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Department Office Wenona 108, SDSU Brookings, SD 57007 605-688-5039 Certification Wenona 108 605-688-5039 Field Placement Wenona 204 605-688-4446 Advising Wenona 108 605-688-5039

SDSU Teacher Education Handbook

College of Education & Human Sciences

Department of Teaching, Learning & Leadership

Great futures start here

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South Dakota State University Undergraduate Teacher Certification and Degree Programs

Teaching, Learning, and Leadership Department General Information Teacher Candidates who are applying to the Teacher Education program are responsible for the accuracy of all information submitted. Information that is falsified may result in removal from the Teaching, Learning and Leadership Department. All application materials must be completed and submitted prior to the deadlines. Conceptual Framework We value faculty, teacher candidates and school and community partners who are:

Responsive: Educators respond to the unique qualities (strengths, needs and interests) of the individual learners and the environment and broader context in which learning occurs. Collaborative: Educators work together with their peers, other adults, the community and learners to plan learning experiences, engage students, and monitor

progress.

Innovative: Educators are not limited or static in their teaching strategies and approaches. Rather, their decisions and practices are both creative and grounded in research. Committed: Educators recognize and appreciate the time and energy needed to plan responsive and engaging activities for their learners.

The following beliefs guide our practices:

Development in Context: Learning is responsive to the developmental characteristics of the learner in a social and cultural context. Constructivism: Learning expands upon previous cognitive understanding through authentic experiences. Inquiry: Learning capitalizes on the innate curiosity of youth as they find answers to their questions about the world.

InTASC Model Core Teaching Standards

The Learner and Learning Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

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Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Content Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Instructional Practice Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Professional responsibility Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Mission/Vision/Values The mission of the Teaching, Learning, and Leadership Department is to prepare high quality educational leaders to enhance the potential of children, youth, schools, and communities through reflective teaching and inquiry, outreach, and advocacy. The department will be known for high quality education, scholarship, and leadership. It will be recognized for the effective delivery and continuous improvement of PK-12 undergraduate and graduate teacher education programs; the scholarly study of problems of teaching and learning; and, a commitment to inquiry-based and technology-rich teaching and learning. The department values collaboration, community, connectedness, diversity, multiple perspectives, inquiry, critical thinking, problem solving, and reflection. Finally, the Teaching, Learning, and Leadership

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Department aspires to provide educational leadership to our state and region, and to an increasingly complex, diverse, and technology-rich society. Code of Professional Ethics As future educational professionals, candidates in the Teaching, Learning, and Leadership Department follow the South Dakota Code of Professional Ethics, as outlined in South Dakota Codified Law 24:08:03:01 Obligations to Students, 24:08:03:02 Obligations to the Public, and 24:08:03:03 Obligations to the Profession. http://soe.usd.edu/amandamcdonald/standards/edstandard12_codeofethics.htm

Teacher Certification Curriculum and Degree Programs The teacher certification program consists of three major components:

General Studies Specialty Studies Professional Studies Field Experiences

The first two components often involve faculty and courses outside of the College of Education and Human Sciences. The third component, consisting of professional semesters, includes courses taught directly under the governance of the College of Education and Human Sciences and directly prepares candidates for the profession of teaching. SDSU students choose majors and minors from approximately 200 different subject areas. From these 200 majors, there are approved teacher preparation programs in the following:

Agricultural Education Art (K-12) Biology Chemistry Communication Studies ECE Birth – Age 8 ECE Birth to 5 ECE Elementary COOP Economics English Family Consumer Sciences Education French (K-12) Geography German (K-12) Health, Physical Education, and Recreation (K-12) History Journalism Mathematics Music – Instrumental/Vocal (K-12) Physics Political Science Psychology Sociology Spanish (K-12)

