St. Thomas Aquinas College School of Education Handbook

Transcription

1 2 St. Thomas Aquinas College School of Education Handbook Letter to Candidates.. 3 The School of Education Mission Statement and Learning Outcomes.. 4 Professional Dispositions... 5 Undergraduate Admission to Teacher Education Program (Initial Baccalaureate Level) Initial Baccalaureate Level 6 Admission to Student Teaching 7 NYS Certification.. 8 MST Admission to Teacher Education Program (Post Baccalaureate Level) MST Application Process. 11 MST Admission to Student Teaching 14 NYS Certification. 15 Curriculum BSED (Initial Baccalaureate Level): General Education Requirements. 15 MST (Post Baccalaureate Level) Requirements Advisement. 22 Programs of Study Undergraduate: Inclusive Childhood MST (Post Baccalaureate Level) Childhood MST (Post Baccalaureate Level) Childhood 1-6 & Special Education. 27 Undergraduate: Inclusive Childhood 1-6 & Special Education 30 Undergraduate: Inclusive Secondary 7-12 Education.. 32 MST (Post Baccalaureate Level) Secondary 7-12 Education.. 33 Field Experience. 33 Diversity Proficiencies 34 Professional Development.. 35 Student Teaching 37 NYS Certification Tests and Requirements. 38 Policies of the School of Education Academic Integrity.. 39 Union Activities.. 40 Athletics.. 40 Social Media 42 Statement of Intent to Comply. 42 Resources and Support Systems. 43 Program Progress.. 46 Teacher Education To Do Lists Undergraduate. 47 MST. 48 Field Experience Survey 49 Liberal Arts Faculty Reference. 50 Teacher Education Faculty Reference.. 51 Fieldwork Request Log Sheet.. 52 Fax Request for Fieldwork 54 Worksheet for Student Teaching Undergraduate 55 MST 56

2 School of Education A MESSAGE TO THE TEACHING CANDIDATE: The mission of the School of Education at St. Thomas Aquinas College is to prepare educators that are informed decision-makers who create effective learning opportunities for all students. The educators we prepare see the potential in every learner and possess the knowledge, skills and dispositions that allow them to make informed decisions that support the achievement of that potential. In carrying out our mission, we create a caring, challenging environment for learning to support your development as an educator. This handbook contains information about our teacher education programs that will be useful to you as you progress toward your goal to become a teacher. You will find information on field experiences and student teaching as well as policies related to written assignments and the use of instructional technology. The sections on the different programs of study and advisement should be helpful to you as you plan your program. You are responsible for meeting the requirements for admission to and progression in the teacher education programs and so it is important that you read and become familiar with the information in this handbook. As you progress through your program, you are responsible for regularly checking the teacher education bulletin board and meeting with your advisor so that you are aware of any additions to or changes in teacher education policies or procedures. When you have questions about your responsibilities or your program, please contact your teacher education advisor for assistance. We are pleased that you chose to pursue your goal to become an educator at St. Thomas Aquinas College and look forward to working with you. The Faculty of the School of Education St. Thomas Aquinas College School of Education Handbook 3

3 The School of Education St. Thomas Aquinas College Our Mission The Mission of the St. Thomas Aquinas Teacher Education Program is to foster the development of learners that are able to contribute to and live successfully in our democratic society and diverse world community. We accomplish this mission by preparing knowledgeable, caring educators that have a passion for learning and can develop that passion in their students. These educators possess a level of content area knowledge and skills that allows them to continue to learn and apply their knowledge in their vocation. They effectively promote learning through a socially mediated process that supports the learner's personal construction of knowledge. They are effective communicators and collaborators and can create supportive, inclusive environments for learning. They are thoughtful educators who critically reflect on practice. They are committed to lifelong learning in order to help all students achieve to their fullest potential. Learning Outcomes 1. Student Centered Environment An understanding of human development and of the diverse individual and contextual factors that influence motivation and learning, and the ability to differentiate instruction to promote student learning. An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning. 2. Knowledge Centered Environment An understanding of the disciplines and their specific pedagogy, and the ability to organize and express knowledge in multiple ways to promote mastery of content. An understanding of learning as a socially-mediated, constructive process, and the ability to use evidence-based instructional methods and emerging technologies to support learning, problemsolving, and critical thinking. 3. The Use of Assessment to Support Learning An understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress. An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning. 4. Professional Practices An understanding of the importance of effective interpersonal relationships and ethical practice, and the ability to collaborate with students, parents, colleagues, and the community to promote students learning and well being. An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader the use self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for professional growth as a learner and as a teacher. 4

4 Professional Dispositions All teacher education candidates should be knowledgeable about and exhibit these professional dispositions. As candidates follow their career path in the School of Education, their professors will evaluate them on these dispositions. Failure to exhibit these dispositions may result in dismissal from the School of Education. Candidates are asked to reflect upon how well their academic and personal behaviors reflect these dispositions. The first reflection occurs prior to being admitted to the School of Education. 1. I demonstrate high expectations for myself and student learning. 2. I exhibit respect for the beliefs of others; I respect cultural differences and diversity. 3. I exhibit compassion, fairness and patience. 4. I display a passion and enthusiasm for teaching/learning. 5. I demonstrate appropriate self-confidence. 6. I respond constructively to professional feedback and make appropriate changes 7. I exhibit responsibility and independence in implementing activities requested by the classroom teacher 8. I utilize self-reflection effectively for self-improvement. 9. I prepare appropriately for classes and am punctual for meetings. 10. I use an appropriate tone of voice and nonverbal expressions 11. I communicate effectively both orally and in writing. 12. I project a positive self-image and relate well to others 13. I demonstrate a professional demeanor in dress, maturity, hygiene, use of electronic devices, texting, etc. 14. I demonstrate high ethical standards. 5

5 Admission to and Progression in the Teacher Education Programs Initial Baccalaureate Level Application Process Why is there a separate application process to the School of Education? The requirements for certification are demanding and academically rigorous. The School of Education considers it essential that applicants demonstrate the knowledge, skills and dispositions needed to carry out this commitment by maintaining a 2.5 GPA minimum and completing two education courses prior to applying to the School of Education. Who can apply? Applicants make a formal application for admission to the teacher education programs during the first semester of their sophomore year. Transfer applicants make the application in their first semester at the college. Orientation and Essay Writing: Orientation and essay writing sessions are held during the fall semester in September and during the spring semester in February. These sessions assist applicants in completing the necessary steps for admission to the teacher education programs. After the Director of Clinical Experience hosts the orientation session, candidates will sit for the essay writing session. The teacher education faculty will evaluate the essays on the basis of style, grammar, usage, and organization. Applicants should check the teacher education bulletin board on the first floor of Borelli Hall and the monthly bulletin boards around campus for details. Any questions can be directed to the Office of the School of Education at Acceptance into the Program Please check the bulletin board by the PRC for changes in these practices The Dean of the School of Education reviews the application and transcript to determine that the applicant has met the academic requirements for admission to the program: a minimum GPA of 2.5 in general education courses and a minimum GPA of 2.75 in at least two (2) teacher education courses. The Dean of the School of Education notifies applicants in writing of the outcome of the review. Applicants may not be permitted to register for EDEL 240, EDSC 218 or 300 level teacher education courses until they successfully complete the admission process. The applicants will be asked to indicate their desire to pursue a degree that leads to teacher certification by signing a Statement of Intention agreeing to all School of Education rules and regulations governing academic integrity and professional dispositions. Once accepted into the program, the Office of Undergraduate Education will begin to maintain a professional file for all undergraduates. The Office of Graduate Education will maintain files for all graduates. 6

6 Progression in the Teacher Education Program School of Education advisors monitor candidates progress through the program. Candidates are responsible for regularly updating their folders in the teacher education office as they complete program requirements. Candidates performances in the School of Education are reviewed regularly. To continue in the School of Education candidates must: Maintain the required level of academic performance: A minimum GPA of 2.5 in general education core courses A minimum GPA of 2.75 in teacher education courses and in concentration and major Submit two academic references to the Office of Undergraduate Education in the PRC Liberal Arts faculty member in the area of the candidate s major or concentration Teacher Education faculty member (300 level courses) Submit an evaluation by a field experience classroom teacher to the Office of Undergraduate Education in the PRC Obtain a fingerprint clearance Candidates that meet the above requirements are informed of the outcome of the review when they come for advisement for registration. Candidates who fail to meet the requirements are notified in writing by the Dean of the School of Education. Admission to Student Teaching Candidates make a formal application for admission to student teaching during the second semester of junior year. Applications and requirements for student teaching will be distributed by the Director of Clinical Experience during a Student Teaching Seminar six months prior to the practicum. Candidates will submit their completed applications to the Director of Clinical Experience during a formal interview. To be admitted to the student teaching, candidates must maintain the required level of academic performance 7 A minimum GPA of 2.5 in general education core courses A minimum GPA of 2.75 in teacher education courses and in concentration and major To be admitted to the student teaching, candidates must --- by the end of the first semester senior year --- also: Complete all required courses except ED 415 and ED 420. Submit a graded copy of a Candidate Work Sample: Tutoring Report Rubric (from a 300 level methodology course) Submit a completed Field Experience Classroom Survey Document completion of the field experience requirement Obtain fingerprint clearance: Submit a professional development packet of five documentation papers.

