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TheEducationDepartmentTeam(EDT)

Dr.GretchenNorland,ChairoftheEducationDepartment

norlandg@bethanylb.edu785-227-3380,Ext8300

ProfessorMichelleBarreirõ,M.A.,ElementaryEducationCoordinatorbarreiroms@bethanylb.edu785-227-3380,Ext.8457

ProfessorAlanEnglish,M.L.S.,SecondaryEducationCoordinator

englishae@bethanylb.edu785-227-3380,Ext.8297

KatiaMatter,M.A.,AdministrativeAssistantandLicensureOfficermatterkc@bethanylb.edu785-227-3380,Ext.8054

CoverartworkdonebyRebekahRoach,ArtEducationMajor

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TABLEOFCONTENTS

PREFACE:MissionStatements,TeachingMajors,Endorsements,Accreditation Page4

IntroductiontoTeacherEducation Page5

TeacherEducationCoordinators(TEC) Page5

TransitionPoints–Overview Page6

OverviewofTeacherEducationAssessment Page7BethanyCollegeAssessment–SourceofDataTimetable Page8

1.AdmissiontotheTeacherEducationProgram Page9ED100TeachingCandidateDispositionRubric Page10ED200StudentObservationFieldExperienceRubric Page11

ConditionalAcceptancePolicy Page12ProfessionalEducationRequirements Page13PhilosophyofAssessment Page14Academic-CourseworkArtifactsandStudentLearningOutcomes(SLOs) Page14AcademicArtifactsAssessmentRubric Page15BethanyCollegeFieldExperiences Page16StudentRecordofFieldExperienceHours Page17ConceptualFramework:BethanyCollegeExceptionalTeacherModel Page18OverviewoftheStudentTeachingEvaluationandSLOs Page19BethanyCollegeStudentTeachingEvaluationForm Page202.AdmissionintoClinicalPractice Page21Pre-StudentTeachingInterviewRubric Page22Out-of-areaStudentTeachingPlacementRequests Page23

BethanyCollegeClinicalPractice(StudentTeaching)Guide Page24

EducationDepartmentTeam(EDT)ContactInformation Page24PreparingforClinicalPractice Page25Professionalism:KansasEducatorCodeofConduct Page26KSDERegulationsforKansasEducatorsandStudentTeachers:Article19 Page27BestPracticesforStudentTeachers Page28ClinicalPracticeOverview Page29

StudentTeachingEvaluationForm Page30BethanyCollegeTeacherWorkSample(TWS) Page31

AlignmentofStudentLearningOutcomesintheTeachingProgram Page32RecommendedSchedulesforStudentTeaching Page33BethanyCollegeClinicalPracticePoliciesandProcedures Page34

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DueProcessProcedures Page36

TeachingCandidateInterventionContract Page37

RolesofClinicalPracticePersonnel Page38

ResponsibilitiesofCollegeSupervisor Page38

ResponsibilitiesofPrincipal Page39

ResponsibilitiesofCooperatingTeacher Page403.CompletionoftheTeachingProgram Page42

4.FollowingProgramCompletionandLIcensure Page43FormsandResources:DocumentsavailableontheEducationDept.webpage Page44

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PREFACE

BethanyCollegeMissionStatement:ThemissionofBethanyCollegeistoeducate,develop,andchallengeindividualstoreachfortruthandexcellenceastheyleadlivesoffaith,learning,andservice.BethanyCollegeEducationDepartmentMissionStatement:TheBethanyCollegeEducationDepartmentstrivestoinstillincandidatestheknowledgebase,teachingskills,aswellasprofessionalattitudesandvaluesnecessarytobecomeexceptional,reflectiveteachersinadiverseculture.

TeachingMajorsBethanyCollegehasimplementedprogramsforteacherpreparationinitscurriculumsinceitsfoundingin1881.Today,Bethanystudentscanreceiveadegreeleadingtolicensureattheelementary(K-6),secondary(6-12),andPreK-12levelsinvariousdisciplines.Thereare11programsorteachingmajorsofferedatBethanyCollege:ElementaryEducation,Art,Biology,Business,Chemistry,English,HealthandPhysicalEducation,Mathematics,VocalMusic,InstrumentalMusic,andSocialScienceTeaching. *Thefour-yearplansforthesemajorscanbeaccessedontheBethanyCollegeEducation Departmentwebpage.https://www.bethanylb.edu/academics/areas-of-study/education/EndorsementsCandidatescanobtainlicensureinaddedendorsementareasatthesecondaryandelementarylevelsincludingSpecialEducationHigh-Incidence(K-6,6-12,orPreK-12)andEnglishLanguageLearners(K-6or6-12).KansasStateDepartmentofEducationoffersamiddlelevel(5-8)endorsementinSocialStudies,Math,ScienceandEnglishtoteachingcandidateswhopasstheMiddleLevel(orSecondary)PRAXIStestinthesecontentareas.AccreditationTheTeacherEducationProgramatBethanyisapprovedbytheKansasStateBoardofEducation(KSDE)andisaccreditedbytheNationalCouncilfortheAccreditationofTeacherEducation(NCATE),whichhastransitionedintotheCouncilfortheAccreditationofEducatorPreparation(CAEP).TeachingcandidatescanbeassuredthatteachereducationatBethanymeetsstateandnationalstandardsforexcellence.TeachingcandidatesatBethanyCollegearerequiredtomeetKSDElicensurestandards,andgraduationrequirementssetbythecollegeandtheteachingprogram.Thesestandardshavebeendevelopedtoensurethatbeginningteachershavetheknowledge,skills,attitudesandvaluesnecessaryforeffectiveclassroomteachingandinfulfillingprofessionalresponsibilities.TheBethanyCollegeTeacherEducationHandbookandAssessmentManualhasbeendesignedforcandidatestoclearlyunderstandtheteachereducationprocessastheydevelopintoexceptional,reflectiveteachersinadiverseculture.Inaddition,informationisprovidedtothepartnersintheprocess,specificallycooperatingteachers,administrators,andcollegesupervisorswhocloselymonitortheprogressofBethany’steachingcandidates.Includedinthemanualarethetransitionpointsandmultipleassessmentsoftheteachingprogram.AssessmentsareclearlyalignedwiththeINTASC/KSDEProfessionalEducationStandardsandtheteachingprogram’sConceptualFramework:BethanyCollegeExceptionalTeacherModelandstudentlearningoutcomes.

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INTRODUCTIONTOTEACHEREDUCATION

TheBethanyCollegeEducationDepartmentisdedicatedinhelpingcandidatesacquiretheknowledge,skills,attitudesandvaluesnecessaryforbecomingresponsible,reflective,ethicalprofessionals.TheliberalartsprogramatBethanyisintegratedwiththeprofessionalstudies,academiccoursework,andclinicalfieldexperiencestohelpteachingcandidatesbuildadeepunderstandingofthesubjectmatterandpedagogicalknowledge,interactwithdiverselearners,schoolsandcommunities,andtodevelopcriticalcompetenciesinreachingalevelofexcellenceandsuccessintheprofession.Bethany’sTeacherEducationProgramseekstopreparequalifiedcandidatesforteachingpositionsinfieldsthatareprogramapprovedthroughtheKansasStateDepartmentofEducationincludingprogramobjectivesto: •Provideopportunitiesthroughwhichcandidatescandevelopthequalitiesidentified intheBethanyCollegeExceptionalTeacherModelandthoseofaliberallyeducatedperson. •Provideearlyexperiencesinelementary,middlelevel,andsecondaryclassrooms. •Provideeffectiveguidanceservicesrelatedtocandidates’academicgoalsandsocialconcerns. •Recommendforlicensurethosecandidateswhohavecompletedtheapprovedprogramand meetallrequirementsforlicensure.

TeacherEducationCoordinators(TEC)TheEducationDepartmentworkscloselywiththeTeacherEducationCoordinators(TEC)–acommitteethatiscomprisedoffacultyrepresentativesfromeachdepartmentthathasanapprovedteachingprogramorsupportstheprogramoutcomes.TheTECcommitteemeetseachmonthtoreport,review,andmakedecisionsondata,approveadmissionofcandidatestotheprogram,makechangesinthecurriculum,andmonitorthecontinuousimprovementofteachingcandidateperformanceandprogramquality.TECmembersassumeresponsibilitiesofsupervising,supporting,orcoordinatingthose,invariousdepartments,whowillevaluatestudentteachersintheircontentareasduringstudentteaching,includingtheEducationDepartmentTeam(EDT)professors. GretchenNorland,Ed.D ChairoftheEducationDept.Overseesallteachingmajors

MichelleBarreirõ,M.A.ElementaryEducationCoordinatorElementaryEducationTeaching

AlanEnglish,M.L.S.SecondaryEducationCoordinatorSecondaryEducationTeaching

KatiaMatter,M.A.AdministrativeAssistantandLicensureOfficer

EleanorHeimbaugh,M.F.A.ArtTeaching,K-12

MarkMcDonald,Ph.D.BiologyTeaching,6-12

PariFord,Ph.D. MathematicsTeaching,6-12

JenniKinnaird,Ph.D.BusinessTeaching,6-12

JoycePigge,D.A.SocialScienceTeaching,6-12

LillianGreen,Ph.D.InstrumentalMusic,K-12

MarkLucas,D.M.A.VocalMusic,K-12

LauraStenlund,M.A.T.,L.A.T.,A.T.C. Health&PhysicalEduc.,K-12

MarcusHensel,Ph.D.EnglishTeaching,6-12

LukeMcCormick,Ph.D.ChemistryTeaching,6-12

GregLeGault,M.F.A.AssociateProfessorofTheatre

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TRANSITIONPOINTS–OVERVIEW

TRANSITIONPOINT1:ADMISSIONTOTHETEACHEREDUCATIONPROGRAM

Criteriaforadmissionintotheteachingprogramincludecandidates'demonstrationofacademicabilitybymeetingGPArequirementsofaminimumof2.5cumulative,anda2.75inthemajor;havepassedED100andED200withaCorhigher;havemettheassessmentcriteriaontheED200FieldExperienceEvaluationandTeachingCandidateDispositionRubricwithscoresof2.5orhigherfromthefreshmanthroughthesophomoreyears.Candidatesmustbeatasophomorestanding(31hoursormore),havesubmittedtheTeacherEducationApplication,andgainedTECapprovalforadmissiontotheprogram.TRANSITIONPOINT2:ADMISSIONINTOCLINICALPRACTICE(STUDENTTEACHING)

CriteriaforbeingadmittedintoClinicalPracticeincludesubmissionoftheClinicalPracticeApplicationwithcompletedandsignedrequireddocuments;candidateshavemaintainedGPAsof2.5cumulativeand2.75inthemajor;havemetthe2.5passingcriteriainTeachingCandidateDispositionRubricaveragedscores;haverecordsofcompleting130fieldexperiencehours;havepassedallcoursesthatarerequiredpriorstudentteaching,andsubmittedrequiredcourseworkartifactsforassessment;havecompletedandsubmittedaGraduationApplication(foundoneSwede),andreceivedanapprovedDegreecheckfromtheRegistrar;haveanacceptablereportfromtheDeanofStudentDevelopmentandfromtheRegistrar;andcompletedapre-studentteachinginterviewwithtwoeducationprofessors.TRANSITIONPOINT3:COMPLETIONOFTHETEACHINGPROGRAM

CriteriaforsuccessfullycompletingtheteachingprogramincludecandidateshavepassedClinicalPracticewithagradeofCorhigher,andpassedalltherequiredcoursesoftheteachingprogramincludingseminar;haveminimumGPAsof2.5cumulativeand2.75inthemajor;scored50orhigherontheStudentTeachingEvaluationForm;havecompletedandpassedtheTeacherWorkSample(TWS)withascoreof110orhigher;submittedthefinalstudentteacherexitsurveyduringanexitinterviewwiththecollegesupervisor,andhavebeenrecommendedforlicensurebythecollegesupervisor.TRANSITIONPOINT4:FOLLOWINGPROGRAMCOMPLETIONANDLICENSURE

Criteriaforthelasttransitionpoint,FollowingProgramCompletionandLicensure,includecandidatesmeetingwiththeLicensureOfficerregardingreviewingandpursuinglicensuresteps;registeringfor,taking,orreviewingscoresofthePLTandPRAXIScontenttests;andearningaGraduationdegreeorbecomingaProgramCompleter.CandidatesareencouragedtoposttheirnewjobpositionsastheybecomeavailableintheEducationDepartment.

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Overview of Bethany College Teacher Education Assessment

Post Graduate Internal and external data include candidates’ GPA, content tests and PLT pass scores, Title II pass rates, course grades, Foliotek assessments, Clinical Practice evaluations, and TWS scores.

From Admission to Teacher Education to Clinical Practice through Graduation and Beyond: Key Assessment Measures

Persons Responsible

Ongoing data from Teacher Education

Transition Point 1. Admission to Teacher Education • Teaching candidate is at a sophomore standing (31 hrs. or more)

• Cumulative GPA of 2.5 or higher (including all transfer hours) • Cumulative GPA of 2.75 in Major (includes courses in major) • ED100 passed with a grade of C or higher • ED200 passed with a grade of C or higher • ED200 Field Experience Evaluation of 2.5 or higher • Teaching Candidate Disposition(s) average of 2.5 or higher • Submission of Teacher Education Application after ED200

Teacher Education

Coordinators (TEC)

Education

Department Team (EDT)

Admin.Asst.-

Licensure Officer

Teaching Candidate Disposition Rubrics •ED100: Intro to Tchng. •SE210: Special Educ. •ED250, Clssrm Mngmt •ED304, ED346, •ED355, ED358 •Other Methods courses •Self-Assessments Student Records of Field Experience

ED200: 100 hours Methods classes: 30 hrs.

Field Experience Evaluations

ED200: Interterm Methods Practicums

Coursework

Artifacts -Foliotek •Classroom Management (ED250) •Social, Cultural, and Language Diversity (ED240) • Content-Reading Integrated Unit (ED314, ED345/ED346) • Philosophy of Education (ED358) • Educational Psychology (ED355)

Persons Responsible

• Candidates • Instructors • Advisors

• EDT • Field Experience

Cooperating Teachers

Transition Point 2. Admission to Clinical Practice •Submitted a Clinical Practice Application the semester prior the student teaching semester. •Passed all courses that are required prior student teaching

• Has maintained a Cumulative GPA of 2.5 or higher • Has maintained a Cumulative GPA of 2.75 or higher in Major • Teaching Candidate Disposition average of 2.5 or higher • Student Records of Field Experience Hours (130 hours) • Education course artifacts submitted to Foliotek • Completed a Graduation Application with the Registrar • Received an approved Degree check from the Registrar • Recommendations: Dean of Student Development & Registrar • Pre-student teaching interview with two education professors.

