m.a.t. program - college of education...handbook 2012-2013 table of contents names, phone numbers &...

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Revised June 12, 2012

Oregon State University

Cascades Campus

M.A.T. Program

Master of Arts in Teaching

Professional Teacher Education Program

In

Middle School and High School Authorizations

With ESOL Emphasis

Handbook

2012 – 2013

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OSU-Cascades Professional Teacher Education Unit

Master of Arts in Teaching

I have read and understand the program policies, procedures and expectations outlined in the Master of

Arts in Teaching Handbook. I agree to comply with the Professional Educator Codes of Conduct and

Ethical Standards as defined by NCATE, TSPC and Oregon State University.

Name: __________________________________________

Signed: _________________________________________ Date: ___________________________

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Handbook 2012-2013

Table of Contents

Names, Phone Numbers & Email Addresses of Faculty, Staff and Supervisors 5

Web Resource Links 6

Academic Policies

NEA Code of Ethics 8

Five Core Propositions 10

In TASC Model Core Teaching Standards 11

TSPC OAR’s 25

Mission Statement 27

Core Operating Principles 28

Ethos Statement 29

Program Standards and Objectives 30

The Graduate School 33

Enrollment Policy 34

Retention Policy 35

Fee Structure 39

Schedules/Program Information

Student Teacher Licensure Checklist 40

Academic Professional Progress Report 40a

Program Outline 41

Professional Portfolio Artifacts Checklist 44

Student Teaching

Student Teaching Internship Requirements 45

Student Teacher Benchmarks 46

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Forms

Log of Hours 50

Formal Lesson Observation Scoring Guide 53

Formal Lesson Observation Forms & Instr (Cover Sheet, Observation, Lesson Plan, Reflection) 56

Three-Way Evaluation Forms 63

Student Teaching Summary Report 69

Evaluation of Cooperating Teacher 73

Evaluation of University Supervisor 75

Work Sample Documentation Forms (Release, Documentation Form) 77

August: Log of Hours

September: Log of Hours, Turn in Program of Study

October: Log of Hours, Formal Observation Form (x2), Three-way Evaluation

Observation will need a completed Cover Sheet, Lesson Plan, and Reflection attached

November: Log of Hours, Formal Observation Form (x2)


December: Log of Hours, Formal Observation Form (x2), Three-way Evaluation


January: Work Sample and Forms, Cooperating Teacher Evaluation, Univ. Supervisor Evaluation

Work Sample will also need a completed Documentation Form and Release

February: Log of Hours, Formal Observation Form (x2), Three-way Evaluation


March: Log of Hours, Formal Obs. Form (x2), Diploma App (3/28)


April: Log of Hours, Event Schedule (4/15), Formal Obs. Form (x2), Three-Way Eval


May: Work Sample and Forms, Cooperating Teacher Evaluation, Univ. Supervisor Evaluation

Work Sample will also need a completed Documentation Form and Release

June: Log of Hours, Turn in C-1-I Formby June 10

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OSU-Cascades 2012-2013

Master of Arts in Teaching: Middle School and High School Authorization Faculty and Staff

Name Office Phone/Email Address

Ann Allred [email protected]

University Supervisor, Faculty Associate

Jay Casbon Room 110c [email protected]

Professor (541) 322-3107

Jana Clemons [email protected]

Faculty Associate

Cate Denson-Hill [email protected]

Faculty Associate (541) 383-6033

Michael Giamellaro Room 109 [email protected]

Assistant Professor

Nancy Hackbarth Room 116 [email protected]

Educational Placement Coordinator (541) 322-3189

Donna Harris Room 114 [email protected]

Licensure and Admin Coordinator (541) 322-3173

Al Hulbert [email protected]

Faculty Associate

Melinda Knapp

Faculty Associate

John Nehl [email protected]

University Supervisor, Faculty Associate

Mark Northup

University Supervisor

Carolyn Platt Room 111 (541) 322-3120

Instructor, Program Lead [email protected]

Laura Sugden [email protected]

Faculty Associate

Helen Webre [email protected]

University Supervisor OSU Cascades Main Office (541) 322-3100, fax (541) 322-3139

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

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OSU - Cascades

Related Web Resources

Oregon State University – Cascades Homepage

http://www.osucascades.edu/

Oregon State University Homepage

http://oregonstate.edu/

College of Education Homepage

http://oregonstate.edu/education/

Teacher Standards and Practices Commission Homepage

http://www.tspc.state.or.us/

Teacher-related Oregon Administrative Rules and Oregon Revised Statutes:

http://www.tspc.state.or.us/ors.asp?op=7&id=0

Current Students Quick links:

http://oregonstate.edu/students/#RulesRegulations

Graduate School website:

http://oregonstate.edu/dept/grad_school/

FERPA

http://oregonstate.edu/dept/computing/train/ferpa/index.htm

Diploma application link (check website for submission deadlines ):

http://oregonstate.edu/registrar/forms/DIPLOMA%20MAILING%20REQUEST.pdf

Exit Survey. This survey is required for the release of your diploma and can be found at the following link:

https://surveys.bus.oregonstate.edu/BsgSurvey2_0/main.aspx?SurveyID=2540

Event Scheduling link to clear your Oral Defense with the Graduate School (must be submitted to the

Graduate School one week prior to the event):

http://oregonstate.edu/dept/grad_school/phpforms/event.php

C-1-I form submitted by student:

http://www.tspc.state.or.us/pdf/0032.pdf

Leave of Absence/Reinstatement Form:

http://oregonstate.edu/dept/grad_school/Survival_Guide/Graduate_Forms/LeaveofAbsence.pdf

MAT Program of Study Form and Instructions:

http://oregonstate.edu/dept/grad_school/forms.php#program

http://www.osucascades.edu/http://oregonstate.edu/http://oregonstate.edu/education/http://www.tspc.state.or.us/http://www.tspc.state.or.us/ors.asp?op=7&id=0http://oregonstate.edu/students/#RulesRegulationshttp://oregonstate.edu/dept/grad_school/http://oregonstate.edu/dept/computing/train/ferpa/index.htmhttp://oregonstate.edu/registrar/forms/DIPLOMA%20MAILING%20REQUEST.pdfhttps://surveys.bus.oregonstate.edu/BsgSurvey2_0/main.aspx?SurveyID=2540http://oregonstate.edu/dept/grad_school/phpforms/event.phphttp://www.tspc.state.or.us/pdf/0032.pdfhttp://oregonstate.edu/dept/grad_school/Survival_Guide/Graduate_Forms/LeaveofAbsence.pdfhttp://oregonstate.edu/dept/grad_school/forms.php#program

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Student Records and Privacy (FERPA)

What is FERPA?