7 Submit score from the appropriate NYS Certification Testing Center: Candidates are required to monitor the NYSED Office of Teaching Initiatives website to stay current with NYSED mandates. Office of Teaching Initiatives Certification Update on New Exams for Initial Certification of Teachers and School Building Leaders We anticipate that candidates applying for certification on or after May 1st, 2014 will be required to take certain new exams. At the February 2012 meeting, the New York State Board of Regents approved a change to the implementation schedule for the new testing requirements for the initial certification of teachers and school building leaders. The following non-regulatory guidance is based on the Board s direction and is subject to change when regulations are adopted later this year. Candidates who meet the above requirements are admitted to student teaching. The Director of Clinical Experiences conducts an orientation with candidates to help them select school placements. Candidates who fail to meet the requirements are notified by the Director of Clinical Experiences who schedules an interview with the Candidate Review Committee. The purpose of the interview is to assist the candidate in developing realistic goals and plans. Candidates are notified in writing of the outcome of the interview. New Exams EdTPA: Teacher Performance Assessment (Portfolio) EAST: Educating All Students Test ALST: Academic Literacy Skills Test CST: Revised Content Specialty Tests Completion of Student Teaching Successful completion of student teaching requires: 8 Completion of the Reflective Teacher Project Summative evaluation by the college supervisor indicating that the candidate has met the performance standards identified in the Performance Evaluation Handbook

8 Summative evaluation by each cooperating teacher indicating that the candidate has met the performance standards identified in the Performance Evaluation Handbook In order to qualify for New York State certification, all teacher candidates must Successfully complete student teaching Attain a grade of C+ or higher in ED 420; a grade of Pass in ED 316. Attain a passing score on all the required NYS Teacher Certification Examinations Complete the Seminar on Identification and Prevention of Child Abuse Complete the Seminar on the Prevention of Violence and the Prevention of Child Abduction Complete the Seminar regarding Dignity for All Students (DASA) Obtain a fingerprint clearance Register for certification on the NYSED TEACH website All students (even those not seeking NYS certification) must take all required NYS tests. Those students seeking certification in other states are responsible for obtaining certification information and requirements from those specific states. Before candidates can petition for New York State teacher certification, they must provide evidence that all NYS required tests have been passed. Office of Teaching Initiatives Certification New York State Certification In order to qualify for New York State certification, all teacher candidates must (continued) Anticipated requirements for candidates graduating or applying for a certificate on or after May 1, 2014 All candidates for the Initial or Transitional B teaching certificate may take the current Content Specialty Test in their field. Candidates who do not pass the current CST prior to implementation of the new CST will have to pass the new CST. (See When will the new exams be available, below.) 9 Candidates who apply for their first Initial certificate on or after May 1, 2014 including candidates who will graduate from an approved teacher preparation program on or after May 1, 2014 should not take the LAST or the ATS-W. These candidates will be required to pass the new Teacher Performance Assessment, Educating All Students test, and Academic Literacy Skills Test.

9 What is going to be covered on the new exams? To enable program administrators and faculty to adjust their curricula and prepare their candidates to pass the new exams, the Department will post test frameworks that outline in detail the material that each test will cover, as well as the performance standards for each test. During the spring 2012 semester, we plan to post preliminary frameworks and scoring rubrics for the Teacher Performance Assessment, the Academic Literacy Skills test, the Educating All Students test, and the new School Building Leader exam at The framework for each new CST will be published well before the first administration date. The School of Education cannot take responsibility for changes mandated by New York State s Department of Education. Additional information regarding the new exams and other NYSED initiatives in educator preparation and certification can be found at 10

10 Admission to and Progression in the Teacher Education Programs Initial Post Baccalaureate Level Master of Science in Teaching (MST) Application Process Admission to the initial post baccalaureate level teacher education programs requires: A baccalaureate degree from an accredited institution verifying the completion of a liberal arts major or 30 credit concentration in an academic area of the New York State learning standards and that meets the standards of a particular specialized professional association (e.g. NCSS, NCTE, NCTM, NSTA) An overall GPA of 3.0 or higher: GRE or MAT scores (for an overall GPA between 2.8 and 2.99) and a GPA of 2.75 or higher in the major Submission of a supervised writing sample Completion of the Liberal Arts and Sciences Test (LAST, NYS Teacher Certification Examination) Submission of three references The Director of Graduate Education reviews the application and notifies applicants of the outcome of the admission decision. 11

11 Progression in the Master of Science in Teaching Program MST Teacher education advisors monitor candidates progress through the program. Candidates are responsible for regularly updating their folders in the graduate teacher education office as they complete program requirements. Candidates performance in the MST program is reviewed at the end of the first fall semester when they apply for matriculation. To continue in the MST program, candidates must apply for matriculation after completing nine credits and: Maintain the required level of academic performance: A minimum GPA of 3.0. By the end of the first fall semester: Submit two copies of the application for admission to student teaching. By the end of the first spring semester candidates must submit to the Graduate Office of Education in the PRC: 1. an academic reference from a teacher education faculty member 2. apply for fingerprint clearance 3. register for certification on the NYSED TEACH website The Director of Graduate Education reviews the application for matriculation. Candidates who fail to meet the requirements are notified in writing by the Director of Graduate Education who schedules an interview for the candidate with the Candidate Review Committee. The purpose of the interview is to assist the candidate in developing realistic goals and plans. Candidates are notified in writing of the outcome of the interview. 12

12 Admission to Student Teaching: MST During the first fall semester MST candidates make a formal application for admission to student teaching. Applications may be obtained in the Professional Resource Center (PRC, Borelli Hall). Directions for submitting the application are explained on the cover sheet. When the applications are received, the Director of Clinical Experiences reviews the candidates teacher education folders. To be admitted to the student teaching, candidates must Maintain the required level of academic performance: A minimum GPA of 3.0 Pass the New York State ALAST Pass the appropriate CST Before the end of the first summer semester MST candidates must submit the following artifacts to the Graduate Office of Education (located in the PRC): a graded rubric of a Candidate Work Sample: Tutoring Report an evaluation by a field experience classroom teacher documentation of completed field experiences a professional development packet of three documentation papers scores from the Content Specialty Test (CST) and other tests deemed appropriate Candidates who meet the above requirements are admitted to student teaching. The Director of Clinical Experiences conducts an orientation with candidates to help them select school placements. Candidates who fail to meet the requirements are notified by the Director of Clinical Experiences who schedules an interview with the Candidate Review Committee. The purpose of the interview is to assist the candidate in developing realistic goals and plans. Candidates are notified in writing of the outcome of the interview. Completion of Student Teaching in the MST program requires: Completion of the Action Research Project Summative evaluation by the college supervisor indicating that the candidate has met the performance standards identified in the Performance Evaluation Handbook. Summative evaluations by all cooperating teachers indicating that the candidate has met the performance standards identified in the Performance Evaluation Handbook. Completion of the MST Teacher Education Program requires: Successful completion of student teaching A minimum GPA of 3.0 in required courses Completion of the required NYS Teacher Certification Examinations Completion of the Seminar on Identification and Prevention of Child Abuse Completion of the Seminar on the Prevention of Violence and Prevention of Child Abduction Completion of the Seminar regarding Dignity for All Students (DASA) Fingerprint clearance 13

13 All students (even those not seeking NYS certification) must take all required NYSTCE tests. Those students seeking certification in other states are responsible for obtaining certification information and requirements from those specific states. New Exams Teacher Performance Assessment (Portfolio) Teacher Educating All Students Test Academic Literacy Skills Test Revised Content Specialty Tests Anticipated requirements for qualified candidates who apply for a certificate on or before April 30, 2014 and qualified candidates who apply via the Individual Evaluation pathway prior to September 1,

14 General Education Requirements Curriculum of the Teacher Education Programs Initial Baccalaureate Level General Requirements may change, depending on NYS mandates. Please check with your adviser in School of Education for the most up-to-date course requirements. All candidates in the initial baccalaureate level teacher education programs complete the general education requirements in the liberal arts and sciences. This core set of courses, along with a liberal arts concentration or major, gives candidates a knowledge base to teach to the New York State Learning Standards. The general education requirements include study in four areas: Area I: Language, Culture & Communication English 101, English 102 Writing & Literature Foreign Language Fine Arts or Music Communication Arts 1 6 credits 6 credits 6 credits 3 credits Area II: Humanities Philosophy Religion 3 credits 3 credits Area III: Social Sciences American History/Political Science 3 Geography 2 & 3 European/Non-Western History 3 credits 3 credits 3 credits Area IV: Science & Mathematics Science Math 101 Math 2 Computer Science 1 6 credits 3 credits 3 credits Total: 48 credits 1 Candidates in the teacher education programs are exempt from these requirements. Competencies in communication and information retrieval are developed in all education courses. 2 These courses are only required for candidates in the teacher education programs. They are not part of the College-wide general education requirements. 3 These requirements must be selected from a list of courses approved by the School of Education 15

15 General Education Requirements for Liberal Arts Concentration or Major: Candidates in the Inclusive Elementary Education Program or the Special Education Program complete a 30-credit concentration in the liberal arts and sciences. Candidates may select a concentration in English, Mathematics, Social Science, History, Science and Technology, or Spanish. Candidates in the Inclusive Secondary Education Program complete a major in the liberal arts and sciences. Candidates may select a major in English, Mathematics, Social Science, Biology, Natural Science with a specialization in Biology, Natural Science with a specialization in Chemistry, or Spanish. 16

16 Pedagogy Requirements Inclusive Childhood Education Program: Unless otherwise noted, all courses are 3 credits. All courses include a fieldwork component. Area I: Child Development & Learning ED 206 Child Psychology ED 212 Educational Psychology EDSP 241 Exceptional Children ED 213 Issues in Education EDSP 344 Strategies for Behavior Management EDSP 350 Issues & Strategies in Assessment Area II: Methodology EDEL 232 Literature for Children EDEL 240 Curriculum for Inclusive Classrooms EDEL 312 Social Studies Methods for Inclusive Classrooms EDEL 313 Math Methods for Inclusive Classrooms EDEL 314 Science & Technology Methods for Inclusive Classrooms EDEL 326 Literacy: Reading Methods for Inclusive Classrooms EDEL 327 Literacy: Writing Methods for Inclusive Classrooms Area III: Student Teaching ED 415 Student Teaching ED 420 Seminar on Reflective Teaching 9 credits 3 credits Total: 51 credits Candidates seeking dual certification in Childhood 1-6 & Special Education complete the Inclusive Elementary Education Program and three additional courses in special education. EDSP 345 Autism and Low-Incidence Disabilities EDSP 347 High-Incidence Disabilities EDSP 412 Teaching Methods: High-Incidence Disabilities 3 credits 3 credits 3 credits 17

