Wesley College Education K-8 Program

Teacher Candidacy Handbook

2012-2013

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INTRODUCTION

Congratulations on passing Praxis I. Your next step is to apply for teacher candidacy. The Teacher Candidacy Handbook is designed to explain:

1. Requirements for completing your teacher candidacy portfolio and presentation. 2. Course and GPA requirements for the remainder of the Education K-8 program. 3. Requirements for completing the fall internship portfolio and presentation. 4. The application process and requirements for spring internship/student teaching.

Once eligible for spring internship/ student teaching, you will receive the Internship/Student Teaching Handbook which you will use in your final semester of the Education K-8 program.

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Table of Contents

I. Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 II. Admission to Teacher Candidacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 A. How to apply

B. Preparing a Teacher Candidacy Portfolio C. Teacher Candidacy Presentation

III. Rubrics for Teacher Candidacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 A. Professional Qualities Self-Assessment Rubric B. Professional Qualities Assessment – Learner Rubric C. Reflection Rubric D. Oral Presentation Rubric IV. Knowledge Construction Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 V. Courses and Field Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 VI. Department Rubrics and Scoring Guides for Teaching . . . . . . . . . . . . . . . . 17 A. Content Summary B. Learner Outcomes and Assessment C. Learning Activities D. Delivery E. Professional Qualities VII. Fall Internship Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 A. Preparing the portfolio B. Portfolio Defense VIII. Admission to Internship/Student Teaching . . . . . . . . . . . . . . . . . . . . . . . . 36 A. How to apply B. GPA C. Praxis II IX. Conditions for Procuring Internship/Student Teaching Placements . . . . . . . 37 X. Internship/Student Teaching Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . 37 XI. Delaware Department of Health Questionnaire . . . . . . . . . . . . . . . . . . . . . 38 XII. Criminal Background Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 XIII. Delaware Child Protection Registry Request Form …………………………………… 39 XIV. Authorization Release Form …………………………………………………………………. 39

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I. Conceptual Framework. Wesley College Department of Education This graphical representation of the education unit’s conceptual framework will serve as a guide to the knowledge, skills, and dispositions we seek to promote in our teacher candidates. This conceptual framework is explained more thoroughly in the First Year Handbook. The departmental rubrics described in this handbook will be used to measure growth in these areas.

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II. Admission to Teacher Candidacy In order to be admitted to 300-level education classes, you must be formally accepted into the Education K-8 program. Following are the requirements for acceptance: A minimum of 42 credit hours, including all 100- and 200-level education

courses, EN100, EN101, MA102 or higher, BI100, PS100, and PY100. A completed Teacher Candidacy Application form available on Tk20 GPA of 3.00 An acceptable Teacher Candidacy Portfolio and presentation A. How to apply for teacher candidacy The first step in this process is to complete and submit the application for teacher candidacy on Tk20. The second step is to prepare and submit a teacher candidacy portfolio on Tk20. This portfolio must be submitted and defended in the last semester of your sophomore year. Due dates for submitting portfolios on Tk20 are November 15 for the fall semester and April 15 for the spring semester. Complete this portfolio even if you anticipate not having the required GPA. Watch for a portfolio preparation workshop held each semester The third step is to demonstrate a GPA of 3.00. B. Preparing a Teacher Candidacy Portfolio The purpose of the Teacher Candidacy Portfolio is to demonstrate your growing competence in some of the knowledge, skills, and dispositions of a teacher. The following should be included in the portfolio: 1. A reflection on your edited Philosophy of Education essay from ED101, including

how your philosophy has changed or stayed the same.

2. A reflection on your professional qualities. a. Complete a Professional Qualities Evaluation -- Learner Rubric. (data) b. Request an evaluation from one of your education professors, using the

Professional Qualities Evaluation - Learner. These forms are available on pages 9-10 of this manual. Be aware you need two different forms, the Self-Assessment and the Learner Evaluation. (data)

c. Once you have the inventories, analyze the results. Add up the scores for

each section – persistence, tolerance of ambiguity, self-direction, and work ethic. (You probably did this in ED102.) (transform)

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d. Write a narrative (interpret) in which you objectively describe and critically analyze your performance in the four professional qualities of a teacher. Refer specifically to the inventories as well as telling your personal stories.

For example, ―in my self-evaluation I rated myself 4.5 in persistence

because of what I had to go through to get this far in the program (elaborate this). However, Professor Jones rated me 3.0 in persistence perhaps because …….‖

Another example of evidence for persistence might be an English paper that

you wrote that received a poor grade. You rewrote it and received a slightly better grade, and finally you rewrote it a third time paying special attention to the comments of your English instructor trying to specifically improve those sections. On the third revision you earned a much better grade.

Important: Give specific directions to help the reader locate your evidence.

In the above example, the faculty reviewer who reads your portfolio will not read the entire English paper. Highlight or mark the specific parts of your evidence that demonstrate the point you are making, and then point specifically to those parts in your evidence. ―As can be seen on page 4 (English paper) in the highlighted section, I wrote a sentence with very few details. In the revision on page 8, that section (highlighted) is much more elaborated.‖

d. Finally, set goals for yourself in Professional Qualities and include them at

end of the reflection. (extend) 3. A reflection on Content knowledge a. Think about your content courses (math, science, English, history,

geography, economics, political science). Collect products from these courses and review your work. (data) Referring to these products, write narratives to answer the following questions:

What is your strongest content area? Why? Describe how you study for

these courses. What resources would you use to find information in this discipline? (transform your data by looking for examples to answer the questions)

What is your weakest content area? What can you do to increase your

knowledge in that area? How could you increase your confidence in this area?

What have you learned about yourself as a learner?

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b. Be sure to refer to evidence (perhaps a course product or a note from a professor or your grades in these courses) to explain and support your statements. As noted above, it is very important that you give the reviewer specific instruction for finding your evidence. (interpret)

c. Set content goals for yourself and include them at the end of your

reflection. (extend)

4. A reflection on Pedagogical Knowledge a. Collect products (papers, journals, reports, sample lessons, notes from field

experiences, etc.) from the pedagogical courses you have taken in the education department (ED101, ED105, ED202, ED207, ED220, ED290). (data) Review your products (transform) and answer the following questions:

What have you learned about how children learn? What have you learned about teaching (curriculum, materials and resources,

classroom management, social constructivism, etc.)? What have you learned about yourself as a teacher? b. Write a narrative about each question, (interpret) referring to your field

experiences and the specific evidence from your course products. Remember to give your reader specific directions for finding your evidence.

c. Set pedagogy goals for yourself and include them at the end of your

reflection. (extend) Your portfolio will be read and evaluated by one of the education faculty. The Reflection Rubric (p. 11) will be used to evaluate your portfolio. Faculty are specifically looking for evidence of scholarly competencies (multiple texts and technology are assessed with the Oral Presentation Rubric): Critical thinking – can you describe, transform, explain, and extend (positively and

negatively) information and experiences? Reflection – can you describe, transform, explain, and extend (positively and negatively)

your own performance? Communication with multiple texts – can you read, write, study, interact verbally, and

use technology to communicate ideas?