The Family Educational Rights and Privacy Act (FERPA) of 1974 (Public Law 93-380), as amended,

Oregon Revised Statutes 351.065, and their implementing regulations, afford students certain rights with

respect to their educational records and require Oregon State University to assure that those students' rights

are not abridged.

http:--oregonstate.edu-dept-computing-train-ferpa-index.htm

Student Record Privacy

FERPA protects the privacy of all "education records" in any medium, maintained by Oregon State

University. Although the law was written in 1974, its coverage is not limited to paper copies. All student

education records, including records about students contained in computer databases, are protected.

It is important to respect the privacy of students. Even though a record is not protected by FERPA, it does

not mean that the record can be freely released. For example, other laws protect employment and medical

records. Medical records used to accommodate a disability should be kept separately from a student's

"education records."

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NEA Code of Ethics

Preamble

1. The National Education Association believes that the education profession consists of one education workforce serving the needs of all students and that the term ‘educator’ includes education support

professionals.

2. The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles.

Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal

educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical

standards.

3. The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of

the community provides the incentive to attain and maintain the highest possible degree of ethical

conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and

provides standards by which to judge conduct.

4. The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically

designated by the NEA or its affiliates.

PRINCIPLE I

Commitment to the Student

The educator strives to help each student realize his or her potential as a worthy and effective member of

society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and

understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator--

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.

2. Shall not unreasonably deny the student's access to varying points of view.

3. Shall not deliberately suppress or distort subject matter relevant to the student's progress.

4. Shall make reasonable effort to protect the student from conditions harmful to learning or to

health and safety.

5. Shall not intentionally expose the student to embarrassment or disparagement.

6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or

religious beliefs, family, social or cultural background, or sexual orientation, unfairly--

a. Exclude any student from participation in any program

b. Deny benefits to any student

c. Grant any advantage to any student

7. Shall not use professional relationships with students for private advantage.

8. Shall not disclose information about students obtained in the course of professional service

unless disclosure serves a compelling professional purpose or is required by law.

PRINCIPLE II

Commitment to the Profession

The education profession is vested by the public with a trust and responsibility requiring the highest

ideals of professional service.

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In the belief that the quality of the services of the education profession directly influences the nation and

its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that

encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of

the trust to careers in education, and to assist in preventing the practice of the profession by unqualified

persons.

In fulfillment of the obligation to the profession, the educator—

1. Shall not in an application for a professional position deliberately make a false statement or

fail to disclose a material fact related to competency and qualifications.

2. Shall not misrepresent his/her professional qualifications.

3. Shall not assist any entry into the profession of a person known to be unqualified in respect to

character, education, or other relevant attribute.

4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a

professional position.

5. Shall not assist a non-educator in the unauthorized practice of teaching.

6. Shall not disclose information about colleagues obtained in the course of professional service

unless disclosure serves a compelling professional purpose or is required by law.

7. Shall not knowingly make false or malicious statements about a colleague.

8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence

professional decisions or action.

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OSU Cascades

FIVE CORE PROPOSITIONS From the National Board for Professional Teaching Standards

The information on the Five Core Propositions is to be used to inform the student teacher’s

preparation of his/her Portfolio presented at the Oral Examination.

Knowledge of the Five Core Propositions is necessary to inform all the student teacher’s work

throughout the Master of Arts in Education Program.

Please review the website for the National Board for Professional Teaching Standards at:

http://www.nbpts.org/the_standards/the_five_core_propositio

What Accomplished Teachers Should Know and Be Able to Do

I. Teachers Are Committed to Students and Their Learning Accomplished teachers believe that all students can learn, and they act on that belief by

recognizing differences among students and adjusting their practice accordingly. Accomplished

teachers also take into account how children develop when planning learning activities. In

addition, accomplished teachers foster students' self-esteem, civic responsibility, and respect for

one another.

II. Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students Accomplished teachers know how knowledge in their subjects is created, organized, linked to

other disciplines, and used in the real world. They use a repertoire of effective teaching methods

to convey a subject to students. Accomplished teachers also help students learn by having them

solve problems and make their own discoveries.

III. Teachers Are Responsible for Managing and Monitoring Student Learning Accomplished teachers modify their teaching methods and classroom environment to meet

students' needs, and try new approaches when others fail. They know how and when to get

students, colleagues, and classroom volunteers to assist them. In addition, accomplished teachers

use varied assessment methods to evaluate individual students as well as the entire class, and

they can clearly explain performance to parents.

IV. Teachers Think Systematically about their Practice and Learn from Experience

Accomplished teachers are lifelong learners who regularly seek advice from colleagues and

others to strengthen their practice. They also draw on education research -- as well as their own

classroom experience -- to improve their teaching. Their enthusiasm for, and commitment to,

continued learning provides a compelling model for their students.

V. Teachers Are Members of Learning Communities

Accomplished teachers reach beyond the classroom to work creatively and cooperatively with

colleagues, parents and the community. With colleagues, they strive to improve school wide

curriculum and instruction and to bolster the teaching of the entire faculty. With parents, they

work to promote student growth. And in the community, accomplished teachers take advantage

of resources to enrich and supplement student learning.

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InTASC Model Core Teaching Standards

April 2011

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.

PERFORMANCES

1(a) The teacher regularly assesses individual and group performance in order to design and modify

instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional,

and physical) and scaffolds the next level of development.

1(b) The teacher creates developmentally appropriate instruction that takes into account individual

learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her

learning.

1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote

learner growth and development.

ESSENTIAL KNOWLEDGE

1(d) The teacher understands how learning occurs--how learners construct knowledge, acquire skills,

and develop disciplined thinking processes--and knows how to use instructional strategies that promote

student learning.

1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical

development influences learning and knows how to make instructional decisions that build on learners’

strengths and needs.

1(f) The teacher identifies readiness for learning, and understands how development in any one area may

affect performance in others.

1(g) The teacher understands the role of language and culture in learning and knows how to modify

instruction to make language comprehensible and instruction relevant, accessible, and challenging.

CRITICAL DISPOSITIONS

1(h) The teacher respects learners’ differing strengths and needs and is committed to using this

information to further each learner’s development.

1(i) The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions

as opportunities for learning.

1(j) The teacher takes responsibility for promoting learners’ growth and development.

1(k) The teacher values the input and contributions of families, colleagues, and other professionals in

understanding and supporting each learner’s development.

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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.

PERFORMANCES

2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning

strengths and needs and creates opportunities for students to demonstrate their learning in different

ways.

2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth,

task demands, communication, assessment, and response modes) for individual students with particular

learning differences or needs.

2(c) The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing

learners to accelerate as they demonstrate their understandings.

2(d) The teacher brings multiple perspectives to the discussion of content, including attention to

learners’ personal, family, and community experiences and cultural norms.

2(e) The teacher incorporates tools of language development into planning and instruction, including

strategies for making content accessible to English language learners and for evaluating and supporting

their development of English proficiency.

