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This booklet describes the Teacher Education curriculum at Holy Cross College. It includes the program’s conceptual framework, course requirements, regulations, and forms for completion of the Bachelor of Arts Degree in Education (Elementary Education and English as a New Language (K-6)).
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Contents
Page
1. Message from the Chair 3
2. Foreword 4
3. Conceptual Framework (abbreviated with the standards) 6
4. Division of Education Requirements, Policies and Form 36
a. Core Requirements 36
b. Education Program Requirements 37
c. Transition to Teach Requirements 37
d. Education Minor Requirements 38
e. Professional and Confidentiality Agreement 39
f. Student Teaching Placement Request Form 40
5. Application and Admission to the Teacher Education Program 41
6. Confidentiality of Records 41
7. Disabilities Access/Assistance Policies 41
8. Field Experiences Policy 42
9. Grievance Review Process 43
10. Policy on Harassment 44
11. Reapplication to the Teacher Education Program 44
12. Retention in the Teacher Education Program 44
13. State Licensing 45
14. Student Organizations 47
15. Student Teaching Policies 48
16. Involuntary Withdrawal 48
17. Additional College Resources 49
18. Assessment 49
1. Message from the Chair
―We shall always place education side by side with instruction. The mind will not be
cultivated at the expense of the heart.‖ Father Basil Moreau. The education department
at Holy Cross College is a vibrant, faith-centered learning community. Students and
faculty work together to advance the gospel through the mission of the college and the
department. I welcome you and hope that you spend some time traveling through the
website and on-line handbook. Please contact us to arrange a visit, we look forward to
seeing you on campus!
Susan Devetski, Ph.D.
Chair, Dept. of Education
2. Foreword
The education department embraces the mission of the college fully; in fact, the mission
provides the foundation for the purposes in preparing teachers to transform the lives of
their future students. The Teacher Education Program at Holy Cross College has the
following goals:
1. To prepare competent minds and compassionate hearts of future teachers so
that they can transform the lives of their future students;
2. To prepare teachers who are passionate, life-long learners that see teaching as
a vocation;
3. To prepare teachers who are compelled to act on behalf of all children,
especially those marginalized by society
Holy Cross College Principles of Teaching
Folded into these principles are the following:
INTASC Standards
NCATE Elementary Education Standards
Indiana Standards for Teachers of Early and Middle Childhood Generalist
Indiana Standards for Teachers of English as New Language
Indiana Standards for Teachers of Bilingual/Bicultural Students
The Holy Cross principles are organized into three domains:
Passionate Teachers;
Content Knowledgeable Teachers; and
Reflective Professionals.
Graduates become…
Passionate Teachers
Candidates view teaching as a vocation
Candidates develop compassionate hearts for teaching
Candidates value the cultural and linguistic backgrounds of their students
Candidates embrace action on behalf of all children
Candidates foster Gospel values in secular and parochial ways
Candidates see themselves as teachers who serve those marginalized by society
Candidates promote acceptance and understanding of cultural and language
diversity in the school and community
Candidates create high and positive expectations for all learners, including those
for whom English is not their first language
Candidates integrate the disciplines to create meaningful curriculum
Candidates provide all learners with access to learning opportunities
Content Knowledgeable Teachers
Candidates develop their minds within a liberal arts tradition
Candidates know their content well
Candidates understand second language acquisition and development and can
adjust instruction and assessment tools to promote interaction and learning for
English language learners in their classrooms
Candidates create challenging and engaging curriculum for all children
Candidates set learning goals, create instruction, and develop a variety of
assessments for children that show command of the subject matter and respect for
students‘ primary cultures
Candidates model effective communication, writing and speaking effectively
Candidates use a variety of media and technology, multiple strategies, and
effective materials to engage students, including those for whom English is not
their first language
Candidates encourage students to see, question, and interpret ideas
Candidates use appropriate classroom procedures
Candidates create collaborative, supportive environments for all children to learn
Reflective Professionals
Candidates make effective decisions and solve problems in the best interest of
students
Candidates see themselves as lifelong learners
Candidates review their performance constantly to improve
Candidates seek help from other professionals as needed
Candidates collaborate with families and community as needed
Education Program:
Elementary Education and English as a New Language (K-6)
The curriculum in the teacher education program is designed to prepare beginning
teachers for public, private, or parochial schools. The program has defined its core
beliefs to establish the competency base of its graduates. Competence is also
demonstrated by the completion of academic requirements as well as field requirements
necessary to be considered a novice professional ready for a teaching career.
The Elementary Education Program will prepare candidates for a dual license in teaching
children in grades K-6. The inclusion of the second area of English as a New Language
(ENL) reflects the acknowledged need for beginning teachers to be culturally competent
in working with children from all language backgrounds.
3. Conceptual Framework
The Vision and Mission of the Institution and Unit
Description of the College
Holy Cross College is a Catholic higher education community that transforms lives by
advancing the Gospel, and building competent minds and compassionate hearts. Founded
by the Brothers of Holy Cross, we are animated by their traditions which require a
practical, demanding, and comprehensive training of the mind that is compelled to action
by a generous spirit. We accommodate a broad spectrum of needs, interests, and
backgrounds within a challenging, supportive, and sacred environment. We offer a
foundational liberal arts program of engaging and relevant instruction which prepares
students for productive futures.
By actively pursuing the integrated development of mind, body, and heart, the liberal arts
core of the Associates of Arts Degree program(s) provides transferable skills for
continuing education and reaching professional goals. Baccalaureate option(s) offer a
global and experiential liberal arts curriculum coordinating the planning of life-long
learning with the courage to face future challenges.
We advance the Gospel message by developing a personal understanding of relationships
with God, others, and self. We respect and challenge one another through active spiritual
and intellectual lives and through service. We support and enlighten one another about
our common responsibilities to further the Kingdom of God.
Legacy of Father Basil Moreau
The legacy of Holy Cross College comes from the inspiration of the founder of the
Congregation of Holy Cross by Father Basil Anthony Moreau in 1837. Influenced by
Father Jacques Dujarie, the founder of the Brothers of St. Joseph, Moreau was moved to
accept direction of the Brothers and add to their membership priests – the Salvatorists –
and sisters – the Marianites. The three groups became the Congregation of Holy Cross
and were immediately responsive to the plight of many children left homeless after the
carnage of the French Revolution. Today the priests and brothers operate secondary
schools, colleges and universities and many other apostolates throughout the world under
the banner of the Cross and the Anchor and the mission to educate first the hearts and
then the minds of those desiring services.
Moreau taught that the purpose of education is to lead persons ―out of ignorance and
disorder.‖ Moreover, the purpose of Christian education is to lead these persons back to
a time before the fall of man – back to Paradise – or ―forward to completeness in Christ.‖
If we think in terms of Maslow‘s hierarchy of needs (survival, security, social acceptance,
self-esteem, and self-actualization), ―completeness in Christ‖ might replicate what it
means to become a self-actualized person who has the capacity to accept the angst of
shame (after the fall) and deal with the self and others out of mental/emotional health.
So a Holy Cross education deals not only with the intellect, but with, and most
significantly, the heart: first the heart, then the mind, and with the newest research
information on knowing, the gut as the domain for intuitive understanding.
Moreau believed that teachers must receive a call to teach and this call is tangent with
vocation, both a religious one and a lifestyle choice for a lay person. If not called, the
teacher will burn out because of all-consuming needs of students.
If there is the call, then the candidate needs to demonstrate, begin to develop and live
certain virtues: reverence, knowledge, zeal, vigilance, seriousness, meekness, patience,
prudence, and firmness. These virtues rest on a foundation of common sense and genuine
love for youth that is not overwhelmed by the often over-blown emotional releases of
normal development.
Finally, these virtues assist one to relate to students in a mutually healthy manner.
Moreau identifies a diversity of ―special students: spoiled because of poor upbringing;
unintelligent; self-centered; opinionated; insolent; envious; without integrity; immature;
lazy; and of weak health.‖ Certainly today, these ―types‖ add another layer of complexity
to the diverse group of persons who engage in all areas of education.
Liberal Arts Goals
As a liberal arts institution, Holy Cross has identified nine skills graduates need in order
to be intellectually, emotionally, and aesthetically responsible individuals. They are the
following:
Creative thinking: includes generating and synthesizing ideas, use multiple forms
of thinking, understand the creative process, and develop aesthetic responses.
Critical thinking: includes asking questions, making interdisciplinary
connections, critiquing society, using the scientific method, and analyzing and
interpreting the thoughts and works of others
Library and information literacy: includes pursuing scholarship, using and
evaluating multiple forms of information, seeking assistance in use of resources,
use appropriate materials in research
Oral communication: includes speaking effectively, delivering effective oral
presentations, targeting an audience appropriately, using effective listening skills,
and defending a position or interpretation
Quantitative reasoning: includes using algebraic concepts and applications,
collecting, organizing and using information appropriately, applying mathematic
principles in a variety of situations, and understanding relations and functions in
mathematical constructions
Reading: includes using comprehension strategies appropriately, and interpreting,
analyzing, and evaluating ideas in written texts
Religious, moral, and social development: includes understanding the religious
and moral wisdom of the past and present, articulating how Catholic teaching
provides a foundation for understanding contemporary issues to distinguish what
is good, just and true from what is evil, unjust and false, respecting all cultures
and religions, interacting and cooperatively working with others
Technology: includes understanding the functions and uses of computer
technology, accessing information from a variety of sources, and using software
programs as appropriate for major areas of study
Writing: includes writing effectively, refining written expression, and writing for
a variety of audiences.
Mission of the Teacher Education Program
We shall always place education side by side with instruction. The mind will not be
cultivated at the expense of the heart.
Father Basil Moreau
The Teacher Education Program of Holy Cross College cultivates a faith-centered,
value-oriented environment in which teacher education candidates are prepared for lives
of service through a program grounded in the liberal arts, knowledge of teaching, and
critical school experiences. Candidates are equipped with the knowledge, skills, and
values to be empathetic and culturally competent professionals who function as scholars,
problem-solvers, and effective decision-makers in private and public schools.
The Unit’s Philosophy, Purposes and Goals
The unit is focused on Compelled to Action: Educating Hearts and Minds of Teachers
for All Children. Educating candidates who see themselves as changed, profoundly
different, is the goal of the unit. As the candidates become more informed, intellectually
developing, they will form their vision and values in such a way that they can act on
behalf of all children. By being educated in mind and heart, candidates are able to foster
Gospel values in secular as well as parochial ways. Candidates have multiple
opportunities to develop their teaching skills to enhance the education of all children. All
of this preparation is done in an effort that will produce beginning teachers who are
compelled to act as stewards who will support the education of all children. This
development is ongoing and requires skilled abilities to reflect upon performance and
thus grow and transform continuously.
