Boyce College TEP Student Handbook For Teacher Candidates · Boyce College Undergraduate TEP Student Handbook 2012-13 Boyce College TEP Student Handbook For Teacher Candidates Department

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Boyce College Undergraduate TEP Student Handbook 2012-13

Boyce College

TEP Student Handbook

For Teacher Candidates

Department of Teacher Education

Teacher as Servant-Leader

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TABLE OF CONTENTS

Accreditation Status-------------------------------------------------------------------------------- 3

Forward---------------------------------------------------------------------------------------------- 3

SECTION I: Philosophical Foundations-------------------------------------------------------- 4

Unit Mission and Vision-------------------------------------------------------------------------- 4

Unit Theme and Unit Goals---------------------------------------------------------------------- 5

Unit Dispositions---------------------------------------------------------------------------------- 6

Unit Standards and Professional Code of Ethics---------------------------------------------- 6

Kentucky Teacher Standards------------------------------------------------------------ 7

Professional Code of Ethics for Kentucky School Certified Personnel ---------- 10

SECTION II: Teacher Candidate Program Requirements---------------------------------- 11

Checkpoint 1 Admission to the TEP…………………………………… 11

Checkpoint 2 Admission to Supervised Teaching…………………….. 12

Checkpoint 3 Program Exit…………………………………………… 13

SECTION III: Teacher Education Program Guides ------------------------------------------ 15

Semester by Semester Curriculum Guide: Elementary Ed. P-5 -------------------- 15

Teacher Work Sample Guide----------------------------------------------------------- 16

TWS Lesson Plan Format--------------------------------------------------------------- 24

SECTION IV: Forms and Assessments

TEP Forms

Elementary Education P-5 Curriculum Contract--------------------------- 25

Declaration of Teacher Education Major form----------------------------- 28

Field and Clinical Experience Forms

Table of Courses with Required Field Experience---------------- 29

Available Times for Field Experience------------------------------- 30

Confirmation of 1st Field Experience Visit-------------------------- 31

Log of Field Experience Activities----------------------------------- 32

Clinical Experience Log of Assignments---------------------------- 33

Admission to TEP Forms

Admission to TEP Application--------------------------------------- 34

Checklist for Admission to Teacher Education Program--------- 36

Supervised Teaching Forms

Admission to Supervised Teaching Form-------------------------- 37

Checklists & Final Application To Supervised Teaching-------- 38

Professional Code of Ethics Commitment Form ---------------------------- 41

Assessment Instruments

KTS Teaching Standards Rubrics--------------------------------------------- 42

KTS Student Teacher Final Evaluation Form-------------------------------- 50

SECTION V Appeals Procedures--------------------------------------------------------------- 53

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ACCREDITATION STATUS OF BOYCE TEACHER PREPARATION UNIT

The Boyce College Teacher Education Program is a state approved program. Boyce teacher

candidates of the Elementary Education P-5 degree program may now be formally admitted to the

Teacher Education Program for professional preparation as a fully certified elementary teacher, but

contingent on the successful passing of the required state tests (Praxis II and PLT). Graduates of the

Elementary Education P-5 degree program may apply for endorsement to teach in elementary grades

K-5. For the next year, 2012-2013, the Boyce teacher preparation unit will be in the process of fully

implementing the Boyce Teacher Education Program components for review again in the spring

semester of 2013 for full accreditation.

FORWARD

This handbook serves as a guide for the teacher candidates of the Boyce College teacher

preparation unit as they prepare for admission to the Teacher Education Program (TEP), and as

they work through the program to meet the standards required of professional teachers. The

handbook is divided into five major sections: I. The Mission, Vision and Standards Guiding the

Boyce TEP; II. Teacher Candidate Requirements; III. Program Guides; IV. Forms and

Assessments of the TEP; V. The Appeals Procedure.

Each teacher candidate should be thoroughly aware of the information as presented in this

handbook. It should be used as a reference source to assist the teacher candidate in the

completion of the TEP requirements.

Every effort is made to maintain current information in this handbook; however, changes in this

handbook may occur without notice. The Department of Teacher Education of Boyce College

reserves the right to make any necessary changes without prior notice. These changes may be

dictated by actions of the Kentucky Education Professional Standards Board (EPSB) or by the

Boyce College Council on Teacher Education (CTE). Teacher candidates of the Teacher

Education Program must remain up-to-date by regular communication with the assigned

academic advisor and by attending all required meetings for teacher education candidates where

current information is dispensed.

The terminology “teacher candidate” in any official Boyce College publication is defined as a

person enrolled full- or part-time in the teacher education preparation program. Candidates are

distinguished from students in P-12 schools. As much as possible, this distinction is made

throughout all official Boyce College teacher preparation unit documents.

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SECTION I PHILOSOPHICAL FOUNDATIONS

Unit Mission

The Boyce teacher preparation unit functions under the division of Applied Studies and provides the major of Elementary Education P-5, culminating in the Bachelor of Science (BS) degree. Consistent

with the mission of Boyce College and The Southern Baptist Theological Seminary, the teacher

preparation unit seeks to prepare students for service leadership roles throughout the world as professional educators in the public schools, in the Southern Baptist Convention (SBC) and other Christian schools,

and on the international mission field. Boyce teacher educators are trained to be totally committed to the

Bible as the Word of God, to the Great Commission as their mandate, and to service as their calling.

Therefore, the Boyce teacher preparation unit is founded on the philosophy of a Christian worldview which interprets personal, social, and historical events through biblical tenets, and which is committed to

the principles of Christian teaching in personal, professional, and social relationships.

The primary purpose of the Boyce Teacher Education Program (TEP) is to provide Christ-centered

quality teacher education, preparing teacher candidates for both Christian and public school teaching.

The Elementary Education P-5 major in teacher education includes instruction in theological ministry studies, in the content knowledge of the arts and sciences, and in professional teacher education

(knowledge, skills, and dispositions). All instruction is provided to teacher candidates to equip them for

professional leadership as a Christian teacher and service in a world of diversity. In conjunction with the

general Mission of the college, the teacher preparation unit strives to achieve the following specific goals:

Equip and train teachers for carrying out the Great Commission of Matthew 28:18-20.

Impart knowledge of and appreciation for people with diverse backgrounds.

Instill teachers with a knowledge and understanding of the principles and practices of

American education.

Impart knowledge in both the arts and sciences and biblical studies.

Integrate the appropriate academic disciplines into a coherent Christian worldview.

Develop the professional skills of pedagogy based on recognized “best practices” for

teaching in schools.

Foster competency in the dispositions for the professional teacher.

Provide leadership and professional service opportunities for teacher candidates in the

P-5 school and community.

Develop qualities of servant-leadership in the teacher candidates that will impact their

professional careers.

Unit Vision

It is the vision of the Boyce Teacher Education Program to educate teachers who recognize the

importance and value of teaching as a profession, and the need for effective leadership and

service in the field of education. As both a teacher and servant-leader, the Boyce teacher

candidate is trained to understand that effective leadership as a teacher begins in the classroom,

that success as a servant-leader in the school setting will depend on the establishment of the

professional learning community model that fosters cooperation and collaboration with the other

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professionals in the school, and works to focus the school on learning and not on teaching. To

assist in the achievement of this vision the Boyce candidate is taught to be aware of the multi-

faceted nature of educating and leading individual learners: that each learner exists in a diverse

society with a unique background; that all learners come to the education arena with different

physical, emotional, intellectual, social, and spiritual needs; and that teachers who successfully

meet these needs must be committed to student learning.

Unit Theme

The Boyce teacher preparation unit theme is the teacher as servant-leader. Under this

overarching theme we have adopted three sub-themes or qualities that we believe are necessary

to develop teachers as servant-leaders. These qualities are service, collaboration, and the

teacher as a reflective practitioner. Figure 1 below graphically depicts the unit theme and

sub-themes. All aspects of the Boyce teacher preparation unit, the course work, the field

experiences, and the clinical experiences, are designed to develop these qualities with the goal of

developing the teacher as a servant-leader.

Unit Goals

To develop the teacher as servant-leader, the three major qualitiess of knowledge, skills, and

dispositions form the superstructure of the Boyce teacher preparation unit conceptual framework

(See Conceptual Framework document) through which all program components function. We

believe that these qualities are the major goals for the unit, and that the research supports the

interactive nature of these areas in the development of a teacher as servant-leader. These unit

goals are also in alignment first with the goals of Boyce College to train leaders for various

social and church-related roles, then with the Kentucky Teacher Standards (KTS) for initial level

teacher preparation units as required by the Education Professional Standards Board of

Kentucky, and finally with the professional association standards for elementary teacher

education, Association for Childhood Education International (ACEI).

Teacher As

Servant-Leader

Service

Collaboration

Reflective

Practitioner

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Unit Dispositions

The “attitudes, values, and beliefs” (dispositions) that we believe are important to foster service,

collaboration, and the teacher as a reflective practitioner are listed below.

1. Service:

The teacher as servant-leader…

1.1 believes that the teacher is a servant first, before becoming an effective leader.

1.2. values opportunities to serve in the school, community, or professional organizations

that have potential for positive impact on the professional environment as a

learning community.

1.3. believes that relationships with others is based on integrity, honesty, and the value of

each individual as a person and what each can contribute to the school as a professional

learning community.

2. Collaboration:

The teacher as a collaborator…

2.1. values diversity as a fact of life that gives all individuals their own distinctive, and God-

given abilities.

2.2. recognizes that effective communication is a primary skill for effective collaborative

leadership.

2.3. believes that collaboration is necessary to develop a school culture of a professional

community of learners.

3. Reflection:

The teacher as a reflective practitioner…

3.1 knows that personal growth of knowledge is a life-long process necessary for

professional growth and effective servant-leadership.

3.2. believes that insights gained from teaching experience must be used for improved future

student learning.

3.3. recognizes the value of assessment data as a major source of information for reflection to

improve daily teaching for student learning and as a source for planning personal

professional development.

Unit Standards and Professional Code of Ethics

The Boyce teacher preparation unit is a standards-based program with all components of the unit

aligned strictly with the ten Kentucky Teacher Standards (KTS) for initial level teacher

preparation units. Course content, field and clinical experiences, the e-portfolio, and

assessments are designed to develop the 6 state standards for teacher preparation units of

Kentucky and the ten Kentucky Teacher Standards (KTS) for training effective professional

teachers. Candidates who complete the Boyce Teacher Education Program will be evaluated for

meeting these standards. The ten KTS and the indicators for each standard are listed below. In

addition to the KTS, the Boyce teacher preparation unit is committed to the code of ethics

adopted by the state for all certified personnel of Kentucky schools. Candidates are required to

commit also to these ethical principles as part of the preparation for teacher education. A listing

of the Code of Ethics appears below.

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KENTUCKY TEACHER STANDARDS FOR TEACHER PREPARATION UNITS Kentucky Teacher Standards- Initial Level Performance

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

The teacher demonstrates a current and sufficient academic knowledge of the certified content areas to develop student knowledge and performance in those areas 1.1 Communicates concepts, processes, and knowledge

Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear, correct, and appropriate for students.

1.2 Connects content to life experiences of students. Effectively connects most content, procedures, and activities with relevant life experiences of students.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student

learning. Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear contribution to student learning.

1.4 Guides students to understand content from various perspectives. Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their

understanding.

1.5 Identifies and addresses students’ misconceptions of content. Identifies misconceptions related to content and addresses them during planning and instruction.

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION

The teacher designs/plans 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 2.1 Develops significant objectives aligned with standards.

States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards.

2.2 Uses contextual data to design instruction relevant to students. Plans and designs instruction based on conceptual (i.e., student, community, and/or cultural) and pre-assessment data.

2.3 Plans assessments to guide instruction and measure learning objectives. Prepares assessments that measure student performance on each objective and help guide teaching.

2.4 Plans instructional strategies and activities that address learning objectives for all students. Aligns instructional strategies and activities with learning objectives for all students.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Plans instructional strategies that include several levels of learning that require higher order thinking.

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE

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. 3.1 Communicates high expectations.

Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students’ ability to achieve these objectives.

3.2 Establishes a positive learning environment.

Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students.

3.3 Values and supports student diversity and addresses individual needs. Uses a variety of strategies and methods to support student diversity by addressing individual needs.

3.4 Fosters mutual respect between teacher and students and among students. Treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern.

3.5 Provides a safe environment for learning. Creates a classroom environment that is both emotionally and physically safe for all students.

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STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION

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. 4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage

students. Uses a variety of instructional strategies that engage students throughout the lesson on tasks assigned with learning

objectives.

4.2 Implements instruction based on diverse student needs and assessment data. Implements instruction based on contextual information and assessment data.

4.3 Uses time effectively. Establishes efficient procedures for performing non-instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time.

4.4 Uses space and materials effectively. Uses classroom space and materials effectively to facilitate student learning.

4.5 Implements and manages instruction in ways that facilitate higher order thinking. Instruction provides opportunity to promote higher-order thinking.

