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Ithaca College

Department of Education Graduate Teacher Education Program Handbook

School of Humanities and Sciences 2018-2019

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Table of Contents

Introduction and Welcome .......................................................................................................................... 3

Principles that Guide Our Programs ............................................................................................................. 3 Department of Education Vision ....................................................................................................................................................................... 3 Department of Education Mission .................................................................................................................................................................... 3 The All-College Teacher Education Unit Vision .......................................................................................................................................... 4 The All-College Teacher Education Unit Mission ....................................................................................................................................... 4 Ithaca College Conceptual Framework and Teacher Education Professional Standards .......................................................... 4

Overview of the Graduate Programs ............................................................................................................ 6 Program Curriculum .............................................................................................................................................................................................. 6 Faculty Advising ....................................................................................................................................................................................................... 7 Workshops Required by the New York State Department of Education.......................................................................................... 8 Sexual Violence and Harassment Prevention Training ........................................................................................................................... 8 Fingerprinting Requirements ................................................................................................................................................................ ............ 8 Taskstream ................................................................................................................................................................................................................ 8 The Professional ePortfolio ................................................................................................................................................................................. 9 Teacher Inquiry Project, Paper, and Presentation .................................................................................................................................... 9 Application for Graduation ................................................................................................................................................................ .................. 9 Graduate Hooding Ceremony and Commencement .................................................................................................................................. 9

Field Experiences and Student Teaching ....................................................................................................... 9 Early Field Experiences ........................................................................................................................................................................................ 9 Urban Education Field Experience ................................................................................................................................................................. 10 The Professional Semester of Student Teaching, in Brief ..................................................................................................................... 10

Important Information about Graduate Study ............................................................................................ 11 Expectations for Graduate Study ................................................................................................................................................................ .... 11 Attendance ................................................................................................................................................................ ............................................... 11 Completion of Course Assignments ............................................................................................................................................................... 12 Professional Dispositions for a Career Educator ..................................................................................................................................... 12 Communication ...................................................................................................................................................................................................... 13 Forms.......................................................................................................................................................................................................................... 13

Unit-Wide Assessments in Ithaca College Teacher Education Programs: Transition Points ......................... 14 Transition Point #1: Admission to the Program ...................................................................................................................................... 14 Transition Point #2: Admission to Student Teaching ............................................................................................................................ 15 Transition Point #3: Completion of Student Teaching .......................................................................................................................... 16 Transition Point #4: Completion of the Program .................................................................................................................................... 16

Beyond the Program: Getting Certified and Staying In Touch ...................................................................... 17 Initial Teaching Certification ............................................................................................................................................................................ 17 Anticipated Professional and Certification Expenses............................................................................................................................. 18 The Job Search ........................................................................................................................................................................................................ 18 Keeping In Touch, and Providing Feedback on the Quality of Your Program .............................................................................. 18

Appendices ................................................................................................................................................ 19

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Introduction and Welcome Welcome to Teacher Education in Ithaca College’s School of Humanities and Sciences. As part of the All-College Teacher Education Unit at Ithaca College, the School of Humanities and Sciences offers two graduate degree programs:

• Master of Science (M.S.) in Childhood Education preparation for initial teaching certification in grades 1-6, and

• Master of Arts in Teaching (M.A.T.) -Adolescence Education preparation for initial teaching certification in grades 7-12 in the following areas of certification: biology, chemistry, earth science, English, French, mathematics, physics, social studies, Spanish. -Agriculture Education preparation for initial teaching certification in grades K-12

You have chosen a graduate program grounded in theory and research and rich in strong, supervised field-based experiences that allow you to apply theoretical and research understandings in real classrooms. Throughout your program, mentor teachers in local-area public schools and the faculty and staff of our programs will be here to support your growth as a teacher candidate. Anytime you have a question about your program, please know that the faculty and staff members of the Department of Education are here to assist you; our goal is to make your teacher preparation a successful, rewarding, and empowering journey toward becoming an effective, reflective teacher. This handbook is intended to provide you with an overview of your graduate degree program. It should also assist you in understanding the goals and standards that influence your program’s design and help you know what to anticipate in your program’s coursework, field experiences, and assessments.

Principles that Guide Our Programs Your program of study has been intentionally designed to support the following shared visions of teacher education within Ithaca College’s All-College Teacher Education Unit (ACTEC) as well as those of the Department of Education.

Department of Education Vision We believe that true excellence in education requires a commitment to equity and social justice. Thus, we strive to prepare creative, culturally competent, critically reflective graduates who possess deep knowledge in their fields of study and work collaboratively to achieve high quality education for all.

Department of Education Mission Grounded in the rich traditions of the liberal arts and social sciences, and in keeping with the Ithaca College mission statement, the Department of Education prepares students to take responsibility for citizenship and service in the global community. This preparation takes place in several ways. The Department seeks to develop future teachers who are not only well educated in their disciplines, but are also culturally responsive, caring, and knowledgeable in their interactions with students and their families. The Department also reaches out to the larger Ithaca College student body through courses and programs designed to equip them with the necessary skills for well-informed, critically reflective, participatory citizenship and service in their neighborhood schools and communities. In addition, faculty and students in the Department of Education value, support, and engage in collaboration, discussion, and dialogue with a variety of local and regional community partners in order to be of assistance in addressing educational issues of concern and importance to them. In these ways, knowledge,

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competence, and service come together in our students to nurture a lifelong commitment to the democratic quest for excellence and equity in our schools and society.

The All-College Teacher Education Unit Vision We strive to prepare exemplary teachers and education leaders who work collaboratively with individuals and communities to create high quality education for all.

The All-College Teacher Education Unit Mission The All-College Teacher Education Unit at Ithaca College embraces the values of Knowledge, Competence, and Commitment to Service. Our mission is to prepare teachers who possess knowledge and teaching competence in their respective disciplines, who know how to work collaboratively and effectively with diverse communities of students and families, and who are inspired and motivated by the belief that excellence and equity in education are profoundly interdependent. To this end, Ithaca College teacher educators guide candidates through carefully designed and supervised programs where theory, research, and practice combine in order to provide them with solid foundations in the content, professional, pedagogical, technological, relational, and cultural knowledge and experiences needed in order to become engaged and effective teachers for all students in the 21st century.

Ithaca College Conceptual Framework and Teacher Education Professional Standards

The Conceptual Framework. The All-College Teacher Education Unit has affirmed the following goals for teacher education at Ithaca College (2005, rev. 2007). Knowledge. Ithaca College teacher education candidates will, through rigorous and disciplined study in the liberal arts and professional programs, meet or exceed the New York State learning standards and the New York State Regents requirements regarding content and pedagogical knowledge in their respective areas of certification and meet or exceed the eight common program standards that cross all Ithaca College teacher education programs. Competence. Ithaca College teacher education candidates will develop competence in their respective fields by taking their content and pedagogical knowledge into a variety of local and regional public and private schools where, in carefully planned and supervised field experiences, they will gain confidence in their own teaching and learning; learn to work collaboratively in classrooms, schools, and communities; learn to reflect critically and systematically on their own teaching practice in order to improve it; learn to put their students at the center of the learning process while maintaining standards of excellence; and learn to value professional development and lifelong learning. Commitment to Service. Ithaca College teacher education candidates will further develop their newly acquired knowledge, competence, and leadership skills by engaging in critically reflective practice; demonstrating, in their practice, a deep commitment to equity and accountability; and modeling initiative and advocacy. Teacher education candidates will develop the skills to build relationships with communities to support students’ learning. Ithaca College Teacher Education Professional Standards. The values and commitments found in the Unit’s Conceptual Framework are embedded in the following Ithaca College Teacher Education Program Standards. These ten Standards, based on the InTASC Model Core Teaching Standards, when aligned with the New York State Teaching Standards and the Specialized Professional Association Standards, ensure that the All-College Teacher Education Unit’s goals of Knowledge, Competence, and Commitment to Service are attained. The Ithaca College Teacher Education Program Standards reflect the shared values and expectations of our teacher education faculty and stakeholders and are used to assess the readiness of every teacher education candidate at Ithaca College.

