Teacher Education Unit Policy Manual

Transcription

1 Teacher Education Unit Policy Manual Teacher Education Council Revision Approved October,

2 INTRODUCTION 2

3 INTRODUCTION The Teacher Education Unit Policy Manual was designed to provide a ready reference concerning requirements candidates must complete to graduate from East Stroudsburg University and to be recommended for certification to teach in Pennsylvania. It was written as a resource for the Teacher Education Council, the Dean of the College of Education, Department Chairs responsible for teacher education programs, Teacher Education Unit faculty and agencies requiring information about teacher education programs at East Stroudsburg University. Initial Certification programs in Teacher Education programs at East Stroudsburg University include: Early Childhood Education (Prek-4), Middle Level Education (4-8), Health Education, Health and Physical Education, Secondary Education, Special Education (Prek-8) and Early Childhood (Prek-4), Special Education (Prek-8) and Middle Level Education (4-8), and Speech and Language Impaired. We also offer advanced programs at the graduate level in Educational Leadership, Instructional Technology, Reading, and Special Education. Initial certification candidates who pursue a major in any of the teacher education programs must complete requirements for admission to the teacher education program, maintain enrollment standards, complete a variety of field and clinical experiences, pass student teaching, plus meet certification standards. Advanced candidates must also meet admission standards, complete all program requirements, as well as certification standards in order to be recommended for certification. 3

4 CONCEPTUAL FRAMEWORK EAST STROUDSBURG UNIVERSITY EDUCATORS: REFLECTIVE AND DELIBERATE DECISION MAKERS Vision The TEU will be recognized for excellence in educational leadership and teacher education at the local, state and national levels by: Expanding and sustaining partnerships with P-12 schools and families, as well as collaborative efforts with alumni, the community, and the university. Demonstrating theory and research-based pedagogy and cutting edge technologies that advance 21st century skills including: Communication, collaboration, critical thinking and creativity. Promoting an expanded understanding of diversity that meets the unique needs of every learner. Advancing safe, culturally responsive, prosocial learning environments that engage and challenge all learners. Cultivating learning communities that engage students and partners in scholarship, inquiry and service, while encouraging collaboration and life-long learning. Pursuing a diverse faculty and student body that reflect 21st century classrooms. Mission The TEU mission is to provide diverse learning experiences and dynamic collaborations that develop reflective, deliberate 21st century educators who support and extend the learning of all students in a global society. Beginning Educator Outcomes The Beginning Educator Outcomes (BEOs) for the teacher educator programs at East Stroudsburg University are divided into four areas. These areas organize the essential outcomes our students must meet in order to become reflective and deliberate decision makers. The four areas are Content, The Learner and the Learning Environment, The Teaching and Learning Process and Professionalism. A complete list of the Beginning Educator Outcomes is found in Appendix 1 (Student Teaching Handbook) or at Master Educators East Stroudsburg University offers diverse opportunities for in-service educators to acquire further knowledge and strengthen their professional skills. A number of routes exist within the graduate program. 4

5 Students may earn an Administrative I, Special Education Supervisory, Instructional Technologist or Reading Specialist certificate. These certification programs have been developed using the standards of their respective professional organizations. Graduate students may also focus on becoming a Master Teacher. These candidates enroll in one of the Master of Education programs offered by the Elementary, Professional and Secondary Education, Reading, Media Communications or Special Education departments. The mission and commitments and Master Educator Outcomes that guide the masters programs may be found at: Candidates who complete advanced programs at ESU will exhibit six specific traits that define them as thoughtful leaders within schools. These outcomes have been aligned with the five core propositions of National Board for Professional Teaching Standards. Master educators demonstrate the following outcomes: Employs the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students. Articulates, applies and adapts theoretical constructs of learning and development, assessment and effective instructions. Engage in quantitative and qualitative research that leads to improved student achievement. Model critical and creative thinking skills in all areas of their professional life. Employs effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the learning environment. Performs as a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out leadership opportunities to grow professionally. Takes a leadership role in developing partnerships and collaborative relationships with colleagues, parents and agencies in the larger community. 5

6 TEACHER EDUCATION PROGRAM OVERVIEW The East Stroudsburg University undergraduate teacher education programs are housed in the College of Education, College of Arts and Sciences, and the College of Health Sciences. Successful graduates receive the degree of Bachelor of Science or Bachelor of Arts degree, as well as a recommendation for a certificate to teach in the schools of Pennsylvania. Graduates must apply for the teaching certificate through the Pennsylvania Department of Education after all program requirements are met and their degree has been conferred. Curricula have been planned so that the graduate may be certified to teach in many other states without further course requirements and in most of the remaining states with minor additional training. Information and advisement in certification is available in the office of the Dean of the College of Education and appropriate departments. Graduates are eligible to receive an Instructional I certificate (provisional) which is valid for a period of six years of teaching in Pennsylvania. The Instructional I certificate must be made permanent after six years of satisfactory teaching in Pennsylvania and upon the completion of 24 semester credit hours of collegiate study at a state-approved baccalaureate degree granting institution or through in-service programs approved by the Pennsylvania Department of Education. 6

7 THE TEACHER EDUCATION UNIT The Teacher Education Unit at East Stroudsburg University administrated through the College of Education and includes all faculty across the university who teach education courses or supervise education students. It is responsible for the governance of the teacher certification programs at East Stroudsburg University. The College of Education Dean serves as the head of teacher education unit and certification officer for the university. The Teacher Education Council coordinates existing policies and procedures related to teacher education, proposes new policies for teacher certification programs, and reviews certification programs and their modifications as proposed by departments and faculties to insure compliance with the standards of state and national accrediting agencies. Professional education courses for all certification areas are provided by the Department of Professional and Secondary Education and the Department of Media Communications and Technology. Certification subject classes are offered by different discipline-specific departments. (Refer to the Teacher Education Unit table on page 8 for further clarification). Seven departments, in consultation with major departments, are responsible for specific certification areas. The Office of Field Experiences and Partnerships is responsible for the coordination of the student teaching program and field experiences and professional development school partnerships. Individual departments also coordinate some field experiences. Graduation and certification recommendations are made to the certification officer (the Dean of the College of Education) for transmittal to the Pennsylvania Department of Education and other state certification offices. 7

8 REQUIREMENTS FOR TEACHER CERTIFICATION The nature and importance of teaching requires that candidates who seek to enter the profession must possess unimpeachable character, above-average academic ability, and dispositional traits suitable for working with children and young adults. The faculty responsible for the teacher education programs perceive their ultimate obligation to be the students who will be taught by their graduates. Consequently, a candidate s admission to teacher candidacy and to student teaching and final institutional recommendations for a teaching certificate are not achieved solely by meeting routine academic requirements. As the candidate, in each of these steps, progresses toward final certification, the faculty of the candidate s certification area exercise their professional judgment as to the candidate s competency for the teaching profession. All candidates seeking certification must successfully complete procedures related teacher education program admission, monitoring, and exit criteria. Program admission procedures vary according to program. Procedures include faculty interviews, satisfactorily passing appropriate tests, completion of hours of coursework by the time candidacy admission is decided, earning the appropriate quality point average and major quality point average, and the recommendation by department faculty. The coursework must include six hours of mathematics and six hours of English where three hours are writing courses and three hours are literature courses taught in English. Each department may require additional admission standards. Candidates are admitted to candidacy in a department s teacher education program upon satisfactory completion of all departmental admission requirements. The candidate s progress and mastery of competencies are monitored while completing requirements in the program. Candidates, as stated before, must maintain the appropriate departmental general and major quality point averages. Each department provides each candidate with a copy of its program requirements, curriculum check sheet and expectations. All applicants for teacher certification must be endorsed by the faculty advisor, the department, and the Dean of the College of Education who serves as the Certifying Officer for the University. The Pennsylvania Department of Education (PDE) requires that all certification applicants satisfactorily pass the Pre-Service Academic Performance Assessment Series Tests, complete two courses in mathematics, and two courses in English, one in writing and one in literature and submit a Pennsylvania Criminal Background Clearance, an FBI Criminal Background Clearance (finger printing), and a Child Abuse History Clearance. In addition, the candidate must complete a teacher certification application. Experienced non-degree teachers, graduates of other colleges or universities or others who need special assignments in student teaching, will have their individual programs planned and approved by the appropriate department and by the Dean of the College of Education. Transfer students transcripts will be individually evaluated by the department chairperson to determine equivalent courses to be accepted. 8

9 TEACHER EDUCATION COUNCIL POLICIES 9

10 THE TEACHER EDUCATION COUNCIL The Teacher Education Council provides the governance of the teacher certification programs. The Council administers existing policies related to teacher education, develops and proposes new policies related to teacher education, and reviews certification programs and their modifications as proposed by departments and faculties to insure compliance with the standards of state and national accrediting agencies. The Teacher Education Council By-Laws may be found in Appendix 2. Information below provides an overview of policies that have been passed pertaining to teacher education in recent years. There are three sections of policies noted. They are: Teacher Education Program Policies, Student Teaching Policies, and Teacher Education Program Organization Policies. Teacher Education Program Policies 1. Certification Recommendation (February 23, 1993) Students must satisfy all program requirements to be recommended for the degree and teacher certification. This becomes effective immediately. 2. Certification--Minimum Credits for Recommendation (February 22, 1994) A minimum of 9 ESU credits and/or major classes plus a regular student teaching/practicum experience must be satisfactorily completed before a student is recommended for a teaching certificate. This is applicable to any person with a bachelor s degree coming to ESU to complete a teacher certification program. Each department will designate a specific block of classes for each student. The student must earn a C grade or better in these designated pedagogy and major courses. Also, the student must satisfactorily meet all teacher education program requirements. 3. Change in Testing Requirements for Admission into Teacher Education (March 29, 2000) Passing scores for the basic skills tests required for certification by the Pennsylvania Department of Education are part of the screening process to be formally admitted into the teacher education program at ESU. 4. Praxis I and II Test Scores When a student is applying for certification, he/she must identify ESU as a test recipient site for all required certification tests. 5. Student Teaching Opportunities (Revised July 3, 2012) 10

11 Student teachers are limited to a maximum of three quarter opportunities to complete their student teaching assignments. East Stroudsburg University s Teacher Education Council has established the following policy to aid students who are not successful. While the intention of this policy is to remediate unsuccessful candidates, this policy also provides a means to document insufficiencies when students fail a quarter of student teaching or are removed from the program. 1. When a candidate is not successful but is permitted to stay in their placement, the university supervisor and cooperating teacher will meet to identify the Beginning Educator Outcomes (BEOs) that are of concern. The university supervisor and cooperating teacher (in consultation with the Associate Dean of Field Experience and Partnerships) will document concerns and provide a plan for improvement for the candidate. The university supervisor and cooperating teacher will then conference with the candidate to discuss the BEOs of concern and the improvement plan that was developed to address them. A timeframe for improvement will be identified at this time. During this timeframe, the university supervisor and cooperating teacher will increase supervision. Candidates who successfully complete an improvement plan will pass for the quarter. Candidates who are not successful may withdraw if time (based on University policy) or circumstances (e.g. medical withdraw) permit. The improvement plan must be completed to be granted an additional student teaching assignment. 2. When a candidate is not successful and is not permitted to remain in their placement (by request of the building principal) an improvement plan will be developed. As outlined above, the university supervisor and cooperating teacher (in consultation with the Associate Dean of Field Experience and Partnerships) will develop the improvement plan based on the BEOs of concern. The university supervisor and the Associate Dean of field Experience and Partnerships will conference with the candidate to discuss the BEOs of concern and the improvement plan that was developed to address them. A timeframe for improvement will be identified at this time. The candidate may elect to withdraw (if the parameters outlined above apply) or will receive a failing grade for the quarter. In both cases, the candidate must complete the improvement plan to be granted an additional student teaching assignment. 6. Student Teaching School Closures and Student Absences (Revised July 3, 2012) The Pennsylvania Department of Education approved program at ESU includes a fifteen-week student teaching semester. It is divided into two separate 7.5 week placements. Our program is dependent upon a good working relationship with our host schools. Student teachers are integral parts of the entire instructional program of the host schools. We are guests in the school districts and our programs need to follow the public school calendar as closely as possible. As such, students should make every effort to have a perfect attendance and participation record. In order to maintain this productive partnership and guarantee the high standards of our program, our students need to follow these policies: 1. Students must satisfactorily complete two separate (7.5 weeks) student teaching experiences. The college supervisor is responsible for certifying that the entire (15 week) student teaching experience has been completed satisfactorily. 2. In the event of excessive school closures due to inclement weather, facility safety or teacher strikes, arrangements must be made with the cooperating teacher, college supervisor and student teacher to satisfy each student teaching experience. 11

12 3. In the event of excessive absences of the student teacher due to personal illness or family concerns, arrangements must be made with the cooperating teacher and college supervisor to satisfy each student teaching experience. When there are an excessive amount of school closures or absences, the university certification officer is responsible for developing a coverage plan. This plan should be developed in concert with the Associate Dean of Field Experiences and Partnerships, appropriate school administrators, department chairpersons, cooperating teachers, student teacher supervisors and university officials. 7. Student Teaching Admission (April 25, 1995) Students planning to student teach in the fall must satisfy all teacher education program admission criteria by August 1. Students planning to student teach in the spring semester must satisfy all teacher education program admission criteria at the end of the fall semester. Admission criteria include: (1) 2.8 MINIMUM cumulative GPA (or as specified by the department) and a major GPA as determined by the department. (2) C or better in all major classes (3) No I grades in major classes (4) Pass the Pearson and/or Praxis exams as designated by the department. (5) Submit Act 34 Pennsylvania Criminal Background Clearance (6) Submit Act 151 Child Abuse Clearance (7) Submit Act 114 FBI Criminal Background Clearance (8) Department program screening process 8. Spring Break During Student Teaching Student teaching during the spring semester requires candidates to follow the breaks of the district in which they are student teaching, not the university spring break. 9. Teacher Education Program Admission and Coding System (September 25, 1989) 1. New and transfer students apply and are admitted to ESU through the admissions office. Transfer students must have a minimum 2.8 quality point average for teacher education programs. Some specific programs require a 3.0 for admission. 2. Once admitted to ESU, students are assigned advisors and a departmental attribute with probationary status. 3. Students satisfactorily complete a minimum of 48 total credits to apply for formal admission into the teacher education program. Students must satisfactorily meet all admission requirements for the teacher education program. 12

13 . 4. When students meet all program admission criteria and are approved by the Teacher Education Council, their attribute is then changed and they become a candidate for the degree. 10. Teacher Certification Center (February 5, 1992) The Teacher Certification Center is responsible for contacting ineligible students who enroll in teacher education classes. Each student, professor and advisor receives a letter. The student is removed from the class list. He/She may be re-enrolled if his/her quality point average reaches program admission criteria. Each department has an introduction type class that is open to all students. Major only classes are affected. 11. Teacher Education Program Organization Plan (February 26, 1992) Teacher Education Faculty Teach at least one teacher education class each year or Supervises student teachers Serve as member of the teacher education faculty Select representative to Teacher Education Council to govern teacher education programs Teacher Education Council Responsible for the governance of teacher education programs Elected representative from each major certification program Two Student representatives and (1-3) public school teachers from 2-3 school districts The Associate Dean of Field Experiences and Partnerships Responsible for programs, courses, and standards Chaired by teacher certification officer Subcommittees: Appeals and Act 48 Teacher Certification Center Central office to answer teacher certification questions and refer students to appropriate departments Maintain teacher education records Assist in processing initial admission applications to the teacher education program through the Teacher Education Council and respective departments Monitor admission and exiting standards Teacher Certification Specialist responsible to the certification officer and Teacher Education Council Coordinate program follow up studies Located in the Office of the Dean of the College of Education Departments with Teacher Certification Programs Responsible for curriculum and instructional delivery systems Elect Teacher Education Council representatives Teach classes and supervise student teachers Responsible for maintaining departmental requirements and Teacher Education Council standards The department is responsible for specific certification program The department chairperson, in consultation with other faculty, is responsible for recommending eligible students to the certification officer for the ESU certification recommendation to PDE May establish standards higher than Teacher Education Council minimums Responsible for maintaining admission, monitoring and exiting criteria Review and respond to annual follow up studies 13

