preparing the ideal educator - converse.edu...aug 08, 2020 · professor of music education...

VOICE,VALUE,VISIONTEACHEREDUCATION&.CLINICALEXPERIENCEHANDBOOK2020-2021

Preparing the IDEAL Educator

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TABLE OF CONTENTS

EducationDepartmentContactInformation 3Fall2020Statement:ReturntoSchool 4MissionoftheEducationUnit 4IdealEducator 4BenchmarkandAssessments 5ProgramWorksheets 7RequirementCriteria:TeacherEducationProgram 8Application:TeacherEducationProgram 9ClinicalOverview 11ClinicalExperiencePlacementProcess 12ExemptingClinicalExperiences 13ResponsibilitiesofCourseInstructors:ClinicalI/II 14ClinicalTimeLog 15IdealEducator:RankingofCTbyCandidates 16IdealEducator:RankingofCandidates 17DispositionInterventionForm 18DispositionDeterminationForm 20DescriptorsofExemplaryDispositions 21RequestforStudentTeacherPlacement 24SouthCarolinaTeachingStandards(SCTS4.0) 26SCTS.4.0.FormalObservationEvaluation 27DressCode 28ProfessionalConduct/Attitude 29SocialMedia 29SCCodeofLaws-StandardofConduct 30AllEducationalStandards-State/National 30FrequentlyAskedQuestions 34GlossaryofTerms 35

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EDUCATIONDEPARTMENTCONTACTINFORMATIONName&Title Office Phone EmailMs.BarbaraAustinAdministrativeAssistant

Ezell105 864-596-9745 [email protected]

Ms.PamBradleyAdministrativeAssistant


Dr.WillianCorderAssistantProfessorofEducation

Carmichael109D

864-596-9084 [email protected]

Dr.WayneCheserAssociateProfessorofEducation

Carmichael103


Dr.ReedChewningAssistantProfessorofEducationDirectorofMiddleLevelandSecondaryEducation

Carmichael205C


Ms.AndreaElliottInstructorofArtEducation

Milliken202 864-596-9328 [email protected]

Dr.PatriciaFoyProfessorofMusicEducation

BlackmanMusicHall132


ElenaGhionisAssistantProfessorofEducationDirectorofSpecialEducationPrograms

Carmichael109C


Dr.LeeGivinsAssistantProfessorofEducationDirectorofEdDProfessionalLeadershipChair,EducationDepartment


Dr.SusanneGunterChair,DepartmentofArtandDesign

Milliken210B 864-596-9126 [email protected]

Dr.MegLeeAssistantProfessorofEducationDirectorofGiftedandTalentedEducation


Dr.JulieJonesAssociateProfessorofEducationDirectorofStudentTeachingDirectorof.Elementary&EarlyChildhood

Carmichael205E


Dr.SusanaLalamaAssistantProfessorofMusicEducation

BlackmanMusicHall104


Dr.KellyHarrison-MaguireAssociateProfessorofEducationDirectorofMEDAdvancedStudiesDirectorofEDSLiteracy


Dr.LienneMedfordDeanofEducation&GraduateStudies


Dr.MargaretParkAssociateProfessorofEducationDirectorofDeaf/HardofHearingEducationSiteDirectorofProjectCreate

Carmichael205A


Dr.DanielleRobertsonAssistantProfessorofEducationDirectorofTeacherEducationDirectorofClinicalExperiences

Carmichael109E


Dr.ShirleySealyAssistantProfessorofEducationDirectorofAdministration&Supervision

Carmichael205D


Dr.SealWilsonLecturerDirectorofChild&FamilyStudies

Carmichael109B

864-596-9212

[email protected]

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FALL2020STATEMENT–RETURNTOSCHOOLCampusHealthandSafetyforFall2020Studentsandfacultyarerequiredtowearfacecoveringsinallclasses,unlesstheyhaveawrittenaccommodationfromtheOfficeofDisabilityServicesbasedondocumentedmedicalnecessity.Facultyandstudentsmayusefaceshieldstoallowbetterunderstandingofcoursecontentintheclassroomwhilemaintainingphysicaldistance.Students,faculty,andstaffareexpectedtomaintainaphysicaldistanceofatleastsixfeetinallcircumstances.Studentswhorefusetofollowthefacecoveringorphysicaldistancingpolicyinclasseswillnotbepermittedtocontinuewithface-to-faceinstruction. MissionoftheTeacherEducationUnitTheConverseTeacherEducationUnithasthemission“toidentify,prepare,evaluate,andrecommendhighly-qualifiededucatorswhoarewellgroundedinliberallearning,pedagogy,andclinicalexperiencessothattheycancontributetotheeducationalmissionofK-12publicschoolsintheircommunities.”The“Ideal”EducatorAllConverseCollegecoursesinprofessionaleducationaredesignedtohelpthestudentmeetthegoalsestablishedintheConceptualFramework.Thatframeworkfollowsfromthe“Founder’sIdeal,”inwhichDexterEdgarConversesaidhisdesirewasthatConversestudents“maybeenabledtoseeclearly,decidewisely,andtoactjustly.”Thosethree"towering"ideasareattheheartoftheConceptualFrameworkguidinginstructioninallConverseprofessionaleducationcourses,bothundergraduateandgraduate.TheseideasdefineourconceptofThe“Ideal”Educator. TheInstitutionalStandardsProfessionaleducationcoursesandexperiences,combinedwithliberalartscourses,aredesignedtopromotetheacquisitionofknowledge,skills,anddispositionsessentialforThe“Ideal”Educator.Theselearningoutcomesareembodiedinthefollowing“InstitutionalStandards”thataremetthroughtheinstructionalprogram,includingthiscourse.The“Ideal”Educator:

1. Demonstratesknowledgeofandrespectforindividualdifferencesbydifferentiatinginstructionforthediverseneedsofalllearners.

2. Demonstratesknowledgeofandcompetenceininnovativeinstructionalstrategies.

3. Demonstratesknowledgeofcontentandstandardsbyintegratingthemintoplanningandinstruction.

4. Demonstratesknowledgeoftechnologyandthevalueofitsusebyintegratingitintoavarietyofareas.

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5. Demonstratesknowledgeofandcompetenceinassessmentandevaluationofstudents,instruction,andselfthroughtheutilizationofinformalandformalmethods.

6. Demonstratesskillsinmanagement.7. Demonstratesapositiveattitudetowardprofessionalism.

BENCHMARKSANDASSESSMENTSConverseCollegeWebsite(Academics,Majors&Programs,Education–rightsidebarclickInitialCertifications–thenchooseeachsubheadinginboldbelowtoviewinformation)Academics:EducationPageRequirements:Undergraduate:CorePraxisEffective9/1/16–8/31/19AssessmentPassingScorePraxisCore:Reading(5712)156PraxisCore:Mathematics(5732)142PraxisCore:Writing(5722)158***NEWSCORESEFFECTIVE9/1/19***AssessmentPassingScoresPraxisCore:Reading(newcode5713)156PraxisCore:Mathematics(newtest5733)150PraxisCore:Writing(newcode5723)158Forfullundergraduateprogramadmission,candidatesmustearnapassingscoreonallthreesectionsofPraxisCoreortheymustearnacompositescoreofatleast464onthethreesubtests,withnosubtestscoremorethanfourpointsbelowtherequiredpassingscoreforthatsubtest.EFFECTIVE9-1-19:PRAXISCOMPOSITE=464(combinedscoresofoldornewreading-5712/5713andoldornewwriting-5722/5723ANDthenewmath5733assessment)MinimumScores:Reading(5713)152;Mathematics(5733)146;Writing(5723)154RequiredCompositeScore:464orhigherMinimumSubtestScorePraxisCore:Reading(newcode5713)152PraxisCore:Mathematics(newtest5733)146PraxisCore:Writing(newcode5723)154ExemptionsforQualifyingScoresontheSATorACTAcandidatemayexemptoneormoresectionofPraxisCorebymeetingaqualifyingexemption.TheprogramadmissionassessmentexemptionsapprovedbytheSBEonJune13,2017,establishedqualifyingscoresontheSATorACT.Theseexemptionsremainineffectandareunchanged.

