Our Lady of the Lake University Teacher Education Admissions Cohort TEACH HANDBOOK Program Entry SP 12/FL 13 0
TABLE OF CONTENTS Teacher Education Handbook I. INTRODUCTION University Overview, Mission and Vision Statement... 2 OLLU Code of Ethics... 3 Code of Ethics and Standard Practices for Texas Educators... 4 Purpose of the Teacher Education Handbook..6 Welcome to the Education Department.. 6 II. ADMISSION TO TEACHER EDUCATION Requirements for Admission to Teacher Education... 7 Procedure for Applying to Teacher Education... 7 III. TEACHER EDUCATION PROGRAM Interdisciplinary Studies (Grades EC-6) Degree Requirements... 8 Required Examinations EC-6 and Special Education EC-12... 9 Intermediate Education (Grades 4-8) Degree Requirements... 10 Required Examinations Intermediate 4-8... 11 Secondary Education (Grades 8-12) Degree Requirements... 12 Examination Requirements 8-12 13 All-Level Art, Music, Spanish (EC-12) Degree Requirements....14 Required Examinations EC-12...15 Standards for Remaining in Teacher Education.16 Advanced Planning for the Professional Courses..16 Student Teaching Block C...16 Student Teaching Eligibility. 16 Dismissal from Student Teaching.17 Texas Teacher Certification General Information...18 Teacher Certificate Application Procedures..19 Fingerprinting of Initial Applicants. 19 Teacher Education Student Organizations...20 Appendix A Glossary of Terms... 21 Appendix B Forms and Procedures.... 22 Criminal History Procedure Local...23 Memo of Understanding Criminal History Record (Student Affidavit).. 24 Statement of Understanding Program Structure (Student Affidavit)... 25 Teacher Certification Flowchart.....26 Appendix C Fitness to Teach 27 Appendix D Student Policies 33
UNIVERSITY OVERVIEW, MISSION AND VISION STATEMENT OUR LADY OF THE LAKE UNIVERSITY (OLLU) of San Antonio was founded by the Congregation of Divine Providence, a religious order begun in the 18 th century in Lorraine, France, for the education of rural girls in the area. Members of the Congregation first arrived in the United States from France in 1866, and the initial establishments of the Congregation in America were in Austin, Texas, in 1866 and in Castroville, Texas, in 1868. In 1883, the Congregation became incorporated by the State of Texas for the purpose of granting diplomas and degrees; the first post-secondary program instituted by the Congregation consisted of normal courses offered for Sisters preparing to enter the teaching profession. Our Lady of the Lake University is a private, Catholic, coeducational institution established in 1895 by the Congregation of Divine Providence, which continues as its sponsoring organization. Mission Statement As a Catholic university sponsored by the Sisters of Divine Providence, Our Lady of the Lake University is a community whose members are committed to serve students by: Ensuring quality, innovative undergraduate and graduate learning experiences; Fostering spiritual, personal, and professional growth; and Preparing students for success and continued service. (Approved by the Board of Trustees, May 27, 2010) Vision Statement Inspired by Catholic values and the heritage of the founding Congregation of Divine Providence, Our Lady of the Lake University is a community called to transform individuals as they discover their purpose in life. We aspire to be nationally recognized for our distinctive programs, our expertise in Mexican American culture, and our diverse graduates who lead and serve with faith and wisdom to improve the world. (Approved by the Board of Trustees, May 22, 2008) EDUCATION DEPARTMENT MISSION STATEMENT Faculty in the Education Department developed the following mission statement as part of the Strategic Plan for the School of Professional Studies (SPS): Programs within the Education Department at Our Lady of the Lake University are designed to prepare the professional educator to understand and meet the educational needs of a diverse student population and to function in a global society which requires all students to be life-long learners. The programs provide opportunities for participants to gain the skills and vision to be leaders in schools faced with the challenges of the twenty-first century.
OLLU Code of Ethics Our Lady of the Lake University is an independent, Catholic institution sponsored by the Congregation of Divine Providence and inspired by their values and heritage. As members of the OLLU community, we are dedicated to advancing the Vision and Mission of the University. We are committed to excellence, respect, trustworthiness, and service in our actions. Excellence requires that we support one another in the pursuit of knowledge and faith; that we encourage the free expression of ideas and invite challenges to our ideas and beliefs; and that we aspire to the highest ethical standards in our personal and professional lives. Respect requires that we treat one another fairly, with dignity and compassion; that we do not tolerate harassment, intimidation, or unjust discrimination, and do not give improper preferential treatment to any organization or individual; and that we appreciate our shared humanity and act with the awareness that what we do affects others. Trustworthiness requires that we are accountable to others, conscientious in performing our duties, and responsible stewards in our use of University resources and assets; that we are honest in our communications and our conduct and disclose personal interests that may conflict with those of the University; that we comply with all laws and regulations applying to the performance of our duties; and that our actions demonstrate integrity, reliability, loyalty, and confidentiality. Service requires that we commit ourselves to social justice, civic responsibility, and care of the earth; and that we use our knowledge and skills in service to others.
CODE OF ETHICS AND STANDARD PRACTICES FOR TEXAS EDUCATORS Texas Administrative Code Rule 247.2 The State of Texas also has a code of ethics and standard practices which teachers must follow. This code includes three areas: 1) Professional Ethical Conduct, Practices and Performance, 2) Ethical Conduct Toward Professional Colleagues, and 3) Ethical Conduct Toward Students. (1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants. (M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities.
(E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.