17 Pedagogy Requirement Inclusive Adolescence Education Program: Unless otherwise noted, all courses are 3 credits. All courses include a fieldwork component. Area I: Child Development & Learning ED 208 Adolescent Psychology ED 212 Educational Psychology EDSP 241 Exceptional Children ED 213 Issues in Education EDSP 344 Strategies for Behavior Management EDSP 350 Issues & Strategies in Assessment Area II: Methodology EDSC 218 Curriculum for Inclusive Secondary Classrooms EDSC 326 Reading in Content Areas EDSC 327 Writing Across the Curriculum One of the following courses according to the certification area: EDSC 320 Math Methods for Inclusive Classrooms 7-12 EDSC 321 Science & Technology Methods for Inclusive Classrooms 7-12 EDSC 322 Social Studies Methods for Inclusive Classrooms 7-12 EDSC 323 English Methods for Inclusive Classrooms 7-12 EDSC 324 Spanish Methods for Inclusive Classrooms 7-12 Area III: Student Teaching ED 415 Student Teaching ED 420 Seminar on Reflective Teaching 9 credits 3 credits Total: 42 credits 18

18 Curriculum of the Teacher Education Programs Initial Post Baccalaureate Level MST Liberal Arts Concentration or Major Requirements: MST Admission requirements ensure that candidates enter the initial post baccalaureate level teacher education programs with a baccalaureate degree and have completed a general education core that includes a minimum of 6 credits in each of the following areas: English, science, social studies, mathematics, and a language other than English. In addition, candidates seeking Childhood Education Grades 1-6 certification have completed a 30-credit concentration in an academic area of the New York State learning standards. Candidates seeking Adolescence Grades 7-12 certification have completed a major in an academic area of the New York State learning standards that is aligned with the standards of a particular specialized professional association (e.g. NCTE, NCTM, NSTA, NCSS). Pedagogy Requirements Candidates in the MST Inclusive Childhood Education Program complete a pedagogy core in three areas: Area I: Child Development & Learning GED 2101 Psychology of Learning/Models of Teaching GED 2102 Reading and Language Development GESP 2601 Exceptional Children GED 2103 Historical and Contemporary Issues in Education GESP 2602 Classroom Organization and Management GESP 2603 Assessment: Principles and Practices Area II: Methodology GED 2104 Reading and Writing Across the Curriculum GED 2105 Social Studies: Teaching Strategies for Inclusive Classrooms GED 2106 Mathematics: Teaching Strategies for Inclusive Classrooms GED 2107 Science & Technology: Teaching Strategies for Inclusive Classrooms Area III: Student Teaching GED 2100 Student Teaching GED 2108 Action Research and Evaluation GED 2109 Comprehensive: Action Research (completed during GED 2108) 6 credits 3 credits 0 credits Total: 39 credits 19

19 MST Childhood 1-6 and Special Education Program Candidates seeking dual certification must complete the Inclusive Childhood Education program and two additional courses: Courses unless otherwise noted are 3 credits and require fieldwork. GESP 2605 Autism and Low Incidence Disabilities GESP 2606 Teaching Methods: Mild/Moderate Disabilities *These courses include a requirement for field experiences. 20

20 MST Inclusive Secondary Education Program Courses unless otherwise noted are 3 credits and require fieldwork. Area I: Child Development & Learning GED 2101 Psychology of Learning/Models of Teaching GESP 2601 Exceptional Children GED 2103 Historical and Contemporary Issues in Education GED 2403 Teaching Adolescents: Issues in Learning GESP 2410 Classroom Organization and Management: Adolescent Classrooms GESP 2603 Assessment: Principles and Practices Area II: Methodology GED 2401 Writing Across the Curriculum: Teaching Strategies for Inclusive Adolescent Classrooms GED 2402 Reading Across the Curriculum: Teaching Strategies for Inclusive Adolescent Classrooms One of the following courses according to the certification area: GED 2404 English: Teaching Strategies for Inclusive Adolescent Classrooms GED 2405 Mathematics: Teaching Strategies for Inclusive Adolescent Classrooms GED 2406 Social Studies: Teaching Strategies for Inclusive Adolescent Classrooms GED 2407 Science: Teaching Strategies for Inclusive Adolescent Classrooms GED Spanish: Teaching Strategies for Inclusive Adolescent Classrooms Area III: Student Teaching GED 2400 Student Teaching GED 2408 Action Research and Evaluation GED 2409 Comprehensive: Action Research ( in GED 2408) All courses include a requirement for field experience 6 credits 3 credits 0 credits 36 credits 21

21 Academic Advisement Initial Baccalaureate Program As soon as applicants are accepted into the School of Education, they are assigned advisors who are members of the School of Education faculty. These advisors are in addition to the faculty advisor assigned by the Director of Academic Advisement at college admission. Candidates in the initial baccalaureate Adolescence Education Programs are also assigned a second advisor who specializes in the area of their liberal arts major. Advisors names, office locations, and office hours are posted on the bulletin board outside the Academic Advisement Office in Spellman Hall. Any candidate that does not receive notification of an advisor should contact the Office of Undergraduate or Graduate Education. Initial Post Baccalaureate Program: MST At admission, candidates receive a curriculum sheet indicating the courses required to complete the MST degree. Candidates are assigned an advisor who is a member of the graduate teacher education faculty. Candidates meet with advisors on a regular basis to verify their good standing in the program and for registration purposes. Advisement Guidelines Each semester, approximately two weeks before the dates set for registration, candidates must meet with their assigned advisors to discuss their progress in the teacher education program and to plan their course of study for the coming semester. Customarily, each candidate should: Make an appointment with assigned advisor Candidates are responsible for making appointments with their advisors as soon as they receive their registration packets in the mail and well in advance of the date for registration. Most advisors post appointment sign-up sheets on their office doors. Plan a tentative schedule of courses Prior to the appointment with the advisor, candidates should work out a tentative schedule of courses. The curriculum sheet for their program of study, information about course prerequisites in the College Catalog, and the information in this Handbook, will assist candidates in planning a tentative schedule. Meet with advisor Candidates must bring three things to their appointment: their personal teacher education folder which contains their acceptance to the division letter, copies of rubrics already submitted to the PRC, any student transcripts, copies of fieldwork logs and professional development activities, the appropriate registration packet, and tentative schedule. Candidates should arrive promptly for their appointment and have the required materials ready. During this meeting, the advisor will also review the candidate s progress in meeting the requirements of the teacher education program. Follow through Although advisors will remind candidates about program requirements, it is the candidate s responsibility to know what the requirements are, to meet those requirements and to keep the teacher education folder up-to-date. 22

22 Programs of Study Inclusive Childhood Education Program: Grades 1-6 The St. Thomas Aquinas College Inclusive Childhood Education Program prepares educators who are informed decision-makers who create effective learning opportunities for all students. Candidates are provided with coursework and field experiences designed to develop the competencies that underlie effective practice in education based on the standards validated by childhood education professionals. These competencies articulate the childhood education curriculum and prepare candidates to design interventions that address the learning needs of all students. The St. Thomas Aquinas College Inclusive Childhood Education Program is committed to preparing educators who value their roles in the education community and who recognize their responsibility to advance their professional knowledge and skills. They are educators that promote learning for all students. Learning Outcomes 1. Student Centered Environment An understanding of human development and of the diverse individual and contextual factors that influence motivation and learning, and the ability to differentiate instruction to promote student learning. An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning. 2. Knowledge Centered Environment An understanding of the disciplines and their specific pedagogy, and the ability to organize and express knowledge in multiple ways to promote mastery of content. An understanding of learning as a socially-mediated, constructive process, and the ability to use evidence-based instructional methods and emerging technologies to support learning, problem-solving, and critical thinking. 3. The Use of Assessment to Support Learning An understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress. An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning. 4. Professional Practices An understanding of the importance of effective interpersonal relationships and ethical practice, and the ability to collaborate with students, parents, colleagues, and the community to promote students learning and well being. An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader 23

23 Inclusive Childhood Education Program: Grades 1-6 Course of Study The initial baccalaureate level Inclusive Childhood Education Program includes two components: 1. Study of the Liberal Arts a. General Education Requirement b. Concentration in a Liberal Arts area 2. Study of Pedagogy a. Child Development and Learning b. Methodology c. Student Teaching Candidates who complete the baccalaureate level program are prepared to teach students in grades 1-6 and are eligible for New York State teacher certification in the area of Childhood Education Grades 1-6. A recommended sequence of study is contained in the chart on the following page. Candidates should refer to the curriculum sheets for specific courses required under the selected concentration. 24

24 Inclusive Childhood Education Program: Grades 1-6 Initial Baccalaureate Level Sequence of Study Year Fall Semester Spring Semester Freshman ENG 101 Foreign Language I Math 101 or higher American History or Political Science Science ENG 102 Foreign Language II Religion Science ED 206 Child Psychology European or Non Western History Sophomore Junior Senior ENG Writing & Literature Geography Math credits in concentration ED 212 Educational Psychology EDSP 241 Exceptional Children Philosophy 9 credits in concentration EDEL 312 Social Studies Methods for Inclusive Classroom EDSP 350 Issues & Strategies in Assessment 6 credits in concentration EDEL 314 Science & Technology Methods for Inclusive Classrooms EDEL 326 Literacy: Reading Methods for Inclusive Classrooms EDSP 344 Strategies for Behavior Management ENG Writing & Literature Art or Music 3 credits in concentration EDEL 240 Curriculum for Inclusive Classrooms ED 213 Issues in Education EDEL 232 Literature for Children 9 credits in concentration EDEL 313 Math Methods for Inclusive Classroom EDEL 327 Literacy: Writing Methods for Inclusive Classroom ED 415 Student Teaching ED 420 Seminar on Reflective Teaching Candidates generally take five courses (15 credits) each semester. Where six courses are listed, it is expected that the candidate will take the extra course during summer or winter sessions. Candidates must take EDEL 326 and EDEL 327 across two semesters. They may take only one of these courses during any one semester. Candidates seeking Childhood Education Grades 1-6 certification are required to complete 100 hours of field experiences in classrooms serving students in grades 1-6, including 30 hours in a diverse setting and including 15 hours in a special education setting. The field experience requirement must be completed prior to student teaching. 25

