Student Handbook

HANDBOOK FOR PROGRAMS UK College of Education amp

UK Educator Preparation Unit Academic Year 2009 - 2010

Preparing Educators in Research and Reflection for Learning and Leading

Academic Services and Teacher Certification 166 Taylor Education Building

University of Kentucky Lexington Kentucky 40506-0001

Phone 859-257-7971 wwweducationukyedu

teb166ukyedu

11162009

A Welcome from Associate Dean

Dr Rosetta F Sandidge

Dear Student Welcome to the College of Education at the University of Kentucky As Associate Dean my most important role is to help create along with the highly-qualified faculty and staff of the College an atmosphere of learning and exploration that fulfills our students both personally and professionally Congratulations on your choice of education as a career You have elected to become one of the most important factors in the future success of Kentucky the nation and the world

I want you to know that in the College of Education as at UK in general we are committed to excellence Faculty in the College and University are working hard to achieve the goal of becoming a Top 20 research institution by the year 2020 To accomplish this goal the University has set an ambitious agenda for itself This agenda includes enhancing the institutionrsquos stature among its peers preparing students for leadership in the knowledge economy and global society enhancing the intellectual and economic capital of Kentucky through growth in research embracing and nurturing diversity and engaging Kentuckians through partnerships to elevate quality of life

As a student in our Teacher Education Program you join an elite and important group Welcome

Sincerely

TABLE OF CONTENTS

WELCOME STATEMENT 6 GENERAL INFORMATION ABOUT THE COLLEGE OF EDUCATION AND THE UK EDUCATOR PREPARATION UNIT 6

COLLEGE OF EDUCATION MISSION 6 CONCEPTUAL FRAMEWORK (ABSTRACT) UK EDUCATOR PREPARATION UNIT 7 MILESTONES IN THE LIFE OF THE UK COLLEGE OF EDUCATION 7

EARNING A UK BACHELORrsquoS DEGREE IN THE COLLEGE OF EDUCATION 9 BACHELORS DEGREE REQUIREMENT FOR EDUCATOR PREPARATION PROGRAMS OUTSIDE OF THE COLLEGE OF EDUCATION 9

EDUCATOR LICENSING STATE PROGRAM APPROVAL AND NATIONAL ACCREDITATION 9 STATE LICENSING (TEACHER CERTIFICATION) AND STATE PROGRAM APPROVAL 9 NATIONAL ACCREDITATION THROUGH NCATE AND TEACHER QUALITY AT UK 10

EDUCATOR PREPARATION PROGRAMS THAT ARE AVAILABLE THROUGH THE UK EDUCATOR PREPARATION UNIT 11

GENERAL INFORMATION 11 UNDERGRADUATE DEGREE PROGRAMS LEADING TO AN INITIAL EDUCATOR TEACHING CERTIFICATE 11 UNDERGRADUATE DEGREE PROGRAMS NOT LEADING TO AN INITIAL EDUCATOR TEACHING CERTIFICATE 11 GRADUATE LEVEL EDUCATOR PREPARATION PROGRAMS IN THE DEPT OF CURRICULUM AND INSTRUCTION (MIC) WHICH LEAD BOTH TO A MASTERS DEGREE AND AN INITIAL EDUCATOR TEACHING CERTIFICATE 11 GRADUATE LEVEL EDUCATOR PREPARATION PROGRAMS IN SPECIAL EDUCATION 12 UNDERGRADUATE-LEVEL EDUCATOR PREPARATION PROGRAMS NOT ADVISED THROUGH THE COLLEGE OF EDUCATION12 GRADUATE-LEVEL EDUCATOR PREPARATION PROGRAMS NOT ADVISED THROUGH THE COLLEGE OF EDUCATION 12

SECONDARY EDUCATION PROGRAMS 13 INFORMATION ABOUT THE BACHELORS DEGREE WITH A MAJOR IN SECONDARY EDUCATION 13 UPPER DIVISION STATUS FOR SECONDARY EDUCATION MAJORS 13 REQUIRED FIELD HOURS COURSE 13 CERTIFICATION IN ANOTHER STATE (OTHER THAN KENTUCKY) 13 ADMISSION TO THE MASTER OF ARTS IN EDUCATION WITH TEACHER CERTIFICATION (MIC) 13 WORLD LANGUAGES EDUCATION 14 APPLICATION PROCESS FOR THE MASTER OF ARTS IN TEACHING WORLD LANGUAGES (MATWL) 14 OTHER SPECIFIC REQUIREMENTS FOR ADMISSION TO THE MATWL INCLUDE 14

SPECIAL NOTES 2009-2010 15 STANDARDS AND STANDARDS SETS IN EDUCATOR PREPARATION PROGRAMS 17 HOW AND WHEN ARE STANDARDS ASSESSED 17 THE STANDARDS SETS SELF-ASSESSMENT TOOLhellip 17 ADMISSION TO ANY UK EDUCATOR PREPARATION PROGRAMS (TEP) 20 TIMES TO APPLY TO TEP 20 APPLICATION TO A GRADUATE LEVEL EDUCATOR PREPARATION PROGRAM (TEP) 20 KENTUCKY COMMUNITY AND TECHNICAL COLLEGE STUDENTS 20

CONTROLLED ENROLLMENT CLASSES 21 REQUIRED TESTING FOR ADMISSION TO A UK EDUCATOR PREPARATION PROGRAM 21 APPLICATION FEES FOR EDUCATOR PREPARATION PROGRAMS 21

CONTINUOUS ASSESSMENT IN UK EDUCATOR PREPARATION PROGRAMS 22 CONTINUOUS ASSESSMENT REVIEWS (CAR) 22

THE ADVISING PROCESS FOR REGISTRATION STUDENT SUPPORT AND GRADUATION 23 ADVISING PRIOR TO ADVANCED REGISTRATION EACH SEMESTERhellip 23 DEGREE AUDITS PRIOR TO GRADUATION 23 APEX (ACADEMIC PROGRAM EVALUATION AND EXPLORATION) HTTPWWWUKYEDUDEGREEAUDIT 24 COUNSELING MENTORING TUTORING AND OTHER SERVICES 24 UK-101 24 EPE 174 THEORIES OF COLLEGE STUDENT SUCCESS 24

BACKGROUND CHECKS CHARACTER AND FITNESS REVIEWS THE KENTUCKY PROFESSIONAL CODE OF ETHICS AND TEACHER MISCONDUCT 25 FIELD EXPERIENCES STUDENT TEACHING AND OTHER INTENSIVE PRACTICUM EXPERIENCES 26

FIELD EXPERIENCE PLACEMENT POLICY 26 ACHIEVING DIVERSITY IN EACH CANDIDATErsquoS FIELD PLACEMENT PROFILE 26 PLACEMENT SITES 26 STUDENT TEACHING 26 WHEN TO APPLY FOR STUDENT TEACHING 27 THE CONSORTIUM OF OVERSEAS STUDENT TEACHING PROGRAM (COST) 27

DIVERSITY IN THE UK COLLEGE OF EDUCATION 27 EXPERIENCES WORKING WITH DIVERSE STUDENTS IN K-12 SCHOOLS 27 THE OFFICE OF EQUITY AND DIVERSITY 28

ADMISSION RETENTION AND EXIT FROM TEACHER EDUCATION PROGRAMS IN THE UK EDUCATOR PREPARATION UNIT 29

CONTINUOUS ASSESSMENT IN TEACHER EDUCATION PROGRAMS 29 STANDARDS FOR ADMISSION TO A TEACHER EDUCATION PROGRAM 29 RETENTION OF CANDIDATES IN TEACHER EDUCATION PROGRAMS 30 EXIT FROM TEACHER CERTIFICATION PROGRAMS 31 STATE MANDATED TESTING AND THE KENTUCKY TEACHER INTERNSHIP 31 ADMISSION AND GRADUATION FOR SECONDARY EDUCATION STUDENTS NOT SEEKING ADMISSION TO A TEACHER CERTIFICATION PROGRAM 31 CALCULATION OF GPAS FOR ADMISSION TO INITIAL CERTIFICATION PROGRAMS 32

UK COLLEGE OF EDUCATION POLICY ON APPEALS (REVISED POLICY PROPOSED FOR ADOPTION FALL 2009) 33 SECURING A TEACHING LICENSE FOLLOWING COMPLETION OF AN EDUCATOR PREPARATION PROGRAM 34 INFORMATION ABOUT TEACHER CERTIFICATION IN KENTUCKY 35

THE EDUCATOR LICENSE PROCESS IN KENTUCKY 35

KENTUCKY TEACHER INTERNSHIP PROGRAM (KTIP) INTRODUCTION 35 WHAT IS THE KTIP TEACHER PERFORMANCE ASSESSMENT (TPA) 36

COLLEGE OF EDUCATION SCHOLARSHIPS OTHER FINANCIAL AID PROGRAMS AND THE WORK STUDY PROGRAM 38

KHEAAhellip 38 TEACH GRANTS 38 NOYCE FELLOWSHIPS FOR MATHSCIENCE EDUCATION 38 SATISFACTORY ACADEMIC PROGRESS AND MAINTAINING FINANCIAL AID 38 FEDERAL WORK-STUDY (FWS) PROGRAM HTTPWWWUKYEDUFINANCIALAIDWORKHTM 39 COMMUNITY SERVICE JOBS 39 SOME QUESTIONS AND ANSWERS ABOUT FEDERAL WORK STUDY 39

FINDING A JOB THE UK PLACEMENT SERVICE AND TEACHERS-TEACHERSCOM 40 THE UK CAREER CENTER 40 TEACHERS-TEACHERSCOM 40

FUNDAMENTAL DOCUMENTS FOR TEACHER CERTIFICATION CANDIDATES 41 UK COLLEGE OF EDUCATION UNIT CORE STANDARDS SETS 41 KENTUCKY TEACHER STANDARDS 44 KENTUCKYrsquoS TEACHER STANDARDS FOR PREPARATION AND CERTIFICATION INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION BIRTH TO KINDERGARTEN 44 KENTUCKYS LEARNER GOALS AND ACADEMIC EXPECTATIONS 46 KENTUCKY SCHOOL PERSONNEL CODE OF ETHICS AS DEVELOPED BY THE EDUCATION PROFESSIONAL STANDARDS BOARD 49

CONTACT INFORMATION FOR THE COLLEGE OF EDUCATION 50

October 2008

Orientation to the College of Education and the Educator Preparation Unit of the University of Kentucky

2009-2010 WELCOME STATEMENT Welcome to the College of Education and the Educator Preparation Unit of the University of Kentucky The goals for education-related preparation programs at the University of Kentucky are to equip graduates for professional careers that emphasize research and reflection for learning and leading Fully prepared University of Kentucky education graduates are well-positioned not only for successful initial employment but also to pursue professional development through advanced study in an area (or areas) of specialization College of Education and Educator Preparation Unit graduates are the leaders of tomorrow This handbook provides an introduction to all of the major elements required of students to complete their programs in the College of Education and the Educator Preparation Unit of the University of Kentucky and in many cases to earn Kentucky teacher certification Remember that not all programs in the College of Education lead directly to initial teacher certification Candidates are encouraged to read these materials carefully to ensure that they understand the programs they have chosen to pursue If you have questions about the information provided please contact the Office of Academic Services and Teacher Certification at (859) 257-7971 visit our website at httpseducationukyeduAcadServ or send an email with a specific question to teb166popcoeukyedu GENERAL INFORMATION ABOUT THE COLLEGE OF EDUCATION AND THE UK EDUCATOR PREPARATION UNIT The title College of Education refers to the organizational unit of the University of Kentucky under the leadership of the dean of the college The College of Education offers UK degree programs at the undergraduate and graduate levels mostly leading to UK degrees at the Bachelors Masters Specialist and Doctorate levels The Educator Preparation Unit of the University of Kentucky also led by the dean of the College of Education (as Chief Education Officer) refers to all of the programs at the University of Kentucky that lead to an educator license either at the initial or advanced levels Some educator preparation programs include the award of a UK degree but not all College of Education Mission ldquoThe University of Kentuckyrsquos College of Education endeavors to expand the knowledge of teaching and learning processes across a broad educational spectrum The College fosters a culture of reflective practice and inquiry within a diverse community of students faculty and staff As part of a research-extensive university the College advances knowledge of education through research As part of a land grant institution the College prepares professionals for a variety of roles in educational settings and community agencies and provides leadership in the improvement of the education health and well being of citizens in the Commonwealth the nation and the worldrdquo

Conceptual Framework (Abstract) UK Educator Preparation Unit The conceptual framework for the educator preparation unit at the University of Kentucky (UK) is guided by the theme Research and Reflection for Learning and Leading This theme is aligned closely with both the institutional vision and mission of UK and the vision and mission of the professional education unit The theme reflects and guides how we approach preparation of professional educators within the context of a research extensive land grant university

Research is a valued activity and tool within UKrsquos educator preparation programs Faculty and candidates generate scientific research using a wide range of research methodologies and contribute to the professional literature Programs use practitioner inquiry and data-based instructional models in applied settings to enhance student learning and professional development Research findings from the entire field of education inform design of courses selection of interventions and features of professional education programs

Reflection is a long-standing aspect of UKrsquos educator preparation programs and is in our view a hallmark of professional practice Reflective assessment of performance outcomes and approaches to problems is a dynamic process appropriate for faculty experienced educators and candidates in initial stages of their careers Candidates are expected to complete numerous reflective activities as they work to meet standards the goal being preparation of educators who are capable of analysis and problem-solving that will result in improving educational practices and outcomes

Learning is included as a component within our conceptual framework to underscore our commitment to the many facets of learning and to highlight the ways in which our programs conceptualize promote and accomplish learning As a unit we do not share a single theoretical view of learning Faculty and candidates conceptualize learning using a wide range of perspectives including behavioral constructivist and social We believe that our diversity of thought enriches and strengthens our unit The reference to learning in our conceptual framework encompasses learning among all those who participate in our educator preparation programs and those who are affected by the educational efforts of our faculty and candidates

Leading is an expectation that faculty hold for ourselves and an outcome that we promote among our candidates As members of the educational community at Kentuckyrsquos flagship university we believe it is our obligation and privilege to provide leadership in educational policies and practices across levels and dimensions of universities schools and agencies We believe that as leaders and followers work together to improve student learning among diverse student populations we can obtain positive results that improve education in Kentucky and beyond

The four elements of our conceptual framework are synergistic and mutually supportive of our work Taken as a whole research reflection learning and leading provide a strong conceptual basis and functional framework for the preparation of educators at the University of Kentucky Milestones In The Life of the UK College Of Education