Scope and Purposes of the Education Program
The unit embraces the mission of the college fully; in fact, the mission provides the
foundation for the unit‘s purposes in preparing teachers to transform the lives of their
future students. The Teacher Education Program has the following goals:
1. To prepare competent minds and compassionate hearts of future teachers so
that they can transform the lives of their future students;
2. To prepare teachers who are passionate, life-long learners that see teaching as
a vocation;
3. To prepare teachers who are compelled to act on behalf of all children,
especially those marginalized by society
Holy Cross College Principles of Teaching
The principles developed for the Holy Cross Division of Education have been developed
through a conversation with faculty and key stakeholders in the South Bend, Indiana,
area. Course work, assessment expectations, and field work reflect the Indiana and
NCATE content standards.
Folded into these principles are the following:
INTASC Standards
NCATE Elementary Education Standards
Indiana Standards for Teachers of Early and Middle Childhood Generalist
Indiana Standards for Teachers of English as New Language
Indiana Standards for Teachers of Bilingual/Bicultural Students
The Holy Cross principles are organized into three domains:
1. Passionate Teachers;
2. Content Knowledgeable Teachers; and
3. Reflective Professionals.
Graduates become…
Passionate Teachers
Candidates view teaching as a vocation
Candidates develop compassionate hearts for teaching
Candidates value the cultural and linguistic backgrounds of their students
Candidates embrace action on behalf of all children
Candidates foster Gospel values in secular and parochial ways
Candidates see themselves as teachers who serve those marginalized by society
Candidates promote acceptance and understanding of cultural and language
diversity in the school and community
Candidates create high and positive expectations for all learners, including those
for whom English is not their first language
Candidates integrate the disciplines to create meaningful curriculum
Candidates provide all learners with access to learning opportunities
Content Knowledgeable Teachers
Candidates develop their minds within a liberal arts tradition
Candidates know their content well
Candidates understand second language acquisition and development and can
adjust instruction and assessment tools to promote interaction and learning for
English language learners in their classrooms
Candidates create challenging and engaging curriculum for all children
Candidates set learning goals, create instruction, and develop a variety of
assessments for children that show command of the subject matter and respect for
students‘ primary cultures
Candidates model effective communication, writing and speaking effectively
Candidates use a variety of media and technology, multiple strategies, and
effective materials to engage students, including those for whom English is not
their first language
Candidates encourage students to see, question, and interpret ideas
Candidates use appropriate classroom procedures
Candidates create collaborative, supportive environments for all children to learn
Reflective Professionals
Candidates make effective decisions and solve problems in the best interest of
students
Candidates see themselves as lifelong learners
Candidates review their performance constantly to improve
Candidates seek help from other professionals as needed
Candidates collaborate with families and community as needed
Initial-Education Program:
Elementary Education and English as a New Language (K-6)
The curriculum in the initial teacher education program is designed to prepare beginning
teachers for public, private, or parochial schools. The program has defined its core
beliefs to establish the competency base of its graduates. Competence is also
demonstrated by the completion of academic requirements as well as field requirements
necessary to be considered a novice professional ready for a teaching career.
The Elementary Education Program will prepare candidates for a dual license in teaching
children in grades K-6. The inclusion of the second area of English as a New Language
(ENL) reflects the acknowledged need for beginning teachers to be culturally competent
in working with children from all language backgrounds. The content of the program
includes educational foundations, second language acquisition, appropriate instruction
and modeling in the content areas, and a specific focus on English language learners.
Specific performance competencies are tied courses and assessments. The program will
also promote recruitment of and/or development of candidates who are bicultural/
bilingual.
Knowledge Bases, Including Theories, Research, the Wisdom of Practice, and
Education Policies, that Inform the Unit’s Conceptual Framework.
The unit believes that the theme: Compelled to Act: Educating hearts and minds of
teachers for all children embraces a moral imperative to teach in certain ways. It is not
enough to provide technically strong teaching. The mission of the college and the unit
addresses this moral component of compassion, justice, and selflessness. However, Holy
Cross College understands that preparing new teachers involves multiple dimensions that
draw on various areas of research.
To provide a more complete breakdown of the knowledge base informing the unit‘s
conceptual framework, the organizational structure of a recent compilation of research is
used. Preparing Teachers for a Changing World (2005) suggests that there are three
questions to be asked regarding preparation of teachers. They are
What kinds of experiences do children need in order to grow and learn, to develop
the confidence and competence they need to succeed in life?
What kinds of knowledge do teachers need to facilitate these experiences of
children and youth?
What kinds of experiences do teachers need to have in order to develop these
kinds of knowledge? (p. 20-21)
These questions provide the basis for a rich conversation regarding the what and how of
the new teacher preparation at Holy Cross College. Answers to these questions provide
the basis for the program.
Knowledge of Learners and How They Learn
The unit defines the concept of intelligence, not as IQ, but as a multi-dimensional
capacity (Gardner, 1983; Sternberg, 1985). This is an important foundational concept for
the unit‘s explanation of what learning is and how children learn.
The unit takes a constructivist approach to how children learn and ―know.‖ Airasian and
Walsh (1997) suggest that constructivist epistemology rests on three premises: (1)
learners do not passively receive and store information in their minds but actively create
meaning from their own perception of reality; (2) though knowledge is shaped by a
person‘s prior experience, learners continually reconstruct their concepts; and (3) the
construction of new knowledge or concepts is located in social situations and interactions
in which it is acquired.
Piaget emphasized that children were active explorers of their worlds. What they could
understand was affected by what they knew and their developmental level. He
emphasized the constructive nature of knowing (1952; 1970). Learning is an active
process in which the learner uses sensory input and constructs meaning out of it. The
more traditional formulation of constructivism involves the terminology of the active
learner stressing that the learner needs to do something; that learning is not the passive
acceptance of knowledge which exists "out there" but that learning involves the learner s
engaging with the world (Dewey, 1902; 1916/1977; 1938) The action of constructing
meaning is mental: it happens in the mind. Physical actions, hands-on experience may be
necessary for learning, especially for children, but it is not sufficient; we need to provide
activities which engage the mind as well as the hands.
Learning also involves language: the language we use influences learning. On the
empirical level, researchers have noted that people talk to themselves as they learn. On a
more general level, there is a collection of arguments, presented most forcefully by
Vygotsky (1978; 1986), that language and learning are inextricably intertwined.
Learning is a social activity: our learning is intimately associated with our connection
with other human beings, our teachers, our peers, our family as well as casual
acquaintances. Much of traditional education, as Dewey pointed out, is directed towards
isolating the learner from all social interaction, and towards seeing education as a one-on-
one relationship between the learner and the objective material to be learned.
Learning is contextual: we do not learn isolated facts and theories in some abstract
ethereal land of the mind separate from the rest of our lives: we learn in relationship to
what else we know, what we believe, our prejudices and our fears. On reflection, it
becomes clear that this point is actually a corollary of the idea that learning is active and
social. We cannot divorce our learning from our lives. Vygotsky (1978) provides
understanding regarding the connections between individuals and society through his
concept of ZPD (Zone of Proximal Development). He suggests that learning is highly
social and mediated by the culture. Dweck (1986, 1989) suggests that content needs to
connect with students‘ interests and strengths as well as provide interesting challenges to
their preconceptions.
Reflection is one of the means of assisting candidates in articulating their own attitudes,
beliefs, knowledge and skills as they develop into beginning teachers. Reflecting is the
process by which they can review their experiences to understand their own growth and
then transfer their learning to new situations. The reflective writing assists the candidates
in becoming more aware (Collier, 1999; Fogarty, Perkins & Barell, 1999). Our view of
learners in the teacher education program suggests that reflection is a key component of
candidates‘ documenting their own progress.
One of the most important purposes of the program is to assist the candidates in moving
from naïve generalizations about students‘ learning to more expert, theory-based
interpretations of the learning process (Darling-Hammond & Bransford, 2005. p. 84).
This focus on learning – recognizing it, describing it, supporting it, assessing it, and
analyzing it – is critical to helping candidates think about learning in more complex ways
(p.84).
Candidates are also asked to reflect on their own learning in order to make their own
assumptions about teaching and learning explicit (Darling-Hammond & Bransford, 2005,
p. 85). Focusing on metacognition – giving candidates opportunities to monitor their
own learning and help them think about their own learning – increases their insights into
the understanding the process their future students will be engaged in.
Throughout the program, candidates take coursework and engage in field-based activities
which allow them the time to learn and reflect on learning, about the nature of learning
itself and how it is accomplished.
English Language Learners
The Holy Cross Division of Education believes that teachers must now be prepared for
the increasing numbers of English language learners entering schools. Even in South
Bend, Indiana, the schools are seeing increased numbers of students for whom English is
not their first language. One of the challenges facing Indiana teachers is their lack of
knowledge and preparation when the inclusion of students who are at different levels of
proficiency in their English language development is becoming more widespread.
Teachers must understand these various levels, understand differences between social and
academic language, and understand the importance of teaching content and English at the
same time. ―Specific designed instruction in which content is combined with language,
sometimes referred to as ‗sheltered instruction‘ or ‗specially designed academic
instruction in English (SDAIE)‘ is generally recommended only for students who are at
the intermediate level of language learning‖ (Valdes, Bunch, Snow, Lee and Matos in
Darling-Hammond and Bransford, 2005, p. 156). Teachers must get to know their
students well because there are many differences in their backgrounds. It is also
important that teachers focus on the students‘ strengths as well as weaknesses.
The focus on second language acquisition needs to be embedded in a larger focus on
language development with preparation programs. Valdes et al. (p. 159-160) suggest the
following big ideas regarding teachers‘ understanding of language differences in general:
Speakers of English use many different varieties or dialects depending on their
regional and class origins. With a basic knowledge of regional and class language
variation, teachers can understand that such differences are a natural result of
human language development and not a ―problem to be rectified‖
Dialects of English known as ―Standard English‖ also vary. Teachers who under-
stand that there is variation among forms of Standard English may be less likely
to alienate their students by attempting to change their own standard dialects
Children come to school as competent speakers of the varieties spoken in their
homes and communities. Teachers who understand the nature of language
development may be less likely to view their students as deficient
Like speakers of all other languages, speakers of English use many different
registers and styles of English in their everyday lives. Teachers who understand
the nature of register variation can focus on expanding students‘ repertoire to
include the styles of various academic conventions, without expecting students to
abandon styles appropriate for other contexts.