25 Inclusive Childhood and Special Education Program Initial Post Baccalaureate Level MST Sequence of Study: candidates are asked to review the course schedule carefully with their adviser and on the STAC.edu website, as some courses may not be offered each semester. At the post baccalaureate level, the Inclusive Childhood Education Program leads to the Master of Science in Teaching degree. Candidates who complete the post baccalaureate level program are prepared to teach students in grades 1-6 and are eligible for New York State teacher certification in the area of Childhood Education Grades 1-6. Candidates seeking dual certification take two additional special education courses complete 39 credits in pedagogy course work, including 9 credits in student teaching. A recommended sequence of study is for the Childhood 1-6 & Special Education program is contained in the chart below. Fall 9 credits GED 2101 Psychology of Learning/Models of Teaching GED 2102 Reading and Language Development GESP 2601 Exceptional Children Winter Interim 3 credits online Spring Semester 9 credits GED 2103 Historical and Contemporary Issues in Education: Online GED 2104 Reading and Writing Across the Curriculum (Prerequisite: GED 2102: Reading and Language Development) GED 2105 Social Studies: Teaching Strategies for Inclusive Classrooms GESP 2603 Assessment: Principles and Practices Pre-Summer 6 credits GED 2106 Mathematics: Teaching Strategies for Inclusive Classrooms GESP 2602 Classroom Organization and Management Summer 9 credits Fall Semester II 9 credits Requirements Prior to Student Teaching GED 2107 Science and Technology: Teaching Strategies for Inclusive Classrooms *GESP 2606 Teaching Methods: Mild/Moderate Disabilities *GESP 2605 Autism and Low Incidence Disabilities * courses required for Childhood 1-6 & Special Education (Dual Certification) GESP 2600 Student Teaching GESP 2608 Action Research and Evaluation GESP 2609 Comprehensive: Action Research Project This project is completed during the Action Research and Evaluation course 150 hours of field experience: 100 hours (including 30 hours in a diverse setting) in Childhood 1-6 classrooms AND 50 hours in special education classrooms Complete all Prerequisite courses Complete all courses except GESP 2608 Complete all required New York State Teacher Certification Exams 26

26 Childhood 1-6 and Special Education Program (Students with Mild Disabilities Grades 1-6) The St. Thomas Aquinas College Special Education Program prepares special educators who are informed decision-makers who create effective learning opportunities for students with disabilities who can access an individualized general education curriculum. Candidates are provided with educational and field experiences designed to develop the competencies that underlie effective practice in special education as identified in the standards validated by special education professionals. Candidates also develop competencies in the subject areas of the general education curriculum through their completion of the Inclusive Elementary Education Program. These competencies prepare candidates to design interventions that address the diverse learning needs of students with disabilities. The St. Thomas Aquinas College Special Education Program is committed to preparing special educators who value their roles in the education community and who recognize their responsibility to continue to advance their professional knowledge and skills. They are special educators who are dedicated to the improvement of education for all students. Learning Outcomes 1. Student Centered Environment An understanding of human development and of the diverse individual and contextual factors that influence motivation and learning, and the ability to differentiate instruction to promote student learning. An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning. 2. Knowledge Centered Environment An understanding of the disciplines and their specific pedagogy, and the ability to organize and express knowledge in multiple ways to promote mastery of content. An understanding of learning as a socially-mediated, constructive process, and the ability to use evidence-based instructional methods and emerging technologies to support learning, problemsolving, and critical thinking. 3. The Use of Assessment to Support Learning An understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress. An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning. 4. Professional Practices An understanding of the importance of effective interpersonal relationships and ethical practice, and the ability to collaborate with students, parents, colleagues, and the community to promote students learning and well being. An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader, and skill in using self-evaluation and reflection for the purpose of professional growth. 27

27 Course of Study Initial baccalaureate level Childhood 1-6 and Special Education Program (dual certification) At the initial baccalaureate level, the Special Education Program includes two components: 1. Study of the Liberal Arts a. General Education Requirement b. Concentration in a Liberal Arts area 2. Study of Pedagogy a. Child Development and Learning b. Methodology c. Student Teaching Candidates that complete the initial baccalaureate level program are prepared to teach students with mild disabilities in grades 1-6 and are eligible for New York State teacher certification in the areas of Childhood Education Grades 1-6 and Special Education Grades 1-6. A recommended sequence of study is contained in the chart on the following page. Candidates should refer to the curriculum sheets for specific courses required under the selected concentration. 28

28 Childhood 1-6 and Special Education Program (dual certification) Initial Baccalaureate Level: Sequence of Study Year Fall Semester Spring Semester Freshman ENG 101 Foreign Language I Math 101 or higher American History or Political Science Science Art or Music ENG 102 Foreign Language II Religion Science 3 credits in concentration* ED 206 Child Psychology European or Non Western History Sophomore Junior Senior ENG Writing & Literature Geography Math credits in concentration ED 212 Educational Psychology EDSP 241 Exceptional Children Philosophy 6 credits in concentration EDEL 312 Social Studies Methods for Inclusive Classrooms EDEL 327 Literacy: Writing Methods for Inclusive Classrooms EDSP 347 High-Incidence Disabilities 9 credits in concentration EDEL 314 Science & Technology Methods for Inclusive Classrooms EDSP 412 Teaching Methods for High- Incidence Disabilities ENG Writing & Literature 3 credits in concentration* EDEL 240 Curriculum for Inclusive Classrooms ED 213 Issues in Education EDEL 232 Literature for Children EDSP 345 Low-Incidence Disabilities 6 credits in concentration EDEL 313 Math Methods for Inclusive Classrooms EDEL 326 Literacy: Reading Methods for Inclusive Classrooms EDSP 344 Strategies for Behavior Management EDSP 350 Issues & Strategies in Assessment ED 415 Student Teaching ED 420 Seminar on Reflective Teaching Candidates generally take five courses (15 credits) each semester. Where six courses are listed, it is expected that the candidate will take the extra course during summer or winter sessions. Candidates are required to complete 150 hours of field experiences in classrooms serving students in grades 1-6, including 30 hours in a diverse setting. A minimum of 50 hours must be completed in classrooms serving students with disabilities in grades 1-6. The field experience requirement must be completed prior to student teaching. Candidates must take EDEL 326, EDEL 327 and EDSP 412 across three semesters. They may take only one of these courses during any one semester. 29

29 Inclusive Secondary Education Program Adolescence Grades 7-12 The St. Thomas Aquinas College Inclusive Adolescent Education Programs prepares educators who are informed-decision makers and who create effective learning opportunities for all students. They are facilitators of active learning for diverse, inclusive communities of learners. Candidates are prepared to teach in environments that are technologically advanced. They are provided with educational and field experiences to develop competencies identified in performance-based standards developed by professional societies for the disciplines. The St. Thomas Aquinas College Inclusive Adolescent Education Program is designed to ensure that graduates of the program have achieved a level of academic mastery of the subjects they will teach. In addition, graduates are educators who have achieved a level of excellence in teaching that allows them to meet the academic and social needs of learners in diverse, inclusive classrooms, to utilize appropriate technology, and to develop collaborative partnerships with students, parents and other professionals. They are able to reflect on and refine best practices, have developed a professional conscience and seek to engage in scholarly endeavors. Learning Outcomes: 1. Student Centered Environment An understanding of human development and of the diverse individual and contextual factors that influence motivation and learning, and the ability to differentiate instruction to promote student learning. An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning. 2. Knowledge Centered Environment An understanding of the disciplines and their specific pedagogy, and the ability to organize and express knowledge in multiple ways to promote mastery of content. An understanding of learning as a socially-mediated, constructive process, and the ability to use evidence-based instructional methods and emerging technologies to support learning, problem-solving, and critical thinking. 3. The Use of Assessment to Support Learning An understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress. An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning. 4. Professional Practices An understanding of the importance of effective interpersonal relationships and ethical practice, and the ability to collaborate with students, parents, colleagues, and the community to promote students learning and well being. An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader 30

30 Inclusive Secondary Education Program Course of Study Initial Baccalaureate Level The initial baccalaureate level Inclusive Secondary Education Program includes two components: 1. Study of the Liberal Arts a. General Education Requirement b. Major in a Liberal Arts area 2. Study of Pedagogy a. Child Development and Learning b. Methodology c. Student Teaching Graduates of the initial baccalaureate level Inclusive Secondary Education Program are prepared to teach students in grades 7-12 and are eligible for New York State teacher certification in the area of Adolescence Education Grades The number of credits required for the major will vary depending on the major selected by the candidate. A recommended sequence of study is contained in the chart below. Candidates should refer to the curriculum sheets for specific courses required under the selected major. Inclusive Secondary Education Program - Initial Baccalaureate Level: Sequence of Study Year Fall Semester Spring Semester Freshman ENG 101 Foreign Language I Math 101 or higher American History or Political Science Science ENG 102 Foreign Language II Math Religion Science Sophomore Junior Senior ENG Writing & Literature Geography Art or Music Philosophy ED 208 Adolescent Psychology 3 credits in major 12 credits in major EDSC 318 Curriculum for Inclusive Secondary Classrooms EDSP 350 Issues & Strategies in Assessment 12 credits in major EDSC 327 Writing Across the Curriculum EDSP 344 Strategies for Behavior Management European or Non Western History ENG Writing & Literature ED 212 Educational Psychology ED 213 Issues in Education EDSP 241 Exceptional Children 6 credits in major 12 credits in major EDSC 32? Subject Area Methods for Inclusive Classrooms 7-12 EDSC 326 Reading in Content Areas ED 415 Student Teaching ED 420 Seminar on Reflective Teaching Candidates generally take five courses (15 credits) each semester. Where six courses are listed, it is expected that the candidate will take the extra course during summer or winter sessions. The credits required for the major will vary depending on the major selected by the candidate. Candidates are required to complete 100 hours of field experiences, including 15 hours in a special education setting and including 30 hours of observation in a diverse setting, in classrooms serving students in grades 7-12 in the academic area in which they are seeking certification. The field experience requirement must be completed prior to student teaching. 31

