Advising, Benchmarks, and Data Handbook (ABD)

Advising, Benchmarks, and Data Handbook (ABD)

Transition Points 1 & 2—Initial Certification Transition Points 1-3—Advanced Programs

Bellarmine University Mission Statement Bellarmine University is an independent Catholic university serving the region, nation and world by educating talented, diverse students of all faiths and many ages, nations, and cultures, and with respect for each individual’s intrinsic value and dignity. We educate our students through undergraduate and graduate programs in the liberal arts and professional studies, within which students develop the intellectual, moral, ethical and professional competencies for successful living, work, leadership and service to others. We achieve these goals in an educational environment committed to excellence, academic freedom, and authentic conversations not dominated by particular political or other single perspective and thus to thoughtful, informed consideration of serious ideas, values, and issues, time-honored and contemporary, across a broad range of compelling regional, national and international matters. By these means, Bellarmine University seeks to benefit the public interest, to help create the future, and to improve the human condition. Thus we strive to be worthy of our foundational motto: In Veritatis Amore, In the Love of Truth.

Introduction

Bellarmine University welcomes you to the Annsley Frazier Thornton School of Education (AFTSE). It is the hope of the education faculty that your participation in the program will be professionally stimulating and rewarding. The organizing theme of the AFTSE, Educator as Reflective Learner, is a natural outgrowth of the philosophy and mission of the University. As such, it becomes the grounding theme for all significant assessment and data collection processes (continuous assessment) encountered by the student (hereafter, candidate) on his/ her journey towards teacher certification. The AFTSE’s Assessment, Benchmark, and Data Handbook is intended for candidates, Bellarmine faculty, school partners and interested collaborators who provide the necessary assistance and services to ensure the optimum development of the region’s finest teachers. Although the Handbook cannot answer all questions which arise regarding assessment, benchmarks, and data collection, it does provide a thorough overview of the continuous assessment process. The assessments, benchmarks and processes described within this handbook are subject to change.

Conceptual Framework

The AFTSE’s continuous assessment plan integrates the components of our conceptual framework to measure the candidate’s knowledge, skills, and dispositions towards teaching, and in order to provide a cycle of pertinent information upon which to make overall program improvements. Educator as Reflective Learner As a vital component of the university, the AFTSE is responsible for the preparation of educators with the knowledge, skills, and dispositions necessary for becoming effective contributors to the academic profession and society in the complex and diverse world of the 21st century. The following table provides the rationale for the AFTSE’s program theme, Educator as Reflective Learner. Using Linda Valli’s conceptualization of five different, yet related, types of reflection, the AFTSE straightforwardly reveals its values and rationale:

Valli’s five types of reflection Connection to Bellarmine University’s Educator Preparation Program

Technical reflection: The educator matches one’s own performance to external guidelines. Content of this form of reflection centers on general instruction and management behaviors based on research of teaching.

Reflective inquiry encourages a continuous relationship between experience and understanding, which promotes a Triad of Life-Long Learning: research, reflection, and refinement. Relying upon recognized bodies of knowledge, educators perceive relationships and connections between parts of the teaching and learning process. This style of thinking develops within each teacher a critical disposition for broad-based problem-solving abilities and also nurtures life-long learning.

Reflection-in and on-action: The educator bases decisions on one’s own unique situation and considers personal teaching performance.

Reflective thinking involves continuous assessment, creating a balance between new information and the critical examination of prior teaching experiences relevant to the new information.

Deliberative reflection: The educator weighs competing viewpoints and research findings regarding a whole range of pedagogical concerns/decisions (e.g., curriculum, instructional strategies, rules and organization of classroom, etc.).

Educators, while exercising freedom of choice for themselves and learners, rely on a strong research base as a guide for their pedagogy. Educators, furthermore, are responsible for initiating such activities within various styles of performance in order to meet the diverse needs of students.

Personalistic reflection: The educator listens to and trusts one’s own inner voice and the voices of others. Content for this type of reflection includes personal growth and relationships with students.

The reflective thinker knows that not only are one’s feelings, emotions, and cognition closely related, but they are highly interactive in the teaching and learning process.

Critical reflection: The educator considers the social, moral, and political dimensions of schooling and judges these dimensions in light of the ethical criteria such as social justice and equality of opportunity.

As the educator models reflective thinking, s/he encourages the same kind of thinking in her/his students. Such thinking—open-mindedness and discernment, rational judgment and creativity—is likely to transfer to other aspects of students’ lives.

Knowledge Bases By weaving together four knowledge bases developed in the teacher education programs with the five types of reflection required of the Educator as Reflective Learner, the AFTSE seeks to prepare caring, effective educators to teach and lead in diverse settings. The four knowledge bases developed in the teacher education programs are briefly described below. Collaboration The AFTSE has a fundamental commitment to developing teachers as leaders who work together across school corridors, departments, disciplines, and community settings to foster student learning in an era of educational reform. Field and Clinical Experiences The AFTSE is committed to extensive field and clinical experiences in diverse settings with subsequent reflection from the beginning of initial coursework to the student teaching experience or advanced degree completion. Extensive field and clinical experiences provide opportunities for professional decision-making, intercultural experiences, and collaboration with education professionals in a developmental and guided progression. Dispositions The foundation of the AFTSE’s commitment to assessing and nurturing dispositions for effective leading and teaching in P-12 schools is the uniqueness of each individual learner, and the institution’s and education unit’s mission to create learning opportunities for all children/youth. Pedagogy The AFTSE conceptualizes pedagogy in a critical and expansive way to include all decisions that comprise an educator’s school or classroom. Pedagogical decisions generally include such issues as methods of instruction, seating arrangement, discipline policy, course content, methods of assessment, relationships between administration and teachers, between teachers and students, and between the school and the community.

Teacher Standards Adopted in February 2008 by the Kentucky Education Professional Standards Board and upon the Recommendation of the Kentucky Council on Teacher Standards both Initial and Experienced Levels, the following list comprises the standards with which all teacher candidates must demonstrate proficient competency in order to become certified to teach in the Commonwealth of Kentucky. 1. The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in

those areas. 2. The teacher designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become

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

self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 4. The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become

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

core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 6. The teacher uses technology to support instruction; accesses and manipulates data; enhances professional growth and productivity; communicates

and collaborates with colleagues, parents, and the community; and conducts research. 7. The teacher reflects on and evaluates specific teaching/learning situations. 8. The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student

abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

9. The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.

10. The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being. Program Objectives The AFTSE prepares caring and effective educators with the knowledge, skills, and dispositions to teach and lead in diverse settings. Candidates demonstrate proficient to distinguished performance through the following criteria: individual course assessments, field and clinical evaluations, dispositional assessments, benchmarks assignments, and standardized exams. Based on this program assessment data, the candidate who achieves proficiency:

1. works collaboratively across disciplines, school corridors/environments, and community settings to foster student learning; 2. participates and reflects on field and clinical experiences requiring decision-making, intercultural experiences, and collaboration with

professionals; 3. exhibits educator dispositions that respect and foster the uniqueness and dignity of each individual learner as well as value intellectual,

moral, ethical, and professional competencies; 4. constructs pedagogical and content based decisions including, but not limited to methods of instruction, classroom management,

professional relationships, and methods of assessment; and 5. incorporates Valli’s five reflective processes which include technical, personalistic, deliberative, in and on action, and critical reflection

Continuous Assessment

The AFTSE’s Continuous Assessment Plan is based on three transition points: Admit to Teacher Education Program, Admit to the Professional Semester, and Exit / Certification. Each of these transitions is outlined in the following information. The philosophy of this continuous assessment program is that the professional educator engages in a continuous, lifelong professional development process. Included in this process is the continuous assessment conducted by the candidate, the teacher education faculty, and relevant practitioners during initial and advanced certification. Continuous Assessment – Major Components Candidates for initial and advanced certification are assessed in multiple ways at various stages of their respective programs. The means of assessment for each program include:

LiveText: LiveText is a set of web-based tools that allows colleges and universities to develop, manage, and assess program and student achievement. This service is fee based and can be purchased on line at livetext.com. Program Objectives: The AFTSE prepares caring and effective educators with the knowledge, skills, and dispositions to teach and lead in diverse settings. Candidates demonstrate proficient to distinguished performance through the following criteria: individual course assessments, field and clinical evaluations, dispositional assessments, benchmarks assignments, and standardized exams. Based on this program assessment data, the candidate who achieves proficiency:

6. works collaboratively across disciplines, school corridors/environments, and community settings to foster student learning; 7. participates and reflects on field and clinical experiences requiring decision-making, intercultural experiences, and collaboration with

professionals; 8. exhibits educator dispositions that respect and foster the uniqueness and dignity of each individual learner as well as value intellectual, moral,

ethical, and professional competencies; 9. constructs pedagogical and content based decisions including, but not limited to methods of instruction, classroom management, professional

relationships, and methods of assessment; and 10. incorporates Valli’s five reflective processes which include technical, personalistic, deliberative, in and on action, and critical reflection

Benchmarks: Course and field based assignments which have been developed as a specific means to measure critical elements of candidate skills and knowledge as related to the Kentucky Teacher Standards and standards from relevant learned societies (e.g., NCTM, NSTA, CEC, etc.). Benchmark assignment descriptions can be found in the appendix. Benchmark planning guides, including the transition points at which each is required, can be found within the sections for undergraduate and graduate initial certification candidates as well as graduate advanced students. Course and Field Experiences: Curriculum contracts outline course requirements for program and content area certification and are reviewed with the candidate during frequent advising sessions. In addition to the requirements for hours spent in diverse partner schools (150 at the undergraduate level and 105 at the graduate), the AFTSE requires candidates to collect performance assessments from Cooperating Teachers after each field placement. These field experience evaluation forms can be found in the appendix. Dispositions: Professional and experienced faculty in the Annsley Frazier Thornton School of Education at Bellarmine University believe that there are personal dispositions that characterize effective teachers. It has become increasingly clear in the research literature that an important part of the practice that informs the work of teacher educators is uncovering, shaping, and nurturing the dispositions that enhance the teacher candidate’s ability to apply, in both public and private contexts, the knowledge and skills learned in the university’s education programs. Teacher candidates without these dispositions particular to teaching will be far less able to apply their learning consistently in authentic teaching contexts. The Dispositions Assessment form (appendix) is used to evaluate the dispositions described by national organizations (INTASC, NCATE) as correlated with the Kentucky Teacher Standards. Candidates self assess using these operational dispositions and are assessed by faculty at each transition point. Dispositional concerns will be addressed in a Disposition Intervention Plan that is monitored by faculty and the candidate’s advisor. Completion of Professional Requirements: The Praxis II series of assessments (ets.org) provide a nationally standardized, summative evaluation of candidates’ general and subject-specific knowledge of teaching skills. These assessments are a requirement of the Kentucky Education Professional Standards Board (EPSB kyepsb.net). Praxis planning guides, including the transition points at which each is required can be found within the sections for undergraduate and graduate initial certification. The Kentucky Teacher Internship Program (KTIP) is an additional professional requirement of the EPSB, during the candidates’ first year of teaching after graduation and prior to final certification. A description of the KTIP can be found of page 8. Academic Preparedness & Status: A wide range of general achievement data is gathered to provide a means of evaluation for the individual candidate, program and unit. Entrance exams, GPA across content and within education courses, progress within and exit from programs are an example of the information necessary. The following charts provide an overview of the components of the AFTSE continuous assessment components for each program and the transition point at which they are required.

Initial Certification Program, Undergraduate Education

Component Admission to

Teacher Education

Admission to Professional

Semester Exit / Certification

University entrance requirements x

Professional interview x

Maintenance of appropriate GPA x x x

Successful completion of benchmarks x x x

Teaching dispositions institutional assessment (with remediation as appropriate)

x x x

Teaching dispositions self assessment x x x

Faculty recommendation x x x

Successful completion of all required coursework x x x

Successful completion of field experience requirements x x

Assessment of field experience by Cooperating Teachers x x

Successful completion of Professional Semester requirements

x

Assessment of the Professional Semester by Cooperating Teachers & University Supervisors

x

Candidate Performance Record x

Passing scores on appropriate Praxis examinations x

Initial Certification Program, Master of Arts in Teaching (MAT)


Teacher Education

Admission to Student Teaching

Exit / Certification


Aggregate University entrance requirements as a Bellarmine factor x


Successful completion of benchmarks x x x


x x x


Faculty recommendation x x x

Successful completion of all required coursework x x x

Successful completion of field experience requirements x x

Assessment of field experience by Cooperating Teachers x x

Successful completion of Professional Semester requirements x

Assessment of the Professional Semester by Cooperating Teachers & University Supervisors x

Application in the form of a LiveText Candidate Performance Record

x

Passing scores on appropriate Praxis examinations x

Advanced Programs, Master of Arts in Education and Rank I


Program

Completion of Core

Requirements Exit


Aggregate University entrance requirements as a Bellarmine factor

x

Faculty recommendation x


Successfully completed benchmarks x x


x x x


Completion of all required coursework x x

Kentucky Teacher Internship Program (KTIP)

Since 1985, the Kentucky Teacher Internship Program (KTIP) has made significant contributions to the quality of teaching in Kentucky’s classrooms. Recognizing the importance of providing support to new teachers, Kentucky has a long history of facilitating the induction of new professionals and establishing a culture of continuous growth for the profession. In 2008, Kentucky’s Education Professional Standards Board (EPSB) adopted the Kentucky Teacher Standards that define what beginning teachers are expected to know and do. Subsequently, KTIP ensures that the standards used enable a seamless transition from teacher preparation through induction. An increased emphasis was given to helping new teachers move through a process of professional growth designed to enhance their ability to reflect on and analyze their teaching and to make the curricular and instructional adjustments necessary for ensuring maximum student learning. The Kentucky Teacher Internship Program (KTIP) is a one (1) year internship program required of all new teachers and out-of-state teachers with less than two (2) years of successful teaching experience who are seeking initial certification in Kentucky. This one (1) year internship is credited to the intern for experience and retirement, and during the internship the intern is provided full benefits. All Kentucky teacher internships must be conducted in a public school or a nonpublic school which meets the state performance standards as established in KRS 156.160 or which has been accredited by a regional or national accrediting association. Internships may not be conducted in at-home services. The agency that directs The Kentucky Teacher Internship Program:

The Education Professional Standards Board

Division of Professional Learning and Assessment 100 Airport Road, 3rd Floor Frankfort, Kentucky 40601

http://www.kyepsb.net Phone: 502-564-4606 or Toll Free at 888-598-7667

Fax: 502-564-9484

Bellarmine University Alternative Route to Teacher Certification

(Option VI) In conjunction with the Kentucky Education Professional Standards Board, the Annsley Frazier Thornton School of Education at Bellarmine University has developed an alternative route to obtain teacher certification and complete the Master of Arts in Teaching degree (Option VI). The student pursuing this route must be fully admitted to graduate studies, and pass the Praxis II tests appropriate for their teaching content field. Paperwork to apply for the Temporary Provisional License will be completed upon acceptance of an offer of employment from a school district. The alternative route to certification will follow the traditional Bellarmine MAT, except:

The student must be enrolled in consecutive semesters and must be employed by a school district as teacher of record.

The temporary provisional license is a one year certificate which must be renewed by the School of Education in collaboration with school districts and may not be renewed more than twice.

The alternative route requires that all coursework and PRAXIS exams be successfully completed by the end of the Professional Semester within the first two years leaving the third year of the temporary license for KTIP (KY Teacher Internship Program).

A final recommendation for the full Professional Certificate will occur upon successful completion of KTIP. State regulations do not allow for extensions or exceptions to the time constraints for the completion of the Alternative

Route to Teacher Certification. Advantage: Students hold a Temporary Provisional Teaching Certificate, resulting in Rank III pay. Rank II pay will be achieved at the completion of the final Professional Semester and awarding of the MAT degree. How long will it take?: Two years or less to earn the MAT degree and Rank II pay. Students will hold a Temporary Provisional Certificate during the course of their MAT program, through completion of KTIP and are eligible for hire as a full-time teacher of record. (Students in the traditional MAT program could finish the program in five semesters, and then be eligible for hire as a full-time instructor.) To be considered for enrollment in the Bellarmine Alternate Route to Certification we must have on file: Application for Admission to Graduate Studies $25.00 Application Fee (waived for Bellarmine graduates) Official Transcripts from all previous college level work Cumulative Grade point average no less than 2.75 for all undergraduate work No more than 9 additional hours needed to meet academic emphasis requirements Two satisfactory recommendations Satisfactory GRE scores Minimum of 400 on the Verbal Minimum of 400 on the Quantitative Passing scores on appropriate PRAXIS II scores A signature from a district official on certification forms (to indicate employment) will be required to process the request for the Temporary Provisional Certificate from the state.

Undergraduate Education Initial Certification

Bellarmine’s School of Education is leading the nation in innovative teacher education programs. Bellarmine is one of a small number of colleges and universities in the nation creating a more comprehensive teacher preparation program which incorporates the national standards for teacher competencies and the state standards (Kentucky Teacher Standards) by requiring all undergraduate students interested in teaching elementary or middle grades to complete a four year program which leads to certification in both general education and special education for learning and behavior disorders. Dual Certification The diversity of the typical classroom in private, public or parochial schools has changed dramatically, requiring that teachers come to the classroom prepared with a new and more varied set of competencies. National and State standards for teacher competencies have outlined the skills necessary for the teacher of tomorrow. The standards include skills in Planning, Learning Climate, Instructional Delivery, Assessment, Teamwork, Professional Growth, as well as, Personal and Professional Reflection. Embedded in each of these skill areas are critical foundations of teaching which require the teacher to assess, understand and address the unique needs of students with educational disabilities and multicultural backgrounds. The AFTSE believes that the preparation of teachers with dual certification in general and special education competencies prepares our graduates for to succeed in diverse and challenging classrooms. Graduates will be leaders in education serving their communities by helping every child develop to his/her highest potential. Secondary Education Program The AFTSE’s four-year secondary teacher education program provides the critical skills necessary for a teacher in the general education classroom of today and tomorrow. This program requires the undergraduate student to develop an academic emphasis for teaching as well as skills that will improve the learning capacity of students found in the general education setting. Academic emphases (majors) include English, Mathematics, Social Studies, Biology, Chemistry, Art and Music (grades P-12). Programs of Study Specific programs of study for each teacher education program are outlined in this section, including curriculum advisement contracts for each of these programs.