For most children, enhancing children‘s language in school will involve helping
them to expand their linguistic repertoires to acquire ways that students are
expected to speak and write in school in order to discuss ideas, to understand
texts, and to demonstrate their learning. In the classroom, this means that students
who come from language and literacy backgrounds different from those dominant
in schools will need opportunities for modeling, practice, and feedback in using
language for academic purposes in ways consistent with the expectations of
schools.
Focus on language should not be relegated only to classes in language acquisition,
reading, and language arts but should be strengthened throughout all content matter
courses (Valdes, et al., p. 165).
Developmentally Appropriate Practice
Darling-Hammond and Bransford (2005) suggest that teachers must be able to take a
developmental perspective in teaching. The following statements reflect key definitional
content.
1. Creating a caring community of learners
Developmentally appropriate practices occur within a context that supports the
development of relationships between adults and children, among children, among
teachers, and between teachers and families. Such a community reflects what is known
about the social construction of knowledge and the importance of establishing a caring,
inclusive community in which all children can develop and learn.
2. Teaching to enhance development and learning
Adults are responsible for ensuring children's healthy development and learning.
Relationships with adults are critical determinants of children's healthy social and
emotional development. These adults serve as mediators of language and intellectual
development. At the same time, children are active constructors of their own
understanding, who benefit from initiating and regulating their own learning activities
and interacting with peers. Therefore, teachers strive to achieve an optimal balance
between children's self-initiated learning and adult guidance or support.
Teachers accept responsibility for actively supporting the development of children and
provide occasions for children to acquire important knowledge and skills. Teachers use
their knowledge of child and adolescent development and learning to identify the range
of activities, materials, and learning experiences that are appropriate for a group or
individual child. This includes attention toward children with special needs. This
knowledge is used in conjunction with knowledge of the context and understanding about
individual children's growth patterns, strengths, needs, interests, and experiences to
design the curriculum and learning environment and guide teachers' interactions with
children and adolescents. The needs of English language learners must also be addressed
within the design of instruction,
3. Constructing appropriate curriculum
The content of a curriculum is determined by many factors, including the subject matter
of the disciplines, social or cultural values, and parental input. In developmentally
appropriate programs, decisions about curriculum content also take into consideration the
age and experience of the learners. Achieving success for all children and adolescents
depends, among other essentials, on providing a challenging, interesting,
developmentally appropriate curriculum. In some respects, the curriculum strategies of
many teachers today do not demand enough of children and in other ways demand too
much of the wrong thing.
On the one hand, narrowing the curriculum to those basic skills that can be easily
measured on multiple-choice tests diminishes the intellectual challenge for many
children. Such intellectually impoverished curriculum underestimates the true
competence of children or adolescents, which has been demonstrated to be much higher
than is often assumed. Watered-down, oversimplified curriculum leaves many children
unchallenged, bored, uninterested, or unmotivated. In such situations, children's
experiences are marked by a great many missed opportunities for learning. On the other
hand, curriculum expectations sometimes are not appropriate for the age groups served.
When next-grade expectations of mastery of basic skills are routinely pushed down to the
previous grade and whole group and teacher-led instruction is the dominant teaching
strategy, children or adolescents who cannot sit still and attend to teacher lectures or who
are bored and unchallenged or frustrated by doing workbook pages for long periods of
time are mislabeled as immature, disruptive, or unready for school. A particular need is to
focus on children with special needs who need adapted curriculum. In additional,
English language learners need sheltered instruction and/or other kinds of assistance in
learning the curriculum.
4. Assessing children's learning and development
Assessment of individual children's development and learning is essential for planning
and implementing appropriate curriculum. In developmentally appropriate programs,
assessment and curriculum are integrated, with teachers continually engaging in
observational assessment for the purpose of improving teaching and learning. Accurate
assessment of children is difficult because their development and learning are rapid,
uneven, episodic, and embedded within specific cultural and linguistic contexts. Too
often, inaccurate and inappropriate assessment measures have been used to label, track,
or otherwise harm children.
5. Establishing reciprocal relationships with families
Developmentally appropriate practices derive from deep knowledge of individual
children and the context within which they develop and learn. The younger the child, the
more necessary it is for professionals to acquire this knowledge through relationships
with children's families. The traditional approach to families has been a parent education
orientation in which the professionals see themselves as knowing what is best for
children and view parents as needing to be educated. There is also the limited view of
parent involvement that sees PTA membership as the primary goal. These approaches do
not adequately convey the complexity of the partnership between teachers and parents
that is a fundamental element of good practice.
When the parent education approach is criticized in favor of a more family-centered
approach, this shift may be misunderstood to mean that parents dictate all program
content and professionals abdicate responsibility, doing whatever parents want regardless
of whether professionals agree that it is in children's best interest. Either of these
extremes oversimplifies the importance of relationships with families and fails to provide
the kind of environment in which parents and professionals work together to achieve
shared goals for children (Bedekamp & Copple, 1997).
When children receive appropriate support and guidance along each of the
developmental pathways, they learn to use their growing cognitive capabilities to
undertake increasingly complex tasks and to reason through things with growing
independence. They become more socially aware and adept. They learn how to
recognize and manage their emotions. They recognize their strengths and interests as
pathways to learning and healthy identity development. And they develop a growing
capacity to think and act ethically and in concert with others (Darling-Hammond &
Bransford, 2005, p.113).
Best Practices in Content
Best practice is not defined only as ―what works.‖ It is research-based practice that
provides for students‘ learning. The department strives to teach beginning teachers these
practices as well as model them in college courses.
General best practices in all content areas include the following:
1. Student-Centered: Students own questions, interests, and needs should be
the starting point for schooling.
2. Experiential: Active, hands-on concrete experience is the most powerful.
3. Holistic: Children learn best when they encounter whole ideas, events and
materials.
4. Authentic: Rich, complex ideas and materials are at the heart of
curriculum.
5. Expressive: Students regularly use a range of communicative media.
6. Reflective: Learners reflect, debrief, and abstract from their experiences.
7. Social: Learning is socially constructed and interactional.
8. Collaborative: Cooperative learning taps the social power of learning
9. Democratic: The classroom is a model community; students are
citizens of the school.
10. Cognitive: Powerful learning through higher order thinking, inquiry, and self-
monitoring.
11. Developmental: Children grow through definable stages.
12. Constructivist: Students are not passive learners but recreate and reinvent
every cognitive system
13. Challenging: Students learn best when faced with genuine challenges,
choices, and responsibility (Zellman, Daniels, Hyde, 1998).
Throughout foundations and methods courses, teacher candidates learn best practices in
their content area (Zellman, Daniels, Hyde, 1998), classroom environment, multicultural
education, technology, and exceptional needs.
Because the teaching of reading is extremely important at all grade levels and in all
content areas, the department has adopted the following exemplary research-based
practices for literacy teaching:
1. Teach reading for authentic, meaning-making literacy experiences: for pleasure,
to be informed, and to perform a task.
2. Use high-quality literature.
3. Integrate a comprehensive word study/phonics program into reading/writing
instruction
4. Use multiple texts that link and expand concepts.
5. Balance teacher and student led discussions.
6. Build a whole class community that emphasizes important concepts and builds
background knowledge.
7. Work with students in small groups while other students read and write about
what they have read.
8. Give students plenty of time to read in class.
9. Give students direct instruction in decoding and comprehension strategies that
promote independent reading. Balance direct instruction, guided instruction, and
independent learning.
10. Use a variety of assessment techniques to inform instruction (Morrow, Gambrel,
Pressley, 2003).
Pedagogy emphasized by the unit includes systematic observation of children and their
development, child case studies, and analyses of student work and learning, using
assessment tools and tasks to help gauge development and learning. Candidates also
learn about effective family engagement practices and interview families to increase their
understanding of students‘ development and home and community environments.
Cultural Contexts
One of the most important aspects of the curriculum is to help build candidates‘ abilities
to teach in culturally responsive ways. Candidates need to review their own cultural
assumptions, learning how to inquire into the backgrounds of their students in order to
connect their learning to instruction (Darling-Hammond & Bransford, 2005). Research
on successful teachers of students of color and English language learners ―suggests that
effective teachers…form and maintain connections with their students within their social
contexts. They are familiar with community speech patterns and often incorporate
elements of such communications patters, such as ‗call and response‘ even while they
instruct in standard English…. They allow the use of multiple languages while teaching
the target language, and they celebrate their students as individuals and as members of
specific cultures, asking students to share who they are and what they know with the class
in a variety of ways‖ (Darling-Hammond & Bransford, 2005; Cochran-Smith, 1995;
Garcia, 1993, Irvine, 2003; Murrell, 2002; Nieto and Rolon, 1997).
Multicultural education in the United States is an approach to teaching and learning based
on democratic values and beliefs, affirming cultural pluralism within diverse societies
and an interdependent world. It is based on the assumption that the primary goal of
public education is to foster the intellectual, social, and personal development of all
students to their highest potential (Bennett, 1999). Tiedt and Tiedt (1999) agree that
―multicultural education is an inclusive teaching/learning process that engages all
students in developing a strong sense of self-esteem, discovering empathy for persons of
diverse cultural backgrounds, and experiencing equitable opportunities to achieve their
fullest potential‖ (p. 18). Nieto (2000) provides an additional comprehensive definition
that suggests it is a process of comprehensive school reform and basic education for all
students. It focuses on pluralism, rejecting racism and other forms of discrimination.
Multicultural education is an integral component of the school, part of every person,
action, program, or behavior. It promotes the democratic principles of social justice.
Banks and Banks (2001) suggest that multicultural education is a reform movement
designed to affect schools and other institutions so that we learn from all social classes,
gender, racial and cultural groups. We also need to learn from all groups of children with
exceptional needs, language groups, and varied sexual orientation. All groups must have
the opportunity to learn from each other as well as from teachers. Educational equality
and improved achievement are the ideals we all work toward.
The National Association for Multicultural Education (NAME) provides the following
definition of multicultural education to be used by the Education Department.
Multicultural education is a philosophical concept built on the ideals of freedom, justice,
equality, equity, and human dignity as acknowledged in various documents such as the
U.S. Declaration of Independence, constitutions of South Africa and the United States,
and the Universal Declaration of Human Rights adopted by the United Nations. It
affirms our need to prepare students for their responsibilities in an interdependent world.
