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Master of Arts in Teaching

Alternative Route to Licensure Track

Handbook 2017-2018 (Revised 8.9.2017)

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Sierra Nevada College, Department of Teacher Education Beth Bouchard

Chair, Department of Teacher Education bbouchard@sierranevada.edu 999 Tahoe Blvd. Incline Village, NV 89451 775.831.1314 x7459

Patricia Cooper

Assistant Professor / Field Experience Coordinator, Las Vegas pcooper@sierranevada.edu

Department of Teacher Education 4300 East Sunset Road, Suite E-1 Henderson, NV 89014 702.434.6599 x7804 702.436.3838 (FAX)

Keli Brown Assistant Professor / Assistant Academic Director, Reno/Tahoe

kbrown@sierranevada.edu Department of Teacher Education 9480 Gateway Drive, Suite 150 Reno, NV 89521 775.831.1314 x7475 775.825.5217 (FAX)

Reference Information: State of Nevada, Department of Education www.nde.doe.nv.gov PRAXIS Testing www.ets.org (Link to Praxis Series, Nevada Test Requirements) UNR – Nevada School Law, Nevada Constitution, & US Constitution Testing www.unr.edu/educ/el/nvlaw Special Note: In accordance with the Federal Family Education Rights and Privacy Act (FERPA), faculty and staff at Sierra Nevada College are required to use the SNC email domain for all electronic communications. Please be sure your SNC email account is activated, checked frequently, and used for electronic communication with SNC. If you are experiencing problems with your SNC email account, you should contact the helpdesk for assistance at: helpdesk@sierranevada.edu

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Master of Arts in Teaching Alternative Route to Licensure Track Handbook

Table of Contents ................................................................................................................................... 1

ARL Track Overview ............................................................................................................................. 2

Program Design

Course Descriptions

Pedagogy, Core Content, and Educator Effectiveness ........................................................................... 7

ARL Track Curriculum

Professional Disposition

Program Objectives

Educator Effectiveness: The Philosophy of Grading

Educator Effectiveness: Academic Skills Competency

Application, Screening, and Selection Process ...................................................................................... 14

ARL within in the MAT Program Admission Requirements

Graduate ARL Provisional Admission

Graduate ARL Non-pursuing Degree Students

Continuous Enrollment

School District ARL Programs ............................................................................................................... 15

School-Based Experience Requirement ................................................................................................. 15

The Role of the ARL Field Experience Supervisor ................................................................................ 16

Transitional ARL students ...................................................................................................................... 17

Observation/Assessment Time Line (per semester)

Program Time Frame.............................................................................................................................. 17

Elementary Educator ARL Track Course Sequence

Secondary Educator ARL Track Course Sequence

Special Education Educator ARL Track Course Sequence

Completion of MAT

Evaluation .............................................................................................................................................. 19

Participant Evaluation and Determination of Success

Academic Advising

Satisfactory Progress Policy

Teacher Education Attendance Policy

Tracking participants as they move through the program

ARL Track Student Evaluation Checkpoints ......................................................................................... 20

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Master of Arts in Teaching Alternative Route to Licensure Track The Master of Arts in Teaching (MAT) Alternative Route to Licensure (ARL) Track at Sierra Nevada College (SNC)

offers licensure tracks in three areas:

Elementary (Grades K-8)

Secondary (Grades 7-12)

- Biological Science

- Mathematics

- Physical Science

- Social Studies

- Music

- English Language Arts

- World Languages (Mandarin Chinese, French, German, Latin, and Spanish)

- General Science

- Physical Education Special Education (Generalist)

ARL Track Overview

The ARL Track within the MAT program allows students who are fully enrolled in the MAT program at SNC to begin

working in licensed, paid teaching positions in Nevada school districts, charter, and private schools; thus satisfying

school districts’ need to fill hard-to-fill teaching positions. The ARL Track also allows MAT students to gain valuable,

on-the-job teaching experience while concurrently completing teacher preparation coursework in the MAT program.

Program Design

Masters of Art in Teaching Alternative Route to Licensure Track Required Coursework

Elementary Education K-8 ELEC 101 Online Training 0 credits

EDUC 560 Introduction to Education & Educational Research 3 credits

EDUC 565 Effective Instructional Practices & Classroom Management 3 credits

EDUC 590 ARL supervised Internship 2 credits

EDUC 570 Teaching with Technology 1 credit

EDUC 505 Evaluation Assessment Data & Student Learning 1 credit

EDUC 555 Exceptional Individuals 3 credits

EDUC 520 Parent Involvement & Family Engagement 3 credits

ELEM 501 Elementary Teaching Methods of Reading I 3 credits

ELEM 502 Elementary Teaching Methods of Reading II 3 credits

ELEM 590 Elementary Practicum (optional waiver for ARL students only) 1 credit

ELEM 510 Teaching Methods of Language Arts 3 credits ELEM 512/513 Teaching Methods of Social Studies and Curriculum Integration 3 credits ELEM 525 Teaching Methods of Math 3 credits ELEM 526 Teaching Methods of Science and Health Education 3 credits

ELEM 595 Elementary Student Teaching & Seminar (optional waiver for ARL

students only)

8 credits

*EDUC 628 Educational Research & Reflective Practice 3 credits *EDUC 635 Professional Project 3 credits

Total 49 credits

(40 credits with

optional student

teaching waiver)

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Secondary Education (Grades 7-12) ELEC 101 Online Training 0 credits

EDUC 560 Introduction to Education & Educational Research 3 credits

EDUC 565 Effective Instructional Practices & Classroom Management 3 credits

EDUC 590 ARL Supervised Internship 2 credits

EDUC 570 Teaching with Technology 1 credit

EDUC 505 Evaluation Assessment Data & Student Learning 1 credit

EDUC 555 Exceptional Individuals 3 credits

EDUC 520 Parent Engagement, Family Involvement, & Classroom Practices 3 credits

SECD 501/502 Teaching Methods of Reading (Middle & Secondary) 3 credits

SECD 511-519 Teaching Methods in Major/Minor (Secondary) 3 credits SECD 590 Secondary Practicum (optional waiver for ARL students only) 1 credits SECD 585 Adolescent Development & Learning 3 credits TESL 563 Methods & Materials for Teaching Non-Native English Speaking

Students

3 credits

SECD 595 Student Teaching & Seminar (optional waiver for ARL students only) 8 credits

*EDUC 628 Educational Research & Reflective Practice 3 credits *EDUC 635 Professional Project 3 credits

Total 43credits

(34 credits

with

optional

student

teaching

waiver)

Special Education (Generalist) ELEC 101 Online Training 0 credits

EDUC 560 Introduction to Education & Educational Research 3 credits

EDUC 555 Exceptional Individuals 3 credits

EDUC 590 ARL Supervised Internship 2 credits

EDUC 520 Parent Involvement & Family Engagement 3 credits

EDUC 510 Psychological Foundations of Education 3 credits

ELEM 501 Elementary Teaching Methods of Reading I 3 credits

ELEM 525 Elementary Teaching Methods of Mathematics 3 credits

SPED 510 Assessment and Program Planning 3 credits

SPED 520 Advanced Teaching and Learning Strategies 3 credits

SPED 590 Special Education Practicum (optional waiver for ARL students) 1 credit SPED 530 Behavior Interventions: Methods and Practices 3 credits

SPED 540 Collaboration with Families and Professionals 3 credits

SPED 550 Characteristics of Special Education Students 3 credits

SPED 563 Human Development 3 credits

SPED 595 Special Education Student Teaching & Seminar (optional waiver for

ARL students only)

8 credits

*EDUC 628 Educational Research & Reflective Practice 3 credits *EDUC 635 Professional Project 3 credits

Total 53 credits (44

credits with

optional student

teaching waiver)

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Course Descriptions

ELEC 101: Online Training (0) Pass/Fail This course prepares students to take online classes by familiarizing them with the basic navigational, technical and procedural aspects of the SNC online learning platform. This course is a prerequisite for all other online courses at SNC.