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS

The teacher assess learning and communication results to students and others with respect to student

ability to use communication skills, apply core concepts, become self-sufficient individuals, become

responsible team members, think and solve problems, and integrate knowledge. 5.1 Uses pre-assessments.

Uses a variety of pre-assessments to establish baseline knowledge and skills for all students.

5.2 Uses formative assessments. Uses a variety of formative assessments to determine each student’s progress and guide instruction.

5.3 Uses summative assessments. Uses a variety of summative assessments to measure student achievement.

5.4 Describes, analyzes, and evaluates student performance data. Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups.

5.5 Communicates learning results to students and parents.

Communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives.

5.6 Allows opportunity for student self-assessment. Promotes opportunities for students to engage in accurate self-assessment of learning.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

The teacher uses technology to supports instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and

conduct research. 6.1 Uses available technology to design and plan instruction. Uses technology to design and plan instruction.

6.2 Uses available technology to implement instruction that facilitates student learning. Uses technology to implement instruction that facilitates student learning.

6.3 Integrates student use of available technology into instruction. Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.

6.4 Uses available technology to assess and communicate student learning.

Uses technology to assess and communicate student learning.

6.5 Demonstrates ethical and legal use of technology. Ensures that personal use and student use of technology are ethical and legal.

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STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING. The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

7.1 Uses data to reflect and evaluate student learning. Reflects on and accurately evaluates student learning using appropriate data.

7.2 Uses data to reflect on and evaluate instructional practice.

Reflects on and accurately evaluates instruction practice using appropriate data.

7.3 Uses data to reflect on and identify areas for professional growth. Identifies areas for professional growth using appropriate data.

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS 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.

8.1 Identifies students whose learning could be enhanced by collaboration. Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale.

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Designs a plan to enhance student learning that includes all parties in the collaborative effort.

8.3 Implements planned activities that enhance student learning and engage all parties. Implements planned activities that enhance student learning and engage all parties.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts. Analyzes student learning data to evaluate the outcomes of collaboration and identifies next steps.

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT 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.

9.1 Self assesses performance relative to Kentucky’s Teacher Standards. Identifies priority growth areas and strengths by thoroughly and accurately assessing current performance on all the Kentucky Teacher Standards.

9.2 Identifies priorities for professional development based on data from self-assessment, student

performance and feedback from colleagues. Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues.

9.3 Designs a professional growth plan that addresses identified priorities. Designs a clear, logical professional growth plan that addresses all priority areas.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on

instructional effectiveness and student learning.

Shows clear evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment

of the school.

Identifies leadership opportunities in the school, community, or professional organizations and selects one with the potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill, and time requirement.

10.2 Develops a plan for engaging in leadership activities. Develops a leadership work plan that describes the purpose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed.

10.3 Implements a plan for engaging in leadership activities. Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts. Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership efforts.

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PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL CERTIFIED PERSONNEL

RELATES TO: KRS 161.028, 161.040, 161.120 STATUTORY AUTHORITY: KRS 161.028, 161.030

NECESSITY, FUNCTION, AND CONFORMITY: KRS 161.028 requires that the Education Professional Standards Board develop a professional code of ethics. This administrative regulation establishes the code of ethics for Kentucky school certified personnel and establishes that violation of the code of ethics may be grounds for revocation or suspension of Kentucky certification for professional school personnel by the Education Professional Standards Board. Section 1. Certified personnel in the Commonwealth:

(1) Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship,

and safeguard the freedom to learn and to teach;

(2) Shall believe in the worth and dignity of each human being and in educational opportunities for all;

(3) Shall strive to uphold the responsibilities of the education profession, including the following obligations to

students, to parents, and to the education profession:

(a) To Students:

1. Shall provide students with professional education services in a nondiscriminatory manner and in consonance

with accepted best practice known to the educator;

2. Shall respect the constitutional rights of all students; 3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students;

4. Shall not use professional relationships or authority with students for personal advantage;

5. Shall keep in confidence information about students which has been obtained in the course of professional

service, unless disclosure serves professional purposes or is required by law;

6. Shall not knowingly make false or malicious statements about students or colleagues;

7. Shall refrain from subjecting students to embarrassment or disparagement; and

8. Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a

professional approach with students. Sexually related behavior shall include such behaviors as sexual jokes;

sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate

physical touching, kissing, or grabbing; rape; threats of physical harm; and sexual assault.

(b) To Parents: 1. Shall make reasonable effort to communicate to parents information which should be revealed in the interest of

the student;

2. Shall endeavor to understand community cultures and diverse home environments of students;

3. Shall not knowingly distort or misrepresent facts concerning educational issues;

4. Shall distinguish between personal views and the views of the employing educational agency;

5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others;

6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan

political activities; and

7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall

not offer any of these to obtain special advantage.

(c) To the Education Profession: 1. Shall exemplify behaviors which maintain the dignity and integrity of the profession; 2. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities;

3. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure

serves professional purposes or is required by law;

4. Shall not use coercive means or give special treatment in order to influence professional decisions;

5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation

and legal qualifications; and

6. Shall not knowingly falsify or misrepresent records of facts relating to the educator's own qualifications or those

of other professionals.

http://www.lrc.ky.gov/KRS/161-00/028.PDF





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SECTION II: TEACHER CANDIDATE PROGRAM REQUIREMENTS

Three Checkpoint System of Assessment

The overall system of assessment for all teacher candidates occurs in the three checkpoints of the

Boyce Teacher Education Program, which serve as monitoring checkpoints for each teacher

candidate. Definite assessments are required for each teacher candidate in each of the 3

checkpoints. The assessments serve as criteria for completing that checkpoint, and are linked to

at least one of the Kentucky Teacher Standards, to the theme and sub-themes, and to the three

core components of knowledge, skills, and dispositions, of the Conceptual Framework of the

Boyce teacher preparation unit. This assessment process attempts to assure that each of the

teacher candidate program completers have met all program standards and have acquired the

necessary knowledge, have developed the relevant skills for effective teaching, have

demonstrated the required dispositions for the profession of teaching, and have proven

themselves to be servant-leaders.

Continuous Assessment Plan: The Three Checkpoints of the TEP

Checkpoint # 1 Assessment Criteria for Admission to the Teacher Education Program

Knowledge Assessments Beginning September 1, 2012, admission to an undergraduate initial certification educator preparation

program shall require the following: 1) A cumulative grade point average of 2.75 on a 4.0 scale; and 2) Successful completion of the following pre-professional skills assessments (PPST) of basic

knowledge administered by the Educational Testing Service with the corresponding minimum

score: 1. a. "Pre-Professional Skills Test: Mathematics" (0730) -174; or

b. "Computerized Pre-Professional Skills Test: Mathematics" (5730) - 174;

2. a. "Pre-Professional Skills Test: Reading" (0710) – 176; or b. "Computerized Pre-Professional Skills Test: Reading" (5710) – 176; and

3. a. "Pre-Professional Skills Test: Writing" (0720) – 174; or

b. "Computerized Pre-Professional Skills Test: Writing" (5720) – 174.

1. Course Requirements

1. Pass EN 101: Minimum grade of “C”- (Collaboration disposition #2.2)

2. Pass ED 200 and 210: Minimum grade of “C”

3. Pass all General Education Core, Biblical and Theological, and/or Related Studies

courses taken prior to TEP application: Minimum grade of “C”- (Reflection

disposition #3.1).

Skills Assessments

1.Communication Skills: (Assessment of Reflection disposition #3.1)

a. Write Philosophy of Education (ED 200)

b. Impromptu writing assessment. (ED 200)

2. Computer Skills: (Assessment of Collaboration disposition #2.2), Develop and write

artifacts for e-portfolio (ED 210)

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Dispositions Assessments Complete Boyce Teacher Dispositions Inventory (ED 200) (Pre-assessment of all

dispositions for sub-themes of service: 1.1-1.3, collaboration: 2.1-2.3; and teacher as

reflective practitioner: 3.1-3.3)

Servant-Leadership Assessments

Be a member of student pre-professional organization: Christian Educators Association

International

Teacher Candidate Admission to Supervised Teaching Requirements

Checkpoint # 2: Assessment Criteria for Admission to Supervised Teaching

Knowledge Assessments (Assessment of Reflection disposition #3.1)

1. Knowledge of Teaching Content and Pedagogy: Pass all Curriculum Contract courses for

teacher education major with minimum grade of “C”, and maintain minimum GPA 2.75.

Mean Score 2.0 on Early Field Experience Teacher Candidate Evaluation Form,

Knowledge section

2. General Knowledge: Maintain GPA of 3.0 for last 30 credit hours before application to

Supervised Teaching.

3. Knowledge of the Teaching Profession: ED 381 Clinical Experience assignments;

Skills Assessments 1. Pedagogical Skills:

a) Write and teach lesson plans for evaluation by Field Experience teacher (TWS

Format: See TWS Lesson Plan Format, page 25) in all teaching methods courses.

Must maintain a KTS Rubrics mean score of 2.0 (KTS Rubrics #1 - #4, and #8) for

all teaching lessons taught during field experiences and as shown on the LiveText

e-portfolio.(Collaborations used in lesson designing and planning: Assessment of

Disposition #2: Collaboration, and KTS Rubric #8)

b) Reflection disposition #3.1: score 2.0 minimum on KTS Rubric #7 for TWS

Lessons taught during Field Experiences).

c) The lesson plans are evaluated by the FE cooperating teacher. The mean score for

all lessons from KTS rubrics #’s 2, 3, 4, 5 must be a minimum of 2.0

2. Professional Education Skills: Complete clinical experience assignments ED 381 Clinical

Experience-assessed by course instructor. Write “reflections” as part of the teaching of

lessons in the ED 380 Field Experience: Teaching course: Assessment of teacher as a

reflective practitioner, Disposition #3, KTS rubric #7)

“Professional Skills” section of the Early Field Experiences Evaluation Form: achieve a

2.0 mean score for all areas of professional skills..

3. Technology Skills: Maintain current e-portfolio with technology-related artifacts (Power

Point, interactive whiteboard, document camera) uploaded to the LiveText.

Dispositions Assessments

1. Boyce Teacher Dispositions Questionnaire (BTDQ): ED 381 Clinical Experience course,

Mean Sc. of 2.0. (Pre-Assessment of all dispositions for service, collaboration, and

reflection:

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2. KTS Rubrics #’s 7,8,10 during teaching lessons of field experience for ED380 and ED

420, to assess valued dispositions of service, collaboration, and teacher as reflective

practitioner-Mean Sc. 2.0.


1. ED 480 Field Experience: Service. Assessment of dispositions for service and leadership

skills using KTS rubric #10, min. score: 2.0, and LiveText rubric score for service hours

of 2.0)

2. Be active in student pre-professional organization: Christian Educators Association

International (CEAI).

Checkpoint # 3 – Assessment Criteria for TEP Exit

Knowledge Assessments (Assessment of KTS #1, using KTS rubric #1)

1. Teaching Content Assessment: Demonstrate knowledge of teaching area content during

teaching of lessons; four evaluations by the cooperating teacher and four by the college

supervisor during ED 490.

2. Knowledge of Lesson Planning: Demonstrate knowledge of lesson planning during

teaching of lessons; four evaluations by the cooperating teacher and four by the college

supervisor. (Assessment of KTS #2, using KTS rubric #2)

3. Knowledge of Teaching Strategies: Demonstrate knowledge of appropriate teaching

strategies during teaching of lessons; four evaluations by the cooperating teacher and four

by the college supervisor. (Assessment of KTS #2, using KTS rubric #2)

4. Knowledge of classroom management: In the course ED 430 Classroom Management

develop knowledge of classroom management and discipline and design a classroom

management strategy. (Assessment of KTS #3, using KTS rubric #3)

5. Knowledge of Assessment: Demonstrate knowledge of assessment during teaching of

lessons; four evaluations by the cooperating teacher and four by the college supervisor.

(Assessment of KTS #5, using KTS rubric #5)

6. Knowledge of Technology: Demonstrated in the planning and teaching of lessons and the

TWS Unit; Continued development of e-portfolio. (Evaluated by the college supervisor

using KTS rubric #6)

7. Knowledge of Program of Studies and Kentucky Core Content: Demonstrated in lesson

planning, and application of the TWS unit, and evaluated by the cooperating teacher and

college supervisor. (Evaluators use TWS Scoring Guide for TWS Section 2)

8. Knowledge of Unit Plan: Demonstrated in planning of the TWS Unit (Appendix: Table

10) and evaluated by the college instructor of Supervised Teaching (Assessment using

TWS Scoring Guide for each section of the candidate’s TWS narrative)

Skills Assessments

1. Teaching Skills Assessment: Demonstrate teaching skills during teaching of lessons; four

evaluations by the cooperating teacher and four by the college supervisor.


2. Assessment Skills: Demonstrate assessment skills during teaching of lessons and TWS

Unit (pre-assessment, formative assessments, and summative assessment) four evaluations

by the cooperating teacher and four by the college supervisor.