It recognizes the role schools can play in developing the attitudes and values necessary
for a democratic society. It values cultural differences and affirms the pluralism that
students, their communities, and teachers reflect. It challenges all forms of discrimination
in schools and society through the promotion of democratic principles of social justice….
It helps students develop a positive self-concept by providing knowledge about the
histories, cultures, and contributions of diverse groups. It prepares all students to work
actively toward structural equality in organizations and institutions by providing the
knowledge, skills, and dispositions for the redistribution of power and income among
diverse groups…. Multicultural education advocates the belief that students and their life
histories and experiences should be placed at the center of the teaching and learning
process and pedagogy should occur in a context that is familiar to students and that
addresses multiple ways of thinking…. To accomplish these goals, multicultural
education demands a school staff that is culturally competent, and to the greatest extent
possible, racially, culturally and linguistically diverse. Staff must be multiculturally
literate and capable of including and embracing families and communities to create an
environment that is supportive of multiple perspectives, experiences, and democracy….
Recognizing that equality and equity are not the same thing, multicultural education
attempts to offer all students an equitable educational opportunity, while at the same,
encouraging students to critique society in the interest of social justice.
Banks‘ model of the five types of multicultural curriculum informs the unit‘s assessment
practices:
1. Content integration: deals with the extent to which teachers use examples, data,
and information from a variety of cultures and groups to illustrate key concepts,
principles, generalizations and theories in their subject area or discipline.
2. Knowledge construction: describes the procedures by which social, behavioral,
and natural scientists create knowledge and the manner in which the implicit
cultural assumptions, frames of reference, perspectives and biases within a
discipline influence ways that knowledge is constructed. When the knowledge
construction process is implemented in the classroom, teachers help students
understand how knowledge is created and it is influenced by the gender, religious,
regional, racial, ethnic, and social class positions of individuals and groups.
3. Prejudice reduction: describes the characteristics of children‘s racial attitudes
and suggests strategies that can be used to help students develop more democratic
attitudes and values
4. Equity pedagogy: describes how teachers use techniques and methods that
facilitate the achievement of students from diverse gender, abilities, racial, ethnic,
and social-class groups. Multicultural course content often provides intervention
strategies that are designed to help students and members of low status-population
groups to increase academic achievement.
5. Empowering school culture: the process of restructuring the culture and
organization of school so that students from diverse groups will experience
educational equality and cultural empowerment. Such variables as labeling
practices, social climate, grouping practices, staff expectations, and student
achievement are explored. Teacher candidates review literature that focuses on
institutionalized factors of the school culture and environments that need to be
reformed in order to increase the academic achievement and emotional growth of
students from diverse groups.
Candidates are challenged to reform educational curriculum and instructional practices in
both their instructional planning and delivery practices to move beyond the contributions
approach:
1. Level 4: Action Approach
a. Students actively make decisions on important personal, social, and civic
problems and take actions to help solve them
2. Level 3: Transformative Approach
a. Students view concepts, issues, events, and themes from the perspectives
of diverse religious, gender, socio-economic, ethnic, and cultural groups
3. Level 2: Additive Approach
a. Content, concepts, lessons, and units are added to the curriculum without
changing the structure
4. Level 1: Contributions Approach
a. Heroes, heroines, holidays, food, and discrete cultural elements are
celebrated occasionally (Banks and Banks, 2001).
The pedagogy, curriculum and assessment practices of candidates sensitive to children‘s
differences as well as dispositions that candidates have all play a part in enabling
graduates to be effective teachers for all students in their classrooms. Candidates must
show respect for all learners and their experiences, have confidence in their abilities to
learn, and be willing to examine their own beliefs and assumptions to change/improve
their practice. Darling-Hammond and Bransford call this ―developing a sociocultural
consciousness‖ for teaching (2005, p. 253). They suggest that developing this
consciousness enables the development of more positive attitudes toward their students.
Inclusion of All Children
Candidates learn about children with exceptional needs in the program. They must
understand various types of disabilities and the range of intensity on a spectrum. They
learn the basics of eligibility and placement and how to implement an IEP. Candidate
must know how to establish a supportive classroom environment that encourages
interaction among all the children, develop positive relationships with parents and
families, and to work with colleagues and other professionals.
Role of Technology
Candidates learn to integrate the use of technology into their overall thinking and
planning of curriculum and instruction. First, candidates themselves become technically
literate professionals. Second, they develop a set of practices that asks their students to
use technology within their disciplines. These practices include use of email,
information searches, multimedia presentations, data analysis, and use of administrative
tools required by schools. The capstone experience prior to student teaching will also
demand technological proficiency for presentation.
Three Program Pillars:
Compelled to Act: Educating Hearts
For candidates to be successful in the program, it is not enough for them to demonstrate
technical capability in a classroom. Candidates must demonstrate specific dispositions
and values to be successful. Candidate must display an attitude of selflessness through
professional interactions as shown through dress, attendance, punctuality, interpersonal
relationships, and proper speech. Candidates must embrace and display Gospel values of
compassion and justice by:
Recognizing, planning, and implementing strategies to accommodate a variety of
learners, based on cognition gender, physical ability, culture, language, and
exceptional need;
Recognizing, planning, and implementing strategies to accommodate students
with social and behavioral differences;
Recognizing, planning, and implementing an environment where all students are
treated respectfully, lovingly and fairly. This includes effective classroom
management, safe organization of the classroom, effective use of procedures and
rules, and consistency in behavior management.
Compelled to Act: Educating Minds
Candidates study a rigorous curriculum that addresses the nine liberal arts areas described
earlier and education.
Compelled to Act: Social Justice
Candidates in the elementary education program are prepared in ways that enable them to
develop a commitment to all children. Candidates view their profession as a vocation in
which they see their roles and responsibilities as ones that will prepare all students for
―equitable participation in a democratic society‖ (Darling-Hammond & Bransford, 2005,
p. 11). The social importance of teaching suggests that the quality of teachers, even
beginning teachers, matters tremendously. And successful candidates accept the vision
of the program to act on behalf of all children.
Experiential Learning
Candidates in the Elementary Education Program will begin their experiential
components in their first year. Local schools in the South Bend area, both Catholic and
public, are working with Holy Cross personnel to develop the parameters for the various
field experiences and student teaching.
In the first two years, early field experiences provide a context for candidates to begin
learning the meaning of skill performance. Performance activities are included in each of
the field experiences. Candidates‘ abilities to perform skills range from basic
understandings to skilled and mastery levels in student teaching. Performance evidence
is gathered from mentors in the field as well as college instructors for each of field
placement.
Candidates are asked to reflect on and assess their own performances. They are provided
many opportunities for self-analysis, including observation logs, journals, and self-
evaluations. Strategies for reflection are connected to course content. For example,
candidates may be asked to keep learning logs regarding their work with a small group in
reading.
A variety of methods will be used by college faculty and school mentors to determine
how well candidates are progressing. The candidate assessment plan described elsewhere
will allow the TEC to review candidates‘ progress to determine their readiness to move
from one stage to the next.
Candidate Proficiencies Aligned with Expectations in professional, state and
institution standards
Elementary Generalist with English as a New Language
INTASC Standards/Indiana Standards
for Early and Middle Childhood
Teachers/Indiana ENL Standards
Holy Cross Proficiencies for Dual
License: Elementary Generalist and
ENL
INTASC 1: Content Pedagogy: The
teacher understands the central concepts,
tools of inquiry, and structures of the
discipline he or she teaches and can create
learning experiences that make these
aspects of subject matter meaningful for
students.
Early and Middle Childhood 2: Curriculum (Mathematics,
English/Language Arts, Science, Social
Studies, Fine Arts, Health Education,
Physical Education, Connections between
Technology and the Disciplines*
ENL 1: Teachers of English as a New
Language understand the process of
language acquisition and development and
the role this process plays in their students‘
educational experience.
ENL 2: Teachers of English as a New
Language recognize that the students‘
primary culture plays a crucial role in their
adaptation to United States culture
Candidates develop their minds
within a liberal arts tradition
Candidates know their content well
Candidates understand second
language acquisition and
development and can adjust
instruction and assessment tools to
promote interaction and learning for
English language learners in their
classrooms
Candidates integrate the disciplines
to create meaningful curriculum
INTASC 2: Student Development: The
teacher understands how children learn and
develop, and can provide learning
opportunities that support a child‘s
intellectual, social, and personal
development.
Early and Middle Childhood 1: Teachers
of Early and Middle Childhood know,
understand, and use the major concepts,
principles, theories, and research related to
the development of children and young
Candidates foster gospel values in
secular and parochial ways
Candidates provide all learners with
access to learning opportunities
adolescents to construct learning
opportunities, that support individual
students‘ development, acquisition of
knowledge, and motivation.
ENL 3: Teachers of English as a New
Language understand students‘ cognitive,
affective, psychological, social and cultural
development and backgrounds
INTASC 3: Diverse Learners: The
teacher understands how students differ in
their approaches to learning and creates
instructional opportunities that are adapted
to diverse learners.
Early and Middle Childhood 3a:
Teachers of Early and Middle Childhood
understand how elementary (primary and
intermediate) students differ in their
development and approaches to learning,
and create instructional opportunities that
are adapted to diverse learners.
Candidates develop compassionate
hearts for teaching
Candidates value the cultural and
linguistic backgrounds of their
students
Candidates embrace action on
behalf of all children
Candidates see themselves as
teachers who serve those
marginalized by society
INTASC 4: Multiple Instructional
Strategies The teacher understands and
uses a variety of instructional strategies to
encourage student development of critical
thinking, problem solving, and
performance skills.
Early and Middle Childhood 3b: Teachers of Early and Middle Childhood
understand and use a variety of teaching
strategies that encourage elementary
(primary and intermediate) students‘
development of critical thinking, problem
solving, and performance skills.
ENL 4: Teachers of English as New
Language understand how to facilitate
instruction by creating a supportive
environment and implementing the
appropriate activities that promote optimal
learning for English language learners.
Candidates set learning goals,
create instruction and develop a
variety of assessments for children
that show command of the subject
matter and respect for students‘
primary cultures
Candidates create challenging and
engaging curriculum for all children
Candidates use a variety of media
and technology, multiple strategies,
and effective materials to engage
students, including those for whom
English is not their first language
Candidates encourage students to
see, question, and interpret ideas
INTASC 5: Motivation and
Management: The teacher uses an
understanding of individual and group
motivation and behavior to create a
learning environment that encourages
positive social interaction, active
Candidates use appropriate
classroom procedures
Candidates create collaborative,
supportive environments for all
children to learn
engagement in learning, and self
motivation.