1865 -- The Agricultural and Mechanical College of Kentucky was founded

1880 -- The Kentucky General Assembly established a Normal School for the training of teachers at the Agricultural and Mechanical College of Kentucky

1911 -- A School of Education was created in the College of Arts and Sciences

1918 -- A model school was organized under the leadership of UK President McVey

1923 -- President McVey created the College of Education with a four-year course of study William S Taylor was named the first dean of the College of Education The first teaching certificates were issued to Dorothy Potter and L B Shackelford

1924 -- The first bachelorrsquos degree in education was awarded to Lawrence Schotta Burnham

1930 -- A new building housing the College of Education and the University School was completed The University School was opened to provide laboratory experiences for education students

1949 -- The College of Education Building was renamed the William S Taylor Building upon Dean Taylorrsquos death and the first scholarship program was instituted in his honor Frank G Dickey became the second dean of the College of Education

1956 -- Lyman V Ginger became the third dean of the College of Education

1962 -- The University School closed and the college expanded its teacher preparation programs to include placements in area schools

1963 -- Construction began on the collegersquos second building located on Scott Street

1964 -- Construction was completed on the Don Cash Seaton Center home of the Department of Health Physical Education and Recreation

1965 -- The new building on Scott Street was dedicated and named Frank G Dickey Hall

1967 -- George Denemark became the fourth dean of the College of Education

1972 -- The College of Education became a member of the Consortium for Overseas Student Teaching

1982 -- Edgar L Sagan became the fifth dean of the College of Education

1985 -- The General Assembly established the Kentucky Beginning Teacher Internship Program The College of Education was instrumental in developing the assistance component of the program

1987 -- The College of Education became the headquarters for the Consortium for Overseas Student Teaching

1990 -- J John Harris III became the sixth dean of the College of Education The General Assembly passed the Kentucky Education Reform Act

1991 -- The Central Kentucky Educational Cooperative located its headquarters in the College of Education The Kentucky Institute on Education Reform was established in the College of Education

1995 -- Shirley C Raines was named the seventh dean of the College of Education

2002 -- James G Cibulka was named the eighth dean of the College of Education (In 2008 Dr Cibulka was appointed to be president of the National Council for the Accreditation of Teacher Education Washington DC)

2009 ndash Mary John OrsquoHair named ninth Dean of the College of Education

EARNING A UK BACHELORrsquoS DEGREE IN THE COLLEGE OF EDUCATION Graduation with a bachelorrsquos degree from the College of Education requires a minimum of 128 hours and an overall GPA of at least 250 Students must also demonstrate a minimum 250 GPA in their specific subject areas and in professional education Note the Kinesiology non-teaching certification program in Exercise Science is the ONLY College of Education program that does not require a minimum 250 GPA for graduation (20 is required)

During the first two years of study each student will spend most of hisher time completing the University Studies Program (USP) and beginning work on a major At the end of the first two years those students who are pursuing teacher certification at the undergraduate level will apply for admission to a specific teacher preparation program (TEP) Students in the secondary education major will apply for upper division standing During the last two years of study students will complete the major requirements the professional education program requirements and student teaching requirements (teacher certification programs only) and associated minors andor support courses as necessary

Some students ie secondary education students will continue their educator preparation at the Masters Degree level earning both a Master of Arts in Education and a recommendation for a Kentucky educator license The UK Graduate School requires at minimum an overall undergraduate GPA of 275 for unconditional admission

Bachelors Degree Requirement for Educator Preparation Programs outside of the College of Education Bachelors degree requirements for educator preparation programs housed in the Colleges of Fine Arts Agriculture closely parallel those for the College of Education However in those colleges the BA BS requires 120 hours for graduation For information about any special requirements for students completing educator preparation programs in Art Education Music Education or Career and Technical Education programs candidates should consult the UK Bulletin EDUCATOR LICENSING STATE PROGRAM APPROVAL AND NATIONAL ACCREDITATION

State Licensing (Teacher Certification) and State Program Approval In Kentucky and all other states authority to oversee P-12 educator licenses resides with the state legislature The state legislature delegates the responsibility to regulate educational programs to a governmental body which in Kentucky is the Education Professional Standards Board (EPSB) The Kentucky statute mandating that persons working in the schools must hold a certificate is KRS 161020 and the statute requiring teacher preparation is KRS 161030 Together these statutes specify that any person who works in the public schools in a professional position must hold a certificate issued by the EPSB httpwwwlrckygovKRS161-00CHAPTERHTM The process whereby educator preparation programs are approved for use in Kentucky is the program approval and accreditation process Accreditation encourages the movement of teachers from one state to another because national accreditation is recognized by licensing boards across the country However because each state has responsibility to issue its own licenses (certificates) candidates should visit the educator licensing board web sites for the states to which they are considering moving to review the specific rules for out of state teachers seeking new licensure Assistance in finding the licensing board websites for specific other states may be found at httpseducationukyeduAcadServcontent50-states-certification-requirements

National Accreditation through NCATE and Teacher Quality at UK After a rigorous review process in late 2007 the University of Kentuckyrsquos professional education unit was notified that it had received continuing accreditation from the National Council for Accreditation of Teacher Education (NCATE) httpwwwncateorg The NCATE Unit Accreditation Board unanimously validated that all standards were met by the unit and that there were no areas requiring improvement httpwwwncateorgpublicstateInstitaspxch=106ampstate=KY

The continuing accreditation review focused on the professional education unit at UK which includes initial and advanced educator preparation programs located in seven colleges on the UK campus Agriculture Arts and Sciences Communications and Information Studies Education Fine Arts Health Sciences and Social Work

Forty-two programs in the unit were reviewed including 18 leading to initial certification of teachers 11 leading to advanced preparation of teachers 11 leading to preparation of other school professionals such as principals superintendents school social workers school psychologists and school media librarians and two endorsement programs in instructional computer technology and reading and writing The next required accreditation visit for the University of Kentucky will be in 2015

The federal government and Kentucky state government are very concerned about the quality of teachers and the quality of teacher preparation programs All teacher preparation programs supply basic information to the state and federal governments each year

Federal Title II reporting For the 2007-2008 teacher education program completers UK students had an overall pass rate on the required Praxis II examinations for Kentucky educator licensure of 98 compared with a statewide pass rate of 95

Historically the 1999-2000 pass rate for UK was 100 (97 statewide)

the 2000-2001 pass rate for UK was 97 ( 93 statewide)

the 2005-2006 pass rate for UK was 96 ( 95 statewide) and

the 2006-2007 pass rate for UK was 98 (95 statewide)

For additional information about the performance of UK students on PRAXIS tests go to httpwwwtitle2org and select the pages for Kentucky For additional information about UK programs in relation to other educator preparation programs in Kentucky go to the Kentucky Education Professional Standards Board website at wwwkeppreportcardorg

EDUCATOR PREPARATION PROGRAMS THAT ARE AVAILABLE THROUGH THE UK EDUCATOR PREPARATION UNIT

General Information All University of Kentucky program major requirements documents are available online from the registrarrsquos office at httpwwwukyeduRegistrarMajor-Sheets

The UK Bulletin is also online at httpwwwukyeduRegistrarBulletinhtm

The online schedule book is reached at httpwwwukyeduRegistrarRegistrationWindowhtm

Undergraduate degree programs leading to an initial educator teaching certificate bull Interdisciplinary Early Childhood Education (Birth-P) also licensed to teach Kindergarten in

Kentucky bull Elementary Education (Grades P-5) bull Middle School Education (Grades 5-9) bull Health Promotion (Grades P-12) bull Kinesiology (Grades P-12) bull Special Education (Learning and Behavior Disorders Grades P-12) bull Special Education (Moderate and Severe Disabilities Grades P-12) bull Dance (Grades P-12) (does not lead directly to a bachelorrsquos degree)

Undergraduate degree programs not leading to an initial educator teaching certificate

bull Kinesiology -- Exercise Science

bull Secondary Education with majors in English Education Mathematics Education Science Education (Chemistry Physics Earth Science or Biology) or Social Studies Education Note teacher certification requires secondary candidates to complete the Master of Arts in Education with certification (MIC) Candidates who have not completed a bachelorrsquos degree and the MIC masterrsquos degree cannot be recommended by UK for a teaching certificate in Kentucky or any other state

Graduate Level Educator Preparation Programs in the Dept of Curriculum and Instruction (MIC) which lead both to a Masters Degree and an initial educator teaching certificate

o Business and Marketing Education (Grades 5-12)

o English Education (Grades 8-12)

o Mathematics Education (Grades 8-12)

o Science Education (Biology Chemistry Earth Science or Physics) (Grades 8-12)

o Social Studies Education (Grades 8-12)

Note candidates for the MIC program in Business and Marketing Education complete their undergraduate work in business by completing any bachelorrsquos degree in business through the College of Business and Economics

Graduate Level Educator Preparation Programs in Special Education o Learning and Behavior Disorders (Grades P-12) (non-degree certification only program)

o Moderate and Severe Disabilities (Grades P-12) (Masters Degree) ALSO (non-degree certification only alternative certification program)

o Interdisciplinary Early Childhood Education (Birth ndash Primary) (non-degree certification only program)

Note The online Bulletin of the Graduate School is found at httpwwwresearchukyedugsbulletinbullinfoshtml

The Graduate Schoolrsquos inventory of graduate programs can be found at httpwwwresearchukyedugsgradprogshtml )

Undergraduate-Level Educator Preparation Programs not advised through the College of Education

o Career and Technical Education (Agriculture Education) (Grades 5-12) College of Agriculture

o Art Education (Grades P-12) College of Fine Arts

o Career and Technical Education (Family and Consumer Sciences Education) (Grades 5-12) College of Agriculture

o Music Education (comprehensive Grades P-12) College of Fine Arts (Allows teaching of both Vocal and Instrumental Music)

Graduate-Level Educator Preparation Programs not advised through the College of Education o Career and Technical Education (Agriculture Education) (Grades 5-12) College of Agriculture

Masters Degree

o Communication Disorders (Grades P-12) College of Health Sciences Masters Degree

o Career and Technical (Family and Consumer Sciences Education) (Grades 5-12) College of Agriculture Masters Degree

o World Languages Education (Grades P-12) (French German Latin Russian Spanish) College of Arts and Sciences Master of Arts in Teaching (MATWL) see httpwebasukyedumatwlindexphp for additional information

SECONDARY EDUCATION PROGRAMS

Information about the Bachelors Degree with a Major in Secondary Education The College of Education has undergraduate majors in secondary education in English Mathematics Science (Chemistry Physics Earth Science or Biology) and Social Studies The Bachelor of Arts degree in secondary education requires 1) completion of the University Studies Program 2) completion of at least 128 credit hours 3) completion of one of the secondary education majors as described in the UK Bulletin 4) attaining an overall grade point average of at least 250 4) attainment of at least a 250 GPA in any majors minors or support areas and 5) completion of EDC 362 Field Experiences in Secondary Education

These majors provide an entry point to the educator preparation program (TEP) in secondary education (grades 8-12) through the Masters of Arts in Education degree with initial teacher certification (MIC) in the Department of Curriculum and Instruction At UK completion of the MIC program is required for teacher certification in secondary English Education Mathematics Education Science Education and Social Studies Education Upper Division Status for Secondary Education Majors

Students pursuing s secondary education major must apply for upper division status after reaching 60 earned hours To be admitted to upper division status students must complete an application form online and have met with an advisor to discuss the remainder of their studies After being approved for upper division status students will be assigned an advisor in their intended teaching certification area This advisor will be responsible to aid the student in completing hisher program

Required Field Hours Course

Students who complete the bachelors degree in one of the secondary education majors are required to take EDC 362 Field Experiences in Secondary Education This course is not a methods course a practicum course or student teaching It is designed to provide potential MIC candidates with an opportunity to gain direct experience in a public secondary school prior to making a final decision to seek teacher certification

Certification in another state (other than Kentucky)

Students who have completed only the undergraduate Secondary Education non-certificate program are not eligible for a teaching license in any state To be eligible for a teaching certificate candidates must complete a teacher education program (TEP) like the UK Master of Arts in Education with teacher certification (MIC)

Admission to the Master of Arts in Education with teacher certification (MIC)

To be eligible for admission to one of the programs in the Master of Arts In Education with teacher education (MIC) (options in Business and Marketing Education English Education Mathematics Education Science Education or Social Studies Education) students must meet the following requirements andor complete the following procedures

1 Complete a bachelorrsquos degree in Arts and Sciences from a regionally accredited institution OR Complete the UK Bachelor of Arts in Secondary Education (English Mathematics Science or Social Studies) OR Complete a Bachelors Degree in Business from an accredited institution (Business and Marketing Education only) OR Complete a Bachelors Degree in a STEM Discipline from a regionally accredited institution AND have an undergraduate overall GPA of at least 250 on the transcript showing award of the bachelors degree (The UK Graduate School requires a minimum of 275 for unconditional admission)

2 Take the Graduate Record Examination and earn a composite score of at least 800 and an analytic writing score of at least 4

3 Complete an approved Major in the discipline to be taught (or one of the subject matter plans in the College of Education) with a minimum GPA of 250 AND complete any required accompanying minor with a minimum GPA of 250 AND complete any required support area courses with a minimum GPA of 250

4 Apply for admission to the UK Graduate School AND Apply for admission to the TEP Program of the College of Education (teacher education program) in the area for which certification is sought

5 Meet all standards included in the College of Education Policy on Admissions Retention and Completion of a UK Educator Preparation Program

6 Participate in a formal interview with the program faculty in the area where certification is sought and be recommended for admission to TEP by that faculty

7 Be admitted to the College of Education upon the recommendation of the appropriate program faculty AND be admitted to the UK Graduate School upon recommendation of the Director of Graduate Studies of the Department of Curriculum and Instruction

Note Candidates pursuing teacher certification through the MIC program in Science and Mathematics Education will receive the Master of Science in Education degree WORLD LANGUAGES EDUCATION

The World Languages Educator Program formerly in the College of Education has moved to the College of Arts and Sciences The new World Languages educator preparation program includes completion of the Master of Arts in Teaching in World Languages (MATWL) The College of Education undergraduate major in Secondary Foreign Language Education has been suspended No new undergraduate secondary foreign language education students are being accepted Students wishing to become world language teachers in French German Latin Spanish or Russian should complete regular UK Arts and Sciences majors in these languages and then apply to the MATWL graduate program for educator preparation Students should see Dr Stayc Dubravac (257-9562) for further information The website for the MATWL program is at httpwebasukyedumatwlindexphp