2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular

learning differences or needs.

ESSENTIAL KNOWLEDGE

2(g) The teacher understands and identifies differences in approaches to learning and performance and

knows how to design instruction that uses each learner’s strengths to promote growth.

2(h) The teacher understands students with exceptional needs, including those associated with

disabilities and giftedness, and knows how to use strategies and resources to address these needs.

2(i) The teacher knows about second language acquisition processes and knows how to incorporate

instructional strategies and resources to support language acquisition.

2(j) The teacher understands that learners bring assets for learning based on their individual experiences,

abilities, talents, prior learning, and peer and social group interactions, as well as language, culture,

family, and community values.

2(k) The teacher knows how to access information about the values of diverse cultures and communities

and how to incorporate learners’ experiences, cultures, and community resources into instruction.


2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner

reach his/her full potential.

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2(m) The teacher respects learners as individuals with differing personal and family backgrounds and

various skills, abilities, perspectives, talents, and interests.

2(n) The teacher makes learners feel valued and helps them learn to value each other.

2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her

instructional practice to engage students in learning.

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.

PERFORMANCES

3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning

climate of openness, mutual respect, support, and inquiry.

3(b) The teacher develops learning experiences that engage learners in collaborative and self-directed

learning and that extend learner interaction with ideas and people locally and globally.

3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for

respectful interactions, rigorous academic discussions, and individual and group responsibility

for quality work.

3(d) The teacher manages the learning environment to actively and equitably engage learners by

organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

3(e) The teacher uses a variety of methods to engage learners in evaluating the learning environment and

collaborates with learners to make appropriate adjustments.

3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and

responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning

environment.

3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities

for learning locally and globally.

3(h) The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual

environments through applying effective interpersonal communication skills.

ESSENTIAL KNOWLEDGE

3(i) The teacher understands the relationship between motivation and engagement and knows how to

design learning experiences using strategies that build learner self-direction and ownership of learning.

3(j) The teacher knows how to help learners work productively and cooperatively with each other to

achieve learning goals.

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3(k) The teacher knows how to collaborate with learners to establish and monitor elements of a safe and

productive learning environment including norms, expectations, routines, and organizational structures.

3(l) The teacher understands how learner diversity can affect communication and knows how to

communicate effectively in differing environments.

3(m) The teacher knows how to use technologies and how to guide learners to apply them in

appropriate, safe, and effective ways.


3(n) The teacher is committed to working with learners, colleagues, families, and communities to

establish positive and supportive learning environments.

3(o) The teacher values the role of learners in promoting each other’s learning and recognizes the

importance of peer relationships in establishing a climate of learning.

3(p) The teacher is committed to supporting learners as they participate in decision-making, engage in

exploration and invention, work collaboratively and independently, and engage in purposeful learning.

3(q) The teacher seeks to foster respectful communication among all members of the learning

community.

3(r) The teacher is a thoughtful and responsive listener and observer.

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.

PERFORMANCES

4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the

discipline, guide learners through learning progressions, and promote each learner’s achievement of

content standards.

4(b) The teacher engages students in learning experiences in the discipline(s) that encourage learners to

understand, question, and analyze ideas from diverse perspectives so that they master the content.

4(c) The teacher engages learners in applying methods of inquiry and standards of evidence used in the

discipline.

4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar

concepts, and makes connections to learners’ experiences.

4(e) The teacher recognizes learner misconceptions in a discipline that interfere with learning, and

creates experiences to build accurate conceptual understanding.

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4(f) The teacher evaluates and modifies instructional resources and curriculum materials for their

comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness

for his/her learners.

4(g) The teacher uses supplementary resources and technologies effectively to ensure accessibility and

relevance for all learners.

4(h) The teacher creates opportunities for students to learn, practice, and master academic language in

their content.

4(i) The teacher accesses school and/or district-based resources to evaluate the learner’s content

knowledge in their primary language.

ESSENTIAL KNOWLEDGE

4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of

knowing that are central to the discipline(s) s/he teaches.

4(k) The teacher understands common misconceptions in learning the discipline and how to guide

learners to accurate conceptual understanding.

4(l) The teacher knows and uses the academic language of the discipline and knows how to make it

accessible to learners.

4(m) The teacher knows how to integrate culturally relevant content to build on learners’ background

knowledge.

4(n) The teacher has a deep knowledge of student content standards and learning progressions in the

discipline(s) s/he teaches.


4(o) The teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally

situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.

4(p) The teacher appreciates multiple perspectives within the discipline and facilitates learners’ critical

analysis of these perspectives.

4(q) The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to

appropriately address problems of bias.

4 (r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.

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.

PERFORMANCES

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5(a) The teacher develops and implements projects that guide learners in analyzing the complexities of

an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water

quality study that draws upon biology and chemistry to look at factual information and social studies to

examine policy implications).

5(b) The teacher engages learners in applying content knowledge to real world problems through the

lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

5(c) The teacher facilitates learners’ use of current tools and resources to maximize content learning in

varied contexts.

5(d) The teacher engages learners in questioning and challenging assumptions and approaches in order

to foster innovation and problem solving in local and global contexts.

5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts

by creating meaningful opportunities to employ a variety of forms of communication that address varied

audiences and purposes.

5(f) The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking

inventive solutions to problems, and developing original work.

5(g) The teacher facilitates learners’ ability to develop diverse social and cultural perspectives that

expand their understanding of local and global issues and create novel approaches to solving problems.

5(h) The teacher develops and implements supports for learner literacy development across content

areas.

ESSENTIAL KNOWLEDGE

5(i) The teacher understands the ways of knowing in his/her discipline, how it relates to other

disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing

problems, issues, and concerns.

5(j) The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy,

global awareness) connect to the core subjects and knows how to weave those themes into meaningful

learning experiences.

5(k) The teacher understands the demands of accessing and managing information as well as how to

evaluate issues of ethics and quality related to information and its use.

5(l) The teacher understands how to use digital and interactive technologies for efficiently and

effectively achieving specific learning goals.

5(m) The teacher understands critical thinking processes and knows how to help learners develop high

level questioning skills to promote their independent learning.

5(n) The teacher understands communication modes and skills as vehicles for learning (e.g., information

gathering and processing) across disciplines as well as vehicles for expressing learning.

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5(o) The teacher understands creative thinking processes and how to engage learners in producing

original work.

5(p) The teacher knows where and how to access resources to build global awareness and understanding,

and how to integrate them into the curriculum.


5(q) The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and

global issues.

5(r) The teacher values knowledge outside his/her own content area and how such knowledge enhances

student learning.

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery,

and expression across content areas.

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.

PERFORMANCES

6(a) The teacher balances the use of formative and summative assessment as appropriate to support,

verify, and document learning.

