coekate.murraystate.educoekate.murraystate.edu/ncate/2008/general/TES.SourceBook08-0… · Web viewPHONE: 270/809-2054 - FAX: 270/809-3073. Director, Teacher Education Services,

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TEACHER EDUCATIONSOURCEBOOK

2008-2009TEACHER EDUCATION SERVICES

MURRAY STATE UNIVERSITY2101 ALEXANDER HALL

MURRAY, KENTUCKY 42071-3340PHONE: 270/809-2054 - FAX: 270/809-3073

Director, Teacher Education Services, Dr. Alesa Walker............................................................809-2054Coordinator of Field Experiences, Ms. Audrey Brown................................................................809-2594Coordinator of Student Teaching, Ms. Jeanie Robertson.............................................................809-5371Administrative Secretary/Admissions Counselor/KTIP, Ms. Carol Allen...................................809-2055Student Records, Mrs. Mamie Padgett……..…...........................................................................809-2118Receptionist/Student Teaching Secretary.....................................................................................809-2054Certification Specialist, Mrs. Barbara Thompson……………………………………………....809-2110

USEFUL PHONE NUMBERS

Counseling and Testing Center, 100 Ordway Hall, Dr. Bill Allbritten, Director................................................................809-6851 ACT Residual Testing Information, Counseling and Testing Center..................................................................................809-6851 Computer Competency Exams, Roberta Bonks...................................................................................................................809-2094 Dept. of Early Childhood and Elementary Education, 3203 Alexander Hall, Dr. Jo Robertson, Chair..............................809-2500 Dept. of Adolescent, Career and Special Education, 3225 Alexander Hall, Dr. Ginny Richerson, Chair..........................809-4257 College of Education, 3101 Alexander Hall, Dr. Russ Wall, Dean ..................................................................................809-3817 MSU Admissions and Records, First Floor, Sparks Hall....................................................................................................809-3741 MSU, Registrar’ s Office (for transfer equivalencies), Ms. Jennifer Husemann.................................................................809-3754 MSU Continuing Education (PCC, MCC, HCC, HeCC)....................................................................................................809-4150 Education Professional Standards Board, Certification, Frankfort, KY.......................................................................502-573-4606 Education Professional Standards Board, Certification, Frankfort, KY (toll-free number)….....................................888-598-7667 Kentucky Academy for Teacher Education (KATE), 2nd Floor, Alexander Hall.............................................................809-5360 Career Services Office, 210 Ordway Hall, Dr. Ross Meloan, Director...............................................................................809-3735 Services for Students with Learning Disabilities, Ms. Cindy Clemson or Ms. Velvet Wilson, 423 Wells Hall…. ………809-6888

COLLEGE OF EDUCATION MISSION STATEMENT

The Mission of the Murray State University College of Education is to build partnerships to provide leadership, service, and research at regional, state, and national levels and to create community to foster excellence in teachers and other education professionals to prepare them to make significant contributions in a diverse, global society.

Teacher as Reflective Decision Maker

Murray State University - College of EducationConceptual Framework

The goal of Murray State University’s preparation program is to produce candidates who demonstrate the characteristics of a Murray State graduate, the proficiencies delineated by Kentucky Standards and by the learned societies of their disciplines; thereby practicing as Reflective Decision-Makers, the Theme of our College. The following student Dispositions arise from our theme and are the values, commitments, and professional ethics that MSU engenders in its candidates. The Murray State University undergraduate candidate will become an educator who is:

1. Tolerant – Considers new ideas, alternative possibilities, different perspectives, and people representing a variety of differences without prejudice or bigotry.

2. Responsible – Considers consequences and makes decisions in a rational and thoughtful manner for the welfare of others; acts with integrity to pursue an objective with thoroughness and consistency.

3. Enthusiastic – Is eager and passionately interested in tasks that relate to beliefs about education.4. Caring – Demonstrates devotion, compassion, and regard for the welfare of others.5. Confident – Exhibits certainty about possessing the ability, judgment, and internal resources needed to succeed

as a teacher.6. Ethical – Conforms to accepted professional standards of conduct by making decisions based on standards and

principles established by the education profession.

The Murray State University graduate candidate sustains the undergraduate dispositions, but with a maturing expertise also embraces the disposition of leadership defined as ethical change agent to influence classrooms, schools, districts, communities, and the global society.

The Knowledge Base including research, theory, philosophy, and practice is the foundation that informs faculty and guides program goals. The success of the program is determined by program outcomes, Kentucky Teacher Standards, Kentucky Interdisciplinary Early Childhood Education Teacher Standards, Kentucky School Guidance Counselor Standards and National Program Standards, for all certified programs so that the contributions of learned societies inform MSU program goals. Continuous Assessment connects all elements of the conceptual framework where each program is responsible for utilizing assessment information as a basis for program improvement. The focus of the conceptual framework is to prepare MSU graduates to become reflective decision-makers and to achieve Kentucky and National Standards:

Note: A more extensive version of the Conceptual Framework that includes the Knowledge Base is available to students and other interested individuals at: http://coekate.murraystate.edu/media/ncate_manager/framework/docfile/ConceptualFramework08.doc or may be obtained through any College of Education department.

Revised August, 08


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http://coekate.murraystate.edu/media/ncate_manager/framework/docfile/ConceptualFramework08.doc

ADMISSION TO TEACHER EDUCATION, STUDENT TEACHING AND CERTIFICATION: 8/06

For additional information, call or write: Teacher Education Services, 2101 Alexander Hall, Murray State University, Murray, KY 42071-3340. Phone: 270-809-2054, or e-mail [email protected], [email protected].

INTRODUCTION TO THIS SOURCEBOOK

Becoming a teacher is a complex process. There are many procedures that a candidate must follow and many state and professional standards that must be met in order to become licensed. Taken one at a time, each procedure or standard is straightforward and attainable, given the necessary knowledge and skills. Taken together, all of the procedures, requirements and standards can seem overwhelming. This sourcebook is designed to provide an overview of the entire set of procedures.

Candidates enter the teacher preparation program at many different points in their own academic careers. As a result, personal teacher preparation deadlines vary. Freshmen can have a different sense of urgency about being admitted to teacher education than will the irregular student who wishes to complete the entire program in approximately a year to a year and a half. Candidates must examine all of the requirements, and then set personal goals so that everything that is required is accomplished and deadlines are met.

Many elements of the admissions and certification processes involve the meeting of standards. These standards have been developed to ensure that all teachers in Kentucky have the requisite skills, attitudes and knowledge to be successful in helping their students attain the proficiencies which the public expects. It is critical that students in the teacher preparation program attend to meeting standards at the suggested times before they invest time, energy and money in attempting a preparation program for which they lack the necessary skills and abilities.

This sourcebook is divided into sections, generally by the different types of explanatory materials which students have found helpful in completing all of the necessary sub-sets of the admissions and certification process.

Section A: Issues and Questions students traditionally have that need to be addressed.

Section B: Flow Charts for Teacher Education, Student Teaching and Certification--Arranged from the very general to the very specific.

Section C: Checklists for admission, stated very specifically. “What to do, and when.”

Section D: Important Dates

Section E: KERA Goals and New Teacher Standards

WHEN SHOULD I? Begin the process of being admitted to teacher education. At the time of taking the first introductory course in education, EDU-103, or its MSU equivalent, you should begin the process for admittance. Students not taking EDU-103 (such as transfer students) should register for admission to teacher education and certification by attending an Orientation session during their first semester at Murray State University. The dates of Orientation to Teacher Education and Certification meetings are updated by Teacher Education Services each semester. (See Page D1)

Complete the process for being admitted to Teacher Education. A student should be admitted by the end of their sophomore year, or within one or two semesters, if they are a transfer or irregular student.

Complete the process for being admitted to Student Teaching. This should be done at least one year (two semesters) prior to the semester you intend to student teach. For example, if you intend to student teach Spring 2009, your application for student teaching will be due April, 2008.

Take the Principles of Learning and Teaching and PRAXIS II Specialty Examinations . You should begin taking the PLT and PRAXIS II/ Specialty exams at least one or two semesters before student teaching, if not sooner.

Engage in student teaching. Student teaching is typically done during the last semester of your teacher preparation program.

Apply for a teaching certificate. This will be done during the student teaching semester. Before a recommendation for certification can be made to the Education Professional Standards Board, the student must have a bachelor’s degree, completed student teaching, met all standards and requirements, and passed all required portions of the Principles of Learning and Teaching and PRAXIS II specialty exams. Kentucky certification requirement must be met prior to being recommended for any other state’s certification.


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mailto:[email protected]

mailto:[email protected]

COE ADVISING POLICY AND PROCEDURES

Vision: All students enrolled in the College of Education (COE) will graduate and meet all standards and certification requirements to become a highly qualified and certified teacher.

Mission Statement: Students enrolled in Elementary Education, Middle School, Special Education, Interdisciplinary Early Childhood Education and Child Development Associate programs will be assigned initially to the COE Advising Center and later to faculty advisors. Advising will be informative (identifying problem areas), proactive (early preventative strategies) and directive (addressing problem areas).

Rationale: We, the faculty, believe in the concept of open enrollment and that each and every individual should be given an opportunity to fulfill their career goals. We understand that there are internal and external requirements that exist and that there are certain mandates beyond local control. Regrettably, some students experience difficulty in meeting certain requirements. It is our belief that data from ACT scores have reliable predictive value and identify students that may or may not encounter difficulty in successfully meeting requirements. Rather than waiting until a student has invested significant amounts of time and money to conclude that they are unable to meet the requirements, we believe that early intervention is a more fair and just process. It is also our belief that faculty of the College of Education and other support personnel have the obligation to monitor and scaffold a student’s progress and to provide informal and formal opportunities to enable the student to meet requirements.

Therefore, all prospective candidates for admission to Teacher Education will be identified as…

Unconditional [ACT score of 21 or above] Conditional [ACT score of 19 or 20], or At-Risk [ACT score of 18 or less ~ including no ACT score]

Required action for freshman candidates Unconditional

o Course 099 Conditional

o Course 099o Professional Development Plan [PDP] approved by 099 instructor or advisor ~ Independent Study (See Page E6)

At-Risko Course 099o Professional Development Plan [PDP] approved by 099 instructor or advisor ~ Guided Practiceo Formal ACT preparations sessions highly recommended

Required action for all other prospective candidates Unconditional

o None Conditional

o Professional Development Plan [PDP] approved by advisor ~ Independent Study At-Risk

o Professional Development Plan [PDP] approved by advisor ~ Guided Practiceo Formal ACT preparations sessions highly recommended

Exit Strategies… Unconditional

o GPA 2.45 or higher Conditional

o ACT score of 21 or highero GPA 2.45 or higher

At-Risko ACT score of 21 or highero GPA 2.45 or higher

Resources: A lab component will be included in the EDU 099 schedule. Students in any status may participate in the lab. Students identified as “at-risk” will be advised through individual conferences to participate in the lab component. Students may participate in the lab component for two semesters. Examples of resources that are available are:

ACT Preparation computer programs in the COE computer labs ACT Assessment ~ Preparation online at: http://www.act.org/aap/testprep/index.html Kaplan ACT 2003 With CD-ROM, Paperback Act! 6 for Dummies


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http://www.act.org/aap/testprep/index.html

Learning Plus Referral to campus resources for assessment and remediation www.number2.com

Procedure: All freshman students will be assigned to the Advising Center for the first two semesters of their program with the Director of the Advising

Center being their advisor. At the end of the second semester, students identified as “unconditional” will be assigned a faculty advisor outside the Advising Center. At the end of the second semester, students identified as “conditional” will be assigned a faculty advisor outside the Advising Center. The

faculty advisor will continue to monitor the student’s Professional Development Plan. Students identified as “at-risk” will remain assigned to the Advising Center and the Director of the Advising Center will be their advisor.

o Assistance will continue to be provided to help “at-risk” students move to “conditional” or “unconditional” status.o When an “at-risk” student moves from “at-risk” status to “conditional” or “unconditional” status they will be assigned a faculty

advisor outside the Advising Center.

Coursework Policy for Undergraduate Students: Any student interested in the field of education is encouraged to explore the field by taking an appropriate introductory course or courses within the desired program up to 12 credit hours. Those desiring to complete a teacher certification program are encouraged to seek Admission to Teacher Education early in their program. It is anticipated that admission paperwork will be submitted in the sophomore year.

To ensure that students are aligning the admission process with the successful completion of the degree/certification program, the following policy will be in effect:

Upon completion of 60 undergraduate credit hours (junior status), students enrolled or desiring enrollment in professional education coursework* beyond 12 hours credit must be admitted to the Teacher Education Program.

Alternative Criteria:

If a student is not eligible to take professional education coursework (based on the above criteria statement), the advisor may approve the taking of professional education coursework based on the following criteria:

The advisor documents that the student has/is completing admission paperwork and that the student documents the following:

Successful completion of the General Academic Proficiency Requirement; An overall Grade Point Average of 2.45; Successful completion of University Studies Coursework required for admission.

Any waiver of this policy must be approved by the Advisor, the Department Chairperson and the Director of Teacher Education Services.

*See curriculum guide sheet for professional education requirements.

WHAT IS INVOLVED IN BEING ADMITTED TO TEACHER EDUCATION, AND HOW DOES IT DIFFER FROM BEING ADMITTED TO THE UNIVERSITY?

Teacher certification is governed by state law and administrative regulations administered by the Education Professional Standards Board. Admission to teacher preparation programs in Kentucky is also governed by the KEPSB. Admission to the university is governed by the University Board of Regents, following guidelines established by state law, regulation, and accrediting bodies. Admission rules for these two entities, the University and the KEPSB are similar, but not identical. Students seeking state teaching certification must be formally admitted both to the university and to the Teacher Education Program.

At Murray State University, the admissions process is governed by Teacher Education Admission Committees representing all teacher certification programs at Murray State University. Students make formal application for a review by the committee associated with their college major so that this committee can admit them to the Teacher Education Program. The committees themselves are governed by the rules and procedures established by the governing bodies of the teacher education unit, which has its headquarters in the College of Education.

NCATE ACCREDITATION

The National Council for the Accreditation of Teacher Education (NCATE) programs is the major body for accrediting the quality of teacher education programs. Murray State University teacher preparation programs are accredited by NCATE. Completing certification requirements at an NCATE-approved institution assures students that their teacher preparation program will be recognized and accepted anywhere in the country.


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Maintaining NCATE accreditation is a continuous process requiring the cooperation and participation of students, faculty, staff and clinical personnel in the public schools. Murray State University will be reviewed by the NCATE and EPSB evaluation teams next in Fall, 2008.

ORIENTATIONS (See Page D1)

1. All students seeking certification are expected to attend an orientation for Admission to Teacher Education and an Admission to Student Teaching Orientation.

2. Students who do not attend the orientation session in EDU-103 should attend an orientation for transfer and irregular students scheduled by Teacher Education Services.

3. 2 + 2 Students should attend the orientation at their 2 + 2 site.

4. Responsibility for tracking the progress of Agriculture Education students is shared between Teacher Education Services and the School of Agriculture. A scheduled Orientation for Admission to Teacher Education and Student Teaching and Certification is conducted by Teacher Education Services and the Agriculture Education Department. All Agriculture Education students are expected to attend this orientation that is scheduled during the regular class period.

5. A scheduled orientation for Admission to Teacher Education and Student Teaching and certification is conducted by the Director of Teacher Education Services and the faculty advisor for Communication Disorders. All CDI students will demonstrate that they have met all admissions and certification rules and standards through 1) a statement of qualification and 2) the student teaching application and approved program form. These forms are retained by the CDI faculty advisor, until the file is complete. The student’s file is then reviewed for a recommendation by the Admission to Teacher Education Committee.

Coursework Policy for Undergraduate Students: Any student interested in the field of education is encouraged to explore the field by taking an appropriate introductory course or courses within the desired program. Those desiring to complete a teacher certification program are encouraged to seek Admission to Teacher Education early in their program. It is anticipated that admission paperwork will be submitted in the sophomore year.

HOW TO STAY INFORMED OF YOUR PROGRESS/ADMISSION STATUS

It is the student’s responsibility to utilize the College of Education Student Information System (COESIS) for the following purposes: 1. Acquire/monitor information related to admission to teacher education and student teaching

2. Acquire/monitor information related to student placements

3. Communication regarding orientations and meetings, placement information and other general correspondence related to teacher education.

Any issues related to data should be discussed with Teacher Education Services. Students are able to access their recorded data from a Murray State University computer (within the msunet2k domain) located on any of the Murray campuses including Murray, Henderson, Hopkinsville, Madisonville and Paducah. This cannot be done from dorm rooms or home.

1. Open web browser (Internet Explorer or Netscape) from a Murray State University computer within the msunet2k domain.

2. In the address field,

a. type http://claymore.msunet2k.edu/tes/or

b. type http://www.murraystate.edu/coe and select the COESIS button near the top of the screen.