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SATExemption•1100Composite(Evidence-basedReadingandWritingandMath):CandidatemayexemptallsectionsofPraxisCore.•550Evidence-basedReadingandWriting:CandidatemayexemptPraxisCoreReadingandWriting.•550Math:CandidatemayexemptMathematicssubtest.ACTExemption•22Composite:CandidatemayexemptallsectionsofPraxisCore.•22English:CandidatemayexemptReadingandWritingsubtests.•22Math:CandidatemayexemptMathematicssubtest.Graduate:MillersAnalogyTestALLCandidates:PRAXISIIandPLTexaminationsrequiredtobetakenbeforegraduation.PraxisTestingInformation BENCHMARKS:AllstudentswhohavedeclarededucationastheirmajormustcompletethefollowingtasksduringIntroductiontoEducationcourses(EDU360/560)-BenchmarkIinordertobeconsideredforregisteringtoClinicalIortheirFirstMajorClinical.StudentswillbeinvitedtoaGoogleClassroom:TeacherEducationRequiredDocumentsintheEDU360/560coursewherealltheseitemsforeachbenchmarkmustallbecompleted/uploaded.ThesedocumentswillbecheckedbyyouradvisorbeforethestudentscanregistertoClinicalIortheirFirstMajorClinical.AllitemsforsectionIandIImustbecompletedbeforestudentsmaytakeanyBenchmarkIIcoursesforeducation.I.DURINGBENCHMARKI-BEFORECLINICALIorFIRSTMAJORCLINICAL(allitemsrequireacurrentdatewhichispriortothesemesteroftheClinicals-includingstudentswhotransfertheIntroductiontoEducationcourse)

1. Livetextsubscription2. SLEDcheck3. NegativeTBtest(upto2yearsprior)4. NegativeresultsSexOffenderRegistry5. Travelform6. BloodBornePathogens(BBP)–self-studytest-retakeuntilpassing80%or

above7. EducationEconomicDevelopmentActTest(EEDA)-mustbe80%orabove

topass8. Passingscores:

Undergraduate:CorePraxis(reading,writing,andmath)orqualifyingSAT/ACTscore-MATStudents:musttakeMillerAnalogyTestforadmissionintoGraduateProgram

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II. PRIORTOBENCHMARKII:1. Completeapplication(besureyouhavemettherequirementsbefore

submittingform)totheTeacherEducationProgram(DueFirstMondaysDecemberandMay),andsignDisclosureForm(ontheapplication),getdocumentsignedbyrequiredfaculty,thentaketoDr.DanielleRobertson–CARM109E,anduploadforminGoogleClassroom:TeacherEducationRequiredDocumentsaftersigned.

III.YEARBEFORESTUDENTTEACHING:

1. CompleteStatedepartmentapplicationattheSCDept.ofEducation(CATS)https://ed.sc.gov/educators/certification/cats/–createalogin/password-(initialcertificationprocess–thereisafee)andcompletetheFBIfingerprintpacket(thereisafee)–bythesestateduedates:StudentTeachinginFall-Feb.15th-StudentTeachinginSpringJune15th.

2. CompleteConverseRequestforStudentPlacementforStudentTeachingandelectronicallysubmitonGoogleClassroom:TeacherEducationRequiredDocumentsandsubmittoDr.DanielleRobertson([email protected])byJune15thofpreviousyearforSpringStudentTeachingORFeb.15thofpreviousyearforFallStudentTeaching.

Benchmark4:ProgramCompletionandCertification*Refertoprogramworksheetsandgraduationguidelinestocompletealldocumentationatrequiredtimeframes.ProgramWorksheetsforallMajorsandMinors

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The Teacher Education Admissions Committee considers applications two times each year based on the following criteria established by the SC Department of Education (Jan. 2014) and Converse College Department of Education: Departmental Vote 1-23-19

Candidate: _________________________________________________ Major: ______________________ Status: UG/MAT

Requirement Meets Expectations

STATE REQUIREMENTS: UNDERGRADUATE

UG: Praxis® Core Reading (PPST: Pre-professional Skills Assessment or CBT: Computer-based Test)

156 ⃞

UG: Praxis® Core Writing (PPST: Pre-professional Skills Assessment or CBT: Computer-based Test)

162 158 (9/1/16-8/31/19)

158 (9/1/19)

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UG: Praxis® Core Mathematics (PPST: Pre-professional Skills Assessment or CBT: Computer-based Test)

150 142 (9/1/16-8/31/19)

150 (New 9/1/19)

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⃞

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EFFECTIVE 9-1-19: PRAXIS COMPOSITE = 464 (combined scores of old or new reading - 5712/5713 and old or new writing - 5722/5723 AND the new math 5733 assessment) Minimum Scores: Reading (5713)152; Mathematics (5733) 146; Writing (5723) 154

Composite 464 New 9-1-19

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*SAT OR ACT Equivalent Scores - exempting Praxis Core SAT = 1100 (as of 1-1-2016)

ACT =22 Any date

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Cumulative Grade Point Average 2.75 GPA=

45 Hours of College-Level Work 45 hours Transcript Evidence

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Statement of Disclosure (prior convictions/include felonies and misdemeanors) Official Statement ⃞

STATE REQUIREMENTS: GRADUATE

MAT ONLY

Statement of Disclosure (prior convictions/include felonies and misdemeanors) Official Statement ⃞

MAT: Miller Analogy Assessment (If accepted into MAT program, score qualifies) - Academic proficiency as defined by the Graduate School of the college/university

Score Accepted for Admission to

Graduate School

⃞

*Any person having attained the SAT or ACT score set by the State Board of Education shall be exempt from the Praxis® Core requirement. (SAT 3-part = 1100 or 550 on Reading/Writing exempt the Praxis® Core Reading/Writing; 550 Math exempt Praxis® Core Math - EFFECTIVE MARCH 5, 2016 - from 2005-2015 must have 3-part score = 1650) ; ACT = 22 any date The Teacher Education Admissions Committee handles unfavorable faculty survey comments on an individual basis and may develop an Intervention Plan to address documented deficiencies.

Candidate Status: Accepted________ Denied ________ Date ______________________

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Converse College Application for Admission to the Teacher Education Program

Information and Instructions: 1. Courses beyond Benchmark I may NOT be taken until the teacher candidate has been accepted to the Teacher Education Program. 2. Requirements for: ADMISSION TO TEACHER EDUCATION FOR UNDERGRADUATES Teacher candidates should be familiar with the department website that contains descriptions of majors/minors, The Teacher Education Handbook, the Clinical Experience Handbook, the Student Teaching Handbook, and important details, policies and announcements. Apply for admission to the Teacher Education Program after passing (or transfer) of EDU360, Introduction to Education AND after you have met all of the following criteria:

1. Passing scores on the Core Praxis exams (reading, writing and math) or have qualifying SAT or ACT scores

2. 2.75 minimum cumulative GPA 3. Completion of 45 hours of coursework 4. Statement of Disclosure-prior felony misdemeanor convictions

3. Requirements for: ADMISSION TO TEACHER EDUCATION for MAT CANDIDATES Teacher candidates should be familiar with the department website that contains descriptions of majors/minors, The Teacher Education Handbook, the Clinical Experience Handbook, the Student Teaching Handbook, important details, policies and announcements. Apply for admission to the Teacher Education Admission Program after the completion (or transfer) of EDU560, Introduction to Education, and after you have met all of the following criteria:

1. Accepting score on the Millers Analogy Test 2. Statement of Disclosure-prior felony misdemeanor convictions

3. Submit completed application on Google Classroom: Teacher Education Required Documents and to Dr. Danielle Robertson CARM109E by the deadlines. Deadlines for submission of the application are First Mondays in December and May. Name_____________________________________ Candidate ID Number: ________________________ Address________________________________________________________________________________ Phone_________________________________ Email: _________________________________________________________________________________ Class______________________________ Major:_____________________________________________ Advisor_______________________________________ Anticipated date of graduation________________

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Personal Disclosure Statement Have you ever been arrested, convicted, found guilty, entered a plea of no contest or had adjudication withheld in a criminal offense (including DUI) other than minor traffic violations, or are there any criminal charges now pending against you? Please include both felonies and misdemeanors. Yes _____ No _____ Failure to answer this question accurately could cause denial of admission to the Teacher Education Program. A “yes” or “no” answer is required. If you check “yes,” you must provide written explanation for each charge. Please attach a separate sheet if you need more space. Any record that has NOT BEEN SEALED or EXPUNGED by a WRITTEN COURT ORDER must be reported in this section. I certify that the above information is true and accurate to the best of my knowledge. My signature verifies that I have read the Teacher Education Handbook and I understand and am familiar with the policies and requirements for completion of the professional program. Candidate Signature: ________________________________________ Date: ________________________ For departmental use only: Recommendation of Advisor: I have reviewed the candidate’s qualifications and recommend her/him for admission to the Teacher Education Program. Signature: ______________________________________________ Date: __________________________ Scores:________________________________________ Hours completed:____________________________ Converse GPA: ____________________ Cum GPA: _________________

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ClinicalOverview Clinical experiences provide opportunities for candidates to observe instruction in local schools,assist teacherswith duties, and to implement new skills learned in related coursework. Duringclinical experiences, candidatesworkwith individual students, small groupsof students, or largegroups of students on educational goals. Each clinical has specific requirements. The programworksheetsoutlineclinicalexperiencesrequiredforeachmajor.Candidatescompleteaminimumoftwoclinicalexperiencesforatotalof100hours(undergraduates)or75hours(MAT)ormorespentinPK-12schools.Candidatescompleteclinicalexperienceseitherconcurrentlywithacourseoraspartofacourseinwhichaclinicalexperienceisembedded.Candidatesregisterforco-requisiteclinicalexperiencesjustastheywouldregisterforanyothercoursethroughtheregistrar’sofficeafterconsultingwiththeiradvisor.Embeddedclinicalexperiencescarrynospecificnumberoftheirownforwhichtoregisterthroughtheregistrar’soffice.Candidatesmakeplacementrequestsforallclinicalexperiencesathttp://tinyurl.com/ClinicalsStudentsshouldtakethefollowingstepstosuccessfullycompleteaclinicalexperience: Registerforcourses. Makerequestforclinicalplacementathttp://tinyurl.com/Clinicals. AwaitclinicalassignmentfromtheDirectorofFieldExperiences. Attendclassthatisconcurrentwiththeclinicalexperienceandnotethespecific

requirementsoftheclinicalexperienceasdefinedbytheprofessor. ViewclinicalplacementandnotesfromtheDirectorofFieldExperiencesat

http://tinyurl.com/Clinicals. Contactassignedschooland/orthecooperatingteacherwithin5daysafterreceivingthe

assignmenttoschedulefirstmeeting. Dressprofessionally. Arriveontime. Inconjunctionwiththecooperatingteacher,establishascheduleofvisitsandspecifictimes

forarrivalanddeparture. Explaintheclinicalexperiencerequirementstothecooperatingteacherandshare

paperworkfromtheclinicalprofessorwiththecooperatingteacher. Contactthecooperatingteacherimmediatelyregardingabsences. SubmitevaluationofthecooperatingteacherviaLivetextoneweekpriortolastdayofclass. ShowthecooperatingteacherhowtocompletethecandidateassessmentviaLivetext.

Clinicalprofessorconfirmssubmissionbythelastdaytheclassmeets. Completealladditionalrequirementsfortheclinicalexperience. SubmitpaperConversetimelogtoclinicalprofessor.

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ClinicalExperiencesPlacementProcess RequestingSchoolPlacementsCandidatesrequestclinicalexperienceplacementsathttp://tinyurl.com/Clinicalsaftertheyregisterforcourses.Thecandidatewillclickonthelinkwithinthe“RequestsandPlacements”box.Informationspecifictothecourseforyour“Clinical”canbefoundontheleftcolumn.Checkwithyourclinicalprofessorforthemostup-to-dateinformation.CandidatesindicatetheirdistrictpreferenceforclinicalplacementsaswellaspertinentcommentsfortheDirectorofFieldExperiencestoconsiderinassigningplacements.FinalizingPlacementsTheDirectorofFieldExperiencesdeterminesthenumberandtypeofclinicalexperiencesneededeachtermandassignsplacementsbasedondistrictofficepersonnelrecommendationsofschoolsandteachers.Candidatesrequestspecificplacements;but,ultimately,allplacementsareatthediscretionoftheCoordinatorofFieldExperiences.TheDirectorofFieldExperiencespostsplacementinformationathttp://tinyurl.com/Clinicals,thesamesitewherecandidatesmakeplacementrequests.Placementsarefinalunlessthereisavalidreasontochangethem.Exceptionstoproceduresforfinalizingplacementsareasfollows:1. TheDirectoroftheDeafandHardofHearingprogramfinalizesclinicalplacementsforDeafand

HardofHearingclinicalexperiences.ThesestudentsdonotsignupforDeafandHardofHearing clinical experiences at the studentwebsite; theyworkdirectlywith theprogramdirector.

2. AllMEDcandidateswhoalreadyholdcertificationconferwiththeDirectorofFieldExperiencesimmediately upon registering for any clinical or class that includes a clinical experience.Generally, if candidates already hold a valid teaching certificate, theymay NOT need tocomplete the clinical experience. However, add-on endorsement (granted by the StateDepartment of Education)may require completionof the clinical experience. Candidatesconferwitheithertheiradvisor,courseprofessor,ortheDirectorofFieldExperiencesforadditionalinformation.

3. AllMEDcandidatescompleteEDU500f,forwhichtheyneedaclinicalplacement.Candidateswhoarecurrentlyemployedtoteachmaycompletethisclinicalintheirownclassroom.IfcandidatesenrolledinEDU500farenotcurrentlyemployedtoteach,theymakeaplacementrequestathttp://tinyurl.com/Clinicals

4. CandidatescontacttheDirectorofFieldExperiencesimmediatelyuponregisteringfortheclass.5. Candidates who register for classes after the registration deadline cannot make placement

requests electronically. Those candidates meet in person with the Director of FieldExperiencesassoonaspossibleinordertosecureplacement.

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ExemptingClinicalExperiences

Candidates use the Clinical Exemption Eligibility Form to request exemption from a clinical experience. Student Name________________________________________ Date______________________

Clinical Requested for Exemption___________________________________________________

ProcedureforRequestingClinicalExemptions• The student submits a written petition with supporting documentation to the clinical professor. • The clinical professor (with the input of the Coordinator of Field Experiences) determines whether or not the

student is eligible to exempt the clinical. • If the student is eligible, then the clinical professor, Director of Teacher Education, and student sign the

Clinical Exemption Eligibility Form. • The student completes program assessments required for the clinical and submits them with the Clinical

Exemption Eligibility Form to the clinical professor. • After grading the assessments, the clinical professor initials and submits this form to the Administrative

Assistant for Teacher Education who will enter the clinical exemption on the Program Worksheet in the student’s cumulative file.