TEC

Admin.Asst.-

Licensure Officer

EDT

Dean of Student

Development

Registrar

Transition Point 3. Completion of the Teaching Program • Passed Clinical Practice/Student Teaching with a C or higher • Passed all required courses, and seminar, with a C or higher • Minimum GPAs of 2.5 cumulative, and minimum 2.75 in Major • Final Student Teaching Evaluation (score of 50 or higher) • Teacher Work Sample (TWS) - (score of 110 or higher) • Student Teacher Exit Survey on Foliotek and Exit Interview

Admin.Asst.- Licensure

Officer

EDT

TEC

Registrar

Transition Point 4. Following Program Completion & Licensure

• Meet with the Licensure Officer • PLT Test - registering, taking, or test scores

• Praxis Content Test – registering, taking, or test scores • Degree awarded /Graduation or Program Completer • Post new job positions in the Education Department

Licensure Officer

Registrar

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Bethany College Assessment – Sources of Data Timetable

Data Collected When Collected Collected from Whom *ED200 Field Experience Rubric January Cooperating Teacher for Interterm Admission to Teacher Education Spring Sophomore Candidates apply to Teacher

Education Program *Teaching Candidate Disposition Rubric On-going Advisor and other instructors *Field Experience / Practicum Rubric Each semester PK-12 cooperating teachers *Pre-student teaching Interview Rubric Semester prior student

teaching College and Content Supervisors

*Education Artifacts Assessments Each semester and prior to graduation

Candidates who have been admitted to the Education Program

Admission to Clinical Practice Spring Junior, rising Senior Candidates apply to Clinical Practice

*Student Teacher Evaluation Form Fall and Spring Cooperating Teacher, College Supervisors, and Content Instructors

*Post-student teaching Exit Survey

End of student teaching Fall or Spring

Student Teachers submit on Foliotek

Records of Field Experience Hours Throughout program prior to graduation

Candidates submit records of observation hours to Foliotek

Praxis II -Principles of Learning and Teaching (PLT) scores

Each semester Educational Testing Service (ETS) Licensure Officer

Praxis II Content Test scores for Licensure Each semester ETS Licensure Officer

Bethany Teacher Work Sample TWS Each semester College Supervisors; Report scores to KSDE

College Data

GPA totals; student work-grade reports Each semester Administrative Assistant Department Assessment Reports Every year Education Department Team Faculty reviews Each year until tenure Dept. Chair, Dean, and other faculty External Sources of Data Review

College Program Assessments Annually Academic Dean Policies, program guidelines and evaluations, exit surveys, outcomes

Each Semester Teacher Education Coordinators, Bethany Advisory Council, PK-12 cooperating teachers

Program Reviews of content and assessments

Every 7 years Kansas State Dept. of Education, KSDE

Program Review of content and assessments

Every 10 years National Association of Schools of Music (NASM)

Title II Pass Rates Every year Federal Government All procedures and assessments Every 7 years Kansas State Dept. of Education, KSDE

Council for the Accreditation of Educator Preparation - CAEP

Program content, procedures and assessments

Every 10 years Higher Learning Commission - North Central Association of Colleges and Schools

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1.ADMISSIONTOTHETEACHEREDUCATIONPROGRAM

Bethanystudentswhoshowaninterestinteachingwillbeguidedinmakingdecisionsaboutthecontentareas,gradelevels,andendorsementareasofferedinthecollege’sprograms.Theywillcompletea“MajorDeclarationForm”fortheregistrar,andtakeintroductoryeducationcourses:ED100IntroductiontoTeacherEducationandTeachingProfession(1credithour)Thiscourseisdesignedtohelpdirectthosestudentswhoareconsideringacareerinpedagogy—thescienceofteaching.Theseminarisanexplorationoftheteachingprofessionforstudentsaspotentialteachers.Throughoutthiscourse,studentswillbecomefamiliarwiththeBethanyCollegeExceptionalTeacherModel.Theywillexaminehowthemodelrelatestoacareerinteaching,aswellasthevariouscontentareas,gradelevels,andendorsementsavailabletoBethany’steachingcandidates.Studentswillhavetheopportunitytoengageinclassdiscussion,hands-onactivities,andmeaningfulreflection.KeyDocumentsforED100: •TeachingMajorDeclarationForm •TeachingCandidateDispositionRubric*(shownonfollowingpage) •SubmissionofDenialofLicensureNotificationForm

ED200IntroductiontoTeaching:ClassroomExperience(3credithours)Thiscourseisanexploratoryfieldexperienceclassinwhichstudentsconsideringacareerineducationworkfull-timewithacooperatingteacherduringtheJanuaryInterterm.Studentswillgaininsightintothecareerofteachingthroughobserving,reflectingandpresentingalessoninthishands-onexperience.•AmandatorymeetingwillbeheldinthefallforthoseenrolledinED200todiscussthecourseexpectations.•TheE200ApplicationFormcanbefoundontheBethanyEducationwebsiteunderFormsandResources.RequirementsforED200: •Attendingmandatorymeetingsandsubmittingallrequireddocuments •ED200InstructionalActivitiesandReflections(classassignments) •RecordofFieldExperienceHours •ED200FieldExperienceEvaluationForm(*shownonfollowingpages) •TeacherEducationApplicationTeachingcandidatesmustdemonstrateadevelopinginterest,knowledge,andinvolvementintheirclassesandfieldexperiences,andastrongworkethictomaintainacceptablegradesfromthefreshmanthroughthesophomoreyears.Theymustalsoexhibitpositiveprofessionalattitudesandbehaviors,anddevelopthereflectivehabitsofteachers.Bytheirsophomoreyear(or31credithourscompleted)thenamesofcandidateswhohavemetthefollowingcriteriawillbereviewedatTECforacceptanceorconditionalacceptanceofadmissionintoBethany’steachingprogram.Candidatesmustsuccessfullymeetallrequirementstobeapproved. CriteriaforAdmissiontoTeacherEducation

•Teachingcandidateisatasophomorestanding(31hoursormore) •CumulativeGPAof2.5orhigher(includingalltransferhoursfromallcollegesattended) •CumulativeGPAof2.75inMajor(includingcoursestakeninmajor) •ED100passedwithagradeofCorhigher •ED200passedwithagradeofCorhigher •ED200FieldExperienceEvaluationFormof2.5orhigher •TeachingCandidateDispositionRubricaverageof2.5orhigher •SubmissionoftheTeacherEducationApplicationafterED200

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ED100-TeachingCandidateDispositionRubricProfessionalAttitudesandValues(PAV)-LearningOutcome:Theteachingcandidatedemonstratesprofessionalqualitiesandbehaviorstofulfillteachingresponsibilities,andutilizesreflective(intrapersonal)andinterpersonalcommunicationskills.

BETHANY COLLEGE EDUCATION DEPARTMENT expects teaching candidates to develop, maintain, and demonstrate the positive attitudes and behaviors, and responsible habits and dispositions of professionals who are going into a career in teaching. The Teaching Candidate Disposition Rubric is an evaluation tool that is completed by several instructors, and the candidate’s adviser, to measure and monitor a candidate’s Professional Attitudes and Values (PAV), which correlate with the competencies in the PAV section of the Student Teacher Evaluation Form. This disposition evaluation is used as one criteria for admission to the teaching program, and, again, used as one criteria for admission to Clinical Practice. Candidates have opportunities to complete a self-assessment for purposes of self-improvement in these non-academic areas, which is an essential component of reflective, exceptional teachers. NOTE: A minimum score of 13 or higher will pass. A score under 13 is below 2.5 average and does not meet the criteria. All disposition scores from several courses will be averaged for each teaching candidate at various transition points. Courses include ED100, ED250, SE210, ED304, ED346, ED355, ED358, and others.

Unsatisfactory–1 Beginning-2 Developing–3 Mastery–4

PAV1

ProfessionalPresence

Candidate uses inappropriate verbal or non-verbal behaviors in the learning experience or topics of study.

Candidate shows a lack of interest or minimal effort in participating in the learning experience or topics of study.

Candidate demonstrates a positive attitude and a willingness to participate in the learning experience and topics of study.

Candidate demonstrates enthusiasm and confidence and actively engages in the learning experience and topics of study.

PAV2

ProfessionalResponsibilities

Candidate is ineffective in fulfilling two or more of listed responsibilities on a regular basis.

Candidate is infrequently absent or late, or is seldom or partially prepared or dependable.

Candidate adequately fulfills responsibilities of being present, punctual, prepared, and dependable.

Candidate consistently fulfills all responsibilities of being present, punctual, prepared, and dependable.

PAV3

Collaboration,and

InterpersonalInteractions

Candidate disconnects during collaborative activities with peers, or fails to interact or respond appropriately.

Candidate shows minimal or limited engagement in collaboration with peers OR responses are unhelpful or irrelevant.

Candidate conveys a willingness to collaborate with peers and contribute to the group effort. Demonstrates appropriate interpersonal interactions with others.

Candidate shows integrity and leadership when collaborating with peers, and is respectful to others’ ideas. Maintains thoughtful, interpersonal interactions with others.

PAV4

IntegrityandEthicalWorkPractices

Candidate seldom shows academic integrity and has more than one incident of cheating or plagiarism in this class.

Candidate has resorted to academic dishonesty once in this class, OR infrequently disregards instructor’s expectations.

Candidate demonstrates honest work habits, and generally shows integrity by following instructions or class expectations.

Candidate demonstrates honest work habits, and consistently shows academic integrity by following instructions and all class expectations.

PAV6

Communicationand

Professionalism

Candidate lacks or is missing the effective communication skills that are needed in professional interactions.

Candidate infrequently shows weaknesses in written or verbal communications, or has limited professional skills.

Candidate generally uses appropriate written and verbal communication with peers, instructors and others for various reasons or in professional settings.

Candidate demonstrates clear and effective written and verbal communication with peers, instructors and others for various reasons and shows professionalism.

COMMENTS:

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ED200StudentObservationFieldExperienceRubric

Knowledge Base (KB) : The teaching candidate demonstrates a strong content knowledge base of learners and learning, and the ability to make knowledge meaningful, respond to learners’ needs and increase motivation for learning. Teaching Strategies and Applications (TSA): The teaching candidate demonstrates the ability to use effective teaching strategies and methods, and design lessons and assessments, to promote a meaningful and conducive learning environment and motivate learners. Professional Attitudes and Values (PAV): The teaching candidate demonstrates professional qualities and behaviors to fulfill teaching responsibilities, and utilizes reflective (intrapersonal) and interpersonal communication skills.

BETHANY COLLEGE TEACHING CANDIDATES are expected to be professional representatives of the College during interactive observations and field experiences. Through these valuable experiences, teaching candidates develop and refine “… the knowledge base, teaching skills, as well as professional attitudes and values necessary to become exceptional, reflective teachers in a diverse culture.” These are opportunities to learn from professionals in real classroom settings, practice strategies and theories, and interact with students, and more. Cooperating teachers use this rubric to evaluate candidates during ED200 (a 3-week, daily, field experience of 100 hours spent in one classroom with the same teacher during January). This rubric is also used in other methods course practicums.

NOTE: A minimum score of 13 or higher will pass. A score under 13 is below a 2.5 average and does not meet the criteria. Candidates can view their scores on their Foliotek page for self-reflection.

Unsatisfactory – 1 Beginning - 2 Developing – 3 Mastery – 4

KB 1, KB5

Knowledge and

Learners

Candidate shows a lack of interest in the content and/or is unresponsive to diverse learners at this age/grade level or setting.

Candidate shows a limited interest in the content, or is uncomfortable with teaching diverse learners at this age/grade/setting.

Candidate shows an interest in the content, and makes efforts to teach content and skills to diverse learners at this age/grade level.

Candidate shows an interest and a strong ability to give instruction about the content knowledge, concepts, and skills to diverse learners at this age/grade level.

TSA 1

Teaching Strategies and

Interaction

Candidate lacks skills to interact effectively with students and/or shows little to no interest in teaching strategies.

Candidate shows a hesitance to interact with students and/or is limited in abilities to learn, use, or teach strategies.

Candidate shows a willingness to interact with students, and attempts to try out and use strategies to help students learn.

Candidate interacts positively with students, and is able to use and teach a variety of strategies that help students think and connect to their experiences.

TSA 4, TSA 6

Active Participation

and Inquiry

Candidate fails to participate due to other distractions (i.e. on cellphone) and/or does not ask questions about student learning.

Candidate shows limited or minimal engagement in the classroom or with students, and/or infrequently asks questions about learning.

Candidate is involved, as appropriate to the setting, and shows an interest in students. Candidate makes efforts to ask questions about student learning.

Candidate is actively involved in the learning environment, and supports students’ well-being. Candidate is reflective and asks teacher and students questions about the learning experience.

PAV 1

Professional Presence

Candidate shows a disregard for the teaching role due to inappropriate or undesirable conduct (verbal/nonverbal) and/or a careless appearance.

Candidate shows partially acceptable conduct and/or appearance for the teaching role, or is inattentive and/or hesitant to contribute.

Candidate dresses and behaves appropriately, and is generally attentive in the classroom. Candidate shows a respect for others and is willing to interact.

Candidate represents self professionally in appearance and conduct, and shows enthusiasm about learning. Candidate demonstrates a positive attitude and integrity in all interactions.

PAV 2

Professional Responsibility

Candidate is ineffective in fulfilling two or more of listed responsibilities on a regular basis.

Candidate is infrequently absent or late, or seldom or partially prepared or dependable.

Candidate adequately fulfills responsibilities of being present, punctual, prepared, and dependable.

Candidate consistently fulfills all responsibilities of being present, punctual, prepared, and dependable.

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CONDITIONALACCEPTANCEPOLICY Bytheteachingcandidate’ssophomoreyear(or31credithourscompleted),orwhenthecandidateshavecompletedandpassedbothED100andED200,theirnameswillbebroughttotheTECcommitteetodetermineiftheseindividualsqualifyforadmissionintoBethany’steachingprogram.CandidatesmustsuccessfullymeetallrequirementsforadmissiontotheteachingprogramtobeapprovedbyTEC.Ifnotallthecriteriaaremet,teachingcandidatesmayreceiveaconditionalacceptance. StepsFollowingConditionalAcceptance1.)ConditionalAcceptancemeansthatnotallofthecriteriahasbeensuccessfullymetatthispoint.

2.)Theeducationdepartment’sadministrativeassistantwillalerttheprofessorsoradvisorsoftheteachingcandidateswhohavenotmetanyofthespecificcriteriaforadmissionintotheprogram: Theteachingcandidatehas: •Asophomorestanding(31hoursormore) •AcumulativeGPAof2.5;andaGPAinthemajorof2.75 •TeachingCandidateDispositionaverageof2.5orhigher •FieldExperienceEvaluationforED200of2.5orhigher •PassedED100andED200withgradesofCorhigher. •SubmittedtheTeacherEducationApplication3.)Theadvisorwillmeetwiththeteachingcandidateabouthisorherconditionalacceptancestatus,asvotedbyTEC,andthereasonsforthisdecision.Thismeetingshouldoccurduringenrollment,orearlyintothesemester,inordertodiscusstheteachingcandidate’sgrades,scoresontheteachingcandidatedispositionandfieldexperienceevaluations,orotherrelevantareasofconcern.4.)ThecandidatewillbeputonaTeachingCandidateInterventionContract(seep.37)todocumentspecificcriteriathathasnotyetbeenmetforadmissionintotheteachingprogram,anddefinethestepstowardthecandidate’simprovement.Supportcoursesoracademicassistance/tutoringmayberecommended,orthecandidatemayneedtorepeatcourses.Ifapplicable,thecandidatemayberequestedtocompleteaTeachingCandidateDispositionself-assessmenttoreflectonweaknesses.5.)Attheendofthatsemester,thecandidate’scriteriaforadmissionandinterventionContractstepsforimprovementwillbereviewedagain.TheadministrativeassistantwillcompileGPAandassessmentdata,andcontacttheadvisorabouttheindividual’sInterventionContractstepstowardimprovement.6.)CandidateswithaconditionalacceptancewillbereviewedasecondtimebyTEC,inthefirstmeetingofthefollowingsemester,todetermineiftheyhavemetallcriteriaforadmissiontotheprogram.Ifthecandidateisstillunsuccessful,heorshewillbecontactedbytheChairoftheEducationDepartmentandrequiredtomeetwithEducationDepartmentTeam(EDT)todiscussthesituation.7.)DuringthemeetingwiththeChairoftheEducationDepartmentand/orEDT,thecandidatemaybedeniedadmissionandterminatedfromtheprogram.TheEDT’sreasonsfordenialwillbedocumentedinwriting,andsignedbyallconsentingpartiesincludingthecandidate.TheEDTwillsupportthestudentinseekingotherpathsthatareinhisorherbestinterests,andassistwithchangesinmajorandadvisor.AppealsProcess:UpondenialofadmissiontotheTeacherEducationProgram,thecandidatemayrequest,inwriting,thatthattheywishtohavetheirappealheard.Thestudentisencouragedtoconferwithhisorheradvisor,andfollowtheguidelinesthatarelistedintheBethanyCollegeCatalogundertheAcademicPoliciesandProceduressection.

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BETHANYCOLLEGEPROFESSIONALEDUCATIONREQUIREMENTS

TeachingmajorsneedtocompletetheCoreExperiencerequirements-QuestandInterdisciplinarycourses.*SeecurrentCollegeCatalogandGeneralEducationrequirements.Atotalof124hoursisneededtograduate.

