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Preparing the IDEAL Educator Teacher Education Handbook 2017-2018
Preparing the IDEAL Educator
Teacher Education Handbook 2017-2018
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Mission of the Teacher Education Unit The Converse Teacher Education Unit has the mission “to identify, prepare, evaluate, and
recommend highly-qualified educators who are well grounded in liberal learning, pedagogy,
and clinical experiences so that they can contribute to the educational mission of K-12 public
schools in their communities.”
Calendar of Important Events Deadlines for Applying for Admission to Teacher Education First Monday in December First Monday in May First Monday in August Deadlines for Submitting Fingerprint/Certification Packets (to Mrs. Linda Nicholls) Dates from the State Department: June 15 (Candidates planning to student teach the following spring)
Feb. 15 (Candidates planning to student teach the following fall)
Deadlines for Completing Ideal Educator Rating Scales (Clinical I, Clinical II, and Student Teaching) One week prior to the last day of classes
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CONTACT INFORMATION
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Name and title Office Phone Email address
Ms. Barbara Austin Administrative Assistant/Budget Manager Ezell 105 864-596-9745 [email protected]
Ms. Pam Bradley Administrative Assistant Ezell 106 864-596-9220 [email protected]
Dr. Ansley H. BoggsSite Director of Project Create
Carmichael 109E 864-596-9084 [email protected]
Dr. Wayne Cheser Director of Early Childhood Director of CAEP Accreditation
Carmichael 103 864-596-9083 [email protected]
Dr. Reed Chewning Director of Middle Level and Secondary Education Director of Clinical Experiences
Carmichael 205C 864-596-9079 [email protected]
Ms. Andrea Elliott Instructor of Art Education Miliken 202 864-596-9328 [email protected]
Dr. Patricia Foy Professor of Music Education
Blackman Music Hall
132864-596-9172 [email protected]
Dr. Lee Givins Chair, Education Department Director of Administration & Supervision
Carmichael 205E 864-596-9467 lee,[email protected]
Dr. Susanne Gunter Chair, Department of Art and Design Director of Art Education
Miliken 210B 864-596-9126 [email protected]
Dr. Meg Lee Director of Gifted and Talented Education Ezell 103 864-596-9529 [email protected]
Dr. Julie Jones Director of Student Teaching
Carmichael 109C 864-596-9468 [email protected]
Dr. Susana Lalama Assistant Professor of Music Education
Blackman Music Hall
104864-596-9121 [email protected]
Dr. Delia G. Malone Director of Special Education
Carmichael 109B 864-596-9085 [email protected]
Dr. Kelly Harrison- Maguire Director of MED Advanced Studies Director of EDS Literacy
Ezell 102 864-596-9081 [email protected]
Dr. Lienne Medford Dean of Graduate Studies and Distance Education
Ezell 104 864-596-9082 [email protected]
Mrs. Linda Nicholls Coordinator of Field Placements
Carmichael 205D 864-596-9737 [email protected]
Dr. Margaret Park Director of Deaf/Hard of Hearing Education
Carmichael 205B 864-596-9747 [email protected]
Dr. Ann Pletcher Dean of the School of Humanities, Sciences and Education
Kuhn 303 864-596-9086 [email protected]
Dr. Danielle RobertsonDirector Elementary Education Director of Teacher Education
Carmichael 109A 864-596-9638 [email protected]
Mrs. Judy WilifordCAEP/Education Department Assistant
Carmichael 205A 864-596-9398 [email protected]
Benchmarks & Assessments
Benchmark 1: Admission to Converse CollegePre-Admission (to Teacher Education) Stage
❑ Complete EDU 360/560 - Submit documentation of negative TB test. - Submit SLED background checks. - Submit complete Travel Release Form. - Complete Blood Borne Pathogens Training. - Submit documentation of “no records found” from Sex Offender Registry. - Ideal Educator Rating Scale: Score > 2** - Philosophy of Education: Score > 2. - Complete EEDA test (assigned in Livetext)
❑ Core Praxis Reading: Score > 156 (Test Code 5712). ❑ Core Praxis Writing: Score > 158 Effective Sept. 1, 2016 (Test Code 5722). ❑ Core Praxis Mathematics: Score > 142 Effective Sept. 1, 2016 (Test Code
5732). ❑ Complete diversity survey (assigned in Livetext). ❑ Complete Clinical 1.
- Ideal Educator Rating Scale (Professor): Score > 2. - Ideal Educator Rating Scale (Cooperating Teacher): Score > 2.
❑ Complete application to Teacher Education. ❑ Take courses within Benchmark 1 section of your program worksheet.
- Maintain a 2.75 cumulative GPA for undergrads (for admission). - Secondary and middle-level MATs must maintain GPA of 3.0 in content area
and overall.
Benchmark 2: Admission to Teacher Education Admitted (to Teacher Education) Stage
❑ Complete Clinical 2. - Ideal Educator Rating Scale (Professor): Score > 2.5** - Ideal Educator Rating Scale (Cooperating Teacher): Score > 2.5 - Revise and resubmit Philosophy of Education to Clinical 2 professor; Score >
3. ❑ Complete application to student teach (one calendar year prior to student
teaching). Submit placement requests for student teaching to the coordinator for field placements. • Complete SLED fingerprint check.
❑ Take courses within Benchmark 2 section of your program worksheet. - Maintain a 2.0 cumulative GPA for undergrads. - Secondary and middle-level MATs must maintain GPA of 3.0 in content area
and overall. ❑ Beginning in the fall of 2020, students must pass Praxis II content exam before
student teaching. Specific test requirements can be found here.