Praxis Planning Guide Undergraduate Education Initial Certification

Elementary

Title Number Required

Elementary Education: Content Knowledge 0014 Pass for certification

Principles of Learning and Teaching PLT: Grades K-6 0522 Pass for certification

Education of Exceptional Students: Core Content Knowledge 0353 Pass for certification

Education of Exceptional Students: Mild to Moderate Disabilities 0542 Pass for certification

Middle


Social Studies 0089

Pass for certification Science 0439

Math 0069

English 0049

Principles of Learning and Teaching PLT: Grades 5-9 0523 Pass for certification

Education of Exceptional Students: Core Content Knowledge 0353 Pass for certification

Education of Exceptional Students: Mild to Moderate Disabilities

0542 Pass for certification

Secondary


Social Studies 0081 & 0083

Pass for certification

Chemistry 0245

Biology 0235

Math 0061 & 0063

English 0041 & 0042


P – 12 Art 0133 & 0131

P – 12 Music 0113 & 0111

Art or Music 0522, 0523, 0524 PLT (Choose one)

Benchmarks, Forms and Assessments Planning Guide

Undergraduate Education Initial Certification Transition Point 1 – Admission to Teacher Education

Benchmark Projects / Assessments Course Connections to Teacher Standards

Philosophy Paper EDUC 200 1& 7

Technology - Web Page Design for Content Enhancement EDUC 116 6

Teaching Dispositions Self Assessment EDUC 200 7

Teaching Dispositions Institutional Assessment EDUC 200

Field Evaluation Forms Each course with a field placement 7

Transition Point 2 – Admission to Professional Semester

Benchmark Projects / Assessments Course Connections to

Teacher Standards

Classroom Management Paper EDUC 309 (E/M) EDUC 355 (S) 1, 3, & 7

Standards Based Unit of Study EDUC 312 (E/M) EDUC 342 (S)

1 – 9

Teaching Dispositions Self Assessment EDUC 309 (E/M) EDUC 342 (S)

7

Teaching Dispositions Institutional Assessment EDUC 312 (E/M) EDUC 342 (S)

Field Evaluation Forms Each course with a field placement 7

Transition Point 3 Professional Semester – Exit / Certification


Collaboration/Leadership Paper Professional Semester 8 & 10

Observed Lessons Professional Semester 1 – 9

Standards Based Unit of Study Professional Semester 1 – 9

Professional Growth Plan Professional Semester with University Supervisor and Cooperating Teacher

9

Kentucky Teacher Standards Self Assessment Professional Semester 7 & 9

Teaching Dispositions Self Assessment Professional Semester 7

Teaching Dispositions Institutional Assessment Completed by University Supervisor and Cooperating Teacher

Candidate Performance Record Document (CPR) Professional Semester I – 10

Survey of the Professional Semester Professional Semester 7

Evaluation Forms Professional Semester 7

Outline for Four Year Plan Name:_______________Program:__________

Advisor:______________________________

Fall, __________ Spring, __________

Summer

Fall, __________ Spring, __________

Summer

Fall, __________ Spring, __________

Summer

Fall, __________ Spring, __________

Advising Conference Notes

Teacher Candidate: ________________________________ Date of Conference: ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Candidate Signature ______________________ Advisor__________________________ Date of Conference: ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Candidate Signature _______________________ Advisor__________________________ Date of Conference: ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Candidate Signature _______________________ Advisor__________________________ Date of Conference: ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Candidate Signature _______________________ Advisor__________________________ Date of Conference: ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Candidate Signature _______________________ Advisor__________________________ Date of Conference: ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Candidate Signature _______________________ Advisor__________________________

Table of Contents – Undergraduate Curriculum

Elementary Contract Elementary/LBD………………………………Page 16

Middle School Contracts English/LBD- Middle School ……………….Page 17 Mathematics/LBD- Middle School…………Page 18 Science/LBD- Middle School………………Page 19 Social Studies/LBD- Middle School……….Page 20 Secondary Contracts Biology- Secondary…………………………Page 21 Chemistry- Secondary ……………………..Page 22 English- Secondary…………………………Page 23 Mathematics- Secondary…………………..Page 24 Social Studies- Secondary…………………Page 25 Primary through 12th Grade Contracts Art- (P-12)…………………………………….Page 26 Music- (P-12)………………………………….Page 27

BELLARMINE UNIVERSITY CURRICULUM CONTRACT Early Education (P-5) and Learning and Behavior Disorder Specialization (P-12)

CERTIFICATION PROGRAM Student Name: ID# GPA Major (min 2.5) Cum GPA (min 2.5) Core Requirements Hrs 58

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Ta

ken

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts ART 201/202 3 Communications COMM 103/205 3 Foundations Math MATH 101 3 Foundations Math MATH 102 3

Chemistry CHEM 150/109-

111 3

Biology BIOL 111-116 3 W. World I or II HIST 116/117 3

Economics ECON 111

Sociology (2 of 3) SOC 101/111/175 6

Political Science POLSC 101

Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3

Professional Education Hrs 49 Intro School of Ed EDUC 112 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Child Development A EDUC 102 3 School Arts Methods EDUC 231 3 Classroom Mgmt Strategies EDUC 309 3 School Music Methods EDUC 329 3 Literature For Children EDUC 334 3 Teaching Reading EDUC 335 3 Teaching Mathematics EDUC 336 3 Teaching Science EDUC 337 3 Teaching Social Studies EDUC 338 3 Teaching Language Arts EDUC 339 3 Supervised Prof Semester (P-5) EDUC 431 6 Curric. Design & Issues EDUC 436 3

Testing Requirements Elem. Content 0014 Spec. Ed: Core Content Knowledge 0353 Spec. Ed: Mild to Moderate 0542 Principles of Learn & Teach 0522

Transition Requirements Admit to Teacher Education Admit to Professional Semester Exit from Program

_________________________ __________ Advisor Signature Date _________________________ __________ Student Signature Date

Specialization – Learning & Behavioral Hrs 29

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Child Development B EDUC 220 3 Field Based Instruction EDUC 111 1 Field Based Instruction EDUC 122 1 Nature & Needs EDUC 214 3 Procedures EDUC 312 3 Language Dev & Culture EDUC 315 3 Education Measurements EDUC 362 3 Early Education of Exceptional Child EDUC 382 3 Supervised Prof Semester (LBD) EDUC 420 6 Prof Partnerships EDUC 446 3

BELLARMINE UNIVERSITY CURRICULUM CONTRACT English and Learning and Behavior Disorders Specialization

CERTIFICATION PROGRAM, Grades 5-9 Student Name: ID# GPA Major (min 2.5) Cum GPA (min 2.5) Core Requirements Hrs 52

Course D

ept

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Fine or Perf. Arts ART 201/202 3 Communications COMM 103/205 3 Math MATH 101 3 Math MATH 102 3


111 3


Economics or ECON 111 Sociology or SOC 101/111/175 3 Political Science POLSC 101

Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3 Professional Education Hrs 28 Intro School of Ed EDUC 112 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Child Development A EDUC 102 3 Classroom Mgmt Strategies EDUC 309 3 Curric. Design & Issues (Middle) EDUC 343 3 Superv. Prof. Semester (5-9) EDUC 443 6 Reading in Content Areas EDUC 445 3 _________________________ __________ Advisor Signature Date _________________________ __________ Student Signature Date

*Educ 539 recommended

Testing Requirements Middle School English 0049 Spec. Ed: Core Content Knowledge 0353 Spec. Ed: Mild to Moderate 0542 Principles of Learn & Teach 0523



Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Child Development B EDUC 220 3 Field Based Instruction EDUC 111 1 Field Based Instruction EDUC 122 1 Nature & Needs EDUC 214 3 Procedures EDUC 312 3 Language Dev & Culture EDUC 315 3 Education Measurements EDUC 362 3 Early Education of Exceptional Child EDUC 382 3 Supervised Prof. Semester (LBD) EDUC 421 6 Prof. Partnerships EDUC 446 3

Specialization - English Hrs 30 English ENGL 101 3 World of Texts ENGL 201 3 American Literature I ENGL 207 3 American Literature II ENGL 208 3 British Literature I ENGL 209 3 British Literature II ENGL 210 3 Language Dev. & Culture EDUC 315 - or - Linguistics ENGL 402 3 Literature for Children EDUC 334 3 Teaching of Reading EDUC 335 3 Teaching Language Arts EDUC 339/539* 3

Revised, July 2009| 18

BELLARMINE UNIVERSITY CURRICULUM CONTRACT

Mathematics and Learning and Behavior Disorders Specialization CERTIFICATION PROGRAM, Grades 5-9

Student Name: ID# GPA Major (min 2.5) Cum GPA (min 2.5) Core Requirements Hrs 52

Course D

ept

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts 3 Communications COMM 103/205 3 Math MATH 101 3


111 3


Economics or ECON 111

Sociology or SOC 101/111/175 3

Political Science POLSC 101

Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3 Professional Education Hrs 28 Intro School of Ed EDUC 112 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Child Development A EDUC 102 3 Classroom Mgmt Strategies EDUC 309 3 Curric. Design & Issues (Middle) EDUC 343 3 Superv. Prof Semester (5-9) EDUC 443 6 Reading in Content Areas EDUC 445 3 _________________________ __________ Advisor Signature Date _________________________ __________ Student Signature Date

*Educ 536 Recommended

Testing Requirements Middle School Mathematics 0069 Spec. Ed: Core Content Knowledge 0353 Spec. Ed: Mild to Moderate 0542 Principles of Learn & Teach 0523



Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Child Development B EDUC 220 3 Field Based Instruction EDUC 111 1 Field Based Instruction EDUC 122 1 Nature & Needs EDUC 214 3 Procedures EDUC 312 3 Language Dev & Culture EDUC 315 3 Teaching of Reading EDUC 335 3 Education Measurements EDUC 362 3 Early Education of Exceptional Child EDUC 382 3 Supervised Prof Semester (LBD) EDUC 421 6 Prof Partnerships EDUC 446 3

Specialization - Mathematics Hrs 24-27 Math 101 MATH 101 3 Math 102 MATH 102 3 Calculus I MATH 117 3 Discrete Math MATH 120 3 Elementary Statistics MATH 205 3 Linear Algebra MATH 215 3 Numbers & Proofs Strongly Recommended

MATH 231 3

Modern Geometry MATH 305 3

Teaching Mathematics EDUC 336/ 536* 3

Revised, July 2008 | 19

Science and Learning and Behavior Disorders Specialization

CERTIFICATION PROGRAM, Grades 5-9 Student Name: ID# GPA Major (min 2.5) Cum GPA (min 2.5)

Core Requirements Hrs 57

Course D

ept

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 English Literature ENGL 200 3 Fine or Perf. Arts 3 Communications COMM 103/205 3 Math MATH 101 3 Math MATH 102 3 Chemistry (for Major) CHEM 103 4 Biology (for Major) BIOL 130 4 W. World I or II HIST 116/117 3

Economics or ECON 111 Sociology or SOC 101/111/175 3 Political Science POLSC 101

Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3

Professional Education Hrs 28 Intro School of Ed EDUC 112 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Child Development A EDUC 102 3 Classroom Mgmt Strategies EDUC 309 3 Curric. Design & Issues (Middle) EDUC 343 3 Superv. Prof. Semester (5-9) EDUC 443 6 Reading in Content Areas EDUC 445 3 _________________________ __________ Advisor Signature Date _________________________ __________ Student Signature Date


Testing Requirements Middle School Science 0439 Spec. Ed: Core Content Knowledge 0353 Spec. Ed: Mild to Moderate 0542 Principles of Learn & Teach 0523



Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Child Development B EDUC 220 3 Field Based Instruction EDUC 111 1 Field Based Instruction EDUC 122 1 Nature & Needs EDUC 214 3 Procedures EDUC 312 3 Language Dev. & Culture EDUC 315 3 Teaching of Reading EDUC 335 3 Education Measurements EDUC 362 3 Early Education of Exceptional Child EDUC 382 3 Superv. Prof. Semester (LBD) EDUC 421 6 Prof. Partnerships EDUC 446 3

Specialization – Science Hrs 27 Intro to Astronomy PHY 105 - or - 3 Exploration of Universe PHY 106 Environmental Science BIOL 111 Botany BIOL 112 Microbial World BIOL 113 Human Bio Health & Disease BIOL 114 6 Intro. To Life Science BIOL 115 Evolution, Ecology & Behavior BIOL 116 Modern Genetics & Cloning BIOL 117 Drugs & Human Body BIOL 118

Gen. College Chemistry I CHEM 103 4 Gen. College Chemistry II CHEM 104 4 Principles of Biology BIOL 130 4

Teaching Science EDUC 348/ 547* 3

Earth Science CHEM 150 3


BELLARMINE UNIVERSITY CURRICULUM CONTRACT Social Studies and Learning and Behavior Disorders Specialization


Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts ART 201/202 3 Communications COMM 103/205 3 Foundations Math I MATH 101 3 Foundations Math II MATH 102 3 Biology BIOL 111-116 3

Chemistry CHEM 150/109-111 3

W. World I or II HIST 116/117 3

Economics or ECON 111 Sociology or SOC. 101/111/201 3 Political Science POLSC 101

Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3 Professional Education Hrs 28 Intro School of Ed EDUC 112 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Child Development A EDUC 102 3 Classroom Mgmt Strategies EDUC 309 3 Curric. Design & Issues (Middle) EDUC 343 3 Superv. Prof. Semester (5-9) EDUC 443 6 Reading in Content Areas EDUC 445 3 History majors who are seeking middle or secondary certification in Social Studies are not required to take foreign language credits.


________________________ __________ Advisor Signature Date _________________________ __________ Student Signature Date

Specialization – Learning Behavioral Hrs 32

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Ta

ken

Child Development B EDUC 220 3 Field Based Instruction EDUC 111 1 Field Based Instruction EDUC 122 1 Nature & Needs EDUC 214 3 Procedures EDUC 312 3 Language Dev. & Culture EDUC 315 3 Education Measurements EDUC 362 3 Early Education of Exceptional Child EDUC 382 3 Superv. Prof. Semester (LBD) EDUC 421 6 Prof. Partnerships EDUC 446 3 Teaching of Reading EDUC 335 3

Specialization – Social Studies Hrs 27

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Ta

ken

Amer Nat’l Govn’t

POL SCI 101 3

Sociology SOC 101/111/ 3 201 Prin of Micro Econ ECON 111 3 World History I HIST 116 3 World History II HIST 117 3 U.S. History I HIST 201 3 U.S. History II HIST 202 3 Geography SOC 175 3 Teaching Social Studies EDUC 338/538* 3

Testing Requirements Middle School Social Studies 0089 Spec. Ed Core Content Knowledge 0353 Spec. Ed. Mild to Moderate 0542 Principles of Learn & Teaching 0523 Transition Requirements Admit to Teacher Education Admit to Professional Semester Exit from Program


BELLARMINE UNIVERSITY CURRICULUM CONTRACT Biology



Course D

ept

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts 3 Communications COMM 103/205 3 Calculus I MATH 117 4

Biology BIOL 130 - or - 4 General Physics I PHYS 205

W. World I or II HIST 116/117 3 Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 Social Science 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3

Professional Education Hrs 44 Intro School of Ed EDUC 131 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Collaboration EDUC 212 3 Field Based Instruction EDUC 132 1 Psych Of Adolescence EDUC 221 3 Teaching Science in Secondary School EDUC 349 3 Sec Classroom Learn Envrnmnt EDUC 355 3 Curric. Design & Issues (Sec) EDUC 341 3 Teaching Secondary School EDUC 342 3 Superv. Prof. Semester EDUC 441 6 Superv. Prof. Semester EDUC 442 6 Reading in Content Areas EDUC 445 3

Testing Requirements Biology Content 0235 Principles of Learn & Teaching (Choose Level) 0524


_________________________ __________ Advisor Signature Date

_________________________ __________ Student Signature Date

Specialization – Biology Hrs 51

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Animal Diversity BIOL 140 4 Plant Diversity BIOL 220 4 Cell Biology BIOL 231 4 Genetics BIOL 240 4 Microbiology BIOL 313 4 Vertebrate Physiology BIOL 314 4 Molecular Biology BIOL 317 4 Ecology BIOL 408 4 Evolution BIOL 430 4 Gen Chemistry I CHEM 103 4 Gen Chemistry II CHEM 104 4 Biology BIOL 130 - or - 4 General Physics I PHYS 205


BELLARMINE UNIVERSITY CURRICULUM CONTRACT

Chemistry CERTIFICATION PROGRAM, Grades 8-12

Student Name: ID# GPA Major (min 2.5) Cum GPA (min 2.5)

_________________________ __________

Advisor Signature Date



Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts 3 Communications COMM 103/205 3 Math MATH 117 4 Biology BIOL 130 4 Chemistry CHEM 103 4 W. World I or II HIST 116/117 3 Social Science 3 Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3

Professional Education Hrs 44 Intro School of Ed EDUC 131 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Collaboration EDUC 212 3 Field Based Instruction EDUC 132 1 Psych Of Adolescence EDUC 221 3 Teaching Science in Secondary School EDUC 349 3 Sec Classroom Learn Envrnmnt EDUC 355 3 Curric. Design & Issues (Sec) EDUC 341 3 Teaching Secondary School EDUC 342 3 Superv. Prof. Semester (8-12) EDUC 441 6 Superv. Prof. Semester (8-12) EDUC 442 6 Reading in Content Areas EDUC 445 3

Specialization – Chemistry Hrs 49

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Gen Chemistry I CHEM 103 4 Gen Chemistry II CHEM 104 4 Organic Chemistry I CHEM 205 4 Organic Chemistry II CHEM 206 4 Biochemistry I CHEM 301 3 Phys. Chemistry I CHEM 307 3 Inorganic Chemistry CHEM 309 3 Chemistry Research I CHEM 330 1 Analytical Chemistry I CHEM 411 3 Chemical Analysis Lab CHEM 411L 1 Calculus I MATH 117 4 Calculus II MATH 118 4 General Physics I PHYS 205 4 General Physics II PHYS 206 4 Physical Science CHEM 130 3

Testing Requirements CHEM: Content Knowledge 0245 Principles of Learn & Teaching 0524



BELLARMINE UNIVERSITY CURRICULUM CONTRACT English


Course D

ept

Cou

rse

#

Sem

Hrs

Sem

Ta

ken

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 World of Texts ENGL 201 3 Fine or Perf. Arts ART 201/202 3 Communications COMM 103/205 3 Math Elective MATH 107 3 Biology BIOL 111-116 3


111 3

W. World I or II HIST 116/117 3 Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Social Science 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3

*Note: Engl 250 is not required of education majors.

Testing Requirements Eng Lang, Lit & Comp Content Knowledge 0041 Eng, Lang, Lit Comp Essay 0042 Principles of Learn & Teaching 0524




Professional Education Hrs 44 Intro School of Ed EDUC 131 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Collaboration EDUC 212 3 Field Based Instruction EDUC 132 1 Psych Of Adolescence EDUC 221 3 Teaching English in Secondary School EDUC 346 3 Sec Classroom Learn Envrnmnt EDUC 355 3 Curric. Design & Issues (Sec) EDUC 341 3 Teaching Secondary School EDUC 342 3 Superv. Prof. Semester (8-12) EDUC 441 6 Superv. Prof. Semester (8-12) EDUC 442 6 Reading in Content Areas EDUC 445 3

Specialization – English* Hrs 42

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Mass Media - or - COMM 304 News Writing - or - COMM 312 3 Creative Writing - or - ENGL 312/313 Theater THEA World of Texts ENGL 201 3 AM Literature ENGL 207 3 AM Literature II ENGL 208 3 British Survey Lit I ENGL 209 3 British Survey Lit II ENGL 210 3 American Lit Elective ENGL 300/400 3 British Lit Elective ENGL 300/400 3 Elective ENGL 300/400 3

Multicultural American Lit ENGL (as approved) 3

Women’s Lit ENGL (as approved) 3

Modern Linguistics ENGL 402 3 Shakespeare ENGL 412 3 Integrative Seminar ENGL 450 3


BELLARMINE UNIVERSITY CURRICULUM CONTRACT Mathematics



Course D

ept

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts 3 Communications COMM 103/205 3


111 3

Biology BIOL 111-116 3 W. World I or II HIST 116/117 3 Social Science 3 Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3 Professional Education Hrs 44 Intro School of Ed EDUC 131 1 Computer Applications EDUC 116 3 Field Based Instruction EDUC 132 1 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Collaboration EDUC 212 3 Psych Of Adolescence EDUC 221 3 Curric. Design & Issues (Sec) EDUC 341 3 Teaching Secondary School EDUC 342 3 Teaching Math in Sec. Schools EDUC 347 3 Sec Classroom Learning Environment EDUC 355 3 Superv. Prof. Semester (8-12) EDUC 441 6 Superv. Prof. Semester (8-12) EDUC 442 6 Reading in Content Areas EDUC 445 3 _________________________ __________ Advisor Signature Date ______________________________ _____________ Student Signature Date

Testing Requirements Math Content 0061 Math Proofs Models, Problems 0063 Principles of Learn & Teach 0524


Specialization – Mathematics Hrs 48

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Calculus I MATH 117 4 Calculus II MATH 118 4 Discrete Math MATH 120 3 Linear Algebra MATH 215 3 Calculus III MATH 216 3 Numbers & Proofs MATH 231 3 Modern Geometry MATH 305 3 Probability & Stats MATH 314 3 Abstract Algebra MATH 331 Or 3 Adv. Linear MATH 332 Real Analysis MATH 403 Or 3 Complex Analysis MATH 411 Readings in Math MATH 450 3

One of the following Courses: MATH

312, 315, 332, 352, 403, 411

3

Math Electives (2) MATH 300 or 400 6 Strongly Recommended Programming Fund C.S. 130 4

Revised July 2009

BELLARMINE UNIVERSITY CURRICULUM CONTRACT Social Studies Certification/History Major



Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts ART 201/202 3 Communications COMM 103/205 3 Math Elective MATH 107 3 Biology BIOL 111-116 3


111 3

Soc Science 3 Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3

Professional Education Hrs 44 Intro School of Ed EDUC 131 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Collaboration EDUC 212 3 Field Based Instruction EDUC 132 1 Psych Of Adolescence EDUC 221 3 Teaching Social Studies in Secondary School EDUC 338 3

Sec Classroom Learn Envrnmnt EDUC 355 3 Curric. Design & Issues (Sec) EDUC 341 3 Teaching Secondary School EDUC 342 3 Superv. Prof. Semester (8-12) EDUC 441 6 Superv. Prof. Semester (8-12) EDUC 442 6 Reading in Content Areas EDUC 445 3 History majors who are seeking secondary certification in Social Studies are not required to take foreign language credits.