EDUC 560: Introduction to Education & Educational Research (3) This course focuses on the historical, social, psychological, and political foundations of education, with a strong emphasis on reading

and evaluating educational research. Teacher candidates learn professional writing style (APA) and the importance of research in

teaching and learning.

EDUC 565: Effective Instructional Practices & Classroom Management (3)

Research-based best practices (K – 12) are presented and analyzed. Teacher candidates will explore how strategies are used to teach

state mandated core standards and to differentiate instruction based on student cognitive, social and cultural needs. Methods, theories and resources in class management will provide a foundation for constructing a comprehensive Behavior Management Plan.

EDUC 520: Parent Engagement, Family Involvement, & Classroom Practices

This course focuses on pre-service teachers who seek to develop new ideas for forming collaborative relationships with

student families, facilitating the interrelationship of families, teachers, and community for meaningful learning opportunities. Focus

includes working and collaborating with parents, professionals, and community services to develop appreciation and understanding of

families from diverse backgrounds. It is aligned with the INTASC standards and consistent with NRS 392.457.

EDUC 570: Teaching with Technology (1) This class is designed to provide an overview of techniques in classroom uses of computers and other devices. Hands-on simulation

activities using PC and Macintosh products related to teaching major and teacher utility needs. Topics include contemporary technology used in schools and presentation of multimedia project production.

EDUC 505: Evaluation, Assessment, Data and Student Learning (1) This graduate class prepares teacher candidates to use assessment to improve student learning. The focus is on understanding

summative and formative assessment, implementing technology to manage data, analyzing assessment results, and developing

classroom assessment tools.

EDUC 555: Exceptional Individuals (3) A survey course to familiarize students with the characteristics of individuals with exceptional needs in public-school programs and

strategies to use for integration. Included are processes used to identify these individuals; placement procedures and major educational

and psychological intervention techniques; current state and federal legislation dealing with special education; procedures and processes for gifted children and their special needs; discussion and review of ethnic and multi-cultural learning styles and programs.

EDUC 590: Alternative Route to Licensure Internship (2)

This supervised field-based experience promotes integration of methods, theory, and practical classroom experience. Assignments, actives, and assessments will be highlighted to direct students in reflective practices and collaborative internship experiences.

ELEM 501: Teaching Methods of Elementary Reading I (3) A comprehensive reading instruction course which is research based and includes the study of: phonemic awareness and phonics;

comprehension; vocabulary development; spelling patterns; ongoing assessment and diagnostic techniques; and methodologies for a

balanced literacy approach to teaching reading which are appropriate to students’ developmental levels. Developmental methods that

are effective with students who are delayed, culturally diverse or who have learning differences and/or difficulties are also taught. This

course focuses on the primary grade learner.

ELEM 502: Teaching Methods of Elementary Reading II (3) Prerequisite: Reading I or special permission. Co-requisite: ELEM 590. A comprehensive reading instruction course which is research

based, takes a balanced literacy approach, and includes the study of: phonics; comprehension; spelling patterns; and methods for

delivering a strong literature based program with emphasis on content area reading, comprehension and ongoing assessment and

diagnostic techniques. Developmental methods that are effective with students who are delayed, culturally diverse or who have learning differences and/or difficulties are also taught. This course focuses on the intermediate grade learner.

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ELEM 590: Elementary Practicum (1) Pass/Fail Corequisite: ELEM 502. The intent of this clinical experience is to promote the integration of methods and field experiences and to

link educational theory practice. The university course instructor will highlight elements of the course and direct students with the

assignments and activities in the practicum classroom setting experience. (Practicum is encouraged, but may be waived, for ARL

Track students).

ELEM 510: Teaching Methods of Elementary Language Arts (3) Explores the language needs of children with emphasis on writing, speaking and listening, language development as related to individual and cultural differences.

ELEM 512: Teaching Methods of Elementary Social Studies (3) Presents current methods for teaching social studies in the elementary classroom including principles underlying children’s

development in all domains of the social studies. Addresses multicultural education and culturally responsive classrooms.

ELEM 513: Teaching Methods of Social Studies and Curriculum Integration (3) Presents current methods for teaching social studies in the elementary classroom including principles underlying children’s

development in all domains of the social studies. Addresses multicultural education and culturally responsive classrooms. Explores methods of integrating the social studies into other curricular areas.

ELEM 525: Teaching Methods of Math (3) This course is designed to introduce content and methods for teaching mathematics to elementary students. Topics include theory,

assessment, skill in computation and recent trends, remediation of pupil difficulties, and an overview of content included in the

elementary mathematics curriculum. The primary focus is to assist teachers with developing the child’s understanding and

appreciation of mathematics.

ELEM 526: Teaching Methods of Science and Health (3) This course is designed to introduce content and methods for teaching science and health to elementary students. Topics include

scientific methods and processes, remediation of pupil difficulties, and recent trends in science and health education. The primary focus is to assist teachers with developing the child’s understanding and appreciation of science and health.

ELEM 595: ELEM Student Teaching Seminar (8) Pass/Fail This course provides full-time supervised teaching in elementary schools. Students are required to attend weekly seminar throughout the term.

SECD 501: Teaching Methods of Reading (Middle School) (3) A comprehensive reading instruction course which is research based and includes the study of: phonics, vocabulary, spelling;

meaning/patterns, writing; and adolescent literature, with emphases on skills needed for content area reading and comprehension

including study skills and ongoing assessment and diagnostic techniques. Developmental methods that are effective with students who

are delayed, culturally diverse or who have learning differences and/or difficulties are also taught. This course focuses on the middle-school learner.

SECD 502: Teaching Methods of Reading (Secondary) (3)

A comprehensive reading instruction course which is research based and includes the study of: phonics, vocabulary, spelling,

meaning/patterns, writing, and adolescent literature, with emphasis on skills needed for content area reading and comprehension

including study skills and ongoing assessment and diagnostic techniques. Developmental methods that are effective with students who

are delayed, culturally diverse or who have learning differences and/or difficulties are also taught. This course focuses on the secondary-school learner.

SECD 511 - 519: Teaching Methods in Major/Minor I (Secondary) (3) Corequisite: SECD 590. This course is a comprehensive introduction to the methodology of teaching in secondary schools: current

trends in teaching methods and techniques; creation and use of materials as applied in curricular presentation. This course presents

methods, theories, and successful practice for teaching in student’s field of study (e.g., science, math, English), including technology

and strategies for reaching exceptional and limited English proficiency (LEP) students. Additional classroom strategies are introduced

as well as ideas to move students from the concrete to the abstract. Participants will take away practical ideas and tools to use as they

embed methods/theories into their own learning.

