SCHOOL OF EDUCATION
Field/Clinical Handbook 2016-2017
TABLE OF CONTENTS Introduction......................................................................................................................................................................................... 4 Welcome ........................................................................................................................................................................................... 4 Mission and Vision of the Institution and School of Education ................................................................................ 4 General Guidelines for Field / Clinical Experiences ....................................................................................................... 5 Documentation of Field Experiences.................................................................................................................................... 5 1.
iLearn: ................................................................................................................................................................................. 5
2.
UC Field Experience Website: ................................................................................................................................... 5
3.
Kentucky Field Experience Tracking System (KFETS):.................................................................................. 5
Dispositional Surveys ................................................................................................................................................................. 6 Initial Undergraduate ...................................................................................................................................................................... 7 Initial Graduate................................................................................................................................................................................... 9 State Regulations Governing Program................................................................................................................................. 9 Clinical Tracks (A and B) ........................................................................................................................................................... 9 Track A: ........................................................................................................................................................................................ 9 Track B: ........................................................................................................................................................................................ 9 Requirements for Clinical Supervisors ..............................................................................................................................10 Cooperating Teacher ............................................................................................................................................................10 District-Based Mentor..........................................................................................................................................................10 University Supervisor ..........................................................................................................................................................11 Types of Field Experiences .....................................................................................................................................................11 Clinical III: Professional Experience Requirements .....................................................................................................12 Clinical Placement Procedures .............................................................................................................................................12 Advanced ............................................................................................................................................................................................13 Literacy Specialist ......................................................................................................................................................................13 Teacher Leader ............................................................................................................................................................................14 Monitoring Clinical Experiences ..........................................................................................................................................16 Examples of Leadership Activities during Clinical Experiences .............................................................................16 Other School Professionals..........................................................................................................................................................19 School Counselor ........................................................................................................................................................................19 Educational Leadership ...........................................................................................................................................................19 Introduction & Purpose.......................................................................................................................................................19 Length .........................................................................................................................................................................................20 Candidate Field Experience Activities...........................................................................................................................20 Beginning Procedures for the Candidate Field Experience ..................................................................................20
Evaluation of Field and Clinical Experiences .............................................................................................................21 Field Experiences Supporting Diversity .......................................................................................................................22 Monitoring Field Experiences...........................................................................................................................................22 University Faculty..................................................................................................................................................................23 Candidate Feedback..............................................................................................................................................................23 Individual Action Plan..........................................................................................................................................................24 Graduate Field/Clinical Hours Matrix.....................................................................................................................................26 School-based Council Meeting and Family Resource / Youth Service Center ......................................................32
INTRODUCTION WELCOME
University of the Cumberlands has educated teacher candidates for over 120 years. Our cuttingedge undergraduate programs and online graduate programs combine our traditional approach to learning with the latest innovations and standards, ensuring an education that is both modern and practical. Students enrolled in our undergraduate programs and online graduate programs benefit from unprecedented learning opportunities, flexibility and the unwavering support of a dedicated staff. Our rich history, distinguished faculty and first-rate resources stretch far beyond our beautiful campus, providing students with the skills and expertise needed to succeed. For over a century, University of the Cumberlands has adapted to new technologies and the ever-changing world we live in, all the while remaining true to its founding principle: "To provide firstclass education at affordable rates." We are proud to provide opportunities for quality field and clinical experiences as we prepare future generations for school and community service.
MISSION AND VISION OF THE INSTITUTION AND SCHOOL OF EDUCATION The conceptual framework for University of the Cumberlands’ education programs emphasizes the theme Reflective Constructors of Quality Learning Experiences through Critical Thinking. This theme reinforces the university mission statement. The University mission statement contains a focus on educating students primarily of the Appalachian region with a broad based liberal arts curriculum of excellence and with the resolve to think and problem-solve in preparation for assuming positions of service and leadership. In like manner, this theme directs education candidates to actualize the vision of acquiring knowledge in four knowledge bases consisting of conceptual, communicative, evaluative, and strategic competencies. The actualization of this vision requires that all candidates participate in meaningful experiences to develop a set of dispositions and to acquire a set of technology skills that will enable candidates to meet the varied needs of diverse learners and become skilled teachers.
GENERAL GUIDELINES FOR FIELD / CLINICAL EXPERIENCES In order to foster positive dispositions within education candidates, the School of Education requires that all candidates adhere to the following standards while conducting field/clinical experiences: 1. Dress professionally 2. Maintain appropriate relationships with students and school personnel 3. Model appropriate use of electronic devices, ensuring that technology-use is educational and not personal 4. Maintain confidentiality, protecting the privacy of students, school personnel, and community stakeholders 5. Demonstrate appropriate dispositional attitudes toward the teaching profession
DOCUMENTATION OF FIELD EXPERIENCES All initial licensure programs require that candidates complete and document two-hundred (200) field experience hours, as defined in 16 KAR 5:040. The School of Education uses three systems to verify and record completion of required field experience hours: iLearn, the UC Field Experience Website, and the Kentucky Field Experience Tracking System (KFETS). The following directions describe the process for documenting field experience hours in each system:
1. ILEARN: a) Acquire the “Field Experience Timesheet,” located in the iLearn course. b) Complete prescribed Field Experience, as defined by the individual course of enrollment. c) Acquire the signature of district-based supervising personnel on the “Field Experience Timesheet,” verifying the completion and accuracy of the Field Experience. d) Once all course-specific Field Experiences are completed, upload the “Field Experience Timesheet” into the appropriate course dropbox.
2. UC FIELD EXPERIENCE WEBSITE: a) Access the UC Field Experience Website: https://postoffice.ucumberlands.edu/educationforms/ b) Complete the electronic form for each Field Experience conducted.
3. KENTUCKY FIELD EXPERIENCE TRACKING SYSTEM (KFETS): a) Access the EPSB Website, and login using your EPSB credentials (http://epsb.ky.gov). 1. If you do not have an EPSB account, you will need to click “Create Account” and complete the necessary steps to acquire an account. b) In the left menu, under “EPSB Online Services,” click KFETS c) On the left menu under “Quick Links,” click Add Course. d) Complete the required fields for adding a course, and click “Add” at the bottom. 1. Repeat this step for each course that requires Field Experience hours. e) On the left menu, click “”Add Candidate Activity.” f) Locate the appropriate course, and click “Add Activity” under the Action column
g) Click “Accept.” h) Complete required fields, and click “Save & Exit” at the bottom. 1. If additional activities will be added to this same course, you may click “Save & Add New” instead.
