Office of Teacher Education http://www.lhup.edu/teachered/

Initial Teacher Preparation Program Developing Portfolio Handbook Revised September 2014

2014 Developing Portfolio Handbook Table of Contents Conceptual Framework

Page 1

Unit Assessment System for Initial Programs

Page 18

INTASC STANDARDS

Page 19

Checklist for Developing Portfolio Artifacts

Page 20

Application to Present Developing Portfolio

Page 21

Directions for preparing the Developing Portfolio

Page 22

Reflecting on Portfolio Artifacts

Page 24

Developing Portfolio Rubric

Page 25

Stage II: Diversity Experience Verification Form

Page 31

Diversity Essay Directions

Page 32

Diversity Observation Guide

Page 33

Diversity Experience Policy

Page 36

Field Experience Approval & Verification Form

Page 37

Stage II .5 Disposition Self-Evaluation and Action Plan

Page 39

Liability Insurance Policy

Page 45

Praxis Exam Policy

Page 46

Clearances, TB and FBI Policy

Page 47

Professional Dress & Decorum Policy

Page 48

Entrance to Professional Semester Application

Page 49

Praxis & Pearson Test Requirements and Passing Scores

Page 50

Pearson Tests Registration Information

Page 51

LHUP Teacher Education Exit Criteria

Page 52

! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

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! ! !Higher!education!is!at!the!core!of!preparation!of!‘highly!effective’!teachers!in!this!country.! (AACTE,!2011;!Clotfelter,!Ladd!&!Vigdor,!2007).!!This!is!supported!by!results!from!separate! research!studies!showing!that!teachers!who!enter!the!profession!after!having!completed!an! accredited!teacher!education!program!are!prepared!better!to!work!with!students!than! beginning!teachers!from!nonKaccredited!and!nonKhigher!educationKbased!programs!(Boyd,! Grossman,!Lankford,!Loeb!&!Wyckoff,!2006;!DarlingKHammond,!Holtzman,!Gatlin,!&!Heilig,! 2005;!and!Kane,!Rockoff!&!Staiger,!2006).!!In!its!conceptual!framework,!the!Teacher! Education!Unit!at!Lock!Haven!University!(LHU)!emphasizes!elements!that!are!identified!as! having!a!profound!effect!on!producing!effective!teachers!in!the!21st!century.!!! ! Current!research!is!clear!that!effective!teachers!positively!impact!the!learning!of!KK12! students!previously!taught!by!teachers!not!identified!as!being!effective!(Bill!and!Melinda! Gates!Foundation,!2013).!The!importance!of!these!elements!is!supported!by!recent!guiding! documents!from.!!These!include!the!United!States!Department!of!Education’s!(USDOE)! Reauthorization!of!the!Elementary!and!Secondary!Education!Act!(ESEA),!the!Council!for!the! Accreditation!of!Educator!Preparation’s!(CAEP)!Transforming!Teacher!Education!Through! Clinical!Practice”,!Pennsylvania!Department!of!Education’s!(PDE)!“Common!Core! Standards”,!the!Pennsylvania!State!Schools!of!Higher!Education’s!(PASSHE)!“Strategic! Vision,”!and!LHU’s!“Vision,!Mission,!Strategic!Plan.”!! ! !The!LHU!Conceptual!Framework!of!the!Teacher!Education!Unit!is!a!comprehensive!model! that!is!organized!around!Charlotte!Danielson’s!four!major!elements!in!her!Framework!for! Teaching!which!is!critical!to!LHU’s!preparation!of!beginning!teachers!(Danielson,!2011).!! These!elements!are:! • Content!Knowledge:!Concepts!and!Skills! • Pedagogy:!Research,!Theory,!and!Practice! • Contextual!Factors:!Learners!and!the!Learning!Environment!! • Professionalism:!Ethics!and!Dispositions! ! LHU!preKservice!teachers!are!prepared!for!a!profession!that!is!ever!changing!to!meet!the! needs!of!students.!This!ongoing!transformation!of!teacher!education!and!the!needs!of!PreKK 12!students!highlights!LHU!teacher!education!values!that!are!common!to!teacher! preparation!efforts!globally.!!LHU!teacher!education!students!will!complete!their! certification!programs!with!a!solid!preparation!that!incorporates!technology!in!teaching! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! and!standardsKbased!assessment!of!learning,!with!a!significant!focus!on!clinical!practice!in! partnership!with!PreKK12!partners.!!This!partnership!allows!preKservice!teachers!to!use! best!practices!early!in!their!programs!and!enter!the!profession!with!the!competencies! necessary!for!beginning!teachers!to!teach!effectively.!!! ! References( ! AACTE!(2011).!!Evidence!of!teacher!effectiveness!by!pathway!to!entry!into!teaching.!!White! paper!written!by!the!American!Association!of!Colleges!of!Teacher!Education.!! Retrieved!on!September!21,!2012!from! http://aacte.org/pdf/Publications/Reports_Studies/Evidence%20of%20Teacher%20E ffectiveness%20by%20Pathway.pdf! ! Bill!and!Melinda!Gates!Foundation!(2013).!!Ensuring!fair!and!reliable!measures!of!effective! teaching:!Culminating!findings!from!the!MET!Project’s!threeSyear!study.!!Retrieved! April!29,!2013,!from! http://metproject.org/downloads/MET_Ensuring_Fair_and_Reliable_Measures_Prac titioner_Brief.pdf! ! Boyd,!D.,!Grossman,!P.,!Lankford,!H.,!Loeb,!S.,!&!Wyckoff,!J.!(2006).!How!changes!in!entry! requirements!alter!the!teacher!workforce!and!affect!student!achievement.!Education! Finance!and!Policy,!1,!176K216.! ! Clotfelter,!C.T.,!Ladd,!H.F.,!&!Vigdor,!J.L.!(2007,!November).!Teacher!credentials!and!student! achievement!in!high!school:!A!crossSsubject!analysis!with!student!fixed!effects.! (Working!Paper!13617).!Cambridge,!MA:!National!Bureau!of!Economic!Research.! ! Danielson,!C.!(2011).!!The!framework!for!teaching.!!Retrieved!from! http://www.danielsongroup.org/article.aspx?page=frameworkforteaching,!April! 29,!2013.! ! DarlingKHammond,!L.,!Holtzman,!D.,!Gatlin,!S.J.,!&!Heilig,!J.V.!(2005).!Does!teacher! preparation!matter?!Evidence!about!teacher!certification,!Teach!for!America,!and! teacher!effectiveness.!Education!Policy!Analysis!Archives,!13(42).!Retrieved! December!30,!2009,!from!http://epaa.asu.edu/epaa/v13n42/v13n42.pdf!!! ! Kane,!T.E.,!Rockoff,!J.E.,!&!Staiger,!D.O.!(2006,!March).!What!does!certification!tell!us!about! teacher!effectiveness?!Evidence!from!New!York!City.!(Working!Paper!11844).! Cambridge,!MA:!National!Bureau!of!Economic!Research! ! Kane,!T.J.,!Taylor,!E.S.,!Tyler,!J.H.,!&!Wooten,!A.L.!(2011).!!Identifying!effective!classroom! practices!using!student!achievement!data.!!Journal!of!Human!Resources,!46,!587K613.! ! ! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

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Element(One(–(Knowledge:(Concepts(and(Skills!

! In!order!to!prepare!effective!beginning!teachers!today,!it!is!important!that!teacher! education!knowledge,!tools,!and!strategies!be!aligned!with!what!is!happening!globally!in! the!preparation!of!teachers!(Delandshere!and!Petrosky!,!2004;!DarlingKHammond,!et!al.,! 2009;!Wang,!Lin,!Spalding,!Odell,!&!Klecka,!2011).!!Not!only!do!we!need!to!prepare!teachers! for!what!is!happening!now,!but!teachers!should!be!adaptable!for!what!education!will!be! like!in!the!future.!!Current!reform!in!teacher!education!centers!on!global!knowledge!in!a! global!context!and!how!we!can!increase!the!likelihood!that!teachers!will!be!highly!effective! in!educating!students!for!success!in!the!context!(DarlingKHammond,!et!al.,!2009;!Kane,! Taylor,!Tyler,!&!Wooten,!2011).!!There!are!two!questions!that!we!must!answer!to!prepare! our!citizens!to!flourish!in!the!worldwide!economy:!1)!What!skills,!knowledge,!and!concepts! should!our!students!have!to!succeed!in!today’s!global,!technologically!advanced!society!and! make!informed!decisions!regarding!worldwide!problems.!!2)!How!do!we!train!and!produce! the!teachers!needed!to!teach!and!use!these!skills!and!knowledge!effectively?! ! What(Students(Should(Know( ! The!Pennsylvania!Department!of!Education!has!established!rigorous!academic!standards! and!assessments!to!evaluate!student!achievement.!The!academic!standards!therein! describe!the!knowledge!and!skills!which!students!will!be!expected!to!demonstrate!before! graduating!from!a!public!school!in!Pennsylvania.!!The!PDE!standards!encompass!the! following!subject!areas:!Reading,!Writing,!Speaking!and!Listening;!Mathematics;!Science! and!Technology;!Environment!and!Ecology;!Social!Studies;!Arts!and!Humanities;!Career! Education!and!Work;!Health,!Safety!and!Physical!Education;!Family!and!Consumer!Science;! and!World!Languages.!!Not!only!does!LHU’s!teacher!education!unit!emphasize!the! importance!of!preparing!our!preKservice!teachers!to!align!instruction!with!PDE’s!standards,! but!also!with!the!standards!such!as!those!developed!by!the!Interstate!Teacher!Assessment! and!Support!Consortium!(INTASC).!! ! The!INTASC!Standards!(Council!of!Chief!State!School!Officers,!2011)!recommend!that! teachers!must!have!a!deep!and!flexible!understanding!of!their!subject!areas!so!that!they! can!access!and!apply!everKchanging!subjectKmatter!knowledge.!Teachers!must!be!able!to! help!students!to!see!the!interconnectivity!of!ideas!regarding!local!and!global!issues.!!Of! course,!we!believe!that!this!is!accomplished!best!at!a!universityKbased!teacher!education! program!that!focuses!not!only!on!developing!content!knowledge,!but!the!pedagogical!skills! that!enable!our!preKservice!teachers!to!employ!best!practices!for!teaching!the!content!to! PreKK12!students!(Heineke,!Carter,!Desimone,!&!Cameron,!2010;!Robertson!&!Singleton,! 2010;!Shaw,!2008).! ! The!National!Council!for!Accreditation!of!Teacher!Education!(NCATE/CAEP)!recommends! that!PreKK12!student!learning!include!not!only!basic!skills!but!also!the!knowledge!and!skills! necessary!to!succeed!as!a!responsible!and!productive!citizen.!Curriculum!integration!has! long!been!proposed!as!a!way!of!organizing!the!"common!learnings"!or!life!skills!considered! essential!for!citizenship!in!a!democracy!(Vars!&!Beane,!2005).!!!The!intent!should!be!to!help! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! students!make!sense!out!of!their!life!experiences!and!to!make!informed!decisions!that! affect!them!and!those!around!them.!(Beane,!1997).!!Recently,!the!Pennsylvania!Department! of!Education!(2010)!adopted!the!Common!Core!Standards!for!Mathematics!and!Language! Arts!in!order!to!ensure!that!students!graduating!from!Pennsylvania!schools!will!learn!the! information!and!skills!needed!to!succeed!in!a!global!world.!!Much!of!this!resonates!with!the! philosophy!espoused!by!John!Dewey!(Boydston,!1989;!CochranKSmith,!FeimanKNemser,! McIntyre,!&!Demers,!2008;!Dewey,!1989;!Kolb,!1984),!who!suggested!that!schools!should! produce!young!people!who!are!ready!to!take!their!place!in!a!democratic!society.! ! In!addition!to!PDE,!national!organizations!such!as!Specialized!Professional!Associations! (SPAs)!affiliated!with!the!program!review!and!accreditation!process!for!certification!degree! programs!are!currently!working!to!reform!education!in!the!United!States.!!Many!have! published!guidelines!and!standards!not!only!for!what!school!students!should!know!and!be! able!to!do!by!the!time!they!graduate!from!secondary!schools,!but!also!how!instruction!and! teacher!preparation!should!be!conducted!to!achieve!the!visions!of!the!various!reform! movements.!!!The!teacher!education!programs!at!LHU!are!designed!to!meet!the! expectations!and!guidelines!set!forth!by!these!professional!associations.( ! How(we(Prepare(Teacher(to(Convey(Knowledge(( ! The!university!receives!guidance!from!numerous!sources!regarding!teacher!preparation,! including!PDE,!the!United!States!Department!of!Education,!and!various!national! professional!associations.!!!For!example,!the!federal!No!Child!Left!Behind!Act!of!2001! (NCLB)!requires!local!school!districts!to!ensure!that!all!teachers!hired!to!teach!core!and! other!academic!subjects!are!impacting!student!learning!effectively.!! ! The!fundamental!knowledge!requirements!for!proficient!teaching!are!relatively!clear.!! These!include!(a)!a!broad!grounding!in!the!liberal!arts!and!sciences;!(b)!knowledge!of!the! subjects!to!be!taught,!of!the!skills!to!be!developed,!and!of!the!curricular!arrangements!and! materials!that!organize!and!embody!that!content;!and!(c)!the!skills,!capacities!and! dispositions!to!employ!such!knowledge!wisely!in!the!interest!of!students!(Croffordt,! Pederson,!&!Garn,!2011).!!Helping!students!develop!rich!understandings!of!important! content!requires!teachers!to!possess!understandings!that!go!far!beyond!the!knowledge!and! skills!officially!being!taught.!!!Many!believe!that!teachers!should!know!the!content!that!they! teach,!including!about!the!creation,!discovery,!and!testing!of!new!knowledge;!major! debates!and!disagreements!in!the!field;!principle!perspectives!or!“schools!of!thought”;!how! the!field!has!developed;!and!key!contributors!to!the!discipline!(Craig!&!Ross,!2008;! Shulman,!1986,!1987).!!The!Teacher!Education!Unit!at!LHU!highly!values!these!components! that!are!required!to!provide!the!necessary!content!knowledge!for!beginning!teachers!to!be! effective!in!impacting!student!learning.!!We!require!all!prospective!teachers!at!LHU!to! complete!a!rigorous!program!of!general!education!studies!at!a!high!level!of!proficiency! (minimum!overall!GPA!of!3.0).!Secondary!education!majors!at!LHU!complete!what!is!nearly! the!equivalent!of!a!pure!degree!in!their!chosen!field!in!addition!to!the!general!education! requirements!with!the!same!high!level!of!expectation.!Likewise,!PreKK4!early!childhood! education!majors,!special!education!majors!with!dual!certifications,!middle!level!education!