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SECD 511: Teaching Methods of English

SECD 512: Teaching Methods of Social Science

SECD 513: Teaching Methods of Sciences

SECD 514: Teaching Methods of Math

SECD 515: Teaching Methods of Physical Education

SECD 516: Teaching Methods of Business

SECD 517: Teaching Methods of Foreign Language

SECD 518: Teaching Methods of Speech/Drama SECD 519: Methods of Teaching Arts in the Secondary School

SECD 590: Secondary Practicum (1) Pass/Fail Pre-service practicum students are required to work with a pre-service mentor teacher as a teacher assistant and to complete a

comprehensive log describing general teaching strategies and classroom management strategies. Activities for pre-service practicum

students include: tutoring small groups of students, checking assignments, securing and operating multimedia, accompanying pupils to

special classes, grading papers, preparing bulletin boards and teaching materials and assisting with classroom activities as designated

by the pre-service mentor teacher. (Practicum is encouraged, but may be waived, for ARL Track students).

SECD 585: Adolescent Development and Learning (3) Adolescent Development and Learning examines brain research on adolescent development and its implications for preteen and

teenage learning and teaching in middle school and high schools. The impact of peer pressure, gangs, and bullying on adolescent

learning is addressed. Teacher candidates will develop learning environments and activities that reflect adolescent cognitive, social, and emotional development. Health issues for adolescents are studied.

TESL 563: Methods and Materials for Teaching Non-Native English Speaking Students (3) This course addresses instruction for English as a second language development (ESL), and other specially designed academic

instructional methods for teaching English language learners, K-12. The course touches on historical methods, theory of language

acquisition, best practices models, materials, the integration of standards and the assessment of language and content area skills. This course fulfills part of the Nevada State TESL endorsement requirement and is aligned with the INTASC Standards.

SECD 595: SECD Student Teaching Seminar (8) Pass/Fail This course provides full-time supervised teaching in secondary schools. Students are required to attend weekly seminars throughout the term.

SPED 510: Assessment and Program Planning (3) This course surveys the formal and informal assessment strategies for students with disabilities. Attention is given to developing

individual education programs based on formal and informal assessment results that include parent involvement. The course focuses

on designing school programs based on State curriculum standards. Transition and placement options for students are addressed.

Implications of State and Federal legislation are covered. It fulfills part of the Nevada State SPED endorsement requirement. It is aligned with the INTASC Standards.

SPED 520: Advanced Teaching and Learning Strategies in Special Education (3) Corequisite: SPED 590. This course focuses on the development of education programs and curriculum strategies for students with

learning disabilities, emotional disabilities, and/or cognitive Disabilities. In addition, attention is given to the modification and

adaptation of regular classroom and curriculum, including intervention strategies and career planning. It fulfills part of the Nevada

State SPED endorsement requirement. It is aligned with the INTASC Standards.

SPED 590: Special Education Practicum (1) Pass/Fail Corequisite: SPED 520. The intent of this clinical experience is to promote the integration of methods and field experiences, and to

link educational theory and practice. The university course instructor will highlight elements of the course and direct students with the

assignments and activities in the practicum classroom setting experience. (Practicum is encouraged, but may be waived, for ARL

Track students).

SPED 530: Behavior Interventions: Methods and Practices in Special Education (3) Effective behavior management strategies are described and assessed. Application of research-based management techniques are

applied to schools, classrooms, and individual students. Focus on functional behavioral assessments and individualized intervention. A

practical approach to developing management plans is emphasized. It fulfills part of the Nevada State SPED endorsement requirement.

It is aligned with the INTASC Standards.

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SPED 540: Collaboration and Transition Issues with Families and Professionals (3) Course focuses on working effectively with families of students with disabilities. Course explores ways of collaborating with

classroom teachers and other professionals in planning and adapting curriculum. Transition issues and procedures are addressed.

Attention is given to implications of current federal legislation and parents’ rights. Local and national resources are explored. It fulfills

part of the Nevada State SPED endorsement requirement. It is aligned with the INTASC Standards.

SPED 550: Characteristics of Students with Learning Disabilities, Emotional Problems, and Related Disorders (3) Prerequisites: EDUC 455 and EDUC 555. This course focuses on students with mild to moderate disabilities that are included in the

regular classroom setting. The development and characteristics of learners with specific learning disabilities, emotional and cognitive

challenges and related disorders are explored. This course fulfills part of the Nevada Generalist endorsement for special education

teaching. It is aligned with the INTASC Standards.

SPED 563: Human Development (3) A study of human development from conception through old age. Physical, intellectual, social and emotional growth are examined in

each of the eight stages of development (prenatal, infancy, early childhood, school age children, adolescence, early adulthood, middle

adulthood and later adulthood) from the biological, psychological, socio cultural and life-cycle theoretical perspectives. This course fulfills part of the Nevada Generalist endorsement for special education teaching. It is aligned with the INTASC Standards

SPED 595: Special Education: Student Teaching Seminar (8) Pass/Fail Full-time supervised teaching in special education in elementary or secondary schools. Students are required to attend weekly seminars throughout the term.

EDUC 628: Educational Research and Reflective Practice (3)

Prerequisites: Completion of student teaching and all testing requirement. Teacher candidates analyze educational research and relate

it to their classroom practices. Focus on professional reflection as candidates prepare proposal for projects or action research theses.

Professional writing using APA style is stressed.

EDUC 635: Professional Project (3) Pass/Fail Prerequisites: Successful completion of EDUC 628 and all MAT testing requirements. During this graduate level class, candidates

complete their approved professional projects with the assistance of an assigned project director. At the end of each semester, candidates present their projects at the SNC Masters Project Conference.

Pedagogy, Core Content, and Educator Effectiveness

Alternative Route to Licensure within the Master of Arts in Teaching Program Overview The Alternative Route to Licensure (ARL) Program within the Master of Arts in Teaching (MAT) program is

a graduate degree program that leads to licensure for Elementary Education (K-8), Secondary Education (7-

12), or Special Education Generalist, for those who already hold a bachelor’s degree and have successfully

completed the requisite courses, internship/approved teaching experience, and testing. The guiding philosophy

of the program is based upon various adult learning theories and encourages a lifelong commitment to

reflective teaching practices guided by sound educational theory. The ARL Track of the MAT builds on

traditional teachers’ required educational program and classroom experiences, reflective teaching practices,

and research skills.

ARL within the MAT Curriculum Overview The ARL within the MAT degree program consists of traditional education foundations and pedagogical

coursework, along with supervised practicum, and an optional student teaching experience. The program

may be completed through continuous part-time or full-time enrollment. The ARL Track is divided into

three stages: The Initial ARL Stage, Phase I, and Phase II.

The Initial ARL Stage. The Initial ARL phase of the program requires students to successfully

complete 8 credits of graduate level foundations coursework; complete Core Academic Skills for

Educations in Reading (5712), Writing (5722), and Mathematics (5732); and obtain a job offer

from a Nevada school district, charter school, or private school. Additionally, secondary students

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must pass a content area PRAXIS II exam in their specific teaching content area. Upon

completion of the Initial ARL Stage (Alternative Licensure), students are qualified to apply for an

alternative teaching license in Nevada.