6(b) The teacher designs assessments that match learning objectives with assessment methods and

minimizes sources of bias that can distort assessment results.

6(c) The teacher works independently and collaboratively to examine test and other performance data to

understand each learner’s progress and to guide planning.

6(d) The teacher engages learners in understanding and identifying quality work and provides them with

effective descriptive feedback to guide their progress toward that work.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the

assessment process.

6(f) The teacher models and structures processes that guide learners in examining their own thinking and

learning as well as the performance of others.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each

student’s learning needs and to develop differentiated learning experiences.

6(h) The teacher prepares all learners for the demands of particular assessment formats and makes

appropriate modifications in assessments or testing conditions especially for learners with disabilities

and language learning needs.

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6(i) The teacher continually seeks appropriate ways to employ technology to support assessment

practice both to engage learners more fully and to assess and address learner needs.

ESSENTIAL KNOWLEDGE

6(j) The teacher understands the differences between formative and summative applications of

assessment and knows how and when to use each.

6(k) The teacher understands the range of types and multiple purposes of assessment and how to design,

adapt, or select appropriate assessments to address specific learning goals and individual differences,

and to minimize sources of bias.

6(l) The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to

guide planning and instruction, and to provide meaningful feedback to all learners.

6(m) The teacher knows when and how to engage learners in analyzing their own assessment results and

in helping to set goals for their own learning.

6(n) The teacher understands the positive impact of effective descriptive feedback for learners and

knows a variety of strategies for communicating this feedback.

6(o) The teacher knows when and how to evaluate and report learner progress against standards.

6(p) The teacher understands how to prepare learners for assessments and how to make accommodations

in assessments and testing conditions, especially for learners with disabilities and language learning

needs.


6(q) The teacher is committed to engaging learners actively in assessment processes and to developing

each learner’s capacity to review and communicate about their own progress and learning.

6(r) The teacher takes responsibility for aligning instruction and assessment with learning goals.

6(s) The teacher is committed to providing timely and effective descriptive feedback to learners on their

progress.

6(t) The teacher is committed to using multiple types of assessment processes to support, verify, and

document learning.

6(u) The teacher is committed to making accommodations in assessments and testing conditions

especially for learners with disabilities and language learning needs.

6(v) The teacher is committed to the ethical use of various assessments and assessment data to identify

learner strengths and needs to promote learner growth.

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

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knowledge of learners and the community context.

PERFORMANCES

7(a) The teacher individually and collaboratively selects and creates learning experiences that are

appropriate for curriculum goals and content standards, and are relevant to learners.

7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and

accommodations, resources, and materials to differentiate instruction for individuals and groups of

learners.

7(c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to

demonstrate knowledge and skill.

7(d) The teacher plans for instruction based on formative and summative assessment data, prior learner

knowledge, and learner interest.

7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g., special

educators, related service providers, language learning specialists, librarians, media specialists) to design

and jointly deliver as appropriate effective learning experiences to meet unique learning needs.

7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts

plans to meet each student’s learning needs and enhance learning.

ESSENTIAL KNOWLEDGE

7(g) The teacher understands content and content standards and how these are organized in the

curriculum.

7(h) The teacher understands how integrating cross-disciplinary skills in instruction engages learners

purposefully in applying content knowledge.

7(i) The teacher understands learning theory, human development, cultural diversity, and individual

differences and how these impact ongoing planning.

7(j) The teacher understands the strengths and needs of individual learners and how to plan instruction

that is responsive to these strengths and needs.

7(k) The teacher knows a range of evidence-based instructional strategies, resources, and technological

tools and how to use them effectively to plan instruction that meets diverse learning needs.

7(l) The teacher knows when and how to adjust plans based on assessment information and learner

responses.

7(m) The teacher knows when and how to access resources and collaborate with others to support

student learning (e.g., special educators, related service providers, language learner specialists,

librarians, media specialists, community organizations).


7(n) The teacher respects learners’ diverse strengths and needs and is committed to using this

20

information to plan effective instruction.

7(o) The teacher values planning as a collegial activity that takes into consideration the input of learners,

colleagues, families, and the larger community.

7(p) The teacher takes professional responsibility to use short- and long-term planning as a means of

assuring student learning.

7(q) The teacher believes that plans must always be open to adjustment and revision based on learner

needs and changing circumstances.

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.

PERFORMANCES

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals

and groups of learners.

8(b) The teacher continuously monitors student learning, engages learners in assessing their progress,

and adjusts instruction in response to student learning needs.

8(c) The teacher collaborates with learners to design and implement relevant learning experiences,

identify their strengths, and access family and community resources to develop their areas of interest.

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach,

audience) in relation to the content and purposes of instruction and the needs of learners.

8(e) The teacher provides multiple models and representations of concepts and skills with opportunities

for learners to demonstrate their knowledge through a variety of products and performances.

8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive

processes.

8(g) The teacher engages learners in using a range of learning skills and technology tools to access,

interpret, evaluate, and apply information.

8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication

through speaking, listening, reading, writing, and other modes.

8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for

learner understanding, helping learners articulate their ideas and thinking processes, stimulating

curiosity, and helping learners to question).

ESSENTIAL KNOWLEDGE

8(j) The teacher understands the cognitive processes associated with various kinds of learning (e.g.,

critical and creative thinking, problem framing and problem solving, invention, memorization and

21

recall) and how these processes can be stimulated.

8(k) The teacher knows how to apply a range of developmentally, culturally, and linguistically

appropriate instructional strategies to achieve learning goals.

8(l) The teacher knows when and how to use appropriate strategies to differentiate instruction and

engage all learners in complex thinking and meaningful tasks.

8(m) The teacher understands how multiple forms of communication (oral, written, nonverbal, digital,

visual) convey ideas, foster self expression, and build relationships.

8(n) The teacher knows how to use a wide variety of resources, including human and technological, to

engage students in learning.

8(o) The teacher understands how content and skill development can be supported by media and

technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.


8(p) The teacher is committed to deepening awareness and understanding the strengths and needs of

diverse learners when planning and adjusting instruction.

8(q) The teacher values the variety of ways people communicate and encourages learners to develop and

use multiple forms of communication.

8(r) The teacher is committed to exploring how the use of new and emerging technologies can support

and promote student learning.

8(s) The teacher values flexibility and reciprocity in the teaching process as necessary for adapting

instruction to learner responses, ideas, and needs.

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.

PERFORMANCES

9(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to

provide all learners with engaging curriculum and learning experiences based on local and state

standards.

9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with

his/her own needs and the needs of the learners, school, and system.

9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g.,

systematic observation, information about learners, research) to evaluate the outcomes of teaching and

learning and to adapt planning and practice.

9(d) The teacher actively seeks professional, community, and technological resources, within and

outside the school, as supports for analysis, reflection, and problem-solving.