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Technological literacy – are you able to use technology (computers and various programs)?

Use the following checklist to guide your portfolio development:

_____ 1. Use headings to separate the sections of the portfolio. _____ 2. Paragraphs should be short and specifically related to one idea. _____ 3. Number the pages all the way through, including your evidence samples. _____ 4. Create a table of contents that matches the guidelines noted above. _____ 5. Edit your work. Read through the portfolio with an eye to grammar,

spelling, and organization. Consider using the Writing Center if this is an issue for you.

______6. Write your reflections and then wait a while before rereading and revising in order to present your best work.

Remember: This is a portfolio, not a scrapbook. Just include the specific evidence that you intend to use in the reflection. More is not better. Give fewer examples, but use them thoughtfully. Submit your portfolio on Tk20. C. Teacher Candidacy Presentation After you have finished your written portfolio, develop a Power Point presentation of 7-

10 minutes in which you summarize the main points of your portfolio. You will present this to your faculty reviewer. Use the computer to list major points, not all the details of your presentation. Scan selected pieces of evidence and put them in your presentation. Talk from the slides. (There are scanners in the computer lab, Budd 217.)

Your faculty reviewer will use the rubric entitled ―Education K-8 Oral Presentation

Rubric‖ (p. 12) to evaluate your presentation. Read this rubric carefully before you begin your work.

Practice your presentation to make it smooth and fit within the time limits.

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Professional Qualities Evaluation Rubric – Learner Strand of Education Program Student_____________________________/Course ___________/Instructor_______ Date or Evaluation__________/Semester in which course was taken_________ Based on your observations this semester, please evaluate the student on growth in professional qualities using this scale:

1- no evidence of indicator; 2-some evidence of indicator 3- acceptable evidence of indicator; 4 -regular evidence of indicator; 5- exceptional evidence of indicator NA – Not observed

Persistence Not defeated by failure 1 2 3 4 5

Works through obstacles to achieve an end 1 2 3 4 5 Tolerance of Ambiguity

Suspends judgment 1 2 3 4 5 Open to new learning experiences/approaches 1 2 3 4 5 Can argue from multiple points of view 1 2 3 4 5 Accepts uncertainty 1 2 3 4 5 Able to view learning as a process 1 2 3 4 5 Work Ethic Dependable, reliable, consistent 1 2 3 4 5 On time 1 2 3 4 5 Well prepared 1 2 3 4 5 Consistently engaged 1 2 3 4 5 Prioritizes professional responsibilities 1 2 3 4 5 Respects others’ time 1 2 3 4 5 Self-Directed Learner Takes responsibility for course assignments 1 2 3 4 5 Uses syllabus for reference 1 2 3 4 5 Responsible for make-up work 1 2 3 4 5 Demonstrates thoughtful engagement the course 1 2 3 4 5 Makes connections between courses 1 2 3 4 5 Uses self-evaluation to set personal goals 1 2 3 4 5

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Professional Qualities Evaluation Rubric – Learner Strand of Education Program Student_____________________________/Course ___________/Instructor_______ Date or Evaluation__________/Semester in which course was taken_________ Based on your observations this semester, please evaluate the student on growth in professional qualities using this scale:

1- no evidence of indicator; 2-some evidence of indicator 3- acceptable evidence of indicator; 4 -regular evidence of indicator; 5- exceptional evidence of indicator NA – Not observed

Persistence Not defeated by failure 1 2 3 4 5

Works through obstacles to achieve an end 1 2 3 4 5 Tolerance of Ambiguity

Suspends judgment 1 2 3 4 5 Open to new learning experiences/approaches 1 2 3 4 5 Can argue from multiple points of view 1 2 3 4 5 Accepts uncertainty 1 2 3 4 5 Able to view learning as a process 1 2 3 4 5 Work Ethic Dependable, reliable, consistent 1 2 3 4 5 On time 1 2 3 4 5 Well prepared 1 2 3 4 5 Consistently engaged 1 2 3 4 5 Prioritizes professional responsibilities 1 2 3 4 5 Respects others’ time 1 2 3 4 5 Self-Directed Learner Takes responsibility for course assignments 1 2 3 4 5 Uses syllabus for reference 1 2 3 4 5 Responsible for make-up work 1 2 3 4 5 Demonstrates thoughtful engagement the course 1 2 3 4 5 Makes connections between courses 1 2 3 4 5 Uses self-evaluation to set personal goals 1 2 3 4 5

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Reflection Rubric Department of Education Wesley College

Used to evaluate teacher candidacy and fall internship portfolios

Name______________________________Date_________Evaluator__________ Scoring Scale 1= no evidence for indicator, unacceptable; 2=some evidence for indicator, passing but needs improvement; 3= acceptable evidence for indicator, meets minimum course requirements but not professionally ready; 4= regular evidence for indicator, professionally ready, novice teacher candidate; 5= exceptional evidence for indicator, professionally ready meritorious teacher candidate

Descriptive Knowledge 1 2 3 4 5 Indicators Evidence chosen supports explanatory statements Data sources are typical exemplars Data sources come from a variety of products, experiences and content areas Transformational Knowledge: 1 2 3 4 5 Indicators Evidence of extensive and authentic data analysis Explanatory Knowledge. 1 2 3 4 5 Indicators Conclusions clearly connected to analysis and interpretation of data Explanations reflect multi-faceted nature of the constructs formed about teaching readiness under the constructivist paradigm Conclusions and interpretations are contextual rather than emotional Extending Knowledge and Evaluative Knowledge 1 2 3 4 5 Indicators Goals and questions are derived from evaluative statements

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Education K-8 Oral Presentation Rubric Used for Defense of Teacher Candidacy Portfolio,

Fall Internship Portfolio, and Senior Research Presentation (Communication with multiple texts)

Name of presenter: __________________________ Date: _______ Topic: ___________________________ Reviewer: ______________ Please do a holistic score (1-5) for each of the two sections (visual display, oral presentation). Then write notes next to any indicators that support your scores. Visual display: 1 (poor) 2 3 (acceptable) 4 5

(exceptional)

Visual organization contributed to clarity of presentation

Visual presentation included all required categories

Display was professional-looking Oral presentation: 1 (poor) 2 3 (acceptable) 4 5

(exceptional)

Presenter spoke with conviction

Visuals supported oral presentation

Presenter gave in-depth and thoughtful responses to questions and comments

Presenter spoke clearly with good volume and rate Presenter connected with the audience Presenter was well-organized All required parts were explained Presentation was delivered in a professional manner

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IV. KNOWLEDGE CONSTRUCTION PROCESS Throughout the program candidates work on becoming reflective practitioners. This quality is generally accepted in teacher preparation programs as a critical teacher proficiency. In Wesley’s Education Program, reflection has been defined as a knowledge construction process. This process parallels the process for completing action research, and is specifically defined as developing four types of knowledge: descriptive,

transformational, explanatory (or interpretive), and extending (or evaluative)

These four types of knowledge are the basis for the unit’s reflection rubric. (See the Reflection Rubric used for portfolio assessment, pg. 11.) In the Education Program, candidates learn:

To collect or generate data – (see notes on pages 5-7, data, transform, interpret, extend). In the Teacher Candidacy portfolio, candidates collect their own products from courses, collect Professional Qualities Rubrics, and create vignettes (personal stories) related to the questions in the portfolio assignment. In the Fall Internship Portfolio, candidates collect their work for the semester.