Credithrs. Alleducationmajorsmustpassthefollowingcoursespriorstudentteaching: 3 CM110SpeakingandListeningorequivalentCommunicationsortransfercourse 3 EN101ThinkingandWritingorIDxxxWorequivalenttransfercourse 3-5 MA104CollegeAlgebra(orMA005/MA105)orhigherorequivalenttransfercourse 3 PY101GeneralPsychology 3 PY205DevelopmentalPsychology 3 SE210IntroductiontoInfants,Children,andYouthwithSpecialNeeds 1 ED100IntroductiontoTeacherEducationandtheTeachingProfession 3 ED200IntroductiontoTeaching:ClassroomExperience(100hoursfieldexperience) 3 ED240Social,Cultural,andLanguageDiversityinToday’sClassroom 2 ED250ClassroomManagement 2 ED251InstructionalTechnologyforTeachers 3 ED355EducationalPsychology 2-3 MethodsCourses*See4-yearplansforeachmajorontheEducationwebpageorcollegecatalog. 2-3 ReadingStrategiesCourses–ED346(Secondarylevel);ED345(Health-PE);ED304/314(Elementary) OTHER: 3 ED358FoundationsofEducation*Thisistheonlycoursethatcanbetakenbeforeorafterclinicalpractice. 1 ED395ClinicalPracticeSeminar*Thiscourseistakenduringthestudentteachingsemester.

*See4-yearplansforeachteachingmajorontheEducationwebpageorcollegecatalog.

Credithrs. ElementaryEducationMajorsmustpassthesecoursespriorstudentteachingincludingtheabove. 3 MA225MathforElementaryTeachers 3 SC225ScienceforElementaryTeachers 3 EN2xxorID2xx-WorED325MethodsofTeachingandAssessingEnglishLanguageLearners 3 SE310FoundationsforSpecialEducation 3 HI101/102U.S.Historycourse 3 HI104/105WorldHistorycourse 3 GO120HumanGeography 3 FineArtscourse:Art,MusicorTheater 3-4 ScienceLabcourseorBIxxx 4 ED304+ED305MethodsofElementaryReading/LanguageArtsK-3,withIntegratedPracticum 4 ED314+ED315MethodsofElementaryandMiddleLevelReading/Lang.Arts4-6,withIntegratedPracticum 2 ED320Pre-K,Elementary/MiddleLevelSchoolArtMethods 2 ED321MusicMethodsforElementaryTeachers 2 ED326TeachingofSocialStudiesintheElementary/MiddleLevelClassroom 3 ED327TeachingMathematicsintheElementary/MiddleLevelClassroom 3 ED328TeachingScience/HealthintheElementary/MiddleLevelClassroom 2 ED343ElementaryHealthandPhysicalEducationMethods

•TheElementaryEducationteachingcandidate(orotherteachingmajors)mayaddanendorsement(s)inSpecialEducationHigh-Incidence(K-6,K-6/6-12,orPreK-12)and/oranEnglishLanguageLearners(ELL)K-6endorsement.•Inadditiontocompletingthecourseworkintheteachingmajor’s4-yearplan,studentswillfulfilltheCoreExperienceandGeneralEducationrequirementstowardatotalof124hourstograduate.•ElementaryEducationK-6majors,withoutaSpecialEducationorELLendorsement,willtakeadditionalcollegehoursinacollegecategoryconcentrationoftheirchoicetomeetthetotalof124hoursneededtograduate.

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BETHANYCOLLEGEPHILOSOPHYOFASSESSMENTAssessmentisacrucialtoolforBethanyCollegetofulfillitsmissiontoeducate,develop,andchallengeindividualsastheyreachfortruthandexcellence.Thecollegemovesforwardfrombeinganinformation-based,teacher-focusedinstitutionofhighereducationtoaknowledgeandskills-based,learner-focusedinstitution.Oneofthekeypiecesinthecorporateunderstandingofwherethecollegestandsinrelationtoitsmissionistheabilitytomeasureandinterprethowindividualsarerespondingtothechallenge,developingtheirunderstandings,andbecomingliberallyeducatedindividuals.Amajorpartoftheeducationalprocessfocusesonthechallengeofmeasuringwhatismeaningfulandconstructingmeaningoutofwhatismeasured.Assessmentbeginswithdeterminingwhattomeasureandhowtomeasureit.Havingdecidedwhatandhow,thefacultyandstaffmeasuretheacquiredskillsandknowledgeonaregularbasis.Havingmeasured,facultyandstaff(primarily)withstudents(ideally)interpretthedatatoshapeitintomeaningfulknowledge.Finally,facultyandstudentsimplementanychangesthatthedatasuggestneedtobemade.Implementationendsonecycle.Thenextbeginswiththemeta-taskofassessingtheassessmenttoolsinordertoassurethattheprogram’sleadersaremeasuringwhattheypurporttomeasure.Andthecyclebeginsagain.AssessmentisapriorityforeveryfacultyandstaffmemberatBethanyCollege.Timeforassessmentisbuiltintotheannualacademiccalendar.Allfacultyandmoststaffareinvolvedinconductingassessmentandinterpretingdata.Knowledgebuiltfromtheassessmentprocessisregularlysharedwithstudentsinamannerthatinvitestheirthoughtfulcritiqueandinvestmentinboththeprocessandtheresultsoftheassessment. Academic-CourseworkArtifactsandStudentLearningOutcomes(SLOs)Avarietyofdatawerefirstcollectedin2015-2016onacollege-wideassessmentsystemcalledFoliotek.Theeducationdepartmentselectedfiveartifactsfromcoursesthatalleducationmajorstake,anddevelopedstudentlearningoutcomesandrubricsforpurposesofcollegeandprogramassessment.Educationmajorssubmitfivecourseworkartifactsrepresentingknowledgeacquiredfrom200-300levelclasses.ArtifactsaresubmittedtoFoliotekyearlongandassessedonthefollowingStudentLearningOutcome(SLOs)ThedataisanalyzedbyEDT,TEC,andotherstakeholderstodrivedecisionsregardingprogramchanges.

SLOs:1.KnowledgeofLearner:Studentrecognizesdevelopmentalcharacteristics,learnerexceptionalities,andcultural,ethnic,andlinguisticdiversities.(KB)2.KnowledgeofLearning:Studentdemonstratesknowledgeofcontent,educationalfoundations,theories,philosophiesandlearningstyles.(KB)3.InstructionandAssessment:Studentappliesinstructionalobjectives,cognitivelevels,criticalthinking,andrelevantstrategiesinlessonandassessmentdesign.(TSA)4.InstructionandClassroomManagement:Studentanalyzesclassroommanagementandmotivationalstrategiestopromoteaconducivelearningenvironment.(TSA)5.Professionalism:Studentdemonstratesunderstandingofcurrenteducationalresponsibilities,ethicalbehaviors,andreflectivepractices.(PAV)6.Communication:Studentdemonstrateseffectivecommunicationskillsinwriting,research,presentations,andtechnology.CourseworkArtifacts

ED250 ClassroomManagementArtifact Assessedoutcomes#2,3,4,6ED240 Social,CulturalandLanguageDiversityArtifact Assessedoutcomes#1,5,6ED314,ED346,ED345 Content-ReadingIntegratedUnitsArtifact Assessedoutcomes#1,3,5,6ED358 PhilosophyofEducationArtifact Assessedoutcomes#2,4,5,6ED355 EducationalPsychologyLearningArtifact Assessedoutcomes#1,2

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ACADEMICARTIFACTSASSESSMENTRUBRIC

ThisrubricisusedinthescoringofSLOsinFoliotekAcademicCourseworkArtifactsindesignatededucationalcoursesforprogramassessment.AllartifactscollectedwithintheFoliotekPortfoliosystemarerequiredwithspecificcoursesthatareintentionallyalignedwiththeConceptualFrameworkandcompetencieswithintheExceptionalTeacherModel.TheseoutcomescorrelatewiththeStudentTeachingEvaluationFormcompetencies.

AssessmentUpdateSummary

In2016-2017,BethanyEducationDepartmentexpandedthequalityassuranceassessmentsystem(Foliotek)toreportafullyearcycleofdatabyaddingasecondportiontotheplatform:ClinicalPractice(StudentTeaching)assessmentdata.ThisdatawereaddedtotheAcademicArtifactcollectionanddepartmentdatafrom2015-2016.Thecollegeassessmentcommitteehadmandatedthatallpaper-pencilassessmentinstrumentswouldtransitiontoandbereplacedbyelectronicmodesviaFoliotektoreadilygenerateandshareaggregated/disaggregateddata.Thison-goingcollectionofClinicalPracticedata,AcademicArtifactdata,andtheuseofotherevaluationrubricsthroughtheFolioteksystemhasbroughtconsistencytotheprocessofdatareportingandanalysis,andhasprovidedmultiplecomparisonpoints,whichimpactprogramdecisionsandchanges.Inthefallof2017,anothertransitiontookplacefromtheolderprocessoffilingpaperrecordsoffieldexperiencehourstocandidatesbeingresponsibleforkeepingtheirownFieldExperiencerecords,andsubmittingthemtotheirpersonalFoliotekpages.

NotPresent(0pt.)

Unsatisfactory(1pt) Beginning(2pts.) Developing(3pts) Mastery(4pts)

KnowledgeofLearner:1.Studentrecognizesdevelopmentalcharacteristics,learnerexceptionalities,andcultural,ethnic,andlinguisticdiversities.

Thestudentartifactisomitted.

Thestudentdisregardstheneedsordifferencesofthelearner,orgivesinaccurateorbiasedstatementsandinformation.

Thestudentmakesbrieforimpliedconnectionstosomeaspectsofdevelopment,exceptionalityordiversity.

Thestudentgivesgeneralandappropriateexamplesrelatedtolearnerdevelopment,exceptionalitiesanddiversity,andrelatestheimportance.

Thestudentprovidesperceptiveandin-depthdescriptionsoflearners'developmentalneeds,exceptionalitiesanddiversity,anddrawsvaluableconclusions.

KnowledgeofLearning:2.Studentdemonstratesknowledgeofcontent,educationalfoundations,theories,philosophies,andlearningstyles.

Thestudentartifactisomitted

Thestudentdemonstratesalackofunderstandingoftheories,philosophiesandmodalities,andfailstomakeusefulandaccurateconnectionsbetweencontentknowledgeandlearning.

Thestudentdemonstratesavagueunderstandingoftheories,philosophiesand/ormodalitieswithinadequateorminimalconnectionstocontentknowledgeandlearning.

Thestudentdemonstratesgeneralunderstandingoftheories,philosophiesandmodalitieswithsomeapplicationstocontentknowledgeandlearning.

Thestudentdemonstratesaproficientunderstandingoftheories,philosophiesandmodalitieswithrelevantandastuteconnectionsandapplicationstocontentknowledgeandlearning.

InstructionandAssessment:3.Studentappliesinstructionalobjectives,cognitivelevels,criticalthinking,andrelevantstrategiesinlessonandassessmentdesign.

Thestudentartifactisomitted

Thestudentneglectstoconsidercognitivedevelopmentandhigherlevelsofthinking(Bloom's)ordisregardsappropriateplanningusinginstructionalobjectives,andage-relatedlessonsorassessment.

Thestudentlessonsandassessmentsaremissingcomponentsofhigherlevelcognitivethinking(Bloom's)orsomewhatrelatetoageorcontentlevels.Weakevidenceofobjectivefocus.

Thestudentplanslessonsandassessmentsappropriatetoageandcontentlevelsthatrelatetosomehighercognitivelevels(Bloom's).Studentisabletoselectorconstructbasicinstructionalobjectives.

Thestudenteffectivelyappliescognitivemodels(Bloom'sTaxonomy)inthethoughtfulplanningoflessonsandassessmentsappropriatetoageandcontentlevels.Studentisproficientinconstructingrelevantinstructionalobjectives.

InstructionandClassroomManagement4.Studentanalyzesclassroommanagementandmotivationalstrategiestopromoteaconducivelearningenvironment.

Thestudentartifactisomitted

Thestudentgivesnoevidenceoruninformedmethodsofclassroommanagement;motivationalstrategiesareweakormissing.

Thestudentmentionsafewexamplesofclassroommanagementand/ormotivationalstrategiesthatmaynotbebasedonresearchedpractices.

Thestudentprovidesresearch-basedexamplesofclassroommanagementandsensiblemotivationalstrategies,anddescribesapurposefulrelationshipbetweenthetwo.

Thestudenteffectivelyanalyzesclassroommanagementmethodsandphilosophies,anddiscussestherelevanceofmotivationtostudentlearningandengagementinspecificagelevelsandcontentareas.

Professionalism:5.Studentdemonstratesunderstandingofcurrenteducationalresponsibilities,ethicalbehaviorsandreflectivepractices.

Thestudentartifactisomitted

Thestudentrespondsbriefly,orwithalackofqualityorinsightneededtoshowreflectivepracticesandanawarenessofprofessionalism.

Thestudentresponsesandobservationsarematter-of-facttoeducationalpractices,withsomevaluesandattitudesreflectingthestartofprofessionalism.

Thestudentexpresseshis/herattitudes,valuesandknowledgeinthoughtfulresponsesandobservationsreflectingagrowthinprofessionalism.

Thestudentexpresseshis/herattitudes,valuesandknowledgethroughhighlyintrospectiveobservationsandresponsesreflectingmaturityandprofessionalism.

Communication:6.Studentdemonstrateseffectivecommunicationskillsinwriting,research,presentations,andtheuseoftechnology.

Thestudentartifactisomitted

Thestudent'scommunicationlacksdepthorclarity;hasmissingcomponents;randomorganization;weakinuseoflanguageandvocabulary;withmanydistractingerrorsand/orinaccuracies.

Thestudent'scommunicationisinconsistentinorganizationorprovidesbasicorunclearinformation;languageuseandvocabularyisatasimplisticlevel;seemsincompleteorunrehearsed.

Thestudents'communicationsatisfiestheexpectationsandisorganizedandinformative.Languageandvocabularyaresufficientwithminimalerrors.Completeinchoiceofdesignorpresentation.

Thestudent'scommunicationispurposeful,compelling,clear,andcomposed.Thestudentshowsacommandoflanguageandvocabulary:freeoferrors,professional,andaccurateinrequirementsanddesign.

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BETHANYCOLLEGEFIELDEXPERIENCES

Anessentialpartofteachereducationisfieldexperiences.Allcandidatesarerequiredtocompleteaminimumof130fieldexperiencehours,althoughmanyexceedthatamount.Thesehoursareincorporatedintoselectedmethodscoursesandeducationclassesforelementaryandsecondaryeducationmajors,andPreK-12Music,Art,andHealth/PEpreserviceteachers.Fieldexperiencesincludeobservationsandactiveparticipationintheclassroomwhileworkingwithstudents.Fieldexperiencesmayoccurinothereducationalsettingsorincluderelevantcommunityprojectsoreventsthatinvolveteaching,learning,mentoringorinteractingwithstudents.Allpreserviceteacherscompleteaminimumof16weeksofclinicalpractice(studentteaching)or580hours.

RequiredFieldExperiencesforALLTeachingCandidates

•ED200IntroductiontoTeachingClassroomExperienceisa3-weekIntertermclassthatprovides100hoursoffieldexperienceforallcandidatespriortheiradmissiontotheteachingprogram.(JanuaryInterterm)•ED240Social,CulturalandLanguageDiversityinToday'sClassrooms,andED358FoundationsofEducationarerequiredforallcandidates,andofferacombinedminimumtotalof6-9hoursdiversefieldexperiencesintheclassroomand/oreducationalorcommunityinvolvements.

RequiredforSecondaryTeachingMajors

•ED342MiddleLevel/Secondary(6-12)TeachingandLearningStrategiesisrequiredforsecondarylevelcandidateswitha10-hourpracticumtoobserveteachingmethodsofexperiencedteachersintheselectedfieldandinteractwithstudents.

•ED346ReadingStrategiesforSecondaryandMiddleLevelTeachers,isrequiredforallsecondarymajorsandMusicandArt,ED345istakenforHealth-PE,withindividualorwhole-classinteractive10-hourfieldexperienceinthemiddleorhighschoolgrades.

RequiredforElementaryEducationMajors

•ED305ElementaryIntegratedFieldExperienceingradesK-3classrooms,andED315ElementaryandMiddleLevelIntegratedFieldExperienceingrades4-8classroomsarerequiredwitha15-hourpracticumcombined,whichincludemultiplecontentintegrationsinvariousgradelevels.

•MethodsinED326(SocialStudies),ED327(Math),andED328(Science),arerequiredforelementaryeducationmajors.Theyparticipateinvariouswhole-classintegratedandinteractivefieldexperiencesindiversesettingsanddifferentgrade-levelclassroomswithacombinedminimumtotalof6-9hours.