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3. Technology Skills Assessment: Demonstrate use of technology in lesson and unit

teaching; as seen on artifacts of the e-portfolio and as observed in teaching lesson of ED

490. Evaluated by the Coordinator of Supervised Teaching. (Assessment of KTS #6, using

KTS rubric #6)

4. Leadership Skills: Demonstrate leadership in the classroom and in the school; Evaluated

by the college supervisor. (Assessment of KTS #10, using KTS rubric #10)

5. Classroom Management Skills: Demonstrated in the creation of a “community of

proactive learners” and skills of classroom management during all phases of the

Supervised Teaching experience. Evaluated by both the cooperating teacher on a daily

basis and by the college supervisor’s observations and checklists. (Assessment of KTS #3,

using KTS rubric #3)

Dispositions Assessments

1. Boyce Teacher Dispositions Questionnaire summative assessment: Completed during

seminar sessions of the ED 490 Supervised Teaching course. Evaluated by the

Supervised Teaching Supervisor.

2. Boyce Teacher Disposition Inventory summative assessment: Completed during ED 490

Supervised Teaching seminars.

3. KTS Rubrics #’s 7-10: Completed during observations of the teacher candidate in the

classroom and the school.


1. Service Leadership Assessment: Demonstrated by the student teacher in a school

leadership role. Evaluated by the leader of the program in the school using KTS Rubric

#10, min. score: 3.

15

SECTION III: TEACHER EDUCATION PROGRAM GUIDES

Recommended 4-Yr. Semester by Semester Schedule: Elem. Educ. P-5 Major NOTE: Students who score below the minimum required score on the English or Communications area of the scholastic aptitude test

(ACT, SAT, Praxis I), may be required to register for and successfully complete EN 099 Foundational English, with a grade no lower

than “C”, before being permitted to take EN 101 English Composition I. This would cause a one semester delay in the completion of the

English course requirements for making application to the Teacher Education Program (TEP).

Course Credits Course Credits

Freshman year-1st Semester (15 credits) Freshman year-2

nd Semester (15 credits)

EN 101 English Composition I 3 EN 102 English Composition II 3

MA 102 Contemporary Mathematics 3 ED 200 Introduction to Teacher Education 3

SP 105 Introduction to Public Speaking 3 ED 210 Computers & Media in the Schools 3

BL 101 Old Testament Survey 3 BL 102 Old Testament Survey 3

PS 101 Intro. to Psychology 3 BL 111 Hermeneutics 3

Cumulative Credits………………………15 Cumulative Credits………………………………30

Sophomore year-1st Semester (18 credits) Sophomore year- 2


PH 321 Religion in the Public Square 3 BL 152 New Testament Survey II 3

HS 161 World History 3 EC 101 Economics 3

BL 151 New Testament Survey I 3 EN 221 World Literature Survey 3 PH 103 Introduction to Philosophy 3 TH 212 Theology II 3

MA 111 College Algebra 3 ED 235 Integrated Content for Elem.Grades 3

TH 211 Theology I 3 ED 310 Teaching Elementary Math P-5, I 3

Cumulative Credits……………………….48 Cumulative Credits……………………………….66

*Junior year – 1st Semester (15 credits) Junior year- 2


*Note: The candidate must be accepted into

the TEP by this semester to continue taking SC 111 Principles of Biology 3

Professional.Education (ED) Studies courses SC 112 Biology Lab 1

ED 381 Clinical Experience 1 ED 230 Child and Adolescent Dev. 3

SC 121 Principles of Phys Science 3 ED 330 Teaching Social Studies P-5 3 SC 122 Physical Science Lab 1 ED 380 Field Experience I: Teaching 1

HS 171 American History 3 EN 351 Children’s Literature 3

ED 311 Elementary Math P-5, II 3 ED 420 Teaching Reading P-5 3

ED 220 Teaching Exceptional Learners 3

ED 480 Field Experience II: Service 1

Cumulative Credits……………………….81 Cumulative Credits………………………………98

Senior year -1st Semester (18 credits) Senior year –

ED 320 Teaching Science P-5 3 ED 430 Classroom Management-1st week of Sem. 3

ED 340 Education Assessment 3 SS 211 American Government 3 Senior year 2


HU 421 Great Books Seminar I or II 3 ED 490 Supervised Teaching-Elem.P-5 9

ED 410 Teaching Language Arts P-5 3

TH 311 Theology III or 3

PH 103 Worldview Analysis or TH 331 World Religions

Cumulative Credits………………………116 Cumulative Credits…………………………….128

Total Degree Required Credits………………128

16

Teacher Work Sample Guide Overview

A completed Teacher Work Sample (TWS) is one of several culminating activities leading to a degree in teacher education at Boyce College. Concepts and terms from the TWS are imbedded into every Professional

Education course, and portions of the TWS are assigned throughout the program curricula. A well-conceived, fully

implemented TWS is an integral component of the Supervised Teaching experience and must be submitted as part of

the electronic portfolio.

Teaching Process

Goal for Teacher Candidate Performance

Point

Value

Learning Context

The candidate describes a specific learning context, focusing on the classroom,

teacher, and student characteristics, which might affect student learning.

15

Learning Goal &

Objectives

The candidate sets a learning goal and multiple learning objectives that offer

variety and are appropriate to the learning context, challenging to students, and

aligned with Kentucky=s standards for student learning.

15

Assessment Plan

The candidate plans appropriate assessment strategies for each learning

objective to evaluate student learning before, during, and after instruction.

15

Design for

Instruction

The candidate designs instruction for specific learning objectives, taking into

account the entire learning context.

15

Instructional

Decisions

The candidate makes instructional changes based on analyses of assessments

before and during instruction, These assessments may be simple observations of

student reactions or actual “test” results.

5

Analysis of

Student Learning

The candidate uses assessment results to profile student learning and presents

an analysis of student progress for each learning objective.

15

Reflections & Self

Evaluation

The candidate reflects on his or her instruction and student learning to improve

teaching practice.

10

Competent

Communication

The candidate communicates about his or her teaching through the written TWS

document that reflects clarity of thought and competence in written English.

10

Total

100

Format

Your Teacher Work Sample should reflect your knowledge and skills in teaching as well as in

communicating about your teaching, through written expression. Please use the required Boyce College style for the

mechanics of writing, abbreviations, headings, series, quotations, footnotes, and references. Use 11-12 font and one

inch margins and tabs, and since this document is not being prepared for publication, single space the lines.

Write your TWS clearly and concisely in Standard English and attend closely to your concept development,

grammar, and mechanics. Concept development includes thesis, coherence, clarity, support, and transitions.

Grammar includes parallelism, agreement, verb tense, and word choice. Mechanics include spelling, punctuation, and capitalization. Use computer software to check spelling and grammar. This is a necessary yet not sufficient step

to accomplish this objective. Therefore, also print, proofread, and edit a hard draft, and then enter the edits into the

final draft on your computer before you submit your final TWS for your electronic portfolio.

17

Section 1: Learning Context

Goal for Teacher Candidate Performance: Learning Context

The candidate describes a specific learning context, including community, school, classroom, teacher, and

student characteristics that might affect student learning.

Targets & Scoring Guide: Learning Context

Target for Teacher Candidate Performance

Point

Value

1. The candidate describes specific community characteristics that might affect student learning.

2

2. The candidate describes specific school characteristics that might affect student learning.

2

3. The candidate describes specific classroom characteristics that might affect student learning.

2

4. The candidate describes characteristics of the classroom teacher and herself or himself that

might affect student learning.

3

5. The candidate describes specific student characteristics that might affect student learning.

6

Total 15

Guidelines: Learning Context

Instructional Implications: Community, School, Students, and Physical Environment, Schedules

Describe the general socio-economic status of the community where your school is located and draw

inferences from this about the possible impact of this on your students’ learning in general as you teach this unit.

Describe the school, including its age and physical appearance; number of students; number of teachers; support

personnel; administration; student to teacher ratio; media and educational resources (e.g, computer lab, library,

teacher resource room); parent involvement; enrichment activities; sports; and extracurricular activities. How might the school as you have described it above, affect the learning of the students in any way, positive or negative. What

is the composition of your students in the classroom? How many students are in the classroom? What are the

genders by number? Do you have any that are repeating the grade? What is the ethnicity breakdown of the

students? Do you have a significant number of disadvantages students in you classroom? Do you have special needs

learners (LD, ADHD, autistic, etc.)? If so, how many, and what are the IEPs (if any) for these students? How will

these student characteristics and the dynamics of the classroom affect the possible learning outcomes during the

instruction of the unit? What is the physical environment of the classroom and how will that affect the instruction?

How is the room arranged, and will you need to do any rearranging to accommodate the instruction? How about the

lighting, the room temperature, and the resources available to you for performance of the teaching? Will any of this

affect the instruction and/or the student learning outcomes? Does the room arrangement allow you the freedom to

do grouping if necessary? What is the school schedule during the teaching of the unit? For example, are there any

interruptions of the instruction by recess, or lunch, or students who are taken from the room for special resource learning during the instruction of the unit time? How will any of this affect the learning outcomes?

18

Section 2: Learning Goal and Learning Outcomes

Goal for Teacher Candidate Performance: Learning Goal and Objectives

The candidate sets a learning goal and multiple learning objectives that offer variety and are appropriate to

the learning context, challenging to students, and aligned with Kentucky’s standards for student learning.

Targets & Scoring Guide: Learning Goal and Learning Outcomes

Targets for Teacher Candidate Performance

Point

Value

1. The candidate sets a learning goal that identifies levels and areas of learning that address the

grade-level curriculum and the specific students.

3

2. The candidate sets multiple learning outcomes that will lead the students to achieve the

learning goal.

5

3. The candidate sets learning outcomes that describe areas and levels of learning that are

appropriate to the students, grade level, and multiple learning activities.

5

4. The candidate aligns each learning outcome with Kentucky’s Core Academic State Standards

(Language Arts and Math UNITS) or the Content for Assessment or Program of Studies

(Units other than LA and Math)

2

Total 15

Guidelines: Learning Goals and Learning Outcomes

Appropriate Learning Goal

Contemplate the big picture and determine the overall goal you want your students to meet through their

participation in this unit of activity. State the goal in clear terms that would be understood easily by your students.

Avoid wordiness. Explain how this goal addresses one or more crucial components of the curriculum and how it is

appropriate, in terms of your students’ learning levels.

Multiple Learning Outcomes That Lead to the Goal

Determine what your students will need to know and do to reach the goal you have set. State each type of

knowledge or skill as a separate objective.

Learning Outcomes Match Learner Context, Grade Level, and Learning Activities

Consider each aspect of the learning context you described in Section I to assure that each objective is

appropriate for your specific community, school, classroom, classroom teacher, and students. Pay particular

attention to the achievement levels, prior knowledge, and learning styles of your students, and how these objectives

lend themselves to appropriate learning activities.

Learning Outcomes Align with State Standards

Show the alignment of each objective with Kentucky’s Core Content for Assessment. Write the code and

the Core Content indicator directly below each objective. Avoid “kitchen sink” alignment; include only the most

important and applicable indicator(s) for each objective.

19

Section 3: Assessment Plan

Goal for Teacher Candidate Performance: Assessment Plan

The teacher candidate plans appropriate assessments for each learning objective to evaluate student

learning before, during, and after instruction.

Targets & Scoring Guide: Assessment Plan

Target for Candidate Performance

Point

Value

1. The candidate plans and implements an appropriate pre-assessment and presents the results

in a table and chart.

3

2. The candidate uses pre-assessment results to plan, select, or design appropriate formative assessment and post-assessment strategies for assessing each learning objective.

3

3. The candidate develops reliable assessment strategies to evaluate the learner’s performance

on each learning objective.

3

4. The candidate plans assessment and scoring procedures that will yield valid results for determining progress toward the learning objectives.

3

5. The candidate plans adaptations in assessment procedures to meet the needs of each

student.

3

Total 15

Guidelines: Assessment Plan

Pre-assessment

Develop a pre-assessment strategy that is aligned with your unit goal and objectives. Administer the pre-

assessment well in advance of implementing your instructional unit. Develop a table and chart that reflect the pre-assessment results.

Assessment Plan Overview

Develop a table that will reflect an overview of the assessment plan. Include four columns in the table with

these headings: Learning Outcome(s), Type of Assessment, Assessment Format, and Adaptations. The purpose of the

first two columns is to depict the alignment between the learning objectives and the planned assessments. The

Assessment Format column should summarize the type of assessment (e.g., objective test, essay response, authentic

performance, checklist, running record, project) to be used to assess the learning objectives. The Adaptations

column should explain any procedures that will be used to meet the individual needs of the learners in the

administration of the assessment(s). Make certain that the planned assessments are appropriate for the level of

objective intended to be assessed. For example, knowledge objectives might best be assessed by questions which require the learner to respond with the correct knowledge; whereas, skills objectives might best be measured by

requiring the learner to practice or demonstrate the learned skill; and thinking skills, such as analyzing or evaluating,

might best be assessed through some writing activity that requires that thinking process

Reliable and Valid Assessment

20

Describe each of the assessment strategies (pre-assessment, formative assessments, post-assessment) that

you will use to evaluate learning for each of the learning objectives. Does your method(s) of assessment measure

what you intend for it to measure? Does y our pre-assessment and post assessment instrument measure reliably the

same construct or all of the same objectives or learning outcomes? Verify your judgments by collaborating with a

practicing professional teacher.