To analyze the data (transformation) by looking for patterns and relationships, making

tables, or developing statistics if appropriate – averages, percentages, etc. To interpret the data transformations by making statements that are supported by the

data. To extend the interpretations by making goals for themselves, discussing implications,

asking questions, or making connections to other experiences or learning. This process should be familiar to you. In your freshmen classes, you kept classroom journals in which you practiced collecting, analyzing, interpreting, and extending data on class content. In ED207, you kept notes on mini-lessons, looked for patterns, and connected to information from texts and personal experiences. In ED290, you collected data in the form of pre and post-test scores and notes on your interactions. You analyzed this data and interpreted it and finally wrote possible future goals. In ED202, you collected data (language samples), analyzed them for the types of language used, and presented your findings (interpretation). In junior level classes you will have experience with additional ways to use this knowledge construction process. You will give assessments to children, analyze and interpret them, and develop lessons to meet goals based on your data interpretations.

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You’ll also begin to learn in junior year how to introduce your students to this process. You will find or create data for students to analyze and interpret as part of your constructivist lesson planning. In Fall Internship, this process will come together as you develop a Wesley Unit of Instruction to help children construct new knowledge and as you reflect on your own growth as a teacher. Finally, in internship/student teaching, you will conduct an action research project – developing a question related to teaching in your internship/student teaching classroom, designing a research study, collecting and analyzing data, presenting findings (interpretation), and commenting on implications for your future teaching (extension).

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V. Courses and Field Experiences

A. First semester Junior Year In the first semester of your junior year, you will take three education courses:

ED311 Literature for Children, ED321 Assessment and Instruction of Children with literacy problems, and ED340 Inquiry-Based Learning and Teaching.

In these courses you will begin to work with content knowledge, using state and national standards. In addition, you will have the opportunity to plan, teach, and assess lessons. The content of ED321 is used in tutoring young children at CCS in literacy. The class meets Monday and Wednesday at 1:30. Tutoring runs from 2:45 to 3:30. As part of ED340, you will develop lessons as a class and teach them in a variety of classrooms in the area. This requires a block of at least 2 hours at a time when public schools are in session. B. Junior Methods Block In the second semester of your junior year, you will take three courses which are blocked with field experience at Campus Community School:

ED303 (math), ED304 (literacy), and ED341 (assessment).

In these three classes, you will develop and teach lessons in literacy and math, and learn to collect, analyze, and interpret data related to the assessment of student learning. Classes meet Wednesday, Thursday, and Friday mornings, usually from 8:45-11:15. Field placements also occur in the mornings and are in two different forms. On Monday and Tuesday mornings, candidates are placed in assigned classrooms at CCS. Here you will observe and assist in literacy and math lessons, and develop lessons to teach in the classroom. There is a one week intensive experience in which you will teach for five days in a row and no classes will be held. The second type of field placement is called, ―Jump Start.‖ This program was a Superstar in Education state winner. Candidates are assigned a young child who needs a ―jump start‖ in literacy, language, or math. You will meet with your Jump Start Buddy every morning (Monday through Friday) from 7:45 until 8:30. The focus is on assessing student needs and developing lessons appropriate for the student. You should plan on teaching or being in classes from 7:45-11:15 each day. On Monday and Tuesday, the morning ends when your children go to lunch. The times differ by grade, so

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some may be finished earlier than 11:30, but it really is not possible to take other college classes before 12:00. C. Fall Internship Block In the first semester of your senior year, you will register for 17 hours of education courses: ED454 Integrated Elementary Language Arts Methods

ED455 Integrated Elementary Mathematics Methods ED456 Integrated Elementary Science Methods ED457 Integrated Elementary Social Studies Methods ED458 Effective Teaching Strategies ED459 Senior Field Practicum (3 credit hours)

You will also have an intensive field experience at CCS. Candidates are assigned a practicum classroom for the semester. This is your first internship in teaching. Your Fall Internship classes meet each Monday to help you plan lessons, develop appropriate assessments, handle classroom management issues, and practice effective delivery in your practicum classroom. The classes also support a Wesley Unit of Instruction which is completed during this semester. The CCS internship is held all day Tuesday through Friday for the full semester.

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VI. Departmental Rubrics, Scoring Guides for Teaching Experiences

In junior and senior courses you will be building skills that will allow you to plan, and deliver effective social constructivist-based lessons, stand-alone units, and integrated or thematic curriculum. These products will be evaluated by department rubrics:

Content Summary Rubric: This rubric is a measure of content knowledge. It shows your ability to determine the essential concepts in a discipline and to recognize the relationships between concepts. This knowledge is the foundation for all good lessons.

Learner Outcomes and Assessment Rubric: This rubric measures your ability to

develop learner outcomes for your lessons. What will the learner know or be able to do after this instruction? Each outcome must also have an assessment. How will you measure the learning?

Learning Activities Rubric: This rubric measures your ability to choose appropriate

activities that match the learning outcomes and faithfully present the content or a specific part of the content.

Delivery Rubric: This rubric will be used in your field placement and internship

classrooms. It measures your ability to interact with students in instructional dialogue, to manage classroom variables, and maintain a smooth instructional flow as you teach.

Professional Qualities Rubric: This rubric measures dispositions, personal qualities

that all teachers need.

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Content Summary Rubric

Wesley College Department of Education (Assesses teacher candidates’ content knowledge)

Teacher Candidate: _________________________________ Date: _____________________________

Evaluator: ______________________________________ Subject: ___________________________

To evaluators: Use this rubric to evaluate content summaries prepared as foundation for learner outcomes and learner

events. Identify the level of the content summary: individual lesson, unit plan, intradisciplinary theme, interdisciplinary

theme. Give a holistic score for each of two main categories: format and resources, accuracy of information and

knowledge construction. (Refer to Content Summary Scoring Guide.)