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Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

In addition to these Ithaca College Teacher Education Professional Standards, candidates enrolled in the graduate programs in education are regularly assessed on Professional Qualities and Dispositions, the New York State Teaching Standards, and the standards of the appropriate Specialized Professional Association for

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the area of certification (for example, the Association for Childhood Education International, the National Council of Teachers of English, the National Science Teachers Association, etc.). Please see the Appendix of this Handbook to find the New York State Teaching Standards and the Professional Qualities and Dispositions instrument used in the School of Humanities and Sciences.

Overview of the Graduate Programs

Program Curriculum Teacher education candidates enrolled in the graduate programs must successfully complete the coursework listed below. More specific information about course sequencing, scheduling, and prerequisite requirements is included in the Teacher Education Graduate Program binder distributed at the Graduate Program Orientation held each year on the Tuesday after Memorial Day. M.S. in Childhood Education – 38 graduate credits EDUC 61000 Teaching and Learning in Diverse Elementary Schools – 3 credits EDUC 60500 Foundations of Language, Literacy, and Culture – 3 credits EDUC 50100 Language Development and Second Language Acquisition – 3 credits EDUC 50300 Exceptional Child in the Classroom – 3 credits EDUC 62000 Curriculum and Instruction in Elementary School Social Studies – 3 credits EDUC 63000 Curriculum and Instruction in Elementary School Science – 3 credits EDUC 64000 Curriculum and Instruction in Elementary School Mathematics – 3 credits EDUC 65000 Curriculum and Instruction in Elem School Language Arts and Literacy –3 credits EDUC 50000 Professional Development Seminar – 0 credits EDUC 19210 Child Abuse Identification Workshop – 0 credits EDUC 19220 Drug and Alcohol Abuse Workshop – 0 credits EDUC 19230 Violence Prevention Workshop – 0 credits EDUC 19240 DASA Workshop: Harassment, Bullying, and Discrimination in Schools – 0 credits EDUC 60000 Professional Semester in Education – 6 credits EDUC 51210 Seminar in Reflective Practice – 3 credits COMM 56500 Educational Technology for Childhood Educators – 3 credits ART 52500 Integrating Visual Art in the Elementary School – 1 credit MUED 65000 Music for Elementary School Teachers – 1 credit M.A.T. in Adolescence Education – 36 graduate credits EDUC 60500 Foundations of Language, Literacy, and Culture – 3 credits EDUC 50810 Pedagogy and Practice Across the Disciplines – 3 credits COMM 56600 Educational Technology for Middle and Secondary Educators – 3 credits EDUC 50100 Language Development and Second Language Acquisition – 3 credits EDUC 50300 Exceptional Child in the Classroom – 3 credits EDUC 5xxxx Pedagogy and Practice in the Discipline – 3 credits

EDUC 50510 Pedagogy and Practice for the Mathematics Teacher EDUC 50910 Pedagogy and Practice in the Teaching of Social Studies EDUC 51010 Pedagogy and Practice for the Science Teacher EDUC 51110 Pedagogy and Practice for the English Teacher EDUC 51310 Pedagogy and Practice of Teaching Languages Other Than English

CERT AREA Graduate coursework in the academic discipline – 9 credits EDUC 50000 Professional Development Seminar – 0 credits EDUC 19210 Child Abuse Identification Workshop – 0 credits

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EDUC 19220 Drug and Alcohol Abuse Workshop – 0 credits EDUC 19230 School Violence Prevention Workshop – 0 credits EDUC 19240 DASA Workshop: Harassment, Bullying, and Discrimination in Schools – 0 credits EDUC 60000 Professional Semester in Education – 6 credits EDUC 51210 Seminar in Reflective Practice – 3 credits

Faculty Advising Dr. Peter Martin (pmartin@ithaca.edu, 274-1076, Department of Education, Phillips Hall Annex 194) serves as the official faculty advisors for all graduate students in education in the School of Humanities and Sciences. Teacher candidates who have questions about the program and/or need an advisor’s signature on a form should see Dr. Martin. Candidates are encouraged to schedule at least one program advising appointment with Dr. Martin during the first summer in the program. IC faculty with expertise in the various areas of certification are also important resources.

Advising/ Teaching

Core Faculty Members/ Cert-Area Coordinators

Email Address Office Phone

Office

Ch Ed/MAT

Dr. Peter Martin Chair, Graduate Programs

pmartin@ithaca.edu

274-1076 Dept of Education Phillips 194

Childhood Education

Dr. Jeane Copenhaver-Johnson Chair, Dept of Education

jcopenhaverjohnson@ithaca.edu

274-3608 Dept of Education Phillips 194

Childhood Education

Dr. Ellie Fitts Fulmer efulmer@ithaca.edu

274-1342 Dept of Education Phillips 194

Ch Ed/MAT Dr. Heather Hill hhill@ithaca.edu 274-3147 Dept of Education Phillips 194

Childhood Education

Dr. Nia Nunn nnunn@ithaca.edu

274-5164 Dept of Education Phillips 194

Ch Ed/MAT

Dr. Felice Russell

frussell@ithaca.edu

274-5105 Dept of Education Phillips 194

English Education

Dr. Jeane Copenhaver-Johnson

chavenshafer@ithaca.edu

274-1487 Dept of Education Phillips 194

Mathematics Education

Dr. Cristina Gomez

cgomez@ithaca.edu

274-3058 Mathematics Dept 311-D Williams

Science Education

Dr. Michael “Bodhi” Rogers

mrogers@ithaca.edu 274-3963 Dept of Physics 265 Center for Natural Sciences

Social Studies Education

Dr. Zenon Wasyliw

wasyliw@ithaca.edu 274-1587 Dept of History 427 Muller Center

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Workshops Required by the New York State Department of Education The graduate programs in education include four workshops required by the state of New York:

EDUC 19210 Child Abuse Identification Workshop – 0 credits EDUC 19220 Drug and Alcohol Abuse Workshop – 0 credits EDUC 19230 School Violence Prevention Workshop – 0 credits EDUC 19240 DASA Workshop: Harassment, Bullying, and Discrimination in Schools – 0 credits

These state-required workshops (EDUC 19210 through 19240) have a registration process and attendance policy that varies a bit from traditional courses. You may register yourself for a workshop, using Homer, up to one week in advance of the workshop, and you may drop the workshop up until the day of the meeting. Because these sessions are state-required clock-hour sessions, you will not be permitted to arrive late or leave early and still receive credit. Therefore, if you cannot attend a session for which you have registered, you must go online to drop the workshop before it begins. If you fail to report to a session for which you are registered, you will receive a failing grade for the session. Candidates are required to check in upon arrival and check out at the conclusion of the session. EDUC 19210, 19220, and 19230 are 2-hour sessions; EDUC 19240 is a course with a 6-hour commitment, usually consisting of 2 hours of online work in advance of the session and 4 hours of attendance at an on-campus session. You must have completed these workshops in order to be cleared for graduation and to earn certification, and we strongly recommend that you complete them as early as possible in your program so that you can use what you learn as you engage in your field experiences. All workshops should be completed prior to student teaching.