Note:*Hist 419 or 420 may be substituted for 300/400 level course **300/400 level course may be substituted with approval

Testing Requirements Content Knowledge 0081 Interpret. Of Materials 0083 Principles of Learn & Teaching 0524



Specialization – Social Studies Hrs 49

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Amer Nat’l Govn’t (substitute Pol.Sci 204)

POLSCI 101 3

Gen Psychology PSY 103 3 Sociology SOC 101/201 3 Prin of Micro Econ ECON 111 3 Prin of Macro Econ ECON 112 3 World History I HIST 116 3 World History II HIST 117 3 U.S. History I HIST 201 3 U.S. History II HIST 202 3

History (American) HIST

314/326328/412 413 or 414/422

3

Ancient Near East –or- HIST 301

Greece, or Medieval HIST 302/303or 304

3

or Rome** HIST 313 The Islamic World to 1500 or HIST 319 Modern Africa or HIST 320 Mod Middle East or Mod Latin America or Nazi Germany or Arab/Israeli Conflict

HIST

321/327 421/415

6

Methodology of Hist HIST 323 3 Practical Historical Res HIST 324 3 Geography SOC 175 3


BELLARMINE UNIVERSITY CURRICULUM CONTRACT Art Education

CERTIFICATION PROGRAM, Grades P-12 Student Name: ID# GPA Major (min 2.5) Cum GPA (min 2.5)

*Fine Arts Course must be outside major

**Additional Courses required for Art Major




Course D

ept

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts* 3 Communications COMM 103/205 3 Math Elective MATH 107 3 Social Science 3

Chemistry CHEM 150/109- 111 3

Biology BIOL 111-116 3 W. World I or II HIST 116/117 3 Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3

Specialization – Art** Hrs 36

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Drawing & Comp I ART 101 3 Drawing & Comp II ART 102 3 2-D Design ART 211 3 3-D Design ART 230 3 Beginning Ceramics ART 242 3 Photography ART 250 3 Painting I ART 303 3 Figure Drawing I ART 313 3 Art History/19th Century ART 201/288 3 Art History 20th Century/African ART 202/289/299 3 Painting II ART 304 3

Art Elective (Choose from) Art 240, 243, 307, 320, 420, 421

3

Testing Requirements ART: Content Knowledge 0133 Art Making 0131

Principles of Learn & Teaching (Choose Level)

(Elem) 0522 (Mid) 0523 (Sec) 0524

Professional Education Hrs 48 Intro School of Ed EDUC 131 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Field Based Instruction EDUC 111 1 Field Based Instruction EDUC 132 1 Child Development A EDUC 102 3 Child Development B EDUC 220 3 School Arts Methods EDUC 231 3 Psych Of Adolescence EDUC 221 3 Classroom Mgmt EDUC 309 - or- 3 Sec Classroom EDUC 355 Curric. Design & Issues (Sec) EDUC 341 3 Teaching Secondary School EDUC 342 3 Superv. Prof. Semester (P-5; 5-9) EDUC 431/

443 6

Curric. Design & Issues (Elem) EDUC 436 3 Superv. Prof. Semester (5-9; 8-12) EDUC 443/

442 6



BELLARMINE UNIVERSITY CURRICULUM CONTRACT Music Education

CERTIFICATION PROGRAM, Grades P-12 Student Name: ID# GPA Major (min 2.5) Cum GPA (min 2.5) Core Requirements Hrs 52

Course D

ept

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Freshman Focus IDC. 100 1 Freshman Seminar IDC. 101 3 Expository Writing ENGL 101 3 Reading Literature ENGL 200 3 Fine or Perf. Arts* 3 Communications COMM 103/205 3 Math Elective MATH 107 3 Social Science 3

Chemistry CHEM 130/109-111 3

Biology BIOL 111-116 3 W. World I or II HIST 116/117 3 Philosophy PHIL 160 3 Philosophy PHIL 301 3 Theology THEO 200 3 Theology Elective THEO 3 U.S. Experience IDC. 200 3 Transcultural Exper IDC. 301 3 Senior Seminar IDC. 401 3 Professional Education Hrs 48 Intro School of Ed EDUC 131 1 Computer Applications EDUC 116 3 Foundations of Education EDUC 200 3 School Health, Nutrition EDUC 208 3 Field Based Instruction EDUC 111 1 Field Based Instruction EDUC 132 1 Child Development A EDUC 102 3 Child Development B EDUC 220 3 School Music Methods EDUC 329 3 Psych Of Adolescence EDUC 221 3 Classroom Mgmt EDUC 309 - or- 3 Sec Classroom EDUC 355 Curric. Design & Issues (Sec) EDUC 341 3 Teaching Secondary School EDUC 342 3 Superv. Prof. Semester (P-5; 5-9) EDUC 431/

443 6

Curric. Design & Issues (Elem) EDUC 436 3 Superv. Prof. Semester (5-9; 8-12) EDUC 443/

442 6

Music Ensemble (1sh) Music Ensemble (1sh) Music Ensemble (1sh) Music Ensemble (1sh) *Fine Arts Course must be outside major **Music Major may require additional courses

Testing Requirements MUSIC: Content Knowledge 0113 Music Concepts & Processes 0111

Principles of Learn & Teaching (Choose Level)

(Elem) 0522 (Mid) 0523 (Sec) 0524

_________________________ __________ Evidence from Music Dept. of demonstrated Date Rec’d proficiency in piano.


Specialization – Music** Hrs 48

Course

Dep

t

Cou

rse

#

Sem

Hrs

Sem

Tak

en

Music Theory I MUSC 101 3 Music Theory II MUSC 102 3 Music Theory III MUSC 201 3 Music Theory IV MUSC 202 3 Music History MUSC 211 3 Music History MUSC 231 3 Music History MUSC 311 3 Recital MUSC 410 1 Orchestra MUSC 341/431 - or - 6 Choral Music MUSC 403/433 Applied Major I (2sh) V (2sh) II (2sh) VI (2sh) III (2sh) VII (2sh) IV (2sh) VIII (2sh)



Graduate Education Master of Arts in Teaching Certification

Master of Arts in Teaching (MAT) Program The MAT degree is open to applicants who hold a baccalaureate degree from an accredited institution and seek initial teaching credentials. The MAT is an accelerated, outcome-based, cohort program. Classes meet one evening a week and selected Saturdays per semester with the exception of the final professional (supervised teaching) semester. MAT Program of Studies- Elementary School Education, Grades P-5 NOTE: Early Elementary, Grades P-5, requires a minimum 36 hours of a liberal studies emphasis to be completed prior to the Professional Semester. A student may elect to add certification in Learning and Behavior Disorders. This will require additional course work. Curriculum contracts for the LBD certification can be found within this section. MAT Program of Studies- Middle School Education, Grades 5-9 NOTE: Middle School, Grades 5-9, requires 24 hours of specialization in two of the following areas: English/Communications, Mathematics, Science, Social and Behavioral Studies, or Special Education. All necessary coursework in the specialization areas must be completed prior to the Professional Semester. A student may elect to add certification in Learning and Behavior Disorders. This will require additional course work. Curriculum contracts for the LBD certification can be found within this section. MAT Program of Studies- Secondary School Education, Grades 8-12 NOTE: Secondary School Education, Grades 8-12, requires thirty-six (36) hours of specialization in one of the following areas: Biology, Chemistry, English, Mathematics or Social Studies. All necessary coursework in the specialization area must be completed prior to the Professional Semester. A student may elect to add certification in Learning and Behavior Disorders. This will require additional course work. Curriculum contracts for the LBD certification can be found within this section.


Praxis Planning Guide Graduate Education Initial Certification

Elementary


Elementary Education: Content Knowledge 0014 Pass during Mod I

Principles of Learning and Teaching PLT: Grades K-6 0522 Pass for certification

Middle


Social Studies (0089) 0089

One content area passed during Mod I All others passed for certification

Science (0439) 0439

Math (0069) 0069

English (0049) 0049


Secondary


Social Studies 0081 & 0083

One content area passed during Mod I All others passed for certification

Chemistry 0245

Biology 0235

Math 0061 & 0063

English 0041 & 0042


Exceptional Children Certificate - Learning and Behavior Disorders P-12


Special Education: Application of Core Principles Across Categories of Disability 0353 Pass for certification

Education of Exceptional Students: Mild to Moderate Disabilities 0542 Pass for certification


Benchmarks, Forms and Assessments Planning Guide

Graduate Education Initial Certification

Transition Point 1 – Admission to Teacher Education


Philosophy Paper Mod I 1 & 7

Classroom Management Paper Mod I 1, 3 & 7

Professional Growth Plan Mod I with advisor 1

Kentucky Teacher Standards Self Assessment Mod I 7

Teaching Dispositions Self Assessment Mod I 7

Teaching Dispositions Institutional Assessment Completed by Mod I instructor

Field Evaluation Form Each course with a field placement 7

Transition Point 2 – Admission to Professional Semester


Standards Based Unit of Study (theoretical) Mod IV Elem & M/S 1 – 9

Technology - Web Page Design for Content Enhancement Mod III Elem & M/S 6

Professional Growth Plan Mod IV with advisor 9

Kentucky Teacher Standards Self Assessment Mod IV 7 & 9

Teaching Dispositions Self Assessment Mod IV 7

Teaching Dispositions Institutional Assessment Completed by Mod IV instructor


Transition Point 3 – Exit from Program

Benchmark Projects / Assessments Course (Mod V) Connections to Teacher Standards

Collaboration/Leadership Paper Professional Semester 8 & 10

Observed Lessons Professional Semester I – 9

Standards Based Unit of Study Professional Semester I – 9

Professional Growth Plan Mod V with University Supervisor and Cooperating Teacher 9

Kentucky Teacher Standards Self Assessment Mod V 7 & 9

Teaching Dispositions Self Assessment Mod V 7

Teaching Dispositions Institutional Assessment Completed by University Supervisor and Cooperating Teacher



MAT Accelerated Program

“Educator as Reflective Learner”

Student name: Advising Date: _____Major declared (Elementary, Middle, or Secondary) _____Curriculum Contract(s) signed _____Clinical and field experience requirements reviewed (35 per Mod I, II, IV; credit 20 hours TOR, 10 hours Assistant, Sub) _____LBD Curriculum Contract signed (if necessary) _____ Academic Emphasis Check List (plan for UNDG coursework) _____ Praxis plan discussed Semester Grade Transition Point Praxis Module I _______ _____ 1_____ __________ Module II _______ _____ __________ Module III _______ _____ __________ Module IV _______ _____ 2____ __________ Professional Semester Information: Module V _______ _____ 3_____ __________ _____105 field hours logged & verified _____All undergraduate courses complete _____No incomplete grades _____ Waivers Needed? Notes:


Bellarmine University Curriculum Contract

Elementary School MAT P-5

This Program of Studies leads to Rank II Certification in Elementary School, P-5.

Candidate: _____________________________________________ ID # _________________________ Course

Title Hrs Term

Comp.

Grade

Module I 7 Cr.

EDUC 533 Foundations of Elementary Education (3) EDUC 618 Advanced Child Development (3) EDUC 612 Advanced Field Placement/Observation (1) Admitted to Teacher Education Program (TP 1) Module II 8 Cr.

EDUC 535 The Teaching of Reading (3) EDUC 534 Literature for Children & Youth (3) EDUC 556 Curriculum Design Methods (2) Module III 6 Cr. EDUC 616 Computer Applications in Education (3) EDUC 600 Research Methodology (3) Module IV 6 Cr. EDUC 666 Teaching Mathematics (3) EDUC 642 Teaching Science (3) Admitted to Professional Semester (TP 2) Module V 9 Cr. EDUC 518/519

Supervised Professional Semester - Elementary (9)

Recommended for Initial Certification (TP 3)

TOTAL HOURS 36 Credits *Candidate must maintain at least a 3.00 GPA throughout his/her Program of Studies. Required Praxis Exams

Elem. Education: Content Knowledge (0014)

Principles of Learning & Teaching (0522)

_________________________________ ____________Candidate’s Signature Date

_____________________________ __________Graduate Advisor’s Signature Date


Bellarmine University Curriculum Contract Middle School MAT Grades 5-9

This Program of Studies leads to Rank II Certification in Middle School.

Candidate: _____________________________________________ ID # _________________________ Course

Title Hrs Term

Comp.

Grade

Module I 9 Cr.

EDUC 509 Classroom Management Strategies (2) EDUC 546 Middle Grades Curriculum (3) EDUC 502 Foundations of Middle/Secondary Education (3) EDUC 612 Advanced Field Placement/Observation (1) Admitted to Teacher Education Program (TP 1) Module II 6 Cr.

EDUC 547 Parallel Culture Education (3) EDUC 610 Parents, School & Community (3) Module III 9 Cr. EDUC 616 Computer Applications in Education (3) EDUC 521/618

Adolescent Psychology (3)

EDUC 600 Research Methodology (3) Module IV 9 Cr. EDUC 545 Reading in the Content (3) EDUC 536/666

Teaching Math (3)

EDUC 538 Teaching Social Studies and/or (3) EDUC 539 Teaching Language Arts and/or (3) EDUC 537/642

Teaching Science (3)

Admitted to Professional Semester (TP 2) Module V 6 Cr. EDUC 543/544

Professional Semester - Middle (6)

Recommended for Initial Certification (TP 3) TOTAL HOURS 39 Credits *Candidate must maintain at least a 3.00 GPA throughout his/her Program of Studies. Required Praxis Exams

Social Studies (0089) Science (0439)Math (0069) English (0049)


____________________________ ___________Candidate’s Signature Date

_____________________________ _________Graduate Advisor’s Signature Date


Bellarmine University Curriculum Contract

Secondary MAT Grades 8-12

This Program of Studies leads to Rank II Certification Secondary

Candidate: _____________________________________________

ID # _________________________

Course

Title

Hrs

Term Comp.

Grade

Module I

9 Cr.

EDUC 509 Classroom Management Strategies (2) EDUC 566 Curriculum Design/Method in Secondary Schools (3) EDUC 502 Parallel Culture Education (3) EDUC 612 Advanced Field Placement/Observation (1) Admitted to Teacher Education Program (TP I) Module II

6 Cr.

EDUC 547 Parallel Culture Education (3) EDUC 610 Parents, School & Community (3) Module III 9 Cr. EDUC 616 Computer Applications in Education (3) EDUC 521/618

Adolescent Psychology (3)

EDUC 600 Research Methodology (3) Module IV 6 Cr. EDUC 545 Reading in the Content (3) EDUC 548 Teaching Secondary Math II (3) EDUC 557 Teaching Social Studies (3) EDUC 558 Teaching English (3) EDUC 549 Teaching Secondary Science (3) Admitted to Professional Semester (TP II) Module V 6 Cr. EDUC 541 Professional Semester - Secondary (6) Recommended for Initial Certification (TP III)

TOTAL HOURS 36 Credits *Candidate must maintain at least a 3.00 GPA throughout his/her Program of Studies Required Praxis Exams

Math (0061 & 0063) Biology (0235) English (0041 & 0042) Chemistry (0245) Social Studies (0081 & 0083)


_________________________________ ______________ Candidate’s Signature Date

_____________________________ __________ Graduate Advisor’s Signature Date


Curriculum Contract – Learning and Behavior Disorders (LBD)

for Dual/Endorsement Certification Program P-12

1. The candidate must meet the academic admission criteria for the Master of Arts in Education or Master of Arts in Teaching program at Bellarmine University.

2. The candidate must hold a valid Kentucky Certification for Grades 5-9 or 8-12, or be concurrently enrolled in the MAT Middle/Secondary program.

3. This certification program can be part of a planned Rank I Program.

Middle and Secondary Candidates Course Requirements

Credit Hours

Undergraduate or Graduate Course Taken/Equivalent

Graduate Courses to Be Taken

One of the following: - Ed. 102 - Introduction to Special Ed - Ed. 610 - Parents, School and Community - Ed. 641 - Current Issues in Special Education

3

- Ed. 214/514 - Nature & Needs of Students with LBD

3

- Ed. 309/509 – Classroom Management Strategies

3

- Ed. 315/515 – Speech & Language Development

3

-Ed. 212/620 - Mainstreaming, Teaming, & Collaborating

3

- Ed. 312/512 – Procedures for Students with LBD

3

- Ed. 362/562 – Education Measurements

3

- Ed. 612 – I Advanced Field I

3

- Ed. 612 - II Advanced Field II

3

- Ed. 335/535 – Teaching of Reading

3

- Ed. 445/545 – Reading in the Content Areas

3

- Math 101 & 102 or - Ed. 523 – Foundations of Mathematics

4

Total Hours Required: 37 Praxis Exams Required: 0353 and 0542 Note: Candidates who have certification in one or more categories of Special Education from another state will be required to take coursework in Ed. 512 and 514, depending upon previous coursework and classroom experience with children and youth in the four categories included in the LBD P-12 certification: Learning Disabilities, Mild Mental Disability, Emotional and Behavior Disorders, and Other Health Impaired.

______________________ _______ _______________________ ________ Candidate Signature Date Advisor Signature Date


Curriculum Contract – Learning and Behavior Disorders (LBD)

for Dual/Endorsement Certification Program P-12

1. The candidate must meet the academic admission criteria for the Master of Arts in Education or Master of Arts in Teaching program at Bellarmine University.

2. The candidate must hold a valid Kentucky Certification for Grades P-5 or be concurrently enrolled in the MAT Elementary Program.

3. This certification program can be part of a planned Rank I Program. Elementary Candidates Course Requirements

Credit Hours

Undergraduate or Graduate Course Taken/Equivalent

Graduate Courses to Be

Taken One of the following: - Ed. 102 - Introduction to Special Ed - Ed. 610 - Parents, School and Community - Ed. 641 - Current Issues in Special Education

3

- Ed. 214/514 - Nature & Needs of Students with LBD

3

- Ed. 309/509 – Classroom Management Strategies

3

- Ed. 315/515 – Speech & Language Development

3

- Ed. 382/582 – Early Education of the Exceptional Child

3

- Ed. 312/512 – Procedures for Students with LBD

3

- Ed. 362/562 – Education Measurements

3

- Ed. 612 – I Advanced Field I

3

- Ed. 612 - II Advanced Field II

3

Total Hours Required: 27 Praxis Exams Required: 0353 and 0542

Note: Candidates who have certification in one or more categories of Special Education from another state will be required to take coursework in Ed. 512 and 514, depending upon previous coursework and classroom experience with children and youth in the four categories included in the LBD P-12 certification: Learning Disabilities, Mild Mental Disability, Emotional and Behavior Disorders, and Other Health Impaired.