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*Any person having attained the SAT or ACT score set by the State Board of Education shall be exempt from the Praxis® Core requirement. (SAT 3-part = 1100 or 550 on Reading/Writing exempt the Praxis® Core Reading/Writing; 550 Math exempt Praxis® Core Math - EFFECTIVE MARCH 5, 2016 any prior 3-part = 1650) ; ACT = 22 any date **IERS: Clinical I > 2, Clinical II > 2.5, Student Teaching > 3 (Any student not reaching the required target score is in jeopardy of intervention)
Benchmark 3: Student Teaching
❑ Attend student teaching seminars (see Student Teaching Handbook). ❑ Complete student teaching evaluations.
- SCTS 4.0formal evaluations (ET1-3): Score > 3. - Ideal Educator Rating Scale (Cooperating Teacher): Score > 3** - Ideal Educator Rating Scale (College Supervisor Teacher): Score > 3.
❑ Teacher work sample: Score > 2.5. ❑ Complete individual program assessments: Score > 3. (See list on page 8) ❑ Take PLT and Praxis 2: Passing scores vary by program, according to SC state
law. ❑ Complete 60 full days of student teaching. ❑ Apply for graduation. ❑ Complete requirements for certification (see Mrs. Linda Nicholls). ❑ Complete diversity survey 2nd time (assigned in Livetext). ❑ Take SSCA test (assigned in Livetext). ❑ Complete IERS self- report survey (assigned in Livetext).
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Benchmark 1 remediation options
Learning Express Core Praxis Tutorial programretake courses to improve GPAseek faculty assistance & support with Clinical 1intervention plansCenter for Professional Development
Benchmark 2 remediation options
retake courses to improve GPAseek faculty assistance & support with Clinical 2 intervention plansCenter for Professional Development
Benchmark 3 remediation options
seek faculty assistance & support with student teaching/ dossierattend help sessions for Praxis 2intervention plansCenter for Professional Development
CORE PRAXIS Information To be eligible for admission into the Converse College Teacher Education Program, all students are required
to take and pass all three portions of Praxis Core Academic Skills for Educators (reading, writing and mathematics) as mandated by the state of South Carolina. If you scored a 1100 or higher on the SAT
including the writing or 22 or higher on the ACT, you may exempt Praxis Core - please submit a copy of your scores to Dr. Danielle Robertson or Mrs. Linda Nicholls. Click here for the official S.C. Praxis website.
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Test Minimum Score required in SC
SAT 1100
ACT 22
Praxis Core Academic Skills Exams new exams as of Oct. 2013:
Praxis Core Reading - Test Code 5712
(min. score 156) Reading Study Guide
Praxis Core Writing -
Test Code 5722 (min. score158 effective 9/1/16)
Writing Study Guide
Praxis Core Math - Test Code 5732
(min. score 142 effective 9/1/16) Math Study Guide
Praxis Core Combined Test Code -
5751
Fee waiver information
PRAXIS 2 Information
Which tests do I take? What’s the passing score?
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Step one Are you in
benchmark 2 courses?
Have you taken most of your content area
classes?
Step two Go to the ETS website and register to take:
1) Principles of Teaching and Learning test
2) Special Area test(s)
Free Apps to Explore
Aurasma Skitch
Virtual Manipulatives Geoboard
Blueprint 3D Lightbot
News-O-Metic Khan Academy
Sphere Educreations
Animate Doceri
ShowMe Haiku Deck Calculator
Wet Dry Try Word Work
Technology Resources
Use the following links to access various instructional technology resources.
ActivInspire Software Download (key code #0016-8738-6222-7483-5051) ETV Streamline SC (New Users passcode 27780-26813866) Classroom Design Software Classroom Architect Software Flocabulary Raps Brain POP Brain POP Jr. Scholastic Study Jams Free Puzzlemaker BINGO maker Crosswords by Thinkfinity Storybird Zooburst 3-D Pop-up Book Builder NCTM Illuminations Paper Toy Printables MAP Math Skills MAP Reading Skills Socrative Polling Tool Kahoot! FlipQuiz Game Tool The Hat Software
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Initial Certification Program Unit Assessments Benchmark I: Assessments before admission to Teacher Education EDU 360/560
Ideal Educator Rating Scale: Ideal Educator Rating Scale Self-Evaluation Survey Philosophy of Education: Score ≥ 2. Education Economic Development Act -LiveText Assessment 80%+
Clinical I Ideal Rating Scale (by Professor): Score ≥ 2.
Ideal Rating Scale (by Cooperating Teacher): Score ≥ 2. Core Praxis*
Reading: Score ≥ 156. Writing: Score ≥ 158 Effective 9/1/16. Mathematics: Score ≥ 142 Effective 9/1/16.
Maintain a 2.75 cumulative GPA (for admission to Teacher Education). MAT students:
Must Complete a minimum of 9 graduate hours before applying to Teacher Education. *Secondary and Middle Level must maintain a 3.0 in content area.
Benchmark II: Unit Assessments after Admission to Teacher Education Clinical II Ideal Educator Rating Scale (by Professor): Score ≥ 2.5. Ideal Educator Rating Scale (by Cooperating Teacher): Score ≥ 2.5. Revision of Educational Philosophy; Score > 3. Maintain a 2.75 cumulative GPA. Consider taking both the PLT and Praxis II exams in your certification area. **Beginning in the fall of 2020, students must pass Praxis II content exam before student teaching.
Benchmark III: Student Teaching Stage Unit Assessments Ideal Educator Rating Scale Self-Evaluation Ideal Educator Rating Scale (by Cooperating Teacher): Score ≥ 3. Ideal Educator Rating Scale (by College Supervisor): Score ≥ 3. SAFE T Dossier Unit Work Sample Score ≥ 2.5 Students must take Praxis II tests for certification. PLT: Score ≥ 165. **Beginning in the fall of 2020, students must pass Praxis II content exam before student teaching.