1. Justify why you are choosing each of the assessment strategies. 2. If the pre-assessment and post-assessment are not the same, explain how each assesses the same

knowledge or skills. If they do not measure the same learning objectives, the conclusions you

make cannot be reliable, i.e. the results cannot be consistent from one measure to the next.

3. Make sure to plan enough items for the test measure(s) to be valid. If you do not have enough

items or enough opportunities for the learner to demonstrate learning, the test measure may not be

measuring what you wish for it to measure.

4. Explain how the assessment items or procedures are a valid assessment of the stated learning

objectives they are designed to measure.

Valid Assessment and Scoring Procedures

Describe the scoring procedures for each of the assessment strategies. Explain how you will use assessment results to draw valid conclusions about each learner’s progress. State the criteria you will use to determine learner

progress. The criteria may be include a mastery scale, rubric, raw scores, percentage scores, gain scores,

performance rating scale, observation checklist, anecdotal record, or a combination of any of these. Regardless of

the chosen criteria, be sure to determine in advance of the pre-assessment how you will measure the students’

learning progress. If you will use a form for recording learner responses (e.g., rubric, checklist, rating scale), include

it in the Appendices and explain its use in the description of this section..

Adaptations in Assessment Administration Procedures

Based on the learning context for differences in student learning characteristics, describe any and all

planned adaptations for the administration of each of the assessments. If you plan to use a different procedure for

some of the learners, describe precisely that adaptation.

Section 4: Design for Instruction

Goal for Teacher Candidate Performance: Design for Instruction

The candidate designs instruction for specific learning objectives, taking into account the entire learning context.

Targets & Scoring Guide: Design for Instruction


Point

Value

1. The candidate clearly describes how pre-assessment data inform content level and choice of

key teaching/learning activities.

5

2. The candidate plans appropriate teaching strategies that align with the learning objectives

and utilizes a variety of teaching strategies and resources to facilitate student learning.

4

3. The candidate discusses how certain contextual characteristics will impact instruction and

student learning.

4

4. The candidate integrates appropriate technology and highlights how it will enable teaching

and learning or provides a clear rationale for not using technology.

2

Total 15

21

Guidelines: Design for Instruction

Interpretation and Application of Pre-assessment Data

Discuss what the pre-assessment data suggest or reveal about students’ strengths and weaknesses in relation

to the learning objectives. Then show how the inferences you draw from the pre-assessment data guide you to select appropriate level(s) of content and learning strategies. If you had already made plans for the instruction or parts of

it, what changes were required as a result of the pre-assessment results?

Plan for Instruction

Draw upon your knowledge of professional theories, principles, best practices, and research to design a

block plan that shows the topic of each learning activity and the learning objective(s) addressed. Be certain that

your plan includes a variety of teaching strategies and resources. Then, write a narrative that explains the block plan

by presenting the scope and sequence (the flow) of the activities and provides clear rationales for your choices of

activities. Explain how your plan reflects recognized approaches or “best practices” to teaching for the learning

objectives you have identified for this unit.

Impact of Learning Context

Identify the contextual characteristics (especially special student needs) you are addressing, as you plan for

instruction. Is there any individual student or group of students you are making adjustments in your plan for the

instruction? Describe the possible impact of each identified characteristic and how your instructional plan deals with

it.

Use of Technology

Explain how you will use technology during instruction. Discuss how it will contribute to teaching and learning. If

you cannot use technology, provide justification.

Section 5: Instructional Decisions

Goal for Teacher Candidate Performance: Instructional Decisions

The candidate makes instructional decisions and changes based on analysis of the teaching, student

learning, and the learning context.

Targets & Scoring Guide: Instructional Decisions

Target for Teacher Candidate Performance Point

Value

1. The candidate makes sound instructional decisions for changes in the instructional

procedures to address individual student or group performance.

2

2. The candidate connects instructional decisions for changes to achievement of the learning

objective(s).

3

Total 5

22

Guidelines: Instructional Decisions

Instructional Decisions Informed by Student Performance

Discuss two changes you made in terms of content level, pacing, sequencing, instructional strategy,

classroom management, etc., in response to individual student or group performance or need, as indicated by formative assessment data or instructional feedback during instruction. Were the modifications effective? Discuss

the impact of the modifications.

Instructional Decisions and Learning Goals

Discuss how each of the instructional decisions for change of instructional procedure contributed to the

realization of any of the unit learning objectives.

Section 6: Analysis of Student Learning

Goal for Teacher Candidate Performance: Analysis of Student Learning

The candidate uses assessment results to profile student learning and presents an analysis of student

progress for each learning objective.

Targets & Scoring Guide: Analysis of Student Learning


Point

Value

1. The candidate graphically presents the results of the assessments clearly and accurately for

each learning objective, comparing the pre-assessment data and the post-assessment data.

4

2. The candidate analyzes assessment results from the data for both the whole class and two

subgroups, using the criteria identified in the Assessment Plan.

4

3. The candidate interprets and draws meaningful and appropriate conclusions that are based

upon analysis and interpretation of assessment results.

5

4. The candidate presents evidence that clearly demonstrates the affective impact of the learning

on student attitudes and/or behavior resulting from the overall instructional unit or any

segment thereof.

2

Total 15

Guidelines: Analysis of Student Learning

Graphic Presentation of Assessment Results

To analyze the progress of your whole class, create a table using computer technology that shows pre- and

post-assessment data on every student on each of the learning objectives. Then create a graphic (chart) summary that

shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you

identified for each learning objective, in the Assessment Plan section.

Analysis of Student Learning

Whole Group. Using the assessment data, analyze and describe student progress for the whole class, along

each learning objective, according to the criteria you identified in the Assessment Plan section. For example, if your

criterion for one or more of your objectives was a rubric, how many of the students showed learning progress to the

higher levels of the rubric? If you used a mastery, partial mastery, no mastery scale, how many of the students

increased their mastery of the criterion set for each objective?

23

Sub-Groups. Select any two groups (male vs. females, special needs vs. non-special needs, two different ethnic

groups or individuals, etc) to compare for progress on each learning objective. Describe group similarities and

differences in achieving the criterion set for each objective. Did one of the sub-groups do better than the other(s) on

any objective? Explain possible reasons for similarities and differences

Interpretation of Assessment Results Pull back from the details of your assessment results and discuss what your students learned during this unit

of instruction. How well did they accomplish your learning objectives? What new knowledge and skills did they

demonstrate? Will there be any transfer of what they learned to other studies in future lessons?

Section 7: Reflection and Self-Evaluation

Goal for Teacher Candidate Performance: Reflection and Self-Evaluation

The candidate reflects on his or her instruction and student learning to improve teaching practice.

Targets & Scoring Guide: Reflection and Self-Evaluation

Target for Teacher Candidate Performance in Reflection and Self-Evaluation Point

Value

1. The candidate reflects on the need for changes in the learning objectives, instruction, and

assessments to improve student learning.

5

2. The candidate reflects on implications for professional development resulting from the

experience of planning and teaching this unit of instruction (the TWS).

5

Total 10

Guidelines: Reflection and Self-Evaluation

Reflection on Modifications to the Unit of Instruction

Reflect back over the entire unit, both the planning process and the actual instruction, and assessments, and

discuss any changes that you now believe would improve student learning. These modifications may relate to the

learning objectives, assessments (pre-, formative, or post-), or the instruction and/or planned learning activities.

Reflection on Implications for Professional Development

What has the planning and implementation of this unit of instruction revealed to you about yourself?

Consider these questions as you reflect on this issue: What strengths and/or weaknesses emerged with regard to...

your planning skills and abilities for a lengthy unit of instruction? ...your knowledge of assessment and developing

assessment criteria? ...your knowledge of the subject area covered by this unit? ...your ability to select effective

learning activities related to specific learning objectives? ...your teaching skills for affecting learning? ...your ability

to attend to the attitudes and behaviors of the students during instruction? ...your ability to meaningfully analyze and interpret assessment results to determine student learning? ...your ability to manage the learning environment

(classroom management skills) to keep learning on track?

Identify any three of these areas of consideration and present evidence for your personal need for

improvement in these areas that emerged from this unit planning and instruction. Finally, describe specific steps you

would take to meet the goal of improving in these areas.

A sample Lesson Plan format for a single TWS lesson is below. Teacher candidates must use this format for all

assigned lesson plan

24

Written and Revised by Dr.Al Hickey, 10-09-11

Boyce College TWS Lesson Plan Format

Name:_____________________________ Date: Age/Grade Level: # of Students: ____ IEP Needs: ____________________ Other Special Needs: __________ Subject: Major Content: Lesson Length: Unit Title: (if any) Lesson Number and Title (if part of unit): __________ 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 and the focus of related previous lesson(s).

Describe generally any critical student characteristics or attributes that will affect student learning (e.g. any students with learning disabilities, behavior disorders, autism, etc.)

Learning Outcomes (Lesson Objective(s)) State what students will learn as a result of this lesson. Objectives must be student-centered and observable and measurable. Always list the learning outcomes numerically (1,2,3, etc) The statement of the learning outcome(s) should use Bloom’s action verbs stating what the students will learn as a result of the lesson OR identify each learning outcome in terms of the Depth of Knowledge (DOK) the it is intended to achieve. It should NOT include the learning activity or activities that the student will engage in to achieve the learning outcome(s). The learning activities are part of the “Procedures” below.

Connection To KY State Learning Outcomes Connect your goals and objectives to appropriate Common Core State Standards for language arts: English Language Arts Deconstructed Standards or math lessons: Mathematics Deconstructed Standards; or connect to the Core Content for Assessment for other subject area lesson topics. Make certain that your lesson objective(s) is aligned with the appropriate state standards. Identify the appropriate state standard with the number for that state standard written in parenthesis after your stated objective(s).

Assessment Plan

In table format, organize how each objective will be assessed. The numbers in the assessment table should match the numbers of the objectives as used in the “Objectives” section above. Attach copies of assessment instruments and rubrics (if applicable to the lesson plan) that will be used in the assessment procedure(s). The “Degrees of Knowledge (DOK)” column is a hyperlink to a website about the DOK for each subject area. Click on it to go to the website.

Learning Outcome/Assessment Plan Organizer (Sample)

Learning Outcome Number

Type of Assessment

Description of Assessment

Depth of

Knowledge (DOK)

Adaptations and/or

Accommodations For Individual

Learners

Objective 1 Formative Brainstorm 1 Record ideas visually

Objective 2

Summative

Written response for student

portfolio

3

Word banks for student with reading IEP

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.

If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to cite the sources used to develop this lesson.

Procedures List in numerical order (1, 2, 3, etc.) the strategies and activities you will use to involve students and accomplish the lesson objectives. Cross-reference each strategy with the objective the strategy is designed to achieve by putting the objective number in parentheses (1) or (2), etc. after each strategy. The procedures may include procedures for triggering prior knowledge and strategies to meet individual student needs and the diversity in your classroom.

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/English+Language+Arts+Deconstructed+Standards.htm

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/English+Language+Arts+Deconstructed+Standards.htm

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Mathematics+Deconstructed+Standards.htm

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Core+Content+for+Assessment/Core+Content+for+Assessment+4.1/

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Core+Content+for+Assessment/Core+Content+for+Assessment+4.1/Content+Specific+Core+Content+for+Assessment+DOK+Support+Materials.htm



25

SECTION IV: TEP FORMS AND ASSESSMENT INSTRUMENTS

TEP FORMS CURICULUM GUIDE SHEET

Bachelor of Science Elementary Education P-5 Degree Boyce College Teacher Education Department

Name ____________________________ DOB ___/___/_____ Student ID # ________________ MO / DAY / YEAR

Date of Entry at Boyce College: ___/___/_____ Assigned Advisor: ___________________ MO / DAY / YEAR

Test Scores: 1. Praxis I (PPST) _______ _______ _______ _______ ____/_______ Writing. Math Read Comp. Date Taken: MO / YEAR 2. Praxis II Specialty (Required = 163) _______ ___/___/_____ Test Code MO / DAY / YEAR 3. PLT (Required = 161 _________ ___/___/_____ Test Code MO / DAY / YEAR NOTE: The Praxis II and PLT must be passed before applying for Kentucky teacher certification. Teacher Education Program (TEP) Requirements: Date Admitted to TEP - ___/___/_____ Date Admitted to Supervised Teaching -___/___/_____ MO / DAY / YEAR MO / DAY / YEAR E-Portfolio Evaluation: _______Satisfactory _______Unsatisfactory ______________ Date Faculty Evaluator of E-Portfolio __________________________________________________________ Record of Advisement:

Date Student

Signature

Advisor

Signature

Purpose Comments

Note: The Boyce Teacher Education Program is Provisionally Approved to admit students to the Boyce TEP as of

August 1, 2011. The Boyce TEP is working toward full accreditation of the TEP by the year 2012-13. Students

who graduate with the above major in Elementary Education P-5 may now be qualified for state certification in

elementary education. Passing of Praxis II, and PLT test are also required by the state for certification in

elementary education.