PURPOSE OF TEACHER EDUCATION HANDBOOK The Teacher Education Handbook is designed to introduce students to: TEACH TEACHER EDUCATION ADMISSIONS COHORT 1. OLLU Teacher Preparation Program, 2. Program policies and procedures, and 3. Educational planning. WELCOME TO THE EDUCATION DEPARTMENT We would like to welcome you to the Education Department, which is one of the five academic departments within the School of Professional Studies. We are pleased that you have chosen Our Lady of the Lake University for your preparation to be a teacher. You are to be commended for your willingness to dedicate yourself to the rigorous academic and professional training required which will enable you to serve as a member of the important and challenging profession of teaching. The State Board for Educator Certification (SBEC) approved the OLLU Education Department s undergraduate program which is comprised of four components: (1) University general education requirements; (2) Interdisciplinary core requirements; (3) Specialization coursework requirements; and (4) Professional education requirements. Field based and clinical experiences are built into the specialization and professional education curricular requirements. This handbook applies to students who are admitted to Teacher Education for a one-year period from August to July. Students are required to adhere to the Teacher Education Handbook in effect during the semester they are admitted to Teacher Education. OLLU reserves the right to make changes regarding degree requirements, certification levels, assessment requirements and/or timelines for implementation. Changes may occur in rules, standards, testing, certification, or other areas of educator preparation as a result of legislative, State Board for Educator Certification, or agency action. Notification of any revisions to the Teacher Education program will be communicated to students in the following ways: (1) in campus publications; (2) on bulletin boards located in academic buildings on the university campus; (3) website www.ollusa.edu.
REQUIREMENTS FOR ADMISSION TO TEACHER EDUCATION Formal entry into the teacher education program is contingent upon: Junior level standing (60 credit hours) Completion of all foundation courses with a grade of a C or higher All courses must be taken for a grade unless specified as a Pass/Fail Grade point average of 2.75 Demonstrate basic skills in math, reading, writing by passing math, reading, and writing in one of the assessments listed below: Minimum passing scores: Math Reading Writing THEA Texas Higher 230 230 220 Education Assessment (mathematics) Accuplacer 63 (elementary 78 6 (essay) algebra) ASSET 38 (elementary 41 6 (essay) algebra) COMPASS 39 (algebra) 81 6 (essay) Contact the Assessment Center ext. 2337 for information on the Accuplacer. PROCEDURE FOR APPLYING TO TEACHER EDUCATION Each candidate must attend a TEACH (Teacher Education Admission CoHort) Session. Students are encouraged to attend a TEACH session at least a year in advance of applying. TEACH is generally held in September (for Spring admission) and February (for Fall admission). The date, time and location of the meeting will be posted on 3 rd floor Moye and in e-currents. A packet of required forms will be distributed at TEACH Sessions and are also available from the Certification Officer in Moye 312. Each candidate for admission must submit a portfolio divided into the following eight sections: 1. Completed Application Form. 2. Copy of current degree audit from Web Advisor. 3. Passing results of all three sections of a basic skills assessment. 4. A copy of current transcripts showing all coursework completed; Web Advisor copy is acceptable. 5. A copy of a LOCAL Criminal History Record (instructions provided); 6. A one-page statement of your philosophy of education; must be typed and should be representative of your best writing skills; 7. Two Recommendation for Teacher Education Admission CoHort forms from current OLLU faculty (forms provided); 8. A personal section that may include any information you would like to share (additional letters of recommendation, scholarships or awards, outstanding projects in courses, evidence that you have spent time working with children). IMPORTANT: Submit portfolios to the Certification Officer (Moye 312) in the Education Department. The deadline for portfolio submission will be announced at the TEACH Session. Each student will be required to schedule an interview with faculty members when they submit their portfolio. Students will be informed via OLLU e-mail address before early registration regarding their admission status.
INTERDISCIPLINARY STUDIES (EC-6) DEGREE REQUIREMENTS Teacher Education Handbook Students wishing to receive early childhood through Grade 6 (grades EC-6) certification pursue a B.S. in Interdisciplinary Studies with specializations in Early Childhood, Special Education or Bilingual Education. A. Foundation Courses: (must be completed prior to entering Teacher Education) ENGL 1313 Composition I ENGL 1314 Composition II Soph. Literature 3 credit hours of sophomore level HIST 1301 United States to 1865 HIST 1302 United States Since 1865 MATH 1406 Essentials in Mathematics I SPCH XXXX 3 hours in a public speaking speech course POLS 1311 or 1312 American-Texas Government and Politics I or II Natural Sciences * 3-4 credit hours in Biology, Earth Science, Physical Science or Chemistry Fine Arts 3 credit hours PHIL 2321 Introduction to Philosophy PHIL 4350 Critical Thinking for Teachers PSYC 3375 Psychology in the Classroom EDUC 4345 Reading in the Schools B. Specialization courses 15 hours (must have a C or better in each of these) Consult your degree audit for specialization courses in bilingual, early childhood, or special education. C. Required Supporting Courses (must have a C or better in each of these): Foreign Language or Multicultural Credit 6-8 hours * Natural Science course (one of the two required science courses must be a four hour lab) 3-4 hours Social Sciences 3 hours Religion (can be taken pass/fail) 3 hours MATH 1407 Essentials in Mathematics II EDUC 4330 Childhood Growth and Development EDUC 4331 Multicultural Children s Literature for Educators EDUC 5325 Technology for Teaching SPED 4338 Individual Differences D. Professional Education After admission to Teacher Education. 1st semester Block A: EDUC 4348 Reading Diagnosis & Prescription (formerly EDUC 4344) EDUC 4365 Curriculum & Instruction in Multicultural Settings EDUC 5307 Classroom Organization and Management for Multicultural Settings EDUC 5372 Methods of Teaching Social Studies and Language Arts 2nd semester Block B: EDUC 5303 Instruction and Assessment Practices for the Multicultural Classroom EDUC 5330 Field-Based Experiences EDUC 5370 Methods of Teaching Math and Science
3rd semester Block C: EDUC 4680 Student Teaching: Early Childhood and Elementary (6 credits) EDUC 4682 Student Teaching: Bilingual and Elementary (6 credits) EDUC 4683 - Student Teaching: Special Education and Elementary (6 credits) STATE CERTIFICATION EXAMINATIONS State Certification Exams The Texas Administrative Code (TAC) 230.5 (b) requires every person seeking educator certification in Texas to perform satisfactorily on comprehensive examinations. The purpose of these examinations is to ensure that each educator has the prerequisite content and professional knowledge necessary for an entry-level position in Texas public schools. The Texas Examination of Educators Standards (TExES) was developed for this purpose. GENERALIST EC-6 CERTIFICATION EARLY CHILDHOOD THROUGH GRADE 6 TExES 160 PPR-EC-12 -Pedagogy and Professional Responsibilities TExES 191 Generalist EC-6 BILINGUAL GENERALIST EC-6 EARLY CHILDHOOD THROUGH GRADE 6 TExES 160 PPR-EC-12 - Pedagogy and Professional Responsibilities TExES 191 Generalist EC-6 TExES 164 Bilingual Education Supplemental-Spanish and TExES 190 Bilingual Target Language Proficiency Test (BTLPT) SPECIAL EDUCATION ALL-LEVEL CERTIFICATION (EC-12): TExES 160 PPR EC-12 -Pedagogy and Professional Responsibilities TExES 161 Special Education - EC-12 TExES 191 Generalist - EC-6 During Block B, you will receive clearance from the professor for EDUC 5303/5330 to take the TExES state exams for certification after completion of the practice tests. After clearance and approval to test, contact the Certification Officer at ext. 2301 for steps to register. Students must be fully admitted to Teacher Education in order to take their PPR exam per state statute. IMPORTANT: Candidates must take and pass the TExES content examination prior to student teaching (Block C). Refer to the University Undergraduate Catalog for detailed degree plans and additional tests required by the University for graduation. *OLLU reserves the right to make changes regarding degree requirements, certification levels, assessment requirements, and/or timelines. The Texas Educator Certification program test are administered under the authority of the Texas Education Agency (TEA). Regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency, legislative action, or action of the State Board for Education Certification (SBEC).