31 Initial Post Baccalaureate Level, the Inclusive Secondary Education Program MST Sequence of Study At the initial post baccalaureate level, the Inclusive Adolescent Education Program leads to the Master of Science in Teaching degree. Candidates that complete the post baccalaureate level program are prepared to teach students in grades 7-12 and are eligible for New York State teacher certification in a content area for Adolescence Education Grades Candidates complete 36 credits in pedagogy course work. A recommended sequence of study is contained in the chart below. Fall Semester I GED 2101 Psychology of Learning/Models of Teaching GESP 2601 Exceptional Children GED 2401 Writing Across the Curriculum: Teaching Strategies for Inclusive Adolescent Classrooms 9 credits Winter Interim GED 2103 Historical and Contemporary Issues in Education online 3 credits Spring Semester GED 2402 Reading Across the Curriculum: Teaching Strategies for Inclusive Adolescent Classrooms GED 2403 Teaching Adolescents: Issues in Learning One of the following courses based on the certification area: GED 2404 English: Teaching Strategies for Inclusive Adolescent Classrooms GED 2405 Mathematics: Teaching Strategies for Inclusive Adolescent Classrooms GED 2406 Social Studies: Teaching Strategies for Inclusive Adolescent Classrooms GED 2407 Science: Teaching Strategies for Inclusive Adolescent Classrooms GED Spanish: Teaching Strategies for Inclusive Adolescent Classrooms 9 credits Pre-Summer GESP 2603 Assessment: Principles and Practices 3 credits Summer GED 2410 Classroom Organization and Management: Secondary Classrooms 3 credits Fall Semester II GED 2400 Student Teaching (6 credits) GED 2408 Action Research and Evaluation GED 2409 Comprehensive: Action Research Project (0 credits during GED 2408) 9 credits Candidates are required to complete 100 hours of field experiences (including 15 hours in a special education setting and including 30 hours in a diverse setting) in classrooms serving students in grades 7-12 in the academic area in which they are seeking certification. The field experience requirement must be completed prior to student teaching. 32

32 Field Experiences Diversity Requirements Professional Development Field Experience Field experience involves the direct observation of teaching, participation in teaching, or teaching itself that is related to the teacher education program in which the candidate is enrolled. Field experiences are engaged in prior to student teaching and experiences are carefully selected and planned by the faculty of the School of Education. At St. Thomas Aquinas College, field experiences emanate from course requirements in the form of specific assignments that are designed by professors to coincide with course content and outcomes. Assignments are sequential in difficulty. In 200 level courses, field assignments primarily involve relating observations to course content. As candidates move into the 300 level methodology courses, assignments involve active participation in classroom activities. By 400 level courses, candidates are expected to plan and implement instructional activities and engage in reflection that demonstrates the ability to learn from professional practice. Field Experience Placements Candidates complete a Field Experiences Placement Application in the Professional Resource Center (PRC) and the Director of Clinical Experiences assists them in arranging field placements. The student population in all field-based placements and the student teaching placement must match the specified field and level of the certification for which the candidate is preparing to work: Childhood Education: placements with students in grades 1-6 Childhood and Special Education Grades 1-6: placements with students with disabilities who can access the regular education curriculum Adolescence Education Grades 7-12: placements with students receiving instruction in the candidate s major (i.e., English, math, science, social science, Art, or Spanish). Classroom teachers work with candidates during their field-based experiences prior to student teaching and serve as mentors and models of professional practice. They are certified teachers whose credential matches the credential for which the candidate is preparing. During the second semester of junior year, field classroom teachers evaluate candidates performance by completing a candidate evaluation form. It is the candidate s responsibility to give the evaluation form to the field classroom teacher and return the completed form in a sealed, signed envelope to the Teacher Education Office in Borelli 103. Candidates may obtain a copy of the Candidate Evaluation: Field Experience form and a return envelope in the Professional Resource Center. Field experiences are recorded on the Log of Field Experience Visits by candidates, verified by the field classroom teacher, and submitted to the teacher education office. Log forms may be obtained in the Professional Resource Center (PRC). 33

33 Field Experience Requirements For candidates seeking Childhood Education Grades 1-6 or Adolescence Education Grades 7-12 certification field experiences are generally spread across three semesters of course work and occupy a minimum of thirty hours per semester. Candidates in these programs must complete 100 hours of field experiences prior to student teaching, including 15 hours of observation in special education classrooms. For candidates seeking certification in both Childhood Education Grades 1-6 and Special Education Grades 1-6, field experiences are generally spread across four semesters and occupy a minimum of thirty-eight hours per semester. Candidates in this program must complete 150 hours of field experiences prior to student teaching with a minimum of 50 hours in classes for children with special needs. Over the course of the candidate s studies, the student populations in the field-based placements must be representative of students from diverse backgrounds (e.g., cultural, socioeconomic, linguistic, urban, suburban). Candidates are required to complete at least one semester of field experiences (approximately 30 hours) in a school serving students from diverse backgrounds. Candidates should select schools from the list of approved placements available in the Professional Resource Center. Diversity Policy: (adopted by the School of Education, February 2005) During fieldwork and prior to student teaching, all candidates (teacher education students) are required to complete one semester (approximately 30 hours) of field experience in a school that serves a diverse population of students. During this semester the candidates will develop awareness of the scope of issues, contexts, and situations that relate to educational opportunities for diverse populations and will conduct directed field experience activities. Diversity is acknowledged by the presence of ethnic diversity and one or more of the following indicators. 34 Ethnic Diversity refers to the population being at least 30-35% diversified by ethnicity/race (African American, Latino, and Native American). (Au and Blake) 1 Family income qualifies at least 5% of the students for breakfast/lunch programs English Language Learners comprise at least 5% of the population Diversity Proficiencies All candidates must meet certain standards while conducting fieldwork in schools that serve students from diverse backgrounds. All candidates are required to observe and/or model how to differentiate instruction to meet student needs behaviors that demonstrate respect and sensitivity to all cultures, ethnic groups and gender alternative assessments and appropriate questioning to evaluate student learning research-based teaching strategies for English Language Learners the impact of poverty and family issues on student achievement the best practices to raise the achievement of students living in poverty 1 Au Katherine and Karen M. Blake. (2003) Cultural identity and learning to teach in a diverse community. Journal of Teacher Education, 54(3),

34 Professional Development Professional development is defined by the faculty of the School of Education as professionally related opportunities that are exclusive of field experiences. Although the Division sponsors about six activities during each semester, there are several field opportunities which include interviews with teachers, attendance at school board meetings, professional seminars and workshops, community and parent outreach and active involvement in professional organizations. Candidates are responsible for making arrangements for professional development experiences. Candidates are expected to attend a minimum of five such experiences over the three to four semesters of professional course work. Candidates should participate in a variety of opportunities. Time spent in professional development opportunities is documented by the candidate and submitted to the teacher education office upon completion. Notices of all on-campus professional development activities are posted on the Teacher Education bulletin board outside the PRC. Professional Development may include participation in the following kinds of programs: St. Thomas Aquinas College Literary Extravaganza Sanctioned College Workshops, Lectures, Educational Seminars Professional Organizations Many organizations offer publications and professional development programs for teachers, among them the Association for Supervision and Curriculum Development (ASCD), Phi Delta Kappan, the National Staff Development Council (NSDC), the National Association of Elementary School Principals (NAESP) and the National Association of Secondary School Principals (NASSP). Summer Institutes: Summer institutes provide teachers with an opportunity to immerse themselves in a curriculum or pedagogical topic for an extended period of time. Most summer institutes are three or more days in length and some are offered for university credit. Summer institutes are organized by most PD organizations in the province. Teachers are encouraged to contact these organizations directly for more information. Symposia, Institutes and Retreats: Institutes are intensive, specialized sessions that focus on one topic or issue. Institutes and retreats provide opportunities for teachers to learn new teaching strategies and techniques and to explore in-depth with colleagues different dimensions of their profession. 35

35 Teachers Conventions: Local, provincial and national conferences provide a forum in which ideas can be debated, analyzed and sometimes validated. They can inspire, motivate and create feelings of renewal. Some school staffs participate in conferences and seminars as groups and then meet to discuss what they learned and how it can improve student learning and classroom practice. Find out more about Teachers' Conventions. ( Candidates are encouraged to seek membership in the following professional organizations: National Council for the Social Studies NCSS engages and supports educators in strengthening and advocating social studies education. Members are located in all 50 states, the District of Columbia, and 69 foreign countries; NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, geography, economics, political science, sociology, psychology, anthropology, and law-related education. National Council of Teachers of English The NCTE, the world s largest subject-matter educational association, is devoted to improving the teaching of English and the language arts at all levels of education. Since 1911, NCTE has provided a forum for the profession. NCTC provides an array of opportunities for teachers to continue their professional growth throughout their careers, and a framework for cooperation to deal with issues that affect the teaching of English. National Council of Teachers of Mathematics NCTM is a public voice of mathematics education supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and research. National Science Teachers Association The NSTA is committed to the improvement of science education at all levels,p-16. The Association publishes five journals, a newspaper, and a number of special publications. NSTA provides many programs and services for science educators, including awards and scholarships, teacher training workshops, educational tours, and an employment registry. NSTA offers professional certification for science teachers in eight teaching level and discipline area categories. Association for Middle Level Education The AMLE (formerly National Middle School Association) is the only national education association dedicated exclusively to those in the middle grades. AMLE provides professional development, journals, books, research, and other valuable information to assist educators on an ongoing basis. International Reading Association The IRA seeks to promote high levels of literacy for all by improving the quality of reading instruction through studying the reading processes and teaching techniques. It serves as a clearinghouse for the dissemination of reading research through conferences, journals, and other publications; and actively encourages the lifetime reading habit. National Association for the Education of Young Children NAEYC is the leading membership association for those working with and on behalf of children from birth through age 8. NAEYC convenes leaders, teachers, researchers, and other practitioners and stakeholders working to set standards of excellence for programs and teachers in early childhood education. 36