14 Sponsor advisory councils of teachers in the field Office of Field Experiences and Partnerships Responsible for coordinating student teaching placements Serve as primary contact with area school systems Assist in early field experience placements Maintain similar supervision standards and requirements for all programs Supervisors must follow the Guidelines for University Supervisors of Student Teaching Coordinated by Associate Dean for Field Experiences and Partnerships. Each student teacher will be assigned one university supervisor per quarter. Other interested faculty may be invited to participate. PSED, HLTH, MDL and PETE majors may also have a content supervisor 14

15 13. Infraction Appeal Process (Revised July 3, 2013) Pennsylvania Law, Act 114 requires that all individuals having contact with children in public and private schools, including student teachers, complete background clearances in order to help ensure the safety and welfare of the children and young adults they serve. These clearances must be infraction-free and valid during the entire student teaching semester(s). These clearances include Act 34 (PA State Police Report), Act 151 (PA Department of Child Welfare Child Abuse History Clearance), Federal Criminal History Report (FBI), and Act 24. The Appeals Committee Process: In accordance with Act 114, undergraduate and graduate teacher certification programs at East Stroudsburg University require teacher certification candidates to submit acceptable clearances prior to being admitted into teacher certification programs. These clearances must remain infraction-free and valid at any time a student enters a school facility (as outlined above). As such, students must submit acceptable clearances prior to being admitted into teacher certification programs and maintain valid, infraction-free clearances through completion of ESU s teacher certification programs. Student who receive an infraction on their Act 34, Act 151, FBI, or Act 24 clearance(s) must report the infraction immediately to their Professor, Academic Advisor, Department Chairperson, or Associate Dean of Field Experience and Partnerships. Student Responsibility: It is the responsibility of the student to contact the Associate Dean of Field Experience and Partnerships to discuss the possibility of pursuing the Appeal Process in regard to an infraction on a clearance report. After discussing the infraction with the Associate Dean of Field Experience and Partnerships and making a decision to pursue the Appeal Process, the student must complete the following: 1. The student must provide copies of the clearance report that identifies the infraction. 2. The student must submit copies of court records regarding the infraction. 3. The student must provide documentation that indicates the student s involvement in rehabilitation, community service and any other personal endeavors that reflect positively on the situation. 4. The student must obtain three letters of testimony or recommendation from community members, employers and faculty that provide character references for the student as an individual. 5. The student must write a Letter of Appeal to the Appeal Committee regarding the situation, highlighting areas of personal growth and/or rehabilitation. 6. The student must inform their Department chair(s) of their intention to pursue the Appeal Process. Appeal Committee Responsibility: 15

16 An Appeal Committee will be established that is comprised of members from within the Teacher Education council. The committee may consist of the Dean of the College of Education (or designee); Chairperson(s), Supervisor(s), or faculty member(s). The Appeal Committee will meet with the Associate Dean of Field Experience and Partnerships to discuss the circumstances surrounding the infraction. The committee s discussion is to decide whether or not the student will be allowed to continue an academic program that requires admittance to facilities bound by Act 114. In order to make an informed an decision, the Appeal Committee will complete the following requirements: 1. Ask the Associate Dean of Field Experience and Partnerships to provide each member of the Appeal Committee with a folder containing the information required of the student requesting the appeal. The name of the student will be removed so all documents can be reviewed anonymously. 2. The Appeal Committee will meet to discuss the documentation submitted by the student. 3. The Appeal Committee may ask to interview the student at some point in the process. 4. The Appeal Committee will render a decision within one month of reviewing the student s documentation. 5. The Appeal Committee will inform the Associate Dean of Field Experience and Partnerships of their decision. 6. The Associate Dean of Field Experience and Partnerships will notify the student, in writing, of the Appeal committee s decision and will include a copy of the decision-making statement written by the Appeal Committee. Appeal Process Denied: If the Appeal committee denies the student s appeal, the reasons will be clearly stated in writing. All members of the Appeal Committee will sign the written statement before it is submitted to the student. In the event that the Appeal Committee denies the student s request for an appeal regarding an infraction, the student is advised to change his/her major to an academic program of study that does not require a access to facilities bound by Act 114. Appeal Process Granted: 16

17 If the decision is made to allow the student to continue in a teacher certification program, the Appeal Committee may establish certain conditions for reinstatement. For example, if the infraction involved the use of drugs or alcohol, the student may be asked to submit documentation of his/her ongoing efforts for rehabilitation. Other infractions may be examined in a similar manner. The student must agree to these conditions, in writing, before the appeal will be granted. If the Appeal Committee grants the appeal to the student, the reasons and conditions (if any) will be clearly stated in writing. All members of the Appeal committee will sign the written statement before it is submitted to the student. Placement for Student Teaching: Students for whom the Appeal Process is successful are required to sign a Statement of disclosure for the Associate Dean of Field Experience and Partnerships. The Statement of Disclosure provides the Associate Dean of Field Experience and Partnerships with the student s permission to share the nature of the infraction with potential school district regarding placement for student teaching and/or other field placements. Disclosure with school personnel will be on a need to know basis only. Should the student be allowed to continue in the program, it is understood that the Office of Field Experience and Partnerships will contact a maximum of four (4) school districts requesting placement of the student for student teaching. Should the office of Field Experience and Partnerships be unsuccessful in finding placement in four (4) district, the Appeals Committee will be notified and will inform the student that the university is unable to secure student teaching placement. At this point, the student will be removed from his/her program of study leading to teacher certification and provided with assistance in changing the major to one that does not require teacher certification. Types of Offenses: Students who have infractions that are identified as Summary Offenses may be eligible for teaching certification. Although Summary Offenses need not be reported on the Teacher Certification Application, such offenses will prevent a student from admission into a teacher education certification program, classes involving admittance into buildings bound by Act 114, and student teaching, unless the Appeal Process was successful. As a result, the Appeal committee, prior to admittance into a teacher certification program and semester of student teaching, must review all Summary Offenses. Students with infractions must complete all items designed in the Student Responsibility section in order to qualify for a review by the Appeal Committee. Misdemeanor or Felony Offenses: Misdemeanor or Felony offenses are serious infractions which may result in the student being ineligible for teacher certification in the state of Pennsylvania. Students who have criminal record infractions which are identified as Misdemeanor or Felony offenses, are required to complete the following requirements prior to seeking an appeal from the Appeal Committee: 1. Contact the Department of Education to determine the feasibility of receiving teacher certification from the Commonwealth of Pennsylvania to report the results, in writing, to the Associate Dean of Field Experience and Partnerships. 17

18 2. If it is determined that the student is eligible for teacher certification, then the student must complete all items designated in the Student Responsibility section in order to qualify for a review of the Appeal Committee. 14. Expedited Appeals Process (Revised July 3, 2012) Students who have Summary Offenses may apply for an Expedited Appeal if the following conditions are met: 1. The infraction is only a Summary offense 2. The infraction did not involve any violence 3. The infraction took place more than two years prior and had not been repeated 4. The student had completed an explanation letter and has included proof of good citizenship in the form of at least three letters of recommendation. At least one letter should be from a professor from the student s major department. If the student chooses the Expedited Appeals Process, the Associate Dean of Field Experience and Partnerships will forward submitted papers with the student s name omitted- to the members of the Appeals Committee. The Appeals Committee for an Expedited Appeal consists of three Teacher Education Unit professors only one of whom may be from the student s major department. The members will individually review the submitted files and confer by phone or . If all members agree that the student may continue in his/her teaching program, the decision is forwarded to the Associate Dean of Field Experience and Partnerships who will inform the student and the Chair of the student s major department of the decision. If the members do not agree, the student must apply for and use the full Appeals Process. 15. Policy for admission to teacher education program at ESU (August 22, 2002) Undergraduate teacher education students: In figuring the GPA for admission to the teacher education program, the following shall be used: 1. If 12 hours or less transferred courses, the ESU GPA shall be used. 2. If more than 12 hours transferred, the combined GPA shall be used (GPA at all other institutions combined with GPA at ESU). 3. Students may appeal to request the use or non-use of transfer courses to be used in calculating the GPA for admission, but if they are used, all courses taken at other institutions must be used, not only selected ones. For exit from the program, the ESU GPA shall be used. Individual appeals must come before the TEC. Appeals to the Teacher Education Council shall include copies of all transcripts and a letter delineating reasons for the appeal. 16. Admission Requirements for Graduate Programs in 18

19 Teacher Education and/or Certification (February 2, 2004) Minimum Standards for Admission with Full Graduate Standing for any educator program. Individual programs may have additional requirements. 1. Bachelor s degree from an accredited college or university. 2. Two letters of recommendation from persons who have taught or supervised you. All letters of recommendation must be sealed and bear the signature of the author. 3. An overall undergraduate minimum grade point average of 3.0 (4.0 basis). 4. A one-page professional resume. 5. Each program will also have additional requirements, which shall include one or more of the following: a score on the Graduate Record Exam; Millers Analogy Test; an interview; an educational goal statement; or a portfolio. Conditional Admission For Graduate Students 1. If the applicant does not meet the GPA requirements listed above but has an overall undergraduate grade point average of at least 2.5, he/she may request conditional admission. Continuation of Graduate Study is dependent upon satisfactory completion of stated deficiencies and the filing of an acceptable Plan of Study prior to the completion of nine (9) to twelve (12) graduate credits. 2. Deficiencies are stated at the time of application to a degree program. They may be corrected by taking: (a) required undergraduate or graduate courses, (b) proficiency examinations, or (c) auditing of specific courses. 3. The student is required to fulfill all deficiency requirements in his/her program and to have achieved a 3.0 quality point average and a B or better in all courses in his/her graduate work by the time he/she has completed 9-12 graduate credits. At this time, FULL ADMISSION is achieved when the Plan of Study is submitted and approved. Initial Teacher Certification Admission for Graduate Students Students entering a program for initial teacher certification, either with or without the master s degree option, are required to fulfill additional requirements for entry and matriculation in the teacher education program. Students must be formally admitted to the teacher education program prior to or upon completion of 12 graduate credits. Admission to the teacher education program requires: a. Complete faculty interviews; b. Earn a minimum overall ESU QPA as identified by PA law (3.0); c. Complete Act 34 Criminal Record Clearance, Act 114 FBI clearance and Act 151 child abuse clearance; d. Any other specific departmental requirements or prerequisites; 19

20 e. Be recommended by departmental faculty and approved by the Teacher Education Council 17. Praxis I Passing Scores Effective Fall, 2005, student/candidates in any subject area can meet the Praxis I (PPST 1), Basic Skills testing requirements through either of the following: I. The present individual PPST 1, Basic Skills score requirements: a. Mathematics, Test #730, (score of 173) b. Reading, Test #710 (score of 172) c. Writing, Test #720 (score of 173) d. Current total required = 518 II. III. IV. In addition, a second method of accomplishing the basic skills testing requirements will now be available through achieving a composite/summary test score total of 521, provided that the following individual PPST I test scores are met: a. Mathematics Score of 171 minimum b. Reading Score of 171 minimum c. Writing Score of 170 d. Composite total required = 521 For example, an individual with strong math skills may have scored 178 in the PPST Math, a score of 172 in Reading and a score of 171 in Writing. This student would meet and no individual test score was under required score minimum. Any Instructional I application received after September 15, 2005 can choose to use the traditional -OR- Composite Score method, provided the listed minimums (see item II above) are accomplished in each basic skill area: Reading, Writing, and Mathematics and the composite total of 521 is also reached. As was the case in the past, test scores remain effective as long as they have been achieved within 10 years of the date of the receipt by the state of Pennsylvania of the application for the Instructional I certificate. 18. Timely Submission of Praxis Scores Before Student Teaching (October 16, 2006) All Praxis scores required by the respective department before student teaching for those who are planning to student teach in the Fall semester must be submitted by the July 31 st immediately before that Fall semester. All Praxis scores required by the respective department before student teaching for those who are planning to student teach in the Spring semester must be submitted by the November 30 th immediately before the Spring semester of the student teaching. Students may only appeal problems if there was a clear error on the part of ETS in administering the test or sending the scores. Students will NOT be allowed to start student teaching after the beginning of the semester if passing Praxis scores have not been submitted. 20

21 19. Student Complaints Process, Teacher Education Unit Student Rights (From the ESU Student Handbook) Protection Against Improper Academic Evaluation: Students are protected against prejudice, arbitrary or capricious academic evaluation of their courses through faculty contracted responsibilities and standards of academic professional conduct. Students are responsible for maintaining standards of academic performances established for courses in which they are enrolled. Students alleging a prejudice, arbitrary or capricious academic evaluation may appeal directly to the faculty member involved. Should a mutual understanding not be reached at this level, students may then appeal to the department chair, the academic dean of their school and the Provost/Vice President for Academic Affairs, in that order. Students of a protected class alleging discrimination or sexual harassment after exhausting the remedies noted above should express their concerns to the Director of Diversity and Equal Opportunity. Students with disabilities should bring their concerns to the ADA Coordinator/Learning Disabilities Counselor. Student Complaints Process for the Teacher Education Unit This process shall be exactly as stated in the Handbook and given above. Students with a complaint should first address the complaint with the professor involved. If the complaint is not resolved by mutual understanding, the student should appeal to the Department Chair and/or the Associate Dean for Field Experiences, the Dean of the College of Education, and the Provost/Vice President for Academic Affairs in that order. Once a complaint goes beyond the level of the professor, the appropriate person should fill in the attached form and keep a file of all meetings and other data on the situation. When the complaint is settled, all forms and supporting data should be sent to the Office of the Dean of the College of Education. The Dean s Office will maintain a file of all such complaints and their resolutions. Implementation of the Complaint Procedure It is recommended that a brief explanation of the Complaint Procedure be included in the Dean s Addresses at New Student Orientation, in the Departmental Student Handbooks for all Teacher Education Unit Departments and during initial advising of all TEU students. Each of these may simply be a reference to the ESU Student Handbook. 21

22 East Stroudsburg University Teacher Education Unit Student Complaint Form Date: Name of Student: Name of Administrator: Title: Complaint (Please be brief. You may attach further explanation and/or supporting documents.) Resolution: Signed: Student Administrator 22