After reviewing the student’s written petition for exemption and the supporting documentation submitted to the clinical professor, the clinical professor (with the input of the Director of Field Experiences) has determined that the student is eligible for exemption. The exemption will be officially recorded when required program assessments for the clinical have been submitted to the clinical professor and graded.  SignaturesforAgreementtoEligibility___________________________________ __________________________________ Clinical Professor Director of Teacher Education Student

Student keeps a copy of this agreement to submit with the program assessments.

Assessments Submitted and Graded

___________________ _________ Clinical Professor Initials Date 

Clinical professor submits this agreement to the Administrative Assistant for Teacher Education

AssessmentsandDocumentationAssessments of candidates begin in the first required education class, EDU 360/560: Introduction to Education. Each class and clinical experience include some assessments that are specific to the class or clinical experience such as tests, papers, and projects. The assessment data inform the Department of Education and Graduate Studies about candidate performance and about how well the school is preparing candidates to meet unit, state, and national education standards. Clinical professors assign passing grades only when all assessments are complete, and all other requirements are met.

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ResponsibilitiesofCourseInstructorsforClinicalIandClinicalII

1. CompletetrainingonusingtheINTASCEvaluationviaLivetext.2. CompletetrainingonusingtheFormativeSCTS4.0rubric.3. Includetheconcurrentclinicalwhenplanningcoursesforeachappropriateterm.4. Confirmwiththeregistrartheclassrollsforanyattachedclinicalinthesamewaythat

facultyconfirmclassrollsinothercourses.5. NotifyDirectorofFieldExperiencesofthenamesofstudentswhodroporaddaclinical

afteradesignateddate.6. Disseminateclinicalrequirementstostudents.7. Collectnecessaryclinicalrequirements,suchasdocuments,thetimelog,andvideotape,at

theendoftheterm.8. Disseminateclinicalrequirementstocooperatingteachers.9. NotifycooperatingteachersoftheirresponsibilitytocompleteonLivetexttheIdeal

EducatorRatingScale(IERS)ontheirConverseclinicalstudent.10. CompletetheINTASCEvaluationviaLivetextoneachclinicalstudentbyoneweekpriorto

thelastdayofclass.11. Collecttimelogsfromcandidatesandsubmitthemforadvisingfiles.12. ReviewtheIERScompletedbythecooperatingteacherswhendeterminingtheclinical

gradesforclinicalstudents.13. EvaluateImpactonstudentlearningatappropriatebenchmarklevels.14. NotifyDirectorofFieldExperiencesofanyproblemswithplacements/candidates.

ResponsibilitiesoftheDirectorofFieldExperiences

1. Makeappropriatecandidateplacementsasrequestedbythefacultyteachingcourseswithconcurrentorembeddedclinicalexperiences.

2. Addressproblemsassociatedwithplacement.3. Meetwithprogramdirectorsanddesignatedfacultyteachingcourseswithconcurrentor

embeddedclinicalexperiencesonanon-goingbasistoclarifyproceduresoraddressissues.4. ParticipatewiththeappropriateprogramdirectorinallInterventionPlansandexemption

proposalsassociatedwithclinicalstudents.

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VOICE,VALUE,VISIONStudentName:_____________________________________ClinicalName/Number:__________________Term:(circleone) FALL JAN SPRING SUMMERI SUMMERIIYear:__________SchoolDistrictPlacement:__________________________________________________________________________SchoolPlacement:___________________________________________________________________________________CooperatingTeacher:_______________________________________________________________________________GradeLevel/SpecialEd.Class:_____________________________________________________________________DateofAttendance

BriefDescriptionofActivity TimeIn/Out CooperatingTeacher’sInitialsDaily

I,__________________________________________,verifytheinformationpresentedaboveiscorrect.(student–printname)StudentSignature:_______________________________________________________Date:__________________I,___________________________________________,verifytheinformationpresentedaboveiscorrect.(cooperatingteacher–printname)CooperatingTeacherSignature:_________________________________________Date:__________________

ClinicalTimeLog

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IdealEducatorRatingScale:CandidatesEvaluateCooperatingTeachersCandidates use a modified Ideal Educator Rating Scale (IERS) to evaluate cooperating teachers. Cooperating teachers and clinical professors use the complete IERS to evaluate candidates. Individuals complete these evaluations via the electronic system powered by Livetext by one week prior to the last day of class. After this date, the Livetext administrator deactivates the surveys. Clinical professors include directions in the clinical packets or course syllabi that they distribute on the first day of class. Candidates share these directions with cooperating teachers.

Candidate Evaluation of the Cooperating Teacher Last Name: First Name: Middle or Maiden Name: For what clinical/student teaching experience are you evaluating this cooperating teacher?

What is the last name of your cooperating teacher?

What is the first name of your cooperating teacher?

At what school and grade level did you complete this clinical/student teaching experience?

During what term did you complete this clinical/student teaching experience?

Question Please circle the answer that best describes your cooperating teacher.

Was the cooperating teacher a good model to follow? Always Usually Sometimes Never

Did the cooperating teacher maintain effective discipline? Always Usually Sometimes Never

Did the cooperating teacher use varied activities in instruction? Always Usually Sometimes Never

Did the cooperating teacher help you with planning? Always Usually Sometimes Never

Did the cooperating teacher offer you constructive criticism? Always Usually Sometimes Never

Was the cooperating teacher available for conferences with you? Always Usually Sometimes Never

Did the cooperating teacher give you support and encouragement? Always Usually Sometimes Never

Was the cooperating teacher interested in your improvement? Always Usually Sometimes Never

Did the cooperating teacher give you appropriate background information about the classroom and curriculum? Always Usually Sometimes Never

Did the cooperating teacher have a good personal relationship with you? Always Usually Sometimes Never

What other information would you like to share about your cooperating teacher?

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IdealEducatorEvaluationRubricClinical I and Clinical II Candidates are evaluated by their cooperating teaching on the Ideal Educator Rubric. Passing Criteria is an average score of >2.0 for Clinical I and >2.5 for Clinical II. Candidates scoring below the minimum score are recommended to repeat the clinical and may meet with the Director of Teacher Education for a Professional Dispositions Intervention Plan. Scoring Criteria:

• Beginning: Candidate knows very little about this skill/disposition. • Developing: Candidate knows about this skill/disposition and is able to demonstrate it with assistance. • Competent: Candidate understands this skill/disposition and is able to demonstrate it independently. • Exemplary: Candidate understands this skill/disposition and fully and effectively demonstrates it.

Skill/ Disposition Score The teacher candidate differentiates instruction for students from diverse cultures. The teacher candidate differentiates instruction for students with diverse needs. The teacher candidate differentiates instruction for students with diverse learning styles. The teacher candidate respects student/colleague diversity and individual differences. The teacher candidate demonstrates varied and innovative teaching techniques. The teacher candidate engages students in relevant learning experiences. The teacher candidate focuses on student progress The teacher candidate applies theory and research in appropriate contexts. The teacher candidate is intellectually curious and demonstrates interest in subject matter. The teacher candidate demonstrates appropriate knowledge of subject matter. The teacher candidate uses technology effectively in teaching. The teacher candidate values the importance of reflection. The teacher candidate demonstrates an awareness of personal attitudes and beliefs. The teacher candidate thinks critically and imaginatively in planning and delivering instruction. The teacher candidate uses appropriate assessments to evaluate student learning. The teacher candidate effectively manages classroom environment. The teacher candidate manages time, assignments, deadlines, and other areas related to classroom management. The teacher candidate appropriately addresses student behaviors. The teacher candidate cooperates and collaborates with students, peers, parents and community. The teacher candidate effectively communicates orally and in writing (including use of Standard American English). The teacher candidate maintains a professional demeanor. The teacher candidate demonstrates a positive attitude toward self, students, peers, parents, and subject matter. The teacher candidate follows through with professional responsibilities. The teacher candidate participates in professional development opportunities. The teacher candidate demonstrates an enthusiastic commitment to both learning and teaching. The teacher candidate conducts self in an ethical manner. The teacher candidate exhibits positive interactions with classmates and instructors. Ideal Educator Average Score

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Converse College Conceptual Framework & Professional Dispositions Intervention Form VOICE,VALUE,VISION

An important responsibility of the teacher preparation programs in the Professional Education Unit is to ensure that those who complete the degree programs manifest appropriate pedagogical knowledge, skills, and dispositions. The seven Converse College Ideal Educator unit standards are the foundation of the Teacher preparation program. Competency in the SCTS 4.0 standards are required of every licensed teacher in SC and are the backbone of our Teacher Preparation Program. Select from the following list the standard(s) that are not adequately demonstrated.