Application Process for the Master of Arts in Teaching World Languages (MATWL)

Applicants for admission must be concurrently approved by the Graduate School and the Teacher Education Program (TEP) They are then reviewed by the Director the MATWL Program in consultation with the MATWL Program Faculty Committee

Candidates seeking admission to the MATWL program must demonstrate proficiency in the target language with a rating of at least Intermediate High on the ACTFL Oral Proficiency Interview Candidates must also document a course of study that reflects mastery of language structure a broad range of modern and classical literature and the history of the relevant culture(s) Candidates in Latin must document a course of study that reflects mastery of language structure knowledge of the literature history mythology and culture of ancient Rome and Greece and proficiency in oral reading Documentation of such a course of study typically consists of an undergraduate degree in a world language that includes a major in the appropriate language andor other coursework sufficient to fulfill the MATWL admission requirements Although each language area has its unique requirements candidates typically have 48 to 66 credit hours in their academic teaching specialties

Other specific requirements for admission to the MATWL include

bull a minimum 275 overall undergraduate GPA a minimum 30 GPA in the language-specific field and a minimum 30 GPA in any previous graduate work

bull three letters of recommendation

bull three writing samples with at least one in the target language

bull an interview by the appropriate program faculty

bull demonstrated basic skills (passing score on PRAXIS I exam)

bull a score of at least 400 in each of the GRE areas and a rating of 4 in the writing test

bull 100 hours of documented experience with children 6 to 13 years of age and 14- to 18-year old adolescents as well as community and cross-cultural experience

bull a statement of moralethical principles

An applicant may be provisionally admitted without meeting all of the minimum standards if other factors including letters of recommendation the writing samples (English and L2) and the oral interviews (English and L2) indicate an ability to perform satisfactorily in graduate-level work Presentation of a minimum Graduate Record Examination score (GRE) and a minimum Grade Point Average (GPA) does not however automatically guarantee admission to the program as the final decision depends on an evaluation of all materials submitted and the Program Facultys assessment of the applicants potential for successful graduate study Graduate school applications must be returned to the graduate School Office and the TEP application to Stayc DuBravac Director of the MATWL Program Department of Modern and Classical Languages Literatures and Cultures 1055 Patterson Office Tower University of Kentucky Lexington KY 40506-0027 For admission in the program all materials should be received by the MATWL Director no later than February 1st SPECIAL NOTES 2009-2010 Secondary Education Majors in the College of Education Do NOT lead directly to teacher certification Students are reminded that the undergraduate majors in secondary education (English Education Mathematics Education Science Education Social Studies Education) do not lead directly to teacher certification Students who complete one of the undergraduate secondary education majors and earn a BA in Secondary Education will not have completed the professional education program and are not eligible to be recommended for any state teaching license The course EDC 362 Field Experiences in Secondary Education which is required in all of the secondary education majors is not the same as student teaching UK secondary education majors at the bachelors level must complete the Masters of Arts in Education with certification (MIC) program if they wish to be recommended by UK for teacher certification Kinesiology and Health Promotion Undergraduate Students will Now Receive the BS Edu rather than the BA Edu Starting in the Spring of 2009 all undergraduate students enrolled in the Kinesiology (teacher certification) Kinesiology (exercise science) and Health Promotion programs will receive a Bachelor of Science in Education degree rather than the Bachelor of Arts in Education degree This change affects all students enrolled in any of these programs No action is required by students for this change in their program to occur UK Bulletin and UK Schedule Book are now published in a Web-Only Format Paper copies of the familiar UK Bulletin the Bulletin of the UK Graduate School and the UK Schedule Book are now things of the past Students are encouraged to become familiar with using the on-line version of these documents which are to be found at the UK Registrarrsquos Website wwwukyeduregistrar Registration using MyUK and the MyUK Portal The MyUK Portal is THE tool that students must use to conduct most of their academic business at the University of Kentucky The link to MyUK is on the UK Home Page After ldquoclickingrdquo on the MyUK link students will log in to their MyUK accounts using their active directory account login and password In the MyUK Portal students may update personal information check their financial records register and review their schedules grades and transcripts Directions for using MyUK to register may be found at httpwwwukyeduRegistrardocsmyUKpdf Undergraduate Cohort Groups Established to Promote Student Success Starting in 2008 the College of Education began establishing cohort groups for incoming undergraduate program students The idea of cohort grouping is to recognize the strengths and characteristics that different groups bring to the college so that activities and communications can be developed to address them There are five cohort types Cohort Type 1 UK1 Freshman Cohort Type 2 UK+ Transfer Students from outside UK Cohort Type 3 COE Transfers from within UK Cohort Type 4 PROFESSIONAL Non-traditional Students with existing degrees Cohort Type 5 EXTENDED with readmission

Cohort Type 1 (UK1) students have joined the college as incoming freshmen These students have at least four years to complete their programs and the greatest amount of opportunities to take advantage of College of Education resources

Cohort Type 2 (UK+) students have joined the college after transferring to UK from another institution often after completing two or more years of undergraduate coursework Type 2 students bring a different set of perspectives to College of Education programs having experienced different approaches to the academic life Type 2 students also have a more limited amount of time to complete all of the requirements for UK degrees

Cohort Type 3 (COE) students have always been UK students but they did not begin their UK experience within the College of Education Type 3 Cohort members have made a decision to join the College of Education after ldquotrying outrdquo non-education majors Type 3 Cohort students need to work closely with their advisors to establish the best most efficient way complete degree requirements

Cohort Type 4 (PROFESSIONAL) students are those who have already completed a bachelorrsquos degree They may have had a variety of experiences in the world of business or have participated in a wide range of life experiences such as the military Type 4 Cohort students are older and have many experiences that can enrich their teacher preparation programs

Cohort Type 5 (EXTENDED) students have a varied academic background They have interspersed their lives as students with time in the world of work with family or with volunteer experiences Type 5 students are persistent Although often older they have worked over time to complete an educator preparation program

The Office of Undergraduate Education Enrollment Management Retention Alerts and Student Success The University of Kentucky has undertaken a number of initiatives to provide help and support for students encountering academic problems Course instructors are encouraged to submit ldquoretention alertsrdquo online through a program administered by the Office of Undergraduate Education See httpwwwukyeduUGStudieswelcomehtml and also httpwwwukyeduUGStudiesretentionhtml To support the universityrsquos retention efforts the College of Education established an enrollment management position in the office of Academic Services and Teacher Certification to provide support and encouragement for students who may be having difficulties with success in their programs The Enrollment Management Specialist Clelia Smyth interacts daily with students who have been identified by faculty and staff as having problems in their daily work Ms Smyth works with faculty staff and student groups to develop activities and materials oriented towards encouraging student success She can be reached at cgsmyt2ukyedu

STANDARDS AND STANDARDS SETS IN EDUCATOR PREPARATION PROGRAMS All educator preparation programs in the UK Educator Preparation Unit are standards-based requiring candidates to meet standards as a major component of program completion Candidates are assessed on these standards at the three continuous assessment points admission to the program (TEP) assessment prior to the final practicum experiences ie student teaching and program completion There are three core sets of standards required for completion of all UK educator preparation programs

1 Kentucky Teacher Standards OR Kentucky Interdisciplinary Early Childhood Education Standards

2 College of Education Functional Skills and Dispositions

3 College of Education Technology Standards In addition each educator preparation program utilizes the specialty area standards associated with the particular program area For example the Middle School Education Program references the National Middle School Association Standards and the secondary mathematics program in the MIC utilizes the standards of the National Council of Teachers of Mathematics How and When Are Standards Assessed Students are not expected to demonstrate mastery of the required standards at the time of admission to the program However program faculties will assess each candidatersquos background and capability in relation to each of the standards sets To aid the program faculties candidates are asked to complete a Standards Sets Self-Assessment on each of the standards as a part of completing an application for admission to teacher education (TEP) On those standards for which candidates feel that they have little or no experience or background they can indicate that this is the case by rating themselves as having little or no experience with that individual standard As candidates progress through their educator preparation program they will receive direct instruction complete activities and learn to demonstrate the knowledge skills and dispositions addressed in each standard set Candidates their faculties and advisors will continuously review their progress towards attaining proficiency on the standards At the end of the program candidates must have demonstrated proficiency on each of the core standards to be rated as ldquoprogram completersrdquo The Standards Sets Self-Assessment Toolhellip Following is the self-assessment inventory that students will complete when they apply for admission to a teacher education program (TEP) Most students will mark that they have ldquono or very limited experience toward meeting the standardrdquo because they have not had an opportunity to receive teaching and coaching with the material associated with the standards Program faculties expect that this will happen However they believe that completing the self-assessment is a valuable tool to

1) alert candidates to the idea of a standards-based program 2) consider any activities in their background that might be pertinent to admission the TEP 3) and to facilitate continuous assessment at the point of admission to the TEP

===================================================================================== UK COLLEGE OF EDUCATION TEACHER EDUCATION STANDARDS SETS SELF-ASSESSMENT =====================================================================================

Instructions

This Self-assessment instrument must be completed and included with your application for admission to a teacher education program packet

When rating yourself on each standard use the scoring code numbers found in the following self-assessment scoring code

Self-assessment scoring code

4hellipI can demonstrate competence with the standard beyond the majority of other students at this level 3hellipI can demonstrate competence with the standard 2hellip I can show that I have made progress towards demonstrating competence with the standard 1hellipI have had no or very limited experience toward meeting the standard Standard Set 1 Kentucky Teacher Standards (KTS) Mark each standard with a self assessment rating 1-4

___ KTS 1 The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas

___ KTS 2 The teacher designsplans instruction that develops student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge

___ KTS 3 The teacher creates a learning climate that supports the development of student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge

___ KTS 4 The teacher introducesimplementsmanages instruction that develops student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge

___ KTS 5 The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge

___ KTS 6 The teacher uses technology to support instruction access and manipulate data enhance professional growth and productivity communicate and collaborate with colleagues parents and the community and conduct research

___ KTS 7 The teacher reflects on and evaluates specific teachinglearning situations andor programs

___ KTS 8 The teacher collaborates with colleagues parents and other agencies to design implement and support learning programs that develop student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge

___ KTS 9 The teacher evaluates hisher overall performance with respect to modeling and teaching Kentuckyrsquos learning goals refines the skills and processes necessary and implements a professional development plan

___ KTS 10 The teacher provides professional leadership within the school community and education profession to improve student learning and well-being

Standard Set 2 Functional Skills and Dispositions (FSD) Mark each standard with a self assessment rating 1-4

____ FSD1Communicates appropriately and effectively (Communicates orally in formal presentations and with individuals in small groups in informal settings and uses nonverbal communication skills Communicates in writing (reports essays letters memos emails)

____ FSD2 Demonstrates constructive attitudes (Demonstrates knowledge and command of socio-cultural variables in education Demonstrates constructive attitudes toward children youth parents and the community Demonstrates awareness and acceptance of diversity in educational settings)

____ FSD3 Demonstrates ability to conceptualize key subject matter ideas and relationships (Correctly states key subject matter ideas Explains key subject matter ideas Tailors key subject matter ideas to diverse populations Addresses misconceptions in key subject matter ideas Identifies real life examples to enhance student learning)

____ FSD4 Interacts appropriately and effectively with diverse groups of colleagues administrators students and parent in educational settings (Demonstrates acceptable teacher behavior in diverse educational settings Demonstrates adaptability in reflecting on self in relation to diverse groups)

____ FSD5 Demonstrates a commitment to professional ethics and behavior (Demonstrates understanding of the Kentucky School Personnel Code of Ethics Complies with all legal requirements required of teachers in a knowledgeable and timely manner Demonstrates understanding of ethical issues related to own professional certification area)

Standard Set 3 College of Education Technology Standards (COET) Mark each standard with a self assessment

rating 1-4

____ COET1 Integrates media and technology into instruction

____ COET2 Utilizes multiple technology applications to support student learning

____ COET3 Selects appropriate technology to enhance instruction

____ COET4 Integrates student use of technology into instruction

____ COET5 Addresses special learning needs through technology

____ COET6 Promotes ethical and legal use of technology disciplines

Notes on Standards Sets

bull All UK teacher education programs are standards based Program faculties are required to rate each candidate on each standard in each of the three required standards sets at each of the three required continuous assessment review points These are at the point of admission to the program at the point of retention in the program (typically at the time of applying for student teaching) and at the point of program completion (usually at the end of student teaching)

bull At each continuous assessment review point candidates are expected to present evidence to the faculty about their ability to meet each standard in each standard set Candidates will provide this evidence in their portfolio during classes and in interviews

bull Many of the standards are worded to demonstrate knowledge experience and abilities in the classroom Candidates are not expected to demonstrate the standards until the completion of their educator preparation program

bull Candidates are expected to have reviewed the standards sets and to have given thought to their ability to understand and demonstrate the standards This self-assessment form will be used by the program faculty as a starting point in making an assessment on each standard in each standard set

bull In addition to the three core standards sets required for all UK educator preparation programs each program faculty has aligned its programs with the standards of the appropriate academic specialty organization A) the Elementary Education Program Faculty has aligned its programs with the NCATE Elementary Education Standards as adopted by the Association of Childhood Education International (ACEI) B) Additionally the Program Faculty in Interdisciplinary Early Childhood Education (IECE) has aligned its programs with the standards of the National Association for the Education of Young Children

bull Instruction of candidates into the various standards included within these standard sets will typically occur during the professional education program following admission to teacher education (TEP) Candidates must demonstrate competence with these specialty area standards before completing their educator preparation program