23 PROCEDURES AND INFORMATION 23

24 Guidelines for University Supervisors of Student Teachers Listed below are the duties and responsibilities for university supervisors of ESU student teachers: 1. Visit each new cooperating teacher and student teacher for orientation purposes as early as possible. This visit is referred to as the Hello Visit. During this visit, the university supervisor should retrieve the following materials: classroom schedule, contact information form, and any other initial information about the placement or student teacher responsibilities deemed necessary. The university supervisor should also verify with the cooperating teacher that they have access to Tk20 for completion of the required assessment forms, payment card, and evaluation items. The university supervisor should also review the cooperating teacher s roles and responsibilities (outlined in the student teacher handbook). 2. The first observation of each student teacher should be conducted within the first 2 3 weeks. If a Hello visit was not conducted (because the cooperating teacher is not new), all of the items outlined in step one should be conducted at this time. During each observation a TEU Classroom Observation Assessment should be completed. The second observation should be conducted during weeks 3 5 and the final observation should be conducted during weeks 5 7. a. Upon entering each school building, supervisors should contact school office personnel and follow the building s normal sign-in/sign-out procedures. The university supervisor should also wear their ESU name badge and any additional identification badge required by the school. b. The university supervisor should discuss the results of the observations immediately following each observation with the student. The university supervisor should also meet with the cooperating teacher to review the observation and share any concerns. Student teachers who are experiencing difficulties, who need additional support, or who request more feedback should be observed more frequently. In all cases, university supervisors should provide written feedback in the form of the TEU Classroom Observation. c. The best TEU Classroom Observation should be uploaded to Tk20 for data-collection purposes. d. Inform the Department Chairperson and the Associate Dean for Field Experience and Partnerships of any student teacher who is experiencing difficulties. Any such problems that the student teacher is experiencing should be documented in writing. If an improvement contract is needed it should be developed as early in the quarter as possible. When completing a contract, follow the guidelines for Unsuccessful Student Teaching Procedure outlined in the TEC Policy Manual. 3. At the completion of a student teacher s experience at the end of each quarter, complete all evaluation forms in Tk20. This includes 1) The best TEU Classroom Observation, 2) The Clinical Experience Assessment Summary, 3) the PDE 430, 4) the Dispositions Rubric, and 5) any other department-specific assessments. 4. The university supervisor and the content supervisor should communicate to share their views on the student s progress and to develop a schedule for their observations. When the student transitions from their first placement to their second placement, the university supervisors should communicate with one another regarding the student s progress. 5. Keep a daily record of mileage, toll fees, and lunch costs. This information should be submitted to the Office of Field Experience and Partnerships using the appropriate form at the end of each month. University supervisors must claim the shortest distance between the university and school or home and school. 24

25 6. At the conclusion of each semester, a university supervisor s typed recommendation regarding each student teacher should be submitted to the student and it is recommended that this letter be uploaded to Tk20. In the event that two supervisors have worked with the same student, it is the responsibility of each supervisor to prepare a recommendation for the student s placement file. If two certification areas are involved, it is important that two separate recommendations be completed. 7. Recommend potential cooperating teachers to the office of Field Experiences and Partnerships. 8. Attend all Supervisor Meetings 9. Fulfill all responsibilities as described in the Collective Bargaining Agreement. 25

26 UNSUCCESSFUL STUDENT TEACHING POLICY East Stroudsburg University Teacher Education Council recommends using the following documents and evidence to remove a candidate from an assigned clinical experience. The cooperating teacher and the university supervisor meet to assess and document weakness in the candidate s demonstration of each of the four Beginning Educator Outcomes (Content, Learner and the Learning Environment, Teaching and the Learning Process and Professionalism). The university supervisor and cooperating teacher conference with the candidate on identified weaknesses and outline a schedule of learning experiences with a timeline and improvements required. The resultant agreements are recorded as an improvement contract and signed by all three parties (Student Teaching Contract). During this time the support and observations by the university personnel will increase. School building principals may request the removal of a candidate from their school. Such requests are written and reference the candidate s violation of the University s School District Affiliation Agreements. The Associate Dean of Teacher Education will, in consultation with the candidate s cooperating teacher, university supervisor, design a student teaching contract. The contract will include identified areas of concern, required expectations and a timeline. It may be necessary for the Associate Dean to alter the timeline for the Candidate to complete the student teaching course. Candidates are limited to a maximum of three opportunities to successfully complete twelve units of the clinical experience. An opportunity is defined as a half of a semester (one quarter, approximately 7.5 weeks). Candidates experiencing difficulties during the clinical experience have the following options: Candidates receiving an unsatisfactory grade may withdraw or proceed conditionally into the second opportunity by satisfying a specific three-week action plan developed by the university supervisor. Candidates who received a failing grade for the first assignment may request a second opportunity to complete the clinical experience. The requesting candidate will need to complete an individualized improvement program during the next quarter or semester. The individualized improvement plan will include specific objectives related to the ESU Beginning Educator Outcomes identified by the university supervisor, cooperating teacher, other ESU faculty and the Associate Dean for Teacher Education. Candidates will provide artifacts of evidence of improvement and change to their university supervisor for evaluation. Successful candidates will receive a formal recommendation from their university supervisor. The candidate s name and recommendation will be submitted to the Department Chair for approval to complete the clinical experience. The candidate will need to re-apply to student teach to be placed. Candidates who receive a second failing grade must withdraw from the teacher education program. *Please review Contract Flow Chart 26

27 27

28 TEACHING INTERNSHIP East Stroudsburg University offers a special opportunity for individuals who have already earned a Bachelor s Degree and are considering teaching as a career. The Teaching Intern Program allows qualified graduates to teach in secondary schools of Pennsylvania prior to completing all the traditional requirements. Candidates who have secured a teaching position can qualify for internship consideration. Minimum requirements to qualify for the 3-year state Teaching Intern Certificate are given below. The candidate must: Complete any academic course determined by the department in which the candidate seeks certification, Successfully pass all required Praxis II tests, Purchase a TK20 account, Successfully complete initial graduate level education courses: For PSED: o PSED 516 :The Learner and the Learning Process o PSED 520: Seminar I o PSED 5_6: Teaching of in the Secondary School (English, Foreign Language, Mathematics, Science or Social Studies) For SPED: o All graduate level education classes must be completed. The student teaching requirement is met through the Intern Program while teaching in an assigned school. Students are supervised through the university and must apply, register (Enrollment Services), and pay for student teaching. Student teaching assignments for Interns are conditional. As soon as a student accepts an Internship assignment from a school district, the Intern must notify the Office of Field Experiences and Partnerships. Through participation in course work and counseling, interaction with the university advisors and cooperation with the employing district mentor, a continuum of support will be provided during the intern period. 28

29 WORKLOAD FOR SUPERVISION OF STUDENT TEACHERS The ESU Administration has agreed to the following workload policy for the supervision of student teachers (when budgetary conditions allow): Five (5) student teachers will be equivalent to one course (3 credit hours) Nine (9) student teachers will be equivalent to two courses (6 credit hours) Fourteen (14) student teachers will be equivalent to three courses (9 credit hours) Eighteen (18) student teachers will be equivalent to four courses (12 credit hours) Content area supervision by Arts and Sciences faculty shall be.33 for each student teacher. Content area supervision by Health or PETE faculty shall be.30 for each student teacher. This policy shall be used in the assignment of student teachers to faculty and in the calculation of load by department chairs and the dean. 29

30 DEGREE PROGRAMS East Stroudsburg University provides Bachelor of Science degree programs that lead to certification in Early Childhood, Middle Level Education (4-8), Secondary Education (10 subject areas), Special Education (Prek-8) and Early Childhood (Prek-4), Special Education (Prek-4) and Middle Level (4-8) with 4 concentration areas, Health, and Health and Physical Education. Graduate work is offered leading to the Master of Education degree in Elementary Education, Secondary Education, Special Education, and Reading. Advanced graduate studies for certification as a Reading Specialist, Supervisor of Special Education, and Educational Leadership (Principal) are also available. Speech and Language Impaired and Instructional Technology certification is also offered. A Master of Science degree in Speech-Language Pathology required for Speech and Language Impaired certification. Students not seeking a degree but possessing a bachelor s degree may be eligible to enroll as a certification only (non-degree) student. 30

31 UNDERGRADUATE DEGREE PROGRAM CODES Banner Program Code NS Banner Program Description Degr. Banner Major Code Banner Major Description Banner Concentration Description Bann Conc Code BIOL-BS Biology, BS B.S. BIOL Biology Secondary Education BIED ED- Early Childhood Early Childhood ECED-BS Education (N-3rd), BS B.S. ECED Education N - 3rd Certification ECCT ED- ECED-BS ED-- PKEC-BS ED- EEED-BS NS-ESPS- BA NS-ESPS- BS ED- ELED-BS ED-ELSP- BS Early Childhood Education (N-3rd), BS B.S. ECED Early Childhood Education (Pre K-4th cert.), BS B.S. PKEC Early Childhood/Elementary, BS B.S. EEED Earth and Space Science, BA B.A. ESPS Earth and Space Science, BS B.S. ESPS Elementary Education, BS B.S. ELED Elementary/Special Education, BS B.S. ELSP Early Childhood Education Early Childhood Professional - Noncertification ECNC Early Childhood Education (PreK-4) Early Childhood/Element ary Earth and Space Science Secondary Education ESED Earth and Space Science Secondary Education ESED Elementary Education Elementary/Special Education AL- ENGL- BA English, BA B.A. ENGL English Secondary Education ENED AL- MLFR-BS French, BS B.S. MLFR French Secondary Education FRED NS-GSCI- BA General Science, BA B.A. GSCI General Science Secondary Education GSED NS-GSCI- BS General Science, BS B.S. GSCI General Science Secondary Education GSED HL- HLTH-BS Health Education, BS B.S. HLTH Health Education School Health CTSH SS-HIST- BA History, BA B.A. HIST History Secondary Education Social Studies HIED NS- MATH- BS Mathematics, BS B.S. MATH Mathematics Secondary Education MTED ED- MLED- BS Middle Level Education, BS B.S. MLED Education and Special Education MESE Middle Level Education English Language Arts MLEL Math Science MLMA MLSC HP- CTPE-BS Physical Education Teacher Certification, BS B.S. CTPE Physical Education Teacher Certification 31 Social Studies NS- PHYS-BA Physics, BA B.A. PHYS Physics Secondary Education PHED NS- PHYS-BS Physics, BS B.S. PHYS Physics Secondary Education PHED AL- MLSP-BS Spanish, BS B.S. MLSP Spanish Secondary Education SLED MLSS

32 ED- SPED-BS Special Education, BS B.S. SPED Special Education ED- SPPK-BS ED- SPML-BS Special Education/Early Childhood (Spec. Ed. PK-8 with dual certificate in Early Childhood), BS B.S. SPPK Special Education/Elementary- Middle (Spec. Ed. PK-8 with dual certificate in Middle Level), BS B.S. SPML Special Education/Early Childhood (Spec. Ed. PK-8 with dual certificate in Early Childhood) Special Education/Elementa ry-middle (Spec. Ed. PK-8 with dual certificate in Middle Level) English Language Arts MLEL HL- SPPA-BS Speech-Language Pathology, BS B.S. SPPA Speech-Language Pathology Math Science Social Studies MLMA MLSC MLSS 32

33 GRADUATE PROGRAM CODES Graduate Certification Programs Banner Banner Banner Major Banner Conc. Banner Conc. Program Code Banner Program Description Degree Major Code Description Code Description Non-research HL-HLTH-MS Health Education, MS M.S. HLTH Health Education HENR Option HL-HLTH-MS Health Education, MS M.S. HLTH Health Education HERE Research Certification Option in ED-ITMC-ME Instructional Technology, MEd M.Ed. ITMC Instructional Technology ITCT Instructional Technology ED-PRIN-CT Principal K-12 Certification Preparation PRIN Principal K-12 ED-READ-CT Reading Specialist Certification Preparation READ Reading ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTBI Biology ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTCH Chemistry Earth and ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTES Space Science ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTEN English ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTFR French ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTGR German ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTGS General Science ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTMA Mathematics ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTPH Physics ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTSS Social Studies ED-PSED-CT Certification in Secondary Education PSED Secondary Education CTSP Spanish ED-SPSC-CT Special Education Supervisor Certification SPSC Special Education Supervisor HL-SPPA-CT Teacher Certification for ASHA Speech-Language Pathologists SPPA Speech-Language Pathology 33

34 TEACHER CERTIFICATION Twenty-two state approved (PDE) teacher certification programs are offered at East Stroudsburg University. These programs qualify the graduates for the Instructional I, Special Endorsement to Instructional I, Educational Specialist, or Administrative certificates. TEACHER CERTIFICATION AREAS INSTRUCTIONAL I: Biological Sciences Chemistry Early Childhood (Prek-4) Earth and Space Science English French General Science Health Health and Physical Education Mathematics Middle Level (4-8) Physics Social Studies Spanish Special Education (Prek-8) and Early Childhood (Prek-4) Special Education (Prek-8) and Middle Level (4-8) Speech and Language Impaired SPECIAL ENDORSEMENT TO INSTRUCTIONAL I: Reading Specialist English as a Second Language Instructional Technology ADMINISTRATIVE: Principal Elementary and Secondary Special Education Supervisor 34

35 PENNSYLVANIA CERTIFICATION GRADE LEVELS FOR EACH PROGRAM PROGRAM College DEPT. PreK K-12 Early Education ECED & X Childhood ELED Middle Level Education ECED X /ELED and PSED Health Health HLTH X Sciences Health & Health PETE and X Phys. Ed. Sciences HLTH Secondary Education and Arts & Sciences PSED and specific content departme nts X Special Ed and Early Childhood Speech & Language Impaired Education Health Sciences SPED and ECED/ ELED SPPA X X (sped only) X DEPARTMENTS: ECED & ELED: Department of Early Childhood & Elementary Education HLTH: Health Department PETE: Department of Physical Education Teacher Certification PSED: Department of Professional and Secondary Education SPED: Department of Special Education and Rehabilitation SPPA: Department of Speech Pathology 35

36 PENNSYLVANIA TEACHER CERTIFICATION STANDARDS INSTRUCTIONAL I TEACHING CERTIFICATE A Pennsylvania Instructional I teaching certificate provisionally certifies a person to teach in Pennsylvania for a maximum of six years. Eligibility requirements include: 1. Satisfy East Stroudsburg University Teacher Education program degree and graduation requirements 2. Pass any required Pearson or Praxis Series and Special Area (major) tests. 3. Complete a Pennsylvania Teacher Certification application using the TIMS system on the PDE website. 4. Obtain all required clearances: criminal, FBI, and child abuse. INSTRUCTIONAL II TEACHING CERTIFICATE A Pennsylvania currently has two levels of certification. The initial certificate, Level I, is valid for a specific number of service years, during which time you must complete established requirements. Upon completion of those requirements, the Level I may be converted to a Level II certificate. If not converted, the Level I lapses. You cannot be employed in a Pennsylvania public school with a lapsed certificate. Level I Pennsylvania Instructional and Educational Specialist certifications are valid for six (6) years of service, not calendar years. If you have been teaching in Pennsylvania on a Level I certificate for 3-6 years of satisfactory service and have earned 24 post-baccalaureate credits, you can apply for a Level II certificate. The following conditions must be met: Six credits must be associated with your area(s) of certification and/or must be designed to improve professional practice You must have three years of satisfactory service on a Level I certificate, verified by the chief school administrator of the employing school entity You must have completed a PDE induction program verified by the chief school administrator of your employing entity For more details, please check the PDE website. ACT 48 REQUIREMENTS TO MAINTAIN A PENNSYLVANIA CERTIFICATE Act 48 of 1999 requires that all certified educators complete six college credits, six credits of continuing professional education courses, 180 clock hours of continuing professional education, or any combination of collegiate studies, continuing professional education courses or learning experiences equivalent to 180 hours every five years. For the purposes of calculating hours and credits, one credit of collegiate studies or continuing professional education courses is equivalent to 30 hours of continuing professional education. The professional education requirements took effect July 1, 2000 for all certified educators. To receive Act 48 credits for courses taken at ESU, refer to the web page 36