3. Select Student Access from the COE Student Information Systems screen.

4. Enter Murray State University network Username and Password.**

**Murray State University usernames and passwords must be authenticated each semester. Instructions may be found at http://coekate.murraystate.edu/portfolio/activateaccount.htm .

Students experiencing difficulty with usernames and passwords should contact the Murray State University Help Desk at 270/809-2346


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http://www.murraystate.edu/coe

http://claymore.msunet2k.edu/tes/

PROFESSIONAL CODE OF ETHICSFOR KENTUCKY SCHOOL PERSONNEL

16 KAR 1:020as developed by The Education Standards Board

Educators in the Commonwealth strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and safeguard the freedom to learn and to teach Kentucky educators believe in the worth and dignity of each human being and in educational opportunities for all. Educators in the Commonwealth strive to uphold the responsibilities of the education profession according to the highest ethical standards. The commitment of all Kentucky educators is symbolized by this code of ethics of the education profession in the Commonwealth.

Preamble

In 1990, the General Assembly of the Commonwealth of Kentucky enacted landmark legislation for education reform throughout the state. As the Kentucky Education Reform Act is implemented across the state, the Educational Professional Standards Board calls Kentucky’s educators to reaffirm their commitment to the highest ethical standards. In recognizing the magnitude of our responsibility to learners and to society, we offer this Code of Ethics which reflects and promotes the aspirations of our profession.

The Students

Shall provide students with professional education services in a non-discriminatory manner and in consonance with accepted best practice known

to the educator. Shall respect the constitutional rights of all students. Shall take reasonable measures to protect the health, safety, and the emotional well-being of students. Shall not use professional relationships or authority with students for personal advantage. Shall keep in confidence information about students which has been obtained in the course of professional service, unless disclosure serves

professional purposes or is required by law. Shall not knowingly make false or malicious statements about students or colleagues. Shall refrain from subjecting students to embarrassment or disparagement. Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a professional approach with

students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing; rape; threats or physical harm; and sexual assault.

The Parents

Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student. Shall endeavor to understand community cultures and diverse home environments of students. Shall not knowingly distort or misrepresent facts concerning educational issues. Shall distinguish between personal views and the views of the employing educational agency. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan political activities. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall not offer any of these to obtain

special advantage.

Education Profession

Shall exemplify behaviors which maintain the dignity and integrity of the profession. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves professional purposes or is

required by law. Shall not use coercive means or give special treatment in order to influence professional decisions. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation and legal qualifications. Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other professionals.

Murray State University does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, or marital status in admission to educational programs and activities, or employment practices in accordance with Title VI, Title VII, Title IX, Section 504, and ADA Act. For more


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information contact Annazette Fields, Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone (270) 809-3155 (Voice) and (270) 809-3361 (TDD).

ADMISSION TO TEACHER EDUCATIONIN ORDER TO BE ADMITTED TO TEACHER EDUCATION, THE FOLLOWING REQUIREMENTS MUST BE MET:

1. The General Academic Proficiency (GAP) Test Requirement.

2. Have a 2.45 grade point average or higher

3. Introduction to Education Course with “C” or better, “B” or better in one English Composition Course, “C” or better in Public Speaking, “C” or better in MATH 117 or approved higher level math course

4. Have interview with Academic Advisor (A8-A9)

5. Complete a Declaration of Eligibility for Certification (A5, A19)

6. Be reviewed by an Admission to Teacher Education Committee

WHAT TESTS MEET THE GENERAL ACADEMIC PROFICIENCY TEST REQUIREMENT?

Students must provide Teacher Education Services with scores of tests to measure general academic proficiency. A student shall not be permitted to apply for admission to the Teacher Education program without first providing evidence of meeting the general academic proficiency requirement through any one of the following tests:

1. A minimum composite score of 21 on the ACT; OR

2. Pre-Professional Skills Test (PPST) or the computerized version (C-PPST), with established minimum scores for Math (173), Reading (173), Writing (172);* OR

3. Graduate Records Exam (GRE) The institutional minimum GRE passing score of 400 in both the verbal and quantitative areas is required for admission to the Teacher Education program at the graduate level; OR

4. SAT I (Old) - The minimum score of 990 and required writing assessment (as determined by institution) or SAT (New) – The minimum score of 1470 which comprises critical reading, mathematics and writing.

* In order to be eligible to take the PPST, a student must have obtained a composite score of 19 on the ACT. Absent extenuation circumstances approved by Teacher Education in writing, a student may attempt to obtain the passing score on each section (Reading, Writing, or Mathematics) a maximum of three (3) times.

ACT PRE-COLLEGE ENTRANCE EXAMINATION

A. The ACT is a widely used pre-college examination used by colleges to estimate the potential of students for success in college. For students entering Kentucky colleges, the ACT is an entrance requirement.

B. ACT scores may be used by students to demonstrate general academic proficiency. All certification students who have earned an ACT Composite score of 21 or above are considered to have demonstrated these types of basic skills.

C. Several times each semester, the MSU Counseling and Testing Center administers the “residual ACT” test. Scores from this testing can be used to satisfy this requirement. Students register for the residual ACT test directly with Counseling and Testing in Ordway Hall...809-6851

PPST or C:PPST - (Pre-Professional Skills Test)

In addition to the national tests dates, the computerized version of the PPST is given by appointment through the Counseling and Testing Center. You can call (270) 809-6851 to register. Please note that you should call at least four weeks in advance of the date you wish to take the test.


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FREE TEST PREPARATION

PRAXIS Test-at-a-Glance (TAAG) booklets, which provide an outline of each test along with sample questions, may be downloaded from the Educational Testing Service (ETS) website at http://www.ets.org/portal/site/ets/menuitem.435c0b5cc7bd0ae7015d9510c3921509/?vgnextoid=48c05ee3d74f4010VgnVCM10000022f95190RCRD. Choose ‘Prepare for the Test’ link and then click on the ‘Free Test Prep’ tab. The Reducing Test Anxiety publication is now available from the ETS website at http://www.ets.org/Media/Tests/PRAXIS/pdf/01361anxiety.pdf. A General Information and Study Tips booklet is also available on the ETS website as a free PDF file.

PHYSICAL AND/OR LEARNING DISABILITIES

Students with physical and/or learning disabilities may have difficulty in demonstrating the basic skills required for admission to Teacher Education, or in completing field or clinical activities. The College of Education cannot waive state-mandated admissions standards or field requirements. However, it may be possible to make special provisions for students with demonstrated physical or learning disabilities. Students who feel that they have physical or learning disabilities must alert the Director of the Office of Equal Opportunity to this fact immediately upon declaring an interest in pursuing teacher certification. Additional information is available from the Office of Equal Opportunity, 103 Wells Hall, 809-3155.

PRIOR TO BEING ADMITTED TO TEACHER EDUCATION OR STUDENT TEACHING, AND PRIOR TO BEING CERTIFIED, ALL CANDIDATES MUST MAKE THE FOLLOWING DECLARATIONS:

1. Not having been convicted of a Felony or crimes which might compromise ability to teach and serve as a role model for students… or having action on such a crime currently pending.

2. Not having had a certificate revoked….or such an action currently pending3. Has read the Kentucky School Personnel Code of Ethics, understands it, and agrees to abide by all of its provisions.4. Agrees that any felony convictions, pending court actions, or plea-bargains which occur after the original declaration is made must

be reported to Teacher Education Services at the time they occur.


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http://www.ets.org/Media/Tests/PRAXIS/pdf/%0B01361anxiety.pdf

http://www.ets.org/Media/Tests/PRAXIS/pdf/%0B01361anxiety.pdf

http://www.ets.org/portal/site/ets/menuitem.435c0b5cc7bd0ae7015d9510c3921509/%0B?vgnextoid=48c05ee3d74f4010VgnVCM10000022f95190RCRD

http://www.ets.org/portal/site/ets/menuitem.435c0b5cc7bd0ae7015d9510c3921509/%0B?vgnextoid=48c05ee3d74f4010VgnVCM10000022f95190RCRD

INDIVIDUAL INTERVIEW WITH THE ACADEMIC ADVISOR (Rev 08/08)Admission to Teacher Education Process:

Teacher Education Services, 2101 Alexander Hall, MSU, Murray KY 42071 Phone 270/809-2054

TO THE ADVISOR:

This interview is intended to serve three purposes: 1) to guarantee that all students have an opportunity to reflect upon their decision and dispositions to seek teacher certification prior to applying for admission to the teacher preparation program and 2) to conduct a formative review of the formative eligibility portfolio, and 3) to provide the student’s department with a mechanism for direct input into the admission process.

The interview is in three parts. The first part involves the advisor asking the student a series of questions organized around teaching in Kentucky. A series of suggested questions is included on the other side of this form. The second part is a formative review and feedback to the student about their progress in the development of their eligibility portfolio. The advisor can use this opportunity to provide feed back on artifacts and make suggestions for additional artifacts to continue to develop the portfolio. The advisor can also comment on the quality of and make suggestions about the student’s reflective writing. The third part provides the advisor an opportunity to comment on the student’s responses, to rate the student’s dispositions with respect to becoming a teacher in the interview, and to make a recommendation to the College Admission to Teacher Education Committee about whether the student ought to be admitted to the teacher education program.

The student will have had an opportunity to study this interview form prior to the interview, and also will have taken (or be taking) the introduction to education course which has made him/her aware of trends and realities in American public education. He/she has also had an orientation to the admission to teacher education process.

When you have completed the interview, please return the form with your comments, ratings and recommendations to: Director, Teacher Education Services, 2101A Alexander Hall, Murray State University, Murray KY 4207


The Students1. Shall provide students with professional education services in a non-

discriminatory manner and in consonance with accepted best practice known to the educator

2. Shall respect the constitutional rights of all students3. Shall take reasonable measures to protect the health, safety, and emotional

well-being of students4. Shall not use professional relationships or authority with students for

personal advantage5. Shall keep in confidence information about students which has been

obtained in the course of professional service, unless disclosure serves professional purposes or is required by law

6. Shall not knowingly make false or malicious statements about students or colleagues

7. Shall refrain from subjecting students to embarrassment or disparagement8. Shall not engage in any sexually related behavior with a student with or

without consent, but shall maintain a professional approach with students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing; rape, threats of physical harm; and sexual assault.

The Parents1. Shall make reasonable effort to communicate to parents information

which should be revealed in the interest of the student2. Shall endeavor to understand community cultures and diverse home

environments of students3. Shall not knowingly distort or misrepresent facts concerning

educational issues.4. Shall distinguish between personal views and the views of the

employing educational agency5. Shall not interfere in the exercise of political and citizenship rights

and responsibilities of others6. Shall not use institutional privileges for private gain, for the

promotion of political candidates, or partisan political activities7. Shall not accept gratuities, gifts, or favors that might impair or

appear to impair professional judgment, nor offer any such to obtain special advantage

KENTUCKY’S CODE OF ETHICS FOR EDUCATION PERSONNELAdopted by the Education Professional Standards Board

The Kentucky Teacher Standards 1. Demonstrates applied content knowledge;

2. Designs and plans instruction; 3. Creates and maintains learning climate;

4. Implements and manages instruction;5. Assesses and communicates learning results; 6. Demonstrates the implementation of technology;

7. Reflects on and evaluates teaching and earning; 8. Collaborates with colleagues/parents/others; 9. Evaluates teaching and implements professional

development; 10. Provides leadership within school/community

and profession.

COE Dispositions1. Tolerant – Considers new ideas, alternative possibilities, different perspectives,

and people representing a variety of differences without prejudice or bigotry.2. Responsible – Considers consequences and makes decisions in a rational and

thoughtful manner for the welfare of others; acts with integrity to pursue an objective with thoroughness and consistency.

3. Enthusiastic-Is eager and passionately interested in tasks that relate to beliefs about education.

4. Caring – Demonstrates devotion, compassion, and regard for the welfare of others. 5. Confident – Exhibits certainty about possessing the ability, judgment, and internal

resources needed to succeed as a teacher. 6. Ethical – Conforms to accepted professional standards of conduct by making

decisions based on knowledge of moral principles and inner convictions. 7. Demonstrates becoming a reflective decision maker.

Education Profession1. Shall exemplify behaviors which maintain the dignity and integrity of the profession2. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities3. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves professional purposes or

is required by law4. Shall not use coercive means or give special treatment in order to influence professional decisions5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation and legal qualifications6. Shall not knowingly falsify or misrepresent records of facts relating to his/her own qualifications or those of other professionals

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Student Name ID# Date

SAMPLE QUESTIONS1. How should the COE conceptual framework, which includes teacher depositions, affect your teaching in Kentucky schools?2. Describe the kinds of skills, dispositions and knowledge you should develop or acquire while a student in the MSU teacher preparation program to

enable you to meet the new teacher standards.3. What are your responsibilities as a student (and later a teacher) within the Kentucky Code of Ethics for Educational Personnel?4. Describe the role of reflection in instructional decision making.5. What are your strengths and areas for improvement regarding the COE dispositions and Kentucky teacher standards?

DIRECTIONS : To review the electronic portfolio, the advisor may:

Ask the student to open the portfolio and scroll through it to see if artifacts have been added.Ask the student to bring artifacts and reflections to the interview to review and discuss.Ask the student if he/she has created the electronic portfolio and if artifacts have been added.

The purpose is to check that the student has begun a portfolio, assess program progress, and determine adequacy of writing and speaking skills.

If the student has not begun a portfolio they should be immediately directed to an education advisor.

A review of the student’s formative eligibility portfolio was addressed during the interview.

Interviewers Comments:

1. Effectively and correctly communicates ideas and reasoning

Outstanding Satisfactory Weak Serious Problem

2. Uses supporting ideas and reasoning for reflective decision making


3. Demonstrates ethical thinking when describing the need to act according to professional standards of behavior


4. Shows responsibility by considering the consequences of own behavior and pursuing tasks with thoroughness and consistency


5. Demonstrates caring by showing devotion, compassion, and regard for the welfare of others


6. Communicates tolerance by respecting different perspectives and people with a variety of differences and views


7. Expresses enthusiasm for teaching by a passionate interest in students and learning


8. Shows confidence about possessing the ability, judgment, and internal resources to be a successful teacher Outstanding Satisfactory Weak Serious Problem

Interviewer Recommendation Interviewers Comments:Based this interview, I recommend: (check one)

APPROVAL of the student as appropriate for training in the teaching profession.

A SECOND INTERVIEW with another interviewer or the College Admissions Committee. REJECTION of the student for teacher training at this time

Interviewer’s Name Department Phone Number

Interviewer’s Signature Date


Interviewer: Please place one check next to the response for each item which you feel best represents what the student demonstrated during this interview and during the time that he/she has been your advisee. Ratings are in comparison with other students entering teacher education.

Please return completed interview form to:Director, Teacher Education Services2101 Alexander Hall

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PROFESSIONAL BEHAVIOR, PROFESSIONAL ETHICS AND BACKGROUND CRIMINAL CHECKS

1. All certification students are expected to abide by the Kentucky School Personnel Code of Ethics. (See Pg. E1-E2)

2. Persons convicted of a felony or crimes involving morals violations are not eligible for a Kentucky Teaching Certificate. Persons who have been dishonorably discharged from the armed forces, or who have had a professional certificate revoked may not be eligible for a Kentucky Teaching Certificate.

3. The Kentucky Education Professional Standards Board actively monitors the certified teaching workforce and certification applicants.

4. All applicants for admission must complete a Declaration of Eligibility for Certification attesting that they are free of criminal record and professional ethics violations. A similar statement is included as part of the application for a teaching certificate. A student who identifies any criminal record must provide Teacher Education Services with a full description of this history. Once the Declaration of Eligibility for Certification has been completed and signed, if the attestation changes during the time of participation in the teacher education program the Director of Teacher Education Services must be notified immediately and a new declaration should be submitted.

5. Certification candidates are required to maintain professional rules of confidentiality. Any knowledge of students, teachers or schools gained through participation activities must be held in strict confidence.

6. All student teachers shall be subject to a state and national criminal records check. (KRS 161.042 Section 2, #4 and 160.380 Section 3, 4 a, b)

KENTUCKY TEACHER STANDARDS AND PORTFOLIO

Students are required by COE Policy 6.8 to create an eligibility portfolio documenting mastery of the New Teacher Standards. (See pp. E3-E-5). The portfolio should be started early in the program (EDU 103 or equivalent), refined by student and reviewed by adviser at admission to teacher education, refined by student and reviewed at admission to student teaching, and completed during the student teaching semester and submitted for the final review. Information about the electronic portfolio and Portfolio Help Sessions may be found at http://coekate.murraystate.edu/livetext/ or call (270) 809-3817.

This was adopted by the Education Professional Standards Board in 1993. Specific program guidelines for portfolios can be obtained in your academic department. Teacher certification candidates must submit eligibility portfolios as a part of their academic program, graduation, and certification requirements.

COLLEGE ADMISSIONS COMMITTEES AND COMMITTEE REVIEWS

1. Students are actually admitted to teacher education by a College Admissions to Teacher Education Committee. The committees are made up of representatives from the college’s academic department, the public schools, and a representative of the College of Education.