DISPOSITIONAL SURVEYS Dispositions are an educator’s beliefs and attitudes that influence behaviors and interactions with students, parents, colleagues, and others. At Pillar transition points in the program, teacher candidates will be assessed on dispositional attitudes toward the teaching profession. At various Pillars, candidates request that two (2) former or current professors complete dispositional surveys, using the following link: https://postoffice.ucumberlands.edu/evaluations/disposition.php Embedded in these dispositions is the candidate’s ability to treat students, colleagues, and others fairly, and through his/her actions, exhibit the strong belief that all students can learn. These dispositions are evaluated, using four essential characteristics of an effective teacher as defined in the Kentucky Professional Code of Ethics and University of the Cumberlands’ Mission and Vision statement. Candidates are expected to exhibit these characteristics during all field and clinical experiences: Strong Work Ethic ►High expectations for self ►Dependable ►Timely in completing responsibilities ►Self-starter; takes initiative
Caring ►Positive Attitude ►Cooperative ►Respectful of others ►Establishes rapport with diverse populations
Critical & Creative Thinking ►Flexible ►Provides for all learners (integration, evaluation) ►Expresses thoughts and ideas clearly (clarity) ►Demonstrates the ability to problem solve (discernment, evaluation)
Excellence & Professional Integrity ►Personal appearance ►Appropriate spoken and written English ►Use of current technology ►Demonstrates leadership skills
INITIAL UNDERGRADUATE The following chart shows the relationship of the Conceptual Framework Knowledge Strands, the Kentucky Teacher and University Standards and the required number of clinical hours for each Undergraduate course: Courses (Knowledge Strands)
EDUC 235 Basic Concepts Concerning Education (CP,E)
SPED 233 Survey of Individuals with Exceptionalities (CP, E, S)
Kentucky Teacher Standards 1 X
X
2 X
X
3 X
X
4
X
5
X
6 X
X
7 X
X
8 X
9
10
X
UC Standards
Clinical Hours
11 X
12 X
20
X
(25 for secondary cert) 20
X
(25 for secondary cert) EDUC 237 Effective Teaching Practices (CP, X S, E, CM)
X
X
X
X
X
X
X
X
X
X
40 (45 for secondary cert)
EDUC 331 Studies in Education: Special Topics in Literacy (CP, S, E, CM)
X
X
X
X
X
X
X
X
X
X
X
X
30 (35 for secondary cert)
ELEM/MS 430 Classroom Management and X Behavior (CP, S, E, CM)
X
X
X
X
X
X
X
X
X
X
EDUC 432 Fundamentals of Secondary Education (CP, S, E, CM)
X
X
X
X
X
X
X
X
X
X
X
SPED 234 Special Education Instructional Programs (P-12) (CP, S, CM)
X
X
X
X
X
X
X
SPED 236 Special Education Programs for X Adolescents with Mild Disabilities(5-12) (CP, S)
X
X
X
X
X
X
X
X
X
10
SPED 238 Special Education Early Childhood Programs (CP, S, E)
X
X
X
X
X
X
X
X
X
X
10
SPED 336 Educational Assessment and Prescriptive Programing of Individuals with Disabilities Part I (CP, S, E, CM)
X
X
X
X
X
X
X
X
SPED 337 Educational Assessment and Prescriptive Programing of Individuals with Disabilities Part II (CP, S, E, CM)
X
X
X
X
X
X
X
X
SPED 435 Special Education Methods and X Materials (Mild Disabilities) (P-12)(CP, S, E, CM)
X
X
X
X
X
X
X
X
X
10
SPED 436 Special Education Methods and Materials (EBD) (P-
X
X
X
X
X
X
X
X
X
10
X
50
60
12) (CP, S, E, CM) ELEM/MS 331 Reading I (CP, S, E, CM)
X
X
X
X
X
X
X
X
X
15
ELEM/MS 338 Reading II (CP, S, E, CM)
X
X
X
X
X
X
X
X
X
15
Courses (Knowledge Strands)
Kentucky Teacher Standards
1 MATH 130 Concepts of Math for the X Elementary and Middle School Teacher (CP, S, CM)
2
3
4
5
MATH 230 Concepts of Math for the X Elementary and Middle School Teacher (CP, S, CM)
UC Standards 6 X
7
8
9
10
11
12
Clinical Hours
X
MATH 332 Math Methods P-5 (CP, S, CM)
X
X
X
X
X
X
X
X
X
X
10
MATH 333 Middle School Math Methods (CP, S, CM)
X
X
X
X
X
X
X
X
X
X
10
ELEM 333 Children’s Literature (CP, S, E)
X
X
X
X
X
X
X
X
ELEM 334 P-5 Teaching of Social Studies (CP, S, E, CM)
X
X
X
X
X
X
X
X
X
X
ELEM 339 P-5 Teaching of Science (CP, S, E, X CM)
X
X
X
X
X
X
X
X
ELMS 335 The Middle School (CP, S, E, CM) X
X
X
X
X
X
X
X
X
X
X
X
X
10
INITIAL GRADUATE The following sections of the Field/Clinical Handbook outline requirements and terms specific to the Initial Graduate (Master of Arts in Teaching- MAT) Program.
STATE REGULATIONS GOVERNING PROGRAM 16 KAR 5:040: The Initial Graduate (MAT) Traditional Program is governed by the state studentteaching regulation (16 KAR 5:040). This regulation provides the framework for policies and procedures concerning selection of clinical supervisors, placement of students in field/clinical experiences, and requirements for the student-teaching semester. 16 KAR 9:080: The Initial Graduate (MAT) Option 6 Program is governed by the state alternative certification regulation (16 KAR 9:080). This regulation provides the framework for policies and procedures concerning selection of clinical supervisors, establishment of mentoring plans, and documentation of required observation/mentoring hours for students teaching under temporary/provisional licensure.
CLINICAL TRACKS (A AND B) The Master of Arts in Teaching (MAT) program is designed to allow both employed and unemployed Teacher Candidates the flexibility to achieve initial teacher licensure. To this end, the program uses two Tracks (Track A and Track B) to distinguish between Teacher Candidate groups. These tracks are explained below:
TRACK A: Teacher Candidates on Track A are pursuing initial teacher certification but are not currently employed by a school district. These students complete all coursework in their Planned Program (See Appendix A: Planned Programs) and 200 hours of prescribed observations before enrolling in EDOL 698: Supervised Student-Teaching. During the EDOL 698 course, Track A students work under the supervision of a District-based mentor and University Supervisor to fulfill program, course, and state requirements pursuant to 16 KAR 5:040. These students may alternatively be identified as MAT Traditional students.
TRACK B: Teacher Candidates on Track B are pursuing initial teacher certification while employed by a school district. These students complete all coursework in their Planned Program (See Appendix A: Planned Programs) and a minimum 15 hours of observation per year of program enrollment (See Appendix Table 1: Observation / Mentoring Practice) before enrolling in EDOL 699: Practicum. During the EDOL 699 Course, Track B students work under the direction of a University Supervisor and District-Based Mentor to fulfill program, course, and state requirements pursuant to 16 KAR 9:080. These students may alternatively be identified as MAT Option 6 students. This option is only available to students teaching in the state of Kentucky.