SNC ARL Coordinators will provide ARL candidates job placement, testing, and classroom

preparation workshops. ARL Coordinators also provide individualized advising and ongoing

communication to ARL candidates throughout the Initial ARL Stage. At the end of the Initial

ARL Stage, ARL students are assigned a Field Experience Supervisor for the duration of the ARL

program. Formal, written assessment is conducted on student progress during the Field

Experience Internship.

Phase I. After students have completed the Initial ARL Stage and obtained an ARL license through

the Nevada Department of Education, students must maintain continuous enrollment in Phase I of

the MAT program and complete the traditional methodological and pedagogical coursework in

the MAT program. During Phase I of the MAT program, students must have a minimum of two

years successful teaching experience under their ARL license, complete all traditional teacher

education coursework in the MAT program, and complete all requisite teacher licensure exams.

Upon completion of Phase I of the MAT program and two years successful teaching experience,

students are eligible for an ARL program completion letter and may submit an application to the

Nevada Department of Education for standard licensure.

Phase II. Once students have completed Phase I of the MAT program, they enter Phase II of the

MAT program and may enroll in the 600-level courses to complete the MAT degree. Phase II

(EDUC 628 and EDUC 635), the professional project, is the culminating experience for

demonstrating understanding of theoretical frameworks that guide teaching practices. In order to

complete the MAT degree, graduate students are required to design a project that reflects their

academic readings and professional experience, articulates a coherent philosophy and vision for

their teaching aimed at raising student achievement, and engages critically with a relevant

educational issue.

ARL Track students must teach on an ARL license for a minimum of two years and complete Phase I of the

MAT program within three years.

ARL within the MAT Curriculum Overview

Elementary Secondary Special Education

Initial Stage

EDUC 560, EDUC

565, EDUC 590

Testing: PRAXIS I

CORE*

Obtain a qualified

teaching position

EDUC 560, EDUC

565, EDUC 590

Testing: PRAXIS I

CORE* and PRAXIS

II Content Area

Obtain a qualified

teaching position

EDUC 560, EDUC

555, EDUC 590

Testing: PRAXIS I

CORE*

Obtain a qualified

teaching position

Phase I

Obtain alternative

licensure

Begin working as a

contracted teacher

Complete ELEM

required 500 level

teacher education

Obtain alternative

licensure

Begin working as a

contracted teacher

Complete SECD

required 500 level

teacher education

Obtain alternative

licensure

Begin working as a

contracted teacher

Complete SPED

required 500 level

teacher education

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coursework

Testing: PRAXIS II

5019; NV School Law;

NV Constitution, &

US Constitution

6 credits math; 6

credits science; 6

credits social studies

Must maintain

continuous enrollment

in Phase I at SNC

(Fall, Spring, and

Summer semesters)

coursework

Testing: PRAXIS II

5624; NV School

Law; NV Constitution,

& US Constitution

Must maintain

continuous enrollment

in Phase I at SNC

(Fall, Spring, and

Summer semesters)

coursework

Testing: PRAXIS II

5354; PPAXIS II 5622

OR 5624; NV School

Law; NV

Constitution, & US

Constitution

Must maintain

continuous enrollment

in Phase I at SNC

(Fall, Spring, and

Summer semesters)

Phase II

EDUC 628 and EDUC

635

Obtain standard

licensure after two

years of teaching

EDUC 628 and

EDUC 635

Obtain standard

licensure after two

years of teaching

EDUC 628 and

EDUC 635

Obtain standard

licensure after two

years of teaching

* Passing scores on the California Basic Skills Test (CBEST) or a Master’s Degree and passing scores on the

Graduate Record Examinations (GRE) will be accepted in lieu of the Praxis Core Academic Skills for

Educators (Core).

Professional Disposition

Teaching involves more than effective planning, instructional knowledge, and teaching skills. It also extends to

professional dispositions. Dispositions are similar to professional beliefs or values systems, but they are more than that.

Dispositions extend to professional modes of conduct and the ways in which beliefs and attitudes are displayed by

teachers’ actions in and out of the classroom. Teachers with positive professional dispositions tend to act in ways that

elevate the profession of teaching in the eyes of others. (Ros-Voseles & Moss, 2007)

Teacher education programs bear a responsibility to convey, model, and promote positive standards of professional

conduct. They also should maintain screening and assessment procedures to assure that teacher candidates with negative

dispositions at odds with professional standards are not permitted to persist in teacher education programs. The teacher

education program at Sierra Nevada College assesses their candidates’ knowledge, skills, and dispositions. Teaching

dispositions also extend to maintaining the ethical standards of teachers’ professional societies (for example, Council for

Exceptional Children, National Council of Teachers of Mathematics, etc.).

Professional dispositions include interactions with fellow students, professors, advisors, college and school personnel,

and SNC staff members. Professional dispositions can impact the determination by the Department of Teacher Education

regarding approval for field experience placements (student teaching and practicum).

Sierra Nevada College teacher education has identified the InTASC critical dispositions that should be possessed by

program graduates. Please refer to your course syllabi, online course announcements or program handbook for detailed

professional dispositions expectations.

Sierra Nevada College Teacher Education Dispositions

If sincerely held, dispositions should lead to actions and patterns of professional conduct.

Teachers should be role models and model positive behaviors for their students. The dispositions are briefly described

below:

• Reflection – Teachers should recognize that professional reflection combined with experience leads to professional

growth. Teachers should be thoughtful about their teaching, critically examine their teaching practices, and strive for

ongoing professional improvement.

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• Professional conduct – Teachers should exercise sound judgment and ethical professional behavior. Teachers should

represent positive role models for their students and be supportive colleagues with other professionals and

paraprofessionals.

• Respect for diversity – Teachers should be sensitive to individual differences among students and promote

understanding of students’ varied cultural traditions and learning strengths and needs.

• High expectations – Teachers should believe that their students can learn and should set high, yet realistic goals for

student success. Teachers should communicate those high expectations to their students in positive ways.

• Respect for others – Teachers should develop and maintain classroom communities marked by student respect for other

students and free from bullying and belittling behaviors. Teachers should interact with their students, fellow

teachers, administrators, parents, and other community members with courtesy and civility. Respect is also

demonstrated by pre-service teachers in the professionally appropriate ways in which they address fellow students,

staff, faculty members, and administrators.

• Compassion – Teachers should demonstrate professional friendliness, warmth, and genuine caring in their relationships

with students. Teachers should attempt to establish student-teacher relationships characterized by respect and

rapport.

• Advocacy – Teachers should work to promote positive changes in schools and communities that benefit the welfare of

their students. Teachers should work to assure that their students are afforded the services they need.

• Curiosity – Teachers should promote and support curiosity in their students and encourage active inquiry. Teachers

should be professionally active lifelong learners and seek opportunities for professional development.

• Dedication – Teachers should be committed to the profession of teaching and to the betterment of their schools,

communities, and students. Dedication is also demonstrated by pre-service teachers by class attendance,

participation, completion of outside readings and assignments, and overall performance in teacher education courses.

• Honesty – Teachers should model personal and academic integrity by their actions.

Teachers should be forthright in their interactions with others and uphold high standards of trust, character, and

academic integrity.

• Fairness – Teachers should promote social justice, treat students equitably, maintain appropriate standards of

confidentiality, and exercise fairness in academic assessment. Teachers should promote fairness in students’

interactions with others.