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Availability of Employment While there are teaching jobs open in South Dakota in virtually every discipline in any given year, some areas are particularly short of teachers. Full time teachers who have Federal Perkins Loans may qualify to have part or all of their loan forgiven. At present these areas include mathematics, science, foreign languages, bilingual education, art, health, language arts, music, physical education, special education, career and technical education and speech pathology. See the South Dakota Department of Education's web site at http://doe.sd.gov/oatq/teachingopportunities.aspx The Teacher Placement Service run by the Associated School Boards is a resource for learning about current job openings. See http://teacher.asbsd.org/. Student Due Process Students who are denied admission or continuation in the program due to failing to meet requirements or concerns with dispositions have the right to appeal to the Academic Standards and Scholastic Committee (ASSC). See Appendix E of this document. Professional Organizations Membership in a variety of organizations and honor societies is open to students and they are encouraged to join and participate in these programs:

Alpha Tau Alpha is an honor society in Agricultural Education open to majors

Kappa Delta Pi is an honor society that recognizes outstanding contributions to education

Student National Education Association is affiliated with the South Dakota Education Association and the National Education Association and provides opportunities for professional growth.

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Teacher Education (Secondary or K-12 Certification)

Admission The following requirements must be met prior to making application for Admission to the Teacher Education Program which occurs during PSI. Each teacher candidate will be assigned an education advisor, who will complete the appropriate advising sheets. Teacher candidates must: 1. Be admitted into South Dakota State University with a declared major (or approved equivalent)

in a certifiable area. 2. Have completed the following General Education courses with a letter grade of at least a C or

better in order to show basic educational competency: ENGL/HON 101 Composition SPCM 101 Fundamentals of Speech MATH 102 College Algebra or higher (Note MATH 102 may be a prerequisite for a

course in you program) 3. Have completed the following prerequisite course with a letter grade of at least a C or better:

EDFN 101 Exploration Teaching and Learning 4. Achieve a cumulative GPA of 2.5 or higher with a minimum of 32 credit hours and a GPA of 2.6

or higher in the content area major. 5. Attend a Teacher Education Program information and application session (attendance signature

required) as part of EDFN 351 course. 6. Complete and submit the Teacher Education Program Application materials:

Application to Teacher Education Program (K-12 & secondary) Disclosure of Convictions: Read and sign the disclosure of convictions for (Appendix A) Conduct Review Statement: Read and sign a conduct review statement as required by the

state of South Dakota for teacher certification. (Appendix B) Professional Attributes Agreement: Submit a signed copy of the Professional Attributes

Agreement (Appendix C) (Professional Attributes assessment Appendix D) **Previous Degreed Individuals: Two copies of the Professional Attributes form must be

submitted by two separate education professionals. Additionally, the state of South Dakota requires a passing score on the content Praxis exam and 2.5 GPA in bachelors program, prior to admission to the teacher preparation program. An entry-level candidate interview will be conducted by certification officer and/or a secondary teacher education faculty member.

7. Faculty will review your materials and notify you via email of your admittance to the program. Candidates identified with dispositional concerns may be provisionally admitted to the program.

Candidates wishing to enter the education program but who have not met all standard requirements have a right to appeal as indicated in the Due Process section above. Curriculum Overview While the Teacher Education Program Advising Sheet (Appendix E) will direct students to specific coursework for completion of the program, information regarding specific content area, or major area, courses will come from the major area, and students should reference the University Catalog and their content area major advisor for specific information.

General Studies: At SDSU, all students, regardless of their major, take courses in a General Education Core. Within this core, education candidates must take:

o ENGL/HON 101 Composition o SPCM 101 Fundamentals of Speech o MATH 102 College Algebra or higher o History of American Indians HIST 368 (3), or Indians of North America INED 411/ANTH

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Specialty Studies: In addition to the university core courses, SDSU students choose majors and minors from approximately 200 different subject areas. Students complete a major in an area of certification. Additionally, each major area requires a special methods course.

Professional Studies: Along with general and specialty studies, education candidates also take a sequence of three professional semesters: Professional Semester I, Professional Semester II, and Professional III. Additional courses, called floaters, are also required.