36 New York State ASCD The goals of the NYASCD are to improve educational programs and supervisory practices at all levels and in all curricular fields throughout New York State; to help schools achieve balanced programs so that equal and quality educational opportunities are assured for all students; and to identify and disseminate successful practices in instruction, curriculum development and supervision. They address these goals through their professional journal, newsletter, and regional workshops and institutes. Admission to Student Teaching Student Teaching Requirements for admission to student teaching are described in Chapter II: Admission to and Progression in the Teacher Education Program. Placement The Director of Clinical Experiences assigns placements. In compliance with New York State Education Department recommendations, candidates are placed in schools where they have the best opportunities to meet the learning outcomes of student teaching. These include high-needs schools and/or schools where professional development commitments have been established between the college and the school districts. Geographic location (i.e., a reasonable travel distance from the campus) is taken into consideration when assigning placements. Supervision Candidates are placed with cooperating teachers who serve as mentors and models of professional practice. They are certified teachers whose credentials match the credentials for which the candidate is preparing. Each candidate is assigned a college supervisor that is selected from professional educators identified as clinical supervisors for the Teacher Education Program. School principals, cooperating teachers, and supervisors receive a copy of the Student Teaching Handbook. Performance Standards for Candidates Prior to student teaching all candidates receive a copy of the Student Teaching Handbook. As candidates complete their student teaching experience, they must demonstrate the knowledge, skills and dispositions that allow them to create learning environments that are student-centered, knowledge-centered, and community-centered. They must demonstrate the ability to use assessment to support learning by making informed decisions about what and how to teach students and about their own professional development. The Performance Evaluation Handbook contains the performance standards that are used to evaluate candidates during their student teaching experience. The performance standards emanate from the learning outcomes identified earlier in this Handbook. Recommendation for New York State Teacher Certification The College recommends to the New York State Teacher Certification agency candidates that have successfully completed the teacher education program and have satisfied the requirements for state certification. The New York State Department of Teacher Certification issues the appropriate certificate to graduates that have satisfied all requirements. 37

37 In addition to the requirements of the teacher education program, the state requirements include: Completion of the Seminar on Identification and Reporting of Child Abuse Completion of the Seminar on Prevention of Violence and Prevention of Child Abduction Completion of the Seminar regarding Dignity for All Students (DASA) Fingerprint clearance Achieving passing scores on the appropriate certification level tests Before New York State issues certification for teaching, each candidate must show proof of passing the required state tests. Recommendation for New York State Teacher Certification Tests for Certification Before candidates can petition for New York State teacher certification, they must provide evidence that all NYS required tests have been passed. The most up-to-date information regarding the test schedule may be accessed directly online at Office of Teaching Initiatives Certification Update on New Exams for Initial Certification of Teachers and School Building Leaders. We anticipate that candidates applying for certification on or after May 1st, 2014 will be required to take certain new exams. At the February 2012 meeting, the New York State Board of Regents approved a change to the implementation schedule for the new testing requirements for the initial certification of teachers and school building leaders. New Exams Teacher Performance Assessment (Portfolio) Teacher Educating All Students Test Academic Literacy Skills Test Revised Content Specialty Tests 38

38 Academic Integrity Policies of the School of Education Attendance, Grading, Written Assignments, Oral Presentations, Union Activities Athletics, Instructional Technology, Diversity Academic Integrity, a commitment to honesty, fairness, respect, and responsibility, is the foundation of the learning process. All members of the St. Thomas Aquinas College community are held to the highest standards of academic honesty. While we recognize the participatory nature of education, we take academic integrity very seriously, and the College policy on academic dishonesty details consequences that can include dismissal from the College. Please note that when you formally make your application to the School of Education, you are asked to sign a Statement of Intent to comply with all mandates of the School of Education and St. Thomas Aquinas College. These statements are filed as part of your permanent folder in the PRC. As a student in this college, you must demonstrate your commitment to academic integrity by submitting work that originates in your own thinking and imagination, ability to analyze and evaluate information, and your own knowledge, which you have done yourself, and which represents your very best efforts. When appropriate, work should be supplemented and supported by other sources. Students must always insure that sources are properly cited using the recommended documentation system. Attendance Policy The St. Thomas Aquinas College School of Education is committed to preparing competent educators who critically engage in reflection and who value learning. Our attendance policy supports that commitment. Candidates are expected to attend every class prepared to participate actively in class discussions and activities. Policies Related to Grading: Grades are assigned following the guidelines in the St. Thomas Aquinas College Catalog. Candidates are expected to focus their efforts on their course work and assignments. Extra credit assignments in order to raise a grade are not given. Policies Related to Written Assignments: Written assignments are evaluated on the basis of content and presentation. Teacher education faculty uses the following performance indicators when evaluating written assignments: Content: Well-developed ideas linked to theories and research and supported with accurate, original examples Presentation Organization Structure of the piece is apparent (e.g., opening sets purpose, coherent paragraphs, transitions between paragraphs, summary with reasonable conclusions) Information is organized by the writer and presented in the writer s own word Sentence Structure and Mechanics Concise, well-formed sentences, variety in sentence structure and vocabulary Candidates are encouraged to take advantage of the support services provided by the Center for Academic Excellence. Late assignments are not accepted. APA reference style sheets are available in the PRC and online at 39

39 Policies Related to Oral Presentations Oral presentations are evaluated on the basis of content, organization and presentation. Teacher education faculty uses the following performance indicators when evaluating oral presentations. Content & Organization Well-developed ideas linked to theories and research and supported with accurate, original examples Structure of the piece is apparent (e.g., opening sets purpose, coherent presentation of information and explanations, summary with reasonable conclusions). Information is organized by the speaker and presented in the speaker s own words. Presentation Verbal, nonverbal, and media communication techniques are required in oral presentations. Candidates are expected to Use Standard English Use effective communication strategies to convey ideas, monitor the effects of messages, restate ideas, and draw connections Use nonverbal visual, aural, and kinesthetic cues to adjust presentation Uses questions for a variety of purposes: to stimulate discussion to help students articulate their ideas and thinking processes to encourage higher-order thinking to stimulate curiosity Demonstrate sensitivity to cultural and gender differences to use appropriate eye contact to interpretation body language and verbal statements to be responsive to different modes of communication and participation Use media communication tools to enrich learning opportunities Policies Related to Union Activities Candidates are advised to remain at home if a strike is called at their assigned school during fieldwork or student teaching and are to notify the Director of Clinical Experience of this action. Candidates are not to become involved in union actions. They are not to cross the picket line. They are to refrain from participating in job actions of any sort. Policies Related to Athletics Student athletes that are student teaching are required to be at the assigned school for the entire day, every day of the practicum. They may not be excused from school or leave early due to an athletic event. If a college sponsored team travels for a week of spring training, the candidate may travel with the team for that week, provided that the student teaching placement is extended for an additional week. 40

40 Policies Related to the Use of Instructional Technology The St. Thomas Aquinas College School of Education prepares educators who know how to enhance learning through the use of technological resources. Candidates are expected to develop proficiency in the use of technological resources in various settings: campus, field experience and student teaching sites that are equipped with readily available instructional technology for use with all students. In these settings, candidates will: Use instructional technology in research activities related to course preparation and assignments. Choose appropriate technological resources to accomplish instructional objectives and integrate the technologies into the instructional activities. Develop and implement project-based learning activities that involve students using technological resources to develop thinking and problem-solving skills. Use adaptive technology to support the active participation and independence of students with special needs. Use technological resources to support the planning and managing the teaching and learning environment (e.g., instructional planning, record keeping, and as a communication tool). Policy Related to Diversity During fieldwork and prior to student teaching, all candidates (teacher education students) are required to complete one semester (approximately 30 hours) of field experience in a school that serves a diverse population of students. During this semester the candidates will develop awareness of the scope of issues, contexts, and situations that relate to educational opportunities for diverse populations. Ethnic Diversity refers to the population being at least 30-35% diversified by ethnicity/race (African American, Latino, and Native American) Family income qualifies at least 5% of the students for breakfast/lunch programs English Language Learners comprise at least 5% of the population All candidates must meet certain proficiencies while conducting fieldwork in schools that serve students from diverse backgrounds. All candidates are required to observe and/or model use of differentiated instruction to meet student needs behaviors that demonstrate respect and sensitivity to all cultures, ethnic groups and gender alternative assessments and appropriate questioning to evaluate student learning research-based teaching strategies for English Language Learners the impact of poverty and family issues on student achievement best practices to raise the achievement of students living in poverty 41

41 Use of Social Media As candidates move through the different phases of their education at St. Thomas Aquinas College, the School of Education cautions them on their use of Social Media sites. The following guidelines, although broad in nature, adhere to a universal code of conduct. Simply, candidates in the School of Education may not post or share any pictures, work, or sensitive information about the K-12 students with whom they work, or the district public and/or parochial schools with which they are in contact. Any posts must comply with School of Education and district confidentiality policies. No candidate in the School of Education may use social media sites to socialize with students or minors in any way that violates the St. Thomas Aquinas College or school district code of conduct. Specifically, the School of Education mandates that candidates use good judgment about content and respect privacy laws; that candidates not include confidential information about the College, its staff, or its students; that candidates not post any content that is illegal or injurious or a violation of intellectual property rights or privacy laws; that candidates not knowingly provide misleading or false information; that candidates hold the College and/or School of Education harmless for any claims resulting from the any posted content. As amended: Statement of Intent to comply with the mandates of the School of Education Once candidates officially apply for admission to the School of Education, they are asked to sign a Statement of Intent to comply, which is distributed during the Orientation session of So You Want to Be a Teacher. The candidates signatures indicate their promise to comply with the policies, mandates, and requirements of the teacher education program. Each candidate s signed copy becomes part of the candidate s permanent records and is on file in the Undergraduate Office of Education. STATEMENT OF INTENT TO PURSUE TEACHER EDUATION My signature below indicates that I have read the Teacher Education Handbook, have understood its contents, and that I agree to comply with the policies, mandates, and requirements of the teacher education program at St. Thomas Aquinas College. In signing this I also agree to uphold academic honesty and to act in the manner of a professional as I pursue certification. I understand that my inability to exhibit the dispositions of a professional; to meet the requirements of either the program or the college will result in my dismissal from the School of Education, St. Thomas Aquinas College, or both. Signature Date 42