2. The Admission to Teacher Education Committees review those students who have formally applied to teacher education following orientations.

3. On-Campus applicants must bring all application materials IN PERSON to Teacher Education Services so that they can be reviewed for completeness. 2 + 2 students submit all application materials to their 2 + 2 Site Coordinator.

4. Only students who have been admitted to Murray State University and who have established residency by registering for Murray State University courses can apply for a committee review.

APPEALS

All appeals are initiated in letter form by the student or the student’s advisor and submitted to the Director of Teacher Education Services. The Director will assemble an appropriate committee to consider an appeal and will notify the student of the committee’s decision.

WARNING FOR STUDENTS NOT MEETING ALL ADMISSION REQUIREMENTS

1. Students must meet all admissions standards, including all testing and GPA standards. Standards are established by the Education Professional Standards Board, and the university has no authority to waive these standards.

2. Students who do not meet admissions standards are not eligible to take UPPER LEVEL PROFESSIONAL EDUCATION COURSES without departmental approval.

3. Students who do not meet admissions standards and who delay seeking admission to the Teacher Education Program are ineligible for student teaching even though they may have completed more of the teacher preparation program than the recommended introductory courses in teacher education.


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http://coekate.murraystate.edu/livetext/

RULES FOR POST-BACHELORS STUDENTS PURSUING CERTIFICATION

1. Irregular students must have a 2.45 OVERALL UNDERGRADUATE GPA as a PREREQUISITE for entering a certification program. Students with less than a 2.45 undergraduate GPA must raise that GPA to 2.45 in order to be eligible for student teaching or to be recommended for a certificate. A candidate who does not meet the grade point average must have a grade point average 3.00 on a scale on the last sixty (60) hours of credit completed, including undergraduate and graduate coursework, for admission to teacher education, per 704 KAR 20:696, (2) (b).

2. For persons with degrees from other institutions, it is the responsibility of appropriate MSU departments to verify that the courses a student has taken comprise what would be an equivalent MSU major/area(s). Advisor and departmental review also establishes the approved program(s) which thereby become the basis for calculating the major GPA’s.

3. After a student graduates, the official transcript GPA may not be altered. However, a student may raise his/her calculated undergraduate GPA through retakes in the normal fashion, or by adding undergraduate general education or specialized subject matter courses. Any changes in an approved individual curriculum or program contract must be approved by the appropriate department.

4. Calculated overall undergraduate GPA’s for post-bachelor’s certification students are calculated by the Registrar and displayed on an official signed Registrar’s letter.

MOST COMMON HINDRANCES TO BEING ADMITTED TO TEACHER EDUCATION

1. No General Academic Proficiency scores. You must provide Teacher Education Services with scores. Check your files or contact your High School Guidance Counselor for your ACT scores. For options available see A5.

2. GPA too low...a minimum 2.45 GPA on a 4.0 scale is required for admission and remains a requirement throughout the teacher certification program. Courses with poor grades should be retaken. Retaking courses is the most efficient method of raising the GPA.

3. Have not completed minimum credit hours…Must have completed a minimum of 24 credit hours with a minimum 2.45 GPA to include the following coursework:

a) ENG 101, 102 or 104 with a “C” or betterb) MAT 117 (or higher level approved math course) with a “C” or betterc) COM 161 or HON 165 with a “C” or better d) EDU 103 with a “C” or better (or AED 380, ELE 605, CTE 200, MUS 123, CTE 501{CTE 501 applicable to Grad Students only})

COMPUTER LITERACY AND TECHNOLOGY APPLICATIONS

A. It is the intent of state regulations and NCATE accreditation standards to insure that all teacher education students shall gain skill and knowledge with computing and technology applied to teaching. All teacher education students must demonstrate computer literacy and skills using technology in the schools. This is required for certification as specified in New Teacher Standard IX.

B. Demonstration of Computer Literacy and Applications: Computer literacy may be demonstrated by either completing an appropriate course or by taking a challenge exam. (See E. below for challenge exam information) If a student chooses to demonstrate computer literacy by course work, they must take CSC-199, Computer Concepts and Applications or its direct equivalent at the Community College or another school from which the student has transferred, with a “C” or better.

C. Establishing Whether a Course is Equivalent to the Above Courses : From time to time a student will have taken a computer course not listed in these regulations which meets the requirements of the computer literacy or applications requirement. A student who wishes to have a course equivalency determined should contact Jennifer Husemann in the Registrar’s Office.

D. Timeline to Demonstrate Computer Requirements: Students are expected to have met computer requirements prior to student teaching. Students will not be recommended for a certificate until all applicable requirements are met.

E. Registering for the Computer Literacy and Application Exam: Contact Roberta Bonks, Department of Computer Science and Information Systems, for the most current information regarding dates, times, and fees. (809-2094) Passing this exam will be recorded on the transcript as a 3 hour “CR” for CSC 199.

F. Check with your academic advisor to determine if this is a course requirement or if this requirement is met through other means.


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FIELD & LABORATORY EXPERIENCES - GENERAL CONCEPTSINTRODUCTION

Field and laboratory experiences occur throughout the Teacher Education Program at Murray State University. To meet Kentucky teacher certification and NCATE accreditation requirements, all students must show that they have completed all required pre-student teaching laboratory experiences, divided between field and laboratory situations. The Murray State University approach to meeting this requirement is to apportion field and laboratory experiences throughout the professional teacher education courses.

Student teaching, which is the clinical experience prior to certification, builds directly on the experiences in the laboratory component and leads the student directly into a successful experience in the Kentucky Teacher Internship Program.

PRE-STUDENT TEACHING FIELD EXPERIENCES

All pre-student teaching field experiences are coordinated through Teacher Education Services. The Coordinator of Field Services is responsible for making all placements of students into field situations and for collecting verifications from professors noting that students have completed all of the field hours and activities assigned to that particular course. The Coordinator of Field Services is also responsible for maintaining a file of field experience records for each student pursuing teacher certification. This file is made available to the Director of Teacher Education Services so that it may be verified that each student has completed all of the Murray State University teacher education professional field experiences prior to seeking initial certification.

Field experiences are also an important part of the MSU continuous assessment program. At the end of each course required for certification, instructors have an opportunity to comment on student performance. When comments are made, they are included in the student’s file as evidence of progress throughout the program. Indications of problems, as documented by the flagging system, will be reviewed by the appropriate College’s Admission to Teacher Education Committee.

In most instances, field experiences take place during regular class time and are supervised by the professor who is teaching the course. The involvement of the student in the classroom varies from simple observation (in introductory courses) to responsibility to teach one or more lessons (in the more advanced practica). In all instances, students are thoroughly prepared for their experiences prior to going out to the field and are given opportunities to reflect on their experiences after they are over.

TRANSPORTATION OF STUDENTS TO FIELD SITES

Most field experiences take place within a radius of fifty miles from the Murray State University campus. Students are transported to and from the field sites in MSU vehicles whenever possible. This provides them with an opportunity to make final preparations, as a group, for the experience and to discuss the experience with their professor on the way back to campus. A $20.00 transportation fee is assessed for the following on-campus courses: EDU 103; CTE 200; ELE 304; SED 300; ELE 401; and PHE 404. There are occasions when students are responsible for their own transportation and time arrangements.

GUIDELINES FOR STUDENT PARTICIPATION IN FIELD EXPERIENCES

All field experiences that occur in the public school setting require students to behave in an ethical and professional manner. The following guidelines are intended to help illustrate appropriate and inappropriate behaviors.

1. Any information or impression of the school in which you participate is confidential. When you apply for admission to Teacher Education, you are required to sign the Kentucky School Personnel Code of Ethics that states, “You shall keep in confidence information about students which has been obtained in the course of professional service, unless disclosure serves professional purposes or is required by law”. Teaching-learning situations will be discussed in the university classroom. No personalities will be included.

2. You are required to sign a Student Record Confidentiality and Professional Decorum Acknowledgment before beginning any field

experience. (See page A-14)

3. Remember that you are a guest in the school. The total program of participation depends upon the success of each individual in his/her assignment.

4. Keep the appointment you have made with the schools. The teachers and students count on your presence. Enter the classroom at the appropriate time and stay for the full length of time scheduled.

5. Any changes in the dates or times of your placement must be approved by the cooperating teacher Audrey Brown. (809-2594)

6. The teachers’ first priorities are the students in their classrooms. They are willing to help you, but your presence is not their primary responsibility. Enter into your activities as soon as possible.


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7. Do not ask the school personnel to allow you to do what the staff members are not allowed to do. If you do not know protocol, ask the classroom teacher or the principal.

8. Follow the routine established by the teacher for the classroom.

9. If more than one student is assigned to the same classroom, stay on task. It is unprofessional to talk to a classmate while observing or participating.

10. Local schools have asked that you meet the standards of their dress codes. If you cannot meet these standards, you will not be allowed to participate. They have specifically asked that your presence not be a distraction to their students.

11. Behavior that is not acceptable to a school can result in the school requesting that you be removed from this experience.

12. Generally the university instructor or a teaching assistant will be in the building with you. If you have a problem that cannot be solved by your teacher, go to your university instructor or teaching assistant.

13. If you must miss a field experience due to illness, etc., you should notify the school, your cooperating teacher and your university professor.

14. Wear the nametag provided. Some schools may also require you to wear their nametag.

15. Leave book bags at home or in your vehicle. 16. Many schools have a no chewing gum rule. Do not chew gum in the school buildings.

17. While in the school, follow every procedure in which the students are involved (fire drills, assembly, etc.).

18. The field experience is a vital part of your class. Make the best use of the experience.

19. Exhibit a positive attitude at all times. Take the time to thank the cooperating teacher(s) and students for allowing you to share this experience with them.

20. If the university transports your class, departure time will be designated. If you miss the van/bus, make every effort to get to your assignment (unless otherwise directed).

21. Individuals transported by university vehicles are responsible for getting themselves back to the bus at the appointed time, keeping in mind that others may be due back on campus.

22. You are to return to Murray State University on the same vehicle you rode to the site.

23. Field service placements will be posted on COESIS. (See information below)

24. If you have further questions regarding these guidelines or your placement, contact the MSU Field Service office at 809-2594 or 809-2054.

To view placements:

1. Open web browser (Internet Explorer or Netscape) from a Murray State University computer within the msunet2k domain.

2. In the address field, (a) type http://claymore.msunet2k.edu/tes

or (b) type http://www.murraystate.edu/coe and select the COESIS button near the top of the screen.

3. Select Student Access from the COE Student Information Systems screen.

4. Enter Murray State University network Username and Password.**

5. Select Participation on the left side of screen.

**Murray State University usernames and passwords must be authenticated each semester. Instructions may be found at http://coekate.murraystate.edu/portfolio/1/account/default.htm. Students experiencing difficulty with usernames and passwords should contact the Murray State University Help Desk at 270-809-2346.


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http://www.murraystate.edu/coe

http://claymore.msunet2k.edu/tes

STUDENT RECORD CONFIDENTIALITY

AND PROFESSIONAL DECORUM ACKNOWLEDGMENT

I understand that by virtue of my participation and/or enrollment in Course No.

___________________ at Murray State University, I agree to adhere to the following:

1. Dress professionally, according to staff dress code requirements for the school district or

building in which I will be attending;

2. Communicate with school staff in a professional manner;

3. Maintain a professional (teacher/student) relationship with all students with whom I come in

contact; and

4. Recognize that I may have access to oral information and records, whether by paper copy or

computer files, which contain individually identifiable information/confidential academic

records on students, the disclosure of which is prohibited by the Family Educational Rights and

Privacy Act of 1974 (FERPA) and KRS 160.700 et seq. and that such disclosure could subject

me to penalties imposed by law. I further acknowledge that I fully understand that the

disclosure by me of this information to any unauthorized person is also a violation of Murray

State University’s policy and could subject me to disciplinary action imposed by Murray State

University.

__________________________________ _________________________________Print student’s name Student’s signature

_________________________________Date Signed


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TRACKING STUDENT PERFORMANCE IN THE FIELD AND CLINICAL COMPONENTS OF PROFESSIONAL EDUCATION-RELATED COURSES

Murray State University is committed to continuously assessing progress in the field and laboratory components of the teacher education program, as well as the more traditional academic components. Each semester professors are asked:

1) to verify that students have successfully completed the field and laboratory activities associated with the course, and

2) to determine if students have displayed characteristics which should be “flagged” as they have completed the course requirements. Professors may issue Positive or Negative flags based on Kentucky New Teacher Standards, College of Education Dispositions and/or Professional Behaviors.

In addition to the end-of-semester assessment process, professors may “flag” students at any time during the semester. The student and the instructor sign and date the flag form indicating that the professor has discussed the flag with the student. If a student is flagged, a committee, whose role is to consider any immediate actions that might need to be taken, will review the flag. The system is intended to provide students and faculty an opportunity to quickly address knowledge, skills or attitudes that must be developed if students are to make progress in achieving the Kentucky New Teacher Standards.

Information provided by professors as part of this tracking system is also used by College Admissions to Teacher Education Committees in making decisions about students’ progress through the program. Admissions committees are authorized by the institution to have authority to provide or deny students admission to teacher education or student teaching, OR to set conditions for students to meet as they progress towards completion of the program.

Faculty and staff, in particular, will focus on the student’s ability to engage in cooperative learning, to affirm the learning capabilities of colleagues and students, and to demonstrate high-order authentic problem solving. This is in addition to the ability to demonstrate professional attitudes and behaviors, and academic skills and knowledge.

EVALUATION

Pre-student teaching field experiences serve as a primary means by which students gain evaluative information on his/her own preparation for teaching. At the end of each experience, students are evaluated by the on-site teacher and also by the course professor. Feedback is provided to students on a regular basis. Copies of evaluations, where appropriate, are kept in Teacher Education Services and serve as important sources of information for use by College Admission to Teacher Education Committees when making decisions about whether to admit students to teacher education or student teaching.

CONTINUOUS ASSESSMENT

1. The MSU Teacher Preparation Programs adhere to the concept of continuous assessment of student progress. Mechanisms to improve and extend continuous assessment activities are developed and/or revised as needed.

2. Currently students are assessed in their ability to: (a) engage in KERA-oriented teaching activities and situations, (b) be successful in field and clinical activities, (c) show growth toward meeting the Kentucky New Teacher Standards, and (d) demonstrate academic skill proficiency.

3. Student progress is reviewed in each professional education course. Progress reports, known as “flag” reports, are filed with Teacher Education Services and become a part of the individual student’s Teacher Education file. The Optional Checklist of Student Characteristics (See p. A 11) is an additional way to document a student’s progress toward demonstration of the dispositions.

4. Problems or concerns raised by the Continuous Assessment process are reviewed by the appropriate College Admission to Teacher Education Committee. NEGATIVE FLAGS MAY BE GROUNDS FOR DISMISSAL FROM THE TEACHER EDUCATION PROGRAM OR DENIAL OF ADMISSION TO TEACHER EDUCATION AND/OR STUDENT TEACHING.

FLAGS

Historically, a student’s academic ability, particularly the ability to do well on pencil and paper tests, was the cornerstone for summative assessment. In today’s global economy, it has become widely accepted that these skills are insufficient to assure success following schooling. Rather, it has come to be understood, academic skills, cooperative skills, higher-order thinking, and authentic problem-solving will together be the keys to economic and personal success.

The Murray State University teacher preparation program is designed to help students be successful, not only as educational personnel in the KERA classroom environment, but in any classroom in the world. As a result, the MSU faculty and staff are committed to assessing student knowledge, skills, and attitudes in a wide variety of domains. The following “flags” for evaluation of student performance in Professional Education Coursework is one tool being used to achieve these ends.


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A16“FLAGS” FOR EVALUATION OF STUDENT PERFORMANCE IN

PROFESSIONAL EDUCATION COURSEWORK/FIELD EXPERIENCE

STUDENT:_____________________________________ SS:___________________________ Major:_________________

COURSE:_____________________________________ SECTION:__________ SEM/YR:___________________

PROFESSOR:___________________________________________________

I. I perceive this student demonstrating particular problems in this course that potentially could interfere with success as a teacher in Kentucky classrooms. Entries that are checked indicate observed problems with Kentucky Teacher Standards, IECE Teacher Standards, MSU Dispositions or Professional Behaviors. Additional information or needed explanation can be recorded on back or attached to this form.

Kentucky Teacher Standards IECE Teacher Standards____ 1. Demonstrates applied content knowledge. ____ 1. Designs and plans instruction. ____2. Designs and plans instruction. ____ 2. Creates and maintains environments.____ 3. Creates and maintains learning climate. ____ 3. Implements instruction.____ 4. Implements and manages instruction. ____ 4. Assesses and communicates learning results.____ 5. Assesses and communicates learning results. ____ 5. Reflects on and evaluates professional practices.____ 6. Demonstrates the implementation of technology. ____ 6. Collaborates with colleagues/families/others.____ 7. Reflects on and evaluates teaching and learning. ____ 7. Engages in professional development.____ 8. Collaborates with colleagues/parents/others. ____ 8. Supports families.____ 9. Evaluates teaching and implements professional ____ 9. Demonstrates the implementation of technology.

development.