Field Experiences: Each professional semester requires students to participate in field experiences. To provide for diverse field experiences, and to meet accreditation expectations, candidates will not be placed in the same site for all of the field experiences. Professional Semester experiences for PSII and PSIII will not be at the same site. Additionally, teacher candidates cannot student teach in their high school setting. Teacher candidates can, however, visit with the Placement Supervisor for possible field placement sites. Field experiences will take place within a 70 mile radius of the university. In special circumstances, teacher candidates can apply to the Placement Coordinator for an outside the area placement. Teacher candidates will be charged an additional fee for any placement outside of this distance. The decision on whether a teacher candidate will be able to teach outside the 70 mile radius will include any concerns about academic performance or dispositions. Decisions on placement will be made by the Placement Coordinator. Students who wish to appeal a decision can do so through the department head. A field placement can be terminated at any point by the institution in which the placement is made.

Progression Teacher Candidates accepted to the program shall progress appropriately through the program, completing signature assignments for each course, and maintaining an overall GPA of 2.5, a major GPA of 2.6, and an Education GPA of 2.8. A letter grade of ‘C’ or better is required in any professional education course. In addition, students will be rated on a professional attributes scale by faculty. An individualized plan of improvement will be developed as needed. Positive Professional Attributes are essential to the progression towards completion of the Teacher Education program. Candidates must meet each semester with an education advisor, prior to registration. No student will be allowed to register for education coursework without the approval of an education advisor. All candidates will also meet with content area advisors, to secure the completion of the major area. As progression through the program requires advanced planning, students must keep several principles in mind when planning the sequence of education courses, and registering for education coursework.

1. Registration for Teacher Preparation coursework requires the signature of an education advisor. A disclosure of convictions form (Appendix A) is completed each semester at this meeting.

2. Teacher candidates must take and pass the appropriate content PRAXIS exam prior to applying for Residency.

3. Residency, should be taken in the senior year when candidates have completed all or most of the courses in the major area. Candidates must have earned a qualifying score on the PRAXIS content test to be allowed to register for the Residency semesters. Teacher candidates must contact the Office of Field Experiences for information about applying for student teaching. (Student Teaching Application – Appendix F)

4. Prior to completion of the program, teacher candidates must take and pass the PRAXIS PLT exam.

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Professional Studies and Recommended Sequence

Pre-Residency I:

EDFN 351 Teaching & Learning I (1)

EDFN 475 Human Relations (3) Pre-Residency II:

EDFN 352 Teaching & Learning II (5) Residency I

EDFN 453 Teaching & Learning III (7)

SEED 450 Reading and Content Literacy (2)

Special Methods in major teaching (3) Residency II:

EDFN 454 Teaching & Learning IV (11)

SEED 456 Capstone/Action Research (1) Candidates wishing to progress through the education program but who have not met all standard requirements have a right to appeal. This procedure involves the Academic Standards and Scholastic Committee (ASSC). See Appendix D. Completion Teacher candidates who complete all courses and requirements are considered completers of the teacher certification program. Recommendation for certification is contingent upon the posting of the degree on an official transcript, as required by state law.

Obtaining a South Dakota Teaching Certificate The procedure an SDSU graduate must follow in order to obtain a South Dakota Teaching Certificate is as follows:

1. Complete an application for certification at the state department of education website, supplying all test scores, fees, and required information.

2. Request an official transcript with degree indicated, from the SDSU Registrar’s Office, to be sent to state Department of Education.

3. The Certifying Officer will complete the institutional recommendation online. 4. The teaching certificate will be sent from the Certification Office in Pierre, via email,

approximately 10 weeks after all appropriate materials have been received.

Teacher Certification in a State Other Than South Dakota The teacher education program at South Dakota State University is accredited by the National Council for Accreditation of Teacher Education, the North Central Association of Colleges and Secondary Schools, and the South Dakota Division of Education. All states accept the SDSU teacher education program for issuance of a teaching certificate.