42 Resources and Support Systems Professional Resource Center The Professional Resource Center (PRC) is located on the first floor of Borelli Hall. It contains curriculum and testing materials and technology resources. Two college assistants are assigned to the PRC and are available to help candidates using the PRC resources. Hours of operation are posted at the entrance to the PRC. Professional and Volunteer Opportunities Spartan Volunteers ESL tutoring and other experiences involving volunteer efforts in the local community Professional Organizations and Societies Kappa Delta Pi Kappa Delta Pi is an international honor society in teacher education. The Rho Lambda Chapter at St. Thomas Aquinas College aims to foster high standards of preparation for teaching and to invite into bonds of fellowship those who have attained excellence of scholarship and distinction of achievement as candidates and servants of education. Membership is by invitation. New York State Reading Association The New York State Reading Association (NYSRA) is a satellite of the Rockland Reading Council. NYSRA is dedicated to promoting literacy and lifelong learning through professional development workshops and outreach programs. Expert teachers present monthly professional development workshops on all aspects of the teaching of reading. Outreach programs include reading aloud to children and collecting books for babies. Other events include the annual Rockland Literacy Extravaganza and Saturday Standards in Literacy workshops. Membership is open to all candidates. Members are also encouraged to join the International Reading Association. Council for Exceptional Children The Council for Exceptional Children is an international organization dedicated to improving educational outcomes for individuals with exceptionalities. Members of the St. Thomas Aquinas Student Chapter 1155 are involved in service activities including hosting a dance for residents of local group homes, holding book drives and read-ins at local schools, and inviting students from local schools to a morning at college. Members meet once a month during the academic year. Membership is open to all candidates. Honors Program Freshmen admitted to the college and who meet the criteria for the Honors Program are eligible for a full tuition honors scholarship to attend St. Thomas Aquinas College and fulltuition to attend a summer program at Oxford University, England. 43

43 In addition, candidates are encouraged to seek membership in the following professional organizations: National Council for the Social Studies NCSS engages and supports educators in strengthening and advocating social studies education. Members are located in all 50 states, the District of Columbia, and 69 foreign countries; NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, geography, economics, political science, sociology, psychology, anthropology, and law-related education. National Council of Teachers of English The NCTE, the world s largest subject-matter educational association, is devoted to improving the teaching of English and the language arts at all levels of education. Since 1911, NCTE has provided a forum for the profession. NCTC provides an array of opportunities for teachers to continue their professional growth throughout their careers, and a framework for cooperation to deal with issues that affect the teaching of English. National Council of Teachers of Mathematics NCTM is a public voice of mathematics education supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and research. National Science Teachers Association The NSTA is committed to the improvement of science education at all levels,p-16. The Association publishes five journals, a newspaper, and a number of special publications. NSTA provides many programs and services for science educators, including awards and scholarships, teacher training workshops, educational tours, and an employment registry. NSTA offers professional certification for science teachers in eight teaching level and discipline area categories. Association for Middle Level Education The AMLE (formerly National Middle School Association) is the only national education association dedicated exclusively to those in the middle grades. AMLE provides professional development, journals, books, research, and other valuable information to assist educators on an ongoing basis. International Reading Association The IRA seeks to promote high levels of literacy for all by improving the quality of reading instruction through studying the reading processes and teaching techniques. It serves as a clearinghouse for the dissemination of reading research through conferences, journals, and other publications; and actively encourages the lifetime reading habit. National Association for the Education of Young Children NAEYC is the leading membership association for those working with and on behalf of children from birth through age 8. NAEYC convenes leaders, teachers, researchers, and other practitioners and stakeholders working to set standards of excellence for programs and teachers in early childhood education. New York State ASCD The goals of the NYASCD are to improve educational programs and supervisory practices at all levels and in all curricular fields throughout New York State; to help schools achieve balanced programs so that equal and quality educational opportunities are assured for all students; and to identify and disseminate successful practices in instruction, curriculum development and supervision. They address these goals through their professional journal, newsletter, and regional workshops and institutes. 44

44 Resources Available to All Candidates at St. Thomas Aquinas College Lougheed Library Periodicals Room: a listing of the education journals subscribed to by the Lougheed Library can be obtained from the reference librarian Federal Depository Materials: government documents Technology resources: access to online databases including the ERIC database, Silver Platter and the Internet Reserve Desk: books and materials placed on reserve by faculty for use by candidates in specific courses Individual study carrels Off campus access through the College's web site Spellman Hall Computer Labs: Individual stations with up to date software & Internet access Center for Academic Excellence: Tutors and assistance in developing writing skills Counseling and Psychological Services Career Planning Services assist candidates in creating a placement folder and preparing for job interviews Personal Counseling Services provides individual counseling Financial Aid Office: Information about applications for scholarships and financial aid Intramural Sports Program Fitness Center 45

45 Program Progress Folder Although the School of Education maintains personnel folders in the PRC for all accepted teacher education candidates, students should maintain their own folders to monitor personal records related to the completion of program requirements. The School of Education provides each student with an Acceptance Folder, once the student is accepted into the program. Candidates are advised to bring the folder to all advisement meetings. The folder should include: The formal letter of acceptance into the School of Education A Program Progress Grid Initial Baccalaureate Level (undergraduate program) Initial Post Baccalaureate Level (graduate program) A curriculum sheet for the candidate s specific program of study (available from advisors) Updated Student Transcript, printed from Banner Copies of all Field Experience Logs (originals must be submitted to the PRC) Original score reports for the New York State Teacher Competency Tests Copies of documentation of professional development activities Original Assignments and Copies of Rubrics Microteaching Lesson Plan with Written Reflection (methodology courses) Candidate Work Sample: Tutoring Report (methodology courses) Reflective Teacher Project (baccalaureate candidates) or Action Research Project (post baccalaureate candidates) completed during student teaching Fingerprint Clearance Notes 46

46 Teacher Education Requirements: Initial Baccalaureate Level Programs Who When What Obtain and Submit forms in PRC Sophomores After completing at least 2 1. Attend an orientation workshop & Transfer Students ED 212, ED 213 of the following courses: 2. Attend an essay writing session ED 206, ED 208 EDSP 241 All Candidates All Candidates First Semester Juniors (All first semester juniors that have received letters of acceptance into the teacher education program) By end of sophomore year 1. Submit scores on the NYS ALST At end of every semester 2. Submit (yellow) Field Experience Logs Before the end of second semester junior year 1. Submit a reference from a liberal arts faculty member in the area of the concentration or major 2. Submit a reference from a teacher education faculty member (300 level course) 3. Submit an evaluation by a field experience classroom teacher Summary of Field Experiences (regular ed/ special ed/ diversity hours) Candidate Evaluation: Field Experience (Form 4) Candidate Reference: Liberal Arts Faculty (Form 6) Candidate Reference: Teacher Education Faculty (Form7) Second Semester Juniors By the deadline posted on the Teacher Education bulletin board 1. Attend Admission to Student Teach meeting with Director of Clinical Experience. 2. Prepare 4 hard copies of your resume 3. Register in the PRC for student teaching Enter Application for Admission to Student Teaching on the database First Semester Seniors Before the end of the semester 1. Submit Field Experience Classroom Survey 2. Submit a professional development packet of five documentation papers 3. Submit appropriate score reports for any mandated NYSCTE tests Field Experience Classroom Survey (Form 5) All NYS Tests must be taken prior to student teaching. The ALST and the CST must be passed in order to qualify for student teaching. Second Semester Seniors (student teaching semester) Before the end of the semester 1. Attend a Violence Prevention Seminar 2. Attend a Child Abuse Seminar 3. Attend a DASA Seminar All NYS tests must be passed prior to NYS Certification. Note: Submit all undergraduate forms to the Teacher Education Office in the PRC. 47

47 Fall Semester I Candidates Teacher Education Requirements Initial Post Baccalaureate Level Programs: MST Who When What Obtain and Submit forms in PRC Prior to admission to the 1. Submit NYS ALST scores program At the end of the fall semester All Candidates Spring Semester I Candidates By deadline posted on the Teacher Education bulletin board At the end of every semester Before the end of the semester 1. Apply for matriculation after completing 9 credits 2. Submit scores on the appropriate NYSTCE tests 4. Attend an Admission to Student teaching seminar with the Director of Clinical Experience 5. Prepare 4 copies of your resume for Admission to Student Teaching 6. Submit School of Education Reference form Application for Matriculation PRC: (orange form) Enter Application for Admission to Student Teaching on the database: PRC Candidate Reference: Teacher Education Faculty (Form 7) 1. Submit Field Experience Logs Summarize Field Experiences (regular ed/ special ed/ diversity hours): Submit to PRC Arrange to take any other NYSTCE exams. All NYS Tests must be taken prior to student teaching. The ALST and CSTs must be passed prior to student teaching. Summer Semester I Candidates Student Teaching Semester Before the end of the semester Before the end of the semester 1. Submit an evaluation by a field experience classroom teacher 2. Submit a professional development packet three documentation papers 3. Submit Field Experience Classroom Survey 4. Submit scores on any outstanding NSTCE tests 1. Apply for certification on the NYSED website: TEACH All NYS tests must be passed prior to NYS Certification. Candidate Evaluation: Field Experience (Form 4) Field Experience Classroom Survey (Form 5) Note: Submit All MST forms to the Graduate Education office. Be sure to keep originals. 48

48 Field Experience Survey (Due: 1 st semester junior year or spring semester MST) Form 5: purple Dear Candidate for Certification: Please complete this survey based on your overall experiences in the classrooms in which you completed field-based assignments for your education courses. Your responses will assist us in evaluating and improving the quality of field experiences for future candidates. Please return the completed survey to the ERC or to the Director of Clinical Experiences. Rating Scale: The field placement (3) exceeded my expectations / (2) met my expectations / (1) did not meet my expectations Student-Centered Environments: Characteristic: The teachers in this placement exhibited a belief that all students can learn and saw the potential in every student. [This characteristic is reflected in the adjustment of instruction to meet student needs and in the use of classroom management strategies to develop students intrinsic motivation to learn] Knowledge-Centered Environments: Characteristic: Teachers in this placement exhibited a love and enthusiasm for learning. [This characteristic is reflected in the knowledge of the curriculum, the concepts and skills for the academic subjects taught at a particular grade level and in the use of teaching strategies and instructional resources (e.g., print, manipulative, and/or technological resources) that help to develop students critical thinking skills] Community-Centered Environments: Characteristic: Teacher(s) in this placement appreciated the importance of individual responsibility and independence and the contributions of individuals from diverse backgrounds to the learning community. [This characteristic is reflected in the respect shown for individual differences among students and the use of respectful, pleasant communication techniques with students and with other members of the school community] Use of Assessment to Support Learning: Characteristic: The teachers showed a commitment to life-long learning. [This characteristic is reflected in the use of assessment strategies to monitor student progress towards and mastery of learning objectives]] Overall evaluation of this placement 6. Circle: My level of participation in this field placement was primarily that of an observer or that of an active participant. Comments (use the reverse side to comment upon the following, if you so desire) Please describe any weaknesses of the field experiences and/or placements. Please describe the strengths of the field experiences and/or placements. In what ways can St. Thomas Aquinas College improve the field experiences? Name of your School Placement: Grade Level Candidate s Name (please print your name): Candidate s Signature: Date: 49

