cancel the trip without penalty or to make any modifications to the itinerary and/or academic program as deemed necessary by TCU. INDEPENDENT ACTIVITY: I understand that TCU is not responsible for any loss or damage I may suffer when I am traveling independently or I am otherwise separated or absent from any TCU activity. In addition, I understand that any travel that I do independently on my own before or after the TCU sponsored Program is entirely at my own expense and risk. HEALTH AND SAFETY: I have been advised to consult with a medical doctor with regard to my personal medical needs. I state that there are no health-related reasons or problems that preclude or restrict my participation in this Program. I have obtained the required immunizations, if any. I recognize that TCU is not obligated to attend to any of my medical or medication needs, and I assume all risk and responsibility. I agree to pay all expenses relating thereto. TCU RULES, REGULATIONS AND POLICIES: I agree to obey and comply at all times with all of the rules, regulations, codes and policies of TCU while participating in the Program. I agree to notify my professor immediately of any injury or loss. TRAVEL CHANGES: If I become separated from the Program group, fail to meet a departure airplane, bus, or train, or become sick or injured, I will, to a reasonable extent, and at my own expense seek out, contact, and reach the Program group at its next available destination. SIGNATURE: I indicate that by my signature below that I have read the terms and conditions of participation and agree to abide by them. I have carefully read this Informed Consent and Assumption of Risk Form and acknowledge that I understand it. My signature below indicates that I have read and freely signed this agreement, which take effect as a sealed instrument. In Case of Emergency, Notify: Signature of Program Participant Date Signature of Parent or Legal Guardian (if minor) Date Name: Cell: Home: Office: TCU College of Education Student Handbook 29

30 Performance Benchmarks The College of Education tracks each candidate s progress to ensure that the candidate is wellprepared as a highly qualified teacher and the faculty and staff feel confident in recommending the candidate for certification. All materials must be submitted for review by the deadlines set by the College of Education. The candidate s progress is monitored by the following major checkpoints: Admissions Committee. The role of the committee members is to review, critique, and vote on each applicant to the COE Teacher Education Program; and to recommend whether the candidate is ready to progress, complete additional criteria, or needs remediation. An will notify each candidate as to the findings of the committee regarding each Benchmark. Benchmark 1: Application for Admission to the College of Education To work toward a degree in teacher education, a candidate must first be admitted into the College of Education. This is a separate step from admission to university. The application for entry into the College of Education and a selected teacher education program is considered the first checkpoint in the program. Deadlines for Admission is March 1 for fall admission and October 1 for spring admission. When applying for admission to the College of Education (and later Benchmarks), the following steps occur: 1. Students submit a formal application with supporting documentation to the COE Director of Certification. 2. The application and supporting documentation is verified by the Director of Certification. 3. The data and application materials of all applicants are reviewed by the COE Admissions Committee. 4. Successful candidates are admitted into the COE and the selected program of study (EC-6, Middle School, or Secondary Education). Benchmark II: Retention in the Teacher Education Program & Progress Toward Student Teaching Students who have elected to pursue a degree or major in the College of Education understand that the faculty and staff are dedicated to producing highly qualified and passionate professional educators. In order to achieve that goal, all candidates must: 1. Maintain acceptable academic performance in all content area and education classes. Acceptable academic performance is identified as earning a minimum 2.75 GPA overall and a grade of C or better in content area and education courses. 2. Maintain high professional standards. Candidates will be assessed based on their academic achievement AND their professional behavior, attitudes, demeanor, judgment, dependability and reliability throughout their teacher education experiences. 3. Successfully pass the Professional Practice Seminar. 4. Submit an Application for Student Teaching by the appropriate deadlines. Applications for student teaching are due by May 1 for fall student teaching and October 1 for spring student teaching. Additional requirements for Student Teaching include: Completion of all content area and education coursework with a minimum GPA of 2.75 and no grade lower than a C ; A minimum overall TCU GPA of 2.75; and Successful completion of EDEC/EDMS/EDSE 30001: Professional Practice Seminar. The Admissions Committee will consider minimum criteria, as well as student performance (professional attitude, demeanor, abilities and preparation) and forward TCU College of Education Student Handbook 30