ADMISSION TO ANY UK EDUCATOR PREPARATION PROGRAMS (TEP) bull All students pursuing an initial teaching certificate (graduate or undergraduate) must be formally admitted to

a Teacher Education Program (TEP)

bull (Being admitted to TEP is different from entering the university with a particular major code Admission to TEP is governed by EPSB and UK Educator P reparation Regulations Even though a person has been admitted to UK and is in good standing heshe must also be admitted to TEP in order to undergo educator preparation Candidates who are hoping to do educator preparation in one of the UK graduate level educator preparation programs will need to be admitted to the UK Graduate School and ALSO admitted to TEP Candidates for any graduate level educator preparation program must supply the College of Education with a copy of their current GRE scores Admission to ANY educator preparation program is governed by the Associate Dean for Academic and Student Services through the office of Academic Services and Teacher Certification 166 Taylor Education Building UK College of Education )

bull Typically the admission process will occur at about the time of completing between 45 and 60 hours at the undergraduate level or immediately following application to the Graduate School for candidates hoping to enter a graduate level educator preparation program

bull While specifics of the application process vary among programs there are some similarities In general the procedure includes

o Filing a complete TEP application packet in the office of Academic Services and Teacher Certification 166 Taylor Education Building (This will include completion of the Standards Sets Self-assessment Tool)

o Preparation and presentation of an admissions portfolio containing evidence relating to the standards required in the candidatersquos program

o Participation in a formal TEP interview with members of the appropriate program faculty

o Demonstration of an overall undergraduate GPA of 250 or higher as demonstrated on the UG transcript For graduate level educator preparation programs the overall UG GPA must be on the transcript showing the award of the bachelors degree Note an overall GPA of at least 275 is required for unconditional admission to the UK Graduate School

o Completion of a Character and Fitness review either verifying no serious legal problems or providing appropriate documentation to explain the history of any violations on the studentrsquos legal record

Times to Apply to TEP

Applications for admission to most UK educator preparation programs are due in the office of Academic Services and Teacher Certification (TEB166) early in the fall and spring semesters

Application to a Graduate Level Educator Preparation Program (TEP) Students wishing to apply to graduate level educator preparation programs should make contact with a program faculty advisor prior to actually applying to TEP to determine specific deadlines and requirements In general Secondary MIC applications and MATWL applications are due in mid February

Kentucky Community And Technical College Students Many Kentucky Community and Technical College students are planning to transfer to the University of Kentucky and enter an educator preparation program Although most KCTC students wait to apply for admission to TEP until they are actually in residence at UK it is possible for these students to apply for admission to TEP at the time of transferring to UK To facilitate a successful admission to

TEP application process Kentucky Community and Technical College students are strongly urged to contact a UK program faculty advisor and the office of Academic Services and Teacher Certification at least one semester prior to transferring to UK Communication between the program advisor and the student is an important tool to facilitate the transition from the KCTCS to UKrsquos educator preparation programs Issues associated with the requirements for admission to a TEP can be reviewed and potential problems can be identified Many KCTC students wait until they have been at UK for at least a semester before applying to TEP which gives them an opportunity to effectively prepare their TEP applications Applying more quickly prior to completing a term in residence at UK makes it important to make an extra effort to communicate with UK advisors and program chairs prior to turning in the TEP application Controlled Enrollment Classes

Most professional education classes have controlled registration This means that to register for these classes students must be admitted to an educator preparation program (TEP) and have an appropriate code placed in the UK computer system Students may find out whether a specific class is TEP-controlled by referring to the on-line UK Bulletin See httpwwwukyeduRegistrarbulletinCurrenttoc2htm Students who are not fully admitted to TEP may not take TEP controlled enrollment classes Note If there is an error in the programming for the web-based course registration process that allows a student who is not admitted to teacher education to enroll in a controlled-enrollment class that studentrsquos registration in the controlled-enrollment course will be dropped by the office of Academic Services and Teacher Certification

Required Testing For Admission To A Uk Educator Preparation Program All candidates for admission to an initial educator preparation program at the University of Kentucky must present scores on an approved basic skills test that meet the stated minimum required scores The approved basic skills exams and their required scores are listed below The University of Kentucky educator preparation unit requires that basic skills testing scores be no older than eight years ACT with a Composite score of 21 SAT (requires English Composition grade of B or better) with a composite score of 990 for test taken before

March 2005 or a composite score of 1500 for test taken after March 2005 PRAXIS I Paper Reading (173) Math (173) Writing (172) PRAXIS I Computer Reading (173) Math (173) Writing (172)

Candidate must hold a bachelors degree to use the GRE for admission to TEP purposes

GRE 1200 composite with an English Composition grade of B or A (old version) GRE 800 composite on Quantitative and Verbal tests and a ldquo4rdquo on the Analytic Writing test (new version)

Application Fees For Educator Preparation Programs A processing fee of $3000 is assessed at three points during the Teacher Education process application to TEP application to Student Teaching and application for a recommendation to the Kentucky EPSB that a Kentucky Teacher Certificate be issued to the candidate

Payment of these fees is by check or money order made out to the University of Kentucky Fees will be collected as part of the regular application processes Students will include a check for the $3000 fee with the application packet

Application packets for admission to the Teacher Education Program admission to Student Teaching or the application for a Certificate Recommendation will not be accepted unless the required fee check is attached

CONTINUOUS ASSESSMENT IN UK EDUCATOR PREPARATION PROGRAMS A studentrsquos progress through all educator preparation programs is continuously monitored assessed and reviewed In addition to typical evaluation processes that occur as part of their classes and field placements students will be assessed a minimum of three times during their program by representatives of their respective program faculty

The three assessments will occur

o upon entry into the educator preparation program

o at a midpoint in the program (no later than the semester prior to the final practicum experience) and

o on completion of the program following the final practicum experience (student teaching)

Assessments will include but are not limited to

o appropriate scores on approved standardized tests

o review of grades via inspection of transcript

o assessment of standards in the required standards sets all assessed during reviews of portfolio documents or artifacts interviews with program faculty when taking UK courses and during field experiences and

o continuing adherence to the Kentucky Professional Code of Ethics (including regular verification of NO legal problems) Note Completion of Character and Fitness Reviews including verification of no legal difficulties is required by Kentucky administrative regulation

At all three assessment points the program faculty will document the studentrsquos progress toward or attainment of all standards in each of the required standards sets

Continuous Assessment Reviews (CAR)

Following is an example of how program faculties are expected to review and assess the progress of each student at each of the three assessment points Each candidate will have a curriculum contract for hisher program For programs leading to an educator certificate ldquocontinuous assessmentrdquo will be a part Continuous assessment for each candidate will include the following three assessment pointshellip

Admission to Educator Preparation Program (TEP)

Program expectations and requirements have been reviewed with the candidate Contents of the candidatersquos Curriculum Contract have been reviewed The candidatersquos portfolio has been reviewed and discussed The candidate has been rated on each of the required standards sets Next steps in the continuous assessment process have been reviewed Student Signature_________________________________Date_____________________ Faculty Representative Signature ____________________Date_____________________ Mid Point Review for Continued Admission to Program (Program Retention)

Candidate progress with program expectations and requirements have been reviewed Expectations for student at the point of program retention review have been communicated The candidatersquos portfolio has been reviewed and discussed The candidate has been rated on each of the required standards sets Next steps have been reviewed Student Signature_________________________________Date_____________________

Faculty Representative Signature ____________________Date_____________________ Final Review for Program Completion

Candidate has demonstrated program expectations and met standards at the point of completion of the initial educator preparation program The candidatersquos portfolio has been reviewed and discussed The candidate has been rated on each of the required standards sets Required next steps towards applying for state certification have been reviewed Student Signature_________________________________Date_____________________ Faculty Representative Signature ____________________Date_____________________

THE ADVISING PROCESS FOR REGISTRATION STUDENT SUPPORT AND GRADUATION In the College of Education Prior to admission to TEP most undergraduate students are advised by either

Rita Stevenson (last names A-K) or

Linda Hensley (last names L-Z) or

Rose Boulay (all Interdisciplinary Early Childhood Education students) or

Steve Parker (all Kinesiology and Health Promotion students)

Clelia Smyth (Retention Alerts and general student support)

For programs outside of the College of Education (Agriculture Education Family and Consumer Sciences Education Art Education Music Education and Health Sciences) students should contact that collegersquos advising center for information (see p 49 of this Handbook)

After admission to TEP or to upper division status students are assigned an advisor in the program area associated with their educator preparation program (See pg26 of this Handbook for a complete list of program contact persons)

Advising prior to advanced registration each semesterhellip The UK Registrar places electronic registration ldquoholdsrdquo on all student records at the beginning of each semester Students must meet with their advisor each semester prior to registration so that this electronic hold can be ldquoliftedrdquo and the student can register

In the College of Education individual advising conferences are scheduled to last between twenty minutes and a half hour Students must pre-schedule these conferences so that the studentrsquos advisor can prepare the necessary materials for a productive and efficient advising session After this conference takes place the studentrsquos registration ldquoelectronic holdrdquo can be removed (lifted)

Students are strongly advised to sign up for an advising conference well in advance of their registration window opening since advisorsrsquo appointment calendars fill rapidly

Students who do not make an advising appointment prior to their registration window opening may have to wait to register making it less likely that they will be able to get their desired class schedule Advising appointment books for Linda Hensley Rita Stevenson and Dr Rose Boulay are maintained by the office of Academic Services and Teacher Certification 166 Taylor Education Building

Kinesiology and Health Promotion students should contact Dr Parker directly for information about signing up for the required advising conference each semester

Degree Audits Prior to Graduation The College of Education offers each student the opportunity for a formal degree audit prior to graduation The intent of this audit is TO reassure a student that heshe is on track to graduate at the expected time Completing

undergraduate degree programs is a complicated process The degree audit provides the student with a program check to be sure that everything that needs to be done to graduate has been done Degree audits focus on whether the student has enough hours to graduate on time whether all degree requirements have been met and whether the student has the necessary GPAs for program completion All students are encouraged to make an appointment for a degree audit with the office of Academic Services and Teacher Certification at least one year prior to the graduation term

APEX (Academic Program Evaluation and eXploration) httpwwwukyedudegreeaudit In addition to audits with an advisor all students are encouraged to make regular use of the UK APEX system For Students the APEX degree audit software offers an opportunity to evaluate a studentrsquos current progress within their respective degree program and minor The APEX system also provides students with the means to explore their options from among a list of degree programs majors and minors The studentsrsquo exploration can extend to the planned course feature allowing each student to be prepared for both their scheduled advising session and registration period Students can access APEX through their MyUK Portal

In the College of Education APEX and face-to-face advising are thought to work together There are often several options for a student to complete a College of Education program The studentrsquos APEX records often will need to be individually programmed to account for individualization of their programs Decisions about program options always must be approved by the studentrsquos advisor and the appropriate college associate dean Students should track their progress through programs using APEX but they should also confer regularly with their advisors Final decisions about program requirements are reserved to the individual Program Faculties the College Student Affairs Officers and the College Dean

Counseling Mentoring Tutoring and Other Services Sometimes students think that the only reason to meet with an advisor is to be able to register This is not the case Regular consultation with advisors is the best way to reduce the time to program completion avoid taking wrong classes and minimize the chances of making academic mistakes In addition advisors can refer students to other UK resources

o The Study (UK Academic Enhancement 306B Complex Commons 257-1356) o The Counseling and Testing Center (201 Frazee Hall (859) 257ndash8701) o The Career Center (James W Stuckert Career Center 408 Rose St 257-2746) o The Disability Resource Center (2 Alumni Gym 257-1980) o Student Employment (103 Scoville Hall 257-9542) o Multicultural Affairs (563 Patterson Office Tower 257-1991) o Student Health (B-163 Kentucky Clinic 323-5823)

UK-101

All beginning students are encouraged to take UK 101 which is an orientation to academic life on the UK campus Research has shown that completing UK 101 has a strong positive relationship with student success and timely completion of the bachelors degree The College of Education sponsors at least two UK 101 sections in the fall semester These sections carry two hours of credit rather than the usual one hour and are scheduled for eight weeks rather than four In addition to the orientation to UK topics normally covered in UK 101 the College of Education sections provide students with a wide range of information related to teacher certification

EPE 174 Theories of College Student Success The objective of the course is to introduce theories of student development and the organizational structure of teaching and learning collegerdquo EPE 174 is designed for students who may be having difficulty adjusting to university expectations ldquoStudies have shown that successfully completing this course is highly related to doing better at UKrdquo Students are recommended to enroll in this course by their advisor From time to time the course is opened to any student with an interest in the sociology of student life in higher education

BACKGROUND CHECKS CHARACTER AND FITNESS REVIEWS THE KENTUCKY PROFESSIONAL CODE OF ETHICS AND TEACHER MISCONDUCT All students seeking admission to retention in or completion of a UK educator preparation program must complete a state mandated character and fitness review The review requires that candidates

1) Declare that they have read understand and agree to abide by the Kentucky Professional Code of Ethics (see pg 27 of this Handbook)

2) Declare any record of legal misconduct or violations of the Kentucky Professional Code of Ethics

The UK Educator Preparation Unit and the Kentucky Education Professional Standards Board take very seriously every teacherrsquos understanding of and adherence to the code of ethics Educators are held to a very high standard of ethical moral academic and professional behavior Educators serve as role models to their students and inspire them to behave in ways that exemplify the educated life

Candidates with records of misconduct beyond simple traffic violations must provide complete documentation of this misconduct using written procedures available in the office of Academic Services and Teacher Certification In general students documenting legal problems must secure a current pretrial record from the Kentucky Courts of Justice Administrative Office of the Court write an explanatory letter detailing the circumstances of the infraction(s) and provide one or more letters of reference from persons familiar with the infractions These documents must be reviewed for completeness and appropriateness by the office of Academic Services and Teacher Certification prior to being made available to program faculty These documents will be available for use by program faculties in making decisions about admission retention and completion of the program

Students must also complete any state-mandated background checks which at the time of student teaching will include a national check of FBI records By Kentucky statute persons with records of serious legal misconduct are ineligible for student teaching state teaching licensure or employment in the public schools Information about initiating a ldquofinger print checkrdquo may be found with the Office of Field Experiences and School Collaboration 104 Taylor Education Building

Students are responsible for completing all required background check procedures in a timely manner so that decisions about their movement through the program may be made

The Kentucky Education Professional Standards Board maintains a website pertaining to information about Character and Fitness Reviews the Professional Code of Ethics and Teacher Misconduct See httpwwwkyepsbnetlegalindexasp The statewide requirements for character and fitness reviews are derived from Kentucky Statute 161120 Disciplinary actions relating to certificates -- Appeals httpwwwlrckygovKRS161-00120PDF

FIELD EXPERIENCES STUDENT TEACHING AND OTHER INTENSIVE PRACTICUM EXPERIENCES The office with responsibility to carry out field experiences for the UK educator preparation programs is the Office of Field Experiences and School Collaboration 104 Taylor Education Building httpeducationukyeduOFE

Field Experience Placement Policy The University of Kentucky is committed to preparing candidates for the teaching profession who use research to inform instructional decisions and reflect about their practice to promote high level learning for students they serve To that end and in order to meet certification regulations and program accreditation standards candidates complete an array of carefully planned field experiences in diverse settings as they progress through the program (see httpeducationukyeduOFEcontentfieldexperiencesinfo These experiences are systematically integrated into the teacher education program curriculum See the guidelines for field experiences at httpeducationukyeduOFEcontentfield-placement-guidelines