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! majors,!music!education!and!health!and!physical!education!majors,!and!graduate!students! in!educational!leadership!complete!very!specialized!coursework!appropriate!to!their!fields! of!licensure.!Subject!matter!knowledge,!while!no!guarantee!of!effective!instruction,!is! nevertheless!a!necessary!and!critical!component!of!reflective!practice.!!! ( References( ! Beane,!James!A.!(1997).!!Curriculum!integration:!Designing!the!core!of!democratic!education.!! New!York:!Teachers!College!Press.! Boydston,!J.A.!(1989).!!John!Dewey,!The!Later!Works,!1925S1953,!Volume!9:!!1933S1934,!(ed;! pp.!194K204).!!Carbondale:!!Southern!Illinois!University!Press.! ! CochranKSmith,!M.,!FeimenKNemser,!S.,!McIntryre,!D.J.!&!Demers,!K.E.!(2008).!!Handbook!of! research!on!teacher!education:!!Enduring!questions!in!changing!contexts!(3rd!edition).! New!York:!!Routledge/Taylor!&!Francis!and!the!Association!of!Teacher!Educators.! ! Council!of!Chief!State!School!Officers.!(2011).!Interstate!teacher!assessment!and!support! consortium!(InTASC)!model!core!teaching!standards:!a!resource!for!state!dialogue.! Washington,!DC.!! ! Craig,! C.J.,! &! Ross,! V.! (2008).! ! Cultivating! the! image! of! teachers! as! curriculum! makers.! ! In! F.M.! Connelly,! M.F.! He,! and! J.! Phillon! (Eds.),! ! The! Sage! Handbook! of! Curriculum! and! Instruction!(pgs.!282K305).!!Thousand!Oaks,!CA:!!Sage!Publications.! ! Croffordt,!G.D.,!Pederson,!J.E.,!&!Garn,!G.!(2011,!spring).!!Exploring!the!relationship!between! national!board!certification!and!high!school!achievement.!!New!Horizons!for!Learning,!9! (1).! ! Retrieved! from! Johns! Hopkins! University’s! online! journal,! New! Horizons! for! Learning,! http://jhepp.library.jhu.edu/ojs/index.php/newhorizons/article/view/39! September,!2012.! ! DarlingKHammond,! L.D.,! Haselkorn,! D.,! &! Bouw,! J.! (2009).! Reforming! teaching:! are! we! missing!the!boat?!Education!Week!28!(27):!30S36.!! ! Delandshere,! G.,! &! Petrosky,! A.! (2004).! Political! rationales! and! ideological! stances! of! the! standards!based!reform!of!teacher!education!in!the!US.!Teaching!and!Teacher!Education! 20!(1):!1S15.! ! Dewey,! J.! (1989).! ! The! need! for! a! philosophy! of! education.! ! In! J.A.! Boydston! (Ed.),! John! Dewey,! the! later! Works,! 1925S1953,! Volume! 9:! 1933S1934! (pp.! 194K204).! ! Carbondale:!! Southern!Illinois!University!Press.!! ! Heineke,!A.J.,!Carter,!H.,!Desimone,!M.,!&!Cameron,!Q.!(2010).!!Working!together!in!urban! schools:!How!a!university!teacher!education!program!and!teach!for!America!partner! to!support!alternatively!certified!teachers.!!Teacher!Education!Quarterly,!37,!123K 136.! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! ! Kane,!T.J.,!Taylor,!E.S.,!Tyler,!J.H.,!&!Wooten,!A.L.!(2011).!!Identifying!effective!classroom! practices!using!student!achievement!data.!!Journal!of!Human!Resources,!46,!587K613.! ! Kolb,!D.!A.!!(1984).!Experiential!learning:!Experience!as!the!source!of!learning!and! development.!!Englewood!Cliffs,!NJ:!!PrenticeKHall.! Robertson.!J.!S.!&!Singleton,!J.!D.!(2010).!Comparison!of!traditional!versus!alternative! preparation!of!special!education!teachers.!!Teacher!Education!and!Special!Education,! 33(3)!213K224.! ! Shaw,! M.! (2008).! ! The! impact! of! alternative! teacher! certification! programs! on! teacher! shortages.!!International!Journal!of!Learning,!15!(3),!89K97.! ! Vars,!G.!F.,!&!Beane,!J.!A.!(2000,!June).!!Integrative!curriculum!in!a!standardsKbased!world.!! ERIC!Digest!EDOKPSK00K6.! Wang,! J.,! Lin,! E.,! Spalding,! E.,! Odell,! S.J.,! &! Klecka,! C.! (2011).! ! Understanding! teacher! education!in!an!era!of!globalization.!!Journal!of!Teacher!Education,!62,!115K120.! !