REQUIREMENTS FOR CLINICAL SUPERVISORS During clinical experiences, teacher candidates will be supervised by a variety of districtbased and university mentors. The requirements for serving in each of these roles are listed below:
COOPERATING TEACHER (1) The cooperating teacher, whether serving in a public or nonpublic school, shall have: (a) A valid teaching certificate or license for each grade and subject taught; and (b) At least three (3) years of teaching experience as a certified educator. (2) A teacher assigned to a teaching position on the basis of a provisional, probationary, or emergency certificate issued by the Education Professional Standards Board shall not be eligible for serving as a cooperating teacher. (3) The district and educator preparation program shall select teachers to be cooperating teachers who demonstrate the following: (a) Effective classroom management techniques that promote an environment conducive to learning; (b) Best practices for the delivery of instruction; (c) Mastery of the content knowledge or subject matter being taught; (d) Aptitude and ability to contribute to the mentoring and development of a pre-service educator; (e) Usage of multiple forms of assessment to inform instruction; and (f) Creation of learning communities that value and build upon students’ diverse backgrounds. (4) An educator preparation program shall give a teacher who holds a teacher leader endorsement pursuant to 16 KAR 5:010, Section 12(3), priority consideration when selecting a cooperating teacher. (5) Beginning September 1, 2013, prior to student teacher placement, a cooperating teacher shall receive training approved by the Education Professional Standards Board and provided at no cost to the cooperating teacher by the educator preparation institution which shall include the following components: (a) Basic responsibilities of a cooperating teacher; (b) Best practice in supporting the student teacher; and (c) Effective assessment of the student teacher.
DISTRICT-BASED MENTOR (1) The district-based mentor, whether serving in a public or nonpublic school, shall have: (a) A valid teaching certificate or license for each grade and subject taught; and (b) At least three (3) years of teaching experience as a certified educator. (2) A teacher assigned to a teaching position on the basis of a provisional, probationary, or emergency certificate issued by the Education Professional Standards Board shall not be eligible for serving as a district-based mentor. (3) The district and educator preparation program shall select teachers to be district-based mentors who demonstrate the following: (a) Effective classroom management techniques that promote an environment conducive to learning; (b) Best practices for the delivery of instruction; (c) Mastery of the content knowledge or subject matter being taught;
(d) Aptitude and ability to contribute to the mentoring and development of a pre-service educator; (e) Usage of multiple forms of assessment to inform instruction; and (f) Creation of learning communities that value and build upon students’ diverse backgrounds.
UNIVERSITY SUPERVISOR (1) The educator preparation program shall select a clinical faculty member to serve as a university supervisor who demonstrates the following: (a) Effective classroom management techniques that promote an environment conducive to learning; (b) Best practices for the delivery of effective instruction; (c) Dispositions that contribute to the mentoring and development of a pre-service educator; (d) Knowledge and skills in the use of formative and summative assessments; and (e) The ability to participate in a community of professionals committed to supporting the effective instructional practice of each student teacher. (2) Beginning September 1, 2013, university supervisors shall receive training approved by the Education Professional Standards Board and provided at no cost to the university supervisor by the educator preparation institution which shall include the following components: (a) Basic responsibilities of a university supervisor; (b) Best practice in supporting the student teacher; and (c) Effective assessment of the student teacher.
TYPES OF FIELD EXPERIENCES Prior to admission to student teaching, each teacher candidate shall complete a minimum of 200 clock hours of field experiences in a variety of primary through grade 12 (P-12) school settings which allow the candidate to participate in the following: (a) Engagement with diverse populations of students which include: 1. Students from a minimum of two (2) different ethnic or cultural groups of which the candidate would not be considered a member; 2. Students from different socioeconomic groups; 3. English language learners; 4. Students with disabilities; and 5. Students from across elementary, middle school, and secondary grade levels; (b) Observation in schools and related agencies, including: 1. Family Resource Centers*; or 2. Youth Service Centers*; (c) Student tutoring; (d) Interaction with families of students; (e) Attendance at school board and school-based council meetings*: (f) Participation in a school-based professional learning community; and (g) Opportunities to assist teachers or other school professionals.
*If you will be completing field experiences in a U.S. state outside of Kentucky, please review the definitions of a Family Resource / Youth Service Center (FRYSC) and School-Based Council (SBC), as defined by the state of Kentucky (Click here for FRYSC and SBC definitions). If your state does not have a FRYSC or SBC, you will be expected to complete these field experiences in Kentucky or in a state where these agencies are present.
CLINICAL III: PROFESSIONAL EXPERIENCE REQUIREMENTS Prior to admission to Clinical III: Professional Experience, candidates pursuing initial licensure must complete the following requirements: 1. Two-hundred (200) hours of prescribed field experience (See Types of Field Experience above). 2. Successful completion of all applicable Praxis II Content Exams 3. TB Skin Test 4. Medical Examination (Physical) 5. Background Check 6. Two (2) favorable dispositional surveys, completed by current or former UC professors
CLINICAL PLACEMENT PROCEDURES The following procedures will be adhered to when placing candidates during the studentteaching semester: 1. Candidates will submit an application for student-teaching before the semester in which he/she intends to student-teach. 2. Clinical faculty will consider the candidate’s placement request(s) when securing locations for student-teaching in cooperating districts. 3. Clinical faculty will notify the teacher candidate once clinical placements for the semester are finalized. 4. Clinical faculty will notify cooperating teachers of required trainings and document completion of the trainings prior to the beginning of the clinical placement. 5. Candidates will begin the clinical placement on the date specified by the clinical faculty.
ADVANCED LITERACY SPECIALIST Courses
Hours Participation and Implementation Teaching
Profession al Courses
Area of Specialization
Educational Foundations (Core)
Observing
Analyzing/ Reflecting
Writing
Collaborating / Interviewing
Presenting/ Leading
Totals
EDOL 630 Research Methods in Education (Must Be Taken Within the First 15 Hours)
0
EDOL 634 Curriculum Management & Assessments EDOL 547 Diversity in a MultiCultural Society
6.5
REOL 531 Reading and Writing Foundations REOL 533 Teaching Reading in the Content Areas
26
5
20
2
1.5
5
15 5
.5
.5
1
1
2
1
1
2
2
2
10
1
.5
.5
2
1
5
2
4
1
2
1
10
3
1
1
1
2
2
10
10
2
17
6 2
5
10
50
1
3.5
2.5
1
10
REOL 633 Literacy Leadership Total Hours by Type of Experience
5
5
ENOL 531 Writing Instruction in the Content Areas REOL 630 Diagnosis of Reading Problems REOL 632 Strategies for Reading Programs EDOL 647 Teacher Leadership in Professional Learning Communities
10
8.5
39.5
20
26.5
17
Hours listed above are the minimum required. Candidates are encouraged to accrue more hours than the minimum required. Each REOL & ENOL course requires clinical experience hours (from 5 – 15) and the implementation of or observation of at least one KTIP (or equivalent) lesson plan documented on the Teacher Verification Form [below]. EDOL 647 and REOL 633 require extensive field/clinical experience. Clinical experience hours must be accrued in all three P-12 academic settings: elementary, middle, and secondary. The documentation of diverse populations is required. Clinical experience hour observations and lesson plan implementation in the Literacy Program must occur in literacy classrooms of highly-qualified teachers.