Below, under each category are listed indicators that will help guide your thinking about the content summary.

*Key to 5 point rubric scale:

1= no evidence of indicator, needs improvement

2= some evidence of indicator, but needs improvement

3= acceptable evidence of indicator

3.5 = cut score for programs

4= regular evidence of indicator

5= exceptional evidence of indicator

Level of content summary (circle one): individual lesson, unit plan, intradisciplinary theme,

interdisciplinary theme.

1. Format and resources

A. Has essential concepts and principles clearly

defined in candidate’s own words (a reconstruction

of the content) 1 2 3 4 5

B. Shows evidence of comprehensive research using

scholarly resources. 1 2 3 4 5

C. Explanatory text is supported with examples, details,

or diagrams that clarify meaning and are constructed

by writer. 1 2 3 4 5

Comments:

2. Knowledge construction

A. Is comprehensive and includes all major concepts

and principles 1 2 3 4 5

B. Has valid information

C. Is organized to reflect related categories of knowledge

within the topic. 1 2 3 4 5

D. Reflects the hierarchy of the discipline. 1 2 3 4 5

Comments:

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Content Summary Scoring Guide

1 2 3 4 5

Format and

resources

No primary

documents

and resources

were used—

only

secondary

and internet

sites were

cited;

Knowledge

was not

reconstructed,

only text-

based

language

(copies of

original text

strung

together); No

detail or

diagrams for

support.

Insufficient

use of

primary

documents

and

resources;

Primarily

text-based

language

with little

evidence of

knowledge

construction;

Insufficient

detail and

diagrams for

support.

Used more

than a single

primary

document

and other

resources;

Some text-

based

language

used but

with some

evidence of

knowledge

construction;

Some detail

and

diagrams for

support

Used a

variety of

primary

documents

and

resources;

Few

instances of

text-based

language,

regular

evidence of

knowledge

construction;

Adequate

use of detail

and

diagrams for

support.

Used an

extensive

selection of

primary

documents

and resources;

No instances

of text-based

language,

exceptional

evidence of

knowledge

construction.

Consistent use

of detail and

diagrams for

support.

Knowledge

construction

Almost no

essential

concepts and

principles

were

identified; No

evidence of

organization

into related

knowledge

categories.

Not all

essential

concepts and

principles

were

identified;

Little

evidence of

organization

into related

categories of

knowledge

All essential

concepts and

principles

are

identified;

Is organized

to

occasionally

reflect

related

categories of

knowledge,

but is not

related to a

big idea.

All essential

concepts and

principles

are

identified; Is

organized to

adequately

reflect

related

categories of

knowledge,

and attempts

to relate to

bigger idea

or theme.

All essential

concepts and

principles are

identified; Is

organized to

consistently

reflect related

categories of

knowledge,

clearly related

to bigger

theme or idea.

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Learner Outcomes and Assessments Rubric Wesley College Department of Education

(Assesses teacher candidates’ skill in developing outcomes and related assessments)

Teacher Candidate: _________________________________Date: _____________________________

Evaluator: ______________________________________ Subject: ___________________________

To evaluators: Please use this rubric to evaluate outcomes and assessments. Identify the level of the plan:

individual lesson, unit plan, intradisciplinary theme, interdisciplinary theme. Refer to the Learner Outcomes and Assessments Rubric Scoring Guide

*Key to 5 point rubric scale:

1= no evidence of indicator, needs improvement

2= some evidence of indicator, but needs improvement

3= acceptable evidence of indicator

3.5 = cut score for programs

4= regular evidence of indicator

5= exceptional evidence of indicator

Level of content summary (circle one): individual lesson, unit plan, intra-disciplinary theme, interdisciplinary theme.

1. Content of Learner Outcome A. Outcomes are appropriate for the level of the

curriculum (lesson, unit, theme). 1 2 3 4 5 B. Summative outcomes evaluate the critical concepts,

principles, or theories of the content summary. 1 2 3 4 5 C. Formative outcomes lead to summative outcomes. 1 2 3 4 5

D. Formative and summative outcomes specify which

level of knowledge is evaluated (descriptive, transformative, explanatory, extending). 1 2 3 4 5

Comments:

2. Format of Learner Outcome A. Outcome statements include ―student will‖ and ―measured by‖ . 1 2 3 4 5

B. Curriculum level is specified (lesson, unit, theme). 1 2 3 4 5

C. Appropriate verbs are chosen to reflect active knowledge construction. 1 2 3 4 5

D. Outcomes are measured by assessments with rubrics and scoring guides. 1 2 3 4 5

Comments:

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3. Content of Assessment A. Assessments encompass essential knowledge of

content summary. 1 2 3 4 5 B. Assessments measure knowledge of the concept,

principle, or theory rather than a peripheral

skill. 1 2 3 4 5 C. Assessments measure different levels of knowledge

(descriptive, transformational, explanatory, extending) 1 2 3 4 5

D. Assessments allow for accommodation for students with special needs. 1 2 3 4 5

E. Assessments allow for use of a variety of media for demonstrating knowledge (art, performance, music

as well as written and oral language.) 1 2 3 4 5 F. Rubrics and scoring guides logically

define levels of knowledge 1 2 3 4 5

Comments:

4. Interpretation of and response to assessments A. Explanatory statements are generated from

from authentic analysis of student work 1 2 3 4 5 B. Findings are used to determine a course of

action for instruction 1 2 3 4 5

Comments:

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Learner Outcomes and Assessment Scoring Guide 1 2 3 4 5

Content Statements are not outcomes and solely reflect activities of the lesson or unit; there is no attempt to measure procedural knowledge.

No match between level of curriculum and outcomes; Outcomes may be derived from content summary, but have gaps; level of procedural knowledge is not specified nor connected to declarative knowledge, though attempts have been made to measure it; formative and summative outcomes are linked to activities, not essential concepts.

Outcomes are generally appropriate for the level of the curriculum; Outcomes generally match the knowledge in the content summary; The level of procedural knowledge is unclear or mis-matched to the level of declarative knowledge; formative and summative outcomes show little connectivity, and knowledge coverage of the lesson, unit or theme is incomplete

Concepts, principles or theories are delineated in the outcome(s) and derived form the content summary and are appropriate for the curriculum level; the level of procedural knowledge can be inferred from the outcome; formative and summative outcomes show some connectivity and generally cover the content of the lesson, unit, or theme; classroom ready with some changes

Concepts, principles or theories are clearly delineated in the outcome(s )and derived from the content summary and are appropriate for the curriculum level; The level of procedural knowledge is clearly specified in the outcome(s); multiple formative and summative outcomes show connectivity and completely cover the content of the lesson, unit, or theme; classroom ready

Format No outcomes written for t he unit, lesson, or theme

Outcomes are written , but do not have measurable student products

Outcome refers to measurable student product; curriculum level is specified; assessment and rubrics accompany outcomes; outcome may refer to factual information rather than active knowledge construction

Most formatting indicators are met

All formatting indicators are met

Construction Of

Assessments

No rubrics or scoring guides; assessments may be described in general terms

but lack indicators or specific measurable student products

Most items measure peripheral skills and not essential knowledge;

items are limited to descriptive knowledge assessment; and benchmarked rubrics or scoring guides are general

Items measure some of the essential knowledge Some items may measure peripheral skills rather than

essential knowledge; items do not cover the higher knowledge levels, but tend to assess descriptive level (factual knowledge); most benchmarks of the scoring guide are general rather than specific.