( ( ( ( ( ( ( ( ( ( ( !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

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Element(Two(C(Pedagogy:(((Research,(Theory,(and(Practice( SubjectKmatter!knowledge!is!important!for!teachers!to!impact!student!learning!effectively.! Not!only!should!teachers!have!specialized!understanding!of!the!content!that!they!teach! (Etkina,!2010),!but!they!need!to!be!able!to!deliver!content!appropriately!and!pace!the! amount!of!content!taught!at!any!given!time!(Johnsen,!2010).!!Many!reform!efforts!are! calling!for!changes!in!our!educational!system!that!will!help!students!to!develop!rich! understandings!of!important!content,!think!critically,!construct!and!solve!problems,! synthesize!information,!invent,!create,!express!themselves!proficiently,!and!leave!school! prepared!to!be!responsible!citizens!and!lifelong!learners.!Although!strong!content! knowledge!and!verbal!skills!have!been!linked!to!higher!student!achievement,!this!may!not! be!sufficient!for!quality!teaching!and!learning!(Appleton,!2008;!DarlingKHammond,!2006;! Kane,!Rockoff,!&!Staiger,!2006).!!!In!addition,!we!recognize!the!increasingly!important!role! that!globalization,!technology,!clinical!practice,!and!assessment!have!in!the!education!of! future!teachers.! ! Research!shows!that!the!connection!between!teachers'!subject!knowledge!and!student! achievement!is!mixed,!positively!influencing!student!learning!up!to!a!certain!level!of!basic! competence!but!becoming!less!important!after!a!certain!point!(Appleton,!2008;!DarlingK Hammond,!2000,!2006;!DarlingKHammond,!et!al.,!2008;!Grossman,!2005).!!More!recent! research!by!Wenglinsky!(2002)!revealed!that!the!greatest!influence!of!teachers!on! students'!achievement!comes!from!classroom!practices!and!professional!development!that! supports!the!students'!efforts.!!!Wenglinsky's!research!indicates!that!"regardless!of!the! level!of!preparation!students!bring!into!the!classroom,!decisions!that!teachers!make!about! classroom!practices!can!either!greatly!facilitate!student!learning!or!serve!as!an!obstacle!to! it"!(p.7).!!!That!is,!teachers'!pedagogical!decisions!and!activities,!separate!from!but!related! to!teacher!subject!matter!knowledge,!greatly!affect!student!achievement!(Roberts!&! Singleton,!2010).!!!! ! The!classroom!practices!of!teachers!are!in!large!part!shaped!by!their!personal!life! experiences!(Cain&!Cain,!2012).!Furthermore,!according!to!Dewey!(Kolb,!1984),!life! experiences!do!not!occur!in!a!vacuum,!but!are!a!result!of!contact!and!communication!with! others!in!social!situations.!Dewey!maintained!that!experiences!are!akin!to!building!blocks:! present!experiences!are!built!on!ones!of!the!past!and!serve!as!the!base!for!ones!to!come!in! the!future!(Kolb,!1984).!!Thus,!experiences!occur!in!continuity!with!one!another!and!are! constantly!being!changed!and!negotiated.!Vygotsky!(1978)!also!mentions!that!development! or!transformative!practice!is!socially!and!culturally!constructed.!Development!is!related!to! students!understanding!the!world!in!new!ways!(Kozulin,!2003,!Vygotsky,!1986).!Several! researchers!(CochranKSmith!&!Demers,!2009;!DarlingKHammond,!et!al.,!2008;!DarlingK Hammond!&!Bransford,!2005;!Little,!Gearhart,!Curry,!Kafta,!2003)!have!called!for!educators! to!exemplify!a!thorough!understanding!of!the!developmental!processes!and!needs!that! students!demonstrate.!In!order!to!assess!those!needs!continually,!teaching!and!assessment! must!be!closely!linked!processes.!!The!faculties!in!LHU’s!teacher!education!programs! believe!that!the!implementation!of!standardsKbased!assessmentKguided!instruction!is!an! extremely!important!practice!and!directly!relates!to!appropriate!pedagogy.!!!Teachers! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! systematically!assess!student!progress!by!employing!multiple!authentic!assessment! strategies!during!all!phases!of!instruction.!!!Then,!by!using!this!assessment!data,!teachers! are!able!to!make!judgments!about!the!relative!progress!of!students!in!their!classrooms!and! subsequently!formulate!plans!for!future!lessons!and!activities.!!!This!allows!teachers!to! track!what!students!are!learning!as!well!as!what!they,!as!teachers,!are!learning!about!their! students!and!appropriate!pedagogy!(Ormrod,!2006).!!!This!is!also!seen!in!current!practices! involving!Response!to!Intervention!(RTI)!strategies!such!as!instructing!so!that!the!entire! class!can!continue!learning!while!simultaneously!adjusting!smallKgroup!instruction!based! on!student!needs!(Peterson,!2011).!!Not!only!are!LHU!preservice!teachers!prepared!to! adjust!instruction!based!on!students’!needs,!but!also!how!they!interact!with!students!in! lessons!is!a!part!of!the!pedagogical!preparation!of!the!preservice!teaches.!!This!supports! Pianta’s!work!which!provides!evidence!that!how!teachers!interact!during!lessons!with! students!makes!a!difference!in!how!well!students!learn!(Pianta,!et!al.,!2008;!Pianta,!Belsky,! Howes,!&!Morrison,!2007;!Pianta,!Howes,!Burchinal,!Bryant,!Clifford,!Early,!&!Barbarin,! 2005).! Taking!into!account!the!research!findings!that!show!the!pedagogical!skills!for!effective! instruction,!the!LHU!teacher!education!programs!provides!several!opportunities!and! experiences!for!beginning!teachers!to!develop!and!be!able!to!make!wise!pedagogical! decisions,!appropriately!incorporate!technology!into!their!teaching,!and!properly!assess! their!students!as!well!as!their!own!instructional!effectiveness.!!!This!is!done!in!part!through! the!completion!of!required!courses!that!include!appropriately!sequenced!field!experiences! in!which!students!can!practically!apply!the!techniques!discussed!in!courses.!!!In!addition,! LHU's!programs!require!students!to!reflect!on!the!theories!presented!and!their! implementation!in!the!classroom!and!connect!the!theories!with!the!clinical!practices!in! which!they!engage.! References( ! Appleton,!K.!(2008).!Developing!science!pedagogical!content!knowledge!through! mentoring!elementary!teachers.!Journal!of!Science!Teacher!Education,!19,!523K545.! ! Cain,!M.,!&!Cain,!M.!(2012).!!Beliefs!about!classroom!practice:!!A!study!of!primary!teacher! trainees!in!Trinidad!and!Tobago.!!International!Journal!of!Humanities!and!Social! Science,!2!(3),!96K105.!!! ! CochranKSmith,!M.,!&!Demers,!K.!(2009).!!Preparing!teachers!for!the!21st!century:!!Research! and!teacher!learning.!!In!O.!Kow!(Ed.),!Teachers!as!learners:!!Critical!discourse!on! challenges!and!opportunities.!!Hong!Kong:!!CERC/Springer.! ! DarlingKHammond,!L.!(2006).!Powerful!teacher!education:!Lessons!from!exemplary! programs.!San!Francisco:!JosseyKBass.!! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! DarlingKHammond,!L.,!Barron,!B.,!!Pearson,!P.D.,!Shoenfeld,!A.H.,!Stage,!E.K.,!Zimmerman,! T.D.,!Cervetti,!G.N.,!&!Tilson,!J.L.!(2008).!!Powerful!learning:!!What!we!know!about! teaching!for!understanding.!!!San!Francisco,!CA:!!JosseyKBass.! ! DarlingKHammond,!L.!&!J.!Bransford!(Eds.).!(2005).!Preparing!teachers!for!a!changing!world! (pp.!232K!274).!San!Francisco,!CA:!JosseyKBass.! ! Etkina,! E.! (2010).! Pedagogical! content! knowledge! and! preparation! of! high! school! physics! teachers.!Physics!Education!Research!6(2):!1S26.!! ! Grossman,!P.!L.!(2005).!Research!on!pedagogical!approaches!in!teacher!education.!In!M.! CochranKSmith!&!K.!Zeichner!(Eds.),!Review!of!research!in!teacher!education.! Washington!D.!C.:!American!Educational!Research!Association.! ! Johnsen,! S.! (2010).! Pacing! and! learning! styles:! Interpretation! and! research.! Gifted! Child! Today,!33!(3),!6.!! ! Kane,!T.E.,!Rockoff,!J.E.,!&!Staiger,!D.O.!(2006,!March).!What!does!certification!tell!us!about! teacher!effectiveness?!Evidence!from!New!York!City.!(Working!Paper!11844).! Cambridge,!MA:!National!Bureau!of!Economic!Research! ! Kolb,!D.!A.!!(1984).!Experiential!learning:!Experience!as!the!source!of!learning!and! development.!!Englewood!Cliffs,!NJ:!!PrenticeKHall.! Kozulin,!A.!!(2003).!!Psychological!tools!and!mediated!learning.!!In!Kozulin,!A.,!Gindis,!G.,! Ageyev,!V.!S.,!Miller,!S.!M.!(eds.)!Vygotsky’s!educational!theory!in!cultural!context.!! Cambridge,!UK.!! Little,!J.W.,!Gearhart,!M.,!Curry,!M.,!and!Kafka,!J.!(2003,!November).!Looking!at!student!work! for!teacher!learning,!teacher!community!and!school!reform.!!Phi!Delta!Kappan,! 85(3),!184K192.!!! ! Ormrod,!J.!E.!(2006)!!Essentials!of!educational!psychology.!!Columbus,!Ohio:!!Pearson.! ! Peterson,!M.!(2011).!!Response!to!intervention!in!a!guided!reading!classroom:!!Practical! strategies!to!meet!the!needs!of!all!your!students!(Grades!KS2).!!Presentation!delivered! at!a!meeting!sponsored!by!the!Bureau!of!Educational!Research,!Chicago,!IL,!!October! 28,!2011.! ! Pianta,!R.!(2008).!!Classroom!effects!on!children’s!achievement!trajectories!in!elementary! school.!!American!Education!Research!Journal,!45,!365K397.! doi.org/10.3102/0002831207308230! ! Pianta,!R.,!Belsky,!J.,!Houts,!R.,!&!Morrison,!F.!(2007).!!Opportunities!to!learn!in!America’s! classrooms.!Science,!315,!1795K1796.!!doi:!!10.1126/science.1139719! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! Pianta,!R.,!Howes,!C.,!Burchinal,!M.,!Bryant!D.,!Clifford,!R.,!Early,!D.,!&!Barbarin,!O.!(2005).!! Features!of!preKkindergarten!programs,!classrooms,!and!teachers:!Do!they!predict! observed!classroom!quality!and!childKteacher!interactions?!!Applied!Developmental! Science,!9,!144K159.!!! ! Robertson,!J.S.,!&!Singleton,!J.D!(2010).!!Comparison!of.!Traditional!Versus!Alternative! Preparation.!!!Teacher!Education!and!Special!Education,!33,!213K224.! ! Vygotsky,!L.!S.!(1986).!Thought!and!language.!Cambridge:!MIT.!!! ! Vygotsky,!L.!(1978).!!Mind!in!society:!the!development!of!higher!psychological!processes.!! Cambridge,!MA:!Harvard!University!Press.! Wenglinsky,!H.!(2002).!!The!link!between!teacher!classroom!practices!and!academic! performance.!!Education!Policy!Analysis!Archies,!10.!!Retrieved!September!18,!2012! from!http://epaa.asu.edu/ojs/article/view/291.! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

!

Element(Three(C(Contextual(Factors:((Learners(and(the(Learning( Environment(( The!LHU!teacher!education!faculty!believe!that!candidates!in!the!teacher!preparation! programs!at!LHU!must!demonstrate!proficiency!in!identifying!and!addressing!important! contextual!factors!that!affect!teaching!and!learning.!!Contextual!factors!include,!but!are!not! limited!to,!community!environments;!family!environments;!the!characteristics!of!the! children!themselves,!and!the!school!and!classroom!environments.!!These!factors!often!play! a!direct!role!in!a!student’s!ability!to!engage!in!the!lessons!being!taught.! Community.((Community!and!school!populations,!often!defined!by!socioeconomic!levels!as! well!as!racial!and!ethnic!composition,!are!important!considerations!in!planning!effective! educational!programs.!!Current!research!suggests!that!community!characteristics!have!a! measurable!impact!on!child!development!and!student!learning!(Holloway,!2004).!!When! teachers!are!aware!of!the!challenges!and!opportunities!associated!with!particular! community!characteristics!they!can!more!effectively!match!teaching!practices!to!address! these!and!improve!student!learning!and!development!(Peters!et!al.,!2010).!!! Today,!more!than!three!quarters!of!public!school!teachers!in!the!United!States!are!monoK lingual!English!speaking!(National!Center!for!Education!Statistics,!2011).!!Most,!however,! are!working!in!classrooms!that!are!increasingly!racially,!ethnically!and!linguistically! diverse!(Gay,!2005).!!It!is!critical!for!future!teachers!to!learn!how!to!effectively!approach! education!with!diverse!student!populations,!particularly!when!the!background!of!the! students!differs!from!that!of!the!teacher!(Delpit,!2006;!Genesee,!Paradis!&!Crago,!2004;! Howard!&!Aleman,!2008;!Ramsey,!2004).!!Even!those!who!end!up!teaching!in!a!context! where!not!much!diversity!exists!will!need!to!prepare!these!children!to!live!in!the!wider,! multicultural!world!(DermanKSparks!&!Ramsey,!2006).!!!We!provide!preservice!teachers! completing!the!LHU!programs!with!appropriate!opportunities!to!work!in!classrooms!with! children!from!various!types!of!diverse!backgrounds!as!part!of!their!early!clinical!practice! placements!as!well!as!student!teaching!placements.! Family.((The!home!is!the!first!learning!environment!for!children!and!remains!an!important! context!throughout!their!formative!years.!!Teachers!need!to!consider!home!environment,! family!structure,!and!level!and!type!of!parental!involvement!when!planning!for!instruction.! Equally!important!is!that!teachers!help!students!connect!school!experiences!with!outside! learning!activities!(Bransford,!Brown!&!Cocking,!2000).!!This!connection!builds!on! students’!prior!knowledge!and!helps!them!see!the!value!in!the!education!received!in!the! school!environment,!creating!a!basic!understanding!of!how!the!schoolKbased!learning! experiences!can!be!applied!in!home,!community,!and!work!settings.!!In!order!to!facilitate! homeKschool!connections!and!build!on!outKofKschool!knowledge!children!have!acquired,! teachers!must!be!aware!of!family!context.!!The!family!context!is!where!children!first! develop!a!sense!of!self!in!the!world.!!The!self!that!develops!is!shaped!by!social,!cultural!and! economic!factors!in!the!family.!!We!believe!that!our!LHU!preservice!teachers!should!not! only!know!about!the!family!contextual!influences!but!experience!working!with!students’! family!members!whenever!appropriate!and!possible.! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! School(and(Classroom.((As!children!grow,!the!classroom!becomes!an!increasingly! important!learning!environment.!!Classroom!environment!refers!to!the!pervasive! atmosphere,!ambience,!tone,!or!climate!within!a!particular!setting!(Dorman,! 2002).!!Evidence!links!positive!classroom!communities!to!increased!student!achievement.!! These!positive!learning!communities!are!created!through!teachers’!use!of!effective! management!and!guidance!techniques!(Fields,!Perry!&!Fields,!2010;!Jones,!2010;!Weinstein! &!Novodvorsky,!2011).!!Creating!a!positive!learning!environment!requires!the!classroom! teacher!to!foster!relationships!with!and!between!students!that!demonstrate!acceptance!of,! and!respect!for!each!other.!!These!relationships!form!the!foundation!of!a!classroom!climate! in!which!all!students!are!encouraged!to!learn.!!This!positive!learning!environment!is! further!established!when!the!classroom!teacher!constructs!a!learnerKcentered!environment! whereby!students!are!prompted!to!develop!their!own!knowledge!structures!by!predicting! and!explaining!various!situations!(Bransford,!Brown,!&!Cocking,!2000).!!LearnerKcentered! environments!require!an!understanding!by!the!teacher!of!the!students'!knowledge,!skills,! and!personal!beliefs!that!are!brought!to!the!educational!setting!(LadisonKBillings,! 2001).!!We!believe!that!teachers!who!strive!for!positive!learnerKcentered!environments!are! more!responsive!to!student!diversity,!thereby!maintaining!students'!positive!selfKidentity! while!fostering!academic!success!(Phuntsog,!1999).!! Characteristics(of(Children.!!Effective!teachers!are!able!to!individualize!instruction!based! on!knowledge!of!the!individual!characteristics!of!children!including!developmental! characteristics!and!those!that!arise!from!particular!family!contexts.!!Knowledge!of!child! and!adolescent!development!is!critical!to!understanding!their!learning!and!to!the! construction!of!effective!teaching!and!learning!environments!(Pianta,!Hitz!&!West,!2010;! Snyder!&!Lit,!2010).!!It!is!important!to!understand!not!only!the!developmental!level!of! children,!but!it!is!equally!important!to!understand!the!range!of!special!needs!children!may! have!and!how!to!effectively!address!these!in!an!inclusive!classroom!setting!(Polloway,! Patton!&!Dowdy,!2012).!!! Developmental!level!is!only!one!form!of!diversity!in!a!classroom.!!Diversity!can!also!include! differences!in!race,!ethnicity,!gender,!language,!disability,!socioeconomic!status,!interests,! and!learning!styles.!!Attention!to!the!full!range!of!diversity!factors!is!essential!to!creating!an! effective!teaching!and!learning!environment!(GonzalezKMena,!2008;!Klein!&!Chen,!2001;! Obiakor,!2001).!!!Through!coursework!and!clinical!practice!opportunities,!LHU!preservice! teachers!gain!the!knowledge!and!ability!to!plan!instruction!for!children!based!on!individual! learning!needs.! References( Bransford,!J.!D.,!Brown,!A.L.,!Cocking,!R.R.!(Eds.).!(2000).!!How!people!learn:!Brain,!mind,! experience,!and!school.!Chapter!six:!!The!design!of!learning! environments.!!Washington,!D.C,!National!Academy!Press.!1K27.! Delpit,!L.!(2006).!!Other!people’s!children.!!Cultural!conflict!in!the!classroom.!!New!York:!The! New!Press.!