_________________________ _______ ________________________ ________ Candidate Signature Date Advisor Signature Date


Graduate Education Master of Arts in Education

This is an advanced degree program for those students holding an initial teacher certification. The following emphasis areas are available:

Elementary Education (Grades P-5) and Middle School Education (Grades 5-9): Curriculum and Instruction

Learning and Behavior Disorders (Grades P-12)

Reading and Writing (Grades P-12)

Waldorf Inspired Curriculum


Benchmark, Forms and Assessments Planning Guide Graduate Education Advanced - MA

Transition Point 1

Documents Course Connections to Teacher Standards

Dispositions 1st 3-6 credit hours 7

PGP 9

Discussion and approval to continue by grad committee

Transition Point 2

Benchmark Projects Course Connections to Teacher Standards

Research Proposal 600 (fall) 7- 10

SBUS 636 (fall) 1- 6

Diagnostic Reading Case Study 663 (spring) 1 & 3

Analyzing Developmental Characteristics Case Study 618 (spring) 1 & 3

Collaboration/Leadership Plan 610 (summer) 8 & 10

Web Page 648 (summer) 6

Dispositions 7

PGP 8


Transition Point 3

Culminating Assignment Course/Track Connections to Teacher Standards

Culminating Project 628 Reading 1, 7, 8 & 10

Culminating Project 697, 698 and / or 699 Waldorf (summer) 1, 7, 8 & 10

Culminating Project 697, 698 and / or 699 MAED (fall, spring, summer) 1, 7, 8 & 10

Culminating Project 697, 698 and / or 699 LBD (fall, spring, summer) 1, 7, 8 & 10

Dispositions 7

PGP 9

Exit from program


Graduate Education Advanced – Rank 1

Students have two options: (1) to pursue a program in an area of certification they do not hold or (2) to plan an individualized continuing education program with a faculty advisor. Graduate Studies - Available Areas Elementary School Education, Grades P-5 Middle School Education, Grades 5-9 Learning and Behavior Disorders, Grades P-12 Reading and Writing Endorsement, P-12 Waldorf Inspired Curriculum Other areas to be arranged


Bellarmine University Annsley Frazier Thornton School of Education

Rank I Programs

School of Education Rank I Program Curriculum Contract Candidate’s Name Address Telephone Number Candidate’s Bellarmine ID Number Program Preparation Date

Purpose of the Rank I Program (check the appropriate one): _____ 1. To improve professional competencies in relationship to the KentuckyTeacher Standards

(Advanced Level); _____ 2. To extend the scope of professional competencies by completing an additional certification; _____ 3. Other (specify): ___________________________________________________________ Courses/Experiences to be completed Semester Hours Completed _______________________________

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Total Required Hours: 60 hours post BA including Master’s

**15 hours must be completed at Bellarmine University _____________________________________________________________________________________ Candidate’s Signature Date Advisor’s Signature Date


Benchmarks, Forms and Assessments Planning Guide Graduate Education Advanced – Rank 1

Transition Point 1

Documents Course Connection to Teacher Standards

Dispositions 1st 3-6 credit hours 7

PGP 9


Transition Point 2

Benchmark Projects Course Connection to Teacher Standards

Transcript for completion of 15 credit hours

Dispositions 7

PGP 9


Transition Point 3

Culminating Assignment Course/Track Connection to Teacher Standards

Comps/Practicum 628 Reading 1, 7, 8 & 10

Culminating Project 697, 698, and / or 699 Waldorf (summer) 1, 7, 8 & 10

Culminating Project 697, 698, and / or 699 non-certification program (fall, spring, summer)

1, 7, 8 & 10

Culminating Project / Praxis 697, 698, and / or 699 LBD (fall, spring, summer) 1, 7, 8 & 10

Dispositions 7

PGP 9

Exit from program


Appendix

Creating a Benchmark project in LiveText………………………………………………………………….... 43 Philosophy of Education Benchmark Description and Rubric…………………………………………….… 44 Classroom Management Benchmark Description and Rubric…………………………………………….… 47 Initial Certification Professional Growth Plan Benchmark Description and Rubric……………………..… 50 Standards Based Unit of Study Benchmark Description, Template and Rubric………………………...… 52 Bellarmine Lesson Plan Template……………………………………………………………………………… 56 Web Page Design for Content Enhancement Benchmark Description and Rubric……………………..… 58 Collaboration/Leadership Project Benchmark Description and Rubric……………………………………… 61 Teaching Dispositions Assessment ………………………………..……………………………………..…… 65 Candidate Dispositions Intervention Document ………………………………………………………….…… 69 Field Based Evaluation Form I; Freshman, Sophomore (UNDG), Module I (MAT)………………..............70 Field Based Evaluation Form II; Junior, Senior (UNDG), Module II & IV (MAT)…………………………... 72 Pre-Professional Semester Teaching Observation Form……………………………………………………. 74 LiveText Candidate Field Evaluation and Record of Hours Form ………………………………………..… 76 Form Completion in LiveText …………………………………………………………………………………… 78 Professional Growth Plan (MA/Rank I)………………………………………………………………………… 80 Diagnostic Reading Case Study Benchmark Description and Rubric (MA)………………………………… 84 Analyzing Developmental Characteristics Case Study Benchmark Description and Rubric (MA)…….… 87 Research Proposal Benchmark Description and Rubric (MA)……………………………………………….. 90 Culminating Project Benchmark Description and Rubric – Theoretical Paper (MA)…………………….… 93 Culminating Project Benchmark Description and Rubric – Action Research (MA)………………………… 96 Culminating Project Benchmark Description and Rubric – Clinical Practicum in Literacy (MA)………..… 99 Log of Hours……………………………………………………………………………………………………… 103 Survey of the Professional Semester ………………………………………………………………………...…104


Creating a Benchmark project in LiveText

The process to create and submit a Benchmark is accessible 24 hours a day within your LiveText account. Select the appropriate blue button at your Dashboard to review the creation and submission processes.

Benchmark creation in LiveText begins within the LiveText course for which the Benchmark is to be completed. The Benchmark project template is found within the course that you will submit the Benchmark. Each Benchmark template contains a descriptions page, a general description of the assignment and detailed directions. Please review the description and directions to ensure that you comprehend the expectations of the assignment. Clarify any misunderstandings with your course instructor.

After you create your Benchmark and for each time you need to access your Benchmark in LiveText you will need to access your work from the Active Documents tab at your Dashboard.DO NOT access your work within the courses tab ever again or you will create a new document.

To submit your Benchmark click the red colored ‘Submit Assignment’ tab.


Philosophy of Education Paper The philosophy of education paper has three components at Transition Point 1 and should be approximately 7-10 pages. All teacher candidates for initial certification in the Annsley Frazier Thornton School of Education are required to write a philosophy of education paper, which is scored “proficient” on the assessment rubric. This paper must be submitted and assessed through LiveText so that student performance data can be reviewed to track individual candidate progress and for use in program improvement.

1. Describe your specific education philosophical orientation. The description should include major themes in the philosophy, important contributors to the philosophy, and expectations for teachers and students who operate within this philosophical orientation. For example, what are the major themes in the progressivist philosophy? Who are important contributors to progressivism? Why? What role are progressivist teachers expected to take? What role are students in a progressive classroom expected to take?

2. Select three of the four kinds of experiences that typically create a candidate’s initial perspective on teaching.

Your experience as a student in school Your personal beliefs Your experience working in schools Views of teaching you have encountered in the media

Use these experiences to describe your beliefs about teaching and learning. For example, if you believe that teachers should provide tutoring assistance to students after school, what are the experiences you’ve had that shaped this belief? Did you have a personal experience with a teacher who tutored after school (autobiography)? Did you see a movie with an inspiring teacher who tutored students after school (media)?

After you have described your beliefs about teaching and learning and connected your experiences to these beliefs, explain how the philosophical orientation you described in the first component of the paper aligns with your beliefs about teaching and learning.

3. Select three of the four kinds of experience that typically create a candidate’s initial perspective on students.

Your experience as a student in school Your personal beliefs Your experience working with students in the age group you hope to teach Views of students you have encountered in the media

Use these experiences to describe your beliefs about students. For example, if you believe that students lack motivation for learning, what are the experiences you’ve had that shaped this belief? Did you have a field experience with students you could not motivate (work)? Did you read an article about increasing numbers of students who are not motivated to learn (media)?

After you have described your beliefs about students and connected your experiences to these beliefs, explain how the philosophical orientation you described in the first component of the paper aligns with your beliefs about students.


Note: Students should use APA guidelines for text citations and references. Reflection For the Philosophy of Education Paper, a four page (max) reflective essay, which adequately addresses the following, is required:

Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Initial Level, 1,3 & 7. Candidates should address areas of strength and for growth for each Kentucky’s Teacher Standards: Initial Level specified.

The following two forms of Valli’s reflections are used to elaborate on decisions related to the assignment: Deliberative Reflection and Personalistic Reflection.

Final Rating Final percent scores can be found by multiplying the points awarded for each indicator (Distinguished 4, Proficient 3, Apprentice 2, Novice 1), by the weight given that indicator (denoted by the number in parenthesis within each element). Sum the products and divide by the number of elements given for that standard. 0 to 37% Novice 38 to 62% Apprentice 63 to 87% Proficient 88 to 100% Distinguished

PHILOSOPHY OF EDUCATION PAPER RUBRIC

ANALYTIC SCORING OF PHILOSOPHY OF EDUCATION PAPER Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

a. Research of Philosophical Orientation KTS 1 & 3

The description of the philosophical orientation is outstanding and includes a detailed analysis of themes, important figures, and teacher/student roles.

The philosophical orientation is well stated. Analysis of the philosophy includes themes, important figures and teacher/student roles.

A description of the philosophical orientation is evident, but analysis of the philosophy lacks detailed themes, important figures, and/or teacher/student roles.

Description of philosophical orientation is vague. Analysis of the philosophy lacks detailed themes, important figures, and/or teacher/student roles.

b Beliefs About Teaching and Learning KTS 1, 3 & 7

Beliefs about teaching and learning are clearly stated and are distinctly linked to experiences and philosophical orientation. Beliefs are grounded in dispositional qualities as outlined in the unit’s disposition assessment.

Beliefs about teaching and learning are clearly stated. A connection to experiences and philosophical orientation(s) is evident. Some beliefs are grounded in dispositional qualities as outlined in the unit’s disposition assessment.

Some clearly stated beliefs about teaching and learning are evident while others remain vague and unsupported by experiences and/or philosophy. Few beliefs are grounded in dispositional qualities as outlined in the unit’s disposition assessment.

Beliefs about teaching are vague and ambiguous. It is difficult to discern those beliefs and their connection to experiences and philosophy. Beliefs are not grounded in dispositional qualities as outlined in the unit’s disposition.

c. Beliefs About Children / Adolescents KTS 1, 3 & 7

Beliefs about children/ adolescents are clearly stated and distinctly linked to experiences and philosophical orientation. Beliefs are grounded in dispositional qualities as outlined in the unit’s disposition assessment.

Beliefs about children/ adolescents are clearly stated. A connection to experiences and philosophy is evident. Some beliefs are grounded in dispositional qualities as outlined in the unit’s disposition assessment.

Some clearly stated beliefs about children/ adolescents are evident while others remain vague and unsupported by experiences and/or philosophy. Few beliefs are grounded in dispositional qualities as outlined in the unit’s disposition assessment.

Beliefs about children/adolescents are vague and ambiguous. It is difficult to discern those beliefs and their connection to your experiences and philosophy. Beliefs are not grounded in dispositional qualities as outlined in the unit’s disposition assessment.


d. Organization and Style

The paper has excellent organization and a readable style that enhances comprehension.

The organization and style of the paper assists comprehension.

Some organization and style problems are evident throughout the paper, impeding comprehension.

Organization and style problems are evident throughout the paper, making it difficult to read and comprehend

e. Mechanics

No mechanical, APA style, and/or grammatical errors are evident.

Minor mechanical, APA style, and/or grammatical errors are evident.

Some mechanical, APA style, and/or grammatical errors are evident.

Numerous mechanical, APA style, and/or grammatical errors are evident.

Reflection and Connection to Standards KTS 1 & 7

Reflection specifically connects assignment to performance criteria of standards; areas of strength and for growth within the standards are explicit; extensive use of the following two forms of Valli’s reflection forms; Deliberative Reflection and Personalistic Reflection is evident to elaborate on decisions related to the assignment.

Reflection connects assignment to performance criteria of standards; areas of strength and for growth within the standards are clear; adequate use of the following two forms of Valli’s reflection forms; Deliberative Reflection and Personalistic Reflection is evident to elaborate on decisions related to the assignment.

Reflection is minimally connected to performance criteria of standards; areas of strength and for growth with in the standards are minimal; little use of the following two forms of Valli’s reflection forms; Deliberative Reflection and Personalistic Reflection is evident to elaborate on decisions related to the assignment.

Reflection does not adequately or accurately connect performance criteria to standards; areas of strength and for growth within the standards are vague and/or ambiguous; minimal use of the following two forms of Valli’s reflection forms; Deliberative Reflection and Personalistic Reflection is evident to elaborate on decisions related to the assignment.

PHILOSOPHY OF EDUCATION PAPER

Holistic Score

Distinguished

88 to 100% Distinguished

Proficient 63 to 87% Proficient

Apprentice 38 to 62% Apprentice

Novice 0 to 37% Novice


Classroom Management Paper The classroom management paper has five components and should be approximately 10-15 pages. All teacher candidates for initial certification in the Annsley Frazier Thornton School of Education are required to write a classroom management paper and score at least “proficient” on the assessment rubric. This paper must be submitted and assessed through LiveText so that student performance data can be reviewed to track individual candidate progress and for use in program improvement.

1. Provide an overview of your philosophy of classroom management developed through class readings, field experiences, and other research. Then, connect your philosophy to an accepted model(s) of classroom management. For example, does your philosophy of discipline align with the Behaviorist Model or the Assertive Discipline Model?

2. Create a drawing or diagram of your hypothetical classroom, indicating room arrangement, instructional areas, and where specific

items/areas might be located. Accompany your diagram with a narrative explaining room décor, the physical atmosphere you intend to create, and how you expect your room arrangement to contribute to content-specific instruction and the developmental needs of students. You may use an electronic drawing or a hand drawing, but both should look professional.

3. Describe specific strategies you will use to create a positive learning climate. Address how you will have all students participating in

class, how you will offer enrichment activities for students finishing early, how you will handle cooperative group work and learning centers, how you will provide feedback to your students, and which strategies you will use to encourage appropriate behavior. Be sure to speak to diverse learners who may need accommodations for academic, social, and/or behavioral concerns.

4. Describe the classroom routines, rules, and expectations that you will use in the classroom. These routines, rules, and expectations

should indicate how you will foster student self-control and self-discipline, how you will show sensitivity to individual differences, and how you will help motivate student learning.

5. Collect data on 5 – 8 characteristics that determine the context of a particular school. Characteristics might include free/reduced lunch,

ethnicity, racial diversity, gender, CATS scores, attendance, mobility index, PTA membership, academic programs, graduation rates, or students with IEPs or 504 plans. Based on this school’s demographic information, how will you adjust/refine your management philosophy and/or plan to meet the specific needs of all children in this school?

NOTE: This paper should include APA style text citations and references Reflection For the Classroom Management Paper, a four page (max) reflective essay, which adequately addresses the following, is required:

Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Initial Level, 1, 3, 4 & 7. Candidates should address areas of strength and for growth for each Kentucky’s Teacher Standards: Initial Level specified.

The following three forms of Valli’s reflection are used to elaborate on decisions related to the assignment, In and On Action, Critical Reflection and Deliberative Reflection.



CLASSROOM MANAGEMENT PAPER RUBRIC

ANALYTIC SCORING OF CLASSROOM MANAGEMENT PAPER Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

a. Research of Philosophical Orientation KTS 1 & 3

The description of the classroom management philosophical orientation is outstanding and includes a detailed analysis of themes, important figures, and teacher/student roles.

The philosophical orientation is well stated. Analysis of the classroom management philosophy includes themes, important figures and teacher/student roles.

A description of the philosophical orientation is evident, but analysis of the classroom management philosophy lacks detailed themes, important figures, and/or teacher/student roles.

Description of philosophical orientation is vague. Analysis of the classroom management philosophy lacks detailed themes, important figures, and/or teacher/student roles.

b. Classroom Arrangement KTS 3 & 4

All components of classroom arrangement are included and are distinctly linked to philosophy of classroom management; drawing or diagram is professional, creative and explicit.

Most components of classroom arrangement are included and most are linked to philosophy of classroom management; drawing or diagram is professional and clear.

Some components of classroom arrangement are included and/or some are linked to philosophy of classroom management; drawing or diagram is not professionally developed and/or clear.

Few components of classroom arrangement are included and/or are not linked to philosophy of classroom management and/or links are vague; drawing or diagram is not included and/or looks amateurish.

c. Create a Positive Classroom Environment KTS 3, 4 & 7

Strategies to create a positive learning environment are addressed in depth and provide an outstanding overview of the learning environment.

A description of strategies to create a positive learning environment is clearly stated. All parts of the description are clearly and accurately addressed.

Some strategies to create a positive learning environment are clearly stated while others remain vague and ambiguous. Some parts of the description are addressed.

Few strategies to create a positive learning environment are included and/or they are vague or ambiguously stated. Few parts of the description are addressed.

d. Beliefs About routines, Rules & Expectations KTS 3,4 & 7

A description of routines, rules & expectations is clearly stated and is distinctly linked to experiences and management philosophy. The description is grounded in dispositional qualities as outlined in the unit’s disposition assessment.

A description of routines, rules & expectations is clearly written. A connection to experiences and management philosophy is evident. The description is grounded in some dispositional qualities as outlined in the unit’s disposition assessment.

A description of routines, rules & expectations is sometimes evident but is more often vague and unsupported by experiences and/or management philosophy. Only a few parts of the description are grounded in dispositional qualities as outlined in the unit’s disposition assessment.

The description of routines, rules & expectations is vague and ambiguous. It is difficult to discern a connection to experiences and management philosophy. The description is not grounded in dispositional qualities as outlined in unit’s disposition assessment.

e. The Influence of Demographics & Achievement Data on the Classroom Management Philosophy KTS 3 & 7

Analyses of these contextual issues of classroom management are clearly stated and distinctly linked to classroom management philosophy.

Analyses of these contextual issues are clearly stated and connected to the classroom management philosophy.

Some analyses of the influence of these contextual issues of classroom management are evident while some remain vague and unsupported and/or disconnected from the classroom management philosophy.

Analyses of the influence of these contextual issues of classroom management are vague and ambiguous and/or disconnected from the classroom management philosophy.

f. Organization and Style




Organization and style problems are evident throughout the paper, making it difficult to read and comprehend.


g. Mechanics





h. Reflection and Connection to Standards KTS 3, 4 & 7

Reflection specifically connects assignment to performance criteria of standards; areas of strength and for growth within the standards are explicit; extensive use of the following three forms of Valli’s reflection forms; In and On Action, Critical Reflection and Deliberative Reflection, are evident to elaborate on decisions related to the assignment.

Reflection connects assignment to performance criteria of standards; areas of strength and for growth within the standards are clear; adequate use of the following three forms of Valli’s reflection forms; In and On Action, Critical Reflection and Deliberative Reflection, are evident to elaborate on decisions related to the assignment.

Reflection is minimally connected to performance criteria of standards; areas of strength and for growth with in the standards are minimal; little use of the following three forms of Valli’s reflection forms; In and On Action, Critical Reflection and Deliberative Reflection, are evident to elaborate on decisions related to the assignment.

Reflection does not adequately or accurately connect performance criteria to standards; areas of strength and for growth within the standards are vague and/or ambiguous; minimal use of the following three forms of Valli’s reflection forms; In and On Action, Critical Reflection and Deliberative Reflection, are evident to elaborate on decisions related to the assignment.

CLASSROOM MANAGEMENT PAPER

Holistic Score

Distinguished






Professional Growth Plan All teacher candidates for initial certification in the Annsley Frazier Thornton School of Education are required to create and implement a professional growth plan that results in measurable improvement of performance using the Kentucky Teacher Standards. The Professional Growth Plan must be submitted through LiveText so that candidate growth can be reviewed by your advisor at each transition point using Standard 9: Evaluates Teaching & Implements Professional Development. Individual candidate progress is collected for use in program improvement. Transition Point 1 Your exhibit for Transition Point 1 should be a professional growth plan, completed in Microsoft Word.

Initial Self-Assessment o Using the Kentucky Teacher Standards Self-Assessment, assess your performance level on each standard.

Discuss your self-assessment with your advisor. Professional Growth Plan

Using your self-assessment, course grades, other relevant student performance data, and feedback from your faculty; o Identify and document your strengths and areas for professional growth related to the Kentucky Teacher

Standards. o From these, identify two or three priority areas – areas for growth that if addressed would most improve your

ability to facilitate student learning and meet the Kentucky Teacher Standards. o For each priority area for growth, develop a one-year work plan for improving your teaching performance.

Organize your PGP using the following format: o Strengths related to Kentucky Teacher Standards. o Areas for Professional Growth. o A work Plan for each priority area.

Outcomes – what you plan to accomplish. Activities/Timeline Chart. Evidence of achievement - how you will show evidence of your progress.

Transition Point 2 For the second Transition Point, you will review and report on your progress toward professional growth and update your professional growth work plan with any new areas of priority. The report includes:

Documentation of progress on work plans. An update of your self-assessment. An update your work plans.

