TEACHER EDUCATION HANDBOOK FALL 2009

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LOGO EXPLANATION The hexagon-shaped plane of the logo consists of three components--general education, major subject education, and professional education. The three points of the triangle, defined by NCATE standards, the state of Oklahoma, and the learned societies, rest on the remaining three sides of the hexagon. This plane serves as the foundation for the development of the theme Professionals for the 21st Century: Competent, Committed, and Ethical. Each component is essential and contributes to the creation of the final product: an educator who is prepared to effectively utilize technology in planning and delivering instruction for diverse students while motivating and assessing all students. The circle symbolizes the ongoing interdependence of accepted theory, cumulative and current research, and wisdom of practice. These guiding influences serve in the selection of content to be included in the conceptual framework for general education, major subject education, and professional education. The structure inside the circle represents Morrison Hall. Traditionally, this campus landmark has been closely associated with teacher education. The structure has three parts: the steps, the columns, and the pediment.

The steps represent the knowledge, skills, dispositions, and technology information and skills candidates need to develop while they are in the program. The unit expects teacher candidates to demonstrate evidence of these attributes when they complete the program. The steps, therefore, denote both the beginning of the learning process and the maturation of the final product as the teacher candidates prepare to become professionals in the field. The columns represent the teaching behaviors that are acquired in the program. Candidates will be able to effectively utilize technology in planning and delivering instruction to diverse students while motivating and assessing all students.

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This handbook contains the requirements for graduation and certification for an undergraduate teacher education degree. The attached material does not include a list of courses that must be completed for graduation in your area of subject matter education; this should be obtained from your major department/advisor. If you should have any questions about the enclosed materials, your responsibilities, etc., please contact your major advisor, department chair, or Teacher Education Services.

TEACHER EDUCATION SERVICES One of the main functions of the Office of Teacher Education Services is to assist teacher candidates at the undergraduate and graduate levels in obtaining teaching credentials. In addition, the Office of Teacher Education Services assists the teacher candidates with the teacher education admission, student teaching program, Certification Examinations for Oklahoma Educators, certification information, and the Resident Teacher Program. Do not hesitate to call or come by if you have any questions or if we can be of assistance to you.

Teacher Education Staff Dr. Vivian Guarnera Director of Teacher Education Office: M 106 Phone: (580) 745-2608 FAX: (580) 745-7405 [email protected]

Mrs. Susie Wilson Coordinator of Teacher Education Services Certification Officer Office: M 106 Phone: (580) 745-2652 FAX: (580) 745-7405 [email protected]

Dr. John Love Coordinator of Field Experiences Office: M111 Phone: (580) 745-2226 FAX: (580) 745-7405 [email protected]

Ms. Penny Bridwell Office Assistant for Academic Programs Office: M106 Phone: (580) 745-2076 FAX: (580)- 745-7405 [email protected]

Southeastern Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices, or procedures. This includes but is not limited to admissions, employment, financial aid, and educational services.

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TABLE OF CONTENTS

Page SE Education Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5

Components of the Teacher Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Certification and General Education Requirements . . . . . . . . . . . . . . . . . . . . . . . . . .

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Professional Education Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Teacher Education Program and Graduation Requirements . . . . . . . . . . . . . . . . . . . .

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Licensure and Certification Advisement Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Teacher Education Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Teacher Education Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Alternative Admission Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Temporary Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Student Teaching Admission and Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Student Teaching Placement Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Oklahoma State Minimum Teacher Salary Schedule . . . . . . . . . . . . . . . . . . . . . . . . . .

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Career Management Center (CMC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Resident Teacher Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Application for Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Read this handbook carefully. YOU ARE RESPONSIBLE FOR KNOWING THE CONTENTS OF THIS HANDBOOK

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SE EDUCATION DEGREES

Undergraduate Degree Programs Elementary (Grades 1 to Middle School Level) Elementary Education

Elementary-Secondary (Grades P-12) Art Education Vocal Music Education Instrumental Music Education

Spanish Education Health & Physical Education Special Education (Mild-Moderate)

Secondary (Grades 6-12) English Education Math Education

Science Education Social Studies Education

Graduate Degree Programs Elementary Principal Secondary Principal

School Counselor Reading Specialist

EDUCATORS MOST NEEDED IN OKLAHOMA Teacher Shortage Areas for 2009-10*

Special Education

Science

Early Childhood

*subject to change periodically

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Math

COMPONENTS OF THE TEACHER EDUCATION PROGRAM Education degrees have three components: 1. General Education 2. Subject Area Education 3. Professional Education

GENERAL EDUCATION REQUIREMENTS FOR INDIVIDUALS WHO ALREADY HOLD BACCALAUREATE DEGREES In the event an applicant for a standard certificate completed a baccalaureate degree prior to the completion of requirements for the standard certificate for which he is currently applying, the general education requirements shall be considered as fulfilled if the total semester hours in general education have been completed. This applies whether or not the work conforms to the work in general education required for the completion of an approved certificate program in any given college or university.

GENERAL EDUCATION REQUIREMENTS FOR INDIVIDUALS WHO HOLD AN ASSOCIATE OF ARTS OR ASSOCIATE OF SCIENCE DEGREE In the event that a teacher candidate pursuing teacher certification transfers from an accredited junior college in Oklahoma with an Associate of Arts or Associate of Science degree, the general education requirement at Southeastern shall be considered as fulfilled whether or not the work conforms to the work in general education required for the completion of an approved certificate program. Southeastern has an articulation agreement with several Texas colleges. General education requirements are fulfilled by teacher candidates pursuing teacher certification who graduate with an Associate of Science from Grayson County College whether or not the work conforms to the work in general education required for the completion of an approved certificate program. Transfer students from Collin County Community College District, Paris Junior College, and North Central Texas College with an Associate of Arts or Associate of Science degree have fulfilled the general education requirements at Southeastern whether or not the work conforms to the work in general education required for the completion of an approved certificate program.