Achieving Diversity in Each Candidatersquos Field Placement Profile To meet the program standard that all candidates have diverse field experiences program faculty members carefully consider each candidatersquos previous placements as a basis for making placement decisions Placement coordinators analyze placement and school demographic data using the database system which is maintained by the Office of Field Experiences and School Collaboration (OFE) The database shows placements for all candidates as they progress through the program This placement procedure ensures that during their program of studies candidates complete field assignments in several different settings working with populations that represent different kinds of diversity including cultural economic ethnic linguistic and special needs

Placement Sites Teacher candidates must complete the intensive field experiences (those associated with practicum and student teaching) in partner sites that are part of the Field Network Candidates are informed of this policy when they apply to the program Field Network sites are carefully selected by the program faculty that is associated with the candidatersquos certification area Most sites are clustered in central Kentucky however some sites are located outside the area in other countries Partners in these sites participate in our international student teaching initiative Sites are selected using specific criteria that are directly linked to program goals accreditation standard and certification regulations The list of approved Field Network sites is maintained by the Office of Field Experiences and School Collaboration

Student Teaching Student teaching represents the culminating field experience for all teacher education programs that prepare candidates for initial certification During student teaching candidates work in one or more school settings all day every day for one semester under the supervision of classroom teachers and university faculty In order to ensure high quality student teaching experiences the College has established a Field Network described in the Intensive Field Experience Placement Policy where candidates complete field placements Site selection decisions are made using specific criteria linked directly to program goals accreditation standards and certification requirements After an initial orientation period student teachers gradually assume increased responsibilities for instruction including sustained periods of full control of the classroom Teacher candidates must student teach in the UK Educator

Preparation Unit Field Network There are sites in Central Kentucky and in host schools outside the United States International placements are made through the Consortium of Overseas Student Teaching (COST) program

When to apply for Student Teaching Students are expected to apply for student teaching two semesters before they actually intend to student teach Potential student teachers should note important dates listed on the calendar Posters concerning the deadlines for student teaching applications will be posted throughout Taylor Education Building and Dickey Hall

The Consortium of Overseas Student Teaching Program (COST) The majority of student teachers will be placed in approved field sites adjacent to the University of Kentucky An exception to this rule is the COST Program COST allows for student teaching abroad Persons interested in overseas student teaching through COST should contact the Field Experiences and School Collaboration Office at (859) 257-7974 as early as possible in their teacher education program All COST applicants must have completed EDC 554 Culture Education and Teaching Abroad prior to being finally approved for COST student teaching Some scholarship funds are available to support participation in the COST program COST is a well-established international student teaching program that utilizes well-trained student teaching supervisors employed by COST throughout the world See httpeducationukyeduOFEcontentstudentteachingoverseas DIVERSITY IN THE UK COLLEGE OF EDUCATION The College of Education is committed to providing initial and advanced candidates with educational experiences that prepare them to work constructively in a culturally-diverse society and global community In a state where educational reform is a top priority the College of Education works collaboratively with national state and local education agencies state and community governments community groups and professional organizations to respond to the educational needs of the Commonwealth

To this end the College of Education recognizes the increasing diversity of the population of learners in American and Kentucky classrooms and the concomitant need for program candidates faculty field experiences and curricula to reflect this diversity Its goal in designing undergraduate and graduate education programs is to provide candidates with broad and comprehensive experiences and opportunities to develop the knowledge attitudes and behaviors necessary to meet the needs of all students Through continuous assessment the unit seeks to evaluate and respond through programmatic changes to the changing needs of its students Kentucky and the nation Experiences Working with Diverse Students in K-12 Schools

Program faculty review the schools and other settings (eg child care centers for Interdisciplinary Early Childhood Education students) used for student observations practica and student teaching The schools are located in urban suburban and rural settings include minorities (ie African Americans and Latinos) and offer programs (eg gifted and talented special education reading conflict resolution) that address the needs of diverse student populations

The College of Education has established effective collaborations with local school districts Field experiences are coordinated between program faculties and the Office of Field Experiences and School Collaboration in order to provide broad experiences with diverse populations and settings

The College of Education seeks to provide its candidates with opportunities to understand and value the many aspects of diversity Through curriculum and field experiences candidates demonstrate the use of various methodologies in teaching students with diverse learning styles Candidates reflect on their own understanding of differences and the impact of these differences on their personal dispositions and behaviors as educators and community members The Office Of Equity And Diversity httpeducationukyeduDiversity

The Office of Equity and Diversity focuses on early identification and preparation of potential candidates from diverse backgrounds The office is supportive of initiatives to make certain that students are eligible for application to a Teacher Education Program upon applying for admission to the University Students declaring a major in the College are provided links to individuals services programs resources and activities to ease their transition into the College to increase the likelihood of their retention

Office of Equity and Diversity Objectives

To project and foster a positive attitude toward teachers and teaching

To collaborate with middle and high school counselors and parent groups to encourage course choices among students that will encourage admission to teacher education programs

To collaborate with the local school district to implement the Future Educator Clubs

To collaborate with Bluegrass Community and Technical College to identify and prepare students for transitioning to the University eligible for application to a Teacher Education Program

To participate in community projects to build community awareness of the need for diversity in the teaching force and the standards for admission to a Teacher Education Program

To serve as a point of contact to minority students questions or concerns What students will find in the Office of Equity and Diversity

o A friendly welcome

o General information regarding the college and the community

o General advising and survival tips

o Scholarship information

o A network for academic and social services

o Community resources

o Committed advocacy

o A student organization for minority educators

Contact Information for the Office of Equity and Diversity Dr Rose Boulay UK College of Education 128 Taylor Education Building Lexington KY 40506-0001 (859) 257-1229 roseboulayukyedu

ADMISSION RETENTION AND EXIT FROM TEACHER EDUCATION PROGRAMS IN THE UK EDUCATOR PREPARATION UNIT A student must be admitted retained in and successfully exit from a state-approved teacher education program in order to receive a teaching certificate The components of an approved teacher preparation program include 1) an earned bachelorrsquos degree from a regionally accredited institution of higher education 2) completion of approved teaching subject matter field(s) 3) successful completion of state mandated testing 4) completion of a teacher preparation program including student teaching 5) and verification by program faculty that all applicable standards have been met The College of Education Certification Program Faculties the College of Education Director of Academic Services and Teacher Certification and the University Registrar are charged with the responsibility to monitor a studentrsquos progress through the teacher preparation program and to recommend to the Kentucky Education Professional Standards Board (EPSB) that a successful candidate be awarded a state teaching license (certificate) Continuous Assessment in Teacher Education Programs A studentrsquos progress through all teacher preparation programs is continuously monitored assessed and reviewed In addition to typical evaluation processes that occur as part of their course work and field placements students will be assessed a minimum of three times during their program by representatives of their respective program faculty The three assessments will occur upon entry into the Teacher Education Program at a midpoint in the program (no later than the semester prior to student teaching) and as students exit the program following student teaching Assessments will include but are not limited to (a) appropriate scores on approved standardized tests (b) review of grades via inspection of transcript (c) personal and professional skills assessed during interviews with program faculty when taking campus based courses and during field experiences (d) portfolio documents and (e) continued adherence to the KY Professional Code of Ethics Following admission to a teacher education program if problems have been identified at any assessment point program faculty will determine a plan for addressing the problems and implement the plan including feedback and direction to the student In addition if specific strengths are recognized during these assessments the student will be commended Standards for Admission to a Teacher Education Program 1 Candidates for admission must have completed at least 60 semester hours or if pursuing initial

certification as a post-baccalaureate graduate or graduate student must have earned a bachelorrsquos degree from a regionally accredited institution of higher education

2 Candidates for admission must demonstrate academic achievement by earning a minimum overall GPA of 250 In addition post-baccalaureate graduate and graduate level students must demonstrate a minimum 250 GPA in the teaching subject matter field(s) Students seeking admission to a Masterrsquos Degree initial certification program must also satisfy UK Graduate School admissions standards

3 Candidates for admission must certify their knowledge of the Kentucky Professional Code of Ethics and must sign a state mandated character and fitness review

4 Candidates for admission must demonstrate aptitude for teaching by presenting three letters of recommendation from individuals who can attest to the candidatersquos potential success in teaching 5 Candidates must present an Admissions Portfolio Although the contents of the portfolio will vary by program it will include at least the following ldquobest piecerdquo sample(s) of writing in the subject matter field(s) evidence of experience with students andor community and a written autobiography or resume

6 Candidates for admission must demonstrate an acceptable level of skills in written communication This will be assessed through an on-demand writing task at the time of the interview In lieu of an on-demand task program faculty may require that the candidate demonstrate having earned a minimum grade of B in a college-level written composition course

7 Candidates for admission must demonstrate an acceptable level of skills in oral communication This will be assessed by the program faculty at the time of the admissions interview In lieu of assessing oral communication skills at the time of the interview the program faculty may require that students have earned at least a B in a college level public speaking course

8 Candidates for admission must present acceptable scores on one of the following standardized tests

bull ACT ndash with minimum composite score of 21 bull SAT ndash minimum composite score of 990 (combination of Verbal and Quantitative) A minimum

grade of B on a college level written composition course must accompany the SAT scores Composition courses normally used to fulfill this requirement include ENG 101 ENG 102 ENG 104 ENG 305 or an equivalent course from another institution Advanced Placement English used to fulfill the USP writing requirement may also be used

bull GRE ndash minimum composite score of 1200 (combination of Verbal Quantitative Analytic) A minimum grade of B on a college level written composition course must accompany the GRE scores Composition courses normally used to fulfill this requirement include ENG 101 ENG 102 ENG 105 ENG 305 or an equivalent course from another institution Advanced Placement English used to fulfill the USP writing requirement may also be used Applicants whose GRE scores reflect the new Analytic Writing test must have at least a combined score of 800 on the Verbal and Quantitative portions of the GRE in conjunction with an Analytic Writing score of 4

bull PRAXIS I Reading Test ndash (173 paper or 320 computer) Mathematics (173 paper 318 computer) and Writing (172 paper 318 computer)

Rules which accompany the standardized testing requirements are as follows bull No standardized test scores older than eight years can be used to meet this requirement bull GRE scores may be used only by students who hold a bachelorrsquos degree bull Students may retake subtests in multi-part tests bull Students seeking entrance to a graduate degree initial certification program must meet both the

graduate school rules regarding the GRE and College of Education rules for certificate program standardized testing

9 For those programs requiring EDP 202 as a prerequisite for admission to teacher education students must complete EDP 202 with a grade of C or better Retention of Candidates in Teacher Education Programs The progress of candidates who have been admitted to a teacher education program is continuously monitored Some of the items which are monitored are (a) whether a student continues to earn grades of C or better in professional education classes (b) whether a student continues to maintain 250

minimum GPAs overall 250 in the professional education component as defined in the studentrsquos program description and 250 in all required subject areas (c) whether a student continues to demonstrate adherence to the EPSB Professional Code of Ethics and (d) whether adequate progress is being made in building the Working Portfolio If problems are identified program faculty will determine a plan for addressing the problems and implement the plan including feedback and direction to the student Prior to the student teaching semester each candidate will be asked to provide evidence in the form of the Working Portfolio to demonstrate the acquisition of skills related to teaching in the chosen subject field and to document progress in any identified problem areas Each candidatersquos portfolio will be reviewed by the appropriate program faculty and continued progress through the program will be contingent on the results of this midpoint review Admission to student teaching requires a successful retention review and recommendation by the program faculty that the candidate be allowed to student teach All teacher certification candidates are encouraged to complete the required state-mandated examinations prior to beginning student teaching Exit from Teacher Certification Programs All candidates for completion of a teacher education program must continue to meet all standards for admission and retention at the time of exit At exit all teacher certification candidates must present an Exit Portfolio for review by the appropriate program faculty The exit portfolio will be organized by Kentucky New Teacher Standards and will include a mix of items selected by the candidate and required by the particular program faculty The program faculty must certify that a review of the Exit Portfolio and other pertinent documents has demonstrated that the candidate has met all of the Kentucky New Teacher Standards as a prerequisite to recommending the candidate for a teaching license Prior to exit from the teacher certification program all candidates must achieve required cut-off scores on all Kentucky state mandated teacher certification tests State Mandated Testing and the Kentucky Teacher Internship Successful completion of the examinations required by the Kentucky Education Professional Standards Board is a precondition for the granting of a teaching license (certificate) Upon being recommended by the College of Education for a Kentucky Teaching License (Certificate) a candidate will be issued a Kentucky Letter of Eligibility for the Kentucky Teacher Internship Program Upon employment in a Kentucky P-12 school the candidate will receive a one-year license to practice as a fully qualified intern teacher After successfully completing the internship year the candidate will be eligible for a regular Kentucky Professional Teaching License (Certificate) An exception to this rule are the Kentucky Alternative Certification Programs In these programs the Kentucky Teacher Internship is part of the program which allows candidates upon completion of the program to be recommended for a full professional educator license (certificate) Information concerning licensure in other states is available from the College of Education office of Academic Services and Teacher Certification Admission and Graduation for Secondary Education Students Not Seeking Admission to a Teacher Certification Program 1 All students pursuing a secondary education major without teacher certification must be admitted to

advanced standing as described in items 2 ndash 4 below 2 To be admitted to advanced standing a student must have completed at least 60 semester hours 3 Students must demonstrate academic achievement by earning a minimum overall GPA of 250 at the

time of applying for advanced standing At the time of graduation students must demonstrate not

only a minimum overall GPA of 250 but also a minimum GPA of 250 in the teaching subject matter field(s)

4 All requests for admission to advanced standing must be reviewed by appropriate faculty advisors Students not recommended for advanced standing by an appropriate advisor are ineligible to continue or graduate from College of Education programs

Calculation of GPAs for Admission to Initial Certification Programs

GPA Rules All candidates for admission to a UK initial teacher certification program must have earned an undergraduate cumulative GPA of at least 250

In addition candidates for admission to a graduate level initial certification program ie secondary programs vocational education must have earned in their subject area fields a GPA of at least 250

Masterrsquos degree initial certification programs require a cumulative GPA of 30 for all graduate work prior to admission to the program

UK cumulative GPAs are figured using the rules of the UK Registrar

Undergraduate initial certification programs require a UK cumulative GPA of 250 calculated after the completion of at least twelve semester credit hours

