TEACHER EDUCATION HANDBOOK - St. Gregory's … Experience Reflection Format 26 Field Experience Evaluation-Methods Course 27 Admission to Teacher Education- Requirements ... Novice

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TEACHER EDUCATION HANDBOOK Education Department

St. Gregory’s University

Shawnee, Oklahoma

2013-2014

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Table of Contents

Page

To SGU Education Student 3

St. Gregory's University Mission and Goals 8

Teacher Education Program Statement of Philosophy and Mission 9

Teacher Education Program Conceptual Framework 10

Alignment of Conceptual Framework to Assessment 16

Oklahoma General Competencies for Teacher Licensure and Certification 17

Guide to Field Experiences- Mentor/Cooperating Teacher Responsibilities 18

SGU Teacher Candidate Responsibilities 19

Field Experience Requirements 20

Field Experience Participation Levels 21

Field Experience Time Log 23

Field Experience Guideline of Questions for Visit 24

Field Experience Reflection Format 26

Field Experience Evaluation-Methods Course 27

Admission to Teacher Education- Requirements 29

Admission to Teacher Education-Application 30

Admission to Teacher Education- Guidelines for Interview 31

Portfolio Schedule for Teacher Education Admission 32

Oklahoma Licensure Information (Traditional and Alternative) 33

Admission to Student Teaching 34

Admission to Student Teaching- Application 35

Internship Agreement 37

Professional Portfolio- Philosophy 38

Professional Portfolio- Content 39

Professional Portfolio- Education Learning Outcomes 41

Professional Portfolio- Evaluation Instrument and Rubric 44

Professional Portfolio- Plan of Improvement Form 48

Professional Portfolio- Score Summary Form 50

Teacher Candidate Exit Criteria 51

Student Evaluation Procedures 52

Appendix A- Disposition Assessment Instrument 53

References 54

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To the St. Gregory’s University Education Student

Dear Teacher Candidate,

You are about to embark on the most rewarding career possible. Teaching is challenging, exciting, frustrating, and

very satisfying. The St. Gregory’s University course of study to become a teacher is called “the Reflective

Practitioner.” A “Reflective Practitioner” is a person who is able to bridge application of teaching and learning

practices with best theory and thought about the application. The Teacher Education program at St. Gregory’s

University is designed to develop teacher candidates to become “Reflective Practitioners,” the best teachers

possible. The program’s key components are the Field Experiences - the “practitioner component” - (75-100 contact

hours required before student teaching), which are linked to specific coursework throughout the program of study.

Summaries are required for all field experiences, which allow the candidates to reflect on the practice of others as it

relates to their own preparation. The program is designed to develop competence in and passion for the teacher

candidate’s chosen field of teaching.

St. Gregory’s University Education program, designed in 1998, develops students who pursue a Bachelor of Science

or a Bachelor of Arts with a major in Education into “Reflective Practitioners,” professional teachers who have a

strong practical experience in quality schools and a thorough theoretical foundation for reflection on good practices.

Competency Demonstration

Students will be required to demonstrate competencies in the following areas: Professional Communication

(portfolio demonstration, student teaching), Foreign Language (SGU assessment, coursework, or CLEP test), and

Teacher Preparation (portfolio demonstration, student teaching, and state testing). Content areas may allow and/or

require competency demonstration of skill and knowledge levels.

Majors

Faculty in each major area have developed carefully sequenced coursework and experiences that align with

competencies indicated by the Oklahoma Commission for Teacher Preparation (OCTP) in partnership with Council

for the Accreditation of Education Programs (CAEP) and the learned societies for each content/specialty area. Major

areas include Early Childhood, Elementary, Secondary English, Middle Level and Secondary Mathematics,

Biological/Life Science, and Social Studies. Listed below are required coursework for each major area.

Early Childhood Education

Within the Core Curriculum Early Childhood majors must meet the 4 by 12 standard required of all Early Childhood

programs in Oklahoma. Early Childhood majors complete this coursework and education coursework, which align

with the National Association for the Education of Young Children (NAEYC) standards. Foreign Language

Competency: Novice high-Listening/Speaking. Two semesters same language in college with “C” or better, or two

years same language in high school with “B” or better, or pass CLEP test.

Common Core Course Requirements (56 credits)

HU 1112 - Seminar I: Ancient Near Eastern/Early Greek Thought & Culture (2 cr.)

HU 1122 - Seminar II: Classical and Early Christian Thought & Culture (2 cr.)

HU 2112 - Seminar III: Medieval and Renaissance Thought & Culture (2 cr.)

HU 2122 - Seminar IV: Modern Thought & Culture (2 cr.)

TH 1323 - Introduction to Sacred Scripture (3 cr.)

TH 2413 - Introduction to Christian Theology (3 cr.)

PH 1013 - Introduction to Philosophy (3 cr.)

PH 3063 - Philosophical Ethics and the Just Society (3 cr.)

EN 1113 - English Composition I (3 cr.)

EN 1323 - English Composition II (3 cr.)

CO 1713 - Fundamentals of Speech Communication (3 cr.)

Introductory Fine Arts (Dance, Music, Theatre, Visual Arts) Course (3 cr.)

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HI 1483 - United States, 1492-1865 (3 cr.)

PO 1013 - Government of the United States (3 cr.)

PY 1113 - Elements of Psychology (3 cr.) or

SO 1113 - Introduction to Sociology (3 cr.)

SS 3213 - Fundamentals of Leadership (3 cr.)

MA 1473 - Math for Critical Thinking (3 cr.)

NS 1313 Frontiers of Science (3 cr.)

LS 1113 Principles of Biology + Lab (4cr)

Additional Early Childhood Education Requirements

LS 3013 Introduction to Nutrition (3cr)

PY 4003 – Child and Adolescent Development (3 cr.)

PY 4132 - Psychology of Students with Exceptionalities (2 cr.)

PY 4223 – Tests and Measurement (3 cr.)

SO 3013 - Sociology of the Family (3 cr.)

ED 3202 Catholic Perspectives on Education(2cr)

MA 3423 - Mathematics for EC-ElemTeachers I (3 cr.)

MA 3433 - Mathematics for EC-Elem Teachers II (3 cr.)

MA 3443 - Mathematics for EC-ElemTeachers III (3 cr.)

PS 1103 - Introductory Geology or approved earth science (3 cr.)

GE 3113 - World Geography and Cultures (3 cr.)

ED 3002 - Educational Technology (2 cr.)

ED 3012 - Foundations of Teaching (2 cr.)

ED 3113 - Early Childhood Reading Assessment and Instruction (3 cr.)

ED 3242 - Children’s Literature (2 cr.)

ED 3403- Theory to Practice in Early Childhood Education (3 cr)

ED 3112 - Methods of Integrating Fine Arts in EC-Elem Education (2 cr.)

ED 3312 - Methods of EC-Elem Physical Education and Health (2 cr.)

ED 3302 - Methods of EC-Elem Language Arts (2 cr.)

ED 3323 - Methods of EC-Elem Science (3 cr.)

ED 3332 - Methods of EC-Elem Social Studies (2 cr.)

ED 3343 - Methods of EC-Elem Mathematics (3 cr.)

ED 4512 - Guidance and Group Process Methods for PK-8 Teachers (2 cr.)

ED 4322 - Student Teaching Seminar (2 cr.)

ED 4910 - Student Teaching (10 cr.)

Elementary Education .

Within the Core Curriculum Elementary Education majors must meet the 4 by 12 standard required of all elementary

education programs in Oklahoma. Elementary majors complete this coursework and education coursework, which

align with the Association for Childhood Education International (ACEI) standards. Foreign Language Competency:

Novice high-Listening/Speaking. Two semesters same language in college with “C” or better, or two years same

language in high school with “B” or better, or pass CLEP test.

Common Core Course Requirements (56 credits) HU 1112 - Seminar I: Ancient Near Eastern/Early Greek Thought & Culture (2 cr.)









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MA 1473 - Math for Critical Thinking (3 cr.)

NS 1313 Frontiers of Science (3 cr.)

LS 1113 Principles of Biology + Lab (4cr)

Additional Elementary Education Requirements

LS 3013 Introduction to Nutrition (3cr)

PY 4003- Child and Adolescent Development (3 cr.)


PY 4223 – Tests and Measurement (3 cr.)

ED 3202 Catholic Perspectives on Education (2cr)

MA 3423 - Mathematics for Elementary Teachers I (3 cr.)

MA 3433 - Mathematics for Elementary Teachers II (3 cr.)

MA 3443 - Mathematics for Elementary Teachers III (3 cr.)

PS 1103 - Introductory Geology or approved earth science (3 cr.)

GE 3113 - World Geography and Culture (3 cr.)



ED 3022 - Middle Level Education (2 cr.)

ED 3113 - Early Childhood Reading Assessment and Instruction (3 cr.)

ED 3233 - Elementary/Intermediate Reading Assessment and Instruction (3 cr.)

ED 3242 - Children’s Literature (2 cr.)

ED 3112 - Methods of Integrating Fine Arts in EC-Elem Education (2 cr.)

ED 3312 - Methods of EC-Elem Physical Education and Health (2 cr.)

ED 3302 - Methods of EC-Elem Language Arts (2 cr.)

ED 3323 - Methods of EC-Elem Science (3 cr.)

ED 3332 - Methods of EC-Elem Social Studies (2 cr.)

ED 3343 - Methods of EC-Elem Mathematics (3 cr.)

ED 4512 - Guidance and Group Process Methods for EC-ML Teachers (2 cr.)



Secondary Math Education

These requirements are in addition to completion of the Common Core curriculum, in alignment with the National

Council for Teachers of Mathematics (NCTM) standards, including the following Common Core courses: MA 1814

- Pre-Calculus/Analytic Geometry, PS 1111/1113 - College Physics I with lab, and an introductory Life Science

course. Foreign Language Competency: Novice high-Listening/Speaking. Two semesters same language in college

with “C” or better, or two years same language in high school with “B” or better, or pass CLEP test.

MA 2054 - Calculus I (4 cr.)

MA 2153 - Calculus II (3 cr.)

MA 3013 - Elementary Statistics or equivalent statistics course (3 cr.)

MA 3113 - Discrete Mathematics (3 cr.)

MA 3123 - Linear Algebra (3 cr.)

MA 3253 - Calculus III (3 cr.)

MA 3303 - Introduction to Number Theory (3 cr.)

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MA 3413 - History and Philosophy of Mathematics (3 cr.)

MA 3263 Methods of Teaching ML-Sec Math (3rc)

MA 4313 - Abstract Algebra (3 cr.)

MA 4513 - College Geometry (3 cr.)

PY 3113 - Developmental Psychology or PY 4113 - Cognitive Psychology (3 cr.)

PY 4223 Tests and Measurement (3cr.)

PY 4132 - Psychology of Students with Exceptions (2 cr.)





ED 4612 - Secondary Educational Methods (2 cr.)



Middle Level Math Education

These requirements are in addition to completion of the Common Core curriculum, in alignment with the National

Council for Teachers of Mathematics (NCTM) standards, including the following Common Core courses: MA 1513

– College Algebra, PS 1111/1113 - College Physics I with lab, and an introductory Life Science course. Foreign

Language Competency: Novice high-Listening/Speaking. Two semesters same language in college with “C” or

better, or two years same language in high school with “B” or better, or pass CLEP test.