135
Candidates are required to work with English Language Learners (ELL) and special needs populations as part of their diverse educational experiences. Clinical experience hours are submitted via an online process at: https://ucmail.ucumberlands.edu/educationforms/ This process captures class demographics, teacher-observed demographics, diversity categories, and content observed. To receive credit for a course, candidates must meet the required Clinical experience hours. Candidates are encouraged to spend a minimum of 15 hours at each grade level: elementary, middle school, and high school. For clinical experience requirements to be met, the candidates must observe highly qualified in-service teachers as well as teach a KTIP (or equivalent)-documented lesson plan. The lesson plans require the candidates to craft lesson plans based on K-CAS for which they analyze the attainment of these state standards by assessing the students’ learning. In the reflective portion of the lesson plan, the candidates must consider both their teaching successes and the areas in which they need to improve their teaching. The reflection allows the candidates to modify the re-teaching both so that the students taught can attain the content and skills, so that future students in those lessons learn the content and skills more readily. In REOL 630 and REOL 633, candidates routinely accrue more than the minimum required hours while conducting their case studies or developing their building-level literacy plan.
TEACHER LEADER Clinical Hours OPTIONS 1 & 2
Students may watch a video at: www.ucumberlands.edu/it/videos/FieldExperience
Access the electronic Field/Clinical Experience Timesheet; include a 300-400 word summary https://ucmail.ucumberlands.edu/educationforms/
Clinical Experience Students are responsible to document all hours using the electronic system. Courses
Hours Participation and Implementation
Observation Leading EDOL 562 Theories of Teaching and Learning
5
--
Presenting
Writing
--
5
Analyzing 5
EDOL 630 Research and Evaluation
Totals 15 0
ADOL 653 Assessment of and for Student Learning
--
--
2
6
7
15
EDOL 647 Teacher Leader in Professional Learning Communities
10
8
2
10
16
46
Core Total
15
8
4
21
28
76
8
--
2
5
5
20
ADOL 631 School Program Improvement
ADOL 633 Applied Research
5
--
--
5
4
14
ADOL 655 Team Leadership
8
10
2
2
2
24
EDOL 634 Curriculum Management and Assessment
5
--
--
5
5
15
EDOL 542 Change, Professional Development and Teacher Improvement
--
3
3
6
EDOL 643 Best Practices for Coaching and Mentoring Teachers
5
--
--
4
3
12
School Community Leader Specialization Total
31
10
4
24
22
91
School Community Leader Totals
46
18
8
45
50
167
BUOL 531, Methods and Materials for the Teaching of Business
5
--
--
--
--
5
REOL 533, Teaching Reading (Literacy) in the Content Areas
10
--
--
--
--
10
Business Specialization Total
15
Business Totals
38
Option 2 Core Plus
15 8
4
19
24
93 10
REOL 533, Teaching Reading (Literacy) in the Content Areas
10
--
--
--
--
Education Technology Specialization Total
10
--
--
--
--
10
Education Technology Totals
33
8
4
19
24
88
ENOL 532, Methods and Materials of Teaching English, Language Arts1
5
--
--
--
--
5
REOL 533, Teaching Reading (Literacy) in the Content Areas1
10
--
--
--
--
10
English Specialization Total
15
93
English Totals HEOL 530, Methods and Materials for Teaching Health
15
38
8
4
19
24
5
--
--
--
--
5
10
--
--
--
--
10
15
--
--
--
--
15
38
8
4
19
24
93
5
--
--
--
--
5
10
--
--
--
--
10
10
--
--
--
--
10
5
8
--
--
2
15
30
8
--
--
2
40
OR PEOL 530, Methods and Materials for Teaching REOL 533, Teaching Reading (Literacy) in the Physical Education Content Areas Health and Physical Education Specialization Total Health and Physical Education Totals REOL 534, Methods and Materials for Teaching Reading in Elementary REOL 533, Teaching Reading (Literacy) in the Content Areas1 EDOL 539, The Modern Elementary School EDOL 542 Change, Professional Development and Teacher Improvement Interdisciplinary Studies, P-5, Specialization Total
Interdisciplinary Studies, P-5 Totals MAOL 532, Methods and Materials of Teaching Math REOL 533, Teaching Reading (Literacy) in the Content Areas Mathematics Specialization Total Mathematics Totals SCOL 530, Methods and Materials of Teaching Science REOL 533, Teaching Reading (Literacy) in the Content Areas Science Specialization Total
53
16
4
19
26
118
5
--
--
--
--
5
10
--
--
--
--
10
15
--
--
--
--
15 93
38
8
4
19
24
5
--
--
--
--
5
10
--
--
--
--
10
15
--
--
--
--
15 93
Science Totals HIOL 530, Methods and Materials of Teaching Social Studies
38
8
4
19
24
5
--
--
--
--
5
REOL 533, Teaching Reading (Literacy) in the Content Areas
10
--
--
--
--
10
15
--
--
--
--
15
19
24
93
Social Studies Specialization Total Social Studies Totals
38
8
4
MONITORING CLINICAL EXPERIENCES Clinical experiences are a required part of core coursework. Monitoring of these experiences is the responsibility of course instructors and/or unit supervising faculty. The leadership clinical experiences are logged online: https://postoffice.ucumberlands.edu/educationforms/ A report is automatically generated for the instructor. There is an expanding text box where y o u , the candidate, summarize in writing approximately 300-400 words for each different experience.