Most items demonstrate construct and content validity across all levels of knowledge;

and have benchmarked scoring guides specific to content; classroom ready with some modification

All items demonstrate construct and content validity across all levels of knowledge; and

have benchmarked scoring guides that are specific to content and classroom ready

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Interpretation

and response

No student assessment data provided

Interpretations are made without transformations. Inappropriate or no course of action is suggested

Assessments have been scored or charted, most interpretations are based on transformations, some course of action is indicated.

Assessments show reasonable transformation, interpretations are logical and close to data, appropriate course of action is suggested

Transformation, interpretations, and suggested course of action show a seamless progression. Professionally ready assessment process.

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Learning Activities Rubric Wesley College Department of Education

(Assesses teacher candidates’ ability to plan learning activities)

Teacher Candidate: _______________________________ Date: _____________________________

Evaluator: ______________________________________ Subject: ___________________________ To evaluators: Use this rubric to evaluate lesson plans.

Identify the level of the plan: individual lesson, unit plan, intradisciplinary theme, interdisciplinary theme.

*Key to 5 point rubric scale:

1= no evidence of indicator, needs improvement

2= some evidence of indicator, but needs improvement

3= acceptable evidence of indicator

3.5 = cut score for programs

4= regular evidence of indicator

5= exceptional evidence of indicator

Level of content summary (circle one): individual lesson, unit plan, intradisciplinary theme, interdisciplinary theme. 1. Activities Content

A. Have materials for student examination that exemplify

the content to be learned 1 2 3 4 5

B. Clearly reflect a social constructivist framework and

follow one of the four inquiry-based lesson types (content presentation, concept attainment, concept

Formation, student-generated investigation) 1 2 3 4 5

C. Have descriptive knowledge events that:

Activate appropriate student background knowledge (set) Prepare students to learn new content (advance organizer)

Present ―data of the lesson, and orient students in how to use it. 1 2 3 4 5

D. Have transformational knowledge events that:

Engage students in analysis of data organized from the

learning materials Facilitate and assess student interpretation of the data 1 2 3 4 5

E. Have explanatory knowledge events that:

Facilitate and assess student explanations that are clearly

generated from analysis and interpretation of the data extracted from the learning materials

Present new data for students to explain in terms of newly constructed knowledge. 1 2 3 4 5

F. Have evaluative learner events that: Engage students in evaluation of their knowledge

construction process. Facilitate students situating the new knowledge

into a more inclusive framework. 1 2 3 4 5

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2. Differentiated Instruction and Accommodation A. Activities and materials address a range of student

abilities and learning styles 1 2 3 4 5

B. Activities reflect use of multiple resources including

appropriate technology. 1 2 3 4 5

3. Written Plan

A. Lesson procedures are clearly written with

sufficient detail 1 2 3 4 5

B. All specified steps of the lesson plan are included

and in the appropriate order 1 2 3 4 5

C. Plan includes a list of materials to be used including copies of all data sources. 1 2 3 4 5

D. Plan is ―classroom ready‖ 1 2 3 4 5

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Learning Activities Scoring Guide

1 2 3 4 5 Learning Activities No data sources

are listed, no attempt to use constructivist learning models. Not passing. Needs major revision

Plan has missing components and unclear descriptions of teacher and student roles and actions in the learning activities; Plan might show attempt at use of one of the four instructional models, but is inaccurate, with steps missing (lacks flow). Needs major

improvement to meet minimum course requirements.

Plan is clearly constructivist, using one of the four models, but not necessarily appropriate for content; plan includes data sets that are acceptable, but not representative of content in all cases, and there are mis-

matches between the activity and the level of procedural knowledge. Meets minimum course requirements, but needs major revision to be classroom ready.

Plan is clearly constructivist using one of the four models appropriately for the content;; activities address most indicators and with some revision, is classroom ready

Plan is clearly constructivist, using one of the four models appropriately for the content; activities address all indicators and is classroom ready

Differentiated Instruction and Accommodation

No attempt at differentiation

Data sets show an attempt at general differentiation of instruction. Needs major improvement to meet minimum course requirements.

Plan includes data sets that exemplify the content and are accessible to most students ; activities provide general opportunities for most students to construct personal meaning, with few accommodations. Meets course criteria, but not classroom ready

plan includes well chosen data sets that are accessible to all students and exemplify the content; activities provide opportunities and accommodations for most students to construct personal meaning but no specific accommodations are noted. Classroom ready with some modification

plan includes a well chosen variety of data sets that are accessible to all students and exemplify the content; activities provide opportunities and specific accommodations for identified students to construct personal meaning. Classroom ready

Written Plan No apparent attempt to specify steps. Devoid of detail. Not passing, needs major revisions.

Few steps are specified, no apparent order and insufficient detail to be followed. Needs major improvement to meet minimum course requirements.

Most steps are specified , but not in order; major revision with additional detail is needed to be easily followed. Meets course requirement, but not classroom ready

All steps specified, in correct order, but may need more detail to be easily followed by another. Classroom ready with some modification

All steps specified, in correct order, and written in sufficient detail as to be easily followed by another. Classroom ready

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Delivery Rubric Wesley College Department of Education

(Assesses teacher candidates’ skill in implementation of instruction)

Teacher Candidate: _________________________________Date: _____________________________

Evaluator: ______________________________________Subject: ___________________________

To evaluators: Please use this rubric to evaluate lessons as you observe teacher candidates teaching. Refer to

the Delivery Rubric Scoring Guide.

