TEACHER EDUCATION HANDBOOK Education Department St. Gregory’s University Shawnee, Oklahoma Spring - Fall 2015

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Table of Contents Page To SGU Education Major St. Gregory's University Mission and Goals Teacher Education Program Statement of Philosophy and Mission Teacher Education Program Conceptual Framework Alignment of Conceptual Framework to Assessment Oklahoma General Competencies for Teacher Licensure and Certification Guide to Field Experiences- Mentor/Cooperating Teacher Responsibilities SGU Teacher Candidate Responsibilities Field Experience Requirements Field Experience Participation Levels Field Experience Time Log Field Experience Guideline of Questions for Visit Field Experience Reflection Template Field Experience Candidate Evaluation-Methods Course Field Experience Program Evaluation-Methods Course Previous Work Experience Documentation/Application Admission to Teacher Education- Requirements Admission to Teacher Education-Application Admission to Teacher Education- Guidelines for Interview Admission to Teacher Education- Recommendations and Disposition Forms Background Checks, GPA/Grade Requirements/Release from Program Evaluation for Admission to Teacher Education Oklahoma Licensure Information (Traditional and Alternative) Admission to Student Teaching Admission to Student Teaching- Application Internship Agreement Professional Teacher Portfolio Professional Portfolio- Content and Checkpoints Professional Portfolio- Education Learning Objectives Professional Portfolio- Rubric Professional Portfolio- Evaluation Comprehensive Learning Portfolio Summary Student Advisement and Program Completion Contract for Incomplete Grades Student Evaluation Procedures References

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To the St. Gregory’s University Education Major Dear Teacher Candidate, You are about to embark on the most rewarding career possible. Teaching is challenging, exciting, frustrating, and very satisfying. The St. Gregory’s University course of study to become a teacher is called “the Reflective Practitioner.” A “Reflective Practitioner” is a person who is able to bridge application of teaching and learning practices with best theory and thought about the application. The Teacher Education program at St. Gregory’s University is designed to develop teacher candidates to become “Reflective Practitioners,” the best teachers possible. The program’s key components are the Field Experiences - the “practitioner component” - (75-100 contact hours required before student teaching), which are linked to specific coursework throughout the program of study. Summaries are required for all field experiences, which allow the candidates to reflect on the practice of others as it relates to their own preparation. The program is designed to develop competence in and passion for the teacher candidate’s chosen field of teaching. St. Gregory’s University Education program, designed in 1998, develops students who pursue a Bachelor of Science or a Bachelor of Arts with a major in Education into “Reflective Practitioners,” professional teachers who have a strong practical experience in quality schools and a thorough theoretical foundation for reflection on good practices.

Competency Demonstration Students will be required to demonstrate competencies in the following areas: Professional Communication (portfolio demonstration, student teaching), Foreign Language (SGU assessment, coursework, or CLEP test), and Teacher Preparation (portfolio demonstration, student teaching, and state testing). Content areas may allow and/or require competency demonstration of skill and knowledge levels. Majors Faculty in each major area have developed carefully sequenced coursework and experiences that align with competencies indicated by the Oklahoma Commission for Teacher Preparation (OCTP) in partnership with Council for the Accreditation of Education Programs (CAEP) and the learned societies for each content/specialty area. Major areas include Early Childhood, Elementary, Secondary English, Middle Level and Secondary Mathematics, Biological/Life Science, and Social Studies. Listed below are required coursework for each major area. Early Childhood Education Within the Core Curriculum Early Childhood majors must meet the 4 by 12 standard required of all Early Childhood programs in Oklahoma. Early Childhood majors complete this coursework and education coursework, which align with the National Association for the Education of Young Children (NAEYC) standards. Foreign Language Competency: Novice high-Listening/Speaking- One semester in college with “C” or better, or two years same language in high school with “B” or better, or pass CLEP test.

Institutional Core Requirements (58 credits) HU 1112 - Seminar I: Ancient Near Eastern/Early Greek Thought & Culture (2 cr.) HU 1122 - Seminar II: Classical and Early Christian Thought & Culture (2 cr.) HU 2112 - Seminar III: Medieval and Renaissance Thought & Culture (2 cr.) HU 2122 - Seminar IV: Modern Thought & Culture (2 cr.) HU1101 and HU 1201- First Year Experience I and II TH 1323 - Introduction to Sacred Scripture (3 cr.) TH 2413 - Introduction to Christian Theology (3 cr.) PH 1013 - Introduction to Philosophy (3 cr.) PH 3063 - Philosophical Ethics and the Just Society (3 cr.) EN 1113 - English Composition I (3 cr.) EN 1323 - English Composition II (3 cr.) CO 1713 - Fundamentals of Speech Communication (3 cr.) 3

Introductory Fine Arts (Dance, Music, Theatre, Visual Arts) Course (3 cr.) HI 1483 - United States, 1492-1865 (3 cr.) PO 1013 - Government of the United States (3 cr.) PY 1113 - Elements of Psychology (3 cr.) or SO 1113 - Introduction to Sociology (3 cr.) SS 3213 - Fundamentals of Leadership (3 cr.) MA 1473 - Math for Critical Thinking (3 cr.) NS 1313 Frontiers of Science (3 cr.) LS 1113 Principles of Biology + Lab (4cr) KI___ One activity credit Additional Early Childhood Education Requirements LS 3013 Introduction to Nutrition (3cr) PY 4003 – Child and Adolescent Development (3 cr.) PY 4132 - Psychology of Students with Exceptionalities (2 cr.) PY 4223 – Tests and Measurement (3 cr.) SO 3013 - Sociology of the Family (3 cr.) ED 3202 Catholic Perspectives on Education(2cr) MA 1423 – Principles of Mathematics I (3 cr.) MA 1433 - Principles of Mathematics II (3 cr.) MA 1443 - Principles of Mathematics III (3 cr.) PS 1103 - Introductory Geology or approved earth science (3 cr.) GE 3113 - World Geography and Cultures (3 cr.) ED 3002 - Educational Technology (2 cr.) ED 3013 - Foundations of Teaching (3 cr.) ED 3113 - Early Childhood Reading Assessment and Instruction (3 cr.) ED 3242 - Children’s Literature (2 cr.) ED 3403- Theory to Practice in Early Childhood Education (3 cr) ED 3353 - Methods of Integrating Fine Arts/PE/Health in EC-Elem Education (3 cr.) ED 3363 - Methods of EC-Elem Language Arts and Social Studies (3 cr.) ED 3323 - Methods of EC-Elem Science (3 cr.) ED 3343 - Methods of EC-Elem Mathematics (3 cr.) ED 4512 - Guidance and Group Process Methods for EC-ML Teachers (2 cr.) ED 4322 - Student Teaching Seminar (2 cr.) ED 4910 - Student Teaching (10 cr.)

Elementary Education . Within the Core Curriculum Elementary Education majors must meet the 4 by 12 standard required of all elementary education programs in Oklahoma. Elementary majors complete this coursework and education coursework, which align with the Association for Childhood Education International (ACEI) standards. Foreign Language Competency: Novice high-Listening/Speaking- One semester in college with “C” or better, or two years same language in high school with “B” or better, or pass CLEP test. Institutional Core Requirements (58 credits) HU 1112 - Seminar I: Ancient Near Eastern/Early Greek Thought & Culture (2 cr.) HU 1122 - Seminar II: Classical and Early Christian Thought & Culture (2 cr.) HU 2112 - Seminar III: Medieval and Renaissance Thought & Culture (2 cr.) HU 2122 - Seminar IV: Modern Thought & Culture (2 cr.) HU1101 and HU 1201- First Year Experience I and II TH 1323 - Introduction to Sacred Scripture (3 cr.) TH 2413 - Introduction to Christian Theology (3 cr.) PH 1013 - Introduction to Philosophy (3 cr.) PH 3063 - Philosophical Ethics and the Just Society (3 cr.) 4

EN 1113 - English Composition I (3 cr.) EN 1323 - English Composition II (3 cr.) CO 1713 - Fundamentals of Speech Communication (3 cr.) Introductory Fine Arts (Dance, Music, Theatre, Visual Arts) Course (3 cr.) HI 1483 - United States, 1492-1865 (3 cr.) PO 1013 - Government of the United States (3 cr.) PY 1113 - Elements of Psychology (3 cr.) or SO 1113 - Introduction to Sociology (3 cr.) SS 3213 - Fundamentals of Leadership (3 cr.) MA 1473 - Math for Critical Thinking (3 cr.) NS 1313 Frontiers of Science (3 cr.) LS 1113 Principles of Biology + Lab (4cr) KI___ One activity credit Additional Elementary Education Requirements LS 3013 Introduction to Nutrition (3cr) PY 4003- Child and Adolescent Development (3 cr.) PY 4132 - Psychology of Students with Exceptionalities (2 cr.) PY 4223 – Tests and Measurement (3 cr.) ED 3202 Catholic Perspectives on Education (2cr) MA 1423 – Principles of Mathematics I (3 cr.) MA 1433 - Principles of Mathematics II (3 cr.) MA 1443 - Principles of Mathematics III (3 cr.) PS 1103 - Introductory Geology or approved earth science (3 cr.) GE 3113 - World Geography and Culture (3 cr.) ED 3002 - Educational Technology (2 cr.) ED 3013 - Foundations of Teaching (3 cr.) ED 3022 - Middle Level Education (2 cr.) ED 3113 - Early Childhood Reading Assessment and Instruction (3 cr.) ED 3233 - Elementary/Intermediate Reading Assessment and Instruction (3 cr.) ED 3242 - Children’s Literature (2 cr.) ED 3353 - Methods of Integrating Fine Arts/PE/Health in EC-Elem Education (3 cr.) ED 3363 - Methods of EC-Elem Language Arts and Social Studies (3 cr.) ED 3323 - Methods of EC-Elem Science (3 cr.) ED 3343 - Methods of EC-Elem Mathematics (3 cr.) ED 4512 - Guidance and Group Process Methods for EC-ML Teachers (2 cr.) ED 4322 - Student Teaching Seminar (2 cr.) ED 4910 - Student Teaching (10 cr.)

Middle Level Math Education These requirements are in addition to completion of the Institutional Core Requirements (58 credits), in alignment with the National Council for Teachers of Mathematics (NCTM) standards, including the following Common Core courses: MA 1513 – College Algebra, PS 1111/1113 - College Physics I with lab, and an introductory Life Science course. Foreign Language Competency: Novice high- Listening/Speaking- One semester in college with “C” or better, or two years same language in high school with “B” or better, or pass CLEP test. MA1814 Pre-Calculus/Analytic Geometry (4cr) MA 2054 Calculus I (4cr) MA 3013 Elementary Statistics (or equivalent) (3cr) MA3303 Introduction to Number Theory(3cr) MA 3113 Discrete Mathematics (3cr) MA 3123 Linear Algebra(3cr) 5

MA 3413 History and Philosophy of Math (3cr) MA 1423 – Principles of Mathematics I (3 cr.) MA 1433 - Principles of Mathematics II (3 cr.) MA 3263 Methods of Teaching ML-Sec Math (3rc) ED 3013 Foundations of Teaching(3cr) ED 3202 Catholic Perspectives on Education(2cr) PY 3113/4113 Developmental or Cognitive Psychology (3cr) PY 4223 Tests and Measurement (3cr.) PY 4132 Psychology of Students with Exceptionalities (2cr) ED 3022 Middle Level Education(2cr) ED3343 Elementary Math Methods(3cr) ED 3002 Educational Technology(2cr) ED 4915 Student Teaching (10cr) ED 4322 Student Teaching Seminar (2cr)

Secondary Life Science/Biology Education These requirements are in addition to completion of the Institutional Core Requirements (58 credits) in alignment with the National Science Teachers Association (NSTA), university and state standards, are required to complete the following coursework. Foreign Language Competency: Novice high- Listening/Speaking- One semester in college with “C” or better, or two years same language in high school with “B” or better, or pass CLEP test. Common Core Course Requirements (57 credits) HU 1112 - Seminar I: Ancient Near Eastern/Early Greek Thought & Culture (2 cr.) HU 1122 - Seminar II: Classical and Early Christian Thought & Culture (2 cr.) HU 2112 - Seminar III: Medieval and Renaissance Thought & Culture (2 cr.) HU 2122 - Seminar IV: Modern Thought & Culture (2 cr.) TH 1323 - Introduction to Sacred Scripture (3 cr.) TH 2413 - Introduction to Christian Theology (3 cr.) PH 1013 - Introduction to Philosophy (3 cr.) PH 3063 - Philosophical Ethics and the Just Society (3 cr.) EN 1113 - English Composition I (3 cr.) EN 1323 - English Composition II (3 cr.) CO 1713 - Fundamentals of Speech Communication (3 cr.) Introductory Fine Arts (Dance, Music, Theatre, Visual Arts) Course (3 cr.) HI 1483 - United States, 1492-1865 (3 cr.) PO 1013 - Government of the United States (3 cr.) PY 1113 - Elements of Psychology (3 cr.) or SO 1113 - Introduction to Sociology (3 cr.) SS 3213 - Fundamentals of Leadership (3 cr.) MA 1513 - College Algebra (3 cr.) LS1113/1111 Principles of Biology and Lab (4cr) PS 1363/1361 General Chemistry and Lab (4cr) KI 1072 - Concepts of Wellness (2 cr.) or Two (2) Physical Activity Courses Biology/Life Science Subject Area Coursework (43 Credit Hours) LS 1023 Environmental Science (3cr) PS 1113/1111 College Physics I and Lab (4cr) PS 1213/1211 College Physics II and Lab or PS 1473/1471 Gen Chemistry II and Lab (4cr) LS 2014 General Zoology (4cr) LS 3214 Human Physiology (4cr) LS 3333 Genetics (3cr) LS/NS _______________ (Upper Division Course) (3cr) MA 1814 Pre-Calculus/Analytic Geometry or MA 2054 Calculus I (4cr) MA 3013 Elementary Statistics (3cr) 6

NS 3263 Methods of Teaching Secondary Science (3cr) PY 3113 Developmental Psychology or PY 4113 Cognitive Psychology (3cr) PY 4132 Psychology of Teaching Students with Exceptionalities (2cr) PY 4223 Tests and Measurement (3cr) Professional Education Coursework (19 Credit Hours) ED 3013 Foundations of Teaching (3 cr.) ED 3022 Middle Level Education (2 cr.) ED 3202 Catholic Perspectives on Education(2cr) ED 3002 Educational Technology (2 cr.) ED 4322 Student Teaching Seminar (2 cr.) ED 4910 Student Teaching (10 cr.)