Transition Point 3 For the final Transition Point, you will prepare a final report that includes:

A final Kentucky Teacher Standards Self-Assessment. Documentation of progress on work plans A statement of future professional growth priority areas.

The Transition Point 3 final report should not exceed 5 pages, including documentation from Cycles 1 and 2. Final Rating The Professional Growth Plan is not formally evaluated.


Professional Growth Plan – Planning Worksheet Design and implement a professional growth plan that results in measurable improvement of your performance using the Kentucky Teacher Standards. “Submit for Review” this project with your university supervisor and cooperating teacher, who will review and evaluate your performance on this task using Standard 9: Evaluates Teaching & Implements Professional Development. Professional Growth Plan

Planning Worksheet

Complete the Kentucky Teacher Standards Self-Assessment, completed via ‘forms’ in LiveText Use your reflections, student performance data, feedback from your faculty, and work with your University Supervisor and/or Cooperating Teacher to:

o Identify and document your strengths and areas for professional growth related to the Kentucky Teacher Standards, and

o Develop a work plan for improving your teaching performance by the end of the Candidateship year.

Your PGP should be a MS word document organized using the following format: o Strengths related to Kentucky Teacher Standards. o Areas for Professional Growth (mark priority areas with an asterisk). o Work Plan for Priority Areas for Growth (one plan for each area). o Outcomes – what you plan to accomplish.

Identify areas of strength related to the Kentucky Teacher Standards:

Identify areas for growth:

Choose two priority areas for growth:

Work Plan: What will you do to work on these areas for growth?

What do you hope to accomplish?

How will you monitor your progress?

Periodically describe the progress made. Provide documentation and evidence of achievement.


Standards Based Unit of Study Template (provided via LiveText)

As a complement to your course instruction, each section contains a description of how that element is designed. These descriptions should be deleted prior to ‘attaching’ your completed SBUS to the LiveText template and 'submit for review' to your instructor. If you choose, additional 'sections' and/or graphic organizers can be added to each page to help improve the overall organizational structure of your SBUS. Added information and support can be obtained from the KDE website, specifically the document, "How to Develop a Standards-Based Unit of Study"

Unit Planning Template

Teacher(s) ______________________________________________________________________________________ Subject(s)/Course(s):_______________________________Grade/Level_________________________ UnitTopic/Focus:____________________________________________________________________________________ Integration with other content areas (if applicable)________________________________________________________ Estimated time for implementation:_____________________________________________________________________ Standards Visit the KDE Website for quick access to the Academic Expectations, Program of Studies, and Core Content for Assessment 4.1. The Combined Curriculum Document makes it easier to copy and paste the standards you are addressing into your standards-based unit of study and lessons plans. (See Combined Curriculum Documents and others):

Program of Studies: Understandings Program of Studies: Skills and Concepts Related Core Content

Interdisciplinary, Meaningful and Authentic Connections (e.g., how do the national, state, and local standards manifest within this unit and in the child’s life, what’s the “Big Idea,” why do students need to know this material):

Context (Unit Organizer): A narrative that


Focuses on realistic issues or problems Connects learning to prior knowledge, experiences, skills, beliefs, and customs Describes how goals and objectives of unit will engage students

Essential Questions (1 Essential Question supported by 3-5 Guided Questions that guides lesson planning/focus and demonstrate):

Selected national, state, and local standards Connection of learning with living Thinking, Inquiry, Application of Learning Engaging, Student-Centered Instruction Detailed Description and examples of essential questions at: KDE Website

Culminating Activity/Assessment, A product or performance that:

Assessments are clear articulate Authentic Designed to inform next set of objectives Allows learner to demonstrate knowledge of targeted content standards through a variety of formats. Offers choice to meet learners’ differentiated needs. Directs the development of instructional strategies and activities. Includes scoring guide/rubric to inform learners of expectations. Includes both formative and summative measures and examples (Added support from:

http://fcit.usf.edu/assessment/basic/basica.html) Resources / Technology: Resources to be used that support teaching and learning within the unit of study.

Resources should include multiple means to access curriculum (i.e. audio, visual, multimedia and technology). Outline of Daily Plans

Arranged sequentially Connections to text(s) Activities (with objectives, connect to learning goals, cognitively complex activities, special needs

accommodations Including gifted accommodations) Assessments included Include copies (or LiveText Links) to any detailed lesson plans

Reflections and Connections to Kentucky's Teacher Standards: For the Standards Based Unit of Study (SBUS), a four page (max) reflective essay that adequately addresses the following is required:

Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Initial Level, 1,2,3,4,5,6,7 & 9. Candidates should address areas of strength and for growth for each Kentucky’s Teacher Standards: Initial Level specified.

Valli’s Technical Reflection is used to elaborate on decisions related to the assignment.


STANDARDS BASED UNIT OF STUDY RUBRIC

ANALYTIC SCORING OF THE STANDARDS BASED UNIT OF STUDY Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

a. Standards KTS 1,2,4,5 & 6

Includes national, state, and local standards as they relate to the overall unit goals and makes interdisciplinary connections where appropriate.

Includes national, state and local standards as they relate to the overall unit goals.

Includes some standards that may or may not be related to overall unit goals.

Standards are not included or are not related to overall unit goals.

b. Connections KTS 1,2,4,5 & 6

Includes rich detail of how national, state, and local standards manifest in this unit.

States how national, state, and local standards manifest in this unit

Unclear as to how national, state and local standards manifest in this unit.

Connections to how national, state, and local standards manifest in this unit are not made.

c. Context (Unit Organizer) KTS 2,3, 4 & 5

Narrative describes each element in rich detail and provides a vivid depiction of unit goals and outcomes.

Narrative describes each element and provides direction for unit goals and outcomes.

Narrative is missing a description of one element and/or provides minimal detail of elements and unit goals and outcomes.

Narrative is missing multiple elements and/or provides little to no detail and an unclear explanation of unit goals and outcomes.

d. Essential Questions KTS 1,2,3,4 & 5

Essential questions and supporting questions are clear and richly detailed to guide the unit of study.

Questions guide the unit of study. Questions lack clarity.

Questions are not clear nor do they guide the unit of study.

e. Assessments KTS 2, 5 & 7

Assessments are clear articulate, authentic, designed to inform next set of objectives, assess cognitively complex activities.

Assessments are designed to meet objectives.

Assessments lack one or more objectives.

Assessments do not assess objectives.

f. Resources / Technology KTS 2 & 6

Technology resources include hands-on opportunities for students. Materials/resources are thorough and designed to enhance instruction.

Technology resources are included/ identified and materials/resources are listed.

Technology resources are limited as are other materials/resources.

Few or no resources are identified.

g. Outline of Daily Plans KTS 1,2,3,4,5 & 6

Daily outlines are clear and detailed, activities within the Outline of Daily Plans represent cognitively complex tasks and guide in planning overall unit.

Daily outlines represent cognitively complex tasks.

Daily outlines include are incomplete.

Daily outlines are unclear and incomplete.


Reflection and Connection to Standards KTS 1,3,4,5, 6 & 7

Reflection specifically connects assignment to performance criteria of standards; areas of strength and for growth within the standards are explicit; extensive use of Valli’s Technical Reflection is evident to elaborate on decisions related to the assignment.

Reflection connects assignment to performance criteria of standards; areas of strength and for growth within the standards are clear; adequate use of Valli’s Technical Reflection is evident to elaborate on decisions related to the assignment.

Reflection is minimally connected to performance criteria of standards; areas of strength and for growth within the standards are minimal; little use of Valli’s Technical Reflection is evident to elaborate on decisions related to the assignment.

Reflection does not adequately or accurately connect performance criteria to standards; areas of strength and for growth within the standards are vague and/or ambiguous; minimal use of Valli’s Technical Reflection is evident to elaborate on decisions related to the assignment.

STANDARDS BASED UNIT OF STUDY Holistic Score

Final percent scores can be found by multiplying the points awarded for each indicator (Distinguished 4, Proficient 3, Apprentice 2, Novice 1), by the weight given that indicator (denoted by the number in parenthesis within each element). Sum the products and divide by the number of elements given for that standard.

Distinguished






Bellarmine Lesson Plan Template Context

Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic Describe the students' prior knowledge or the focus of the previous lesson Describe generally any critical student characteristics or attributes that will affect student learning Describe how content connects to life experiences of students

Learning Objective(s)

State what the students will be able to do as a result of this lesson. Objectives must be student-centered and observable/measurable.

Connections

Connect your unit goals to the appropriate Program of Studies and/or Academic Expectations. Connect your learning objectives to the Kentucky Core Content for Assessment. Use no more than two or three connections, and if not obvious, explain how the objectives are related to the Core Content.

Standards Visit the KDE Website for quick access to the Academic Expectations, Program of Studies (Revised April 2006), and

Core Content for Assessment (Version 4.1). The documents on the KDE web site makes it easier to copy and paste the standards you are addressing into your standards-based unit of study and lessons plans. The Combined Curriculum Documents will be useful to candidates as they seek to align their curriculum with both the Program of Studies and the Core Content. They can be downloaded from the Kentucky Department of Education website at: http://tinyurl.com/55dnb

Program of Studies: Understandings Program of Studies: Skills and Concepts Related Core Content

Resources, Media and Technology

List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students.

Name: Date:

Age/Grade Level: Number of Students:

Number of Students with IEP / 504 plan: Number of Gifted Students:

Number of English Language Learners: Subject:

Major Content: Lesson Length:

Unit Title: Lesson Number and Title:


If appropriate, list technology resources for the lesson including hardware, software, and Internet URL's and be sure to cite the sources used to develop this lesson. (Provide any additional documentation of additional technologies used but not represented by this lesson; see Teacher Standard 6)

Procedures

Describe the strategies and activities you will use to involve students and accomplish your objectives, including how you will trigger prior knowledge and adapt strategies to meet individual student needs and the diversity in your classroom.

Describe the sequential activities you will use to involve students and accomplish your objectives—be sure to include approximate time-frames

List any special accommodations used for ESL learners, inclusion and various learning skills including academically talented (gifted) students.

Assessment Plan In tabular format, organize how objectives will be assessed. Include copies of assessment instruments and rubrics (if

applicable).

Objective / Assessment Organizer

Objective Number Type of Assessment Description of Assessment Adaptations and/or Accommodations

Objective 1 Formative Open response (Explain specifics) Extra time for two students with IEP's (Explain specifics) Objective 2

Impact / Reflection

Discuss student progress in relation to student objectives. Discuss success of instruction as it relates to assessment of student progress. It is particularly important to include an analysis of student work in regards to the student objectives with samples of student work analyzed.

Refinement / Lesson Extension

Based on the reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.


Web Page Design for Content Enhancement All teacher candidates for initial certification in the Annsley Frazier Thornton School of Education are required to create a webpage with links to a lesson plan, curriculum page, and assessment they have created. The link to the web page and associated links must be submitted and assessed through LiveText so that student performance data can be reviewed to track individual candidate progress and for use in program improvement. A score of “proficient,” with this benchmark assessment allows the candidate to demonstrate competency in the program and on state standards. The webpage is created to provide a means of communicating with students, their parents, and the school community. The webpage is created using Microsoft Word (or similar Web publishing) software and is NOT an assignment which requires the knowledge of computer programming or html code. The webpage contains links to the lesson plan that the student has created. The content of the curriculum page and assessment should relate to the same content as the lesson. The webpage will be evaluated on the following components:

The webpage opens properly and the links to the lesson plan, curriculum page and assessment all open properly. The website should contain appropriate font, background, e-mail links, and enhancements.

The lesson plan, curriculum page, and assessment are appropriate for the grade designated in the lesson plan demographic information.

The lesson plan contains appropriate standards, goals, objectives, context, resources, procedures, and student assessment.

The curriculum page matches the content and standards of the lesson plan, contains multiple days, and includes hyperlinks to sites which will support the content of the lesson.

The assessment matches the content and standards of the lesson plan. The assessment contains categories that are appropriate for the lesson. There are options regarding the type of assessment used in this assignment.

The website should include additional appropriate links to support the instruction of the class. Reflection: For the Web Page Design, a four page (max) reflective essay, which adequately addresses the following, is required:

Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Initial Level, 1,2,4,5,6 & 7. Candidates should address areas of strength and for growth for each Kentucky’s Teacher Standards: Initial Level specified.

Valli’s Technical form of reflection is used to elaborate on decisions related to the assignment. Final Rating Final percent scores can be found by multiplying the points awarded for each indicator (Distinguished 4, Proficient 3, Apprentice 2, Novice 1), by the weight given that indicator (denoted by the number in parenthesis within each element). Sum the products and divide by the number of elements given for that standard. 0 to 37% Novice 38 to 62% Apprentice 63 to 87% Proficient 88 to 100% Distinguished


WEB PAGE DESIGN FOR CONTENT ENHANCEMENT

ANALYTIC SCORING OF WEB PAGE DESIGN Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

a. Uses technology to design and plan instruction KTS 1,2 & 6

The website demonstrates an outstanding use of technology to plan and design instruction by the following criteria: All links function and open properly. The website contains appropriate elements such as font, background, e-mail links, and enhancements. All elements of the lesson plan, curriculum page, and assessment are appropriate for the grade level. The lesson plan contains all of the following elements: standards, goals, objectives, context, resources, and procedures The curriculum page contains all of the following elements: content and standards match the lesson plan, contains multiple days, includes hyperlinks to sites which will support the content of the lesson.

The website demonstrates an appropriate use of technology to plan and design instruction by the following criteria: Most links function and open properly. The website contains appropriate elements such as font, background, e-mail links, and enhancements. Most elements of the lesson plan, curriculum page, and assessment are appropriate for the grade level The lesson plan contains most of the following elements: standards, goals, objectives, context, resources, and procedures The curriculum page contains most of the following elements: content and standards match the lesson plan, contains multiple days, includes hyperlinks to sites which will support the content of the lesson.

The website demonstrates the occasional use of technology to plan and design instruction by the following criteria: Some links function and open properly. The website contains some inappropriate elements such as font, background, e-mail links, and enhancements. Some elements of the lesson plan, curriculum page, and assessment are appropriate for the grade level. The lesson plan contains some of the following elements: standards, goals, objectives, context, resources, and procedures The curriculum page contains some of the following elements: content and standards match the lesson plan, contains multiple days, includes hyperlinks to sites which will support the content of the lesson.

The website demonstrates an a rare or inconsistent use of technology to plan and design instruction by the following criteria: Few or none of the links function and open properly. The website contains inappropriate elements such as font, background, e-mail links, and enhancements. Few or none of the elements of the lesson plan, curriculum page, and assessment are appropriate for the grade level The lesson plan contains few or none of the following elements: standards, goals, objectives, context, resources, and procedures The curriculum page contains few or none of the following elements: content and standards match the lesson plan, contains multiple days, includes hyperlinks to sites which will support the content of the lesson.

b. Uses technology to implement instruction and facilitate student learning KTS 4 & 6

The website includes six or more working links to support the instruction of the lesson.

The website includes at least five working links to support the instruction of the lesson.

The website includes at least three to four working links to support the instruction of the lesson.

The website includes two or fewer working links to support the instruction of the lesson.

c. Uses technology to assess and communicate student learning KTS 5 & 6

The assessment contains all of the following elements: matches the content and standards of the lesson plan, contains categories that are appropriate for the lesson; includes options regarding the type of assessment used in this assignment.

The assessment contains most of the following elements: matches the content and standards of the lesson plan, contains categories that are appropriate for the lesson; includes options regarding the type of assessment used in this assignment.

The assessment contains some of the following elements: matches the content and standards of the lesson plan, contains categories that are appropriate for the lesson; includes options regarding the type of assessment used in this assignment.

The assessment contains few or none of the following elements: matches the content and standards of the lesson plan, contains categories that are appropriate for the lesson; includes options regarding the type of assessment used in this assignment.


d. Integrates student use of technology into instruction KTS 6

The website contains all of the following elements for student use: extends instruction for gifted and special needs students, engages students in grade level appropriate learning activities, which support the content.

The website contains most of the following elements for student use: extends instruction for gifted and special needs students, engages students in grade level appropriate learning activities, which support the content.

The website contains some of the following elements for student use: extends instruction for gifted and special needs students, engages students in grade level appropriate learning activities, which support the content.

The website contains few or none of the following elements for student use: extends instruction for gifted and special needs students, engages students in grade level appropriate learning activities, which support the content.

e. Reflection and Connection to Standards KTS 6 & 7

Reflection specifically connects assignment to performance criteria of standards; areas of strength and for growth within the standards are explicit; extensive use of Valli’s Technical Reflection is evident to elaborate on decisions related to the assignment.

Reflection connects assignment to performance criteria of standards; areas of strength and for growth within the standards are clear; adequate use of Valli’s Technical Reflection is evident to elaborate on decisions related to the assignment.

Reflection is minimally connected to performance criteria of standards; areas of strength and for growth with in the standards are minimal; little use of Valli’s Technical Reflection is evident to elaborate on decisions related to the assignment.

Reflection does not adequately or accurately connect performance criteria to standards; areas of strength and for growth within the standards are vague and/or ambiguous; minimal use of Valli’s Technical Reflection is evident to elaborate on decisions related to the assignment.

WEB PAGE DESIGN FOR CONTENT ENHANCEMENT

Holistic Score

Distinguished






Collaboration Leadership Project

Each student should prepare a 7+ page, double-spaced, typed, APA-formatted research paper that explores a potential collaborative project and demonstrates leadership potential. This project is intended to (partially) fulfill Teacher Standards 8 (Collaborates with Colleagues, Parents, and Others) and 10 (Demonstrates Professional Leadership within School/Community/Education). Possible topics for exploration include:

Service-Learning Partnership(s) Parent-teacher conferences Parental involvement in schools: Implications for school adjustment and achievement Pedagogical/Instructional Strategies

Each paper should begin by discussing what has prompted you to explore this collaboration (i.e., what learning needs have you identified? What do you hope to accomplish?). The next portion of the paper should synthesize and summarize the research on the topic you chose (e.g., parent-teacher conferences, service-learning, etc.). The next portion of the paper should describe your collaboration with colleagues, parents, and/or others: Who is involved? What will the collaboration look like? What are the intended outcomes? The next section of the paper describes how implementation of this project/partnership/collaboration will demonstrate professional leadership: How will you be a leader for others (parents, teachers, students, school, and/or community)? How might this collaboration improve student learning? How might this collaboration improve the school culture? The final section provides a plan to analyze data gathered from the collaboration and evaluate the outcome of the efforts. NOTE: This paper should include APA style text citations and references Reflection: Each paper should conclude with a benchmark reflection that connects your project/experience to the teacher standards outlined below, discusses your strengths and weaknesses related to these standards, and evaluates your use of Valli’s forms of reflection in the planning/research/implementation (during Transition Point 3) of the collaboration. Again, your reflections for the Collaboration / Leadership Project Benchmark Assignment should address the following:

Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Initial Level, 8 & 10. Candidates should address areas of strength and for growth for each Kentucky’s Teacher Standards: Initial Level specified.

The following three forms of Valli’s reflections are used to elaborate on decisions related to the assignment: In and On Action, Critical Reflection, and Deliberative Reflection are used to elaborate on decisions related to the assignment.

The rubric for scoring this project is located within the CPR (Standards 8 & 10) and is to be completed at the end of the professional semester by the Bellarmine University Supervisor.


STANDARDS 8 & 10: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS & DEMONSTRATES

PROFESSIONAL LEADERSHIP WITHIN SCHOOL/COMMUNITY/EDUCATION The teacher candidate collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that

develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. The teacher candidate also provides professional leadership within the school, community,

and education profession to improve student learning and well-being.

HOLISTIC SCORING OF STANDARDS 8 & 10

Distinguished 4+ 4 4-

Proficient 3+ 3 3-

Apprentice 2+ 2 2-

Novice 1+ 1 1-

ANALYTIC SCORING OF STANDARDS 8 & 10 INDICATORS

Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

Indicator Rating

a. Identifies students/situations whose/when learning could be enhanced by collaboration KTS 8 & 10

Identifies multiple students or situations whose/when learning could be enhanced by collaboration AND provides a well-articulated and richly-detailed rationale

Identifies multiple students or situations whose/when learning could be enhanced by collaboration AND provides an appropriate rationale

Identifies ONE student whose learning could be enhanced by collaboration AND provides an appropriate rationale

Does not identify any students whose learning could be enhanced by collaboration OR identifies students or situation but provides no or an inappropriate rationale

D P A N

b. Collaborative effort builds from a synthesis and summary of the research literature and theory KTS 8 & 10

The synthesis and summary of research is EXTREMELY WELL ARTICULATED AND RICHLY DETAILED. Analysis of the research includes MANY themes, important figures and teacher/student, school/community, or teacher/parent roles.