37 Certification Area Early Childhood PreK-4 Certification Area Middle Level Grades 4-8 Certification Area Special Education PK-8 and Early Childhood PK-4 PENNSYLVANIA TEACHER CERTIFICATION QUALIFYING TEST SCORES The Pennsylvania Department of Education requires the following scores on the following tests: Test Code Test Title Current PA Qualifying Score 8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading Pearson Pre-service Academic Performance Assessment (PAPA) - Writing Pearson Pre-service Academic Performance Assessment (PAPA) - Math Pearson Pennsylvania Educator Certification Tests (PECT) - Module Pearson Pennsylvania Educator Certification Tests (PECT) - Module Pearson Pennsylvania Educator Certification Tests (PECT) - Module Test Code Test Title Current PA Qualifying Score 8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading Pearson Pre-service Academic Performance Assessment (PAPA) - Writing Pearson Pre-service Academic Performance Assessment (PAPA) - Math * Praxis II PA Middle School Grades 4-8 Core Assessment 5153 Praxis II PA Middle School Grades 4-8 Core Assessment - Pedagogy Subtest Praxis II PA Middle School Grades 4-8 Core Assessment - English Language Arts & Social Studies Subtest Praxis II PA Middle School Grades 4-8 Core Assessment - Mathematics & Science Subtest ** Praxis: English Language Arts ** Praxis: Social Studies ** Praxis: Mathematics ** Praxis: Science 156 Test Code *=use this code to register for all three subtests **=only take concentration test Test Title Current PA Qualifying Score 8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading Pearson Pre-service Academic Performance Assessment (PAPA) - Writing Pearson Pre-service Academic Performance Assessment (PAPA) - Math Pearson Pennsylvanis Educator Certification Tests (PECT) - Module Pearson Pennsylvanis Educator Certification Tests (PECT) - Module Pearson Pennsylvanis Educator Certification Tests (PECT) - Module Pearson SPED Specialty Test - Module Pearson SPED Specialty Test - Module

38 Certification Area Special Education PK-8 and Middle Level (4-8) Test Code Test Title Current PA Qualifying Score 8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading Pearson Pre-service Academic Performance Assessment (PAPA) - Writing Pearson Pre-service Academic Performance Assessment (PAPA) - Math * Praxis II PA Middle School Grades 4-8 Core Assessment 5153 Praxis II PA Middle School Grades 4-8 Core Assessment - Pedagogy Subtest Praxis II PA Middle School Grades 4-8 Core Assessment - English Language Arts & Social Studies Subtest Praxis II PA Middle School Grades 4-8 Core Assessment - Mathematics & Science Subtest Pearson SPED Specialty Test - Module Pearson SPED Specialty Test - Module *=use this code to register for all three subtests Certification Area Secondary Certification - all majors except Modern Language Test Code Test Title Current PA Qualifying Score 8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading Pearson Pre-service Academic Performance Assessment (PAPA) - Writing Pearson Pre-service Academic Performance Assessment (PAPA) - Math * Praxis II - Biology * Praxis II - Chemistry * Praxis II - Earth Science * Praxis II - English Language Literature and Comp * Praxis II - General Science * Praxis II - Math * Praxis II - Physics * Praxis II - Social Studies 157 *=take concentration area test only Certification Area Modern Language K-12 Test Code Test Title Current PA Qualifying Score 8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading Pearson Pre-service Academic Performance Assessment (PAPA) - Writing Pearson Pre-service Academic Performance Assessment (PAPA) - Math Praxis II - Fundamental Subjects Content Knowledge Praxis II - Specialty Area Test: World Language - French Praxis - Specialty Area Test: World Language - Spanish 167 Note - World Language candidates have the option of having either the PRAXIS or ACTFL test 38

39 Certification Area Health Education K-12 Test Code Test Title Current PA Qualifying Score 8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading Pearson Pre-service Academic Performance Assessment (PAPA) - Writing Pearson Pre-service Academic Performance Assessment (PAPA) - Math Praxis II - Fundamental Subjects Content Knowledge Praxis II - Specialty Area Test: Health & Physical Education Content Knowledge Praxis II - Specialty Area Test: Health Education Content 650 Certification Area Health & Physical Education K- 12 Test Code Test Title Current PA Qualifying Score 8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading Pearson Pre-service Academic Performance Assessment (PAPA) - Writing Pearson Pre-service Academic Performance Assessment (PAPA) - Math Praxis II - Fundamental Subjects Content Knowledge Praxis II - Specialty Area Test: Health & Physical Education Content Knowledge 146 I. Composite Score Option for PAPA: The Composite Scoring Option for PAPA was initiated to enable a candidate who may excel in one area such as mathematics, but who is not strong in another PAPA area, to receive a passing score on the PAPA series. In order to qualify, a candidate must meet a minimum score in each test area (Mathematics, Reading, and Writing) and then exceed the passing score by an amount equal to the Standard Error of Measurement in one or two of the other test areas. The candidate s test scores are added together, and if the scores total 686, the candidate has passed the PAPA series. The Minimum Scores required for the Composite Scoring Option are shown below. Test Name Test Number PAPA Qualifying Score Minimum Composite Score PAPA Reading PAPA Mathematics PAPA Writing

40 II. Composite Score Option for those who took/registered for the PPST (Praxis I) tests prior to 4/02/2012: Instructional I candidates may use the PPST composite score method to meet the requirements for certification if they look or registered for the PPST (Praxis I) tests prior to 4/02/2012. The composite score method may assist a candidate who may excel in one area such as mathematics, but is not strong in another area. Two conditions must be met to use the composite score method: (1) the Minimum Composite Score on each Pre-Professional Skills Test (PPST) is achieved or surpassed; and (2) the sum of the three test scores must be at least 521 to qualify for PA certification. If any test is below the minimum shown below, the composite score may not be used. Test Name Test Number Praxis Qualifying Score Minimum Composite Score PPST Reading or Computerized PPST Reading PPST Writing or Computerized PPST Writing 0710 or or PPST Mathematics or Computerized PPST Mathematics 0730 or

41 PENNSYLVANIA DEPARTMENT OF EDUCATION (PDE) BUREAU OF SCHOOL LEADERSHIP AND TEACHER QUALITY GPA QUALIFYING TEST SCORE Introductory Notes: A. CAUTION: The GPA Qualifying Score scale is limited to applicants for certification at the time of application, and is based on the candidate s final GPA. All required coursework and student teaching/practicum/internship requirements must be completed and the candidate for certification must be finished with his/her program of studies. B. The qualifying score for a particular GPA range is based on the standard deviation of that test, which may change as more data is received. PDE s goal is to update standard deviation information for new tests after one year. Updates may occur at five year intervals for other tests. This table is current for the academic year C. GPA s may not be rounded up. We understand that there will always be someone who misses the cutoff by the smallest of margins. D. Act 24 of 2011 removed the requirement for pre-professional skills tests, such as PPST and PAPA, for post-baccalaureate program candidates. E. Candidates must pass all three Pre-professional Skills Tests from the same series, i.e., all PPST or all PAPA. F. World Language candidates have the option of taking either the Praxis or the ACTFL tests, when both are available. If ACTFL is selected, candidates should take the Oral Proficiency Interview (OPI) or Oral Proficiency Interview by Computer (OPIc). When a written ACTFL test exists, it must be taken in addition to the OPI. The minimum proficiency to qualify is Intermediate High for each ACTFL test. Go to Navigate to Professional Development > Certified Proficiency Testing Programs > Proficiency Testing from the home page. G. Tests must be sent to PDE directly from the test provider, e.g., ETS. H. Pre-professional skills test scores are valid for life. Content area tests are usually valid for ten years except when an out-of-state candidate qualifies under the three of seven rule. Tests are only valid for five years in that case. Content Test Biology: Content Knowledge (0235/5235) Chemistry: Content Knowledge (0245/5245) Standard Deviation Qualifying Score GPA (+1 std deviation) Qualifying Score 3.0 GPA Qualifying Score GPA ( std deviation) Qualifying Score GPA (-0.5 std deviation) Qualifying Score GPA ( std deviation) Qualifying Score GPA (-1 std deviation) Test Vendor ETS ETS 41

42 Early Childhood Education (0020) Replaced 4/2/2012 by PreK-4 Battery (8006, 8007, 8008) Educ. Leadership: Admin & Supervision (0411/5411) Replaced 11/1/2012 for Principals, Voc Directors by SLLA (6011) Elem. Ed. Curr. Inst. & Assess (0011/5011) Replaced 4/2/2012 by PreK-4 Battery (8006, 8007, 8008) English Lang. Lit & Comp. Content (0041/5041) French- Foreign Lang - Content (0173) Replaced by French-World Lang. (5174) French-World Languages (5174) Fundamental Subjects Content Know. (0511/5511) General Science: Content Knowledge (0435/5435) ETS ETS ETS ETS 42

43 German- Foreign Lang. Content (0181) Replaced 9/2010 by German- World Lang. (5183) German-World Languages (5183) Health & Phys. Ed. Cont. Know. (0856/5856) Health Education Content (0550/5550) Mathematics: Content Knowledge (0061/5061) Middle School English 7-9 (0049/5049) Replaced 9/1/2013 by PA Grades 4-8 Core Assess Battery (5153, 5154, 5155) and Concentration- English (5156) Middle School Math 7-9 (0069) Replaced 9/1/2013 by PA Grades 4-8 Core Assess Battery (5153, 5154, 5155) and Concentration- Math (5158) ETS ETS ETS ETS ETS ETS 43

44 Middle School Science 7-9 (0439) Replaced 9/1/2013 by PA Grades 4-8 Core Assess Battery (5153, 5154, 5155) and Concentration- Science (5159) Middle School Social Studies 7-9 (0089/5089) Replaced 9/1/2013 by PA Grades 4-8 Core Assess Battery (5153, 5154, 5155) and Concentration- Social Studies (5157) Pennsylvania Grades Module 1 Pedagogy (5153) Pennsylvania Grades Module 2 English Language Arts & Social Studies (5154) Pennsylvania Grades Module 3 Mathematics & Science Pennsylvania Grades Subject Concentration English Language Arts (5156) Pennsylvania Grades Subject Concentration Science (5159) ETS ETS X X 162 X X X X ETS X X 152 X X X X ETS X X 164 X X X X ETS X X 156 X X X X ETS X X 156 X X X X ETS 44

45 Pennsylvania Grades Subject Concentration - Social Studies (5157) Pennsylvania Grades Subject Concentration - Mathematics (5158) Physics: Content Knowledge (0265/5265) PreK-4 Module 1 - Child Dev, Prof (8006) PreK-4 Module 2 - Lang, Social Stud (8007) PreK-4 Module 3 - Math, Science (8008) Reading Specialist (0300) Replaced 8/01/2012 by Reading Specialist (0301/5301) Reading Specialist (0301/5301) Safety/Driver Education (0860) School Leadership Licensure Assessment- SLLA (1011/6011) School Superintendent Assessment (SSA) (1021/6021) Effective 1/01/2013 X X 150 X X X X ETS X X 173 X X X X ETS ETS ES Pearson ES Pearson ES Pearson ETS X X 164 X X X X ETS ETS Not Available Not Available X 163 X X X X ETS X 160 X X X X ETS 45

46 Social Studies: Content Know. (0081/5081) ETS Spanish- Foreign Lang. Content (0191) Replaced /2010 by Spanish-World Lang (5195) Spanish-World Languages ETS (5195) Spec. Ed. - Core Knowledge & Applications (0354/5354) Replaced 4/2/2012 by ETS Spec. Educ. PreK-8 Battery (8011, 8012) or Spec. Educ Battery (8015, 8016) Spec. Ed. - ES PreK-8 Module Pearson 1 (8011) Spec. Ed. - ES PreK-8 Module Pearson 2 (8012) Spec. Ed ES Module Pearson (8015) Spec. Ed ES Module Pearson (8016) Spec. Ed. of Exceptional Students (0353) Replaced /2010 by Spec. Ed-Core (0354) Score corrections 8/2011 Effective for tests TAKEN on or after Jan 1, 2012 X Standard error data available in August 2014 if enough data is available Certification Areas with no Qualifying Test Instructional Technology Specialist (No Specialty Test) 46

47 TEACHER EDUCATION PROGRAMS This section of the manual identifies four important components of the program that candidates and faculty should follow. They are: A. Important steps that all candidates follow through the teacher education program. (Refer to Important Steps) B. Admission requirements for entering the program. (Refer to Admission Requirements Table) C. All candidates are required to successfully complete the professional education component of their certification program. (Refer to Professional Education Table) D. Candidates must maintain program standards to remain. (Refer to Standards for Continued Enrollment) 47

48 IMPORTANT STEPS FOR SUCCESS IN TEACHER EDUCATION PROGRAMS I. ADMITTED TO EAST STROUDSBURG UNIVERSITY A. Attend freshman orientation and Teacher Education Program Overview Session B. Choose academic major C. Begin taking required courses D. Satisfy criminal and abuse record review.(act 34 or FBI Clearance and Act 151) II. III. IV. ADMISSION TO TEACHER EDUCATION PROGRAM A. Pass all departmental and teacher education program requirements B. Take two Mathematics and two English courses (one in writing and one in literature) C. Achieve minimum overall GPA (2.8 or as required by program) and major GPA average determined by each program D. Pass PAPA E. Apply for admission to specific program and obtain department recommendation F. Maintain criminal and abuse record review CONTINUED ENROLLMENT STANDARDS A. Maintain overall GPA ( 2.8) and major GPA set by individual program B. Complete 1. General education courses 2. Professional education courses 3. Early field experiences 4. Major courses C. Evidence of negative TB test STUDENT TEACHING ELIGIBILITY A. Pass required courses and have taken a minimum of 96 credits B. Maintain overall GPA (2.8) and required major GPA C. Receive departmental approval D. Continue to satisfy criminal and abuse record review E. (For K-12 certifications) Pass Praxis II Fundamental Subjects: Content Knowledge V. GRADUATION REQUIREMENTS A. Satisfactorily complete student teaching B. Maintain overall and major GPA requirements C. Satisfy all degree requirements VI. TEACHER CERTIFICATION STANDARDS A. Satisfy all program requirements including GPA of 3.0 B. Complete certification application C. Receive recommendations of Advisor, Department and Certification Officer D. Continue to satisfy criminal and abuse record review E. Successfully pass Praxis II or Pearson test requirements 48

49 ADMISSION REQUIREMENTS FOR UNDERGRADUATE TEACHER EDUCATION PROGRAMS Program Credits GPA Essay Courses Apply Faculty Interview Other Elementary Education, Early Childhood Education (PreK 4) (Middle Level) Yes Math 105, Additional math course, ENG 103, Literature course, ELED 132; Enrollment in ELED 264 or Yes Faculty vote Yes SPSEA membership Portfolio PAPA passed Updated Act 34, 114, 151 ECED 262 Health & PE Portfolio 6 credits math ENG 103 Literature course MSES 100, 140, 240, 241, 200, 202 or 203 HLTH 220, 230, PSED 161 Health Yes BIOL111,112 6 credits math ENG 103 Literature course HLTH 210,220, 230,240 PSED Yes Yes Interviewed by faculty, scored on Admission Portfolio Interview Interviewed by faculty, scored on Admission Portfolio Interview Yes Yes PSAHPERD member-ship Portfolio PAPA passed Updated Act 34, 114, 151 Health Professional Organization Membership Portfolio & Essay PAPA passed Updated Act 34, 114, 151

50 Program Credits GPA Essay Courses Apply Faculty Interview Other Secondary Education (Middle Level) (Secondary Concentrations) Portfolio Two math courses, ENG 103, Literature course Yes Interviewed by two faculty, using rubric Yes Portfolio, PAPA passed Updated Act 34, 114, 151 Special Education (SPED k-8 with PreK-4) (SPED PreK-8 with Middle Level) Yes Math 105, Math 205 ENG 103 Literature course, ELED 132; SPED 105 Yes Faculty vote Yes CEC membership, Portfolio, Praxis I passed Updated Act 34, 114,