MA1814 Pre-Calculus/Analytic Geometry (4cr)

MA 2054 Calculus I (4cr)

MA 3013 Elementary Statistics (or equivalent) (3cr)

MA3303 Introduction to Number Theory(3cr)

MA 3113 Discrete Mathematics (3cr)

MA 3123 Linear Algebra(3cr)

MA 3413 History and Philosophy of Math (3cr)

MA 3423 Mathematics for Elementary Teachers I (3cr)

MA 3433 Mathematics for Elementary Teachers II (3cr)

MA 3263 Methods of Teaching ML-Sec Math (3rc)

ED 3012 Foundations of Teaching(2cr)


PY 3113/4113 Developmental or Cognitive Psychology (3cr)


PY 4132 Psychology of Students with Exceptionalities (2cr)

ED 3022 Middle Level Education(2cr)

ED3343 Elementary Math Methods(3cr)

ED 3002 Educational Technology(2cr)

ED 4915 Student Teaching (10cr)

ED 4322 Student Teaching Seminar (2cr)

Secondary Life Science/Biology Education

Secondary Biology/Life Science Education majors, in alignment with the National Science Teachers Association

(NSTA), university and state standards, are required to complete the following coursework. Foreign Language

Competency: Novice high-Listening/Speaking. Two semesters same language in college with “C” or better, or two

years same language in high school with “B” or better, or pass CLEP test.

Common Core Course Requirements (57 credits) HU 1112 - Seminar I: Ancient Near Eastern/Early Greek Thought & Culture (2 cr.)



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MA 1513 - College Algebra (3 cr.)

LS1113/1111 Principles of Biology and Lab (4cr)

PS 1363/1361 General Chemistry and Lab (4cr)

KI 1072 - Concepts of Wellness (2 cr.) or Two (2) Physical Activity Courses

Biology/Life Science Subject Area Coursework (43 Credit Hours)

LS 1023 Environmental Science (3cr)

PS 1113/1111 College Physics I and Lab (4cr)

PS 1213/1211 College Physics II and Lab or PS 1473/1471 Gen Chemistry II and Lab (4cr)

LS 2014 General Zoology (4cr)

LS 3214 Human Physiology (4cr)

LS 3333 Genetics (3cr)

LS/NS _______________ (Upper Division Course) (3cr)

MA 1814 Pre-Calculus/Analytic Geometry or MA 2054 Calculus I (4cr)

MA 3013 Elementary Statistics (3cr)

NS 3263 Methods of Teaching Secondary Science (3cr)

PY 3113 Developmental Psychology or PY 4113 Cognitive Psychology (3cr)

PY 4132 Psychology of Teaching Students with Exceptionalities (2cr)

PY 4223 Tests and Measurement (3cr)

Professional Education Coursework (19 Credit Hours)

ED 3012 Foundations of Teaching (2 cr.)

ED 3022 Middle Level Education (2 cr.)


ED 3002 Educational Technology (2 cr.)

ED 4322 Student Teaching Seminar (2 cr.)

ED 4910 Student Teaching (10 cr.)

Secondary English Language Arts Education

These requirements are in addition to completion of the Common Core curriculum, and in alignment with the

National Council of Teachers of English (NCTE) standards, including the following Common Core courses: EN

1113 - English Composition I and EN 1323 - English Composition II, TE 3213 - Theatre History I or

TE 3223 - Theatre History II. Foreign Language Competency: Novice high-Listening/Speaking. Two semesters

same language in college with “C” or better, or two years same language in high school with “B” or better, or pass

CLEP test.

EN 3423 - Survey of English Literature I (3 cr.)

EN 3433 - Survey of English Literature II (3 cr.)

EN 3103 - Creative Writing (3 cr.)

EN 3213 - Survey of American Literature I (3 cr.)

EN 3223 - Survey of American Literature II (3 cr.)

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EN 3233 - Literature for Young Adults (3 cr.)

EN 3313 – Shakespeare (3 cr.)

EN 3543 - World Literature (3 cr.) or

CO 3023 - Intercultural Communication (3 cr.)

EN 4113 - Literary Theory and Criticism (3 cr.)

SO 4013 - Language and Society (3 cr.)

CO 3113 - Introduction to Film (3 cr.) or

CO 3123 - Introduction to Mass Communication (3 cr.)

Additional upper-division Humanities courses in at least 2 different areas, not English (6 cr.)

PY 3113 - Development Psychology or PY 4113 - Cognitive Psychology (3 cr.)







ED 3263 - Secondary Education Methods (3 cr.)



Secondary Social Studies Education

In addition to the Core Curriculum, Secondary Social Studies majors, in alignment with the National Council for the

Social Studies (NCSS) including the following Common Core courses: HI1483 – United States, 1492-1865 and PY

1113 - Elements of Psychology and NS 1313 Frontiers of Science. Foreign Language Competency: Novice high-

Listening/Speaking. Two semesters same language in college with “C” or better, or two years same language in high

school with “B” or better, or pass CLEP test.

HI 1043 - World History to 1600 (3 cr.)

HI 1053 - World History Since 1600 (3 cr.)

HI 1493 - U.S. History, 1865-Present (3 cr.)

HI 3323 - History and Government of Oklahoma (3 cr.)

Additional upper-division course in American History (3 cr.)

Additional upper-division course in World History (3 cr.)

EC 1603 – Macroeconomics (3 cr.)

GE 3113 - World Geography and Cultures (3 cr.)

PO 3013 - International Relations (3 cr.)

PO 3023 - Branches of Government (3 cr.)

SO 4013 - Language and Society (3 cr.)

TH 3443 - World Religious Traditions (3 cr.)

PY 3113 - Developmental Psychology or PY 4113 - Cognitive Psychology (3 cr.)



ED 3263- Methods of Teaching Secondary English Language Arts (3cr)




ED 4132 - Educational Evaluation (2 cr.)


ED 4612 - Secondary Education Methods (2 cr.)


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ST. GREGORY’S UNIVERSTIY

MISSION AND GOALS

St. Gregory’s is a Roman Catholic University, offering through the bachelor’s degree level a liberal arts

education that has been cherished and handed down in the educational institutions of the Benedictine Order. St.

Gregory’s University promotes the education of the whole person in the context of a Christian community in which

students are encouraged to develop a love of learning and live lives of balance, generosity and integrity. As

Oklahoma’s only Catholic university, St. Gregory’s reaches out to Catholics and to members of other faiths who

value the distinctive benefits, which it offers.

As an academic community, St. Gregory’s:

Fosters intellectual curiosity, a love of learning, and the search for wisdom.

Develops literacy in language, mathematics, science and computer skills.

Teaches communication and critical thinking skills.

As a Catholic community, St. Gregory’s:

Fosters Catholic faith and Catholic moral development.

Offers opportunities for Christian service.

As a Benedictine community, St. Gregory’s:

Promotes the disciplines of prayer, work, study, and leisure.

Emphasizes the reflective dimensions of life.

Fosters community living.

As a human community, St. Gregory’s:

Fosters personal and social development.

Promotes individual freedom, responsibility, and self-discipline.

Promotes responsible citizenship and concern for the problems of society.

The personal character of the campus community and the mix of faculty members and students contribute to the

carrying out of St. Gregory’s mission, which is reflected in the attainment of the following goals:

To inculcate in students an appreciation for the arts and sciences and the habit of scholarship, the

foundation of a lifelong quest for learning.

To promote in students appreciation for values, showing how Church and religion assist them in finding

the true meaning of life.

To help students come to know themselves and to relate well to others, building in them a sense of self-

assurance, initiative and responsibility.

To develop in students skills of logical and quantitative thinking and of written and spoken

communication.

To offer them the opportunity to perform in various student activities, which protect their individuality,

encourage creativity and give balance to their lives.

To prepare them to live lives of service as citizens and as members of social groups.

To prepare for immediate employment, admission to graduate programs, or successful transfer to

educational programs not offered by St. Gregory’s.

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TEACHER EDUCATION PROGRAM

STATEMENT OF PHILOSOPHY AND MISSION STATEMENT

ST. GREGORY’S UNIVERSITY

The term "Reflective Practitioner," as articulated by Donald Schön's research on preparing professionals,

represented effectively the spirit of the Benedictine life of prayer and work. The most effective teacher would live a

life of reflection about teaching practice - before that practice, during that practice, and after that practice. Schön's

research in the preparation of professionals (The Reflective Practitioner,1987) proved to be an appropriate

expression of the mission for teacher preparation at St. Gregory's University.

In the Fall of 1998 the University faculty began to re-examine its own mission, general education

foundation, and role as a University of the 21st Century. President Frank Pfaff challenged the faculty to study an

assigned collection of writings from classic and contemporary researchers and philosophers. This re-examination

strengthened the understanding and articulation of the Reflective Practitioner conceptual framework of the

Education Division. These discussions formed the basis for a strong integrated bond between the general faculty

and the Education faculty. General faculty discussions were focused on multiple learning styles of students and

multiple teaching styles, on effective teaching/learning environments, on the teaching roles of coaching and

facilitating vs. dispensing information and directing. The works of Schön, Kolb, Howard Gardner, Dewey, Leonard,

Cruikshank, and Bruner formed key components of these discussions and specifically reflected the University

concept of effective teachers.

Along with identification of the conceptual framework, general faculty and Education faculty together

created a plan for experiences that would enhance the development of teachers who were Reflective Practitioners.

The conceptual framework was the source of continued discussions during the 1998-1999 and 1999-2000 academic

years with faculty in General Faculty meetings and Teacher Education Council meetings, and with students in

Mentoring Team meetings.

In Spring of 2000 the charter members of the St. Gregory's University chapter of ASCD included in their

agenda the topic of creating an icon for the St. Gregory's University conceptual framework. Their understanding of

the conceptual framework lead to a suggestion for the visual representation of the Reflective Practitioner. Their

suggestion of a rainbow, a candle and terminology served as the basis for work on an icon - the Summer 2000

project of the Teacher Accreditation Team. What follows is an explanation of the St. Gregory's University Teacher

Education conceptual framework organized by examination of the visual icon for the Teacher Education Division.

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The Reflective Practitioner:

An Examination of the Conceptual Framework Through its Visual Representation

CONCEPTUAL FRAMEWORK

The Candle

The candle in the center of the image represents the motto "Fides Lumen Praebeat": May Faith Grant Light. It is

through enlightenment that teacher candidates will learn to enlighten their future students. The candle sends rays

through the rainbow to link each facet of the enlightenment process together. The rays represent the reflective

understanding gained through practice which will guide the teacher candidates to become a light to their classroom.

The Seal

The Coat of Arms of St. Gregory's University represents the setting in which teacher candidates prepare for a career

in teaching. This setting promotes the development of teachers who are immersed in and dedicated to the liberal arts

education of the whole person in the context of the Benedictine tradition. St. Gregory's University is a Roman

Catholic University, offering through the bachelor's degree level a liberal arts education that has been cherished and

handed down in the educational institutions of the Benedictine Order. St. Gregory's University promotes the

education of the whole person in the context of a Christian community in which students are encouraged to develop

a love of learning and to live lives of balance, generosity and integrity.

The modality of education at St. Gregory's University is interactive and cooperative. According to Mortimer Adler

(1986), "If we recognize, as we should, that genuine learning cannot occur without activity on the part of the learner

. . ., then we must also recognize that all learning is a process of discovery on the part of the learner" Adler's

"process of discovery" is consistent with the Reflective Practitioner vision of the St. Gregory's University Teacher

Education Program. St. Gregory's University promotes a life of balance that emphasizes reflection and fosters

community living, individual freedom, responsibility and self-discipline.

The Rainbow

The full circle rainbow indicates the reoccurring assessment through reflection that is central to the St. Gregory's

University conceptual framework. The continuous circle of this rainbow visually represents the continuous cycle of

planning and reflecting. The rainbow also represents the overlapping of the elements of becoming a teacher:

knowledge and experience encompassed by reflection. Just as a rainbow blends colors, so a teacher candidates

blend knowledge and experience as they becomes a Reflective Practitioners.

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Establishing goals, planning strategies for achievement, acting upon the strategies, assessing progress, analyzing the

completed task, and beginning the process again all require an ability to reflect. Opportunities to reflect on and

refine instructional practice - during class and outside class, alone and with others - are crucial. These principles are

consistent with the position statements and publications of the Association for Childhood Education International,

the National Council for the Social Studies, the National Council of Teacher of English, the National Council of

Teachers of Mathematics, and the National Science Teachers Association. As discussed in Principles and Standards

of Mathematics (NCTM, 2000), "reflection and analysis are often individual activities, but they can be greatly

enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers".