22

9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own

understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and

create more relevant learning experiences.

9(f) The teacher advocates, models, and teaches safe, legal, and ethical use of information and

technology including appropriate documentation of sources and respect for others in the use of social

media.

ESSENTIAL KNOWLEDGE

9(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving

strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

9(h) The teacher knows how to use learner data to analyze practice and differentiate instruction

accordingly.

9(i) The teacher understands how personal identity, worldview, and prior experience affect perceptions

and expectations, and recognizes how they may bias behaviors and interactions with others.

9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for

educational equity, appropriate education for learners with disabilities, confidentiality, privacy,

appropriate treatment of learners, reporting in situations related to possible child abuse).

9(k) The teacher knows how to build and implement a plan for professional growth directly aligned with

his/her needs as a growing professional using feedback from teacher evaluations and observations, data

on learner performance, and school- and system-wide priorities.


9(l) The teacher takes responsibility for student learning and uses ongoing analysis and reflection to

improve planning and practice.

9(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g.,

culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their

impact on expectations for and relationships with learners and their families.

9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current

education policy and research as sources of analysis and reflection to improve practice.

9(o) The teacher understands the expectations of the profession including codes of ethics, professional

standards of practice, and relevant law and policy.

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.

PERFORMANCES

23

10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on

practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for

decision making and accountability for each student’s learning.

10(b) The teacher works with other school professionals to plan and jointly facilitate learning on how to

meet diverse needs of learners.

10(c) The teacher engages collaboratively in the school-wide effort to build a shared vision and

supportive culture, identify common goals, and monitor and evaluate progress toward those goals.

10(d) The teacher works collaboratively with learners and their families to establish mutual expectations

and ongoing communication to support learner development and achievement.

10(e) Working with school colleagues, the teacher builds ongoing connections with community

resources to enhance student learning and well being.

10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and

works collaboratively to advance professional practice.

10(g) The teacher uses technological tools and a variety of communication strategies to build local and

global learning communities that engage learners, families, and colleagues.

10(h) The teacher uses and generates meaningful research on education issues and policies.

10(i) The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead

professional learning activities, and to serve in other leadership roles.

10(j) The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to

enact system change.

10(k) The teacher takes on leadership roles at the school, district, state, and/or national level and

advocates for learners, the school, the community, and the profession.

ESSENTIAL KNOWLEDGE

10(l) The teacher understands schools as organizations within a historical, cultural, political, and social

context and knows how to work with others across the system to support learners.

10(m) The teacher understands that alignment of family, school, and community spheres of influence

enhances student learning and that discontinuity in these spheres of influence interferes with learning.

10(n) The teacher knows how to work with other adults and has developed skills in collaborative

interaction appropriate for both face-to-face and virtual contexts.

10(o) The teacher knows how to contribute to a common culture that supports high expectations for

student learning.


10(p) The teacher actively shares responsibility for shaping and supporting the mission of his/her school

24

as one of advocacy for learners and accountability for their success.

10(q) The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively

with learners and families in setting and meeting challenging goals.

10(r) The teacher takes initiative to grow and develop with colleagues through interactions that enhance

practice and support student learning.

10(s) The teacher takes responsibility for contributing to and advancing the profession.

10(t) The teacher embraces the challenge of continuous improvement and change.

25

TSPC OAR’s

584-017-0100

Objectives for Initial Teacher License

(5) Candidates exhibit professional behaviors, ethics, and values and demonstrate they are able to:

(a) Be dependable, conscientious, and punctual;

(b) Meet work schedule demands;

(c) Be aware of the importance of dressing appropriately;

(d) Be aware of, and act in accordance with, school policies and practices;

(e) Understand the organizational culture and expectations that operate within a school and that

impact students and student learning;

(f) Interact constructively and respectfully with students, colleagues, administrators, supervisors,

school staff, families, and members of the community;

(g) Collaborate with parents, colleagues, and members of the community to provide internal and

external assistance to students and their families to promote student learning;

(h) Perform advisory functions for students in formal and informal settings;

(i) Function as a member of an interdisciplinary team to achieve long-term curriculum goals, and

State content standards and district standards;

(j) Exhibit energy, drive and determination to make one's school and classroom the best possible

environment for teaching and learning; and

(k) Exhibit energy, drive and determination to become a professional educator.

584-017-0180

Practicum and Student Teaching Standards

The unit provides practica and student teaching in public and-or approved private school settings for

purposes of instruction, assessment of competency, and integration of field work with academic study.

(1) The unit sets criteria for admission and establishes performance standards for successful completion of

practica.

(2) The unit recommends for licensure those candidates who successfully complete program requirements

and demonstrate professional competency.

(3) Student teaching is at least 15 weeks in length.

(a) At least nine weeks are full-time in schools, during which the student teacher assumes the full range of

responsibilities of a classroom teacher for the purpose of developing and demonstrating the competencies

required for initial licensure.

26

(b) During the remaining six weeks, the six week requirement may be met either through full-time or the

equivalent part-time experience.

(c) The assignment of responsibilities may be incremental in keeping with the objectives of the experience.

(4) The unit has policies on supervision of practicum students which state the responsibilities of institutional

supervisors and practicum site supervisors or cooperating teachers and administrators, including the

frequency of observations and conferences with the students.

(5) The unit's supervisor(s) makes a minimum of six supportive-evaluative visits during the student teaching

assignment.

(6) At least twice during student teaching, the institution's supervisor(s) meets with the candidate and the

school district supervisor(s) in joint conferences to discuss supervisors' evaluations and the student teacher's

work samples.

(7) The unit supervisor(s) and the cooperating teacher(s) jointly determine that the candidate has

demonstrated in student teaching the skills and competencies specified for the authorization level.

Stat. Auth.: ORS 342 Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165 Hist.: TSPC 2-1998,

f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 4-2001, f. & cert. ef. 9-21-01; TSPC

2-2002, f. & cert. ef. 3-15-02; TSPC 6-2002, f. & cert. ef. 10-23-02


27

College of Education

Mission Statement

The mission of the College of Education is to prepare, inspire and support teachers, counselors,

educational leaders, researchers, and volunteers to promote lifelong learning in schools, colleges,

universities, communities, and workplaces. Embracing an innovative spirit in teaching, research,

service, and knowledge dissemination, we are committed to the values of diversity and social justice in

a global society.

The vision of the College of Education is to be one of the most exemplary colleges of education in the

world. We will:

• Prepare professionals who excel as educational leaders.

• Produce culturally competent educators who embrace diversity and social justice.

• Conduct research and lead innovation that significantly impacts educational policy and practice.

• Collaborate as a valued partner within the University and throughout the world.

• Attract resources through leadership in distance education, research and development, and private giving.