51 STANDARDS FOR CONTINUED ENROLLMENT IN UNDERGRADUATE TEACHER EDUCATION PROGRAMS AND CONSEQUENCES FOR FALLING BELOW STANDARDS PROGRAM STANDARDS CONSEQUENCES ECED PreK overall GPA 3.0 major GPA Students must have a 3.0 GPA and be admitted to take 300 level courses in their major. Only C or better grades in the major. HLTH 3.0 0overall GPA 3.0 major GPA Students below a 2.5 overall or 2.5 major GPA for two consecutive semesters will not be allowed to register for courses in the HLTH Health & PE PSED SPED/ECED SPED/Middle Middle Level SPPA 2.8 overall GPA 2.8 major GPA 2.8 overall GPA 2.5 major GPA 3.0 overall GPA CEC Standards: Maintain an active Membership 3.0 overall GPA 3.0 major GPA 2.8 overall GPA 2.85 major GPA major. Students below a 2.5 overall or 2.5 major GPA will be ineligible to enroll in PED 3 as a PETE major and will be dropped from the PETE concentration. Students below a 2.5 overall may not enroll for PSED 250, Students below 2.8 may not be screened in or take Seminar I or II or the Teaching of courses Students must maintain a 3.0 or above GPA to take 300 level courses in the major. Students must have a 3.0 GPA and be admitted to take 300 level courses in their major. Only C or better grades in the major. Students below a 2.85 overall or 2.85 major GPA for two consecutive semesters will not be allowed to register for any additional SPPA courses. All students must have a 3.0 at time of graduation for Pennsylvania certification. 51

52 East Stroudsburg University Assessment System Key Assessment BEO Evaluation Instruments Assessment process Aggregated Beginning, Middle, End Transition #1 Admission to the University Admission to ESU 1,2 Praxis I (PPST) 1 Transition #2: Admittance to the Program Admittance into Teacher Education program Dispositions 1,2,3 9,11 3,4,5 9,10, 11 SAT/ H.S. GPA/ Transfer GPA Undergrad GPA + PPST ETS Standardized Test Interview, portfolio, GPA, 2 English, 2 math, clearances, Praxis I Varies by program Field experiences 1,3,5, Field Experience 11 Assessments Admissions office (UG) Graduate school & graduate coordinator (post-bac) State-established passing score Checked at initial screening Departmental screening rubric and report; TEC vote Individual course professors and cooperating teachers Individual course professors and cooperating teachers Upon admission; individually, yearly, unit analysis Individually, prior to screening; unit for Title II report Individually, program, and unit; yearly Not currently Not currently Beginning Beginning Beginning Beginning, Middle Middle 52

53 Key Evaluation BEO Assessment Instruments Transition Point #3: Programbased Assessments during Course & Field Experiences Program-based assessment of 1, 2 Varies by program content knowledge Program-based assessment of 6,7, Varies by program effective 8 planning Program-based assessment of impact on P-12 learning Additional program-based assessments Transition Point #4: Approval for Student Teaching Approval for student teaching 3,4, 5, 8 Varies by program 1-11 Varies by program 1,2, 11 Departmental recommendation, GPA, performance in program, Praxis II (K-6/K-12 only) Assessment process Individual course professors Individual course professors Individual course professors and cooperating teachers Individual course professors and cooperating teachers Department recommends; office of field experience confirms Aggregated Individually and by program; yearly Individually and by program; yearly Individually and by program; yearly Individually and by program; yearly Not currently Beginning, Middle, End Middle Middle Middle Middle Middle 53

54 Key Assessment Transition Point#5: Program Completion BEO Evaluation Instruments Assessment process Aggregated Beginning, Middle, End Clinical Experience Assessment for student teaching 1-11 (all) Clinical Experience Assessment Summary; TEU Classroom Observation Cooperating Teacher, University Supervisor, and Content Supervisor Individually, program, (where and unit; semester applicable) at end of each quarter of student teaching End of the teacher preparation program State assessment instrument for student teaching Praxis II Recommendation for certification Transition Point #6: Program Evaluation Program evaluation ,2 etc (all) 1-11 (all) PDE 430 Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice State Standardized Test Graduation evaluation, GPA, Praxis tests; Moral character statement University supervisor with student teacher Individually and unit; signature; end semester of each quarter of student teaching Individually, prior to certification Advisor, chair, dean, and certification office Student Evaluation of teachers Teacher Education completing Program; First-year Teacher Survey; Third-year Teacher Survey program; 1 st and 3 rd year graduates of initial programs End Yearly for Title II report End Individually, program, and unit; yearly Program and unit; each semester End End 54

55 APPENDIX 1 55

56 Appendix 1 East Stroudsburg University Student Teaching Handbook Dr. Terry R. Barry Office of Field Experiences and Partnerships 214 Stroud Hall Tbarry1@po-box.esu.edu (570) (Phone) (570) (Fax) 56

57 Message from the Dean of Education And Associate Dean of Field Experiences and Partnerships Dear Student Teachers: Student teaching is the capstone experience of your teacher preparation program. As you prepare for your student teaching semester, you have the opportunity to synthesize the knowledge, skills, and dispositions you have learned in your teacher education program at East Stroudsburg University. Student teaching will involve your transition from a student to a beginning educator as you will be applying what you have learned about effective practice while critically exploring the profession, as well as your identity as a teacher. Your practicum sessions will help support you through this process as you will have the opportunity to reflect on your experiences and grow as a professional. Your student teaching experience will allow you to strengthen your ability to make reflective and deliberate decisions that support and extend the learning of all students. In doing so, you will make great strides toward having a positive impact on our profession. As you transition from student teacher to practicing teacher in the field, remember the power and importance of our profession. Parents entrust us with the education of their children. Value this trust by continually refining your craft, collaborating with professionals in the field, and making sure that students are always at the forefront of your decisions. We wish you well as you complete your student teaching experience and become beginning educators. You are joining ESU alumni who are among the finest professionals in the field - Rely on them and be inspired by them. Best Regards, Dr. Pamela Kramer-Ertel ~ Dean-College of Education Dr. Terry Barry ~ Associate Dean of Field Experiences and Partnerships - College of Education The teachers of this country, one may say, have its future in their hands. ~William James~ 57

58 Table of Contents Message from the Dean and Associate Dean i. Mission. 1 Vision 1 Philosophy. 2 Goals.. 3 Student Teaching Placement 4 Student Teaching Placement Card.. 4 Clearances.. 5 Act Act Federal Criminal History Report (FBI).. 5 Act Tuberculosis Tests. 6 PSEA Membership Card 6 Picture Identification. 7 Praxis/Pearson Test 7 Quality Point Average 7 Student Teaching Documents Contract 7 Infractions Appeals Process.. 9 Beginning Educator Outcomes. 10 Professional Dispositions 11 TEU Dispositions Assessment Chart. 19 Dispositions Remediation Plan. 20 Roles and Responsibilities of the Student Teacher. 21 Unit-wide Assessments TEU Classroom Observation. 21 TEU Clinical Assessment Summary 26 Dispositions Assessment 27 Pennsylvania Department of Education (PDE) Departmental Assessments 32 Professional Development Practicums.. 32 Unsuccessful Student Teaching. 32 Student Teaching Contract 34 Roles and Responsibilities of the Cooperating Teacher.. 35 Selection of Cooperating Teachers 35 Preparing for your Student Teacher s Arrival. 35 Observation and Feedback. 36 Visitation by University Supervisors 37 Related Professional Activities. 37 Using TK Mandatory Cooperating Teacher TK20 Forms.. 39 Payment Card. 39 Clinical Experience Assessment Summary.. 39 TEU Observation Form. 39 TEU Dispositions Rubric 40 58

59 Cooperating Teacher Survey. 40 Letter of Recommendation and Additional Observations.. 40 Additional Forms 40 Notes

60 Mission The Mission of the Teacher Education Unit is to provide diverse learning experiences and dynamic collaborations that develop reflective, deliberate 21st century educators who support and extend the learning of all students in a global society. Vision The Teacher Education Unit s vision is that our teacher education program will be recognized for excellence in educational leadership and teacher education at the local, state and national levels by: Expanding and sustaining partnerships with Pk 12 schools and families, as well as collaborative efforts with alumni, the community, and the university. Demonstrating theory and research-based pedagogy and cutting edge technologies that advance 21 st century skills including: communication, collaboration, critical thinking and creativity. Promoting an expanded understanding of diversity that meets the unique needs of every learner. Advancing safe, culturally responsive, pro-social learning environments that engage and challenge all learners. Cultivating learning communities that engage students and partners in scholarship, inquiry, and service while encouraging collaboration and life-long learning. Pursuing a diverse faculty and student body that reflect 21 st century classrooms. 60

61 Philosophy The philosophy of the Teacher Education Unit is that East Stroudsburg University (ESU) is dedicated to developing beginning educators who are reflective and deliberate decision makers. To accomplish this goal, ESU will develop educators who link theory to practice, honor diversity, integrate technology, demonstrate appropriate dispositions, observe and teach in collaborative educational settings, and reflect on both their knowledge and their teaching in a global context. This philosophy, directly underpinned by the mission and vision statements, is reflected in the following commitment statements: Determine, articulate, and integrate essential content within and across disciplines. Use creative and critical thinking skills to pose problems, find solutions, and interpret information. Communicate effectively using written, oral, and nonverbal communication with students, colleagues, parents, and the larger community. Build upon the learners' experiences, developmental levels, intelligences, learning styles, cultural backgrounds, abilities, and interests. Create positive, pro-social learning environments that honor, challenge, and engage learners. Plan, implement, and assess instruction that is congruent with the identified outcomes and differentiated according to the needs of learners. Use a repertoire of appropriate strategies to stimulate, refine, and promote student achievement. Integrate a variety of effective teaching tools, including instructional technology, to maximize learning. Collaborate actively with colleagues, families, and other educational advocates for the benefit of the learner. Exhibit professionalism through a coherent set of ethical behaviors, lifelong learning, and advocacy for the teaching profession. 61

62 Goals The Teacher Education Unit recognizes teaching as both an art and a science. As such, educators must continually evaluate their instruction in an effort to improve practice. The Teacher Education Unit s goals integrate its vision, mission, and philosophy for the purpose of continuous improvement. This begins at the student level as candidates learn, plan, teach, assess, and reflect. Their reflections serve not only as insights, but also as stimuli for improvement. Candidates use their reflections to inform future teaching. The Continuous Improvement Loop is illustrated below: Continuous Improvement Loop Candidate Level 62

63 Student Teaching Placement The Office of Field Experiences and Partnerships coordinates student teaching assignments once students have been screened by their departments. To secure a student teaching assignment, students should apply for an assignment one year prior to the start of their student teaching semester. The Office of Field Experience and Partnerships will conduct two application meetings (October for fall placements and February for spring placements) for this purpose. At this meeting, students must: 1) complete a Student Teaching Placement Card; 2) sign a Student Teaching Documents Contract; and 3) submit an Application for Student Teaching via Tk20. Student Teaching Placement Card: It is important to accurately fill out the student teaching placement card because this information is used to secure appropriate placements. Using these cards, students will be asked to prioritize the regions for their student teaching placement. While every attempt will be made to secure a first priority placement, please understand that the precise location of a placement cannot be guaranteed. When selecting placement locations, students should consider where they will be residing during their student teaching semester and travel arrangements to and from their student teaching site. Students generally will not be placed in schools that they have attended or where relatives are employed. The Student Teaching Placement Card also contains important contact information. It is important to make sure that this information is accurate as it will be used to cross-reference our records and contact you should there be a question concerning placement. A sample of the student teaching placement card below: Figure 2 Student Teaching Placement Card 63

64 Clearances Pennsylvania Law, Act 114 requires that all individuals having contact with children in public and private schools, including student teachers, complete background clearances in order to help ensure the safety and welfare of the children and young adults they serve. These clearances must be valid throughout the student teaching semester(s). These clearances include Act 34, Act 151, Federal Criminal History Report, Act 24, and Tuberculosis Test clearance. In addition to these clearances, East Stroudsburg University also requires PSEA membership, identification, passing Praxis/Pearson test scores, and minimum GPA by major. Act 34: Act 34, the Pennsylvania State Police Background check, reviews criminal records within the Commonwealth of Pennsylvania. The Pennsylvania State Police have established a web-based application called Pennsylvania Access To Criminal History, (PATCH). Application for an Act 34 clearance costs $10 and may be accessed via the following website: Applicants generally receive their clearances immediately. The clearance should be saved as a pdf file and ed to the Office of Field Experiences and Partnerships (fetemp@po-box.esu.esu). Act 151: Act 151, the Pennsylvania Department of Public Welfare Child Abuse History Clearance, may be accessed online; however, it must be submitted via U.S. mail. As its name implies, this Act checks for any record related to child abuse. The Child Abuse Clearance check costs $10 and may be accessed at: Once this form is completed, it must be printed and mailed to the Department of Public Welfare. Applications generally take 14 days to process. Once this clearance is received, it must be scanned as a pdf file and ed to the Office of Field Experiences and Partnerships (fetemp@pobox.esu.esu). Federal Criminal History Report (FBI Rap Sheet): A Federal Criminal History Report is required for all prospective employees, student teacher candidates, contractors, and their employees who have contact with children in the schools of the 64

65 Commonwealth of Pennsylvania. Accordingly, all student teachers must also attain a Federal Criminal History Report to student teach. The cost of this report is $ This report may be accessed online ( however, fingerprints must be taken at an approved location (UPS store Eagle Valley Corner in East Stroudsburg). Once this report is attained, student teachers should ask for a print-out of their RAP Sheet at the Office of Field Experiences and Partnerships, scan the report, save it as a pdf file, and it to the Office of Field Experiences and Partnerships (ftemp@po-box.esu.esu). Act 24: Act 24 forms are available outside of the Office of Field Experiences and Partnerships. There is no cost for this form. The form must be filled out by the student teacher, scanned, saved as a pdf file, and ed to the Office of Field Experiences and Partnerships (ftemp@po-box.esu.edu). Tuberculosis Test: Pennsylvania law requires all individuals working in schools, including student teachers, to provide evidence of a current negative test for tuberculosis (within three months of student teaching). This document must include the name and address of the physician, date administered, date read, manufacture s number, and signature. Students may go to the East Stroudsburg University Health Center for their tuberculosis test. The cost of this test is $15.00 with an ecard. Once documentation of this test is received with the appropriate information (outlined above) it must be scanned, saved as a pdf file, and ed to the Office of Field Experiences and Partnerships (ftemp@po-box.esu.edu). PSEA Membership Card: Student teachers must maintain liability insurance via a PSEA membership. PSEA membership insures student teachers up to $1.000,000. PSEA student membership costs $30/year and may be attained through the following website: A copy of the PSEA membership card should be scanned, saved to a pdf file, and ed to the Office of Field Experiences and Partnerships (ftemp@po-box.esu.edu). Picture Identification: 65

66 A valid picture Identification is required for student teaching. Students should scan their East Stroudsburg University identification or valid driver s license, save it as a pdf file, and it to the Office of Field Experiences and Partnerships (ftemp@po-box.esu.edu). Praxis/Pearson Tests: Student teachers must pass the appropriate Praxis/Pearson Tests as required by their major. Passing scores will be verified by each student s advisor and checked through the Office of Field Experiences and Partnerships. Quality Point Average (QPA): Student teachers must maintain an appropriate QPA as designated by each major s department. The QPA will be viewed by each student s advisor and checked through the Office of Field Experiences and Partnerships. Student Teaching Documents Contract As noted above, by Pennsylvania State law and East Stroudsburg University policy, student teaching candidates must complete a number of qualifications in order to secure a student teaching assignment. These items are of such importance, that a contract, outlining each student s understanding of their responsibilities related to these items, must be signed at the application meeting (approximately one year prior to student teaching). As such, students will have nearly one year to secure the documents outlined below; however (since many documents are only valid for one year), students should make sure that these documents remain valid throughout their entire student teaching assignment. This contract is outlined on the following page: 66