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SOUTHEASTERN OKLAHOMA STATE UNIVERSITY CERTIFICATION & GENERAL EDUCATION REQUIREMENTS (Applies to all teacher candidates, beginning with freshmen entering universities in the Fall, 1997) The general education requirements for teacher certification are established by the Oklahoma State Regents. The general education requirements for graduation are established by the University. TEACHER CERTIFICATION

GENERAL EDUCATION

(Elementary, Early Childhood, and Special Education majors only)

_____________________________________________________________________________________________________________________ _ Teacher candidates in elementary, early childhood, and All Elementary, secondary, and K-12 majors must meet special education will have subject area concentrations in these General Education requirements for graduation. social studies, math, science, and language arts as follows: Social Studies: HIST 1513 HIST 1523 POSC 1513 GEOG 2723

American History to 1876 American History since 1876 American Federal Government Regional Geography of the World

_____1.

Six hours of English: (ENG 1113 and 1213)

_____2.

Three hours of American History: (HIST 1513 or 1523)

Science:

General Biology General Physical Science Earth, Space, & Environmental Science for Elementary Majors

_____3.

Three hours of Political Science: (POSC 1513)

_____4.

Three hours of Speech Communications: (COMM 1233 or **2213) **2213 is required for all teacher education candidates.

_____5.

Three hours of Social Sciences: (ECON 2113, GEOG 2723, or SOC 1113)

_____6.

Three hours of Mental and Physical Health: (HPER 1113 or PSY 1113)

_____7.

Four hours of Biological Sciences: (BIOL 1114, BIOL 1404)

_____8.

Four hours of Physical Sciences: (PSCI 1114, 1214, 3114; CHEM 1315; PHYS 1114 or 2015)

_____9.

Three hours of Mathematics: (MATH 1303, 1513, 1543, 1613, 2013, 2113, 2143, 2215, or 2283)

BIOL 1114 PSCI 1114 SCIE 3224

Language Arts: ENG 1113 ENG 1213 COMM 2213 HUM 2113 or HUM 2223 or HUM 2313

Grammar and Composition Grammar and Composition Business and Professional Speaking Humanities Humanities Introduction to Literature

Math:

Math in the Liberal Arts College Algebra Algebra for the Sciences Finite Mathematics for Elem. majors Geometry for Elementary majors

or

MATH 1303 MATH 1513 MATH 1543 MATH 3123 MATH 3133

*FOREIGN LANGUAGE COMPETENCY The foreign language competency is a requirement for all elementary, secondary and K-12 majors beginning with freshmen students entering universities in the Fall, 1997. Degreed candidates seeking initial licensure who are admitted to Teacher Education during or after Fall 1997 must also meet this requirement.

_____10. 3-6 hours in Humanities, Philosophy, and Literature: (HUM 2113, 2223, 2453; HUM 2313 or ENG 2313; or PHIL 2113

*Foreign Language Competency: 1. Take a three-hour class in a language other than English to be eligible for teacher certification. Teacher candidates must pass the course with a "C" or better and must demonstrate "Novice-High" conversational competency in that language through their performance during the oral "interview" section of their final exam. Southeastern's courses meet this requirement ; other universities may or may not., .

_____11. 3-6 hours of Fine Arts: (MUS 1113, 1123, 3113, 3123; ART 1003, 1103, 2103, 2113; THTR 1113, 1143, 2513, or 2613 _____12. 0-3 hours of Foreign Language* _____13. Computer Proficiency Requirement *The foreign language competency is a requirement for all elementary, secondary, and K-12 majors beginning with freshmen students entering universities in the Fall, 1997 AND degreed candidates seeking initial Oklahoma Licensure admitted to Teacher Education during or after Fall 1997.

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PROFESSIONAL EDUCATION REQUIREMENTS** (Minimum 33 hours) Admission to teacher education is not required for the following courses:

_______

EDUC 2000, Field Experience I (15 hours in public school) Prerequisite: 30 semester hours completed; must be taken concurrently with EDUC 2013 EDUC 2013, Foundations of Education Prerequisite: 30 semester hours completed; must be taken concurrently with EDUC 2000 SPED 2123: Introduction to Individuals with Exceptionalities EDUC 3313, Technology Integration for the Classroom University computer proficiency requirement must be met before or may be taken concurrently PSY 3123, Child and Adolescent Development

Admission to teacher education is required for the following courses: EDUC 3434, Teaching Strategies and Progress Monitoring Prerequisite: EDUC 3313 EDUC 3002, Pre-Student Teaching Field Experience II (75 hours in public school) Prerequisite: EDUC 2000; EDUC 3002 must be taken concurrently with EDUC 3434 EDUC 4443, Classroom and Behavior Management (take prior to Student Teaching) EDUC 4000, Pre-Student Teaching Field Experience III (15 hours in public school) Prerequisite: EDUC 3002 completed; must be taken concurrently with Student Teaching Methods of teaching (in your major area) Admission to student teaching is required for the following course: EDUC 4919, Teaching Experience (9 semester hours) Suggested Professional Education Course Sequence: Sophomore:

EDUC 2000** EDUC 2013** SPED 2123**

Field Experience I Foundations of Education Introduction to Individuals with Exceptionalities

Junior:

EDUC 3313 PSY 3123** EDUC 3002 EDUC 3434

Technology Integration for the Classroom Child and Adolescent Development Field Experience II Teaching Strategies and Progress Monitoring

Senior:

METHODS

Methods of teaching (in your major area; may be taken last semester, if offered)

EDUC 4443

Classroom and Behavior Management

EDUC 4000 EDUC 4919

Field Experience III Teaching Experience (9 credit hours)

Last semester:

**A state of Oklahoma Regents rule requires all professional education courses to be completed at a fouryear university or college. Equivalent courses taken at a two-year college will not be substituted for any professional education course.