•MethodsinED320(Art),ED321(Music)andED343(Health/PhysicalEducation)coursesforelementaryteachers,provideacombinedminimumtotalof6-9hoursofintegratedwholeclassorindividualobservations,indiversesettingsand/oreducationalorcommunityinvolvements.

RequiredforArt,Music,andHealth-PhysicalEducationMajors

•AllcandidatesmajoringinArt,Music,orHealth/PhysicalEducationtakeelementaryandsecondarymethodscoursesintheircontentareawithacombinedminimumtotalof15-hourpracticums,orintegratedwholeclassorindividualfieldexperiencesindiversesettings,and/orparticipateineducationalorcommunityinvolvements.

ExtraFieldExperienceOpportunitiesforAllCandidates

•ED325MethodsofTeachingandAssessingEnglishLanguageLearnerswitha10-hourpracticum.

•EBE297ExperienceBasedExplorationtomentormiddleschoolstudentsonceaweekforanentiresemester.

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Student Record of Field Experience Hours – Submit to Foliotek

TOTALHOURSONTHISRECORD:_______

Date Classroom – Place Student age or grade

Start Time

End Time

Brief highlights or description of the experience

Teacher or Supervisor’s Signature (daily)

• In addition to the 100 hours of ED200 field experience, a minimum of 30 hours is required of all teaching candidates to document work with students in classrooms or in other educational settings or involvements. • Complete all the information on this Student Record of Field Experience Hours form. You need the supervisor or teacher’s signature, plus the college instructor’s signature and approval of hours, before scanning the form(s) as a PDF (or taking a picture of it) and submitting these records to your own Foliotek page.

Name:Course#CollegeInstructorname:

Signature(s)ofcooperatingteacher,supervisor,orsponsor:____________________________________

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CONCEPTUALFRAMEWORK:BethanyCollegeExceptionalTeacherModel

TheConceptualFramework,ortheBethanyCollegeExceptionalTeacherModel,wascreatedtodescribethevisionoftheTeacherEducationProgramatBethanyCollege,andcontinuestoensurethequalityandstructureoftheteachingprogram.TheConceptualFrameworkfortheBethanyCollegeEducationDepartmentremainssimilartothemodelthatwasoriginallydesignedin1974.Thepyramiddesigndepictstheexpectationsofthedepartmentregardingtheskillsofpreserviceteacherswhoseprofessionaleducationandcoreexperiencecourses,fieldobservations,reflectionsandassessments,andstudentteachingexperiencesserveasthebasisforongoinggrowthanddevelopmenttowardexcellence.Thebaseofthepyramidrepresentswhatindividualstudentsbringtotheprogram:priorknowledge,culturalandinterpersonalexperiences,uniqueabilities,skills,attitudesandvalues,andpersonalities.Bethany’steachereducationprogrambuildsonthepyramid’sfoundationandemphasizesthecoreareas:KnowledgeBase,TeachingStrategiesandApplications,andProfessionalAttitudesandValues.Whencombinedwiththeindividual’sschema,asolidinfrastructureissetforpreserviceteachereducation.Thepinnacleofthepyramidrepresentsmasteryteachingthatfurtherexpandsontheknowledge,skills,andprofessionalism.Withopportunities,time,andexperience,BethanyCollegeteachingcandidatescanbecomeexceptional,reflectiveteachers.Thepinnaclerepresentstheprofessionalgrowthanddevelopmentofteachingcandidatesastheyreachforalevelofexcellence. Educationcourseoutcomesareguidedbytheconceptualframework,whichisessentialforestablishingreliabilityamongvariouseducatorswhoassessteachingcandidatesonthesameprofessionaldispositionrubrics,fieldobservationevaluationsandstudentteacherevaluations,andonotherrelatedlearningexperiences.

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TheconceptualframeworkisintroducedanddiscussedwithallprospectiveteachingcandidatesinED100,IntroductiontoTeaching.ThemodelissharedwithnewmembersoftheTeacherEducationCoordinators(TEC),theBethanyCollegeAdvisoryCouncil,adjunctprofessors,cooperatingteachers,administrators,andotherstakeholders.TheBethanyCollegeExceptionalTeacherModelisreviewdwithallteachingcandidatesduringtheiracademiccoursework.Itisalwaysatthebasisforthediscussionofpoliciesandformsusedinclinicalpractice,professionaldispositions,andadmissiontotheprogram.AsummaryofthehistoryofBethany’sConceptualFrameworkisfoundonthecollegeEducationwebpage.StudentLearningOutcomesoftheTeacherEducationProgram’sClinicalPracticearesupportedbytheBethanyCollegeExceptionalTeacherModel,andcorrelatewiththeSLOsoftheAcademicCourseworkArtifactsinFoliotek.TheseoutcomesalignwithrecentKSDEProfessionalEducationStandards/INTASC.

•KnowledgeBase(KB):Theteachingcandidatewilldemonstrateastrongcontentknowledge baseoflearnersandlearning,andtheabilitytomakeknowledgemeaningful,respondtodiverse learners’needs,andincreasemotivationforlearning. •TeachingStrategiesandApplications(TSA):Theteachingcandidatewilldemonstratethe abilitytouseeffectiveteachingstrategiesandmethods,anddesignlessonsandassessments topromoteameaningfulandconducivelearningenvironmentthatmotivateslearners. •ProfessionalAttitudesandValues(PAV):Theteachingcandidatewilldemonstrate professionalqualitiesandbehaviorstofulfillteachingresponsibilities,andutilizereflective andinterpersonalcommunicationskills.OverviewoftheStudentTeacherEvaluationFormTheStudentTeacherEvaluationFormwasbasedonBethany’sExceptionalTeacherModelandalignswithKSDEProfessionalEducationStandards/INTASCstandards.AnformwasapprovedbyTECinAprilof2016,andimplementedintheFallof2016forclinicalpracticesothatalldatacouldberecordedandanalyzedthroughtheelectronicassessmentplatform,Foliotek.TheStudentTeacherEvaluationFormwasstreamlinedtointegratethreemajordomainsoftheConceptualFramework-KnowledgeBase(KB),TeachingStrategiesandApplications(TSA),ProfessionalAttitudesandValues(PAV)–andblendedtheexceptionaltraitswithinthedescriptionsofthecompetencies,themselves,ineachdomain.SincetheFallof2016,theonlineFolioteksystemhasbeenusedtogatherandkeeprecordsofallofBethany’seducationalassessments.TeachingcandidateshaveaccesstoevaluationformsontheirownFoliotekpagetofamiliarizethemselveswiththecompetenciesbefore,during,andafterclinicalpractice.Studentteacherscompleteamid-termself-assessment.Thecooperatingteachers,collegesupervisors,andcontent-specificsupervisorscompletetheamid-termandafinalstudentteacherevaluationviaviaanonlineexternaldeliverymode.Thisprocesshasledtoaconsistentcollectionofdatafortheteachingprogramthatcanbereadilyviewedbystudentsandeducators,andrepresentedgraphically.AllrevisionsandupdatesmadetotheStudentTeacherEvaluationFormareresultsofinformeddecisionsdrivenbydata,andbasedonthefeedbackofstakeholders,TEC,EDT,AdvisoryCouncil,andstudents.Themeasurestoensurevalidityandreliabliltyincludetheanalysesofdata,useofLawshe’sContentValiditytest,inter-raterreliabilityinmultipleassessments,andtrainingsessionswithTECandcooperatingteachers.The2018-2019StudentTeacherEvaluationFormhasbeenupdatedbasedonthisresearch.

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Bethany College Student Teaching Evaluation Form (electronic form on Foliotek)

KnowledgeBase(KB) Evaluation Criteria

TheTeachingCandidate:

Mastery–4

Theteachingcandidateisdoing

exceptionalworkandiseffectiveorconsistent.

Developing-3

Theteachingcandidateismakingsteadyprogress

orshowssignificantpotential.

Beginning-2

Theteachingcandidateis

attemptingtoadjustorshowslimitedskills.

Unsatisfactory0-1

Theteachingcandidateisunabletoadjustorlacksskillsto

beeffective.

PassingScore=50

64-72A

57-63B

50-56C

49orless(notpassing)

KB1.Givesaccurateinstructionincontentknowledge,vocabulary,concepts,skillsortechniques.

KB2.Usesinnovativeresources,relevantmaterials,ortechnologytoenhancecontentinstruction.

KB3.Integratescontentwithothersubjects,literacyexperiences,orrelatedinterdisciplinarytopics.

KB4.Providestimeforstudentstoprocess,practiceorassessskills,independentlyandcollaboratively.

KB5.Respondstolearners’diversebackgrounds,languages,abilities,learningstylesorneeds.

KB6.Givesencouragementandfeedbacktohelplearnersreflect,self-regulate,orself-motivate.

TeachingStrategiesandApplications(TSA)

TSA1.Usesavarietyofstrategiesforcriticalorcreativethinking,problemsolving,andskilldevelopment.

TSA2.Implementslessonsthataddressrelevantobjectivesorstandardsandlearningoutcomes.

TSA3.Usesvariousassessmentssuchasinformal,formal,orperformancetomeasureunderstandingandprogress.

TSA4.Usesquestionsthatpromptlearnerstoreflect,expandresponses,andmakeconnectionstoexperiences.

TSA5.Usesappropriateverbalornon-verbalcuestogainclassattentionanddirectorrefocuslearners.

TSA6.Maintainsaninclusive,respectfulenvironmentthatsupportsstudents’well-beingandlearning.

ProfessionalAttitudesandValues(PAV)

PAV1.Demonstratesenthusiasm,confidence,patience,andcompassionininteractionswithdiverselearners.

PAV2.Fulfillsprofessionalresponsibilities,andisdependable,prepared,reflective,anddevotedtoteachingandlearning.

PAV3.Showsintegrityandleadershipwhencollaboratingorinteractingwithcolleaguesintheprofessionorparents.

PAV4.Encourageslearners’honestworkhabits,respectfulinteractionswithothers,oruseoftechnology,asappropriate.

PAV5.Usesappropriateclassroommanagementstrategiestoredirectstudentbehaviors,andresolveconflicts.

PAV6.Usesaccuratewrittenandverbalcommunicationsintheclassroom,andinprofessionalinteractionswithothers.

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2.ADMISSIONINTOCLINICALPRACTICE(STUDENTTEACHING)

Teachingcandidateswhohaveachievedajuniorstatus(aminimumof62credithours)shouldbepreparingforthenexttransitionpointofadmissionintoclinicalpractice(studentteaching).Duringenrollmentandmeetingswiththeadvisorandadministrativeassistant,candidates’progressincoursework,academicartifacts,dispositionandfieldexperienceevaluationsandrecordswillbemonitored.ThefollowingcriteriaincludethecompletionofaGraduationApplication,Degreecheck,andtheClinicalPracticeApplication(describedbelow).NOTEDUEDATES.

þ CHECKLISTofRequiredQualificationsforClinicalPractice DATA Date Initialsofcheckers

HasmaintainedaCumulativeGPAof2.5orhigher HasmaintainedaCumulativeGPAof2.75orhigherinMajor HasaTeachingCandidateDispositionaverageof2.5orhigher HassubmittedonFoliotekStudentRecordsofFieldExperience:130Hourstotal

(*RecordFormisonpage17oftheHandbookandontheformsonthewebpage.)(ED200–100hours;otherfieldexperiencesminimumof30hours)

HassubmittedonFoliotekthefiverequirededucationcourseworkartifacts. HaspassedwithagradeofCorhighertherequiredcoursesinCommunications,

EnglishandMathpriorstudentteaching.

HaspassedwithagradeofCorhigher,allrequiredcourseworkforthemajorandProfessionalEducationRequirements(*TeacherEducationHandbook,page13)(ED358istheonlycoursethatmaybetakenafterstudentteaching.)

HascompletedandsubmittedaGraduationApplication(formoneSwede)totheregistrartohaveaDegreecheck.DUETHE1STSEMESTEROFTHEJUNIORYEAR.

HasreceivedanapprovedDegreecheckfromtheregistrar. HasapositiverecommendationofconductfromtheDeanofStudentDevelopment. HasapositiverecommendationofacademicintegrityfromtheRegistrar. Hascompletedapre-studentteachinginterviewwithaneducationprofessor(s)

and/orcontentprofessors,thesemesterbeforestudentteaching(Handbook,p.22)

NOTIFICATIONSforClinicalPracticeFormsgiventoKatiaMatterintheEducationDepartment.

DATA Date Initialsofcheckers

CertificationofHealthforSchoolPersonnel(TBTest)Notification(FormcanbeaccessedontheEducationDepartmentwebpage,orseeKatiaMatter,AdministrativeAssistantandLicensureOfficer)*DueJune1,thesummerbeforeFallstudentteaching*DueNovember1,beforeSpringstudentteaching

•Applyfor$1,000,000.00inprofessionalliabilityinsurancethroughoutallclinicalpractice.Thesewebsitesofferprofessionalliabilityinsuranceasamembershipincentive:KNEA,www.knea.orgorKANAAE,www.kanaae.orgCandidatesmustshowproofofinsuranceby:*DueJune1,thesummerbeforeFallstudentteaching*DueNovember1,beforeSpringstudentteaching

TheClinicalPracticeApplication–CompletionandDueDatesInthefalloftheirjunioryear,TeachingcandidatesneedtocompletetheClinicalPracticeApplicationfromtheEducationDepartment,oraccesstheformonlinefromtheEducationDepartmentwebpage.Thisapplicationgivescandidatesanopportunitytorequesttheirclinicalpracticeplacement.Thecandidate’spreferencesfortheirstudentteachingplacementwillbeconsidered,butmaynotbethefinaldecisionoftheEducationDepartment.

*DuethefirstFridayinNovember-Fallstudentteachers *DuethefirstFridayinApril–Springstudentteachers

NOTE:Lateorincompleteapplicationscoulddelaystudentteachingandgraduationbyasemesterormore.Studentswhomissthedeadlineshould,however,planonapplyingthenextsemester.

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PRE-STUDENTTEACHINGINTERVIEW

Oneofthecriteriaforadmissiontoclinicalpracticeisthepre-studentteachinginterview.Thistakesplaceattheendofthesemesterpriorthestudentteachingsemester.Teachingcandidatesareinvitedtoarrangeatimetoparticipateinapre-studentteachinginterviewwithtwoprofessors:theiradvisorand/ortheelementaryorsecondarycoordinator,andsecondarylevelcontentinstructor.Theinterviewprocesscontains10selectedquestionsassessingthestudentteachers’intrapersonalandinterpersonalcommunicationsandreadinesstoteachbasedontheBethanyCollegeExceptionalTeacherModeldomainofProfessionalAttitudesandValues(PAV): Theteachingcandidatedemonstratesprofessionalqualitiesandbehaviorstofulfillteaching responsibilities,andutilizesreflective(intrapersonal) and interpersonal communication skills.relatedto theteachingprofession.Theteachingcandidateisaskedquestionsabouttheirknowledgeoflearnersandlearning,theirperspectivesonteaching,andhowtheyinteractwithstudentsandadults.Theyhaveopportunitiestoaddressconcerns,reflectonpersonalabilities,showknowledgeofprofessionalandethicalbehaviors,teacherscodeofconduct,andclassroommanagement.Theyareinvitedtoaskquestionsregardingtheirupcomingplacements.Theintervieweeisevaluatedbybothprofessors(forinter-raterreliability),andthecandidatecanreviewtheirscore,whichisrecordedontheirownFoliotekassessmentpage.Acandidate’sacceptablescoreis8outof12points(averagedscorebetweentworaters).

PRE-STUDENTTEACHINGINTERVIEWRUBRIC

Unsatisfactory – 1 Beginning - 2 Developing – 3 Mastery – 4 Intrapersonal Awareness (Self-Reflective) (PAV 1, 6)

The candidate expresses little self-awareness regarding strengths and weaknesses.

The candidate is able to describe personal characteristics with limited depth and perception.

The candidate has a clear understanding of self (in general) easily able to discuss his/her personal traits.

The candidate is able to articulate their capabilities, skills and weaknesses in regard to his/her potential in the classroom. This analysis of self-concept is well thought out.

Interpersonal Awareness (PAV 2, 3)

The candidate cannot articulate how he/she interacts with others.