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68 As outlined on the Student Teaching Documents Contract, candidates must supply the following documents to the Office of Field Experiences and Partnerships via (by July 31 for fall candidates and by November 30 for spring candidates): Act 34 Clearance; Act 151 Clearance; Act 24 Clearance, Federal Criminal History Report (FBI Rap Sheet); Tuberculosis Test; Copy of current PSEA Membership Card; Copy of Picture Identification; appropriate QPA as defined by major (2.8 H.P.E. and Secondary, 3.0 all others); appropriate coursework as verified by an advisor, and passing Praxis/Pearson scores as required by each program (the Praxis/Pearson tests must be passed by July 31 for fall semester placement and by November 30 for spring semester placement or a student teaching placement will not be made). Infractions Appeals Process Students who have an infraction on their clearances must meet with their Academic Advisor, Department Chairperson, or the Associate Dean of Field Experience and Partnerships to initiate the appeals process. After reviewing the infraction(s) with the Associate Dean of Field Experiences and Partnerships, the student must submit the following: 1) clearance report identifying the infraction, 2) copies of court records regarding the infraction, 3) documentation related to the student s involvement in rehabilitation, community service, or other personal endeavors that reflect positively on the situation, 4) three letters of testimony or recommendation from community members, employers, and faculty that provide character reference, and 5) a personal letter of appeal. The appeals committee will review the documentation provided by the perspective student teacher. The appeals committee may interview the student teacher. The appeals committee will render a decision regarding the student s approval to student teach within one month of the appeal submission. If the student s appeal is denied, he/she will receive written notification regarding dismissal from the program. If the student s appeal is approved, he/she receive written notification of the conditions for approval. Since many school districts will not accept students with infractions, placement location cannot be guaranteed. 68

69 Beginning Educator Outcomes Beginning educators must exhibit a broad and deep knowledge, as well as the ability to apply that knowledge, within and across many disciplines. These understandings are grouped into four domains of outcomes, which are reflected upon in practice and assessed at the end of each of three phases and the end of each quarter of student teaching. The following rubric will be used to Assess each of the 11 Beginning Educator Outcomes. Category A 1. Demonstrate general knowledge competency Content a. Describe, interpret, analyze and use specific concepts in the humanities, i.e. - the arts, literature, philosophy, and/or languages. b. Describe interactions that occur within and among scientific and mathematical systems. c. Describe interactions that occur within and among the social sciences, i.e., history, economics, political science, geography, and/or sociology. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Needed support to demonstrate Demonstrates general general knowledge competency. knowledge competency. Unable to demonstrate general knowledge competency. Independently demonstrates general knowledge competency. 2. Demonstrate subject matter competency a. Describe, interpret, and use specific concepts in chosen field(s) of study. b. Make connections within chosen field(s) of study and among other disciplines. c. Describe and interpret the structure of chosen field(s) of study. d. Select and use tools of inquiry for chosen field(s) of study. e. Engage students in the practice of problem solving. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Unable to demonstrate subject matter knowledge competency. Needed support to demonstrate subject matter knowledge competency. Demonstrates subject matter knowledge competency. Independently demonstrates subject matter knowledge competency. 69

70 The Learner: Category B 3. Use their knowledge of how students learn and develop to provide learning opportunities for all students Learner and the Learning Environment a. Use theories of human development. b. Design and integrate developmentally appropriate non-instructional practices. c. Use sensitivity when addressing social issues and allow for a range of acceptable age-appropriate opinions/behaviors. d. Apply theories of intelligences-moral, emotional, multiple. e. Use, interpret and respond to verbal and nonverbal communication. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 In planning and while In planning and while teaching the candidate was teaching the candidate was sometimes able to detect the often able to detect the need need for and make for and appropriately make adjustments or rarely make adjustments. appropriate adjustments. Has not demonstrated the ability to adjust the learning experience to accommodate the needs of students. In planning and while teaching the candidate was consistently able to detect the need for appropriately make effective adjustments. The Learning Environment: 4. Create a classroom environment that motivates and supports positive social interaction and active learning. a. Recognize the worth of all students and establish an inclusive, equitable learning environment. b. Design positive, non-threatening learning environments that enable students to learn from their mistakes. c. Provide pro-social experiences that promote respect and support cooperation in the classroom. d. Employ pro-active classroom management strategies. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Was able to or rarely able to (a) include most of the students in the activities of the learning environment, (b) use instructional materials to enhance learning, or (c) employ a safe learning environment. Inconsistently demonstrated and needed coaching to (a) include most students in learning environment activities, (b) implement classroom management strategies, and (c) promote a safe and respectful learning environment. Consistently (a) included most students in learning environment activities, (b) implemented classroom management strategies, and (c) promoted and employed a safe and respectful environment. Consistently and creatively (a) included all students in learning environment activities, (b) implemented effective classroom management strategies, and (c) designed, promoted and employed a safe and respectful environment. Diverse Learners: 5. Establish instructional opportunities that demonstrate the value of diverse learners. a. Adapt instruction to meet the needs of students with exceptionalities. b. Design developmentally appropriate learning activities that challenge students and provide for success. c. Provide learning materials and activities that reflect the dynamic diversity among cultures and people. d. Enable students to explore diversity issues. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Differentiates planning and Skillfully differentiates instruction by considering planning and instruction by students diverse strengths, considering students; diverse needs, and cultural styles, but strengths, needs, and cultural with little adeptness. styles. Inadequately differentiates planning and instruction for students diverse strengths, needs and cultural styles Demonstrates outstanding skill in differentiating instruction by considering students diverse strengths, needs, and cultural styles and is culturally responsive. 70

71 Category C Instructional Strategies: 6. Use a variety of instructional strategies that engage students and foster creative and critical thinking. Teaching and the Learning Process a. Plan appropriate instructional grouping arrangements. b. Design activities to help students develop in the cognitive, psychomotor, and socio-emotional domains. c. Use a variety of instructional strategies that engage students. d. Select, create, and utilize technology, media, and other instructional materials. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Needed support to use more than one strategy and/or teach to more than one learning style. Needs support to engage all students in activities. Only uses one or a dominating instructional strategy. Is unwilling/unable to use different strategies and does not use available technology or supplementary materials. Use several appropriate instructional and grouping arrangements. Teaches to all modalities. Able to creatively enhance instruction with technology and/or supplementary materials. Engages all students in activities. Independently develops and creatively implements a wide variety of effective instructional strategies that engage all students. Provides multi-dimensional experiences by researching and incorporating technology and other resources that foster creative and critical thinking. Planning Instruction: 7. Plan effective and time efficient lessons that focus on student learning of specific goals and correlate directly to state/national standards. a. Identify desired results based on national and state standards and district guidelines. b. Write clear and concise student learning statements. c. Develop single subject and interdisciplinary units of study or lessons, which reflect our Learning Cycle. d. Design lesson plans that include instructional strategies compatible with chosen field(s) of study. e. Match timeframe constraints to content, student learning statements, and developmental needs. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Needs support to write and Writes and presents deliver lessons. Learning sequential series of lessons objectives can sometimes be aligned with achieved in the allotted time district/state/national frame. With support, writes standards. Lessons clear assessable learning consistently engage students objectives. within the designed time period. Does not incorporate the components of an effective lesson plan. Does not submit lesson plans in a timely manner. Have lesson plans that are not correlated to district/state/national standards. Independently works and presents unique creative engaging and interactive lessons and interdisciplinary units that match timeframes and student needs. Assessment: 8. Use diagnostic, formative and summative assessment to plan learning experiences that meet the continuous needs of all students. a. Implement a complete set of formal and informal assessment strategies congruent with student learning statements. b. Determine purpose and audience for assessment. c. Process, analyze, and interpret assessment data to adapt and differentiate instruction. d. Use assessment information to provide specific and approving or corrective feedback to promote and encourage student learning. e. Use analyses of their students learning styles to diversify instruction according to their learning style preferences. 71

72 Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Needs support to assess all students and to adapt instruction from formative assessment and in choosing and implementing appropriate assessments. Does not assess all students. Use only low-level summative assessments and is unaware of what students have learned or haven t learned from a lesson. Does not understand the role of assessment in instruction. Effectively uses formal and informal assessment strategies that match their lesson objectives. Effectively uses diagnostic, formative and summative assessments in lesson and units. Ensures all students are assessed appropriately. Uses assessment data to adapt instruction. Uses assessment to differentiate instruction and respond to all students learning styles. Involves students in the assessment process and independently develops alternative or authentic assessment tools. Category D Reflection/Professional Development: 9. Initiate and maintain an ongoing plan of reflection, continued learning and professional development. Professionalism a. Reflect on classroom practice to inform deliberate decision-making. b. Use analyses of own learning styles to build on strengths. c. Identify areas of strength and plan for future professional development. d. Participate in ongoing professional development in their field of study by reading about research and effective practices, participating in other formal and informal educational activities. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Needed support to write reflections that inform decision-making. Unable to write reflections that inform decision-making. Wrote reflections that informed decision-making and participated in some professional development activities. Independently wrote reflections that informed decision-making, participated in ongoing professional development activities, and planned for future professional development. Involvement/Advocacy: 10. Work actively with families, professionals, and community members to increase quality of their students education. a. Communicate with parents in order to enhance their involvement in the student s education. b. Communicate with other professionals in order to enhance the quality of educational services for individual students. c. Initiate and maintain active involvement in the school, local community, and the profession. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Needed support to communicate with parents and/or other professionals to increase the quality of their students education. Did not communicate with parents and/or other professionals to increase the quality of their students education. Communicated regularly with families and/or other professionals to increase the quality of their students education. Somewhat involved in school and community. Independently communicated with families and other professionals to increase the quality of their students education. Actively involved in school, local community, and the profession. Professional Responsibility: 11. Demonstrate professional demeanor, ethical behavior and accountability in all activities. a. Utilize and effective system for documenting and assessing student performance to meet district requirements and data management. b. Maintain professional demeanor in all interactions. c. Model a high degree of professional ethics when working with students, parents, and colleagues. Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0 Needed support to Demonstrated professional demonstrate professional demeanor, ethical behavior demeanor, ethical behavior and accountability in all and accountability in all areas activities. Unable to demonstrate professional demeanor, ethical behavior and accountability in all activities. 72 Independently demonstrated a high degree of professional demeanor, ethical behavior and accountability in all area

73 Professional Dispositions Understanding the impact that professional dispositions have on instructional effectiveness, East Stroudsburg University s teacher education program evaluates the dispositions of its candidates throughout its program. These evaluations consist of self-assessments, faculty-assessments, host teacherassessments, supervisor-assessments, and cooperating teacher assessments. Through these lenses, teacher education candidates can evaluate and refine their dispositions. Checkpoint 5 is conducted during student teaching. Values Life-long Learning and Knowledge Engagement: Unacceptable Developing Proficient Advanced The candidate: Is inattentive Rarely participates Constantly needs to be reminded to stay on task Intentionally distracts others from learning Is reluctant to take initiative in field experiences, classroom activities or discussions Fails to make-up missed w ork Does not attend class on a regular basis or is late often Displays negative attitude tow ards involvement The candidate: Occasionally is inattentive Occasionally participates May inadvertently distract others Occasionally takes initiative in field experiences, classroom activities or discussions Does only w hat is required Avoids challenging w ork Makes up missed w ork w hen reminded Generally displays a positive attitude tow ards involvement The candidate: Pays attention Consistently participates Takes initiative in field experiences or in classroom activities or discussions Engages in challenging w ork Makes up missed w ork promptly Attends class on a regular basis Displays a positive attitude tow ard involvement The candidate: Intently focuses on subject matter Actively participates w hich enhances the learning experience for others Consistently show s initiative in class or field experiences Embraces challenging w ork Makes arrangements to make up assignments prior to absences and completes missed w ork Displays a positive attitude tow ard involvement that is engaging to other participants Self-Reflection and Critical-Thinking Unacceptable Developing Proficient Advanced The candidate: Avoids self-reflection or is unable to selfreflect for grow th Reacts defensively to suggestions Wants explicit instruction on w hat to do Cannot handle ambiguity The candidate: Superficially selfreflects Hears yet dismisses suggestions Occasionally requests instruction on w hat to do Appears interested by other points of view but has trouble acting on them Comments/Rationale: The candidate: Self-reflects for grow th Responds to suggestions and acts upon them Rarely needs to have explicit instructions Invites and acts on multiple perspectives The candidate: Is committed to selfreflection Seeks out suggestions for grow th Articulates multiple perspectives independently For self-reflection, if you rated yourself below Proficient, w hat plan w ill you put in place to reach proficiency? 73

74 Values Diversity Relationships with Others Unacceptable Developing Proficient Advanced The candidate: Avoids those w ho present view points or experiences that differ from his/her ow n Participates in the use of negative stereotypes and language in interactions w ith others Acts on the belief that not all children can learn Is unaw are or unw illing to reflect upon ow n know ledge, skills and dispositions concerning diversity thereby preventing change or grow th The candidate: Usually w orks only w ith those of similar backgrounds and view points but generally interacts w ith others in a polite, courteous and professional manner Does not intervene w hen others use negative stereotypes and language in interactions w ith others Is conflicted about the belief that all children can learn Exhibits inconsistent or inaccurate The candidate: Works constructively w ith others of different backgrounds and view points Voices discomfort w ith other s use of negative stereotypes and language in interactions w ith others Believes that all children can learn Analyzes ow n know ledge, skills and dispositions concerning diversity The candidate: Actively seeks opportunities to w ork and interact w ith those of different backgrounds Confronts use of negative stereotypes and language in interactions w ith others and promotes pro-social behavior Acts on the belief that all children can learn and sets challenging expectations Serves as an advocate for the benefits of diversity based on ow n grow th analysis of ow n know ledge, skills and dispositions concerning diversity to grow personally and professionally Comments/Rationale: For self-reflection, if you rated yourself below Proficient, w hat plan w ill you put in place to reach proficiency? 74

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76 Values Collaboration Working w ith Individuals or Groups: Unacceptable Developing Proficient Advanced The candidate: Show s little or no regard for other people or their ideas Puts forth little or no effort to do a fair share of the w ork Demonstrates no initiative w ithin collaborative settings The candidate: Avoids conversations or is argumentative or defensive w ith professionals, families and/or community members The candidate: Accepts ideas of others Conforms to assigned roles, only doing the minimum required amount of the w ork Demonstrates limited initiative w ithin collaborative settings The candidate: Incorporates ideas of others to promote group success Contributes ideas and effort to the group Within collaborative settings, takes initiative w ith group responsibilities, completing them in a timely manner The candidate: Encourages the use of ideas from all to ensure success for the group Actively promotes group goals through collaborative efforts Takes a leadership position and promotes completion of tasks by group members Communicating Across Groups: Unacceptable Developing Proficient Advanced The candidate: The candidate: Attends to Willingly and conversations w ith consistently peers, professionals, participates in families and/or conversations w ith community members peers, professionals, families and/or community members Comments/Rationale: The candidate: Actively facilitates conversations w ith peers, professionals, families and/or community members For self-reflection, if you rated yourself below Proficient, w hat plan w ill you put in place to reach proficiency? 76