INTERMEDIATE EDUCATION (GRADES 4 8) DEGREE REQUIREMENTS Students wishing to receive intermediate education certification (grades 4-8) earn a B. A. in Liberal Studies. This degree with an interdisciplinary major includes courses needed for certification. An academic area of specialization is required. A. Foundation Courses: (must be completed prior to entering Teacher Education) ENGL 1313 Composition I ENGL 1314 Composition II Soph. Literature 3 credit hours of sophomore level HIST 1301 United States to 1865 HIST 1302 United States Since 1865 MATH 1406 Essentials in Mathematics I SPCH XXXX 3 hours in a public speaking speech course POLS 1311 or 1312 American-Texas Government and Politics I or II Natural Sciences * 3-4 credit hours in Biology, Earth Science, Physical Science or Chemistry Fine Arts 3 credit hours PHIL 2321 Introduction to Philosophy PHIL 4350 Critical Thinking for Teachers PSYC 3375 Psychology in the Classroom EDUC 4345 Reading in the Schools B. Specialization courses 15+ hours (must have a C or better in each of these) Consult your degree audit for specialization courses in English, math, history, social studies, or science. C. Required Supporting Courses (must have a C or better in each of these): Foreign Language or Multicultural Credit 6-8 hours * Natural Science course (one of the two required science courses must be a four hour lab) 3-4 hours Social Sciences 3 hours Religion (can be taken pass/fail) 3 hours MATH 1407 Essentials in Mathematics II SPED 4338 Individual Differences EDUC 5325 Technology for Teaching ENGL 4350 Teaching English Language Arts (for English Majors) EDUC 4331 Multicultural Children s Literature for Educators (for all other majors) D. Professional Education after admission to Teacher Education. 1st semester Block A: EDUC 4348 Reading Diagnosis & Prescription EDUC 4365 Curriculum & Instruction in Multicultural Settings EDUC 5307 Classroom Organization and Management for Multicultural Settings EDUC 5372 Methods of Teaching Social Studies and Language Arts ** 2nd semester Block B: EDUC 5303 Instruction and Assessment Practices for the Multicultural Classroom EDUC 5330 Field-Based Experiences EDUC 5370 Methods of Teaching Math and Science ** ** EDUC 5372 (Block A) and 5370 (Block B) are required if students are going to take the 4-8 Generalist exam in order to be recommended for4-8 Generalist certification to be highly qualified per the USDOE October 09 ruling.
3rd semester Block C: EDUC 4685 Student Teaching: Intermediate (6 credits) STATE CERTIFICATION EXAMINATIONS State Certification Exams The Texas Administrative Code (TAC) 230.5 (b) requires every person seeking educator certification in Texas to perform satisfactorily on comprehensive examinations. The purpose of these examinations is to ensure that each educator has the prerequisite content and professional knowledge necessary for an entry-level position in Texas public schools. The Texas Examination of Educator Standards (TExES) was developed for this purpose. TExES 160 (PPR-EC-12 - Pedagogy and Professional Responsibilities) and one of the following content exams (based on your degree plan): English Language Arts and Reading 4-8 TExES 117 Mathematics 4-8 TExES 115 Science 4-8 TExES 116 Social Studies 4-8 TExES 118 During Block B, you will receive clearance from the professor for EDUC 5303/5330 to take the TExES state exams for certification after completion of the practice tests. After clearance and approval to test, contact the Certification Officer at ext. 2301 for steps to register. Students must be fully admitted to Teacher Education in order to take their PPR exam per state statute. IMPORTANT: Candidates must take and pass the content TExES examination prior to student teaching (Block C). Refer to the University Undergraduate Catalog for detailed degree plans and additional tests required by the University for graduation. *OLLU reserves the right to make changes regarding degree requirements, certification levels, assessment requirements, and/or timelines. The Texas Educator Certification program tests are administered under the authority of the Texas Education Agency (TEA). Regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency, legislative action, or action of the State Board for Educator Certification (SBEC).