31 their recommendations to the Director of Student Teaching and the Associate Dean for Undergraduate Studies. The program faculty and the College of Education dean and/or designee must approve any exception to these student teaching standards. Benchmark III: Completion of Student Teaching, the Teacher Education Program, and Degree Requirements The College of Education is dedicated to student academic success and successful completion and passing state certification exams. Every effort will be made to provide additional instruction and support, if needed, to ensure this success. 1. Final GPA of 2.75 with C or better in education and content area coursework; 2. Pass on all practice exams; 3. Successful completion of the Teacher Education Program, including the student teaching experience; 4. Apply for graduation: conferred bachelor's degree; (see TCU Registrar for specific deadlines); 5. Request approval from the COE Director of Certification to take state certification exams; 6. Register online for TExES TEA/ETS testing; 7. Passing scores on the required state certification exams TCU College of Education Student Handbook 31

32 Academic Performance and Professionalism Warning (APPW-Yellow Flags) Students must maintain acceptable academic performance (a minimum 2.75 GPA overall and a grade of C or better in content area and education courses), as well as high professional standards, in order to advance in the program and to student teaching. The faculty and staff within the College of Education are committed to identifying and intervening to assist students who demonstrate difficulties maintaining expected norms in their academic progress or professionalism. Any faculty member who has a concern about a candidate s performance and/or professionalism may initiate the Academic Performance and Professionalism Warning (APPW) process. The process operates as follows: 1. The faculty member fills out the APPW form describing the concerns and indicating potential strategies and solutions to resolve the problem(s). 2. A conference between the student and two faculty members is required to complete the APPW form. During the conference, the parties discuss the student's understanding of the concerns and the course of action required to remediate the problem(s). The APPW contract is signed by the student and faculty. If the student fails to respond or attend a conference, faculty will complete the form and notify the student via certified mail. 3. The completed form is submitted to the associate dean, the student, and the Office of Campus Life. 4. Any student receiving three notices through this process may be considered for dismissal from the College of Education. Except in an unusually severe or critical situation, no one notice will result in dismissal from the college or program. 5. These notices do not become part of a student's permanent academic record held in the registrar s office. See the Appendix for a copy of the APPW-Yellow Flag form. TCU College of Education Student Handbook 32

33 Field Experiences Roles and Responsibilities Candidate Responsibilities Candidate responsibilities include but are not limited to the following: Coursework: Complete all stated class requirements with a grade of C or better in all education and content area coursework, including the documentation of completing the required number of field experience hours prior to student teaching. Professional Behavior: Develop a positive professional reputation within the College of Education, among peers, and with mentor teachers through the field-based experiences. Follow the Texas Educators Code of Ethical Behavior. Absences/Late Arrivals/Leaving Early: Candidates are responsible for notifying their Cooperating Teacher(s) and their TCU professor(s) or supervisors prior to any absence (if possible). Absences may be made-up at the discretion of the Cooperating Teacher and the TCU faculty member or supervisor. Avoid late arrivals and leaving early as they are a disruption to the learning environment. A pattern of absences, late arrivals, and leaving early may negatively impact the candidate s grades and professional reputation. Transportation and Meals: Candidates are responsible for their own transportation to and from their field experiences and for all meals while participating in field experiences. TB Tests and Health Care Expenses: Most schools and school districts require verification of a current negative TB test result for people working or observing in their schools. The TCU Health Center can provide TB testing for a minimal charge. TB test results must be read within 72 hours of the test. Therefore, the TCU Health Center will only do TB testing on Mondays, Tuesdays, and Fridays. Other health care issues are the sole responsibility of the candidate while participating in field experiences. More specifically, candidates are responsible for any expenses related to personal injuries that may occur during field-based experiences. Criminal Records Check: The TCU College of Education and most schools and school districts will require students to maintain a current, clear criminal record. See the requirements for completing the TCU COE Criminal Records Check in the COE Admissions section of this handbook. Schools and school districts may have differing requirements and most will inform candidates of those requirements. Candidates are responsible for completing forms and fees for a criminal records check in a timely manner. See Appendix for a copy of the form. Termination of Field Experience or Student Teaching: A candidate may be removed from his/her field experience or student teaching at any time upon the request of the building administrator or cooperating teacher(s). Depending on the circumstances, an alternative field experience site may be identified. Removal from a second field experience site may be grounds for dismissal from the program. Cooperating/Mentor Teacher Responsibilities The role of the Cooperating or Mentor Teacher should include, but may not be limited to the following: Welcome the candidate into his/her class and provide an overview of classroom and school norms, expectations, procedures, and routines. Accept primary responsibility for supervision of the candidate. Serve as a role model and coach for the candidate, especially regarding appropriate classroom management strategies and acclimating to school norms and expectations. Actively participate in directing the candidate as he/she plans, prepares, teaches lessons, and assesses student performance. Share authority and decision making to assist the candidate as he/she develops a teacher identity. Schedule frequent conferences and other feedback routines. TCU College of Education Student Handbook 33