Secondary Social Studies Education These requirements are in addition to completion of the Institutional Core Requirements (58 credits), in alignment with the National Council for the Social Studies (NCSS) including the following Common Core courses: HI1483 – United States, 1492-1865 and PY 1113 - Elements of Psychology and NS 1313 Frontiers of Science. Foreign Language Competency: Novice high- Listening/Speaking- One semester in college with “C” or better, or two years same language in high school with “B” or better, or pass CLEP test. HI 1043 - World History to 1600 (3 cr.) HI 1053 - World History Since 1600 (3 cr.) HI 1493 - U.S. History, 1865-Present (3 cr.) HI 3323 - History and Government of Oklahoma (3 cr.) Additional upper-division course in American History (3 cr.) Additional upper-division course in World History (3 cr.) EC 1603 – Macroeconomics (3 cr.) GE 3113 - World Geography and Cultures (3 cr.) PO 3013 - International Relations (3 cr.) PO 3023 - Branches of Government (3 cr.) SO 4013 - Language and Society (3 cr.) TH 3443 - World Religious Traditions (3 cr.) PY 3113 - Developmental Psychology (3cr) PY 4113 - Cognitive Psychology (3 cr.) PY 4132 - Psychology of Students with Exceptionalities (2 cr.) ED 3202 Catholic Perspectives on Education (2cr) ED 3003 - Educational Technology (3 cr.) ED 3013 - Foundations of Teaching (3 cr.) ED 3022 - Middle Level Education (2 cr.) PY 4223 Tests and Measurement (3cr.) SS 3263- Methods of Teaching Secondary Social Studies (3cr) ED 4322 - Student Teaching Seminar (2 cr.) ED 4910 - Student Teaching (10 cr.)

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ST. GREGORY’S UNIVERSTIY MISSION AND GOALS St. Gregory’s is a Roman Catholic University, offering through the bachelor’s degree level a liberal arts education that has been cherished and handed down in the educational institutions of the Benedictine Order. St. Gregory’s University promotes the education of the whole person in the context of a Christian community in which students are encouraged to develop a love of learning and live lives of balance, generosity and integrity. As Oklahoma’s only Catholic university, St. Gregory’s reaches out to Catholics and to members of other faiths who value the distinctive benefits, which it offers. As an academic community, St. Gregory’s:  Fosters intellectual curiosity, a love of learning, and the search for wisdom.  Develops literacy in language, mathematics, science and computer skills.  Teaches communication and critical thinking skills. As a Catholic community, St. Gregory’s:  Fosters Catholic faith and Catholic moral development.  Offers opportunities for Christian service. As a Benedictine community, St. Gregory’s:  Promotes the disciplines of prayer, work, study, and leisure.  Emphasizes the reflective dimensions of life.  Fosters community living. As a human community, St. Gregory’s:  Fosters personal and social development.  Promotes individual freedom, responsibility, and self-discipline.  Promotes responsible citizenship and concern for the problems of society. The personal character of the campus community and the mix of faculty members and students contribute to the carrying out of St. Gregory’s mission, which is reflected in the attainment of the following goals:  To inculcate in students an appreciation for the arts and sciences and the habit of scholarship, the foundation of a lifelong quest for learning.  To promote in students appreciation for values, showing how Church and religion assist them in finding the true meaning of life.  To help students come to know themselves and to relate well to others, building in them a sense of selfassurance, initiative and responsibility.  To develop in students skills of logical and quantitative thinking and of written and spoken communication.  To offer them the opportunity to perform in various student activities, which protect their individuality, encourage creativity and give balance to their lives.  To prepare them to live lives of service as citizens and as members of social groups.  To prepare for immediate employment, admission to graduate programs, or successful transfer to educational programs not offered by St. Gregory’s.

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TEACHER EDUCATION PROGRAM STATEMENT OF PHILOSOPHY AND MISSION STATEMENT ST. GREGORY’S UNIVERSITY The term "Reflective Practitioner," as articulated by Donald Schön's research on preparing professionals, represented effectively the spirit of the Benedictine life of prayer and work. The most effective teacher would live a life of reflection about teaching practice - before that practice, during that practice, and after that practice. Schön's research in the preparation of professionals (The Reflective Practitioner,1983) proved to be an appropriate expression of the mission for teacher preparation at St. Gregory's University. In the Fall of 1998 the University faculty began to re-examine its own mission, general education foundation, and role as a University of the 21 st Century. President Frank Pfaff challenged the faculty to study an assigned collection of writings from classic and contemporary researchers and philosophers. This re-examination strengthened the understanding and articulation of the Reflective Practitioner conceptual framework of the Education Division. These discussions formed the basis for a strong integrated bond between the general faculty and the Education faculty. General faculty discussions were focused on multiple learning styles of students and multiple teaching styles, on effective teaching/learning environments, on the teaching roles of coaching and facilitating vs. dispensing information and directing. The works of Schön, Kolb, Howard Gardner, Dewey, Leonard, Cruikshank, and Bruner formed key components of these discussions and specifically reflected the University concept of effective teachers. Along with identification of the conceptual framework, general faculty and Education faculty together created a plan for experiences that would enhance the development of teachers who were Reflective Practitioners. The conceptual framework was the source of continued discussions during the 1998-1999 and 1999-2000 academic years with faculty in General Faculty meetings and Teacher Education Council meetings, and with students in Mentoring Team meetings. In Spring of 2000 the charter members of the St. Gregory's University chapter of ASCD included in their agenda the topic of creating an icon for the St. Gregory's University conceptual framework. Their understanding of the conceptual framework lead to a suggestion for the visual representation of the Reflective Practitioner. Their suggestion of a rainbow, a candle and terminology served as the basis for work on an icon - the Summer 2000 project of the Teacher Accreditation Team. What follows is an explanation of the St. Gregory's University Teacher Education conceptual framework organized by examination of the visual icon for the Teacher Education Division.

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The Reflective Practitioner: An Examination of the Conceptual Framework Through its Visual Representation

CONCEPTUAL FRAMEWORK The Candle The candle in the center of the image represents the motto "Fides Lumen Praebeat": May Faith Grant Light. It is through enlightenment that teacher candidates will learn to enlighten their future students. The candle sends rays through the rainbow to link each facet of the enlightenment process together. The rays represent the reflective understanding gained through practice which will guide the teacher candidates to become a light to their classroom. The Seal The Coat of Arms of St. Gregory's University represents the setting in which teacher candidates prepare for a career in teaching. This setting promotes the development of teachers who are immersed in and dedicated to the liberal arts education of the whole person in the context of the Benedictine tradition. St. Gregory's University is a Roman Catholic University, offering through the bachelor's degree level a liberal arts education that has been cherished and handed down in the educational institutions of the Benedictine Order. St. Gregory's University promotes the education of the whole person in the context of a Christian community in which students are encouraged to develop a love of learning and to live lives of balance, generosity and integrity. The modality of education at St. Gregory's University is interactive and cooperative. According to Mortimer Adler (1986), "If we recognize, as we should, that genuine learning cannot occur without activity on the part of the learner . . ., then we must also recognize that all learning is a process of discovery on the part of the learner" Adler's "process of discovery" is consistent with the Reflective Practitioner vision of the St. Gregory's University Teacher Education Program. St. Gregory's University promotes a life of balance that emphasizes reflection and fosters community living, individual freedom, responsibility and self-discipline. The Rainbow The full circle rainbow indicates the reoccurring assessment through reflection that is central to the St. Gregory's University conceptual framework. The continuous circle of this rainbow visually represents the continuous cycle of planning and reflecting. The rainbow also represents the overlapping of the elements of becoming a teacher: knowledge and experience encompassed by reflection. Just as a rainbow blends colors, so a teacher candidate blends knowledge and experience as they become a Reflective Practitioners.

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Establishing goals, planning strategies for achievement, acting upon the strategies, assessing progress, analyzing the completed task, and beginning the process again all require an ability to reflect. Opportunities to reflect on and refine instructional practice - during class and outside class, alone and with others - are crucial. These principles are consistent with the position statements and publications of the National Association for the Education of Young Children, Association for Childhood Education International, the National Council for the Social Studies, the National Council of Teacher of English, the National Council of Teachers of Mathematics, and the National Science Teachers Association. As discussed in Principles and Standards of Mathematics (NCTM, 2000), "reflection and analysis are often individual activities, but they can be greatly enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers". Authors of The Case For Constructivist Classrooms, Brooks and Brooks (1993), noted that becoming an effective teacher "requires continual analysis of both curriculum planning and instructional methodologies during the process of learning to be a teacher, reflective practices for which most teachers have not been prepared". The outcome of a reflective practice approach to teacher education, according to Brooks and Brooks (1993) is teachers who "want students to take responsibility for their own learning, to be autonomous thinkers, to develop integrated understandings of concepts, and to pose - and seek to answer - important questions". Bracken and Bryan (2010) also support the usefulness of self-evaluative, reflectivepractice for educators. Thus, the St. Gregory's University Teacher Education program uses a never-ending cycle of study, practice, reflection and refinement. First Circle: Knowledge of Self At the core of all knowledge is knowledge of self, hence it is the first of the knowledge circles. Upon conclusion of a ten year study, the Conference on English Education (CEE) Commission on the Preparation of English Teacher Educators listed twelve principles for teacher educator preparers. The first four related to self-awareness. These principles declare a need for models who see themselves as life-long learners who seek understanding through ongoing inquiry; models who exhibit a spirit of inquiry and reflection into their own and others' pedagogical practice; and models who imaginatively generate alternative possible solutions to specific problems in teaching and learning. These principles apply equally to teacher candidates and to those who prepare them. Beginning with Foundations of Teaching (ED 3012), students start a reflective approach to self- awareness. In Foundations of Teaching, students explore their learning styles using Gardner’s Multiple Intelligences’ Inventory (Armstrong, 1994) and their cultural sensitivity using Kenneth Cushner’s Inventory of Cross-Cultural Sensitivity (2006). Additionally, students use various checklists to help them determine their educational theories and philosophies (Martin and Loomis, 2014) to develop their Philosophy of Education. This self-awareness is the foundation for understanding of self and, by extension, others. The Writing Portfolio and the Comprehensive Learning Portfolio (CLP) also encourage students to set goals, analyze progress, and reflect upon personal growth prior to admission to Teacher Education. These university wide assessments will be described in detail in the Alignment of Assessments to Conceptual Framework and Portfolio sections of the Teacher Education Handbook. Second Circle: Knowledge of Learners Through mentoring, discussion and academic study, teacher candidates move from self-knowledge to a knowledge of similar and dissimilar learners. The St. Gregory's University Teacher Education program strives to help teacher candidates understand learners, including discovering the diversity within learners. The study of individual development is balanced with awareness of diversity in development. The three distinct roles for learners identified by philosopher D. C. Phillips (1998) support St. Gregory's Teacher Education approach to learning as a diverse activity. These roles are: the active learner (active acquisition of knowledge and understanding); the social learner (social construction of knowledge and understanding); and the creative learner (creation or recreation of knowledge and understanding). St. Gregory's academic community aspire to use these roles in providing course work and experiences to challenge the active learner, cooperative learning methods to support the social learner, and opportunities for application and reflection to engage the creative learner. As a result, we model for our teacher candidates what we want them to become: effective teachers who establish an environment to support all three learning roles for optimum cognitive growth. Teacher candidates gather knowledge about learners through identifiable courses at St. Gregory's University. In Foundations of Teaching (ED 3012), they explore cultural diversity as it relates to the educational setting (Gollnick and Chinn, 2012). In Development Psychology (PY 3113), Cognitive Psychology (PY 4113), Child and Adolescent Development (PY 4003), Psychology of Students with Exceptionalities (PY 4132 ) , and Middle Level Education 11