Benchmark IV: Completed Stage Unit Assessments Ideal Educator Rating Scale (by Graduates) Ideal Educator Rating Scale (by Employers)
*Any person having attained the SAT or ACT score set by the State Board of Education shall be exempt from the PRAXIS I requirement. (ACT = 22, 2-part SAT= 1100,or 3-part SAT = 1650.)
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Student Name:____________________________ Clinical Name & Number: ________________________
Term: (circle one) FALL JAN SPRING SUMMER I SUMMER II Year: _______________ School District Placement: ____________________________ School Placement:__________________________________ Cooperating Teacher Name:___________________________ Grade level/special ed. class: _______________________
I, _____________________________, verify that the information presented above is correct. student (print name) ________________________________________________________ ________________________ student signature Date
I, __________________________________, verify that the information presented above is correct. cooperating teacher (print name) ________________________________________________________ ________________________ cooperating teacher signature Date
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Date of Attendance
Brief Description of Activity Time In/ Out Cooperating Teacher’s Signature
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CLINICAL
TIME LOG
Application to Teacher Education Program Information and Instructions: 1. Courses beyond Benchmark I may not be taken until the teacher candidate has been accepted to the Teacher Education Program. 2. Program admission requirements include passing scores on the CORE Praxis or qualifying SAT/ACT scores, cumulative GPA of 2.75 (additionally, for secondary MAT candidates, a GPA of 3.0 in content area), and successful completion of Clinical I. Undergraduate candidates must have completed 60 hours of coursework. MAT students must have completed 9 hours. 3. Submit completed written application to Dr. Danielle Robertson or Mrs. Linda Nicholls for consideration by the Teacher Education Committee. Deadlines for submission of application are : First Monday in December, May, and August.
Name__________________________________________ Social Security Number_______________________
Address________________________________________ Phone_____________________________________
_______________________________________________ Cell/Work__________________________________
Email:_________________________________________ Class______________________________________
Major:_________________________________________ Advisor____________________________________
Anticipated date of graduation_____________________ Date of birth________________________________
For departmental use only:
Scores:________________________________________ Hours completed:____________________________
Clinical:________________________________________
Converse GPA:_________________________________ Cum GPA:__________________________________
Recommendation of Advisor: I have reviewed the candidate’s qualifications and recommend for admission to the Teacher Education Program.
Signature: _________________________________________________ Date: ________________________
I certify that the above information is true and accurate to the best of my knowledge. My signature verifies that I have read the Teacher Education Handbook and I understand and am familiar with the policies and requirements for completion of the professional program.
Candidate Signature: ___________________________________________________ Date: _________
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Teacher Education Admissions
Candidate: _______________________________ Date of committee review ______________ The Teacher Education Admissions Committee considers applications three times each year based on the following criteria in the table below established by the SC Department of Education (Jan. 2014) and Converse Department of Education (Aug. 2017) Phase 1- Application and criteria below required for admission to TED.
*Any person having attained the SAT or ACT score set by the State Board of Education shall be exempt from the Praxis® Core requirement. (SAT 3-part = 1100 or 550 on Reading/Writing exempt the Praxis® Core Reading/Writing; 550 Math exempt Praxis® Core Math - EFFECTIVE MARCH 5, 2016 any prior 3-part = 1650) ; ACT = 22 any date
**The Teacher Education Admissions Committee handles unfavorable faculty survey comments on an individual basis and may develop an Intervention Plan to address documented deficiencies.
Committee Signatures: ▢ Accepted ________________________________________________ ▢ Accepted, with contingencies ________________________________________________ ▢ Denied ________________________________________________ 12
Criteria Requirement Meets expectations
CORE PRAXIS Reading (PPST: Pre-Professional Skills Assessment or CBT: Computer-based Test 156 ▢CORE PRAXIS Writing (PPST: Pre-Professional Skills Assessment or CBT: Computer-based Test
162158 (9/1/16) ▢
CORE PRAXIS Math (PPST: Pre-Professional Skills Assessment or CBT: Computer-based Test
150142 (9/1/16) ▢
Cumulative Grade Point Average (may admit 2.5 if compelling evidence not to exceed 5% of candidates admitted) 2.75 ▢45 Hours of College-Level Work 45 hours
Transcript Evidence
▢Statement of Disclosure (prior convictions/include felonies and misdemeanors) Official
Statement ▢Education Economic Development Act (Intro to Ed Test - LiveText Data) 80%+ ▢MAT students must successfully complete 9 graduate hoursSecondary/Middle Level MAT students must have GPA of 3.0 in content area
9 hoursS/M 3.0 GPA
content▢
Clinical I Grade P ▢Faculty Survey Comments (LiveText Form) Favorable ▢EDU360/560 IERS (Ideal Educator Rating Scale- LiveText Data) Score ≥ 2 ▢Philosophy of Education EDU360 (LiveText Data) Score ≥ 2 ▢Clinical I IERS (Ideal Educator Rating Scale by Professor - LiveText Data) Score ≥ 2 ▢Clinical I IERS (Ideal Educator Rating Scale by Cooperating Teacher - LiveText Data) Score ≥ 2 ▢
Application for Student Teaching Placement
Please either complete the paper copy of this form or fill out digitally and email to [email protected] Applications are due to Mrs. Linda Nicholls before June 15 for following spring student teaching and Feb. 15 for following fall student teaching (State Department Dates). Name:____________________________________ Student Teaching Term:____________ Last First
Address:______________________________________________________________
Email:______________________________ Class:______________________
Major:________________________________________________________________
Have you been admitted to the Converse College Teacher Education program?______________
Do you currently work in a school district?___________ If yes, where? _________________________________________________________
You will be leaving for school from: Home Campus (circle one)
Where would you like Converse to request placement? Remember, this is a request. District offices have the final word in placement.
*Do not under any circumstances attempt to place yourself!*
1.__________________________________________ 2.__________________________________________ 3.__________________________________________
Are their any logistical or family considerations we need to know that might affect your placement?