SECONDARY EDUCATION (GRADES 8 12) DEGREE REQUIREMENTS Students wishing to receive secondary education (grades 8-12) certification earn a B. A. in Major/Area of Concentration for Grades 8-12 consisting of an interdisciplinary major with a core in the area of specialization (teaching field). The B.A. consists of: A. Foundation Courses: (must be completed prior to entering Teacher Education) ENGL 1313 Composition I ENGL 1314 Composition II Soph. Literature 3 credit hours of sophomore level (World lit recommended for English majors) HIST 1301 United States to 1865 HIST 1302 United States Since 1865 MATH 1304 or 1301 College Algebra/Math for Liberal Arts or higher SPCH XXXX 3 hours in a public speaking speech course POLS 1311 or 1312 American-Texas Government and Politics I or II Natural Sciences * 3-4 credit hours in Biology, Earth Science, Physical Science or Chemistry Fine Arts 3 credit hours PHIL 2321 Introduction to Philosophy PHIL 4350## Critical Thinking for Teachers PSYC 3375 Psychology in the Classroom EDUC 4345 Reading in the Schools (if required on degree plan) ## Only students in Computer Science/Technology Applications can take PHIL 1312- Logic. B. Specialization courses 18+ hours Consult your degree audit for specialization courses in english, math, history, social studies, or science, spanish, technology applications and computer science. C. Required Supporting Courses (must have a C or better in each of these): Foreign Language or Multicultural Credit 6-8 hours * Natural Science course (one of the two required science courses must be a four hour lab) 3-4 hours Social Sciences 3 hours Religion (can be taken pass/fail) 3 hours SPED 4338 Individual Differences EDUC 5325 Technology for Teaching D. Professional Education after admission to Teacher Education 1st semester Block A: EDUC 3344 Content Area Reading in Secondary Schools (Spring only) EDUC 4365 Curriculum & Instruction in Multicultural Settings EDUC 5307 Classroom Organization and Management for Multicultural Settings 2nd semester Block B: EDUC 5303 Instruction and Assessment Practices for the Multicultural Classroom EDUC 5330 Field-Based Experiences 3rd semester Block C: EDUC 4686 Student Teaching: Secondary
STATE CERTIFICATION EXAMINATIONS Teacher Education Handbook State Certification Exams The Texas Administrative Code (TAC) 230.5 (b) requires every person seeking educator certification in Texas to perform satisfactorily on comprehensive examinations. The purpose of these examinations is to ensure that each educator has the prerequisite content and professional knowledge necessary for an entry-level position in Texas public schools. The Texas Examination of Educators Standards (TExES) was developed for this purpose. TExES 160 (PPR-EC-12 - Pedagogy and Professional Responsibilities) and one of the following content exams (based on your degree plan): English Language Arts and Reading 8-12 TExES 131 History 8-12 TExES 133 Life Science 8-12 TExES 138 Mathematics 8-12 TExES 135 Social Studies 8-12 TExES 132 Technology Applications TExES 139 Computer Science TExES 141 During Block B, you will receive clearance from the professor for EDUC 5303/5330 to take the TExES state exams for certification after completion of the practice tests. After clearance and approval to test, contact the Certification Officer at ext. 2301 for steps to register. Students must be fully admitted to Teacher Education in order to take their PPR exam per state statute. IMPORTANT: Candidates must take and pass the TExES content exam prior to student teaching (Block C). Refer to the University Undergraduate Catalog for detailed degree plans and additional tests required by the University for Graduation. * OLLU reserves the right to make changes regarding degree requirements, certification levels, assessment requirements, and/or timelines. The Texas Educator Certification program tests are administered under the authority of the Texas Education Agency (TEA). Regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency, legislative action, or action of the State Board for Educator Certification )SBEC).
ALL LEVEL (EC-12) CERTIFICATIONS: Art, Music or Spanish DEGREE REQUIREMENTS Students wishing to receive all-level teacher certification in Art, Music or Spanish earn a Bachelor of Arts, All-Level Certification consisting of a major with a core in the area of specialization (teaching field). A. Foundation Courses: (must be completed prior to entering Teacher Education) ENGL 1313 Composition I ENGL 1314 Composition II Soph. Literature 3 credit hours of sophomore level (World lit recommended for English majors) HIST 1301 United States to 1865 HIST 1302 United States Since 1865 MATH 1304 College Algebra or higher (Math 1301 or higher for art majors) SPCH XXXX 3 hours in a public speaking speech course POLS 1311 or 1312 American-Texas Government and Politics I or II Natural Sciences * 3-4 credit hours in Biology, Earth Science, Physical Science or Chemistry Fine Arts 3 credit hours PHIL 2321 Introduction to Philosophy PHIL 4350 Critical Thinking for Teachers PSYC 3375 Psychology in the Classroom EDUC 4345 Reading in the Schools (if required on degree plan) B. Specialization Courses 18+ hours Consult your degree audit for specialization courses in art, music, or Spanish. C. Required Supporting Courses (must have a C or better in each of these): Foreign Language or Multicultural Credit 6-8 hours * Natural Science course (one of the two required science courses must be a four hour lab) 3-4 hours Social Sciences 3 hours Religion (can be taken pass/fail) 3 hours SPED 4338 Individual Differences EDUC 5325 Technology for Teaching ENGL 4388 Language Acquisition Processes (Spanish only) D. Professional Education after admission to Teacher Education 1st semester Block A: EDUC 3344 Content Area Reading in Secondary Schools EDUC 4365 Curriculum & Instruction in Multicultural Settings EDUC 5307 Classroom Organization and Management for Multicultural Settings 2nd semester Block B: EDUC 5303 Instruction and Assessment Practices for the Multicultural Classroom EDUC 5330 Field-Based Experiences 3rd semester Block C: EDUC 4686 Student Teaching: Secondary (6 credits)
STATE CERTIFICATION EXAMINATIONS State Certification Exams The Texas Administrative Code (TAC) 230.5 (b) requires every person seeking educator certification in Texas to perform satisfactorily on comprehensive examinations. The purpose of these examinations is to ensure that each educator has the prerequisite content and professional knowledge necessary for an entry-level position in Texas public schools. The Texas Examination of Educator Standards (TExES) was developed for this purpose. State testing requirements for all-level certification: TExES 160 (PPR-EC-12 - Pedagogy and Professional Responsibilities) and one of the following content exams (based on your degree plan): Art (EC-12) TExES (178) Music (EC-12) TExES (177) LOTE-Spanish (EC-12) TExES (613) (Language other than English) During Block B, you will receive clearance from the professor for EDUC 5303/5330 to take the TExES state exams for certification after completion of the practice tests. After clearance and approval to test, contact the Certification Officer at ext. 2301 for steps to register. Students must be fully admitted to Teacher Education in order to take their PPR exam per state statute. Refer to the University Undergraduate Catalog for detailed degree plans and additional tests required by the University for graduation. *OLLU reserves the right to make changes regarding degree requirements, certification levels, assessment requirements, and/or timelines. The Texas Educator Certification program test are administered under the authority of the Texas Education Agency (TEA). Regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency, legislative action, or action of the State Board for Educator Certification (SBEC).