(ED 3022 ) teacher candidates study learners in a holistic approach, using Howard Gardner's (1993,1999) research on Multiple Intelligences, Erik Erikson's (1950) stages of psychological development, and Loevinger's (1976) stages of ego development. To communicate how children develop and learn, other work used, but not limited to, are those of Jerome Bruner (1949), Jean Piaget (1981), Carl Rogers (1969), Lev Vygotsky (Lee and Smagorinshy, 2000), and Abraham Maslow (Wahba and Bridwell, 1976). Within several courses, teacher candidates explore the symptoms, identification, and prevention of substance abuse and mental health issues. Third Circle: Knowledge of Subject Matter Effective teacher education requires a serious commitment to the development of teacher candidate's understanding of subject matter. Using the guidelines provided by the learned societies, St. Gregory's University has developed programs of study to foster solid knowledge acquisition in each major area. But beyond mere knowledge, St. Gregory's University promotes depth of material, including principles and theories of the subject matter. In addition, students develop association with professional organizations. In the early childhood and elementary education programs, as well as secondary English, mathematics, science and social studies, carefully sequenced courses and experiences have been developed in alignment with competencies indicated by the Oklahoma Commission for Teacher Preparation (1994) and the learned societies, as well as values held by St. Gregory's University. Fourth Circle: Knowledge of Pedagogy Critical to the profession of education is understanding pedagogy. Effective teachers learn the methods of teaching and learning that support activities in the classroom, such as how to ask questions and plan lessons that reveal students' prior knowledge. They can then design experiences and lessons that respond to, and build on, this knowledge. Effective teachers synthesize current research to address the changing nature of teaching and learning and analyze the complex interplay among pedagogical processes, curriculum, and socio-cultural contexts. Effective teachers use feedback from assessment tasks to help students in setting goals, assuming responsibility for their own learning, and becoming independent learners. Effective teachers constantly make decisions about which tasks to emphasize, how to organize and orchestrate students’ work, what questions to ask to challenge those with varied levels of expertise, and how to support students without diminishing the challenge. The St. Gregory's University Teacher Education program of study includes coursework that focus on the preparation of professionals to teach, with consideration of the Benedictine traditions, historical and sociological considerations of teaching and contemporary practices and issues in education. Modeling, course content, discussion, "real world" observation and field experiences, and reflection and are all used to produce teachers who have the skills and qualities listed above. Learning styles and developmental states form the foundation of knowledge of the teaching/learning processes. Information and teaching tools include access to information regarding the teaching profession, technological and information tools, and pedagogical skill and curriculum resources. For example, teachers have different styles and strategies for helping students learn particular mathematical ideas, and teacher candidates at SGU learn that there is no one "right way" to teach. However, effective teachers recognize that the decisions they make shape students' mathematical dispositions and can create rich settings for learning. Selecting and using suitable curricular materials and appropriate instructional tools and engaging in reflective practice and continuous self-improvement are actions good teacher take every day (NCTM, 2000). As similar statements can be made in each subject area, the St. Gregory's University teacher education program is designed to provide teacher candidates with coursework and experiences necessary to help them gain knowledge (of self, of other learners, of subject matter and of pedagogy); apply that knowledge through observation and experience; and reflect upon both the knowledge and the application (Johns, 2004). Thus teacher candidates learn pragmatic constructivism: they do what works and have a variety of techniques to modify or adapt in order to create the best opportunity for learning. St. Gregory’s teacher candidates develop flexibility through their understanding that within different classes teachers use different methods. For example, technology is an essential tool for teaching and learning. When technological tools are available, students can focus on decision making, reflection, reasoning, and problem solving. St. Gregory's University teacher candidates enhance their knowledge of computer technology in the specific course designed to 12

investigate technology and its uses - ED3002 Educational Technology. In this course, the use of modern technology, such as a SMARTboard, is modeled by professors and practiced by teacher candidates. Use of technology at St. Gregory's University is not, however, limited to education courses, as technology is used across the curriculum by faculty and students alike. In order to emphasize the link between contemporary research and best practices, all Education courses are taught by a mixture of University professors with school experience and professional teachers or administrators who hold a graduate degree or have proven their expertise in the field through advanced certification (such as National Board Certification) and who work in local school districts. This affords teacher candidates the opportunity to study education topics in depth and associate them with current practitioners, which helps to strengthen their awareness of the link between theory and practice. The Professional Education course sequence is designed to move teacher candidates into teaching roles, beginning with an introduction to the teaching profession and its tools in Foundations of Teaching (ED3012), Catholic Perspectives of Education (TH3201), and Middle Level Education (ED 3022). It is during Foundations of Teaching that prospective teacher candidates look closely at the education profession to determine if this is truly the career route they want to take through information they receive on the latest supply and demand relating to employment, the state salary structure, and teaching shortage areas. The understanding of educational practices, such as using varied assessment techniques to inform practice and differentiating instruction, is furthered in Tests and Measurement (PY4223) and Psychology of Students with Exceptionalities (PY 4132). Candidates expand their skills in developing and practicing lessons during methods coursework. Pedagogical skills, related to assessment and instruction in reading, are emphasized across curriculum and grade levels. Elementary majors take two courses, one which focuses on emergent readers and another which concentrates on upper elementary and intermediate reading instruction. Secondary methods coursework (EN 3263, MA3263, NS 3263 and SS3263) includes the identification and remediation of reading problems for students in grades 7-12. During Middle Level Education (ED 3022) elementary and secondary teacher candidates develop their leadership and organizational skills through leadership projects, which they coordinate and manage, related to their major area or focus in education. Not only do candidates explore the abilities and traits of a leader but they also cultivate positive relationships with school colleagues, families, and organizations in the community. Early childhood candidates develop leadership skills by undertaking a Parent Partnership Project during Sociology of the Family (SO3013). Early childhood, elementary and secondary methods coursework provide candidates an opportunity to develop their group processing and instructional skills by researching and practicing various classroom management strategies and discipline techniques, as well as procedures for classroom safety. The SGU teacher education program design continuously provides candidates opportunities to learn and examine best practices and regularly reflect on and refine their professional approach to and philosophy of teaching. Fifth Circle: Field Experiences The fifth circle, labeled "Field Experience," reflects the necessary association of knowledge and understanding with practical application. The St. Gregory's University Teacher Education program uses a multi-level approach to field experiences. Students complete 75- 100 hours of field experience before the student teaching experience. During these field experiences the teacher candidate observes the actions of others and his/her own actions in the classroom and then reflects upon those observations to grow in professional confidence and expertise. This model of study, practice, and reflection is supported in the writings of Donald Schön (1991), who points out: Designing [learning experiences] must be learned by doing. However much students may learn about designing from lectures or readings, there is a substantial component of educational design competence indeed - the heart of it - that they cannot learn in this way. A quality educational practice is learnable but is not teachable by classroom methods. And when students are helped to learn this quality, the interventions most useful to them are more like coaching than teaching - as in reflective practice. Thus, the St. Gregory's University Teacher Education program designs field experiences linked to specific coursework for teacher candidates, which provide the occasion for discussion of the teaching actions and sharing of field experience summaries. The following table describes how these experiences and courses work together.

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Field Experiences Linked to Specific Coursework at the Elementary/ EC and Secondary Levels

Course ED 3013 Foundations of Teaching TH 3201 Catholic Perspectives in Education ED 3113 - Early Childhood Reading Assessment and Instruction

Secondary Majors’ Hours/ Category- 75 hours total

Elementary and EC Majors’ Hrs/ Category- 100 hours total

10- Observation (Elem, Middle, HS) 10- Observation/directed assistanceCatholic setting

10-Observation (Elem, Middle, HS) 10- Observation/directed assistance, Catholic setting 5- Assessment, diagnosis and remediation of reading difficultiesgrades Pk-2 5- Assessment, diagnosis and remediation of reading difficultiesgrades 3-8 15- Observation/directed assistance, Middle level school (Elem only) 15- Observation hours in B-3 and Pk-K setting (Early Childhood only) 5- Family Partnership Project (Early Childhood only) 10- Observation/directed assistanceSpecial Education 30- full week- supervised assistance Evaluated by mentor teacher

ED 3233 - Elementary/Intermediate Reading Assessment and Instruction ED 3022 Middle Level

15- Observation/directed assistanceMiddle level school

ED 3403 Theory to Practice in Early Childhood SO 3013 - Sociology of the Family PY4132 Psychology of Students with Exceptionalities Elementary and Early Childhood Methods Block EN,MA,NS,SS 3263-Secondary Subject Area Methods Professional Development/ Extracurricular Activities

10- Observation/directed assistanceSpecial Education

15- supervised assistance- teach at least two lessons (grades 7-12)Evaluated by mentor teacher 15 hours

15 hours

The Teacher Education program of study was designed and sequenced to provide field experience at multiple levels of competency development in order to provide a thorough practice-base for reflection. Students are required to complete field experiences each semester while in the program, beginning with the sophomore year. The experiences are organized in six categories: (1) observations, (2) directed assistance, (3) supervised assistance, (4) supervised unit instruction, (5) supervised full responsibility, and (6) professional development. Each teacher candidate is directed through each level and area to experience general and specific activities in order to achieve as thorough and sequentially appropriate a set of experiences as possible before entering student teaching. Each teacher candidate keeps a journal of experiences to be used for personal notes and reflection as well as for topics of discussion with peers and mentors. The Reflective Practitioner Teacher Education program at St. Gregory's University reflects a high value on early systematic field experiences in a range of school setting and with a variety of students of varying cultural, socioeconomic, racial and ethnic backgrounds, including students with special needs. Field experiences include the following:       

All teacher education candidates will observe in an elementary, middle, and high school setting At least one experience in an urban school, one in a surburban, and one in a rural school At least one experience in a school with a high multicultural population At least on experience in a setting for students with disabilities At least one experience in a school with a varied socioeconomic population At least one experience in a non-school educational program At least one experience in a Catholic school setting

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Sixth Circle: Student Teaching Student teaching is the culminating experience for the teacher candidate. In this experience, the teacher candidate applies knowledge of self, knowledge of learners, knowledge of subject matter, knowledge of pedagogy, and knowledge gained from field experiences to a practical application of that knowledge. Mentored by a faculty supervisor and a cooperating teacher, the teacher candidate reflects as he/she practices, learning to affirm or modify teaching strategies. Student teaching is twelve weeks (60 days) in length. Teacher candidates may be in one setting for twelve weeks or in two different settings, each for six weeks, depending on their individual program plan. Candidates complete student teaching not only within local districts, but also in urban, suburban, rural, and private Catholic schools throughout the greater Oklahoma City area. Mentor teachers are master teachers with at least three years' experience, selected for their excellence in teaching. University supervisors have common school teaching experience in the area of certification.

Seventh Circle: Reflection Reflection, the outside circle, encompasses all aspects of knowledge, understanding and application. Socrates said "The unexamined life is no life for a human being." It is through becoming a reflective practitioner that the St. Gregory's University teacher candidate examines his/her professional life. It is reflection which is pivotal in growing from student to teacher candidate to professional teacher. Reflective practitioners, as Donald Schön (1996) points out, will often depend on the capacity to reflect on experiences and options, both before taking action and after that action has taken place. The reflective principle, at the core of Schön's research (1983, 1987, 1996) is key to the Teacher Education program at St. Gregory's University. Teachers will learn while doing and develop a priority for continued learning and problem solving throughout their teaching careers. Vinz (1997) advises that teacher educators need to "design occasions and interrogate critical incidents that will help all of us learn how to examine and confront our teaching acts." It is such practice and reflection advice that prompts the requirement of numerous field experiences, linked to specific coursework. The research of Zeichner (1996) is consistent with the need for reflective teaching. Gere (1996), Posner (1996), Johns (2004) and Bracken and Bryan (2010) also discuss the value of reflection in their educational writings. It is the combination of study and practice and reflection that describe the Teacher Education Program at St. Gregory's University.

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Alignment of the Conceptual Framework to Assessment The Writing Portfolio is the first assessment students at St. Gregory’s complete, normally at the end of their freshman year, in order to demonstrate to themselves and others that they have achieved a level of competency which allows them to express their ideas proficiently. The Comprehensive Learning Portfolio (CLP), the next assessment, is compiled in two stages. Stage I concentrates on students’ first two years of college and draws mostly from the Common Core Learning Objectives. Students may include some artifacts and reflections representing their Major Core Learning Objectives. In Stage II of the CLP, students complete their responses to both common core and major outcomes. For education majors, State II is the Professional Teacher Portfolio. In addition to the university wide assessment system, education majors complete several university and state required assessments, which demonstrate their competence to be teachers and align with the Conceptual Framework of St. Gregory’s Department of Education. The following table demonstrates this alignment: Components of the Conceptual Framework Knowledge of Self

Knowledge of Learners

Knowledge of Subject Matter Knowledge of Pedagogy

Field Experiences

Student Teaching Reflection

Where Assessments are Found Writing portfolio, Comprehensive Learning Portfolio, Professional Teacher Portfolio reflections, Disposition Evaluations, Foundations of Teaching, Middle Level Education, psychology coursework Grades in specific coursework (i.e., Foundations of Teaching, Middle Level Education, Child and Adolescent Development, Developmental/ Cognitive Psychology, Theory to Practice in Early Childhood) Professional Teacher Portfolio, field experience observations Grades in required content coursework, Comprehensive Learning Portfolio, Professional Teacher Portfolio OGET and OSAT exams Grades in specific education coursework (i.e. Foundations of Teaching, Middle Level Education, Methods coursework), Professional Teacher Portfolio, Student Teacher Monitoring Report, OPTE exam Field Experience Summaries, Field Experience evaluations, Professional Teacher Portfolio Student Teaching summaries and reflections, Student Teacher Monitoring Report, Student Teaching Seminar grade Writing portfolio, Comprehensive Learning Portfolio, Professional Teacher Portfolio, Field Experience Summaries

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When Assessments are Administered Throughout course of study

Throughout course of study

Throughout course of study Generally sophomore through senior years Generally sophomore through senior years Senior Year (final semester) Throughout course of study

OKLAHOMA GENERAL COMPETENCIES FOR TEACHER LICENSURE AND CERTIFICATION 1.

The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2.

The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

3.

The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

4.