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TEACHER EDUCATION PROGRAM & GRADUATION REQUIREMENTS CRITERIA FOR ACCEPTANCE TO THE TEACHER EDUCATION PROGRAM Academic Performance Requirements When Overall work All work at SE All work in major

2.5 GPA 2.5 GPA 2.5 GPA

50 hours completed 50 hours completed 50 hours completed

ENG 1113 ENG 1213 COMM 2213

No grade lower than "C" No grade lower than "C" No grade lower than "C"

Freshman year Freshman year Fr. or So. year

OGET

Minimum score 240

After 30 hours

Where

register online at www.ceoe.nesinc.com

ACTION Apply for Admission to Teacher Education

REQUIREMENTS see application in back of this Handbook

WHEN No later than 1st 2 weeks of semester completing 50 hours

WHERE www.se.edu/ teacher-education

__Complete "Proof of Exp. Working with Children"

see application in back of this Handbook When applying to Teacher Education

Major Department

Appear before Departmental approval When applying to Departmental Review Teacher Education Committee TEACHER CANDIDATE RESPONSIBILITIES FOR PROGRAM COMPLETION

Major Department

Write "Commitment to Teaching"

A page on commitment & interest in teaching

Foreign Language Component

see “General Education Requirements”

Undergraduate Portfolio

completed by graduation

Begun in EDUC 2013

Check liberal arts/sciences

B.S. 55 hrs; B.A. 80 hrs.

Preliminary Graduation Check

Junior standing semester

When advised for Major Department enrollment After 3rd week of Registrar (A-100) (Appointment required)

Register to take Certification Examinations for Oklahoma Educators (CEOC)

Prior to Admission Prior to Student Teaching Prior to Certification

OGET after 50 hrs. OSAT after 90 hrs. OPTE during or sem. before ST semester

www.ceoe.nesinc.com

Apply for Student Teaching.

Accepted to Teacher Education w/2.5 GPA (OA, SE, Major) hours completed OGET and OSAT passed

First 2 weeks of semester prior to student teaching semester

www.se.edu/ teacher-education

Sign up w/Career Mngt. Center (mandatory)

Register online http://placement.se.edu

Student Teaching semester

Career Mngt. Center SU 307

Final Graduation Check

Graduating senior Pay fees; appointment required with Registrar

2nd to 8th week of semester

Take clearance note from advisor to Registrar (A-100)

Portfolio Graduation Verification

Signed & submitted to Teacher Educ. Services

Graduating semester

Director of Teacher Education M106

Apply for License

Graduating senior

Student Teachers' Meeting

Office of Teacher Education Services

Residency Assistance Program

Oklahoma teaching job

First year of teaching

Public school

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www.se.edu/ teacher-education

LICENSURE & CERTIFICATION ADVISEMENT CHART 4 X 12 Generalist1

Foreign 2 Language

Portfolio3

1. Candidate who : a. is an entering freshman beginning Fall 1997 -ORb. is enrolled in EDUC 2013 Fall 1998 or subsequent semester

Yes

Yes

Yes Yes

2. Candidate seeking initial Oklahoma licensure who was admitted to an accredited Oklahoma teacher education program prior to Fall 1997 who: a. Is non-degreed, seeking degree and certification i. and will graduate**before September 1, 1999 ii. and will graduate after September 1, 1999 b. Has a degree, seeking certification i. and will complete certification program requirements before September 1, 1999 ii. and will complete certification program requirements after September 1, 1999

No R*

No R

No R

No R

No R

No R

No R

No No

No

3a. Candidate already enrolled in an Oklahoma institution prior to Fall 1997 and admitted to an accredited teacher education program during or after Fall 1997 who: i. will graduate before September 1, 1999 ii. will graduate after September 1, 1999 3b. Degreed candidate seeking initial Oklahoma licensure who was admitted to an accredited Oklahoma teacher education program during or after Fall 1997 who: i. will complete certification program requirements before September 1, 1999 ii. will complete certification program requirements after September 1, 1999

See Item 1

See Item 1 See Item 1 YES=Required NO=Not required 1 4x12 Oklahoma State Regents for Higher Education degree requirement for Early Childhood, Elementary, and Special Education candidates. Oklahoma Commission for Teacher Preparation rules requires subject area concentrations and competency in mathematics, science, language arts, and social studies. 2 Foreign Language Oklahoma State Regents for Higher Education degree requirement beginning Fall 1997. Oklahoma Commission for Teacher Preparation rules also require foreign language competency beginning Fall 1997. 3 Portfolio State Partnership Application, 258-9; Oklahoma Commission for Teacher Preparation rules *R - Recommended ** Graduation date - completion date of all degree requirements and course work, regardless of date of commencement exercises or of degree posting date.

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R R

No Yes

4. Candidate holding valid Oklahoma credential and seeking to add certification area: a. Will complete certification area requirements before September 1, 1999 i. for additional field ii. for additional level iii. for advanced certificate (principal, reading specialist, superintendent, etc.) b. will complete certification area requirements after September 1, 1999 i. for additional field ii. for additional level iii. for advanced certificate (principal, reading specialist, superintendent, etc.)

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4 X 12 Generalist1

Foreign 2 Language

Portfolio3

No No No

No No No

No No No

No No No

No No No

No No Yes YES=Required NO=Not required

4x12 Oklahoma State Regents for Higher Education degree requirement for Early Childhood, Elementary, and Special Education candidates. Oklahoma Commission for Teacher Preparation rules requires subject area concentrations and competency in mathematics, science, language arts, and social studies. 2 Foreign Language Oklahoma State Regents for Higher Education degree requirement beginning Fall 1997. Oklahoma Commission for Teacher Preparation rules also require foreign language competency beginning Fall 1997. 3 Portfolio State Partnership Application, 258-9; Oklahoma Commission for Teacher Preparation rules *R - Recommended ** Graduation date - completion date of all degree requirements and course work, regardless of date of commencement exercises or of degree posting date.

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TEACHER EDUCATION ADMISSION/RETENTION COMMITTEE The Teacher Education Admission/Retention Committee meets prior to each pre-enrollment and regular enrollment period to consider teacher candidates for admission to the teacher education and/or the student teaching program. Admission is necessary prior to enrolling in restricted professional education courses. Teacher candidates may be admitted to teacher education when they have completed 50 college hour credits and meet the admission criteria. The application for admission to teacher education is located in the back of this handbook. TEACHER EDUCATION ADMISSION Full Admission The following admission criteria for full admission should be completed within the first 50 hours. Transfer students and those students who have completed an associate degree program from a junior college must complete one semester (minimum of 8 hours) at SE to become eligible for formal admission to teacher education. Each academic department offers advisement to enable the teacher candidate to progress through the requirements for admission without delaying completion of the program requirements for graduation. I.