Other comments:
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The education unit considers student teaching applications based on the following criteria:
The Converse College Department of Education handles Intervention Plans on an individual basis.
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Criteria Requirement
Clinical II grade P
Ideal Educator Rating Scale (by Professor) Score ≥ 2.5
Ideal Educator Rating Scale (by Cooperating Teacher) Score ≥ 2.5
Secondary graduate students must complete a minimum of 9 hours in the content area prior to student teaching.
Effective Fall 2020: Pass Praxis II exam(s) for your certification area (score report submitted to Director of Teacher Education)
see chart on next page
Intervention Plans, if applicable Satisfactory Completion
Other Clinical Guidelines Field Placements Every student in teacher education will be given 1- one and only one field placement- clinical 1 2- one and only one field placement- clinical 2 3- one and only one field placement- student teaching
Any candidate who fails to successfully complete a placement will not be eligible for further placements. Successful completion is determined by meeting the licensure requirements as required of certified teachers in the state of SC. Cooperating teachers and college supervisors will collaborate on the evaluation of the candidate’s knowledge of
1- Long range planning 2- Short range planning of instruction 3- Planning assessments and using data 4- Establishing and maintaining high expectations for learners 5- Using instructional strategies for facilitate learning 6- Providing content for learners 7- Monitoring, assessing, and enhancing learning 8-Maintaining an environment that promotes learning 9- Managing the classroom 10- Fulfilling professional responsibilities
Teacher candidates will be REMOVED from their field placements upon request of the cooperating school district. The student’s case will go before a Teacher Education Committee and an intervention or determination will be provided on a case- by- case basis.
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Dress Code **In the event of a more stringent district policy, follow the guidelines of the district.** While in the public schools, representing Converse College, teacher candidates are expected to show professionalism by dressing appropriately. Whether in a classroom to observe or to teach, it is your responsibility to check district and school dress code guidelines before your first visit. Keep in mind that conservative dress helps you establish authority and professionalism. Your dress should reflect modesty and not draw attention to you or distract students. Teacher candidates are expected to dress in business casual attire for EVERY visit, with no exceptions. Under no circumstances will attire such as jeans, flip flops, t-shirts with screen-printing, or similar attire be tolerated. Teacher candidates may be asked to leave the school and must make up any missed hours/day at the conclusion of the term if observed wearing inappropriate attire at the school site.
Here are a few suggestions on how to dress while in a clinical or student teaching placement:
• Hair – Neat, natural styles and colors. Be sure your hair is dry. • Tops – Shirts should be clean and without wrinkles. The following tops are unacceptable: tight
fitting blouses, tank tops, halter tops, and clothing described as sexually provocative; clothing with nude or semi-nude pictures; sexually suggestive slogans, cartoons, or drawings; clothing with profane language; clothing depicting violence; clothing promoting alcoholic beverages, tobacco, or controlled substances. Do not expose midriffs, undergarments, or cleavage.
• Pants or Skirts – Pants should be neatly pressed, clean, and should fit comfortably. Skirt and dress length should allow you to bend and move without undue exposure. Do not wear shorts, jeans. Clothing must not have rips or tears. Leggings and jeggings are not pants.
• Shoes – Check district guidelines on shoes- some require closed-toe varieties for safety reasons. Shoes must be clean and represent professional choice. No flip flops or bare feet. Remember, teaching involves prolonged periods of standing, so take comfort into consideration when choosing footwear. Be sure to follow district guidelines about open-toed shoes.
• Other prohibitions- the observable lack of undergarments; exposed undergarments; and body piercings other than in the ear. Tattoos that display nude or semi-nude pictures; sexually suggestive slogans, cartoons, or drawings; tattoos with profane language; tattoos depicting violence; tattoos promoting alcoholic beverages, tobacco, or controlled substances, inappropriate language or images that are disruptive to the order of a school or are a distraction to the learning environment should be covered.
• Accessories – Makeup, if worn, should be natural and jewelry kept to a minimum and tasteful. • Hygiene – Appropriate grooming and bathing should be reflected in appearance and smell. • Male teacher candidates: Shirts and pants should cover the waist, back, and chest; clothing should
be without wrinkles. Shirts should have a collar and be tucked in. No tank tops or shorts will be allowed. Many districts require for males to wear ties; be sure to check with district policy. Facial hair should be well-groomed and trimmed.
Professional Conduct and Attitude Your interactions in the public schools should be a rewarding, learning experience. 1. Remain objective during your experience. Generally speaking, negative criticism is unwarranted
and should not be offered. Any concerns you might have regarding your placement or relationship with the cooperating teacher should be discussed with your college supervisor and the Director of Student Teaching in a confidential setting. It will be considered on a case- by- case basis.
2. Be a positive force while avoiding confrontations. Become familiar with both district policy and school rules. Display a highly professional attitude, especially regarding confidential information about children and parents. Remember that you are a guest in the classroom; your cooperating teacher is a professional and should be treated that way. 16
3. Your attitude, as well as your physical appearance, indicates your level of seriousness in the field. Having joined a professional community, it is also expected that you will speak and write in ways that are acceptable to this professional community.
4. Timeliness and prompt behavior is expected of all students. Plan to arrive early to any meeting; whether instructional or informational.
Social Media With schools embracing technology, many professionals are utilizing social media as a way to grow professional networks. It is also a platform you can use to have your professional voice heard; don’t feel that you need to delete your account. However, your social media profiles and all posts/pages, including any public representations of you, must be professional in every regard.
Before taking photos in your classroom placement and posting them on social media, be sure that students in the room have permission for their photos to be shared. Converse policy does not allow faces or profiles of children in photos. If taking photos, capture only backs of student heads and/or student work that does not reveal identities.