Interactions with faculty and students of diverse backgrounds are always a focus of these types of experiences. Discussions on school leadership are embedded in each core course. School- based mentors assist in applying leadership principles to the specific conditions that exist in y o u r school. Keep individual documentation of experiences
EXAMPLES OF LEADERSHIP ACTIVITIES DURING CLINICAL EXPERIENCES 1. Observing a. School Board Meetings b. ARC committees c. Attend a community forum where education is the topic d. Classrooms/Schools with high populations of English Language Learners, Minority Students, Students from low socioeconomic status, and Special Needs e. Model Classrooms
f. Peer observations of teachers and support staff g. Attend an out of district Professional Development meeting/conference 2. Leading a. Leading school level and grade level committees or professional learning community b. Leading district level committees as member or chair c. Serving/Leading as the school/parent liaison chair or member d. Parent association liaison; coordinating parent activities at a grade level or building level (not classroom level) e. Leading the interview process of prospective teachers and support staff f. Member/chair of a planning committee for institutes, district level events, school- wide events g. Develop an agenda and serve as chairman for a building level meeting h. Member/chair of the school based decision making council i. Participate in the construction and implementation of the Master Schedule j. Reflective conversations with principal/mentor k. Identify and describe the function of the district business and political leaders of the community l. Demonstrate expertise in instruction and the willingness to share that knowledge with other professionals m. Engage in continuous action research and consistently participate in a professional learning curve n. Mentoring novice teachers; cooperating teacher for student teacher or practicum student 3. Presenting a. Provide faculty members with ways in which to include innovative, consistent, and timely assessments into daily instruction b. Collaboratively plan or facilitate off-campus retreats/meetings on teambuilding and building a shared vision c. Assist in providing training to site-based decision-making, consensus building and conflict resolution skills for the school d. Present at professional development activities e. Present to staff, school, councils, and/or board of education on selected topics
4. Writing a. Developing interventions with other faculty members to be used for students performing below expectations b. Curriculum alignment at a grade, school, or district level c. Collaboratively crafting a plan to inform parents and other community
d. e. f. g.
members in identifying ways to garner support for building vision and mission statements Writing overviews of programs for the purpose of communicating key ideas to teachers, students, parents Collaboratively developing and proposing a written plan for promoting and celebrating cultural diversity Collaboratively developing and proposing a written plan for closing the achievement gaps for targeted groups Collaboratively participating in the writing of grants
5. Analyzing a. Collect and examine grouping and tracking practices in school to determine whether those practices are appropriate and based on valid and reliable information b. Develop a survey to determine building level needs from the perspective of both parents, students, the school community and school or district staff c. Analyze building and district level data to determine trends and future curriculum revisions or building improvement plans d. Interview one or more school principals about his or her vision, mission and goals for the building e. Conduct a building analysis of the use of technology of instruction f. Review building crisis plan and compare and contrast the plan with other school district plans g. Disaggregate student test data to look for trends and to identify strengths and weaknesses h. Analyze the total norm-referenced test results for an individual teacher or grade level i. Analyze data from multiple measures of student learning and relevant qualitative indicators
OTHER SCHOOL PROFESSIONALS SCHOOL COUNSELOR In order to fully experience the Education Department’s theme, Reflective Constructors of Quality Learning Experiences through Critical Thinking, counselor candidates are required to complete clinical experience hours in certain courses. During these hours, candidates will observe, reflect, critique, interview, design instruction, and teach (O=Observe; P=Participate; I=Interact). Candidates should use the Permission Form when requesting to do observation in a school for the first Time. Once in the school, documentation of each observation is required using the Electronic Field Experience Timesheet. If field/clinical experience hours are not completed as specified, a grade of “F” will be issued for the course. The courses requiring Clinical Experience are: Course SPOL 530 Issues and Trends in Special Education COOL 530 Introductions to School Counseling COOL 538 Counseling Individuals with Diverse Needs COOL 539 Career Development COOL 630 Introduction to Drug/Alcohol Counseling COOL 634 Group Counseling in Public Schools Total
Hours Required by Teachers 5 5 5
Hours Required by Non-Teachers 5 25 20
5 5
25 5
5 30
20 100
EDUCATIONAL LEADERSHIP The following sections contain information specific to the Educational Leadership Programs (School Principal, School Superintendent, Director of Pupil Personnel (DPP), and Director of Special Education).
INTRODUCTION & PURPOSE Education Leadership Candidate will be involved in clinical/field experiences designed to provide authentic, hands-on learning as part of the preparation programs. The candidate works with one or more mentors and advisors in activities designed to provide practice in the skills, attitudes, leadership activities and knowledge introduced at the district and school levels. One of the major goals of the field experience program is to help the candidate transition from a building perspective to a district wide systems perspective. This shift in perspective requires the candidate to reflect upon field experiences and match those reflections to professional literature, such as Peter Senge’s The Fifth Discipline, and to engage in the class and online discussions of systems theory and organizational behavior.
The field experience is a cooperative effort among school districts, the university and the candidate. All three have responsibilities in making this experience meaningful. This guide is designed to describe the responsibilities of each party and to align the learning activities with all the related standards.
LENGTH Candidates will complete their field experiences over twelve to eighteen months. In this way, candidates have an opportunity to participate in activities that occur only at certain times of the year (e.g., opening and closing of school, graduation, budgeting, scheduling and testing). Each candidate will be assigned a district/school-based mentor. Candidates will shadow and interact with their superintendent mentor throughout the program. In the Superintendent Program during the IIG Session of each semester the candidates will participate in practicum activities accumulating (35 hours per IIG Session) in order to focus on the Important Due Dates for Superintendents and the activities that support these dates, as well as conducting components of their capstone which will culminate at the end of the third semester. All mentors will share information and documents that are vital to the roles and responsibilities of the candidate’s preparation program.
CANDIDATE FIELD EXPERIENCE ACTIVITIES The choice of the field experience activities is a shared responsibility of the candidate, the cooperating mentor and the university professor. Ideally, activities will be selected at the beginning of the school year and agreed to by all three parties, thus forming a contract for the field experience. By the end of September, each candidate should have a tentative field experience plan to be completed during the semester and year. The plan should have the approval of the cooperating mentor and the University of the Cumberlands Professor. Changes in the plan can be made at any time by mutual agreement. The candidate must understand that whenever he/she enrolls in an Educational Leadership Program, the candidate must complete a full cycle to experience the academic year that the district/school administrators are responsible for completing each month of the fiscal year.
BEGINNING PROCEDURES FOR THE CANDIDATE FIELD EXPERIENCE
Plan for the field experience well ahead of time, and talk with your advisor/professor during the semester prior to the time the candidateship is to be initiated.
Select a site and receive the approval of your professor/advisor to approach the superintendent. If the superintendent is agreeable, inform your university professor, who will obtain confirmation from the district's central office (MOU). This will often take place before the university's actual semester begins.
Schedule a meeting with your district/school-based mentor and your university supervisor to agree upon the activities in which you will be involved. a) Review the Standards and the suggested field experience activities in this document.
b) At the meeting, a mutually agreed upon list will be generated. You will have an opportunity to indicate which skills you feel you are competent prior to the candidateship experience. c) Review the list and be prepared to discuss why you feel you already have sufficient experience not to be involved in a given field experience area. It is a good idea to give a copy of your ideas in advance of the meeting to the mentor so he/she can become familiar with it and give thought to those activities in which he/she would like to have you involved. d) As you work toward completion of the field experience realize that it may be revised as necessary, but it should express the major points of agreement between the mentor and the candidate.
Schedule appointments with your university professor. These are best arranged by the candidate and the mentor, since both the professor and candidate are appreciative of the limited time available for the district/school mentor. Depending upon the nature of the field experience and other factors outside the control of the student and/or program, these meetings may be conducted by phone, electronically or face-to-face.