Our mission and vision are guided by the values of:

• Creativity is openness and curiosity to explore new and different ideas; willingness to share, learn, and

experiment; the strength to persevere; and, sometimes, the courage to let go.

• Connection brings people together, fosters internal and external collaboration, relationships, and

networking, builds capacity, and adds to our understanding of complexity.

• Culture is exemplified through developing competence related to diverse cultures, individuals, perspectives

and values that create an environment of acceptance, appreciation and respect and justice for others.

• Caring is ethics and integrity shown through empathy, compassion, and a commitment to celebrate others,

which ultimately improves

28

OSU - Cascades

Middle School and High School MAT

Core Operating Principles

Our World Our Community

Our Future Our Students

Discerning Practitioner

Teacher Leader/Role Model

Confidentiality/Professionalism

Innovation/Originality

Enjoy what you are doing/Passion

In touch with

current trends

Intellectual/

Academic Rigor

Research

Research

Mutual Respect

Generosity of

Spirit

Staff Collaboration with

continuous exchange of

information

Ongoing development of Higher

Education and K-12 relationships

OSU-Cascades

Faculty Faculty

Associates Staff

Students

29

Oregon State University-Cascades

Ethos Statement

The guiding vision of OSU-Cascades is to contribute significantly to intellectual, cultural, ecological,

social and economic vitality. To achieve that goal, the OSU-Cascades community will strive to model

principles and practices of a thriving, equitable and sustainable society. A culture of learning and

exploration provides significant rewards to its members; those rewards are best achieved when all

community members (faculty, staff, administrators, students and Board of Advisors) strive to honor the

following principles:

1. Respect the dignity and uniqueness of individuals. This principle applies to a diversity of

cultures, belief systems, academic ranks and academic/ professional disciplines.

2. Aspire to excellence and integrity in every endeavor.

3. Consider current and future generations in every deliberation.

4. Demonstrate leadership in service to community.


Program Standards & Objectives

30

Content-Subject Matter

Teachers demonstrate an understanding of concepts-subject matter, sufficient in breadth and depth, to

support student learning as defined by state and national subject specific standards.

Nature of the Disciplines

Teachers engage students in activities that reflect the values, beliefs, and assumptions inherent in the content

area as well as in interdisciplinary applications.

Inquiry and Problem Solving

Teachers engage students regularly and effectively in content-specific exploration, inquiry, and problem

solving.

Students as Learners, Cultural Diversity, and Exceptionalities

Teachers engage students in relating the disciplines to their life and interests (providing for differences in

gender, ability, socioeconomic background, culture, linguistic, and ethnic membership) as well as the needs,

values, issues and interests of the community.

Pedagogy

Teachers create effective learning opportunities using a variety of teaching methodologies, assessment

strategies, and applications, helping students to derive meaning from instruction and creating a disposition

for further inquiry and learning.

Learning Environments

Teachers design and manage safe, secure, and stimulating learning environments that meet the needs of all

students.

Assessment

Teachers use a variety of assessment strategies that are aligned with goals and methods of instruction,

appropriate to the knowledge and skills of the students, and conducive to continuous learning.

Technology

Teachers use and engage students in learning to use appropriate technological resources to expand their

learning.

Curriculum

Teachers engage students in a research-based curriculum that is consistent with state and national goals and

appropriate for the students’ needs, abilities and interests.

Social Context

31

Teachers effectively collaborate with peer, family, and community resources to facilitate the learning and

development of students.

Reflection

Teachers develop the habit of a reflective practitioner, reflecting on their teaching practices and enabling

students to become reflective learners.

Professional Practice

Teachers participate in a professional community: improving practice through personal education and

development, community outreach, mentoring of new colleagues, guiding pre-service teachers, contributing

to research, and collaborating with colleagues to improve educational practices.

Sources: National subject specific professional standards (e.g., National Council of Teachers of

Mathematics), the National Board of Professional Teaching Standards (NBPTS), Interstate New Teachers

Assessment and Support Consortium (INTASC), and the National Council for the Accreditation of Teacher

Education (NCATE), Oregon’s 21st Century School Standards.

Work Sample

Each student teacher preparing for an Initial Teaching License assembles and analyzes two Work

Samples to document the candidate’s ability to demonstrate knowledge, skills and competencies as

designated in TSPC’s OAR 584-017-0100. Methods course work is designed to provide instruction and

support for the Work Sample. Work Samples include:

(a) Context of the school and classroom is explained, learners with special needs, TAG learners, ESOL

learners and learners from diverse cultural and social backgrounds are described, adaptations for their

learning needs are discussed, and prerequisite skills required for the unit are considered.

(b) Goals for the unit of study, which is generally two to five weeks in length, that vary in kind and

complexity, but that include concept attainment and application of knowledge and skills;

(c) Instructional plans to accomplish the learning goals of the group(s) of students that include

differentiation of instruction for all students listed in (a);

(d) Data on learning gains resulting from instruction, analyzed for each student, and summarized in

relation to students' level of knowledge prior to instruction;

(e) Interpretation and explanation of the learning gains, or lack thereof; and

(f) A description of the uses to be made of the data on learning gains in planning subsequent instruction

and in reporting student progress to the students and their parents.

(g) Purposeful attention to literacy instruction based upon content requirements, appropriate

authorization level and student needs in at least one subject.

32

Oral Exam and Presentation of Portfolio

In summer term you will complete TCE 524, which will include your professional portfolio. After your

portfolio is complete you will have an Oral Examination for your Master’s degree. During your Oral

Examination, you will present a PowerPoint presentation of your professional development utilizing the

portfolio you have developed during your program of study. The portfolio will include artifacts you

gather or produce during your student teaching and coursework. These artifacts are records of your

teaching and learning about teaching that you produce in your student teaching and in your classes.

Therefore, be careful to save everything you produce in this program. Many of the items you produce

or collect during your student teaching and/or classes may become important artifacts to present at

your Oral Examination for your Master of Arts in Teaching degree.

Sources: National subject specific professional standards (e.g., National Council of Teachers of

Mathematics), the National Board of Professional Teaching Standards (NBPTS), the Interstate New

Teachers Assessment and Support Consortium (INTASC), the National Council for the Accreditation of

Teacher Education (NCATE), and Oregon’s 21st Century School Standards.

OSU - Cascades

Final Evaluation Procedures for Portfolio & Oral Examination

ELIGIBILITY A student is eligible to submit his/her portfolio and take his/her oral examination when he/she has

verified completion of the following:

1. All coursework must be completed in a satisfactory manner. All field experience courses such as TCE 509 and TCE 510 must be completed with a ‘B’ or better. Final credit hours

must be in the process of being completed. The student is reminded that the Graduate

School requires an overall GPA of 3.00 to be eligible to take his/her Oral Examination and

apply for graduation.

