Module One: The Teacher Education Program

…and some are teachers…

Introduction

• This presentation summarizes the Teacher Education Program handbook, …and some are teachers…

• The title of each slide is linked to the full text of that section of the handbook.

Context

• Teacher education was the overriding purpose for the founding of Dordt College.

• Dordt College is based on a religious commitment to the Bible as the Word of God.

• The fundamental biblical concept (Reformed perspective) is the sovereignty of God over all creation.

Biblical Perspective of the Teacher Education Program• Dedicated to the service of Christian

teaching.

• Biblically-oriented learning is necessary.

• The school equips children for responsible discipleship.

• The Kingdom of God must be advanced in all schools (public, private, parochial—Christian, government).

Teaching Licensure and Accreditation

• Dordt’s TEP is accredited by the following organizations:– Iowa Department of Education (DOE)– North Central Association (NCA)– Iowa Association of Colleges for Teacher

Education (IACTE)– Teacher Education Accreditation Council (TEAC)

• Completion of TEP leads to Iowa licensure.

Mission of Dordt College

• “…to develop and implement an understanding of the entire creation in the liberating light of the Scripture. We desire to be an institution of Reformed, Christian learning for the benefit of both students and the broader community by providing serviceable insight to prepare students for competent, obedient service in all aspects of contemporary life.”

Four Quadrants of Student Outcomes

• Religious Orientation

• Creational Structure

• Creational Development

• Contemporary Response

Education Department Mission

• “The undergraduate program prepares students to serve as competent, entry-level elementary and secondary teachers with a distinct Reformed biblical perspective.”

Standards

• Built on the Dordt College mission statement and the Education Department’s mission statement.

• Addresses the ten INTASC principles (parentheses).

• Related to the four quadrants of student outcomes (parentheses).

• Support the eight Iowa Teaching Standards and 42 criteria (italicized brackets)

Candidate Assessment Plan: Introduction

• The Dordt Teacher Education Program (TEP) meets licensure requirements of the State of Iowa.

• Successful completion of TEP leads to Iowa teaching licensure.

• Iowa requires all teacher education programs to document competency in the INTASC teaching principles.

• Dordt’s TEP is competency-based, not credit-based.

Performance-based Assessment

• Candidate competency in each of the eleven program standards and 31 goals is assessed through course-related performance tasks.

• Grid linking TEP courses to the TEP standards and assessment tasks is available on the following web address:

Decision Points

• Checkpoint 1: Admission to the Teacher Education Program.

• Retention in the Teacher Education Program.

• Checkpoint 2: Approval for student teaching.

• Checkpoint 3: Recommendation for licensure.

Requirements for Admission to the Teacher Education Program

• Submit a completed application form.

• Achieve a minimum GPA of 2.30.

• Satisfactorily complete level one core education courses (Education 101, 104/101L, 103, 135, 201).

• Pass required sections of the CAAP test.

• Achieve a “C” or better in COMM 110.

• Solicit a recommendation from a faculty member.

• Demonstrate acceptable Christian lifestyle and sign a statement indicating understanding.

• Meet performance competencies at level one.

• Build the professional portfolio at level one.

Retention in the Program• Based on continued acceptable performance.

• The following may be considered reason for dismissal from the program:– Grade of less than “C” in any education course.– Withdrawing from the same education course

more than once or from two different education courses.

– Failure to meet the GPA requirements.– Inappropriate Christian lifestyle and/or

professional dispositions.

Approval for Student Teaching• Submit a complete application form.• Complete a minimum of 30 hours of credit in an

approved teacher education program option.• Successfully complete level two core education

courses (“C” or better).• Achieve a minimum GPA of 2.60 .• Achieve unconditional status in TEP for at least one

semester prior to student teaching.• Demonstrate an acceptable Christian lifestyle and

professional dispositions.• Successfully complete level two performance

competencies and portfolio.

Recommendation for Licensure

• Successfully complete all steps of program policy.

• Successfully complete student teaching requirements.

• Successfully complete all courses in endorsement areas.

• Achieve a GPA of 2.50 or higher.

• Successfully complete and submit the professional portfolio.

• Submit state-required paperwork.

Three Course Levels in the TEP

• Level one: courses taken before admission to the TEP.

• Level two: courses taken after admission to the TEP and before approval for student teaching.

• Level three: student teaching courses taken after approval for student and leading to recommendation for licensure.

Attainment of Performance Competencies• Formative assessment takes place during

professional education courses and advising appointments.