A candidate holding a current South Dakota teaching certificate may teach in other states as well. Each state has a different set of requirements for obtaining a teaching certificate. Some states may require additional courses or exams. If additional course work is required, states generally allow a teacher to teach with a provisional certificate while state requirements are being completed.

The state licensing agency for the specific state in which a candidate is seeking certification should be contacted for information about requirements for that state. An internet search for the state department of education will lead candidates to information regarding certification processes.

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All candidates seeking a first time certificate in another state will be required to have the SDSU Certifying Officer complete the University Sign Off. In order to do this she must have access to an official transcript, and completed file.

Any further questions concerning certification should be directed to the Certifying Officer or the certification secretary. Coaching Endorsement Persons interested in coaching a sport at the elementary, junior high/middle school, or high school level can complete requirements to have a coaching authorization on their certificate. To be a coach at the elementary or junior high/middle school level or to be an assistant coach at the high school level, a person must take: PE 354 - Prevention & Care of Athletic Injuries (2 hrs) General care and treatment of athletic injuries, conditioning and training, equipment of training room, taping for athletic injuries, etc. Persons wishing to be a head coach at the high school level must also take a course in each sport s/he wishes to coach. The coaching classes are: PE 467 - Coaching Swimming PE 469 - Coaching Baseball/Softball PE 470 - Coaching Basketball PE 471 - Coaching Football PE 472 - Coaching Golf

PE 473 - Coaching Track & Field/Cross Country PE 474 - Coaching Wrestling PE 475 - Coaching Volleyball PE 476 - Coaching Gymnastics

For further information regarding the coaching endorsement for South Dakota and other states, teacher candidates should contact the HPER Department.

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DISCLOSURE OF CONVICTIONS FOR STUDENT TEACHING

OR CERTIFICATION

Teacher education programs are required to inform candidates of the laws and rules pertaining to

denial of a certificate in South Dakota. SDCL 13-42-9 provides for refusal of a certificate by the

Secretary of the Department of Education and Cultural Affairs for conviction of crimes involving

moral turpitude including traffic in either controlled substances or marijuana, or both. Moral

turpitude is defined as," an act done contrary to justice, honesty, principle, or good morals, as

well as an act of baseness, vileness, or depravity in the private and social duties which a person

owes to his fellow man or to society in general” [SDCL 22-1-2 (25)].

Other states and jurisdictions may have similar background check or other requirements to obtain

a license or certificate to teach in that jurisdiction. Candidates should contact the jurisdiction

where they seek licensure or certification for those requirements.

In South Dakota, there are no comparable laws or rules for denial of admission to teacher

education programs or admission to student teaching; however, candidates are advised to

disclose information related to possible denial of a certificate at those admissions stages. Student

teaching sites require background checks and the school district has the right, and in some cases

obligation, to refuse or cancel placement of a student in student teaching at the site based upon

certain criminal convictions in accordance with state law, including but not limited to SDCL 13-

10-13. A student with disqualifying criminal convictions may be unable to complete the

requirements of the academic program and the University has no obligation to grant a degree or

sign off on program completion if requirements are not met.

South Dakota State University recommends the disclosure of any conviction of crimes, either

felony or non-traffic misdemeanor, including convictions involving drugs and alcohol at

admission to the program and student teaching placement. SDSU will require a review and

updates to this information at each advising session.

A “yes” response to the following questions is not a denial of admission to the teacher

certification program, or an automatic refusal of a certificate. Candidates are generally advised

to continue in teacher education programs after voluntary disclosures and/or to seek advice from

their own legal counsel. SDSU does not have the authority to issue certificates, and a decision

about the issuance of a certificate by the Secretary of Education cannot be made until candidates

have finished programs and have been recommended for certification. The Secretary will

investigate and review each application on a case by case basis before making a decision to deny

a certificate. School districts will determine whether a student may participate in student teaching

placement at the site and SDSU may be required to disclose information about criminal

convictions to the school district.