Assessing Dispositions

Because teaching dispositions encompass both beliefs and actions, Sierra Nevada College has developed a process for

assessing dispositions through an essay written in a required teacher education course, courses in the program, practicum

assessments in required field experiences in schools and student teaching assessments. In keeping with established

assessment principles and practices, the assessments are varied, multiple, and spread throughout the teacher education

program.

Dispositions and standards of professional conduct should be continually maintained throughout the pre-service and in-

service educator’s career. So, the Sierra Nevada College dispositions procedures also include provisions for letters of

concern that may be written by teacher education faculty members at any point in the teacher education program when

there are concerns about a student’s professional dispositions or conduct. Low grades in required teacher education

courses or removal from a teacher education field experience also provide cause for concern. When concerns are raised

by a faculty member, the student is notified and given an opportunity to discuss the concern. When indicated, a plan of

action with opportunity to address the area(s) of concern will be developed. If after a plan of action is attempted, and the

area(s) of concern continue, further actions, including dismissal, will be considered.

Since dispositions include an element of both beliefs and actions, the assessments are designed to cause students to

demonstrate their teacher dispositions through a combination of essays and direct observations of their field-based work

in school classrooms.

The assessments will be evaluated with rubric scoring and “Not Satisfactory” evaluations will result in consequences.

The dispositions policies include procedures for conferences and, in some cases, removing students from the teacher

education program who display dispositions or conduct that are not consistent with the professional dispositions and

conduct of teachers.

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The dispositions assessments are embedded within Sierra Nevada College courses. The following procedures have been

established for assessing the professional dispositions and conduct of Sierra Nevada College teacher education students:

Promoting and Assessing Positive Dispositions / Professional Conduct

Essay: Introduction to Education

Interactions with fellow students, professors, advisors, college and school personnel, and SNC staff members.

Program courses and coursework

Practicum Field-Based Assessment

Student Teaching Field-Based Assessment

Professional dispositions can impact the determination by the Department of Teacher Education regarding approval for

field experience placements (student teaching and practicum).

Responding to Negative Dispositions / Professional Conduct

• “Not Satisfactory” evaluation on the disposition essays: Conference with course instructor and rewrite of the essay for

which a “Not Satisfactory” was recorded. IF concerns remain after the conference and rewrite, the student is referred

to the Department Chairperson for a conference; if concerns remain after the Department Chairperson conference,

the student is referred to the Provost for development of a plan of action for changing behaviors that have been

questioned or for possible removal from teacher education

• “Not Satisfactory” evaluation in courses in the program - Conference with the college instructor in which the “not

satisfactory” is recorded; notice of the “not satisfactory” evaluation is forwarded to the Department Chairperson,

Director of Student Teaching, and the Provost

• “Not Satisfactory” evaluation on the Practicum Field-Based Assessment – Conference

with the faculty member supervising the field experience; if concerns remain after the conference, the student is referred

to the Department Chairperson for a conference; if concerns remain after the Department Chairperson conference,

the student is referred to the Provost for development of a plan of action for changing behaviors that have been

questioned or for possible removal from teacher education

• “Not Satisfactory” evaluation in the Student Teaching Field-Based Assessment – Conference

with the faculty member supervising the field experience and cooperating teacher; if concerns remain after the

conference, the student is referred to the Department Chairperson for a conference; if concerns remain after the

Department Chairperson conference, the student is referred to the Provost for development of a plan of action for

changing behaviors that have been questioned or for possible removal from teacher education

Note: Students receiving a “Not Satisfactory” evaluation in any domain or overall on the summative evaluation cannot be

recommended to the Nevada Department of Education for certification; to gain a satisfactory or basic level or above

evaluation following a “Not Satisfactory” evaluation, student teaching would need to be successfully repeated.

• Removal from a required field experience: May be at the request of the host school or by the college supervisor;

policies and procedures are outlined in the Practicum and Student Teaching Handbook. The policies and procedures

describing terminations in student teaching also apply to other required field experiences.

• Final grades lower than B- in required professional education courses will be recorded and monitored. If patterns of low

performance are noted, a conference with the Department Chairperson will be required; if concerns remain after the

Department Chairperson conference, the student is referred to the Provost for development of a plan of action for

changing behaviors that have been questioned or for possible removal from teacher education

• Letters of concern by program faculty: Conference with the faculty member writing the letter and the Department Chair

of the student’s program; if concerns remain after the conference, the student is referred to the Provost for

development of a plan of action for changing behaviors that have been questioned or for possible removal from

teacher education

Appeals

• Removals from teacher education by the Department Chair may be appealed in writing to the Provost

_____________________________ References:

InTASC Model Core Teaching Standards, Council of Chief State School Officers (CCSSO).

April 2011

Ros-Voseles, D., & Moss, L. (2007). The role of dispositions in the education of future teachers. Young Children, 62(5): 90-98.

12

Professional Disposition Scoring Rubric

Instructions: Evaluate each professional disposition in the attached rubric by placing a check in the appropriate column.

Evaluations should be based on the standards of behavior, attitude, etc. typically expected of professional educators.

Where appropriate, include comments and descriptions of specific instances or examples of dispositional behaviors

observed. Comments and explanations must be included for any disposition rated ‘Not Satisfactory.’

Program Criteria: The expectation of the Teacher Education program is that students demonstrate ‘Satisfactory’

performance and behavior related to each of the 14 dispositions listed on the attached rubric. Students who receive ‘Not

Satisfactory’ ratings in any dispositional area may be required to engage in a remedial / developmental experience,

subject to instructor and/or program administrator discretion. Where decisions related to the appropriateness of remedial /

developmental experiences are concerned, frequency, patterns of behavior, and severity of the dispositional issues are

primary considerations.

Programmatic Context: Evaluations of student professional dispositions occur within the Teacher Education program

through three methods. The attached scoring rubric may be used for each of these purposes:

1. Firsthand observations of behaviors, attitudes, etc., during enrollment in the teacher education program - including

program courses, field experiences and interactions with fellow students, professors, advisors, college and school

personnel, and SNC staff members - by course instructors, mentors, host classroom teachers and principals and/or

other school professionals.

2. Analyses of dispositional elements embedded within course assignments or artifacts.

3. Formal and informal interactions between candidates and Department of Teacher Education faculty, staff, students,

supervisors, advisor(s) and other personnel related to the program, Department of Teacher Education or Sierra

Nevada College.

Professional Disposition Scoring Rubric

Student Name: Course Title: Name of Evaluator:

Professional Disposition Satisfactory Not Satisfac

tory Meets obligations and deadlines

Submits work that reflects high professional standards, commensurate with NBPTS expectations

Possesses effective oral, written, communication, organizational and managerial skills

Respects the knowledge, opinions and abilities of other professionals, support staff, parents and others

Reflects on and takes responsibility for actions and decisions

Accepts constructive criticism within the context of current practice and professional InTASC standards

Displays a positive attitude and emotional maturity; professional attitude and behavior with interactions with students, professors, supervisors, staff and other college or school personnel

Demonstrates effective interpersonal skills

Functions effectively as a member of a learning community, including involvement with professional organizations, school-community interest groups and agencies, and mentoring of other professionals

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Treats all students fairly, ethically, morally and without bias

Thinks systematically about practices and learns from experience

Draws on research and scholarship (including action research and naturalistic approaches) to improve their professional practices, and shares their conclusions and insights with the professional community

Displays a commitment to professionalism and teaching

Displays a commitment to students and their learning

MAT Program Objectives The Teacher Education Department learning objectives were developed to fulfill SNC’s mission, addressing all of the

student outcome and institutional goals. Departmental objectives are tied to one or more of our core themes,

indication is as follows:

Liberal Arts: L

Entrepreneurial Thinking: E

Professional Preparedness: P

Sustainability: S

The MAT degree program goals are a natural outgrowth of Sierra Nevada College’s mission and core themes.