77 Values Professionalism Preparation: Unacceptable Developing Proficient Advanced The candidate: Is unreliable and tardy in completing w ork Completes the w ork w ithout attention to quality, clarity or adequate preparation Fails to notify instructor/superviso r before absence/tardiness The candidate: Is usually punctual and reliable in completing w ork Completes the w ork to meet minimum requirements for quality, clarity or adequate preparation Notifies instructor/supervis or before absences/tardiness The candidate: Is punctual and reliable in completing w ork Creates products that exhibit attention to detail and evidence of thoughtful analysis and adequate time allocated for planning and w ork Usually makes prior arrangements w ith instructor/supervisor w hen absence is necessary 77 The candidate: Completes w ork before deadlines Completes w ork of exceptional quality w ith evidence of personal reflection, revision, initiative and creativity Alw ays makes prior arrangements w ith instructor/supervisor w hen absence is necessary Policies and Procedures: Unacceptable Developing Proficient Advanced The candidate: Sometimes disregards know n policies or restrictions Sometimes w ants exceptions to be made for himself/herself Sometimes tries to circumvent established rules (e.g., appearance, behavior, attendance, The candidate: Usually follow s rules and policies w ithout having to be reminded by others When reminded about breaches of rules or polices, accepts them and does not attempt to circumvent them The candidate: Follow s rules and policies consistently and accepts responsibility for personally follow ing them (e.g., appearance, behavior, attendance, language, etc. Shares concern about rules w ith appropriate parties but honors the rules The candidate: Follow s rules and policies and encourages others to respect them Show s exemplary patterns of behavior w ith respect to rules and policies Shares concern about rules w ith appropriate parties, facilitates dialogue for making changes and is proactive in offering solutions language, etc.) Professional Development: Unacceptable Developing Proficient Advanced The candidate: Show s no interest in pursuing a personal plan for professional grow th Ignores opportunities for development w hen they arise Has not created a plan for professional grow th The candidate: Show s limited interest in pursuing a personal plan for professional grow th Limits participation in professional development to required activities Has created a cursory plan for professional grow th The candidate: Seeks out opportunities as part of a personal plan for professional grow th Is active in professional development; for example, is an active member of a professional organization, attends professional activities, and/or volunteers for The candidate: Maintains and continuously revisits a personal plan for professional grow th Is highly engaged in professional development; for example, provides leadership and/or is an advocate for individual students or the teaching profession Has enacted a plan for

78 service Has created a plan for professional grow th professional grow th Comments/Ration For self-reflection, if you rated yourself below Proficient, w hat plan w ill you put in place to reach proficiency? 78

79 Values Personal Integrity Emotional Maturity: Unacceptable Developing Proficient Advanced The candidate: Demonstrates a pattern of losing control of emotions, show ing outbursts of anger or disrespect tow ard peers or others Avoids personal responsibility for his/her emotions and behaviors, blaming others or outside circumstances for loss of emotional control The candidate: Displays a pattern of dishonest or deceitful behavior Deliberately lies for personal advantage Betrays confidences Does not treat others fairly and equitably Does not exert reasonable effort to protect others from conditions that interfere w ith learning or are harmful to their health and safety The candidate: Is susceptible to losing control of emotions in isolated circumstances Accepts personal responsibility for his/her actions and w orks tow ard developing more appropriate responses The candidate: Maintains control of emotions, except under rare circumstances Accepts and reflects upon alternative methods of expressing emotions, making sincere amends for rare loss of control The candidate: Maintains control of emotions regardless of circumstances Accepts complete responsibility for actions, employing effective conflict resolution strategies Ethical Behavior: Unacceptable Developing Proficient Advanced The candidate: The candidate: Is truthful and Is truthful and honest in dealing honest in dealing w ith others except in w ith others minor and isolated Show s integrity circumstances w hen faced w ith Strives to be challenging trustw orthy and situations keep his/her w ord Maintains Inconsistently confidentiality maintains Exhibit consistent confidentiality and equitable Usually treats others treatment of others fairly and equitably Exerts reasonable Usually exerts effort to protect reasonable effort to others from protect others from conditions that conditions that interfere w ith interfere w ith learning or are learning or are harmful to their harmful to their health and safety health and safety Comments/Rationale: The candidate: Has an impeccable reputation for alw ays being truthful and honest in dealing w ith others Described as a model of integrity Maintains confidentiality Demonstrates and advocates for equitable treatment of others Initiates preventative methods to protect others from conditions that interfere w ith learning or are harmful to their health and safety For self-reflection, if you rated yourself below Proficient, w hat plan w ill you put in place to reach proficiency 79

80 East Stroudsburg University s procedures related to dispositions are grounded in the belief that positive dispositions are developed through self-reflection, external feedback, and experience. Accordingly, dispositions are required of all teacher candidates at the following times (additional dispositions are encouraged if needed): TEU Undergraduate Dispositions Assessment Chart Checkpoints Checkpoint #1: Student completes a self-assessment Early Childhood & ELED Must be completed in PSED 150 Middle School Must be completed in PSED 150 Secondar y Education Must be completed in PSED 150 Physical Ed & Health Must be completed in PSED 150 SPED and ECED Must be completed in PSED 150 SPED and Middle Must be completed in PSED 150 Checkpoint #2: Student completes a selfassessment and selects 2 ESU faculty to complete an assessment Checkpoint #3: Student completes a selfassessment and requests Host Teacher from the Field & 1 ESU Faculty to complete an assessment Checkpoint #4: Student completes a selfassessment and requests Host Teacher & 1 ESU Faculty to complete an assessment Checkpoint #5: Student completes a selfassessment and requests Cooperating Teachers (ALL) and University Supervisors (ALL) to complete an assessment Must be completed in ECED 263 Must be submitted for Screening Must be completed in ECED 414 Must be completed in ECED 420 Must be completed during Student Teaching Must be completed in PSED 250/244 Must be submitted for Screening Must be completed in ELED 350 Must be completed in ELED 450 Must be completed during Student Teaching Must be completed in PSED 250 Must be submitted for Screening Must be completed in PSED 420 Must be completed in PSED 421 Must be completed during Student Teaching Must be completed in PSED 250 Must be submitted for Screening N/A; PETE follow their program specific guidelines for Dispositions Assessment Must be completed in PETE 440 Must be completed during Student Teaching Must be competed in ECED 263 Must be submitted for Screening Must be completed in ECED 414 Must be completed in ECED 420 Must be completed during in Student Teaching Must be completed in PSED 244 Must be submitted for Screening Must be completed in ELED 350 Must be completed in ELED 450 Must be completed during Student Teaching (Revised Fall 2012) 80

81 Disposition Remediation Plan: 1 st Unsatisfactory: If a student receives an unsatisfactory rating in any category, the student will get a letter from the Dean of the College of Education (with copies to all program academic advisor and chairs) advising the student to develop a plan with their advisor to address the area of concern. If this rating occurs during student teaching, the remediation plan will be made with the university supervisor instead of the academic advisory. 2 nd Unsatisfactory: If a student receives a 2 nd and subsequent unsatisfactory rating in any category, the student will meet with the Associate Dean of Field Experiences and Partnerships and a remediation contract will be developed in conjunction the student s academic advisor or supervisor (if student teaching). Copies of the contract will be distributed to the program academic advisors and chairs, as well as the Dean of the College of Education. 3 rd Unsatisfactory: If a student receives a 3 rd and subsequent unsatisfactory rating in any category, the student will meet with the Dean of the College of Education to discuss the implications for their future success as an educator and may be removed from the program. *If a faculty member wishes to complete a Dispositions Assessment to document a specific incident or concern, they should contact the Associate Dean Field Experiences and Partnerships and a report should be filed through Tk20. This Dispositions Assessment does not have to coincide with a checkpoint. 81

82 The Role and Responsibilities of the Student Teacher The clinical experience is the capstone experience of our teacher education program. Therefore, this time should be viewed as a critical stage in the transition from a university student to a practicing teacher. Candidates should be prepared to commit themselves to this challenge. Your role is that of a student [demonstrating your knowledge and ability to demonstrate East Stroudsburg University s Beginning Educator Outcomes] and a teacher [establishing relationships with your cooperating teacher, university supervisor(s), your students and their families]. In this role, it is important to understand the role of constructive criticism, the responsibility of educating children, and the trust families place in you as a teacher. Above all, you should consider your student teaching experience as an opportunity to refine your skills as an educator in an effort to secure employment after graduation. While student teaching, candidates must successfully complete unit-wide performance assessments [established by East Stroudsburg University s Teacher Education Unit (TEU)] and department-level performance assessments [established by each department]. Unit-wide Assessments: Unit-wide assessments are those assessments conducted with all student teachers. These assessments include 1) The TEU Classroom Observation, 2) The TEU Clinical Experience Assessment Summary, 3) The Dispositions Assessment, and 4) The Pennsylvania Department of Education PDE430. TEU Classroom Observation: The TEU Classroom Observation is conducted three times (each quarter) by the student teacher s University Supervisor(s) and three times (each quarter) by their Cooperating Teacher in the field. As such, student teachers receive six formal observations during their student teaching experience. Additional observations are conducted both formally and informally by cooperating teachers and academic departments. Based on the Beginning Educator Outcomes, the TEU Classroom Observation assesses a myriad of skills expected of professional educators. Each observation is followed by a post-observation conference so the student teacher can refine their skills as necessary. This observation template is outlined below: 82

83 TEU Classroom Observation Student Observation # Lesson Observed: Period: Date: Course Title: Supervisor: School: Department: Cooperating Teacher Room: Number of Students: Seating Arrangement Standard Rows Other Materials Used: Lesson Plans PA Standards Log/Journal Reflections Text Handouts Other: 83

84 Assessments: Grade-book Attendance book Seating Charts Other B.E.O. Rating for this lesson: Advanced (3) Proficient (2) Developing (1) Unacceptable (0) Not Observed (NA) Content and Outcomes Criterion Knows the discipline central concepts, content and structures. Makes content relevant and purposeful Advanced 3 Independently demonstrates general knowledge competency. Independently demonstrates subject matter knowledge competency. Proficient 2 Demonstrates general knowledge competency. Demonstrates subject matter knowledge competency. Developing 1 Needed support to demonstrate general knowledge competency. Needed support to demonstrate subject matter knowledge competency. Unacceptable 0 Unable to demonstrate general knowledge competency Unable to demonstrate subject matter knowledge competency. Score Learning and Learning Environment Criterion Uses child/adolescent development and theories of learning to provide learning opportunities for all students. Advanced 3 In planning and while teaching the candidate was consistently able to detect the need for and appropriately make effective adjustments. Proficient 2 In planning and while teaching the candidate was often able to detect the need for and appropriately make adjustments. Developing 1 In planning and while teaching the candidate was sometimes able to detect the need for and make adjustments or rarely make appropriate adjustments Unacceptable 0 Has not demonstrated the ability to adjust the learning experience to accommodate the need of students. Score Learning and Learning Environment Criterion Creates classroom environment that motivates and supports positive social interaction and active learning. Advanced 3 Consistently and creatively (a) included all students in learning environment activities, (b) implemented effective (c) designated, promoted and employed a safe and respectful environment. Proficient 2 Consistently (a) included most students in learning environment activities, (b) implemented classroom management strategies, and (c) promoted and employed a safe and respectful environment. Developing 1 Inconsistently demonstrated and needed coaching to (a) include most students in learning environment activities, (b) implement classroom management strategies, and (c) promote a safe and respectful environment. Unacceptable 0 Was unable to or rarely able to (a) include most of the students in the activities of the learning environment, (b) use instructional materials to enhance learning, or (c) employ a safe learning environment. Score 84

85 Learner and Learning Environment Criterion Establishes instruction opportunities that demonstrate the value of diverse learners and diversity among cultures and people Teaching and Learning Process Criterion Uses a variety of effective strategies that engage students and foster creative and critical thinking and cognitive problem solving Teaching and learning Process Criterion Plans effective and time efficient lessons that are focused, purposeful, and correlate to school curriculum and state and national standards. Teaching and learning Process Criterion Uses diagnostic, formative and summative assessments as a way to continuously plan for the needs of students. Advanced 3 Demonstrates outstanding skill in differentiating instruction by considering students diverse strengths, needs, and cultural styles and is culturally responsive. Advanced 3 Independently develops and creatively implements a wide variety of effective instructional strategies that engage all students. Provides multi-dimensional experiences by researching and incorporating technology and other resources that foster creative and critical thinking. Advanced 3 Independently works and presents unique creative engaging and interactive lessons and interdisciplinary units that match timeframes and student needs. Advanced 3 Uses assessments to differentiate instruction and respond to all students learning styles. Involves students in the assessment process and independently develops alternative or authentic assessment tools. Proficient 2 Skillfully differentiates planning and instruction by considering students diverse strengths, needs, and cultural styles. Proficient 2 Uses several appropriate instructional grouping arrangements. Teaches to all modalities. Able to creatively enhance instruction with technology and/or supplementary materials. Engages all students in activities. Proficient 2 Writes and presents sequential series of lessons aligned with district/state/national standards. Lessons consistently engage students within the designed time period. Proficient 2 Effectively uses formal and informal assessments strategies that match their lesson objectives. Effectively uses diagnostic, formative, and summative assessments in lesson and units. Ensures all students are assessed appropriately. Uses assessment data to adapt instruction Developing 1 Differentiates planning and instruction by considering students diverse strengths, needs, and cultural styles but with little adeptness Developing 1 Needed support to use more than one strategy and/or teach to more than one learning style. Needs support to engage all students in activities. Developing 1 Needs support to write and deliver lessons. Learning objectives can sometimes be achieved with the allotted time frame. With support, writes clear assessable learning objectives. Developing 1 Needs support to assess all students and to adapt instruction from formative assessment and in choosing and implementing appropriate assessments. Does not assess all students. Unacceptable 0 Inadequately differentiates planning and instruction for students diverse strengths, needs, and cultural styles. Unacceptable 0 Only uses one or a dominating instructional strategy. Is unwilling/unable to use different strategies and does not use available technology or supplementary materials. Unacceptable 0 Does not incorporate the components of an effective lesson plan. Does not submit lesson plans in a timely manner. Have lesson plans that are not correlated to district/state/national standards. Unacceptable 0 Uses only low level summative assessments and is unaware of what students have learned or haven t learned from a lesson. Does not understand the role of assessment in instruction. Score Score Score Score 85

86 Professionalism Criterion Initiates on-going reflection Professionalism Criterion Works actively with families, professional and community members Professionalism Criterion Demonstrates professional demeanor, ethical behavior, and accountability in all activities. Observational Notes: Advanced 3 Independently wrote reflections that informed decisionmaking, participated in ongoing professional development activities, and planned for future professional development. Advanced 3 Independently communicated with families and other professionals to increase the quality of their students education. Actively involved in school, local community, and the profession. Advanced 3 Independently demonstrated a high degree of professional demeanor, ehical behavior and accountability in all activities. Proficient 2 Wrote reflections that informed decisionmaking and participated in some professional development activities. Proficient 2 Communicated regularly with families and/or other professionals to increase the quality of their students education. Somewhat involved in school and community. Proficient 2 Demonstrated professional demeanor, ethical behavior and accountability in all activities. Developing 1 Needed support to write reflections that informed decisionmaking. Developing 1 Needed support to communicate with parents and/or other professionals to increase the quality of their students education. Developing 1 Needed support to demonstrate professional demeanor, ethical behavior and accountability in all activities. Unacceptable 0 Unable to write reflections that informed decisionmaking. Unacceptable 0 Did not communicate with parents and/or other professionals to increase the quality of their students education. Unacceptable 0 Unable to demonstrate professional demeanor, ethical behavior and accountability in all activities. Score Score Score Comments/Suggestions: 86

87 You need to arrange to be formally observed by your cooperating teacher two times each week and formally observed by your university supervisor(s) at least three times each quarter. TEU Clinical Assessment Summary: The TEU Clinical Assessment Summary is conducted at the conclusion of each student teaching placement by both the student teacher s supervisor and their cooperating teacher. As such, the student teacher receives four Clinical Assessment Summaries during their student teaching experience. As its name implies, the Clinical Assessment Summary represents a final evaluation of the student teacher s performance. The TEU Clinical Assessment Summary is outlined below: Clinical Experience Assessment Summary Please record a score for each of the listed Beginning Educator Outcomes. Remember that you have many scores and evidence to determine a final score for each Beginning Educator Outcome. Category A Content Outcomes Unacceptable Developing Proficient Advanced Demonstrate general knowledge competency Demonstrate subject matter knowledge competency Category B Learner and the learning Environment Outcomes Unacceptable Developing Proficient Advanced Create a classroom environment that motivates and supports positive social interaction and active learning. Establish instructional opportunities that demonstrate the value of diverse learners. Category C Teaching and learning Process Outcomes Plan effective and time efficient lessons that focus on student learning of specific goals and correlate directly to state/national standards. Use diagnostic, formative and summative assessments to plan learning experiences that meet the continuous needs of all students. Category D Professionalism Outcomes Unacceptable Developing Proficient Advanced Unacceptable Developing Proficient Advanced Initiates and maintain an ongoing plan of reflection, continued learning and professional development. Works actively with families, professionals, and community members to increase the quality of their students education. Demonstrates professional demeanor, ethical behavior, and accountability in all activities. 87