Converse College Ideal Educator Standards Converse College Dispositions Standards ❑ 1. DIVERSITY: Demonstrates knowledge of and respect

for individual differences by differentiating instruction for the diverse needs of all learners.

1. Respects student diversity and individual differences and believes in the importance of differentiated instruction.

❑ 2. INSTRUCTION: Demonstrates knowledge of and competence in innovative instructional strategies.

2. Committed to varied and innovative teaching techniques.

❑ 3. CONTENT: Demonstrates knowledge of content and standards by integrating them into planning and instruction.

3. Believes in maximizing the capacity of each student.

❑ 4. TECHNOLOGY: Demonstrates knowledge of technology and the value of its use by integrating it into a variety of areas.

4. Focuses on student progress.

❑ 5. ASSESSMENT: Demonstrates knowledge of and competence in assessment and evaluation of students, instruction, and self through the utilization of informal and formal methods.

5. Displays intellectual curiosity and interest in subject matter.

❑ 6. MANAGEMENT: Demonstrates skills in management. 6. Values philosophical and theoretical perspectives in discussions or reflection.

❑ 7. PROFESSIONALISM: Demonstrates a positive attitude toward professionalism.

7. Values the use of technology in teaching.

8. Values the importance of reflection.

SCTS 4.0 Standards 9. Demonstrates an awareness of his/her own attitudes and beliefs.

❑ 1. Designing and Planning Instruction 10. Demonstrates a tendency to explore, to think critically and imaginatively.

❑ 2. The Learning Environment 11. Recognizes the need for management skills.

❑ 3. Instruction 12. Demonstrates a positive attitude toward self, students, peers, parents, and subject matter.

❑ 4. Professionalism 13. Values professional responsibilities.

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❑ 14. Values professional growth and development.

❑ 15. Demonstrates an enthusiastic commitment to both learning and teaching.

Ways in which the standard(s) is not adequately met:

Summary of the Intervention Planning Session:

Intervention Plan Outline:

Effective Date: ______________

Completion Date: _______________

Signatures:

Teacher Candidate : __________________________________________________________

Professor of Record: __________________________________________________________

Director of Teacher Education: ________________________________________________

Additional Participant (optional): _____________________________________________

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Framework & Professional Dispositions Determination Form

VOICE,VALUE,VISION An important responsibility of the teacher preparation programs in the Professional

Education Unit is to ensure that those who complete the degree programs manifest appropriate pedagogical knowledge, skills, and dispositions. The seven Converse College Ideal Educator unit standards are the foundation of the teacher preparation program.Select from the following list the standard(s) that are not adequately demonstrated. Ways in which the standard(s) is/are not adequately met:

Summary of the determination:

I understand:

❑ I need to withdraw from _________________________ before _____________.

❑ I will receive a grade of _____ in ______________________________________.  

I have been informed of my right to appeal this decision.  

Signatures:  

Teacher Candidate: ________________________________________________________

Professor of Record: _______________________________________________________

Director of Teacher Education: _____________________________________________

Additional Participant (optional) Additional Participant (optional):

________________________________________________

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Descriptors of Exemplary Dispositions for Teaching Descriptors of Exemplary Disposition Sample Indicators of Needed Intervention

1. Respects student diversity and individual differences and believes in the importance of differentiated instruction.

(DIVERSITY)

Teacher candidate ignores differences in students and adheres to lesson plans, strategies, and activities regardless of appropriateness of relevancy. Diversity in the classroom is seen as a burden rather than a gift.

2. Committed to varied and innovative teaching techniques.

(INSTRUCTION)

Teacher candidate uses limited instructional strategies without regard for students’ abilities or needs. No plans are made to build on the strength of each learner.

3. Believes in maximizing the capacity of each student.

(INSTRUCTION)

Teacher candidate focuses on a few students using limited instructional strategies. Plans do not reflect knowledge of the class composition and the needs of diverse learners.

4. Focuses on student progress.

(INSTRUCTION)

Teacher candidate shows ineffective assessment and evaluative techniques. Does not give students’ constructive feedback. Teacher candidate blames students for not learning or making bad grades.

5. Displays intellectual curiosity and interest in subject matter.

(CONTENT)

Teacher candidate demonstrates inadequate knowledge in subject area and has no plans for improvement.

6. Values philosophical and theoretical perspectives in discussions or reflection.

(CONTENT)

Teacher candidate demonstrates limited tolerance for differing viewpoints and perspectives. Shows no indication of expanding outlook or approach to teaching.

7. Values the use of technology in teaching.

(TECHNOLOGY)

Teacher candidate does not involve technology in any approach to planning, teaching, or evaluation.

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8. Values the importance of reflection.

(ASSESSMENT)

Teacher candidate has limited understanding of effective teaching and displays an unwillingness to grow professionally through self-reflection. Candidate sees reflection and feedback as negative criticism.

9. Demonstrates an awareness of his/her own attitudes and beliefs.

(ASSESSMENT)

Teacher candidate interjects opinion without sound basis or judgment. Demonstrates indecisiveness yet shows need to always be right regardless of consequences or past experience.

10. Demonstrates a tendency to explore, to think critically and imaginatively.

(ASSESSMENT)

Teacher candidate consistently uses ineffective and archaic teaching strategies. Rejects suggestions for areas of improvement.

11. Recognizes the need for management skills. (MANAGEMENT)

Teacher candidate’s management of student behavior, instructional routines and materials, and essential non- instructional tasks significantly compromise the teaching and learning process.

12. Demonstrates a positive attitude toward self, students, peers, parents, and subject matter.

(PROFESSIONALISM)

Teacher candidate rejects collaboration with peers, students, or parents. Parental and peer involvement is seen as hindrance rather than opportunity for growth.

13. Values professional responsibilities. (PROFESSIONALISM)

Teacher candidate is consistently reminded of tasks to be completed, expectations to be fulfilled, and the degree of professionalism demanded of successful teachers.

14. Values professional growth and development. (PROFESSIONALISM)

Teacher candidate makes no attempt to find new activities, teaching strategies, resources, or materials. Does not involve peers in finding ways to improve and make learning more meaningful to students.

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15. Demonstrates an enthusiastic commitment to both learning and teaching.

(PROFESSIONALISM)

Teacher candidate shows apathy and discontent for teaching and students. Demonstrates negative attitude and unpleasant disposition.

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VOICE,VALUE,VISION* Important: You must take Praxis II: Praxis Subject Assessment(s) for your major before graduation. Name:_______________________________________________________________________ Last First MI ID # Semester of Student Teaching: ___________________________________________________ Address: ____________________________________________________________________ Telephone Number: ____________________________________________________________ Email Address: _______________________________________________________________ Class: ________________________________ Major: ______________________________ Have you been admitted into the Converse Teacher Education Program? _________________ Do you currently work in a school district? If so, where? ________________________________ You will be leaving for school from: Home Campus (circle one) Recommendation of Advisor: I have reviewed the coursework of _____________________________________ and recommend her/him for student teaching _________________ semester __________year. Signature ___________________________________ Date __________________________

Converse College Clinical and Student Teaching Professional

Placement Policy Placements protect the integrity of assessment and personal relationships. We avoid placing teacher candidates in situations where they are already known or may already have close associations with school personnel or students. The operating

REQUESTFORSTUDENTTEACHINGPLACEMENT

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principle here is that evaluation of performance should not be subject to bias arising from important relationships or prior associations. For example:

• We avoid teacher candidate placements in school districts she / he attended as a K-12 student.