26

GENERAL STUDIES 47

Grade - Sem./Yr- FE Hours - Repeat Gr.- Transfer EC 101 Economics 3 _____ _______ ________ _________ ________

**EN 101 English Composition I 3 _____ _______ ________ _________ ________

EN 102 English Composition II 3 _____ _______ ________ _________ ________

EN 221 World Literature Survey 3 _____ _______ ________ _________ ________ HS 161 World History 3 _____ _______ ________ _________ ________

HS 171 American History 3 _____ _______ ________ _________ ________

MA 101 College Algebra 3 _____ _______ ________ _________ ________

PH 103 Intro. to Philosophy 3 _____ _______ ________ _________ ________

PH 321 Religion in the Public Square 3 _____ _______ ________ _________ ________

SC 111 Principles of Biology 3 _____ _______ ________ _________ ________

SC 112 Biology Lab 1 _____ _______ ________ _________ ________

SC 121 Principles of Physical Sc/ Lab 3 _____ _______ ________ _________ ________

SC 122 Phys. Sc. Lab 1 _____ _______ ________ _________ ________

SP 105 Intro to Public Speaking 3 _____ _______ ________ _________ ________

SS 211 American Government 3 _____ _______ ________ _________ ________

Choose one of the following two courses: HU 421 Great Books Seminar I or 3 _____ _______ ________ _________ ________

HU 422 Great Books Seminar II 3 _____ _______ ________ _________ ________

Choose one of the following two courses:

PS 101 Introduction to Psychology or 3 _____ _______ ________ _________ ________

SS 201 Introduction to Sociology 3 _____ _______ ________ _________ ________

BIBLICAL AND THEOLOGICAL STUDIES 24

BL 111 Hermeneutics 3 _____ _______ ________ _________ ________

BL 101 Old Testament Survey I 3 _____ _______ ________ _________ ________

BL 102 Old Testament Survey II 3 _____ _______ ________ _________ ________

BL 151 New Testament Survey I 3 _____ _______ ________ _________ ________ BL 152 New Testament Survey II 3 _____ _______ ________ _________ ________

TH 211 Theology I 3 _____ _______ ________ _________ ________

TH 212 Theology II 3 _____ _______ ________ _________ ________

Choose from one of the following: 3 _____ _______ ________ _________ ________

TH 311 Theology III; TH 331 World Religions; or PH 108 Worldview Analysis

RELATED CONTENT STUDIES 9

EN 351 Children’s Literature 3 _____ _______ ________ _________ ________

MA 102 Contemporary Math 3 _____ _______ ________ _________ ________

ED 235 Integrated Content for Elem.Gr. 3 _____ _______ ________ _________ ________

PROFESSIONAL EDUCATION STUDIES 48 **ED 200 Intro. to Teacher Education 3 _____ _______ ________ _________ ________

*ED 201 Education Seminar 1 _____ _______ ________ _________ ________

**ED 210 Computers & Media in Schools 3 _____ _______ ________ _________ ________

ED 220 Teaching Exceptional Learners 3 _____ _______ ________ _________ ________

***ED 230 Child & Adolescent Dev. 3 _____ _______ ________ _________ ________

ED 310 Teaching Math P-5 I 3 _____ _______ ________ _________ ________

ED 311 Teaching Math P-5 II 3 _____ _______ ________ _________ ________

ED 320 Teaching Science P-5 3 _____ _______ ________ _________ ________

ED 330 Teaching Social Studies P-5 3 _____ _______ ________ _________ ________

ED 340 Education Assessment 3 _____ _______ ________ _________ ________

ED 380 Field Experience I: Teaching 1 _____ _______ ________ _________ ________ ***ED 381 Clinical Experience 1 _____ _______ ________ _________ ________

27

Grade - Sem./Yr- FE Hours - Repeat Gr.- Transfer ED 410 Teaching Language Arts P-5 3 _____ _______ ________ _________ ________

ED 420 Teaching Reading P-5 3 _____ _______ ________ _________ ________

****ED 430 Classroom Management 3 _____ _______ ________ _________ ________

ED 480 Field Experience II: Service 1 _____ _______ ________ _________ _______

ED 490 Supervised Teaching P-5 9 _____ _______ ________ _________ _______

*Required only for students who transfer a course equivalent to ED 200

** Prerequisite courses for TEP Application

*** Prof. Educ. Courses that may be taken prior to TEP admittance.

****Taken during the first week of the Supervised Teaching semester.

Total Credits 128

Final GPA ________

Program exit requirements (GPA, portfolio, action research, other) GPA …………………………………… 2.75 overall

GPA for final 30 credits……………… 3.00

All program course grades of a “C” or higher

All courses completed, including Supervised Teaching Seminar

TWS submitted with Minimum rubric score of 85%

Final e-portfolio evaluation with rubric mean score of 2.5

Praxis II Multi-Subjects Test and PLT scores submitted. It is not a requirement at Boyce College

to pass these tests to receive the program degree. However, the state of Kentucky requires that

these tests be passed with the minimum cut score before granting teacher certification.

(Note: If the scores (Multi-Subjects Subtests and PLT) are not passing by state standards, the teacher

candidate must retake the test(s) until the scores are passing before the state will grant certification in the

teaching area of the degree)

EPSB Disclaimer: Teacher certification requirements are subject to change. Before registering for the Praxis

Multi-Subjects Test (5031), please refer to the Education Professional Standards Board (EPSB) website at

www.epsb.ky.gov for current requirements or contact the Division of Professional Learning and Assessment

at 502-564-4606 or toll free at 888-598-7667.

28

Declaration of Teacher Education Major

Boyce College Department of Teacher Education

(Please, type or print)

Student: Date: ___/____/_____

Last First Middle I. Maiden

Local Address: Tel #: _____________

Street City State Zip Code

Permanent Address: Tel #.:_____________

Street City State Zip Code

E-mail Address: _________________SS Number:____________ Boyce ID # ____________

Date of Birth: / / Gender: __M, __F Marital Status: __Single, __Married

Ethnicity (Check one):___ Non-resident Alien, ____ Black, not Hispanic Origin,

____ American Indian or Alaskan Native ____ Asian/Pacific Islander____ Hispanic ,

____ White, not Hispanic

Classification(s) (check all that apply):

____ Freshman____ Sophomore____ Junior____ Senior ____ Full-Time____ Part-Time

____ New ____ Continuing ____ Transfer ____ Post Baccalaureate

I hereby declare teacher education as my academic major. The declared major is checked

below:

Major Area: ___ Elementary Education P-5, BS Degree

_____________________________________________________

Teacher Candidate Signature

29

FIELD AND CLINICAL EXPERIENCE FORMS

Table 1: Early Field Experience Hours for Courses with Critical Assignments and Technology

Total FE

Hours …….. 200

Course FE Hours Critical Assignments Technology

ED 200 0 -Phil. of Ed. paper

Boyce Dispositions Inventory Pre-Assessment

ED 210 6

3 Observations

3 Independent

-8 computer projects

- Publisher documents for parental communications. KTS rubric # 8

-Power Point simulated lesson w/ TWS Lesson Plan-KTS rubric #1- 6

-PP simulated lesson w/ LP:.KTS rubric #8

- WebQuest w/TWS LP

- Elementary grades Electronic grade book. KTS rubric #6

1. www orientation

2. Excel graphs/charts

3. Publications docs.

4. Power Point

5. WebQuest

6.E-grade books

7. Web Page

8.e-portfolio

ED 220 10 - FE TWS Lesson Plan for exceptional learners.

- FE Teaching lesson-KTS rubrics 1- 8& Early FE Evaluation

Using technology for

exceptional learners

ED 230 3-independent -

ED 310 10 -FE Math lesson ,Design& Implementation -KTS rubric #1-7&

Early FE Evaluation

ED 311 10 FE teaching lesson, Design. & Implementation- KTS rubric #1-7.

& Early FE Evaluation

Using software programs

for teaching math.

ED 320

10

- FE teaching science lesson design & implementation-KTS rubric

#1-7 & Early FE Evaluation

- FE Assignment: The science curriculum for K-5, KTS rubric #9

ED 330

10

-FE SS lesson ,Design & implementation-KTS rubric #1-8,10


- FE Assignment: The SS curriculum for K-5, KTS rubric #9

Virtual Field Trip

ED 340 5

Independent

- Rubrics Project: Portfolio of rubrics for elementary grades.& Early FE Evaluation.

-FE Assignment: The school assessment program

Excel for display of

assessment results

ED 380

50

-FE design & implementation of TWS Unit lessons. - KTS rubric #1-

8,10, & Early FE Evaluation

- FE : Using Differentiated Instruction & Early FE Evaluation

Excel for display of

assessment results

ED 381 6 Independent -Boyce Teacher Dispositions Questionnaire Pre-assessment

ED 410

6

FE LP: Lang. Arts-KTS Rubrics #1-6 & Early FE Evaluation

-FE: Lang. Arts: Using rubrics for assessment, KTS Rubrics #1-6 &

Early FE Evaluation

Using technology to

teach L.A. skills

ED 420

20

FE LP: Designing & implementing literacy lessons-KTS Rubric #1- 6


- FE: Using Grouping techniques

Using technology to

teach reading skills

ED 430 0 Portfolio of Classroom management strategies: This course is taken

during the first week of the Student Teaching semester. Course

assignments are completed during the 12 weeks of Supervised

Teaching.

ED 480 30 Log of service activities. ED 235

9 -Simulated teaching integrated lesson design

KTS rubric #1-5

EN 351 15 -FE design and teaching two read aloud lessons-KTS rubrics #1-6, &

Early FE Evaluation

WebQuest Read-Aloud

Manual

30

AVAILABLE TIMES FOR STUDENT FIELD EXPERIENCES

Teacher __________________ Course __________________ Time _______________

NAME

Last, First

Desired

Grade/

Subject

Available

Days Times

Special Requests

(Transportation needs, etc.)


31

CONFIRMATION OF 1ST FIELD EXPERIENCE VISIT

Student:______________________________________________________________________ Assigned Field Experience Time and Day(s): _______________________________________ Field Experience Assignment: ______ hours to be completed by week of _______________ School: ________________________Assigned Teacher: ______________________________ Dear Field Experience Teacher: The scheduled date for the first field experience visit with you by the student listed above is required to be completed no later than _______________________________. Please sign this form below to confirm that the Boyce College student assigned to you did come for the first visit as scheduled. If the student came for the first visit on a date later than that shown above, please enter the date the student came and then sign below. Confirmation Statements: The Boyce student assigned to me for Field Experience did come for the first visit on the date shown above. Teacher Signature: ______________________________________________________ The Boyce student assigned to me for Field Experience did not come for the first visit on the date shown above. The date the student came was___________________________. Teacher Signature: ______________________________________________________


TO THE STUDENT: This form is to be returned to the Boyce course instructor during the class following the first field experience visit.

32


FIELD EXPERIENCE LOG OF ACTIVITIES

Course Prefix and Title __________________________________________________________

Field Experience hours required for this course: _______ Total FE Hours Completed ________

School Name: _____________________________ School District: _______________________

Field Experience Teacher: ____________________________ Grade Level(s): ______________

NOTE: PLEASE COMPLETE THIS FORM WITH INK PEN, NOT PENCIL

DATE TIME ACTIVITY DESCRIPTION

(Example: “Worked with a small group”)

FE TEACHER

SIGNATURE

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

______________________________ ________________________________ ________

Teacher Candidate (print) Teacher Candidate Signature Date

_________________________________ ________________________________ ________

Course Instructor (print) Course Instructor Signature Date


33


CLINICAL EXPERIENCE LOG OF ASSIGNMENTS

Course Prefix, Number, and Title: ED 381 Clinical Experience

Boyce Clinical Experience Course Instructor: __________________________________

Directions: As you complete each of the assignments for the ED 381 Clinical Experience

course, write the number and name of the assignment as listed in the course syllabus on one of

the lines below. List each assignment name in the order in which you completed it. Be sure to

record the school and/or organization with which you worked to complete the assignment. Also,

be sure to get the contact person through whom you worked at the school and/or organization to

record his/her signature and phone number. The phone number is needed to contact that person

in case there are questions about the assignment. The documentation for each assignment must

be attached to this log and submitted to the course instructor for evaluation and credit.

Documentation may include any forms that you receive from the school or organization which

relates to the assignment. It also includes the research done online about the assignment, and the

printed slides of your Power Point presentation with any handouts you use in the presentation.