College of Education Dispositions____ 1. Tolerant – Considers new ideas, alternative possibilities, different perspectives, and people representing a variety of differences without

prejudice or bigotry.____ 2. Responsible – Considers consequences and makes decisions in a rational and thoughtful manner for the welfare of others; acts with integrity

to pursue an objective with thoroughness and consistency.____ 3. Enthusiastic – Is eager and passionately interested in tasks that relate to beliefs about education.____ 4. Caring – Demonstrates devotion, compassion, and regard for the welfare of others.____ 5. Confident – Exhibits certainty about possessing the ability, judgment, and internal resources needed to succeed as a teacher.____ 6. Ethical – Conforms to accepted professional standards of conduct by making decisions based on standards and principles established by the

education profession.____ 7. Demonstrates becoming a reflective decision-maker.

Professional Behaviors____ 1. Attends class____ 2. Is punctual for class____ 3. Is prepared for class____ 4. Participates and demonstrates effort in class____ 5. Uses appropriate (standard) writing in professional settings____ 6. Uses appropriate (standard) spoken grammar in professional settings____ 7. Uses courteous, appropriate and professional modes of communication____ 8. Dresses appropriately in professional settings____ 9. Maintains personal hygiene____ 10. Other – Explain _____________________________________________________

II. I perceive this student demonstrating particular problems in field experience that potentially could interfere with success as a teacher in Kentucky classrooms (attach copy of Observation Instrument Assessing Standards and Dispositions).

III. Rather than perceiving problems with this student, I have identified an unusually high level of effort or ability in coursework for this student. Include comments on back, if desired.

I HAVE DISCUSSED THESE MATTERS WITH THIS STUDENT – Date: ____________________Student signature indicates that the issues have been discussed. It does not indicate that the student agrees with the issue(s).

Professor Signature:____________________________________________ Date:______________________

Student Signature:_____________________________________________ Date:______________________

Revised 8/08


STUDENT TEACHING INFORMATION

STUDENT TEACHING AT MURRAY STATE UNIVERSITY

Student teaching is the clinical experience prior to a student entering the work force as a certified teacher. Student teaching builds on prior pre-student teaching field and laboratory experiences and prepares the student for the year-long internship which is required for all beginning teachers in Kentucky.

ADMISSION TO STUDENT TEACHING ORIENTATION

1. All students seeking certification are also required to attend an Admission to Student Teaching Orientation. Orientations are only held in the fall and spring. Students should attend this student teaching orientation one year or two semesters prior to the semester in which they will student teach.

2. All student teaching seminars and meetings, including information on certification and entering the job market, will occur during the student teaching semester. You will be notified of the seminar dates after admission to Student Teaching.

CDI and Student Teaching

Because all CDI students in the certification program are graduate students, admission for CDI students is managed cooperatively between the CDI program and Teacher Education Services.

Agriculture and Student Teaching

1. The student teaching placement process is managed by the College of Education through Teacher Education Services.

2. It is the student’s responsibility to be sure that an application for a Kentucky Teaching Certificate (TC-1) has been filed with Teacher Education Services or the electronic (Kentucky KECI) application for certification, has been submitted electronically. The required PRAXIS II and Principles of Learning and Teaching scores must also be filed with Teacher Education Services.

THE CONCEPT OF AN “APPROVED PROGRAM”

1. All Kentucky institutions of higher education with teacher preparation programs file “approved programs” with the Education Professional Standards Board. For example, out of all of the possible courses that a person seeking high school English could take, the courses in the “approved program” are the courses that the institution and the certifying agency have agreed must be taken to be recommended for a certificate. Again, using the English major/area as an example, the “approved program” for teaching English could be different in a number of ways from the courses that would be taken by a person not intending to teach English as a certified teacher in the public schools. All students, as a prerequisite for admission to student teaching status, must place a copy of their “approved programs” in the major, or area(s), and professional education course sequence on file with Teacher Education Services. These approved programs, signed and reviewed by authorized departmental advisors, indicate that all courses, whether MSU, transfer or substituted courses, together are equivalent to the approved programs on file at the state-certifying agency. Transfer or substituted courses must be completely documented in the student’s teacher education file.

2. GPA’s are calculated on the courses in the approved programs, not on all courses with a common course prefix. Calculating the Overall Undergraduate GPA: 1) The overall GPA reflects all grades, credit hours, and quality points on a student’s transcript. All courses taken at the university level appear on a student’s transcript and there is generally no provision at MSU for removing a course from a transcript. (See UG Catalog for rules on Academic Forgiveness) 2) Students may retake courses. On the first retake, the original course is struck-through on the transcript (although not actually removed) and only the second retake course is used in calculating the GPA. If a course is retaken more than once, credit hours and quality points for ALL retakes are included in recalculating the GPA.

3. Individual Curriculum Contracts, or approved Programs, and the Calculation of GPA’s in the Teaching Majors/Areas :

a. The teaching majors/area(s) GPA’s are calculated by reference to a student’s performance in courses on individual curriculum contracts which have been developed to meet the requirements of MSU approved programs. An MSU approved program is one that is listed in the MSU Undergraduate Catalog and filed with the Education Professional Standards Board. An individual student curriculum contract (approved program) is a signed document which outlines the sequence of courses developed by a student and his/her assigned advisor in a major, or area(s) to meet requirements for graduation and certification. Only courses included in the signed curriculum contract are used in calculating GPA’s. These forms are distributed at Admission to Student Teacher Orientations only.

b. A student must complete MSU individual curriculum contracts in his/her teaching majors/area in order to be recommended for certification by MSU.


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c. Substitutions for courses in an individual curriculum contract must be approved by the chairperson of the appropriate department. A copy of the course substitution form must be attached to the approved program form.

d. Once the major/area programs for which GPA’s are to be calculated have been identified, all university rules concerning the calculation of GPA’s are followed.

4. General Concepts on approved Programs and Calculated GPA’s: The Office of Teacher Education Services follows university policy in calculating GPA’s. These policies are outlined in the university undergraduate (UG) catalog and are more fully detailed in the operating procedures of the MSU Registrar’s Office. Official GPA’s are calculated by the Registrar’s Office and displayed either on the student transcript or on a letter bearing the Registrar’s signature and seal. According to Education Professional Standards Board regulations, all candidates must meet a minimum 2.45 GPA standard overall, (See page A4 on the GPA rule) and in the professional education courses and major, subject areas(s) and emphases under which they plan to be certified as a prerequisite for admission to student teaching. Approved programs are those programs filed with the Education Professional Standards Board that designate the specific courses that are required for a student to be eligible for a specific certificate. Responsibility for approved programs rests with the academic department. Changes or substitutions in approved programs are authorized by the appropriate departmental advisor and initialed on the approved admissions program or course listing forms . A copy of the substitution form must accompany the approved program when the student teaching admissions packet is filed with Teacher Education Services.

GENERAL INFORMATION

1. Attendance at an Admission to Student Teaching Orientation two semesters prior to the student teaching semester is a PREREQUISITE for student teaching placement. Dates for orientations are available from Teacher Education Services. See sheets D1 and D2.

2. Placements are the responsibility of the Coordinator of Student Teaching and appropriate school system officials. Students should not attempt to make their own student teaching placements.

3. Placement as a student teacher requires Admission to Teacher Education and Admission to Student Teaching.

4. All student teaching assignments are all day for 14 weeks except Communication Disorders and undergraduate Technology Education assignments, which are all day for eight weeks.

5. Transportation to student teaching assignments is the responsibility of the student.

6. Student Teaching will take place in one of the following school districts: Kentucky: Ballard, Caldwell, Calloway, Carlisle, Christian, Crittenden, Dawson Springs Independent, Ft. Campbell Dependent, Fulton, Fulton Independent, Graves, Henderson, Hickman, Hopkins, Jefferson, Livingston, Lyon, Marshall, Mayfield Independent, McCracken, Muhlenberg, Murray Independent, Paducah Independent, Providence Independent, Trigg, Union and Webster. Tennessee: Henry or Paris Special District. PLACEMENTS ARE NOT MADE OUTSIDE OF THESE COUNTIES.

7. Student Teaching assignments are posted on COESIS at the end of the semester preceding the student teaching assignment. You will need to check your information at http://claymore.msunet2k.edu/tes/. After receiving the assignment, students should arrange through the school’s principal to meet the supervising teacher(s).

8. Students may not register for any other classes during the student teaching semester except for the Student Teaching Seminar. Any exception must be requested in writing by the student’s advisor and approved by the Dean of the College of Education. However, according to the MSU bulletin, “If an exception is made in any individual instance, the undergraduate must have an overall grade point average of at least 3.0, or at least 3.0 for the previous semester.” Request forms are available at TES.

9. After one (1) unsuccessful undergraduate student teaching placement (undergraduate placement) or graduate student teaching practicum placement (graduate placement) due to unsatisfactory performance, a plan for improvement may be deemed necessary (improvement plan) by the College of Education. If an improvement plan is deemed necessary, a written plan will be prepared and reviewed with the student. No student may reapply for student teaching until the improvement plan has been successfully completed. Once the improvement plan has been successfully completed by the student, the student may reapply for admission to student teaching and, if admitted, a new placement will be pursued. Successful completion of any plan of improvement does not guarantee readmission to student teaching. Any student who has an unsuccessful undergraduate placement or graduate placement due to unsatisfactory performance may be refused readmittance to student teaching if it is determined that the student’s performance/conduct during the placement was so egregious, unprofessional, or otherwise grossly incompetent as to render consideration of an improvement plan and/or a second placement inadvisable. A student who re-applies and is denied admission to student teaching on such grounds will be informed in writing of the Admission to Teacher Education Committee’s decision. The grounds stated here are not the exclusive reasons for denying readmission.A student denied readmission to student teaching as per paragraphs 1 or 2 above may pursue an appeal as per the College of Education Grievance Procedure.Any student who has had two (2) unsuccessful undergraduate placements or graduate placements shall not be readmitted to student teaching. An unsuccessful placement includes, but is not limited to, termination of placement due to unsatisfactory performance or performance otherwise deemed to be unsatisfactory. An unsuccessful placement may exist regardless of any grade (e.g. “X”, “I”, “W”,”WP”, or “E”) assigned. (Effective August 2004)


A18

http://claymore.msunet2k.edu/tes/

GPA RULE AND STUDENT TEACHING

Any student with LESS THAN A 2.50 overall minimum GPA or in any required academic or professional education area will not be allowed, under any circumstance, to begin student teaching. However, based on the rounding policy, approved 11/19/01 by the Education Professional Standards Board, a 2.450 GPA shall be rounded up to a 2.5. All GPAs between a 2.450 and 2.499 shall be rounded up to a 2.5.

PROFESSIONAL BEHAVIOR, PROFESSIONAL ETHICS AND BACKGROUND CRIMINAL CHECKS

1. All certification students are expected to abide by the Kentucky School Personnel Code of Ethics.

2. Persons convicted of a felony or crimes involving morals violations are not eligible for a Kentucky Teaching Certificate. Persons who have been dishonorably discharged from the armed forces, or who have had a professional certificate revoked may not be eligible for a Kentucky Teaching Certificate. Contact EPSB at 1-888-598-7667 to discuss individual concerns with their attorney.

3. The Kentucky Education Professional Standards Board actively monitors the certified teaching workforce and certification applicants.

4. All applicants for admission must complete a Declaration of Eligibility for Certification attesting that they are free of criminal record and professional ethics violations. A similar statement is included as part of the application for a teaching certificate. A student who identifies any criminal record must provide Teacher Education Services with a full description of this history. Once the Declaration of Eligibility for Certification has been completed and signed, if the attestation changes during the time of participation in the teacher education program, the Director of Teacher Education Services must be notified immediately and a new declaration should be submitted.

5. Certification candidates are required to maintain professional rules of confidentiality. Any knowledge of students, teachers or schools gained through student teaching activities must be held in strict confidence.

6. All student teachers shall be subject to a state and national criminal records check. (KRS 161.042 Section 2, #4 and 160.380 Section 3, 4 a, b). Each school district has the right to refuse the placement of a student teacher at their site based on the criminal record of such student.

HEALTH CONCERNS AND TEACHER CERTIFICATION

Students should be aware that being a teacher requires them to work in an environment that is open to a wide variety of health hazards. All teacher certification students’ personal immunizations should be up-to-date. Forms and assistance analyzing personal immunization histories are available from the MSU Student Health Services. All students are required to have a record of TB skin test and physical on file at Teacher Education Services prior to student teaching. All public health issues are of particular concern to teachers and students seeking teacher certification.

PRAXIS SCORES

Passing PRAXIS II and Principles of Learning and Teaching scores for your appropriate specialty area(s) and certificate level are required for a student to be recommended for certification. PRAXIS and PLT scores are filed in Teacher Education Services and recorded by Teacher Education Services on the TC-1 Form. During the application process, Teacher Education Services will notify students for whom passing PRAXIS and PLT scores have not been received. After receiving notification, it is the student’s responsibility to verify that passing scores have been posted at Teacher Education Services.

TOP 10 QUESTIONS ASKED BY PRAXIS CANDIDATES

1. Can I register online?Yes, register at www.ets.org/praxis/register.html.

2. What if I miss a registration deadline?For information regarding missed deadlines, go to www.ets.org/praxis/registerdeadline.html.

3. Where can I access the Praxis Information and Registration Bulletin online?Download the latest edition at www.ets.org/praxis/bulletin.html .

4. Where can I find help understanding my scores?Download a guide to understanding your scores at www.ets.org/praxis/understandscores.html.

5. Is there a score verification service?Information about score verification is available at www.ets.org/praxis/scoreverification.html.

6. How can I order Praxis study guides?You can order them at www.ets.org/praxis/studyguides.html.


A19

http://www.ets.org/praxis/studyguides.html

http://www.ets.org/praxis/scoreverification.html

http://www.ets.org/praxis/understandscores.html

http://www.ets.org/praxis/bulletin.html

http://www.ets.org/praxis/registerdeadline.html

http://www.ets.org/praxis/register.html

A207. Where can I find information on free Tests at a Glance?

A detailed description of each Praxis test is available online at www.ets.org/praxis/taags.html.

8. Where can I get information about test anxiety, general information and study tips?Two helpful free pamphlets are available online at www.ets.org/praxis/pamphlets.html.

9. Where can I order the Diagnostic Preparation Program?Go to www.ets.org/praxis/dpp.html, click “completing an order form,” print and complete the form, and fax it to 1-609-530-0581, or call 1-609-771-7906 to order by phone.

10. How can I contact ETS about The Praxis Series assessments?You can find contact information to call, fax or e-mail the ETS Call Center at www.ets.org/praxis/contact.html.

TEACHER CERTIFICATION REQUIREMENTS

Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667.


http://www.keypsb.net/

http://www.ets.org/praxis/contact.html

http://www.ets.org/praxis/dpp.html

http://www.ets.org/praxis/pamphlets.html

http://www.ets.org/praxis/taags.html

PRAXIS INFORMATIONWHAT TESTS TO TAKE FOR KENTUCKY CERTIFICATION

TEST DATES, CUT-OFF SCORES, PHONE NUMBERS

NOTE: All deadlines are dates when materials must BE IN New Jersey, not postmark dates. Allow at least five (5) days for mail delivery. Use priority or express mail if necessary. To avoid delays during our peak registration period, candidates are encouraged to register online at www.ets.org/praxis/register.html well before the deadline date.

NOTE: Late registration fee is $45.00NOTE: Fee waiver deadlines are very early. Deadline date for the first fall 2008 test is 8/14/08 and for the second test 10/16/08.

Specialty tests must be taken in each and all areas in which a student is seeking certification. In addition, on May 14, 2001, the Education Professional Standards Board approved the use of the Principles of Learning and Teaching (PLT) test series that is now required of all new beginning teachers. This test measures the general pedagogical and professional knowledge of teaching candidates at three grade levels: K-6, 5-9, and 7-12. This test is required for teacher candidates who make application for a Kentucky certificate after January 1, 2002.

SEE D1/D2 SECTION FOR TEST DATES AND DEADLINES

Murray State University Test Code: R1494 EPSB: R7283

MSU Test Center Code: 03058

Education Professional Standards Board, Teacher Certification, Division of Educator Preparation and Internship: 502/573-4606 OR 888/598-7667 Educational Testing Service Field Office: 708/869-7700

CAUTION: A separate registration form must be filed for each day of testing. The specialty area tests are either one (1) or two (2) hour tests, which range in cost from $65.00 to $115.00 plus the $50.00 registration fee. The fee for the PLT test is $90.00.

When and where are these tests given? The tests are administered by ETS on dates established by that organization. Registration information can be found online at www.ets.org/praxis/register.html, at the MSU Counseling and Testing Center, or by direct correspondence with ETS at the following address:

Educational Testing ServiceRosedale RoadPrinceton, NJ 08541 USAPhone: (609) 921-9000

How long are the tests valid? Scores on tests completed more than five years prior to application for certification shall not be acceptable.