Sexual Violence and Harassment Prevention Training Ithaca College requires all students who will be participating in internships to complete an online course in Sexual Violence and Harassment Prevention. The course requires approximately 30 minutes to complete, and you will need to print and save the certificate that verifies you have completed the training. Please submit one copy of your certificate to Kim Wojtanik in the Department of Education, 194 Phillips Hall. You can find more information about how to complete the online module at: https://www.ithaca.edu/sacl/share/education/harassment/

Fingerprinting Requirements By College policy, all Ithaca College student teachers are required to undergo fingerprinting/ background checks prior to student teaching. We arrange for you to have your fingerprinting completed during your first summer of enrollment in the graduate program, prior to your first field experience. More information about fingerprinting is available at http://www.ithaca.edu/actec/teachercert/. In order to be able to progress into the student teaching experience, you will need to provide documentation that you have completed the fingerprinting and background screening. You may confirm and document your fingerprint and criminal background clearance by following these directions:

Log into your TEACH account, and access item 3, “Account Information.” In the box that shows all sections of your file, choose “Fingerprinting,” and click “GO.” The statement, “Your DCJS and FBI results have been received,” indicates complete clearance. You should print this screen as your documentation and deliver it to Kim Wojtanik in the Education Department office (194 Phillips Hall) so it may be added to your file.

Taskstream All students in Ithaca College Teacher Education Programs will be given an account with Taskstream, an electronic repository for selected course assignments and assessments. Some of the courses in your program will require you to post assignments to Taskstream, and it is important that you do so and complete the upload prior to the due date. The assignments you are required to post to Taskstream are part of our assessment system

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and provide evidence that you have met the teaching standards of the program, the state, and your Specialized Professional Association. In addition, your ePortfolio is developed in Taskstream, as is the Teacher Performance Assessment (edTPA) required for initial teaching certification. More details on the role of Taskstream in the Ithaca College Teacher Education Programs will be provided at a Taskstream information session during your first summer in the program.

The Professional ePortfolio The professional ePortfolio, a requirement for graduation, is begun early in the program and completed during the spring semester Seminar in Reflective Practice, which accompanies the student teaching experience. The ePortfolio provides evidence that a graduate student in education has met the Ithaca College program standards and the New York State Teaching Standards. Examples of research papers, unit plans, lesson plans, assignments, and assessments should be collected throughout the program to be used as indicators of having met the standards. Please note that names should be deleted from any schoolwork, surveys, or notes produced by public school students; and unless you have school or parental permission, photos on your ePortfolio should not include recognizable pictures of public school students.

Teacher Inquiry Self-Study Project, Paper, and Presentation The culminating research project in the graduate programs in education consists of reflective, analytic self-study which involves a project, paper, and presentation. This Teacher Inquiry project is done in lieu of a master’s thesis or comprehensive exam and must be reviewed and approved by faculty prior to clearance for graduation. The teacher inquiry process is introduced during the first summer of the program and continues throughout the year; the self-study teacher inquiry project is conducted during the professional semester; and the paper and presentation are completed during May/June at the end of the program. The Teacher Inquiry paper must follow the required APA guidelines and be thoughtful, thorough, substantive, well written, and carefully edited in order to receive faculty approval for graduation clearance.

Application for Graduation Students enrolled in the intensive, one-year graduate programs in education have an expected graduation date of June/July approximately 13 months after the start of graduate study. (Students who complete all program requirements and all “outstanding requirements” on schedule are cleared for the late June/early July graduation; graduation for some students may be delayed until August or December if program requirements have not yet been met.) Online applications for graduation should be completed by March 15; this online application alerts the registrar’s office to include you on the list of anticipated graduates.

Graduate Hooding Ceremony and Commencement Students who have 6 or fewer credits remaining in their graduate programs are eligible to participate in the May Graduation events: the Graduate Hooding Ceremony (held on Saturday afternoon), the IC Commencement (held Sunday morning), and any related graduation weekend activity (Saturday evening concert and fireworks, etc.). Commencement information is available at www.ithaca.edu/commencement

Field Experiences and Student Teaching

Early Field Experiences The graduate programs in teacher education in the School of Humanities and Sciences at Ithaca College include multiple and varied field experiences. Your program of study will include a range of experiences working with children and adolescents in community and school settings. In order to ensure that you have the opportunity to work in various kinds of school environments and with a variety of learners and communities, we carefully structure the field experiences in your program. This sequenced, planned series of field experiences allows you to become increasingly involved

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in teaching as your own knowledge and skills develop, and enables your faculty members to support you in maximizing the learning from your hands-on experiences. Some of your field experiences involve general connections to your program; others are specific to particular coursework and may require that course-related, field-based assignments be completed. Graduate students in education are expected to report to all assigned field experiences and tutoring/mentoring sessions in a timely and professional manner, and – if the field experience is in a school – to sign in at the main office and to wear a badge or pass that identifies you as an IC visitor to the school. All public school rules and procedures must be adhered to while on site. School divisions have the right to ask that an IC student be removed from an assigned location; there is no guarantee that a different location can be arranged. Important note: Professional attire and dispositions are expected while at all school sites; school personnel, students, families, and community members should be able to recognize you as a professional. Please refer to the Professional Qualities and Dispositions form available in the Appendix of this Handbook. You will be expected, as part of the coursework associated with each field experience, to document the location, site-based and/or college-based supervisors, demographic information, and participation hours for each field experience you complete. Your instructor may request that you prepare hard-copy materials to submit for the course, but in every course with an associated field experience, you will complete an online submission to Taskstream in which you record details of your experience. You can find the link to the online form on your course syllabus or by contacting Emily Hess, Coordinator of Field Experiences, as ehess@ithaca.edu. If you have questions about the online form, please also see the Frequently Asked Questions About Documenting Fieldwork in the Appendix to this Handbook.

Urban Education Field Experience One of the required field experiences in the H&S Teacher Education Programs is the Urban Education Field Experience in October each year. H&S Teacher Education students spend the Ithaca College Fall Break week in New York City, where arrangements are made for IC students to observe classes, facilitate group sessions, and teach lessons in one of our partnership schools. The College coordinates transportation to NYC and provides overnight accommodations in shared hotel rooms. Lunch is provided; dinner is on your own. As per the general requirements for field experiences, IC students are expected to be prompt, well-prepared, and professional in attire and demeanor. Our graduates consistently describe the Urban Education Field Experience as a transformative teaching/learning experience in their teacher education programs, and we look forward to joining you during it. Faculty supervisors and department staff will travel with you to New York City, observe your work with student and provide you with feedback and coaching. We help you plan, offer you support, and facilitate reflection sessions during this intensive one-week field experience.

The Professional Semester of Student Teaching, in Brief The spring semester in the graduate programs is the Professional Semester, consisting of full-time student teaching and participation in a weekly seminar. Our goal is for student teachers to experience and gain increased facility with the full range of activities and responsibilities that make up a full-time teacher’s life and to transform into reflective professionals who positively affect student learning. Success in student teaching depends upon the hard work of student teachers, careful and thorough guidance and advice from mentor teachers and college supervisors, and strong communication among all. All graduate students complete a full semester of supervised student teaching, consisting of two teaching placements at different grade levels. In Childhood Education, one placement is in grades 1-3, and the other in grades 4-6. In Adolescence Education, one placement is in grades 7-9, and the other in grades 10-12. IC faculty members arrange for student teaching placements in schools and classrooms approved by school administrators.