Academic Performance Standards A. A minimum grade point average of 2.50 in all three of the following areas: 1. All college work - 2.50 2. All work at SE - 2.50 3. All work in major field - 2.50 B. Beginning Fall 2003, the OGET must be passed for admission to the Teacher Education Program. NOTE:

II.

The "Academic Forgiveness Provisions" and the "Academic Reprieve Policy" are not used for admission to teacher education.

Communication Skills A. Complete English 1113 and 1213 with no grade lower than a "C." This requirement may be accomplished by enrollment in the regular courses or by passing the CLEP test. The CLEP test is not available to students who have previously enrolled in the course(s); therefore, if a grade lower than a “C” is attained in one or both of the required English courses, the course(s) must be repeated. Students opting to take the CLEP should refer to the current Extra-Institutional Credit Brochure for specific CLEP score requirements. There is a cost for the test, and advance registration is required. The name of the test is “English Composition with Essay.” In addition to the qualifying score, the essay portion must be passed to earn course credit for ENG 1113. Registration forms are available in the Learning Center. Written requests should be sent to: Learning Center, Southeastern Oklahoma State University, 1405 N. 4 th Avenue PMB 4090, Durant, OK 74701. Remediation (if necessary): ENG 1003, Basic Skills in English

B. III.

Oral: Complete COMM 2213, Business and Professional Speaking, with a grade no lower than a "C".

Departmental Review Committee Each teacher candidate will have an assessment conference with a departmental review committee when applying for admission to teacher education. This committee will be in the teacher candidate's major department and will consist of the department chairperson and one to three additional faculty members (depending on the size of the department) who work with the teacher education program.

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IV.

Dispositions, Commitment to Teaching, and Experience Working with Children A. Dispositions The departmental review committee will evaluate the teacher candidate's dispositions which are important for prospective teachers. This evaluation will be submitted to the Office of Teacher Education Services on a form provided for this purpose. B. Commitment to Teaching Each teacher candidate will submit a written statement on his/her commitment and interest in teaching on the formal application for admission to the teacher education program. The departmental review committee will review the statement and after the teacher candidate interview, verify this commitment. C. Experience Working with Children Each teacher candidate will complete the "Proof of Experience Working with Children" form to provide evidence of having worked with children or youth in a variety of situations.

V.

Assessment for Admission The departmental review committee will verify the successful completion of each of the above requirements for admission to the teacher education program. The review committee will submit its recommendation, along with the appropriate forms, to the Office of Teacher Education Services for consideration by the Teacher Education Admission/Retention Committee (TEARC). The TEARC is a subcommittee of the Teacher Education Council. The TEARC meets prior to each pre-enrollment and regular enrollment period. These meetings are closed meetings.

VI. Admission to Teacher Education is valid for a five-year period. Applicants who discontinue enrollment are subject to the admission standards currently in place upon their return.

RETENTION IN TEACHER EDUCATION Each semester, the teacher candidate's advisor and the Office of Teacher Education Services audits grade point averages on teacher candidates admitted to teacher education. Those teacher candidates failing to maintain a minimum grade point average of 2.50 (Southeastern, overall, and major), after admittance, will automatically be placed on probation. Failure to achieve a minimum grade point average of 2.50 in each of the three areas during the probationary term may cause the teacher candidate to be withdrawn from the teacher education program. Teacher candidates wishing to remain in the program who are in this category must secure written approval from their major department to remain in the program. Any dispositions deemed unacceptable by the major department will be presented for reassessment by the Admission/Retention Committee. Committee action will be final unless the teacher candidate requests due process. Due process must be initiated by the teacher candidate through his/her major department.

Revised 10/05 TEACHER EDUCATION PROGRAM APPEALS POLICY Applicants denied admission to the teacher education program or student teaching may request a review by submitting new information to the Teacher Education Admissions/Retention Committee (TEARC). The TEARC members conduct a special inquiry and a personal hearing for the teacher candidate. If the denial status prevails after the special inquiry, the teacher candidate may appeal in writing to the Teacher Education Council. The teacher candidate and the TEARC Committee members will have an opportunity to speak before the Teacher Education Council. The TEARC members are excluded from voting.

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ALTERNATIVE ADMISSION/RETENTION STANDARDS Alternative Grade Point Option Admission Southeastern has implemented a policy for persons who completed thirty (30) semester hours of college credit in an accredited institution of higher education at least five (5) years prior to application for admission to teacher education provided the teacher candidate has the following: 1. A grade point average of 3.00 in the last thirty (30) semester hours of college work 2. A minimum of fifteen (15) semester hours in required courses in the area of specialization with a minimum grade point average of 3.00. NOTE: This alternative grade point option replaces the Southeastern grade point, major grade point, and cumulative grade point requirements only. All other admission criteria must be met. Retention: SE requires the 3.00 GPA to be maintained in all additional coursework (i.e., cumulative GPA >= 3.00) to student teach. Amended by SBE 6/23/88

TEMPORARY ADMISSION Teacher candidates who do not meet admission criteria may apply for temporary admission to enroll in restricted professional education courses through their advisor and department chair. The department chair then formally requests approval for the temporary admission from the Teacher Education Admission/Retention Committee. Temporary admission is valid for one semester only. Full admission must be secured to continue enrollment in restricted classes. Temporary admission in restricted professional education courses may be granted to a teacher candidate who can meet full admission requirements by the end of the semester in which the temporary admission is allowed. To continue enrollment in any restricted professional education courses, full admission requirements to the Teacher Education Program must be met at the end of the semester. Teacher candidates are responsible for securing advisement needed to ensure that full admission is obtained. When a teacher candidate is using the temporary admission, the computer must display a "T" prior to enrolling in any restricted professional education course. The "T" is secured from the Office of Teacher Education Services. The teacher candidate must have an "Application for Teacher Education" on file in the Office of Teacher Education Services as well as a note from his/her department requesting assistance.