Early and Middle Childhood 3c:
Teachers of Early and Middle Childhood
use their knowledge and understanding of
individual and group motivation and
behavior among students to foster active
engagement in learning, self-motivation,
and positive social interaction and to create
supportive learning environments.
ENL 4: Teachers of English as New
Language understand how to facilitate
instruction by creating a supportive
environment and implementing the
appropriate activities that promote optimal
learning for English language learners.
INTASC 6: Communication and
Technology: The teacher uses knowledge
of effective verbal, nonverbal, and media
communication techniques to foster active
inquiry, collaboration, and supportive
interaction in the classroom.
Early and Middle Childhood 3d: Teachers of Early and Middle Childhood
use their knowledge and understanding of
effective verbal, nonverbal, and media
communication techniques to foster active
inquiry, collaboration, and supportive
interaction in the elementary (primary and
intermediate) classroom.
Candidates model effective
communication, writing and
speaking effectively, using
technology effectively
INTASC 7: Planning: The teacher plans
instruction based upon knowledge of
subject matter, students, the community,
and curriculum goals.
Early and Middle Childhood 3: Teachers
of Early and Middle Childhood plan and
implement instruction based on knowledge
of students, learning theory, subject matter,
curricular goals, and community.
Candidates create high and positive
expectations for all learners,
including those for whom English is
not their first language
INTASC 8: Assessment: The teacher
understands and uses formal and informal
assessment strategies to evaluate and
ensure the continuous intellectual, social,
and physical development of the learner.
Early and Middle Childhood 4: Teachers
of Early and Middle Childhood know,
Candidates set learning goals,
create instruction and develop a
variety of assessments for children
that show command of the subject
matter and respect for students‘
primary cultures
understand, and use formal and informal
assessment strategies to evaluate and
ensure the continuous intellectual, social,
and physical development of each
elementary (primary and intermediate)
student.
ENL 6: Teachers of English as a New
Language are able to effectively use formal
and informal assessment strategies that
include methods to promote the
development of the learner.
INTASC 9: Reflective Practice:
Professional Growth: The teacher is a
reflective practitioner who continually
evaluates the effects of his or her choices
and actions on others (students, parents,
and other professionals in the learning
community) and who actively seeks out
opportunities to grow professionally.
Early and Middle Childhood 5a: Teachers of Early and Middle Childhood
are aware of and reflect on their practice in
light of research on teaching and resources
available for professional learning; they
continually evaluate the effects of their
professional decisions and actions on
students, parents, and other professionals in
the learning community and actively seek
out opportunities to grow professionally.
ENL 7: Teachers of English as a New
Language are reflective practitioners who
actively seek opportunities for professional
development.
Candidates see themselves as
lifelong learners
Candidates view teaching as a
vocation
Candidates make effective
decisions and solve problems in the
best interest of students
Candidates review their
performance constantly to improve
Candidates seek help from other
professionals as needed
INTASC 10: School and Community
Involvement: The teacher fosters
relationships with school colleagues,
parents, and agencies in the larger
community to support students' learning
and well-being.
Early and Middle Childhood 5b: Teachers of Early and Middle Childhood
know the importance of establishing and
maintaining a positive and collaborative
relationship with families to promote the
academic, social, and emotional growth of
Candidates promote acceptance and
understanding of cultural and
language diversity in the school and
community
Candidates collaborate with
families and community as needed
Candidates seek help from other
professionals as needed
children.
Early and Middle Childhood 5c: Teachers of Early and Middle Childhood
foster relationships with school colleagues
and agencies in the larger community to
support students‘ learning and well-being.
ENL 5: Teachers of English as a New
Language collaborate effectively to
maximize student learning
ENL 8: Teachers of English as New
Language promote acceptance and
understanding of cultural and language
diversity in the community and in the
school.
2a: Mathematics: Teachers of Early and Middle Childhood know, understand, and use
major concepts, procedures, and reasoning processes of mathematics that define number
systems and number sense, geometry, measurement, statistics and probability, and
algebra in order to foster student understanding and use of patterns, quantities, and spatial
relationships that can represent phenomena, solve problems, and deal with data.
2b: English/Language Arts: Teachers of Early and Middle Childhood demonstrate a
high competence in the use of English language arts and they know, understand, and use
concepts from reading, language, and child development, to teach reading, writing,
speaking, listening, and thinking skills and to help students successfully apply their
developing skills to many different situations, materials, and ideas. They teach children
to read with a balanced instructional program that includes an emphasis on the use of
letter/sound relationships (phonics), the context (semantic and syntactic), and meaningful
text.
2c: Science: Teachers of Early and Middle Childhood know, understand, and use the
fundamental concepts in the subject matter of science, including physical, life, and earth
and science as well as concepts in science and technology, science in personal and social
perspectives, the history and nature of science, the unifying concepts of science, and the
inquiry processes scientists use in discovery of new knowledge to build a base for
scientific literacy.
2d: Social Studies: Teachers of Early and Middle Childhood know, understand, and use
the major concepts and modes of inquiry from the social studies – the integrated study of
history, geography, the social sciences (such as anthropology, archeology, economics,
political science, psychology, and sociology), and other related areas (such as humanities,
law, philosophy, religion, mathematics, science, and technology) – to promote
elementary (primary and intermediate) students‘ abilities to make informed decisions as
citizens of a culturally diverse democratic society and interdependent world.
2e: Fine Arts: Teachers of Early and Middle Childhood know, understand, and use – as
appropriate to their own understanding and skills—the content, functions, and
achievements of dance, music, theater, and several visual arts as primary media for
communication, inquiry, and insight among elementary (primary and intermediate)
students.
2f: Health: Teachers of Early and Middle Childhood know, understand, and use the
comprehensive nature of students‘ physical, mental, and social well-being to create
opportunities for student development and practice of skills that contribute to good
health.
2g: Physical Education: Teachers of Early and Middle Childhood know, understand, and
use – as appropriate to their understanding and skills – human movement and physical
activity as central elements to foster active, healthy life styles and enhanced quality of
life for elementary (primary and intermediate) students.
2h: Connections between Technology and the Disciplines: Teachers of Early and Middle
Childhood know, understand, and use the connections among concepts, procedures, and
ap0plkications from content areas to motivate elementary (primary and intermediate)
students, build understanding, and encourage the application of knowledge, skills and
ideas to real world issues.
Elementary Generalist/English as a New Language/Bilingual Bicultural Program
INTASC Standards/Indiana Standards
for Teachers of Early and Middle
Childhood/Indiana ENL
Standards/Indiana Bilingual Bicultural
Standards
Holy Cross Proficiencies for Multiple
License: Elementary Generalist
/ENL/Bilingual and Bicultural
INTASC 1: Content Pedagogy: The
teacher understands the central concepts,
tools of inquiry, and structures of the
discipline he or she teaches and can create
learning experiences that make these
aspects of subject matter meaningful for
students.
Early and Middle Childhood 2: Curriculum (Mathematics,
English/Language Arts, Science, Social
Studies, Fine Arts, Health Education,
Physical Education, Connections between
Technology and the Disciplines*
ENL 1: Teachers of English as a New
Language understand the process of
language acquisition and development and
the role this process plays in their students‘
Candidates develop their minds
within a liberal arts tradition
Candidates know their content well
Candidates understand second
language acquisition and
development and can adjust
instruction and assessment tools to
promote interaction and learning for
English language learners in their
classrooms
Candidates integrate the disciplines
to create meaningful curriculum
educational experience.
ENL 2: Teachers of English as a New
Language recognize that the students‘
primary culture plays a crucial role in their
adaptation to United States culture
Bilingual/Bicultural 1: Teachers of
bilingual bicultural students are fluent in
two or more languages and understand the
processes of language and literacy
development and the role they play in
students‘ educational experiences and
learning
INTASC 2: Student Development: The
teacher understands how children learn and
develop, and can provide learning
opportunities that support a child‘s
intellectual, social, and personal
development.
Early and Middle Childhood 1: Teachers
of Early and Middle Childhood know,
understand, and use the major concepts,
principles, theories, and research related to
the development of children and young
adolescents to construct learning
opportunities, that support individual
students‘ development, acquisition of
knowledge, and motivation.
ENL 3: Teachers of English as a New
Language understand students‘ cognitive,
affective, psychological, social and cultural
development and backgrounds.
Early and Middle Childhood 3a:
Teachers of Early and Middle Childhood
understand how elementary (primary and
intermediate) students differ in their
development and approaches to learning,
and create instructional opportunities that
are adapted to diverse learners.
Bilingual Bicultural 3: Teachers of
bilingual bicultural students understand
students‘ cognitive, affective,
psychological, social and cultural
development and backgrounds to create a
supportive learning environment.
Candidates foster gospel values in
secular and parochial ways
Candidates provide all learners with
access to learning opportunities
INTASC 3: Diverse Learners: The
teacher understands how students differ in Candidates develop compassionate
hearts for teaching
their approaches to learning and creates
instructional opportunities that are adapted
to diverse learners.
Early and Middle Childhood 3b: Teachers of Early and Middle Childhood
understand and use a variety of teaching
strategies that encourage elementary
(primary and intermediate) students‘
development of critical thinking, problem
solving, and performance skills
Bilingual Bicultural 2: Teachers of
bilingual bicultural students have cultural
competencies in two or more cultures and
understand the assistive role these
competencies play in a student‘s cultural
adaptation, educational experiences, and
learning
Candidates value the cultural and
linguistic backgrounds of their
students
Candidates embrace action on
behalf of all children
Candidates see themselves as
teachers who serve those
marginalized by society
INTASC 4: Multiple Instructional
Strategies The teacher understands and
uses a variety of instructional strategies to
encourage student development of critical
thinking, problem solving, and
performance skills.
Early and Middle Childhood 3b: Teachers of Early and Middle Childhood
understand and use a variety of teaching
strategies that encourage elementary
(primary and intermediate) students‘
development of critical thinking, problem
solving, and performance skills.
ENL 4: Teachers of English as New
Language understand how to facilitate
instruction by creating a supportive
environment and implementing the
appropriate activities that promote optimal
learning for English language learners.