Specifically, the MAT program seeks to prepare graduate students to:

Teach to a diverse population of learners; (L, P)

Implement a variety of instructional strategies; (P)

Meet or exceed professional teaching competencies within the global, multicultural paradigm of the twenty-first

century; (E)

Incorporate an interdisciplinary philosophy and approach to classroom instruction; (L)

Communicate the conviction that learning is a lifelong process and that sustainable education is a core social value;

(S)

Meet and exceed all INTASC Standards. (S, P)

Educator Effectiveness: The Philosophy of Grading Traditional approaches to grading that are currently in place incorporate several non-academic measures such as

attendance, compliance completing assignments, and participation in class. With the implementation of Standards

Based Education many experts are questioning whether this is a valid measure of student achievement.

Current conversations regarding grading practice are focusing on actual student achievement and proficiency on course

objectives. “Standards-based grading involves measuring students’ proficiency on well-defined course objectives, or

learning targets tied to the standards” (Varlas, 2013). If this is the standards we are moving towards for our students, it

follows that the same standard of proficiency, rather than seat time, would be a more accurate measure of teacher

candidate content mastery.

Comments / Explanation:

14

References:

Brookhart, S. M. Starting the conversation about grading. Education Leadership, 69, November, 2013, p. 10-14

Varlas, L. How we got grading wrong, and what to do about it. Educational Update, 55, October 2013. p. 1,6

Elementary Majors

Elementary ARL students must complete 6 credits of college level mathematics, 6 credits of college level social studies,

and 6 credits of college level science, as mandated by Nevada Statutes before they are admitted into Phase II of the

MAT program or before they are issued a program completion letter. All coursework in the teacher education program

and the required course content (6 credits math, 6 credits social studies, and 6 credits science) must be completed with a

B- or better. Additionally, Elementary ARL students must demonstrate competency through passing scores on the

Elementary Education: Instructional Practice and Applications (PRAXIS II 5019), and must and pass exams or

coursework equivalencies in Nevada School Law, Nevada Constitution, and United States Constitution. Passing scores

for all exams must be verified prior to a student’s admission into Phase II or being issued a program completion letter.

Secondary Education

Students who demonstrate mastery in a secondary comprehensive major content area through passing scores on the

Content Knowledge PRAXIS II exam will be exempt from meeting the requirements for the comprehensive major

coursework in their content area. Secondary Education majors must pass the PRAXIS II (5624) exam and tests of

coursework equivalencies in Nevada School Law, Nevada Constitution, and United States Constitution during Phase I

of the program. A B- or better in all coursework and passing scores for all exams must be verified prior to a student’s

admission into Phase II or being issued a program completion letter.

Special Education

Special Education ARL students must demonstrate competency through passing scores on the Special Education: Core

Knowledge and Applications (PRAXIS II 5354), the Principles of Learning and Teaching (PRAXIS II 5622 or 5624),

and pass exams or coursework equivalencies in Nevada School Law, Nevada Constitution, and United States

Constitution. A B- or better in all coursework and passing scores for all exams must be verified prior to a student’s

admission into Phase II or being issued a program completion letter.

Application, Screening, and Selection Process Admission to a graduate program at Sierra Nevada College is based upon a wide-range of criteria designed to

identify a student body with integrity, high academic standards, and serious educational and personal goals.

True to SNC’s commitment to individualized education, each application receives a confidential and in-

depth review.

ARL within the MAT Program Admission Requirements 1. Graduate Application for Admission

2. $50 non-refundable application fee (payable to Sierra Nevada College).

3. Official Transcripts

An official transcript showing a posted bachelor’s degree with an earned 2.75 grade point average.

(Exceptions to the grade point average requirement may be made based on extraordinary

qualifications, including time elapsed since completion of degree, experience in the field, etc.)

Transcripts of any other undergraduate and graduate coursework must be submitted separately.

An international credential evaluation will be required for coursework previously completed outside

the United States. SNC-approved international credential evaluations are available for a free from

World Education Services (WES) at www.wes.org.

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All candidates must pass all portions of the Praxis Core Academic Skills for Educators (Core) exams,

all portions of the California Basic Skills Test (CBEST), or already have a Master’s degree and pass all

sections of the Graduate Record Examination (GRE).

4. Two confidential letters of recommendation. Letters of recommendation should come from a college-level

instructor who can speak to your academic competencies. If you cannot acquire an academic letter, the

letters should be from someone who can provide anecdotal evidence of how you interact with youth and

your suitability to the teaching profession, or from someone (e.g., an employer) who can provide some

anecdotal evidence about the following skills: written and oral communication, analytical reasoning, and/or

the ability to read complex material. Letters may not be from a neighbor, friend, or relative.

5. Personal Essay (2-3 pages) – addressing each of the following:

Why do you want to become a (level/subject) teacher?

Description of a powerful learning experience in your life and how it might influence your own

teaching in the future.

ARL Track students must be fully enrolled in the MAT program. ARL students may not enter the MAT

program as non-pursuing degree (NPD).

ARL Track students may only apply for a Leave of Absence (LOA) on extenuating or emergency

circumstances. Generally, ARL students must maintain continuous enrollment in the MAT program

through the fall, spring, and summer semesters. An LOA will only be granted on extreme personal

circumstances that prohibit the individual from teaching and completing graduate level coursework, or if

a student’s required coursework is not offered during a specific semester. An LOA must be approved by

the student’s academic advisor and the Department of Teacher Education Chair.

SNC is required to notify the Nevada Department of Education Licensure Office if an ARL student neglects

to maintain continuous enrollment in teacher education classes, resigns or is fired from their teaching

position, or fails to meet any of the requirements of the ARL program. If for any reason an ARL teacher

is unable to meet the requirements of the SNC ARL program, The Nevada Department of Education

Licensure Office may revoke the student’s alternative teaching license.

Graduate ARL Provisional Admission ARL students who do not have a 2.75 cumulative GPA may, with the concurrence of the Graduate faculty, be

admitted provisionally. These students will be required to take a maximum six (6) credits per semester,

regardless of prior teaching experience, to demonstrate academic competency. They are also required to

meet regularly with an academic advisor. Provisional students who do not achieve a 3.0 GPA during the

first semester of enrollment will be academically disqualified.

Continuous Enrollment ARL Students must maintain continuous enrollment, in at least one credit per semester, during phase I of the program.