Who will receive the test results? Educational Testing Service (ETS), the agency that administers the PRAXIS tests, permits an examinee to designate three score recipients. Applicants for certification must designate the Education Professional Standards Board (R7283) and Murray State University (R1494) as score recipients. The examinee also receives a copy of the scores. Additional reports may be obtained for an additional fee.

Test takers who are deaf or hard-of-hearing can call TTY (609) 771-7714. Registration information is available online at www.ets.org/praxis/register.html. Prospective teachers should successfully complete the tests well in advance of applying for certification and should allow four to six weeks for scores to be processed by ETS. Most colleges and universities serve as testing centers. A complete list of the available sites is contained on the ETS website.

What are the fees? Each assessment has a fee that is paid to ETS. The ETS website and the MSU Counseling and Testing Center has the list of fees for assessment. The EPSB does not receive any portion of this fee. Fee waivers are available for students qualifying for financial aid. Application forms are available on the ETS website and at the MSU Counseling and Testing Center. These forms must be validated by MSU Financial Aid and returned to ETS by the student. Fee waivers are available while funds remain. Students are encouraged to apply early. Those students planning to take the exams in the fall or spring of 2007-2008 should consider applying for the fee waiver in the fall of 2007.

How do I register for required tests in specific content areas that are not administered by ETS? Applicants for the National Occupational Competency Testing Institute (NOCTI) test required for a certificate in specific industrial education areas should contact the local district in which they will seek employment to obtain registration information. The Workforce Development Cabinet administers the tests at regional Kentucky Tech assessment centers.

Registration forms for the Interdisciplinary Early Childhood Education (IECE) test may be obtained from colleges and universities or the Education Professional Standards Board, Division of Professional Learning and Assessment, 100 Airport Road, Third Floor, Frankfort, KY 40601. If you have questions, please call (502) 564-4606 or toll free at (888) 598-7667. The registration form is also available at http://www.kyepsb.net/assessment/iece.asp, listed with certification issues.


A21

http://www.kde.state.ky.us/epsb

http://www.kde.state.ky.us/epsb




Are special conditions available for the disabled? Kentucky administers tests according to the policies prescribed by ETS concerning special conditions and arrangements for disabled individuals. Please refer to the ETS website for information. Any resident of the United States, Canada, or Puerto Rico, with a physical, emotional, or learning disability that would prevent him/her from taking the tests under normal conditions may request special arrangements from ETS. Contact Services for Students with Learning Disabilities at 809-2018.

What if I come from another state? Candidates eligible for a Kentucky teaching certificate through interstate agreements with other states shall successfully complete tests required in all content areas for which certification is requested. Two years of appropriate teaching experience outside of Kentucky will waive the internship requirements.

Principles of Learning and Teaching Test. On May 14, 2001, the Education Professional Standards Board approved the use of the Principles of Learning and Teaching (PLT) test series that is a requirement for all new beginning teachers. This test measures the general pedagogical and professional knowledge of teaching candidates at three grade levels: K-6, 5-9 and 7-12. This test is required for all teacher candidates who make application for a Kentucky certificate after January 1, 2002. Students seeking initial certification in September 2003 and thereafter will be required to meet the cut score of 161. Special Education, CDI, and IECE majors are not required to pass the PLT.

Free Test Preparation: PRAXIS Test-at-a-Glance (TAAG) booklets, which provide an outline of each test along with sample questions, may be downloaded from the Educational Testing Service (ETS) website by visiting http:// www.ets.org/praxis/ and choosing the ‘Prepare for a Test’ link. The Reducing Test Anxiety publication is now available from the ETS website at http://www.ets.org/Media/Tests/PRAXIS/pdf/01361anxiety.pdf. A General Information and Study Tips booklet is also available on the ETS website as a free PDF file at http://www.ets.org/Media/Tests/PRAXIS/pdf/01361generalinfo.pdf.

INFORMATION ON KENTUCKY TEACHER CERTIFICATION AND BEGINNING TEACHER EXAMINATIONS, MAY 2001, provided by the Education Professional Standards Board, Division of Teacher Education and Certification

In-state applicants for initial certification:

1. Complete an approved teacher preparation program at a regionally accredited teacher education institution and have a cumulative grade point average (GPA) of 2.45 on a 4.0 scale;

2. Successfully complete the assessments appropriate for each content area and grade range for which certification is requested; * and

3. Submit a TC-1 application, or electronically, KECI (application for certification), to the Division of Certification at the Education Professional Standards Board (EPSB).

4. View the status of application by logging on to the EPSB website at www.kyepsb.net and clicking the “View My Application History” link. This will provide up-to-the-minute status of each document pertaining to applications. If cases are complete, applicants will receive an estimate of when certificates will be mailed.

Then what happens:

STEP 1: A Statement of Eligibility (SOE) is issued that allows a candidate to seek a position in a Kentucky public school district or an accredited non-public school.

STEP 2: Once a position is accepted, the school district or non-public school sends a Confirmation of Employment (COE) to the Division of Educator Preparation and Internship at the EPSB.

STEP 3: The new teacher is enrolled in the Kentucky Teacher Internship Program (KTIP), and receives a one-year provisional certificate for the internship.

STEP 4: Upon successful completion of KTIP, the teacher receives a four-year professional certificate.

*Scores on assessments completed more than five years prior to application for certification shall not be accepted.

Do the assessments have to be passed before an individual can receive the Statement of Eligibility?Yes! Prior to receiving a Statement of Eligibility, an applicant must have a passing score on all assessments required in each content area for which certification is requested.


A22

http://www.kyepsb.net/

http://www.ets.org/Media/Tests/PRAXIS/pdf/01361generalinfo.pdf

http://www.ets.org/Media/Tests/%0BPRAXIS/pdf/01361anxiety.pdf

http://www.ets.org/Media/Tests/%0BPRAXIS/pdf/01361anxiety.pdf

http://www.ets.org/praxis/

Kentucky Passing Scores for Praxis—Effective September 2006

Certification Area Test Code Test Name Passing ScoresInterdisciplinary Early Childhood Education - Birth to Primary

Kentucky Test of Interdisciplinary Early Childhood(Temporarily Suspended 9/06)

Elementary Education (P-5) 0014

Elementary Education: Content Knowledge (Effective 9/1/05)

148

Middle School Education (5-9) English Mathematics Social Studies Science

0049006900890439

Middle School English/Language ArtsMiddle School MathematicsMiddle School Social StudiesMiddle School Science

157148149139

Special Education (P-12)

Communication Disorders

Learning Behavior Disorder

Moderate Severe Disabilities

School Psychologist

0353 and 0330

0542and 0353

0353and

0321or0544

0401

Education of Exceptional Students: Core Content Knowledge Speech Language Pathology

Mild to Moderate Disabilities Education of Exceptional Students: Core Content Knowledge

Teaching Students with Mental Retardation Exceptional Education – Severe to Profound Disabilities {Effective 9/1/08 (0544) will replace (0321)}

(Effective 9/1/07 – 8/31/08 Students can take either 0321 or 0544)Education of Exceptional Students: Core Content Knowledge

School Psychologist (Effective 8/1/08)

157600

172157

157

146156

161 ALL GRADES

Art 01310133

Art MakingArt: Content Knowledge

154158

French 01710173

French: Productive Language (Temporarily Suspended)French: Content Knowledge 159

German 0181 German: Content Knowledge 157Health 0550 Health Education 630Music 0111

0113Music: Concepts and ProcessesMusic: Content Knowledge

145154

Physical Education 00910092

Physical Education: Content KnowledgePhysical Education: Movement, Forms, etc.

147151

School Media Librarian 0310 Library Media Specialist (Effective 9/1/05) 640Spanish 0191

0192Spanish: Content KnowledgeSpanish: Productive Language (Temporarily Suspended)

160

TESOL 0360 Teaching English as a Second Language 620 GRADES 5-12

Agriculture 0700 Agriculture 520 Business and Marketing 0100 Business Education 590Family & Consumer Sciences 0121 Family & Consumer Sciences (Effective 8/1/08) 162Technology Education 0050 Technology Education 162

SECONDARY – 8-12Biology 0235 Biology: Content Knowledge 146Chemistry 0245 Chemistry: Content Knowledge 147 English (Dramatics, Journalism, Speech) 0041

0042English Language: Content KnowledgeEnglish Language: Literature Essays

160 155

Social Studies 00810083

Social Studies: Content KnowledgeSocial Studies: Interpret Materials

151159

Mathematics 00610063

Mathematics: Content KnowledgeMath, Proofs, Models and Problems, Part I

125141

Physics 0265 Physics: Content Knowledge 133Geoscience/Earth Science 0571 Earth Science: Content Knowledge 145PLT ElementaryPLT Middle GradesPLT SecondaryPLT K-12 (choose one)

PLT 5-12 (choose one)

0522 0523 0524 0522 or 0523 or 0524 0523 or 0524

Principles of Learning & Teaching: Grade K-6Principles of Learning & Teaching: Grade 5-9Principles of Learning &Teaching: Grade 7-12Principles of Learning & Teaching: Grade K-6, orPrinciples of Learning & Teaching: Grade 5-9, orPrinciples of Learning & Teaching: Grade 7-12Principles of Learning & Teaching: Grade 5-9, orPrinciples of Learning & Teaching: Grade 7-12

161161161161161161161161


A23

GRADUATION REQUIREMENTS

The process of recommending a student for certification is a cooperative effort between Teacher Education Services and the MSU Registrar. The Registrar double checks university degree requirements and certifies that all degree requirements have been met. Once a degree has been conferred and all applicable tests have been passed, according to current guidelines, and the approved program has been completed, Teacher Education Services will make a recommendation to the Education Professional Standards Board for the issuance of a Statement of Eligibility. The application for graduation is initiated by the student in Sparks Hall and must be submitted to the Assistant Registrar the semester prior to the semester of graduation. Example: applications for degree for May 2008 are due in November 2007. August 2008 graduate applications are due in March 2008. December 2008 graduate applications are due in April 2008. Please check with the Registrar’s Office for specific dates . Most specifically, you will not receive a recommendation for a teaching certificate from Murray State University until your degree has been conferred.

WHAT KIND OF A CERTIFICATE WILL I RECEIVE?

Students who complete teacher certification programs in Kentucky receive an initial certificate in their particular subject matter area(s). CDI students, because they are completing a Master’s level program, receive a provisional certificate in Communication Disorders. Students do not actually receive a “live” certificate, but rather a Statement of Eligibility. The Statement of Eligibility is valid for five years from the date of issue. The Statement of Eligibility serves as an initial certificate for internship. At the successful completion of a one-year internship in Kentucky, a four-year provisional certificate will then be issued.

RECEIVING A STATEMENT OF ELIGIBILITY AND SUBSTITUTE CERTIFICATE AFTER GRADUATION

It can take a minimum of six weeks for a Statement of Eligibility to be received by the applicant from the Education Professional Standards Board. A five-year substitute certificate will automatically be issued with the Statement of Eligibility. Certification status can be checked online at https://wd.kyepsb.net/EPSB.WebApps/KECI/.

APPLYING FOR CERTIFICATES IN OTHER STATES

Students should apply for certificates in other states by contacting the Department of Education of the desired state and securing the appropriate application. A list of state certification websites and information can be found at http://teacher.scholastic.com/professional/futureteachers/state_certification.htm. In most instances, the application process will require the student to send/bring the completed application form to Teacher Education Services to begin the process of securing a university recommendation for certification. The actual process of recommending a student for certification in another state is very similar to that of recommending a student for a Kentucky teaching certificate. In each instance, both Teacher Education Services and the University Registrar must review program completion and make the recommendation of your granting institution. In other words, to be recommended for certification in another state, students must be recommended for Kentucky certification prior to being recommended for another state’s certification. It is imperative that you check each state’s testing requirements, as they can vary from Kentucky’s.

KENTUCKY TEACHER INTERNSHIP PROGRAM (KTIP)

Beginning teachers in Kentucky are awarded a Statement of Eligibility for a Provisional Teaching Certificate. (CDI majors will be awarded a provisional certificate.) When a beginning teacher is hired into an approved teaching position, an internship is established. This internship lasts one year, at the end of which a continuing provisional certificate is awarded if the internship has been successful. The Statement of Eligibility for a Provisional Teaching Certificate has a life of four years. If a Statement of Eligibility expires, the PRAXIS specialty and Principles of Learning and Teaching exams may have to be successfully retaken in order for a Statement of Eligibility to be reestablished. Graduate credit and certified teaching experience are also considered in certificate renewals.

All teachers with less than two years experience must complete a one-year internship in order to be fully certified in Kentucky. KTIP involves a three-member support committee that is responsible for guiding and assessing the intern’s progress as well as making a final recommendation for full certification. The KY Teacher Standards will be the primary basis for the team decision. All interns are observed a minimum of three times using a standardized observation and review process. The intern receives a minimum of 70 hours of support from a trained resource teacher who is also part of the intern’s committee.


A24

http://teacher.scholastic.com/professional/futureteachers/%0Bstate_certification.htm

http://teacher.scholastic.com/professional/futureteachers/%0Bstate_certification.htm

https://wd.kyepsb.net/EPSB.WebApps/KECI/

FLOWCHART 1: OVERVIEW OF TEACHER PREPARATION AND CERTIFICATION ATMURRAY STATE UNIVERSITY 7/07


ADMISSION TO THE TEACHER CERTIFICATION PROGRAM: REQUIREMENTS, STANDARDS AND CONTINUOUS ASSESSMENT PROCEDURES.

Requirements:Attend an Admissions OrientationRegister with Teacher Education ServicesSubmit one of the passing GAP test scoresProvide a current transcript verifying an overall undergraduate GPA of 2.45Meet all applicable admission standards and continuous assessment checksSubmit completed application packet to Teacher Education ServicesFormal Admission to Teacher Education by appropriate college admission committee

Continuous Assessment:Adherence to Code of EthicsEvidence of academic skills and attitudesSuccess in field experiencesAcademic proficiency as demonstrated by a 2.45 minimum GPA in all required areas

Standards:GAP test skills (21 composite score on ACT) or other approved test* Writing communication skills (‘‘B” or better in College English Composition Course)Oral communications skills (“C” in Public Speaking Course)A “C” or better in MAT 117 or higher mathSuccessful Individual Interview with Academic AdvisorKnowledge of Current Trends in Public Education as verified by completion of approved Introduction to Education courseNo criminal or ethics violation background

*In order to be eligible to take the PPST, a student must have obtained a composite score of 19 on the ACT. Absent extenuation circumstances approved by Teacher Education in writing, a student may attempt to obtain the passing score on each section (Reading, Writing, and Mathematics) a maximum of three (3) times.

I.

TEACHER CERTIFICATION: FORMAL PROGRAM REQUIREMENTS

The University StudiesProgram

Mathematics and Communications SkillsFine Arts & HumanitiesPhysical & Biological laboratory sciencesSocial Sciences

The Teacher PreparationProgram

College of Education Core CoursesSpecialized Methods and Practicum courses for each certificate programComputer Literacy & Technology ProficiencyStudent Teaching

The Subject Matter Preparation Program

Certifiable Majoror

Certifiable Academic Area

BACHELOR’S DEGREE FROM A REGIONALLY ACCREDITED INSTITUTION, SUCH AS MSU.

II.

CONTINUOUS ASSESSMENT:1. Progress toward meeting the Kentucky New Teacher Standards (including development of portfolio)2. Continued success in field & clinical aspects of program and KERA-oriented Pedagogical Skills and Attitudes3. Continued academic success in the University Studies Program, major/area, and professional education courses.

ADMISSION TO STUDENT TEACHING STATUS

1. File Approved Program Forms2. Demonstrate 2.45 minimum GPA’s3. File Application Packet for Admission to

Student Teaching4. Demonstration of Computer/Tech. Skills5. Formal Admission to Student Teaching by committee

action

PROGRAM COMPLETION AND KENTUCKY CERTIFICATE RECOMMENDATION

1. Full & Complete Admission to Teacher Education & Student Teaching status

2. Successful Student Teaching3. Attainment of Bachelor’s Degree4. Passes required PRAXIS II/PLT/

Specialty Exams5. Filed Application for KY Certificate

III.

IV. V.

B1

FLOW CHART 2: DETAIL, ADMISSION TO TEACHER EDUCATION 7/07


REGISTER WITH TEACHER

EDUCATION SERVICES

EDU-103Orientation Session

ORTES Orientation Session

2 + 2 Registration Process if student at MCC, HCC, WKCTC, HeCC

Computer File Established Education Advisor Assigned

GPA/GAP TEST Search Conducted Welcome Letter Generated

Student Receives Welcome Letter

Student Completes Checklist Activities 1. Demonstrate General Academic Proficiency Test Requirement 2. Demonstrate written communication 3. Demonstrate Oral Communication

4. Demonstrate Math Skills 5. Take Intro to Education Course 6. Check-in Visit with Education Advisor 7. Individual Interview with Academic

Advisor, or Letter from Advisor 8. Current Transcript 9. Complete eligibility for certification questions/declaration form

10. Complete Formal Application for Admission to Teacher Education

Student Delivers Completed Application Materials to Teacher Education Services

Teacher Education Services Audit1. All Materials Complete?2. Current Transcript on File?3. Application for Admission

complete?