Appendix A

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Have you ever been convicted of any crime involving moral turpitude that may prevent issuance of

a certificate by the Secretary of the Department of Education and Cultural Affairs or placement at

a school district for student teaching?

Yes ___ No ___

Have you ever been convicted of a crime of violence SDCL 22-1-2(9), sex offence SDCL 22-24B-1,

or trafficking in narcotics that would prevent placement at a school district for student teaching?

Yes __ or No __

I understand the contents of this disclosure and hereby voluntarily consent to the release of

information contained herein to the school district(s) of placement for student teaching and any

certifying of licensing entities that requests this information for certification or licensing purposes.

_____________________________________________ _____________________

Signature Date

Check one: ____ this is an additional disclosure ____ this is reaffirming previous disclosure(s).

Check here if supporting information/court record for above disclosure has already been submitted. ____

If you have responded “Yes” to the question above, please provide the additional information below. For

multiple offenses, you may provide this information on a separate sheet with your signature and date.

Crime convicted of: _____________________________________________________________

Level of offense (check one) _____ Felony _____ Misdemeanor

Date of offense: ______________________________ Age at time of offense:_______________

Location of offense: _____________________________________________________________

(include city, county and state)

Details of the incident:

Court documents supporting the above information must be provided when application for certification

is made and may be requested by the College of Education & Human Sciences prior to that time.

The Applicant Conduct Review Statement, which requires disclosure of arrests, indictments, charges,

etc. in addition to convictions and which must be completed at application for certification, is provided

for informational purposes only at this time.

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Appendix B: Applicant Conduct Review Statement

APPLICANT CONDUCT REVIEW STATEMENT

Per SDCL 13-42-10

GENERAL INFORMATION AND INSTRUCTIONS: Applicants must respond to all questions before an

application for certification can be processed.

Respond to EACH item. If an arrow ( ) follows your response, follow the instruction given and attach any/all

requested materials to your application, number the attachments with the number of the applicable item. If you do not

respond to an item, or if the required attachments do not accompany your application, your application WILL NOT

BE PROCESSED AND WILL BE RETURNED.

4. Have you ever left employment to avoid dismissal or disciplinary action?

YES

NO

IDENTIFICATION INFORMATION

Applicant Full Name (Last, First, Middle)

Previous Full Name (or nickname)

Student ID # Social Security Number Date of Birth (Month, Date, Year)

1. Have you ever, or since your previous certificate was issued, been summoned, arrested, taken into custody, indicted, convicted OR tried for, OR charges with, OR pleaded guilty to, any felony or misdemeanor crime involving moral turpitude, including traffic in narcotics? Note that the term CRIME does include a misdemeanor, a gross misdemeanor a felony, or a charge which resulted in a stay of imposition of sentence. The term CONVICTION includes a finding of guilt by a jury or judge, an admission of guilt or plea of guilty, or a plea without an admission of guilt. You are considered convicted whether or not the sentence is stayed or executed.

YES ( ) If you answered “YES” to this item, please attach any court documents indication the crime of which you were convicted, the dates of your conviction or plea of guilty, and the dates you were sentence and the sentence imposed. If you have been discharged from probation, include information regarding your discharge from probation. If you are currently on probation, provide the name and telephone number of your probation officer.

NO

2. Have you ever, or since your previous certificate was issued, had any credential authorizing school teaching or service suspended, revoked, voided, denied, cancelled, rescinded, and/or otherwise rejected for cause in South Dakota or in any other state, commonwealth, territory, or possession of the United States of America?

YES ( ) If you answered “YES”, attach documents explaining the action, location(s), date(s), and the agency involved.

NO

3. Is there any type of disciplinary action or adverse action now pending against any credential you hold that authorizes school teaching or service?