School District ARL programs By Nevada statutes, a student may only be enrolled in one ARL program at a time. If a student is enrolled in a school

district ARL program, they may not enroll in SNC’s ARL Track. School district ARL teachers interested in completing

ARL requirements and teaching degrees should enroll in the traditional MAT program at SNC. Teacher candidates should

be aware that different ARL programs in Nevada have different requirements. A student who enrolls in SNC’s ARL

Track is accountable for SNC’s ARL program requirements only and should not be accountable for additional school

district ARL program requirements. Terms of employment are negotiated between the school district and the teacher

candidate, regardless of ARL status; however, students who are already enrolled in SNC’s ARL Track may not jump

tracks and simultaneously enroll in a school district ARL program. The Nevada Department of Education approves ARL

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programs and issues alternative licenses. School districts are responsible for screening and hiring quality teachers.

Employment under ARL is not guaranteed.

School –Based Experience Requirement Starting spring of 2016, ARL Track students will be required to take EDUC 590, the Alternative Route to

Licensure Internship or submit a Verification of Teaching Experience Application. A Field Experience

Supervisor will be assigned to each ARL student to mentor and assess the ARL students’ classroom experience

and progress as a developing teacher.

The ARL Internship (EDUC 590) is a two credit, supervised clinical field experience that promotes integration

of methods, theory, and practical classroom experience. Assignments, activities, and assessments will be

highlighted to direct students in reflective practices and collaborative internship experiences. The Field

Experience Supervisor will conduct formal, written evaluations aligned with the Nevada Educators

Performance Framework (NEPF). Students enrolled in the ARL Internship are required to show verification of

a $100,000,000 professional liability bond. Professional liability bonds may be acquired by becoming a student

member of the National Educators Association (NEA) or through a private insurance provider.

Student Outcomes for ARL Internship (EDUC 590). Students will: (1) apply educational theories in the

context of a real classroom; (2) gain knowledge of the roles and responsibilities of teacher through direct

experiences; (3) gain knowledge of school organizational patterns and philosophies that shape school

curriculum by participating in a variety of settings; (4) participate in professional meetings and professional

development activities in a school setting; (5) observe, study, and interact with students of different cultures,

linguistic backgrounds, and exceptionalities; (6) participate in a variety of classroom activities such as lesson

planning, instruction, and assessment; (7) interact with others in the educational community with sensitivity

and respect; (8) engage in reflection, critical thinking, problem solving, and decision-making related to all

aspects of teaching; and (9) obtain frequent feedback and coaching from master teachers.

Methods of Assessing Student Outcomes in the ARL Internship (EDUC 590). Students will be assessed

through successful assignments and journaling, successful completion of required internship experience, and

performance evaluation by the internship lead mentor teacher and the students’ ARL Field Experience

Supervisor. The student’s will be graded on a pass/no pass basis. If the student does not meet the requirements

of the ARL Internship, they must take and successfully complete the two (2) credits Internship experience

again before they earn ARL eligibility.

Timeframe of ARL Internship (EDUC 590). Students will be in full-time clinical internship placements in

their specific content areas (ELEM, SPED, or SECD) for a minimum of four weeks, under the supervision and

evaluation of both the Field Experience Supervisor and a postprobationary lead mentor teacher. The

professional liability bond must be maintained during the clinical internship timeframe.

The Role of the ARL Field Experience Supervisor The ARL practicing teacher will be assigned a Field Experience Supervisor during their contracted teaching

experience. The major role of the ARL Field Experience Supervisor is to supplement the mentorship and

induction received from the ARL teacher’s employer. Roles and responsibilities of the field experience

supervisor include the following: Open and maintain communication via SNC e-mail

Conduct an orientation meeting each semester

Observe and assess the ARL teacher’s performance utilizing the SNC Student Teacher Observation Rubric twice

each semester

17

Conduct a post-conference related to each of the two observation/assessment sessions. The purpose is to identify

areas of strength as well as areas for growth.

Encourage the professional development of the ARL teacher.

The ARL teacher has three years to complete all the requirements for a Standard License and must receive a

minimum of five (5) Observation Rubrics and five(5) Summative Assessments prior to obtaining standard

licensure.

Observation/Assessment Time Line (per semester) Week one or two – Orientation Meeting – review of ARL Handbook, distribution of forms and review roles and

responsibilities.

Week five or six – Observation #1 – written and verbal feedback, recommendations for improvement, completion

of the Observation Rubric, completion of the Summative Assessment, establishment of goals for subsequent lessons

and continued progress. Completed forms will be submitted to the ARL Coordinator upon completion.

Week thirteen or fourteen – Observation #2 – feedback, recommendations for improvements, completion of the

Observation Rubric and Summative Assessment, establishment of goals for subsequent lessons and continued

progress. Completed forms will be submitted to the ARL Coordinator upon completion.

Program Timeframe

The ARL Track of the MAT must be completed within three years. Students will be advised to complete the EDUC

foundations coursework prior to proceeding to ELEM/SECD/SPED methods coursework. Foundations coursework

sequencing may vary due to course availability and methodology coursework sequencing may vary due to course

availability; however, continuous enrollment must be maintained each semester and all 500 level teacher education

coursework is required before students will be allowed to enroll in student teaching (ELEM 595/SECD 595/SPED 595) or

Phase II. Academic advisors will provide oversight on course selection through personal advising each semester prior to

registration. Students must teach on an ARL license for a minimum of two years before applying for standard licensure.

Example Elementary Course Sequence and ARL Program Timeframe

Year Semester Courses Credits Sequence

1 1 EDUC 560 3 credits Coursework only*

1 EDUC 565 3 credits Coursework only*

1 EDUC 590 2 credits ARL Internship*

2 ELEC 101 0 credits Year 1, First Semester Teaching Experience

2 EDUC 570 1 credit Year 1, First Semester Teaching Experience

2 EDUC 505 1 credit Year 1, First Semester Teaching Experience

3 EDUC 520 3 credits Year 1, First Semester Teaching Experience

3 EDUC 555 3 credits Year 1, Second Semester Teaching Experience

with Concurrent Coursework

2 4 ELEM 525 3 credits Coursework only

4 ELEM 526 3 credits Coursework only

5 ELEM 501 3 credits Year 2, First Semester Teaching Experience

(Staggered Mod A/B Coursework with

Concurrent, Supervised Practicum

Supervision)

5 ELEM 502 3 credits Year 2, First Semester with Staggered Mod A/B

Coursework with Concurrent, Supervised

Practicum Supervision

5 ELEM 590 1 credits Year 2, First Semester Staggered Mod A/B

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(optional) Coursework with Concurrent, Supervised

Practicum Supervision

6 ELEM 510 3 credits Year 2, Second Semester with Concurrent

Coursework

3 7 ELEM

512/513

3 credits Coursework only

8 ELEM 595

(optional)

8 credits Year 3, Second Semester—Student Teaching

credits earned in this semester (Final

Supervised Evaluation Process)**

Example Secondary Course Sequence and ARL Program Timeframe

Year Semester Courses Credits Sequence

1 1 EDUC 560 3 credits Coursework only

1 EDUC 565 3 credits Coursework only

1 EDUC 590 2 credits ARL Internship

2 ELEC 101 0 credits Year 1, First Semester (Weekend Seminar

coursework only)

2 EDUC 570 1 credit Year 1, First Semester (Weekend Seminar

coursework only)

2 EDUC 505 1 credit Year 1, First Semester (Weekend Seminar

coursework only)

3 EDUC 555 3 credits Year 1, Second Semester Teaching

Experience (Coursework concurrent)