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! Dorman,!J.!!(2002).!!Classroom!environment!research:!Progress!and! possibilities.!!Queensland!Journal!of!Educational!Research!(18),!1K18.! DermanKSparks,!L.!&!Ramsey,!P.!G.!(2006).!!What!if!all!the!kids!are!white?!!AntiSbias! multicultural!education!with!young!children!and!families.!!New!York:!Teachers! College!Press.! Fields,!M.!V.,!Perry,!N.!J.,!&!Fields,!D.!M.!(2010).!!Constructive!guidance!and!discipline:! Preschool!and!primary!education!(5th!Ed.).!!Upper!Saddle!River,!NJ:!Pearson.! Gay,!G.!(2005).!A!synthesis!of!scholarship!in!multicultural!education.!Naperville,!IL:!North! Central!Regional!Educational!Laboratory.! Genesee,!F.,!Paradis,!J.,!&!Crago,!M.!B.!(2004).!!Dual!language!development!&!disorders.!!A! handbook!on!bilingualism!&!second!language!learning.!!Baltimore,!Paul!H.!Brookes! Publishing.! GonzalezKMena,!J.!(2008).!!Diversity!in!early!care!and!education.!!Honoring!differences!(5th! ed.).!!Boston:!McGraw!Hill.! Holloway,!J.!H.!(2004).!How!the!community!influences!achievement.!Educational! Leadership,!(61),!8,!89K90.!! Howard,!T.!C.!&!Aleman,!G.!R.!(2008).!!Teacher!capacity!for!diverse!learners.!!What!do! teachers!need!to!know?!!In!M.!CochranKSmith,!S.!FeimanKNemser!&!D.!J.!McIntyre! (Eds.),!Handbook!of!research!on!teacher!education!(3rd!Ed.)!(pp.!157K174).!!New! York:!Routledge.! Jones,!V.!(2010).!!Practical!classroom!management.!!Upper!Saddle!River,!NJ:!Pearson.! Klein,!M.!D.!&!Chen,!D.!(2001).!!Working!with!children!from!culturally!diverse!backgrounds.!! Florence,!KY:!Cengage!Learning.! LadsonKBillings,!G.!(2001).!Crossing!over!to!Canan:!The!journey!of!new!teachers!in!diverse! classrooms.!!San!Francisco:!!JosseyKBass.! National!Center!for!Education!Statistics.!(2011).!!Schools!and!staffing!survey.!!Table! 18.!!Percentage!distribution!of!public!school!teachers!by!race/ethnicity,!percentage! minority,!and!state:!2003–04.!!Retrieved!01/28/2011!from! http://nces.ed.gov/surveys/SASS/tables/state_2004_18.asp.! Obiakor,!F.!E.!(2001).!Multicultural!education:!Powerful!tool!for!preparing!future!general! and!special!educators.!Teacher!Education!and!Special!Education!(24),!3,!241K255.!

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! Peters,!R.!D.,!Bradshaw,!A.!J.,!Petrunka,!K.,!Nelson,!G.,!Herry,!Y.,!Craig,!W.!M.,!…Rossiter,!M.!D.! (2010).!!The!Better!Beginnings,!Better!Futures!Project:!Findings!from!Grade!3!to! Grade!9!![Monograph].!!Monographs!of!the!Society!for!Research!in!Child!Development,! 75!(3).!!DOI:!10.1111/j.1540K5834.2010.00576.x! Phuntsog,!N.!(1999).!The!magic!of!culturally!responsive!pedagogy:!In!search!of!the!genie's! lamp!in!multicultural!education.!Teacher!Education!Quarterly.! Pianta,!R.!C.,!Hitz,!R.,!&!West,!B.!(2010).!!Increasing!the!application!of!developmental!sciences! knowledge!in!educator!preparation.!!Washington,!DC:!NCATE.! Polloway,!E.!A.,!Patton,!J.!R.,!&!Dowdy,!C.!A.!(2012).!!Teaching!students!with!special!needs!in! inclusive!settings!(6th!Ed.).!!Upper!Saddle!River,!NJ:!Pearson.! Ramsey,!P.!G.!(2004).!!Teaching!and!learning!in!a!diverse!world!(3rd!Ed.).!!New!York:! Teachers!College!Press.! Snyder,!J.!&!Lit,!I.!(2010).!!Principles!and!exemplars!for!integrating!developmental!sciences! knowledge!into!educator!preparation.!!!Washington,!DC:!NCATE.! Weinstein,!C.!S.!&!Novodvorsky,!I.!(2011).!!Middle!and!secondary!classroom!management:! Lessons!from!research!and!practice!(4th!Ed.).!!Columbus,!OH:!McGrawKHill

( ( ( ( ( ( ( ( ( ( ( ( ( ( ! ! ! ! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

!

( !

Element(Four(–(Professionalism:(Ethics(and(Dispositions(

! Perhaps!the!most!important!trait!of!teachers!is!that!they!care!about!students!and!about!the! teachingKlearning! process.! LHU’s! teacher! education! programs! expect! that! candidates! consistently! demonstrate! professional! behaviors! and! attitudes! that! are! essential! to! the! teaching! profession.! LHU’s! teacher! education! programs! also! maintain! screening! and! assessment!procedures!to!assure!that!teacher!candidates!without!positive!dispositions!are! provided! opportunities! to! adjust! those! dispositions! before! being! permitted! to! move! forward! in! our! teacher! education! programs.! This! is! valued! at! LHU! because! teachers! with! positive!professional!dispositions!tend!to!act!in!ways!that!elevate!the!profession!of!teaching! in!the!eyes!of!others!(RosKVoseles!&!Moss,!2007).!It!is!no!longer!sufficient!for!teachers!to! have! knowledge! and! skills! in! academic! subjects;! they! must! also! have! employability! skills! (Wayda! &! Lund,! 2005).! ! Professional! dispositions! are! those! observable! and! measurable! teacher!behaviors!such!as!punctuality!and!oral!communication!skills!that!often!determine! the! success! or! failure! of! a! beginning! teacher! (Goodlad,! 2002).! ! Developing! professional! behaviors,! including! dispositions,! ethics,! and! caring! communication! skills,! is! an! integral! part! of! LHU’s! teacher! education! programs.! ! This! can! be! seen! in! the! personal! traits,! characteristics,! and! ethics! of! teachers.! ! It! is! evident! as! professionals! engage! in! lifeKlong! learning!and!in!teachers!who!care!that!their!students!learn!and!are!successful!in!life.! ! Personal(Traits,(Characteristics,(and(Ethics( ! Professional!dispositions!are!determined!by!a!person’s!professional!dispositions.!! According!to!Wayda!and!Lund!(2005),!a!positive!disposition!toward!being!a!teacher!is! indicated!by!a!preservice!teacher!who!values!learning!and!knowledge,!diversity,! collaboration,!professionalism,!and!personal!integrity.!The!teacher!education!programs!at! LHU!recognize!the!importance!of!modeling!and!assessing!candidate!dispositions!that!we! believe!are!necessary!for!teaching!effectiveness!and!attractive!to!potential!employers!in! PKK12!schools.!!These!skills!are!necessary!and!valued!skills!of!all!teachers.!They!include! initiative,!dependability,!commitment!to!the!profession,!interpersonal!and!oral! communication!skills,!resourcefulness,!and!reflection.!!Research!findings!recommend!that! teachers!also!develop!the!ability!to!identify,!analyze,!and!resolve!ethical!issues!that!they! face!in!the!classroom,!school,!and!community!(Benfu,!2000;!Johnson!&!Reiman,!2007)!and! plan!for!and!teach!strategies!for!moral!development!(Benninga,!Berkowitz,!Kuehn,!&!Smith,!! 2003;!Bebeau,!Rest,!&!Narvaez,!1999;!Ignico!&!Gannon,!2010;!!Parkison,!2009).!!! ! LifeClong(Learning( ! Professionalism! also! requires! a! commitment! to! being! a! lifeKlong! learner.! ! Commitment! to! lifeKlong! learning! is! evident! in! those! teachers! who:! continuously! selfKreflect;! accept! feedback! from! mentors,! peers,! and! supervisors;! and! seek! professional! development! opportunities!outside!of!the!classroom.!!The!concept!of!selfKreflection!is!based!on!Dewey’s! theoretical! perspective! of! critical! inquiry! and! how! it! relates! to! practice! (Van! Gyn,! 1996).!! !