SOUTH CAROLINA CODE OF LAWS: STANDARDS OF CONDUCT REQUIRED OF EDUCATORS
Title 59 – Education TEACHERS SECTION 5925160. Revocation or suspension of certificate; “just cause” defined.
“Just cause” may consist of any one or more of the following: (1) Incompetence; (2) Willful neglect of duty; (3) Willful violation of the rules and regulations of the State Board of Education; (4) Unprofessional conduct; (5) Drunkenness; (6) Cruelty; (7) Crime against the law of this State or the United States; (8) Immorality; (9) Any conduct involving moral turpitude; (10) Dishonesty; (11) Evident unfitness for position for which employed; or (12) Sale or possession of narcotics.
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Ideal Educator Rating Scale Teacher Candidate Name____________________ Evaluator Name_________________________ Course____________Term________
This assessment measures the level at which candidates demonstrate the following competencies and dispositions:
4=Exemplary: The candidate understands this skill/disposition and fully and effectively demonstrates it.. 3=Competent: The candidate understands this skill disposition and is able to demonstrate it independently. 2=Developing: The candidate knows about this skill/disposition and is able to demonstrate it with assistance 1=Beginning: The candidate knows very little about this skill/ disposition.
Score EDU 360/ 560
Score CL I
Score CL II
Score Stud. Tea.
DIVERSITY
1. Differentiates instruction for students from diverse cultures. X
2. Differentiates instruction for students with diverse needs. X
3. Differentiates instruction for students with diverse learning styles. X
4. Respects student/colleague diversity and individual differences. X
INSTRUCTION
5. Demonstrates varied and innovative teaching techniques.
6. Engages students in relevant learning experiences.
7. Focuses on student progress.
CONTENT
8. Applies theory and research in appropriate contexts.
9. Is intellectual curious and demonstrates interest in subject matter.
10. Demonstrates appropriate knowledge of subject matter
TECHNOLOGY
11. Uses technology effectively in teaching. X
ASSESSMENT
12. Values the importance of reflection.
13. Demonstrates an awareness of personal attitudes and beliefs.
14. Thinks critically and imaginatively in planning and delivering instruction.
15. Uses appropriate assessments to evaluate student learning.
MANAGEMENT
16. Effectively manages classroom environment.
17. Manages time, assignments, deadlines and other areas related to classroom management.
18. Appropriately addresses student behaviors.
PROFESSIONALISM
19. Cooperates and collaborates with students, peers, parents, and community.
20. Effectively communicates orally and in writing (Including use of Standard American English).
21. Maintains a professional demeanor.
22. Demonstrates a positive attitude toward self, students, peers, parents, and subject matter.
23. Follows through with professional responsibilities.
24. Participates in professional development opportunities.
25. Demonstrates an enthusiastic commitment to both learning and teaching.
26. Conducts self in an ethical manner.
Comments on strengths and areas to improve:
Ideal Educator Rating Scale Self-Evaluation
Teacher Candidate Name_______________________________ Date_____________ Course_______________ Term____________
This assessment measures the level at which candidates demonstrate the following competencies and dispositions.
27. Exhibits positive interactions with classmates and instructors.
1=Beginning: I know very little about this skill/ disposition. 2=Developing: I know about this skill/disposition and am able to demonstrate it with assistance. 3=Competent: I understand this skill/ disposition and am able to demonstrate it independently. 4=Exemplary: I understand this skill/ disposition and fully and effectively demonstrate it.
Score
EDU 360/ 560
Score
Student Teaching
Converse Education Standard: DIVERSITY
1. Differentiates instruction for students from diverse cultures.
2. Differentiates instruction for students with diverse needs.
3. Differentiates instruction for students with diverse learning styles.
4. Respects student/colleague diversity and individual differences.
Converse Education Standard: INSTRUCTION
5. Demonstrates varied and innovative teaching techniques.
6. Engages students in relevant learning experiences.
7. Focuses on student progress.
Converse Education Standard: CONTENT
8. Applies theory and research in appropriate contexts.
9. Is intellectual curious and demonstrates interest in subject matter.
10. Demonstrates appropriate knowledge of subject matter
Converse Education Standard: TECHNOLOGY
11. Uses technology effectively in teaching.
Converse Education Standard: ASSESSMENT
12. Values the importance of reflection.
13. Demonstrates an awareness of personal attitudes and beliefs.
14. Thinks critically and imaginatively in planning and delivering instruction.
15. Uses appropriate assessments to evaluate student learning.
Converse Education Standard: MANAGEMENT
16. Effectively manages classroom environment.
17. Manages time, assignments, deadlines and other areas related to classroom management.
18. Appropriately addresses student behaviors.
Converse Education Standard: PROFESSIONALISM
19. Cooperates and collaborates with students, peers, parents, and community.
20. Effectively communicates orally and in writing (Including use of Standard American English).
21. Maintains a professional demeanor.
Comments:
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22. Demonstrates a positive attitude toward self, students, peers, parents, and subject matter.
23. Follows through with professional responsibilities.
24. Participates in professional development opportunities.
25. Demonstrates an enthusiastic commitment to both learning and teaching.
26. Conducts self in an ethical manner.
27. Exhibits positive interactions with classmates and instructors.
Philosophy of Education Rubric
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Beginning (1 point) Developing (2 points) Competent (3 points) Exemplary (4 points)
Knowledge Base for Informed Practice
No mention of theories of human development and learning. Methodologies, assessment, standards, education policy and law are not addressed. Philosophy developed from personal experience only with little or no integration of pedagogy or formal patterns of educational philosophy.
Alludes to theories of human learning and development but lacks any elaboration. Methodologies and assessment are mentioned, but education policy and law are not considered within the statement. Standards are not addressed as Components of the knowledge base.