STANDRDS FOR REMAINING IN TEACHER EDUCATION - A minimum overall G.P.A. of 2.75 must be maintained; - No grade lower than a C is acceptable in *teacher certification courses; - A minimum G.P.A. of 2.75 in your teaching field(s)/specialization(s) is required. * Teacher certification courses include: (1) Foundation Courses; (2) Courses in the Major and Specialization; (3) Supporting Courses; and (4) Professional Courses. ADVANCED PLANNING FOR THE PROFESSIONAL COURSES Since many students work while attending college, it is important that you plan ahead for the professional block of courses that are taken once you are admitted to teacher education. These courses are offered during the day only; many require observations or field experiences in the schools. BLOCK C STUDENT TEACHING Applications to apply for student teaching must be submitted the semester before your student teaching internship. Applications are available from the Director of Field Experience (Moye 300) (February for fall interns and October for spring interns). Students must be fully admitted in order to apply for student teaching. Once admitted to the student teaching internship, the Director of Field Experience will contact students with further information. Student Teaching Eligibility To be eligible to begin your student teaching internship, you must complete certain specified courses and meet the following criteria:. Completion of all coursework other than the student teaching internship; registering for more that 9 semester hours during your student teaching internship requires permission from the Director of Field Experience.. Student must be in "good standing" in the Education Department, e.g., 2.75 GPA.. It is strongly recommended that no other coursework or outside employment be undertaken during the student teaching internship semester.. During the student teaching internship semester, you will be placed on a full time basis in an accredited public, private or charter school during the student teaching internship semester.. The student teaching internship (6 semester hours) is taken on a Pass/Fail basis. Because of the importance to our students of the student teaching internship experience, students are expected to complete the student teaching internship.
DISMISSAL FROM STUDENT TEACHING Teacher Education Handbook At the discretion of the Director of Field Experience and a Review Committee, a student internship may be terminated or a student may receive a "fail" grade for one or more of the following reasons: 1. More than two absences recorded for mandatory student teaching meetings; 2. A request, at any time, by school personnel or university supervisor that the student intern be terminated; 3. Unexcused absences from an intern assignment (the Director of Field Experience and Review Committee will determine if an absence is unexcused); or 4. Unprofessional conduct. 5. Level II Formal Review per Fitness to Teach policy.
TEXAS TEACHER CERTIFICATION GENERAL INFORMATION Teacher Education Handbook Students seeking teacher certification should be aware that certification rules in the state of Texas are established and enforced by the State Board for Educator Certification (SBEC)/Texas Education Agency (TEA). Because the structure of the agencies that oversee all aspects of teacher certification are subject to change, certification policies and requirements have the potential to change during the course of a students academic career. Students are encouraged to stay in close contact with their program advisor and the education department s certification officer so that they will be informed of changes as they occur. Students can also log on to www.tea.state.tx.us for detailed information about certification changes as they occur. ABOUT THE STATE TESTING REQUIREMENTS FOR TEACHER CERTIFICATION: For detailed information about the test development process and the most up-to-date information on the TExES examinations, visit the Educational Testing Service (ETS) at www.texes.ets.org. The TExES examinations are based on educator standards that have been developed by SBEC and Texas educators. These standards are aligned with the state-mandated student curriculum and define the rigorous content and professional knowledge and skills that a beginning educator should possess for an entry-level position in Texas public schools. TExES EXAMINATIONS TExES exams are administrated in two forms: Computer Administered and Paper Based. Go to www.texes.ets.org to find the list of computer administered tests (CAT) tests; registration for the CAT tests are offered on a continuous basis and registration must be completed two days before the test date. Paper based exams are given 4-5 times per year, go to www.texes.ets.org for test dates, registration deadlines, locations, and times. The registration fee is $120.00 per exam. If you have questions or need assistance in the registration process, call Education Testing Service (ETS) customer service at 1-800-205-2626 or contact the Certification Officer scgarza@ollusa.edu 434-6711 ext. 2301.
APPLYING FOR A 5-YEAR STANDARD TEXAS TEACHING CERTIFICATE Recommendation for teacher certification cannot be processed until students have successfully completed ALL course, degree, state testing, and internship requirements. Upon completion of all requirements students must apply ONLINE for the 5-year Standard Certificate at www.tea.state.tx.us. APPLICATION PROCEDURES 1. Go to www.tea.state.tx.us 2. If you do not already have a username and password, you will need to create a new account. 3. Follow the prompts on the web page to apply for a standard certificate 4. Pay the state processing fee of $ 75.00. 5. Follow instructions regarding fingerprinting for all first-time applicants. 6. You will receive an e-mail confirmation from the Texas Education Agency after the university certification officer has completed the recommendation process 7. You can check on the status of your application online. 8. Once these activities have successfully been performed, the certificate will be issued. Note: It is imperative that you keep your profile accurate. FINGERPRINTING OF INITIAL APPLICANTS: Beginning October 1, 2003 the State Board for Educator Certification requires all first-time applicants for an initial credential to be fingerprinted as part of a national criminal background check.