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STUDENT TEACHING ADMISSION AND PLACEMENT A teacher candidate makes application for admission to student teaching in the first two weeks of the semester preceding the semester in which enrollment in student teaching is anticipated. The teacher candidate will have completed 90 semester hours prior to submitting an application for admission to student teaching. The application is in the Handbook for Student Teaching which you may download at the teacher education website: www.se.edu/teacher-education. All course work in general education, major subject area, and professional education will have been completed prior to the commencement of student teaching. Please note that methods (if offered on a fourweek block), and the last field experience may be taken on an accelerated basis during the first part of the student teaching semester. The teacher candidate then devotes 12 weeks full time to student teaching during the remainder of the semester. To be admitted, the applicant must have met and maintained all criteria for admission to teacher education, including the required grade point averages (overall, SE, and major). Applicants must also have successfully passed the Oklahoma General Education Test (OGET), the Oklahoma Subject Area Test (OSAT), and Portfolio Modules I, II, and III to begin student teaching. The applicant must have the approval of the appropriate department chairperson. The Office of Teacher Education Services verifies all information and submits the application to the Teacher Education Admission/Retention Committee, which grants or refuses the teacher candidate admission on the basis of its findings. If a teacher candidate is denied admission, guidance is provided to meet his/her vocational needs. In the event, the teacher candidate requests reconsideration, the resulting decision stands for one semester; at the end of which time, the committee will reconsider a case if the teacher candidate presents new evidence and requests reconsideration. Admission appeals will be made to the Teacher Education Council.

STUDENT TEACHING PLACEMENT GUIDELINES (The Handbook for Student Teaching may be downloaded at www.se.edu/teacher-education.) To ensure a maximum professional experience, the student teaching placement shall be in a location where the teacher candidate: A. does not have a close relative employed, a spouse student teaching, or a child (including step or foster children) attending class at the school site where the placement would be in the same building. B. does not have a relative, by blood or marriage, on the school board. C. has not attended the school building within the last 10 years. D. has not completed EDUC 3002 in the school district.

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2009-2010 Oklahoma Teacher Salary Schedule

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SE’s CAREER MANAGEMENT CENTER (CMC)

SE’s Career Management Center (CMC) assists students and alumni with effective career decision-making related to their college major and career path, while promoting occupational opportunities and vocational satisfaction. We collaborate with employers and other programs to provide access to student jobs, internships and professional employment after graduation. The CMC is located in the New Student Union Building, Room 307. The CMC website is http://placement.se.edu. It is mandatory that teacher candidates register with the CMC. Candidates become part of the database of potential teachers, establish a credential file, and can participate in on-campus interviews as part of the SE Education Job Fair. Teacher candidates are advised to register with the CMC at the beginning of the semester in which they will student teach or at the end of the semester preceding the student teaching experience. Teacher candidates must register by filling out and turning in all paper forms to the CMC, and then completing the registration process by uploading their résumés onto the CMC website(s). Teacher candidates can obtain the appropriate forms by visiting the CMC office or online via the website. Currently, there are only three paper forms: Student Information, List of References and the Records Release Authorization. Once registration is completed and submitted to the CMC, the Teacher Candidate is in the database. When a school calls for a teacher in a designated subject field, a query is performed to see which registrants qualify to teach that academic subject. Candidates are screened by geographic location so only résumés of those willing to relocate or those having indicated this particular location are faxed to the school. The CMC provides a credential file consisting of a résumé, letters of recommendation, the last student teaching evaluation, and an unofficial transcript, for each registered student/alumni, which can then be forwarded to an employer at the request of either the teacher candidate or the employer. Teacher candidates who have applied for a job at a school or who have a scheduled interview can request their file be sent to that school. More and more schools are requesting a credential file be forwarded with the application. Placing a statement at the bottom of the résumé advises potential employers the file is available from the CMC. Teacher candidates also have the option of uploading a portfolio, along with their résumé, onto the CMC website, providing the file is no larger than 500kb. To participate in on-campus interviews during the SE Education Job Fair, the teacher candidate must have a completed registration on file with the CMC. School districts send representatives to campus to conduct interviews. The SE Education Job Fair is traditionally held in the spring, and registration should be completed in February before student teachers leave campus to begin student teaching. Only those registered with the CMC can have their credential file forwarded to a school/employer. Position announcements are sent to the CMC from many different locations. Jobs are posted on the CMC website and in Job Notebooks located in the CMC office. SE students and Alumni are welcome to the office and search through these books. SE’s CMC presents seminars on resume writing, interviewing skiils, and dressing for success. Contact the CMC for information on workshops and other events. All events/workshops are free to current and former SE students, and SE alumni. There are many other resources available on the CMC website, and students/alumni are encouraged to utilize those resources as needed. There is much in the way of career-related information already linked to the CMC website, and some of these are specific to the teacher candidate. Individual appointments may be scheduled for résumé assistance or to discuss other career-related issues. Résumés can be emailed to the CMC for critiquing purposes.