All courses used to satisfy subject matter certification requirements are used to calculate subject matter GPAs Verification of subject matter GPAs require the use of any applicable non-UK transcripts for information about grades credit hours and quality points

Masterrsquos degree initial certification programs require an undergraduate overall GPA of 250 but do not require a UK cumulative GPA prior to admission

Post bachelorrsquos degree initial certification programs require an undergraduate overall GPA of 250 but do not require a UK cumulative GPA prior to admission Determination of GPAs for Admission to Initial Certification Programs If the initial certification program requires a UK GPA the GPA would be calculated using the rules of the UK Registrar If the initial certification program does not require a UK GPA the required cumulative GPA of at least 250 is taken directly from the transcript that shows the award of the Bachelorrsquos degree If an initial program requires review of the graduate GPA all graduate courses taken on all transcripts are used to calculate the graduate GPA of at least 30 Candidates for admission to a post-baccalaureate graduate initial certification program with less than a 250 cumulative GPA may establish a UK undergraduate GPA for the purposes of admission to the program The UK GPA calculated for this purpose must include at least 12 semester hours taken from four sections of the UK University Studies categories and approved courses lists Subject area GPAs are calculated using all courses included on the candidatersquos approved subject area course listing form

UK COLLEGE OF EDUCATION POLICY ON APPEALS (Adopted Fall 2009) The progress of all candidates for educator preparation is continuously reviewed and assessed at least three times at the points of admission retention and completion of program Candidates who are denied admission to an educator certification program not retained in the program or denied completion of the program may appeal the decision of the program faculty

There are two grounds on which a candidate may appeal an unfavorable continuous assessment review

1) a candidate may appeal if she has clear evidence that hisher rights to equal opportunity or due process were violated during the review process (ie evidence of discrimination on the basis of race gender sexual orientation age etc)

2) a candidate may appeal if there is new and substantial evidence pertaining to hisher review that was not available for Program Faculty consideration at the time the candidate applied andor was reviewed (test scores were late or missing transcripts were inaccurate etc) These are the only two grounds on which an appeal may be filed

Any candidate considering an appeal of a program faculty decision at any of the required Continuous Assessment Review points is encouraged to first meet with the program faculty chair to discuss the program facultyrsquos decision and to review grounds for the appeal

If an appeal is to be made candidates must request reconsideration of the program facultyrsquos decision within 15 business days of the date on the letter notifying the candidate of an unfavorable continuous assessment review The request for reconsideration must clearly state the grounds on which the appeal is made and demonstrate that one of the two conditions for appeal applies Written requests should be presented to the program faculty chair who will call a meeting of the program faculty to review the original decision The program faculty chair will notify the Director of Academic Services and Teacher Certification of the facultyrsquos decision and the Director will notify the candidate in writing

If the program faculty does not alter its initial decision the candidate may use the same procedures and appeal to the Appeals Sub-committee of the Program Faculty Chairs Committee Candidates wishing to appeal to the Program Faculty Chairs Appeals Sub-committee must present their request for sub-committee review to the Associate Dean for Academic and Student Services The Associate Dean will assemble the necessary materials call the sub-committee together to hear the appeal and inform the candidate of the committeersquos decision The program faculty chairperson for the applicantrsquos program may not serve as a member of the Appeals Sub-committee that hears the case The Associate Dean will notify the Director of Academic Services and Teacher Certification so that student records may be updated For purposes of admission retention or completion of educator certification programs the decision of the Appeals Sub-committee of the Program Faculty Chairs Committee is final

This policy addresses all faculty continuous assessment reviews of a candidatersquos progress through an educator preparation program including admission to the program retention reviews of progress through the program and the final review for completion of the program

SECURING A TEACHING LICENSE FOLLOWING COMPLETION OF AN EDUCATOR PREPARATION PROGRAM

All UK teacher preparation programs are designed to make a candidate eligible to apply for a Kentucky educator license (or ldquoteaching certificaterdquo) However to receive the license each candidate must apply for it to the Kentucky Education Professional Standards Board (EPSB) using the approved TC-1 Application for A Kentucky Teaching Certificate form However in Kentucky candidates may not apply directly to the EPSB for their license The candidate must submit hisher completed TC-1 application packet first to the office of Academic Services and Teacher Certification so that the UK Certification Officer can make a recommendation for licensure (certification) The UK Certification Officer will make the recommendations that an educator license be issued to a candidate following a final audit of all program completion requirements

Candidates apply for certification the semester they graduate andor complete the teacher education program Candidates normally take required PRAXIS examinations no earlier than the middle of the methods block (usually the semester before student teaching)

Please Note Kentucky teacher certification requirements are constantly changing Before registering for state-mandated certification test(s) candidates should consult the Education Professional Standards Board Website at httpwwwkyepsbnetassessmentindexasp for current Praxis II test requirements AND current cut scores For additional information candidates may contact the Division of Research and Assessment of the Kentucky Education Professional Standards Board at 502-564-4606 or toll free at 888-598-7667 Candidates are reminded that to receive a state teaching license they must have taken the Kentucky EPSB required Praxis II exams and met the Kentucky EPSB cut score requirements All UK candidates for a Kentucky teaching certificate must be recommended to the EPSB by the college teacher certification officer in Academic Services and Teacher Certification 166 Taylor Education Bldg

In order to be eligible for a recommendation for a teaching license UK candidates must have satisfied all university requirements for program completion must have been awarded a degree (if in a program requiring degree completion) and eligible to receive the final transcript showing award of degree or completion of program (has no ldquostopsrdquo at UK that could prevent issuing a transcript)

NOTE Candidates my review their ldquoholdsrdquo or ldquostopsrdquo record at UK through their MyUK accounts httpsmyukukyeduirjportal In fact all program completion candidates are strongly urged to regularly review their MyUK accounts and verify that there are no problems that could inhibit anticipated academic progress

Candidates should contact the Office of Academic Services and Teacher Certification with any questions about this process

INFORMATION ABOUT TEACHER CERTIFICATION IN KENTUCKY (See httpwwwkyepsbnetcertificationcertFAQasp for information from the Kentucky EPSB about teacher certification)

The Educator License Process in Kentucky

Upon being recommended by the College of Education for a Kentucky Educator License (Certificate) a candidate will be issued a Kentucky Letter of Eligibility for the Kentucky Teacher Internship Program This Letter of Eligibility has dates of issuance and of expiration specified as well as the specific certificate areas and grade levels that have been awarded

The Letter of Eligibility is valid for five years after which it may be renewed Renewal requires either that the candidate retake the Praxis examinations or show evidence of having completed six hours of graduate education towards an EPSB-approved Masters degree level program

Upon employment in a Kentucky K-12 school the candidate will receive a one-year provisional license (certificate) to practice as a fully-qualified intern teacher After successfully completing the internship year the candidate will be eligible for a regular Kentucky professional educator license (certificate)

Candidates holding a Kentucky Letter of Eligibility who complete two years of successful teaching in a public school in another state may apply to the Kentucky EPSB to have their valid letter of eligibility changed to a professional teaching license (certificate) without having to complete the Kentucky Teacher Internship Program

o The Alternative Certification Exception Exceptions to this rule are Kentucky Alternative Certification Programs In these programs the Kentucky Teacher Internship is part of the program This allows candidates upon completion of the program to be recommended for a full professional educator license (certificate)

o Upon Employment In Kentucky Candidates will Receive a One-year Certificate which Allows them to Complete the Kentucky Teacher Internship Program (KTIP)

KENTUCKY TEACHER INTERNSHIP PROGRAM (KTIP) INTRODUCTION Since 1985 the Kentucky Teacher Internship Program (KTIP) has made significant contributions to the quality of teaching in Kentuckyrsquos classrooms Recognizing the importance of providing support to new teachers Kentucky has a long history of facilitating the induction of new professionals and establishing a culture of continuous growth for the profession

In 1993 Kentuckyrsquos Education Professional Standards Board (EPSB) adopted the New Teacher Standards that defined what beginning teachers are expected to know and do Subsequently KTIP was redesigned to ensure that the standards were used to enable a seamless transition from teacher preparation through induction An increased emphasis was given to helping new teachers move through a process of professional growth designed to enhance their ability to reflect on and analyze their teaching and to make the curricular and instructional adjustments necessary for ensuring maximum student learning In 2008 The New Teacher Standards were superseded by the Kentucky Teacher Standards (KTS) The Kentucky Teacher Standards replaced the older New Teacher Standards and the Advanced Teacher Standards The Kentucky Teacher Standards set includes a new standard on Teacher Leadership

The Kentucky Internship Program is an evolving program As such in January 2008 all interns will be evaluated using the KTIP Teacher Performance Assessment (TPA) developed in 2006 The TPA is

based on a collection of evidence and reflection selected by the intern that demonstrates hisher analysis of student learning and adherence to the Kentucky Teacher Standards

The KTIP is a one year internship program required of all new teachers and out-of-state teachers with less than two years of successful teaching experience who are seeking initial certification in Kentucky This one year internship is credited to the intern for experience and retirement and during the internship the intern is provided full benefits

All Kentucky teacher internships must be conducted in a public school or a nonpublic school which meets the state performance standards as established in KRS 156160 or which has been accredited by a regional or national accrediting association Internships may not be conducted in at-home services

The agency that directs the Kentucky Teacher Internship Program is The Education Professional Standards Board Division of Professional Learning and Assessment

100 Airport Road 3rd

Floor Frankfort Kentucky 40601 httpwwwkyepsbnet

Phone 502-564-4606 or Toll Free at 888-598-7667 Fax 502-564-9484

Note Although successful completion of the internship certifies the intern to teach in Kentucky schools it does not guarantee employment

What is the KTIP Teacher Performance Assessment (TPA) At this link httpwwwkyepsbnetinternshipsktipformsasp candidates may download the Teacher Performance Assessment Handbook which contains a wealth of information about the use of the TPA in the Kentucky Teacher Internship program for additional information)

The KTIP Teacher Performance Assessment (TPA) is a focused collection of evidence and reflection selected from a teacherrsquos work which clearly demonstrates the new teacherrsquos efforts to analyze student learning as well as the new teacherrsquos performance on the Kentucky Teacher Standards The Teacher Performance Assessment serves as the centerpiece of the reflective process because it includes such information as lesson plans student work samples with evaluative comments video taped lessons anecdotal records and observation notes Continuous and critical study of planning and instructional practice is one of the most important keys to student learning

The teacher performance assessment approach is grounded in a developmental view of teaching recognizing that this complex demanding profession is learned over the course of several years of study consultation and reflective practice The purpose is to support beginning teachers in their development and to focus it through a dynamic ongoing process

The KTIP TPA is both a process and a product It is not a scrapbook but a representation of the internrsquos abilities It provides evidence of the internrsquos strengths goals and achievements with regard to student learning It is a factual description of an internrsquos teaching efforts supported by relevant data and analyzed by the intern to show the thinking process behind the artifacts The KTIP TPA is NOT a collection of professional development certificates and slick artwork Rather it is selected samples that illustrate how the internrsquos students have benefited from the teacherrsquos efforts

The KTIP TPA is organized according to the three cycles of the internship year During the first two cycles the committee (the resource teacher the principal and the teacher educator) formatively evaluates the internrsquos teacher performance assessment for two components classroom teaching and ability to address professional responsibilities

The third summative cycle expands the length and scope of the internrsquos planning to permit the assessment of multiple dimensions of the internrsquos work and to make sure students are given adequate time to accomplish the learning objectives This is done through an instructional unit The instructional

unit includes a performance assessment in which an intern is asked to document hisher plan for instruction design an instructional unit covering two-to-four weeks of instruction plan for the assessment of learning (both pre-and post-instruction) analyze the impact of instruction on student learning and reflect upon the success of the instructional unit The KTIP TPA is a set of ten teaching tasks designed especially to provide interns the opportunity to demonstrate performance of Kentuckyrsquos Teacher Standards However there is not a one-to-one relationship between the TPA Tasks A ndash J and Kentucky Teacher Standards 1 - 10

The ten teaching tasks are grouped into three components in the KTIP TPA

Component I Classroom Teaching

middot Task A Develop a Lesson Plan middot Task B Demonstrate Teaching Skills during Classroom Observation middot Task C Analyze and Evaluate Teaching of a Lesson

Component II Professional Responsibilities

middot Task D Collaborate to Address Special Learning Needs middot Task E Assess and Manage Professional Growth middot Task F Demonstrate Professional Leadership

Component III Instructional Unit

middot Task G Design Learning Objectives and Assessments for an Instructional Unit middot Task H Analyze Use and Communicate Unit Learning Results middot Task I Design Instructional Strategies and Activities for the Instructional Unit middot Task J Reflect on and Evaluate Teaching and Learning in the Instructional Unit

middot To increase teacher competence as defined by the Kentucky Teacher Standards middot To focus support on improving student achievement middot To draw on student data to guide support middot To document professional growth over time middot To promote self-assessment and reflection middot To cultivate collaboration and leadership among teachers

COLLEGE OF EDUCATION SCHOLARSHIPS OTHER FINANCIAL AID PROGRAMS and THE WORK STUDY PROGRAM The College of Education administers a limited number of scholarship funds for which students with a College of Education major are eligible Applications for the upcoming year are due usually about mid-February during the current yearrsquos spring semester

In addition to College of Education Scholarships there are a number of UK and Kentucky state-wide financial aid programs to support persons pursuing educator preparation

KHEAAhellip Applications for the Kentucky Higher Education Assistance Authority Scholarship (KHEAA) and the Kentucky Minority Education Recruitment and Retention Scholarship (MERR) are available and processed through the office of Academic Services and Teacher Certification 166 Taylor Education Building Any UK student pursuing teacher certification may apply for KHEAA or MERR funds The deadline to apply for KHEAA funds is May 1 Students should inquire at the office of Academic Services and Teacher Certification about the deadline to apply for MERR funds TEACH Grants

The University of Kentucky is participating in the Federal TEACH Grant program These grants will have stringent qualification criteria The regulations implementing this program have not yet been finalized TEACH grant information will be posted on the Academic Services and Teacher Certification website

NOYCE Fellowships for MathScience Education The UK-NOYCE Fellowship program is a financial assistance program supported by the National Science Foundation (NSF) that provides academic scholarship support for seniors and graduate students majoring in a STEM (science technology engineering and mathematics) discipline and seeking to become teachers in mathematics andor science