Continuous Assessment Process Check

Student Folder Prepared for Committee Review

Committee Meetings Take Place

Result of Committee Meetings Processed and Copies of Admission Documents sent 1) to student, 2) to advisors

STANDARDS CHECK

1. ACT Composite score - min. 21, or PPST, CPPST*, or GRE, or SAT

2. B or higher in college composition class3. Oral Communications skills demonstrated (C or

higher)4. Mathematics skills demonstrated

(C or higher)5. EDU 103 complete (C or higher)6. Individual Interview with, or Letter from, Academic Advisor on file7. Evidence of criminal background or professional certificate problems identified8. Overall UG GPA at least 2.45

*In order to be eligible to take the PPST, a student must have obtained a composite score of 19 on the ACT. Absent extenuation circumstances approved by Teacher Education in writing, a student may attempt to obtain the passing score on each section (Reading, Writing, and Mathematics) a maximum of three (3) times.

Deficiencies Noted in Welcome Letter

Continuous Assessment

1. Field/Clinical Hours complete?

2. Flags raised by clinical professors or staff?

3. Problems indicated by professors or advisors?

Following Admission to Teacher Education, Student Continues in Program.

Continuous Assessment Results filed with Teacher Education Services

Special Review, if indicated

B2

CHECKLIST 1: WHAT SHOULD BE DONE AND WHEN SHOULD IT BE DONE; ADMISSION TO TEACHEREDUCATION AND ADMISSION TO STUDENT TEACHING STATUS

ADMISSION TO TEACHER EDUCATION

WHEN TO DO: As soon as one decides to pursue teacher certification as an MSU Student

INITIATING ACTIVITY: Register for Admission to Teacher Education

ENDING ACTIVITY: File completed application materials with Teacher Education Services

TIME ALLOWED: Two semesters (one academic year). Admission to Teacher Education is a pre-requisite to Admission to Student Teaching and upper level professional education courses.

ANTICIPATED RESULT: Student is fully admitted to Teacher Education by College Admission to Teacher Education Committee.

CHECKLIST: 2.45 overall GPA required at point of admissionCheck ACT Composite Score…must be 21 or higher. If no ACT score, register to takeACT or GRE or PPST, C-PPST* or SAT

Completed minimum 24 hours to include: ENG 101, ENG 102 or ENG 104 with “B” or higher COM 161 or HON 165 with “C” or higher

EDU 103 or equivalency with “C” or higher or AED 380 or CTE 200 or MUS 123 or ELE 605 or CDI 480 (CDI Graduate only)

MAT 117 or higher level with “C” or higher Check-in visit with education advisor, verifying participation in admission process

Schedule appointment for individual interview with ACADEMIC Advisor (Advisor has option of writing a letter of recommendation which includes all criteria used in the interview.)Complete and sign Formal Application and Declaration of Eligibility for Certification formBring all materials directly to Teacher Education Services

*In order to be eligible to take the PPST, a student must have obtained a composite score of 19 on the ACT. Absent extenuation circumstances approved by Teacher Education in writing, a student may attempt to obtain the passing score on each section (Reading, Writing, or Mathematics) a maximum of three (3) times.

ADMISSION TO STUDENT TEACHING

WHEN TO DO: Two complete semesters prior to Student Teaching semester (only offered in Fall/Spring)

INITIATING ACTIVITY: Attend Admission to Student Teaching Orientation and Placement - See D1 and D2

ENDING ACTIVITY: File completed Application for Student Teaching Admission at TES by deadline

TIME ALLOWED: Typically, the filing deadline will immediately follow the orientation dates

ANTICIPATED RESULT: Student is admitted by Admission Committee action, normally at the beginning of the the semester prior to student teaching

CHECKLIST: Receive Admission to Student Teaching materials at the OrientationFill out Approved Programs Forms for subject area(s) or major AND for professional course sequence, indicating anticipated semester and year for all remaining courses. Include course substitution forms if taking any course other than those listed in the bulletin.Calculate GPA for courses completed in each approved programSecure signature from authorized advisor for each approved program Fill out Admission to Student Teaching cover sheetFill out Application for Admission to Student Teaching and Declaration of Eligibility for CertificationIf applicable, be sure that computer literacy and technology requirement(s) are completeTake completed materials directly to Teacher Education Services. Keep a copy for your records Check to see that a complete academic record is on file at TES; if not, apply for transcript at Sparks Hall OR bring personal copies of semester grades to TES to bring academic record up to date When you receive notification of the results of the admission committee meeting, check for any conditions that have been set for you.

Note: AG and CDI students attend orientation within the department. Do not attend regular orientations.


C1

STUDENT TEACHING PLACEMENT

WHEN TO DO: One semester prior to the student teaching semester

INITIATING ACTIVITY: Placement Interview with Coordinator of Student Teaching. This occurs at the beginning of the semester.

ENDING ACTIVITY: Student checks COESIS to verify dates, places, subject and grade level of Student Teaching assignment.

TIME ALLOWED: Student Teaching generally occurs in the following blocks of time: 14 weeks (in two seven-week placements), 14 weeks (in one placement), or 16 weeks (in two 8-week placements)

ANTICIPATED RESULT: Student successfully completes the Student Teaching Experience

CHECKLIST: Attend Orientation for Admission to Student Teaching Apply for Admission to Student Teaching Status at Teacher Education Services by returning the completed Admission to Student Teaching packet on or before the deadlineMake appointment at TES for placement interview with Coordinator of Student TeachingComplete student teaching placement forms and bring to the Student Teaching Interview. Provide TES with written results of physical report including TB skin test.At placement interview, identify where you would like to Student Teach, at what level, and in what subjectReceive your Student Teaching placement (COESIS)Meet with Supervising Teacher(s)Complete all course work: No ‘Incompletes’; verification of courses taken at another institutionComplete criminal records checkTake Praxis II Specialty Exam(s) and Principles of Learning and Teaching Exam

APPLICATION FOR KENTUCKY TEACHING CERTIFICATE AND PROGRAM COMPLETION

WHEN TO DO: During student teaching semester

INITIATING ACTIVITY: Attend scheduled Student Teaching Seminars during your Student Teaching semester

ENDING ACTIVITY: Teacher Education Services clears student for final recommendation for a Kentucky Teaching Certificate (Statement of Eligibility)

TIME ALLOWED: Student must have completed all program requirements before his/her TC-1 form can be approved and processed by Teacher Education Services and forwarded to EPSB.

ANTICIPATED RESULT: Student receives Kentucky Teaching Certificate (Statement of Eligibility) 6-9 weeks following Student Teaching.CHECKLIST:

Complete all phases of Admission to Student Teaching process and have been completely admitted by your College Admission to Teacher Education Committee with a 2.45 GPA or higherPass all relevant portions of PRAXIS II and PLTComplete TC-1 Application or KECI (electronic version) for Kentucky Certification and the attached MSU transcript request at the Student Teaching Seminar. If notified that scores have not been received from Educational Testing Service, bring original PRAXIS and PLT score reports to TESFile out-of-state certificate applications with Teacher Education Services as needed.

Remember, you must be eligible for Kentucky Certification before you can be recommended for out of state certification.


C2

MISC. INFORMATION: IMPORTANT DATES: ADMISSION TO TEACHER EDUCATION 2008/2009

General Academic Proficiency Tests: Scores from ACT (21 or higher), or PPST or C:PPST (computerized version), or GRE, or SAT, or PRAXIS II (Communication Skills and General Knowledge portions of the Old Core Battery) are required to be admitted to Teacher Education. National ACT tests are given on the dates listed below:

Semester Date of Test Deadline to Register by Postmark Late Registration DateFall 2008 September 13, 2008 August 12, 2008 August 22, 2008Fall 2008 October 25, 2008 September 19, 2008 October 3, 2008Fall 2008 December 13, 2008 November 7, 2008 November 20, 2008 Spring 2009 February 7, 2009 January 6, 2009 January 16, 2009Spring 2009 April 4, 2009 February 27, 2009 March 13, 2009Summer 2009 June 13, 2009 May 8, 2009 May 22, 2009

Registration bulletins are available in the Counseling and Testing Center, Ordway Hall.

RESIDUAL ACT TESTS: The Counseling and Testing Center administers residual ACT exams several times each year, especially in conjunction with the beginning of the semester. Call 809-6851 for dates and details. Fee $50.00.

The dates for the PPST tests that can be taken for Admission to Teacher Education are listed on the opposite side of this page (D2) and are national test dates. However, the computerized version is given on the Murray State campus through the Counseling and Testing Center every Monday and Thursday at 8:00 AM and 12:00 PM. Call 809-6851 for more information. Please note: If you are taking all three portions of the test at one sitting, you must sign up for the 12:00 PM testing.

The SAT will be given at Murray High School at 8:00 AM on November 1, 2008, January 24, 2009 and June 6, 2009. Registration forms are available from the Guidance Counselor. For more information call (270) 753-5202.

COLLEGE ADMISSION TO TEACHER EDUCATION COMMITTEE MEETINGS (STUDENTS DO NOT ATTEND)

Students do not attend these meetings. Teacher Education Services meets with the Admission to Teacher Education Committeesfor Education, Humanities and Fine Arts, and Science three times each semester and with Agriculture and CDI once each semester. TES makes recommendations to the Committees regarding the students who are eligible for Admission to Teacher Education and/or Student Teaching. Deadlines for submission of materials will be posted and set for seven (7) to fourteen (14) working days prior to the Admission to Teacher Education Committee meeting for each certifiable area. The first meeting is reserved for recommendations for Admission to Student Teaching only.

ORIENTATIONS TO TEACHER EDUCATION (Required for all certification students, including transfer students who have not taken EDU 103 at Murray State.)

Fall 2008 Wednesday September 10, 2008 3:00 p.m.-4:30 p.m. Alexander Hall - Room 2109Thursday October 9, 2008 3:00 p.m.-4:30 p.m. Alexander Hall - Room 2203Tuesday November 11, 2008 3:00 p.m.-4:30 p.m. Alexander Hall - Room 2203Wednesday December 3, 2008 3:00 p.m.-4:30 p.m. Alexander Hall - Room 2109

Spring 2009 Wednesday January 28, 2009 3:00 p.m. – 4:30 p.m.Alexander Hall - Room TBAThursday February 12, 2009 3:00 p.m. – 4:30 p.m.. Alexander Hall - Room TBATuesday March 3, 2009 3:00 p.m. – 4:30 p.m.Alexander Hall - Room TBAWednesday April 8, 2009 3:00 p.m. – 4:30 p.m.Alexander Hall - Room TBA

Summer 2009 Wednesday June 10, 2009 3:00 p.m. – 4:30 p.m.Alexander Hall - Room TBA

TEST OF COMPUTER LITERACY AND APPLICATIONS

A statewide test will be administered approximately once each semester. The test covers fundamental computer concepts, including Windows and the entire Microsoft Office packages. There is a fee. For further information contact Roberta Bonks in the Department of Computer Science and Information Systems. (809-2094)


D1

PRAXIS (Appropriate Specialty Area Praxis II Test(s) and PLT exams required for Kentucky Certification)NOTE: ETS Registration deadline dates are dates for receipt of registration materials, NOT postmark dates.When registering after the deadline for a test, there will be an additional fee of $45.00.

Semester Type of Test Deadline Late Registration Date of Test

Fall 2008 All Tests Offered 08/14/08 08/21/08 09/13/08Fall 2008 All Tests Offered 10/16/08 10/23/08 11/15/08Spring 2009 All Tests Offered 12/11/08 12/18/08 01/10/09Spring 2009 All Tests Offered 02/12/09 02/19/09 03/14/09Spring 2009 All Tests Offered 03/26/09 04/02/09 04/25/09Summer 2009All Tests Offered 05/14/09 05/21/09 06/13/09Summer 2009All Tests Offered 06/25/09 07/02/09 07/25/09

NOTE: Students are encouraged to take the Praxis II exam(s) prior to student teaching. This will provide time for any possible retakes and will ensure smooth processing of certification applications after student teaching. In addition, on

May 14, 2001, the Education Professional Standards Board approved the use of the Principles of Learning and Teaching (PLT) test series that is now required of all new beginning teachers. This test measures the general pedagogical and professional knowledge of teaching candidates at three grade levels: K-6, 5-9, and 7-12. This test is required for all teacher candidates who make application for a Kentucky certificate after August 31, 2003. Candidates who have taken the PLT prior to 9/1/03, are not required to meet the 161 cut score. Scores are valid for five (5) years, beginning with test taken on or after January 2000.

PLACEMENT INTERVIEWS FOR SPRING 2009 STUDENT TEACHERS: Sign-up for interviews Wednesday, August 20, 2008 to Friday, September 12, 2008. Interviews to be held Monday, September 8, 2008 to Friday, October 3, 2008.

NOTE: 2 + 2 students should contact their site coordinator for dates at the off-campus sites. ADMISSION INTO FALL 2009 STUDENT TEACHING. YOU MUST ATTEND ONE:

Wednesday September 17, 2008 4:00-6:00 PM Alexander Hall Auditorium, Room 240Tuesday September 30, 2008 3:00-5:00 PM Alexander Hall Auditorium, Room 240Thursday October 9, 2008 2:30-4:30 PM Alexander Hall Auditorium, Room 240

DEADLINE TO FILE ADMISSION TO STUDENT TEACHING PACKET FOR FALL 2009 STUDENT TEACHING:FRIDAY, OCTOBER 31, 2008.

PLACEMENT INTERVIEWS FOR FALL 2008 STUDENT TEACHERS: Sign-up for interviews Monday, January 12, 2009 – Friday, January 23, 2009. Interviews to be held Monday, January 26, 2009 – Friday, February 13, 2009.

ADMISSION INTO SPRING 2010 STUDENT TEACHING. YOU MUST ATTEND ONE:

Thursday February 19, 2009 3:30-5:30 PM Alexander Hall Auditorium, Room 240Tuesday March 3, 2009 2:30-4:30 PM Alexander Hall Auditorium, Room 240Wednesday April 1, 2009 4:00-6:00 PM Alexander Hall Auditorium, Room 240

DEADLINE TO FILE ADMISSION TO STUDENT TEACHING PACKET FOR SPRING 2010 STUDENT TEACHING: FRIDAY, APRIL 3, 2009.

BACCALAUREATE DEGREE APPLICATIONS

NOTE: A Bachelor’s Degree is one of the criteria for certification. You will not receive a teaching certificate recommendation from Murray State University until your degree has been conferred.

MAY 2009 GRADUATES – BACCALAUREATE DEGREE APPLICATIONS ARE DUE IN ADMISSIONS OFFICE NOVEMBER 2008.AUGUST 2009 GRADUATES – BACCALAUREATE DEGREE APPLICATIONS ARE DUE IN ADMISSIONS IN MARCH 2009.DECEMBER 2009 GRADUATES – BACCALAUREATE DEGREE APPLICATIONS ARE DUE IN ADMISSIONS IN APRIL 2009.


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E1

SIX KERA GOALS

TEACHER EDUCATION SERVICES, 2101 Alexander Hall, MSU, Murray, KY 42071 Phone: (270) 809-2054

KENTUCKY’S LEARNING GOALS AND ACADEMIC EXPECTATIONSWhat Kentucky high school graduates must know and be able to do as they exit public school

Goal 1: Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias and computer reference programs and research such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve problems.