The synthesis and summary of research is WELL STATED. Analysis of the research includes themes, important figures and teacher/student, school/community, or teacher/parent roles.

The synthesis and summary of research is EVIDENT, but analysis of the research LACKS detailed themes, important figures, and/or teacher/student, school/community, or teacher/parent roles.

Synthesis and summary of research is VAGUE, and analysis of research lacks detailed themes, important figures, and/or teacher/student, school/community, or teacher/parent roles

D P A N

c. Designs and implements a plan to enhance student learning that includes all parties in the collaborative/leader-ship effort

The collaboration plan is RICHLY DETAILED and makes EXPLICIT connections to the research

The collaboration plan is CLEARLY STATED and connects to the research

The collaboration is NOT CLEAR and/or only LOOSE connections are made to the research

The collaboration is VAGUE and DISCONNECTED to the research

D P A N


d. Illustrates how this collaborative/leader-ship effort will demonstrate professional leadership KTS 10

Demonstration of leadership is RICHLY DETAILED and makes EXPLICIT connections to the research

Demonstration of leadership is CLEARLY STATED and shows some grounding in the research

Demonstration of leadership is NOT COMPLETELY CLEAR and/or only LOOSE connections are made to the research

Demonstration of leadership is VAGUE and DISCONNECTED to the research

D P A N

e. Provides plan to analyze data in order to evaluate the outcomes of collaborative/leader-ship efforts KTS 8 & 10

Plan shows how student learning data will be analyzed in order to evaluate the outcomes of collaboration AND provides explicit details for next steps

Plan shows how student learning data will be analyzed in order to evaluate the outcomes of collaboration AND identifies next steps

Plan shows how student learning data will be analyzed in order to evaluate the outcomes of collaboration BUT does not identify next steps

Plan does not show how student learning will be analyzed or evaluated

D P A N

f. Reflection KTS 7, 8 & 10

Reflection specifically connects assignment to performance criteria of standards; areas for growth and of strength within the standards are explicit; extensive use of three of Valli’s forms of reflection: In and On Action, Critical Reflection, and Deliberative Reflection, is evident to elaborate on decisions related to the assignment.

Reflection connects assignment to performance criteria of standards; areas for growth and of strength within the standards are clear; adequate use of three of Valli’s forms of reflection: In and On Action, Critical Reflection, and Deliberative Reflection, is evident to elaborate on decisions related to the assignment.

Reflection is minimally connected to performance criteria of standards; minimal areas for growth and of strength within the standards are included; little use of three of Valli’s forms of reflection: In and On Action, Critical Reflection, and Deliberative Reflection, is evident to elaborate on decisions related to the assignment.

Reflection does not adequately or accurately connect performance criteria to standards; areas for growth and of strength within the standards are vague and/or ambiguous; minimal use of three of Valli’s forms of reflection: In and On Action, Critical Reflection, and Deliberative Reflection, is evident to elaborate on decisions related to the assignment.

D P A N

FEEDBACK AND QUESTIONS ON CANDIDATE PERFORMANCE ON STANDARDS 8 & 10

If more space is needed for feedback, attach additional pages. Be sure that the candidate's name and the date are on any additional pages.


Collaboration / Leadership Project

Planning Worksheet Orientation meeting Discuss collaboration / leadership ideas and select a project with committee input

Identify the need for collaboration in which students’ learning will be enhanced

Objectives: What do you plan to accomplish? And, how will your leadership be demonstrated

How will you measure the impact of the collaborative efforts?

Proposed Activities

Timeline

Persons involved

Resources needed

Periodically describe the progress made. Provide documentation and evidence of achievement


Teaching Dispositions Self or Institutional Assessment

Candidate:__________________________ Date:____________ Program and Certification Area: ________________________

□ Self Assessment □ Institutional Assessment □ Transition Pt. 1 □ Transition Pt. 2 □ Transition Pt. 3 For self-assessment, determine a score based on the current level of understanding and/or performance for each of the standards and relevant teaching dispositions by circling the appropriate number for each item. For institutional assessment, determine a score based on the current level of understanding and/or performance for each of the standards and relevant teaching dispositions indicated for a particular pathway. A brief rationale for each rating is expected. 4/Distinguished The candidate demonstrates excellent dispositional behaviors needed for effective teaching. 3/Proficient The candidate demonstrates satisfactory dispositional behaviors needed for effective teaching. 2/Apprentice The candidate needs to show improved dispositional behaviors needed for effective teaching. 1/Novice The candidate shows unsatisfactory dispositional behaviors needed for effective teaching.

Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 1. Demonstrates Knowledge of Content: The teacher…

a) Recognizes that subject-matter knowledge is not a fixed body of facts but is complex and ever-evolving

b) Appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower

a) Accesses local, state, and national standards to develop content-based teaching objectives

b) Uses various methods of inquiry to acknowledge the complex and evolving nature of content; promotes appreciation of multicultural and global perspectives; transcends personal viewpoints to accept and direct various perceptions of content.

Novice (1) Apprentice (2) Proficient (3) Distinguished (4)

Rationale (Written evidence might include course work, benchmark assessments, field experience, professional semester, etc.):

Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 2. Designs and Plans Instruction: The teacher…

a) Values the development of students’ critical thinking, independent problem solving, and performance capabilities

b) Values both long term and short term planning c) Believes that plans must always be open to adjustment

and revision based on student needs and changing circumstances

a) Develops lesson plans with activities that require application, synthesis, and evaluation; designs choices for performance-based assessments

b) Demonstrates organization and attention to detail; articulates broad instructional goals for daily plans and units

c) Accepts assessment feedback from evaluators and students and makes necessary changes; exhibits flexibility and ease with spontaneity




Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 3. Creates and Maintains Learning Climate: The teacher…

a) Creates and supports a positive classroom culture with high expectations for all learners

b) Models enthusiasm and provides other forms of motivation

c) Believes that all children can learn at high levels and persists in helping all children achieve success

d) Reflects sensitivity to community, family, and cultural difference

e) Makes students feel valued for their potential as people and helps them learn to value each other

f) Respects the privacy of students and confidentiality of information

a, b) Praises appropriate behavior and addresses inappropriate behavior; uses affirming language to demonstrate a belief in the ability of all students to succeed; speaks with animation and sincerity; uses welcoming words and gestures with all students.

c) Provides structure for extra academic assistance (tutoring, before or after school conferencing, extended deadlines, differentiated instruction); designs and implements individual behavior systems for students with special needs.

d, e, f) Articulates expectations for community- focused language and behavior; stops inappropriate or insensitive comments about differences; displays professional behavior that never includes violation of confidences, gossiping, or shifting responsibility.


Rationale (Written evidence might include course work, benchmark assessments, field experience, professional semester, etc.): Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 4. Implements and Manages Instruction: The teacher…:

a) Values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.

b) Understands the role of students in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning.

c) Values the many ways in which people seek to communicate and encourages many modes of communication in the classroom

d) Values the structural components of lesson fluency, student engagement, and the instructional cycle

a, b) Implements lesson plan by linking learning to prior knowledge and real life; models skills, uses guided and independent practice, and checks for learning.

a, b, c) Differentiates instruction for cultural diversity, learning styles, and special needs; integrates knowledge across disciplines; guides social behavior and encourages and models team membership.

d) manages time effectively, engages all students equitably, paces lesson appropriately.


Rationale (Written evidence might include course work, benchmark assessments, field experience, professional semester, etc.): Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 5. Assesses and Communicates Learning Results: The teacher…

a) Uses students’ strengths as a basis for growth and their errors as an opportunity for learning

b) Appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to helping them develop self-confidence and competence

c) Values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.

a) Uses a variety of assessment tools, both formal and informal; systematically collects, maintains, and analyzes assessment data to identify areas of strength and areas for improvement; uses data analysis to develop additional areas of instruction.

b) Uses multiple assessments to address diversity, learning styles, multiple intelligences, and special needs; uses rubrics and/or scoring guides to guide student learning.

c) Uses analysis of ongoing assessment data to plan instruction and monitor student performance; understands that student learning increases when formative assessment is linked to lesson


objectives and when summative assessment is linked to formative assessment.



Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 6. Demonstrates Implementation of Technology: The teacher…

a) Commits to learning about and implementing new technology to increase student learning

a) Utilizes hardware and software to communicate, enhance instructional activities, maintain assessment records, and investigate information;

b) Seeks out and uses assistive and adaptive technological tools to increase student learning;

c) Teaches and models ethical and legal use of technology.



Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 7. Reflects and Evaluates Teaching and Learning: The teacher…

a) Commits to reflection, assessment, and learning as an on-going process

b) Exhibits independent and professional behavior in regard to communication, preparation, and growth

c) Gives and receives help d) Recognizes responsibility for engaging in and

supporting appropriate professional practices for self and colleagues

a) Assesses and analyzes lessons and uses data to make instructional changes.

b) Participates in school activities and organizations; communicates effectively with school community.

c) Accepts proactive critiques and assistance from school and university personnel and provides proactive critiques and assistance to school and university personnel.

d) Maintains professional integrity by treating members of the school community equitably, keeping student information confidential, utilizing time management techniques, and advocating for self and others.


Rationale (Written evidence might include course work, benchmark assessments, field experience, professional semester, etc.): Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 8.& 10. Engages in Professional Collaboration/Leadership: The teacher…

a) Values planning as a collegial activity b) Consults with other adults regarding the education and

well-being of students c) Using leadership skills, works with other professionals

and community leaders to improve the overall learning environment for students

a) Shares responsibilities, attends meetings and classes on time, follows established timelines, follows through and completes assigned or voluntary tasks.

b) Demonstrates leadership in the school community; exercises tolerance for others and their perspectives.

c) Interacts and consults with members of the school and community to initiate improved school climate and professional environment.


Rationale (Written evidence might include course work, benchmark assessments, field experience, professional semester, etc.)


Knowledge and Skills (KY Teacher Standards) Operational Behaviors: The teacher . . . 9. Engages in Professional Development: The teacher…

o Commits to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline

o Commits to seeking out, developing, and continually refining practices that address the individual and collective needs of students

a) Develops and follows a long term professional growth plan; uses reflection to implement and revise growth plan.

b) Subscribes to professional journals and/or organizations; uses technology or other media to keep current in field; uses professional network to refine instruction for individual or group needs.


Rationale (Written evidence might include course work, portfolio development, field experience, student teaching, etc.):

Comments: (For Institutional Assessment Use Only) Evaluator for Institutional Assessment_________________________________________ Date_____________ Are there areas for intervention/remediation in the institutional assessment? ____ Yes ____ No If yes, please briefly explain below:


Annsley Frazier Thornton School of Education Candidate Dispositions Intervention Document

Candidates in the School of Education are expected to demonstrate effective teaching dispositions, as described in the Dispositions Self and Institutional Assessments and course syllabi. Problems should first be addressed through discussion between the candidate and the appropriate instructor. This signed document indicates that the candidate and a faculty member in the School of Education worked in collaboration to develop a specific plan intended to remediate ineffective teaching dispositions.

Area for Intervention/Remediation: I will take the following actions to address this area for growth in my professional dispositions: I will provide the following evidence of the impact of my actions on my professional dispositions:

Area for Intervention/Remediation: I will take the following actions to address this area for growth in my professional dispositions: I will provide the following evidence of the impact of my actions on my professional dispositions:

_____________________________ _______________________________ Candidate Instructor _____________________________ Dean/Administrator (if applicable)


School of Education Field –Based Experience Evaluation Form

Freshman, Sophomore (UNDG), Module I (MAT)

Teacher Candidate: ______________________________________________ Course:________________Semester:________________________________ Please put a check in the appropriate column: 4/Distinguished The candidate demonstrates excellent skills, and professional and dispositional behaviors needed for effective teaching. 3/Proficient The candidate demonstrates satisfactory skills, and professional and dispositional behaviors needed for effective teaching. 2/Apprentice The candidate shows limited skills, and professional and dispositional behaviors needed for effective teaching. 1/Novice The candidate lacks knowledge, skills, and professional and dispositional behaviors needed for effective teaching.

Candidate’s Skills: Distinguished Proficient Apprentice Novice

The candidate understands differentiated instruction based on learner needs and abilities.

The candidate demonstrates a willingness to engage collaboratively with school staff.

The candidate interacts in a positive, respectful and safe manner with the students.

The candidate demonstrates appropriate teacher presence (strong voice, eye contact, enthusiasm).

Please summarize below the candidate’s strengths and/or any concerns you have regarding the above skills:

Candidate’s Dispositions and Professional Behaviors: Distinguished Proficient Apprentice Novice

The candidate acknowledges that effective instruction is based on


assessment of learner needs and abilities. The candidate is inquisitive about the environment, teaching practice, students, etc.

The candidate accepts constructive criticism and makes changes as necessary.

The candidate prepares for and attends the field placement promptly and regularly

The candidate dresses professionally throughout the field experience.

The candidate speaks and acts professionally throughout the field experience.

Please summarize the candidate’s strengths and/or any concerns you have regarding the above dispositions or professional behaviors:

Total number of clock hours spent in this placement:_______(Please cross-check with candidate’s Log of Hours.)

(School Placement Site) (Class Observed) (Grade Level)

(University Instructor) (Date) (Cooperating Teacher)


School of Education Field –Based Experience Evaluation Form Junior, Senior (UNDG), Module II & IV (MAT)

Teacher Candidate: ________________________________ Course:____________Semester:____________ Please put a check in the appropriate column: 4/Distinguished The candidate demonstrates excellent knowledge, skills, and professional and dispositional behaviors needed for effective teaching. 3/Proficient The candidate demonstrates satisfactory knowledge, skills, and professional and dispositional behaviors needed for effective teaching. 2/Apprentice The candidate shows limited skills, and professional and dispositional behaviors needed for effective teaching. 1/Novice The candidate lacks knowledge, skills, and professional and dispositional behaviors needed for effective teaching.

Candidate’s Knowledge: Distinguished Proficient Apprentice Novice The candidate demonstrates knowledge of subject matter.

The candidate demonstrates knowledge and understanding of:

Kentucky Teacher Standards, Kentucky Learning Goals & Academic Expectations, Core Content for Assessment, Program of Studies, National content standards

(where appropriate) and/or Standards of Professional

Association (where appropriate)

Please summarize the candidate’s strengths and/or any concerns you have regarding the candidate’s knowledge:

Candidate’s Skills: Distinguished Proficient Apprentice Novice

The candidate designs effective lessons/units of instruction acknowledging learner needs based on assessment of learner needs/abilities.

The candidate understands the need to differentiate instruction based on learner diversity.

The candidate implements instruction effectively, addressing students’ learning needs.

The candidate engages collaboratively with school staff.

The candidate facilitates the use of


Please summarize the candidate’s strengths and/or any concerns you have regarding the candidate’s skills

Please.summarize the candidate’s strengths and/or any concerns you have regarding the candidate’s dispositions. Total number of clock hours spent in this placement: _____(Please cross-check with candidate’s Log of Hours.) ______________________________________________________________________________________________ (School Placement Site) (Class Observed) (Grade Level) ______________________________________________________________________________________________ (University Instructor) (Date) (Cooperating Teacher)

available technology when appropriate. The candidate demonstrates a positive teacher presence (strong voice, eye contact, enthusiasm).

The candidate interacts in a positive, respectful and safe manner with the students.

Candidate’s Dispositions and Professional Behaviors: Distinguished Proficient Apprentice Novice

The candidate acknowledges that effective instruction is based on the assessment of learner needs and abilities.

The candidate is inquisitive about the environment, teaching practice, students, etc.

The candidate prepares for and attends the field placement promptly and regularly.

The candidate accepts constructive criticism and makes changes as necessary.

The candidate dresses professionally throughout the field experience.

The candidate speaks and acts professionally throughout the field experience.


The following analytic scoring guide is used to observe candidates in the semester preceding the Professional Semester. The following scale is provided: 4 excellent performance 3 satisfactory performance 2 improvement needed 1 significant improvement needed 0 Not Observed

Standard 1: Candidate Demonstrates Knowledge of Content _____ The candidate communicates accurate knowledge of content. Standard 2: Candidate Designs and Plans Instruction _____ The learning objectives are observable, measurable, and contextual. _____ The planned activities address individual student needs. _____ The assessment reflects effective connections to learning objectives. Standard 3: Candidate Creates Positive Classroom Climate _____ The candidate manages the environment and materials in an

organized and safe manner. _____ The candidate uses appropriate language and voice. _____ The candidate provides a positive, supportive learning climate.

Specific benchmarks include: reinforcing positive behavior communicating high expectations addressing inappropriate behavior demonstrating value and respect for students building rapport with students

Name of Candidate:________________________

Name of Assessor:_________________________

Subject Observed:_________________________

Date:______________________________________

School of Education Pre-Professional Semester

Teaching Assessment Form

Comments, Standard 2:




Standard 4: Candidate Manages and Implements Instruction _____ The candidate effectively communicates lesson objectives. _____ The candidate promotes higher order thinking skills. _____ The candidate uses appropriate questioning strategies. _____ The candidate maintains appropriate pace and makes efficient use of

instructional time. _____ The candidate engages students in lesson. Specific benchmarks include:

implementing thinking and problem solving tasks utilizing real-life situations managing discussions that are topic related and open-ended maintaining attention of students

Standard 5: Candidate Assesses and Analyzes Student Learning _____ The candidate outlines intended assessments in the lesson plan. _____ The candidate measures learning objectives. Examples of specific measures include:

rubrics or scoring guides anecdotal notes checklists student work samples

Standard 6: Candidate Demonstrates Implementation of Technology _____ The candidate uses the computer to do word processing, create databases, or make presentations. _____ The candidate requests and uses assistive and adaptive technology. Overall Summary of Observation:





Candidate Field Evaluation and Record of Hours Form (Completed in LiveText)

1 Bellarmine Candidate's ID Number 2 Bellarmine Candidate's Social Security Number 3 Bellarmine Candidate First Name 4 Bellarmine Candidate Last Name 5 Undergraduate or Graduate 6 Course Name / Number 7 Cooperating Teacher First Name 8 Cooperating Teacher Last Name 9 Elementary School 10 Other Elementary School (Use this space to record a school not listed in the above field. Choose blank for the field above) 11 Middle School 12 Other Middle School (Use this space to record a school not listed in the above field. Choose blank for the field above) 13 High School 14 Other High School (Use this space to record a school not listed in the above field. Choose blank for the field above) 15 Grade level If multiple grade levels, select the grade level at which the majority of time was spent If resource or self contained, select the choice with the most appropriate description. 16 Semester

Fall

Spring

Summer 17 Current Year 18 Hours Completed _________ (Total Hours completed for the current semester must be recorded on a Field Observation Record Log, signed by your cooperating teacher and provided to your course instructor) 19 Initial Meeting; did you have an initial meeting with the teacher before you observed?

Yes

No 20 Class Information Shared; the necessary classroom information was shared with you (lesson plans, schedules).


Yes

No 21 Accessible, Timely & Hassle free; My field placement was accessible, timely and hassle free.

Yes

No 22 Variety of Instructional Practices; My field placement allowed me to see a variety of instructional practices.

Yes

No 23 Examples of Routines and Practices; My field placement provided examples of daily teaching routines and practices.

Yes

No 24 Overall, I would (yes) or would not (no) recommend that we use this classroom again in the future.

Yes

No 25 Additional Comments


Form Completion in LiveText All teacher candidates for initial certification in the Annsley Frazier Thornton School of Education are required to complete a variety of forms, submitted through LiveText, in order to track individual candidate progress for use in program improvement. Forms are generally shared at the beginning and end of each semester and will be accompanied by notification via posted signs, and verbally from your course instructor and program advisor. Completing the Kentucky Teacher Standards Self Assessment in LiveText: LiveText edu solutions™ features a data management tool that enables faculty to create forms for any number of reasons (such as collecting survey information, mailing list, etc.). Follow the steps below to fill out the Kentucky Teacher Standards Self Assessment forms using the LiveText edu solutions™ forms tool.