Evaluation of your performance at the end of the field experience the professor will determine if you have satisfactorily completed the field experience requirements and will record a letter grade, incomplete or delayed grade.
University of the Cumberlands’ Education Leadership Programs integrate authentic leadership experiences as part of course outcomes, including field placements in schools as reflected by the number of hours required in each course, including diversity experiences throughout the program. The university believes learning involves authentic leadership experiences, interaction among candidates with ideal models in the field and opportunities to learn from being immersed in leadership experiences. Each of the core courses require authentic leadership experiences as part of course outcomes. These experiences will facilitate interaction among candidates enrolled in the program with current school/district administrators in the field. Part of the field experience includes time in other district/school levels than their own to help candidates obtain a broad range of experience at all grade levels, with other races, ethnicities, exceptionalities, etc. Through this requirement, candidates will have the opportunity to observe a variety of instructional strategies and leadership examples.
EVALUATION OF FIELD AND CLINICAL EXPERIENCES All programs in the university have requirements that focus on P-12 student achievement and school improvement. Emphasis is placed on the “Construction of Quality Learning Experiences” through signature tasks used in each program. Through the Conceptual Framework, the Unit is also committed to the evaluation and reflection upon those constructed experiences, and systematically and intentionally requires that all candidates have these reflective experiences.
Field Experiences are a required and integral part of the program and a component of every course. The School of Education requires that all candidates The field experience component is designed to meet educator preparation program competencies at the knowledge, skills, and professional dispositions level. The experience will provide candidates with opportunities to apply course concepts in authentic environments and prepare them for the daily responsibilities of leadership and administration in schools. The field experience begins the first course and run throughout the programs. During each of these placements, candidates will be evaluated by their mentor, supervisor and/or advisors on the Interstate Leadership Licensure Consortium Standards, Technology Standards for School Administrators, standards specific to the certification programs, and University Standards.
FIELD EXPERIENCES SUPPORTING DIVERSITY Meeting the needs of a diverse population is a core competency and an intended outcome of the University’s and School of Education’s mission. A conceptual knowledge base and varied learning experiences are essential to the understanding of and tolerance for diverse perspectives and fundamental morals. Diversity is integrated throughout the curriculum and field experiences in order for candidates to develop a global awareness and sensitivity to diverse student populations in terms of equity, equality and social justice. These field experiences are designed to also meet the EPSB requirements of providing high quality field experiences that accomplish the following:
enhance coursework throughout the program
ensure a continuum of school and district-based experiences that range from observing, to participating, to implementing/leading
expose candidates to diverse student populations and school and district environments
The programs require at least 30% of the field experience hours be in a diverse setting. During their field experience, candidates must have educational interactions with other schools with low socioeconomic status, high needs special education populations, minority populations and English Language Learners. Candidates must comply with diverse field experience requirements by working with students and administrators in other settings after school, during planning, during spring and fall breaks, or by taking personal days. Candidates record their diverse experiences on the Field Experience Timesheet within each course that requires field experience and reflect on these diverse experiences in summaries of the field experiences that is scored based on the Field Experience Rubric. Further, P-12 faculty as well as university faculty evaluates the candidate on all components, including leadership and diversity, on the Field Experience Evaluation.
MONITORING FIELD EXPERIENCES Monitoring of field experiences is the responsibility of course instructors and school/district mentors. The field experience logs are submitted to the course instructor who reads and responds to the candidate’s reflections. A record of these experiences is maintained by the candidate and will become part of the graduate program database. CANDIDATES ARE REQUIRED
TO UPLOAD ALL FIELD EXPERIENCE REPORTS ONLINE. DIRECTIONS AND LINKS TO THE ONLINE FORMS WILL BE PROVIDED BY THE COURSE INSTRUCTORS. Interactions with faculty and students of diverse backgrounds are always a focus of these types of experiences.
UNIVERSITY FACULTY The University faculty member assigned to each course will work with candidates throughout the field experience. Course instructors will provide discussions in the online sessions with candidates and their colleagues to talk about issues related to the experience. He or she evaluates and provides feedback on candidates’ field experience activities. All field experience faculty hold regular office hours, offering candidates the opportunity to discuss their placement, ask questions, go over assignments and required observations, as well as any other issues that need their involvement. The course instructors also interact with candidates’ district/school-based mentors and university supervisors. Together, the course instructors, the district/school-based mentors, and the university advisers will guide and support candidates through the critical steps in becoming successful. DISTRICT/SCHOOL-BASED MENTORS The district administrators and principals of the districts and schools in which candidates conduct their capstone project are referred to as district/school-based mentors. The mentor will support a candidate as he or she participates in authentic experiences and completes the activities required in the capstone project. The mentor will verify the number of hours a candidate spends in the field and will be asked to complete a Professional Dispositions Form that articulates the qualities and attributes of effective school leaders. These qualities, in addition to the knowledge and skills candidates learn in the program, are the measurements used to gauge their eventual success as a district/school leader. UNIVERSITY ADVISORS The University of the Cumberlands will assign faculty and clinical staff members to each candidate who will advise them throughout their program and along with course instructors participate in field experience site visits. The university advisors and/or district/school mentor will closely communicate with the candidates on their capstone project and provide feedback on their progress. The university advisors are licensed principals or experienced administrators who will participate in the onsite visits, selected course sessions and serve on committees for capstone presentations. They will conference with candidates, visit them onsite, and provide specific feedback. University advisors communicate with both course instructors and mentors as a team to ensure candidates have valuable and authentic field and classroom experiences.
CANDIDATE FEEDBACK The role of mentoring and coaching is a key component of developing, supporting and sustaining effective school and district leaders. The need for programs to provide quality feedback to aspiring school leader candidates and an understanding of their role as transformational leaders (Crow & Matthews, 1998; Brown-Ferrigno & Muth, 2004; King & Bouchard, 2011) has prompted the development of a feedback loop that blends the roles of coaching and mentoring and opportunities for daily feedback from multiple sources, including peer, mentor, instructor and selfreflection. These forms of feedback are given online and face-to-face in a continuous feedback loop
that assists the candidate in reviewing, reflecting and refining their skills and abilities to become a school or district leader. The process requires periodic feedback from peers, weekly feedback from instructors and mentors, and daily self-reflective feedback throughout the program. Discussion boards and online Face-to-Face Synchronous Sessions are used to provide peer and instructor feedback and a focus on reflective practice. School-based mentoring, site visits from program faculty, and Saturday sessions with peers and instructors offer face-to-face feedback opportunities. Program journals encourage daily self-reflection and an opportunity to place in writing lessons learned and thoughts on how to continuously improve their professional practice.