Authors of The Case For Constructivist Classrooms, Brooks and Brooks (1993), note that becoming an effective

teacher "requires continual analysis of both curriculum planning and instructional methodologies during the process

of learning to be a teacher, reflective practices for which most teachers have not been prepared". The outcome of a

reflective practice approach to teacher education, according to Brooks and Brooks are teacher who "want students to

take responsibility for their own learning, to be autonomous thinkers, to develop integrated understandings of

concepts, and to pose - and seek to answer - important questions". Thus, the St. Gregory's University Teacher

Education program uses a never-ending cycle of study, practice, reflection and refinement.

First Circle: Knowledge of Self

At the core of all knowledge is knowledge of self, hence it is the first of the knowledge circles. Upon conclusion of

a ten year study, the Conference on English Education (CEE) Commission on the Preparation of English Teacher

Educators listed twelve principles for teacher educator preparers, the first four related to self-awareness. These

principles declare a need for models who see themselves as life-long learners who seek understanding through on-

going inquiry; models who exhibit a spirit of inquiry and reflection into their own and others' pedagogical practice;

and models who imaginatively generate alternative possible solutions to specific problems in teaching and learning.

These principles apply equally to teacher candidates and to those who prepare them.

Beginning with Foundations of Teaching (ED 3012), students begin a reflective approach to self awareness. In

Foundations of Teaching, students explore their learning styles using Gardner’s Multiple Intelligences’ Inventory

(Armstrong, 1994), their cultural sensitivity using Kenneth Cushner’s Inventory of Cross-Cultural Sensitivity

(2006), in addition to checklists which help them determine their educational theories and philosophies (Martin and

Loomis, 2001). This self-awareness is the foundation for understanding of self and, by extension, others. The

Writing Portfolio and the Comprehensive Learning Portfolio (CLP) also encourage students to set goals, analyze

progress, and reflect upon personal growth prior to admission to Teacher Education. These university wide

assessments will be described in detail at the end of the Conceptual Framework.

Second Circle: Knowledge of Learners

Through mentoring, discussion and academic study, the teacher candidates move from self-knowledge to a

knowledge of similar and dissimilar learners. Thus, the next circle is knowledge of learners. The St. Gregory's

University Teacher Education program strives to help teacher candidates understand learners, including discovering

the diversity within learners. The study of individual development is balanced with awareness of diversity in

development.

The three distinct roles for learners identified by philosopher D. C. Phillips (1998); the active learner - active

acquisition of knowledge and understanding; the social learner - social construction of knowledge and

understanding; and the creative learner - creation or recreation of knowledge and understanding) supports the St.

Gregory's University approach to learning as a diverse activity. The St. Gregory's University academic community

uses these roles in providing course work and experiences to challenge the active learner, cooperative learning

methods to support the social learner, and opportunities for application and reflection to engage the creative learner.

In so doing, we model for our teacher candidates what we want them to become: effective teachers who establish an

environment to support all three learning roles for optimum cognitive growth.

Teacher candidates gather knowledge about learners in identifiable courses at St. Gregory's University. In

Foundations of Teaching (ED 3012), teacher candidates explore cultural diversity as it relates to the educational

setting. In Development Psychology (PY 3113), Cognitive Psychology (PY 4113), and Psychology of Students with

Exceptionalities (ED 4132 ) , and Middle Level Education (ED 3022 ) teacher candidates study learners in a holistic

approach, using Howard Gardner's (1993) research on multiple intelligences, Erik Erikson's (1950) stages of

psychological development, Loevinger's (1976) stages of ego development and the work of Jerome Bruner (1949),

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Jean Piaget (1981), Carl Rogers (1969), Lev Vygotsky (Lee and Smagorinshy, 2000), Abraham Maslow(Wahba and

Bridwell,(1976), Robert Ornstein (1973), and Paulo Fiere (Mann, 1996). It is within these courses that teacher

candidates also study the symptoms, identification and prevention of substance abuse and mental health issues.

Third Circle: Knowledge of Subject Matter

Effective teacher education requires a serious commitment to the development of teacher candidate's understanding

of subject matter. Using the guidelines provided by the learned societies, St. Gregory's University has developed

programs of study to foster solid knowledge acquisition in each major area. But beyond mere knowledge, St.

Gregory's University promotes depth of material, including principles and theories of the subject matter. In

addition, students develop association with professional organizations. In the Elementary Education program as well

as secondary English, Mathematics, Science and Social Studies, carefully sequenced courses and experiences have

been developed in alignment with competencies indicated by the Oklahoma Commission for Teacher Preparation

(1994) and the learned societies, as well as values held by St. Gregory's University.

Fourth Circle: Knowledge of Pedagogy

Key to the profession of education is understanding pedagogy; thus, pedagogy is the next circle of knowledge.

Effective teachers learn the methods of teaching and learning that underlie activities in the classroom or learning

setting, such as how to ask questions and plan lessons that reveal students' prior knowledge. They can then design

experiences and lessons that respond to, and build on, this knowledge.

At the same time, effective teachers synthesize current research to address the changing nature of teaching and

learning and analyze the complex interplay among pedagogical processes, curriculum and socio-cultural contexts.

The effective teacher uses feedback from assessment tasks to help students in setting goals, assuming responsibility

for their own learning, and becoming independent learners. Effective teachers constantly make decisions about

which tasks to emphasize, how to organize and orchestrate students’ work, what questions to ask to challenge those

with varied levels of expertise, and how to support students without diminishing the challenge.

The St. Gregory's University Teacher Education program of study includes courses that focus on the preparation of

professionals to teach with consideration of the Benedictine traditions, historical and sociological considerations of

teaching and contemporary practices and issues in education. Modeling, course content, discussion, reflection and

"real world" observation and field experiences are used to produce teachers who have the skills and qualities listed

above. Learning styles and developmental states form the foundation of knowledge of the teaching/learning

processes. Information and teaching tools include access to information regarding the teaching profession,

technological and information tools, and pedagogical skill and curriculum resources.

For example, teachers have different styles and strategies for helping students learn particular mathematical ideas,

and teacher candidates at SGU learn that there is no one "right way" to teach. However, effective teachers recognize

that the decisions they make shape students' mathematical dispositions and can create rich settings for learning.

Selecting and using suitable curricular materials and appropriate instructional tools and engaging in reflective

practice and continuous self-improvement are actions good teacher take every day (NCTM, 2000). As similar

statements can be made in each subject area, the St. Gregory's University teacher education program is designed to

provide teacher candidates with course work and experiences to help them understand knowledge (of self, of other

learners, of subject matter and of pedagogy), to apply that knowledge through observation and experience; and to

reflect upon both the knowledge and the application. Thus teacher candidates learn pragmatic constructivism: they

do what works and have a variety of techniques to modify or adapt in order to create the best opportunity for

learning.

St. Gregory’s teacher candidates develop flexibility through their understanding that within different classes,

teachers use different methods. For example, technology is an essential tool for teaching and learning. When

technological tools are available, students can focus on decision making, reflection, reasoning and problem solving.

St. Gregory's University teacher candidates enhance their knowledge of computer technology in the specific course

designed to investigate technology and its uses - ED3002 Educational Technology. In this course, the use of

modern technology, such as a SMARTboard, is modeled by professors and practiced by teacher candidates. Use

of technology at St. Gregory's University is not, however, limited to education courses, as technology is used across

the curriculum by faculty and students alike.

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In order to emphasize the link between contemporary research and best practices, all Education courses are taught

by a mixture of University professors with school experience and professional teachers or administrators who hold a

graduate degree or have proven their expertise in the field through advance d certification (such as National Board

Certification) and who work in local school districts. This affords teacher candidates the opportunity to study

education topics in depth and associate them with current practitioners, which helps to strengthen their awareness of

the link between theory and practice.

The Professional Education course sequence is designed to move teacher candidates into teaching roles, beginning

with an introduction to the teaching profession and its tools in Foundations of Teaching (ED3012), Catholic

Perspectives of Education (TH3201), and Middle Level Education (ED 3022). It is during Foundations of Teaching

that prospective teacher candidates look closely at the education profession to determine if this is truly the career

route they want to take through information they receive on the latest supply and demand relating to employment,

the state salary structure and teaching shortage areas. The understanding of educational practices, such as using

varied assessment techniques to inform practice and differentiating instruction, is furthered in Tests and

Measurement (PY4223) and Psychology of Students with Exceptionalities (PY 4132). Candidates expand their skills

in developing and practicing lessons during methods coursework. Pedagogical skills related to assessment and

instruction in reading are emphasized across curriculum and grade levels. Elementary majors take two courses, one

which focuses on emergent readers and another which concentrates on upper elementary and intermediate reading

instruction. The secondary methods course (ED 4612) includes the remediation of reading problems for students in

grades 7-12.

During Fundamentals of Leadership (SO3213), teacher candidates develop their leadership, organizational, group

processing and instructional skills. Not only does this course acquaint them to the abilities and traits of a leader but

candidates cultivate positive relationships with school colleagues, families, and organizations in the community

through leadership projects, related to their major area or focus in education, which they coordinate and manage.

During the elementary and secondary methods coursework candidates research and practice various classroom

management strategies and discipline techniques, as well as g procedures for classroom safety. The SGU teacher

education program design continuously provides candidates opportunities to learn and examine best practices and

regularly reflect on and refine their professional approach to and philosophy of teaching.

Fifth Circle: Field Experiences

The fifth circle, labeled "Field Experience," reflects the necessary association of knowledge and understanding with

practical application. The St. Gregory's University Teacher Education program uses a multi-level approach to field

experiences. Students complete 75- 100 hours of field experience before the student teaching experience. During

these field experiences the teacher candidate observes the actions of others and his/her own actions in the classroom

and then reflects upon those observations to grow in professional confidence and expertise. This model of study,

practice, and reflection is supported in the writings of Donald Schön (1991), who points out:

Designing [learning experiences] must be learned by doing. However much students may learn about

designing from lectures or readings, there is a substantial component of educational design competence -

indeed - the heart of it - that they cannot learn in this way. A quality educational practice is learnable but is

not teachable by classroom methods. And when students are helped to learn this quality, the interventions

most useful to them are more like coaching than teaching - as in reflective practice.

Thus, the St. Gregory's University Teacher Education program designs field experiences linked to specific

coursework for teacher candidates, which provides the occasion for discussion of the teaching actions and sharing of

field experience summaries. The following table describes how these experiences and coursework work together.

15

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

Course Secondary Majors’ Hours/

Category- 75 hours total

Elementary and EC Majors’ Hrs/


ED 3012 Foundations of Teaching 10- Observation (Elem, Middle, HS) 10-Observation (Elem, Middle, HS)

TH 3201 Catholic Perspectives in

Education

10- Observation/directed assistance-

Catholic setting

10- Observation/directed assistance,

Catholic setting

ED 3113 - Early Childhood Reading

Assessment and Instruction

ED 3233 - Elementary/Intermediate

Reading Assessment and Instruction

5- Diagnosis and remediation of

reading difficulties- grades Pk-2


reading difficulties- grades 3-8

ED 3022 Middle Level 15- Observation/directed assistance-

Middle level school


Middle level school

ED 3403 Theory to Practice in EC 10- Observation hours in B-3 and

Pk-K setting

Elementary and Early Childhood

Methods Block

30- full week- supervised assistance

ED 4612-Secondary Educational

Methods and Subject Area Methods

15- supervised assistance- teach at

least two lessons (grades 7-12)

PY4132 Psychology of Students

with Exceptionalities


Special Education


Special Education

Professional Development/

Extracurricular Activities

15 15

The Teacher Education program of study was designed and sequenced to provide field experience at multiple levels

of competency development in order to provide a thorough practice-base for reflection. Students are required to

complete field experiences each semester while in the program, beginning with the sophomore year. The

experiences are organized in six categories: (1) observations, (2) directed assistance, (3) supervised assistance, (4)

supervised unit instruction, (5) supervised full responsibility, and (6) professional development. Each teacher

candidate is directed through each level and area to experience general and specific activities in order to achieve as

thorough and sequentially appropriate a set of experiences as possible before entering student teaching. Each

teacher candidate keeps a journal record of experiences to be used for personal notes and reflection as well as for

topics of discussion with peers and mentors.