The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students’ development of critical thinking, problems solving, and performance skills and effective use of technology.

5.

The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.

6.

The teacher develops a knowledge of and uses communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7.

The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community; and adapts instruction based upon assessment and reflection.

8.

The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner.

9.

The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

10.

The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students’ learning and well-being.

11.

The teacher shall have an understanding of the importance of assisting students with career awareness and application of career concepts to the academic curriculum.

12.

The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.

13.

The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.

14.

The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma core curriculum.

15.

The teacher understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teaching Performance,” and how to incorporate these criteria in designing instructional strategies.

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Guide to Field Experiences Mentor/Cooperating Teacher The Mentor Teacher plays one of the most important roles in preparing new teachers. St. Gregory’s University (SGU) teacher candidates form their teaching patterns and make career decisions based largely on their practical experiences in the classroom. Teacher candidates begin field experience with their first education course and continue these experiences throughout the program. SGU faculty members are committed to practical experience in the schools as a major component of teacher preparation. Because the field experience is a critical part of the education degree, SGU faculty member view Mentor Teachers in cooperating schools as professional colleagues and partners in teaching. Teacher candidates spend time with an experienced teacher to observe and assist in a variety of classroom and school situations. Teacher candidates keep a journal of field experiences documenting their participation and professional growth. Mentor Teachers are asked to increase teacher candidate involvement in classroom activities according to their individual skills, competencies, and strengths. Working with teacher candidates should be a rewarding experience. The Mentor Teacher plays an integral part in the teacher candidate’s development. This Guide to Field Experiences is designed to help the Mentor Teacher and the teacher candidate realize optimum benefit from the experience.

Field Experience Mentor Teacher Responsibilities 

Acquaint and encourage the SGU teacher candidate to become aware of all facets of school policy and procedures, such as school schedule, routine activities, records to be kept, student organizations, support personnel, room and building facilities, faculty and student handbooks, availability of books and equipment, appropriate professional dress, appropriate professional behavior, documentation of presence in the classroom, and other important policies.



Help the teacher candidate observe teaching strategies and participate in activities as specified on the Field Experience Worksheet.



Encourage the teacher candidate to participate in a variety of classroom activities, such as those included on the Field Experience Guidelines. Inform the teacher candidate of other activities that are useful for the teacher candidate and/or important to the school community.



Determine the degree of participation based on the individual SGU teacher candidate’s ability and experience. Teacher candidates often progress from observation to responsibility at different rates.



Offer professional mentoring and guidance regarding the Mentor Teacher’s educational philosophy about teaching. The Mentor Teacher’s personal passion, commitment, and professionalism are as important for the teacher candidate student to observe as any one particular style of teaching.



Provide evaluation and feedback to St. Gregory’s University about teacher candidates’participation.



Provide evaluation and feedback to the St. Gregory’s University teacher candidates’ regarding their participation.



Verify teacher candidates’ time spent in field experience.



Communicate with St. Gregory’s University Associate Dean of Teacher Education regarding suggestions, questions, or problems. The Mentor Teacher’s input is critical to the SGU Education program.

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St. Gregory’s University Teacher Candidate The Field Experience component is a critical element in becoming a teacher who is a “Reflective Practitioner.” These experiences will shape the educational philosophy, practices, and professionalism. Mentor Teachers will model a wide variety of teaching situations in diverse school settings. Field experiences are designed to promote professional growth through a series of activities of increasing responsibility. All field experiences are designed to facilitate reflection on the varied aspects of the teaching profession. The teacher candidates’ written reflections provide the foundation for discussion during the Professional Mentoring Team seminar. In addition to the field experience guidelines, St. Gregory’s University faculty will furnish teacher candidates and their mentor teachers with specific assignments and activities to be completed during the field experiences. Teacher candidates are encouraged to discuss course assignments with the mentor teachers. All experiences become valuable in developing a personal teaching style and philosophy.

St. Gregory’s University Teacher Candidate Responsibilities 

Responsibility: While involved in a field experience, SGU teacher candidates assume responsibility in the same way and follow the same rules that the school’s regularly employed faculty are required to follow.



Dress Code: The teacher candidates practice professionally appropriate dress, grooming, and behavior in the context of the faculty of the school where the experience is located. (Generally, the faculty handbook provides these guidelines.)



Attendance: Attendance must be prompt, consistent, and documented. Any absence must be reported by the teacher candidate to the assigned school, the mentor teacher, and the Field Placement Coordinator at SGU immediately. Any absence must be made up.



School Participation Arrangements: All field experiences are arranged through the Field Placement Coordinator at SGU. Teacher candidates will be assigned to a school with an existing field experience agreement. Teacher candidates are expected to follow all regulations required of regular teachers. Teacher candidates will work with the mentor teacher in a cooperative manner to ensure a strong instructional program for the students of that school.



Calendar: Teacher candidates will follow the cooperating school’s schedule regarding holidays, break times, and other calendar requirements.

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Field Experience Requirements Teacher candidates are required to participate in field experiences each semester, beginning with ED3013 Foundations of Teaching. Teacher candidates at the Secondary levels will complete at least 75 hours and those at the Early Childhood and Elementary levels will complete 100 hours of field experiences before student teaching. Participation levels are the following: (1) observation, (2) directed assistance, (3) supervised assistance, (4) directed unit instruction, (5) supervised responsibility, and (6) professional development. In order to assure varied experiences, teacher candidates complete field experiences in all of the following types of settings: urban, rural, suburban, Catholic, high minority (30% or more), middle school, high school, students with exceptionalities, a non-school educational setting, and professional development or in-service training sessions with a teacher and/or extra-curricular school sponsored activities. The Field Placement Coordinator will keep records of each candidate’s participation in field experiences. Teacher candidates submit their field experience logs with the Application to Teacher Education and the Application to Student Teaching. Sometimes, experiences will count for more than one category. For example, a field experience in a Catholic middle school could satisfy two categories. All experiences, including summer experiences, should be listed on the Field Experiences Log. Each teacher candidate is responsible for keeping a record of field experiences in his/her portfolio and with the Field Placement Coordinator. Any experience listed in the Field Experience Log must be summarized in order for the field experience to count. Each teacher candidate must complete the following:   

Participation at each level of field experience as described in the handbook A field experience log, signed by the classroom teacher or other person in charge of the activity An electronic summary of all field experiences, which are included in the Professional Teacher Portfolio.

Field Experiences Linked to Specific Coursework at the Elementary/ EC and Secondary Levels

Course ED 3013 Foundations of Teaching TH 3201 Catholic Perspectives in Education ED 3113 - Early Childhood Reading Assessment and Instruction

Secondary Majors’ Hours/ Category- 75 hours total

Elementary and EC Majors’ Hrs/ Category- 100 hours total

10- Observation (Elem, Middle, HS) 10- Observation/directed assistanceCatholic setting

10-Observation (Elem, Middle, HS) 10- Observation/directed assistance, Catholic setting 5- Assessment, diagnosis and remediation of reading difficultiesgrades Pk-2 5- Assessment, diagnosis and remediation of reading difficultiesgrades 3-8 15- Observation/directed assistance, Middle level school (Elem only) 15- Observation hours in B-3 and Pk-K setting (Early Childhood only) 5- Family Partnership Project (Early Childhood only) 10- Observation/directed assistanceSpecial Education 30- full week- supervised assistance Evaluated by mentor teacher

ED 3233 - Elementary/Intermediate Reading Assessment and Instruction ED 3022 Middle Level

15- Observation/directed assistanceMiddle level school

ED 3403 Theory to Practice in Early Childhood SO 3013 - Sociology of the Family PY4132 Psychology of Students with Exceptionalities Elementary and Early Childhood Methods Block EN,MA,NS,SS 3263-Secondary Subject Area Methods Professional Development/ Extracurricular Activities

10- Observation/directed assistanceSpecial Education

15- supervised assistance- teach at least two lessons (grades 7-12)Evaluated by mentor teacher 15 hours

20

15 hours

Field Experience Participation Levels Participation levels include (1) observation, (2) directed assistance, (3) supervised assistance, (4) directed unit instruction responsibility, (5) supervised responsibility, and (6) professional development and extracurricular activities. Refer to Field Experience Matrix to document details of each experience.

1. Observation Open observation – The teacher candidate observes the school and classroom to get a general perception of the school organization, the classroom atmosphere, and the teacher’s teaching style. Directed observation – The teacher candidate observes the school and classroom for exposure to a variety of objectives, materials, methods, evaluation techniques, and management techniques. Focused observation – The teacher candidate observes the school and/or classroom for specific predetermined objectives, materials, methods, evaluation techniques, and/or management techniques. Analytical observation – The teacher candidate observes the school and/or classroom in an analytical mode, i.e. classifying questions in a discussion, rating discipline techniques for positive control techniques, and other specific analytical objectives. Program/material/role model demonstration observation – The teacher candidate observes a demonstrated lesson or program or set of materials to learn how to incorporate into their own teaching.

2. Directed Assistance Routine class activities – The teacher candidate will assist the teacher with routine tasks, such as taking roll, lunch count, distribution of papers or supplies, recording grades, gathering materials, or other tasks. Directed class activities – The teacher will direct the teacher candidate to prepare materials or organize materials for a class activity but not working directly with students, such as prepare a bulletin board, or organize materials for a demonstration or lab experiment. One-on-one student assistance – The teacher candidate will work directly with students by assisting one student at a time with work, i.e. answering individual questions while students are completing assignments in class, or responding to requests for assistance in a laboratory setting. Planned individual tutoring – The teacher candidate will assess a student’s progress, present an individualized lesson or lesson series based on the assessment as directed by the mentor teacher, and conduct the individual tutoring instruction, then evaluate with the mentor the effectiveness of the lesson(s) in accomplishing the desired learning. Planned small group assistance – The teacher candidate will assess the needs of a small group of students, present a lesson or lesson series based on the assessment as directed by the mentor teacher, and conduct the small group instruction, then evaluate with the mentor teacher the effectiveness of the lesson(s) in accomplishing the desired learning.

3. Supervised Assistance Small group instruction - The mentor teacher will direct the teacher candidate in planning and presenting a small group instructional activity or series of activities based on evaluation. The teacher will lead the teacher candidate in evaluating the outcomes of the activity. The teacher will direct the teacher candidate in selection of activities and materials. This may be team teaching with the mentor teacher. Focused small group instruction – The teacher candidate will learn to present a specific set of materials, a specific technique, or a specific behavior, then follow-through in modeling the learned materials/techniques/behavior in a small group setting. This may be team teaching with the mentor teacher. Whole Classroom Instruction – The mentor teacher will direct the teacher candidate in planning and conducting a large group instructional activity or series of activities based on prior evaluation. The teacher will lead the teacher candidate in evaluating the outcomes the activity. The teacher will direct the teacher candidate to use certain materials and supervise the activities presented by the student. This may be team teaching with the mentor teacher.

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4. Directed Unit Responsibility The teacher candidate will take responsibility for preparing instruction, exercising judgement from the beginning of the plan to the end. The teacher will work with the teacher candidate in directing steps and selection of activities and materials, but the teacher candidate will be responsible for teaching activities. This may be a unit presentation or a short course presentation.

5. Supervised Responsibility – The teacher candidate will initiate the total plan for instruction and present the instruction in the classroom. The mentor teacher will review and authorize the plans and presentations, but not direct the teacher candidate in preparation. The teacher candidate will exercise full planning, instruction, and management responsibility, and the mentor teacher will supervise and evaluate the teacher candidate’s performance. Responsibility for one small group Responsibility for multiple small groups Large group responsibility – one subject or topic Responsibility for one large group and multiple topics – The teacher candidate may select a variety of teaching methods as appropriate (large group and small group methods) over a period of time. Responsibility for multiple large groups and multiple subjects or topics – The teacher candidate may select a variety of teaching methods as appropriate (i.e., large group methods and small group methods) over a period of time with each class.

6. Professional Development/Extracurricular Activities The teacher candidate will participate in a professional development workshop or training program with a mentor teacher or administrator. The teacher candidate will participate in a professional teachers meeting, in the local school, in the district or at the state level. The teacher candidate will participate with a teacher in an extracurricular activity related to one or more academic subjects. The teacher candidate will participate with a teacher in an extracurricular activity related to sports or social development. The teacher candidate will learn about teacher evaluation from the mentor teacher and from the school administrator in interviews or attending formal meetings.

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St. Gregory’s University

FIELD EXPERIENCE TIME LOG Name:____________________________________________ Major: _______________________ Advisor: ____________________________________________ Date

Number of hours completed

School and District

Type of Settingurban, rural, high minority,etc

Grade and/or Subject Area

Type of Experienceobservation, supervised assistance, etc

Professional Development Extracurricular Activity-describe

Signature of teacher or person in charge of activity

Total hours_____________ I, ____________________________, certify that this is a true and accurate account of my field experience hours.

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FIELD EXPERIENCE GUIDELINE OF QUESTIONS TO ANSWER DURING VISITS PARTICIPATION LEVEL __________________________ (Use a separate form for each observation completed.)