INDIVIDUAL ACTION PLAN The Education Department faculty at University of the Cumberlands is committed to helping all candidates learn. Faculty will offer assistance and guidance to candidates who may struggle to meet the established standards for content knowledge, pedagogical skills, and professional dispositions. However, if a candidate demonstrates a significant need for growth in any or all of these areas, an Individual Action Plan will be initiated and the candidate will be moved to Probationary Status. The following process is followed when an Individual Action Plan is deemed necessary. 1. A professor, academic advisor, P-12 supervising teacher, Department Chair, Program Director or candidates themselves may initiate the Action Plan. 2. Collaboratively, appropriate personnel and the candidate will documentspecific area(s) of concern (growth area) a. specific actions and strategies designed to eliminate the identified areas of concern b. an established a time line for completion of the strategies and actions c. possible resources to support the candidate’s professional growth 3. All involved parties, including the Department Chair and Program Director, will sign and date the Individual Action Plan. 4. The Individual Action Plan’s timeline should be no longer than one academic year. 5. The Individual Action Plan becomes part of the candidate’s licensure file. 6. The Program Director will monitor the candidate’s progress and completion of the plan. 7. The Graduate Committee will be notified of the Individual Action Plan and must approve the candidate’s successful completion of the plan. If all requirements have been met, the candidate will be notified of permission to continue in the program and of removal from Probationary Status. 8. Candidates who are unsuccessful in meeting the Individual Action Plan requirements are withdrawn from the program unless Education Leadership Committee grants a time extension for additional remedial actions. 9. When all requirements have been met, the candidate will be notified of permission to continue in the program and of removal from Probationary Status. 10. If the candidate has not removed the identified area(s) for growth at the end of the extension of probation, the candidate will be withdrawn from the program. After one semester, candidates must provide documentation of successful actions that have removed the identified area for growth and may request readmission to the program. 11. If readmitted, the candidate’s enrollment in the program will be monitored by the Program Director and continued enrollment will depend upon continuous improvement in the cited area(s) for growth.
This program will facilitate and guide candidates’ in their professional and personal development to become effective school leaders. Assessments used to measure candidate development will include course assessments that address Interstate School Leaders Licensure Consortium Standards, Technology Standards for School Administrators, and the specific professional standards for each certification program. Through regular planning and evaluation sessions with district/school-based mentors and advisors at the three pillars, candidates will report their progress in the program. A record of this progress will be maintained in the School of Education’s database, EDUCAN. The School of Education will maintain a storable record of each candidate’s collaborative capstone project or comprehensive exam. Prior to being recommended for completion, all candidates required to complete a capstone project will present their capstone project in a public forum. Upon successful completion and presentation of their capstone project (and having met all other program requirements), the candidate will be recommended for the certification, rank change and/or degree. University of the Cumberlands has instituted a continuous assessment program consisting of three checkpoints or pillars at which the knowledge, skills, and dispositions of candidates can be evaluated in the context of relevant Learning Society Standards as well as the School of Education and university’s own standards. The assessment checkpoints or pillars for the Education Leadership Programs are as follows:
Pillar VII: Admission. Candidates, with their advisor, complete an initial planned program. Candidates are assessed by their advisor when they complete twelve to eighteen hours of graduate credit.
Pillar VIII: Midpoint assessment. Candidates, with their advisor, review all signature course assessments.
Pillar IX: Exit. Candidates prepare a capstone assessment along with a presentation of the capstone in a defense. The presentation of capstone project is meant to be a celebratory event and is the culminating event of the program. Director of Special Education candidates are required to complete a comprehensive examination instead of a capstone project.
GRADUATE FIELD/CLINICAL HOURS MATRIX
ADMOL 650 Intro. to School Leadership
15
ADMOL 661 School Principal Role, Imp. Sch. Climate/Culture
20
ADMOL 662 School/ Comm. Relations
15
ADMOL 670 Res. Allocation: Strategic Mgmt/ Sch. Budgeting
15
ADMOL 671 School Principal Role, Curr. Leadership
15
ADMOL 672 School Principal Role, Assessing Inst. Program/ Monitoring Stud. Perf. ADMOL 675 School Principal Role, Creating Org. Structures and Operations
30
ADMOL 676 Human Res. Mgmt. & Sup.
15
ADMOL 677 Seminar on Ed. Change: Instr. Leadership
10
ADMOL 678 School Principal: Instr. Leadership/ Culture & Climate
30
ADOL 561 Leadership for Ed. Prof. ADOL 628: Prof. Learning Comm.
20
27 12
Lit. Specialist Endorsement
Principal
Dir. SPED
Supervisor of Instruction
Superintendent
Ed.S., Dir. Pupil Personnel
SPED
Rank I/Administration/Certifications/ Endorsements Teacher Leader
Sch. Counseling
Lit. Specialist
SPED
ESL
Business
MAED
SPED
P-12
Sec
MS
Courses
Elem
MAT
ADOL 629: Time Mgmt. for School Leaders
100
ADOL 630: Intro. to Ed. Administration
10
10
20
20
ADOL 631 School Program Improvement
20
ADOL 632 Human Resource Mgt. ADOL 633 Applied Research
10
20
12
100
10
20
ADOL 634: Business Mgmt. in Public Schools
12
ADOL 635: School/Comm. Relations
10
10
ADOL 636: School Law I
10
10
ADOL 645, Time Mgmt. for School Leaders II
50
30
ADOL 639 The Supervisor
10
ADOL 641School System Admin.
10
ADOL 642: Strategic Mgmt. in Education
10
ADOL 644: Intro. to District Leadership ADOL 653 Assessment of and for Student Learning
10 15
200
10
Lit. Specialist Endorsement
Principal
Dir. SPED
Supervisor of Instruction
Superintendent
Ed.S., Dir. Pupil Personnel
SPED
Rank I/Administration/Certifications/ Endorsements Teacher Leader
Sch. Counseling
Lit. Specialist
SPED
ESL
Business
MAED
SPED
P-12
Sec
MS
Courses
Elem
MAT
24
ADOL 664., 665, 667, 668, 669 Admin. Practicum ADOL 671: Instr. Leadership: School Super.