*Key to 5 point rubric scale:

1= no evidence of indicator, needs improvement

2= some evidence of indicator, but needs improvement

3= acceptable evidence of indicator

3.5 = cut score for programs

4= regular evidence of indicator

5= exceptional evidence of indicator

1. Preparedness A. Works from a detailed lesson plan 1 2 3 4 5

B. Prepares materials in advance 1 2 3 4 5

Comments:

2. Teacher-Student Discourse

A. Keeps students focused on learning 1 2 3 4 5 B. Uses learner appropriate language 1 2 3 4 5

C. Gives students opportunities to respond 1 2 3 4 5

D. Validates student questions 1 2 3 4 5 E. Helps students answer their own questions 1 2 3 4 5

F. Treats all students with respect 1 2 3 4 5 G. Asks questions that guide thinking 1 2 3 4 5

H. Uses student responses to guide explanation or re-direct thinking 1 2 3 4 5

I. Actively monitors understanding and

adjusts instruction accordingly 1 2 3 4 5 J. Maintains a confident and positive attitude 1 2 3 4 5

K. Demonstrates adequate content knowledge, including appropriate use of the English language 1 2 3 4 5

Comments:

3. Instructional Flow A. Engages students in construction of knowledge through three types of student centered learning events:

Skillful use of data collection and presentation

Weaving data transformational events appropriately into data presentation (discussions, organization

of data, analyzing data, etc.) 1 2 3 4 5

Providing students with opportunities to make and test interpretations 1 2 3 4 5

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B. Effectively teaches skills and strategies through:

Formative, ongoing, continuous assessment Modeling skills and strategies

Providing guided practice

Providing independent practice 1 2 3 4 5

C. Manages instructional time effectively by:

Making logical transitions between activities which allow students to connect knowledge

between learning events 1 2 3 4 5

Using an appropriate variety of management strategies to attend to individual student needs

and behaviors and minimize disruptions 1 2 3 4 5 Maximizing engagement time—students are more

active than passive.

Managing time efficiently 1 2 3 4 5

Comments:

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Delivery Rubric Scoring Guide (Summative)

1 2 3 4 5

Prepare Preparedness

Never works from a

detailed lesson plan

and no

materials are prepared in

advance

Occasionally works from a

detailed lesson plan and has

materials are

prepared in advance

Frequently works from a

detailed lesson plan

and has

materials for differentiated

instruction prepared in

advance

Usually works from a detailed

lesson plan and has materials

for

differentiated instruction

prepared in advance

Always Works from a detailed

lesson plan and has materials for

differentiated

instruction prepared in

advance

Teacher-Student

Discourse

Never interacts with

students to facilitate

engagement

Rarely interacts with students to

facilitate engagement

Attempts to satisfy most

indicators, but skill level is

inconsistent

Consistently Satisfies most

indicators with the skill level of

a novice teacher

Almost always Satisfies all

indicators at an exemplary skill

level

Instructional Flow

Teaches as if there were no

students

present

Continually uses teacher centered

methods with

little attempt to facilitate student

knowledge construction;

Uses a limited number of

management

strategies and remains

committed to those regardless

of their

effectiveness.

Attempts to weave the

three

categories of learning

events together

during instruction to

maximize

student knowledge

construction; attempts to

utilize some

management strategies, but

is no always successful in

minimizing

disruptions

Usually weaves the three

categories of

learning events together during

instruction to maximize

student knowledge

construction;

Usually maximizes

engagement time and uses

sufficient

management strategies at the

level of the novice teacher

Almost always weaves the three

categories of

learning events together during

instruction to maximize

student knowledge

construction;

almost always maximizes

engagement time by using a

variety of

management strategies and

minimizing disruptions

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Professional Qualities Rubric – Teaching

(for supervisors of teacher candidates in practicum and student teaching)

Department of Education

Wesley College

Teacher Candidate__________________Co-operating Teacher___________________

Placement_____________________Observer___________________Date__________ Key

1= no evidence of indicator

2= some evidence of indicator

3= acceptable evidence of indicator

3.5 Cut score for programs

4= regular evidence of indicator

5= exceptional evidence of indicator

1. Benchmark: Tolerance of Ambiguity

Demonstrates respect for multiple perspectives and accepts uncertainty.

Indicators:

A. Maintains effectiveness and professionalism

in the face of change in the classroom

environment 1 2 3 4 5

B. Shows flexibility in planning and delivery 1 2 3 4 5

C. Reacts constructively to critique 1 2 3 4 5

D. Avoids use of labels for students, parents,

other professionals in the setting 1 2 3 4 5

E. Discourse and actions reflect respect for all

students regardless of background, culture, or

ability 1 2 3 4 5

2. Benchmark: Self Directed Learner

Intrinsically motivated; pro-active in setting

Indicators:

A. Continuously works toward professional

Improvement with a minimum of direction 1 2 3 4 5

B. Develops acceptable lesson and unit plans

independently in all content areas 1 2 3 4 5

C. Consistently teaches from lesson plan and alters

in response to student assessment 1 2 3 4 5

D. Schedules own assignments pro-actively 1 2 3 4 5

E. Actively seeks opportunities for interacting

with students in multiple contexts 1 2 3 4 5

F. Assumes a pro-active role in the school for

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collaboration and seeks opportunities for

professional growth in the setting 1 2 3 4 5

G. Consistently finds ways to involve parents in

student learning 1 2 3 4 5

H. Understands the roles of other professional

in the setting, and consults them appropriately 1 2 3 4 5

3. Benchmark: Persistence

Not defeated by failure; responds pragmatically and positively to problems

Indicators:

A. Produces quality work despite obstacles 1 2 3 4 5

B. Works through obstacles with student behavior 1 2 3 4 5

C. Meets deadlines and expectations despite

obstacles 1 2 3 4 5

D. Always looks for a better way to do something 1 2 3 4 5

E. Willing to repeat something to improve it 1 2 3 4 5

4. Benchmark: Work Ethic

Consistently demonstrates professional demeanor with all stakeholders in the educational setting

Indicators:

A. Dress is always appropriate for setting 1 2 3 4 5

B. Always at work on time and ready to begin 1 2 3 4 5

C. Consistently prepared for instruction 1 2 3 4 5

D. Teacher to student discourse is appropriate

and respectful 1 2 3 4 5

E. Professional discourse is appropriate and 1 2 3 4 5

respectful

F. Interactions with parents, community

stakeholders are appropriate and respectful 1 2 3 4 5

G. Demonstrates a professional and caring

demeanor when interacting with parents over

student concerns 1 2 3 4 5

H. Demonstrates the ability to prioritize and

balance personal and professional

responsibilities 1 2 3 4 5

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Professional Qualities Scoring Guide for Teaching 1 2 3 4 5

Tolerance of

Ambiguity

Often flustered

and ineffective in

the face of

change; Limited

flexibility in

planning and

delivery;

personalizes and

deflects critique;

consistently

labels students

and demonstrates

limited ability to

view students as

individuals

Sometimes handles

change effectively;

Shows some

flexibility in

planning and

delivery; Often

personalizes

critique, but

occasionally uses

critique as basis for

change; sometimes

demonstrates ability

to view students as

individuals

Often effective and

professional in the

face of change;

Often demonstrates

flexibility in

planning and

delivery; Often

accepts critique and

uses as a basis for

change; often

avoids labels and

views students as

individuals.