The Reflective Practitioner Teacher Education program at St. Gregory's University reflects a high value on early

systematic field experiences in a range of school setting and with a variety of students of varying cultural,

socioeconomic, racial and ethnic backgrounds, including students with special needs. Field experiences include the

following:

All teacher education candidates will observe in an elementary, middle, and high school setting

At least one experience in an urban school, one in a surburban, and one in a rural school

At least one experience in a school with a high multicultural population

At least on experience in a setting for students with disabilities

At least one experience in a school with a varied socioeconomic population

At least one experience in a non-school educational program

At least one experience in a Catholic school setting

Sixth Circle: Student Teaching

Student teaching is the culminating experience for the teacher candidate. In this experience, the teacher candidate

applies knowledge of self, knowledge of learners, knowledge of subject matter, knowledge of pedagogy, and

knowledge gained from field experiences, to a practical application of that knowledge. Mentored by a faculty

supervisor and a cooperating teacher, the teacher candidate reflects as he/she practices, learning to affirm or modify

teaching practices.

16

Student teaching is twelve weeks (60 days) in length. Teacher candidates may be in one setting for twelve weeks or

in two different settings, each for six weeks, depending on their individual program plan. Candidates complete

student teaching not only within local districts, but also in urban, suburban, rural, and private Catholic schools

throughout the greater Oklahoma City area. Mentor teachers are master teachers with at least three years'

experience, selected for their excellence in teaching. University supervisors have common school teaching

experience in the area of certification.

Seventh Circle: Reflection

Reflection, the outside circle, encompasses all aspects of knowledge, understanding and application. Socrates said

"The unexamined life is no life for a human being." It is through becoming a reflective practitioner that the St.

Gregory's University teacher candidate examines his/her professional life. It is reflection which is pivotal in

growing from student to teacher candidate to professional teacher.

Reflective practitioners, as Donald Schön (1987) points out, will often depend on the capacity to reflect on

experiences and options, both before taking action and after that action has taken place. The reflective principle, at

the core of Schön's The Reflective Practitioner, is key to the Teacher Education program at St. Gregory's

University. Teachers will learn while doing and develop a priority for continued learning and problem solving

throughout their teaching careers. Vinz (1997) advises that teacher educators need to "design occasions and

interrogate critical incidents that will help all of us learn how to examine and confront our teaching acts." It is such

practice and reflection advice that prompts the requirement of numerous field linked to specific coursework. The

research of Zeichner (1996) is consistent with the need for reflective teaching, and Gere (1996) and Posner (1996) as

well use the terminology of reflection in their educational discourse. So it is the combination of study and practice

and reflection that describe the Teacher Education Program at St. Gregory's University.

17

Alignment of the Conceptual Framework to Assessment

The Writing Portfolio is the first assessment students at St. Gregory’s complete, normally at the end of their

freshman year, in order to demonstrate to themselves and others that they have achieved a level of competency

which allows them to express their ideas proficiently. The Comprehensive Learning Portfolio (CLP), the next

assessment, is compiled in two stages. Stage I focuses on students’ first two years of college and draws mostly from

the Common Core Learning Outcomes. Students may include some artifacts and reflections representing their

Major Core Learning Outcomes. In Stage II of the CLP, students complete their responses to both common core and

major outcomes. For education majors, State II is the Professional Teacher Portfolio.

In addition to the university wide assessment system, education majors complete several university and state

required assessments, which demonstrate their competence to be teachers and align with the Conceptual Framework

of St. Gregory’s Department of Education. The following table demonstrates this alignment:

Components of the Conceptual

Framework

Assessments When Assessment is

Administered

Knowledge of Self Writing portfolio, CLP, Professional

Teacher Portfolio reflections,

Disposition Evaluation

Throughout college years

Knowledge of Learners Grades in specific coursework,

Professional Teacher Portfolio, field

experience observations


Knowledge of Subject Matter Grades in specific content coursework,

CLP, Professional Teacher Portfolio

OGET scores


Knowledge of Pedagogy Grades in specific education

coursework, Professional Teacher

Portfolio, OPTE test

Generally junior and senior years

Field Experiences Field Experience Summaries, Field

Experience evaluations, Professional

Teacher Portfolio

Generally sophomore through

senior years

Student Teaching

Student Teaching summaries and

reflections, Student Teacher

Monitoring Report, Student Teaching

Seminar grade

Senior Year (final semester)

Reflection Writing portfolio, CLP, Professional

Teacher Portfolio reflections,


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OKLAHOMA GENERAL COMPETENCIES

FOR TEACHER LICENSURE AND CERTIFICATION

1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he

or she teaches and can create learning experiences that make these aspects of subject matter meaningful for

students.

2. The teacher understands how students learn and develop, and can provide learning opportunities that

support their intellectual, social and physical development at all grade levels including early childhood,

elementary, middle level, and secondary.

3. The teacher understands that students vary in their approaches to learning and creates instructional

opportunities that are adaptable to individual differences of learners.

4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to

encourage students’ development of critical thinking, problems solving, and performance skills and

effective use of technology.

5. The teacher uses best practices related to motivation and behavior to create learning environments that

encourage positive social interaction, self-motivation and active engagement in learning, thus, providing

opportunities for success.

6. The teacher develops a knowledge of and uses communication techniques to foster active inquiry,

collaboration, and supportive interaction in the classroom.

7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process,

subject matter, students’ abilities and differences, and the community; and adapts instruction based upon

assessment and reflection.

8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the

teaching/learning process ensuring the continuous intellectual, social and physical development of the

learner.

9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other

professionals in the learning community), modifies those actions when needed, and actively seeks

opportunities for continued professional growth.

10. The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the

community to actively engage them in support of students’ learning and well-being.

11. The teacher shall have an understanding of the importance of assisting students with career awareness and

application of career concepts to the academic curriculum.

12. The teacher understands the process of continuous lifelong learning, the concept of making learning

enjoyable, and the need for a willingness to change when the change leads to greater student learning and

development.

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

as well as the legal rights and responsibilities of the teacher.

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

curriculum.

19

15. The teacher understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teaching

Performance,” and how to incorporate these criteria in designing instructional strategies.

20

Guide to Field Experiences

Mentor/Cooperating Teacher

The Mentor Teacher plays one of the most important roles in preparing new teachers. St. Gregory’s University

(SGU) teacher candidates form their teaching patterns and make career decisions based largely on their practical

experiences in the classroom. Teacher candidates begin field experience with their first education course and

continue these experiences throughout the program. SGU faculty members are committed to practical experience in

the schools as a major component of teacher preparation. Because the field experience is a critical part of the

education degree, SGU faculty member view Mentor Teachers in cooperating schools as professional colleagues and

partners in teaching.

Teacher candidates spend time with an experienced teacher to observe and assist in a variety of classroom and

school situations. Teacher candidates keep a journal of field experiences documenting their participation and

professional growth. Mentor Teachers are asked to increase teacher candidate involvement in classroom activities

according to their individual skills, competencies, and strengths.

Working with teacher candidates should be a rewarding experience. The Mentor Teacher plays an integral part in the

teacher candidate’s development. This Guide to Field Experiences is designed to help the Mentor Teacher and the

teacher candidate realize optimum benefit from the experience.

Field Experience Mentor Teacher Responsibilities

Acquaint and encourage the SGU teacher candidate to become aware of all facets of school policy and

procedures, such as school schedule, routine activities, records to be kept, student organizations, support

personnel, room and building facilities, faculty and student handbooks, availability of books and

equipment, appropriate professional dress, appropriate professional behavior, documentation of presence in

the classroom, and other important policies.

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

Experience Worksheet.

Encourage the teacher candidate to participate in a variety of classroom activities, such as those included on

the Field Experience Guidelines. Inform the teacher candidate of other activities that are useful for the

teacher candidate and/or important to the school community.

Determine the degree of participation based on the individual SGU teacher candidate’s ability and

experience. Teacher candidates often progress from observation to responsibility at different rates.

Offer professional mentoring and guidance regarding the Mentor Teacher’s educational philosophy about

teaching. The Mentor Teacher’s personal passion, commitment, and professionalism are as important for

the teacher candidate student to observe as any one particular style of teaching.

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

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

participation.

Verify teacher candidates’ time spent in field experience.

Communicate with St. Gregory’s University Associate Dean of Teacher Education regarding suggestions,

questions, or problems. The Mentor Teacher’s input is critical to the SGU Education program.

21

St. Gregory’s University Teacher Candidate

The Field Experience component is a critical element in becoming a teacher who is a “Reflective Practitioner.”

These experiences will shape the educational philosophy, practices, and professionalism. Mentor Teachers will

model a wide variety of teaching situations in diverse school settings.

Field experiences are designed to promote professional growth through a series of activities of increasing

responsibility. All field experiences are designed to facilitate reflection on the varied aspects of the teaching

profession. The teacher candidates’ written reflections provide the foundation for discussion during the Professional

Mentoring Team seminar.

In addition to the field experience guidelines, St. Gregory’s University faculty will furnish teacher candidates and

their mentor teachers with specific assignments and activities to be completed during the field experiences. Teacher

candidates are encouraged to discuss course assignments with the mentor teachers. All experiences become valuable

in developing a personal teaching style and philosophy.

St. Gregory’s University Teacher Candidate Responsibilities

Responsibility: While involved in a field experience, SGU teacher candidates assume responsibility in the

same way and follow the same rules that the school’s regularlyemployed faculty are required to follow.

Dress Code: The teacher candidates practice professionally appropriate dress, grooming, and behavior in

the context of the faculty of the school where the experience is located. (Generally, the faculty handbook

provides these guidelines.)

Attendance: Attendance must be prompt, consistent, and documented. Any absence must be reported by

the teacher candidate to the assigned school, the mentor teacher, and the Field Placement Coordinator at

SGU immediately. Any absence must be made up.

School Participation Arrangements: All field experiences are arranged through the Field Placement

Coordinator at SGU. Teacher candidates will be assigned to a school with an existing field experience

agreement. Teacher candidates are expected to follow all regulations required of regular teachers. Teacher

candidates will work with the mentor teacher in a cooperative manner to ensure a strong instructional

program for the students of that school.

Calendar: Teacher candidates will follow the cooperating school’s schedule regarding holidays, break

times, and other calendar requirements.

22

Field Experience Requirements

Teacher candidates are required to participate in field experiences each semester after admission to Teacher

Education. Teacher candidates at the secondary level will complete at least 75 hours and at the elementary level 100

hours of field experiences before student teaching. Participation levels are the following: (1) observation, (2)

directed assistance, (3) supervised assistance, (4) directed unit instruction, (5) supervised responsibility, and (6)

professional development.

In order to assure varied experiences, teacher candidates complete field experiences in the following types of

settings: large, small, urban, rural, Catholic, high minority (30% or more), middle school, high school, technology

focused, exceptional students, a non-school educational setting, and professional development or in-service training

sessions with a teacher and/or extra-curricular school sponsored activities. The Field Placement Coordinator will

keep records of each candidate’s participation in field experiences. Teacher candidates submit their records with the

Application to Teacher Education and the Application to Student Teaching. Often, experiences will count for more

than one category. For example, a field experience in a Catholic middle school could satisfy two categories.

All experiences, including summer experiences, should be listed on the Field Experiences Log. Each teacher

candidate is responsible for keeping a record of field experiences in his/her portfolio and with the Field Placement

Coordinator. Each teacher candidate completes the following:

Participation in each level of field experience is described in the handbook

All teacher candidates will keep a field experience log, signed by the classroom teacher or other person in

charge of the activity

Teacher candidates will keep an electronic summary of all field experiences, which are included in the

Professional Teacher Portfolio.