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The process of matching you to the mentor teachers with whom you will work is taken very seriously and is unique to each IC teacher candidate. Minimum requirements, in accordance with ACTEC Policy (09/07/12), include the following.

All mentor/cooperating teachers must be certified in the discipline and be tenured or hold national certification. Requests for exceptions to this policy must be made in writing to the program coordinator with a rationale. The committee also agrees that, while the requirements listed above are baseline requirements, we all look for teachers in both rural and urban schools who demonstrate a variety of successful teaching skills and strategies and have experience working with a variety of students and grade levels.

School administrators suggest and approve possible mentor teachers, and then IC faculty members identify mentor-student teacher matches. These student teaching placements are guided by what IC faculty members know about the individual strengths of the mentor teachers with whom we have worked in the past, what we learn from principals about the strengths of newly tenured teachers in the buildings, the unique characteristics of a building or student population in a school, your individual strengths and goals as an emerging teacher, and the way in which a particular placement can help you grow as a teacher or help provide you with experience in a new setting. On occasion, this matching process means that the best placement for you may require a commute. Transportation and housing are the responsibilities of the student teacher. Placements will be confirmed and communicated to you as soon as they have been finalized, so that you will have ample time to meet and plan with your mentor teachers. As with all field experiences in the graduate program, teacher education candidates are expected to demonstrate the professional qualities required by IC and to understand that a successful professional semester requires substantial time and effort. As a result, student teachers are not allowed to take additional courses or participate in college theatre productions, musical ensembles, or varsity sports during the professional semester. All IC and public school rules and procedures must be adhered to during the professional semester. Please note that professional attire and dispositions are especially important during student teaching. Additional information about the Professional Semester is shared at a Student Teaching Orientation Session held in the late fall; attendance at that session is mandatory.

Important Information about Graduate Study

Expectations for Graduate Study Graduate study is rigorous; the national expectation for graduate study estimates 3 hours per week in preparation for each credit of graduate work. A 3-credit graduate course will, therefore, require an average of approximately 9 hours of preparation per week, and your 12-credit fall semester will require substantial preparation. Please consider carefully your personal schedule and commitments as you proceed through your graduate program.

Attendance Attendance at all class sessions and field experiences is expected for mastery of the knowledge and skills required for graduation, certification, and teaching effectiveness. There are no unexcused absences in the graduate programs in education; any excused absences should be for serious reasons and should be cleared with the course instructor. Regular, prompt attendance is an expected characteristic of effective professionals.

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Excused absences are those as outlined in the IC policy on attendance:

1. In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. The faculty member is responsible for providing the student with an equivalent opportunity to make up any examination, study, or work requirement that the student may have missed. It is suggested that students notify their course instructors at least one week before any anticipated absence so that proper arrangements may be made to make up any missed work or examination. Any such work is to be completed within a reasonable time frame, as determined by the faculty member.

2. Any student who misses class due to a verifiable family or individual health emergency, or to a required appearance in a court of law, shall be excused. Students should communicate directly with the faculty member when they need to miss a class for health of family emergencies, for court appearances, etc. Faculty members who require documentation of student absences should communicate directly with their students. Students may need to consider a leave of absence, medical leave of absence, selected course withdrawals, and so on, if they have missed a significant portion of class work.

Completion of Course Assignments Course assignments are expected to be turned in on time and should be of the highest quality in the first submission. Correct grammar, spelling, and mechanics are expected on all assignments completed for courses in the graduate programs in education; for general education courses, please adhere to the American Psychological Association (APA) for specific requirements for style, syntax, the use of non-sexist language, formatting, and references in the social sciences. You should purchase a copy of the APA publication manual so you will know how to format your papers in the professional citation style of our discipline. The most recent edition of this book (6th edition) can be acquired relatively inexpensively:

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: American Psychological Association.

For a quick guide to APA style, see the IC Library’s website and http://owl.english.purdue.edu/owl/resource/560/01/ However, it is not wise to rely on these online resources to guide your writing, as these resources often are not current or contain errors. IC graduate faculty members are not required to accept late assignments or revised resubmissions of course assignments. Students whose written work does not adhere to expected standards may be advised to take a writing course or to withdraw from the program. (See the Professional Qualities and Dispositions form in the Appendix of this Handbook.)

Professional Dispositions for a Career Educator In addition to the assessment of candidate knowledge and skill related to teaching, the Council for the Accreditation of Educator Preparation (CAEP), the New York State Education Department, Ithaca College, and local-area public school districts all expect future teachers to maintain standards of professionalism and to exhibit the dispositions critical for effective teaching. The professional dispositions of teacher candidates are assessed during courses and field experiences and, more formally, as part of the unit assessment system, prior to admission to student teaching and at the point of completion of student teaching. For additional information about expected professional behaviors, see the Professional Qualities and Dispositions form in the Appendix of this Handbook.

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Communication Students are expected to stay informed about course, program, and college requirements and due dates. Communication via email and telephone should be professional and appropriate. Email. It is absolutely crucial that you activate and use your IC email account. Please note that college administrators and faculty communicate with students through the IC email system. You are responsible for the content of all college and program email communications; please check your account regularly. In addition, please make sure that all email correspondence with IC faculty and public school personnel, students, and families is well-written, carefully-edited, and professional and appropriate in tone. Note, too, that the email address you use with public school personnel should be a professional representation of your name; this is particularly important for the purposes of your job search. Telephone Use. Cell phones should be turned off prior to the start of all class sessions and program meetings, and during all visits to public schools. It is unprofessional and discourteous to check cell phones for voicemail or text messages while in school/classroom settings and in professional/advising meetings. Please also make any necessary changes in your voicemail message -- your message should be viewed by school administrators as completely professional and appropriate. Don’t lose a field experience placement or a job offer because of your voicemail message! Please also make sure that your family, friends, and roommates understand the importance of professional communication when answering your phone and/or taking messages for you. Facebook, Blogs, and Other Social Media. Like your voicemail and email communication, social networking and internet-accessible representations of self must be completely professional and appropriate. Public school students and their families may search online for information about teachers, and what they find should portray you as a role model for children and adolescents. In addition, be aware that school administrators often conduct checks for information on student teachers and potential new hires; there have been numerous accounts in the media about student teachers being dismissed and potential new hires losing jobs because of even mildly-inappropriate content found online. Taskstream or Sakai. Many IC courses utilize Taskstream and/or Sakai as a course resource; course information should be accessed regularly. If a course instructor requires that you post assignments to your Taskstream account or to a Sakai forum or dropbox, it is crucial that you do so by the required due date, as this assessment information will become part of the course and program assessment system and is required for course completion and graduation.

Forms Below is a listing of academic and certification forms – both hard-copy and online – that you may be expected to complete prior to graduation from your program. Transfer of Credit Form. Newly-admitted students who wish to officially transfer graduate credits into the program should meet with Dr. Martin. A completed, signed Transfer of Credit form and an attached transcript showing the relevant courses must be approved by Dr. Martin and the Dean’s Office. (Note: Any graduate coursework taken at IC while in undergraduate or extramural status must be formally transferred into the degree program.) Course Substitution Form. Any course substitution in the program must be approved by Dr. Martin and the Dean’s Office. The Course Substitution form should be completed as soon as possible but must be completed and approved prior to graduation clearance.