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RESIDENT TEACHER PROGRAM The licensed teacher is required to participate in the Resident Teacher Program during the initial year of teaching in an accredited school under the guidance and assistance of a Resident Teacher Committee in order to qualify for an Oklahoma teaching certificate. "Residency Committee" means a committee in a local school district for the purpose of reviewing the teaching performance of a resident teacher and making recommendations to the Board and the preparing institution of higher education regarding certification of the resident teacher. A Residency Committee shall consist of a mentor teacher; the principal or an assistant principal of the employing school or an administrator designated by the local board; and a teacher educator in a college or school of education of an institution of higher learning, or an educator in a department or school outside the institution's teacher education unit. Qualified mentor teachers shall have expertise in the teaching field of the resident teacher and, if possible, the higher education members of the Residency Committee shall have expertise and experience in the teaching field of the resident teacher. However, in all cases at least one member of the Residency Committee shall have expertise and experience in the teaching field of the resident teacher. The Resident Teacher Committee is responsible for: 1. Working with the resident teacher to assist in all matters concerning classroom management and professional development. 2. Making a recommendation regarding certification. 3. Making a recommendation for a professional development program designed to strengthen the resident teacher's teaching skills in any area identified as deficient by the committee. In order for all assigned Resident Teacher Committees in Oklahoma to have a common document to provide justifiable conclusions for a recommendation regarding certification, an observation instrument is provided. It should be recognized that data collected during the observation may reflect growth, rather than maximum achieved competence or total mastery of teaching skills. For the Resident Teacher Program to be most beneficial to the resident teacher, it is important for the Resident Teacher Committee to follow all of the rules and regulations of the program. It is also important that all members of the committee maintain complete confidentiality as to any of the responsibilities performed or actions taken during the Resident Teacher Program. Therefore, no one--other than the committee members, including the resident teacher--should attend a Resident Teacher Committee meeting except by the agreement and consent of all committee members, including the resident teacher. In addition, no one can "substitute" for a committee member. If any questions arise, please contact the Director of the Resident Teacher Program at the State Department of Education at (405)521-3607. Committee Meeting I 1. All committee members, as well as the resident teacher, must be present to constitute an official committee meeting. 2. A chairperson shall be selected by the committee members. The responsibility of the chairperson is to: A. Chair the committee. B. Follow the established Resident Teacher Program Committee Regulations. C. Assure that all committee members, as well as the resident teacher, are present for the committee meetings. D. Complete the Resident Teacher Committee Form 002 and mail the NCR copies within one week to the Resident Teacher Program, State Department of Education. E. Establish a communication system. F. Establish a schedule for committee members' activities. G. Provide the committee members and resident teacher with the observation instruments for review. Distribute as follows: Sample copy to the resident teacher; two sets of the Observation Instruments (five forms in each set) to each committee member. H. Discuss how to obtain "meaningful parental input."

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Observations I and II 1. Each committee member shall make two independent observations with the resident teacher before Committee Meeting II. 2. Each committee member shall complete one observation instrument for Committee Meeting II. 3. An informal committee meeting may be called if immediate concerns arise before Committee Meeting I Committee members are responsible for communicating concerns to the chairperson. Committee Meeting II 1. All committee members, as well as the resident teacher, must be present to constitute an official committee meeting. 2. Each committee member shall have the completed observation instrument with recommendations. 3. Following the discussion of each observation instrument, the chairperson and the resident teacher must sign each instrument. 4. A copy of each committee member's observation instrument shall be given to the resident teacher. 5. Committee members are responsible for keeping their copy of the observation instrument until Committee Meeting III. Observation III 1. Each committee member shall make a third independent observation with the resident teacher before Committee Meeting III. 2. The committee members will continue to note progress of the resident teacher regarding the specific recommendations identified during Committee Meeting II. 3. The second observation instrument shall be completed for Committee Meeting III. 4. An informal committee meeting may be called if immediate concerns arise before Committee Meeting III. Committee members are responsible for communicating concerns to the chairperson. Committee Meeting III Committee Meeting III shall be after April 10. For any variation from that date, please call the Resident Teacher Program, (405) 521-3607. All committee members, as well as the resident teacher, must be present to constitute an official committee meeting. 1. 2.

3. 4. 5.

Each committee member shall have the second observation instrument completed. Following the discussion of each observation instrument, the chairperson and the resident teacher must sign each instrument. All copies of the observation instrument will be given to the resident teacher. The committee members' decision regarding certification shall include meaningful parental, guardian or custodian input as one criterion in evaluating the resident teacher's performance. The committee shall fulfill all requirements regarding the certification recommendation and professional development. Based on the majority vote, the Certification Recommendation Form 003 shall be completed and signed by all committee members. The Administrator shall distribute copies as follows:

Copy 1 - Give to the resident teacher. Instruct the teacher to complete the certification application on reverse side of Copy 1, and mail it with the appropriate fee to Resident Teacher Program, State Department of Education. Copy 2 - Send to the Resident Teacher Program, State Department of Education, within ten days following Committee Meeting III. Copy 3 - Give to the resident teacher. Copy 4 - Maintain in district/personnel office.

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Professionals for the 21st Century: Competent, Committed, and Ethical

INSTRUCTIONS FOR TEACHER EDUCATION ADMISSION APPLICATION

Spring pre-enrollment due date: September 15 Summer/Fall pre-enrollment Due Date: February 15

STEP 1

Complete Part I of the "Application for Admission to Teacher Education." Complete "Criminal History Disclosure Statement" Complete "Proof of Experience Working With Children" Attach copy of OGET scores

STEP 2

Submit an unofficial transcript and the application to your Department Chair along with the blank "Dispositions Evaluation" and "Commitment to Teaching." At this time, schedule an appointment for your departmental review and the writing of your commitment to the teaching profession.

STEP 3

Part II of the application will then be completed by your major Department, and they will return all forms (including the transcript) to the Office for Teacher Education Services for official action by the Teacher Education Admission/Retention Committee. The Committee meets prior to each enrollment period. You will be notified by mail of your admission status after the next scheduled meeting of the Teacher Education Admission/Retention Committee.

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Spring pre-enrollment due date: September 15 Summer/Fall pre-enrollment Due Date: February 15

Southeastern Oklahoma State University Teacher Education Program APPLICATION FOR ADMISSION

Part I (To be completed by applicant) ID#:_______________________________________DATE:_____________________________ NAME: _______________________________________________________________________ Last First MI Maiden DURANT ADDRESS: _____________________________________________________________________________ Street City State Zip HOME ADDRESS: _____________________________________________________________ Street City State Zip DOB:________________EMAIL:____________________________PHONE:_______________ MAJOR: _________________TOTAL COLLEGE HOURS (including this semester) _________ COLLEGES ATTENDED: ________________________________________________________

Part II ADMISSION CRITERIA: (To be completed by major teaching department) ______ 8 hours completed at SE ______50 hours completed overall ______COMM 2213 - Minimum grade of C ______ENG 1113 - Minimum grade of C (refer to pg. 12 for CLEP information) ______ENG 1213 - Minimum grade of C (refer to pg. 12 for CLEP information) ______Cumulative GPA => 2.50 ______SE GPA => 2.50 ______Major GPA => 2.50 ______Passed OGET (passing scores must be attached to application) ______Criminal History Disclosure Statement ______Commitment to Teaching ______Experience working with Children ______Dispositions Evaluation completed ______Approval by Departmental Review Committee