TEACHER EDUCATION STUDENT ORGANIZATIONS Our Lady of the Lake University s Department of Education sponsors the Education Club and the Bilingual Education Student Organization (BESO) and the Student Council for Exceptional Children (SCEC); membership provides students with the history, ethics and programs of the organized teaching profession and gives students practical experience in working with children and opportunities for professional development. The Education Club, BESO, and SCEC have Recognized Student Organization (RSO) status and are involved in many campus and community-service activities. Students in Teacher Education are encouraged to join Texas Student Education Association (TSEA), Association of Texas Student Educators (ATSE), Association of Texas Professional Educators (ATPE), and/or Council for Exceptional Children (CEC). Our Lady of the Lake University s teacher education students are eligible to apply for membership into Kappa Delta Epsilon, National Education Honors Fraternity, which was founded in 1933 to promote the cause of education by fostering a spirit of fellowship, high standards of scholastic attainment, and professional ideals. Students with an Undergraduate GPA of 3.0 interested in a lifetime membership in Kappa Delta Epsilon should contact the Education Department and are eligible to apply when accepted into teacher education.
APPENDIX A Teacher Education Handbook GLOSSARY OF TERMS Academic Foundations courses in arts and sciences involving the first two years of college work. Accredited Institution Institutions of higher learning which have been accredited by the state department of education; Our Lady of the Lake University is an accredited institution. Assignment the actual duties a teacher has within a school district or other educational entity. Basic Skills Test a test of reading, writing, and mathematics, required as a criterion for admission into a teacher education program. BTLPT Bilingual Target Language Proficiency Test; a test designated to assess the oral proficiency of persons seeking certification to teach Spanish or bilingual education. Certificate a document authorizing the holder to contract to teach or to be employed in the public schools of the State of Texas. Five-Yr. Standard Teacher certificates issued after 9/1/99, are subject to a 5-year certificate renewal period, 150-hour of continuing professional education (CPE s) is required for classroom teacher s to keep their certificate valid; 200-hours are required for professional teacher certificates (CPE s must be met through an SBEC-approved provider). Fees Monies paid to State Board for Educator Certification in order for a teaching credential to be issued. No Child Left Behind: The Texas Education Agency s Web site has dedicated a page addressing the most recent updates on the NCLB Act including links to hot topics and other important information (www.tea.state.tx.us/nclb). TExES test - TExES Examinations of Educator Standards State teacher examinations required of every person seeking educator certification in the State of Texas.
APPENDIX B Teacher Education Handbook PROCEDURES AND FORMS
CRIMINAL HISTORY RECORD PROCEDURES LOCAL The Teacher Education Admission Cohort (TEACH) program requires submission of the results of a LOCAL criminal history record from the files of the San Antonio Police Department. A letter from the City of San Antonio Police Department must be included in the portfolio as part of the admission requirements into teacher education or given to your instructor prior to placement in an off campus site. Beginning students who need their background check prior to admission into teacher education, students who need a background clearance before beginning their observation hours at off-campus sites, students who are enrolled in Individual Differences, students who are enrolled in education courses but have not yet been admitted into teacher education can go to the San Antonio Police Department to request a criminal history record. Additionally, students will complete the required school district background check forms before field experience placement in that school district. These instructions are provided as part of the class. To request a local background check and to check on the current fee for this record, contact the City of San Antonio Police Department between the hours of 8:00 4:00 p.m. Monday- Friday: City of San Antonio Police Department Identification Unit 214 West Nueva Street San Antonio, Texas 78207 (210) 207-7484 (non-emergency information number)
RECOMMENDATION FOR TEACHER EDUCATION ADMISSION COHORT Criminal History Background Check Memo of Understanding Student Affidavit for Personal File Texas Education Code: Chapter 22 Rule 22.083 - A school district, open-enrollment charter school or a private school, may obtain from any law enforcement or criminal justice agency all criminal history record information that relates to a person whose duties are or will be performed on school property or at a location where students are regularly present. OPTIONAL FOR STUDENTS: Texas Administrative Code: Chapter 227.101 - Preliminary Evaluation of Certification Eligibility A person who is enrolled or planning to enroll in a State Board for Educator Certification approved educator preparation program or planning to take a certification examination may request a preliminary criminal history evaluation letter regarding the person s potential ineligibility for certification due to a conviction or deferred adjudication for a felony or misdemeanor offense. Note: Texas Administrative Code: Chapter 230.436 (22) a request for a preliminary criminal history evaluation must be preceded by payment of the required nonrefundable fee of $ 150.00. Student Affidavit: I understand the following and agree to the terms and conditions as required by the Education Department at OLLU. I understand that a Criminal History background check is required for admission into the TEACH program. I understand that part of my requirements is a field-base experience at an off-campus site and the results of a CHR is required. I understand it is my responsibility to initiate the request and pay the fees. I understand that I must submit a copy of the results of my record to my advisor or authorized representative (Certification Officer) I understand that all information regarding the results of my CHR is kept in a confidential central file. I understand that it is my responsibility to provide the original CHR to any public school district, private school district, or charter school district official where I will perform my off-campus field-base experience. I understand that it is at the discretion of the public school, charter, or private school official to decide if I am eligible to fulfill my requirements if a criminal history does exist. I understand that when I apply for admission into Teacher Education, and a Criminal History Record does exist, I will immediately contact my advisor to discuss the nature of the offense and whether I need to request a preliminary criminal history evaluation from the State Board for Educator Certification. I understand that it is my responsibility to pay the fee for the local Criminal History Record review and that the fees are regulated by the San Antonio Police Department and Texas Department of Public Safety and are subject to change without notice. Student Signature Date
Statement of Understanding Program Structure Student Affidavit for Personal File I understand the program structure and criteria for admission into the Teacher Education Program at Our Lady of the Lake University and will meet all requirements in a timely manner. I understand that changes to procedures and policy are governed by the State Board for Educator Certification/Texas Education Agency and may occur during the course of my program. I verify that I have received the following documents: YES NO Teacher Education Handbook Criminal History Check Procedures Signature Date
TEACHER CERTIFICATION FLOWCHART (Use this list to track your progress toward certification) Complete prerequisites for applying to Teacher Education (60 hours) Take and pass all three sections of a basic skills assessment. Complete all Foundation Courses with a grade of C or better. Complete all Supporting Coursework with a grade of C or better. Must have a GPA requirement of 2.75 minimum and maintain throughout the program. Attend TEACH Session, fall for spring entry and spring for fall entry. Turn in portfolio by due date and sign up for interview. Receive Decision Letter Register for Block A Take Block A Courses and take practice content certification exams Begin Block B Apply for Student Internship, receive decision letter, attend orientation to internship. Begin Block C 14 week full-time Student Internship, attend seminars and Teacher Intern Fair. Apply for Graduation Apply for Teacher Certification (contact Certification Officer)