Bilingual Bicultural 4: Teachers of
bilingual bicultural students understand
instructional strategies and methods that
promote optimal learning
Candidates set learning goals,
create instruction and develop a
variety of assessments for children
that show command of the subject
matter and respect for students‘
primary cultures
Candidates create challenging and
engaging curriculum for all children
Candidates use a variety of media
and technology, multiple strategies,
and effective materials to engage
students, including those for whom
English is not their first language
Candidates encourage students to
see, question, and interpret ideas
INTASC 5: Motivation and
Management: The teacher uses an
understanding of individual and group
motivation and behavior to create a
learning environment that encourages
positive social interaction, active
Candidates use appropriate
classroom procedures
Candidates create collaborative,
supportive environments for all
children to learn
engagement in learning, and self
motivation.
Early and Middle Childhood 3c:
Teachers of Early and Middle Childhood
use their knowledge and understanding of
individual and group motivation and
behavior among students to foster active
engagement in learning, self-motivation,
and positive social interaction and to create
supportive learning environments.
ENL 4: Teachers of English as New
Language understand how to facilitate
instruction by creating a supportive
environment and implementing the
appropriate activities that promote optimal
learning for English language learners.
INTASC 6: Communication and
Technology: The teacher uses knowledge
of effective verbal, nonverbal, and media
communication techniques to foster active
inquiry, collaboration, and supportive
interaction in the classroom.
Early and Middle Childhood 3d: Teachers of Early and Middle Childhood
use their knowledge and understanding of
effective verbal, nonverbal, and media
communication techniques to foster active
inquiry, collaboration, and supportive
interaction in the elementary (primary and
intermediate) classroom.
Bilingual Bicultural 8: Teachers of
bilingual bicultural students are cross-
cultural communicators who promote
acceptance and understanding of culture
and language diversity in the home, the
community, and in the school
Candidates model effective
communication, writing and
speaking effectively, using
technology effectively
INTASC 7: Planning: The teacher plans
instruction based upon knowledge of
subject matter, students, the community,
and curriculum goals.
Early and Middle Childhood 3: Teachers
of Early and Middle Childhood plan and
implement instruction based on knowledge
of students, learning theory, subject matter,
curricular goals, and community
Candidates create high and positive
expectations for all learners,
including those for whom English is
not their first language
INTASC 8: Assessment: The teacher Candidates set learning goals,
understands and uses formal and informal
assessment strategies to evaluate and
ensure the continuous intellectual, social,
and physical development of the learner.
Early and Middle Childhood 4: Teachers
of Early and Middle Childhood know,
understand, and use formal and informal
assessment strategies to evaluate and
ensure the continuous intellectual, social,
and physical development of each
elementary (primary and intermediate)
student.
ENL 6: Teachers of English as a New
Language are able to effectively use formal
and informal assessment strategies that
include methods to promote the
development of the learner.
Bilingual Bicultural 6: Teachers of
bilingual bicultural students are able to
effectively use formal and informal
methods of assessment that may include
native language assessment , to evaluate
learners
create instruction and develop a
variety of assessments for children
that show command of the subject
matter and respect for students‘
primary cultures
INTASC 9: Reflective Practice:
Professional Growth: The teacher is a
reflective practitioner who continually
evaluates the effects of his or her choices
and actions on others (students, parents,
and other professionals in the learning
community) and who actively seeks out
opportunities to grow professionally.
Early and Middle Childhood 5a: Teachers of Early and Middle Childhood
are aware of and reflect on their practice in
light of research on teaching and resources
available for professional learning; they
continually evaluate the effects of their
professional decisions and actions on
students, parents, and other professionals in
the learning community and actively seek
out opportunities to grow professionally.
ENL 7: Teachers of English as a New
Language are reflective practitioners who
actively seek opportunities for professional
development.
Bilingual Bicultural 7: Teachers of
Candidates see themselves as
lifelong learners
Candidates view teaching as a
vocation
Candidates make effective
decisions and solve problems in the
best interest of students
Candidates review their
performance constantly to improve
Candidates seek help from other
professionals as needed
bilingual bicultural students are reflective
practitioners who actively seek
opportunities for professional development
INTASC 10: School and Community
Involvement: The teacher fosters
relationships with school colleagues,
parents, and agencies in the larger
community to support students' learning
and well-being.
Early and Middle Childhood 5b: Teachers of Early and Middle Childhood
know the importance of establishing and
maintaining a positive and collaborative
relationship with families to promote the
academic, social, and emotional growth of
children.
Early and Middle Childhood 5c: Teachers of Early and Middle Childhood
foster relationships with school colleagues
and agencies in the larger community to
support students‘ learning and well-being.
ENL 5: Teachers of English as a New
Language collaborate effectively to
maximize student learning
ENL 8: Teachers of English as New
Language promote acceptance and
understanding of cultural and language
diversity in the community and in the
school.
Bilingual Bicultural 5: Teachers of
bilingual bicultural students collaborate
effectively with ENL/ESL and content area
teachers and others within the school
community to maximize student learning
through the use of the students‘ primary
language and culture.
Bilingual Bicultural 8: Teachers of
bilingual bicultural students are cross-
cultural communicators who promote
acceptance and understanding of culture
and language diversity in the home, the
community, and in the school
Candidates promote acceptance and
understanding of cultural and
language diversity in the school and
community
Candidates seek help from other
professionals as needed
Candidates collaborate with
families and community as needed
2a: Mathematics: Teachers of Early and Middle Childhood know, understand, and use
major concepts, procedures, and reasoning processes of mathematics that define number
systems and number sense, geometry, measurement, statistics and probability, and
algebra in order to foster student understanding and use of patterns, quantities, and spatial
relationships that can represent phenomena, solve problems, and deal with data.
2b: English/Language Arts: Teachers of Early and Middle Childhood demonstrate a
high competence in the use of English language arts and they know, understand, and use
concepts from reading, language, and child development, to teach reading, writing,
speaking, listening, and thinking skills and to help students successfully apply their
developing skills to many different situations, materials, and ideas. They teach children
to read with a balanced instructional program that includes an emphasis on the use of
letter/sound relationships (phonics), the context (semantic and syntactic), and meaningful
text.
2c: Science: Teachers of Early and Middle Childhood know, understand, and use the
fundamental concepts in the subject matter of science, including physical, life, and earth
and science as well as concepts in science and technology, science in personal and social
perspectives, the history and nature of science, the unifying concepts of science, and the
inquiry processes scientists use in discovery of new knowledge to build a base for
scientific literacy.
2d: Social Studies: Teachers of Early and Middle Childhood know, understand, and use
the major concepts and modes of inquiry from the social studies – the integrated study of
history, geography, the social sciences (such as anthropology, archeology, economics,
political science, psychology, and sociology), and other related areas (such as humanities,
law, philosophy, religion, mathematics, science, and technology) – to promote
elementary (primary and intermediate) students‘ abilities to make informed decisions as
citizens of a culturally diverse democratic society and interdependent world.
2e: Fine Arts: Teachers of Early and Middle Childhood know, understand, and use – as
appropriate to their own understanding and skills—the content, functions, and
achievements of dance, music, theater, and several visual arts as primary media for
communication, inquiry, and insight among elementary (primary and intermediate)
students.
2f: Health: Teachers of Early and Middle Childhood know, understand, and use the
comprehensive nature of students‘ physical, mental, and social well-being to create
opportunities for student development and practice of skills that contribute to good
health.
2g: Physical Education: Teachers of Early and Middle Childhood know, understand, and
use – as appropriate to their understanding and skills – human movement and physical
activity as central elements to foster active, healthy life styles and enhanced quality of
life for elementary (primary and intermediate) students.
2h: Connections between Technology and the Disciplines: Teachers of Early and Middle
Childhood know, understand, and use the connections among concepts, procedures, and
ap0plkications from content areas to motivate elementary (primary and intermediate)
students, build understanding, and encourage the application of knowledge, skills and
ideas to real world issues.
References
Araison, P.W. & Walsh, M.E. (1997). Constructivist cautions. Phi Delta Kappan, 78,
444-449.
Banks, J.A. and Banks, C.A. (2001). Handbook on research on multicultural
education. San Francisco, CA: Jossey-Bass.
Bennett, C.I (1999). Comprehensive multicultural educator: Theory and practice. 4th
edition. Needham Heights, MA: Allyn and Bacon.
Bredekamp, S. & Copple, C. (1997. Developmentally appropriate practice in early
childhood programs (Rev. Ed.) Washington, DC: National Association for the
Education of Young Children.
Cochran-Smith, M. (1995). Color blindness and basketmaking are not the answers:
Confronting the dilemmas of race, culture, and language diversity into teacher
education. American Educational Research Journal, 32(3), 493-522.
Collier, S. (1999). Characteristics of reflective thought during the student teaching
experience. Journal of Teacher Education, 50(3), 173-180.
Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.
Dewey, J. (1916/1977). Democracy and education: An introduction to the
philosophy of education. New York: Macmillan.
Dewey. J. (1938). Experience and education. New York: Macmillan.
Dweck, C. S. (1989). Motivation. In A. Lesgold and R. Glaser (Eds.), Foundations for
a psychology of education (pp. 87-136), Hillsdale, NJ: Erlbaum.
Dweck, C.S. (1986). Motivational processes affecting learning. American
Psychologist, 41(10), 1040-1048.
Fogarty, R. Perkins, D. & Barrel, J. (1992). The mindful school: How to teach for
transfer. Palatine, IL: IRI/Skylight Publishing.
Garcia, E. (1993). Language, Culture, and Education. In L. Darling-Hammond (Ed.)
Review of research in education, Volume 19, 51-98. Washington, DC:
American Educational Research Association.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York:
Basic Books.
Irvine, J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New
York: Teachers College Press.
Morrow, L.M, Gambrell, L.B., Pressley M. (2003) Best practices in literacy instruction.
NY: Guilford Press.
Murrell, P. (2002). African-centered pedagogy: Developing schools of achievement
for African-American children. Albany: State University of New York Press.
Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural
education. 3rd edition. White Plains, NJ: Longman.
Nieto, S. & Rolon, C. (1997). Preparation and professional development of teachers:
A perspective from two Latinas. In J. Irvine (Ed.), Critical knowledge for diverse
teachers and learners (pp. 89-124). District of Columbia: American
Association of Colleges for Teacher Education.
Piaget, J. (1952). The origins of intelligence in children. New York: International
Universities Press.
Piaget, J. (1970). Piaget‘s theory. In L. Carmichael and P.H. Mussen (Eds.)
Carmichael‘s manual of child psychology (3rd
ed.). New York: Wiley.
Sternberg, R. J. (1985). Beyond I.Q.: Toward a triarchic theory of intelligence.
Cambridge, MA: Cambridge University Press.
Tiedt, P. and I.M. (1999). Multicultural teaching: A handbook of activities,
information, and resources. 5th
edition. Needham Heights, MA: Allyn and
Bacon.