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! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! Reflection!allows!the!teacher!to!identify!effective!practices!through!a!careful!investigation! of! his! or! her! own! teaching! experiences! so! that! intellectual! and! professional! growth! may! take! place! (Malm,! 2009).! ! Preservice! teachers! must! develop! the! skill! of! selfKreflection! in! order! to! continuously! grow! as! professionals,! especially! within! and! beyond! the! university! setting.!!Research!also!emphasizes!the!importance!of!expanding!the!teacher’s!knowledge!of! discipline! and! pedagogical! skills! through! peer! evaluations! and! feedback! on! observed! lessons!and!participating!in!professional!development!programs,!as!well!as!keeping!abreast! of! new! developments! in! the! field! by! researching! findings! reported! in! current! literature.!! Because! we! live! in! a! changing! society,! lifeKlong! learning! is! essential! for! the! onKgoing! development!of!knowledgeable!citizens!(National!Commission!on!Teaching,!1996;!DarlingK Hammond!&!Sykes,!1999)!that!are!able!to!compete!successfully!in!a!global!economy.! ! Caring( ! Effective!teachers!care!for!their!students!and!recognize!that!students!need!to!be!aware!that! others!care!about!them.!!Teachers!and!students!must!effectively!communicate!their!mutual! consideration.! According! to! Kessler! (1999),! teachers! who! care! about! their! students! help! them!to!develop!a!sense!of!belonging!to!a!community.!!LHU!requires!teacher!candidates!to! demonstrate! caring! communication! skills.! ! These! skills! can! be! defined! as! the! ability! to! recognize!and!respond!to!individual!differences,!needs,!and!desires!of!students!in!order!to! facilitate! developmental! growth! and! learning.! Rogers! and! Webb! (1991)! underscore! the! importance!of!caring!by!reporting!that!good!teaching!is!inextricably!linked!to!specific!acts! of! caring.! ! In! order! for! caring! to! be! evident,! teachers! must! develop! a! wide! range! of! strategies! to! effectively! communicate! with! students! in! the! class,! the! parents! in! the! home,! the! teachers! and! staff! in! the! school,! and! the! administrators! in! the! school! district.! ! Notes,! checklists,! report! cards,! phone! calls,! and! teacherKparent! conferences! provide! a! variety! of! communicative!methods!through!which!teachers!demonstrate!to!all!students!that!they!are! cared!for!in!the!classroom!and!beyond.!!Moreover,!each!day!teachers!need!to!provide!a!safe! learning! environment! where! students! are! valued! for! who! they! are! and! in! which! their! individual!perspectives!are!considered.!!LHU’s!teacher!education!programs!are!designed!to! develop! the! necessary! dispositions,! skills,! and! knowledge! to! prepare! our! teacher! candidates! to! become! effective,! reflective! practitioners.! ! Students! typically! sense! when! teachers!care!and!it!often!results!in!a!greater!effort!to!be!engaged!in!the!learning!process! (Lumpkin,! 2007).! ! Of! course,! the! literature! is! clear! that! studentKcentered! lessons! are! typically!found!in!classrooms!of!effective!teachers!(! ! References( ! Bebeau,!M.J.,!!Rest,!J.R.,!&!Narvaez,!D.!!(1999).!!Beyond!the!promise:!A!perspective!on!research! in!moral!education.!!EJ587024.! ! Benfu,! L.! (2000)! Ethics! teaching! in! medical! schools.! ! The! Hastings! Report.! 30(4)!! AN00930334.!!Retrieved!February!28,!2005.! !

!

16!

! LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

! Benninga,!J.S.,!Berkowitz,!M.,!Kuehn,!P.,!&!Smith,!K.!(2003).!!The!relationships!of!character!! education! and! academic! achievement! in! elementary! schools.! ! Journal! of! Research! in! Character!Education,!1(1),!17K30.! ! DarlingKHammond,! L.,! &! Sykes,! G.! (Eds.)! (1999).! ! Teaching!as!the!learning!profession.! San! Francisco:!JosseyKBass.! ! Goodlad,!J.!!(2002).!!Kudza,!rabbits,!and!school!reform.!!Phi!Delta!Kappa,!84!(1),!16K23.! ! Ignico,! A.! &! Gammon,! K.! (2010)! A! longitudinal! study! of! the! professional! dispositions! of! teacher!candidates!Natural!Science,!2!(2),!91K94.! ! Johnson,!L.E.,!&!Reiman,!A.J.!(2007)!!Beginning!teacher!dispositions:!Examining!the! moral/ethical!domain,!Teaching!and!Teacher!Education!23!(5),!676–687.!!! ! Lumpkin,!A.!(2007).!!Caring!teachers:!The!key!to!student!learning.!!Kappa!Delta!Pi!Record,! 43,!158K160.! ! Malm,! B.! (2009).! Towards! a! new! professionalism:! enhancing! personal! and! professional ! development!in!teacher!education.!Journal!of!Education!For!Teaching,!35(1),!77K91.! ! National! Commission! on! Teaching! and! America’s! Future.! (1996).! What! matters! most:! Teaching!for!America’s!future.!! ! Parkison,! P.! T.! (2009).! FieldKbased! preservice! teacher! research:! Facilitating! reflective ! professional!practice.!Teaching!&!Teacher!Education,!25(6),!798K804.! ! Rogers,!D.,!&!Webb,!J.!!(1991).!!The!ethic!of!caring!in!teacher!education.!!Journal!of!Teacher! Education.!!42(3),!173K181.! ! RosKVoseles,! D.,! &! Moss,! L.! 2007.! The! role! of! dispositions! in! the! education! of! future! teachers.!Young!Children!62!(5):!90K98.!! ! VanGyn,! G.! (1996).! ! Reflective! practice:! The! needs! of! professions! and! the! promise! of! cooperative!education.!!Journal!of!Cooperative!Education,!31(2K3),!103K131.! ! Wayda,! V.! &! Lund,! J.! (2005).! ! Assessing! dispositions:! ! An! unresolved! challenge! in! teacher! education.!!Journal!of!Physical!Education,!Recreation,!and!Dance,!76!(1),!34K76.! !

!

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17!

Unit Assessment System for Teacher Education Initial Programs Initial Programs

Stage I Candidacy

• PreK-4/Early Childhood Education • Elementary/Middle Level Education • Health and Physical Education • Special Education (w/ PK-4) • Special Education (w/ Secondary English) • Special Education (w/ Secondary Math • Special Education (w/ Secondary Social Studies • Music Education • Secondary Education ! English ! Mathematics ! Science ! Social Studies

Requirements • GPA 3.0 • 45 credit hours completed • C- or better in English Composition, English Literature, 6 credits of general education math • • Diversity Profile Plan • Clearances: Act 33, Act 34, FBI • Negative TB • Consent form Assessments • All Pearson / Praxis I Basic Knowledge tests passed • Stage I Disposition SelfEvaluation

Stage II Entrance To Block: Developing Portfolio Requirements • Overall GPA 3.0 • 60 hours field experience • 20 additional hours of diverse field experience • SPA artifacts • NETS-T artifacts • Proof of liability insurance

Assessments • Diversity Essay • Developing Portfolio • Portfolio Presentation • Portfolio Alignment of Artifacts • Portfolio Summary and Reflections

Stage III Entrance to Student Teaching Requirements • Overall GPA 3.0 • Major GPA 3.0 • C- or better in Speech, History, Sciences • C or better in all • major courses • Completion of all required major coursework • Proof of professional membership • Clearances: Act 33, Act 34, FBI, Act 24

Assessments • Two Standards based lesson plans • Stage II.5 Disposition Evaluation • Praxis II or Pearson Assessment and /or concentration test(s)

Stage IV Exit from Student Teaching: Senior Portfolio Requirements • Overall GPA 3.0 • Major GPA 3.0 • SPA artifacts • NETS-T artifacts Lesson Plans evaluated during professional semester • Disposition evaluations completed during professional semester

Assessments • Student Teaching Competency Forms (one from each placement) • Teacher Work Sample • Stage III Disposition Evaluation • Senior Portfolio Presentation • Portfolio Alignment of Artifacts • Portfolio Summary and Reflections

Stage V Certification

Stage IV Post Graduation

Requirements • Overall GPA 3.0 • PDE 430 • Clearances: State and Federal • Praxis II or Pearson Assessment and/or concentration test(s) passed.

Assessments • Post Graduate Assessment Survey • Employer Survey

Unit Operations

Assessments • Advisor Survey • Employer Survey • Post Graduate Assessment Survey • Cooperating Teacher Evaluation • Presidential Evaluation • Deans’ evaluations • SPA reviews • PDE reviews • Exit Survey • Faculty Evaluations

INTASC STANDARDS Interstate New Teacher Assessment and Support Consortium

1. Content Pedagogy The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. Student Development The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. 3. Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. 5. Motivation and Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation. 6. Communication and Technology The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. Planning The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. 9. Reflective Practice: Professional Growth the teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10. School and Community Involvement The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Application to Present Developing Portfolio Office of Teacher Education Lock Haven University

Dr. Everhart: Please notify the Program Coordinator of the ______________________ education program that I, ________________________, am ready to present my Developing Portfolio that I have successfully created using LiveText.

I acknowledge that in order to successfully pass the Developing Portfolio

benchmark I have included at a minimum all required artifacts in the portfolio and have provided the Office of Teacher Education with the follow items: •

Original and current Act 33, 34 and FBI Clearances



Negative TB Verification



Praxis Core or PAPA report reflecting passing scores

My student ID number is: __ __ __ __ __ __

Year enrolled at LHU: __ __ __ __

Email: ________________________________________ Phone Number(s): Cell: (

)

-

Home: (

Student Signature _____________________________________

)

-

Date_______________________

For Office use only: Overall GPA: _____________ Date of Candidacy:_______________________________ Date of Act 33 Clearances:_________________________ Date of Act 34 Clearances: _________________________ Date of FBI Clearance: ____________________________ Date of Negative TB: ______________________________ Praxis Core or PAPA Scores: Reading:

Passing score: _____________

Writing:

Passing score: _____________

Mathematics:

Passing score: _____________

The student has provided the necessary documentation and is ready to present his/her Developing Portfolio. Director of Teacher Education ______________________ Date________________

Lock Haven University

Stage I - Disposition Self-Evaluation and Action Plan Directions Lock Haven University believes that all candidates in teacher education programs should demonstrate values, commitments, and professional ethics that are consistent with the expectations of our area school districts and surrounding communities. The following list of nine dispositions and identifying observable behaviors are desirable in all Lock Haven University faculty, cooperating teachers and preservice teacher candidates. Some of these dispositions have been derived from the dispositions identified by the INTASC Standards. Directions: Using the form located on the Teacher Ed web page, please reflect carefully on your personal dispositions and identify areas of strength and areas that need to be improved. Complete ALL disposition areas in the form but make sure you identify at least three dispositions that are satisfactory and three dispositions that you would like to improve. After all sections are completed and submitted, print a copy for yourself to scan into LiveText for your developing portfolio and submit a copy to the Teacher Education Office along with your Candidacy Application. Understanding Dispositions: 1. The effective practitioner demonstrates oral communication skills that include: An absence of distracting mannerisms, an absence of repetitious words, an ability to speak at appropriate pace, correct grammar usage, an ability to enunciate words correctly, an ability to project his/her voice, and organization of thought. 2. The effective practitioner demonstrates written communication skills that include: Organization of thought, correct grammar usage, clear and concise writing, and correct mechanics. 3. The effective practitioner demonstrates collaboration skills that include: Acceptance of constructive criticism, an ability to seek feedback, acceptance of equality of the workload, and maintaining responsible behavior with borrowed materials. 4. The effective practitioner demonstrates reflective skills that include: An ability to self-evaluate, a willingness to make changes based on self-evaluation, and a willingness to formulate measures for self-improvement. 5. The effective practitioner demonstrates preparedness by exhibiting behaviors that include: Arriving at class on time/ leaving class at scheduled time, preparing for class, and preparing all needed materials for class.