**This is a good form to use as a guide to take notes on during your observation. Teacher _______________________________________________________Date_________________ Time In_____Time Out______Total Observation Time________Subject and Grade_____________

ON SITE OBSERVATION Describe the school setting: Neighborhood: Building : Grounds: Classroom description: Describe the students: Number of students: Diversity: Student movement: Student behaviors:

Describe the class: Identify classroom rules and procedures used for class and student movement and participation: What classroom routines are used? (taking roll, lunch count, distribution of papers or supplies, etc.) Outline a typical class period: Identify motivational techniques used by the teacher: Identify questioning techniques: Describe how groups are established—for what purpose does the teacher utilize group work? Describe interaction patterns among students: Describe techniques used by the teacher to create interest: (Engage)

24

Describe techniques used by the teacher to establish the proper learning climate: Identify activities in which the students are responding with interest and enthusiasm: Identify signals or non-verbal cues the teacher uses to control the class:

Reflections: What did you discover about learners? What did you like most/least about this class/lesson? General perceptions about the classroom atmosphere: General perceptions about the teaching style:

25

FIELD EXPERIENCE REFLECTION TEMPLATE This reflection must be completed after each field experience. Reflections are based on your field notes. The totallength of each should be 1-2 pages typed. Use this format and these questions to guide your reflection.

Your name: Date of field experience: Location of field experience: Total time at location: Teacher(s) observed: School: Type of Observation: (observation, directed assistance, supervised assistance, directed unit instruction responsibility, supervised responsibility, or professional development and extracurricular activities)

Summary of Experience: Describe the school setting:

Describe the class:

Describe the students:

Describe the lesson/class observed:

Reflection on what you observed:

26

St. Gregory’s University EVALUATION OF TEACHER CANDIDATE –METHODS COURSEWORK FIELD EXPERIENCE Teacher candidate ___________________________________ Date: _____________ Mentor Teacher: _____________________________ School: ____________________ Mentor Teacher signature: ________________________________________________ Please complete this form soon after the teacher candidate’s field experience with you is completed. It is used in assigning a grade (Pass or Fail) for the course and may be used in counseling the student I. Circle the appropriate number on the scale provided: Weak 1. 2. 3. 4. 5. 6.

Punctuality and dependability Appropriate dress and behavior Cooperation and helpfulness Spirit and enthusiasm Attitude toward work; initiative Ability to communicate with students and adults 7. Positive impact on student learning 8. Effort toward professional growth

Strong

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

1 1

2 2

3 3

4 4

5 5

II. Global rating (check one): _____ This teacher candidate shows outstanding potential. _____ This teacher candidate is competent at this stage of career development. _____ This teacher candidate should be counseled about continuing in the program; competence is marginal.

III. Additional comments: (You may write on the back)

THANK YOU FOR CONTRIBUTING TO THE PROFESSION BY MENTORING OUR PRESERVICE TEACHER! Please return this form at the completion of the field experience in the stamped envelope provided to Dr. Gayle Fischer, 1900 West MacArthur Dr., Shawnee, OK 7480 or fax to 405-878-5198

27

Department of Education Program Evaluation—During Methods Coursework Field Experience In order to evaluate the effectiveness of our education program, we’d like to ask you for feedback about having our teacher candidates in your classroom this semester. Please feel free to express your opinions; all information will be reviewed by our program faculty and the Teacher Education Council and is separate from your evaluations of individual teacher candidates.

COMMENTS Was the schedule developed between you and your SGU teacher candidates workable? How was the communication with your contact person at the university? How could this be improved? What do you believe are the strengths of this field experience assignment? What do you believe are the concerns about this field experience assignment? How prepared were your teacher candidates? How reliable were your teacher candidates? Please describe the general level of professionalism displayed by the teacher candidates. Please discuss the benefits to your students and the school of having the teacher candidates in your classroom. What questions do you have for SGU faculty about our program? Please provide your overall evaluation of the Elementary Education Methods Block experience.

Please write any additional comments about Field Experience Program on the back. Please return this form in the self-addressed/ stamped envelope to: Dr. Gayle Fischer, Department of Education, St Gregory’s University 1900 W. MacArthur, Shawnee, OK 74804 or fax to 405-878-5198

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PRIOR WORK EXPERIENCE CREDIT GUIDELINES

WHAT IS PRIOR WORK EXPERIENCE CREDIT? Prior Work Experience Credit is the process by which St. Gregory’s University, Department of Education, will award field experience credit to students for actual work experience with early childhood students (B-grade 2) prior to being admitted to the Early Childhood Program in the Department of Education. Students will receive field experience credit only if they can adequately describe and provide documentation of work experience in a licensed day care program (licensed home day care will not meet this requirement). Students seeking to use prior work as field experience should confirm the day care is acceptable with the St. Gregory’s University, Department of Education, prior to submitting it as experience. Prior Work Experience Credit documents will be submitted and evaluated using an electronic portfolio, which includes written documentation of your work by your previous employer and a reflection of your learning. The maximum award of credit is 50 hours and is calculated as 10 (actual) hours credit per year of work experience. The remaining 50 hours of field experience must be completed during the program. The Prior Work Experience Credit concept is based on these assumptions: Students come to St. Gregory’s with a variety of life experiences. Those life experiences may result in learning that is equivalent to college level experiences. Within reasonable limits, such learning has an appropriate place in a college curriculum. Some, but not all, students can articulate and provide documentation of the experiences and learning they have gained through their life experiences. 5. Learning from the experience, can be reliably assessed to determine whether or not credit can be appropriately awarded. 1. 2. 3. 4.

The process of equating your prior learning with SGU’s Department of Education field experience credit may be a time consuming and complex evolution. This section of the Teacher Education Handbook will assist you in documenting prior work experience, but the award of credit is directly correlated to how well you are describe and document what you have learned during this experience. Remember, the focus is not only on what you have done, but also on what you have learned. **Prior Work Experience credit can also be given to students in the CAS for working with students at the same grade level as their certification area. 29

PREPARATION OF THE DOCUMENTATION Documentation of prior work experience should be prepared and submitted electronically. If students elect not to utilize electronic media, a printed submission may be accepted; however the electronic version is preferred and permission to utilize the printed version should be obtained from the Director of Education prior to preparation. The document must contain the following items:   

PRIOR WORK EXPERIENCE CREDIT REQUEST FORM DOCUMENTATION OF WORK EXPERIENCE FORM WORK EXPERIENCE RELFECTIONS

The Documentation of Work Experience Form must be mailed directly to St. Gregory’s by the former employer, returned by the student in a sealed envelope, signed by the former employer or emailed to the Director of Teacher education by the former employer. If it is sent by hard copy, it will be scanned at St. Gregory’s University for inclusion in the documentation portfolio. A reflection must be completed for each year (10 hours) of work experience submitted. If you worked in more than one facility during a year, a separate reflection must be completed for each setting in which you worked. The total length of each reflection should be a minimum of 600-800 words. (see Field Experience Reflection Template, p28 for details).

PRIOR WORK EXPERIENCE CREDIT STUDENT AGREEMENT

After reading each of the following statements, please initial. __________ I have made copies of materials submitted in the portfolio. __________ I do not hold St. Gregory's University responsible for loss or damage of my documentation materials. __________ The work contained in my prior work documentation is my own work. __________ The maximum number of credits I am petitioning for through the Prior Work Experience is ________. __________ I understand that once I receive field experience credit for this work experience, I will not be able to earn field experience credit at any of these early childhood facilities in the future. This includes Student Teaching.

_________________________________________________ Student Signature

30

_______________________ Date

PRIOR WORK EXPERIENCE CREDIT REQUEST FORM

Student's Name: Student ID: College:

College of Arts and Science

College of Continuing Studies

Mailing Address: Street or P.O. Box Home Phone Number: (

)

City, State Work Phone Number: (

Zip Code )

E-mail address: I am requesting that my Prior Work Experience Portfolio be evaluated for field experience credit as reflected on the agreement form. I understand that if my documentation is submitted in an unacceptable form that it will be returned to me for necessary adjustments and resubmission. I understand the assessment process may take four to six weeks. I further understand that I will be notified of field experience credits awarded. St. Gregory's University cannot guarantee the transferability of field experience credits earned through evaluation prior work experience portfolios. This is at the discretion of other institutions.

_________________________________________ Student's Signature

For office use only Date received by Chair: Date portfolio materials were returned to student:

31

________________________ Date

DOCUMENTATION OF WORK EXPERIENCE FORM (To Be Completed by the Employer) Name of Employee ___________________________________ Dates of Employment: _____________ Name of Employer: ____________________________ Supervisor: _____________________________ Address of Employer:_____________________________________________________________________ ________________________________________________________________________________________ Supervisor’s signature: _____________________________________________________________________

I. Circle the appropriate number on the scale provided: Weak 7. 8. 9. 10. 11. 12.

Punctuality and dependability Appropriate dress and behavior Cooperation and helpfulness Spirit and enthusiasm Attitude toward work; initiative Ability to communicate with students and adults 7. Positive impact on student learning 8. Effort toward professional growth

Strong

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

1 1

2 2

3 3

4 4

5 5

II. Global rating (check one): _____ This former employee showed outstanding potential as an early childhood educator. _____ This former employee was competent in performing the duties of an early childhood caregiver. _____ This former employee should be counseled about continuing in the program; competence as an early childhood caregiver is marginal.

III. Additional comments: (You may write on the back)

Please return this form to Dr. Gayle Fischer, 1900 West MacArthur Dr., Shawnee, OK 7480 or fax to 405-878-5198 or give the employee in a sealed/signed envelope. It can also be emailed directly to [email protected] 32

PRIOR WORK EXPERIENCE REFLECTION (To Be Completed by the Student)

Your name: Dates of work experience: Location of work experience: Total time at location: Supervisor:

Summary of Work Experience: Describe the setting:

Describe the class or classes you were responsible for:

Describe the students:

Describe the lessons/skills you taught:

Reflection on what you learned from this experience:

33

PETITION FOR FIELD EXPERIENCE REVIEW FORM

Student's Name: Student ID: College:

College of Arts and Science

College of Continuing Studies

Evaluation of Field Experience Request: Name of EC

Dates of Work

Facility

Experience

Field Experience Acccepted/Denied

Comments

(in hours)

_________________________________

____________________________________

Signature of Student

Evaluator

__________________________________

____________________________________

Evaluator

Director of Teacher Education

34

St. Gregory’s University Admission to Teacher Education Each student wishing to become a teacher will apply to be admitted to the Teacher Education Division when the preconditions to admission can be met, usually at the end of the Sophomore year. The application will be considered for approval by the Admissions Committee of the Teacher Education Council. The application deadline is usually the 12th week of the semester. The Education Website will include the official deadline for each semester. The Admissions Committee will meet to consider applications. Interviews for prospective teacher candidates are arranged by the Director of Teacher Education. Documentation of the following preconditions must be turned in at the time of your interview. 

Completed Application to Teacher Education



Updated Field Experience Time Log and Summaries



Written Personal Philosophy of Education



Successful completion of the St. Gregory’s University course “Foundations of Teaching” ED 3013 (or equivalent)



Cumulative GPA of 2.5 (approximately 30 hours of coursework should be completed)



Oklahoma General Education Test (OGET ) passing score



C or better in all required education and/or major (content) courses



Recommendations and disposition evaluation from  1 advisor,  3 SGU faculty members (2 of whom have taught you), and Recommendation from  1 one person outside SGU (character reference, work reference, i.e. paid or field experience, or volunteer position, or other non-academic reference)

     

Unofficial transcript from SGU, official transcrip(s) from other universities Completion of Professional Education Portfolio Checkpoint 1 Written essay response (see Admission Interview guidelines) to be handed in with application Background Check Documentation of work with children Interview and recommendation by Admission to Teacher Education Committee

Students who are unable to meet the requirements to be admitted to teacher education are advised to pursue a program of study more appropriate for them and are referred to applicable faculty to advise them in that program.

35

St. Gregory’s University Application for Admission to Teacher Education To the Teacher Education Committee: Please accept my application for admission to the Teacher Education Program at St. Gregory’s University, Shawnee, Oklahoma. I believe that I demonstrate the qualities necessary to become an excellent teacher and contribute to the teaching profession. ______________________________________ ________________________________ Student Signature Social Security # _______________________ Birthdate

________________ Classification

___________/____________ GPA OGET Score (Provide UNOFFICIAL Transcript)

________________________________________________________________________ Last Name

First Name

Middle Name

Other Name(s)

Subject Area or level for Certification______________________________________________ Field Experience Hours Completed (attach log)_____________________________________ Address ________________________email _______________

Phone(

)_____________

High School _________________________________________________________________ School

NAME AND LOCATION

DEGREE

City

State

Year

COLLEGES ATTENDED DATES

DEGREE(S) NOW HELD, If Applicable INSTITUTION

# OF HOURS

YEAR

Items to be submitted with Application:    

Unofficial transcript Essay Response (see p. 38) Portfolio (checkpoint #2, see p. 40) All letters of recommendation must be submitted by the Interview Date. 36

TEACHER EDUCATION ADMISSION INTERVIEW GUIDELINES ST. GREGORY’S UNIVERSITY The philosophy of the Teacher Education Program is to prepare teachers who are reflective practitioners, lifelong learners, emerging professionals, and subject matter specialists with strong liberal arts backgrounds. In keeping with this philosophy, we arrange for a professional interview process for admission into the Teacher Education Program (TE) which allows you to demonstrate your subject area strengths and to articulate your ideas about learning and teaching diverse students, your commitment to all students, your understanding of the importance of your subject area, your goals for a career in education. Candidates may apply to Teacher Education at Checkpoint 1 or 2. Candidates must be admitted to Teacher Education prior to enrollment in methods coursework. Acceptance (or not) will be based on panel recommendations. Criteria for acceptance: 1) Subject matter knowledge must be demonstrated in the materials and discussion. 2) Written materials must follow directions, be complete and articulate, and include no grammatical or spelling errors. 3) Oral interview must be articulate and specific, answering questions with careful thought, demonstrating a commitment to the teaching profession. 4) Student's professional involvement must be documented through resume, letters, etc. 5) Student must present himself/herself in a mature and professional manner, including dress. 6) Student must demonstrate awareness of the Education Division’s Conceptual Framework. 7) Student will provide acceptable Professional Education Portfolio contents for appropriate checkpoint. 8) Disposition evaluations will be reviewed by committee. Sample Interview Questions When did you decide to become a teacher and why? What is your experience working with young children? What are your strengths as a future teacher? Weaknesses or concerns? Why is your subject area important for students and why are you the one to teach it? What kind of teacher will you be? What will students say about you? What will your colleagues say about you? How will you work with students for whom your subject is quite difficult? How will you create a learning community in your classroom? What course(s) outside of your major has/have had the most effect on your knowledge about teaching? Where do you see your professional career in 5 years? What will it take to reach those goals? What does Conceptual Framework of SGU’s Teacher Education Department mean to you? What do you find most beneficial or challenging about that Conceptual Framework? How does the Conceptual Framework connect to the mission of the university?