YES ( ) If you answered “YES”, attach material explaining the action or charges, location(s), date(s), and the agency involved.

NO

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5. Have you ever applied for or held a license, other than as a teacher or administrator, the procurement of which required proof of good character (i.e., certified public accountant, insurance agent, real estate broker, etc.)?

YES ( ) If “YES”, state the license applied for, date of application, the name and address of the authority to whom made, the disposition of the application, and if granted, the present status of each such license.

NO

6. Are there any other facts not disclosed by your answers concerning your background, history, experience, education, or activities which may have some bearing on your character, moral fitness, or eligibility to teach or hold an administrative position in South Dakota and which should be placed at the disposal or brought to the attention of the Department of Education & Cultural Affairs?

YES ( ) If “YES”, state facts fully but concisely on attached sheet.

NO WARNING: FAILURE TO ANSWER ANY OF THSE QUESTIONS IN A TRUTHFUL MANNER OR FAILURE

TO PROVIDE THE INFORMATION REQUESTED COULD LEAD TO DISCIPLINARY ACTION BEING

TAKEN AGAINST ANY TEACHING OR SCHOOL ADMINISTRATIVE CERTIFICATION THAT YOU

POSSESS. Please note:

Certificates will not be issued to anyone in child support arrears according to SDCL 25-7A-56. Action by the 2000SD Legislature requires criminal background checks of all persons hired by a school district (either directly or

by contact) at the time of employment, utilizing fingerprint checks or state and federal records. This is effective 7/1/2000. SDCL 13-42-10 provides for revocation or refusal of certification upon conviction of a crime involving moral turpitude,

including traffic in narcotics.

AUTHORIZATION I hereby authorize the Department of Education and Cultural Affairs to review and inspect court and law enforcement records

maintained by the state of the federal government for the purpose of verifying the answers submitted above and specifically waive

any privacy right or personal right to prior notice that may attach to these records.

I further certify that all information contained on and submitted with this application is the best of my knowledge true and accurate.

I understand that any intentional misrepresentation of facts or falsification of statements on accompanying documents may result

in denial of certification and could affect the status of my teaching or school administrative certificate.

(Signature of Applicant) (Date)

(Signature of Applicant) (Date)

(Signature of Applicant) (Date)

(Signature of Applicant) (Date)

(Signature of Applicant) (Date)

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Appendix C: Professional Attributes SDSU DEPARTMENT OF TEACHING, LEARNING & LEADERSHIP

Professional Attributes Process

The SDSU Department of Teaching, Learning & Leadership outlines the knowledge, skills, and dispositions

important to becoming an education professional. One of the purposes of the Professional Attributes Process is to

inform and promote desirable dispositions expected in the professional demeanor of candidates. The Department of

Teaching, Learning and Leadership fosters the development of those attributes and has identified these attributes as

personal characteristics important for successful candidates. Faculty in classes that are offered by the Department of

Teaching, Learning, and Leadership, content area special methods, and field supervisors/host professionals in all

programs will formally assess candidates’ dispositions. Candidates will complete a self-evaluation three times

throughout the program. Faculty will meet with candidates if concerns are identified. An individualized plan of

improvement will be developed as needed. Instruction and formalized training regarding these professional

attributes will occur throughout all programs, with a concerted effort occurring during the first semester. Positive

Professional Attributes are essential for progression towards completion of all Teaching, Learning and Leadership

programs.

Professional Attributes Agreement I have read, and hereby understand the Professional Attributes identified by the Department of Teaching, Learning

and Leadership. I understand that professional attributes will be evaluated throughout my program. IF concerns are

identified, they will be discussed with me. A plan of improvement will be put in place. I understand that failure to

address concerns may result in limited opportunities for field placements, or departmental denial to progress through

the program. I acknowledge that maintenance of poor professional attributes may have a negative impact on my

academic grades in courses as indicated in syllabi. I further understand I could be dismissed from the program at any

stage if I do not make satisfactory progress with prescribed improvement plans.