• Summative evaluation at three levels of competency takes place at checkpoints 1, 2, & 3 (key assignments are embedded in core education courses).

• Final summative evaluation—Professional portfolio.

Building a Professional Portfolio

• A portfolio is a collection of “best” work.• The artifacts included are intended to

demonstrate competency in the TEP standards.

• It is a graduation requirement beginning in the spring, 2006 semester.

• Specific instructions are available in the Professional Portfolio Handbook (available from Director, also on the education department website).

Data Collection

• Students in the TEP are responsible for collecting artifacts for the professional portfolio.

• Instructors of the relevant courses will collect required data to demonstrate competency at various levels in the program.

• Competencies will be documented at the three levels of advancement in the TEP.

Confidentiality of Student Records• The Dordt College Teacher Education

Program complies with the Family Rights and Privacy Act (FERPA).

• Education files (credential files) are the property of the college.

• Student may choose to waive or not to waive their rights to view and modify their files.

Options in Education

• Includes a wide variety of career options.

• Dordt provides options under two general areas:– Elementary (grades k-6).– Secondary (grades 7-12).

• Continued education for in-service teachers is necessary for any option.

Basic Program Components

• General studies (General Education Program).

• Professional education studies (Core Education courses).

• Content courses in a selected field or endorsement area (minor or major courses).

• Practicum experiences (field experience courses).

• Electives.

Options I-VII• I. General elementary classroom teacher

(content area field required).• II. General elementary classroom teacher plus an

additional endorsement (minor).• III. K-6 subject area major endorsement.• IV. Middle school teaching endorsement (added

to options I or V).• V. Secondary teaching endorsement in a subject

area major.• VI. Secondary teaching endorsement in a subject

area minor (may be added to option V).• VII. Special education (added to options I or V).

Special Options

• Two levels of teaching endorsement (K-12)

• Athletic coaching

• English as a second language (ESL)

• Secondary Bible

• Computer science

Rationale for Practicum Experiences

• Classroom learning connected to life

• Knowing connected to doing

• Teaching skill is learned by practicing the skill

• Provides for developing a sense of professionalism

Practicum Components

• Education 101L: Field Experience (20 clock hours)

• Education 239: Service Learning Field Experience (60 clock hours)

• Education 204: Field Experience (40 clock hours)—optional

• Education 37X: Student Teaching—the capstone course

Full-time Members of the Education Department• Dr. Pam Adams

• Mrs. Cella Bosma

• Mr. Lloyd Den Boer

• Dr. Pat Kornelis

• Dr. John Van Dyk

• Mrs. Jenny Van Ry

• Dr. Dennis Vander Plaats

Part-time Instructors—Members of the Education Department

• Mrs. Jo Alberda

• Dr. George Faber

• Mrs. Kim Hengeveld

• Mrs. Kim Karhoff

• MRS. Sanneke Kok

• Mrs. Gwen Marra

• Mrs. Mary Rhoda

• Mr. Mike Siebersma

• Mrs. Karen Timmer

• Mrs. Dorenda Van Gaalen

Education Department Methods Instructors• Dr. Syne Altena (Secondary Physical Education)• Mr. Art Attema (Business Education)• Mr. Dennis De Jong (Math Education)• Dr. Henry Duitman (Instrumental Music Educ.)• Dr. Syd Hielema (Secondary Bible Education)• Dr. Soccoro Woodbury (Foreign Language)• Mr. Craig Steinsma (Physical Education)• Dr. Ben Kornelis (Choral Music Education)• Mr. Dave Schelhaas (English Education)• Mrs. Jeri Schelhaas (Creative Dramatics)• Dr. Len Rhoda (Elementary Physical Education)

Advising

• All TEP students (elementary and secondary) are assigned departmental advisors—generally matched to endorsement areas.

• Advisors assist students in planning their academic program.

• Advisors also provide formative assessment of student performance competencies.

Teacher Education Committee

• Comprised of three faculty members and two students in the teacher education program.

• Reports to and advises the Director of Teacher Education.

• Reviews and recommends Teacher Education Program policy.

• Approves or rejects candidates at the decision points in the TEP.

Advisory Council

• Comprised of a diverse range of teachers and administrators from local schools.

• Reviews policy and makes suggestions and recommendations for improvement.

Placement Services

• Prepares credentials.

• Produces and distributes the prospectus.

• Posts information regarding teaching opportunities.

• Arranges interviews.

• Obtains additional resources for students regarding career choices.

• Placement Coordinator is Nevada DeLapp.