1.2 Students make sense of the variety of materials they read.1.3 Students make sense of the various things they observe.1.4 Students make sense of the various messages to which they listen.1.4-1.9 Students use mathematical ideas and procedures to communicate, reason, and solve problems.1.10 Students organize information through development and use of classification rules and systems.1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences

for different purposes.1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences

for different purposes.1.13 Students make sense of ideas and communicate ideas with the visual arts.1.14 Students make sense of ideas and communicate ideas with music.1.15 Students make sense of and communicate ideas with movement.1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

Goal 2: Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

2.1 Students understand scientific ways of thinking and use those methods to solve real-life problems.2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict

possible future events.2.3 Students identify and analyze systems and the ways their components work together or affect each other.2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving

things and predict other characteristics that might be observed.2.5 Students understand that under certain conditions, nature tends to remain the same and move toward a balance.2.6 Students understand how living and nonliving things change over time and the factors that influence the changes.2.7 Students understand number concepts and use numbers appropriately and accurately.2.8 Students understand various mathematical procedures and use them appropriately and accurately.2.9 Students understand space and dimensionality concepts and use them appropriately and accurately.2.10 Students understand measurement concepts and use measurements appropriately and accurately.2.11 Students understand mathematical change concepts and use them appropriately and accurately.2.12 Students understand mathematical structure concepts including the properties and logic of various mathematical systems.2.13 Students understand and appropriately use statistics and probability.2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life

situations.2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities

of citizens in a democracy.2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and

the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.2.18 Students understand economic principles and are able to make economic decisions that have consequences in a daily living.2.19 Students recognize and understand the relationship between people and geography and apply their knowledge to real-life

situations. 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. 2.21 (incorporated into 2.16)


E2

2.22 Students create works of art and make presentations to convey a point of view. 2.23 Students analyze their own and others’ artistic products and performances using accepted standards.2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the

arts and humanities.2.25 In the products they make and the performances they present, students show that they understand how time, place, and

society influence the arts and humanities such as languages, literature, and history.2.26 Through the arts and humanities, students recognize that although people are different, they share some common experience

and attitudes.2.27 Students recognize and understand the similarities and differences among languages.2.28 Students understand and communicate in a second language.2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.2.30 Students evaluate consumer products and services and make effective consumer decisions.2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their

own physical well-being.2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.2.33 Students demonstrate the skills to evaluate and use services and expectation resources available to their community.2.34 Students perform physical movement skills effectively in a variety of settings.2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout

their lives.2.36 Students use strategies for choosing and preparing for a career.2.37 Students demonstrate skills and work habits that lead to success in future schooling and work.2.38 Students demonstrate skills such as interviewing, writing resumes, and completing applications that are needed to be accepted

into college or other post-secondary training or to get a job.

Goal 3: Students shall develop their abilities to become self-sufficient individuals.

Goal 4: Students shall develop their abilities to become responsible members of a family, work group, or community, including demonstrating effectiveness in community services.

Note: Goals 3 & 4 are included in Kentucky statute as learning goals, but they are not included in the state’s academic assessment program.

Goal 5: Students shall develop their abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.

5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.

5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.5.3 Students organize information to develop or change their understanding of a concept.5.4 Students use decision-making process to make informed decisions among options.5.5 Students use problem-solving processes to develop solutions to relatively complex problems.

Goal 6: Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.

6.1 Students connect knowledge and experiences from different subject areas.6.2 Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and

experiences.


E3KENTUCKY TEACHER STANDARDS

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE . The Teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

Initial-Level Performance Advanced-Level Performance

1.1 Communicates concepts, processes, and knowledge .Accurately and effectively communicates concepts, Accurately and effectively communicates an in-depthprocesses and/or knowledge and uses vocabulary understanding of concepts, processes, and/orthat is clear, correct and appropriate for students. knowledge in ways that contribute to the learning

of all students.

1.2 Connects content to life experiences of student .Effectively connects most content, procedures, and Effectively connects content to students’ life experiencesactivities with relevant life experiences of students. including, when appropriate, prior learning in the content area or other content

areas.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. Uses instructional strategies that are clearly appropriate for Consistently uses instructional strategies that are the content and processes of the lesson and make a clear appropriate for content and contribute to the learningcontribution to student learning. of all students.

1.4 Guides students to understand content from various perspectives. Provides opportunities and guidance for students to consider Regularly guides students to understand content from lesson content from different perspectives to extend their appropriate diverse, multicultural, or global perspectives.understanding.

1.5 Identifies and addresses students’ misconceptions of content. Identifies misconceptions related to content and addresses Consistently anticipates misconceptions related tothem during planning and instruction. content and addresses them by using appropriate

instructional practices.

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION. The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, becomeresponsible team members, think and solve problems, and integrate knowledge.

2.1 Develops significant objectives aligned with standards. Learning objectives that reflect key concepts of the discipline Develops challenging and appropriate learning objectivesand are aligned standards. that are aligned with local/state/national standards and are

based on students’ needs, interests and abilities.

2.2 Uses contextual data to design instruction relevant to students. Plans and designs instruction based on contextual (i.e. student, Plans and designs instruction that is based on significantcommunity, and/or cultural) and pre-assessment data. contextual and pre-assessment data.

2.3 Plans assessments to guide instruction and measure learning objectives. Prepares assessments that measure student performance on Develops well-designed assessments that align with each objective and help guide teaching. learning objectives, guide instruction, and measure

learning results.

2.4 Plans instructional strategies and activities that address learning objectives for all students. Aligns instructional strategies and activities with learning Plans a learning sequence using instructional strategies objectives for all students. and activities that build on students’ prior knowledge

and address learning objectives.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Plans instructional strategies that include different instruction Plans a learning sequence using strategies and activitieslevels and learning that require higher order thinking. that foster the development of higher-order thinking.


E4STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE. The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.


3.1 Communicates high expectations. Sets significant and challenging objectives for students Consistently sets significant and challenging behavioraland verbally/nonverbally communicates confidence in and learning expectations for all students and communicatesstudents’ ability to achieve these objectives. confidence in their ability to achieve those expectations.

3.2 Establishes a positive learning environment. Establishes clear standards of conduct, shows awareness Maintains a fair, respectful, and productive classroomof student behavior, and responds in ways that are both environment conducive to learning.appropriate and respectful of students.

3.3 Values and supports student diversity and addresses individual needs. Uses a variety of strategies and methods to support Consistently uses appropriate and responsive instructionalstudent diversity by addressing individual needs. strategies that address the needs of all students.

3.4 Fosters mutual respect between teacher and students and among students. Treats all students with respect and concern and Consistently treats all students with respect and concernmonitors student interactions to encourage students and actively encourages students to treat each other withto treat each other with respect and concern. respect and concern.

3.5 Provides a safe environment for learning. Creates a classroom environment that is both emotionally Maintains a classroom environment that is both emotionallyand physically safe for all students. and physically safe for all students.

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION. The teacher introduces/ implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. Uses a variety of instructional strategies that engage Consistently provides a well-planned sequence ofstudents throughout the lesson on tasks aligned with appropriate instructional strategies that actively engagelearning objectives. students in meeting learning objectives.

4.2 Implements instruction based on diverse student needs and assessment data. Implements instruction based on contextual information Implements instruction based on contextual informationand assessment data. and assessment data, adapting instruction to unanticipated

circumstances.

4.3 Uses time effectively. Establishes efficient procedures for performing non- Makes thoughtful choices about the organization andinstructional tasks, handling materials and supplies, implementation of both instructional and non-instructionalmanaging transitions, and organizing and monitoring tasks to maximize time for student learning.group work so that there is minimal loss ofinstructional time.

4.4 Uses space and materials effectively. Uses classroom space and materials effectively to Makes optimal use of classroom space and uses a varietyfacilitate student learning. of instructional resources and technologies to enhance

student learning.

4.5 Implements and manages instruction in ways that facilitate higher order thinking. Instruction provides opportunity to promote higher- Consistently uses a variety of appropriate strategies toorder thinking. facilitate higher-order thinking.


E5STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS. The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts be come self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Initial-Level Performance Advanced-Level Performance5.1 Uses pre-assessments. Uses a variety of pre-assessments to establish baseline Consistently uses student baseline data from appropriateknowledge and skills for all students. pre-assessments to promote the learning of all students.

5.2 Uses formative assessments. Uses a variety of formative assessments to determine Consistently uses appropriate formative assessments toeach student’s progress and guide instruction. determine student progress, guide instruction, and provide

feedback to students.

5.3 Uses summative assessments. Uses a variety of summative assessments to measure Consistently uses appropriate summative assessments student achievement. aligned with the learning objectives to measure student

achievement.

5.4 Describes, analyzes, and evaluates student performance data. Describes/analyzes and evaluates student performance Consistently describes, analyzes and evaluates studentdata to determine student progress. performance data to determine student progress, identify

differences among student groups, and informinstructional practice.

5.5 Communicates learning results to students and parents. Communicates learning results to students and parents that Clearly communicates to students and parents in a provide a clear and timely understanding of learning timely manner the evidence of student performanceprogress relative to objectives. and recommends future actions.

5.6 Allows opportunity for student self-assessment. Promotes opportunities for students to engage in Provides on-going opportunities for students to assessaccurate self-assessment of learning. and reflect on their own performance in order to identify

strengths and areas for future learning.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY. The teacher uses technology to support instruction; access and manipulate data, enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

6.1 Uses available technology to design and plan instruction. Uses technology to design and plan instruction. Uses appropriate technology to design and plan instruction

that supports and extends learning of all students.

6.2 Uses available technology to implement instruction that facilitates student learning. Uses technology to implement instruction that facilitates Designs and implements research-based, technology-infusedstudent learning. instructional strategies to support learning of all students.

6.3 Integrates student use of available technology into instruction. Integrates student use of technology into instruction to Provides varied and authentic opportunities for all studentsenhance learning outcomes and meet diverse student needs. to use appropriate technology to further their learning.

6.4 Uses available technology to assess and communicate student learning. Uses technology to assess and communicate student Uses technology to assess student learning, manage learning. assessment data, and communicate results to appropriate

stakeholders.

6.5 Demonstrates ethical and legal use of technology. Ensures that personal use and student use of technology Provides and maintains a safe, secure, and equitableare ethical and legal. classroom environment that consistently promotes discerning

and ethical use of technology.


E6STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING. The teacher reflects on and evaluates specific teaching/learning situations and/or programs.


7.1 Uses data to reflect on and evaluate student learning. Reflects on and accurately evaluates student learning Uses formative and summative performance data to determineusing appropriate data. the learning needs of all students.

7.2 Uses data to reflect on and evaluate instructional practice. Reflects on and accurately evaluates instructional practice Uses performance data to conduct an in-depth analysis andusing appropriate data. evaluation of instructional practices to inform future teaching.

7.3 Uses data to reflect on and identify areas for professional growth. Identifies areas for professional growth using appropriate Reflects on the evaluations of student learning and data. and instructional practices to identify and develop plans

for professional growth.

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS. The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

8.1 Identifies students whose learning could be enhanced by collaboration. Identifies one or more students whose learning could be Describes an on-going process for identifying situationsenhanced by collaboration and provides an appropriate in which student learning could be enhanced by rationale. collaboration.

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Designs a plan to enhance student learning that includes Designs a plan that involves parents, colleagues, and all parties in the collaborative effort. others in a collaborative effort to enhance student learning.

8.3 Implements planned activities that enhance student learning and engage all parties. Implements planned activities that enhance student Explains how the collaboration to enhance studentlearning and engage all parties. learning has been implemented.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts. Analyzes student learning data to evaluate the outcomes of Uses appropriate student performance data to describe,collaboration and identify next steps. analyze, and evaluate the impact of the collaborative

activities on student learning and to identify next steps.

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT. The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.

9.1 Self assesses performance relative to Kentucky’s Teacher Standards. Identifies priority growth areas and strengths by Thoroughly and accurately assesses current performancethoroughly and accurately assessing current performance related to the Kentucky Teacher Standards and anyon all the Kentucky Teacher Standards. school/district professional development initiatives.

9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues.

Identifies priorities for professional development based Reflects on data from multiple sources (i.e., self-assessment,on data from self-assessment, student performance student performance, feedback from colleagues, school/and feedback from colleagues. district initiatives) and identifies priority areas for growth.


E7STANDARD 9 (Continued)


9.3 Designs a professional growth plan that addresses identified priorities.

Designs a clear, logical professional growth plan that Designs a clear, logical professional growth plan thataddresses all priority areas. addresses all priority areas.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning.

Shows clear evidence of professional growth and reflection Shows clear evidence of the impact of professional growthrelative to the identified priority areas and impact on activities on instructional effectiveness and student learning.instructional effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION. The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school. Identifies leadership opportunities in the school, Identifies leadership opportunities within the school,community, or professional organizations and selects one community, or professional organizations to advancewith the potential for positive impact on learning or the learning, improve instructional practice, facilitateprofessional environment and is realistic in terms of professional development of colleagues, or advocateknowledge, skill, and time required. positive policy change; and selects an opportunity to

demonstrate initiative, planning, organization, andprofessional judgment.

10.2 Develops a plan for engaging in leadership activities. Develops a leadership work plan that describes the purpose, Develops a leadership work plan that clearly describesscope, and participants involved and how the impact on the purpose, scope, participants involved, timeline ofstudent learning and/or the professional environment will events/actions, and plan for assessing progress and impact.be assessed.

10.3 Implements a plan for engaging in leadership activities.Implements the approved leadership work plan that has a Effectively implements the leadership work plan.clear timeline of events/actions and a clear description ofhow impact will be assessed.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts.Analyzes student learning and/or other data appropriately Uses data from the leadership effort to describe, analyze,evaluate the results of planned and executed leadership and evaluate the impact on student learning.efforts.


E8NEW TEACHER STANDARDS FOR PREPARATION AND CERTIFICATION:

INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION BIRTH TO PRIMARY

Adopted January 1995 – Revised March 2003 by the Kentucky Education Professional Standards Board

Standard I: Designs/Plans InstructionStandard II: Creates/Maintains EnvironmentsStandard III: Implements InstructionStandard IV: Assesses & Communicates Learning ResultsStandard V: Reflects/Evaluates Professional PracticesStandard VI: Collaborates with Colleagues/Families/OthersStandard VII: Engages in Professional DevelopmentStandard VIII: Supports FamiliesStandard IX: Demonstrates Implementation of TechnologyPreamble to IECE Teacher Standards

Standard 1:Designs/Plans InstructionThe Interdisciplinary Early Childhood Education (IECE) educator designs and plans experiences and instructions that support the development and learning of infants, toddlers, preschool, and kindergarten children, including those with disabilities.

Performance Criteria:The extent to which the IECE educator:

1.1 Designs developmentally appropriate, comprehensive curriculum and instruction aligned with Kentucky Learner Goals1.2 Selects developmentally and individually appropriate strategies and resources to provide activity-based learning experiences1.3 Adapts and individualizes curriculum and instruction plans for all children, including those with special needs and disabilities1.4 Plans for the effective involvement of team members including assistants, staff, and volunteers across learning environments1.5 Incorporates knowledge of multiple disciplines and strategies from team members1.6 Incorporates family strengths and resources, priorities, and concerns to plan experiences and instruction (e.g., lesson plans, IFSPs,

IEP, and transition plans)

Standard 2:Creates/Maintains EnvironmentsThe IECE educator creates and maintains learning environments in a variety of settings that support the development and learningof infants, toddlers, preschool, and kindergarten children, including those with disabilities.


2.1 Creates the physical, social, and temporal environment to engage children and maximize learning aligned with Kentucky Learner Goals.2.2 Creates and maintains developmentally and individually appropriate activity-based learning environments2.3 Maintains a healthy and safe environment2.4 Provides developmentally and individually appropriate indoor and outdoor environments2.5 Creates environments that recognize and value diversity as a strength in children and families2.6 Adapts environments to support children with special needs and disabilities2.7 Creates, evaluates, and selects technology, materials, and media to enhance the learning environment2.8 Facilitates positive interaction between children and adults2.9 Uses positive guidance techniques to nurture appropriate social interaction and social competence2.10 Uses responsive techniques to nurture appropriate social interaction and social competence2.11 Functions with legal, ethical, and professional guidelines2.12 Applies adult learning principles in supervising and training adults

Standard 3:Implements InstructionThe IECE educator introduces, implements and facilitates experiences and instruction that support development and learning for infants, toddlers, preschool, and kindergarten children, including those with disabilities.


E9Performance Criteria:The extent to which the IECE educator:

3.1 Facilitates children’s acquisition and integration of behavior, skills, and concepts to support learning aligned with Kentucky Learner Goals.

3.2 Implements developmentally appropriate individual and group activities in indoor and outdoor environments3.3 Encourages children’s active involvement in a variety of structured and unstructured learning activities3.4 Uses instructional strategies that meet the unique needs of each child3.5 Implements family-centered activities that reflect the family’s resources, priorities, and concerns3.6 Provides learning experiences that support and expand the cultural knowledge and behavior of each child3.7 Provides guidance, learning cues, and positive feedback to children3.8 Manages antecedent and consequent conditions to foster self-management behaviors

Standard 4:Assesses & Communicates Learning ResultsThe IECE educator, in collaboration with others, assesses the development and ongoing learning of infants, toddlers, preschool, and kindergarten children, including those with disabilities, and communicates the results with partners, including families.


4.1 Uses developmentally appropriate and authentic assessments to determine child needs, to plan individualized learning experiences, and to develop and implement IFSPs and IEPs

4.2 Selects, creates, adapts, and uses multiple modes and methods of assessments which are sensitive to the unique cultural and learning needs of the child

4.3 Actively involves families and other team members in the assessment process4.4 Systematically collects, organizes, and records ongoing assessment data to monitor child progress4.5 Monitors, summarizes, and evaluates the acquisition of child and family outcomes as outlined in the IEP or the IFSP4.6 Effectively communicates assessment results and ongoing child progresses with families and other team members in everyday

language, including native language and communicative mode

Standard 5:Reflects/Evaluates Professional PracticesThe IECE educator reflects on and evaluates professional practices that support the development and learning or infants, toddlers, preschool, and kindergarten children, including those with disabilities.