34 Provide consistent informal and formal written and verbal feedback. Complete formal evaluations as required by TCU, and the Texas Education Agency. Contact the university supervisor should any concerns arise and work to resolve concerns in a timely manner. COE Supervisors for Observations, Practicums, and Student Teaching. The responsibilities of the professors, instructors, and supervisors hired by the College of Education include but are not limited to the guidelines sited below. Serve as a role model and coach to assist candidates in building appropriate student-teacher relationships, planning, preparing, teaching, and assessing students, and modeling effective classroom management strategies when necessary or appropriate. Assist and provide feedback to the candidate regarding lesson plans, preparation for teaching and assessment of students. Accept primary responsibility for supervision of the candidate. Schedule conferences and other feedback routines as necessary and appropriate. Provide informal and formal written and verbal feedback. Complete formal evaluations as required by COE and the Texas Education Agency. Contact the cooperating teacher should any concerns arise and work to resolve concerns in a timely manner. Help identify quality placements for candidates. In addition, the TCU College of Education follows the guidelines established by the Texas Education Agency, which states in part: TAC (f) Supervision of each candidate shall be conducted with the structured guidance and regular ongoing support of an experienced educator who has been trained as a field supervisor. The initial contact, which may be made by telephone, , or other electronic communication, with the assigned candidate must occur within the first three weeks of assignment. The field supervisor shall document instructional practices observed, provide written feedback through an interactive conference with the candidate, and provide a copy of the written feedback to the candidate's campus administrator. Informal observations and coaching shall be provided by the field supervisor as appropriate. (1) Each observation must be at least 45 minutes in duration and must be conducted by the field supervisor. (2) An educator preparation program must provide the first observation within the first six weeks of all assignments. (3) For an internship, an educator preparation program must provide a minimum of two formal observations during the first semester and one formal observation during the second semester. (4) For student teaching and clinical teaching, an educator preparation program must provide a minimum of three observations during the assignment, which is a minimum of 12 weeks. (5) For a practicum, an educator preparation program must provide a minimum of three observations during the term of the practicum. TCU College of Education Student Handbook 34