Essay Response: Choose any one of the following topics and develop a 1-2 page response. The essay response should be submitted with the Admission to Teacher Education application. 1. Discuss the impact of technology on your own education, and describe how you think it will affect the education of your future students. 2. If you could recommend one reform for elementary or secondary schools, what would it be and why? 3. Define your content area or grade level and tell why it is important. 4. What does Professional Education Conceptual Framework mean to you? What do you find most interesting or challenging about the Conceptual Framework ?

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TEACHER EDUCATION ADMISSION RECOMMENDATION GUIDELINES ST. GREGORY’S UNIVERSITY Applicants to Teacher Education must secure recommendations from:

 1 advisor,  3 SGU faculty members (2 of whom have taught you)  1 one person outside SGU (character reference, work reference, i.e. paid or field experience, or volunteer position, or other non-academic reference)

Each person recommending the applicant who is employed by St. Gregory’s University must also complete a Dispositional Evaluation on the applicant. Letters of recommendation and dispositional evaluations may be emailed directly to Dr. Gayle Fischer, [email protected] or mailed in a sealed and signed envelope.

Dispositional Assessment Form Name of Candidate______________________________________________________________ Last First Middle Major: ________________________________________ Advisor_______________________________________ To the Respondent: The Department of Education at St. Gregory’s University appreciates your candid evaluation of the candidate named above. Please rate the candidate on each characteristic in comparison to individuals who have had approximately the same amount of experience and training as the candidate.

DISPOSITIONS

5

4

3

2

1

N/B (no

(Superior)

(Above Average)

(Average)

(Below Average)

(Poor)

basis for judgement)

PROFESSIONAL

Attends class regularly and arrives on time Is focused and attentive in class Works collaboratively with others VALUES

Models responsibility and discipline Accepts constructive criticism and takes responsibility for actions Values the subject(s) he/she teaches COMMITTMENT

Demonstrates commitment and enthusiasm for teaching and learning Puts forth best effort at all times Goes beyond minimum expectations

How long have you known the candidate? _______________ In what capacity? ___________________________ Your name: _______________________________________ Your position: _______________________________ Email: _________________________________Signature: _______________________________Date___________ Disposition Checkpoints (check one): _____ED 3012 Foundations of Teaching (self-evaluation) _____Admission to Teacher Education _____ Methods Coursework _____Student Teaching (Included in Student Teaching Monitoring Report)

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Background Check: A background check will be required at the beginning of ED 3012 Foundations of Teaching, before candidates will be allowed to begin field experiences. The application will be supplied by the Foundations of Teaching faculty and submitted by that faculty to HR. A fee of $25 will be attached to the course. Unsatisfactory background checks will result in removal from to education coursework. GPA and Grade Requirements: Prior to and at the point of admission to Teacher Education, candidates must have a minimum GPA of 2.5 or higher. This includes earning a “C” or better in all required coursework. For early childhood and elementary candidates, this includes the 4 x 3 content requirements and any other coursework required on the degree plan. For secondary candidates, this includes all subject area and education requirements. Coursework transferred from other universities must adhere to St. Gregory’s transfer policies and also meet the education grade requirement. Candidates who earn below a “C” in any required course must retake the course until they earn the minimum expectation. Candidates must maintain a GPA of 2.5 until graduation or the candidate will be placed on probationary status until the GPA returns to 2.5. The probationary status will not cause any specific restriction to the candidate, other than acceptance to student teaching. Release for Academic Deficiency, Failure to Pass OGET, or Unsatisfactory Dispositions Any candidate is given two semesters to improve their GPA or pass the OGET in order to be admitted to Teacher Education. A plan of improvement is agreed upon between the candidate and his/her advisor. This could include, but not be limited to, tutoring, study groups, or reduced hours. However, if either of these requirements is not met within two semesters the candidate will be advised to pursue another degree route. Secondary majors are normally advised to stay in the subject area they are already majoring in. Early childhood and elementary majors are often advised to pursue an Associate Degree in early childhood or a Bachelor’s Degree in psychology or social sciences. Every effort is made to keep the student at St. Gregory’s, following a degree plan that they will be satisfied with. If a candidate has unsatisfactory disposition evaluations he/she will also develop a plan of improvement with their advisor and is usually given one semester to make the necessary improvements. However, if a disciplinary offense occurs, it is handled by the Dean of Student Life, according to university policy.

39

EVALUATION FOR ADMISSION TO TEACHER EDUCATION Applicant:________________________________________ GPA_____ OGET Score_________

Date:__________________

Each member of the committee will score the criteria for admission to Teacher Education as follows: Exceptional=3 Satisfactory=2 Needs Improvement=1 **Candidates must earn a total mean score of 14 to be admitted.

Mean Score

Knowledge of Subject Matter: Exceptional

Satisfactory

Needs Improvement

______

Satisfactory

Needs Improvement

______

Satisfactory

Needs Improvement

______

Satisfactory

Needs Improvement

______

Satisfactory

Needs Improvement

______

Exceptional

Satisfactory

Needs Improvement

______

Exceptional

Satisfactory

Needs Improvement

______

Total Mean Score

______

Written and Oral Communication: Exceptional Experience Working with Children: Exceptional Professional Involvement: Exceptional

Knowledge of Conceptual Framework: Exceptional Professional Teacher Portfolio:

Dispositions:

Recommendation by Committee: _______Admission to Teacher

_______Probationary Admission

_____No Admission

Criteria Needed for Admission: __________________________________________________________ _________________________________________Date to be completed: _________________________ Signatures: ________________________________ _______________________________________ Student Director of Teacher Ed ________________________________ _______________________________________ Committee Member Committee Member ************************************************************************************* Date completed: ___________________

Initialed by committee:_____________________

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Oklahoma Licensure Information Licensure Tests: The Oklahoma General Education Test (OGET) - $150.00 is designed to examine and assess competency in areas associated with general studies and education in liberal arts and sciences. The OGET is distinctive from many other examinations of this type in that critical thinking skills, as well as basic skills are assessed. This test is an admission requirement to Teacher Education.

The Oklahoma Subject Area Tests (OSAT) - $150.00 These are designed to assess subject-matter knowledge and skills. These examinations include 41 general subject tests, 5 vocational tests, and 4 administrator tests. This test must be passed prior to Student Teaching.

The Oklahoma Professional Teaching Exam (OPTE) - $150.00 This exam is designed to assess professional knowledge and skills needed by entry-level educators. Candidates are assessed with respect to learners and the learning environment, instruction and assessment, and professional involvement. To register for exams go to: http://www.ceoe.nesinc.com/index.asp

Alternative Certification Requirements: Alternative certification is the process used when a person has a subject area degree but has not completed that degree through an accredited teacher education program. Persons seeking alternative certification must have two years’ work experience in their degree field or post graduate college coursework in that field or in education. Only certification at the secondary levels may be obtained alternatively. Elementary, early childhood and special education certification must be acquired by completing an accredited degree program in that area. Applications for Alternative Certification can be found on the Oklahoma State Department of Education Website http://sde.state.ok.us/ St. Gregory’s Teacher Education program welcomes applicants seeking alternative certification to take education coursework as a non-education major. Permission from the Director of Teacher Education must be granted for applicants to enroll in “Methods” coursework. Once eligibility for the program has been verified in a written memorandum from the Oklahoma Alternative Placement Program, (405) 521-2062, the law requires candidates pass the Oklahoma General Education Test (OGET) and the Oklahoma Subject Area Test (OSAT).

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ADMISSION TO STUDENT TEACHING Requirements Teacher candidates must apply for and meet the following requirements for admission to student teaching: 1. Full admission to Teacher Education 2. 2.5 GPA; may have no grade below a C in all education and required subject area coursework. This includes the 4 x 12 subject area coursework for elementary and early childhood majors. 3. Documentation of the required amount of field experience hours in settings designated in the Teacher Education Handbook- Include Field Experience Time Log with Application 4. Completed Professional Education Portfolio through Checkpoint 3 Checkpoint 3: Application to Student Teaching As the pre-service teacher prepares to enroll in student teaching, he/she will submit a portfolio. In addition to the competencies displayed at the application level and Checkpoint 1, the student will add:  Artifacts and reflective statements for each of the five (5) additional learning outcomes selected from the required 15 (total 10 competencies)  The competencies addressed at application should be updated. Other learning outcomes may be addressed as well. 5. Completed all education coursework and content area coursework. 6. Completed application form. Application Dates – Teacher candidates must apply for Student Teaching no later than the end of the 10th week of the semester PRIOR to the semester requested for student teaching. Teacher candidates who decide to delay Student Teaching after submitting an application must (1) notify the Director of Education of their plan, and (2) resubmit an application (at least 4 weeks) prior to the semester they plan to student teach Student Teaching Calendar - Student teaching is 12 full weeks (60 days) all day in the school. Student teachers are expected to participate in school extracurricular activities and assignments as do the regular teachers. School holidays are not counted in the 60 days. Work Policy – Student teachers may not work during the Student Teaching experience. Any exceptions to this policy must be approved in advance by the Associate Dean of Education.

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APPLICATION FORM FOR STUDENT TEACHING (Page 1 of 2) Name__________________________SS#_______________________Birthdate___________ Address_____________________________________________________________________ Phone____________________Email Address_______________________________________ Grade Level(s) or Content Level(s)________________________________________________ School Request - 1st Choice School District _________________________School Name_____________________________ Explain request_________________________________________________________________ ______________________________________________________________________________ School Request - 2nd Choice School District___________________________School Name___________________________ Explain request_________________________________________________________________ ______________________________________________________________________________ Placement Locations – Teacher candidates are placed in student teaching setting consistent with their career goals and previous field experience placements. Teacher candidates who opt to apply for certification in two areas of concentration will be placed in both areas for 6 weeks each. Requests are made by the Director of Teacher Education to the school district. Cooperating teachers must be designated by the school district as a Master Teacher and have at least three years of teaching experience. Special Needs or Pertinent Information____________________________________________ ______________________________________________________________________________

43

Application to Student Teaching (Page 2 of 2): I have satisfactorily completed all required coursework with a grade of C or better. ____ My current cumulative GPA is ________. Attach unofficial transcript. I have satisfactorily completed_______ hours of Field Experiences. My completed Field Experience Log form is attached. I have satisfactorily completed the following required experiences: _____Foreign Language Competency (Method of documentation: _____course(s)_____________________, ____ CLEP Test) _____Leadership Project title and date(s): _____________________________________________________________________ _____________________________________________________________________ _____OGET (Score______) _____Professional Education Portfolio, Checkpoint 3 completed _____ Satisfactory Disposition Assessments

_____I certify that

I will not be engaged in any paid job during my student teaching semester.

Initial

(Exceptions to this policy must be approved in advance by the Director of Education.)

After completion of student teaching, I will have the following courses remaining to complete my degree in Teacher Education: _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ Advisor’s Recommendation and Comments

Advisor’s Signature:____________________________________Date:___________________________________

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STUDENT INTERN AGREEMENT Between St. Gregory’s University, Shawnee, Oklahoma

and P-12 School cooperating in the Student Intern Program To promote mutual understanding and cooperative effort in providing valuable professional experiences in offcampus student internship (student teaching), the following provisions are recognized by the university and the public school concerned as being essential: I.

The University Agrees: A. To provide the appointed representative of the cooperating school with advance information about the student intern and to indicate the time period request for student assignments. B. To provide adequate supervision of student interns through classroom visitations and conferences with cooperating teachers, student interns, and school administrative personnel. C. To work cooperatively with public school personnel and student interns in constantly seeking to improve the student intern program. D. To maintain close communications with the appointed personnel of the school district with respect to cancellations or changes this may occur in any student intern assignment, or any problem arising concerning the student intern. E. Provide documentation of student background check.

II.

The Cooperating School Agrees: A. To provide a student intern assignment of one full semester in which all-day participation by the student intern in school and related activities is held when possible. B. To recommend outstanding and certified cooperating teachers willing to work with the student intern(s). C. To provide the Director of Student Teaching with reports of the progress of student interns.

III.

The placement of a student intern shall be a cooperative venture involving both the university and the cooperating school district.

IV.