10
ADOL 672: School Admin. and Regulation
10
ART 531 Methods Teaching Art
5
BUOL 531 Methods Teaching Business
5
COOL 530 Intro. to School Counseling
51/ 252
COOL 538 Counseling Ind. w/Diverse Needs
51/ 202
COOL 539 Career Development
51/ 252
COOL 630 Intro. to Addictions Counseling
5
COOL 634 Group Counseling
51/ 202
COOL 637 Counseling Practicum
1001
COOL 638 Counseling Internship
5002
EDOL 520, Clinical 1
55
55
55
55
55
55
55
EDOL 523, Introduction to Educational Technology
15
15
15
15
15
15
15
100 will
100 75 sunset 05/14)
Lit. Specialist Endorsement
Principal
100 grams
Dir. SPED
100 (Pro-
Supervisor of Instruction
Superintendent
SPED
Ed.S., Dir. Pupil Personnel
ADOL 655 Team Leadership
Teacher Leader
Rank I/Administration/Certifications/ Endorsements
Sch. Counseling
Lit. Specialist
SPED
ESL
Business
MAED
SPED
P-12
Sec
MS
Courses
Elem
MAT
EDOL 540, 539, 538, 537 P-12 School, Modern Elem. School, Middle School, Secondary School
5
5
5
5
EDOL 541, Clinical II
55
55
55
55
EDOL 547, Diversity in a Multicultural Society EDOL 562 Theories of Teaching and Learning EDOL 621 Educational Psychology EDOL 634 Curriculum Management and Assessment EDOL 635 Classroom Management
55
5-5
5
55
55
15
5
EDOL 643 Best Practices for Coaching and Mentoring Teachers EDOL 647 Teacher Leader in Professional Learning Communities EDOL 698, 699 Clinical III
15
10
Lit. Specialist Endorsement
Principal
10
15 15
15
15
15
15
15
0
0
0
0
0
0
15 20
22
10
10 15
15
15
15
15
15
15 10 50
51
70 full days – 1 semester
ELSA 770: Politics of Ed. Decision-Making
10
ENOL 531, Writing Instruction in the Content Areas ENOL 532 Methods Teaching Eng.
Dir. SPED
5
EDOL 636 Problems in Ed. EDOL 639, Methodology of Teaching
Supervisor of Instruction
Superintendent
Ed.S., Dir. Pupil Personnel
SPED
Rank I/Administration/Certifications/ Endorsements Teacher Leader
Sch. Counseling
Lit. Specialist
SPED
ESL
Business
MAED
SPED
P-12
Sec
MS
Courses
Elem
MAT
5 5
5
5
5
ESLO 620 Methods and Materials for Teaching ESL
Lit. Specialist Endorsement
Principal
Dir. SPED
Supervisor of Instruction
Superintendent
Ed.S., Dir. Pupil Personnel
SPED
Rank I/Administration/Certifications/ Endorsements Teacher Leader
Sch. Counseling
Lit. Specialist
SPED
ESL
Business
MAED
SPED
P-12
Sec
MS
Courses
Elem
MAT
25
HEOL 530 Methods Teaching Health
5
HIOL 530 Methods Teaching SS
5
5
5
MAOL 532 Methods Teaching Math,
5
5
5
MUOL 533 Methods Teaching Music
5
PEOL 530 Methods Teaching PE
5
REOL 531, Reading and Writing Found.
10
10
10
REOL 533, Teaching Reading/Writing in the Content Areas
10
10
10
REOL 534, Methods for Teaching Reading in Elementary
5
10 10
5 10
10
10
REOL 535 Methods Language Arts
5
REOL 630, Diagnosis of Reading Problems
10
REOL 631 Diagnostic Procedures
5
REOL 632, Strategies for Reading Problems
10
REOL 633, Literacy Leadership
10
10
10
10
SCOL 530 Methods Teaching Science
5
5
SCOL 531 Methods, Teaching Sec. Sci. SPOL 530 Issues & Trends
SPOL 637 Char. of Autism Spect. Disorders (Methods/Materials of Instr. Beh. Int., Students with Beh. Difficulties) SPOL 533 Collaborative Curriculum and Transition Planning TOTALS 1Field/Clinical 2Field/Clinical
Lit. Specialist Endorsement
Principal
Dir. SPED
Supervisor of Instruction
Superintendent
Ed.S., Dir. Pupil Personnel
SPED
Teacher Leader
Sch. Counseling
Lit. Specialist
SPED
ESL
Business
Rank I/Administration/Certifications/ Endorsements
5 5
10
10
10
10
SPOL 632 Consultation & Collaboration SPOL 635 Classroom Behavior Management
MAED
SPED
P-12
Sec
MS
Courses
Elem
MAT
10
10
10
5 15
15
15
15
15
15
15
5
5
5
5
5
5
10
5
5 5
10
5 235
200
200
200
225
Experience Hours for Teachers within the School Counseling Program Experience Hours for Non-Teachers within the School Counseling Program
5 205
225
25
160
1301 / 6002
200
20
210
130
200
110
385
35
AND
SCHOOL-BASED COUNCIL MEETIN G FAMILY RESOURCE / YOUTH SERVICE CENTER
Per Kentucky regulation 16 KAR 5:040, a candidate shall complete field / clinical experiences in the following settings: 1. School-Based Council Meeting 2. Family Resource Center or Youth Service Center Please see the criteria below, which define the roles and participants of the agencies listed above: School-Based Council Role Groups Represented on the Council 1. Administrators 2. Teachers 3. Parents Criteria for Formal Meetings 1. Agenda established prior to each formal meeting 2. Meetings open for public attendance Responsibilities 1. Determining the number of persons to be employed in each job classification at the school 2. Determining which textbooks, instructional materials, and student support services shall be provided in the school 3. Determining a policy to be implemented by the principal in each of the following areas: a. Determination of curriculum, including needs assessment, curriculum development and responsibilities b. Assignment of all instructional and non-instructional staff time c. Assignment of students to classes and programs within the school d. Determination of the schedule of the school day and week e. Determination of use of school space during the school day f. Planning and resolution of issues regarding instructional practices g. Selection and implementation of discipline and classroom management techniques h. Selection of extracurricular programs and determination of policies relating to student participation i. Adoption of an emergency plan j. Procedures for determining alignment with state standards, technology utilization, and program appraisal k. Procedures to assist the council with consultation in the selection of personnel by the principal 4. Determining of school budget and administration, assessment of individual student progress, school improvement plans, professional development plans, community participation, cooperating within and outside the district, requirements for waiver of district policies, requirements for record keeping by the school council, and an appeals process. Adapted from KRS 160.345
Family Resource / Youth Service Center (FRYSC) Goals of Family Resource Centers 1. To assist families including new and expectant parents in enhancing the parenting skills that can promote the full educational development of children; 2. To promote the healthy growth and development of children by assisting families to identify and address any home or community barriers to a child’s success in school; 3. To ensure that families have access to and are connected with appropriate community resources; 4. To encourage social support linkages and networks among families, thereby reducing isolation and promoting family involvement in school activities; and, 5. To generate optimal parental and family involvement by offering learning and service opportunities that will enable parents and other family members to participate in center and community activities as providers, participants and volunteers. Goals of Youth Service Centers 1. To promote young people’s progress toward capable and productive adulthood by assisting them to recognize their individual and family strengths and to address problems that block their success in school; 2. To promote supportive peer group relationships among young people, and supportive relationships among young people, their families, and persons in the school and community, in order to develop positive self-esteem and competence; 3. To generate optimal parental and family involvement by offering learning and service opportunities that will enable parents and other family members to participate in center, school and community activities as providers, participants and volunteers; and, 4. To assist young people to make effective use of community resources, including employment and training resources, and health, mental health and social services resources as necessary. Adapted from “FRYSC School Administrator’s Guidebook” - Division for Family Resource and Youth Service Centers