2 4 EDUC 520 3 credits Coursework only

5 SECD 511-519 3 credits Year 2, First Semester Teaching Experience

(Coursework concurrent with

supervised practicum)

5 SECD 590

(optional) 1 credit Year 2, First Semester Teaching Experience

(Coursework concurrent with

supervised practicum)

6 SECD 501/502 3 credits Year 2, Second Semester Teaching

Experience (Coursework concurrent)

3 6 TESL 563 3 credits Coursework only

7 SECD 585 3 credits Year 2, Semester 1 of Teaching Experience

(Coursework concurrent)

8 SECD 595

(optional)

8 credits Year 3, Second Semester—Student

Teaching Credits Earned in this

Semester (Final Supervised Evaluation

Process)**

Example Special Education Course Sequence and ARL Program Timeframe

Year Semester Courses Credits Sequence

1 1 ELEC 101 0 credits

1 EDUC 560 3 credits Coursework only

1 EDUC 555 3 credits Coursework only

1 EDUC 590 2 credits Supervised ARL Internship

2 SPED 510 3 credits Year 1, first semester teaching experience

concurrently with coursework

2 EDUC 520 3 credits Year 1, first semester teaching experience

19

concurrently with coursework

3 EDUC 510 3 credits Year 1, second semester teaching

experience concurrently with

coursework

2 4 ELEM 525 3 credits Coursework only

4 SPED 530 3 credits Coursework only

5 SPED 520 3 credits Year 2, first semester concurrent with

coursework and supervised practicum

5 SPED 590

(optional)

1 credit Year 2, first semester concurrent with

coursework and supervised practicum

6 ELEM 501 3 credits Year 2, second semester with concurrent

coursework

3 7 SPED 540 3 credits Coursework only

SPED 550 3 credits Coursework only

8 SPED 563 3 credits Year 3, first semester teaching experience

with concurrent coursework

9 SPED 595

(optional)

8 credits Year 3, second semester—Student Teaching

credits earned in this Semester (Final

Supervised Evaluation Process)**

*Students earn ARL Licensure upon full admission into the ARL Track of the MAT Program (including

testing verification), successful completion of required coursework, supervised internship, and a tentative

job offer from a participating school or district.

**Students earn eligibility for Standard Licensure upon successful completion of all 500 level teacher

education coursework, testing, and competition two successful years of teaching.

Completion of MAT

After completion of the ARL Track of the MAT Program, students may complete two, consecutive 600 level

courses in two semesters for completion of the Master of Arts in Teaching. From the point of entry into the

first 600 level course, students have a maximum of two years (six semesters) to complete the Professional

Project (EDUC 635).

EVALUATION

Participant Evaluation and Determination of Success

Teacher candidates in the ARL program will be evaluated and monitored for success throughout the

program. The participants’ progress evaluation includes: Academic Advising; adherence to the Satisfactory

Progress Policy; observance of the Teacher Education Attendance Policy; progress toward requirements for

Student Teaching and Graduation; and successful evaluations during the supervised Internship Field

Experience, practicum, and/or Student Teaching.

Academic Advising Individual academic advising is required of all Sierra Nevada College graduate students. Academic advising

includes career exploration and guidance, work experience tracking, course selection, schedule planning, and

graduation evaluation. Advising is mandatory for all students and is scheduled each semester prior to course

selection and registration throughout a student’s program.

Satisfactory Progress Policy The following policies apply to the determination of student standing at Sierra Nevada College:

Graduate students are required to maintain a 3.0 cumulative grade point average to remain in Good Standing.

If a student’s cumulative GPA falls below 3.0 the student will be placed on Academic Probation. The student

20

will be allowed to continue on Academic Probation as long as the student maintains a semester GPA of 3.0

or higher. If a student who is on Academic Probation earns a semester GPA of less than 3.0 at any time while

on Academic Probation, that student will be academically disqualified. A student on Academic Probation

will return to Good Standing when the student’s Cumulative GPA is 3.0 or higher.

Grading Scale

A Excellent 4.0 A- Above Average 3.7 B+ Above Average 3.3 B Average 3.0 B- Below Average 2.7 C+ Not Reflecting Graduate Level Work 2.3 C Not Reflecting Graduate Level Work 2.0 C- Not Reflecting Graduate Level Work 1.7 D+ Not Reflecting Graduate Level Work 1.3 D Not Reflecting Graduate Level Work 1.0 D- Not Reflecting Graduate Level Work 0.7 F Failing 0.0 WF Withdraw Failing* 0.0 AU Audit No effect

IP In Progress** No effect

P Passing No effect NP No Pass No effect WNP Withdraw No Pass* No effect I Incomplete No effect W Withdraw No effect AU Audit No effect IP In Progress** No effect P Passing No effect NP No Pass No effect * Awarded to students who stop attending before the 60% date but do not officially withdraw. Equivalent to an F or NP,

but indicates nonattendance rather than academic nonperformance. “WF” is used for Standard courses and “WNP”

is used for Pass/No Pass courses.

** Reserved only for UG Internships, student teaching (EDUC 595, EDUC 630, EDUC 635, ELEM 595 and SECD

595) and courses that extend beyond the semester end date, such as field courses.

Teacher Education Attendance Policy Teacher Education students are expected to attend all scheduled classes. Students with more than one (1)

absence during a three (3) credit course, at the discretion of the instructor, may be asked to withdraw

from the course and repeat it at a later date.

Tracking participants as they move through the program

Students are tracked individually as they move through the program by their Academic Advisor.

Students should be actively involved in monitoring and revising the degree plan and progress

through the program during regular academic advising meetings.

ARL Track Student Evaluation Checkpoints

Year Semester Evaluation Checkpoint Evaluator Form(s) 1 1 Admission into MAT Program SNC Admission office (Provisional

Admits by Department Approval) Admissions Application

1 1 Review for admissions into ARL Track SNC ARL Program Coordinator ARL Track

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Admissions

Application

1 1 SNC provides qualified students with eligibility letter for submission to NV

DOE

SNC ARL Program Coordinator Submission of qualified ARL

applicant students as

they become qualified

1 2 Application to DOE Licensure for

Conditional ARL Licensure

Nevada Department of Education

(DOE) Licensure Office

DOE ARL

Application

1 2 Review of Application for ARL position

Application Review

Interview with school district, charter school, or state recognized

private school

SNC Academic Advisor / School District HR Superintendent or

equivalent official

Application for employment with

school district,

charter school, or state recognized

private school

1-3 1-8 Academic Advising (prior to start of each

semester Summer/Fall/Spring)

Review of student academic progress

Review of Student Resident

Internship progress

Selection of courses and

continuation of internship based on continuous success in coursework

and internship

Academic Advisor/ARL

Coordinator/SNC Field Experience

Supervisor

Academic Advising

Degree Plan Form

3 8 Review of Application for Student Teaching

Review of academic progress and

successful continuation in Resident Internship.

In order to precede into student teaching progress review must be

void of coursework with grades of

C+ or below, missing or

unsuccessful progress in

coursework, or unsatisfactory

marks on Field Experience Observation Rubrics

ARL Program Director / School District Mentor or equivalent school

district official

Student Teaching Application

3 9 Review for ARL Track Completion

Audit of Degree Plan to ensure ARL Track Completion

Letter issued by SNC ARL Program

Coordinator to Student for submission to DOE Licensure Office

ARL Track

Completion letter