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Application for Graduation. Please apply online by March 15 for June/July graduation. Information about applying online is available at: http://www.ithaca.edu/registrar/students/degree/ When you complete the online application for graduation, please note: *you are enrolled in a non-thesis option *your major is one of the following: Childhood Education, Adolescence Education-Biology, Adolescence Education-Chemistry, Adolescence Education-Earth Science, Adolescence Education-English, Adolescence Education-French, Adolescence Education-Mathematics, Adolescence Education-Physics, Adolescence Education-Social Studies, Adolescence Education-Spanish, or Teaching Agriculture.

Unit-Wide Assessments in Ithaca College Teacher Education Programs: Transition Points We believe that teaching is an extremely important profession, and that as program faculty, we are charged with making sure that every graduate of our program is ready for the professional demands of fulltime classroom teaching and ready to be responsible for ensuring that all students learn. One way we ensure that you are ready to proceed in our program is to evaluate your progress toward the program goals and teacher education professional standards of the unit’s conceptual framework. We want to be completely transparent about the expectations of the program and to be sure you are confident and ready to meet those demands. [In addition, you will be evaluated using key assessments related to the Specialized Professional Association associated with your particular discipline.] There are four major unit-wide assessment points at which your progress in the program will be reviewed. You must be approved by faculty as having satisfactorily met the assessment transition in order to continue in the program and eventually be recommended for teacher certification. The four assessment transition points are as follows:

• Admission to Professional Education (admission to the graduate program) • Admission to Student Teaching • Completion of Student Teaching • Completion of Program

Student progress through the program is noted in each student’s file located in the Education Department office. Specifically, the Graduate Program Transition Points associated with the Unit-Wide Assessment System include successfully completing the following:

Transition Point #1: Admission to the Program The first transition point for graduate students in teacher education at Ithaca College is the review for Admission to Professional Education (admission to the graduate program). Review of candidates for admission includes the following: Meet Minimum GPA Requirements Applicants for admission to the M.A.T. and Childhood Education graduate programs are expected to have earned a minimum grade point average of 3.0 in their undergraduate degree programs. Complete Coursework Requirements Candidates for admission to the M.A.T. and Childhood Education graduate programs are expected to have completed the coursework in the humanities and sciences required for admission. A candidate with a missing

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course or two may be admitted with faculty approval, but all coursework must be completed prior to the specified transition point (i.e. Admission to Student Teaching). Coursework requirements vary by certification area, but all certified teachers in the state of New York must have completed the college-level study of a language other than English. Master of Arts in Teaching - In general, M.A.T. students are expected to have an undergraduate major (or the equivalent of a major) or a graduate degree in the discipline they plan to teach. Some specific areas of study are required; these are determined by New York State and the Specialized Professional Associations (i.e. National Council for the Social Studies, American Council on the Teaching of Foreign Languages). Master of Science in Childhood Education - Childhood Education students are expected to have completed a general education program at the undergraduate level; transcripts are reviewed for a distribution of coursework in the core areas of the elementary school curriculum: English/language arts, mathematics, science, and social studies.

Demonstrate Proficiency in Written Language Candidates for admission to the M.A.T. and Childhood Education graduate programs submit a writing sample as part of the application process. This writing sample is reviewed by faculty as part of the admission decision. A second on-site writing sample is administered as well.

Recommendation of the Faculty *Candidates for admission to the M.A.T. and Childhood Education graduate programs are required to submit two letters of recommendation as part of the application process. *A faculty committee at Ithaca College reviews all of the requirements listed above and makes a summative recommendation regarding admission to professional education.

Graduate Record Exam (GRE) or Equivalent Assessment *Candidates for admission to the M.A.T. and Childhood Education graduate programs are required to submit score reports for the GRE or Miller Analogies Test.

Transition Point #2: Admission to Student Teaching In order to continue in the graduate program and be permitted to student teach, the following requirements must be met at transition point #2:

Meet Minimum GPA Requirements Graduate students at Ithaca College are required to maintain a minimum grade point average of 3.0 in the graduate program.

Complete All Coursework Requirements *Students must have successfully completed all summer and fall coursework in the graduate program and must have earned a grade of “B” or better in all EDUC coursework. *Students must have successfully completed all summer and fall field experience requirements. *Students must have successfully completed the online Sexual Violence and Harassment Prevention training, have had fingerprinting completed, and have completed all four of the NYSED-required workshops (EDUC 19210, 19220, 19230, and 19240).

Meet Professional Qualities and Dispositions Expectations Students will be reviewed by the program faculty at the end of the fall semester to ensure that any student entering the Student Teaching experience has successfully demonstrated the expected Professional Qualities and Dispositions (see the Appendix for this form).

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Transition Point #3: Completion of Student Teaching To be identified as successfully completing student teaching and suitable for program completion candidacy, the following requirements must be met:

Meet Minimum GPA Requirements Graduate students at Ithaca College are required to maintain a minimum grade point average of 3.0 in the graduate program.

Complete All Coursework Requirements Students must have earned a grade of “B” or better in the Professional Semester in Education (EDUC 60000) and the Seminar in Reflective Practice (EDUC 51210).

Meet Expectations on all Student Teaching Evaluations Each of the student teaching evaluations (mentor teacher evaluations, faculty supervisor evaluations, and student self-evaluations) must have been submitted to Taskstream, and the College Supervisor’s final evaluation must reflect that the student has met all expectations for the student teaching experience.

Meet Professional Qualities and Dispositions Expectations Students will be reviewed by program faculty to ensure that any student completing the Student Teaching experience has successfully demonstrated the expected Professional Qualities and Dispositions.

Transition Point #4: Completion of the Program The final assessment of candidate progress in the program occurs prior to graduation clearance and includes review of the following: Meet Minimum GPA Requirements Graduate students at Ithaca College are required to maintain a minimum grade point average of 3.0 in the graduate program. Complete All Coursework Requirements Students must have earned a grade of “B” or better in all Education courses and must have completed all of the required coursework for the degree. For any course(s) identified as “outstanding requirements” at the point of admission, official transcripts showing the completion of the course(s) must have been submitted to the Department of Education. Final Review of the Professional ePortfolio Students in the M.A.T. and Childhood Education programs must develop and present an electronic portfolio that cumulatively demonstrates that they have met all of the Ithaca College Teacher Education Program Standards as well as the New York Standards for Teacher Education. In some certification areas, the portfolio will also be expected to include standards for the Specialized Professional Association of the discipline. The completion of this portfolio is a required component of the EDUC 51210 Seminar in Reflective Practice. For many students, this portfolio will become the professional portfolio used in the job search. If a transition point review is unsatisfactory… At times a candidate may fail to satisfactorily complete the assessments at one of the established transition review points; if this occurs, the candidate may be dismissed from the program or, in some cases and with faculty approval, placed on a professional improvement plan with specific requirements identified.

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When a professional improvement contract is generated, conditions and stipulations are identified that must be met prior to subsequent review. The contract is signed by the candidate and faculty present; it must include a date by which the follow-up review will occur, at which time the stipulations must have been addressed. In some cases, if the concerns are deemed to be minor, the faculty may decide to allow the candidate to progress conditionally to the next phase of the program. If the subsequent review is satisfactory, the candidate may continue in the program. If the results of the subsequent review fail to demonstrate that the candidate has met the conditions, then he or she will be dismissed from the program. Candidates who disagree with the results of a transition point review or a subsequent review may follow the College procedure related to petitions in order to have the decision reconsidered. According to College procedure, the candidate should first communicate his or her concerns about the outcome of the review to the faculty review committee. If a satisfactory resolution is not developed in collaboration with the faculty committee, the candidate should follow the procedures identified in the Ithaca College Catalog: The student submits a written petition to the dean, with copies to the graduate chair and the faculty member(s) involved. The dean sends the petition to the provost, along with his or her recommendation. Each petition is considered by the provost on an individual basis and is decided based on the facts that pertain to the particular student’s situation. Where appropriate and feasible, the provost will consult with the individuals involved before making a final decision.