#

Assignment Name

School or

Organization

Contact Person

(Please print and

then sign your

name)

Contact

Phone

Number

( )

__________

( )

__________

( )

__________

( )

__________

Assignment Dates: Record the date or dates you visited the school or organization to complete

the assignments:

Assignment #_____: Date(s) ______________________________________________

Assignment # ____: Date(s) ______________________________________________


34

ADMISSION TO TEP FORMS

ADMISSION TO TEACHER EDUCATION PROGRAM (TEP) APPLICATION

Vital Data Form

(Please, type or print)

Candidate:

_______________________________________________Date: _______________ Last First Middle I. Maiden

Local Address: Tel.: ________________ Street City State Zip Code

Permanent Address: Tel.:________________ Street City State Zip Code

E-mail Address: ________________________Social Security Number:__________________

Date of Birth: / / Gender: __M, __F Marital Status: ___Single, ___Married

Ethnicity (Check one):___ Non-resident Alien, ____ Black, not Hispanic Origin, ____ American Indian or Alaskan Native

___ Asian/Pacific Islander, ____ Hispanic , ____ White, not Hispanic

Classification(s) (check all that apply): ____ Freshman ____ Sophomore ____ Junior ____ Senior ____ Full-Time ____ Part-Time


Major Area: ___ Elementary Ed., Academic Advisor: ______________________

Grade Point Average (GPA) (min. 2.75 required for TEP admission): _______,

Credit Hours Completed: _______ (min. 30)

Date of Admission to Boyce College , Projected Graduation Date: ________

Letter Grade Achieved: EN 101 ; ED 200 ; ED 210 ;

Most Recent Praxis I (PPST) Scores: Mathematics (0730 or 5730 Computerized) _______ (Minimum 174 Required)

Reading (0710 or 5710 Computerized ) _______ (Minimum 176 Required)

Writing" (0720 or 5720 Computerized) _______ (Minimum 174 Required) NOTE:

1. Applicants must fill out all forms completely with appropriate information. 2. ALL items on the checklist (See Checklist below) must be received by the set deadline. 3. Application packets with missing items will NOT be accepted. 4. All letters of recommendation should be sent directly to the Office of the Boyce College,

Department of Teacher Education, Rankin 203, Louisville, KY 40280

It is the applicant’s responsibility to ensure that all letters of recommendation are received by the set deadline.


35

I hereby apply to the Boyce College Council on Teacher Education (CTE) for admission to the

Teacher Education Program (TEP). I have attached appropriate documentation as evidence that I

have achieved each of the following criteria for admission to the TEP:

1. A minimum of 30 semester credit hours successfully passed at Boyce College.

2. A completed Vital Data Form (See above).

3. Proof of passing Praxis I - PPST Score

4. A cumulative grade point average of 2.75 or above on a scale of 4.0.

5. Completion and passing of the prerequisite courses: EN 101, ED 200, ED 210,

6. All completed General Education & Biblical Studies courses: “C” grade or higher.

7. The Required Documents listed in the Checklist for TEP Application (See below).

8. All Required E-Portfolio Entries listed in the Checklist for TEP Application (below)

9. Three letters of recommendation, one from each classification listed, addressed to the

Council on Teacher Education.

10. An advisor signed current Curriculum Contract for my major.

I authorize Boyce College to submit confidential credentials to the Council on Teacher

Education for evaluation to determine my compliance with Boyce College standards and

regulations for admission to the Teacher Education Program. I understand that if I am admitted

to the Teacher Education Program, it is my responsibility to maintain credentials that are in

compliance with Kentucky state standards and regulations; and if I plan to teach in a state other

than Kentucky, I also have to be in compliance with that state’s standards and regulations.

Furthermore, I certify that answers submitted are true and accurate to the best of my knowledge.

Falsified statements on this application or other documents, unsatisfactory academic progress,

failure to maintain appropriate credentials, or disciplinary action by Boyce College against me,

shall be considered sufficient cause for the Council on Teacher Education to remove me from the

Teacher Education Program and any rights and privileges related thereto.

Name (Print): _____________________________________________________

Signature: ________________________________________________________

Date: ___________________________


36

CHECKLIST FOR ADMISSION TO TEACHER EDUCATION PROGRAM

The checklist below lists all of the requirements for admission to the Boyce Teacher Education Program. On the line

after each of the items, record the date you completed that requirement or place a check after it, and attach the

documents which verify the completion of each requirement. Please make certain that each attached document is

clearly identified for its purpose in this application process:

TEP ADMISSION REQUIREMENT

1. GPA And Praxis I Test Score (Record date for each) DATE

Praxis I …………………………………………………………….…………………………. ____________

1. a. "Pre-Professional Skills Test: Mathematics" (0730) -174; or Score; _________ b. "Computerized Pre-Professional Skills Test: Mathematics" (5730) - 174; Score; _________ 2. a. "Pre-Professional Skills Test: Reading" (0710) – 176; or Score; _________

b. "Computerized Pre-Professional Skills Test: Reading" (5710) – 176; and Score; _________ 3. a. "Pre-Professional Skills Test: Writing" (0720) – 174; or Score; _________ b. "Computerized Pre-Professional Skills Test: Writing" (5720) – 174. Score; _________

GPA Minimum 2.75 (Transcript) ……………………………………………………………... ____________

2. Boyce College Transcript: The Following Coursework with Minimum Grade of “C”: EN 101 English Composition I : Final Grade=_______ Check _______

ED 200 Introduction to Teacher Education: Final Grade=_______ Check _______

ED 210 Computers & Media in the Schools: Final Grade=_______ Check _______

All completed coursework on Curriculum Contract: minimum grade of “C” Check _______

3. Required Documents: (Hard copy submitted for TEP Permanent Folder) Philosophy of Education--------------------------------------------------------- Check _______

Boyce Teacher Dispositions Inventory ---------------------------------------- Check _______

Initial Professional Development Plan based on Dispositions Inventory results…Check_______

Impromptu writing sample------------------------------------------------------ Check _______

Signed copy of the professional Code of Ethics----------------------------- Check _______

A personal Autobiographical Sketch ----------------------------------------- Check _______

4. Required E-portfolio Entries (All Documents must be stored on jump drive) Philosophy of Education---------------------------------------------------------------- Check _______

Autobiographical Sketch --------------------------------------------------------------- Check _______

Dispositions Inventory (completed on LiveText)…………………………….. Check _______

Initial Professional Development Plan based on Dispositions Inventory results.. Check _______

TWS Lesson Plan for a topic in your major (KTS Standard 2)-------------------- Check _______

Microsoft Publisher Documents from ED 210 (KTS Standard 8) --------------- Check _______

Power Point w/ Lesson Plan from ED 210 (KTS Standard 2 & 9) ------------- Check _______

Web Quest from ED 210 (KTS Standard 9) --------------------------------------- Check _______

Grade Book from ED 210 (Microsoft Excel) (KTS Standard 6) ---------------- Check _______

Reflections from ED 210 technology projects……………………………….. Check _______

5. Letters of Recommendation (Mailed directly to Dr. Al Hickey) Academic Advisor -------------------------------------------------------------------- Check _______

Another Boyce Professor ------------------------------------------------------------- Check _______

Pastor or Church leader --------------------------------------------------------------- Check _______

6. Updated Curriculum Contract signed by advisor (Status Sheet) Check _______


37

SUPERVISED TEACHING FORMS


Admission to Supervised Teaching Form (Please, type or print)

Candidate: ( ) Date: ______________ Last First Middle I. Maiden

Local Address: Tel.: ________________ Street City State Zip Code

Permanent Address: Tel.:________________ Street City State Zip Code

E-mail Address: _________________________ Social Security Number: ____________________

Date of Birth: / / Gender: __M, __F Marital Status: ____Single, ____Married

Ethnicity (Check one):___ Non-resident Alien, ____ Black, not Hispanic Origin, ____ American Indian or Alaskan Native

____ Asian/Pacific Islander, ____ Hispanic , ____ White, not Hispanic

Classification(s) (check all that apply):

____ Freshman ____ Sophomore ____ Junior ____ Senior ____ Full-Time ____ Part-Time


Major Area: ___ Elementary Ed., Academic Advisor: ______________________

Grade Point Avg. (min. 2.75overall & 3.00 for last 30 credit hours required for Supervised Teaching

Admission): _______,

Credit Hours Completed: _______

Date of Admission to Boyce College _____ Projected Graduation Date: ___________

Praxis I PPST Scores: Math_______; Reading ________; Writing ________ NOTE:

1. Applicants must fill out all forms completely with appropriate information.

2. ALL items on the checklist (See attached Checklist) must be received by the set deadline.

3. Application packets with missing items will NOT be accepted.

4. All letters of recommendation should be sent directly to the Boyce College, Department of Teacher Education, Box 1734, 2825 Lexington Road, Louisville, KY 40280

It is the applicant’s responsibility to ensure that all letters of recommendation are received

by the set deadline.


38

CHECKLISTS AND FINAL APPLICATION TO SUPERVISED TEACHING

The checklist below lists all of the requirements for admission to Supervised Teaching. On the

line after each of the items, place a check mark for each one you have completed and attach the

documents which verify the completion of each requirement. Please make certain that each

attached document is clearly identified for its purpose in this application process:

SUPERVISED TEACHING ADMISSION REQUIREMENT

Part I. General Requirements Check

1. Admission to Boyce TEP

(Copy of letter of notification of admission to Boyce TEP) ------ ___________

2. Copy of Curriculum Contract: (signed by advisor)

(Showing all coursework either completed or in process) ------- ___________

3. Copy of official transcript:

(No grades below “C”)------------------------------------------------- ___________

4. Current E-portfolio

(All course required artifacts uploaded to LiveText) ------ __________

5. Physical Exam:

(Physicians report hard copy; must show results of TB test) ------------ __________

6. Criminal Records background check

(Signed and dated form by legal authorities) ---------------------- __________

7. Liability insurance:

(Proof of membership in CEAI -------------------------------------- __________

8. Letters of Recommendation: (4)

1. Faculty Member of teacher education major ------------------- __________

2. Faculty member of General Education or Biblical Studies -- __________

3. 2 Field Experience cooperating teachers------------------------- __________

Part II Assessments

Check Sheet for Record of Assessments for Admission to Supervised Teaching

Knowledge Requirements Fulfilled: Yes/No

All TEP Program Courses “C” or Better: ___ Yes ___ No

Overall GPA of 2.75 or Higher: ___ Yes ___ No

Last 30 credit hours GPA of 3.0 or higher: ___ Yes ___ No

“Knowledge” evaluation from FE (EFEEF) - Mean Sc. 2.0 ___ Yes ___ No

Skills Requirements Fulfilled: Yes/No

Written TWS Lesson Plans for Field Experience Teaching Lessons ___ Yes ___ No

TWS Unit Narrative: Rubric Score Mean for all Sections = 2.0 ___ Yes ___ No

39

KTS Rubrics Mean Sc. 2.0 of KTS Rubrics 2,3,4,5, for all FE Teaching Lessons ___ Yes ___ No

“Prof. Skills” evaluation of Early FE Evaluation Form (EFEEF)- Mean Sc. 2.0 ___ Yes ___ No

“Relationships” evaluation from FE (EFEEF) - Mean Sc. 2.0 ___ Yes ___ No

“Professionalism” evaluation from FE (EFEEF) - Mean Sc. 2.0 ___ Yes ___ No

Technology Skills: Updated LiveText e-portfolio for All Courses ___ Yes ___ No

(no artifacts missing)

Dispositions Requirements Fulfilled: Yes/No

“Dispositions Questionnaire” Mean Sc. 2.0 for 9 Questions ___ Yes ___ No

Collaboration-KTS Rubric #8-Mean Sc. 2.0 for all Assessed FE Lessons ___ Yes ___ No

Reflection - KTS Rubric #7 - Mean Sc. 2.0 for all Assessed FE Lessons ___ Yes ___ No

Service - Completion of ED 480 FE: Service Hours w/LT Rubric Score of 2.0 ___ Yes ___ No

KTS Rubrics #’s 7,8,10 of FE teaching lessons of ED 380, & 420: ___ Yes ___ No (Expected Mean Sc.-2.0)

Servant Leadership - Active Member of CEAI - SP ___ Yes ___ No

Part III - Official Signatures

Notification Letter for Supervised Teaching: After reviewing the documents of Parts I and

II above, a letter of notification will be sent to you to “accept” or “reject” your application for

Supervised Teaching from the Chair of the Boyce Department of Teacher Education. If

“Accepted” you will be automatically registered for Supervised Teaching for the next

semester. If “Rejected” you may correct any deficiency and reapply.

I hereby apply to the Council on Teacher Education (CTE) for admission to Supervised

Teaching. I have complied with all requirements for admission to Supervised Teaching for

the (spring) (fall) semester of ______________ (year). I have attached all documentation as

listed in the above checklist as evidence that I have complied with all requirements for

admission to Supervised Teaching. I also understand that I must successfully complete the

remaining coursework for this current semester of enrollment, and must enroll for and

successfully complete the ED 430 Classroom Management with minimum grades of “C”.

I also understand the school placement I receive for Supervised Teaching is at the

discretion of the Boyce Coordinator for Supervised Teaching, according to the availability

of cooperating teachers for Supervised Teaching in the schools of Jefferson County and

surrounding areas.