Fellowship amounts start at $12000 (yearly) for undergraduates and $15000 (yearly) for graduate students and increase yearly based on the cost of attendance for an in-state student at the University of Kentucky httpwwwukyeduEducationEDCMathNOYCEindexhtml

For additional information contact Dr Margaret Mohr-Schroeder Mathematics Education in the Department of Curriculum and Instruction mmohrukyedu

Satisfactory Academic Progress and Maintaining Financial Aid In order to be eligible to receive financial aid a returning student is required to have met certain standards of satisfactory academic progress during his or her previous UK attendance whether or not heshe received financial aid Entering freshmen students and students transferring to UK from a school outside the University system are automatically eligible to receive the aid offered

Satisfactory academic progress is usually verified in early June A returning student who does not meet the required standards during his or her last enrollment period(s) will have any offer of aid canceled A student may then either appeal in writing his or her denial of aid or make up the academic deficit by earning additional credits during another enrollment period Detailed instructions on how to file an appeal will be sent to the student along with hisher notification of unsatisfactory progress A complete text of the University of Kentucky satisfactory academic progress policy may be obtained from the Financial Aid Office or httpwwwukyeduFinancialAid

Federal Work-Study (FWS) Program httpwwwukyeduFinancialAidworkhtm The purpose of FWS is to provide students with part-time employment to help meet college costs and if possible provide work experience in a related field FWS is federally funded and need-based Eligibility for Federal Work Study is determined from information provided on the Free Application for Federal Student Aid (FAFSA) or Renewal FAFSA To be eligible students must show need on the federal need analysis report (FAR) The number of hours a student may work will depend upon financial need

Community Service Jobs In addition to on-campus employment the FWS program also provides students with the opportunity to work in community service jobs and the America Reads program Community service jobs provide students the opportunity to work off-campus with various community agencies dedicated to improving community living especially for low-income individuals America Reads is a tutoring program promoted by the federal government to help elementary school students improve their reading skills In addition to applying for financial aid through Student Financial Aid students interested in America Reads should contact the College of Education Program Coordinator Patricia David 257-1961

Some Questions and Answers about Federal Work Study

Are Federal Work-Study jobs on-campus or off-campus Both You choose If you work on-campus you will work for your school If you work off-campus your employer will be a private non-profit organization The Federal Work-Study Office maintains an up to date listing of all jobs available

How much can I make

Your total Federal Work-Study award depends on when you apply your level of need and the funding level of your school Your pay rate will be based on your classification per the Registrars Office and whether you choose to work on-campus or off-campus

How will I be paid

You will be paid bi-weekly for hours worked during each pay period If your position is on-campus you will normally pick-up your remuneration statement in the department where you work If your position is off-campus notify the Work-Study Office where to mail your statement

A Pre-employment National Background Check mdash Are You Serious

Kentucky law requires the university to complete national background checks on all newly hired employees Since the work-study payroll is part of the universitys payroll system the requirement includes work-study employees The hiring department is responsible for initiating the background check request through Human Resources On-line Employment System (OES) Students must complete an application in OES the employing department then triggers the background request The background check request must be made before the Employment Office will issue an I-9 All employees must have an I-9 before beginning work for the university

FINDING A JOB THE UK PLACEMENT SERVICE AND TEACHERS-TEACHERSCOM The UK Career Center

The James W Stuckert Career Center provides one stop shopping for UK students and graduates seeking internships during their college careers and full time jobs after graduation career planning assistance and job skills development as well as employers seeking both interns and full-time professionals The Career Center provides candidates the opportunity to establish a credential file The credential file contains a signed consent form giving the Career Center permission to release the information in the file to prospective employers Candidates may include a transcript resume and recommendation letters or forms in their credential files Candidates wishing to establish a credential file should contact the Career Center at 859-257-2746

Teachers-Teacherscom Teachers-Teacherscom is a private recruitment service for educators Teachers-Teacherscom is a free service designed to help educators secure teaching jobs administrative jobs and other related service positions Teachers-Teacherscom has a user-friendly website where applicants can quickly complete an online job application record an interview (to be reviewed by employers) apply for available positions and track their job search process

As a member of Teachers-Teacherscom candidates can connect with school systems in two ways They can search through job postings and email their application to hiring schools and they can post an application and wait for recruiters to contact them

FUNDAMENTAL DOCUMENTS FOR TEACHER CERTIFICATION CANDIDATES

1 UK College of Education Unit Core Standards Sets

2 Kentuckyrsquos Teacher Standards and the New Teacher Standards for IECE

3 Kentucky Learner Goals and Academic Expectations

4 Kentucky Code of Ethics for the Teaching Profession UK College of Education Unit Core Standards Sets

Standards Set 1 Kentucky Teacher Standards (KTS) Adopted by the EPSB and effective beginning February 2008

KTS STANDARD 1 The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas KTS STANDARD 2 The teacher designsplans instruction that develops student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge KTS STANDARD 3 The teacher creates a learning climate that supports the development of student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge KTS STANDARD 4 The teacher introducesimplementsmanages instruction that develops student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge KTS STANDARD 5 The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge KTS STANDARD 6 The teacher uses technology to support instruction access and manipulate data enhance professional growth and productivity communicate and collaborate with colleagues parents and the community and conduct research KTS STANDARD 7 The teacher reflects on and evaluates specific teachinglearning situations andor programs KTS STANDARD 8 The teacher collaborates with colleagues parents and other agencies to design implement and support learning programs that develop student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge KTS STANDARD 9 The teacher evaluates hisher overall performance with respect to modeling and teaching Kentuckyrsquos learning goals refines the skills and processes necessary and implements a professional development plan

KTS STANDARD 10The teacher provides professional leadership within the school community and education profession to improve student learning and well-being

Standard Set 2 Functional Skills and Dispositions (FSD) Adopted by the UK Educator Preparation Unit Fall 2006

FSD1 Communicates appropriately and effectively Indicators

a Communicates orally in formal presentations b Communicates orally with individuals and small groups in informal settings c Uses nonverbal communication skills d Communicates in writing (reports essays letters memos emails)

FSD2 Demonstrates constructive attitudes Indicators

a Demonstrates knowledge and command of socio-cultural variables in education b Demonstrates constructive attitudes toward children youth parents and the community c Demonstrates awareness and acceptance of diversity in educational settings

FSD3 Demonstrates ability to conceptualize key subject matter ideas and relationships Indicators

a Correctly states key subject matter ideas b Explains key subject matter ideas c Tailors key subject matter ideas to diverse populations d Addresses misconceptions in key subject matter ideas e Identifies real life examples to enhance student learning

FSD4 Interacts appropriately and effectively with diverse groups of colleagues administrators students and parent in educational settings

Indicators a Demonstrates acceptable teacher behavior in diverse educational settings b Demonstrates adaptability in reflecting on self in relation to diverse groups

FSD5 Demonstrates a commitment to professional ethics and behavior Indicators

a Demonstrates understanding of the Kentucky School Personnel Code of Ethics b Complies with all legal requirements required of teachers in a knowledgeable and timely manner c Demonstrates understanding of ethical issues related to own professional certification area

Standard Set 3 College of Education Technology Standards (COET)

COET1 Integrates media and technology into instruction COET2 Utilizes multiple technology applications to support student learning COET3 Selects appropriate technology to enhance instruction COET4 Integrates student use of technology into instruction COET5 Addresses special learning needs through technology COET6 Promotes ethical and legal use of technology disciplines

Standard Set 4 Interdisciplinary Early Childhood Education

ECSI DesignsPlans Instruction ECS2 CreatesMaintains Environments ECS3 Implements Instruction ECS4 Assesses amp Communicates Learning Results ECS5 ReflectsEvaluates Professional Practices ECS6 Collaborates with ColleaguesFamiliesOthers ECS7 Engages in Professional Development

ECS8 Supports Families ECS9 Demonstrates Implementation of Technology (equivalent to COET S3I)

Kentucky Teacher Standards Adopted by the EPSB and effective beginning February 2008 STANDARD 1 The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas

STANDARD 2 The teacher designsplans instruction that develops student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge STANDARD 3 The teacher creates a learning climate that supports the development of student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge STANDARD 4 The teacher introducesimplementsmanages instruction that develops student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge STANDARD 5 The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge STANDARD 6 The teacher uses technology to support instruction access and manipulate data enhance professional growth and productivity communicate and collaborate with colleagues parents and the community and conduct research STANDARD 7 The teacher reflects on and evaluates specific teachinglearning situations andor programs STANDARD 8 The teacher collaborates with colleagues parents and other agencies to design implement and support learning programs that develop student abilities to use communication skills apply core concepts become self-sufficient individuals become responsible team members think and solve problems and integrate knowledge STANDARD 9 The teacher evaluates hisher overall performance with respect to modeling and teaching Kentuckyrsquos learning goals refines the skills and processes necessary and implements a professional development plan STANDARD 10The teacher provides professional leadership within the school community and education profession to improve student learning and well-being Kentuckyrsquos Teacher Standards For Preparation And Certification Interdisciplinary Early Childhood Education Birth To Kindergarten The New Teacher Standards for Preparation and Certification Interdisciplinary Early Childhood Education (IECE) Birth to Kindergarten reflect performances expected of educators within a variety of environments including classrooms childcare settings the childrens homes hospitals or any other natural environments Within these environments instruction will include individual child activities parent-child activities and instruction in small and large groups IECE educators should be knowledgeable of developmentally appropriate and research-based practices in facilitating experiences for all children including those with disabilities and from diverse populations By demonstrating a thorough knowledge of content areas IECE educators will design create and implement experiences for the children in the areas of cognitive adaptive social physical and emotional development and communication skills The instructionplans may include Individual Family Service

Plans (IFSPs) Individual Education Programs (IEPs) and transition plans developed in partnership with family members and other service providers IECE educators will use assessment and evaluation practices to inform instruction and document childrenrsquos learning while engaging in self-evaluation as part of this continuous improvement process IECE Standard 1 DesignsPlans Instruction The Interdisciplinary Early Childhood Education (IECE) educator designs and plans experiences and instruction that support the development and learning of infants toddlers preschool and kindergarten children including those with disabilities IECE Standard 2 CreatesMaintains Environments The IECE educator creates and maintains learning environments in a variety of settings that support the development and learning of infants toddlers preschool and kindergarten children including those with disabilities IECE Standard 3 Implements Instruction The IECE educator introduces implements and facilitates experiences and instruction that support development and learning for infants toddlers preschool and kindergarten children including those with disabilities IECE Standard 4 Assesses amp Communicates Learning Results The IECE educator in collaboration with others assesses the development and ongoing learning of infants toddlers preschool and kindergarten children including those with disabilities and communicates the results with partners including families IECE Standard 5 ReflectsEvaluates Professional Practices The IECE educator reflects on and evaluates professional practices that support the development and learning of infants toddlers preschool and kindergarten children including those with disabilities IECE Standard 6 Collaborates with ColleaguesFamiliesOthers The IECE educator collaborates and consults with team members including colleagues families primary caregivers agency personnel and other service personnel to design and implement experiences and instruction that support the development and learning of infants toddlers preschool and kindergarten children including those with disabilities IECE Standard 7 Engages in Professional Development The IECE educator engages in self-evaluation of professional practices and implements a professional development plan to improve hisher performance IECE Standard 8 Supports Families The IECE educator supports families through family-centered services that promote independence and self-determination IECE Standard 9 Demonstrates Implementation of Technology The IECE educator uses technology to support instruction access and manipulate data enhance professional growth and productivity communicate and collaborate with colleagues families and community agencies and conduct research

Kentuckys Learner Goals And Academic Expectations (sss httpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesAcademic+Expectations) The centerpiece of Kentuckys education reform effort is its vision of what students should know and be able to do as a result of their school experience Every aspect of the reform movement is designed to promote student attainment of these goals and to measure our progress in helping them to do so Assumption underlying KERA

All students are capable of learning The expectations for students are set forth as the six learning goals of KERA These goals led to the development of the academic expectations that characterize student achievement of the goals All Kentucky students are expected to achieve the goals and academic expectations

1 Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives

11 Students use reference tools such as dictionaries almanacs encyclopedias and computer reference programs

and research tools such as interviews and surveys to find the information they need to meet specific demands explore interests or solve specific problems

12 Students make sense of the variety of materials they read 13 Students make sense of the various things they observe 14 Students make sense of the various messages to which they listen 15-19 Students use mathematical ideas and procedures to communicate reason and solve problems 110 Students organize information through development and use of classification rules and systems 111 Students write using appropriate forms conventions and styles to communicate ideas and information to

different audiences for different purposes 112 Students speak using appropriate forms conventions and styles to communicate ideas and information to

different audiences for different purposes 113 Students make sense of ideas and communicate ideas with the visual arts 114 Students make sense of ideas and communicate ideas with music 115 Students make sense of and communicate ideas with movement 116 Students use computers and other kinds of technology to collect organize and communicate information and

2 Students shall develop their abilities to apply core concepts and principles from mathematics the sciences the arts the humanities social studies practical living studies and vocational studies to what

they will encounter throughout their lives

Science 21 Students understand scientific ways of thinking and working and use those methods to solve real-life problems 22 Students identify analyze and use patterns such as cycles and trends to understand past and present events and

predict possible future events 23 Students identify and analyze systems and the ways their components work together or affect each other 24 Students use the concept of scale and scientific models to explain the organization and functioning of living

and nonliving things and predict other characteristics that might be observed 25 Students understand that under certain conditions nature tends to remain the same or move toward a balance 26 Students understand how living and nonliving things change over time and the factors that influence the

changes Mathematics

27 Students understand number concepts and use numbers appropriately and accurately 28 Students understand various mathematical procedures and use them appropriately and accurately 29 Students understand space and dimensionality concepts and use them appropriately and accurately

210 Students understand measurement concepts and use measurements appropriately and accurately 211 Students understand mathematical change concepts and use them appropriately and accurately 212 Students understand mathematical structure concepts including the properties and logic of various

mathematical systems 213 Students understand and appropriately use statistics and probability

Social Studies 214 Students understand the democratic principles of justice equality responsibility and freedom and apply them

to real-life situations 215 Students can accurately describe various forms of government and analyze issues that relate to the rights and

responsibilities of citizens in a democracy 216 Students observe analyze and interpret human behaviors social groupings and institutions to better

understand people and the relationships among individuals and among groups 217 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation

and world 218 Students understand economic principles and are able to make economic decisions that have consequences in

daily living 219 Students recognize and understand the relationship between people and geography and apply their knowledge

in real-life situations 220 Students understand analyze and interpret historical events conditions trends and issues to develop historical

perspective 221 (Incorporated into 216)