6. The effective practitioner demonstrates professional commitment by exhibiting behaviors that include: Prompt notification of absences, a willingness to make-up work missed due to absence, and a willingness to give extra “out of class” time to schoolrelated activities. 7. The effective practitioner demonstrates a positive attitude by exhibiting behaviors that include: Enthusiasm; such as smiling, use of animated language, actively engaging students, a willingness to receive other’s ideas and suggestions, using nonconfrontational body language, using body language that suggests active listening, and using a nonrebuking tone of voice. 8. The effective practitioner demonstrates ethical behaviors that include: Non-bias treatment of peers, maintenance of appropriate student-faculty relationship, maintenance of personal integrity, and respecting laws within the community 9. The effective practitioner demonstrates a level of independence by exhibiting behaviors that include: Developing own ideas, initiative in completing classroom tasks, and a limited need for reassurance.

Lock Haven University of Pennsylvania Teacher Education Programs “Developing Portfolio” Requirement Stage II Directions for preparing the portfolio: 1. Before you begin preparing your portfolio, read over ALL of the rubrics for the Developing Portfolio found in the LiveText so that you will know what is being expected of you. 2. In the “Introduction” provide information about yourself. You may want to include a picture. Additional information that you might include are your major, any minors, the date you achieved candidacy, the name of your advisor, your hometown, extracurricular activities, any interesting prior experiences, especially if you are a nontraditional student. 3. The purpose of the portfolio is to provide a snapshot picture of your progress toward achieving competency as a teacher. One way to do this is to include artifacts produced during course work or field experiences for the INTASC/SPA Standard found in the portfolio template for your educational program. Each of these artifacts should be identified by the INTASC/SPA standard met. You may create additional Page Sections throughout your portfolio to assist in your organization of artifacts by standards. 4. Be sure to include the required artifacts common to all education majors: ! Academic Record indicating your GPA ! Diversity Profile Plan ! Verification forms for 20 hours of diversity field experience ! Diversity Essay created in LiveText ! Verification forms for 60 hours of program specified field experience ! All clearances (Act 24, 33, 34, and FBI) and evidence of a negative TB test ! Membership in a professional organization •

Elementary Education Majors must also include the Speech and Math Competency forms

5. Part of your challenge is to match the required artifacts and the program specific artifacts to the appropriate INTASC/SPA Standard. 6. For each of the required INTASC/SPA standards you must have at least two artifacts but no more than three. We encourage the use of artifacts that meet multiple standards.

Revised April 2007

7. The number of artifacts in your portfolio in addition to the required artifacts (see #5) depends upon your program and your own individual progress. In any case, please do not include more then three artifacts for any standard. We encourage the use of artifacts that meet multiple standards. 8. To demonstrate your technology competency, please include artifacts that address the ISTE National Technology Educational Standards for Teachers (NETS-T). Carefully read the 17 NETS-T General Performance Indicators included in the portfolio template, and choose artifacts that best satisfy the descriptions. NOTE: One artifact will most likely address multiple NETS-T performance indicators. 9. For each INTASC/SPA standard you must write a rationale for why you chose an artifact to show competence in meeting the INTASC/SPA standard and/or NETST standard. 10. The conclusion section of your portfolio should contain a summary reflection that addresses the following: ! An analysis of your progress in meeting the INTASC/SPA standards. ! Your plans for achieving further competency in meeting the INTASC/SPA standards. 11.

Finally, when you have completed your portfolio, check to make sure you have deleted all of the instructions in LiveText and any INTASC Standards that were not addressed.

Portfolio Score: If you score at the proficient level for each rubric element and have all portfolio requirements completed, you will be considered a stage III candidate and will be eligible to apply for professional semester once you have met your program’s course requirements. However, if any rubric element is scored below proficient or if any portfolio requirement is incomplete, then your Program Coordinator will complete a Remediation Plan for you. You will continue to be a Stage II candidate until you have completed the Remediation Plan. You may not enroll in the Professional Semester until all items identified for remediation have been completed.

Revised April 2007

REFLECTING ON PORTFOLIO ARTIFACTS Artifacts in portfolios should demonstrate the student’s competence or growth for each of the INTASC/SPA/NETS-T Standards. These works should demonstrate achievement and competence in relation to these standards. However, portfolios must have more than a collection of works to be complete. They should indicate future growth based upon assessments of past performances and strengths along with reflection. Each portfolio section should include a written reflection on why those artifacts were selected and how each piece shows competence or growth. Reflection promotes learner self-evaluation along with demonstrating problem-solving skills by making decisions on what works belong in the portfolio and analyzing those works.

Reflecting means… • making clear the context of the artifact. • • • • • •



sharing the questions that caused you to create and select the artifact. sharing what educational thoughts and feelings, goals and purposes led to the artifact. interpreting, analyzing, synthesizing, and evaluating your artifact. looking at your work from others’ points of view. talking about dispositions needed to teach and learn as well as skills and knowledge. talking about artifacts to show a unique representation of you as teacher-learner.

talking about dispositions appropriate to teaching and learning as well as the skills and knowledge.

The reader of your portfolio… • understands where your artifact came from and how it is part of your work as a teacher-learner. • knows how the artifact engaged you in important questions about teaching and learning • understands the motivation for the artifact and your evaluation of its contribution to your preparation as a teacher. • knows what you learned about teaching and learning by creating the artifact. • knows how your work is connected to that of other educators. • realized that you understand the dispositions needed to be a good educator. • sees your portfolio as an example of thinking creatively “outside the box;” putting familiar or traditional concepts into new frameworks, making new connections, and expressing freshness and vitality. • sees you as expressing dispositions important to teaching and learning – such dispositions as integrity, responsibility, professionalism, initiation/ self-motivation, passion/ enthusiasm, flexibility, connecting, caring, empathizing, listening, collaborating, the desire to explore, the desire to challenge & inspire and the inclination to value and learn from diversity.

Chart taken from Millikin University http://www.millikin.edu/education/9-02%20Portfolio%20Handbook.htm

Portfolio Artifacts (Knowledge and Pedagogy) Criteria Rationale for Selection and Alignment of Artifacts to INTASC/ SPA Standards

1 Some required artifacts are missing.

2 All required artifacts are included.

3 All required artifacts are included.

4 All required artifacts are included.

Rationale for Selection and Alignment of Artifacts to ISTE NETS-T Standards

There is only one artifact aligned with ISTE NETS-T competencies (General Preparation Profile).

Rationale logically supports alignment artifact with some INTASC/ SPA Standards. Artifacts are properly aligned with fewer than 5 ISTE NETS-T standards. (General Preparation Profile).

Rationale logically supports alignment artifact with most INTASC/ SPA Standards. Artifacts are properly aligned with 5 ISTE NETS-T standards (General Performance Profile).

Rationale logically supports alignment artifact with all INTASC/SPA Standards. Artifacts are properly aligned with 5 ISTE NETS-T standards (General Performance Profile).

Rationales are missing

Some rationales are illogical.

Rationale supports the alignment of artifacts with the five identified ISTE NETS-T competencies.

Student provides a Weak assessment of his/her own strengths.

Student provides a Minimal assessment of his/her own strengths and areas in need of Improvement in Knowledge, Skills, and Dispositions.

Student provides a Reasonable assessment of his/her own strengths and areas in need of improvement in Knowledge, Skills, and Dispositions.

Rationale logically supports the alignment of artifacts with the five identified ISTE NETS-T competencies. Student provides an insightful and detailed assessment of his/her own strengths and areas in need of improvement in Knowledge, Skills, and Dispositions.

There is a plan of action for future growth but it lacks clarity.

There is a clearly identified plan of action for future growth to improve Knowledge, Skills and Dispositions in regard to specific INTASC Standards.

Reflection on Artifacts

There is no plan of action for future growth.

There is a clear and achievable detailed plan of action identified for future growth to improve Knowledge, Skills and Dispositions in regard to specific INTASC Standards.

Portfolio Presentation Criteria Communication Skills - Verbal

Communication Skills - Nonverbal

1 Oral communication skills fail to exhibit correct usage and grammar; is neither focused nor organized. The student’s volume, intonation and enunciation are deficient. The student does not speak with conviction. Does not maintain eye contact. Demonstrates no confidence and fails to interact with the interviewers. Does not project a composed/relaxed demeanor and demonstrates distracting mannerisms.

2 Oral communication Sometimes exhibit correct usage and grammar; is focused and organized. The student sometimes speaks with proper volume, intonation, and enunciation. The student sometimes speaks with conviction. Seldom maintains eye contact. Demonstrates Some confidence and Interacts minimally with interviewers. Sometimes projects a composed/relaxed demeanor and demonstrates minimal distracting mannerisms

3 Oral communication Usually exhibits correct usage and grammar; is focused and organized. The student speaks with audible volume, intonation, and enunciation. The student speaks with conviction.

4 Oral communication most always exhibits correct usage and grammar; is focused and organized. The student speaks with proper volume, intonation, and enunciation. The student often speaks with conviction.

Often maintains eye contact with the interviewers. Demonstrates confidence and effectively interacts Minimally with interviewers. Usually projects a composed/ relaxed demeanor and demonstrates minimal distracting mannerisms

Most always maintains eye contact. Demonstrates a strong degree of confidence and leadership, always interacting respectfully and cooperatively with the interviewers. Most always projects a composed and relaxed demeanor and does not exhibit any distracting mannerisms.

Professionalism Criteria (1) Displays professional appearance and appropriate attire (2) Demonstrates enthusiasm and a high level of energy (3) Demonstrates creativity and resourcefulness in the portfolio presentation (4) Presentation of portfolio is highly organized and presented in a logical manner using the INTASC standards

1 Meets one or none of the professionalism criteria

2 Meets two of the four professionalism criteria

3 Meets three of the four professionalism criteria

4 Meets all four professionalism criteria

Portfolio Artifacts and Presentation Criteria Disposition Skills

1 Unsatisfactory Neither written nor oral reflections indicate any commitment towards Professional growth directed at setting high academic standards, developing ethical teaching behaviors, or creating a safe supportive environment where all students can learn

2 Basic Only occasional written and oral reflections indicate a commitment towards professional growth directed at setting high academic standards, developing ethical teaching behaviors, and creating a safe supportive environment where all students can learn

3 Proficient All written and oral reflections indicate a some commitment towards professional growth directed at setting high academic standards, developing ethical teaching behaviors, and creating a safe supportive environment where all students can learn

4 Distinguished All written and oral reflections indicate a strong commitment towards professional growth directed at setting high academic standards, developing ethical teaching behaviors, and creating a safe supportive environment where all students can learn.

Diversity Essay Evaluation Form (Pedagogy and Environments) 0 Unsatisfactory The tone of the essay demonstrates a lack of acceptance of diverse populations.

1 Basic Describes the physical nature of the diverse classroom or a single difference within the student population.

2 Proficient Describes the physical and social environment of the diverse classroom and describes more than one different form of diversity within the student population (language, race/ ethnicity, religion, disability, gender, SES).

3 Advanced Describes the physical and social environment of the diverse classroom, describes more than one different form of diversity within the student population (language, race/ ethnicity, religion, disability, gender, SES), and provides a Description of how Diversity impacts the Educational experience.

4 Distinguished Describes the physical and social environment of the diverse classroom, describes many different forms of diversity within the student population (language, race/ ethnicity, religion, disability, gender, SES), and identifies multiple ways diversity is impacting the educational experience. The essay also includes insightful recommendations for meeting diverse learning needs.

Technology Inclusion Checklist (NETS-T) Criteria Portfolio is prepared electronically. Technology artifacts are included. There is one artifact for 5 different competencies of NETS-T. The artifacts are properly aligned to NETS T for General Preparation Performance Profile Competencies.