Signature: ______________________________________________Date:_________________

40

Statement of Authorization, Qualification for Teacher Certification, and Removal from

Supervised Teaching:

I authorize Boyce College to submit confidential credentials to the Council on Teacher

Education for evaluation to determine my compliance with Boyce College standards and

Kentucky state regulations for admission to Supervised Teaching. I understand that if I am

admitted to Supervised Teaching, it is my responsibility to abide by the Code of Ethics for

professional teachers in the state of Kentucky and that I am subject to the same rules and

regulations that apply to the teachers and staff of the school where I may perform my student

teaching duties. I also understand that the state of Kentucky requires the passing of the Praxis II

and PLT tests for my endorsement area in order to apply for teaching certification in the state of

Kentucky. Furthermore, I certify that information submitted for this application to be admitted to

Supervised Teaching are true and accurate to the best of my knowledge, and that the documents

submitted are my own. I finally recognize that falsified statements on this application or on the

submitted documents, unsatisfactory academic progress, failure to maintain appropriate

credentials, failure to abide by the rules and regulations of the school where I am placed for the

student teaching, or disciplinary action by Boyce College against me, shall be considered

sufficient cause for the Council on Teacher Education to remove me from Supervised Teaching

and that I shall forfeit any rights and privileges related thereto upon my removal.

Name (Print): _____________________________________________________

Signature: ________________________________________________________

Date: ____________________________


41

PROFESSIONAL CODE OF ETHICS COMMITMENT FORM

Each teacher candidate of the Boyce Teacher Education Program is required to read and accept the

Kentucky Professional Code of Ethics as written below. As part of the process to be admitted to the Boyce

TEP, please read and then signature on the designated line below to indicate your personal and professional

commitment to this code of ethics.

Professional Code of Ethics For Kentucky Certified School Personnel Certified School Personnel in the Commonwealth:

1. Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture

democratic citizenship, and safeguard the freedom to learn and to teach.

2. Shall believe in the worth and dignity of each human beingand in educational opportunities for all.

3. Shall strive to uphold the responsibilities of the education profession, including the following

obligations to students, to parents, and to the education profession.

To Students

1. Shall provide students with professional education services in a nondiscrimina tory manner and in consonance with accepted best practice known to the educator.

2. Shall respect the constitutional rights of all students.

3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students.

4. Shall not use professional relationships or authority with students for personal advantage.

5. Shall keep in confidence information about students which has been obtained in the course of

professional service, unless disclosure serves professional purposes or is required by law.

6. Shall not knowingly make false or malicious statements about students or colleagues.

7. Shall refrain from subjecting students to embarrassment or disparagement.

8. Shall not engage in any sexually related behavior with a student with or without consent, but shall

maintain a professional approach with students. Sexually related behavior shall include such behaviors

as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing; rape; threats of physical harm; and

sexual assault.

To Parents

1. Shall make reasonable effort to communicate to parents information which should be revealed in the

interest of the student.

2. Shall endeavor to understand community cultures and diverse home environments of students.

3. Shall not knowingly distort or misrepresent facts concerning educational issues.

4. Shall distinguish between personal views and the views of the employing educational agency.

5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others.

6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for

partisan political activities.

7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall not offer any of these to obtain special advantage.

To the Education Profession

1. Shall exemplify behaviors which maintain the dignity and integrity of the profession.

2. Shall accord just and equitable treatment to all members of the profession in the exercise of their

professional rights and responsibilities.

3. Shall keep in confidence information acquired about colleagues in the course of employment, unless

disclosure serves professional purposes or is required by law.

4. Shall not use coercive means or give special treatment in order to influence professional decisions.

5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional

preparation and legal qualifications.

6. Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other professionals.

I hereby promise to abide by this code of ethics as a professional teacher:

___________________________________________________________ ____________________ Signature Date

42

ASSESSMENT INSTRUMENTS

KTS TEACHING OBSERVATION RUBRICS

Kentucky Teacher Standards Rubrics

Rubric for Evaluation of FE Teaching Lesson

This rubric is used to evaluate all lessons taught by the teacher candidate during the performance

of the field experiences associated with the various Professional Education courses with assigned

field experience.

Beginner (1 pt) Developing (2 pts) Proficient (3 pts) Advanced (4 pts) NA

Standard #1:

Applied

Content

Knowledge (1,

10%)

ACEI-2007.2.1

ACEI-2007.2.3

KY-KTS-08.1

Fails to

demonstrate a

current and

sufficient

academic

knowledge of the

certified content

areas to develop

student knowledge

and performance

in those areas.

Demonstrates

limited academic

knowledge of the

certified content

areas.

Demonstrates

sufficient academic

knowledge of the

certified content

areas to develop

student knowledge

and performance

in the content

areas.

Demonstrates

exemplary

academic

knowledge of the

certified content

areas to develop

student knowledge

and performance

in the content

areas.

This

Standard

was not

observed

for this

lesson

Standard #2:

Designs and

Plans

Instruction (1,

10%)

KY-KTS-08.2

Poorly

designs/plans

instruction that

develops student

abilities to grow

through the

instruction.

Shows limited

ability to

design/plan

instruction that

develops student

abilities to grow

through the

instruction.

Demonstrates

sufficient ability to

design/plan

instruction that

develops student

abilities to grow

through the

instruction.

Demonstrates

exemplary ability

to design/plan

instruction that

develops student

abilities to grow

through the

instruction.

This

Standard

was not

observed

for this

lesson

Standard #3:

Creates and

Maintains a

Learning

Climate (1,

10%)

ACEI-2007.1

KY-KTS-08.3

Fails to create a

learning climate

that supports the

development of

student abilities to

grow through the

instruction

.

Shows limited

ability to create a

learning climate

that develops


grow through the

instruction.

Demonstrates


create a learning

climate that

develops student

abilities to grow

through the

instruction.

Demonstrates

exemplary ability

to create a learning

climate that

develops student

abilities to grow

through the

instruction.

This

Standard

was not

observed

for this

lesson

43

Standard #4:

Implements

and Manages

Instruction (1,

10%)

ACEI-2007.3.2

KY-KTS-08.4

Fails to .introduce,

implement,

manage

instruction that

develops student

abilities to grow

through the

instruction.

Shows limited

ability to

introduce,

implement,

manage instruction

that develops


grow through the

instruction.

Demonstrates


introduce,

implement,

manage instruction

that develops


grow through the

instruction.

Demonstrates

exemplary ability

to introduce,

implement,

manage instruction

that develops


grow through the

instruction.

This

Standard

was not

observed

for this

lesson

Standard #5:

Assesses and

Communicates

Learning

Results (1,

10%)

KY-KTS-08.5

Fails to assess

learning and

communicate

results to students

and others with

respect to student

growth resulting

from the

instruction.

Shows limited

ability to assess

learning and

communicate

results to students

and others with

respect to student

growth resulting

from the

instruction.

Demonstrates


assess learning and

communicate

results to students

and others with

respect to student

growth resulting

from the

instruction.

Demonstrates

exemplary ability

to assess learning

and communicate

results to students

and others with

respect to student

growth resulting

from the

instruction.

This

Standard

was not

observed

for this

lesson

Standard #6:

Implements

Technology (1,

10%)

KY-KTS-08.6

Fails to use

technology to

support instruction

or to enhance

effectiveness as a

professional

teacher.

Makes limited use

of technology to

support instruction

or to enhance

effectiveness as a

professional

teacher.

Demonstrates

sufficient use of

technology to

support instruction

or to enhance

effectiveness as a

professional

teacher.

Demonstrates

exemplary use of

technology to

support instruction

or to enhance

effectiveness as a

professional

teacher.

This

Standard

was not

observed

for this

lesson

Standard #7:

Reflects and

Evaluates

Teaching and

Learning (1,

10%)

KY-KTS-08.7

Fails to reflect on

and evaluate

specific

teaching/learning

situations and/or

programs.

Shows limited use

of reflecting on

and evaluating

specific

teaching/learning

situations and/or

programs.

Demonstrates

sufficient use of

reflecting on and

evaluating specific

teaching/learning

situations and/or

programs. .

Demonstrates

exemplary use of

reflecting on and

evaluating specific

teaching/learning

situations and/or

programs.

This

Standard

was not

observed

for this

lesson

44

Standard #8:

Collaborates

with

Colleagues, or

Parents,

and/or Others

(1, 10%)

ACEI-2007.3.5

ACEI-2007.5.2

KY-KTS-08.8

Fails to collaborate

with colleagues,

parents, and other

agencies to design,

implement, and

support learning

programs for

improved student

learning.

Shows limited use

of collaboration

with colleagues,

parents, and other

agencies to design,

implement, and

support learning

programs for

improved student

learning.

Demonstrates

sufficient use of

collaboration with

colleagues,

parents, and other

agencies to design,

implement, and

support learning

programs for

improved student

learning.

Demonstrates

exemplary use of

collaboration with

colleagues,

parents, and other

agencies to design,

implement, and

support learning

programs for

improved student

learning.

This

Standard

was not

observed

for this

lesson

Standard #9:

Evaluates

Teaching and

Implements

Professional

Development

(1, 10%)

KY-KTS-08.9

Fails to evaluate

his/her overall

performance with

respect to

modeling and

teaching

Kentucky’s

learning goals, and

does not

implement a

professional

development plan.

Shows limited use

of evaluation of

his/her overall

performance with

respect to

modeling and

teaching

Kentucky’s learning

goals for the

purpose of

implementing a

professional

development plan.

Demonstrates

sufficient use of

evaluation of

his/her overall

performance with

respect to

modeling and

teaching


goals for the

purpose of,

implementing a

professional

development plan.

Demonstrates

exemplary use of

evaluation of

his/her overall

performance with

respect to

modeling and

teaching


goals, for the

purpose of

implementing a

professional

development plan.

This

Standard

was not

observed

for this

lesson

Standard #10:

Provides

Leadership in

School, or

Community, or

Profession (1,

10%)

KY-KTS-08.10

Fails to provides

professional

leadership within

the school, or

community, or

education

profession to

improve student

learning and well-

being.

Provides only

limited

professional

leadership within

the school, or

community, or

education

profession to

improve student

learning and well-

being.

Provides sufficient

professional

leadership within

the school, or

community, or

education

profession to

improve student

learning and well-

being.

Demonstrates

exemplary

professional

leadership within

the school, or

community, or

education

profession to

improve student

learning and well-

being.

This

Standard

was not

observed

for this

lesson

45

Standard 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

Directions: After observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then

follow directions for that level with regard to the indicators

1 2 3 4

NOVICE DEVELOPING PROFICIENT DISTINGUISHED

The teacher candidate

fails to demonstrate a

current and sufficient

academic knowledge of

the certified content

areas to develop student

knowledge and

performance in those

areas.

No indicators performed.


demonstrates limited

academic knowledge of

the certified content

areas.

Check the indicators

below that the

candidate performed

adequately.


demonstrates sufficient

academic knowledge of the

certified content areas to

develop student knowledge

and performance in the

content areas.

Check the indicators below to

show the candidate’s

strengths.


demonstrates exemplary

academic knowledge of the

certified content areas to

develop student knowledge

and performance in the

content areas.

The candidate performed

all indicators below.

Indicators: _____ Communicates concepts, processes, and knowledge.

_____ Connects content to life experiences of students.

_____ Demonstrates instructional strategies that are appropriate for content and contribute to student learning.

_____ Guides students to understand content from various perspectives.

_____ Identifies and addresses students’ misconceptions of content.



follow directions for that level with regard to the indicators

1 2 3 4



poorly designs/plans

instruction that

develops student

abilities to grow

through the instruction.

No indicators below

are performed.

The teacher candidate shows

limited ability to design/plan

instruction that develops

student abilities to grow


Check the indicators below

that the candidate performed

adequately.



ability to design/plan





below to show the candidate’s strengths.



ability to design/plan






Indicators:

_____ Develops significant objectives aligned with standards.

_____ Uses contextual data to design instruction relevant to students.

_____ Plans assessments to guide instruction and measure learning objectives.

_____ Plans instructional strategies and activities that address learning objectives for all students.

_____ Plans instructional strategies and activities that facilitate multiple levels of learning.

46



follow directions for that level with regard to the indicators.

1 2 3 4



fails to create a learning

climate that supports the

development of student abilities to grow

through the instruction

.

No indicators below are

performed.


limited ability to create a

learning climate that

develops student abilities to grow through the instruction.



adequately.



ability to create a learning

climate that develops student abilities to grow



below to show the

candidate’s strengths.



ability to create a learning

climate that develops student abilities to grow




Indicators:

_____ Communicates high expectations.

_____ Establishes a positive learning environment.

_____ Values and supports student diversity and addresses individual needs.

_____ Fosters mutual respect between teacher and students and among students. _____ Provides a safe environment for learning.




1 2 3 4


The teacher candidate fails to .introduce,

implement, manage

instruction that

develops student

abilities to grow



performed.

The teacher candidate shows limited ability to introduce,

implement, manage instruction

that develops student abilities

to grow through the

instruction.



adequately.