• We avoid placement in schools where a close relative of the teacher candidate is employed or where a close relative is a student.

• We avoid student teaching placements in a school where the candidate currently works or was previously employed

• We avoid placement in schools where the teacher candidate has a personal connection.

Please list any schools in which you should not be placed based on these criteria:

______________________________________________________________________

______________________________________________________________________

Honor Pledge: “I do solemnly pledge my honor that as long as I am a student at Converse College, I will faithfully uphold the principles of the Honor system, will cherish and guard its traditions, and will respect and observe its requirements. I make this pledge in view of the pledges of my fellow students, which signifies our mutual Trust and Resolve to keep our honor forever sacred.”

Pledge Signature: ______________________________________________________

Where would you like Converse to request placement? Remember, this is a request. District offices have the final word in placement. Do not under any circumstances attempt to place yourself! 1. __________________________________________________ District _________________ 2. __________________________________________________ District _________________ 3. __________________________________________________ District _________________ Are there any logistical or family considerations in which we need to be aware that might affect your placement? Please note: Requests are due to Dr. Danielle Robertson – CARM109E as follows: Studentteachinginfall–ApplicationdueFeb.15Studentteachinginspring–ApplicationdueJune15

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SOUTHCAROLINATEACHINGSTANDARDS(SCTS4.0)

CentraltotheSCTeachingStandards(SCTS4.0)systemisasetofexpectationsforwhatteachingprofessionalsshouldknow,beabletodo,andassumeresponsibilityforaccomplishingonanongoingbasis.Theseexpectations,calledtheSCTS4.0PerformanceStandards,arethelinchpinsthatconnectallstagesofateacher’scareer,beginningwithteacherpreparationandcontinuingthroughinduction,high-stakesperformanceevaluation(s),and,finally,ongoingself-directedprofessionaldevelopment.Ateacher’sproficiencyineachofthestandardsisexpectedtooccurdevelopmentallyandtoincreasecontinuouslythroughouttheentiretyofhisorherteachingcareer.

TherearefourSCTS4.0PerformanceStandardsforclassroom-basedteachers.ForthepurposesofSCTS4.0,thetermclassroom-basedteachersreferstocertifiedteachersofcoreacademicsubjects,relatedsubjects(e.g.,physicaleducation,careerandtechnologyeducation),andspecialeducation.Thetermclassroom-basedteachersdoesnotincludespecial-areapersonnel(i.e.,schoolguidancecounselors,librarymediaspecialists,andspeech-languagetherapists).

ThefourSCTS4.0PerformanceStandardsforclassroom-basedteacherscanbegroupedintothesebroadcategories,ordomains:

Domain1:DesigningandPlanningInstructionIndicator1: InstructionalPlansIndicator2: StudentWorkIndicator3: AssessmentDomain2:TheLearningEnvironmentIndicator4: ExpectationsIndicator5: ManagingStudentBehaviorIndicator6: EnvironmentIndicator7: RespectfulCultureDomain3:InstructionIndicator8: StandardsandObjectivesIndicator9: MotivatingStudentsIndicator10: PresentingInstructionalContentIndicator11: LessonStructureandPacingIndicator12: Activities&MaterialsIndicator13: QuestioningIndicator14: AcademicFeedbackIndicator15: GroupingIndicator16: TeacherCandidateContentKnowledgeIndicator17: TeacherCandidateKnowledgeofStudentsIndicator18: ThinkingIndicator19: ProblemSolving

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Domain4:ProfessionalismIndicator20: Growing&DevelopingProfessionallyIndicator21: ReflectingonTeachingIndicator22: CommunityInvolvementIndicator23: SchoolResponsibilitiesSCTS4.0.FORMALOBSERVATIONRECORDTheattachedlinkistotheSCTS4.0evaluationinstrumentusedthroughouttheeducationdepartmentprovidedbythestatedepartmenttoevaluatestudentteachers.SCDEPT.OFEDUCATIONSCTS.4.0 Theeducationunitconsidersstudentteachingapplicationsbasedonthefollowingcriteria:

Criteria Score

Clinical II P INTASC Rating Scale ≥2.5 Ideal Educator Rating Scale (by Cooperating Teacher)

≥2.5

Secondary graduate students must complete a minimum of 9 hours in the content area prior to student teaching.

3.0 GPA

Effective Fall 2020: Take Praxis II exam(s) for your certification area before graduation

See link provided below: Find your assessment code# and passing score for

your major https://www.ets.org/praxis/sc/requirements

Intervention Plans, if applicable Satisfactory Completion TheConverseCollegeDepartmentofEducationhandlesInterventionPlansonanindividualbasis

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DressCode **Intheeventofamorestringentdistrictpolicy,followtheguidelinesofthedistrict.** Whileinthepublicschools,representingConverseCollege,teachercandidatesareexpectedtoshowprofessionalismbydressingappropriately.Whetherinaclassroomtoobserveortoteach,itisyourresponsibilitytocheckdistrictandschooldresscodeguidelinesbeforeyourfirstvisit.Keepinmindthatconservativedresshelpsyouestablishauthorityandprofessionalism.Yourdressshouldreflectmodestyandnotdrawattentiontoyouordistractstudents. TeachercandidatesareexpectedtodressinbusinesscasualattireforEVERYvisit,withnoexceptions.Undernocircumstanceswillattiresuchasjeans,flipflops,t-shirtswithscreen-printing,orsimilarattirebetolerated.Teachercandidatesmaybeaskedtoleavetheschoolandmustmakeupanymissedhours/dayattheconclusionofthetermifobservedwearinginappropriateattireattheschoolsite.

Hereareafewsuggestionsonhowtodresswhileinaclinicalorstudentteachingplacement:

Hair–Neat,naturalstylesandcolors.Besureyourhairisdry. 

Tops–Shirtsshouldbecleanandwithoutwrinkles.Thefollowingtopsareunacceptable:tightfittingblouses,tanktops,haltertops,andclothingdescribedassexuallyprovocative;clothingwithnudeorsemi-nudepictures;sexuallysuggestiveslogans,cartoons,ordrawings;clothingwithprofanelanguage;clothingdepictingviolence;clothingpromotingalcoholicbeverages,tobacco,orcontrolledsubstances.Donotexposemidriffs,undergarments,orcleavage.

PantsorSkirts–Pantsshouldbeneatlypressed,clean,andshouldfitcomfortably.Skirtanddresslengthshouldallowyoutobendandmovewithoutundueexposure.Donotwearshorts,jeans.Clothingmustnothaveripsortears.Leggingsandjeggingsarenotpants.

Shoes–Checkdistrictguidelinesonshoes-somerequireclosed-toevarietiesforsafetyreasons.Shoesmustbecleanandrepresentprofessionalchoice.Noflipflopsorbarefeet.Remember,teachinginvolvesprolongedperiodsofstanding,sotakecomfortintoconsiderationwhenchoosingfootwear.Besuretofollowdistrictguidelinesaboutopen-toedshoes.

Otherprohibitions-theobservablelackofundergarments;exposedundergarments;andbodypiercingsotherthanintheear.Tattoosthatdisplaynudeorsemi-nudepictures;sexuallysuggestiveslogans,cartoons,ordrawings;tattooswithprofanelanguage;tattoosdepictingviolence;tattoospromotingalcoholicbeverages,tobacco,orcontrolledsubstances,inappropriatelanguageorimagesthataredisruptivetotheorderofaschoolorareadistractiontothelearningenvironmentshouldbecovered.

Accessories–Makeup,ifworn,shouldbenaturalandjewelrykepttoaminimumandtasteful.