2. All incomplete grades must be officially removed and be on record with the Registrar’s Office.

3. The student’s program must be approved by his/her Faculty Advisor and signed by the College of Education. Any changes or corrections to the program must be approved and on

file in the Graduate Office.

OSU - Cascades

Master of Arts in Teaching Program

33

The Graduate School

As a Graduate Student you should familiarize yourself with the Graduate School webpage where you

will find valuable information and many of the Graduate School forms you will need throughout your

program.

The webpage can be found through the OSU - Cascades webpage by accessing the main campus

(Oregon State University) webpage under “Partner Institutions” on the menu panel. From the main

campus webpage you access the Graduate School through the link “Academics” on the menu panel.

The Graduate School link is:

http://oregonstate.edu/dept/grad_school/

You should review the website often to keep in touch with ongoing information from the Graduate

School.

To find the Graduate School forms you need choose “Guide to Success” from the menu panel and then

choose the “Forms” link which is:

http://oregonstate.edu/dept/grad_school/current/forms.html

Critical to your success as a Graduate Student is clearly understanding the Grade Point Average

requirement, which is:

Grade Requirement

A grade-point average of 3.00 (a "B" average) is required: 1) for all courses taken as a degree-seeking

graduate student, and 2) for courses included in the graduate degree or graduate certificate program of

study. Grades below "C" (2.00) can not be used on a graduate program of study. A grade-point average

of 3.00 is required before the final oral or written exam may be undertaken. 3) Must have a B or above

for TCE 509 and TCE 510.

OSU Graduate School Continuous

Enrollment Policy

This policy is used when a Graduate Student must interrupt his/her enrollment in the Middle

http://oregonstate.edu/dept/grad_school/http://oregonstate.edu/dept/grad_school/current/forms.html

34

School and High School Master of Arts in Teaching Program.

I. Minimum Registration

Unless on approved Leave of Absence (see Section II), all graduate students in graduate degree and certificate programs must register

continuously for a minimum of 3 graduate credits until their degree or certificate is granted or until their status as a credential-seeking

graduate student is terminated. This includes students who are taking only preliminary comprehensive or final examinations or presenting

terminal projects. Students must register for a minimum of 3 credits and pay fees if they will be using university resources (e.g. facilities,

equipment, computing and library services, or faculty or staff time) during any given term, regardless of the student’s location. If degree

requirements are completed between terms, the student must have been registered during the preceding term.

Graduate students who have successfully completed all course and non-course requirements in accordance with diploma deadlines (see the

Graduate School website) are not required to register during the subsequent term.

Non-thesis master’s degree students who complete all degree requirements during a term for which they are registered will not be required

to register for the subsequent term.

Doctoral and thesis master’s students who fail to meet all deadlines and complete all course and non-course requirements during the term

will be required to register for a minimum of three graduate credits during the subsequent term. However, only if library copies of the

thesis have been submitted to the Graduate School within the first two weeks of the subsequent term and the thesis is the only outstanding

requirement remaining for certification of the student’s graduate degree may an exception to this rule be considered.

Graduate students who do not plan to make use of university facilities or faculty time during summer session are not required to register

during the summer session and do not need to submit an Intent to Resume Graduate Status form. In such instances, summer session will not

be counted within allowed Leave of Absence limits (see section II.C.). However, if students do plan to utilize facilities or faculty time

during summer session, they must register for a minimum of 3 graduate credits.

It should be noted that graduate assistantship eligibility requires enrollment levels that supersede those contained in this Continuous

Enrollment Policy. Various agencies and offices maintain their own registration requirements that also may exceed those specified by this

Continuous Enrollment Policy. Therefore, it is the student’s responsibility to register for the appropriate number of credits that may be

required for funding eligibility and/or compliance as outlined by specific agency regulations under which they are governed.

II. Leave of Absence

On-leave status is available to students who need to suspend their program of study for good cause. Students who desire a leave of absence

will work with their major professor, program administrator, and the Graduate School to arrange authorized leave. Graduate programs that

are designed such that the offering of courses and/or the conduct of research/scholarly work are not on a continuous term-to-term basis will

work with the Graduate School to arrange planned leave. Students understand that while on leave they will not use university resources.

Graduate Faculty members are students’ most important resource at the university and will work closely with graduate students to ensure

timely completion of academic goals, understanding of the Continuous Graduate Enrollment Policy, and that graduate students enroll each

term other than when they are on authorized leave. The Graduate School will assist graduate students and Graduate Faculty members with

administrative procedures related to the Continuous Graduate Enrollment Policy. The Graduate School recognizes the diverse

circumstances and unpredictability of graduate students’ lives and will work in partnership with the graduate community in arranging

leaves and responding to unanticipated situations.

A graduate student intending to resume active graduate student status following interruption of his or her study program for one or more

terms, excluding summer session, must apply for Regular or Planned Leave of Absence to maintain graduate student standing in his or her

degree program and to avoid registration for 3 graduate credits for each term of unauthorized break in registration (See Section IV below). Intent to Resume Graduate Status Forms must be received by the Graduate School at least 15

working days prior to the first day of the term involved. The time the student spends in approved on-leave status will be included in any

time limits relevant to the degree (See Sections C.1. and C.2. below). Students in on-leave status may not a) use any university facilities, b)

make demands upon faculty time, c) receive a fellowship or financial aid, or d) take course work of any kind at OSU.


College of Education

Professional Teacher Education Program

35

Retention Policy Student retention in the Professional Teacher Education Program is based upon the academic and

professional judgment of the university faculty responsible for the evaluation of the student’s academic,

practicum, and student teaching performance. The faculty considers not only academic abilities and skill

performance when making retention decisions about students, but also such aspects as whether the student

has appropriate levels of maturity, judgment, emotional stability, sensitivity to others and whether or not the

student exhibits appropriate professional conduct. The teacher education faculty has developed this Retention

Policy based upon continuous evaluations of students in the Professional Teacher Education Program by

university faculty and staff, and by public-school cooperating teachers and administrators. Students are

evaluated on the benchmarks established by each program and on their ability to successfully plan for

instruction; establish a classroom climate conducive to learning; exhibit professional behaviors, ethics and

values; evaluate student progress; and on their ability to engage students in planned learning activities. The

following information and procedures are established to guide decisions regarding the retention of students in

the program.

Throughout each term, faculty members and practicum or student teaching supervisors meet to evaluate each

student’s progress in academic work and practicum or student teaching effectiveness. Those students

assessed as having difficulty will receive feedback concerning their progress from their advisor and other

appropriate university faculty.

1. Academic Standards Students must meet the academic standards of the program in order to continue in the Professional Teacher

Education Program. (3.0 OSU GPA, 3.0 GPA in TCE coursework, and 3.0 GPA in content mastery.)