Usually effective and

professional in the

face of change;

Usually

demonstrates

flexibility in

planning and

delivery; usually

accepts critique and

uses as a basis for

change; generally

avoids use of labels;

and demonstrates

ability to view

students as

individuals

Energized by

change and can

seamlessly shift

instructional

approach; actively

seeks professional

input and

constructive

critique, and uses as

a basis for

improvement;

celebrates

individual

differences and

creates and

maintains an

egalitarian

classroom

environment

Self Directed

Learning

Routinely

depends on

classroom

teacher for

direction in

lesson plan

development,

scheduling,

working with

students, and

other

professional

interactions

Sometimes develops

own lessons;

sometimes initiates

interactions with

students and other

professionals.

Often develops own

lessons, schedules,

assignments,

assuming leadership

role in the

classroom.;

Often initiates

interactions with

students and other

professionals;

Usually develops

own lessons,

schedules

assignments,

assuming the

leadership role in the

classroom, initiates

interactions with

students and other

professionals and

sometimes assumes a

leadership role in the

school

Actively seeks

leadership

opportunities in the

classroom and

school;

demonstrates the

ability to work as an

equal partner with

the teacher in

planning,

scheduling and

instruction of

students

Persistence Views obstacles

as

insurmountable

barriers to their

work and uses

barriers and

obstacles as an

excuse for lack

of improvement.

Sometimes works

around barriers and

obstacles.

Sometimes takes

responsibility to

problem solve.

Often attempts to

solve problems and

work around

obstacles. Often

continues to try.

Usually attempts to

solve problems and

work around

obstacles. Willing to

repeat something in

order to improve

Demonstrates a

pragmatic approach

to practice.

Energized by

problems, and uses

them as

opportunities to

“think outside the

box”.

Work Ethic Frequently

unprepared and

unprofessional in

dress or

discourse. Often

late or absent.

Sometimes is

prepared. Dress and

discourse are

acceptable. Very

few tardies or

absences.

Often is prepared.

Dress and discourse

are usually

appropriate. No

issues of tardiness

or absence

Consistently

prepared and

professional in dress

and discourse.

Exceptional level of

professional

maturity in

interactions with all

stakeholders

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VII. Fall Internship Portfolio and Defense A. Preparing a Fall Internship Portfolio The fall internship portfolio is an opportunity to reflect on your progress as a teacher before you move into spring internship/student teaching. As you develop your portfolio, collect products which give evidence to your progress such as field notes, student work, lesson plans, content summaries, assessments, video tapes of teaching, evaluations from supervisors, etc. The portfolio will address the following four knowledge areas:

Content knowledge – demonstrate your ability to develop content summaries to match state and national standards

Planning – demonstrate your ability to create engaging learner events to help students construct knowledge

Delivery – demonstrate your ability to use appropriate instructional and behavioral management strategies in delivering lessons including considerations of those with special needs

Assessment – demonstrate your ability to write appropriate learner outcomes for particular groups of students and develop a variety of assessments to measure their progress

The first step in developing this portfolio is to review your evidence file and look for examples of content knowledge, planning, delivery, and assessment. Be sure to include examples across disciplines (math, science, social studies, language arts). Include evidence from all categories above.

The next step is to analyze your evidence. Summarize scores on rubrics and look for patterns in the professor’s and teacher’s comments. Include analysis of videotapes. Evaluate student work. Look at lesson plans and your self-evaluation of the lessons. Code field notes.

Write interpretive statements based on your evidence for each of the four teacher knowledge areas. Try to make statements for which you have ample evidence across disciplines. For example, ―I write better content summaries in disciplines in which my knowledge is greater. My math summaries were often acceptable on the first try (see table of content summary scores), but language arts needed three or four tries to be acceptable. In math I know the principles and relationships between concepts (see highlighted note on page 15 from methods instructor). In language arts I have to do much more studying to find these (see series of highlighted notes from methods instructor on pages 7,8,9).‖

Cite and include evidence from your evidence file. Your reviewers will not read whole lesson plans or other products. Give directions (color code, highlight, underline, etc.) that will help the reviewer move directly to the evidence you want to cite.

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This is not a showcase portfolio, in other words, you are not trying to ―sell‖ yourself as a teacher. You may show work you have done that has improved or that may still need to improve. It is more important that you can accurately critique your work at this stage than to show you are competent in all areas. Show your strengths and your areas of growth. Your faculty reviewer will evaluate your portfolio for evidence of rich description, authentic analysis, explanatory knowledge, and evaluative statements that end in new goals and questions, using the Reflection Rubric, pg. 11. The last part of each section should be goals that you will take with you into internship/student teaching. What do you need to focus on in the last phase of your internship?

Use the following checklist to guide the development of your portfolio. Content: _____ 1. Collect your evidence and sort by teacher knowledge areas: content, planning,

delivery, assessment. Include evidence from all content areas. _____ 2. Analyze evidence – code, score, make tables, highlight important points _____ 3. Look across your analyses and make interpretive statements for each

knowledge area. _____ 4. Write a reflective narrative that explains your interpretive statements and refers

specifically to your evidence. _____ 5. Set goals in each area. Format:

____ 1. Use headings to separate the sections of the portfolio. _____ 2. Paragraphs should be short. _____ 3. Number the pages all the way through, including your evidence samples. _____ 4. Create a table of contents that matches the guidelines noted above. _____ 5. Edit your work. Read through the portfolio with an eye to grammar, spelling,

and organization. Consider using the Writing Center if this is an issue for you. _____ 6. Write your reflections and then wait a while before rereading and revising in

order to present your best work. This is a portfolio, not a scrapbook. Just include the specific evidence that you intend to use in the reflection. More is not better. Give fewer examples, but use them thoughtfully. Finally, submit your portfolio onto Tk20.

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B. Fall Internship Defense Once the portfolio has been prepared, create a presentation using appropriate presentation software. Plan a presentation of 10-12 minutes in which you summarize the main points of your portfolio. You will present this to members of the faculty and fellow students. Use the computer to list major points, not all the details of your presentation. Scan selected pieces of evidence and put them in your presentation. Include some of your video clips. (See explanations in syllabus for ED459.) Your faculty reviewers will use the Education K-8 Oral Presentation Rubric, pg. 12, to evaluate your presentation. Read this rubric carefully before you begin your work. Practice your presentation to make it smooth and fit within the time limits.

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VIII. Admission into Spring Internship/Student Teaching Following are the criteria for admission to internship/student teaching:

Completion of a student teacher application. Minimum overall grade point average of 3.00 Minimum 3.00 in Fall Internship courses. Completion of acceptable portfolio and defense.