___________________________________ ________________________

Candidate’s Name (print) ID Number

__________________________________ ________________________

Candidate’s signature Major or Program

____________________________ ________________________

Date Date

____________________________ ________________________

Date Date

____________________________ ________________________

Date Date

This form must be reviewed and signed at every advising session throughout a candidate’s participation in the

program. This form shall be maintained in the candidate’s program file.

Revised October 2012

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Form Revised October 2012

**Regardless of academic performance, a candidate’s disposition on this rubric may affect his or her academic standing (refer to

course syllabi).

Appendix D Professional Attribute Assessment

Candidate Name

Placement Site Supervisor/ Faculty/Field

Supervisor

This document describes seven essential attributes of professional performance on the part of candidates. Please read the following statements and rank each attribute. 1 = Unsatisfactory, 2 = Basic, 3 = Acceptable, 4 = Proficient, 5 = Distinguished, N/A = Not Applicable given current observations. If an attribute is ranked at 2 or below, please complete a Referral Form, review with the Candidate, and create a plan to improve this attribute.

Respect 1 2 3 4 5 N/A Comments:

is considerate of others

values diversity

demonstrates inclusive attitudes and behaviors

Responsibility 1 2 3 4 5 N/A

engages in socially appropriate behaviors

is reliable and trustworthy

accepts consequences for personal actions or decisions

prepares for classes/meetings/group work/instruction

demonstrates professional ethical behavior

maintains confidentiality of students/colleagues

attends class regularly and is on time

Flexibility 1 2 3 4 5 N/A

adapts to change

is open to new ideas and opinions

deals appropriately with less than ideal situations when necessary

maintains a positive attitude when necessary changes occur

Collaboration 1 2 3 4 5 N/A

supports teamwork

shares knowledge and responsibilities with others

accepts and responds appropriately to feedback from others

Reflection 1 2 3 4 5 N/A

self-assesses knowledge/performance using higher order thinking

demonstrates accurate self-analysis regarding own strengths and weaknesses

accepts/uses constructive feedback

assesses situations using multiple perspectives

Professional Development 1 2 3 4 5 N/A

engages in professional development activities

is committed to the profession

models and promotes life-long learning

has enthusiasm for one's discipline(s) and values the process of learning

demonstrates a belief that all students can learn

demonstrates a belief that teachers can influence learning

Effective Communication & Social Awareness 1 2 3 4 5 N/A

uses the English language effectively and appropriately

is able to assess social/professional situations

displays an understanding of non-verbal communication

acts in socially appropriate and professional ways

demonstrates effective listening skills

maintains positive relationships with others (i.e. colleagues, peers, parents, students)

demonstrates an awareness of how personal appearance and grooming habits can

influence teacher effectiveness and dresses appropriately for given contexts

Form Completed by:

Course

Semester & Year

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Appendix E: Appeals Process

APPEALS FORM Admissions and Scholastic Standards Committee

The purpose of the Admissions and Scholastic Standards (ASSC, or Appeals) Committee is to

consider appeals from students who are not currently meeting a program standard and are unable

to progress in the Teacher Education Program (for example, not having a GPA that meets the

standards set by Teacher Education Faculty).

Procedures for filing an appeal:

The Teacher Candidate will obtain a Standards Waiver Petition from the Teacher

Certification office in Wenona 108.

The Teacher Candidate will fill out the student portion of the form.

o In filling out the petition, students should clearly present their argument and

should back their position with clear and well-explained evidence that their

petition should be granted.

An advisor who is part of TEF should fill out the Advisor’s form (Note: the advisor may

give the form to the student to be turned in as a packet, or may submit her/his form to

Wenona 108 and it will be viewed confidentially).

The Teacher Candidate will turn 4 duplicated copies of the form and required

attachments in to the Teacher Education office in Wenona 108 at least one week prior to

an Appeals Committee meeting. Dates of these meetings are listed below.