Met

Not Met

Lock Haven University of Pennsylvania

College of Education and Human Services Teacher Education Program

Stage II

Diversity Experience Verification Form Each student must complete two 10 hour placements of field experience in a school that has a cultural, social, or ethnic environment, which differs from their own. After making arrangements for completing each field experience, the student should review the questions on the observation guide. The observation guide is designed to assist you making the experience meaningful. Upon completion of the 20 hours, each student is required to submit a written essay reflecting on one of the field experiences. See essay directions on the reverse side. Student’s Name______________________________ Student ID#_________________ Program___________________________________________

Date Hours Completed__________________ Participation Description: (check all that apply)

Number of Hours_______________

_______ Ethnic/Racial/Minority Diversity at least 18% _______ Socioeconomically disadvantaged at least 31% _______ Exceptionalities at least 9% _______ Language Diversity at least one ELL student _______ Religious Affiliated School _______ Rural School

Diversity placement (i.e., school, etc.): _______________________________________ Location: _____________________________

Phone Number: ________________

Date(s) of Participation: ___________________________________________________ Approximate Hours: ___________ Supervisor’s Signature _______________________

Cooperating Teacher’s Comments: Please provide a brief summary of this student’s involvement in this experience.

Revised September 2006

Essay Directions: Choose one of the ten hour experiences on which to base your essay. Review the guiding questions that assisted you in your observation. Reflect upon the impact that any of the following diversity concepts had on the educational experience of the students: the race, ethnicity, gender, sexual orientation, language, disability, religion, socioeconomic status, interests, and learning styles. If you were in a religious or economically disadvantaged environment, reflect on how the environment impacted the educational experience. In your essay address the diverse characteristics that best describes the setting for the observation experience. DO NOT TRY TO ANSWER EACH GUIDING QUESTION and remember you must write in essay form. Your essay should be entered into your Developing Portfolio in LiveText. Please do not exceed 1000 words in your essay.

Revised September 2006

Diversity Observation Guide The diversity guide has been designed to assist each student in making meaningful observations in diverse settings or among diverse student populations. Each student should review these guiding questions prior to making the observations to raise awareness of the potential impact that various forms of diversity has on the educational experience. Student Populations How learning needs are being met for English language learners? 1. 2. 3. 4. 5. 6.

Does the teacher help the students make connections or link language development and content? Does the teacher use media or technological resources to facilitate students’ language learning? Does the teacher provide appropriate activities for linguistically and culturally diverse learners? Does the teacher facilitate active student engagement in a safe and inclusive environment? Does the teacher engage the students using small group collaborative learning techniques? Does the teacher use strategies that support the development of student proficiencies in the four domains of English language development – listening, speaking, reading, and writing?

How learning needs are being met for students of both genders? 1. 2.

3. 4. 5. 6. 7. 8. 9.

Are students encouraged to participate in activities that are traditionally considered “gender specific?” Are there implicitly or explicitly stated different expectations of boys and girls with respect to activity, aggression, dependence, or interests? In other words, are there any indications that boys are expected to be active, aggressive, independent, and good in math and science, while girls are expected to be quiet, cooperative, dependent, and good in reading and language arts? Did the teacher perpetuate any stereotypical behavior of either gender? Did the teacher tend to call on students of one gender more often than those of the other gender? Did the teacher have exercises or situations that placed one gender against the other gender or segregated the genders? Did displays or visual aids show genders in “non-traditional” roles? Did both genders receive the same types of punishments for similar behaviors? Were both genders equally encouraged to meet the classroom challenges? Did the school/class community allow both genders to consider ways in which self-identity, with respect to gender, could be established if so desired?

How learning needs are being met for students with disabilities? 1. 2. 3. 4. 5. 6. 7. 8.

Has the physical environment been altered to accommodate students with disabilities? Were students given modified assignments? Were there instructional aides, wrap-a-round professionals, or language interpreters present in the room? Were any students using assistive technology to communicate? Were there any differences in instructional materials provided to the students? Was the teacher differentiating instruction to meet individual student needs? Was there evidence of grouping practices or partner learning that were used to assist the lower achieving students? Was there evidence of any child-specific behavior management plans being implemented?

COTE Approved September 2006

How learning needs are being met for students of varying racial and ethnic backgrounds? 1. 2. 3. 4. 5. 6.

Were there bulletin boards, texts, videos, or teacher stated examples that promoted ethnic and racial diversity? Did the teacher create racially and ethnically diverse cooperative groups of students? Was there evidence that the use of nonbias language was promoted in the classroom? What activities did the teacher use to promote acceptance among the varying racial and ethnic groups? Was the teacher differentiating instruction to meet individual student needs? Did the instructional methods match the learning styles?

How learning needs are being met for students of low income families? 1. 2. 3. 4. 5.

Was there an after-school tutoring program made available for the students? How did this program aid in planning instruction? Did the teacher show evidence of understanding the characteristics of the students in the classroom as they relate to the learning goals? Are you able to cite the number (percentage) of students in the school who receive Free/Reduced lunches? If your school is low SES, does the teacher provide appropriate adaptations for instruction and assessment based on the student differences and community, school, and classroom characteristics? Discuss relevant factors of being a low SES school and how that may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.

How learning needs are being met for students with varied religious backgrounds in public schools? 1. 2. 3. 4. 5. 6. 7. 8.

Did the teacher offer alternate activities for students whose religious beliefs prohibited involvement in a lesson? Was there evidence that different religious beliefs were honored, respected, or celebrated? Were different social and political views that may stem from religious beliefs discussed or promoted? Did the curriculum promote acceptance or understanding of different religious or political views? Was there time given during the day for students to practice religion? Was there evidence of congruence between community religious beliefs and the orientation of the classroom? Did the teacher communicate with parents regularly with regards to curriculum or educational activities that may pose religious conflicts? Was there evidence that moral values were embedded in the curriculum?

COTE Approved September 2006

School Environments How learning needs are being met for students in religious affiliated schools? 1. 2. 3. 4. 5. 6. 7. 8. 9.

Can you give some examples of how the school facilities reflect the school’s religious mission? Can you give some examples of how the school resources or available technology are impacted by the school’s religious affiliation? How is the curriculum the same in religious affiliated schools as public schools? How is it different? Is the curriculum more or less rigorous than other schools that you have visited? What evidence? Are there regular science classes, social studies? Art, music, computer class? Is religion embedded into all areas of the curriculum? Is there a special time of day devoted to religion studies? Do the children’s behaviors seem the same or different than other schools you visited? How would you account for differences? Describe the system used to manage student behavior. How are the parents of students in the religious affiliated schools involved in their children’s education? What evidence is there that the schools are or are not adhering to PSSA standards?

How learning needs are being met for students in low-income schools? 1. 2.

Can you give some examples of how the school facilities reflect the SES of the community? Can you give some examples of how the school resources or available technology reflect the SES of the community? 3. What special programs are offered to assist families of low income students? 4. Is the curriculum more or less rigorous than other schools that you have visited? What evidence? Are their regular science classes, social studies? Art, music, computer class? 5. Do the children’s behaviors seem the same or different than other schools you visited? How would you account for differences? 6. Describe the system used to manage student behavior. 9. How are the parents of students in low income schools involved in their children’s education? 10. What evidence is there that the schools are or are not adhering to PSSA standards?

COTE Approved September 2006

Lock Haven University of Pennsylvania Teacher Education Programs Definition of Diversity Experience A potentially life-transforming exercise that immerses individuals as participant observers in diverse environments, which differ from their own. An experience that makes students deeply value other cultures and instills in them greater sensitivity to issues of diversity such as race and ethnicity, religion, socioeconomic status, language, and exceptionality that affects teaching and student learning. An experience that awakens in the student an awareness of his or her own value systems and assumptions about life.

Policy The Teacher Education Programs at Lock Haven University recognize the value of diverse field experiences in preparing teachers at the initial program level and establish the following policy: Upon entrance to the program, each student in teacher education will complete a self-assessment under the guidance of his/her advisor in order to determine an appropriate diversity plan. The diversity plan will identify two areas of diversity that the student needs to investigate through a minimum of 20 hours of field experiences. The two areas of diversity, ten hours of field experience in each, must be completed prior to entrance to the professional semester. Upon completion of each of the two field experiences, each student is required to submit a detailed written summary of one of the experiences. The summary must include reflections on the value of the diverse field experience for the student’s academic and personal growth. Prior to graduation, during either the professional semester (block II for secondary) or student teaching, each candidate will be assigned to a diverse teaching experience. Candidates will be evaluated by cooperating teachers and field supervisors using the Student Teaching Competency Form, or the Professional Semester Evaluation Form, demonstrating effectiveness in teaching diverse student populations.

Revised Fall 2008

Teacher Education Office FIELD EXPERIENCE APPROVAL & VERIFICATION FORM (Optional Use by Programs) Complete 60 hours for partial fulfillment of Stage II Requirements Student’s Name: _____________________________Local Phone: ________________________ Field Experience Placement _______________________________________________________ Location: __________________________________________Date(s): _____________________ Brief description of student population: ______________________________________________ Approximate Hours: ______

Grade Level: ______

Provide a detailed description of your intended role in the field experience. All field experience hours must be hands-on experiences (i.e., supervising, teaching). Once you have completed the description of your intended role below, you must have your advisor or course instructor approve any hours by signing the bottom of this side before you complete any field experience hours. One form should be completed for each field experience placement. If you have questions, see your advisor in advance.

Student’s Signature: _________________________________________ Date: ______________ Advisor’s Signature: _________________________________________ Date: ______________ (or Course Instructor)

Teacher Education Office FIELD EXPERIENCE APPROVAL & VERIFICATION FORM After completion of your experience, please have your placement supervisor complete this side. Field Experience Placement _________________________________________ Location:__________________________________ Phone Number:_______________________ Date(s) of Participation ___________________________________________________________ Approximate Hours:_________ Supervisor’s Signature:_________________________________ ****************************************************************************** Supervisor’s Comments: Please provide a brief summary of the student’s performance based on the role description on side one.

Stage II. 5 LHUP Disposition Evaluation Professional Semester Faculty Lock Haven University believes that all candidates in teacher education programs should demonstrate values, commitments, and professional ethics that are consistent with the expectations of our area school districts and surrounding communities. The following list of nine dispositions and identifying observable behaviors are desirable in all Lock Haven University faculty, cooperating teachers and preservice teacher candidates. Some of these dispositions have been derived from the dispositions identified by the INTASC Principles. Special Note: This form is to be completed at the conclusion of the Professional Semester, Block II for Secondary Education. Dual majors should complete this form at the conclusion of the second professional semester. Directions for the Evaluator Please reflect carefully on the candidate’s dispositions. Using the attached chart, identify dispositions that are satisfactory and any dispositions that need to be improved during student teaching. Please use the definitions of the dispositions to identify specific behaviors that need to be improved. Directions for the Candidate After the professor has completed the first three columns of the chart, review all comments and develop an action plan to be completed during student teaching. The action plan should identify specific activities that you will complete to improve any disposition or identified behavior that needs to be corrected. If the evaluator has recorded no areas to be improved, you must selfevaluate to identify at least three behaviors that could be improved during student teaching. You must then develop your action plan based on your self-evaluation. After completing all sections on the chart, make a copy for your reference, and turn the original copy of your self-evaluation to the Teacher Education Office. The supervisor(s) assigned to you during student teaching will receive a copy of this evaluation. Dispositions 1. The effective practitioner demonstrates oral communication skills that include: An absence of distracting mannerisms, an absence of repetitious words, an ability to speak at appropriate pace, correct grammar usage, an ability to enunciate words correctly, an ability to project his/her voice, professionally appropriate word usage, and organization of thought.