1. Select Forms tab.. 2. Click the Take Form link that corresponds with the Kentucky Teacher Standards Self Assessment form. 3. Fill out the form questions thoroughly and completely. 4. Review your input for accuracy. 5. Click the Save if you wish to save the inputs you have if you plan to the complete the form at a later date. 6. Click Submit Form if you when you have reviewed the data for accuracy and have completed your input. Please be careful to click the

Submit Form button only once. 7. After a moment’s hesitation you will see a thank you statement informing you that the form submission is complete.

After you complete the Kentucky Teacher Standards Self Assessment it should be ‘linked’ to your Professional Growth Plan.

1. Open your Professional Growth Plan 2. Open the ‘Self Assessment’ page; by clicking on the corresponding button from the left hand column. 3. Click on the ‘edit’ link that corresponds to the Kentucky Teacher Standards Self Assessment Results heading. 4. Use the ‘Form’ drop down menu to find and highlight the Kentucky Teacher Standards Self Assessment. 5. Click ‘Save’

You should see the data from your Kentucky Teacher Standards Self Assessment displayed on your Self Assessment page. Completing the Teaching Dispositions Self Assessment in LiveText: LiveText edu solutions™ features a data management tool that enables faculty to create forms for any number of reasons (such as collecting survey information, mailing list, etc.). Follow the steps below to fill out the Teaching Dispositions Self Assessment form using the LiveText edu solutions™ forms tool.

1. Select Forms tab. 2. Click the Take Form link that corresponds with the Teaching Dispositions Self Assessment form. 3. Complete the demographic questions thoroughly and completely. 4. Each standard has two questions;

With the first, set your level of accomplishment to date; novice, apprentice, proficient, distinguished; the text describes valuing statements that can be associated with the standard

The second asks you to provide a brief rationale for your level of accomplishment; the text describes behaviors that could be used to operationalize the value statements from the prior question

5. Fill out the form questions thoroughly and completely. 6. Review your input for accuracy. 7. Click the Save if you wish to save your inputs and plan to return to complete the form at a later date. 8. Click Submit Form when you have reviewed the data for accuracy and have completed your input. Please be careful to click the

Submit Form button only once. After a moment’s hesitation you will see a thank you statement informing you that the form submission is complete.


Completing the Teaching Dispositions Institutional Assessment in LiveText: LiveText edu solutions™ features a data management tool that enables faculty to create forms for any number of reasons (such as collecting survey information, mailing list, etc.). Follow the steps below to fill out the Teaching Dispositions Institutional Assessment form using the LiveText edu solutions™ forms tool.

1. Select Forms tab. 2. Click the Take Form link that corresponds with the Teaching Dispositions Institutional Assessment form. 3. Complete the demographic questions thoroughly and completely. 4. Notice that the majority of this form’s questions are shaded gray. These questions will be by faculty. 5. You are not required to fill out the form questions shaded gray. 6. Review your input for accuracy. 7. Click the Save if you wish to save your inputs and plan to return to complete the form at a later date. 8. Click Submit Form when you have reviewed the data for accuracy and have completed your input. Please be careful to click the


Completing the Graduate OR Undergraduate Field Evaluation & Record of Hours form in LiveText: LiveText edu solutions™ features a data management tool that enables faculty to create forms for any number of reasons (such as collecting survey information, mailing list, etc.). Follow the steps below to fill out the Graduate OR Undergraduate Field Evaluation & Record of Hours form using the LiveText edu solutions™ forms tool.

1. Select Forms tab. 2. Click the Take Form link that corresponds with the Graduate OR Undergraduate Field Evaluation & Record of Hours form. 3. Fill out the form questions thoroughly and completely. 4. Review your input for accuracy. 5. Click the Save if you wish to save the inputs you have if you plan to the complete the form at a later date. 6. Click Submit Form if you when you have reviewed the data for accuracy and have completed your input. Please be careful to click the



PROFESSIONAL GROWTH PLAN FOR MAED/Rank I ADVANCED PROGRAMS

EDUCATOR NAME: _________________SCHOOL NAME______________________ Choose an area for growth and design a Professional Growth Plan to enhance your development in this area. Focus for Growth: State the Performance Standard. Rationale: Why did you choose to enhance your growth in this area? Professional Growth Goal(s)/Objective(s) of this Plan: State your professional growth goal(s)/objective(s) in measurable or observable terms. (P-12 Student objectives are not appropriate here, but may be stated in the Expected Benefits section.) Action Plan: Describe the actions you plan to take to accomplish this goal(s)/objective(s), including timelines for completion of each action. If working collaboratively, identify the role of each participant. (What will you do to increase your knowledge in accomplishing your professional growth goal(s)/objective(s)?)


Evaluation Methods and Criteria: Describe the methods and criteria you plan to use to evaluate your attainment of this goal(s)/objective(s). (What will be your indicators of success?) Expected Benefits: Describe the educational benefits you expect to accrue as a result of your implementation of this Professional Growth Plan. (P-12 Student objectives are appropriate to discuss here.) The Professional Growth Plan stated above has been reviewed and is appropriate for implementation beginning with the school year ____________. _____________________________________ __________________________ Educator's Signature Date _____________________________________ __________________________ Evaluator's Signature Date

PROFESSIONAL GROWTH PLAN MID-POINT IMPLEMENTATION EVALUATION

To be completed after 15-18 hours of graduate coursework in consultation with faculty advisor.

Modifications/Adjustments to the Plan:


Evaluation Results: Describe the results obtained from your evaluation. Effects on Students' Learning: Describe the impact on student performance derived from your implementation of this Professional Development Plan. I verify that I personally engaged in these activities and that all the information contained in this plan is accurate. _____________________________________ __________________________ Educator's Signature Date

PROFESSIONAL GROWTH PLAN IMPLEMENTATION FINAL SUMMARY

To be completed at the end of the graduate program in consultation with the faculty advisor.

Modifications/Adjustments to the Plan:


Evaluation Results: Describe the results obtained from your evaluation. Effects on Students' Learning: Describe the impact on student performance derived from your implementation of this Professional Development Plan. I verify that I personally engaged in these activities and that all the information contained in this plan is accurate. _____________________________________ __________________________ Educator's Signature Date


Diagnostic Reading Case Study

All teacher candidates for advanced certification in the Annsley Frazier Thornton School of Education are required to complete the Reading Case Study assignment and score at least “proficient” on the assessment rubric. This benchmark assignment will help faculty track individual candidate progress for use in program improvement. When conducting any case study, you need to determine the most appropriate assessments for the child. Ideally, a child who is a kindergartner or 1st grader is perfect for this assignment. If you have a 2nd grader who is struggling, this will also be fine. The child needs to be a 5-6-or7 year old. Please get permission from the instructor if you are choosing a child outside this age range. You must use the following assessments: 1. Observation Survey a. Concepts About Print b. Letter Identification c. Word Reading d. Writing Vocabulary e. Hearing and Recording Sounds in Words f. Summarizing the Results form 2. Phonemic Awareness Assessment Prior to the assessment, be sure to get background information about the child. This will include things like hobbies and interests, who he/she lives with, siblings, feelings about school, etc… Use the guidelines below for writing up your case study. Writing Up the Case Study You should have a cover page that says: “Reading Assessment: Primary Case Study” your name, my name the semester and year. The first section should be background information. Give this section a heading called Background. When writing about the child use only their first name. Explain their age, grade, school, siblings, with whom does the child live? Describe the child in terms of their personality, what kinds of things they are interested in, etc… The next section should be a discussion of your assessments. Tell which assessments you chose to use and why. Title this short section Assessments Used. The next section should be titled Analysis and in this you should discuss how the child did on the assessments. You will have subheadings for each of the assessments you conduct. For example, begin with the Observation Survey (as a heading) and use subheadings under that (letter recognition, word list, etc…) Then move on to Concepts about Print checklist and create a heading for this. Then tell how the child did on the checklist. Then the next heading should be Phonemic Awareness. Tell how the child did on this with the different subheadings of rhyme, blending, etc… The next section should be titled Implications for Teaching. In this section you will discuss what you think the child needs in terms of what type of instruction and how to teach this child. This section should be connected to literacy research to support your recommendations. Discuss the child in terms of their capability on these assessments. For example, is he/she on grade level, do they need to be challenged? etc… The final section will include a Reflection connecting to Valli’s forms of reflection and the Kentucky Teacher Standards: Experienced Level (including the performance criteria). Sound grammatical writing is expected. Note: Students should use APA guidelines for text citations and references. Reflection: For the Diagnostic Reading Case Study, a four page (max) reflective essay, which adequately addresses the following, is required: Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Experienced Level.


Areas of strength and for growth within Kentucky’s Teacher Standards: Experienced Level are clear. Valli’s forms of reflection are used to elaborate on decisions related to the assignment. Final Rating Final percent scores can be found by multiplying the points awarded for each indicator (Distinguished 4, Proficient 3, Apprentice 2, Novice 1), by the weight given that indicator (denoted by the number in parenthesis within each element). Sum the products and divide by the number of elements given for that standard. 0 to 37% Novice 38 to 62% Apprentice 63 to 87% Proficient 88 to 100% Distinguished

DIAGNOSTIC READING CASE STUDY RUBRIC

ANALYTIC SCORING OF THE READING CASE STUDY


a. Pertinent Background Knowledge (1)

Extensive background knowledge is used to specifically elaborate on assessment and/or analysis task.

Adequate background knowledge is used to elaborate on assessment and/or analysis task.

Minimal background knowledge is used to elaborate on assessment and/or analysis task.

Little or no background knowledge is used to elaborate on assessment and/or analysis task.

b. Appropriate Assessments (1) ETS 6.1

Assessments specifically and thoroughly address student’s developmental levels and/or task requirements; assessment(s) is administered correctly and thoroughly.

Assessments sufficiently address student’s developmental levels and/or task requirements; assessment(s) is administered correctly and sufficiently.

Assessments minimally address student’s developmental levels and/or task requirements; assessment(s) is insufficiently administered.

Assessments are insufficient or inappropriate to student’s developmental levels and/or task requirements; assessment(s) is incorrectly or insufficiently administered.

c. Accurate Data Analysis (1)

Data from assessment(s) is correctly and thoroughly analyzed.

Data from assessment(s) is correctly analyzed, to a sufficient degree.

Data from assessment(s) is correctly analyzed, to a minimal degree.

Data from assessment(s) is incorrectly or insufficiently analyzed.

d. Connections to Literacy Research and Theory (1)

Connections are correct, specific, and thorough.

Connections are clear and sufficient.

Connections are minimal and/or insufficient.

Connections are minimal and/or nonexistent and/or incorrect.


e. Implications for Instruction and/or Implementation of Instruction (1)

Implications for and / or implementation of instruction are thorough and clearly relate to the data gathered.

Implications for and /or implementation of instruction are clear and relate to the data gathered.

Implications for and / or implementation of instruction are minimal.

Implications for and /or implementation of instruction are inappropriate or not included.

f. Reflection and Connection to Standards (1)

Reflection specifically connects assignment to performance criteria of standards; areas of strength and for growth within the standards are explicit; extensive use of Valli’s forms of reflection (4 or more) is evident to elaborate on decisions related to the assignment.

Reflection connects assignment to performance criteria of standards; areas of strength and for growth within the standards are clear; adequate use of Valli’s forms of reflection (3) is evident to elaborate on decisions related to the assignment.

Reflection is minimally connected to performance criteria of standards; areas of strength and for growth with in the standards are minimal; little use of Valli’s forms of reflection (2) is evident to elaborate on decisions related to the assignment.

Reflection does not adequately or accurately connect performance criteria to standards; areas of strength and for growth within the standards are vague and/or ambiguous; minimal use of Valli’s forms of reflection (none or 1), is evident to elaborate on decisions related to the assignment.

DIAGNOSTIC READING CASE STUDY

Holistic Score

Distinguished





Analyzing Developmental Characteristics Case Study

All teacher candidates for advanced certification in the Annsley Frazier Thornton School of Education are required to write an assessment profile of individual development and score at least “proficient” on the assessment rubric. This benchmark assignment will help faculty track individual candidate progress for use in program improvement.


Experienced teachers are asked to formally and informally assess a specific student’s progress and level of achievement. An important part of this process is to learn to objectively observe and assess a student, and then more subjectively make conclusions about that student that lead to implications for instruction and actual instructional interventions. This project will assist you in developing and or refining these skills.

1. Choose one student from your field placement classroom or teacher-of-record classroom to observe and evaluate. Your student of choice may be very “typical” in development or achievement, or may have some unique learning needs. Your first task will be to obtain and summarize pertinent background information on that student. This information can come from numerous sources, including student records, parent/guardian, present/former teachers, student interviews/surveys, and student work.

2. Administer to the selected student an appropriate assessment or assessment(s) for the developmental areas/skills you are targeting.

Assessments may be formal or informal, with explanation provided as to why that assessment(s) was/were selected.

3. Analyze the data from your assessment(s) in narrative form. Actual assessment(s) and all student responses must be included with your analysis.

4. Summarize your results by making connections to theories, developmental concepts and principles, and research studied in class. This

summary and connection section should be very detailed and explanatory.

5. Discuss specific interventions and applications for instruction based on your data analysis. This section will include actual intervention(s) and student outcomes for teachers-of-record. Choose a specific skill or behavior that merits intervention (based on your assessment), design the intervention, and then record student outcomes.

Note: Students should use APA guidelines for text citations and references. Reflection: For the Assessment Profile of Individual Development, a four page (max) reflective essay, which adequately addresses the following, is required:

Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Experienced Level.. Areas of strength and for growth within Kentucky’s Teacher Standards: Experienced Level. are clear. Valli’s forms of reflection are used to elaborate on decisions related to the assignment.


Analyzing Developmental Characteristics

ANALYTIC SCORING OF THE ASSESSMENT PROFILE OF INDIVIDUAL DEVELOPMENT Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

a. Pertinent Background Knowledge (1)






b. Appropriate Assessments (1)

Choice of type and number of assessments is specific and thoroughly addresses student’s developmental levels and/or task requirements; assessment(s) are administered correctly and thoroughly.

Choice of type and number of assessments sufficiently addresses student’s developmental levels and/or task requirements; assessment(s) are administered correctly and sufficiently.

Choice of type and number of assessments minimally addresses student’s developmental levels and/or task requirements; assessment(s) are insufficiently administered.

Choice and number of assessments is insufficient or inappropriate to student’s developmental levels and/or task requirements; assessment(s) are incorrectly or insufficiently administered.

c. Accurate Data Analysis (1)

Data from assessment(s) are correctly and thoroughly analyzed.

Data from assessment(s) are correctly analyzed, to a sufficient degree.

Data from assessment(s) are correctly analyzed, to a minimal degree.

Data from assessment(s) are incorrectly or insufficiently analyzed.

d. Connections to Literacy Research and Theory (1)





e. Implications for Instruction and/or Implementation of Instruction (1)

Implications for and / or implementation of instruction are thorough and clearly relate to the data gathered.

Implications for and /or implementation of instruction are clear and relate to the data gathered.

Implications for and / or implementation of instruction are minimal.

Implications for and /or implementation of instruction are inappropriate or not included.

f. Reflection and Connection to Standards (1)






Analyzing Developmental Characteristics Holistic Score

A Benchmark Assignment: MA Research Proposal

All teacher candidates for advanced programs in the Annsley Frazier Thornton School of Education are required to write a research proposal which is scored “proficient” on the assessment rubric.

Distinguished






The research proposal has four components and should be approximately 15-20 pages. 1. Provide an introduction. In the introduction, be sure to describe your research topic. The introduction should also include why

the topic is of interest to you. If a quantitative study, a hypothesis should be conjectured here. If a qualitative study, a main research question along with any sub-questions should be proposed here. Your introduction should conclude with a brief overview of your research methodology and a time frame for completing such a study.

2. Literature Review—this section should include a review of other studies related to your topic. Who were their participants?

What were their methods? Conclusions? How might your study differ or bring something unique to the research literature? Finally, what theoretical frame/paradigm are you using through which to view your research study? (e.g., positivistic, critical, feminist, post-modernist, etc.?)

3. Methodology—this section should include a description of the type of research methodology you intend to use (e.g., survey,

case study, ethnography, etc.). Here, you should also describe the participants and their recruitment for the study. You should describe your data collection methods. And, finally, you should describe how you intend to analyze your data.

4. Conclusion: Validity/Reliability, Ethics, and Suggested Time-Frame—this section should conclude your proposal by discussing

what measures you will take to make sure that your study will be valid/reliable. You should also discuss what ethical considerations you will make throughout the study in order to make sure that your participants are protected and that your research moves in a direction of reciprocity. Finally, you should propose a suggested time frame for completing your study.

Reflection For the MA Research Proposal, a four page (max) reflective essay, which adequately addresses the following, is required: Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Experienced Level. Areas of strength and for growth within Kentucky’s Teacher Standards: Experienced Level are clear. Valli’s forms of reflection are used to elaborate on decisions related to the assignment. Final Rating Final percent scores can be found by multiplying the points awarded for each indicator (Distinguished 4, Proficient 3, Apprentice 2, Novice 1), by the weight given that indicator (denoted by the number in parenthesis within each element). Sum the products and divide by the number of elements given for that standard. 0 to 37% Novice 38 to 62% Apprentice 63 to 87% Proficient 88 to 100% Distinguished

A RESEARCH PROPOSAL

ANALYTIC SCORING OF THE MA RESEARCH PROPOSAL Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

a. Introduction (2)

The introduction is comprehensive and very well-organized and articulated. It addresses why the topic is of interest. A hypothesis is conjectured or

The introduction is well-organized and addresses why the topic is of interest. A hypothesis is conjectured or (a) research question(s) are offered. A brief

The introduction is not well-organized and does not addresses why the topic is of interest; or a hypothesis is not conjectured or (a) research question(s) are not

The introduction is not well-organized and does not address why the topic is of interest; and a hypothesis is not conjectured or (a) research question(s) are not


(a) research question(s) are offered. A brief methodology and a detailed time frame is included

methodology and suggested time frame is included

offered; or a brief methodology and suggested time frame is not included

offered; and a brief methodology and suggested time frame is not included

b. Literature Review (2)

The literature review contains a detailed summary and synthesis of related studies. A concise, yet in-depth, reaction/reflection is provided which details how this study will differ from this research and add to the literature. A theoretical tradition/paradigm is well-articulated.

The literature review contains a summary and synthesis of related studies. A brief reaction/reflection is provided which details how this study will differ from this research and add to the literature. A theoretical tradition/paradigm is offered.

The literature review does not contain a summary and synthesis of related studies; or a brief reaction/reflection is not provided which details how this study will differ from this research and add to the literature; or a theoretical tradition/paradigm is not offered.

The literature review does not contain a summary and synthesis of related studies; and a brief reaction/reflection is not provided which details how this study will differ from this research and add to the literature; and a theoretical tradition/paradigm is not offered.

c. Methodology (2)

The section includes a detailed description of the methodology used, who will participate in the study, what methods will be used to collect data, and how the data will be analyzed

The section includes a description of the methodology used, who will participate in the study, what methods will be used to collect data, and how the data will be analyzed

The section does not include: a description of the methodology used, or who will participate in the study, or what methods will be used to collect data, or how the data will be analyzed

The section does not include: a description of the methodology used, and who will participate in the study, and what methods will be used to collect data, and how the data will be analyzed

d. Conclusion (2)

The conclusion discusses in- depth how the researcher will be sure the study is valid/reliable. It also critically considers ethical considerations for the study. And, finally, the conclusion offers a detailed time frame for the study.

The conclusion discusses how the researcher will be sure the study is valid/reliable. It also covers ethical considerations for the study. And, finally, the conclusion offers a time frame for the study.

The conclusion does not discuss how the researcher will be sure the study is valid/reliable; or it does not consider cover ethical considerations for the study, or does not offer a time frame for the study.

The conclusion does not discuss how the researcher will be sure the study is valid/reliable; and it does not consider cover ethical considerations for the study, and does not offer a time frame for the study.

e. Organization and Style (1)





f. Mechanics (1)





g. Reflection and Connection to Standards (2)






MA RESEARCH PROPOSAL

Holistic Score

A Benchmark Assignment: Culminating Project—Theoretical Paper

Distinguished






All teacher candidates for advanced programs in the Annsley Frazier Thornton School of Education are required to complete a culminating project which is scored “proficient” on the assessment rubric. The culminating project has four components and should be 20+ pages.