Beyond the Program: Getting Certified and Staying In Touch

Initial Teaching Certification The Teacher Education programs in the School of Humanities and Sciences lead to initial teaching certification. Detailed instructions about what teacher candidates should be doing to prepare for certification can be found at the Department of Education’s Office of Teacher Certification, 194 Phillips Hall, and online at http://www.ithaca.edu/actec/teachercert/. This website provides valuable information that candidates should know about TEACH accounts, fingerprinting, and New York State Certification Examinations. The Office of Teacher Certification frequently sends time-sensitive certification information to candidates approaching the end of a teacher preparation program, and this information is often contingent upon the graduation date of the teacher candidate. For this reason, you are asked to be certain to maintain an accurate projected date of graduation with the Registrar’s office so that you are not missed in any communication sent to expected graduates of a particular semester. New York State has recently revised the requirements for teacher certification in the state. In addition to the fingerprinting you will complete while you are here at the College, you will also need to successfully complete and pass four teacher certification examinations in order to receive your initial teaching certification. The most current information about the exams, including sample test frameworks, examination dates, costs, and registration information can be found at the New York State Certification Exams’ (NYSTCE) website http://www.nystce.nesinc.com/. Our recommendations for completing these examinations are listed below. Educating All Students Test (EAS) Suggestion: Take in late December or January. Content Specialty Test (CST) Suggestion: Take in late December or January. edTPA (Performance Assessment) A requirement to be completed during student teaching. Important Note: If you plan to apply for certification and a teaching position in another state, please see that state’s education department website for information about certification exam requirements. Many states require the Praxis exams, which are administered by the same company that produces the SAT; information about the Praxis exams is available at www.ets.org/praxis

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Anticipated Professional and Certification Expenses Any estimate of the expenses you will incur during your program is likely imperfect, but we think you will benefit from having a sense of the kinds of expenses our prospective teachers typically experience. The following is a list of estimated expenses we think you may incur, most of which occur during the second half of your program. We updated these estimates in Spring 2017; they are subject to change. Certification Examinations: Educating All Student Test: $92 Content Specialty Test: $134 edTPA Performance Assessment $300 Certification Application Fee: $50 Fingerprinting: $102

Publication Manual of the American Psychological Association (6th ed.) $30 or less Professional Wardrobe, Teaching Supplies, and Professional Association Membership(s) varies

The Job Search Students are encouraged to visit the Office of Career Services during the fall semester. This office offers workshops on resume writing and job interviewing. It also maintains lists of available teaching jobs, receives notice of new teaching fairs, and provides useful resources for professional job searches. We encourage you to open a credentials file of materials (including a resume and letters of recommendation) that can be sent to prospective employers. Guest speakers from the Office of Career Services will visit the Seminar in Reflective Practice course each year and offer you advice about the job search, resume writing, and interviewing. Local principals and department chairs also regularly visit the Seminar in Reflective Practice course to engage you in mock interviews and offer constructive feedback, to discuss the qualities they value in prospective teachers, and to share the variety of ways different districts and schools participate in the hiring process. The final portfolio you prepare for the Seminar in Reflective Practice may also be a useful resource in your job search (either as preparation for interviews or as an artifact you can electronically share with potential employers).

Keeping In Touch, and Providing Feedback on the Quality of Your Program We really like to stay in touch with our graduates and would greatly appreciate hearing from you in the years after you graduate. Please keep us informed of your accurate email address and what you are doing. By establishing a network of graduates who are practicing teachers, we will all be able to help future graduates of our teacher education programs. We also like to share your accomplishments with current and prospective students on our website. We continually seek to improve our teacher education programs. Therefore, you will occasionally receive an electronic survey from us in which we request your feedback on our programs. Please know that we really read the results of these surveys and take them seriously as we reflect on our teaching and program structures, so we thank you in advance for the gift of your feedback. We are also interested in your perspectives on the quality of your preparation once you’ve actually been a fulltime classroom teacher for a while, when you can reflect on which features of the program were especially helpful to you as a beginning teacher and any suggestions you have for the continued improvement of our programs.

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Appendices Appendix A: New York State Teaching Standards Appendix B: Professional Qualities and Dispositions Appendix C: Recording Field Experiences in the Online Record: Frequently Asked Questions Appendix D: Professional Improvement Plan Appendix E: Sample Exit Survey for Alumni Appendix F: Useful Professional Links Appendix G: Guidelines for the Use of the Curriculum and Instruction Lab

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Appendix A: New York State Teaching Standards

NY State Teaching Standards (September 2011)

1. Knowledge of Students and Student Learning: Teachers acquire knowledge of each student and demonstrate

knowledge of student development and learning to promote achievement for all students. Element I.1: Teachers demonstrate knowledge of child and adolescent development, including students’

cognitive, language, social, emotional, and developmental levels. Element I.2: Teachers demonstrate knowledge of current research in learning and language acquisition

theories and processes. Element I.3: Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths,

interests, and experiences of students. Element I.4: Teachers acquire knowledge of individual students from students, families, guardians, and/or

caregivers to enhance student learning. Element I.5: Teachers demonstrate knowledge of and are responsive to the economic, social, cultural,

linguistic, family, and community factors that influence their students’ learning. Element I.6: Teachers demonstrate knowledge and understanding of technological and information literacy

and how they affect student learning. 2. Knowledge of Content and Instructional Planning: Teachers know the content that they are responsible for

teaching and plan instruction that ensures growth and achievement for all students. Element II.1: Teachers demonstrate knowledge of the content they teach, including relationships among

central concepts, tools of inquiry, structures and current developments within their discipline(s). Element II.2: Teachers understand how to connect complex concepts across disciplines and engage learners

in critical and innovative thinking and collaborative problem-solving related to real world contexts.

Element II.3: Teachers use a broad range of instructional strategies to make subject matter accessible. Element II.4: Teachers establish goals and expectations for all students that are aligned with learning

standards and allow for multiple pathways to achievement. Element II.5: Teachers design relevant instruction that connects students’ prior understanding and

experiences to new knowledge. Element II.6: Teachers evaluate and utilize curricular materials and other appropriate resources to promote

student success in meeting learning goals.

3. Instructional Practice: Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards. Element III.1: Teachers use research-based practices and evidence of student learning to provide

developmentally appropriate and standards-driven instruction that motivates and engages students in learning.

Element III.2: Teachers communicate clearly and accurately with students to maximize their understanding and learning.

Element III.3: Teachers set high expectations and create challenging learning experiences for students. Element III.4: Teachers explore and use a variety of instructional approaches, resources, and technologies to

meet diverse learning needs, engage students, and promote achievement. Element III.5: Teachers engage students in the development of multidisciplinary skills, such as communication,

collaboration, critical thinking, and use of technology.

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Element III.6: Teachers monitor and assess student progress, seek and provide feedback, and adapt instruction to student needs.