APPENDIX C FITNESS TO TEACH STUDENT FITNESS TO TEACH POLICY The Education Department offers a curriculum designed to academically prepare individuals for the teaching profession. However, satisfying the curriculum and testing requirements alone does not make a candidate worthy for Our Lady of the Lake University (OLLU) to recommend the candidate to the State of Texas for teaching certification. All teacher candidates in the OLLU Teacher Education Admissions CoHort (TEACH) are expected to demonstrate that they are prepared to teach children and youth. This preparation results from the combination of successful completion of university coursework and the demonstration of important human characteristics and dispositions that all teachers should possess. A. Required Documentation Prior to admission to TEACH, all TEACH candidates will be apprised of the Fitness to Teach (FTT) policy. This policy applies to all students upon enrollment in TEACH, and to students completing coursework in the Education Department that requires interaction with schools, and remains so until completion of their program. 1. In October and March a reminder will be sent to faculty to use the Referral Forms for Identification of Outstanding TEACH Students or the Faculty Concerns Regarding Fitness to Teach. Faculty may submit the referral forms at any time prior to or during the professional level courses. 2. The completion of these forms will allow the Education Department to identify teacher candidates who display outstanding knowledge and/or skills that deserve recognition and identify those who may have some difficulties that raise concerns about the candidate's ability to successfully complete the program. All forms completed will be sent to the TEACH Coordinator for teacher education. B. Fitness To Teach Criteria In addition to curriculum and testing requirements addressed in the OLLU catalog and other OLLU policies, all TEACH candidates will be screened throughout their program according to the criteria addressed in this policy, including dispositions for teaching. Dispositions for teaching are defined as those professional attitudes, values, and beliefs expected of an education professional contained in this document. As a professional program, the Education Department reserves the right to recommend or not recommend teacher candidates for certification. If all criteria are not met satisfactorily, teacher candidates may be denied full acceptance into the Teacher Certification Program and/or denied the opportunity to student teach. Without unconditional acceptance into TEACH and successful completion of all course work, field work, and student teaching or its equivalent, the university does not recommend TEACH candidates for Texas teacher certification. All TEACH candidates referred for review are expected to participate in the process. Refusal to participate will not terminate or invalidate the process. 1. Completed Criminal History Review In accordance with Texas Education Code 22.083, an examination of each teacher candidate s criminal history will be conducted by the independent school district (ISD) prior to participation in field-based course work, including student teaching. Criminal history record information, which includes both conviction and arrest records is obtained. An ISD or other school field-based entity may deny placement of students with a criminal background. The student s clearance for fieldwork is the prerogative of the ISD or participating entity and not OLLU. If a student is unable to obtain a
field-based placement, he/she will not meet OLLU s requirements for recommendation for teacher certification. If a student cannot complete course-required field work because of their criminal history, the student will be required to withdraw from the course. The student may retake the course if and when the criminal history changes, allowing them to be cleared by the school district. If the offense is one that will preclude any further field work, the student will be dismissed from the teacher education program. 2. Academic Requirements a. Teacher candidates attend all classes as expected. Preparedness for class and punctuality are expected at all times. b. Teacher candidates complete course assignments in a professional manner according to the timelines designated by the course instructor. c. Teacher candidates complete all field experiences in a professional and timely manner as required. d. Scholastic Integrity The teacher candidate demonstrates honesty and integrity by being truthful about background, experiences, and qualifications; doing one's own work; giving credit for the ideas of others; and providing proper citation of source materials. e. Communication Skills The teacher candidate demonstrates written and oral skills expected of an education professional that shows the ability to comprehend information and communicate ideas and feelings. (1) Written: Writes clearly, uses correct grammar and spelling. Demonstrates professional level skills in written English to understand content presented in the program and to adequately complete all written assignments, as specified by faculty. (2) Oral: Communicates effectively with other students, faculty, staff, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates professional level skills in spoken English to understand content presented in the program, to adequately complete all oral assignments, and to meet the objectives of field placement experiences, as specified by faculty. f. Admission criteria are found in OLLU TEACH Handbook. 3. Personal and Professional Requirements a. A teacher candidate does not reveal confidential information concerning students unless disclosure serves professional purposes or is required by law. b. Teacher candidates demonstrate interpersonal skills that are required for successful professional teaching. These skills include: (1) an openness to accepting and testing the results of unfamiliar ways of teaching; (2) the ability to accept and act upon reasonable criticism;
(3) the ability to understand others' perspectives about teaching; (4) the ability to separate personal and professional issues when in the classroom or completing course work; (5) the ability to work collegially with parents, teachers, staff, and administrators; (6) the disposition to act always for the benefit of all students. c. The teacher candidate does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with their students, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways. d. Teacher candidates demonstrate positive personal hygiene habits. e. Teacher candidates dress appropriately for their professional contexts. f. Teacher candidates adhere to the Code of Ethics and Standard Practices for Texas Educators. 4. Cultural and Social Attitudes and Behavior a. Teacher candidates exhibit respect for superiors, peers, and children and youth in all settings. b. Teacher candidates understand and appreciate the value of diversity and look beyond self in interactions with others; respect differences of race, ethnicity, religion, and social class, national allegiance, and cultural heritage. Teacher candidates do not impose personal, religious, sexual, and/or cultural values on others. c. Teacher candidates exhibit acceptance of and provide accommodations for exceptional learners. d. Teacher candidates are able to work productively with their peers. e. Teacher candidates are able to speak in a manner appropriate to the context of the classroom. f. Teacher candidates must display positive attitudes toward faculty, colleagues, and students; g. Teacher candidates demonstrate positive social skills in professional and social interactions with faculty, colleagues, parents, and students. 5. Physical Skills The teacher candidate exhibits motor and sensory abilities to attend and participate in class and practicum placements, with or without accommodations as recommended by the OLLU Disability Coordinator. Note: No otherwise qualified teacher candidate shall, on the basis of disability, be subjected to discrimination or excluded from participation in the TCP. A teacher candidate with a disability may be protected by Section 504 of the Vocational Rehabilitation Act and the Americans with Disabilities Act and be eligible for a reasonable accommodation that will provide an equal opportunity to meet the academic criteria related to professional behavior and scholastic performance.