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Hygiene–Appropriategroomingandbathingshouldbereflectedinappearanceandsmell.

Maleteachercandidates:Shirtsandpantsshouldcoverthewaist,back,andchest;clothingshouldbewithoutwrinkles.Shirtsshouldhaveacollarandbetuckedin.Notanktopsorshortswillbeallowed.Manydistrictsrequireformalestowearties;besuretocheckwithdistrictpolicy.Facialhairshouldbewell-groomedandtrimmed.

ProfessionalConductandAttitudeYourinteractionsinthepublicschoolsshouldbearewarding,learningexperience.1.Remainobjectiveduringyourexperience.Generallyspeaking,negativecriticismisunwarrantedandshouldnotbeoffered.AnyconcernsyoumighthaveregardingyourplacementorrelationshipwiththecooperatingteachershouldbediscussedwithyourcollegesupervisorandtheDirectorofStudentTeachinginaconfidentialsetting.Itwillbeconsideredonacase-by-casebasis.

2.Beapositiveforcewhileavoidingconfrontations.Becomefamiliarwithbothdistrictpolicyandschoolrules.Displayahighlyprofessionalattitude,especiallyregardingconfidentialinformationaboutchildrenandparents.Rememberthatyouareaguestintheclassroom;yourcooperatingteacherisaprofessionalandshouldbetreatedthatway.

3.Yourattitude,aswellasyourphysicalappearance,indicatesyourlevelofseriousnessinthefield.Havingjoinedaprofessionalcommunity,itisalsoexpectedthatyouwillspeakandwriteinwaysthatareacceptabletothisprofessionalcommunity.

4.Timelinessandpromptbehaviorisexpectedofallstudents.Plantoarriveearlytoanymeeting;whetherinstructionalorinformational.

SocialMediaWithschoolsembracingtechnology,manyprofessionalsareutilizingsocialmediaasawaytogrowprofessionalnetworks.Itisalsoaplatformyoucanusetohaveyourprofessionalvoiceheard;don’tfeelthatyouneedtodeleteyouraccount.However,yoursocialmediaprofilesandallposts/pages,includinganypublicrepresentationsofyou,mustbeprofessionalineveryregard.Beforetakingphotosinyourclassroomplacementandpostingthemonsocialmedia,besurethatstudentsintheroomhavepermissionfortheirphotostobeshared.Conversepolicydoesnotallowfacesorprofilesofchildreninphotos.Iftakingphotos,captureonlybacksofstudentheadsand/orstudentworkthatdoesnotrevealidentities.

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SOUTHCAROLINACODEOFLAWS:STANDARDSOFCONDUCTREQUIREDOFEDUCATORS

Title59–EducationTEACHERS SECTION5925160.Revocationorsuspensionofcertificate;“justcause”defined.

“Justcause”mayconsistofanyoneormoreofthefollowing: (1)Incompetence; (2)Willfulneglectofduty; (3)WillfulviolationoftherulesandregulationsoftheStateBoardof

Education; (4)Unprofessionalconduct; (5)Drunkenness; (6)Cruelty; (7)CrimeagainstthelawofthisStateortheUnitedStates;(8)Immorality; (9)Anyconductinvolvingmoralturpitude; (10)Dishonesty; (11)Evidentunfitnessforpositionforwhichemployed;or(12)Saleorpossessionofnarcotics.

Standards:

CAEPAccreditationStandards(2013)CouncilfortheAccreditationofEducatorPreparation

• Standard1:ContentandPedagogicalKnowledge• Standard2:ClinicalPartnershipsandPractice• Standard3:CandidateQuality,Recruitment,andSelectivity• Standard4:ProgramImpact• Standard5:ProviderQualityAssuranceandContinuousImprovement

SouthCarolinaTeachingStandards4.0TeachingSkills,KnowledgeandProfessionalismStandardsOverviewforInitialCertificationProgramPlanning

• InstructionalPlans(IP)• StudentWork(SW)TheLearningEnvironment• Assessment(AS)

Environment• Expectations(EX)• ManagingStudentBehavior(MSB)• Environment(ENV)• RespectfulCulture(RC)

Instruction• StandardsandObjectives(SO)• MotivatingStudents(MS)• PresentingInstructionalContent(PIC)• LessonStructureandPacing(LS)• ActivitiesandMaterials(ACT)• Questioning(QU)• AcademicFeedback(FEED)

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• GroupingStudents(GRP)• TeacherContentKnowledge(TCK)• TeacherKnowledgeofStudents(TKS)• Thinking(TH)• ProblemSolving(PS)

Professionalism• GrowingandDevelopingProfessional(GDP)• ReflectingonTeaching(REF)• CommunityInvolvement.(CI)• SchoolResponsibilities(SB)

INTASCStandardsInTASCModelCoreStandardsTheLearnerandLearning

• Standard1:LearnerDevelopment• Standard2:LearningDifferences• Standard3:LearningEnvironments

ContentKnowledge• Standard4:ContentKnowledge• Standard5:ApplicationofContentKnowledge

InstructionalPractice• Standard6:Assessment• Standard7:PlanningforInstruction• Standard8:InstructionalStrategies

ProfessionalResponsibility• Standard9:ProfessionalLearningandEthicalPractice• Standard10:LeadershipandCollaboration

(ISTE/NETS)InternationalSocietyforTechnologyinEducationNationalEducationalTechnologyStandardsforTeachers

● Standard1:FacilitateandInspireStudentLearningandCreativity ● Standard2:DesignandDevelopDigitalAgeLearningExperiencesandAssessments● Standard3:ModelDigitalAgeWorkandLearning● Standard4:PromoteandModelDigitalCitizenshipandResponsibility● Standard5:EngageinProfessionalGrowthandLeadership

(ACEI)AssociationforChildhoodEducationInternationalStandards

● Standard1:Development,Learning,andMotivation ● Standard2:Curriculum● Standard3:Instruction● Standard4:Assessment● Standard5:Professionalism

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(CAEP)K-6ElementaryTeacherStandards(2018)• Standard1:UnderstandingandAddressingEachChild’sDevelopmentaland

LearningNeeds• Standard2:UnderstandingandApplyingContentandCurricularKnowledgefor

Teaching• Standard3:Assessing,Planning,andDesigningContextsforLearning• Standard4:SupportingEachChild’sLearningUsingEffectiveInstruction• Standard5:DevelopingasaProfessional

(AMLE)AssociationforMiddleLevelEducation(2012)AMLEMiddleLevelTeacherPreparationStandards

• Standard1:YoungAdolescentDevelopment• Standard2:MiddleLevelCurriculum• Standard3:MiddleLevelPhilosophyandSchoolorganization• Standard4:MiddleLevelInstructionandAssessment• Standard5:MiddleLevelProfessionalRoles

(CEC)CouncilforExceptionalChildren(2012)

• Standard1:LearnerDevelopmentandIndividualLearningDifferences• Standard2:LearningEnvironments• Standard3:CurricularContentKnowledge• Standard4:Assessment• Standard5:InstructionalPlanningandStrategies• Standard6:ProfessionalLearningandEthicalPractice• Standard7:Collaboration

(NAEYC)NationalAssociationfortheEducationofYoungChildrenInitialCertificationStandards

• Standard1:PromotingChildDevelopmentandLearning• Standard2:BuildingFamilyandCommunityRelationships• Standard3:Observing,Document,andAssessingtoSupportYoungChildrenand

Families• Standard4:UsingDevelopmentallyEffectiveApproaches• Standard5:UsingContentKnowledgetoBuildMeaningfulCurriculum• Standard6:BecomingaProfessional• Standard7:EarlyChildhoodFieldExperiences

(NCSS)NationalCouncilfortheSocialStudies(2018)NationalStandardsforthePreparationofSocialStudiesTeachers