What to expect after filing:

The committee will meet as needed each semester.

At each meeting the committee will consider all petitions that were filed subsequent to its

previous meeting and one week prior to its next meeting

The committee will respond to each petition with one of the following options:

o Grant the appeal

o Grant the appeal with provisions, which will be stated in a letter to the student

o Reject the appeal

Teacher Candidates will be notified of the Committee’s response to their petition within

one full week (7 days) of the meeting at which their appeal was considered.

Teacher Candidates whose appeals are granted will be allowed to register for teacher

certification coursework through the Teacher Education secretary. Candidates whose

appeals are not granted will be unable to register for teacher certification coursework.

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Standards Waiver Petition College of Education & Human Sciences

South Dakota State University

Student’s Statement

Date: _______________________

Name: ________________________________________________________

Major Area of Study: _____________________ Major Advisor: ________________

Education Advisor: ___________________________

Current Mailing Address: ________________________________________________

Preferred Phone:_____________________ Preferred Email: ____________________

Current Overall GPA: Current Major GPA:

Current GPA in Education Courses (if different from Major): _________________

Is this a (check one):

_____Waiver for entrance into the Teacher Education Program (PSII)

_____Waiver for enrollment in Student Teaching (PSIII)

_____Waiver for enrollment in Student Teaching (PSIV) – ECE students only

To consider a petition for waiver of any of the standards, the Admissions and Scholastic

Standards Committee (ASSC) must understand as well as possible why you think the

standard(s) should be waived. Please explain the rationale for your request in detail.

If more space is needed, you may attach additional pages. If GPA and/or grades are an

issue, you must submit a current unofficial transcript. Incomplete petitions will not be

considered.

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Standards Waiver Petition College of Education & Human Sciences

South Dakota State University

Advisor’s Statement

Date: _____________________

Name of Student:

Name of Advisor: Major:

Advisor: Please comment on this student’s request for waiver of one or more of the standards. In your comments, please include your honest assessment of the student’s potential as a teacher and your recommendation of approval or denial.

Signature of Advisor: ________________________________ Date: _______________

Please return this form to Teresa, Dept. of Teaching, Learning and Leadership, Wenona 108, Box 507 or to the student directly.

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Appendix F: Student Teaching Application

Application for Student Teaching

South Dakota State University Teaching, Learning, and Leadership Department

First Name

Middle Name

Last Name

Current Address: Permanent Address:

Telephone Telephone

Email Email

Planned Student Teaching Semester: * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Previous Degree: High School Graduated From: Junior High Graduated From: Overall GPA: Major Area GPA: Education GPA: Major: Major Advisor: Minor: Graduation Date:

Areas other than your major that you are planning to become certified to teach: Previous Field Experience Site & Teacher: Subject teaching preference(s): Grade level(s) preference: Extracurricular advising (coaching/ student activities):

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Application for Student Teaching Page 2 Pre-Residency Courses in Education for Certification: EDFN 101 Exploration Teaching & Learning 1 cr. EDFN 351 Teaching & Learning I 1 cr. EDFN 475 Human Relations 3 cr. EDFN 352 Teaching & Learning II 5 cr.

Residency Courses EDFN 453 Teaching & Learning III 7 cr. SEED 450 Reading and Content Literacy 2 cr. Methods Special methods course in major teaching area 3 cr. EDFN 454 Teaching & Learning IV

11 cr. SEED 456 Capstone/Action Research 1 cr.

**************************************************************************************************** Courses taken in MAJOR Prefix Number Title Credits

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Application for Student Teaching Page 3 Courses taken in MINOR(S) Prefix Number Title Credits

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Application for Student Teaching Page 4 Courses taken in other areas that will require additional Praxis testing Prefix Number Title Credits

Profile: Please include a personal profile that addresses your background information and why you are interested in a career in education.