2. The effective practitioner demonstrates written communication skills that include: Organization of thought, correct grammar usage, appropriate language for the reader, clear and concise writing, correct mechanics, professional tone and professional language. 3. The effective practitioner demonstrates collaboration skills that include: An ability to interact in a professional manner with peers and faculty, acceptance of constructive criticism, an ability to seek feedback, acceptance of equality of the workload, and maintaining responsible behavior with borrowed materials. If other professionals or paraprofessionals are available to provide assistance, the practitioner will also be able to demonstrate an ability to organize roles within the classroom. 4. The effective practitioner demonstrates reflective skills that include: An ability to self-evaluate, a willingness to make changes based on self-evaluation including reteaching, a willingness to formulate measures for selfimprovement, and an ability to make adjustments to the lesson while presenting. 5. The effective practitioner demonstrates preparedness by exhibiting behaviors that include: Arriving at class on time/ Leaving class (or participation experience) at scheduled time, preparing for class, preparing all needed materials for class, and planning alternative approaches to modify instruction if needed. 6. The effective practitioner demonstrates professional commitment by exhibiting behaviors that include: Prompt notification of absences, a willingness to make-up work missed due to absence, a willingness to give extra “out of class” time to school-related activities, and participating in a professional association. 7. The effective practitioner demonstrates a positive attitude by exhibiting behaviors that include: Enthusiasm; such as smiling, use of animated language, actively engaging students, a willingness to receive other’s ideas and suggestions, using nonconfrontational body language, using body language that suggests active listening, and using a nonrebuking tone of voice. 8. The effective practitioner demonstrates ethical behaviors that include: Maintenance of appropriate student-faculty relationships, non-bias treatment of peers, maintenance of personal integrity, maintenance of student confidentiality, respecting all students, parents, and colleagues regardless of diverse background, abiding by school and school district rules and policies, and respecting laws within the community.

9. The effective practitioner demonstrates a level of independence by exhibiting behaviors that include: Developing own ideas, initiative in completing classroom tasks, and a limited need for reassurance 10. The effective practitioner demonstrates flexibility by exhibiting behaviors that include: An ability to adjust to daily schedule changes, a willingness to modify instruction, an ability to proceed following an interruption, an ability to adjust instruction for the unexpected, and an ability to adjust to a changing curriculum.

Stage II . 5 Disposition Self-Evaluation and Action Plan Student Name____________________________ ID Number__________________ Education Program________________________ Signature of Evaluator ____________________________________________ Dispositions

To be completed by a Professor teaching in the Professional Semester Satisfactory

Oral Communication Skills

Written Communication Skills

Areas for Improve ment

Provide justification for each area that could be improved by identifying specific behaviors that should be corrected.

To be completed by the Candidate Develop a plan of activities that you intend to complete to correct each disposition that could be improved.

Dispositions

Collaboration Skills

Reflective Skills

Preparedness

Professional Commitment

To be completed by a Professor teaching in the Professional Semester Satisfactory Needs Provide justification for each Improve area that needs to be improved ment by identifying specific behaviors that should be corrected.

To be completed by the Candidate Develop a plan of activities that you intend to complete to correct each disposition that needs improved.

Dispositions

Positive Attitude

Ethical Behaviors

Level of Independence

Flexibility

To be completed by a Professor teaching in the Professional Semester Satisfactory Needs Provide justification for each Improve area that needs to be improved ment by identifying specific behaviors that should be corrected.

To be completed by the Candidate Develop a plan of activities that you intend to complete to correct each disposition that needs improved.

Lock Haven University Teacher Education Office Liability Insurance Policy

Every candidate participating in a professional semester or student teaching must show evidence of having current liability insurance, equal to one million dollars, that will be in effect for the duration of the semester in which he or she plans to teach in the schools. This documentation, in most cases a professional membership card, must be recorded in the office of the Director of Teacher Education by December 1st or August 30th prior to the respective professional or student teaching semester.

Revised March 2008

Lock Haven University Teacher Education Programs

Praxis and Pearson Exam Policy

Pennsylvania Department of Education Requirements All candidates for initial certification in Pennsylvania must have earned at least a baccalaureate degree, completed an approved program of teacher education, and passed required Praxis and/or Pearson tests for their certification area. All individuals seeking dual certification will be required to be tested in both areas of specialization. It is the responsibility of the applicant to register for the proper subject assessment test(s). Refer to Test Requirements on the Teacher Education Office Web page http://www.lhup.edu/students/student_resources/teacher_ed/index.html for a listing of areas of certification, the required tests, and passing score requirements.

Lock Haven University Requirements All students majoring in teacher education at Lock Haven University must successfully pass the Pennsylvania Educator Certification Tests, PAPA (Pre-service Academic Performance Assessment) or Praxis Core Tests in Reading, Writing, and Mathematics prior to being admitted into the teacher education program. Furthermore, students may not enroll in 300 level education courses that programs have identified as “gateway courses” until such time that all PAPA/Praxis Core scores are passed. Passing scores are to be recorded in the Teacher Education Office. Required Praxis II Series Test(s) OR Pearson Core Assessment and/or Concentration Tests: All candidates in teacher education programs at Lock Haven University must register or complete the required Subject Specialty Test(s) prior to the first day of student teaching. Passing scores on these exams will be required for certification, but are not required to student teach. However, candidates must attempt the test(s) prior to student teaching. Candidates must present their admission ticket(s) or passing score(s) report in the Teacher Education Office for verification that all required tests have been taken. Refer to the following Teacher Education Web page: http://www.lhup.edu/students/student_resources/teacher_ed/teachered_student_resources.html for the list of the required Praxis II or Pearson test requirements for Pennsylvania Teacher Certification.

Special Note: The Pennsylvania Department of Education will recognize scores for ten years from the date of the test administration. Qualifying scores may be subject to change. All candidates for certification must meet the qualifying score for all applicable tests at the time their application for certification is received by the Bureau of Teacher Certification and Preparation.

Clearances and TB Test Policy For Field Experiences and Student Teaching Lock Haven University of Pennsylvania It is the policy of Lock Haven University of Pennsylvania (LHUP) that all teacher candidates must possess a current Pennsylvania Criminal Record Check (Act 34), Child Abuse History Clearance (Act 151), Act 24 and FBI Clearance, and a valid TB Test to be eligible for early field experiences and student teaching. Lock Haven University will not make placements for students whose background checks reflect a felony offense. In addition, due to restrictions from school districts we may not be able to place you in early field experiences or student teaching if you should have a DUI or shoplifting conviction appearing on your criminal record checks. To that end, the following guidelines are provided for clarification regarding this issue: 1. All persons who intend to participate in field experiences or student teach must secure the aforementioned documents to establish eligibility to participate in field experiences or student teaching. 2. The clearances and TB Test must be current and may not expire during the duration of the placement. 3. An application for student teaching must present the aforementioned documents to the secretary of Student Teaching and Field Experience, Mrs. Patty Cozzi (Robinson Learning Center, Room 613) prior to beginning student teaching. 4. THE DEADLINE TO SUBMIT CLEARANCES IS AS FOLLOWS: To Student Teach in the Fall Semester- DEADLINE- May 1st To Student Teach in the Spring Semester- DEADLINE- December 1st 5. Failure to submit the clearances and TB Test to the Clearance Coordinator, Mrs. Patty Cozzi (Robinson Learning Center, Room 613) by the deadline dates will cause the cancellation of the field placement or both of the student teaching placements. There will be no exceptions. Once the placements are cancelled they will not be reinstated. A student who does not meet the deadline for the aforementioned documents will have to reapply to student teach at the beginning of the next semester. 6. Because there is a delay when applying for clearances, be sure to apply the first week of classes, a semester before you plan to participate or student teach. 7. The task of securing the clearances and the TB Test is the responsibility of the prospective field experience student or student teacher.

Revised September 2012

Professional Dress & Decorum Professional personnel working in schools are expected to conform to reasonable standards of dress that are appropriate for adults working in a professional capacity. Lock Haven University observers, participators, and student teachers are school district guests and must conform to the expectations of professional attire being worn in the host school. All Lock Haven University students in assigned field placements, including student teaching, should adhere to the following guidelines:

• • • • • • • • •

Males No earrings or visible body piercings or tattoos No head covering indoors; exceptions will be made for religious purposes No athletic apparel, including shoes; exceptions will be made for Athletic & Physical Education majors leading a physical activity No cargo shorts Socks must be worn No denim or leather pants Wear clean, pressed clothing in good repair Clothes should fit properly so that no undergarments are exposed Hair should be clean and styled

Acceptable attire includes: slacks, pressed shirt and tie or pullover sweater, dress shoes or loafers.

• • • • • • • • • • • • •

Females Restrained jewelry; no earrings in places other than the ear; earrings are of reasonable length (no long chains or hoops) No visible body piercings or tattoos No head coverings indoors; exceptions will be made for religious purposes No athletic apparel, including shoes; exceptions will be made for Athletic & Physical Education majors leading a physical activity Hair should be clean and neatly styled No denim or leather pants Clothes should fit properly so that no undergarments or excess cleavage are exposed Clothing should not fit tightly or be of such thin material as to reveal outline of underwear Avoid crop tops and low-rider pants that will reveal back or midriff during normal instructional activity Wear clean, pressed clothing in good repair Restrained makeup Modest skirt length Wear shoes that are comfortable and that will not inhibit movement during instructional activity

Acceptable attire includes: suit, skirt, dress slacks, sweater or blouse, dress, or pantsuit, dress shoes or loafers.

If your dress is determined to be unacceptable, you will be asked to go home and change your clothes. Any missed days must be made up. If a district policy is more specific than University policy, then the school policy should be followed. In order to support school spirit, exceptions to this policy can be made for special days in the school. Approved September 2005

Teacher Education Program Lock Haven University Entrance to Professional Semester Application Directions: Complete form with Advisors signature and return to Teacher Education Office. Each candidate must attach evidence of liability insurance when applying for spring Block. Fall Block (Block II for secondary education majors) candidates will need to apply in April for liability insurance and bring a membership copy to the Teacher Education Office by April 30th. Candidate Name__________________________________ Student ID_______________ Certification Program (s)___________________________________________________ (If you are a dual major, please circle the program that corresponds to the block for which you are applying) Declared Minor (s) _________________________________ Date first enrolled at LHUP _______________Date of Application_________________ Intended Date of Enrollment into Professional Semester Spring 20_ _ And Intended Date of Enrollment into Student Teaching Spring 20_ _

Fall 20_ _ Fall 20_ _

Candidate Advisor: Advisor Signature indicates that all Program Requirements have been met. ____________________________________(Advisor Signature) ____________Date

To be completed by the Office of Teacher Education: Cumulative GPA _____________ Candidacy Date______________________________________ Completion Date of Developing Portfolio__________________ Clearance Dates: Act 33_____________ Act 34______________ FBI _____________ TB test date______________________________ Liability Insurance_________________________ Praxis Core or PAPA Scores

__________ Reading

____________________________________________

Signature of the Director of Teacher Education

__________ Writing

__________ Math

2014#Praxis#&#Pearson#Tests#&#Passing#Scores#Required#By#Each#Program#Area#For#PA#Teacher#Certification )For)Candidacy:##Take#PAPA#testing#through#Pearson#OR#Praxis#Core#through#ETS )Must)Attempt)Before)Student)Teaching:###Take#ALL#Specialty#area#test(s)#for#your#major## #############*****All#Majors#Must#Take#PAPA#OR#Praxis#Core#Before#Any#Specialty#Area#Test(s)#***** PAPA#(Pearson)

Test#Code

Passing##Score OR Praxis#Core#(ETS)

Test#Code

Passing#Score

Reading

001

220

Reading

5712

156

Writing

003

220

Writing

5722

162

Math

002

220

Math

5732

150

SPECIALTY)AREA)TESTS PreK