35 Field Experiences: Candidate Responsibilities TCU education candidates will be assigned to numerous and varied field experiences in accredited public and private school settings. As such, they are a representative of TCU, the College of Education, and responsible for building their own professional reputation. Please follow these expectations during all field experiences: 1. ALWAYS WEAR the TCU College of Education nametag during school placements. This will help the school staff and the candidate get to know one another. TCU name badges can be ordered through the TCU Bookstore. 2. When reporting to the school, candidates should introduce themselves to the office staff. Let them know the nature of the visit, and identify the cooperating teacher or purpose of the placement. 3. Be on time, dependable, and reliable. Work out a schedule for the field placement with the cooperating teacher and maintain this schedule throughout the semester. This may already be set up by the requirements of the professor(s) or the program. 4. Exchange contact information ( s, phone numbers, etc.) with the mentor teacher(s). 5. If candidates must be absent, call and/or the school, the cooperating teacher, and the professor(s) or supervisors to notify them as far in advance as possible. 6. Professional manner is of utmost importance. Candidates need to begin transforming their identity from, just a college student to professional member of the teaching staff. Candidates should look and act accordingly. 7. Give the cooperating teacher the utmost cooperation and respect. Candidates should actively remember to act as a polite guest in the cooperating teacher s classroom and the school. 8. Follow through and complete all assignments. 9. Accept suggestions for improvement in a positive and professional manner. The cooperating teacher is there to help candidates learn and grow. Remember, experience is a great teacher! 10. Confidentiality is extremely important. Please remember this when conferencing with the cooperating teacher, professors, principals, parents, other teachers, and friends. Breach of confidentiality can cost candidates a job and the opportunity to continue in the profession. In addition, breaching confidentiality can hurt children and families. Professionalism is essential at all times. 11. Do not criticize the school, teachers, or students. Learning opportunities will be abundant, but as a guest in the building. it is expected that candidates will guard what is shared with others. Do not jeopardize the opportunity to complete the field placement. 12. Students will imitate candidates oral and written language. Use correct English (or Spanish in appropriate settings) at all times. 13. If there is a problem with any aspect of the assignment, discuss this with the cooperating teacher or the TCU professor/supervisor only. Handle concerns professionally by going directly to those people who have the authority to make adjustments. 14. Absolutely no use of cell phones or accessing social media sites during field assignments. 15. TCU candidates will follow the TCU academic calendar regarding holidays. TCU College of Education Student Handbook 35

36 Dress Code TCU Education candidates have a very positive reputation within the school districts. We want this to continue. Becoming a professional educator begins by looking professional. Please consult the following guidelines for minimum standards of professional dress, grooming, and attire. All Students Wear the TCU nametag or the school s ID badge at all times. No jeans (especially with holes, worn-out, ripped styling and frayed hems), overalls, tank top t-shirts, t- shirts with advertising or celebratory announcements, and hats. Wear sensible shoes. No flip-flops or very high heels. Some schools do not allow open-toe shoes. Avoid wearing strong colognes, perfumes, and other fragrances as they can be offensive to others. In addition, some students and colleagues may be allergic to them. Cover any tattoos or other body art while in the schools. Remove any facial and/or mouth piercings and excessive ear piercings while in the schools. Wear belts with pants or skirts that have belt-loops. Women Pants must be mid-calf in length or longer. Low-slung pants or hip-huggers exposing the midriff are not permitted. Pants must be high enough to cover the lower back and undergarments when bending over. No yoga (skin tight stretch) pants. Skirts/dresses must be knee length or longer, slits no more than 4 above the knee. Skirts and dresses must allow one to sit/bend over without running the risk of exposure. Spaghetti strap dresses are not permitted, except with a jacket that must not be removed during the day. Clothing should not be suggestive, excessively tight, or revealing. No bare midriffs, sleeveless or low cut tops. If bending over or sitting, others should not be able to see down the shirt or top. No sheer, see-through, or lingerie style clothing. Undergarments should not be visible. Men Slacks, khaki or dress pants and a belt. Low-slung pants, hip-huggers, or sag are not permitted. Pants must be high enough to cover the lower back and undergarments when bending over. Shirts with collars. Closed toed shoes only. All Level Physical Education. Check with the cooperating teacher for each school s dress code for PE teachers and follow that rule. Special Occasion Dress. From time to time a school will have special or theme dress days. Please follow the cooperating teacher s suggestion for those days. TCU College of Education Student Handbook 36