Each program provides students with benchmarks of required practicum, student teaching, and student

academic performance that indicate successful completion of each step throughout the program. In addition,

course outlines may define academic performance necessary for continuation in the program. The academic

standards as outlined in the benchmarks and course syllabi must be met in order to continue.

2. Professional-Ethical Standards

According to various accreditation organizations (NCATE, ACA, TSPC, Oregon OARs, Public Schools,

NGOs, Non-Profits), all candidates seeking accreditation and licensure or graduating from the College of

Education at Oregon State University must meet all professional standards of practice, evidence of proper

dispositions within their chosen field, as well as complying with the

University Student Conduct Regulations (http:--oregonstate.edu-admin-stucon-regs.htm). Professional

behavior includes respect, honor and integrity, altruism, responsibility and accountability, leadership, caring,

compassion, and communication, and excellence of scholarship. Proper dispositions include:

The values, commitments, and professional ethics are those which influence behaviors toward students,

families, colleagues, communities, and technology use. They affect student or client learning, motivation,

and development, as well as their own professional growth. Dispositions are guided by beliefs and attitudes

related to values such as caring, fairness, honesty, responsibility, and social justice.

In addition to high standards for academic achievement and to the profession, the College of Education at

Oregon State University holds candidates accountable during their studies and in their work in the field in

both academics and practice. It is not sufficient to perform well academically, yet behave in ways that

decrease the quality of the professional work. In other words, personal "issues" and personality

characteristics that influence job performance may be considered as vital as the ability to write papers that

present information. The candidate must demonstrate acceptable professional behavior in five key areas:

I. Professional conduct toward students, clients, youth, and adult learners;

II. Professional practice;

36

III. Professional conduct toward professional colleagues, including university faculty, staff, and internship

and field placement supervisors and administrators;

IV. Professional conduct toward the general community, including educators, parents, and other community

members

V. Technology use that includes “netiquette”, ensuring copyright, not plagiarizing, not using computers

inappropriately for pornography or personal gain.

Professional-Ethical Standards are sent to students accepted to programs, signed along with acceptance

forms, and placed in student files. These Standards are posted on the College of Education website and are

also provided in program handbooks.

If candidates meet or exceed the standards of professional behavior, they will continue in the chosen field of

study without interruption. If candidates do not meet the standards, they must go through the following

procedures which may result in termination of their program and-or not being recommended for licensure.

3. Student teaching standards A student may be removed from a practicum or student teaching site by the Professional Teacher Education

Program if his or her performance does not meet benchmark requirements, or if performance is determined to

be consistently inadequate, inappropriate, or unprofessional by the university supervisor.

A student will immediately be removed from the site school at the request of the school principal (or

appropriate administrator).

The process identified in the steps below will be afforded the student if it is felt that he or she is not

making satisfactory progress as outlined in the benchmarks and/or course syllabi:

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Acceptable professional behavior includes the following and is to be documented below if there are

Program Lead investigates. If not an infraction, no action is taken.

If the Program Lead determines that an infraction has occurred, he/she alerts the Department Chair and/or Content Mastery Liaison.

The Program Lead meets with the student to discuss the infraction.

If the problem is successfully resolved, the Program Lead places documentation in the file and notifies the Department Chair and/or Content Mastery Liaison.

If the problem is not successfully resolved, if it is a repeat infraction, or if the infraction is deemed serious enough to jeopardize licensure or continuation in the program, the Program Lead collaborates with the Department Chair and/or the Content Mastery Liaison to develop a Plan of Assistance for the student.

If the problem is successfully resolved, the Program Lead places documentation in the file and notifies the Department Chair and/or Content Mastery Liaison.

Infraction is reported to Program Lead by any CoEd faculty, staff, or affiliate on conduct form.

The Program Lead meets with the student, implements the Plan of Assistance.

If the problem is not resolved through the Plan of Assistance, if another infraction occurs, or if the original infraction is serious enough to disapprove licensure or continuation in the program, the Program Lead may, upon agreement with the Department Chair and/or the Content Mastery Liaison, drop the student from the program. The Dean is notified.

The student is notified. The student may appeal by providing documentation to the Dean.

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infractions:

I. Professional Conduct toward Students, Clients, Youth, and Adult Learners: Candidate exhibits

professional conduct towards the above mentioned in the following ways:

____a. Treats everyone in a fair, kind, and just manner

____b. Shows preference toward no individual or any particular group

____c. Shows respect, empathy, and value to all; accepting every individual for who they are,

even when their values may be inconsistent with own values

____d. Respects cultural and family traditions

____e. Puts needs of clients or learners ahead of one's own interests

____f. Uses listening skills, tact, sensitivity, and supportive behavior

____g. Contributes to leadership and team building

____h. Does not misuse power relationships

II. Professional Practice: Candidate follows expected professional standards of practice including the

following:

____a. Assumes responsibility and accountability for all personal and professional actions

____b. Complies with building-district rules and-or procedures that are not in conflict with

professional ethics

____c. Complies with the university, course, and program area policies and expectations (e.g.,

University conduct code, classes, interactions with faculty, staff and peers)

____d. Does not use institutional or professional privileges for personal gain or advantage

____e. Demonstrates appropriate manner including being punctual to work, being prepared for

class, showing affection-warmth appropriately (e.g., using praise, rewards, or smiles),

completes work in a timely fashion, models educated language devoid of profanity,

vulgarity, dresses professionally, etc.

____f. Keeps all confidential information confidential and only shares with those directly

involved with the case at hand

____g. Reports child abuse following State requirements and regulations

____h. Continues to work on, and take advantage of, professional growth opportunities,

feedback from peers and instructors, keeping current on trends and knowledge, etc.

____i. Is positive, helpful and supportive, providing a good role model

III. Professional Conduct toward Professional Colleagues: Candidate demonstrates proper professional

respect in the following ways:

____a. Treats all professional colleagues with whom he or she has contact equitably and

respectfully

____b. Does not make false statements about a colleague or placement setting

____c. Is forthright, honest, and respectful with colleagues

____d. Talks with the person with whom there is a problem and does not spread gossip.

____e. Respects each colleague's freedom of choice and expression and does not attempt to

violate any individual's professional integrity

____f. Admits errors and takes responsibility for mistakes

IV. Professional Conduct Towards General Community: Candidate shows support of the school systems,

workplaces, 4-H settings, and other environments:

____a. Makes every effort to fully inform parents about their children and to assist families in

educational or other endeavors, ensuring that responsible parties are informed with

needed information.

____b. Makes every effort to understand and respect the values and traditions of diverse cultures

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and groups represented in the community.

____c. Maintains a positive and active role working for the betterment of all members of the

community.

____d. Makes every effort to respect organizations, institutions and groups within the

community, which necessitates a sensitivity and openness to various group cultures.

V. Technology Use: Uses technology in appropriate, ethical ways

____a. Follows “netiquette” rules of

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