88 Dispositions Assessment: Understanding the impact that professional dispositions have on instructional effectiveness, East Stroudsburg University s teacher education program evaluates the dispositions of its candidates throughout its program. During student teaching, the university supervisor, the cooperating teacher, and the student teacher complete a disposition assessment each quarter. As such, the student teacher receives four Disposition Assessments during their student teaching semester. The dispositions rubric can be found on page 14. Pennsylvania Department of Education PDE 430 The PDE 430 form is submitted to the Pennsylvania Department of Education as part of the official recommendation by East Stroudsburg University for instructional certification. As such, it is important to familiarize yourself with this evaluation prior to student teaching. The PDE 430 is used to evaluate performance in four major categories: Planning and Preparation, Classroom Environment, Instructional Delivery, and Professionalism. Your University Supervisor will evaluate you using the PDE 430 at the conclusion of each student teaching assignment. A satisfactory rating of a (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete the overall assessment. Note that all categories must have achieved at least a satisfactory rating in all cases for certification. This form is outlined on the following page. 88

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90 PDE430 Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Student/Candidate s Last Name First Middle Social Security Number Subject(s) Taught Grade Level This form is to serve as a permanent record of a student teacher/candidate s professional performance evaluation during a specific time period, based on specific criteria. This form must be used at least twice during the 12-week (minimum) student teaching experience. PERFORMANCE EVALUATION Directions: Examine all sources of evidence provided by the student teacher/candidate and bear in mind the aspects of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the student teacher. Category I: Planning and Preparation Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context. Alignment: (1)(i)(A), (B), (C), (G), (H) Student Teacher/Candidate s performance appropriately demonstrates: 1. Knowledge of content (BEO A1a,b,c;A2a,b,c) 2. Knowledge of pedagogy (BEO B3b;B4b;B5b;C6;C7; D9a,b) 3. Knowledge of Pennsylvania s K-12 Academic Standards (BEO C7a) 4. Knowledge of students and how to use this knowledge to impart instruction (BEO B3; B5) 5. Use of resources, materials, or technology available through the school or district (BEO A2d; B5c; C6d) 6. Instructional goals that show a recognizable sequence with adaptations for individual student needs (BEO B5a,b,c; C8e) 7. Assessments of student learning aligned to the instructional goals and adapted as required for student needs (BEO C8) 8. Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals (BEO B3a,d;B5b;C7) Sources of Evidence (Check all that apply and include dates, types/titles and number) Lesson/Unit Plans See Attached Student Teacher Interviews See Attached 430-A 430-A Classroom Observations See Attached 430-A Resources/Materials/Technology See Attached Resource Documents See Attached 430-A 430-A Assessment Materials See Attached Other See Attached 430-A 430-A Information About Students See Attached 430-A (Including IEP s) Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. Rating (Indicate ) Justification for Evaluation The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. 90

91 Student/Candidate s Last Name First Middle Social Security Number Category II: Classroom Environment Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior. Alignment: (1)(i)(E), (B) Student Teacher/Candidate s performance appropriately demonstrates: Expectations for student achievement with value placed on the quality of student work (BEO B4c; B5b; C8d) Attention to equitable learning opportunities for students (BEO B4a) Appropriate interactions between teacher and students and among students (BEO B3c; B4c; D11a,b) Effective classroom routines and procedures resulting in little or no loss of instructional time (BEO 3b; B4d; C7e) Clear standards of conduct and effective management of student behavior (BEO B4b,c,d) Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher (BEO B4b; B4e; D11b) Ability to establish and maintain rapport with students (BEO B3c,e; B4; D11b) Sources of Evidence (Check all that apply and include dates, types/titles, and number) Classroom Observations See Attached 430- A Visual Technology See Attached Informal Observations/Visits See Attached A A Resources/Materials/Technology/Space See Attached Student Teacher/Candidate See Attached A A Other See Attached Interviews See Attached A A Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Rating (Indicate ) Justification for Evaluation 91

92 Student/Candidate s Last Name First Middle Social Security Number Category III Instructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies. Alignment: (1)(i)(D),(F),(G) Student Teacher/candidate s performance appropriately demonstrates: Use of knowledge of content and pedagogical theory through his/her instructional delivery (BEO A2; C7c,d) Instructional goals reflecting Pennsylvania K-12 standards (BEO C7a,b,c,d) Communication of procedures and clear explanations of content (BEO A2c; B3f) Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs (BEO b5a,b,c; C7c) Use of questioning and discussion strategies that encourage many students to participate Engagement of students in learning and adequate pacing of instruction Feedback to students on their learning Use of informal and formal assessments to meet learning goals and to monitor student learning Flexibility and responsiveness in meeting the learning needs of students Integration of disciplines within the educational curriculum Sources of Evidence (Check all that apply and include dates, types/titles, or number) Classroom Observations See Attached Student Assignment Sheets See Attached 430-A 430-A Student Work See Attached 430-A Informal Observations/Visits See Attached 430-A Instructional Resources/ Materials/Technology See Attached 430-A Assessment Materials See Attached Other See Attached 430-A 430-A Student Teacher/Candidate 430-A Interviews See Attached Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Rating (Indicate ) Justification for Evaluation 92

93 Student/Candidate s Last Name First Middle Social Security Number Category IV Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Alignment: (1)(i)(I),(J) Student Teacher/Candidate s performance appropriately demonstrates: Knowledge of school and district procedures and regulations related to attendance, punctuality and the like Knowledge of school or district requirements for maintaining accurate records and communicating with families Knowledge of school and/or district events Knowledge of district or college s professional growth and development opportunities Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administrators Ability to cultivate professional relationships with school colleagues Knowledge of Commonwealth requirements for continuing professional development and licensure Sources of Evidence (Check all that apply and include dates, types/titles, or number) Classroom Observations See Attached Student Assignment Sheets See Attached 430-A 430-A Student Work See Attached 430-A Informal Observations/Visits See Attached Instructional Resources/Materials/ See Attached 430-A 430-A Assessment Materials See Attached Technology Other See Attached 430-A 430-A Student Teacher Interviews See Attached 430-A Written Documentation See Attached 430-A Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. Rating (Indicate ) Justification for Evaluation The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. 93

94 Departmental Assessments As noted on page 21, student teachers are responsible for the Unit-wide Assessments; however, they are also responsible for Departmental Assessments. Therefore, in addition all Unit-wide Assessments, it is important to gain a full understanding of the expectations each department requires as well. Working in concert, the Teacher Education Unit and each department(s) strive to ensure that the student teaching experience is rich in experience and also reflective of the demands educators face on a daily basis. To review department requirements, please double click on the department s handbook located on ESU s website on the Field Experience page. Professional Development Practicums During the student teaching semester student teachers are also required to attend five Professional Development Practicum sessions. The purpose of the Practicums are to provide student teachers with an opportunity to collaborate with supervisor(s), attend department-specific professional development sessions, and take part in unit-wide professional development sessions designed to address the needs of all student teachers. Attendance at Practicum sessions is mandatory and since practicum is part of the professional experience, students teachers are expected to dress professionally. The practicum events are designed by university supervisors, education departments and the Office of Field Experiences and Partnerships. Topics are timely and are designed to strengthen each student teacher s position as a teaching candidate and as a professional in the field. Past topics included preparation for employment interviews, core-content standards, high-stakes testing, data analysis and instructional planning, and both in-state and out-of-state certification. Unsuccessful Student Teaching The art and science of teaching is a difficult profession. Students who experience difficulty will be provided with a means to improve; however, it must be noted that students who are unsuccessful in student teaching may be removed from the program. If a student is experiencing difficulties while student teaching, the cooperating teacher and university supervisor will meet with the candidate to identify weaknesses and outline a schedule of learning experiences with a timeline and improvements required. The resultant agreements are recorded as an improvement contract and signed by all three parties (Student Teaching Contract illustrated below). During this time, the support and observations of the university supervisor will increase. School building principals may request the removal of a candidate from their school. In this case, the Associate Dean of Field Experience and Partnerships will consult with the student s cooperating teacher 94

95 and university supervisor to design a student teaching contract. It should be noted that the timeline for student teaching will likely be extended. Once again, this contract will identify areas of concern, a plan for improvement, and alteration of student teaching timelines. Candidates are limited to a maximum of three opportunities to successfully complete twelve units of the clinical experience. An opportunity is defined as a half of a semester. Candidates experiencing difficulties during the clinical experience have the following options: 1) receive an unsatisfactory grade and withdraw or 2) proceed conditionally into the second student teaching placement by completing a three-week action plan developed by the university supervisor. Candidates who receive a failing grade for the first assignment may request a second opportunity to complete the clinical experience. The candidate will complete an improvement plan (outlined in the student teaching contract), during the second quarter (or semester) of student teaching and, with the recommendation of their university supervisor, receive a future student teaching placement. Candidates who receive a second failing grade must withdraw from the teacher education program. 95

96 East Stroudsburg University College of Education Student Teaching Contract Student s Name: Cooperating Teacher s Name: University Supervisor s Name: This contract is written for ( ) an East Stroudsburg University student teacher who is presently completing the ( ) quarter of student teaching for the ( ) semester, (year). This contract has been developed based upon the information and documentation obtained at the observation conference. The student, cooperating teacher and university supervisor have established the following list of conditions as areas of concern and expectations for the remainder of the quarter. Failure to complete all of the expectations related to the areas of concern identified will result in an unsatisfactory rating for the quarter and removal from student teaching. I. Areas of Concern: a. Structure and Concepts in Contact to be Taught: b. Planning: c. Instruction: d. Assessment: e. Communication and Collaboration: f. Professionalism II. Plans for Improvement: Starting date: ( ) Ending date: ( ) Evaluation Conference Date: ( ) Student Teacher: Cooperating Teacher: Date: Date: University Supervisor: Date: Associate Dean of Education: Date: 96

97 The Role and Responsibilities of the Cooperating Teacher Cooperating teachers are critical to the success of our student teaching program. Your daily guidance assists our candidates as they transition from the role of student to teacher. Through modeling, collaboration and formal conferences, you will illustrate to our students that teaching is both an art and a science; you will exemplify to them that successful teaching is hard work that is fueled by a passion for student success. So, as you begin your journey as a cooperating teacher, we thank you for your hard work, dedication, and passion for all students ours included! Selection of Cooperating Teachers: The selection of cooperating teachers involves a joint decision by the university, school system administrators, and building principals. Most school district administrators use the following guidelines to recommend a practicing teacher to work with the University: The cooperating teacher must have a valid in-field certificate. The cooperating teacher must have a minimum of three years of successful teaching. The cooperating teacher must express a desire to work collaboratively with a student teacher. The cooperating teacher must be recommended/confirmed by their building administrator. Preparing for your Student Teacher s Arrival: All student teachers are required to contact their cooperating teacher before they arrive. To insure a good beginning for the clinical experience, cooperating teachers are encouraged to carefully plan for the candidates first day in the school. The following guidelines may be helpful: a. Prepare your students by explaining that another teacher will be working with them to increase their opportunity to learn. b. Provide a folder of informative materials including school and class schedules, building floor plan, emergency procedures, discipline procedures, routine duties, classroom rules, discipline policies, faculty and student handbooks and clerical procedures. c. Create a work space where the candidate can work and keep materials, books, and supplies. d. Send a letter home informing parents about the student teacher. e. With your student teacher, produce a detailed timetable for the completion of requirements to transition the student teacher as the role of the teacher. f. Cooperating teacher meets with the ESU supervisor who collaborates with the co-op to guide the student teacher. 97

98 g. Cooperating teacher conducts informal and formal observations of the student teacher twice or more per week. Observation and Feedback: Informal observations, formal observations, daily feedback and assessments of plans and materials will enhance candidate performance. A formal observation is accomplished when the candidate and the cooperating teacher conduct a preconference followed by an observation and then a post-conference. Post-conference discussion should emanate from pre-conference discussion. The candidate needs to be supported by a strong conference structure. It is in this phase of student teaching that candidates receive individual guidance from competent professionals that enables them to analyze their growing understanding of the relationship between theory and practice. Conferencing will enable candidates to organize, assimilate, synthesize the clinical experience and become a reflective practitioner. Written reflections should be produced by the candidate to be assessed/reviewed by the cooperating teacher for goal setting and informed decision making for the next formal observation. Evaluation sessions are required at four weeks and at the end of the last week of each clinical assignment. The weekly Cooperating Teacher Competencies Assessment forms allow the candidate to show growth and/or maintenance of selected Beginning Educator Outcomes. During the last evaluation session it is appropriate to share your evaluation recorded on the Student Teacher Competency Evaluation. This form is the official East Stroudsburg University evaluation document that describes the candidate. Each candidate will have all evaluation documents recorded and kept on file in their Tk20 account for seven years. Candidates may request an additional letter of recommendation from their cooperating teacher and university supervisor. Please feel free, at any time, to contact the University Supervisor of Office of Field Experience & Partnerships with any questions you may have regarding your student teacher or the Resident Student Teaching Semester. Open and honest communication is a key to the successful work of the Resident Semester Triad you, the student teacher, and the university supervisor. Visitation by University Supervisors: The university supervisor will conduct a minimum of three formal observation sessions and a final evaluation session for each quarter of student teaching. 98

99 During the first two weeks, the candidate and the cooperating teacher should be developing common ground for professional discussions and reach consensus of expectations. The student teacher should begin teaching lessons as soon as possible. During weeks 3-5 the university supervisor should conduct one formal observation. University supervisors may wish to review cooperating teacher formal observation reports to enhance their time with the candidate. The remaining two formal observations should occur during weeks 5-7. One to two weeks would be considered an appropriate interval between university supervisor formal observation sessions. Related Professional Activities: The candidate s experiences should not be limited to only the cooperating teacher s assignment. Cooperating teachers should arrange for the candidate to observe/participate in a variety of schoolrelated activities to enhance the candidates experiences related to the total school environment and those other teaching responsibilities. Parent teacher conferences, Back to School night, In-service programs, Board of Education meetings, PTO meetings and other special events are related professional activities that would display a professional commitment. Artifacts from such events should be placed in your portfolio. 99

100 Using Tk20 Tk20 is an on-line data management system, you will be using for assessing your student teacher and for submission of your payment information. To access Tk20, put in your username and PID password. A Tk20 Work Aid is provided (see below) to guide you for assessing your student teacher. The forms you are required to complete will be in your student teacher s binder. I. Log In: Work Aid for Cooperating Teacher: Assessing your student teachers in Tk20 a. Log in to Tk20 at with your username and password. b. After logging in, you will see the home screen of your Tk20 account by default. The home tab includes any messages that have been sent to you and any tasks that are pending. II. Field Experience: a. Click on the Field Experience tab. b. Click on your student teacher to open their binder. Click the main tab Field Experience c. On the left side of the screen is the student s work and on the right side of the screen are your assessments. d. Click on the assessment you would like to complete. e. When you finish an assessment click save. You can always come back to it to add more. f. When all assessment are complete you can click submit to finalize your part of the binder. Username: Temporary Password: Password: If you have any questions, or need your username and password, please call or the Tk20 office. Phone: tk20@po-box.esu.edu 100