_____________________________________________________________________ Date of Review and Signature of Departmental Review Committee Member

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CRIMINAL HISTORY DISCLOSURE STATEMENT To Be Completed By Candidate To be eligible for admission and retention to teacher education, a teacher candidate must be eligible for state certification. Oklahoma legislation, Title 70 O.S. 1991, '3-104 and 3-104.1. states that no person shall receive a certificate for instructional, supervisory or administrative position in an accredited school of this state who has been convicted of a felony, any crime involving moral turpitude or a felony violation of the narcotic laws of the United States or the State of Oklahoma, provided the conviction was entered within the preceding ten-year period. Therefore, the following questions are utilized to assist in determining eligibility for state certification. Every applicant is required to answer each of the following questions: 1. During the preceding ten-year period, have you been convicted of a felony? [] Yes 2. During the preceding ten-year period, have you been convicted of a crime involving moral turpitude? [] Yes 3. Have you ever been convicted in Oklahoma, whether upon a verdict or plea of guilty or upon a plea of nolo contendere (no contest), or received a suspended sentence for a crime or an attempt to commit a crime which is considered sexually related in nature? [] Yes 4. Have you ever been convicted, received a suspended sentence, or received a deferred judgment for a crime which was considered sexually related in nature in any other state or jurisdiction? [] Yes 5. Have you ever had adverse action taken against any educator certificate or license in Oklahoma or any other state or jurisdiction? []Yes 6. Is any action now pending against you for alleged misconduct in any school district, court, or before any educator licensing agency in Oklahoma or any other state or jurisdiction? [] Yes 7. Do you currently have any outstanding criminal charges or warrants of arrest pending against you in Oklahoma or in any other state or jurisdiction? [] Yes

[] No [] No

[] No

[] No []No

[] No

[] No

NOTE: If the answer to any of the preceding questions is "Yes," state on a separate sheet of paper the nature of the charge and in what court or jurisdiction you were charged/convicted and any explanation you wish to give. ACCURACY STATEMENT In order that the officials of the University may be fully informed as to my personal character and qualifications for admission, I hereby release any such persons and the University from any and all liability for information provided or obtained as a result lf these inquiries. I hereby affirm that the information provided on this application is true and complete to the best of my knowledge. I also agree that falsified information, misrepresented information or significant omissions may disqualify me from further consideration for admission and may be considered justification for immediate revocation of my admission at any time prior to or after my admission. Falsification of any information on this application can result in denial and withdrawal from the teacher education program, and revocation of your Oklahoma teaching credentials.

________________________________________________________________________

Signature of Applicant

Date

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Southeastern Oklahoma State University Teacher Education Program Dispositions Evaluation Teacher Candidate ____________________________ Department____________________ Date_______ The statements below represent the dispositions that are important to the success of the teacher candidates at Southeastern. Please rate the candidate on each of the items by indicating the level of development of each disposition. Utilize the attached rubric to determine specific criteria for each level. Not Observed

Dispositions An educator who is COMPETENT: Dla. Possesses the knowledge, skills, and dispositions needed to perform his/her role and responsibilities in the classroom. D1b. Promotes positive learning outcomes for all students. D1c. Knows how to use self-reflection to learn from his/her experiences and improves their effectiveness. D1d. Knows how to secure and use various technological resources to enhance student learning, communication, and management tasks. D1e. Embraces cultural diversity and accommodates the needs of diverse learners. D1f. Values the role of the family in the child’s education and knows how to work cooperatively with parents and the community for the child’s benefit. An educator who is COMMITTED: D2a. Supports learning for diverse learners in a caring, nondiscriminatory, and equitable manner. D2b. Establishes high standards for all students. D2c. Sets high standards for themselves by being personally invested in his/her own professional work and career development. D2d. Serves his/her community as an educational leader and advocates for the profession in all interactions. D2e. Engages in service to the profession and community. An educator who is ETHICAL: D3a. Respects and values all students and others for their diverse talents, abilities, and contributions. D3b. Is sensitive to community and cultural norms. D3c. Is timely, respectful, and responsible in meeting expectations. D3d. Models ethical and democratic principles in all relationships. D3e. Uses sound judgment and displays confidence in practice D3f. Is honest in communications and interactions with others. D3g. Maintains confidentiality.

________________________________________________________ Faculty/Mentor Teacher Signature

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Unacceptable 1

Acceptable 2

Target 3

Southeastern Oklahoma State University Teacher Education Program Dispositions Evaluation Rubric Dispositions An educator who is COMPETENT: D1a. Possesses the knowledge, skills, and dispositions needed to perform his/her role and responsibilities in the classroom.

D1b. Promotes positive learning outcomes for all students.

D1c. Knows how to use selfreflection to learn from his/her experiences and improves his/her effectiveness. D1d. Knows how to secure and use various technological resources to enhance student learning, communication, and management tasks.

D1e. Embraces cultural diversity and accommodates the needs of diverse learners.

Unacceptable = 1

Acceptable = 2

Target = 3

Does not display confidence in the practice of teaching; Continuously needs outside support to resolve classroom problems; Needs improvement in more than one role or responsibility in the classroom; Does not identify the individual strengths and needs of each student; Instruction is not designed to address achievement gap issues for students. All students have the same instruction and learning goals. Does not uses information or evidence to review decisions; Solves problems without collecting information;

Displays confidence in the practice of teaching; Resolves problems in the classroom but needs outside support on a limited basis; Performs roles and responsibilities in the classroom but needs improvement in one area; Identifies the individual strengths and needs of each student; Focuses on student’s competence versus deficits; Instruction is designed to address the achievement gap in most subject areas.

Displays confidence in the practice of teaching; Resolves problems without mentor or administrative support; Performs roles effectively within the classroom;

Reviews and revises decisions based on evidence; Recognizes situations that call for a problem-solving approach;

Does not utilize technology to enhance instruction; Communication to parents is not assisted by technology. Classroom tasks are not completed by the use of technology.

Plans appropriate and varied methods and activities utilizing technology to support student learning; Utilizes the available technology to communicate with parents, students, and other professionals;

Does not attempt to differentiate instruction based on the varying needs of individuals in the class; The classroom environment or instruction does not demonstrate the cultural diversity in the classroom.