Refers to formal patterns of educational philosophy as referenced in text, and to theories of human learning and development, but lacks elaboration. Methodologies and assessment are generally integrated, but very limited mention of standards, education policy and law as driving forces.
Multiple references to various theories of human learning and patterns of formal educational philosophy. Clearly identifies and explains underlying methodologies for best practices, and clearly addresses assessment as a tool to inform and improve instruction. Makes references to standards, education policy and law, but lacks elaboration.
Critical and Reflective Thinking
Lacks any mention of amending instructional practice. No reference to using student data to inform instructional practices. No reference to self-assessment or informed decision-making.
Mentions the need to evaluate instructional practices and to revise instruction. Refers to student achievement as method to make instructional decisions. Lacks elaboration.
Clearly states the need to evaluate instructional practices and to adapt instruction based on student achievement. Identifies the importance of gathering information to shape instructional decisions.
Clearly explains how ongoing review of practice can impact instruction and student achievement. Identifies the importance of gathering and using multiple types of data to inform instructional decisions.
Multicultural Literacy
Few, if any, references to meeting the needs of diverse students within the classroom. References to relevant and challenging learning experiences are not included.
Mentions that a variety of learning needs and cultural backgrounds may be found within a classroom setting. Suggests that responsive teaching behaviors might meet these needs. Alludes to the need for relevant and challenging instruction within the classroom but gives no details or examples.
Mentions that a variety of learning needs and cultural backgrounds may be found within a classroom setting. Identifies some responsive teaching behaviors that might need these needs, but gives little or no elaboration. Suggests the need for relevant and challenging instruction for all students, but provides no examples.
States examples of accommodations to address students‘ diverse needs and backgrounds. Identifies responsive teaching behaviors to meet a variety of needs. States the importance of relevant and challenging learning experiences for all students and provides some elaboration and examples.
Commitment to Lifelong Educational Leadership
Makes no reference to continuing growth as a professional attribute. Behaviors and attitudes of an effective teacher are not addressed.
Mentions professional growth as a way to sustain learning with limited reference to how this might occur. Behaviors and attitudes of an effective teacher are superficially addressed on a global level, with few, if any, personal connections.
States areas for continued professional growth and alludes to ways this might occur, such as collaborating with fellow teachers, attending workshops, etc. Elaborates somewhat on behaviors and attitudes of effective teachers but makes few personal connections.
Suggests a plan for personal professional growth including possible ideas of how s/he plans to achieve this growth, such as collaborating with fellow teachers, attending conferences, working with a mentor, etc. The qualities of an effective teacher are explained and briefly discussed as personal goals.
Classroom Management
Provides only limited reference to personal classroom management or discipline plan. No mention of making connections between school and home. No mention of connection between effective classroom management and student achievement.
Mentions the need for a classroom management and discipline plan. Refers generally to the importance of making a school and home connection, but offers few if any details or examples.
Includes a global plan to address classroom management and discipline. Makes global statements concerning the importance of making the connections between school and home and the connection between effective management and student success.
Includes a personal plan to address classroom management and discipline. Makes statements concerning the importance of making the connections between school, home, and community and offers some details and examples to support components of plan.
Technological Literacy
Provides a limited reference, if any, to a technology plan or use of technology in the classroom. Offers no elaboration or details or explanation of the critical role of technology.
Mentions the need for a technology plan. Makes global statements about the critical role of technology, but offers no personal strategies or goals.
Mentions the need for a technology plan and cites specific uses for the classroom.
Identifies a personal plan to address technology. Makes a statement concerning the importance of technology in meeting the needs of diverse learners.
Technical Writing,
Organization, and Clarity
Numerous spelling, grammatical, and syntax errors, many of which are serious. Statement is seriously disjointed, highly disorganized, almost impossible to follow. Few of the ideas communicated in the statement are expressed in a clear or coherent fashion. Little or no elaboration or explanation.
Some instances of spelling, grammatical, and syntax errors, several of which are major. Statement is somewhat disjointed, lacks an overall sense of organization, but can be followed with effort. Some of the ideas are expressed somewhat clearly, but others are confusing.
Few instances of spelling, grammatical, and syntax errors, but only a few are major. Statement is somewhat organized and can be followed even though there are periodic flaws in the overall structure. Many of the ideas are expressed clearly but others lack elaboration.
Few instances of spelling, grammatical, and syntax errors, none of which are major. Statement is reasonably well organized and flows well despite minor gaps. Most ideas are communicated in a reasonably clear fashion with elaboration and explanation provided.
Overall Rating The philosophy statement is seriously flawed and fails to meet even the most basic levels of best practices. There is little evidence that the candidate possesses even a basic understanding of effective teaching and written expression skills obstruct the content flow.
The philosophy statement is weak, but does demonstrate some limited evidence of necessary understandings. There are some allusions to best practices but statement reflects little, if any, internalization. Fundamental errors in written expression decrease the effectiveness of the paper.
The philosophy statement demonstrates evidence of some necessary dispositions and understandings through references to best practice. There is evidence of some internalization of tenets of effective teaching, but goals lack specificity and elaboration.
The philosophy statement clearly expresses the candidate’s beliefs and knowledge of informed practice, including some examples to illustrate beliefs and plans for life-long learning. In most instances, suggested ways to address each indicator are shared and written expression is well planned.
Descriptors of Exemplary Dispositions for Teaching
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Descriptors of Exemplary Disposition
Sample Indicators of Needed Intervention
1. Respects student diversity and individual differences and believes in the importance of differentiated instruction.
(DIVERSITY)
Teacher candidate ignores differences in students and adheres to lesson plans, strategies, and activities regardless of appropriateness or relevancy. Diversity in the classroom is seen as a burden rather than a gift.
2. Committed to varied and innovative teaching techniques.
(INSTRUCTION)
Teacher candidate uses limited instructional strategies without regard for students’ abilities or needs. No plans are made to build on the strength of each learner.