49 St. Thomas Aquinas College Division of Teacher Education Liberal Arts Faculty Reference and Professional Dispositions Survey (Undergrads should request this reference during first semester junior year; MSTs during their first semester) Confidentiality Statement - to be completed by the candidate: Check one: I do I do not waive my right to see this reference. Candidate s Signature Date: Form 6: Green Dear Faculty Member: Please rate this teacher certification candidate s dispositions as they have been reflected in your classroom and in relation to the performance of other St. Thomas Aquinas College candidates. The completed reference may be returned to the Division of Teacher Education via inter-college mail. Additional comments may be written on the reverse side. Scale: (3) exceeded my expectations / (2) met my expectations / (1) did not meet my expectations The teacher education candidate Demonstrated high expectations for him/herself and student learning Exhibited respect for the beliefs of others; respected cultural differences and diversity Exhibited compassion, fairness and patience Displayed a passion and enthusiasm for teaching/learning Demonstrated appropriate self-confidence Responded constructively to professional feedback and made appropriate changes to these concerns Exhibited responsibility and independence in implementing activities requested by the classroom teacher Utilized self-reflection effectively for self-improvement Prepared appropriately for and was punctual for the classes and meetings Used appropriate tone of voice and nonverbal expressions Communicated effectively both orally and in writing Projected a positive self-image and related well to others Demonstrated a professional demeanor (dress, maturity, hygiene, use of cell phone, texting, etc.) Demonstrated high ethical standards. How long have you known this candidate? Please circle: 1 semester 2 semesters 3 or more semesters Signature of faculty member: Date: 50

50 Teacher Education Faculty Reference and Survey of Dispositions MS Ed Candidates, MST Candidates, & Undergraduate Candidates ST. Thomas Aquinas College Division of Teacher Education (Undergrads should request this reference during first semester junior year; MSTs during their first semester) Confidentiality Statement - to be completed by the candidate: Check one: I do I do not waive my right to see this survey Candidate s Signature Date: Print Name: Form 7: Beige Dear Faculty Member: Please rate this teacher certification candidate s dispositions as they have been reflected in your classroom and in relation to the performance of other St. Thomas Aquinas College candidates. The completed reference may be returned to the Division of Teacher Education via inter-college mail. Scale: (3) exceeded my expectations / (2) met my expectations / (1) did not meet my expectations The teacher education candidate Demonstrated high expectations for him/herself and student learning Exhibited respect for the beliefs of others; respected cultural differences and diversity Exhibited compassion, fairness and patience Displayed a passion and enthusiasm for teaching/learning Demonstrated appropriate self-confidence Responded constructively to professional feedback and made appropriate changes to these concerns Exhibited responsibility and independence in implementing activities requested by the classroom teacher Utilized self-reflection effectively for self-improvement Prepared appropriately for and was punctual for the classes and meetings Used appropriate tone of voice and nonverbal expressions Communicated effectively both orally and in writing Projected a positive self-image and related well to others Demonstrated a professional demeanor (dress, maturity, hygiene, use of cell phone, texting, etc.) Demonstrated high ethical standards. 51

51 Fieldwork Request and Log: Yellow School of Education Candidate s Last Name: First Name Candidate s Phone or Cell: Candidate s Program and Certification BS Ed. BS BA MST MS Ed. Childhood Education Grades 1-6 Childhood & Special Education Grades 1-6 Secondary (Adolescence) Education Grades 7-12 (discipline) Resume Attached: Yes / No FAX Worksheet Attached: Yes / No I wish to conduct my fieldwork experiences in the following schools: School Diverse Regular Inclusive (Sp. Ed: _ Self-Contained Resource) School Diverse Regular Inclusive (Sp. Ed: _ Self-Contained Resource) School Diverse Regular Inclusive (Sp. Ed: _ Self-Contained Resource) Note: Once signed by the Director of Clinical Experience, you may contact the school(s) directly. Please note that New Jersey schools and East Ramapo, Pearl River, and Monroe-Woodbury in NY, require that STAC fax a resume to the district, before you can begin fieldwork. South Orangetown requires a specific application. If you want to conduct fieldwork in these places, you must attach a fax worksheet with resume and/or specific application form. All forms are in the PRC or Field Experience Workbook. Further Instructions: 1 Resubmit with FAX worksheet and Resume. Date: Director of C Ex 2 Registered. You may now contact the school directly. Date: Director of C Ex 52

52 Field Experience Requirements Candidates in Childhood Education Grades 1-6, Adolescence Education Grades 7-12, and Visual Arts Education K-12 must complete 100 hours of field experiences prior to student teaching, including 15 in Special Education and 30 in a diverse setting. Field experiences are generally spread across three semesters of course work. Candidates seeking dual certification in Childhood Education Grades 1-6 and Special Education Grades 1-6, must complete 150 hours of field experiences prior to student teaching. A minimum of 50 hours must be conducted in Special Education classes; 100 hours must be conducted in regular education classes, and 30 hours in a school that serves a diverse population. All candidates must log these hours in the chart below. Students that do not complete this pre-requisite will not be allowed to student teach. Field Experience Logs must be submitted to the PRC at the end of each semester. The following schools meet this qualification: Rockland County: East Ramapo, North Rockland, Nyack; Westchester: Elmsford, Greenburg, Mt. Vernon, New Rochelle, Ossining, Port Chester, Rye, Tarrytown, White Plains, Yonkers; Orange County: Highland Falls, Ft. Montgomery, Middletown, Newburgh; NYC: all boroughs; New Jersey: Bergenfield, Cliffside Park, Englewood, Fairview, Garfield, Hackensack, Lodi, Palisades Park, Ridgefield Park, South Hackensack, Teaneck Field Experience Log Be sure to have the classroom teachers sign your log during your fieldwork experience. Date School / Grade Regular Ed Special Ed Diverse Setting: Yes or No Teacher Signature Indicate Total Hours: Regular Ed Special Ed Diverse Setting Hours Note to Students: Please sign this log to declare that the information on this fieldwork log is accurate and truthful: (signature) Date: Attach all additional logs as needed. Keep a copy for yourself and submit the yellow form to the PRC. 53

53 To the Candidate: You must fill out all information on this sheet and return it directly to the PRC or B111. This information will be faxed to the appropriate school district. Once it is faxed, this form will be returned to you for your records with further instructions. All districts have different regulations regarding fieldwork placement. Please review the special instructions section of your Field Experience Workbook for these procedures. 125 Route 340, Sparkill, NY School of Education: FAX: St. Thomas Aquinas College FAX for Fieldwork Placement To: Name of School District: From: Fax: Name of person receiving the fax: (Print clearly; include area code) Director of Clinical Experience Phone (school district phone #) Phone: Re: (your name) Date: Name: Certification Area Phone Number Times / Dates / Hours that you can observe in the schools: Days: Time of Day: Hours that you must complete for observation: Course Name: Professor: To the District: This candidate is a student in good standing at St. Thomas Aquinas College and has requested permission to observe in your schools as part of his/her teacher education coursework. I will have the candidate contact you directly for further instructions. Thanks for your continued support of the college and its School of Education DATE FAXED: Director of Clinical Experience: 54

54 Undergraduate Requirements for Admission to Student Teaching Sample Worksheet Undergraduate Prior to student teaching all candidates must submit documentation for all requirements to the Office of Teacher Education hard copies of Resume (submitted at interview for student teaching) 2. Updated TB Test 3. Biographical Verification (online in PRC) 4. Placement Request Worksheet 5. Student Copy of Transcript (2) 6. Minimum GPA 2.5 General Ed 7. Minimum GPA 2.75 Teacher Ed 8. Minimum GPA 2.5 Major/Concentration Performance Competencies (These will be submitted by professors) 9. Microteaching Rubric 10. Microteaching Reflection Rubric 11. Work Sample rubric (Tutoring) Knowledge Competence (NYS): NYS exam requirements: Applying for certification on or after May 1, Teacher Performance Assessment (TPA) 13. Educating All Students Test (EAST) 14. Academic Literacy Skills Test (ALST) 15. Content Specialty Tests (CSTs) All NYS tests must be passed before NYS certification is issued. Field Experience 16. Professional Development (5) 17. Field Experience Hours: Including 15 in Special Education 19. Field Experience Special Ed (for special education certification) 20. Documented Diverse Hours (30) 21. Classroom Teacher Evaluation 22. Field Experience Survey 23. Reference Form Liberal Arts Faculty 24. Reference Form Teacher Ed Faculty 25. Fingerprint Clearance: Register with NYS: TEACH: 55

55 ST. THOMAS AQUINAS COLLEGE School of Education MST Worksheet for Admission to Student Teaching Prior to student teaching all candidates must submit documentation for all requirements to the Graduate Office of Teacher Education. Requirements will be reviewed at the final interview with the Director of Clinical Experience. General Requirements 1. Matriculation 2. 4 hard copies of Resume (submitted at interview for student teaching) 3. Updated TB Test 4. Biographical Verification (online in PRC) 5. Placement Request Worksheet 6. Student Copy of Transcript (2) Performance Competencies (These will be submitted by professors) 7. Microteaching Rubric 8. Microteaching Reflection Rubric 9. Work Sample rubric (Tutoring) Knowledge Competence (NYS): NYS exam requirements: For those candidates applying for certification on or after May 1, Teacher Performance Assessment (TPA) 11. Educating All Students Test (EAST) 12. Academic Literacy Skills Test (ALST) 13. Content Specialty Tests (CSTs) a. b. c. d. All NYS tests must be passed before NYS certification is issued. Field Experience 14. Professional Development (3) 15. Field Experience Hours: Including 15 in Special Education 17. Field Experience Special Ed (for special education certification) 18. Documented Diverse Hours (30) 19. Classroom Teacher Evaluation Form 4: gray or blue 20. Field Experience Survey: Form 5: purple 21. Reference Form Teacher Ed Faculty: Form 7: beige 22. Fingerprint Clearance: Register with NYS: TEACH: 56