Vygotsky, L (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT
Press. (Original English translation published in 1962).
Vygotsky, L. (1978). Mind in society: the development of higher psychological
processes. Cambridge, MA: Harvard University Press.
Yager, R. (1991). The constructivist learning model, towards real reform in science
education. The Science Teacher, 58 (6), 52-57.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: New standards for
teaching and learning in America‘s schools (3rd
edition). Portsmouth, NH:
Heinemann.
5. Division of Education Requirements, Policies and Forms
a. Core Requirements
Course Number Course Title Credits Semester Grade
IDST 101 Intro to Liberal Studies 3
ARTS 101 Two-Dimensional Art
Fundamentals
3
MUSI 115 Music Perceptions I 3
THEO 140 Intro Theology 3
IDST 350 International Experience 3
HIST 101 or 102 Western Civilization I or II 3
HIST 151 U.S. History I 3
HIST 152 U.S. History II 3
SOCI 151 Principles of Sociology 3
SOCI 410 Social Stratification 3
PSYC 101 Intro Psychology 3
PSYC 315 Child & Adolescent
Development
3
ENGL 101 Composition I 3
ENGL 203 or
ENGL 204 or
ENGL 235
World Literature I or
World Literature II or
Latin American Literature
3
COMM 101 Foundations of Speech 3
MATH 111 or
MATH 118
*Discrete Mathematics or
Finite Mathematics
3
MATH 114 Math for Elem. Teachers 3 CPSC
107/EDUC107 Intro Computer
Applications
3
SCIE 101 *Great Ideas Sci (Lab) 4
GEOL 110 or
BIOL 101 or
BIOL 118 or
CHEM 101 or
PHYS 101
Geology of Americans SW
Biological Sci (Lab)
*Plant Biology (Lab)
Chemistry Principles (Lab)
Physics (Lab)
4
Total General Education
Courses
62 GPA
* Recommended courses
b. Education Program Requirements
Course
Number
Course Title Credits Semester Grade
EDUC 200T Transformative Teaching 2
EDUC 220T Diverse Learners 2
EDUC 300T Field Experience K-
6/ENL
0
EDUC 310T Reading/Lang Arts I: K-6 3
EDUC 315T Teach Science/Health: K-
6
2
EDUC 301T Field Experience K-
6/ENL
0
EDUC 311T Reading/Lang. Arts II: K-
6
3
EDUC 320T Assessment & Evaluation 2
EDUC 350T Teaching Mathematics:
K-6
2
EDUC 420T Teaching K-6 Classroom 2
EDUC 425T Culture and the Arts K-6 2
EDUC 490T Senior Seminar 1
EDUC 491T Student Teaching 3
Total Education Courses 24
Education
GPA
Overall
GPA
Praxis I - PPST Reading (176)
Writing (172)
Math (175)
TEP Transition to Teach
Program
Acceptance
ST Student Teaching
Application Acceptance
Praxis II Elementary Education
(165)
Reading Specialist (370)
CPR Cardio and Heimlich Maneuver Current for
Licensing
Required for Admission to T2T:
Pass PPST (Praxis I)-Indiana cut scores
BS or BA with a 3.0 GPA or above for all college work (or 2.5 with 5 years ed.
experience)
Education Philosophy Essay
Interview by TEP faculty
2 Professional Reference letters and contacts
HCC Application
c. Transition to Teach Requirements
Course
Number
Course Title Credits Semester Grade
EDUC 200 Transformative Teaching 3
EDUC 210 Building Relationships w/
Families & Community
3
EDUC 220 Diverse Learners 3
EDUC 265 Children‘s Literature 3
EDUC 301 Field Experience K-
6/ENL/C
1
EDUC 311 Reading/Lang. Arts II: K-
6
3
EDUC 420 Teaching K-6 Classroom 3
Total Education Courses 19
Education
GPA
Overall
GPA
d. Education Minor Requirements
Course
Number
Course Title Credits Semester Grade
EDUC 200 Transformative Teaching 3
EDUC 210 Building Relationships w/
Families & Community
3
EDUC 220 Diverse Learners 3
EDUC 265 Children‘s Literature 3
EDUC 301 Field Experience K-
6/ENL/C
1
EDUC 311 Reading/Lang. Arts II: K-
6
3
EDUC 420 Teaching K-6 Classroom 3
Total Education Courses 19
Education
GPA
Overall
GPA
e. Professionalism and Confidentiality Agreement
I am a guest in the school where I am observing and gaining experiential learning. My
task is to objectively collect information and interact in a school environment so that my
peers and I can learn more about educating children and becoming a teacher. Since I am
present for a limited time in the classroom and school, I am not in a position to pass
judgment on the teacher, students, or school.
I agree to protect the confidentiality of the students, classroom, and school, and respect
the professionalism of the teachers, principal, and other staff members.
I agree that information from my placement should only be discussed with the teacher,
principal, or Holy Cross instructors. There are not ―right‖ answers or behaviors for my
assignments. My responsibility is to observe, interact, record, and appropriately discuss
activities.
I have read and agree to follow the Professionalism and Confidentiality Agreement.
_______________________________
Printed Name
_______________________________ ______________________
Signature Date
f. Student Teaching Placement Request Form
Review the Student Teaching Policies and Procedures regarding placement.
Complete the information on the top portion of this page. The bottom will be completed
during a conference with the Supervisor of Student Teaching.
Name _____________________________________________
Present Phone # _____________________________________
Semester of Student Teaching: Spring _________ Fall _________
Teaching Area:
ELEMENTARY _____ and ENL/Bicultural ______ or Combined ______
SECONDARY _____ Content Area _______________________
1. Where do you plan to live during student teaching?
2. List any schools in the area that you attended during your K-12 education.
3. List any schools in the area where close friends or family attend or are employed.
This portion of the form is to be completed during a brief meeting with the Supervisor of
Student Teaching.
Grade Preferences: School Preferences:
1st Choice ______________________ 1st Choice ______________________
2nd Choice _____________________ 2nd Choice ______________________
Program Preference: School Preferences:
1st Choice ______________________ 1st Choice ______________________
2nd Choice _____________________ 2nd Choice _____________________
Comments:
5. Application and Admission to the Teacher Education Program
Any student enrolled in the Liberal Arts Studies program at Holy Cross College may
apply for admission to the Teacher Education Program (TEP) after completing the
Transformative Teaching Class and K-6 Teaching Class with a minimum grade of C+.
The student must have passed (Indiana Cut Scores) Praxis Pre-professional Skills Test
(PPST) in Reading, Writing, and Math. The student must have an overall grade point
average of 2.5 or above with completion of 30 credit hours OR 3.0 or above with
completion of 15 credit hours. The student must submit an application (available on line)
and 2 reference from faculty or other professional. Additionally, the student must create a
portfolio for review and complete an interview with the Teacher Education Committee.
6. Confidentiality of Records--see Student Teaching Handbook Documents
(http://www.hcc-nd.edu/academics/2/Student-Teaching-Handbook)
7. Disabilities Access/Assistance Policies
Holy Cross College‘s mission statement recognizes and values a diversity of backgrounds
among its students. The goal ―to actively promote diversity through willingness to
accommodate the services of the College to the needs of mature students and the
physically challenged‖ affirms that all students are valued members of the college
community and that we strive to provide the same access to programs and activities to
students with disabilities.
It is not always easy to understand students‘ disabilities and/or to discern the appropriate
accommodation. This Guidebook is an effort to remove any existing barriers, whether
physical, programmatic, or attitudinal through the cooperation of all associated with Holy
Cross College. This information also seeks to dispel any mystery that might exist around
the services to be provided.
This Guidebook is a reference in that it delineates both students‘ and instructors‘
responsibilities. This resource book should foster better communication among students,
faculty and staff, and facilitate the learning of those to whom accommodation is
appropriate.
See Guidebook for Students with Disabilities (http://faculty.hcc-
nd.edu/cdreyer/Disability/index.htm)
For more information contact:
Christopher J. Dreyer, CSC, MS, MSW
Director of Student Counseling Services
PO Box 308/54515 SR 933 N
Notre Dame, IN 46556-0308
Office: V-168
Phone: 574.239.8383
Fax: 574.239.8323
8. Field Experiences Policy
Overview
Classes in the Department of Education include Field Experiences as an important
component to the learning process of prospective teachers. Field Experience assignments
occur as a part of education coursework. There are three levels of supervision for the
field experiences:
1. The classroom teacher at the school site is the ―cooperating teacher.‖ This person
is an employee of the cooperating school.
2. The HCC faculty member teaching the associated course oversees students at the
sites.
3. The HCC chair of education oversees the cooperation between the sites and HCC.
Students begin by observing and gradually take on tutoring and teaching roles within the
assigned classroom. Student roles will vary based on the associated coursework and level
of study within the education department.
Guidelines
All HCC students and cooperating teachers receive guidelines/assignments for field
experiences. Guidelines/assignments vary based on the course and level of practicum
within the department of education. The assignments for HCC students are based on the
concurrent coursework or class. More advanced placements associated with Block
Coursework will include more actual teaching requirements. The actual teaching that a
practicum student does is subject to the cooperating teacher‘s discretion and the nature of
the course/class. Please note:
1. The cooperating teacher makes the final decision about the schedule of teaching
responsibilities of the HCC student.
2. One important role for the cooperating teacher is to be a model for the practicum
student. Watching a teacher actually discipline a student or explain an abstract
math concept is worth a thousand words in a book; therefore focused observation
of the classroom (cooperating) teacher actually teaching is one important goal of
the practicum.
3. Practice teaching is an important part of later practicum experiences. It should
not, however, replace observation. Observation will continue to be an important
goal of practicum experiences throughout the HCC students experiences.
4. Discussions in class sharpen powers of observation. HCC students should
become critical observers in the same way they become critical consumers of
educational theory and practice.
Specifics
a. Planning—It is essential that the HCC practicum students carefully plan what
they will teach. Good teachers carefully think through their lessons well in
advance. Opportunities to practice lessons during concurrent HCC coursework is
sometimes possible. Check with instructor. Lesson plan formats for block field
experiences will be made available to HCC students during their HCC courses.
b. Materials—The cooperating teacher should show the HCC students the available
materials in the classroom. HCC students should also feel comfortable asking
their cooperating teacher questions regarding the availability of supplies. Specific
materials needed to teach lessons, not available at the site, are the responsibility of
the HCC student.
c. Dress—There is appropriate dress at every school site. Cooperating teachers and
HCC students should discuss this at the first meeting. Additionally, HCC students
should maintain a base level of professional dress regardless of building
appropriateness. Appropriate dress does not include blue jeans, sweats, tank tops,
or t-shirts with slogans or writing. Appropriate dress does include neat, clean,
comfortable clothing. HCC students are representing the college, and modeling
for students.
d. Absence—HCC students contact the HCC faculty member for concurrent
coursework during the practicum. HCC faculty members will contact the school.