4. Learning Environment: Teachers work with all students to create a dynamic learning environment that supports

achievement and growth. Element IV.1: Teachers create a mutually respectful, safe, and supportive learning environment that is

inclusive of every student. Element IV.2: Teachers create an intellectually challenging and stimulating learning environment. Element IV.3: Teachers manage the learning environment for the effective operation of the classroom. Element IV.4: Teachers organize and utilize available resources (e.g., physical space, time, people, technology)

to create a safe and productive learning environment. 5. Assessment for Student Learning: Teachers use multiple measures to assess and document student growth,

evaluate instructional effectiveness, and modify instruction. Element V.1: Teachers design, select, and use a range of assessment tools and processes to measure and

document student learning and growth. Element V.2: Teachers understand, analyze, interpret, and use assessment data to monitor student progress

and to plan and differentiate instruction. Element V.3: Teachers communicate information about various components of the assessment system. Element V.4: Teachers reflect upon and evaluate the effectiveness of their comprehensive assessment system

to make adjustments to it and plan instruction accordingly. Element V.5: Teachers prepare students to understand the format and directions of assessments used and

the criteria by which the students will be evaluated. 6. Professional Responsibilities and Collaboration: Teachers demonstrate professional responsibility and engage

relevant stakeholders to maximize student growth, development, and learning. Element VI.1: Teachers uphold professional standards of practice and policy as related to students’ rights and

teachers’ responsibilities. Element VI.2: Teachers engage and collaborate with colleagues and the community to develop and sustain a

common culture that supports high expectations for student learning. Element VI.3: Teachers communicate and collaborate with families, guardians, and caregivers to enhance

student development and success. Element VI.4: Teachers manage and perform non-instructional duties in accordance with school district

guidelines or other applicable expectations. Element VI.5: Teachers understand and comply with relevant laws and policies as related to students’ rights

and teachers’ responsibilities. 7. Professional Growth: Teachers set informed goals and strive for continuous professional growth.

Element VII.1: Teachers reflect on their practice to improve instructional effectiveness and guide professional growth.

Element VII.2: Teachers set goals for, and engage in, ongoing professional development needed to continuously improve teaching competencies.

Element VII.3: Teachers communicate and collaborate with students, colleagues, other professionals, and the community to improve practice.

Element VII.4: Teachers remain current in their knowledge of content and pedagogy by utilizing professional resources.

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Appendix B: Professional Qualities and Dispositions

Teacher Education Program Professional Qualities and Dispositions Rating Form

Student____________________________ Program____________________________ Evaluator __________________________ Date_______________________________

This form can be used for an area of concern at any point of the program or for self-assessment and reflection.

Directions: Please assess these attributes and indicate which specific area(s) are of concern by indicating not met. A candidate must meet expectations for each item listed to receive a rating of met for the overall disposition.

I. Professional Responsibility

Please indicate Not Met in any areas of concern below:

1. Maintains a professional appearance; dresses according to program and school guidelines.

2. Arrives on time for classes, field-based experiences, and meetings.

3. Prepares fully for classes, field-based experiences, and meetings; submits assignments and reports on time.

4. Abides by college, school, department, program, field placement, and professional association policies and procedures.

Overall Rating for I. Professional Responsibility Met / Not Met

Comments:

II. Collaboration and Communication

Please indicate Not Met in any areas of concern below:

1. Fosters positive relationships and collaborates with a variety of target groups (e.g.: students, families, colleagues, local community members, etc.) as appropriate.

2. Treats others with dignity, respect, and fairness.

3. Speaks and writes clearly, effectively, and appropriately.

4. Maintains professionally appropriate etiquette in all forms of electronic communication.

5. Respects privacy and confidentiality of information where appropriate.

Overall Rating for II. Collaboration and Communication Met / Not Met

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Comments:

III. Professional Development and Reflective Practice

Please indicate Not Met in any areas of concern below:

1. Critically examines own practice.

2. Responds well to and incorporates feedback.

3. Uses available resources and explores additional ones in an effort to improve teaching and support student learning.

4. Engages in positive problem solving when challenges arise.

5. Seeks out and participates in professional development opportunities.

Overall Rating for III. Professional Development and Reflective Practice Met / Not Met

Comments:

IV. Commitment to Affirming All Students

Please indicate Not Met in any areas of concern below:

1. Examines own frames of references (including but not limited to race, culture, gender, language, abilities, ways of knowing) to uncover and address the potential biases in these frames.

2. Communicates respect for learners as individuals with differing personal and family backgrounds and various assets, skills, perspective, talents, and interests.

3. Communicates respect for learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.

4. Holds oneself accountable for all students’ learning.

5. Demonstrates high expectations that are developmentally appropriate for each individual learner.

Overall Rating for IV. Commitment to Affirming All Students Met / Not Met

Comments:

Rev. January 27, 2016

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Appendix C: Recording Field Experiences in the Online Record: Frequently Asked Questions

Q. Where can I find the form to submit my field experience hours? A. In TaskStream in the ‘Teacher Education’ folio or http://tinyurl.com/ICfieldrecord

Q. How often should I submit my hours through the field experience record? A. You can submit hours at any time. If you are staying at a single location for multiple dates, it makes sense to wait

until you’ve completed that experience to submit the form. If you are at multiple locations throughout the semester, you can either wait until your professor/instructor requests you submit, or you can submit a form after completing your time at each location.

Q. Do I still have to submit a hard copy of my hours? A. Maybe. It will depend on your class. This record does not include documentation from the on-site person (i.e. a

signature attesting to your being there). Most students will still have to turn in a hard copy to their professor or faculty advisor with the on-site signature/s.

Q. If my field experience is in many different locations do I have to submit a form for each place? A. Yes. Q. Can I print out the form at the end so I have my own record? A. You will receive an email receipt with your responses. You can keep that as an electronic copy or you can print it

out. Q. What if my field experience isn’t in a typical setting? A. There are lots of “other” options when filling out the form. If you’re not sure what to enter, check with your

instructor/faculty advisor or Emily Hess, the field experience coordinator. Q. Can I use this form to check to see how many hours I’ve completed this semester? A. No, but you can submit a request for your field experience record in the TaskStream ‘Teacher Education’ folio or

http://tinyurl.com/ICfieldrequest. Starting in Fall 2013, your instructors are no longer responsible for keeping the record of your field experience hours. In the record request, you can ask for a breakdown of your hours with special populations (English language learners, students with special needs, students from low socio-economic backgrounds). Any questions about how many or what type of hours you’ve completed should go through Emily Hess.

Q. I started the form, but didn’t finish it. Do I have to start over? A. You shouldn’t have to. It’s supposed to keep your partially filled out form for 6 months. You cannot start

another form, however, until you finish the partially filled out form. Q. What if I don’t know the racial/ethnic percentage of the students where I was? A. If you were in a public school in New York State, you can look that information up at http://data.nysed.gov/. If

you were in a private school, you can ask your on-site contact for the demographics of their students. If you were at a location where you were observing a large group of students not connected to a single site (e.g. a music festival), use the “other” option to explain why you would not be able to know this information. Please do not guess at the racial/ethnic percentage of students from your visual observation.

Q. What if I don’t know the percentage of students who receive Free and Reduced Meals where I was? A. If you were in a public school in New York State, you can look that information up at http://data.nysed.gov/. If

you were in a private school, you can ask your on-site contact for the demographics of their students. If you were at a location where you were observing a large group of students not connected to a single site (e.g. a music festival), use the “other” option to explain why you would not be able to know this information. Please do not guess at the socio-economic status of students from your visual observation.