1. Provide an introduction. In the introduction, be sure to describe your topic and why the topic is of interest to you. The introduction should also provide a brief outline of the argument you offer and the theoretical tradition/paradigm (e.g., feminist, postmodern, critical, etc.) from which it emerges. Finally, the introduction should provide mapping for your paper and provide a summary of your conclusion as it relates to learning in P-12 contexts

2. Literature Review—this section should outline your theoretical tradition/paradigm. It should include a review of other studies, arguments or counter-arguments, or other theoretical propositions related to your topic.

3. Perspective—this section should provide the balance of your argument. It should describe your premise, respond to the literature,

and provide supporting statements/evidence to foundationalize your ideas.

4. Conclusion—this section should provide a recap of your argument; should describe how it provides a unique perspective on the issue/concept, and how it might ultimately improve learning in P-12 schools

Reflection For the MA Culminating Project – Theoretical Paper, a four page (max) reflective essay, which adequately addresses the following, is required:

Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Experienced Level. Areas of strength and for growth within Kentucky’s Teacher Standards: Experienced Level are clear. Valli’s forms of reflection are used to elaborate on decisions related to the assignment.


MA CULMINATING PROJECT – THEORETICAL PAPER

ANALYTIC SCORING OF THE MA CULMINATING PROJECT – THEORETICAL PAPER



a. Introduction (2)

The introduction richly describes your topic and why the topic is of interest to you. It also provides a brief outline of the argument you offer and the theoretical tradition/paradigm (e.g., feminist, postmodern, critical, etc.) from which it emerges. It provides in-depth mapping for your paper and provides a summary of your conclusion as it relates to learning in P-12 contexts

The introduction describes your topic and why the topic is of interest to you. It also provides a brief outline of the argument you offer and the theoretical tradition/paradigm (e.g., feminist, postmodern, critical, etc.) from which it emerges. It provides mapping for your paper and provides a summary of your conclusion as it relates to learning in P-12 contexts

The introduction does not describe your topic and why the topic is of interest to you; or it does not provide a brief outline of the argument you offer and the theoretical tradition/paradigm (e.g., feminist, postmodern, critical, etc.) from which it emerges; or it does not provide mapping for your paper and provides a summary of your conclusion as it relates to learning in P-12 contexts

The introduction does not describe your topic and why the topic is of interest to you; and it does not provide a brief outline of the argument you offer and the theoretical tradition/paradigm (e.g., feminist, postmodern, critical, etc.) from which it emerges; and it does not provide mapping for your paper and provides a summary of your conclusion as it relates to learning in P-12 contexts


This section richly details your theoretical tradition/paradigm. It also includes an in-depth review of other studies, arguments or counter-arguments, and other theoretical propositions related to your topic.

This section outlines your theoretical tradition/paradigm. It also includes a review of other studies, arguments or counter-arguments, and other theoretical propositions related to your topic.

This section does not outline your theoretical tradition/paradigm; or it does not includes a review of other studies, arguments or counter-arguments, or other theoretical propositions related to your topic.

This section does not outline your theoretical tradition/paradigm; and it does not includes a review of other studies, arguments or counter-arguments, or other theoretical propositions related to your topic.

c. Perspective (2)

This section provides a richly detailed argument. It explicitly and vividly describes your premise, responds to the literature, and provides supporting statements/evidence to foundationalize your ideas.

This section provides the balance of your argument. It describes your premise, responds to the literature, and provides supporting statements/evidence to foundationalize your ideas.

This section does not provide the balance of your argument. It does not describe your premise, or does not respond to the literature, or does not provide supporting statements/evidence to foundationalize your ideas.

This section does not provide the balance of your argument. It does not describe your premise, and does not respond to the literature, and does not provide supporting statements/evidence to foundationalize your ideas.

d. Conclusion (2)

This section provides a richly detailed recap of your argument; vividly describes how it provides a unique perspective on the issue/concept, and explicitly demonstrates how it might ultimately improve learning in P-12 schools

This section provides a recap of your argument; describes how it provides a unique perspective on the issue/concept, and demonstrates how it might ultimately improve learning in P-12 schools

This section does not provide a recap of your argument; or it does not describe how it provides a unique perspective on the issue/concept, or it does not demonstrate how it might ultimately improve learning in P-12 schools

This section does not provide a recap of your argument; and it does not describe how it provides a unique perspective on the issue/concept, and it does not demonstrate how it might ultimately improve learning in P-12 schools







MA CULMINATING PROJECT – THEORETICAL PAPER Holistic Score

Distinguished





f. Mechanics (1)











A Benchmark Assignment: Culminating Project—Action Research

All teacher candidates for advanced programs in the Annsley Frazier Thornton School of Education are required to complete a culminating project which is scored “proficient” on the assessment rubric. The culminating project has five components and should be approximately 20+ pages.

1. Provide an introduction. In the introduction, be sure to describe your research topic. The introduction should also include why the topic is of interest to you. If a quantitative study, a hypothesis should be conjectured here. If a qualitative study, a main research question along with any sub-questions should be proposed here. Your introduction should conclude with a brief overview of your research methodology, your findings, and future directions.

2. Literature Review—this section should include a review of other studies related to your topic. Who were their participants? What were their methods? Conclusions? How might your study differ or bring something unique to the research literature? Finally, what theoretical frame/paradigm are you using through which to view your research study? (e.g,, positivistic, critical, feminist, post-modernist, etc.?)

3. Methodology—this section should include a description of the type of research methodology you intend to use

(e.g., survey, case study, ethnography, etc.). Here, you should also describe the participants and their recruitment for the study. You should describe your data collection methods. You should also discuss how you will make sure for validity/reliability.

4. Data—this section should directly respond to your hypothesis or answer your research question(s). If quantitative,

this section should present statistical data in some tabular form that is well-organized and easy to understand. The significance of the outcome should also be properly cited. If qualitative, this section should provide a balance of direct quotations and descriptions such that themes and patterns are easily demonstrated

5. Findings/Interpretation/Future Directions—this section should provide a summary of your findings and should

interpret the data relative to the literature and your experience in the study. Implications for theory and practice should be proposed, as well as possible future directions.

Reflection For the MA Culminating Project – Action Research, a four page (max) reflective essay, which adequately addresses the following, is required:

Reflections provide clear connections to performance criteria of Kentucky’s Teacher Standards: Experienced Level. Areas of strength and for growth within Kentucky’s Teacher Standards: Experienced Level are clear. Valli’s forms of reflection are used to elaborate on decisions related to the assignment.



MA CULMINATING PROJECT – ACTION RESEARCH

ANALYTIC SCORING OF THE MA CULMINATING PROJECT Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

a. Introduction (2)

The introduction is comprehensive and very well-organized and articulated. It addresses why the topic is of interest. A hypothesis is conjectured or (a) research question(s) are offered. A brief methodology and detailed concluding statements regarding findings and future directions are offered

The introduction is well-organized and addresses why the topic is of interest. A hypothesis is conjectured or (a) research question(s) are offered. A brief methodology and concluding statements regarding findings and future directions are offered

The introduction is not well-organized and does not address why the topic is of interest; or a hypothesis is not conjectured or (a) research question(s) are not offered; or a brief methodology and concluding statements regarding findings and future directions are not offered

The introduction is not well-organized and does not address why the topic is of interest; and a hypothesis is not conjectured or (a) research question(s) are not offered; and a brief methodology and concluding statements regarding findings and future directions are not offered


The literature review contains a detailed summary and synthesis of related studies. A concise, yet in-depth, reaction/reflection is provided which details how this study will differ from this research and add to the literature. A theoretical tradition/paradigm is well-articulated.

The literature review contains a summary and synthesis of related studies. A brief reaction/reflection is provided which details how this study will differ from this research and add to the literature. A theoretical tradition/paradigm is offered.

The literature review does not contain a summary and synthesis of related studies; or a brief reaction/reflection is not provided which details how this study will differ from this research and add to the literature; or a theoretical tradition/paradigm is not offered.

The literature review does not contain a summary and synthesis of related studies; and a brief reaction/reflection is not provided which details how this study will differ from this research and add to the literature; and a theoretical tradition/paradigm is not offered.

c. Methodology (2)

The section includes a detailed description of the methodology used, who will participate in the study, what methods will be used to collect data, how the data will be analyzed, and how validity/reliability will be assured

The section includes a description of the methodology used, who will participate in the study, what methods will be used to collect data, how the data will be analyzed, and how validity/reliability will be assured

The section does not include: a description of the methodology used, or who will participate in the study, or what methods will be used to collect data, or how the data will be analyzed, or how validity/reliability will be assured

The section does not include: a description of the methodology used, and who will participate in the study, and what methods will be used to collect data, and how the data will be analyzed, and how validity/reliability will be assured

d. Data (2)

This section richly responds to your hypothesis or answers your research question(s). If quantitative, this section presents statistical data in tabular form that is well-detailed and easy to understand. The significance of the outcome should is properly cited. If qualitative, this section provides a balance of direct quotations and descriptions such that themes and patterns are easily demonstrated.

This section directly responds to your hypothesis or answers your research question(s). If quantitative, this section presents statistical data in tabular form that is well-organized and easy to understand. The significance of the outcome should is properly cited. If qualitative, this section provides a balance of direct quotations and descriptions such that themes and patterns are easily demonstrated.

This section does not directly respond to your hypothesis or answer your research question(s). If quantitative, this section does not present statistical data in tabular form that is well-organized and easy to understand or the significance of the outcome is not properly cited. If qualitative, this section does not provide a balance of direct quotations and descriptions such that themes and patterns are easily demonstrated.

This section does not directly respond to your hypothesis or answer your research question(s). If quantitative, this section does not present statistical data in tabular form that is well-organized and easy to understand and the significance of the outcome is not properly cited. If qualitative, this section does not provide a balance of direct quotations and descriptions such that themes and patterns are easily demonstrated.


e. Findings, Interpretation, Future Directions (2)

This section provides a detailed summary of your findings and interprets the data relative to the literature and your experience in the study. Implications for theory and practice are richly proposed, and future directions are explicit.

This section provides a summary of your findings and interprets the data relative to the literature and your experience in the study. Implications for theory and practice should are proposed, as well as possible future directions.

This section does not provide a summary of your findings or does not interpret the data relative to the literature and your experience in the study; or implications for theory and practice are not proposed; or possible future directions are not offered

This section does not provide a summary of your findings or does not interpret the data relative to the literature and your experience in the study; and implications for theory and practice are not proposed; and possible future directions are not offered






f. Mechanics (1)










MA CULMINATING PROJECT – ACTION RESEARCH

Holistic Score

Distinguished






Clinical Practicum in Literacy All teacher candidates for advanced certification in the Annsley Frazier Thornton School of Education who seek the Reading & Writing Endorsement P-12 are required to complete the Reading Practicum benchmark and score at least “proficient” on the assessment rubric. This benchmark assignment will help faculty track individual candidate progress for use in program improvement. When completing the practicum candidates will be provided a case load of struggling readers (not to exceed 5 students). As in any case study, you need to determine the most appropriate assessments for the students. You must complete the following: 1. Candidates will conduct a series of assessments on each student 2. Candidates will develop a plan for remediation of the reading difficulties 3. Candidates will carry out the plan of action throughout the three-week clinical practicum experience 5. Candidates will provide a summary and evaluation of the strategies used. 4. Candidates will provide recommendations for continually improving the students’ reading. Prior to the assessments, be sure to get background information about the child. This will include things like hobbies and interests, who he/she lives with, siblings, feelings about school, etc… Use the guidelines below for writing up your clinical report. Writing Up the Clinical Report You should have a cover page that says: “Diagnostic Reading Report” your name, the student’s name, the semester and year. The heading section will contain identifying information including: name, DOB, Date of Report, Parents’ names, Phone, Current School, Grade Entering, Practitioner’s name. The first narrative section should be background information. Give this section a heading called Background. When writing about the child use only their first name. Explain their age, grade, school, siblings, with whom does the child live? Describe the child in terms of their personality, what kinds of things they are interested in, etc… The next section will be entitled “Academic Information” and will include background on the student’s school experience. The next section should be a discussion of your assessments. Tell which assessments you chose to use and why. Title this short section Assessments Used. Identify this information in the form of a table. The next section should be titled Analysis and in this you should discuss how the child did on the assessments. You will have subheadings for each of the assessments you conduct. For example, if you began with the Observation Survey, identify this assessment as a heading and use subheadings under that (letter recognition, word list, etc…) to explain how the student performed. This sectioned should be very detailed. The next section should be entitled Remediation Provided. This section will document the interventions used during the clinical practicum. The next section should be titled Implications for Teaching. In this section you will discuss what you think the child needs in terms of what type of instruction would be best suited for this student. This section should be connected to literacy research to support your recommendations. Discuss the child in terms of their capability on these assessments. For example, is he/she on grade level, do they need to be challenged? etc…


Sound grammatical writing is expected. Note: Students should use APA guidelines for text citations and references. Final Rating Final percent scores can be found by multiplying the points awarded for each indicator (Distinguished 4, Proficient 3, Apprentice 2, Novice 1), by the weight given that indicator (denoted by the number in parenthesis within each element). Sum the products and divide by the number of elements given for that standard. 0 to 37% Novice 38 to 62% Apprentice 63 to 87% Proficient 88 to 100% Distinguished


Clinical Practicum in Literacy

ANALYTIC SCORING OF Clinical Practicum in Literacy Rating → Indicator ↓ Distinguished Proficient Apprentice Novice

a. Pertinent Background Knowledge (1) ETS 6.2 Technical Reflection Deliberative Reflection





b. Appropriate Assessments & Remediation Plan (1) ETS 6.1 Deliberative Reflection

Assessments and remediation plan specifically and thoroughly address student’s developmental levels and/or task requirements; assessment(s) is administered correctly and thoroughly.

Assessments and remediation plan sufficiently address student’s developmental levels and/or task requirements; assessment(s) is administered correctly and sufficiently.

Assessments and remediation plan minimally address student’s developmental levels and/or task requirements; assessment(s) is insufficiently administered.

Assessments and remediation plan are insufficient or inappropriate to student’s developmental levels and/or task requirements; assessment(s) is incorrectly or insufficiently administered.

c. Interventions Provided (1) ETS 2.7 Reflection in and on action

Interventions that were selected and delivered throughout the clinical practicum were appropriately selected and implemented thoroughly and correctly.

Interventions that were selected and delivered throughout the clinical practicum were appropriately selected and implemented sufficiently and correctly.

Interventions that were selected and delivered throughout the clinical practicum were appropriately selected and implemented insufficiently or incorrectly.

Interventions that were selected and delivered throughout the clinical practicum were appropriately selected and implemented insufficiently and incorrectly.

d. Connections to Literacy Research and Theory (1) ETS 2.4 Deliberative Reflection





e. Implications for Instruction and/or Recommendations for further instruction (1) ETS 3.5,5.2 Critical Reflection

Implications for and / or recommendations for instruction are thorough and clearly relate to the data gathered.

Implications for and /or recommendations for instruction are clear and relate to the data gathered.

Implications for and / or recommendations for instruction are minimal.

Implications for and /or recommendations for instruction are inappropriate or not included.


Clinical Practicum in Literacy

Holistic Score

Distinguished






FIELD PLACEMENT LOG OF HOURS Name of Student: ____________________________________ Course:_____________________________ Name of School Site:

Name of Principal: Host Teacher(s):

Subject/Grade: Semester: Year: Date/Week Time IN &

OUT Tasks Performed in Placement(s) Authorized Signature

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

11)

12)

13)

14)

15)

16)

____________ (Total Number of Hours) My signature indicates that the information above is true and accurate to the best of my knowledge. _____________________________________________ _________________ Student signature Date ______________________________________________ _________________ Cooperating Teacher Date


Survey of Candidate Professional Semester Preparation for Candidates, Cooperating Teachers. and University Supervisors

Annsley Frazier Thornton School of Education Part I: Please mark the appropriate boxes to describe the program of the teacher candidate supervised during the professional semester_______________(date, ie. Fall 2008). Use the following scale to rate your perception of how well the Annsley Frazier Thornton School of Education at Bellarmine University prepares student teachers for the professional semester. Part II: Using various sources of data (observations, conversations, work products, etc.), rate your perception of how well the Annsley Frazier Thornton School of Education at Bellarmine University prepares teacher candidates for the Professional Semester. Responses to this survey are confidential. 4: Distinguished -- The candidate’s preparation is exemplary. 3: Proficient -- The candidate’s preparation is satisfactory. 2: Apprentice -- The candidate’s preparation needs improvement. 1: Novice -- The candidate’s preparation is unsatisfactory. Design and Implementation of Instruction 1. Preparation in designing lessons/units that focus on learning goals, program of

studies, and core content for assessment. 4 3 2 1 Not Observed

Comments:____________________________________ 2. Preparation in using information about the community and backgrounds of students

to design and implement learning tasks. 4 3 2 1 Not Observed

Comments:____________________________________

Please mark the appropriate boxes to describe the teacher candidate’s program:

□ Undergraduate elementary/LBD □ Undergraduate middle/LBD □ Undergraduate secondary (secondary content area:____________________________)

□ MAT elementary □ MAT middle □ MAT secondary (secondary content area:____________________________) School assigned: ____________________________ Semester _________________________ Year ________


3. Preparation in designing instruction and implementing learning tasks that connect

core content to real life experiences for students. 4 3 2 1 Not Observed

Comments:____________________________________ 4. Preparation in planning over a period of time (i.e., planning for several days vs.

planning a one day lesson). 4 3 2 1 Not Observed

Comments:____________________________________ 5. Preparation in designing and using a variety of instructional strategies that address

the learning needs of students. 4 3 2 1 Not Observed

Comments:____________________________________ 6. Preparation in using questioning techniques to enhance instruction. 4 3 2 1 Not Observed

Comments:____________________________________ Assessment 7. Preparation in designing classroom assessments that are aligned with core content

and CATS. 4 3 2 1 Not Observed

Comments:____________________________________ 8. Preparation in designing classroom assessments that reliably measure student

learning. 4 3 2 1 Not Observed

Comments:____________________________________ 9. Preparation in designing formative assessments that provide feedback to students and

guide their learning. 4 3 2 1 Not Observed

Comments:____________________________________ 10. Preparation is using multiple assessments and data sources to interpret learning

results for students. 4 3 2 1 Not Observed

Comments:____________________________________


11. Preparation in developing graphic and written presentations to show evidence of

student learning resulting from instruction. 4 3 2 1 Not Observed

Comments:____________________________________ Technology 12. Preparation in using technology to enhance and extend learning tasks related to core

concepts and/or content standards. 4 3 2 1 Not Observed

Comments:____________________________________ Classroom Environment 13. Preparation in using classroom management techniques. 4 3 2 1 Not Observed

Comments:____________________________________ 14. Preparation in establishing a positive classroom climate. 4 3 2 1 Not Observed

Comments:____________________________________ 15. Preparation in promoting high standards for students. 4 3 2 1 Not Observed

Comments:____________________________________ 16. Preparation in implementing conflict management, de-escalation strategies, and

behavior interventions. 4 3 2 1 Not Observed

Comments:____________________________________ Exceptional Child Education 17. Preparation in identifying characteristics of students with learning and/or behavioral

disorders. 4 3 2 1 Not Observed

Comments:____________________________________


18. Preparation in understanding the legal requirements of Kentucky regulations and the Individuals with Disabilities Education Act, especially the implementation and monitoring of IEPs and 504 plans.

4 3 2 1 Not Observed

Comments:____________________________________ 19. Preparation in developing useful strategies to address the learning and/or behavioral

needs of students with disabilities included in the regular classroom. 4 3 2 1 Not Observed

Comments:____________________________________ 20. Preparation in designing instruction and assessments for students with disabilities in

the regular classroom and/or special education environment. 4 3 2 1 Not Observed

Comments:____________________________________ Signature(s) (as appropriate) _____________________________________________ _______________________ (Candidate) (Date)

_____________________________________________ _______________________ (Cooperating Teacher) (Date) _____________________________________________ _______________________ (University Supervisor) (Date)