The candidate describes interactions with others on a limited basis, not demonstrating how those skills will benefit him/her in a school setting

The candidate can describe how he/she interacts with others, but he/she may not clearly articulate how this will be of benefit in their career.

The candidate clearly describes how he/she interacts with others and can give examples as to how this strength will apply to his/her success in the workplace.

Belief System Related to Professional Ethics and Behavior (PAV 4, 5)

The candidate does not articulate a clear view of what behaviors and attitudes are displayed by a member of the teaching profession.

The candidate articulates vague descriptors of what a good teacher exhibits within the professional setting.

The candidate clearly understands and articulates what behaviors should be exhibited in the workplace.

The candidate is able to articulate professional classroom/school behaviors and extend this concept beyond the workplace into the community.

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Out-of-AreaStudentTeachingPlacementRequestsThefollowingprocedureswillapplytoallout-of-areaapplications(outsideofanapproximate50mileradiusofBethanyCollege)includingthoseattheChicagoCenterforUrbanLifeandCulture:

1. Thecandidatemusthaveaminimum3.0GPAinProfessionalEducationcoursework,while

demonstratingasuperiorlevelofindependenceandresourcefulnessinregardtocourse

requirements.

2. Candidatemusthaveaminimumaverageof3.0ontheTeachingCandidateDispositionformsthatare

filledoutbyfaculty,demonstratingoutstandingcommitmenttocourserequirements.

3. CandidatemusthavenonegativereportsfromtheDeanofStudentDevelopment.

4. Candidatemusthaveexhibitedexceptionaldedicationtotheircourseworkandotherresponsibilities

inordertoapplyforthisprivilege(candidateingoodstandingreferto#1,2and3above).

5. CandidatemustpresentaletterofrequesttotheChairoftheEducationDepartmentbyJanuary15th

forFallstudentteaching,andMay15thforSpringstudentteachingtobereviewedbytheEducation

DepartmentTeam.

6. Thelettermustclearlystateareasonofsignificantimportance,explaininghowanalternative

placementwillbemorebeneficialtocandidatesthanfulfillingclinicalpracticerequirementslocally.

7. Candidatewillparticipateinaninterviewwiththecollegeadvisor/supervisor(TECmember),andat

leasttwoofthethreemembersofEDT.

8. Theseguidelinesapplytoallcandidatesseekingplacementoutsideofanapproximate50mileradius

ofBethanyCollegeortheresidenceofthecollegesupervisor.

9. AllCandidateswillbechargedafeeof$750.00tocoverthecostofhiringanobserverfromanother

college,ortheincreasedmileageandtimespentfortheBethanyCollegeSupervisor.Candidates

applyingtotheChicagoCenterwouldnotpayanadditionalfeeforasupervisorduetothe

collaborationbetweenBethanyCollegeandtheChicagoCenterforUrbanLifeandCulture

10. CandidatesmusthavesuccessfullycompletedED200,IntrotoTeachingClassroomExperience

11. Candidatesgrantedanout-of-areaplacementmuststillmeetalloftherequirementsofclinical

practiceincludingcompletingtheBethanyCollegeTeacherWorkSampleandtheexitsurvey.

TeachingCandidateswhofailtomeettheabovecriteria,ormissthedeadline,donotqualifyforconsiderationsofout-of-areaplacementsinstudentteaching.

24

ClinicalPractice(StudentTeaching)Guide2018-2019

ThissectionofTheBethanyCollegeTeacherEducationHandbookandAssessmentManualisdesignedtoserveasaguideforBethanyCollegeteachereducationcandidatesseekinglicensureinElementaryEducation(K-6),SecondaryEducation(6-12)andArt,HealthandPhysicalEducation,andMusic(PreK-12)education.Presentedhereisanoverviewoftheclinicalpracticeexperience,learningoutcomes,policiesandregulations,clinicalpracticeschedules,theteacherworksample,andotherhelpfulinformation.BethanyCollegeEducationDepartmentMissionStatement:TheBethanyCollegeEducationDepartmentstrivestoinstillincandidatestheknowledgebase,teachingskills,aswellasprofessionalattitudesandvaluesnecessarytobecomeexceptional,reflectiveteachersinadiverseculture.

PHILOSOPHYANDBELIEFSTATEMENTSREGARDINGCLINICALPRACTICE

Ø Webelievethatthebestclinicalpracticeexperiencesoccurinschoolsandclassroomsthatarepositive,effectivelearningenvironments,embracingstudentdiversity,andbestteachingpractices.

Ø Webelievethattheclinicalteachingexperienceisacooperativeventure.BethanyCollegesupervisorsandschoolpersonnelhelpinthedevelopmentandimprovementoftheteachingcandidates’skills,andprofessionalattitudesanddispositionsthroughtheirpositiveexamples.

Ø Wefurtherbelievethatteachingcandidatesarebestservedwheneveryoneinvolvedintheclinicalpracticeprocessworkstowardthelearninginterestsandwelfareoftheclassroomstudenttakingprecedence.

BETHANY’SEDUCATIONDEPARTMENTTEAM

Dr. Gretchen Norland, Chair of the Education Department norlandg@bethanylb.edu 785-227-3380, Ext 8300

Professor Michelle Barreirõ, M.A., Elementary Education Coordinator

barreiroms@bethanylb.edu 785-227-3380, Ext. 8457

Professor Alan English, M.L.S., Secondary Education Coordinator englishae@bethanylb.edu 785-227-3380, Ext. 8297

Katia Matter, M.A., Administrative Assistant and Licensure Officer

matterkc@bethanylb.edu 785-227-3380, Ext. 8200

25

PreparingforClinicalPractice

Congratulations!YouarereadytobeginthecapstoneexperienceofyourTeacherEducationprogram.Theknowledgeyouhavegainedinyourcontentcourses,methodscourses,andfieldexperienceswillbeappliedinthemanyopportunitiesyouwillhavetomotivateandhelpchildrenandyouthbesuccessful.Youwilllearnmorethanyoucanimagineandhavefun,butyouwillalsoworkveryhard.Withinthissemesteryouwillusealloftheskillsyouhaveacquiredtomakethetransitionfromateachereducationcandidateintoapromising,futureteacher!

Duringthelastsemesterprioryourstudentteaching:1.Attendamandatoryorientationmeetingforstudentteachersthatwillbeheldintheeducation departmentinthelastmonthofthesemesterprioryourstudentteachingsemester. 2.Receiveimportantdocumentstocomplete,sign,andreturntotheadministrativeassistantandlicensureofficer,KatiaMatter,beforetheendofthemeeting.

•EmergencyContactSheet •ConfidentialityStatement•StudentTeachingRegulationsVerification •DenialofLicensureNotificationForm3.AllteachingcandidatesmustbeenrolledinED3XXClinicalPractice(asrequiredforeachmajorand endorsementarea)andED395ClinicalPracticeSeminarduringtheclinicalpracticesemester.Thestudentteachingexperienceandseminarclasswilltotal13credithoursforthesemester.

4.OnceyouhavereceivednoticefromtheEducationDepartmentaboutyourplacement,make

arrangementstomeetyourcooperatingteacherintheirclassroomsbeforesummerbreakinordertointroduceyourselfandfamiliarizeyourselfwithgradelevelresources/texts,etc.,wellbeforeyour

clinicalpracticebegins. 5.TBTestReportandProofofInsurancemustbefiledintheEducationDepartmentby: •June1st–forFallStudentTeachers •November1st–forSpringStudentTeachers 6.Forfallstudentteachers,attendtheorientationmeetingforstudentteacher/cooperating

teachers/administratorsthatisheldonthefirstSundayafternooninAugustfrom2:00-4:00inLindquistHallpriorthefallclinicalpractice.Forspringstudentteachers,ameetingwillbeheldmid-November.Youwillreceiveyourstudentteachingcertificatesatthistime.(Thiscertificateistobepresentedtotheschoolprincipalatthebeginningofyourclinicalpracticeexperience.)7.CheckthatyourupcomingstudentteachersemesterresponsibilitiesaremetwiththecollegesuchasBusinessofficeregistration,financialaid,housing/check-inarrangements,etc.8.Reviewyourcalendarandmaterialsforthefirstdayofstudentteachingtostartyoursemesteroffright,andbepreparedtobeginpromptlyandprofessionallyinthebuildinginwhichyouareplaced.

26

Professionalism

Youareaguestintheschoolinwhichyouareplacedforyourclinicalpractice.Pleaseberespectfultoallschoolstaff,faculty,andadministration.Developthemindsetofateachernewtothesystem.Takepartinfacultymeetings,parent-teacherconferences,in-serviceactivities,classroompreparations,andotherresponsibilities.

Youwillbenefitfromopportunitiestolearnaboutthepoliciesofapublicschoolsystem.Becomeacquaintedwiththeschool,thecooperatingteacher,thefaculty,administrationandstaff,thestudentsandperhapssomeparents.

Thisisyourjobforthesemesteranditmustcomefirst.Adjustyourpersonalworkorsportsscheduleaccordingly.Focusonthebestinterestsofstudents,buildingprofessionalrelationships,andhonoringteachingcommitments.DemonstrateEthicalConduct.Confidentialitymustbemaintainedregardingstudentissues,schoolissues,IEP’s,exceptionalities,teacherconfidentialrecords,etc.TheBethanyCollegeEducationDepartmenthasadoptedtheKansasEducatorCodeofConductasapprovedbytheProfessionalStandardsBoardinMayof2013.

Kansas Educator Code of Conduct

Responsibilities to Student: v Refrain from disclosing confidential or damaging information that affects the student v Make reasonable effort to protect the student from conditions detrimental to learning, health or safety. v Maintain professional relationships with students both inside and outside the classroom v Restrain from soliciting, encouraging, participating or initiating inappropriate written, verbal, electronic,

physical, sexual, or romantic relationship with students Appropriate conduct includes, but is not limited to the following:

• Keeping in confidence information about students obtained in the course of professional service • Creating, supporting, and maintaining a challenging learning environment for all students • Advocating for fair and equitable opportunities for all children • Nurturing the intellectual, physical, emotional, social, and civic potential of all students • Embodying for students the characteristics of honesty, diplomacy, tact, and fairness • Fulfilling all mandatory reporting requirements for child abuse • Fulfilling the roles of mentor and advocate for students in a professional relationship. A

professional relationship is one where the educator maintains a position of teacher/student authority while expressing concern, empathy, and encouragement for students

• Providing professional education services in a nondiscriminatory manner • Maintaining a professional relationship with parents of students and establish appropriate

communication related to the welfare of their children Inappropriate conduct includes, but is not limited to the following:

• Sharing confidential information concerning student academic and disciplinary records, health and medical information, family status/income, and assessment/testing results unless disclosure is required or permitted by law

• Failure to provide appropriate supervision of students and reasonable disciplinary actions • Engaging in harassing behavior on the basis of race, gender, national origin, religion or disability • Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to

consume alcohol or illegal/unauthorized drugs • Committing any act of cruelty, abuse, unlawful sexual act, or endangerment to children.

(Excerpt from the Kansas Educator Code of Conduct brochure, Teacher Licensure Accreditation: www. ksde.org)

27

Kansas State Department of Education Regulations and Standards for Kansas Educators

ARTICLE 19. ---STUDENT TEACHERS 91-19-6. Student teacher contracts, liabilities and responsibilities. (a) Necessity for written contracts. Persons certified for clinical practice shall engage in clinical practice

only in educational agencies which are accredited or approved by the state board of education and which have entered into a written contract with a teacher education institution. The contract shall set out all of the arrangements made between the teacher education institution and the cooperating accredited or approved educational agency.

(b) Assignment of student teachers. Only teacher education institutions shall assign student teachers to

cooperating accredited or approved educational agencies for the purpose of clinical practice. (c) Student teacher responsibilities. Accredited or approved educational agency administrators and

cooperating teachers to whom the student teachers are assigned, in cooperation with the designated officials of the teacher education institution and in conformity with the terms of the contract required by this rule and regulation, shall determine when and to what extent student teachers shall assume responsibilities or enter into teaching activities in the assigned accredited or approved educational agency.

(d) Supervision of student teachers. Student teachers shall be under the supervision of cooperating

teachers and administrators of the accredited or approved educational agencies to which they are assigned. Student teachers shall not be expected to assume tasks or responsibilities not generally assigned to teachers.

(e) Student teachers are prohibited from serving as regular or substitute teachers. Certified student

teachers shall be prohibited from serving as regular or substitute teachers in Kansas-accredited or Kansas-approved educational agencies.

This rule and regulation shall take effect on and after July 1, 1989. Authorized by and implementing

K.S.A. 72-1392; effective, E-70-36, July 31, 1970; effective Jan. 1, 1971; amended May 1, 1979; amended July 1, 1989; amended July 18, 2008.

*Please abide by the state regulation (e.) stating that student teachers cannot be expected to take the role of a substitute teacher at any time in their placement, even if it’s for a half day, or a short period of time when the regular classroom teacher has to be gone. This puts the student teacher in an uncomfortable and unlawful situation. Student teachers are requested to contact their college supervisor regarding this issue.

28

BestPracticesforStudentTeachers

*ReviewandfollowallClinicalPracticePoliciesandProceduresinthishandbook.

•Keepthesamedailyscheduleasaregularfull-timeteacher,excludingextra-curricularresponsibilities.Discusstimesyouareexpectedtoarriveandleaveattheendofeachschoolday.•Gettoknowthestudents’namesasquicklyaspossible.Learnasmuchaspossibleaboutthestudents.Discussyourobservationsofthestudentswithyourcooperatingteacher.Alwaysmaintainconfidentialityconcerningthestudentsandtheirfamilies.(Refertopage26,KansasEducatorsCodeofConduct,regardingethicalconduct.)

•Createascheduletosendtoyourcollege/contentsupervisorthatlistsclasslocation,daysandtimesforeachclass,subjectsbeingtaught,andincludetimesforlunch,teacherplanning,studyhalls,etc.

•Establishaworkingdeskorspaceforyourownplanning,materials,computer,ifpossible,andanareathatstudentscancomeworkwithyou.Askyourcooperatingteachertohelpwiththis.

•Intheeventofanabsence,notifyyourcooperatingteacherandcollegesupervisorby6:30a.m.Youareallowedoneabsenceforsicknessoranemergency.Besuretheteacherhasyourlessonplans.

•Attendallmeetingsscheduledbyyourcooperatingteacher,and/orschoolprincipal.Youarerequiredtoattendallin-servicedaysandworkdays,includingparent-teacherconferences.

•Acknowledgethecooperatingteacherasanauthorityandamentor.Respecttheirwisdomregardingtheteachingprocessandworkingsuccessfullywithchildren.Reachouttohim/herforprofessionaladvice,andshareschool-relatedorpersonalconcernsorproblemsasyoufeelableto.

•Becomeacquaintedwithothergrade-levelteachersandpeoplewhoarevaluableresources:librarians,custodians,secretary,counselor,paras,coaches,specialeducation,techstaff,coachesandadministrators.

•Invitetheprincipaltoobserveyouteachalessonortwo.Itisyourresponsibilitytorequestapositiveevaluationorrecommendationfromtheprincipal.

•Bewellpreparedandknowyourcontentandlessonthatyouwillbeteaching.Exhibitconfidenceandaprofessionalpresencebybeingreadytoteacheachday.Thetimeandeffortputinlessonplanningshows.

•Teachingschedulesandweeklylessonplansarerequiredtobeemailedeachweekby6:00p.m.,Sundayevening,toyourcollegesupervisor.Itisstronglyrecommendedtopreparethefollowingweek’splansbeforetheweekend,andhaveyourcooperatingteacherreviewyourlearningoutcomes,activities,andassessments.

•Discussgradingpoliciesandcomputerusagewithyourcooperatingteacher,anddevelopstrategiesforgivingmeaningfulandtimelyfeedbacktoyourstudents.Thisincludesteacherresponsibilitiesofenteringgrades,communicatingwithparents,andprovidingweeklyplansonclassroomwebpages,ifapplicable.

•AttendED395,ClinicalPracticeSeminar,onthecollegecampusasMondaysasscheduled.RememberyourresponsibilitiesasaBethanystudent,andpleasecheckyourBethanyemailfordailycommunications.