Q. I made a mistake when I submitted the form. What do I do? A. Contact Emily Hess at ehess@ithaca.edu

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Appendix D: Professional Improvement Plan

Professional Improvement Plan

Student: Department Chair, Graduate Program Chair, or Faculty Member: Knowledge, Skill, or Professional Qualities Area(s) of Concern: Remedial Action Plan: Timeline for Action and Next Review: Date Plan Initiated: _________ Department Chair, Graduate Program Chair, or Faculty Signature(s), as appropriate: ____________________________________________ I understand that I must successfully complete the action plan explained above in order to continue in my teacher education program. Student Signature: ____________________________ --------------------------------------------------------------------------------------------------------------------------------------------------- Date Plan Successfully Completed: ____________ Department Chair, Graduate Program Chair, or Faculty Signature:________________________________ cc: Student’s File in the Department of Education, Accreditation Coordinator

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Appendix F: Useful Professional Links

Useful Professional Links to Explore

New York State P-12 Common Core Learning Standards:

• English Language Arts and Literacy P-12: https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

• Mathematics P-12: http://emsc32.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf • Next Generation Science Standards (NY) http://www.p12.nysed.gov/ciai/mst/sci/documents/p-12-science-

learning-standards.pdf • New York State Social Studies Framework 9-12 http://www.p12.nysed.gov/ciai/socst/documents/ss-framework-9-

12.pdf • New York State Social Studies Framework 1-8 http://www.p12.nysed.gov/ciai/socst/documents/ss-framework-k-

8-1-15.pdf

National Association of Agricultural Educators (NAAE): http://www.naae.org/

National Council of Teachers of English (NCTE): http://www.ncte.org

National Science Teachers Association (NSTA): http://www.nsta.org

National Council for the Social Studies (NCSS): http://www.socialstudies.org

Teaching English to Speakers of Other Languages International Association (TESOL): http://www.tesol.org

National Council of Teachers of Mathematics (NCTM): http://www.nctm.org

American Council on the Teaching of Foreign Languages (ACTFL): http://www.actfl.org

National Art Education Association (NAEA): http://www.arteducators.org

Association for Middle Level Education (AMLE): http://www.amle.org

International Literacy Association (ILA): http://reading.org

National Education Association: http://www.nea.org

Teaching Tolerance (Southern Poverty Law Center): http://www.tolerance.org

American Educational Research Association (AERA): http://www.aera.net/default.aspx

Phi Delta Kappa International (PDK): http://pdkintl.org

Rethinking Schools: http://www.rethinkingschools.org/index.shtml

edTPA: http://www.edtpa.com (click on “Candidates”)

Teaching for Change: Building Social Justice, Starting in the Classroom: http://www.teachingforchange.org

National Center for Educational Statistics (NCES): https://nces.ed.gov

National Association for Media Literacy Education (NAMLE): http://namle.net

International Association for Technology in Education (ISTE): https://www.iste.org

Ed Change: Building Equitable and Just Schools, Communities, and Organizations Through Transformative Action (Gorski): http://www.edchange.org

Teachers College Record: http://www.tcrecord.org

Diane Ravitch’s Blog about Education: http://dianeravitch.com

National Association for Bilingual Education (NABE): http://www.nabe.org

Colorin Colorado!: http://www.colorincolorado.org

American Library Association Best Fiction for Young Adults: http://www.ala.org/awardsgrants/best-fiction-young-adults

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American Library Association Excellence in Nonfiction for Young Adults: http://www.ala.org/awardsgrants/excellence-nonfiction-young-adults

NCSS Notable Trade Books for Young People: http://www.socialstudies.org/resources/notable

NSTA Outstanding Science Trade Books for Students K-12: http://www.nsta.org/publications/ostb/

NCTE Orbis Pictus Award for Outstanding Nonfiction for Children: http://www.ncte.org/awards/orbispictus

ALA Robert Sibert Informational Book Medal: http://www.ala.org/alsc/awardsgrants/bookmedia/sibertmedal

ALA Stonewall Awards Book Lists: http://www.ala.org/glbtrt/award/stonewall/honored

Scott O’Dell Award for Historical Fiction: http://www.scottodell.com/pages/ScottO'DellAwardforHistoricalFiction.aspx

Coretta Scott King Book Awards: http://www.ala.org/emiert/cskbookawards

CLR/SIG Notable Books for a Global Society: http://clrsig.org/nbgs_books.php

Michael Printz Award for Excellence in Young Adult Literature: http://www.ala.org/yalsa/printz-award#current

Pura Belpre Award Lists: http://www.ala.org/awardsgrants/pura-belpre-award

Mildred Batchelder Award: http://www.ala.org/awardsgrants/mildred-l-batchelder-award

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Appendix G: Guidelines for the Use of the Education Curriculum and Instruction Lab

Guidelines for the Use of the Education Curriculum and Instruction Lab - Williams 314

H&S teacher education candidates are eligible to use the Department of Education’s Curriculum and Instruction Lab located in Williams 314. H&S teacher candidates (graduate and undergraduate) can use the Lab to access education resources and technology, practice and record teaching exercises, review research, collaborate on projects, and develop professionally. This space is available to you and other H&S teacher candidates when it is not in use for course or department meetings and when it is not being serviced for ITS upgrades. You may access this space with your Ithaca College ID by holding your ID card near the card reader built into the door. In the fall semester, the space will sometimes be vacant and available to you during the daytime hours (between classes, for instance), but it will generally be available on a more regular basis between 5:30 and 9:00 p.m. each weekday and all day (9:00 a.m. to 9:00 p.m. on weekends). If you arrive on a weekend and cannot get into the building, please check all the Williams Hall doors to see if another door is unlocked. If you definitely cannot locate an unlocked door, you may call 274-3333 to have the building opened. (We expect that it will regularly be open for you, though!) We have just a few guidelines we request that you observe as you enjoy the lab.

1. Please sign in and out in the notebook near the front of the lab. Your Ithaca College ID (which, when held near the card reader in the door, will give you access to the lab) lets us know you were there, but we want to know HOW the lab is used. Your signing in and out will help us gather more detail about how and when the lab is useful to you. 2. Please do not prop the door open. The purpose of a secure lab is to limit access to only those who are authorized to use it. We really do wish to keep the materials in the lab secure. 3. Please do browse the books, journals, and other curriculum materials we have available for you to use. If you decide to borrow a material, please complete a Request to Borrow Book Form found on the library book shelves, bring the card and book to the Education Department office. Materials can be borrowed for up to two weeks. We have some VERY useful resources, and we hope you will use them! 4. You may bring food and drink into the lab, but please (1) clean up well after you eat or drink, and (2) please keep food and drink away from the lab's computers. 5. Please understand that the room is frequently cold. There's not much we can do about this quirk of the room, but do feel free to bring sweaters if needed! :) 6. We are asking students to be conservative when printing. As you are all aware, the campus is restricting student printing but we are hoping that we won’t need to do that in the Lab, so we ask for your cooperation on this matter. 7. Additionally, six computers near the windows (5 PCs and 1 Mac) are available for your use. 8. Please realize that this is a shared space. The more we care for the space, the better it will be for all of us to use and enjoy. Please help us keep it clean and usable. We hope you enjoy the lab as a space for you to collaborate, find useful materials for your projects and teaching, and develop a community with your peers. If you have any questions about the lab, you can direct questions to Kim Wojtanik (kwojtanik@ithaca.edu) and we'll do our best to help.