The teacher candidate demonstrates sufficient

ability to introduce,

implement, manage





below to show the


The teacher candidate demonstrates exemplary

ability to introduce,

implement, manage






Indicators:

_____ Uses a variety of instructional strategies that align with learning objectives and actively engage students.

_____ Implements instruction based on diverse student needs and assessment data.

_____ Uses time effectively.

_____ Uses space and materials effectively. _____ Implements and manages instruction in ways that facilitate higher order thinking.

47

STANDARD 5: THE TEACHER ASSESS AND COMMUNICATES LEARNING RESULTS



1 2 3 4


The teacher

candidate fails to .

assess learning and communicate results

to students and

others with respect

to student growth

resulting from the

instruction.

No indicators below

are performed.


limited ability to assess

learning and communicate results to students and others

with respect to student

growth resulting from the

instruction.



adequately.



ability to assess learning and communicate results to

students and others with

respect to student growth

resulting from the instruction.



strengths.



ability to assess learning and communicate results to

students and others with

respect to student

growth resulting from the

instruction.



Indicators:

______ Uses pre-assessments to establish baseline knowledge and skills for all students.

______ Uses formative assessments to determine each student’s progress and guide instruction.

______ Uses summative assessments to measure student achievement.

______ Describes, analyzes, and evaluates student performance data to determine progress of individuals and

identify differences in progress among student groups.

______ Communicates learning results to students and parents that provide a clear and timely

understanding of learning progress relative to objectives. ______ Allows opportunity for student self-assessment.


Directions: After observations of the teacher candidate in teaching lessons, or in other school situations where

technology may be used, circle one of the rubric levels. Then follow directions for that level with regard to the

indicators.

1 2 3 4



fails to use technology to

support instruction or to

enhance effectiveness as a professional teacher.


performed.


makes limited use of

technology to support

instruction or to enhance effectiveness as a

professional teacher.



adequately.



use of technology to

support instruction or to enhance effectiveness as a



below to show the




use of technology to

support instruction or to enhance effectiveness as a




Indicators:

______ Uses available technology to design and plan instruction.

______ Uses available technology to implement instruction that facilitates student learning.

______ Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student

needs. ______ Uses technology to assess and communicate student learning.

______ Ensures that personal use and student use of technology are ethical and legal.

48

STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.

Directions: After observations of the teacher candidate in teaching lessons, or in conference with the candidate

about his/her practices in reflection, circle one of the rubric levels. Then follow directions for that level with regard

to the indicators.

1 2 3 4


The teacher candidate fails to . reflect on and

evaluate specific

teaching/learning

situations and/or

programs.


performed.

The teacher candidate shows limited use of

reflecting on and evaluating

specific teaching/learning

situations and/or programs.



adequately.

The teacher candidate demonstrates sufficient use

of reflecting on and

evaluating specific

teaching/learning situations

and/or programs. .


to show the candidate’s

strengths.

The teacher candidate demonstrates exemplary

use of reflecting on and

evaluating specific

teaching/learning situations

and/or programs.



Indicators:

______ Reflects on and accurately evaluates student learning using appropriate data. ______ Reflects on and accurately evaluates instruction practice using appropriate data.

______ Uses data to reflect on and identify areas for professional growth.

STANDARD 8: COLLABORATES WITH COLLEAGUES AND/OR PARENTS AND/OR OTHERS

Directions: After discussion with the cooperating teacher and/or other teachers, or the school principal, circle one of

the rubric levels which best applies with regard to the candidate’s collaboration. Then follow directions for that level with regard to the indicators

1 2 3 4



fails to collaborate with

colleagues, parents, and

other agencies to

design, implement, and

support learning

programs for improved

student learning.

No indicators below are performed.


shows limited use of

collaboration with


other agencies to design,

implement, and support

learning programs for

improved student learning.

Check the indicators below that the candidate

performed adequately.


demonstrates sufficient use

of collaboration with






Check the indicators below to show the candidate’s

strengths.



use of collaboration with






The candidate performed all indicators below.

Indicators:

______ Identifies students whose learning could be enhanced by collaboration.

______ Designs a plan to enhance student learning that includes all parties in the collaborative effort.

______ Implements planned activities that enhance student learning and engage all parties.

______ Analyzes data to evaluate the outcomes of collaborative efforts.

49

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s

implementation of a professional development plan, circle one of the rubric levels which best applies.

1 2 3 4



fails to . evaluate his/her

overall performance with respect to

modeling and teaching


goals, and does not

implement a

professional

development plan.


performed.


shows limited use of

evaluation of his/her overall performance with

respect to modeling and

teaching Kentucky’s

learning goals for the

purpose of implementing a

professional development

plan.


that the candidate

performed adequately.


demonstrates sufficient use

of evaluation of his/her overall performance with

respect to modeling and

teaching Kentucky’s learning

goals for the purpose of,

implementing a professional

development plan.



strengths.



use of evaluation of his/her overall

performance with respect

to modeling and teaching


goals, for the purpose of

implementing a

professional development

plan.



Indicators:

______ Self assesses performance relative to Kentucky’s Teacher Standards.

______ Identifies priorities for professional development based on data from self-

assessment, student performance and feedback from colleagues.

______ Designs a clear, logical professional growth plan that addresses all priority areas.

______ Shows clear evidence of professional growth and reflection on the identified priority areas and impact on

instructional effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP IN THE SCHOOL OR COMMUNITY OR PROFESSION

Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s

leadership role in the school, or community, or profession, circle one of the rubric levels which best applies.

1 2 3 4



fails to . provides

professional leadership

within the school,

community, and

education profession to

improve student learning and well-being.


performed.

The teacher candidate provides

only limited professional

leadership within the school,

community, and education

profession to improve student

learning and well-being.

Check the indicators below that

the candidate performed

adequately.


provides sufficient


within the school,

community, and




below to show the





within the school,

community, and





Indicators:

______ Identifies and selects leadership opportunities that enhance student learning and/or professional

environment of the school.

______ Develops a plan for engaging in leadership activities.

______ Implements a plan for engaging in leadership activities.

______ Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed

leadership efforts.

50

KTS STUDENT TEACHER EVALUATION FORM


KTS Student Teacher Final Evaluation Form

PURPOSE OF THIS FORM: This form is to be used as the final evaluation for the student teacher. From the results of evaluation

observations using the KTS Teacher Observation Rubrics, complete each of the KTS evaluations below. All 10 standards must

have an evaluation; however, if you are unable to evaluate the teacher candidate on any particular indicator, please use the “NA”,

meaning “Not Assessed” or not observed. The use of the “NA” must be used sparingly since it is desired to assess the teacher

candidate on as many of the indicators as possible. The 10 standards below cover the important knowledge and skills that the

Boyce Teacher Education Program desires for its teacher candidates to demonstrate during the Supervised Teaching experience.

Guidelines for Assigning the Final Grade:

A: Candidate is Distinguished on at least 50% (5 of 10) of the Standards evaluations on this form, and is not below Proficient on any of the remaining Standards. The Boyce Dispositions Questionnaire is no lower than a 2.5 mean score out of the possible

3.0 and the Boyce Teacher Dispositions Inventory score is no lower than 85%. B: Candidate is Distinguished on at least 50% of the Standards, and Proficient and Developing on all of the remaining Standards of this form. The Dispositions Questionnaire is no lower than a 2.5 mean score out of the possible 3.0, and the Boyce Teacher Dispositions Inventory is no lower than 80%. C: Candidate is at least Proficient on most of the Standards (more than 6) and is not below Developing on any other Standard. The Dispositions Questionnaire is no lower than a 2.0 mean score out of the possible 3.0, and the Boyce Teacher Dispositions Inventory is no lower than 75%. F: If the teacher candidate does not meet the requirements for any of the three grade categories above, the teacher candidate has

not passed Student Teaching and must repeat the Supervised Teaching in a future semester.

PLEASE SUBMIT THIS FORM WITH THE GRADE RECORDED TO THE COORDINATOR OF SUPERVISED

TEACHING BEFORE THE BEGINNING OF THE FINAL EXAM WEEK.

NOTE FOR EVALUATOR: For a ”Distinguished” Final Performance score on any Standard, the rating of

“Demonstrated” the skill must be scored for a majority of the skills; that is, over 50% of the skills for each Standard (3 of

5, 2 of 3, 4 of 6 etc.)

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

1.1 Communicates concepts, processes, and knowledge O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.2 Connects content to life experiences of students. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.3 Demonstrates instructional strategies that are appropriate for

content and contributes to student learning.

O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.4 Guides students to understand content from various

perspectives.


1.5 Identifies and addresses students’ misconceptions of content O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

Final Standard 1 Performance O Distinguished O Proficient O Developing O Novice

STUDENT NAME _________________________________________________ BOYCE STUDENT ID# _____________

YEAR: ______ SEMESTER: ____ Fall ____ Spring ST MAJOR ____ Elem.Ed.

PLACEMENT TYPE ____ Single _ PLACEMENT GR. LEVEL: ____

PLACEMENT SCHOOL: _________________________PLACEMENT SCHOOL DISTRICT: ___________________

51


2.1 Develops significant objectives aligned with standards O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

2.2 Uses contextual data to design instruction relevant to

students.


2.3 Plans assessments to guide instruction and measure learning

objectives.


2.4 Plans instructional strategies that address learning objectives

for all students.


2.5 Plans instructional strategies and activities that facilitate

multiple levels of learning.




3.1 Communicates high expectations. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

3.2 Establishes a positive learning environment O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

3.3 Values and supports student diversity and addresses

individual needs.


3.4 Fosters mutual respect between teacher and students and

among students.


3.5 Provides a safe environment for learning O Demonstrated O Partially Demonstrated O Not Demonstrated O NA



STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS


4.1 Uses a variety of instructional strategies that align with

learning objectives and actively engage students.


4.2 Implements instruction based on diverse student needs and

assessment data.


4.3 Uses time effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

4.4 Uses space and materials effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

4.5 Implements and manages instruction in ways that facilitate

higher order thinking.



5.1 Uses pre-assessments O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.2 Uses formative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.3 Uses summative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.4 Describes, analyzes, and evaluates student performance data. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.5 Communicates learning results to students and parents. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.6 Allows opportunity for student self-assessment. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


6.1 Uses available technology to design and plan instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

6.2 Uses available technology to implement instruction that

facilitates student learning


6.3 Integrates student use of available technology into instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

6.4 Uses available technology to assess and communicate student

learning.


6.5 Demonstrates ethical and legal use of technology. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


52

STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING

7.1 Uses data to reflect and evaluate student learning. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

7.2 Uses data to reflect on and evaluate instructional practice. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

7.3 Uses data to reflect on and identify areas for professional

growth



STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

Evaluation Summary:

Number of Distinguished Ratings out of the 10 above: ______ ______ %

Number of Proficient Ratings out of the 10 above: ______ ______ %

Number of Developing Ratings out of the 10 above: ______ ______ %

Number of Novice Ratings out of the 10 above: ______ ______ %

Dispositions Questionnaire Score: ______ (Out of Possible 3.0)

The Teacher Candidate’s FINAL GRADE: ________(The grade assigned MUST match the above criteria for that grade).

8.1 Identifies students whose learning could be enhanced by

collaboration.


8.2 Designs a plan to enhance student learning using all parties in

collaboration.


8.3 Implements planned activities to enhance student learning and

engage all parties.


8.4 Analyzes data to evaluate the outcomes of collaborative efforts. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


9.1 Self assesses performance relative to Kentucky’s Teacher

Standards


9.2 Identifies priorities for professional development based on data

from self-assessment, student performance and feedback from

colleagues.


9.3 Designs a professional growth plan that addresses identified

priorities.


9.4 Shows evidence of professional growth and reflection on the

identified priority areas and impact on instructional

effectiveness and student learning.



10.1 Identifies leadership opportunities that enhance student

learning and/or professional environment of the school.


10.2 Develops a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

10.3 Implements a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

10.4 Analyzes data to evaluate the results of planned and executed

leadership efforts.



53

SECTION V: APPEALS PROCEDURE

A teacher candidate may be denied admission to either the TEP or to Supervised Teaching and in

such cases has the right of appeal. An appeal for reconsideration of the application for the TEP

or Supervised Teaching must be submitted to the Chair of the Department of Teacher Education

of Boyce College. The appeal will be reviewed by the CTE in an official CTE meeting. The

appeal is subject to the following standards:

The appeal…

A. must be formally submitted in writing and signed by the teacher candidate.

B. must be submitted within 15 days following the denial of admission to the TEP or to

Supervised Teaching.

C. must clearly and concisely state the reason(s) why the teacher candidate believes the

appeal should be reviewed.

D. must be based on circumstances or conditions beyond the teacher candidate’s control

which caused the denial of admission.

E. must be submitted within 10 days after being received from the teacher candidate .

to the CTE for review.

F. must be reviewed by the CTE within 30 days from receipt of the written appeal

G. is subject to the decision of the CTE and is final for that semester.

Any teacher candidate who is denied admission to the TEP or to Supervised Teaching may

reapply in a subsequent semester, following the same procedures as set forth in the application

process.