29

CLINICALPRACTICEOVERVIEW

ALLteachingcandidatesmustcomplete80teacherdaysofclinicalpractice.Somestudentteachersstayinoneplacewiththesamecooperatingteacherfor16weeks.Otherstudentteachershaveasplitplacementwith10weeksinaregulareducationclassroom,plus6moreweeksofclassroomexperienceinSpecialEducation,ELL,ormiddlelevelgrades.HealthandPhysicalEducation,Art,andMusicmajorsfollowan8-week+8-weekschedule.Studentteacherschedulesfollowtheschooldistrict’scalendarofdayswhenschoolisnotinsessionorholidays.Fallclinicalpracticebeginswiththefirstteacherin-servicedayandcontinuesfor80teacherdays,usuallyendingbythefirstweekinDecember.Springclinicalpracticebeginsthefirstteacherin-serviceday/firstschooldayaftertheNewYearholidaybreakandcontinuesfor80teacherdays,usuallyendingthefirstweekinMay.Musicmajorswillworkwiththeircooperatingteachersduringrehearsals,bandcamps,andmusiccompetitions,andcontinuethroughthewinterorspringprograms,whichareincludedintheir80studentteachingdays.Thegoalofclinicalpracticeistogivethestudentteacherextendedopportunitiestopracticeteaching,andmidwaythroughtheplacement,assumeallteachingresponsibilitiesundertheguidanceofthementoringteacherandadministrator.Dependingonthetypeandlengthofplacement,studentteacherscantakeonfull-timeteachingoveraperiodofsixtoeightweeks,asappropriateandpractical.Thecooperatingteacherandstudentteachershoulddiscussthisplanforteaching,together,andinvolvethecollegesupervisorasneeded.Bethanysupervisorsunderstandhowpreparingforanelementaryclassroomscheduleismuchdifferentthanplanningtoteachinasecondarylevelplacementwithablockschedule.Music,Art,andHealth-PEclassschedulesaredifferentinthattheymayhaveshorterclasstimesthatmeetonevery-other-dayschedules,etc.Thefull-timeteachingof6to8weeksmaynotalwaysbepracticalorpossible;however,ourdesireistogiveeachteachingcandidateapositivelearningexperience,notanoverwhelmingsituation. GeneralGuidelines:Studentteachersshouldbeginteaching1-2subjects/classesbyWeeks2-3,andteach3-4ormoresubjects/classesbyWeeks4-5.Studentteacherscanpickupmoreteachingresponsibilitiesatthecooperatingteacher’sdiscretion;thequickertheyjumpinand‘become’ateacherforthestudents,thebetter.Studentteachersmaybeginfull-timeteachingbyWeeks6-7,and.Towardthelastweekortwooftheplacement,thestudentteachershouldgraduallybegingivingclassesbacktothecooperatingteachersostudentscanadjust.Studentteachersremainintheirplacement,helpingoutandvisitingotherclasses,duringthelastweekassigned.StudentteachingevaluationswillbecompletedbycollegesupervisorsandcooperatingteachersatMid-Term(weeks6-7)andaFinalEvaluationattheendoftheplacement.TheStudentTeachingEvaluationFormwillbesentelectronicallytothecooperatingteacher’semail(fromFoliotek)duringWeeks6-7,andagaintowardsthelastweekoftheplacement.Collegesupervisorswilluseanelectronicformandemailtheirobservationnotesandfeedbacktothestudentteacherfollowingavisit.StudentteacherswillalsocompleteaMid-TermEvaluationForm,asaself-assessment.Itisrecommendedthatthecooperatingteacherandstudentteacherdiscussandcomparetheseevaluationstogether.ThedatafromTheStudentTeachingEvaluationFormsarecriticaltoBethany’sassessmentofstudentteachers’growth,success,andrecommendationforteacherlicensure.ED395ClinicalPracticeSeminarisarequired,one-credit-hourclassthatmeetsonsevenMondaysfrom4:00-5:40,throughoutthesemester.ThesyllabusisfoundoneSwede.Thepurposeoftheseminarisforstudentteacherstoshareexperiencesandsupporteachotheronstudentteaching“challengesandjoys,”receiveguidanceontheTWS,reviewclassroommanagementandassessmentstrategies,studyforthePRAXIS/PLTtests,updateresumes,prepareforteacherinterviews,andreviewproceduresandrequirementsforlicensure.Studentteachersmayleavetheirschool,early,ifnecessary,toarriveby4:00.Notifytheprofessorifschoolconferencesconflictwiththedates.

30

Bethany College Student Teaching Evaluation Form (electronic form on Foliotek)

KnowledgeBase(KB) Evaluation Criteria

TheTeachingCandidate:

Mastery–4

Theteachingcandidateisdoing

exceptionalworkandiseffectiveorconsistent.

Developing-3

Theteachingcandidateismakingsteadyprogress

orshowssignificantpotential.

Beginning-2

Theteachingcandidateis

attemptingtoadjustorshowslimitedskills.

Unsatisfactory0-1

Theteachingcandidateisunabletoadjustorlacksskillsto

beeffective.

PassingScore=50

64-72A

57-63B

50-56C

49orless(notpassing)

KB1.Givesaccurateinstructionincontentknowledge,vocabulary,concepts,skillsortechniques.

KB2.Usesinnovativeresources,relevantmaterials,ortechnologytoenhancecontentinstruction.

KB3.Integratescontentwithothersubjects,literacyexperiences,orrelatedinterdisciplinarytopics.

KB4.Providestimeforstudentstoprocess,practiceorassessskills,independentlyandcollaboratively.

KB5.Respondstolearners’diversebackgrounds,languages,abilities,learningstylesorneeds.

KB6.Givesencouragementandfeedbacktohelplearnersreflect,self-regulate,orself-motivate.

TeachingStrategiesandApplications(TSA)

TSA1.Usesavarietyofstrategiesforcriticalorcreativethinking,problemsolving,andskilldevelopment.

TSA2.Implementslessonsthataddressrelevantobjectivesorstandardsandlearningoutcomes.

TSA3.Usesvariousassessmentssuchasinformal,formal,orperformancetomeasureunderstandingandprogress.

TSA4.Usesquestionsthatpromptlearnerstoreflect,expandresponses,andmakeconnectionstoexperiences.

TSA5.Usesappropriateverbalornon-verbalcuestogainclassattentionanddirectorrefocuslearners.

TSA6.Maintainsaninclusive,respectfulenvironmentthatsupportsstudents’well-beingandlearning.

ProfessionalAttitudesandValues(PAV)

PAV1.Demonstratesenthusiasm,confidence,patience,andcompassionininteractionswithdiverselearners.

PAV2.Fulfillsprofessionalresponsibilities,andisdependable,prepared,reflective,anddevotedtoteachingandlearning.

PAV3.Showsintegrityandleadershipwhencollaboratingorinteractingwithcolleaguesintheprofessionorparents.

PAV4.Encourageslearners’honestworkhabits,respectfulinteractionswithothers,oruseoftechnology,asappropriate.

PAV5.Usesappropriateclassroommanagementstrategiestoredirectstudentbehaviors,andresolveconflicts.

PAV6.Usesaccuratewrittenandverbalcommunicationsintheclassroomandinprofessionalinteractionswithothers.

31

BethanyCollegeTeacherWorkSample(TWS)

TheBethanyCollegeTeacherWorkSampleisaperformanceassessmentthatstudentteacherscompleteduringtheirclinicalpracticeexperience.TheTeacherWorkSample(TWS)componentsandassessmentsaretiedtotheBethanyEducationDepartment’sConceptualFramework,andtheBethanyCollegeStudentTeacherEvaluationobjectives.TheTWSwaspilotedinspring2018,whenitreplacedtheKansasPerformanceTeachingPortfolio(KPTP).TheBethanyTWSforthe2018-2019yearwasrevisedtoincludefeedbackfromstudentteachers,teachereducationsupervisors,andcooperatingteachersandprincipals.Bethany’sTWSisalignedwiththestate’sprofessionaleducationstandards,andfulfillsthestaterequirementforteacherlicensure.

TheTWSisanopportunityforteachingcandidatestodemonstratetheirknowledgeofcontent,learnersandlearning,teachingstrategies,assessments,andprofessionalattitudesandvaluesthroughinstructionalplanning,reflection,anddecisionmaking.Eachcandidatecompleteshis/herownTWS,yetcollaborateswithexperiencedcolleaguesregardingbestpractices,andinterpretationofdata.Avaluablewaytogaininsightistoreflectonfeedbackfromcooperatingteachersandcollegesupervisors.TheTWSprocessallowsstudentteacherstoprovidemultipleevidencesofteachingandlearning,andshowself-improvement.ATWSTimetableisprovidedtoteachingcandidatesdefiningwheneachof8tasksisdue,alongwithapacketofinstructions,taskdescriptions,andassessmentrubrics.ThispacketisavailableasaPDFuponrequest.TheTeacherWorkSampleisdesignedtoaccommodateallstudentteachingschedules.StudentteacherswillcompletethemajorityoftheirTWSbasedonaselectedunitofinstructionthattheywillplanandteachduringtheirfirstplacement.Theunitofinstructionwillbetaughttoonegroup/classofchildreninonesubjectareaforfourlessons.Thecooperatingteacherplaysakeyroleinguidingthestudentteacherindecisionmaking,andgivingfeedback.TheTWSisdevelopedbetweenWeeks3and13,soitmayflowintoasecondplacementforsomestudentteachers.Thatisfine;however,sincetheeducationteamhopestoseeimprovementandgrowthinstudentteachers’abilitiestotransferskillsandknowledgeofteachingintolaterordifferentsettingsandexperiences.Nomatterwhatthestudentteacher’sscheduleis,BethanyCollege’sTWSguidelinesanddeadlineswillbethesameforallteachingcandidates.ItisarealisticexpectationforallstudentteacherstocompletethesectionsortasksoftheTWSbythetimetabledeadlines.TheTWSisavaluabletoolforstudentteachersthathelpsthemrefinespecificareasoftheirteachingbasedontheformativefeedbackfromcooperatingteachers,principals,andsupervisors.TheTWSrequirementswillbecompletedbyallstudentteachersbytheendofWeek13.TheShelteredInstructionalObservationProtocol(SIOP)modelhasbeenadoptedasthelessonplantemplateforstudentteacherstouseforcollegesupervisorvisits,andwillberequiredforcreatingtheTWSlessonplans.TheSIOPModelisavalidandreliableinstrumentdesignedtomakecognitivelychallenginglessonscomprehensibletoallstudents,especiallydiverselearnersincludingELLs,whilepromotingliteracyskillsandconnectingtopriorlearningexperiencesandknowledge.SeveralversionsoftheSIOPmodelareavailabletocandidatesontheirED395SeminarcourseresourcepageoneSwede.Thecooperatingteachermaysuggestanotherdailylessonplanformatfortheirstudentteacherthatismoreappropriateorpractical;however,forformalobservationvisitsfromcollegesupervisors,itispreferredthatthestudentteacherprovidesalessonplandesignedontheSIOPtemplate.

32

BETHANYTEACHEREDUCATION-ALIGNMENTOFSTUDENTLEARNINGOUTCOMES

Student Learning Outcomes: Bethany College Academic Coursework

[Coursework Artifacts]

Student Learning Outcomes Bethany College Clinical Practice

[Student Teacher Evaluation]

Student Learning Outcomes Bethany College Teacher

Work Sample [TWS]

1. KNOWLEDGE OF LEARNER Student recognizes developmental characteristics, learner exceptionalities, and cultural, ethnic, and linguistic diversities. 2. KNOWLEDGE OF LEARNING Student demonstrates knowledge of content, educational foundations, theories, philosophies, and learning styles. 3. INSTRUCTION & ASSESSMENT Student applies instructional objectives, cognitive levels, critical thinking, and relevant strategies in lesson and assessment design. 4. INSTRUCTION & CLASSROOM MANAGEMENT Student analyzes classroom management and motivational strategies to promote a conducive learning environment. 5. PROFESSIONALISM Student demonstrates understanding of current educational responsibilities, ethical behaviors, and reflective practices. 6. COMMUNICATION Student demonstrates effective communication skills in writing, research, presentation, and the use of technology.

1. KNOWLEDGE BASE (KB) The teaching candidate will demonstrate a strong content knowledge base of learners and learning, and the ability to make knowledge meaningful, respond to diverse learners’ needs, and increase motivation for learning. 2. TEACHING STRATEGIES & APPLICATIONS The teaching candidate will demonstrate the ability to use effective teaching strategies and methods, and design lessons and assessments to promote a meaningful and conducive learning environment that motivates learners. 3. PROFESSIONAL ATTITUDES & VALUES The teaching candidate will demonstrate professional qualities and behaviors to fulfill teaching responsibilities, and utilize reflective and interpersonal communication skills.

TASK 1: Learning Environment and Knowledge of Learners TASK 6: Analysis of Student Learning TASK 2: Learning Objectives and Standards TASK 3: Assessment TASK 4: Instructional Unit Design TASK 5: Instructional Decision Making TASK 7: Reflection and Self-Evaluation TASK 8: Supplemental Lesson Plans and Reflections

33

Week RECOMMENDEDSCHEDULE(16-WEEKS)StudentTeacherTasks

16–weekSamePlacement

10-WeekPlacement

8-WeekOR6-WEEK

Week1 • Get familiar with the classroom; meet colleagues and staff, review building routines/schedules/policies, and teacher duties. Begin to learn students’ names. • Note classroom management strategies and rules; examine text and materials, use of technology; and establish a teacher’s desk or your own working space.

ReviewBethanyTeacherEducationHandbook

Collegesupervisorinformalvisit.

Beginteachingquicker.

2classes

Week2

and

Week3

• Discuss the Teacher Work Sample (TWS) timeline with your cooperating teacher. Review/complete TWS Task 1. • Identify special needs or other focus students. *Send your college supervisor(s) a weekly schedule of class periods, times, lunch/planning, and highlight or note the classes or subjects you are starting to teach. • Work with individual or small groups; team-teach. • Begin planning and teaching 1-2 classes or subjects.

Collegesupervisorinformalvisit.

Beginteachingquicker.

Collegesupervisorobservation.

Teach3-5classes.

Collegesupervisorobservation.

Week4

• Work with your cooperating teacher to select a unit that you will teach during weeks 6-8. Review TWS Task 2. • Select appropriate standards and objectives for your grade level/ placement. Complete Task 2. •Assume more responsibilities by preparing lessons and teaching daily for 2-3 classes/subjects.

Collegesupervisorobservation.

Week5

•Work with your cooperating teacher to design a pre-assessment and begin to develop your instructional unit design. Review and complete Task 3 and Task 4. •Assume more responsibilities by preparing lessons and teaching daily for 3-4 classes/subjects.

(10-week)Mid-TermEvaluation

Full-timeteaching

Week6

Week7

Week8

• TEACH YOUR UNIT. Give your pre-assessment before you start your unit, then collect evidence of student learning throughout the unit. •Complete Task 5 (by end of week 8) and design two lesson plans from the unit on a SIOP lesson template.

• Continue to prepare lessons and teach daily for 4-6 classes/subjects;. Full-time teaching responsibilities should be reached.

•Complete a Mid-Term Self Assessment of the Student Teaching Evaluation Form (found on Foliotek)

The Cooperating Teacher will be sent an electronic Mid-Term Student Teacher Eval. Form, @ weeks 6-7. Collegesupervisorobservation&Mid-TermEval.

Full-timeteachingCollegesupervisorobservation.

NoMid-TermEvaluationfor2ndplacement:OnlyaFinalevaluation

Week9

and

Week10

• Following the unit, analyze post-test and all assessments. Review and complete Task 6 (by the end of week 9)

• Continue full-time teaching of classes/subjects. • Review and complete Task 7 (by the end of week 10) •Ask the principal to observe a classroom lesson

(10-week)

FinalEvaluation

Weeks11-14

• Continue full-time teaching of classes/subjects. • Review and complete *Task 8 (by the end of week 13): *Four additional lesson plans

Collegesupervisorobservation.

Weeks15-16

• Classes are gradually released back to the coop. teacher. • Continue to help children until the last day. • Observe another teacher/classroom in the building • Arrange a time with the college supervisor for your Exit Survey and Interview, a week after student teaching.

Coop. Teacher & College Supervisor do a Final Student Teacher Eval.

34

BETHANYCOLLEGE

CLINICALPRACTICEPOLICIESANDPROCEDURES

ThepoliciesandproceduresinthishandbookwereoriginallydevelopedbytheTeacherEducationCoordinatorswithassistancefromtheBethanyCollegeAdvisoryCouncil,andcontinuetobereviewedeachyearbyTEC.