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

Course Secondary Majors’ Hours/


Elementary and EC Majors’ Hrs/


ED 3012 Foundations of Teaching 10- Observation (Elem, Middle, HS) 10-Observation (Elem, Middle, HS)

TH 3201 Catholic Perspectives in

Education


Catholic setting


Catholic setting

ED 3113 - Early Childhood Reading

Assessment and Instruction

ED 3233 - Elementary/Intermediate

Reading Assessment and Instruction


reading difficulties- grades Pk-2


reading difficulties- grades 3-8

ED 3022 Middle Level 15- Observation/directed assistance-

Middle level school


Middle level school

ED 3403 Theory to Practice in EC 10- Observation hours in B-3 and

Pk-K setting

Elementary and Early Childhood

Methods Block

30- full week- supervised assistance

ED 4612-Secondary Educational

Methods and Subject Area Methods

15- supervised assistance- teach at

least two lessons (grades 7-12)

PY4132 Psychology of Students

with Exceptionalities


Special Education


Special Education

Professional Development/

Extracurricular Activities

15 15

23

Field Experience Participation Levels

Participation levels include (1) observation, (2) directed assistance, (3) supervised assistance, (4) directed unit

instruction responsibility, (5) supervised responsibility, and (6) professional development and extracurricular

activities. Refer to Field Experience Matrix to document details of each experience.

1. Observation

Open observation – The teacher candidate observes the school and classroom to get a general perception of the

school organization, the classroom atmosphere, and the teacher’s teaching style.

Directed observation – The teacher candidate observes the school and classroom for exposure to a variety of

objectives, materials, methods, evaluation techniques, and management techniques.

Focused observation – The teacher candidate observes the school and/or classroom for specific predetermined

objectives, materials, methods, evaluation techniques, and/or management techniques.

Analytical observation – The teacher candidate observes the school and/or classroom in an analytical mode, i.e.

classifying questions in a discussion, rating discipline techniques for positive control techniques, and other

specific analytical objectives.

Program/material/role model demonstration observation – The teacher candidate observes a demonstrated

lesson or program or set of materials to learn how to incorporate into their own teaching.

2. Directed Assistance

Routine class activities – The teacher candidate will assist the teacher with routine tasks, such as taking roll, lunch

count, distribution of papers or supplies, recording grades, gathering materials, or other tasks.

Directed class activities – The teacher will direct the teacher candidate to prepare materials or organize materials

for a class activity but not working directly with students, such as prepare a bulletin board, or organize

materials for a demonstration or lab experiment.

One-on-one student assistance – The teacher candidate will work directly with students by assisting one student at

a time with work, i.e. answering individual questions while students are completing assignments in class, or

responding to requests for assistance in a laboratory setting.

Planned individual tutoring – The teacher candidate will assess a student’s progress, present an individualized

lesson or lesson series based on the assessment as directed by the mentor teacher, and conduct the

individual tutoring instruction, then evaluate with the mentor the effectiveness of the lesson(s) in

accomplishing the desired learning.

Planned small group assistance – The teacher candidate will assess the needs of a small group of students, present

a lesson or lesson series based on the assessment as directed by the mentor teacher, and conduct the small

group instruction, then evaluate with the mentor teacher the effectiveness of the lesson(s) in accomplishing

the desired learning.

3. Supervised Assistance

Small group instruction - The mentor teacher will direct the teacher candidate in planning and presenting a small

group instructional activity or series of activities based on evaluation. The teacher will lead the teacher

candidate in evaluating the outcomes of the activity. The teacher will direct the teacher candidate in

selection of activities and materials. This may be team teaching with the mentor teacher.

Focused small group instruction – The teacher candidate will learn to present a specific set of materials, a specific

technique, or a specific behavior, then follow-through in modeling the learned

materials/techniques/behavior in a small group setting. This may be team teaching with the mentor teacher.

Whole Classroom Instruction – The mentor teacher will direct the teacher candidate in planning and conducting a

large group instructional activity or series of activities based on prior evaluation. The teacher will lead the

teacher candidate in evaluating the outcomes the activity. The teacher will direct the teacher candidate to

24

use certain materials and supervise the activities presented by the student. This may be team teaching with

the mentor teacher.

4. Directed Unit Responsibility

The teacher candidate will take responsibility for preparing instruction, exercising judgement from

the beginning of the plan to the end. The teacher will work with the teacher candidate in directing steps and

selection of activities and materials, but the teacher candidate will be responsible for teaching activities.

This may be a unit presentation or a short course presentation.

5. Supervised Responsibility – The teacher candidate will initiate the total plan for instruction and

present the instruction in the classroom. The mentor teacher will review and authorize the plans and

presentations, but not direct the teacher candidate in preparation. The teacher candidate will exercise full

planning, instruction, and management responsibility, and the mentor teacher will supervise and evaluate

the teacher candidate’s performance.

Responsibility for one small group

Responsibility for multiple small groups

Large group responsibility – one subject or topic

Responsibility for one large group and multiple topics – The teacher candidate may select a variety of

teaching methods as appropriate (large group and small group methods) over a period of time.

Responsibility for multiple large groups and multiple subjects or topics –

The teacher candidate may select a variety of teaching methods as appropriate (i.e., large group methods

and small group methods) over a period of time with each class.

6. Professional Development/Extracurricular Activities

The teacher candidate will participate in a professional development workshop or

training program with a mentor teacher or administrator.

The teacher candidate will participate in a professional teachers meeting, in the local

school, in the district or at the state level.

The teacher candidate will participate with a teacher in an extracurricular activity related

to one or more academic subjects.

The teacher candidate will participate with a teacher in an extracurricular activity related

to sports or social development.

The teacher candidate will learn about teacher evaluation from the mentor teacher and

from the school administrator in interviews or attending formal meetings.

25


FIELD EXPERIENCE TIME LOG

Name:____________________________________________ Major: _______________________

Advisor: ____________________________________________

Date Number of

hours completed

School and

District

Type of Setting-

urban, rural, high minority,etc

Grade

and/or Subject

Area

Type of

Experience- observation,

supervised

assistance, etc

Professional

Development -Extracurricular

Activity-describe

Signature of teacher

or person in charge of activity

Total hours_____________

I, ____________________________, certify that this is a true and accurate account of my field

experience hours.

26

FIELD EXPERIENCE GUIDELINE OF QUESTIONS TO ANSWER DURING VISITS

PARTICIPATION LEVEL __________________________

(Use a separate form for each observation completed.)

**This is a good form to use as a guide to take notes on during your observation.

Teacher _______________________________________________________Date_________________

Time In_____Time Out______Total Observation Time________Subject and Grade_____________

ON SITE OBSERVATION

Describe the school setting:

Neighborhood:

Building :

Grounds:

Classroom description:

Describe the students:

Number of students:

Diversity:

Student movement:

Student behaviors:

Describe the class:

Identify classroom rules and procedures used for class and student movement and participation:

What classroom routines are used? (taking roll, lunch count, distribution of papers or supplies, etc.)

Outline a typical class period:

Identify motivational techniques used by the teacher:

Identify questioning techniques:

Describe how groups are established—for what purpose does the teacher utilize group work?

Describe interaction patterns among students:

Describe techniques used by the teacher to create interest: (Engage)

27

Describe techniques used by the teacher to establish the proper learning climate:

Identify activities in which the students are responding with interest and enthusiasm:

Identify signals or non-verbal cues the teacher uses to control the class:

Reflections:

What did you discover about learners?

What did you like most/least about this class/lesson?

General perceptions about the classroom atmosphere:

General perceptions about the teaching style:

28

FIELD EXPERIENCE REFLECTION TEMPLATE This reflection must be completed after each field experience. Reflections are based on your field notes. The

totallength of each should be 1-2 pages typed. Use this format and these questions to guide your reflection.

Your name:

Date of field experience:

Location of field experience:

Total time at location:

Teacher(s) observed:

School:

Type of Observation:

(observation, directed assistance, supervised assistance, directed unit instruction responsibility, supervised responsibility, or

professional development and extracurricular activities)

Summary of Experience:

Describe the school setting:

Describe the class:

Describe the students:

Describe the lesson/class observed:

Reflection on what you observed:

29

St. Gregory’s University EVALUATION OF TEACHER CANDIDATE –METHODS COURSEWORK FIELD EXPERIENCE

Teacher candidate ___________________________________ Date: _____________

Mentor Teacher: _____________________________ School: ____________________

Mentor Teacher signature: ________________________________________________

Please complete this form soon after the teacher candidate’s field experience with you is completed. It is used in

assigning a grade (Pass or Fail) for the course and may be used in counseling the student

I. Circle the appropriate number on the scale provided:

Weak Strong

1. Punctuality and dependability 1 2 3 4 5

2. Appropriate dress and behavior 1 2 3 4 5

3. Cooperation and helpfulness 1 2 3 4 5

4. Spirit and enthusiasm 1 2 3 4 5

5. Attitude toward work; initiative 1 2 3 4 5

6. Ability to communicate with students 1 2 3 4 5

and adults

7. Positive impact on student learning 1 2 3 4 5

8. Effort toward professional growth 1 2 3 4 5

II. Global rating (check one):

_____ This teacher candidate shows outstanding potential.

_____ This teacher candidate is competent at this stage of career development.

_____ This teacher candidate should be counseled about continuing in the program; competence is

marginal.

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

THANK YOU FOR CONTRIBUTING TO THE PROFESSION BY MENTORING OUR

PRESERVICE TEACHER!

Please return this form at the completion of the field experience in the stamped envelope provided to Dr. Gayle Fischer, 1900

West MacArthur Dr., Shawnee, OK 7480 or fax to 405-878-5198

30

Department of Education Program Evaluation—During Methods Coursework Field Experience

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

COMMENTS Was the schedule developed between you and your SGU teacher candidates workable?

How was the communication with your contact person at the university? How could this be improved?

What do you believe are the strengths of this field experience assignment?

What do you believe are the concerns about this field experience assignment?

How prepared were your teacher candidates?

How reliable were your teacher candidates?

Please describe the general level of professionalism displayed by the teacher candidates.

Please discuss the benefits to your students and the school of having the teacher candidates in your classroom.

What questions do you have for SGU faculty about our program?

Please provide your overall evaluation of the Elementary Education Methods Block experience.

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

31


Admission to Teacher Education

Each student wishing to become a teacher will apply to be admitted to the Teacher Education

Division when the preconditions to admission can be met, usually at the end of the

Sophomore year. The application will be considered for approval by the Admissions

Committee of the Teacher Education Council. The application deadline is usually the 12th

week of the semester. The Education Website will include the official deadline for each

semester. The Admissions Committee will meet to consider applications. Interviews for

prospective teacher candidates are arranged by the Dean of Education. Documentation of the

following preconditions must accompany each application.

Completed Application to Teacher Education

Updated Field Experience Time Log and Summaries

Written Personal Philosophy of Education

Successful completion of the St. Gregory’s University course “Foundations of

Teaching” ED 3012 (or equivalent)

Cumulative GPA of 2.5

Oklahoma General Education Test (OGET ) passing score

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

Recommendations and disposition evaluation (Appendix A) from

1 advisor,

3 SGU faculty members (2 of whom have taught you), and

Recommendation from

1 one person outside SGU (character reference, work reference, i.e. paid or field

experience, or volunteer position, or other non-academic reference)

Unofficial transcript from SGU, official transcrip(s) from other universities

Completion of Professional Education Portfolio Checkpoint 1

Written essay response (see Admission Interview guidelines) to be handed in with

application

Background Check

Interview and recommendation by Admission to Teacher Education Committee

32


Application for Admission to Teacher Education

To the Teacher Education Committee:

Please accept my application for admission to the Teacher Education Program at St.

Gregory’s University, Shawnee, Oklahoma. I believe that I demonstrate the qualities necessary

to become an excellent teacher and contribute to the teaching profession.