Arts and Humanities 222 Students create works of art and make presentations to convey a point of view 223 Students analyze their own and others artistic products and performances using accepted standards 224 Students have knowledge of major works of art music and literature and appreciate creativity and the

contributions of the arts and humanities 225 In the products they make and the performances they present students show that they understand how time

place and society influence the arts and humanities such as languages literature and history 226 Through the arts and humanities students recognize that although people are different they share some

common experiences and attitudes 227 Students recognize and understand the similarities and differences among languages 228 Students understand and communicate in a second language

Practical Living 229 Students demonstrate skills that promote individual well-being and healthy family relationships 230 Students evaluate consumer products and services and make effective consumer decisions 231 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept

responsibility for their own physical well-being 232 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy 233 Students demonstrate the skills to evaluate and use services and resources available in their community 234 Students perform physical movement skills effectively in a variety of settings 235 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity

throughout lives

Vocational Studies 236 Students use strategies for choosing and preparing for a career 237 Students demonstrate skills and work habits that lead to success in future schooling and work 238 Students demonstrate skills such as interviewing writing resumes and completing applications that are needed

to be accepted into college or other postsecondary training or to get a job

3 Students shall develop their abilities to become self-sufficient individuals 31 Students demonstrate positive growth in self-concept through appropriate tasks or projects 32 Students demonstrate the ability to maintain a healthy lifestyle 33 Students demonstrate the ability to be adaptable and flexible through appropriate tasks or projects

34 Students demonstrate the ability to be resourceful and creative 35 Students demonstrate self-control and self discipline 36 Students demonstrate the ability to make decisions based on ethical values 37 Students demonstrate the ability to learn on ones own

4 Students shall develop their abilities to become responsible members of a family work group or community including demonstrating effectiveness in community service

41 Students effectively use interpersonal skills 42 Students use productive team membership skills 43 Students individually demonstrate consistent responsive and caring behavior 44 Students demonstrate the ability to accept the rights and responsibilities for self and others 45 Students demonstrate an understanding of appreciation for and sensitivity to a multi-cultural and world view 46 Students demonstrate an open mind to alternative perspectives Goals 3 and 4 are included in Kentucky statute as learning goals but they are not included in the states academic

assessment program

5 Students shall develop their abilities to think and solve problems in school situations and in a variety of situations they will encounter in life

51 Students use critical thinking skills such as analyzing prioritizing categorizing evaluating and comparing to

solve a variety of problems in real-life situations 52 Students use creative thinking skills to develop or invent novel constructive ideas or products 53 Students organize information to develop or change their understanding of a concept 54 Students use a decision-making process to make informed decisions among options 55 Students use problem-solving processes to develop solutions to relatively complex problems

6 Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new

information through various media sources

61 Students connect knowledge and experiences from different subject areas 62 Students use what they already know to acquire new knowledge develop new skills or interpret new

experiences 63 Students expand their understanding of existing knowledge by making connections with new knowledge

skills and experiences

Kentucky School Personnel Code Of Ethics As Developed By The Education Professional Standards Board (see httpwwwkyepsbnetlegalethicsasp) Preamble In 1990 the General Assembly of the Commonwealth of Kentucky enacted landmark legislation for education reform throughout the state As the Kentucky Education Reform Act is implemented across the state the Education Professional Standards Board calls Kentuckyrsquos educators to reaffirm their commitment to the highest ethical standards In recognizing the magnitude of our responsibility to learners and to society we offer this Code of Ethics which reflects and promotes the aspirations of our profession Section 1) Certified Personnel in the Commonwealth 1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship and

safeguard the freedom to learn and to teach 2 Shall believe in the worth and dignity of each human being and in educational opportunities for all 3 Shall strive to uphold the responsibilities of the education profession including the following obligations to students to

parents and to the education profession To Students 1 Shall provide students with professional education services in a non-discriminatory manner and in consonance with accepted best

practice known to the educator 2 Shall respect the constitutional rights of all students 3 Shall take reasonable measures to protect the health safety and emotional well-being of students 4 Shall not use professional relationships or authority with students for personal advantage 5 Shall keep in confidence information about students which has been obtained in the course of professional service unless disclosure

serves professional purposes or is required by law 6 Shall not knowingly make false or malicious statements about students or colleagues 7 Shall refrain from subjecting students to embarrassment or disparagement and 8 Shall not engage in any sexually related behavior with a student with or without consent but maintain a professional approach with

students Sexually related behavior shall include such behaviors as sexual jokes sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate physical touching kissing or grabbing rape threats of physical harm and sexual assault

To Parents 1 Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student 2 Shall endeavor to understand community cultures and diverse home environments of students 3 Shall not knowingly distort or misrepresent facts concerning educational issues 4 Shall distinguish between personal views and the views of the employing educational agency 5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others 6 Shall not use institutional privileges for private gain for the promotion of political candidates or partisan political activities and 7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment and shall not offer any of these to obtain special advantage To the Education Profession 1 Shall exemplify behaviors which maintain the dignity and integrity of the profession 2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and

responsibilities 3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure serves professional

purposes or is required by law 4 Shall not use coercive means or give special treatment in order to influence professional decisions 5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation and legal

qualifications and 6 Shall not knowingly falsify or misrepresent records of facts relating to the educatorrsquos own qualifications or those of other

professionals

CONTACT INFORMATION FOR THE COLLEGE OF EDUCATION ON

General Advising and Program Information

Advising Rita Stevenson 859-257-4639 rmstev2ukyedu (last names A-K) Linda Hensley 859-257-8848 cedlhukyedu (last names L-Z) Clelia Smyth 859-257-2162 cgsmyt2ukyedu (Enrollment Management Initiatives) Advising for Kinesiology and Health Promotion Dr Steve Parker 859-257-7904 spark01ukyedu

Advising Assistant Lindsey Powell 257-3632 lcpowe5ukyedu or Anna Primiano 257-3429 atprim2ukyedu

Office of Equity amp Diversity amp Interdisciplinary Early Childhood Education (IECE) Advising Dr Rose Boulay 859-257-1229 roseboulayukyedu Support Associates General Information and Scholarships Bob Singleton 859-257-7971 bobsingletonukyedu Teacher Certification and Database Martha Geoghegan 859-257-7681 myrtukyedu Student Records and Admissions Ryana Severance 859-257-4112 ryanaseveranceukyedu Director of Academic Services and Teacher Certification Dr Gary G Schroeder 859-257-8691 gschr1ukyedu Associate Dean for Academic and Student Services Dr Rosetta Sandidge 859-257-8847 sandidgukyedu Administrative Associate Jason Horger 859-257-8847 jrhorg00ukyedu

Program Faculty Chairs Early Childhood Education Dr Kim Townley 257-9776 kimtownleyukyedu Early Elementary Education Mary Ann Vimont 257-1778 mafarl01ukyedu Vicki Vance 276-4671 vickivancewindstreamnet Middle School Education Dr Mary Shake (information only) 257-5676 mcshak1ukyedu Secondary Education

English Dr Les Burns 257-2939 lburnsukyedu Mathematics Dr Margaret Mohr 257-3073 mmohr2emailukyedu Science Jana Bouwma-Gearhart 257-3292 jlbo226ukyedu Social Studies Dr Kathy Swan 257-1893 kswanukyedu Business amp Marketing Education Dr Doug Smith 257-1634 dcsmit1ukyedu

CampI MIC Program Coordinator Dr Jeanette Groth 257-3158 jlgrot2ukyedu Kinesiology Dr Heather Erwin 257-5331 herwi2ukyedu Health Promotion Dr Melody Noland 257-4205 nbika01ukyedu or Dr Richard Riggs 257-

3645 rsrigg01ukyedu Special Education LBD Dr William Gustashaw 257-9165 bgustashawukyedu Special Education MSD (undergraduate) Dr Belva Collins 257-8591 bcoll01ukyedu Special Education MSD (graduate) Dr John Schuster 257-8594 jwschu01ukyedu Art Education Dr Allan Richards 257-3944 richardukyedu Music Education Dr David Sogin 257-1038 davidsoginukyedu Family amp Consumer Sciences Dr Cheryl Mimbs Johnson 257-1210 cherylmimbsjohnsonukyedu Agriculture Education Dr Tracy Kitchel 257-4273 tracykitchelukyedu

Information in this Sourcebook is subject to change Please contact your College of Education advisor regularly for the most recent information

concerning College programs policies and procedures Revised 11162009

WELCOME STATEMENT

GENERAL INFORMATION ABOUT THE COLLEGE OF EDUCATION AND THE UK EDUCATOR PREPARATION UNIT

College of Education Mission

Conceptual Framework (Abstract) UK Educator Preparation Unit

Milestones In The Life of the UK College Of Education

EARNING A UK BACHELORrsquoS DEGREE IN THE COLLEGE OF EDUCATION

Bachelors Degree Requirement for Educator Preparation Programs outside of the College of Education

EDUCATOR LICENSING STATE PROGRAM APPROVAL AND NATIONAL ACCREDITATION

State Licensing (Teacher Certification) and State Program Approval

National Accreditation through NCATE and Teacher Quality at UK


General Information

Undergraduate degree programs leading to an initial educator teaching certificate



Graduate Level Educator Preparation Programs in Special Education


Graduate-Level Educator Preparation Programs not advised through the College of Education


Information about the Bachelors Degree with a Major in Secondary Education

Upper Division Status for Secondary Education Majors






SPECIAL NOTES 2009-2010

STANDARDS AND STANDARDS SETS IN EDUCATOR PREPARATION PROGRAMS

How and When Are Standards Assessed

The Standards Sets Self-Assessment Toolhellip

ADMISSION TO ANY UK EDUCATOR PREPARATION PROGRAMS (TEP)


Application to a Graduate Level Educator Preparation Program (TEP)

Kentucky Community And Technical College Students

Controlled Enrollment Classes

Required Testing For Admission To A Uk Educator Preparation Program

Application Fees For Educator Preparation Programs

CONTINUOUS ASSESSMENT IN UK EDUCATOR PREPARATION PROGRAMS


THE ADVISING PROCESS FOR REGISTRATION STUDENT SUPPORT AND GRADUATION

Advising prior to advanced registration each semesterhellip

Degree Audits Prior to Graduation

APEX (Academic Program Evaluation and eXploration) httpwwwukyedudegreeaudit

Counseling Mentoring Tutoring and Other Services

UK-101

EPE 174 Theories of College Student Success

BACKGROUND CHECKS CHARACTER AND FITNESS REVIEWS THE KENTUCKY PROFESSIONAL CODE OF ETHICS AND TEACHER MISCONDUCT

FIELD EXPERIENCES STUDENT TEACHING AND OTHER INTENSIVE PRACTICUM EXPERIENCES

Student Teaching

When to apply for Student Teaching

The Consortium of Overseas Student Teaching Program (COST)

DIVERSITY IN THE UK COLLEGE OF EDUCATION

Experiences Working with Diverse Students in K-12 Schools

The Office Of Equity And Diversity httpeducationukyeduDiversity

ADMISSION RETENTION AND EXIT FROM TEACHER EDUCATION PROGRAMS IN THE UK EDUCATOR PREPARATION UNIT

Continuous Assessment in Teacher Education Programs

Standards for Admission to a Teacher Education Program

Retention of Candidates in Teacher Education Programs

Exit from Teacher Certification Programs

State Mandated Testing and the Kentucky Teacher Internship

Admission and Graduation for Secondary Education Students Not Seeking Admission to a Teacher Certification Program


UK COLLEGE OF EDUCATION POLICY ON APPEALS (Adopted Fall 2009)


INFORMATION ABOUT TEACHER CERTIFICATION IN KENTUCKY


KENTUCKY TEACHER INTERNSHIP PROGRAM (KTIP) INTRODUCTION

What is the KTIP Teacher Performance Assessment (TPA)

COLLEGE OF EDUCATION SCHOLARSHIPS OTHER FINANCIAL AID PROGRAMS and THE WORK STUDY PROGRAM

KHEAAhellip

TEACH Grants

NOYCE Fellowships for MathScience Education

Satisfactory Academic Progress and Maintaining Financial Aid

Federal Work-Study (FWS) Program httpwwwukyeduFinancialAidworkhtm

Community Service Jobs


FINDING A JOB THE UK PLACEMENT SERVICE AND TEACHERS-TEACHERSCOM

The UK Career Center

Teachers-Teacherscom


UK College of Education Unit Core Standards Sets

Kentucky Teacher Standards

Kentuckyrsquos Teacher Standards For Preparation And Certification Interdisciplinary Early Childhood Education Birth To Kindergarten

Kentuckys Learner Goals And Academic Expectations (sss httpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesAcademic+Expectations)

Science

Mathematics

Social Studies

Arts and Humanities

Practical Living

Kentucky School Personnel Code Of Ethics As Developed By The Education Professional Standards Board (see httpwwwkyepsbnetlegalethicsasp)

Preamble

CONTACT INFORMATION FOR THE COLLEGE OF EDUCATION

A Welcome from Associate Dean

Dr Rosetta F Sandidge

Dear Student Welcome to the College of Education at the University of Kentucky As Associate Dean my most important role is to help create along with the highly-qualified faculty and staff of the College an atmosphere of learning and exploration that fulfills our students both personally and professionally Congratulations on your choice of education as a career You have elected to become one of the most important factors in the future success of Kentucky the nation and the world

I want you to know that in the College of Education as at UK in general we are committed to excellence Faculty in the College and University are working hard to achieve the goal of becoming a Top 20 research institution by the year 2020 To accomplish this goal the University has set an ambitious agenda for itself This agenda includes enhancing the institutionrsquos stature among its peers preparing students for leadership in the knowledge economy and global society enhancing the intellectual and economic capital of Kentucky through growth in research embracing and nurturing diversity and engaging Kentuckians through partnerships to elevate quality of life

As a student in our Teacher Education Program you join an elite and important group Welcome

Sincerely

TABLE OF CONTENTS

October 2008

Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


TABLE OF CONTENTS

October 2008

Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


October 2008

Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


October 2008

Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


October 2008

Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Masters Degree

Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


Instructions

rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


rating 1-4

UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


UK-101

How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


How much can I make

How will I be paid

changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


changes Mathematics

throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


throughout lives

assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


assessment program

professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


professionals

WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble


WELCOME STATEMENT










General Information

































UK-101




Student Teaching





















KHEAAhellip

TEACH Grants














Science

Mathematics

Social Studies

Arts and Humanities

Practical Living


Preamble