5.1 Engages in ongoing self-reflection to improve professional practices5.2 Communicates strengths and areas for growth in professional practices as a result of self-reflection5.3 Applies professional ethics, practices and legal mandates in early childhood settings5.4 Reflects upon, evaluates, and modifies involvement of team members including assistants, staff, and volunteers across learning

environments5.5 Participates in program evaluation efforts to improve child learning and development5.6 Identifies the professional development needs of assistants, staff and volunteers and provides support to improve each person’s performance

Standard 6:Collaborates with Colleagues/Families/OthersThe IECE educator collaborates and consults with team members including colleagues, families, primary caregivers, agency personnel, and other service personnel to design and implement experiences and instruction that support the development and learning of infants, toddlers, preschool, and kindergarten children, including those with disabilities.


6.1 Participates as an effective team member and demonstrates appropriate interpersonal skills to support collaboration in early childhood settings

6.2 Seeks and encourages the participation of families as partners in promoting the child’s development, sharing information, making decisions, and implementing and evaluating program plans for the child


E106.3 Consults and collaborates with team members to promote the child’s development, share information, make decisions, implement,

and evaluate program plans for the child6.4 Seeks advice and collaborates with community members and agencies to provide resources, promote child development, and

increase learning in early childhood settings6.5 Articulates the individual outcomes and unique needs for each child to assistants, staff, and volunteers6.6 Provides ongoing constructive feedback to team members about professional practices6.7 Collaborates with families and other team members to support successful transition to next setting

Standard 7:Engages in Professional DevelopmentThe IECE educator engages in self-evaluation of professional practices and implements a professional development plan to improve his/her performance.


7.1 Engages in ongoing critical analysis and reflective thinking to assess one’s own performance and identify areas of growth 7.2 Develops a professional growth plan7.3 Documents professional growth and performance7.4 Demonstrates professional growth through identification with and active participation in professional organizations7.5 Critically reviews and applies research and recommended practices7.6 Seeks support and expertise of others to improve professional practice7.7 Acquires and integrates information from a variety of resources to expand personal knowledge of child development,

interdisciplinary practices, diversity, and family-centered services

Standard 8:Supports FamiliesThe IECE educator supports families through family-centered services that promote independence of self-determination


8.1 Assists families in articulating resources, priorities, and concerns8.2 Demonstrates sensitivity to characteristics of each child’s family and community and shows respect for cultural preferences and

socioeconomic influences8.3 Implements a continuum of family-centered services which support child development8.4 Informs families of program objectives, procedures, and legal rights8.5 Applies adult learning principles to parent education activities8.6 Promotes family participation in adult education opportunities and school and community activities8.7 Demonstrates knowledge of family structure, style, and stages of family and adult development 8.8 Communicates with families and other team members in everyday language including their native language and communicative

mode, using interpreters if appropriate

Standard 9Demonstrates Implementation of TechnologyThe IECE educator uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, families, and community agencies; and conduct research.


9.1 Operates a multimedia computer and peripherals to install and use a variety of software9.2 Uses terminology related to computers and technology appropriately in written and verbal communication9.3 Demonstrates knowledge of the use of technology in business, industry, and society9.4 Demonstrates basic knowledge of computer/peripheral parts and attends to simple connections and installations9.5 Creates multimedia presentations using scanners, digital cameras, and video cameras 9.6 Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make

presentations, and use other emerging technologies to enhance professional productivity and support instruction9.7 Uses computers and other technologies such as interactive instruction, audio/video conferencing, and other distance-learning

applications to enhance professional productivity and support instruction9.8 Requests and uses appropriate assistive and adaptive devices for children with special needs


E119.9 Designs lesions that use everyday technology to address diverse needs and learning styles of children9.10Practices equitable and legal use of computers and technology in professional activities9.11Facilitates the lifelong learning of self and others through the use of technology9.12Explores, uses, and evaluates technology resources: software, applications, and related documentation9.13Applies research-based instructional practices that use computers and other technology9.14Uses computers and other technology for individual, small group, and large group learning activities9.15Uses technology to support multiple assessments of children’s learning9.16Instructs and supervises children in the ethical and legal use of technology

Preamble to New Teacher Standards for IECE Birth to Primary Candidates

The New Teacher Standards for Preparation and Certification: Interdisciplinary Early Childhood Education (IECE) Birth to Primary reflect performances expected of educators within a variety of environments, including classrooms, childcare settings, the children’s homes, hospitals, or any other natural environments. Within these environments, instruction will include individual child activities, parent-child activities, and instruction in small and large groups. IECE educator should be knowledgeable of developmentally appropriate and research-based practices in facilitating experiences for all children, including those with disabilities and from diverse populations. By demonstrating a thorough knowledge of content areas, IECE educators will design create, and implement experiences for the children in the areas of cognitive, adaptive, social, physical, and emotional development and communication skills. The instruction/plans may include Individual Family Service Plans (IFSPs), Individual Education Programs (IEPs), and transition plans developed in partnership with family members and other service providers. IECE educators will use assessment and evaluation practices to inform instruction and document children’s learning while engaging in self-evaluation as part of this continuous improvements process.

In Kentucky all teaching and learning tasks address Kentucky’s academic expectations. These identify what children need in order to be successful in the world of the future. Thus, teachers design and implement instruction and assess learning that develops children’s abilities to:

Use basic communication and mathematics skills in finding, organizing, expressing, and responding to information and ideas. Apply core concepts and principles from science, arts and humanities, mathematics, practical living studies, social studies,

and vocational studies. Become a self-sufficient individual who demonstrates high self-esteem, a healthy lifestyle, flexibility, creativity, self-control,

and independent learning. Become a responsible group member who demonstrates consistent, responsive, and caring behavior; interpersonal skills;

respect for the rights and responsibilities of others; worldviews; and an open mind to other perspectives. Think and solve problems, including the ability to think critically and creatively, develop ideas and concepts, and make

rational decisions. Connect and integrate experiences and new knowledge throughout the curriculum, question and interpret ideas from diverse

perspectives, and apply concepts to real-life situations.

New Teacher Standards for IECE Birth to Primary Candidates

The New Teacher Standards for Preparation and Certification: IECE Birth to Primary each contain a general standard statement followed by a set of performance criteria to be used in evaluating the quality of performance of first-year teacher candidates presented with specific teaching tasks. The standard statement describes the category of tasks beginning teachers should be able to perform. The performance criteria described those factors used to judge the quality of teacher performances. Scoring rubrics or guides will enable one to evaluate the teachers’ level of performance for each standard.


Murray State University - College of Education - Teacher Education ProgramSection 01 Professional Growth Plan

Student Name____________________________SSN___________________Major__________________ST Sem Fall/Spring ______

# Hrs Completed ________ # Prof Ed Hours Completed ________

Permission for Upper Level Courses________or 60 Hour Rule________

I am not admitted to the Teacher Education program because I: (Check any that apply)

1. Need to attend an Admission to Teacher Education Orientation _____2. Have a low GAP (General Academic Proficiency Score) _____3. Have a low GPA (Grade Point Average) _____4. Need to complete and submit Individual Interview with Academic Advisor (yellow form)_____5. Need to complete and submit Declaration of Eligibility for Certification (pink form) _____6. Need to complete and meet grade requirements for the following course(s):

a. A “B” or better in ENG 101 or ENG 102 _____b. A “C” or better in MAT 117 or approved higher level math course _____c. A “C” or better in COM 161 _____d. A “C” or better in EDU 103 / CTE 200 / AED 380 / MUS123 / ELE 605 _____

7. Need to complete and submit Application for Admission to Teacher Education (green form) _____8. Have met all requirements; waiting for Admission to Teacher Education Committee Meeting _____

My Plan of Action to be admitted to the Teacher Education Program includes the following steps. All steps must be listed with detailed specifics as to how the student will attain each goal. Additional space is available on the reverse side of the page.

ATTACH COPY OF YOUR SCHEDULE.

1. ____________________________________________________________________________________________________

___________________________________________________________________Date to be completed: _______________

2. ____________________________________________________________________________________________________


3. ____________________________________________________________________________________________________


I understand this does not mean that I will automatically be admitted to the Teacher Education program. If I am not admitted to the Teacher Education program, I understand that I will not be allowed to student teach in Spring/Fall 20___ and these courses will not count toward a minor or other degree requirement.

Signed (student) _________________________________________________________________________Date________________Contact information: (local)________________________(home)__________________________(cell)________________________

I have discussed the information listed above with the student and made him/her aware of his/her individual responsibility in completing these requirements. We have developed this plan to assist the student in meeting the requirements for admission to the Teacher Education program.

Signed (adviser) __________________________________________________________Ext: __________Date________________------------------------------------------------------------------------------------------------------------------------------------------------------------------

To be completed by Teacher Education ServicesPlan of Action is approved: _____ Plan of Action is denied: _____

Plan of Action will be returned to the student for revision to include the following: ______________________________

___________________________________________________________________________________________________________

______________________________ _________________ ______________________________ _________________Director, TES Date Chair of Department Date


E12

Murray State University - College of EducationLesson Plan

Name: Date: Age/Grade Level:

# of Students: # of Students with IEP’s: # of Students with GSSP: # of Students with LEP:

Subject: Major Content: Lesson Length:

Unit Title (if part of unit): Lesson Title: Lesson Number (if a sequence):

Created by: (If not completely your original work, cite source –web or print):

Contexto Explain how this lesson relates to the unit of study and your goals for teaching about the topic.

o Describe the students’ prior knowledge or the focus of the previous lesson.

o Describe any critical student characteristics or attributes that will affect student learning.

Objectives (Learning Outcomes)

State what students will demonstrate as a result of this lesson. Objectives must be student centered and observable/measurable. No more than 3 objectives.1.2.3.

ConnectionsConnect your goals and objectives to appropriate Kentucky Core Content and/or Program of Studies. Use no more than two or three

connections, and if not obvious, explain how each objective is related to the Program of Studies and/or Core Content.

Assessment Plan

In tabular format, organize how each objective will be assessed. Include copies of assessment instruments and rubrics (if applicable to the lesson plan).

Objective/Assessment Plan Organizer (expand the table if necessary)

Objective Number

Type of Assessment

(summative or formative)

Description of Assessment1

Depth of Knowledge Level2

Adaptations and/or Accommodations

1 Examples: quiz, test, KWL, quick write, open response, essay, checklist, performance task, venn diagram, possible sentences, think/pair/share, photos, rating scale

2 Level 1 – recall, Level 2 – application of skill/concept, Level 3 – strategic thinking to support ideas, develop a model, draw conclusions

Resources, Media and Technologyo List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students.

o If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs.


Procedures

OpeningReview of Prior Information (include what was learned prior to this lesson)

Motivation (state the strategy that will motivate the learner)

Lesson Objective (state the lesson objective(s) for students so they know what they will be learning)

MiddlePresentation/Discussion:

Describe the strategies and activities you will use to involve students and accomplish your objectives, including questions you will ask, and how you will adapt strategies to meet individual student needs and the diversity in your classroom.

ClosingReview of the lesson (state was taught during the lesson)

Foreshadow (state t what will occur in the next lesson)

Impact on Student Learning(Analysis of student achievement from this lesson)

Which students met performance criteria for the objective(s)? Which students did not meet the performance criteria for objective(s)? How do you know?

Lesson Refinement(How will you change the lesson to improve student learning?)

1. What did your impact analysis of student learning tell you about how your students learn?

2. What did your impact analysis of student learning tell you about the success of the strategies you used?

3. How useful were the assessments in terms of student learning?

4. How will you differentiate instruction the next time you teach the lesson so that all students will learn?

Glossary:Differentiation – The practice of giving students multiple options for learning information, making sense of ideas, and expressing what

they learn. It provides different avenues to acquire content, to process ideas, to develop products.GSSP – Gifted Student Services PlanFormative Assessment – Diagnostic assessment activities used to provide feedback to teachers and students over the course of

instruction.IEP – Individual Education ProfileLEP – Limited English ProficiencySummative Assessment – A judgment of student competency often after an instructional phase is completed to evaluate the effectiveness

of instruction, and to make student decisions.


Murray State UniversityIECE KTIP Teacher Performance Assessment

Lesson Plan Format

Name:_________________________ Date:_________ Age/Grade Level:___________________

# of Children:__________ # of Children with IEP/IFSP’s_____ # of Children who are LEP______

Subject(s):___________________________ Unit Title:______________________________________

Lesson Number and Title:__________________________________________________________

Context Explain how this lesson relates to the unit of study and your broad goals for teaching. Describe the children’s prior knowledge or the focus of previous lesson. Describe generally any critical child characteristics or attributes that will affect child’s or children’s learning.

Learning Outcomes (Objectives)State what children will demonstrate as a result of this lesson. Objectives should be child-centered/family-centered and observable and measurable.

IEP Goals embedded into the lesson

ConnectionsConnect your objectives to appropriate Kentucky Early Childhood Standards (for infant, toddler or preschool), Kentucky Core Content and/or Program of Studies (for kindergarten). Make at least 2 or 3 connections, and if not obvious, explain how each objective is related to the Kentucky Early Childhood Standards, Kentucky Core Content and/or Program of Studies. Students may also make connections to the curriculum assessment outcomes (infant, toddler or preschool settings).

Assessment PlanIn table format, organize how each objective will be assessed. Include copies of assessment documentation.Objective Number Description of

Assessment*Depth of Knowledge Level**

Adaptations and/or accommodation to assessment

*Assessments may include, but are not limited to, anecdotal notes, permanent products, checklists, rubrics, photographs, etc.**4 quadrants of knowledge.

Resources, media and technology List the specific materials and equipment needed for the lesson. If appropriate, list technology resources for the lesson including hardware, software, internet URL’s. Cite sources used to

develop this lesson.

ProceduresDescribe the strategies and activities you will use to accomplish the learning outcomes (objectives) including how you will trigger prior knowledge and how you will adapt strategies to meet individual child needs and the diversity in your classroom.

Lesson analysis and reflection Analyze children’s progress on lesson outcomes (objectives) and IEP goals. What does this analysis tell you about the success of the strategies you used? Explain how the planning, implementation and assessment of this lesson led to child and/or family progress toward the

planned learning objectives. What patterns or trends can inform your next steps? How you can involve families to address children’s learning objectives. Describe how you have reported or plan to communicate learning results to children and families.


SOURCEBOOK PAGES TO REVIEW

TOPIC PAGE

“Approved Program” Concept (#2) ……………………………………………………………………………..............................A17

“Flags” for Evaluation of Student Performance in Professional Education Coursework/Field Experience…………….………....A16

Admission to MSU Differs from Admission to Teacher Education ………………………………………………..........................A3

Admission to Student Teaching Orientation (#1)………………………………………………………………………………......A17

Admission to Teacher Education Requirements…………………………………………………………………….........................A6

Certificates in Other States ………………………………………………………………………………………………….…......A24

Checklist 1: Admission to Teacher Education (What Should be Done and When it Should be Done) ………………………..…...C1

Checklist 2: Admission to Student Teaching (What Should be Done and When it Should be Done) ………………………..…….C2

Computer Literacy and Technology Applications (A, B, E, F) …………………………………………………………….…..….A11

Confidentiality ………………………………………………………………………………………………………………….….A14

Continuous Assessment (#3-4) ………………………………………………………………………………………….………....A15

Coursework Policy ………………………………………………………………………………………………………….……....A3

Field & Laboratory Experiences-General Concepts ………………………………………………………………....................…A12

Flowchart 1: Overview of Teacher Preparation & Certification at MSU ……………………………………………………….…..B1

Flowchart 2: Detail, Admission to Teacher Education ……………………………………………………………………….……..B2

General Academic Proficiency ………………………………………………………………………………………………….…..A6

General Information ………………………………………………………………………………………………………..……....A18

GPA Rules and Student Teaching ………………………………………………………………………………………..…………A19

Graduation Requirements …………………………………………………………………………………………………….….. ..A24

How to Stay Informed of Your Progress/Admission Status …………………………………………………………………..…….A4

Important Dates: Admission to Student Teaching …………………………………………………………………………….…….D2

Important Dates: Admission to Teacher Education ………………………………………………………………………….………D1

Kentucky Passing Scores for PRAXIS (Effective September 2006) ………………………………………………………..……..A23

Kentucky Teacher Internship Program (KTIP) ……………………………………………………………………….....................A24

Orientations ……………………………………………………………………………………………………………………..…..A4

Physical/Learning Disability ……………………………………………………………………………………………………..….A7

PRAXIS (Appropriate Specialty Area Praxis II Test [s] and PLT for Kentucky Certification ……………………………………..D2

Professional Behavior ………………………………………………………………………………………………………………A19

Professional Behavior/Ethics, and Background Criminal Checks (#1-5) …………………………..…………………...…………A10

Professional Growth Plan …………………………………………………………………………….……………………….……E12

Test Dates & Deadlines (MSU Test Code: R1494) ………………………………………………….……………………….……A21

Warning for Students not Meeting All Requirements (#2) ………………………………………….…………………………..…A10