Any otherwise qualified teacher candidate with a qualified disability who requests a reasonable accommodation must notify the Office of Disability Services and provide documentation as needed. The Disability Services Coordinator makes recommendations for accommodations. 6. Emotional Dispositions a. Stress Management The teacher candidate demonstrates the ability to deal with current life stressors through the use of appropriate coping mechanisms. He or she handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others. b. Emotional and Mental Capabilities The teacher candidate uses sound judgment. The teacher candidate demonstrates the emotional and mental health required to function effectively as a teacher. c. Cognitive Dispositions (1) Teacher candidates think analytically about educational issues. (2) Teacher candidates are thoughtfully reflective about their practice. (3) Teacher candidates are flexible, open to new ideas, and willing and able to modify their beliefs and practices. (4) Teacher candidates question and test their assumptions about teaching and schooling. C. Admission to Teacher Certification Program at OLLU 1. Provisional Acceptance All teacher candidates at OLLU are provisionally admitted to the Teacher Certification Program upon application and satisfaction of admission criteria. 2. Unconditional Acceptance Unconditional acceptance in the Teacher Certification Program is granted prior to the student teaching (or internship) experience if the following conditions are met: there are no outstanding negative Fitness to Teach reviews that a candidate has not successfully remedied and the teacher candidate has earned a grade of "C" or better in any and all Block and specialization courses. The grade of C represents a minimum standard. 3. Probationary Acceptance Teacher candidates are placed on probationary status in the case of a Level 1 or 2 Formal Review. (See below.) Teacher candidates will remain on probationary status until such time as they have successfully completed a remediation plan or a decision to revoke candidacy has been made. If a student successfully completes a remediation plan and additional Fitness to Teach referrals arise, the student s full program history will be reviewed. 4. Rejected/Denied
D. Conditions for Completion of Student Teaching/Internship Successful completion of student teaching/internship is a condition for meeting teacher certification requirements. Students may attempt student teaching/intern-ship a maximum of two times. If the student does not successfully complete the second student teaching experience, they will not be eligible to enroll in student teaching a third time. The student may appeal to the Fitness to Teach Council to be reinstated only in the case of documented extenuating circumstances. E. Review of Teacher Candidates at OLLU All teacher candidates referred for review are expected to participate in the process. Refusal to participate will not terminate the process. The level of review will depend on factors such as the nature, severity, frequency of the incident or concern. For example, repeated violations may result in immediate Formal Level 2 review. Violations of the OLLU or host school district s student code of conduct will result in immediate Level 2 Formal Review. 1. Informal Review An informal review involves a faculty member and a teacher candidate. When a faculty member has concerns about a teacher candidate meeting any of the fitness to teach criteria, the faculty member will: A. discuss the concerns directly with the teacher candidate and seek to work with the candidate to resolve the difficulties; B. advise the appropriate department head or his or her designee of the concern(s) in order to identify potential patterns and issues related to the teacher candidate; C. document dates and content of meetings with teacher candidates. If a problem arises in the field, the cooperating teacher of the host school district may discuss concerns directly with the OLLU faculty member. The teacher candidate may also be included in this meeting. 2. Formal Review: Level 1 When a faculty member is sufficiently concerned about a teacher candidate's fitness to teach, he or she will fill out the Fitness to Teach Referral Form Addressing Faculty Concerns. These forms are to be turned in to the department chair or his or her designee. A three-way conference will then be scheduled with the instructor, the teacher candidate, and the department chair or his or her designee. During this conference, a plan for remediation will be developed. The nature and content of the plan will depend on the specific situation. However, all remediation plans will be stated in measurable, objective terms, include a reasonable timeline, and be signed by all parties involved. If the candidate fails the remediation plan(s) he/she will be placed on Level 2 Formal Review. If the candidate successfully completes the remediation plan, probationary status will be removed. The remediation plan may continue for more than one semester, depending on the individual circumstances. 3. Formal Review: Level 2 If a second incident or concern is reported on the same teacher candidate, the candidate has failed a remediation plan during the Level 1 Review, or the seriousness of the incident or concern warrant it, the Fitness to Teach Council will be convened. This group (made up of faculty and chaired by the department chair or his or her designee) will meet to: A. Review the paperwork, B. Interview the faculty members who have instructed the teacher candidate,
C. Interview the teacher candidate, and D. Make a determination regarding the teacher candidate's suitability to continue in the program. The teacher candidate is afforded due process throughout these proceedings. Following a Level 2 review, a letter of appeal may be submitted to the dean for consideration. The dean s decision is final.
Education Department Student Policies Student Policies have been taken into effect beginning January 2012 Once a student has been admitted to TEACH, the student may only repeat EDUC courses once Students may only apply to TEACH twice Students may take their certification test during their student teaching Students who are on Enforced Scholastic Withdrawal (ESW) will be reviewed to assess extenuating circumstances prior to making readmission decisions
NOTES Education Department 3 rd Floor Moye (210)434-6711 Fax (210) 431-3927 Our Lady of the Lake University 411 S.W. 24 th Street San Antonio Texas 78207