______________________________________ ________________________________

Student Signature Social Security #

_______________________ __________ ________________ ____________________

Birthdate Date Classification GPA (Provide UNOFFICIAL Transcript)

________________________________________________________________________ Last Name First Name Middle Name Other Name(s)

Subject Area or level for Certification______________________________________________

School Address _____________email address____________ Phone( )__________

Permanent Address___________________________________ Phone ( )__________

High School _____________________________________________________________ School City State Year

COLLEGES ATTENDED

NAME AND LOCATION DATES # OF HOURS

DEGREE(S) NOW HELD, If Applicable

DEGREE INSTITUTION YEAR

33

TEACHER EDUCATION ADMISSION INTERVIEW GUIDELINES ST. GREGORY’S UNIVERSITY

The philosophy of the Teacher Education Program is to prepare teachers who are reflective practitioners, lifelong learners, emerging professionals, and subject matter specialists with strong liberal arts backgrounds. In keeping with this philosophy, we arrange for a professional interview process for admission into the Teacher Education Program (TE) which allows you to demonstrate your subject area strengths and to articulate your ideas about learning and teaching diverse students, your commitment to all students, your understanding of the importance of your subject area, your goals for a career in education. Candidates may apply to Teacher Education at Checkpoint 1 or 2. Candidates must be admitted to Teacher Education prior to enrollment in methods coursework.

Acceptance (or not) will be based on panel recommendations.

Criteria for acceptance: 1) Subject matter knowledge must be demonstrated in the materials and discussion. 2) Written materials must follow directions, be complete and articulate, and include no grammatical or

spelling errors. 3) Oral interview must be articulate and specific, answering questions with careful thought, demonstrating

a commitment to the teaching profession. 4) Student's professional involvement must be documented through resume, letters, etc. 5) Student must present himself/herself in a mature and professional manner, including dress. 6) Student must demonstrate awareness of the Education Division’s Conceptual Framework. 7) Student will provide acceptable Professional Education Portfolio contents for appropriate checkpoint. 8) Disposition evaluations will be reviewed by committee.

Sample Interview Questions

When did you decide to become a teacher and why? What are your strengths as a future teacher? Weaknesses or concerns? Why is your subject area important for students and why are you the one to teach it? What kinds of

experiences have you had working with young people? What kind of teacher will you be? What will students say about you? What will your colleagues say about

you? How will you work with students for whom your subject is quite difficult? How will you create a learning

community in your classroom? What course(s) outside of your major has/have had the most effect on your knowledge about teaching? Where do you see your professional career in 5 years? What will it take to reach those goals? What does Professional Education Council's "Core Concept and Goals" statement mean to you? What do

you find most interesting or challenging about that concept?

Essay Response: Choose any one of the following topics and develop a 1-2 page response. Include this essay response in your portfolio.

1. Discuss the impact of technology on your own education, and describe how you think it will affect the education of your future students.

2. If you could recommend one reform for elementary or secondary schools, what would it be and why? 3. Define your content area or grade level and tell why it is important.

34

Portfolio Schedule (Program Checkpoints) for Teacher Education Admission

Checkpoint 1: Upon Completion of ED 3012 Foundations of Teaching

At this checkpoint, the education student will present the beginnings of his/her portfolio to the

course instructor of ED 3012 Foundations of Teaching. The portfolio is the final project of the

class and must show, at least:

Organizational set-up of the portfolio with Table of Contents (This will reflect the

student's awareness of required components.)

Philosophy of Education statement written during ED 3012Foundations of Teaching

Log and Summary of Field Experiences

Artifacts and reflective statements for each of the two (2) learning outcomes selected

from the required 15

Checkpoint 2: Admission to Teacher Education

The updated Portfolio is submitted to the Teacher Education Review Panel. In addition to the

information in Checkpoint 1, included in this portfolio must be:

Artifacts and reflective statements for each of the three (3) additional learning

outcomes selected from the required 15

Revised work from previous checkpoint (if relevant)

Resume


35

Oklahoma Licensure Information

Licensure Tests:

The Oklahoma General Education Test (OGET) is designed to examine and assess competency in areas associated with general studies and

education in liberal arts and sciences. The OGET is distinctive from many other examinations of

this type in that critical thinking skills, as well as basic skills are assessed. This test must be passed

prior to admission to Teacher Education.

The Oklahoma Subject Area Tests (OSAT) These are designed to assess subject-matter knowledge and skills. These examinations include 41

general subject tests, 5 vocational tests, and 4 administrator tests. This test must be passed prior to

Student Teaching.

The Oklahoma Professional Teaching Exam (OPTE)

This exam is designed to assess professional knowledge and skills needed by entry-level educators.

Candidates are assessed with respect to learners and the learning environment, instruction and

assessment, and professional involvement.

To register for exams go to: http://www.ceoe.nesinc.com/index.asp

Alternative Certification Requirements:

Alternative certification is the process used when a person has a subject area degree but has not completed that degree through an accreditated teacher education program. Persons seeking alternative certification must have two years work experience in their degree field or post graduate college coursework in that field or in education. Only certification at the secondary levels may be obtained alternatively. Elementary, early childhood and special education certification must be acquired by graduating for an accredited degree program in that area.

Applications for Alternative Certification can be found on the Oklahoma State Department of Education Website http://sde.state.ok.us/

Once eligibility for the program has been verified in a written memorandum from the Oklahoma Alternative Placement Program, (405) 521-2062, the law requires candidates pass the Oklahoma General Education Test (OGET) and the Oklahoma Subject Area Test (OSAT).

http://www.ceoe.nesinc.com/index.asp

http://sde.state.ok.us/

http://sde.state.ok.us/Teacher/ProfStand/default.html

http://sde.state.ok.us/Teacher/ProfStand/default.html

36

ADMISSION TO STUDENT TEACHING

Application to Student Teaching

Teacher candidates must apply for and meet the following requirements for admission to student

teaching:

1. Full admission to Teacher Education

2. 2.5 GPA; may have no grade below a C in all education and required subject area

coursework. This includes the 4 x 12 subject area coursework for elementary and early

childhood majors.

3. Documentation of the required amount of field experience hours in settings designated in the

Teacher Education Handbook- Include Field Experience Time Log with Application

4. Completed Professional Education Portfolio through Checkpoint 3

Checkpoint 3: Application to Student Teaching

As the pre-service teacher prepares to enroll in student teaching, he/she will submit a

portfolio. In addition to the competencies displayed at the application level and Checkpoint

1, the student will add:

Artifacts and reflective statements for each of the five (5) additional learning

outcomes selected from the required 15 (total 10 competencies)

The competencies addressed at application should be updated. Other learning

outcomes may be addressed as well.

5. Completed all education coursework and content area coursework.

6. Completed application form.

7. Completed Disposition Evaluation from Methods Coursework Instructors.

Application Dates – Teacher candidates must apply for Student Teaching no later than the end

of the 10th

week of the semester PRIOR to the semester requested for student teaching. Teacher

candidates who decide to delay Student Teaching after submitting an application must (1) notify

the Director of Education of their plan, and (2) resubmit an application (at least 4 weeks) prior to

the semester they plan to student teach

Student Teaching Calendar - Student teaching is 12 full weeks (60 days) all day in the school.

Student teachers are expected to participate in school extracurricular activities and assignments

as do the regular teachers. School holidays are not counted in the 60 days.

Work Policy – Student teachers may not work during the Student Teaching experience. Any

exceptions to this policy must be approved in advance by the Associate Dean of Education.

37

APPLICATION FORM FOR STUDENT TEACHING (Page 1 of 2)

Name__________________________SS#_______________________Birthdate___________

Address_____________________________________________________________________

Phone____________________Email Address_______________________________________

Student Teaching Content__________________Level(s)______________________________

School Request - 1st Choice

School District _________________________School Site Name________________________

Explain request_________________________________________________________________

______________________________________________________________________________

School Request - 2nd

Choice

School District___________________________School Site Name________________________

Explain request_________________________________________________________________

______________________________________________________________________________

Placement Locations – Teacher candidates are placed in student teaching setting consistent with

their career goals. Teacher candidates who opt to apply for certification in two areas of

concentration will be placed in both areas for 6 weeks each.

Requests are made by St. Gregory’s University to the school district. Student teachers may not

request a specific teacher. However, any particular teachers who have conveyed an interest in a

teacher candidate’s working in their class should inform their principal of their interest in having

you placed in their classroom. Teachers must be designated by the school district as a Master

Teacher and have at least three years of teaching experience.

Special Needs or Pertinent Information____________________________________________

______________________________________________________________________________

38

To the Teacher Education Committee (Page 2 of 2):

I have satisfactorily completed all education/major coursework with a grade of C or better. ____

I have satisfactorily completed_______ certified hours of Field Experiences. My completed Field

Experience Record form is attached. I have satisfactorily completed the following required

experiences:

_____Foreign Language Competency

(Method of documentation: _____course(s)_____________________,

____ CLEP Test)

_____Leadership Project title and date(s):

_____________________________________________________________________

_____________________________________________________________________

_____OGET (Score______)

_____OSAT (Score_______)

_____Professional Education Portfolio, Checkpoint 3 completed

_____I certify that I will not be engaged in any paid job during my student teaching semester. Initial

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

My current cumulative GPA is ________. Attach unofficial transcript.

After completion of student teaching, I will have the following courses remaining to complete

my degree in Teacher Education:

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Advisor’s Recommendation and Comments

Advisor’s Signature:____________________________________Date:___________________________________

Cumulative GPA at end of semester_____

39

STUDENT INTERN AGREEMENT

Between St. Gregory’s University, Shawnee, Oklahoma

and

P-12 School cooperating in the Student Intern Program

To promote mutual understanding and cooperative effort in providing valuable professional experiences in off-

campus student internship (student teaching), the following provisions are recognized by the university and the

public school concerned as being essential:

I. The University Agrees:

A. To provide the appointed representative of the cooperating school with advance information about

the student intern and to indicate the time period request for student assignments.

B. To provide adequate supervision of student interns through classroom visitations and conferences

with cooperating teachers, student interns, and school administrative personnel.

C. To work cooperatively with public school personnel and student interns in constantly seeking to

improve the student intern program.

D. To maintain close communications with the appointed personnel of the school district with respect

to cancellations or changes this may occur in any student intern assignment, or any problem

arising concerning the student intern.

E. Provide documentation of student background check.

II. The Cooperating School Agrees:

A. To provide a student intern assignment of one full semester in which all-day participation by the

student intern in school and related activities is held when possible.

B. To recommend outstanding and certified cooperating teachers willing to work with the student

intern(s).

C. To provide the Director of Student Teaching with reports of the progress of student interns.

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

cooperating school district.

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

Cooperating School: ___________________ Administrator from Cooperating School/District

Student Intern:_________________________ ______________________________________

Signature Date

Cooperating Teacher: ___________________

Dr. Gayle Fischer, Director of Teacher Education

_______________________________________

Signature Date

40

Professional Teacher Portfolio

Since fall 1997, all Oklahoma teacher candidates in professional education are required to

prepare a teacher candidate portfolio. This portion of the handbook is designed to guide all St.

Gregory's University teacher education candidates as they prepare their portfolios. The portfolio

is defined as a documented profile of an individual's accomplishments, learning, and strengths

related to the learning outcomes, standards, and outcomes established by the learned societies for

each content/specialty area, the Oklahoma Commission on Teacher Preparation, State Regents,

State Department of Education and the Teacher Education Department at St. Gregory's

University. The portfolio should represent the candidate's professional knowledge, performance,

experiences, and dispositions.

Teacher Education Portfolio Philosophy

The St. Gregory's University Teacher Education Portfolio is an edited collection of teacher

candidate's evidence of professional growth and reflections representing progress through the

entire professional education program. It demonstrates the candidate's progress toward meeting

teacher education learning outcomes, SGU goals and personal life development goals of a

balanced life.