Plans to differentiate instruction based on the varying needs of some individuals in the class; Utilizes information on the cultural diversity of the learners in planning the instruction;

Reviews and revises decisions based on evidence; Provides a rationale for decisions; Exhibits critical thinking and problem solving skills; Plans appropriate and varied methods and activities utilizing technology to support student learning; Uses technology to communicate with parents, students and other professionals; Utilizes technology to enhance classroom tasks such as planning, grading, and student progress reports; Effectively plans differentiated instruction based on the varying needs of the majority of individuals in the class; Shows respect and appreciation for the diverse perspectives of students by welcoming their ideas, building on them, and considering them in instructional planning;

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Identifies the individual strengths and needs of each student; Focuses on student’s competence versus deficits; Uses contextual data to design instruction relevant to students and addresses achievement gap issues;

D1f. Values the role of the family in the child’s education and knows how to work cooperatively with parents and the community for the child’s benefit. An educator who is COMMITTED: D2a. Supports learning for diverse learners in a caring, nondiscriminatory, and equitable manner.

Does not include families in the planning of instructional strategies; Does not communicate with families beyond the required school communications;

Works with families to plan instructional strategies; Communicates with families in writing or orally on issues not required by school administration;

Serves as an advocate for the students and families; Works with families to plan instructional strategies; Communicates with families orally and in writing;

Does not treat students fairly and respectfully or allows the climate to interfere with access to appropriate learning opportunities for all students.

Treats students fairly and respectfully as the teacher; The classroom climate displays equitable treatment of all students.

Actively encourages fairness and respect among students and creates a climate that provides access to appropriate learning opportunities for all students.;

D2b. Establishes high standards for all students.

The learning environment is not designed to meet the needs of diverse learners. Demonstrates limited understanding of the background, experiences, and skill level of most students in the class; Does not participate in professional growth opportunities and does not belong to professional organizations

Creates a safe, secure, and supportive learning environment designed to meet the needs of diverse learners; Demonstrates basic understanding of the background, experiences, and skill level of most students in the class. Participates in professional growth opportunities;

Creates a safe, secure, and supportive learning environment designed to meet the needs of diverse learners; Demonstrates detailed understanding of the background, experiences, and skill level of all students in the class.

Is not involved in professional or school activities;

Participates in school or professional activities;

Demonstrates leadership skills; Shows active involvement in school governance, student committees, or other leadership roles and professional activities;

Does not volunteer in the school or community;

Volunteers in the school or community;

Volunteers in the school or community; Has membership in a community or professional organization; Selects opportunities to use their strengths to promote public education and the students;

D2c. Sets high standards for themselves by being personally invested in his/her own professional work and career development. D2d. Serves his/her community as an educational leader and advocates for the professional in all interactions. D2e. Engages in service to the profession and community.

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Takes advantage of professional growth opportunities; Has membership in professional organizations;

An educator who is ETHICAL: D3a. Respects and values all students and others for their diverse talents, abilities, and contributions. D3b. Is sensitive to community and cultural norms. D3c. Is timely, respectful, and responsible in meeting expectations.

D3d. Models ethical and democratic principles in all relationships. D3e. Uses sound judgment and displays confidence in practice. D3f. Is honest in communications and interactions with others.

D3g. Maintains confidentiality.

Does not listen to or demonstrate concern for others; Does not provide equitable treatment of others;

Demonstrates empathy and concern for other and provides equitable treatment of others;

Does not respect divergent views and/ or work cooperatively with others.

Respects divergent views and works cooperatively with others.

Does not accept consequences for personal actions or decisions; Does not submit assignments on time or follow procedures for extensions; Does not prioritize work based on established goals; Does not make contribution to group effort and does not support decisions of the group unless it reflects their own ideas; Does not use appropriate strategies to respond to situations within the school;

Accepts consequences for personal actions or decisions; Submits assignments on time or follows procedures for extensions;

Communicates with the intent to deceive; Does not give credit to others when using their work; Does not always model moral behavior expected of both teachers and learners in an educational setting; Does not maintain confidentiality of records; participates in gossip about P12 students, faculty, other teacher candidates, or school personnel; Does not respect confidentiality of professional correspondence or conversations;

Makes contribution to group effort; Supports decisions of group willingly, even if different from own; Responds to situations professionally; Responds appropriately to actions and reactions of others; Communicates without the intent to deceive; Gives credit to others when using their work;

Maintains confidentiality of P-12 student records and of professional correspondence and conversations; Refrains from gossiping;

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Listens attentively to others in a variety of contexts; Demonstrates empathy and concern for others; Demonstrates equitable treatment of others; Respects divergent views; Easily communicates ideas to others; Works cooperatively with others. Accepts consequences for personal actions or decisions; Submits assignments on time or follows procedures for extensions; Prioritizes work based on established goals;

Makes contribution to group effort; Shares information and materials with others; Supports decisions of group willingly, even if different from own; Uses appropriate strategies to respond to emotional and emergency situations; Communicates without the intent to deceive; Gives credit to others when using their work; Models moral behavior expected of both teachers and learners in an educational setting;

Maintains confidentiality of P-12 student records and of professional correspondence and conversations, and does not tolerate gossiping or abuses of confidentiality by others;

MY COMMITMENT TO TEACHING To Be Handwritten by Applicant Under Supervision of Major Teaching Department

_________________________________________________________________ Signature of approval by a member of Departmental Review Committee

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SOUTHEASTERN OKLAHOMA STATE UNIVERSITY PROOF OF EXPERIENCE WORKING WITH CHILDREN (i.e., courses, observation, substituting, teaching other than school setting, babysitting, coaching, etc.) Candidate’s Name _________________________________________________________ This record is for Southeastern to evaluate the experience of the person indicated above. In order to evaluate this experience ALL information must be complete. This information will be used for documenting working with children for teacher education admission. PLEASE USE A SEPARATE LINE FOR EACH EXPERIENCE AND COMPLETE ALL COLUMNS State

City

Type of Experience

Dates of Experience

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Age of Children

Responsibilities