1.0 DressCode 1.1AllstudentteacherswillupholdBethanyCollegeEducationDepartment’svaluesbymaintaininga professionalimageincludingbutnotlimitedtoappropriateattire.

1.2Allstudentteacherattireshouldadheretotheirplacementschool’sdresscode.

1.3Allsupervisorsoverthestudentteachermaintaintherighttoaddressperceivedunprofessionalism ofattire/appearance.

2.0 TardyPolicy 2.1 Beinyourclassroomnolessthan30minutesbeforethebeginningoftheschoolday.

2.2 Onelatearrivalisacceptable.

2.3 Repeatedtardinesswillresultinthecooperatingteachercontactingthecollegesupervisor,whichmayrequireanInterventionContract(p.37)tobeimplementedbythecollegesupervisor.

3.0 Absences

3.1 Notifyyourcooperatingteacherandcollegesupervisorby6:30a.m.ifyouaregoingtobeabsentduetopersonalillnessorotherpersonalemergency.

3.2 Onedayofabsenceforillnessorfamilydeathispermissible.Pleasebesuretocallyourcollege supervisorimmediatelywhenyouareill.3.3 Absencesbeyondonedayforillnessoremergencywillneedtobemadeupattheendofthe

semester.Yourclinicalpracticegradewillnotbesubmitteduntilyouhavesuccessfullycompletedall80requireddaysofstudentteaching.TeachingcandidateswhomissanexcessivenumberofinstructionaldayswillmeetwiththeChairoftheEducationDepartmenttodiscussmakingupthosedaysorproceedwithinterventionsasneeded.

3.4 Allpersonalappointmentsaretobescheduledafterschoolhours.

3.5 YouarerequiredtoattendallTeacherIn-serviceandworkdays;youareexpectedtofollowateacher’sschedule,theschool’svacationcalendar(notBethany’s),andtoteacheveryday.

4.0 BethanyCollegeTeacherEducationEthicsPolicy

4.1 BethanyCollegeTeacherEducationcandidatesaccepttheresponsibilitiestostudents;torefrainfromdisclosingconfidentialordamaginginformationthataffectsthestudent.

4.2 BethanyCollegeTeacherEducationcandidateswillmakereasonableeffortstoprotectthe

studentsfromconditionsdetrimentaltolearning,healthorsafety.4.3 BethanyCollegeTeacherEducationcandidateswillrestrainfromsoliciting,encouraging,

participatingorinitiatinginappropriatewritten,verbal,electronic,physical,sexualorromanticrelationshipswithstudents.

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4.4 ACADEMICINTEGRITY BethanyCollegecandidatesinteachereducationareexpectedtoconductthemselvesin

accordancewiththeAcademicHonestystatements(BethanyCollegeCatalog)regardingcheatingandplagiarism.TheEducationFacultyatBethanyCollegeexpectsALLcandidatestoadheretoethicalbehaviorsintheircoursesandintheirpracticumplacements,includingclinicalpractice.TheprofessionaleducationstandardsforthestateofKansasandthestandardsofNCATE/CAEPseekcandidateswithattitudesanddispositionsthatareprofessionalanddeliberateinworkingtowardlicensingwithinthestateofKansas.

5.0 ClinicalPracticeSeminar

5.1 ConcurrentenrollmentinED395,ClinicalPracticeSeminar,isrequiredforALLteachingcandidatesduringtheclinicalpracticesemester.Itprovidescontinuedprofessionalgrowththroughtheuseofreflectiveactivities.Seminarisofferedduringbothfallandspringsemesterofclinicalpractice.

5.2 TheSeminar(ED395)isagraded,one-hourcourse.Teachingcandidatesarerequiredtoattend thesesessions,whichmeetonsevendesignatedMondaylateafternoonsfrom4:00-5:40p.m. Studentteachersmaybeexcusedfromleavingtheirschools,earlyifnecessary,onMonday afternoonstobeontimetotheSeminarclass.

5.3 BethanyTeacherWorkSample(TWS)willbecompletedasapartofthestudentteachingrequirement.StudentTeacherswillreceiveassistanceduringtherequiredSeminarclass.

6.0 EmploymentandActivitiesWhileCompletingClinicalPractice

6.1 Itisstronglyadvisedthatyoucutbackonyourworkand/orextra-curricularhoursduringclinicalpractice.Planningandimplementinglessonsisatime-consumingjobduringthisprofessionalsemesterandrequiresyourfullattention.Theteachingcandidateisexpectedtomaintaintheregularfacultyhoursoftheircooperatingteacherandtobeintheclassroom,preparedforteachingeachday.Theteachingcandidateshouldparticipatewiththeircooperatingteacherinextracurricularactivitiesthatareappropriatetotheassignment,suchasparentnights,bandconcerts,etc.Someoftheseactivitiesmaytakeplaceintheevenings,butshouldbeconsideredasprofessionalrequirements.

6.2 Activities,suchassportsparticipation,shouldbeaddressedwithyourcoachinthespringpriorto

youranticipatedclinicalpractice.Manyschoolassignmentswillentailbeingintheclassroomfrom7:00or7:30a.m.until4:00or4:30p.m.Pleasemakesureyouhavediscussedtheteachingtimesandyourclinicalpracticeresponsibilitiesasaprioritywiththecoachesandotheractivitydirectors.

7.0 ProfessionalLiabilityInsurance

7.1 BethanyCollegerequiresproofofprofessionalliabilityinsuranceintheamountofatleast$1,000,000.00whileyouareinclassroomsworkingwithchildren.YoumustshowproofofinsurancetotheeducationdepartmentbyJune1st(fallteachingcandidates)orNovember1st(springteachingcandidates)eitherfromyourownpersonalsource,oryoumayobtainsuchinsurancebyjoiningKNEA(www.knea.org)orKANAAE(www.kanaae.org).

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8.0 DueProcessProcedures

8.1 Ifaseriousproblemarisesintheclinicalpracticeplacementregardingtheprofessionalperformanceoftheteachingcandidateasobservedbythecooperatingteacher,principal,orcollegesupervisor,theteachingcandidatewillbenotifiedimmediately.Afternotification,apossiblecourseofactionisfortheteachingcandidatetomeetwiththecollegesupervisorandcooperatingteacher(and/orprincipalorChairoftheEducationDepartmentasneeded)todiscussandimplementaTeachingCandidateInterventionContract(p.37).Thisinterventioncontractwilllistspecificarea(s)ofconcernandwillincludestrategiesorstepsforsatisfactorilyaddressingthenecessaryareasforimprovementtoremainintheclinicalpracticeplacement.Theteachingcandidatewillthenbemonitoredforimprovementforaperiodoftwoweeks.

8.2 Ifadequateprogressismadetocorrecttheareasofconcernwithintwoweeksfromthedatethe

interventioncontractwasdeveloped,theinterventionplanwillbeconsideredcompletedandnofurtheractionwillbenecessary.Ifsatisfactoryprogressisnotmadeduringthetwo-weekperiod,analternativeplacementmayoccur,orthecandidatewillbewithdrawnfromclinicalpractice.

8.3 Atthetimeofremovalfromclinicalpractice,theChairoftheEducationDepartmentwillaskthe

teachingcandidateandthecollegesupervisortosignawrittendocumentthatliststhereasonsforremovalinadditiontoprovidingtheinitialinterventioncontractasapplicable.

8.4 Thecooperatingprincipalorsuperintendentmayremoveateachingcandidatefromthe

placementiftheyfindthebehaviorsoftheteachingcandidatetobeharmfulordetrimentaltothecooperatingteacherorstudents.TheChairoftheEducationDepartmentmayalsoinitiateorrecommendimmediateremovalfromaplacement,aftercommunicatingconcernsandreasonswiththeschooladministratorandteacher(s).Thisremovalfromstudentteachingmaybeimmediateandwithoutaninterventioncontractduetothestudentteacher’s:

A.Disregardorviolationofschoolordistrictpolicies; B.Unprofessionalbehavior C.Extenuatingorunforeseeablecircumstances8.5CandidateswithKNEAmembershipshouldrefertotheKNEAUniServOfficewww.knea.orgforinformationonappealingsuchadecisionorcontact.CandidateswithKANAAEmembership

shouldcontactwww.kanaae.orgfortheirlocalrepresentativeorrefertotheschooldistrictpolicybookforthecorrectpolicyonappealingadecision.

8.6 TheteachingcandidatewillmeetwiththeChairoftheEducationDepartment,his/hercollege

supervisorandothereducationfacultytodeterminethefinalstepstobetakenforremovalfromclinicalpractice,includingwithdrawalfromorfailureduringclinicalpractice,ordecisionstopursuealternativeplacements.

8.7 Thefinaldecisionwillbegiventotheteachingcandidateinwritingandallparticipantswhoare

involvedwillsignthedocumentoffuturestepsandfinaldecisions.8.8 Iftheteachingcandidatewishestomakeawrittenappealregardingremoval,theymaydoso.

PleaserefertoPoliciesonAcademicProgressintheBethanyCollegeCatalogforthisprocess.8.9 TheteachingcandidatewillmeetwiththeBethanyCollegeChairoftheEducationDepartment

and/orRegistrartodeterminewhatalternativesforadegreeprogrammaybeopentohim/her.

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TEACHING CANDIDATE INTERVENTION CONTRACT

Date: Person(s) writing contract:

Teaching Candidate:

Status of the Candidate: (Clinical Practice, Admission to the Teaching Program, semester, level, etc.)

Purpose of this Contract: State the reason why the Intervention Contract has been implemented.

Describe the areas of concern. Give specific evidence.

Plan of Action: Specific steps, strategies, or required expectations to address the concern(s).

Timeline for successful implementation to remain in the placement or teaching program:

By the end of _____weeks, on the date of ______, (teaching candidate)_______________________

will demonstrate sufficient improvement in the stated area(s) of concern, according to the Plan of Action.

•Failure to Meet Criteria: In the event that the teaching candidate fails to show improvement or progress to correct academic efforts or professional behaviors, by the dates and plans stated in this Intervention Contract, further actions may result in the implementation of the Due Process Procedures in the Teacher Handbook (for student teachers), or Policies on Academic Progress in the College Catalog.

SIGNATURES

College Supervisor/ Instructor: _________________________________________________ (DATE):_________

Education Dept. Chair: _______________________________________________________ (DATE):_________

Other ________________: _____________________________________________________ (DATE): _________

Teaching candidate: _________________________________________________________ (DATE):_________

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ROLESOFCLINICALPRACTICEPERSONNEL

Theprofessionalrolesandresponsibilitiesofthoseinvolvedintheclinicalpracticeexperiencearedescribedinthissection.Theteachingcandidatesshouldbefamiliarwiththerolesandresponsibilitiesofallthepersonnel.CollegeSupervisorTheCollegeSupervisorsaretherepresentativesofthecollegeandserveasmentorsandfinalevaluatorsoftheteachingcandidate.TheCollegeSupervisorwillvisittheclassroomduringthesemestertoprovidefeedbacktothecandidatesregardingtheirdevelopmentofteachingskillsandprogress.CollegesupervisorsaremembersoftheEducationDepartmentTeam,andincludeContentSupervisorswhoobservecandidatesatthesecondarylevels. ThepolicyofBethany’sEducationDepartmentisforeachteachingcandidatetobevisitedaminimumof4timesduringa16weekplacement.PreK-12Supervisorswillobservetheirteachingcandidatesaminimumof4times,ideallytwiceattheelementarylevelandtwiceatthesecondarylevel.TeachingcandidateswhohaveasecondarylevelcontentplacementwillalsobevisitedbytheContentSupervisoratleasttwice.Thecollegesupervisiormakesaninformalvisitbyweeks2or3tohaveaconversationwiththecooperatingteacherandstudentteacherregardingtheteachingschedule,clinicalpracticepoliciesandevaluationforms,teacherworksample,andaddressanyquestionsorconcerns.(*Seepage33ofthehandbookforarecommendedscheduleofobservationvisits.)Elementaryteachingcandidateswhohaveasplitplacementwillbeobservedaminimumof3timesduringtheir10-weekelementaryclassroomexperiencebyaCollegeSupervisor,andatleastonceduringtheirsecond6-weekplacementifitisinamiddle-levelfieldorELLarea.(Ifthesecond6-weekplacementisinaSpecialEducationclassroom,thefieldexperiencewillbeunderthedirectionofDr.BevShottlerandfollowKICApolicies/schedules.)TheCollegeSupervisorwill: 1.Serveastheliaisonbetweenthecooperatingschoolandthecollege,andestablishpositive relationshipswiththecooperatingteacher,principalandotherfaculty.Attendthecooperating teacher/studentteacherAugustorientationandotherrequiredclinicalpracticemeetings. 2.Provideexplanationsand/ortrainingforthecooperatingteachersorprincipalsespeciallyregarding BethanyCollege’sStudentTeacherEvaluationForm(p.30)andtheTeacherWorkSample(p.31). 3.Observecandidatesfrequentlyinteachingsituations,andtheirabilitytoworkwithchildrenoryouth. Collegesupervisorswilluseanelectronicform,torecordtheirobservationnotes,andemailtheir feedbacktothestudentteacherfollowingavisit. 4.Monitorandevaluatecandidate’sprogressusingthecriteriaspecifiedontheStudentTeaching Evaluationform(page30).ThecollegesupervisorwillcompleteaMid-TermandFinalEvaluation accordingtotherecommendedschedulesinthehandbook(*Seepages29,33).Forformalobservations, collegesupervisorsrequirethecandidatetopreparealessonplanontheSIOPmodeltemplate. 5.Makeadditionalvisitsasneededtodiscusstheperformanceofthestudentteacherwiththe cooperatingteacher(atplanningtimesorafterschool)orwhenconcernsexistwiththeteaching candidate.AlerttheChairoftheEducationDepartmentimmediatelywhenproblemsariseby discussinganeedforsubmittinganTeachingCandidateInterventionContract(*Seepage37).6.Keepincontactwithstudentteachers,onaweeklybasis,throughemailorinperson,andbeamentor,rolemodel,andresourceperson.Expecttoreceiveascheduleandweeklylessonplans(bySundaynightat6:00)fromstudentteachersaspartoftheirgrade.7.ThefinalgradewillbegivenbytheBethanycollegesupervisorwithconsiderationofthecooperatingteacherandcontentsupervisor’sassessmentsbasedontheStudentTeacherEvaluationForm.

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Principal:ThePrincipalofthecooperatingschoolplaysavitalroleinthesuccessoftheteachingcandidate.Theprincipalissupportiveasamentorandadvisor,andprovidesleadershipbyhelpingstudentteachersunderstandtheirresponsibilitiesandprofessionalinvolvementsinschoolpolicies,regulations,meetings,andcommunications.ThePrincipal: 1.Approvesorrejectsapplicationsforteachingcandidatesinhisorherbuilding.

2.Acceptstheteachingcandidateasaparticipating,responsiblememberofthefaculty.