Evidence and reflections show how candidates have met the Teacher Education learning

outcomes and reflect the philosophy of the program. A personal philosophy of education must

be included. Throughout the SGU program, teacher candidates will assemble the items of

evidence that best represent growth toward each of the required learning outcomes and will

present that evidence in a professional format. There are a number of purposes for development

of the Teacher Education Portfolio:

To demonstrate the talents, skills, and experiences of the teacher candidate. This

demonstration indicates professional growth in becoming an effective teacher.

To demonstrate a unique, fluid and evolving display of life-long learning. The candidate

bases the portfolio on personal goals as they relate to state standards and the impact of

learning communities. While learning outcomes are standard, the portfolio must reflect a

personal creative style demonstrating additional knowledge and skills.

To document a teacher candidate's skills, accomplishments, learning, and strengths related to

designated learning outcomes, standards and outcomes.

To provide examples of the quality of the SGU Teacher Education program. The portfolios

are units of measure which present evidence that SGU is providing initial and on-going

assessment that focuses on opportunities and experiences which lead to student development

of learning outcomes, standards, and outcomes determined by the Commission, the

Oklahoma Regents, the State Department of Education, and St. Gregory's University.

To demonstrate to prospective employers the evidence of a candidate's professional growth.

Work on a professional portfolio will assist a candidate in developing the skills to be used

throughout a teacher's teaching career and to document professional development.

41

Professional Teacher Portfolio Content

A. Introduction: Your introduction should include:

The purpose of the Portfolio.

A general summary of the contents

Your Philosophy of Education

B. Table of Contents:

The organization of your portfolio can be personal but needs to include:

Your field experience log and all field experience summaries

Any professional development activities you have attended and membership in professional

organizations

Certification Test Scores

Resume

Letters of Recommendation

Major Core Learning Outcomes

For each Outcome, provide at least 1 artifact (your item of evidence) and a reflection on that artifact.

format, you should provide hyperlinks between the Outcome, the reflections and the artifacts.

Evaluation of your portfolio.

C. Artifacts:

Each artifact should show a clear connection to the Learning Outcome it illustrates. You should have at

least one reflection/artifact for each Outcome in the Portfolio. For most Outcomes, you will need more

than artifact and reflection.

Examples of artifacts include essays, research papers, journal entries, classroom assignments, field

experience summaries, exams or quizzes, performance evaluations, projects you have completed

individually or with a partner/group (leadership, observation, family, etc), Student Learning Impact Project,

professional development activities, newsletters to parents, etc.

Template for Artifacts: This is how each Learning Outcome/artifact should be set up in your

portfolio

Artifact for Learning Outcome X: (List Learning Outcome – type out)

Identification: (Name the artifact as e.g. a journal entry, lesson plan, photo, video, etc.)

Course or Activity: (Identify by department, number, and title for courses)

Date: Semester and year is adequate

Reflective Statement:

D. Reflections of outcomes:

You should include a personal, thoughtful interpretation of the artifacts you chose to illustrate a

particular Major Learning Outcome.

Your Reflections are the most important part of your Portfolio. Each reflection interprets your

artifact. It states how you met the Major Learning Outcome, based on the artifact (evidence) you

chose. It should:

Use the template in Section C.

Describe the artifact (evidence) and hyperlink to it.

Explain how the artifact shows that you have met the Major Learning Outcome.

Explain how the artifact shows that you have developed into a well-rounded person, as called for

by the University’s Mission Statement and the Conceptual Framework of the Department of

Education

Each reflection should be 300-500 words, well-written, with correct grammar, spelling and good

organization.

E. Evaluation: Your evaluation should be 600-1000 words. Use the following questions to guide your evaluation.

42

How does this portfolio present you as a reflective practitioner?

How does this portfolio show that you understand how to teach your subject matter so that all students will be

successful?

How does the portfolio provide evidence that you understand and use a variety of instructional strategies to

encourage students' development of critical thinking, problem solving, performance skills, and effective use of

technology?

What best practices related to motivation and behavior do you use to create learning environments that encourage

positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for

success?

How does the portfolio provide evidence that you plan instruction based upon educational standards, curriculum

goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, and the

community; and adapt instruction based upon assessment and reflection?

How does the portfolio provide evidence that you foster positive interaction with school colleagues,

parent/families, and organizations in the community to actively engage them in support of students' learning and

well-being?

How does the portfolio demonstrate that you take an active part in your profession and are an advocate for

children and youth?

How does your portfolio reflect your dedication to living a life of balance?

What goals have I you set for yourself in your teaching career? What goals have you set for yourself in your

personal and professional portfolio?

Portfolio Evaluation Schedule (Program Checkpoints)

Checkpoint 1: Upon Completion of ED 3012 Foundations of Teaching

At this checkpoint, the education student will present the beginnings of his/her portfolio to the

course instructor of ED 3012 Foundations of Teaching. The portfolio is the final project of the

class and must show, at least:

Organizational set-up of the portfolio with Table of Contents (This will reflect the

student's awareness of required components.)

Philosophy of Education statement written during ED 3012Foundations of Teaching


Artifacts and reflective statements for each of the two (2) learning outcomes selected

from the required 15

Checkpoint 2: Admission to Teacher Education

The updated Portfolio is submitted to the Teacher Education Review Panel. In addition to the

information in Checkpoint 1, included in this portfolio must be:

Artifacts and reflective statements for each of the three (3) additional learning

outcomes selected from the required 15


Resume


43

Checkpoint 3: Application to Student Teaching

As the pre-service teacher prepares to enroll in student teaching, he/she will submit a portfolio.

In addition to the learning outcomes displayed at the application level and Checkpoint 2, the

student will add: Artifacts and reflective statements for each of the five (5) additional learning outcomes selected from

the required 15- total of ten (10) learning outcomes


Checkpoint 4: Post Student Teaching prior to graduation

The student's final presentation will occur after student teaching, during Student Teaching

Seminar. The portfolio will reflect any changes/corrections to previous learning outcomes. In

addition, the final portfolio will include:

Artifacts for each of the learning outcomes not previously selected and /or revised MLOs from

previous checkpoints.

Evaluation of the Portfolio

Process for Evaluation of Stage II: Professional Teacher Portfolio

As least two reviewers will read your portfolio. The reviewers will rate each Outcome your

portfolio as (3) Pass with Distinction, (2) Pass, (1) Pass with Reservations, or (0) Not Passing.

Your portfolio will be returned to you with the evaluation. If you receive a “0” in any learning

objective, you will be required to resubmit your portfolio—with the evaluation sheet—in

order to graduate.

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

Failure to hand in a portfolio or an unacceptable portfolio will result in an “Incomplete” for your

Student Teacher Seminar and will result in delaying the teacher certification process.

The Comprehensive Learning Portfolio Score Summary will be given to the registrar as a

requirement for graduation.

44

Education Major Learning Outcomes

For these learning outcomes use the Artifact Template. The following table lists the learning outcomes

each teacher education major will display in his/her professional portfolio. This guide lists each

competency; the possible course, experience or document related to the competency; a suggestion of

possible artifacts.

Learning Outcomes Minimum

Number of

Artifacts

Possible Course, document or

Experience Alignment Suggested Artifacts

MLO #1: Demonstrate and apply

the central concepts and methods

of inquiry of the subject matter

discipline(s) that I teach.

2

Standards from national and state

content area coursework, methods

coursework, field experiences

Standards for subject/

discipline area, lesson

plans, thematic units

MLO #2: Identify how students

learn and develop and how they

vary in their approaches to

learning.

2

Psychology or education coursework,

field experiences

Research papers, field

experience summaries,

class assignments

MLO# 3: Devise and design

learning experiences that make

subject matter meaningful to

students and support students’

intellectual, social, and physical

development.

1

Methods coursework, field

experiences, student teaching

journals, lesson plans

lesson plans, thematic

units, research paper, SLIP

MLO#4: Compare and contrast

the curriculum integration process

with other approaches to teaching

and use a variety of instructional

strategies to encourage students’

development of critical thinking,

problem solving, and performance

skills.

2

Education coursework, field

experiences, lesson plans, student

teaching journals

Class assignments, lesson

plans, reflective

summaries of field

experiences, thematic

units, research paper,

MLO#5: Identify, synthesize, and

apply best practices related to

motivation / behavior for the

purpose of creating learning

environments that encourage

positive social interaction, self-

motivating behavior, and active

engagement in learning.

2

Field experience summaries, student

teaching, journals, psychology

coursework, methods coursework

lesson plans

Field experience

summaries, summary of

lesson plans, research

paper

MLO#6. Demonstrate a

knowledge of and use of

communication techniques to

foster active inquiry,

collaboration, and supportive

interaction in the classroom.

1

Psychology coursework, methods

coursework lesson plans, field

experiences, student teaching journals

Reflective summaries,

research paper, summary

of lesson plans

MLO#7: Mastery of effective

technology application. 1 Educational technology, content or

methods coursework, student teaching

Presentations, field

experience summaries MLO#8: Devise and design

instruction based upon the

Oklahoma core curriculum,

knowledge of the

1

Methods coursework lesson plans,

field experience summaries, student

teaching journals

Lesson plans, thematic

units

45

teaching/learning process, subject

matter, students’ abilities and

differences, and the community.

MLO#9: Comprehend, design,

and apply a variety of assessment

strategies to evaluate and modify

the teaching/learning process

ensuring adaptation of instruction

based upon assessment and

reflection.

2

Psychology or methods coursework,

field experiences, student teaching,

reading coursework

Research paper, lesson

plans, field experience

summaries

MLO#10: Evaluate the effects of

choices and actions on others,

modifying those actions when

needed, and actively seeking

opportunities for continued

professional growth.

1

Field experiences, methods

coursework, student teaching SLIP

Field experience

summaries, SLIP

MLO#11: Relate positively with

school colleagues,

parents/families, and

organizations in the community

and actively engage them in

support of students' learning and

well-being.

1

Community service projects,

leadership project, volunteer work,

professional development, field

experience summaries

Summaries or reflections

from community service

projects, leadership

project, volunteer work,

professional development,

field experiences

MLO#12. Comprehend the

importance of assisting students

with career awareness and apply

career concepts to the academic

curriculum.

1

Education coursework assignments,

field experiences, professional

development


from education

coursework assignments,

field experiences,

professional development

MLO#13 Comprehend the process

of continuous lifelong learning,

the concept of making learning

enjoyable, and modify instruction

when change leads to greater

student learning and development.

2

Psychology or education coursework,

field experiences, student teaching

experience, professional development


from psychology or

education coursework,

field experiences, student

teaching experience,


MLO#14: Interpret the legal

aspects of teaching including the

rights of students,

parents/families, as well as the

legal rights and responsibilities of

the teacher.

1

Education or psychology coursework

assignments, field experiences,



from education or

psychology coursework

assignments, field

experiences, professional

development

MLO#15: Describe the Catholic

Perspective in education and

relate principle and theories to

actual practice, demonstrating the

reflective practitioner framework

and a life of balance.

1

Theology coursework, field

experience, professional development


from Theology

coursework, field

experiences, professional

development

At each checkpoint, the portfolio is evaluated using the following evaluation instrument and

rubric.

46

Comprehensive Learning Portfolio Stage II: Major Learning Objectives Student Advisor and Common Core Instructor review each student; a third Instructor will review if there are major differences in responses

Student Name _______________________________ Advisor _____________ Reviewer 1 ________________ (Reviewer 2)_____________ Date _______

MAJOR

STUDENT LEARNING OUTCOMES

Upon completion of the common core

curriculum, the student will be able to:

Artifact is acceptable and reflection

shows correlation between artifact &

outcome.

0-1-2-3 Scores below 2 must have comment

Reflection demonstrates achievement

of outcome


Reflection is well thought out,

organized, grammatically correct


Mean

Score

MLO #1: Demonstrate and apply the

central concepts and methods of inquiry

of the subject matter discipline(s) that I

teach.

MLO #2: Identify how students learn

and develop and how they vary in their

approaches to learning.