Field placement time is to be ―made-up‖ in the case of an absence.
e. Observation form—HCC students are asked to complete an observation form for
their cooperating teachers during block field placements. Forms will be provided
by HCC faculty in concurrent courses.
f. Journals—HCC students will be asked to journal during all field experiences.
Specific guidelines/assignments will be distributed by HCC faculty during
concurrent courses.
g. Evaluation—The cooperating teacher and university faculty will serve as
formative evaluators during the practicum experiences. The chair of education
will visit classrooms and site principals to evaluate the design of future field
experiences. Block Field Experience students will receive a separate grade
(pass/fail) on their transcripts. Grades for other Field Experiences will be
included in the concurrent courses.
9. Grievance Review Process
A student in Education program may be dismissed from the program due to any of the
following:
1. GPA below minimum requirements of the college. (see student handbook)
2. instances of illegal or immoral behavior that cannot be tolerated in a teacher; or
3. violation of student handbook code of behavior for Holy Cross College.
A student dismissed from the program may appeal in writing. This appeal is reviewed by
the Teacher Education Committee. The determination made by the committee is final.
10. Holy Cross College’s Policy on Harassment
See the Student Handbook. http://www.hcc-nd.edu/student-life/1/Student-Handbook
11. Reapplication to the Teacher Education Program
Students who have chosen to withdraw from the Teacher Education Program for more
than one semester must reapply for admission into the program. The application process
is the same for those reapplying, see ―Application and Admission to the Teacher
Education Program.‖ Students are advised to contact an advisor or the chair of the
education department prior to pursuing a reapplication.
Students who have been dismissed or involuntarily withdrawn, see ―Involuntary
Withdrawal‖ for information on appeals.
12. Retention in the Teacher Education Program
Students maintain enrollment in the Teacher Education Program by passing through a
series of Phase Assessments. Students need to pass each phase assessment to move to the
next experiential level of the program. Students that fail to pass Phase 1 will not be
admitted to the program, students that do not pass Phase 2 will not be permitted to
student teach. Students that do not pass Phase 3 will not be permitted to graduate.
Phase 1 Assessment: Required for Application to Teacher Education Program
(TEP):
Submit Application
Initial Portfolio Review (see inclusion requirements)
Transformative Teaching
Interview by member of the Teacher Education Committee (TEC)
Pass Praxis I (PPST)- Indiana cut scores
Complete a minimum 15 credit hours with 3.0 GPA & above OR a minimum of
30 credit hours with 2.5 GPA & above
Phase 2 Assessment: Required for Application to Student Teaching:
Pass Praxis 2—see ETS web site for dates, sites, and application
Complete above Block coursework with ―C‖ or better
Overall GPA 2.5
Interview with TEC
Portfolio Review
Phase 3 Assessment: Required for Graduation:
Coursework to complete 124 credit hours
Complete12 hours Student Teaching Experience
Recommendation of Student Teaching Supervisor
Portfolio Review
Overall GPA 2.5
International Experience
13. State Licensing
Students in the Holy Cross College Teacher Education Program are enrolled in a
performance-based program leading to an initial license in the State of Indiana. This
initial license will define at least one developmental level (early childhood, middle
childhood - elementary; early adolescence - middle school; or adolescence, young adult -
high school) and a content area (ie elementary generalist, ELL/ENL).
Students will need to pass the appropriate Praxis test to their content area, and
developmental level. Students are responsible for the cost of the tests. Some information
is available below. However, much more is available at the Education Testing Services
website, www.ets.org.
In Indiana, an initial license is valid for five years. Licenses in other states may vary.
Generally, additional coursework and/or professional experience is required for renewal
of the license. Check with an education advisor or the licensing chair for additional
information.
Praxis
The Indiana Professional Standards Board, in accordance with state law requires that all
candidates for teacher licenses pass the Praxis I test of Reading, Writing, and Math, and
the Praxis II test in the content area of licensure. Below are the required tests codes and
qualifying scores.
Test Name Code Qual. Score
Praxis I (PPST)
Reading 176
Writing 172
Math 175
OR
Reading (computer based test: CBT) 323
Writing (computer based test: CBT) 318
Math (computer based test: CBT) 320
Praxis II
ELEM, Ed.: Curriculum, Instruction, & Assess. 10011 165
And
Reading Specialist 0300 370
Go to the ETS web site for more information: www.ets.org.
License Test Fee Waivers
While students are responsible for their own test fees, the Education Testing Service
(ETS) has recently developed a process that addresses the various hardships that many
students face. ETS offers test fee remission to students that earn modest salaries. To
inquire about a fee waiver, contact ETS directly at (800) 772-9476.
License Process
Certification is the term frequently used to describe the process by which students acquire
a teaching license. Acquiring a teacher license is a complex task, and can sometimes be
overwhelming. Because the responsibility for education was deemed a state function
when the constitution was written, each state determines the qualifications for its
teachers. As a result, a student graduating from a teacher education program in Ohio,
will be eligible for a license in Ohio, but may need to take additional tests or courses to
be licensed in Michigan.
Generally, states license teachers using one of two methods: required credits and
courses, or performance standards which a candidate must meet. The agency within a
state, which is responsible for the licensing of teachers, is usually a state teachers‘
professional standards board or a division within a state department of education.
The process for obtaining a license is as follows. A candidate completes an approved
teacher education program within the state and requests from the state‘s professional
standards board or state department of education an application for a license. The
majority of states also require a satisfactory score on some form of competency test.
Most states test the subject matter competency, ie math or biology. Some states also test
basic competency in reading, writing, and math. Many also require tests of basic
pedagogical skills. Candidates need to contact the teacher licensing board or department
in a particular state to determine which tests need to be completed. Many states us Praxis
tests, including Indiana. Various states, may use various cut-off scores, for the same test.
License candidates code their application and have scores sent to the state and to the
college. Most states require a portion of the application to be completed by the college
education advisor and/or licensing chair. Generally, states also require a criminal history
check. Once all paperwork is submitted to the state agency it usually takes 2-6 weeks to
obtain a license in Indiana. The length of time in other states vary.
Internship Period
The State of Indiana and many other states require an internship period that is generally
the first one or two years following initial license. Teachers are paid full salary and
benefits during this time and depending on the state, often are assigned a mentor teacher
or other support system to assist with questions, and evaluation through the first year.
Application and Information
For more information regarding Indiana Licensing please go to the Division of
Professional Standards web site: www.doe.state.in.us/dps
14. Student Organizations
Holy Cross College has many clubs and organizations for our students to get involved in
and to pursue their passions. What‘s more, many tri-campus clubs at the University of
Notre Dame and Saint Mary‘s College are open to Holy Cross College student
participation. Holy Cross is also supportive of students groups who are interested in
starting a new activity, club or organization. Here is a list of current (2010/2011)
offerings:
Campus Clubs, Organizations, and Activities:
Air Force ROTC
Army ROTC
Art Club
Athletic Team Manager
Campus Ministry
Cheerleading
Community Service
Education Club
Geology/National Park Study
HANDS Multicultural Club
Intramural Sports
Liberal Studies Club
Liturgical Choir
Lourdes, France Service Trip
Mission Team
Music/ Choir/Theatre
Notre Dame Marching Band
Pep Band for HC Athletics
Psychology Club
Rome, Italy History Trip
SGA Student Government Association
SGA Athletic Committee
SGA Commuter Student Association
SGA Entertainment Committee
SGA Resident Hall Council
SGA Social Concerns/Service Committee
SGA: Tri-Campus Clubs/Activities
Saints for Life
Venture Crew (Outdoor Club)
Yearbook
Men’s Intercollegiate Athletic Teams:
Baseball
Basketball
Cross Country
Golf
Ice Hockey
Lacrosse
Soccer
Women’s Intercollegiate Athletic Teams:
Basketball
Cross Country
Golf
Soccer
15. Student Teaching Policies
Students must complete Phase 1 and Phase 2 assessment requirements prior to student
teaching. Students must have a limited criminal history check on file with the department
of education. Students must have completed all methods courses through the block
framework and meet the grade criteria described in the Phase 1 & 2 Assessments.
16. Involuntary Withdrawal
A student in Education program may be dismissed from the program due to any of the
following:
1. GPA below minimum requirements of the college. (see student handbook)
2. Instances of illegal or immoral behavior that cannot be tolerated in a teacher; or
3. Violation of student handbook code of behavior for Holy Cross College.
A student dismissed from the program may appeal in writing. The appeal is submitted to
the Chair of the Department of Education. The appeal is reviewed by the Teacher
Education Committee and/or HCC Administration (for student handbook code of
behavior violation). The determination made by the committee is final.
17. Additional College Resources
Holy Cross College provides a wide array of services for students. Students are
encouraged to seek support in the physical, spiritual, and academic arenas. The student
handbook provides details regarding services provided to students.
HCC handbook student services: http://www.hcc-nd.edu/student-life/1/Student-
Handbook
18. Assessment
Elementary Education (K-6) and ENL/Bilingual Program
Phase 1 Assessment: Required for Application to Teacher Education Program
(TEP) Students must be accepted into the TEP to take 300 and 400 level courses in
Education:
Submit Application (online HCC web site)
2 letters of recommendation
Efolio Review (must include statement of educational philosophy and resume)
EDUC 200 Transformative Teaching (C+ or better)
Interview with member of the Teacher Education Committee (TEC)
Pass Praxis I (PPST or CBPST), register: www.ets.org
Complete a minimum 30 credit hours with 2.5 GPA & above
Phase 2 Assessment: Required for Student Teaching:
Praxis II (as required for Indiana licensure)—register: www.ets.org
Complete each 300 and 400 level Education course with ―C‖ or better
Overall GPA 2.5
Interview with Director of Student Teaching
Efolio Formative Review
Phase 3 Assessment: Required for Graduation:
Required Education Coursework to complete minimum 124 credit hours
Complete minimum12 hours Student Teaching Experience
Recommendation of Director of Student Teaching
Praxis II (meet minimum scores required for Indiana licensure areas)
Efolio Summative Review
Overall GPA 2.5
International Experience
Capstone