This agreement is to be valid for the semester/school year: _________

Cooperating School: ___________________

Administrator from Cooperating School/District

Student Intern:_________________________

______________________________________ Signature Date

Cooperating Teacher: ___________________ Dr. Gayle Fischer, Director of Teacher Education _______________________________________ Signature Date

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PROFESSIONAL TEACHER PORTFOLIO St. Gregory’s requires all teacher certification candidates to develop a portfolio which documents their accomplishments, learning, and strengths related to the competencies, standards, and outcomes established by the Office of Educational Equity and Accountability (formerly the OCTP), the Oklahoma Regents of Higher Education and State Department of Education, and mission of the university. The portfolio represents the candidate's professional knowledge, performance, experiences, and dispositions. The portfolio development process begins during ED 3013 Foundations of Teaching and continues until graduation. It presents evidence that SGU is providing initial, on-going, and focused opportunities leading to student achievement of competencies and state and national standards. The development process includes periodic checkpoints that provide feedback to the candidate. This section of the Teacher Education Handbook details the philosophy related to portfolio development and assessment, which is consistent with SGU’s mission and the Conceptual Framework of the Teacher Education Department. It also contains written policies, criteria, and rubrics related to the assessment of the portfolio, with suggestions of courses that address major learning objectives (MLOs) and suggestions of artifacts to use. The MLOs were developed from the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, the Oklahoma General Competencies for Teacher Certification and Licensure, and SGU’s mission and Conceptual Framework.

Philosophy of the Professional Teacher Portfolio Evidence and reflections show how candidates have met the Teacher Education learning objectives and reflect the philosophy of the program. A personal philosophy of education must be included in the introduction to the portfolio. Throughout the teacher education program, candidates assemble the items of evidence that best represent growth toward each of the required learning objectives and present that evidence in a professional electronic format. There are a number of purposes for development of the Teacher Education Portfolio:  To demonstrate the talents, skills, and experiences of the teacher candidate. This demonstration indicates professional growth in becoming an effective teacher.  To demonstrate a unique, fluid and evolving display of life-long learning. The candidate bases the portfolio on personal goals as they relate to state standards and the impact of learning communities. While learning objectives are standard, the portfolio must reflect a personal creative style demonstrating additional knowledge and skills.  To document a teacher candidate's skills, accomplishments, learning, and strengths related to designated learning objectives, standards and outcomes.  To provide examples of the quality of the SGU Teacher Education program. The portfolios are units of measure which present evidence that SGU is providing initial and on-going assessment that focuses on opportunities and experiences which lead to student development of learning outcomes, standards, and outcomes determined by the Commission, the Oklahoma Regents, the State Department of Education, and St. Gregory's University.  To demonstrate to prospective employers the evidence of a candidate's professional growth. Work on a professional portfolio will assist a candidate in developing the skills to be used throughout a teacher's teaching career and to document professional development 46

Professional Teacher Portfolio Content A. Cover Page:  Graphic design of your choice  Your name and area of certification (elementary, secondary math, etc)  Semester and year of program completion B. Table of Contents: The organization of your portfolio can be personal but needs to include:  Introduction- Purpose of the portfolio, summary of contents, philosophy of education  Field experiences- log and all field experience summaries, including student teaching journals  Professional Information-professional development activities you have attended and membership in professional organizations, certification scores, resume  Conclusion- Evaluation of your portfolio C. Major Learning Objectives For each objective, provide at least 1 artifact (your item of evidence) and a reflection on that artifact. format, you should provide hyperlinks between the Objective, the reflections and the artifacts. . Artifacts:  Each artifact should show a clear connection to all components of the MLO it illustrates. You should have at least one reflection/artifact for each objective in the portfolio. For most objective, you will need more than one artifact and reflection.  Examples of artifacts include essays, research papers, journal entries, classroom assignments, field experience summaries, exams or quizzes, performance evaluations, projects you have completed individually or with a partner/group (leadership, observation, family, etc), Student Learning Impact Project, professional development activities, newsletters to parents, etc.  Template for Artifacts: This is how each MLO/artifact should be set up in your portfolio Artifact for Learning Outcome X: (List Learning Outcome – type out) Identification: (Name the artifact as e.g. a journal entry, lesson plan, photo, video, etc.) Course or Activity: (Identify by department, number, and title for courses) Date: Semester and year is adequate Reflective Statement: 300-500 words Reflective Statements:  

You should include a personal, thoughtful interpretation of the artifacts you chose to illustrate a particular MLO. Your Reflections are the most important part of your Portfolio. Each reflection interprets your artifact. It states how you achieved the MLO, based on the artifact (evidence) you chose. It should: Use the template above. Describe the artifact (evidence) and hyperlink to it. Explain how the artifact shows that you have mastered the MLO. Explain how the artifact relates to the University’s mission and the Conceptual Framework of the Department of Education. Explain how you will use knowledge/skills from this MLO and artifact in teaching. Each reflection should be 300-500 words, well-written, with correct grammar, spelling and good organization.

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Evaluation: Your evaluation should be 600-1000 words and is completed after all other parts of the portfolio are finalized. Use the following questions to guide your evaluation.        



How does this portfolio present you as a reflective practitioner? How does this portfolio show that you understand how to teach your subject matter so that all students will be successful? How does the portfolio provide evidence that you understand and use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, performance skills, and effective use of technology? What best practices related to motivation and behavior do you use to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success? How does the portfolio provide evidence that you plan instruction based upon educational standards, curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, and the community; and adapt instruction based upon assessment and reflection? How does the portfolio provide evidence that you foster positive interaction with school colleagues, parent/families, and organizations in the community to actively engage them in support of students' learning and well-being? How does the portfolio demonstrate that you take an active part in your profession and are an advocate for children and youth? How does your portfolio reflect your dedication to living a life of balance? What goals have I you set for yourself in your teaching career? What goals have you set for yourself in your personal and professional portfolio?

CONSENT FOR RELEASE OF PORTFOLIO MATERIALS (Include in Evaluation)

I hereby authorize the use of my portfolio materials for the purpose of review by other students or in professional training workshops as indicated below. ___________You may use my portfolio materials with my name deleted from all documents. ___________You may use my portfolio materials with my name present on all documents. ___________You may not use my portfolio materials for review by other students or in professional training workshops.

_________________________________________________ Student Signature

_______________________ Date

Portfolio Evaluation Schedule (Program Checkpoints) Checkpoint 1: Upon Completion of ED 3013 Foundations of Teaching At this checkpoint, the candidate will present the beginnings of his/her portfolio to be evaluated by the course instructor of ED 3012 Foundations of Teaching. The portfolio is the final project of the class and must show:  Organizational set-up of the portfolio with Table of Contents (This will reflect the student's awareness of required components.)  Philosophy of Education statement written during ED 3012Foundations of Teaching  Log and Summary of Field Experiences  Artifacts and reflective statements for each of the two (2) learning objectives selected from the required 15 48

Checkpoint 2: Admission to Teacher EducationThe updated Portfolio is submitted to the Teacher Education Review Panel for evaluatio. In addition to the information in Checkpoint 1, included in this portfolio must be:  Artifacts and reflective statements for each of the three (3) additional learning objectives selected from the required 15  Revised work from previous checkpoint (if relevant)  Resume  Log and Summary of Field Experiences  Checkpoint 3: Application to Student Teaching When the candidate applies to student teaching, he/she will submit a portfolio to be evaluated by the Teacher Education Review Panel. In addition to the learning outcomes displayed at the application level and Checkpoint 2, the student will add:  Artifacts and reflective statements for each of the five (5) additional learning objectives selected from the required 15- total of ten (10) learning objectives  Revised work from previous checkpoint (if relevant) Checkpoint 4: Post Student Teaching -Prior to Graduation The student's final presentation will occur after student teaching, during Student Teaching Seminar. The portfolio will reflect any changes/corrections to previous learning outcomes. In addition, the final portfolio will include:  Artifacts for each of the learning outcomes not previously selected and /or revised MLOs from previous checkpoints (15 total).  Evaluation of the Portfolio

Process for Evaluation of Professional Teacher Portfolio 

As least two reviewers will evaluate your portfolio at each checkpoint. The reviewers will rate each objective your portfolio as (3) Pass with Distinction, (2) Pass, (1) Pass with Reservations, or (0) Not Passing. Your portfolio will be returned to you with the evaluation. If you receive a “1” or below for any learning objective, you will be required to resubmit your portfolio—with corrections. The evaluation will be sent to you electronically.



A rubric and reviewer response sheet is included in the Teacher Education Handbook



Failure to hand in a portfolio or an unacceptable portfolio will result in an “Incomplete” for your Student Teacher Seminar and will result in delaying the teacher certification process and graduation.



The Comprehensive Learning Portfolio Score Summary will be submitted to the registrar as a requirement for graduation

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Education Major Learning Objectives The table below lists the learning objectives each candidate will include in the portfolio. This guide names each objective, outcomes related to the objective, possible courses/experiences related to the objective, and a suggestion of possible artifacts.

Learning Objectives MLO #1: Demonstrate and apply the central concepts and methods of inquiry of the subject matter discipline(s) that I teach.

MLO #2: Identify how students learn and develop and how they vary in their approaches to learning.

MLO# 3: Devise and design learning experiences that make subject matter meaningful to students and support students’ intellectual, social, and physical development. MLO#4: Compare and contrast the curriculum integration process with other approaches to teaching and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. MLO#5: Identify, synthesize, and apply best practices related to motivation / behavior for the purpose of creating learning environments that encourage positive social interaction, self-motivating behavior, and active engagement in learning.

Min Number of Artifacts

2

2

1

2

2

Outcomes to Address, Possible Course in which MLO could be met

Suggested Artifacts

1- Identify content and pedagogical knowledge needed for your subject/level. 2- Demonstrate knowledge of your content and pedagogical knowledge. Standards from national specialty organizations, content coursework, methods coursework, field experiences 1-Demonstrate knowledge of child development theories specific to your grade level. 2-Demonstrate use of this knowledge by applying different teaching strategies in the classroom. Psychology or education coursework, field experiences 1-Demonstrate creationt of lessons that appropriately address all areas of student development. Methods coursework, field experiences, student teaching journals, lesson plans

Standards for subject/ discipline area, lesson plans, thematic units, field experience summaries

1- Describe the difference between curriculum integration and other teaching strategies. 2-Demonstrate the use of several teaching strategies, which address students’ critical thinking, problem solving and performance. Education coursework (ED 3012, ED 3022, methods coursework), field experiences, lesson plans, student teaching

Class assignments, lesson plans, reflective summaries of field experiences, thematic units, research paper,

1-Demonstrate your knowledge of student motivation and classroom management techniques that will sustain safe environments and positive social interactions. 2-Demonstrate your knowledge of ways to actively engage students in learning. Field experience summaries, student teaching, journals, psychology coursework, methods coursework lesson plans

Field experience summaries, summary of lesson plans, research paper

50

Research papers, field experience summaries, class assignments, lessons

lesson plans, thematic units, research paper, SLIP

MLO#6. Demonstrate a knowledge of and use of communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. MLO#7: Mastery of effective technology application.

MLO#8: Devise and design instruction based upon the Oklahoma core curriculum, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community. MLO#9: Comprehend, design, and apply a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring adaptation of instruction based upon assessment and reflection. MLO#10: Evaluate the effects of choices and actions on others, modifying those actions when needed, and actively seeking opportunities for continued professional growth. MLO#11: Relate positively with school colleagues, parents/ families, and organizations in the community and actively engage them in support of students' learning and wellbeing. MLO#12. Comprehend the importance of assisting students with career awareness and apply career concepts to the academic curriculum. MLO#13 Comprehend the process of continuous

1-Demonstrate your ability to foster inquiry and collaboration in the classroom 1

Reflective summaries, research paper, summary of lesson plans

Psychology coursework, methods coursework lesson plans, field experiences, student teaching journals 1

1

1-Demonstrate the use technology to enhance your teaching Educational technology, content or methods coursework, student teaching 1-Create lessons that address OK Standards, knowledge of your subject area(s), student differences, and needs of the community in which you teach

Use of Smartboard and/or other technological applications, field experience summaries Lesson plans, thematic units

Methods coursework lesson plans, field experience summaries, student teaching journals

2

2

1-Demonstrate your use of formative and summative assessment to guide your teaching. 2 Show how you modify your teaching based on assessment results. Psychology or methods coursework, field experiences, student teaching, reading coursework

Research paper, lesson plans, field experience summaries

1-Evaluate how you have changed teaching or management strategies based on need. 2-Provide evidence of your membership and activity in the profession to enhance learning

Field experience summaries, SLIP, attending conferences, professional development opportunities, membership in professional organizations Summaries or reflections from community service projects, leadership project, volunteer work, professional development, field experiences Summaries or reflections from education coursework assignments, field experiences, professional development

Field experiences, methods coursework, student teaching SLIP

2

1

2

1-Demonstrate a positive interaction with colleagues, parents, and the community to support your students. Community service projects, leadership project, volunteer work, professional development, field experience summaries 1-Explain why is career awareness important. 2-Demonstrate how can you assist students within your subject/level with career concepts. Education coursework assignments, field experiences, professional development 1-Demonstrate ways you have used selfreflection and research to improve your

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Summaries or reflections from psychology or

lifelong learning, the concept of making learning enjoyable, and modify instruction when change leads to greater student learning and development. MLO#14: Interpret the legal aspects of teaching including the rights of students, parents/families, as well as the legal rights and responsibilities of the teacher. MLO#15: Describe the Catholic Perspective in education and relate principle and theories to actual practice, demonstrating the reflective practitioner framework and a life of balance.