37 Typical Field Based Activities and Experiences The TCU College of Education pre-service teacher education program is committed to providing teacher education candidates with relevant and research-based pedagogy coupled with intensive and ongoing field-based experiences in a variety of educational settings and with diverse student populations. The following are some of the most common types of field-based experiences a candidate may experience during the initial teacher certification training. Observations. Some field experiences are primarily developed as observation hours. Observation hours typically involve watching and paying close attention to the children, classroom environment, instructional techniques, classroom routines, and interpersonal relationships. Depending on what the professor expects from this experience, candidates may find it helpful to take detailed notes about the observations and ask questions of the mentor teacher regarding reasons for interactions and instructional methods. Why and How questions help establish a knowledge base for choosing one s own methods for both instruction and management. Making a seating chart and quickly learning the names of students helps build relationships and shows an active interest in learning everything possible from the field observation experience. The candidate should use these experiences as opportunities for interaction and reflection of classroom practices and educational activities. Practicum. A practicum is a supervised experience in classrooms or other appropriate environments (PE, Music, Art, Health, playgrounds, etc.). The experience may begin with a few hours of observation time but very shortly thereafter, the candidate should expect more involvement with the students. This may be limited interaction at first, such as monitoring students working at their desks, giving one-on-one assistance, opening/closing activities, attendance, grading, passing out papers or materials, or reading aloud to students. If the candidate is ready and the cooperating teacher agrees, the candidate may teach a few short, prepared lessons to small or large groups of pre-k-12 students. Mini Teaching. After an appropriate amount of observation and interaction in a classroom, the candidate may be ready to assume a greater portion of classroom responsibility. Mini-teaching enables the candidate to assume more responsibility for planning and teaching lessons under the guidance of a cooperating teacher and the university supervisor or professor. Formal lesson plans should be written by the candidate and reviewed by supervisors. Feedback about the lesson plan will increase the likelihood of the candidate s success in teaching the lesson and K-12 student learning the content. Student Teaching (Full Time Teaching). As defined by TAC 228.2, student teaching is a 12-week full-day teaching experience at a public school (or other TEA accredited sites) and leads to the completion of a standard teaching certificate. Student teaching at TCU is offered only during the fall and spring semesters. Please see the Student Teaching Page for more detailed information. International Student Teaching. The College of Education is a member of The European Teacher Education Network that includes teacher preparation institutions from many European countries. See the International Student Teaching page for more detailed information. TCU College of Education Student Handbook 37

38 Media and Social Networking Cell-Phone Use. Please be polite and REFRAIN from using cell phones (text messaging, etc.) during class and absolutely no use of cell phones during field assignments. It is expected that students in the College of Education will have the maturity to avoid accessing social networking sites such as Facebook or other non-course related internet usage during class or field assignments. All students are expected to follow rules of common courtesy in all messages, threaded discussions, and chats. The same rules apply online as they do in person. Be respectful of others at all times. Please take a moment and read the following link concerning "netiquette". Social Networks. It is never appropriate to establish intimate, personal relationships or out-of-school friendships with K-12 students in field-based settings. This includes friending them on social networking sites such as Facebook, Linkedin, MySpace, etc. The TCU College of Education strictly follows the TCU Student Handbook and the Texas Education Agency Ethics for Educators Guidelines. The TCU Student Handbook ( ) states: Students often choose to participate in online forums including social networking sites, virtual communities, blogs, online journals, and other websites (familiar examples of this type of forum include Facebook, MySpace, Xanga, and Friendster). While the university recognizes that these forums are an integral part of modern communication, we caution students to consider carefully the information and comments they post in online forums. For their own safety and success, students should assume that any information they publish online is visible and accessible to everyone. Students are as responsible for their words and actions in online forums as they are in any interpersonal interaction, private forum, or public forum. Behavior inconsistent with the university s mission, community standards, or Code of Student Conduct will not be exempted from disciplinary action simply because it occurred or originated in an online forum (p. 11). TCU education students should avoid any question of inappropriate relationships with students by using sound judgment, common sense, and caution when accessing or using any type of electronic communication or social media sites. In particular, COE students need to be mindful they: 1. Do not breach student confidentiality and privacy rights. 2. Do not post photographs or other identifying information featuring students in any type of electronic forum. 3. Do not expect privacy with anything posted on the internet or social media sites; even those with privacy settings. Organizations can, and often do, change privacy settings and policies. 4. Do not post inappropriate photos as this may affect job searches and hiring preferences. Keep this standard in mind, If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site. (New York City Department of Education Social Media Guidelines, Spring 2012, n.p.). TCU College of Education Student Handbook 38