MLO# 3: Devise and design learning

experiences that make subject matter

meaningful to students and support

students’ intellectual, social, and

physical development.

MLO#4: Compare and contrast the

curriculum integration process with

other approaches to teaching and use a

variety of instructional strategies to

encourage students’ development of

critical thinking, problem solving, and

performance skills.

MLO#5: Identify, synthesize, and apply

best practices related to motivation /

behavior for the purpose of creating

learning environments that encourage

positive social interaction, self-

motivating behavior, and active

engagement in learning.

47

Artifact is acceptable and reflection shows

correlation between artifact & outcome.


Reflection demonstrates

achievement of outcome



organized, grammatically

correct

0-1-2-3 Scores below 2 must have

comment

Mean

Score

MLO#6. Demonstrate a knowledge of

and use of communication techniques

to foster active inquiry, collaboration,

and supportive interaction in the

classroom.

MLO#7: Mastery of effective

technology application.

MLO#8: Devise and design instruction

based upon the Oklahoma core

curriculum, knowledge of the

teaching/learning process, subject

matter, students’ abilities and

differences, and the community.

MLO#9: Comprehend, design, and apply

a variety of assessment strategies to

evaluate and modify the

teaching/learning process ensuring

adaptation of instruction based upon

assessment and reflection.

MLO#10: Evaluate the effects of choices

and actions on others, modifying those

actions when needed, and actively

seeking opportunities for continued

professional growth.

48

Artifact is acceptable and

reflection shows correlation

between artifact & outcome.


Reflection demonstrates achievement

of outcome



organized, grammatically correct


Mean

Score

MLO#11: Relate positively with school

colleagues, parents/families, and

organizations in the community and

actively engage them in support of

students' learning and well-being.

MLO#12. Comprehend the importance of

assisting students with career awareness

and apply career concepts to the

academic curriculum.

MLO#13 Comprehend the process of

continuous lifelong learning, the concept

of making learning enjoyable, and

modify instruction when change leads to

greater student learning and

development.

MLO#14: . Interpret the legal aspects of

teaching including the rights of students,

parents/families, as well as the legal

rights and responsibilities of the teacher.

MLO#15: Describe the Catholic

Perspective in education and relate

principle and theories to actual practice,

demonstrating the reflective practitioner

framework and a life of balance.

49

Portfolio Evaluation Rubric

Scoring

Artifact is acceptable.

Reflection shows

correlation between

artifact and outcome and

demonstrates

achievement of outcome.

Reflection is well thought

out, organized,

appropriate length with

proper grammar and

punctuation.

3

Multiple artifacts (2-3)

clearly address all

elements of learning

outcome.

Reflection clearly shows

correlation between

artifact and outcome and

demonstrates achievement

of outcome.

Reflection is well thought

out, organized, appropriate

length with no grammar or

punctuation errors.

2

1-2 artifact(s) address

most elements of learning

outcome.

Reflection shows

correlation between

artifact and most of the

learning outcome and

demonstrates some

achievement of the

learning outcome.

Reflection is organized,

with proper grammar and

punctuation, but needs to

be expanded on.

1

Artifact addresses some of

the learning outcome.

Reflection shows little

correlation between

artifact and learning

objective. Achievement of

the outcome is not clear.

Reflection is poorly

organized, needs to be

expanded on and has a few

grammar and punctuation

errors.

0

Artifact does not address

learning outcome.

Reflection does not show

correlation between

artifact and outcome or

demonstrate achievement

of outcome.

Reflection is poorly

organized and needs to be

expanded –also has several

grammar and punctuation

errors.

50

PLAN OF IMPROVEMENT FOR PORTFOLIO ASSESSMENT

Pre-professional Student Name: __________________________________________

ID number: _________________________ Date: ____________________________

Stage of program:

____ Admission to Program (Check point 1)

____ Completion of General Methods Course (Check point 2)

____ Completion of Content Area Methods Course (Check point 3)

____ Completion of Student Teaching (Check point 4)

Areas for improvement, causing written plan of improvement

____ Philosophy statement

____ Artifacts (quantity, quality)

____ Reflection, written defense of artifact(s)

____ Correlation of artifact(s) to specific concepts and learning outcomes

____ Other (explain, be specific) _______________________________

Committee’s comments and explanations

Specific steps to be taken to successfully accomplish this plan of improvement

Portfolio should be submitted to ______________________________________________ on _____________

(name/location) (date)

Program designee signature ________________________________________________

Pre-professional candidate signature ____________________________ Date _________

(Student signature reflects review of this document, but not necessarily agreement with it.)

SGU will provide individual help and assistance upon request by the student.

51

FOLLOW-UP ASSESSMENT

(Plan of Improvement continued)

This plan of improvement has been:

____ Fully accomplished

____ Partially accomplished

Explain:

____ Not accomplished

Explain:

Program designee recommendation

____ Admission to program

____ Begin Student Teaching

____ Recommendation for Licensure

____ Additional plan of improvement

____ Other

Program designee signature _________________________________ Date ___________

Pre-professional candidate signature __________________________ Date ___________

(Candidate signature reflects review of this document, but not necessarily agreement with it)

52

Comprehensive Learning Portfolio Summary STUDENT:_______________________________________MAJOR:_____________________________________

CHECKLIST

The following items are present in the portfolio: (NOTE: ALL ITEMS MUST BE CHECKED ON FINAL

SUBMISSION)

Table of Contents with page numbers and active hyperlinks.

Table of Contents clearly states to which CCO# or MCO# each Reflection and Artifact is related.

Introduction.

Numbered list of Common Core Student Learning Outcomes (CCO) is present.

Numbered list of Major Core Student Learning Outcomes (MCO) is present.

Evaluation.

REFLECTIONS AND ARTIFACTS

Scoring: 7.5 or better = Pass with distinction May be given for unusual or creative artifact; superior demonstration of

achievement of outcome; creative reflection; reflection demonstrates

exceptional vocabulary and writing.

4.5-7.49 = Pass Comments optional

2.5-4.49 = Pass with reservations Comments required

Below 2.49 = Not Passing Comments required

NOTE: A ZERO IN ANY CATEGORY SCORES A ZERO FOR THE TOTAL

SCORE SUMMARY

CCO 1 _________

CCO 2 _________

CCO 3 _________

CCO 4 _________

CCO 5 _________

CCO 6 __________

CCO 7 __________

CCO 8 __________

CCO 9 __________

CCO 10 _________

MCO 1 __________

MCO 2 __________

MCO 3 __________

MCO 4 __________

MCO 5 __________

MCO 6 __________

MCO 7 __________

MCO 8 __________

MCO 9 __________

MCO 10_________

MCO 11 _________

MCO 12 _________

MCO 13 _________

MCO 14 _________

MCO 15 _________

TOTAL COMMON CORE:____________ TOTAL MAJOR CORE:____________

TABLE OF CONTENTS :____________ INTRODUCTION :____________ CONCLUSION :____________

Evaluator 1

GRAND TOTAL:___________ Evaluator 2

Evaluator 3

53

Teacher Candidate Exit Criteria

Each teacher candidate’s mastery of the exit criteria is assessed by University faculty and mentor

teachers in the schools. Assessment includes grades, certification tests, field experience and

student teaching evaluations, portfolio, and recommendations by teachers and faculty. An exit

interview will be conducted by the Student Teaching and Field Experience Committee of the

Teacher Education Council. The exit interview will include a verbal and written review by the

teacher candidate of the program preparation of the Oklahoma and SGU teacher learning

outcomes and all components of the program.

Each teacher candidate’s assessment includes the following:

1. 2.5 cumulative GPA

2. Passing score on OGET ,OSAT, and OPTE Certification Exams

3. Successful completion/documentation of field experience hours required

4. Successful completion and evaluation of student teaching

5. Successful completion of Comprehensive Learning Portfolio and Major Learning

Portfolio (Students entering with 45 hours or more are not required to complete the

Comprehensive Learning Portfolio)

6. Successful completion of Leadership Project

7. Demonstration of language competency

8. Satisfactory disposition evaluations

9. Exit interview and completion of exit survey.

The recommendation for licensure to the State Department of Education is held until all criteria

are met.

54

Education Division

Student Evaluation Procedures

1. Each year, all graduates of St. Gregory’s University during their exit interview will be

asked to respond to a questionnaire about the quality of their academic program.

2. Employers of SGU teacher education graduates will be surveyed annually for feedback

on application of the degree to the school environment, satisfaction with teachers,

retention of teachers, success of teachers, and collaboration with St. Gregory’s

University.

3. An internal Program Review will be instituted for completion each three year time period

beginning three years after the initial approval of the Professional Education program.

The Review will include (a) assessment of faculty credentials, (b) assessment of faculty

professional involvement in their field, (c) assessment of faculty contributions to the

profession in the form of papers and publications, (d) review of course and program

content by faculty, (e) grade point average of graduates, (f) graduating student (if

available, GRE scores), (g) graduating student certification test scores, (h) student

assessment of classes, and (i) employment status of graduates.

4. All teacher candidates are evaluated in each course in the professional education

sequence and in the area of concentration through multiple methods, including project

demonstration, formal and informal class participation, formal summative evaluation,

disposition evaluations, exams, and papers.

5. All Professional Education portfolio entries are evaluated by department designee(s). The

completed Professional Education Portfolio is submitted to the Exit Review Committee

of the Teacher Education Council in the final semester of enrollment.

6. Field experiences are evaluated and documented by the instructor for the course in which

the field experience occurs and the final log is evaluated by the Exit Review Committee.

7. All student teachers are evaluated by the Mentor Teacher and the University Supervisor

four times. A summary evaluation is provided at the completion of the 6 weeks and one

final compilation evaluation at the completion of 12 weeks (60 days).

8. All teacher education candidates are required to take the OGET as assessment of general

skills, abilities and knowledge for entrance to Teacher Education. The OGET is required

by State standards for recommendation for teacher certification. As a graduation

requirement and to be eligible for licensure, student teachers must pass their OSATs

(indicating content knowledge) and OPTE (indicating knowledge of pedagogy).

9. Each student will demonstrate Foreign Language Competency. Demonstration may be

two years in high school of the same language with a grade of “B” or better; two

semesters in college with a grade of C or better or equivalent CLEP tests in two college

semesters of foreign language coursework. Successful completion of a certified Sign

Language course is considered a foreign language.

55

APPENDIX A

STGREGORY’S UNIVERSITY

Department of Education

Dispositional Assessment Form

Name of

Candidate_____________________________________________________________________ Last First Middle

Major: ________________________________________ Advisor_______________________________________

To the Respondent: The Department of Education at St. Gregory’s University appreciates your candid evaluation of

the candidate named above. Please rate the candidate on each characteristic in comparison to individuals who have

had approximately the same amount of experience and training as the candidate.

5= superior 4=Above Average 3=Average 2=Below Average 1=Poor N/B= No

basis for judgment

DISPOSITIONS 5 4 3 2 1 N/B PROFESSIONAL

Attends class regularly and

arrives on time

Is focused and attentive in class Works collaboratively with

others

VALUES Models responsibility and

discipline

Accepts constructive criticism

and takes responsibility for

actions

Values the subject(s) he/she

teaches

COMMITTMENT Demonstrates commitment and

enthusiasm for teaching and

learning

Puts forth best effort at all times Goes beyond minimum

expectations

How long have you known the candidate? _______________ In what capacity? ___________________________

Your name: _______________________________________ Your position: _______________________

Address:

_________________________________________________Phone:_______________________________________

Email: _________________________________Signature: _______________________________Date___________

Disposition Checkpoints (check one):

_____ED 3012 Foundations of Teaching (self-evaluation)

_____Admission to Teacher Education

_____ Methods Coursework

_____Student Teaching

Please return this form in a sealed envelope to:

Dr. Gayle Fischer, Director of Teacher Education

St Gregory’s University

1900 W. MacArthur

Shawnee, Oklahoma 74804

56

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