2

1

practice 2-Provide evidence that you have a positive impact on student learning Psychology or education coursework, field experiences, student teaching experience, professional development 1-Demonstrate how teachers are affected by the law. 2- Demonstrate your knowledge of students’ and parents’ legal rights. Education or psychology coursework assignments, field experiences, professional development 1-Compare and contrast Catholic and nonCatholic educational principles. 2-Explain how Catholic educational theories relate to SGU’s Conceptual Framework

education coursework, field experiences, student teaching experience, professional development Summaries or reflections from education or psychology coursework assignments or guest speakers, field experiences, professional development Summaries or reflections from Theology coursework, field experiences, professional development

Theology coursework, field experience, professional development

**At each checkpoint, the portfolio is evaluated using the following rubric and evaluation instrument. The evaluation instrument and Comprehensive Learning Portfolio Summary are both electronic.

Portfolio Evaluation Rubric

Table of Contents

Introduction

Field Experiences

Professional Information

Conclusion

Scoring of Elements of Portfolio Present but Not Present and Acceptable Acceptable Organized and contains all Organized but does not elements of portfolio contain all elements Contains purpose of the Does not have all elements portfolio, summary of of Introduction contents, and philosophy of education Contains log and all field Log is not complete and experience summaries, totaled, there is not a including student teaching summary for every entry journals on log Includes professional Does not include all development activities elements of professional attended, membership in information professional organizations, certification scores, resume Present but not appropriate 600-1000 words, using length or thought out, evaluation questions as a grammar and punctuation guide (p49 Handbook) mistakes Scoring of Major Learning Objectives Reflection shows correlation between Artifact is acceptable. artifact and outcome and demonstrates 52

Not Present Portfolio does not have a Table of Contents There is no introduction

Either log or summaries are missing

Professional Information is missing

Conclusion is missing

Reflection is well thought out, organized, appropriate length (300600 words) with proper

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2

Multiple artifacts (2-3) clearly address all elements of learning outcome.

1-2 artifact(s) address most elements of learning outcome.

Artifact addresses some of the learning outcome.

1 Artifact does not address learning outcome.

0

achievement of outcome.

grammar and punctuation.

Reflection clearly shows correlation between artifact and outcome and demonstrates achievement of outcome. Reflection shows correlation between artifact and most of the learning outcome and demonstrates some achievement of the learning outcome. Reflection shows little correlation between artifact and learning objective. Achievement of the outcome is not clear. Reflection does not show correlation between artifact and outcome or demonstrate achievement of outcome.

Reflection is well thought out, organized, appropriate length with no grammar or punctuation errors. Reflection is organized, with proper grammar and punctuation, but needs to be expanded on.

Reflection is poorly organized, needs to be expanded on and has a few grammar and punctuation errors. Reflection is poorly organized and needs to be expanded on with several grammar and punctuation errors.

*ratings of “unacceptable” or MLOs with scores below 2 must be resubmitted at next checkpoint

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Comprehensive Learning Portfolio Stage II: Major Learning Objectives Candidate’s advisor and relevant faculty evaluate each portfolio; a third reviewer will evaluate if there are major differences in responses

Student Name _______________________________ Advisor _____________ Evaluator1 ________________ (Evaluator2)_____________ Date _______ MAJOR STUDENT LEARNING OBJECTIVES Upon completion of the common core curriculum, the student will be able to:

Artifact is acceptable and reflection shows correlation between artifact & objective. 0-1-2-3

Reflection demonstrates achievement of objective

Reflection is well thought out, organized, grammatically correct 0-1-2-3

0-1-2-3

Scores below 2 must have comment

Scores below 2 must have comment

Scores below 2 must have comment

MLO #1: Demonstrate and apply the central concepts and methods of inquiry of the subject matter discipline(s) that I teach. MLO #2: Identify how students learn and develop and how they vary in their approaches to learning. MLO# 3: Devise and design learning experiences that make subject matter meaningful to students and support students’ intellectual, social, and physical development. MLO#4: Compare and contrast the curriculum integration process with other approaches to teaching and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. MLO#5: Identify, synthesize, and apply best practices related to motivation / behavior for the purpose of creating learning environments that encourage positive social interaction, selfmotivating behavior, and active engagement in learning.

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Mean Score

Artifact is acceptable and reflection shows correlation between artifact & objective. 0-1-2-3 Scores below 2 must have comment

Reflection demonstrates achievement of objective 0-1-2-3 Scores below 2 must have comment

MLO#6. Demonstrate a knowledge of

and use of communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. MLO#7: Mastery of effective technology application. MLO#8: Devise and design instruction based upon the Oklahoma core curriculum, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community. MLO#9: Comprehend, design, and apply a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring adaptation of instruction based upon assessment and reflection. MLO#10: Evaluate the effects of choices and actions on others, modifying those actions when needed, and actively seeking opportunities for continued professional growth.

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Reflection is well thought out, organized, grammatically correct 0-1-2-3 Scores below 2 must have comment

Mean Score

Artifact is acceptable and reflection shows correlation between artifact & objective. 0-1-2-3

Reflection demonstrates achievement of objective

Scores below 2 must have comment

Scores below 2 must have comment

0-1-2-3

MLO#11: Relate positively with school

colleagues, parents/families, and organizations in the community and actively engage them in support of students' learning and well-being. MLO#12. Comprehend the importance of assisting students with career awareness and apply career concepts to the academic curriculum. MLO#13 Comprehend the process of continuous lifelong learning, the concept of making learning enjoyable, and modify instruction when change leads to greater student learning and development. MLO#14: . Interpret the legal aspects of teaching including the rights of students, parents/families, as well as the legal rights and responsibilities of the teacher. MLO#15: Describe the Catholic Perspective in education and relate principle and theories to actual practice, demonstrating the reflective practitioner framework and a life of balance.

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Reflection is well thought out, organized, grammatically correct 0-1-2-3 Scores below 2 must have comment

Mean Score

Comprehensive Learning Portfolio Summary STUDENT:_______________________________________MAJOR:_____________________________________ CHECKLIST The following items are present in the portfolio: (NOTE: ALL ITEMS MUST BE CHECKED ON FINAL SUBMISSION)

     

Table of Contents with page numbers and active hyperlinks. Table of Contents clearly states to which CCO# or MCO# each Reflection and Artifact is related. Introduction. Numbered list of Common Core Student Learning Objectives (CCO) is present. Numbered list of Major Core Student Learning Objectives (MCO) is present. Evaluation. REFLECTIONS AND ARTIFACTS

Scoring: 7.5 or better = Pass with distinction

4.5-7.49 = Pass 2.5-4.49 = Pass with reservations Below 2.49 = Not Passing

May be given for unusual or creative artifact; superior demonstration of achievement of objective; creative reflection; reflection demonstrates exceptional vocabulary and writing.

Comments optional Comments required Comments required

NOTE: A ZERO IN ANY CATEGORY SCORES A ZERO FOR THE TOTAL SCORE SUMMARY CCO 1 _________

CCO 6 __________

MCO 1 __________

MCO 6 __________

MCO 11 _________

CCO 2 _________

CCO 7 __________

MCO 2 __________

MCO 7 __________

MCO 12 _________

CCO 3 _________

CCO 8 __________

MCO 3 __________

MCO 8 __________

MCO 13 _________

CCO 4 _________

CCO 9 __________

MCO 4 __________

MCO 9 __________

MCO 14 _________

CCO 5 _________

CCO 10 _________

MCO 5 __________

MCO 10_________

MCO 15 _________

INSTITUTIONAL CORE MEAN SCORE:_____

TABLE OF CONTENTS :____________

MAJOR CORE MEAN SCORE:___________

INTRODUCTION :____________

EVALUATION :____________ Evaluator 1 Evaluator 2 Evaluator 3

GRAND TOTAL:___________

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St. Gregory’s University Student Advisement and Program Completion Once a student has officially declared education as a major, he/she is assigned an appropriate advisor within their subject area or teaching level. Students are expected to meet with their advisor at least once each semester in order to plan their course of study, stay abreast of applications (admission to teacher education or student teaching, TSEIP, etc) that need to be completed, and certification tests that need to be taken. Students who are unable to meet the requirements to be admitted to teacher education are advised to pursue a program of study more appropriate for them and are referred to applicable faculty to advise them in that program. Candidates who are successfully admitted to teacher education and progress through the program are assessed by a committee, comprised of the candidate’s advisor, major professor in their area of study, and the Director of Teacher Education, at the end of student teaching. Every effort is made to eliminate bias by having multiple checkpoints, each with multiple evaluators. While student can be admitted to teacher education provisionally and/or be put on probation after admittance, candidates will not be admitted to Student Teaching until all requirements are met. An exit interview is conducted after Student Teaching to determine the teacher candidate’s impressions of their preparation at St. Gregory’s. At this time, candidates’ are evaluated on the following points for program completion:

1. 2. 3. 4. 5.

Continued 2.5 cumulative GPA Successfully complete Student Impact on Learning Project Successfully complete daily journals Successfully complete Common Core and Education Portfolio Successfully pass OSAT and OPTE

The recommendation for licensure to the State Department of Education by the certification officer and degree confirmation by the registrar is held until all criteria are met. A candidate who is unable to meet any of the requirements above receives an “I” in ED 4322 Student Teaching Seminar and is initially given 30 days to complete any outstanding requirements. The candidate also receives guidance from the committee to complete the conditions necessary for graduation. University policy requires that any student who receives an “I” in a course must have 50% of the requirements for the class completed before grades are due. A Contract for Incomplete Grades completed by the instructor of ED 4322 Student Teaching Seminar and submitted to the registrar. This contract is included on the next page. If a student is unable to complete the requirements within 30 days, the Academic Dean can extend the time, if the situation warrants.

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St. Gregory’s University Student Evaluation Procedures 1. Teacher education program completers and their employers will be surveyed electronically following their first year of employment for feedback on the preparation of teachers at St. Gregory’s University. 2. All teacher candidates are evaluated in each course in the professional education sequence and in the area of concentration through multiple methods, including project demonstration, formal and informal class participation, formal summative evaluations, disposition evaluations, exams, and papers. 3. All Professional Education Major Portfolio entries are evaluated by at least two department designee(s). The completed Professional Education Portfolio is submitted to the Exit Review Committee of the Teacher Education Council in the final semester of enrollment. 4. Field experiences are evaluated and documented by the instructor for the course in which the field experience occurs and the final log is evaluated by the Review Committee for Admission to Student Teaching. During methods coursework, candidates are also evaluated by the Mentor Teacher(s) in the field. 5. All student teachers are evaluated by the Cooperating Teacher and the University Supervisor at least two times. A summary evaluation is provided at the completion of 12 weeks (60 days). 6. All teacher education candidates are required to take the OGET as assessment of general skills, abilities and knowledge for entrance to Teacher Education. The OGET is required by state standards for recommendation to teacher certification. As a graduation requirement and to be eligible for licensure, student teachers must pass the OSAT (indicating content knowledge) and OPTE (indicating knowledge of pedagogy). 7. Dispositions will be evaluated by the student in Foundations of Teaching, by each SGU faculty member writing a recommendation for their admission to teacher education, by each methods course instructor and by the Cooperating Teacher and the University Supervisor during student teaching, as part of the Student Teacher Monitoring Report. 8. Each candidate will demonstrate Foreign Language Competency. Demonstration may be two years in high school of the same language with a grade of “B” or better; one semester in college with a grade of “C” or better or passing of an equivalent CLEP test. Successful completion of a certified Sign Language course is considered a foreign language. 9. An internal Annual Report will be completed each year. The Annual Report will include (a) assessment of faculty credentials and course evaluations, (b) assessment of faculty professional involvement in their field, (c) assessment of faculty contributions to the profession in the form of papers, publications and/or community service, (d) review of course and program content, (e) program completers’ certification test scores and (f) program completer’s employment or acceptance into graduate school. Results will be submitted to the Dean of the College of Arts and Sciences and shared with the Teacher Education Council.

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Loevinger, J. (1976). Ego development. San Francisco, CA: Jossey-Bass. Mann, B. (1996). The pedagogical and political concepts of mahatma gandhi and paulo freire. In: Claußen, B. (Ed.) International Studies in Political Socialization and Education. Hamburg. Martin, D. J. & Loomis, K. S. (2007). Building teachers, a constructivist approach to introducing education. Belmont, CA: Wadsworth. May, H. (2000). On socrates. Belmont, CA: Wadsworth. Oklahoma Commission for Teacher Preparation (1994). Report on educator preparation and professional development. Oklahoma City, OK. Ornstein, R.E. & Evan, R. (1973). Physiological studies of consciousness, ICR Monograph Institute for Cultural Research, Series No. 11. Piaget, J. (1981). Intelligence and affectivity: Their relationship during child development. Palo Alto, CA: Annual Reviews. Phillips, D. C., & Soltis, J. F. (1998). Perspectives on learning ( 3rd ed). New York: Teachers College Press. Posner, G. J. (1996). Field experience: A guide to reflective teaching (4th ed.). New York: Longman. Rogers, C. (1969). Freedom to learn: A view of what education might become. (1st ed.) Columbus, Ohio: Merill.

Schön, D.(1983) The reflective practitioner; how professionals think in action. New York: Basic Books. Schön, D.(1987). Educating the reflective practitioner. SanFrancisco, CA: Jossey-Bass. Schön, D.(1996). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass. Vinz, Ruth (1997). Capturing a moving form: ‘Becoming’ as teachers. English Education, 29(2), 137-146. Wahba, M.A. & Bridwell, L. G. (1976). Maslow reconsidered: A review of research on the need hierarchy theory. Organizational Behavior and Human Performance. 15, 212-240. Zeichner, Kenneth M. (1996). Reflective teaching : an introduction. Mahwah, NJ: L. Erlbaum Associates.

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