39 Senior Mentor Program The College of Education Senior Mentor Program honors outstanding students by selecting them as official student representatives for the College of Education. The director of field experiences solicits nominations for senior mentors from the College of Education faculty. Senior mentors host college activities, represent TCU at recruiting events, Monday at TCU programs, high school career fairs and other important occasions, and act as peer advisors for certification students. Senior mentors may also serve on search committees and university committees. TCU College of Education Student Handbook 39

40 Student Teaching Admission Criteria. Any candidate who wishes to be considered for admission to student teaching must meet the following requirements: Completion of all content area and education coursework with a minimum GPA of 2.75 and no grade lower than a C; A minimum overall TCU GPA of 2.75; and Successful completion of EDEC/EDMS/EDSE 30001: Professional Practice Seminar. Application Deadlines. Applications for student teaching are due by May 1 for fall student teaching and October 1 for spring student teaching. The Admissions Committee will consider minimum criteria, as well as student performance (professional attitude, demeanor, abilities, and preparation). October Student Teaching. Student teaching is considered full-time enrollment (or similar to a full-time job without pay). Because of this full-time status, candidates should try to complete all the program coursework and must pass the Professional Practice Seminar before student teaching. Depending on the program of study, the candidate may have one or more student teaching placements (e.g., EC-6, international student teaching, all level certification, dual content areas of study, etc.). After a gradual build-up of assuming classroom responsibilities, student teachers should be able to assume the full responsibility of planning and teaching for the whole school day as though he/she were the classroom teacher. During this time, the cooperating teacher and university supervisor will conduct periodic evaluations and consultations with the candidate. The full-time teaching experience is usually followed by a gradual return of the cooperating teacher to the classroom duties. All candidates are expected to remain involved and fully engaged in the classroom until the completion of the student teaching semester. Student Teaching Evaluation. Supervision of each candidate shall be conducted with the guidance and support of an experienced educator who has been trained as a field supervisor. An initial contact with the candidate will occur within the first three weeks of the student teaching experience. A minimum of 3 formal observations will take place during the 12-week assignment. The field supervisor shall document instructional practices observed, provide written feedback through an interactive conference with the candidate, and provide a copy of the written feedback to the candidate's campus administrator. Informal observations and coaching shall be provided by the field supervisor as appropriate. 1 1 TCU College of Education Student Handbook 40

41 International Student Teaching Expanding international education for students is a major emphasis at TCU. The College of Education is dedicated to ensuring that candidates have many opportunities for international experiences. These international experiences increase understanding of other cultures, helping students become better teachers and better citizens. Students in the College of Education can participate in the many Study Abroad programs at TCU or experience student teaching in one of many countries. The College of Education is a member of the European Teacher Education Network that includes teacher preparation institutions from many European countries and has lately expanded to include the United States, Israel, and Macedonia. Imagine the excitement of boarding a plane on the way to a foreign country to teach for one month! Student teaching is available in: Belgium Canada Chile Denmark England Finland Germany Hungary Mexico Norway Sweden Switzerland The Netherlands There are so many opportunities to live and learn in another country, it will be hard to choose where to go. It is an experience that students never forget and one from which they return with a new dedication to children and innovative teaching ideas. After the international student teaching experience, candidates will still need to complete 12 weeks of full-time student teaching in an approved TEA site to fulfill certification requirements. See the Director of Student Teaching for more specific information, application criteria and deadlines, and further guidelines. TCU College of Education Student Handbook 41