3.Ensuresthattheteachingcandidateisnotusedasasubstituteteacherintheschoolduringthe clinicalpracticeassignment(*SeeKSDERegulationsandStandards,Article19,page27). 4.Supportsthecooperatingteacherinhelpingtheteachingcandidatetransitionintoaprofessionalrole byencouragingtheirparticipationinfacultyandinservicemeetings,professionallearningteam activities,andbeinginvolvedinIEPmeetingsandotherparent-student-teacherconferences. *(NOTE:TeachingcandidateshavesignedaStudentTeachingRegulationsVerificationabout demonstratingethicalconductandconfidentiality(*SeeKansasEducatorsCodeofConduct,page26). 5.Assiststheteachingcandidateinopportunitiesforthemto‘feellikepartoftheteam’andintheir developmentofappropriateprofessionalrelationshipswithfaculty,staff,pupils,andthecommunity. 6.Keepsinformedoftheprogressoftheteachingcandidate.Ifanyconcernsariseregardingthe teachingcandidate,allconcernswillbeconveyedtothecollegesupervisorassoonaspossible. 7.Assiststhecooperatingteacherinprovidingthestudentteacherwithmaterialsthatwouldnormally beaccessibletoanewteacher:teachingtexts,curriculumguides,facultyhandbook,schoolordistrict policies,accesstoaclassroomcomputerforgradingsystems,andotherinformationasneeded. 8.FacilitatestheteachingcandidatewithinformationneededfortheTeacherWorkSample(i.e.,school andstudentdemographics),andisawareoftheTWS(p.31)andtheStudentTeacherEvaluation(p.30). 9.Observesteachingcandidate,ifpossible,especiallybytherequestofthecooperatingteacher,college supervisororstudentteacher.Itistheteachingcandidate’sresponsibilitytoasktheirprincipal whethertheyareabletoprovideapositiveevaluationorrecommendation.10.Communicateswiththecooperatingteacherandcollegesupervisoraboutanyschoolpolicies concerningteachingcandidates.Mayrequestameetingwiththecollegesupervisorandrecommend implementingaTeachingCandidateInterventionContract,ifneeded.(*Seepage37).11.Requeststheremovalofateachingcandidateiftheirprofessionaljudgmentfindstheteaching candidateisrepeatedlyunprofessionalorharmfultothecooperatingteacherorstudents,orfailsto meettheInterventionContractrequirements(*SeeDueProcessProcedures,page36). *BethanyCollegeEducationTeamwelcomesprincipalstobecomeinvolvedand/orgivefeedbackinour AdvisoryCouncil,whichmeetstwiceayear.Weappreciateyourvaluableinput,ifyouareable.PleasecontactAdministrativeAssistantandLicensureOfficer,KatiaMatter:matterkc@bethanylb.edu

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CooperatingTeacher:Thecooperatingteacheriscriticallyimportantintheprogressanddevelopmentoftheteachingcandidate.Cooperatingteachersmusthavetaughtaminimumofthreeyears,andarerecommendedformentoringstudentteachersduetotheirsuccessandexcellenceinteaching.Thecooperatingteacherhastheexperiencetoguideandevaluatecandidatesastheydevelopandtransitionfromcollegestudenttoteacher.TheCooperatingTeacherisencouragedto: 1.Welcometheteachingcandidateintoyourschool,classroomorlearningenvironment. •Providea‘teacherdesk’orspacedesignatedforthestudentteachertostoreitemsandwork. •Providearosterorseatingchartwithstudents’namesorpicturestohelpthestudentteacher. 2.Treattheteachingcandidateasaco-workerandcolleaguewhowillbeworkingalongsideyou. Introduceyourstudentteachertootherfacultyandstaff,callingthembyaprofessionaltitle ofMiss.,Mrs.orMr.,especiallyaroundstudents,throughouttheirclinicalpractice.

3.Acquaintthestudentteacherwithinstructionalmaterials,supplies,andavailableequipment. Arrangefortheteachingcandidatetohaveacopyoftexts,andaccesstoacomputer,ifapplicable.

4.Knowthatthestudentteacherisaguestinyourclassroom,andisrequiredtofollowyourprocedures

andrules.Helpthemclearlyunderstandyourguidelinesorexpectationsofstudents,andappropriate waystorespondtomisbehavior.Explainotherteacherduties(e.g.,recess,hallway,busduty,and beforeorafterschoolmonitoring)andotherlegalresponsibilitiesofsupervisingstudentsatalltimes.

5.Reviewthe“BestPracticesforStudentTeachers”foundonpage28ofthishandbook.Becomefamiliar

withtheStudentTeachingEvaluationForm(page30)andtheTeacherWorkSample(page31) requiredofthestudentteachersduringclinicalpractice.Pleaserequestthecollegesupervisorand/or theChairoftheEducationDepartmenttoprovidefurtherexplanationsortrainingasneeded.

6.FacilitatethestudentteacherindevelopingtheirinstructionalunitasdescribedintheTWS. ThestudentteacherhasreceivedapacketexplainingtheTWStasks,purposes,andrubrics.Ifyou

wouldlikeaPDFoftheTWS,pleasecontactKatiaMatter(matterkc@bethanylb.edu). 7.Allowthestudentteachertotakeonyourfull-timeteachingloadgradually,beginningwithoneortwo

classes/subjects,andthenaddmoreclassesuntilafullteachingscheduleisreached.Cooperating teacherscanmodeltheinitiallessons,atfirst,orteam-teach.(*SeeRecommendedSchedules,p.33).

8.Ensurethattheteachingcandidateisnotusedasasubstituteteacherintheschoolduringthe clinicalpracticeassignment(*SeeKSDERegulationsandStandards,Article19,page27). 9.Helpthestudentteacherfeellikea‘partoftheteam’byincludingtheminfacultyandinservice meetings,professionallearningteamactivities,IEPmeetings,andparent-teacherconferences. Acquaintthestudentteacherwithpupilpersonnelrecords,includingSpecialEducationI.E.P.s andstudent’sELLplans.Explainschoolpoliciesregardinghowindividuallearningplansareused. *(NOTE:TeachingcandidateshavesignedaStudentTeachingRegulationsVerificationabout demonstratingethicalconductandconfidentiality(*SeeKansasEducatorsCodeofConduct,page26). 10.Discussgradingandevaluationpolicieswithyourstudentteacher,includingformalandinformal assessmentsaswaystocheckforstudentunderstanding.Explainyourexpectationsofgrading assignments,enteringorrecordinggrades,givingtimelyfeedbacktostudents,andcommunicating withparents.Reviewschoolpoliciesonclassroomwebpagesandpostingassignments,asneeded.

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TheCooperatingTeacherisencouragedto: 11.Stresstheimportanceofcarefulplanningwithyourstudentteacher.Suggestaformatthatyou preferthemtousefordailyorweeklylessonplanninginyourclassroom.Thestudentteachermay usethecooperatingteacher’ssuggestedlessonplanformat;however,forthecollegesupervisor’s observation,thelessonneedstobepreparedusingtheSIOPmodel(*Seeexplanationonpage31).

12.Modeleffectiveinstructionalstrategies,classroommanagement,andtheuseofsupplemental resourcesand/ortechnology.Discusshowconceptsofchildgrowthordevelopmentareapplied inselectingbestteachingandlearningstrategiesfordiverselearnersinyourgradeorsubjectarea.

13.Providecontinuousnotesand/orverbalfeedbacktoyourstudentteacher.Pleasecommentontheir progressaswellasspecificwaystheycanimproveintheirinstruction,professionalism,management oftheclassroom,andinteractionswithstudents.Yourdailyfeedbackisessentialandappreciated.

14.Conferwiththestudentteacherastheypreparefortheupcomingweek’splansbeforeleavingschool

fortheweekend.Previewlessonobjectives,worksheets,activities,materials,quizzesandteststhat theyareplanningforstudents,andseeiftheseareappropriateandmeetyourexpectations.

*StudentteachersarerequiredtoemailtheirweeklylessonplanstocollegesupervisorsonSundayby6:00pm. 14.Pleasedonotwaittoolongtoaddressissuesthatcouldpotentiallybecomeagreaterproblem

forthestudentteacheroryou.Beopenandhonestinspeakingdirectlytoyourstudentteacher aboutanyconcerns,andyourexpectationsofwhatneedstochangetocorrectspecificbehaviors. Communicateconcernsaboutthestudentteacherwiththecollegesupervisorassoonaspossible.

15.CompleteaMid-TermandaFinalEvaluation(pertheRecommendedSchedulesonpage33),andfeel

freetoaddcommentsatthebottomoftheStudentTeacherEvaluationForm(page30).Thecollege AdministrativeAssistantandLicensureOffice,KatiaMatter,(matterkc@bethanylb.edu)willsendan

electronicevaluationtoyourschoolemailfromtheFolioteksystem.ContactKatiaifyoudon’t receivetheevaluationorhaveissuesincompletingit.Thecollegesupervisorand/orChairofthe EducationDepartmentarehappytoassistinexplanationsofthecompetenciesorevaluationcriteria.

16.UsetheMid-TermEvaluationasacollaborativefeedbacktoolwithyourstudentteacher,ifyou

wish.ThestudentteacherwillalsobecompletingaMid-Termself-assessmentatthesametime. 17.Engagethestudentteacherinongoingdiscussionsaboutcurrenttopics,trends,andissuesintheir

field.Encourageprofessionalreflectionofwhattheythink,howtheymightcontributeorbecome moreinvolvedinprofessionalendeavors,ornewideastheycouldincorporateintotheirteaching.

18.Exploreopportunitiesforyourstudentteachertoobserveotherclassroomsandexemplaryteachers

inyourbuilding,duringthelastweekofclinicalpractice,orforotherreasonsintheirschedule. 19.Feelfreetocommunicateasneeded,oraskquestionsofthecollegesupervisororChairofthe

EducationDepartmentbyemailorphone.Ifyoudonothavethecontactinformation,reachout totheAdministrativeAssistantandLicensureOfficer,KatiaMatter(matterkc@bethanylb.edu). *THANKYOUforsharingyourprofessionalexpertise,openingupyourclassroomtohostaBethany teachingcandidate,andprovidingthisvaluableserviceofleadershipandguidanceinclinicalpractice.

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3.COMPLETIONOFTHETEACHINGPROGRAMAstheteachingcandidateproceedsthroughtheclinicalpracticesemester,andfollowsguidelinesforsuccessfulcompletionofallresponsibilitiesincludingtheTeacherWorkSample,thefollowingcriteriamustbemetfortheCompletionoftheTeachingProgram,transitionpointthree.

PassedClinicalPractice/StudentTeachingwithagradeofCorhigher.

•Severalstudentteachingevaluationsarecompletedbythecooperatingteacher,collegesupervisor and/orcontentsupervisorwithscoresforthecandidatetoreviewonFoliotek.

•Multipleevaluationsincludethecandidate’sownself-assessment,Mid-TermandFinalEvaluations.

•ApassingscoreontheStudentTeacherEvaluationFormis50pointsoutof72possible.

•ThecollegesupervisorcompletesafinalStudentTeacherEvaluationFormandassignsthefinalClinical Practicegrade(consideringevaluationfeedbackfromthecooperatingteacherandcontentsupervisor) andmakesarecommendationwhetherthecandidateisreadytopursuelicensure.

Passedallrequiredcourses,andseminar,withagradeofCorhigher.

•Allprofessionaleducationcourses(*Seep.13)andcontentcoursesfortheteachingmajorhavebeen passedwithaCorhigher,andmeettherequirementsforprogramcompletionorgraduation.

•The4-yearplansforallteachingmajorscanbeaccessedontheEducationDepartmentwebpage,or arelistedinthecollegecatalog(Bethanycollegewebsitewww.bethanylb.edu)

•ThecourseED395ClinicalPracticeSeminar,whichwastakenconcurrentlywithClinical Practice,hasbeenpassedwithagradeofCorhigher.(*SeeED395descriptiononp.29).

MaintainedaminimumcumulativeGPAof2.50andaminimumGPAof2.75intheMajor

•TheAdministrativeAssistantandLicensureOfficerkeepsarecordofstudentgrades,andwillverifythat theteachingcandidatehasmaintainedtheminimumGPArequirements,cumulative,andintheMajor.

FinalStudentTeachingEvaluationscoreof50orhigher

•ApassingscoreontheStudentTeacherEvaluationFormis50pointsoutof72possible.

•ThecollegesupervisorcompletesthefinalStudentTeacherEvaluationFormandconsidersevaluation feedbackandinputfromthecooperatingteacherandcontentsupervisor.

TeacherWorkSample(TWS)hasbeencompletedsuccessfullywithascoreof110orhigher

•TheTWSisaperformanceassessmentthatstudentteacherscompleteduringtheirclinicalpractice experience(*Seepage31).TheTWSisscoredbytwoprofessortoensureinter-raterreliability.

•ApassingTWSscoreis110pointsoutof160total.(Thereare8tasksinallworth20pointseach.)

StudentTeacherExitSurveyandExitInterview

•StudentTeacherswillarrangeatimewiththeircollegesupervisortohaveanExitInterviewtheweek afterclinicalpracticeisover.AtthistimetheywillcompletetheExitSurveyonFoliotek,whichprovides theEducationDepartmentwithvaluablefeedbackregardingthequalityoftheteachingprogram.

•TheExitInterviewisinformal,andthecollegesupervisorwillreviewthecriteriaforCompletionofthe TeachingProgram,andreviewthecriteriaforFollowingProgramCompletionandLicensure.

•ThisisagoodtimetomakeanappointmentwiththeLicensureOfficerforfutureLicensuresteps.

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4.FOLLOWINGPROGRAMCOMPLETIONANDLICENSURE

Criteriaforthelasttransitionpoint,FollowingProgramCompletionandLicensure,includecandidatesmeetingwiththeLicensureOfficerregardingreviewingandpursuinglicensuresteps:registeringfor,taking,orreviewingscoresofthePLTandPRAXIScontenttests;andearningaGraduationdegreeorbecomingaProgramCompleter.Candidatesareencouragedtoposttheirnewjobpositions,astheybecomeavailable,intheEducationDepartment.

KansasLicensureTests

DuringtheClinicalPracticeSeminar,teachingcandidatesreceiveanoverviewoftheETSwebsiteandinformationabouttheKansasTeachingLicensuretests,alsoknownasthePraxis.Itisencouragedthatteachingcandidatesregisterforandtakethesetestsassoonaspossible,eitherbefore,during,oraftertheirstudentteaching.InformationandstudymaterialsforthePraxisexamscanbefoundatwww.ets.org.

• ForinitialKansaslicensure,studentteachersneedtotakethePrinciplesofLearningandTeachingPraxisexamrelevanttothegradelevelstheywishtoteach(K-6,7-12,orPreK-12).

• ForinitialKansaslicensure,studentteachersmustalsotaketheContentPraxisexamswhichcorrelatewiththesubjectstheywishtoteach(i.e.English,ElementaryEd,SpecialEd,etc.).

InitialLicensureSteps

DuringClinicalPracticeSemester

• MeetwiththeEducationDepartmentLicensureOfficertodiscussthelicensureprocess.ImmediatelyAfterGraduation

• FillouttheApplicationforKansasInitialLicenseForm1andpaytheappropriateapplicationfee.ThiscanbefoundontheKSDEwebsiteathttps://www.ksde.org/Agency/Division-of-Learning-Services/Teacher-Licensure-and-Accreditation/Licensure/License-Application.Thelicensureprocesstakesbetween5-8weeks,socompletethesestepsassoonaspossibleinordertoensurethatthelicensewillbeprocessedintimefortheschoolyear.

• Gotoalocallawenforcementagencytogetfingerprintedforthelicensurebackgroundcheck.Fingerprint

cardsareavailableintheEducationOffice.o Takethefilled-outcardtoalocallawenforcementagency.o TakeatleastoneformofpictureID.o Takeacheckormoneyorderforthe$50.00backgroundcheckfee.o Waittosignthecardinfrontofthelawenforcementofficertakingfingerprints.o Requestthelawenforcementofficertoplacecompletedfingerprintcard,alongwiththe$50.00

backgroundcheckfeeina9”x12”manilaenvelopeandsendtothefollowingaddress:TeacherEducationandLicensure,KSDE

900SWJacksonStreet,Suite106Topeka,KS66612-1212

WhenApplicable

• StopbytheEducationOfficeandpostthenewteachingposition(where,teachingwhat,etc.)onour“TeachingPositions”listforcurrentgraduatesandcelebrateyoursuccess!

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FORMSANDRESOURCES

ThefollowingformsandresourcesforBethany’sTeachingProgramcanbeaccessedfromBethanyCollege’swebpagewww.bethanylb.eduTolocatetheDepartmentofEducationwebpage,gototheACADEMICStab,scrolldowntoAreasofStudy,andselectTheDepartmentofEducationtitle.

•DENIALOFLICENSURENOTIFICATIONFORM

•ED200APPLICATIONFORM

•CERTIFICATIONOFHEALTHFORSCHOOLPERSONNEL–TBTEST

•TEACHEREDUCATIONAPPLICATION

•STUDENTRECORDOFFIELDEXPERIENCEHOURS

•KANSASEDUCATORCODEOFCONDUCT

•STUDENTTEACHINGREGULATIONSVERIFICATION

•CLINICALPRACTICEAPPLICATION

•KSDESTUDENTTEACHINGREGULATIONS,ARTICLE19

•TEACHINGCANDIDATEINTERVENTIONCONTRACT

Forassistanceorinformationaboutotherresources,formsorapplications,pleasecontacttheEducationDepartment’sAdministrativeAssistantandLicensureOfficer,KatiaMatter,matterkc@bethanylb.edu