3. Believes in maximizing the capacity of each student.
(INSTRUCTION)
Teacher candidate focuses on a few students using limited instructional strategies. Plans do not reflect knowledge of the class composition and the needs of diverse learners.
4. Focuses on student progress. (INSTRUCTION)
Teacher candidate shows ineffective assessment and evaluative techniques. Does not give students constructive feedback. Teacher candidate blames students for not learning or making bad grades.
5. Displays intellectual curiosity and interest in subject matter.
(CONTENT)
Teacher candidate demonstrates inadequate knowledge in subject area and has no plans for improvement.
6. Values philosophical and theoretical perspectives in discussions or reflection.
(CONTENT)
Teacher candidate demonstrates limited tolerance for differing viewpoints and perspectives. Shows no indication of expanding outlook or approach to teaching.
7. Values the use of technology in teaching.
(TECHNOLOGY)
Teacher candidate does not involve technology in any approach to planning, teaching, or evaluation.
8. Values the importance of reflection.
(ASSESSMENT)
Teacher candidate has limited understanding of effective teaching and displays an unwillingness to grow professionally through self-reflection. Candidate sees reflection and feedback as negative criticism.
9. Demonstrates an awareness of his/her own attitudes and beliefs.
(ASSESSMENT)
Teacher candidate interjects opinion without sound basis or judgment. Demonstrates indecisiveness yet shows need to always be right regardless of consequences or past experience.
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10. Demonstrates a tendency to explore, to think critically and imaginatively.
(ASSESSMENT)
Teacher candidate consistently uses ineffective and archaic teaching strategies. Rejects suggestions for areas of improvement.
11. Recognizes the need for management skills. (MANAGEMENT)
Teacher candidate’s management of student behavior, instructional routines and materials, and essential non-instructional tasks significantly compromises the teaching and learning process.
12.Demonstrates a positive attitude toward self, students, peers, parents, and subject matter.
(PROFESSIONALISM)
Teacher candidate rejects collaboration with peers, students, or parents. Parental and peer involvement is seen as hindrance rather than opportunity for growth.
13. Values professional responsibilities. (PROFESSIONALISM)
Teacher candidate is consistently reminded of tasks to be completed, expectations to be fulfilled, and the degree of professionalism demanded of successful teachers.
14. Values professional growth and development. (PROFESSIONALISM)
Teacher candidate makes no attempt to find new activities, teaching strategies, resources, or materials. Does not involve peers in finding ways to improve and make learning more meaningful to students.
15. Demonstrates an enthusiastic commitment to both learning and teaching.
(PROFESSIONALISM)
Teacher candidate shows apathy and discontent for teaching and students. Demonstrates negative attitude and unpleasant disposition.
CONVERSE COLLEGE CONCEPTUAL FRAMEWORK & PROFESSIONAL DISPOSITIONS
INTERVENTION FORM
An important responsibility of the teacher preparation programs in the Professional Education Unit is to ensure that those who complete the degree programs manifest appropriate pedagogical knowledge, skills, and dispositions. The seven Converse College Ideal Educator unit standards are the foundation of the teacher preparation program. Competency in the SCTS 4.0standards are required of every licensed teacher in SC, and are the backbone of our Teacher Preparation Program. Select from the following list the standard(s) that are not adequately demonstrated.
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Converse College Ideal Educator Standards Converse College Dispositions Standards
❑ 1. DIVERSITY: Demonstrates knowledge of and respect for individual differences by differentiating instruction for the diverse needs of all learners.
❑ 1. Respects student diversity and individual differences and believes in the importance of differentiated instruction.
❑ 2. INSTRUCTION: Demonstrates knowledge of and competence in innovative instructional strategies.
❑ 2. Committed to varied and innovative teaching techniques.
❑ 3. CONTENT: Demonstrates knowledge of content and standards by integrating them into planning and instruction.
❑ 3. Believes in maximizing the capacity of each student.
❑ 4. TECHNOLOGY: Demonstrates knowledge of technology and the value of its use by integrating it into a variety of areas.
❑ 4. Focuses on student progress.
❑ 5. ASSESSMENT: Demonstrates knowledge of and competence in assessment and evaluation of students, instruction, and self through the utilization of informal and formal methods.
❑ 5. Displays intellectual curiosity and interest in subject matter.
❑ 6. MANAGEMENT: Demonstrates skills in management.
❑ 6. Values philosophical and theoretical perspectives in discussions or reflection.
❑ 7. PROFESSIONALISM: Demonstrates a positive attitude toward professionalism.
❑ 7. Values the use of technology in teaching.
❑ 8. Values the importance of reflection.
SCTS 4.0 Domains ❑ 9. Demonstrates an awareness of his/her own attitudes and beliefs.
❑ 1. Planning ❑ 10. Demonstrates a tendency to explore, to think critically and imaginatively.
❑ 2. Environment ❑ 11. Recognizes the need for management skills.
❑ 3. Instruction ❑ 12. Demonstrates a positive attitude toward self, students, peers, parents, and subject matter.
❑ 4. Professionalism ❑ 13. Values professional responsibilities.
❑ 14. Values professional growth and development.
❑ 15. Demonstrates an enthusiastic commitment to both learning and teaching.
Teacher Candidate Name: ________________________________________________
Program: _________________________________________________________________
Course: ___________________________________________________________________
Date: _____________________________________________________________________
Ways in which the standard(s) is not adequately met:
Summary of the Intervention Planning Session:
Intervention Plan Outline:
Signatures:
Teacher Candidate _____________________________________________
Professor _____________________________________________
Director of Teacher Education _____________________________________________
Additional Participant (optional) ___________________________________________
Additional Participant (optional) ___________________________________________
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CONVERSE COLLEGE CONCEPTUAL FRAMEWORK & PROFESSIONAL DISPOSITIONS
DETERMINATION FORM
An important responsibility of the teacher preparation programs in the Professional Education Unit is to ensure that those who complete the degree programs manifest appropriate pedagogical knowledge, skills, and dispositions. The seven Converse College Ideal Educator unit standards are the foundation of the teacher preparation program. Select from the following list the standard(s) that are not adequately demonstrated.