42 State Licensure for Teachers The educator certification program at TCU has been carefully designed to prepare exemplary teachers and teaching professionals for Texas public schools. Program curriculum is scientificallybased and aligned with state curriculum standards and Texas Essential Knowledge and Skills (TEKS). As noted in the College of Education mission statement, program focus is on educator effectiveness in diverse educational settings and the preparation of leaders who are reflective, ethical, innovative, and committed to all learners. The College of Education teacher education programs provide many opportunities to learn about a chosen field while practicing in diverse public school settings. Candidates will be prepared to implement a positive, equitable, engaging learning environment that establishes rapport with students and their parents. Candidates will learn to model, manage, and motivate in ways that meet the academic needs of all students. Technology will become a comfortable tool for instruction, data management, and research. Throughout the selected program of studies and at the close of the professional program, candidates will be observed performing the duties of their chosen certification area by a TCU faculty or field supervisors who will provide feedback on the candidate s performance with opportunities for communication, collaboration and reflection. Approaching graduation, candidates will know that they have taken the first steps to becoming the classroom teacher or other school professional they envisioned they could be. TCU College of Education Student Handbook 42

43 Director of Certification and TExES To ensure that each teacher, school counselor, principal and superintendent has the necessary content and professional knowledge to perform satisfactorily in Texas public schools, Texas law requires every person seeking educator certification to complete an accredited preparation program and perform satisfactorily on comprehensive state examinations named the Texas Examination of Educator Standards (TExES). (Texas Education Agency, 2012). TExES (Texas Examination of Educator Standards). At TCU, to be eligible to take the TExES certification exams for initial teacher certification, candidates must pass the practice representative exams, which are offered during the Professional Practice Seminar, a requirement of the undergraduate degree plan. Upon passing the appropriate practice exam, the Director of Teacher Certification will release a student to test in the online TEA system, and will send the student instructions for registration in the TEA/ETS online systems. It is strongly recommended that students test at the earliest possibility upon being released to test. Candidates who do not pass these practice exams must present evidence of test preparation before the exam will be re-administered. A candidate who receives no credit in the Professional Practice Seminar is not considered a program completer and the Director of Certification will not release the candidate to take the TExES certification exams. The College of Education is dedicated to student success on state exams. Every effort will be made to provide additional instruction and support, if needed, to ensure this success. Students who fail to take the appropriate TExES exam within three years of program completion must present documentation of completion of TExES review or additional coursework prior to receiving permission to test. The practice test may be given again. After graduation, and upon completion of the following requirements, the Director of Certification will recommend the candidate for teacher certification to the state of Texas: Successful completion of the Teacher Education Program, including the student teaching experience, Final GPA of 2.75 with C or better in education and content area coursework, Conferred bachelor's degree, and Passing scores on the required state certification exams. TCU College of Education Student Handbook 43

44 Master s Degrees in Education The College of Education offers Master of Education degrees via two routes; an expedited 4-1 Program and the traditional delivery system. 4/1 Program. Available only to TCU undergraduates, the 4/1 program allows outstanding students to combine a bachelor's degree with the Master of Education (M.Ed.) in five years. Only candidates demonstrating superior undergraduate academic and professional performance with strong recommendations are considered for admission to the 4/1 program. Students are eligible to apply for admission to the graduate program in the College of Education during the semester they complete 90 hours of undergraduate coursework. To be considered for admission to the 4/1 option students must: Submit a Graduate Program Application for admission; Fulfill admission requirements; Be admitted into the Teacher Education Program; and Complete additional hours for certification if fulfilling a minor in education. If admitted to the 4/1 program, students may complete up to 12 semester hours of the M.Ed. program during their fourth year of undergraduate study. Students should work with their 4/1 advisor to determine how the courses will apply to the undergraduate degree. At the end of the fourth year, assuming that all other graduation requirements are met, students earn the baccalaureate degree. During their fifth year, students complete the remaining semester hours toward the M.Ed. degree. 4/1 M.Ed. degrees are offered in: Curriculum Studies Elementary Education Middle School Secondary School Special Education Traditional Master of Education Degree. The College of Education offers Master of Education degrees with majors in: Counseling Curriculum Studies Educational Administration Elementary Education Math Education Middle School Education Science Education Special Education Please consult the TCU Graduate Bulletin for more specific information and consult with an advisor within the College of Education for updates and important program information. TCU College of Education Student Handbook 44