Passing score on Praxis II. A. How to apply The Application for Spring Internship/Student Teaching can be found on Tk20. You will be contacted by the Field Placement Office via your Wesley email account indicating when you can begin the application process. This initial email will also include a list of required documents (TB result, criminal background check, Child Protection Registry check, and Authorization form). Complete the form online by the specified date during your senior methods semester. Watch for notices of the due date. (Fall Internship/Student Teaching candidates need to apply by previous February 15th, and all required documents are due by March 31st; Spring Internship/Student Teaching candidates need to apply by previous September 15th, and all required documents are due by March 31st) B. GPA Your GPAs, overall GPA and GPA for the fall internship semester, will be checked at the end of the internship semester. C. Praxis II Passing PRAXIS II scores must be received prior to registration for student teaching. Since it sometimes takes more than one try to pass the test, it is recommended that this test be taken before fall internship or early in the fall internship semester. Praxis II examinations are administered by ETS, just like Praxis I. For more information about the PRAXIS exams and how to register for them, you can visit the ETS website: www.ets.org/praxis

Test takers with disabilities should visit the following link before registering: www.ets.org/praxis/prxdsabl.html Practice tests for Praxis II are available at Learning Express Library. Go to www.wesley.edu/teach and open ―Prepare for the Praxis exam.‖

The following Praxis II exams are required for certification: Everyone needs to take Praxis II, Elementary Education K-8:

#0014 Elementary Education: Content Knowledge (paper) #5014 Elementary Education: Content Knowledge (computer) If you wish to student teach in a middle school placement, also take the PRAXIS II in your concentration area:

#0089 Middle Level Social Studies: Content Knowledge (paper)

#5089 Middle Level Social Studies: Content Knowledge (computer)

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#0439 Middle Level Science: Content Knowledge (paper) #0049 Middle Level English Language Arts: Content Knowledge (paper) #5049 Middle Level English Language Arts: Content Knowledge (computer)

#0069 Middle Level Mathematics: Content Knowledge (paper) Spanish: #0191 Spanish Content Knowledge and #0192 Spanish: Productive

Language Skills (both are required)

IX. Conditions for Procuring Spring Internship/Student Teaching Placements The Wesley College Department of Education primarily procures student teaching placements in nearby districts. Prospective student teachers should plan accordingly. Special placement requests by teacher candidates cannot and will not be considered due to the competitive and complex nature of securing sufficient numbers of placements in a timely fashion. It is the sole responsibility of the Department of Education to procure student teaching placements. Teacher candidates are not allowed to secure their own placements, or to contact schools, districts, or teachers on their own behalf. Should a teacher candidate violate this policy, the department at its discretion can deny the teacher candidate a placement for the requested semester. It is the policy of the Wesley College Department of Education to avoid the placement of teacher candidates in schools in which they have relatives employed, or in schools they have attended. Should a teacher candidate fail to report accurate information in the category on this form, the department at its discretion can deny the teacher candidate a placement for the requested semester. Solicitations for a specific student teacher from individual teachers, principals, or other school or district personnel will not be honored. The department reserves the right to make all placement decisions based on their own criteria.

X. Internship/Student Teaching Handbook

The final Handbook, Internship/Student Teaching Handbook, is online. Once you have been accepted into internship/student teaching, you should access and study this handbook.

38

XI. DELAWARE DEPARTMENT OF EDUCATION HEALTH QUESTIONNAIRE

FOR VOLUNTEERS

All school employees are required to have a tuberculosis (TB) skin test. The purpose of this requirement is to safeguard school-aged children from exposure to TB in the school setting. In the same way, this questionnaire is designed to identify volunteers who MAY have been exposed to TB and thus need further screening. A school designee will collect and monitor the Health Questionnaire, which will be stored in the School Nurse’s office in a confidential manner.

Please consider the following questions: 1. Have you ever lived or been in close contact with anyone who had TB disease? 2. Have you ever had a positive HIV test? 3. Have you ever used illegal intravenous drugs? 4. Have you ever been incarcerated? 5. Have you ever been homeless? 6. Do you currently have any of the following symptoms which are unexplained and which have

lasted at least three weeks? Cough Fever Night sweats Weight loss 7. Consider the list of countries/continents below:

Africa Asia, including China, Vietnam, Korea, Indonesia, India, Pakistan, Bangladesh Eastern Europe, including Russia and former Soviet Union, Armenia Haiti Latin America, including Mexico, Guatemala, and South America Pacific Islands, including Philippines

Were you born in one of these countries? Have you ever stayed/lived in one of these countries for 1 month or longer? Have you ever lived or been in close contact with someone who stayed/lived in one of these

countries for 1 month or longer? Can you answer “yes” to any of the above questions? ( ) Yes ( ) No If you checked yes, you are required to have a Mantoux test prior to your assignment as a volunteer. Have you ever had a positive skin test for tuberculosis? ( ) Yes ( ) No If you checked yes, you are required to provide documentation related to current disease status prior to your assignment as a volunteer. These requirements are for the safety of our school and for your personal health. Screening for tuberculosis is recommended by health professionals for any individual who is at risk. Routine screening, using a Mantoux tuberculin skin test, can detect if a person has been exposed to tuberculosis. Such early identification is of great benefit in reducing the effects of disease. If you have any questions about your risk of infection, please speak with your healthcare provider or plan to discuss it at your next examination. For additional information, you can contact the Delaware Division of Public Health TB Elimination Program at 302-739-6620.

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XII. CRIMINAL BACKGROUND CHECK INFORMATION Please have this check done at least one month before its due date as it may take

up to 4 weeks for the results.

DE STATE BUREAU OF IDENTIFICATION Blue Hen Mall and Corporate Center

Suite 1B, 655 Bay Road Dover, DE 19901

(the entrance is at the rear of the building behind AETNA)

PHONE: (302) 672-5319

HOURS OF OPERATION: MONDAY 9:00AM – 7:00PM

TUESDAY – FRIDAY 9:00AM – 3:30PM

CASH, MONEY ORDER, VISA, MASTERCARD AND DISCOVER ACCEPTED

PERSONAL CHECKS ARE NOT ACCEPTED

A FULL CRIMINAL BACKGROUND CHECK MUST BE DONE BEFORE INTERNSHIP/STUDENT TEACHING OR IF YOU INTEND TO SUBSTITUTE FOR YOUR

COOPERATING TEACHER.

XIII. DELAWARE CHILD PROTECTION REGISTRY REQUEST FORM

Go to www.wesley.edu/teach >Student Teaching > Forms for a copy of the Delaware Child Protection Registry Request Form. After you complete this form it should be turned in to the Field Placement Office to be faxed in.

XIV. AUTHORIZATION RELEASE FORM

Go to www.wesley.edu/teach >Student Teaching > Forms for a copy of the Authorization Release Form. After you complete this form it should be turned in to the Field Placement Office. This form gives Wesley College permission to release all documents to the school district where you will student teach.