Ways in which the standard(s) is/are not adequately met:
Summary of the determination:
_______ I understand:
❑ I need to withdraw from _________________________ before _______.
❑ I will receive a grade of _____ in ________________________________.
_______ I have been informed of my right to appeal this decision.
Signatures:
Teacher Candidate ______________________________
Professor ______________________________
Director of Teacher Education ______________________________
Additional Participant (optional) ______________________________
Additional Participant (optional) ______________________________
Effective Date: __________
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SCTS 4.0 (Previous Expanded ADEPT)
Introduction Central to the SCTS 4.0 (South Carolina Teaching Standards) system is a set of expectations for what teaching professionals should know, be able to do, and assume responsibility for accomplishing on an ongoing basis. These expectations, outlined in the SCTS 4.0, are the linchpins that connect all stages of a teacher’s career, beginning with teacher preparation and continuing through induction, high-stakes performance evaluation(s), and, finally, ongoing self-directed professional development. A teacher’s proficiency in each of the standards is expected to occur developmentally and to increase continuously throughout the entirety of his or her teaching career.
For the purposes of SCTS 4.0, the term classroom- based teachers refers to certified teachers of core academic subjects, related subjects (e.g., physical education, career and technology education), and special education. The term classroom-based teachers does not include special-area personnel (i.e., school guidance counselors, library media specialists, and speech-language therapists).
The SCTS 4.0 for classroom-based teachers can be grouped into four broad categories, or domains:
Domain 1: Designing and Planning Instruction Indicator 1 Instructional Plans Indicator 2 Student Work Indicator 3 Assessment
Domain 2: The Learning Environment Indicator 4 Expectations Indicator 5 Managing Student Behavior Indicator 6 Environment Indicator 7 Respectful Culture
Domain 3: Instruction Indicator 8 Standards and Objectives Indicator 9 Motivating Students Indicator 10 Presenting Instructional Content Indicator 11 Lesson Structure and Pacing Indicator 12 Activities & Materials Indicator 13 Questioning Indicator 14 Academic feedback Indicator 15 Grouping Indicator 16 Teacher Candidate Content Knowledge Indicator 17 Teacher Candidate Knowledge of Students Indicator 18 Thinking Indicator 19 Problem Solving
Domain 4: Professionalism Indicator 20 Growing & Developing Professionally Indicator 21 Reflecting on Teaching Indicator 22 Community Involvement Indicator 23 School Responsibilities
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STUDENT GRIEVANCE PROCEDURE If a student has a concern about a policy or general procedure of the college, she may either direct her concern to the office responsible for the oversight of the policy/procedure or she may address her concern through the resolution process of the SGA Student Senate as outlined in the SGA Constitution. In compliance with the regulations of Title IX of the Higher Education Act of 1965, as amended in 1972, and Section 504 of the Rehabilitation Act of 1973, Converse College has established the following procedure for students to pursue grievances against faculty or staff members:
Step One—The student should request a conference with the employee (professor or staff member) against whom the student has a complaint in order to discuss the problem. The conference must occur within ten working days of the incident. The employee will make an effort to resolve the issue equitably and informally and will send a written response to the student within three working days of the conference.
Step Two—If the employee’s response is not satisfactory, the student may send a formal written complaint with supporting evidence and documentation to the department chair or other immediate supervisor of the employee against whom the student has the grievance within three days. The department chair or supervisor will acknowledge receipt of the complaint in writing within three working days and will respond to the student in writing within ten working days of receipt of the complaint.
Step Three—If the response of the department chair or supervisor is not satisfactory, the student may notify the dean of the school or college in which the student is enrolled or the employee’s senior administrator of that fact in writing within three days. The dean or administrator will acknowledge receipt of the complaint in writing within three working days, will consider the accumulated evidence, interview any of the parties concerned at his/her discretion, and reply to the student in writing within ten working days of receipt of the complaint.
Step Four—A student who is not satisfied with the disposition of the matter may request a formal grievance hearing by notifying the Dean for Community Life in writing within three days of receipt of the dean or senior administrator’s response. The request should explain the complaint and should include copies of all letters written and received, as well as supporting evidence and proper documentation. The Dean for Community Life will serve as Chair of a Committee made up of a faculty or staff member appointed by the SGA Executive Committee, a faculty member or administrator chosen by the President, and a faculty member or administrator chosen by the student. The Dean for Community Life will set a date for the hearing within five to ten working days of receipt of the request and will send copies of the appeal to committee members. All members of the committee must be present in order for the hearing to take place.
The student will appear before the grievance committee to present the grievance. The committee will also interview the employee against whom the student has the grievance and the employee’s supervisor, as well as any additional witnesses that it considers necessary in order to render a fair decision. The student has the right to present witnesses, either character or circumstantial, if their testimony is deemed relevant by the chairperson. The student must present a list of these witnesses to the chairperson at least twenty-four hours in advance and state the reasons for calling each one to testify. Participants in the hearing may include the following: students, faculty or other agents of the college who may be affected by the case. The Dean for Community Life, as chairperson of the committee, will forward copies of the committee’s decision to all involved within three working days.
Step Five—A student who wishes to appeal the decision of the committee must notify the President in writing within three days of receipt of the committee’s ruling. The President may interview any of the parties concerned before deciding to approve, modify, or overturn the committee’s decision. The President will inform the student of his/her decision in writing within ten working days of receipt of the appeal.
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