• Standard1:ContentKnowledge• Standard2:ApplicationofContentThroughPlanning• Standard3:DesignandImplementationofInstructionandAssessment• Standard4:SocialStudiesLearnersandLearning

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• Standard5:ProfessionalResponsibilityandInformedAction(NCTE)NationalCouncilofTeachersofEnglish(2012)NCTE/NCATEStandardsforInitialPreparationofTeachersofSecondaryEnglishLanguageArts

• Standard1:ContentKnowledge• Standard2:ContentPedagogy:PlanningLiteratureandReadingInstructioninELA• Standard3:ContentPedagogy:PlanningCompositionInstructioninELA• Standard4:LearnersandLearning:ImplementingEnglishLanguageArts

Instruction• Standard5:ProfessionalKnowledgeandSkills

(NCTM)NationalCouncilofTeachersofMathematics(2012)NCTMCAEPStandards–SecondaryInitialPreparation

• Standard1:ContentKnowledge• Standard2:MathematicalPractices• Standard3:ContentPedagogy• Standard4:MathematicalLearningEnvironment• Standard5:ImpactonStudentLearning• Standard6:ProfessionalKnowledgeandSkills• Standard7:SecondaryMathematicsFieldExperiencesandClinicalPractice

(NSTA)NationalScienceTeachersAssociation(2012)NSTAPreserviceScienceStandards

• Standard1:ContentKnowledge• Standard2:ContentPedagogy:PlanningLiteratureandReadingInstructioninELA• Standard3:LearningEnvironments• Standard4:Safety• Standard5:ImpactonStudentLearning• Standard6:ProfessionalKnowledgeandSkills

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FREQUENTLYASKEDQUESTIONS Q:WhatisSCTS4.0/ExpandedAdept?

A:SCTS4.0/ExpandedAdeptisSouthCarolina’ssystemforAssisting,Developing,andEvaluatingProfessionalTeaching. 

Q:WheredoIsignupforclinicalexperiences? A:Athttp://tinyurl.com/Clinicalsbyclickingonthelinkwithinthe“RequestsandPlacements”

box.Q:HowdoIcheckforclinicalplacement? A:Gotohttp://tinyurl.com/Clinicals,andthenclickon“Clinical”ontheleftsideofthescreen. Q:HowdoIknowwhotocontactforclinicalplacement? A:TheDirectorofFieldExperiencespoststhatinformationathttp://tinyurl.com/Clinicalsunder

“Clinical”ontheleftsideofthescreen. Q:WhenareassignmentssubmittedviaLivetext? A: Candidates submit assignments via Livetext inEDU360/560, Clinical I, Clinical II, student

teaching,andothercoursesasdeterminedbytheprofessorandprogramdirector. Q:WhendoIhavetoassessthecooperatingteacheronLivetext? A:Atleastoneweekpriortothelastdayofclass. Q:WhatdoIdoinmyclinicalassignments? A:Clinicalprofessorsdeterminethecontentoftheclinicalexperience. 9. Q:OnceIhaveaplacementforaclinicalexperiencewhatdoIdo?

A:Contactthepersonlistedathttp://tinyurl.com/Clinicals(under“Clinical”ontheleftsideofthescreen)andscheduleatimeforthefirstvisittotheclassroom.Inmostcasesthereisalettertodelivertothecooperatingteacher. 

10. Q:WhendoIcompletemyrequiredhours?A:Thecooperatingteacherandcandidatedetermineaschedule.Mostcandidatesspendacoupleofhoursaweekintheirplacement.Somecandidatesworkintheirschooleveryday.Itjustdependsonwhatworksbestforeachspecificsituation. 

11. Q:WhenshouldImakecontactattheschoolIamassigned?A:ByfivedaysaftertheCoordinatorofFieldExperiencesconfirmstheplacement. 

12. Q:WhathappensifIdropthecourse,doIalsoneedtodroptheclinical?A:Yes.Then,notifytheCoordinatorofFieldExperiencesimmediately. 

13. Q: I tried to “sign up” at http://tinyurl.com/Clinicals but it won’t letme choose a school oranything.HaveIdonesomethingwrong?A:CandidatesexperiencingdifficultymakingaplacementrequestcontacttheCoordinatorofFieldExperiences. 

14. Q:Whatisthedifferencebetweenthelongsecondaryandshortsecondaryclinical?A:SecondaryClinicalIis75hoursandtakenconcurrentlywiththesecondarymethodscourse.SecondaryClinicalIIis25hoursandtakenconcurrentlywithEDU425/525. 

15. Q:Someclinicalexperiencescarrycredithours,andsomedonot.Why?A:Clinicalexperiencesandthecredithourstheycarryarespecifictotheprogramofstudy. 

16. Q:DoIhavetovideotapemyselfteachingalesson? A:Mostclinicalexperiencesrequireeitheravideotapeoraformalobservationbytheclinical

professor.Checkwiththespecificclassprofessoratthebeginningoftheterm. 17. Q:IhaveaspecificteacherinmindthatIwouldliketoworkwithforaclinicalexperience.MayI

requestthisperson?A:Yes,however,noplacementrequestsareguaranteed. 

18. Q:IfIhaveseverepersonalityproblemswithacooperatingteacherwhatshouldIdo?A:ContacttheCoordinatorofFieldExperiencesassoonaspossibletodevelopaplanofaction.

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Glossary Artifact–arepresentationofacandidate’sabilitiesrelatedtoperformancestandardssuchas

theADEPTperformancestandards.CandidatescreatemostartifactsincludedintheADEPTasapartofregularcoursework.

Assessment—aninstrumentorassignmentthroughwhichaprofessorindicatesthelevelofproficiencyatwhichacandidateperformsonanassignment.

Candidates—Conversestudentswhohavedeclarededucationastheirmajor. ClinicalExperience—educationalassignmentsandactivitiesthatcandidatescompleteinlocal

schoolsunderthesupervisionofacooperatingteacherandaclinicalprofessor. ClinicalProfessors—Conversefacultymemberswhosuperviseclinicalexperiencesandteach

thecoursecandidatestakeconcurrentlywithaclinicalexperience. CollegeSupervisors—Conversefacultymemberswhoworkwiththecooperatingteachersin

supervisingstudentteachers. CooperatingTeachers—teacherswhoallowcandidatestocompleteclinicalexperiencesor

studentteachingintheirclassroom. DirectorofFieldExperiences—theConversefacultymemberwhoservesastheliaison

betweenthecollegeandpublicschools. Co-requisiteClinical—aclinicalexperiencethatcandidatescompletewhiletakinganother

designatedcourse.Candidatesregisterseparatelyfortheclinicalandthecoursewiththeregistrar,aswellasmakeaplacementrequestfortheclinical.

DirectorofTeacherEducation—theConversefacultymemberwhorecommendscandidateswhohavesuccessfullycompletedtheteachereducationprogramatConverseCollegeforcertificationtotheStateDepartmentofEducation.

EmbeddedClinical—aclinicalexperiencethatcandidatescompleteaspartofacourse.Candidatesregisterforthecoursewiththeregistrar,andthenmakeaplacementrequest.

ExpandedADEPT—SouthCarolina’srevisedsystemforAssessing,Developing,andEvaluatingProfessionalTeaching.

IdealEducatorRatingScale—anassessmentinstrumenteducationprogramsusetomeasureabilitiesrelatedtotheConverseeducationunitstandards.

Livetext—theprogramthatpowerstheConverseCollegeelectronicsystem(www.livetext.com).

ProgramDirector—aConversefacultymemberresponsibleforcoordinatingaprogramofstudy.

SLO–StudentLearningOutcome SCTS4.0–SouthCarolinaTeachingStandardsorExpandedAdeptrubricusedtoassess

teachingdemonstrations http://tinyurl.com/Clinicals–thewebsitecandidatesusetosignupforclinicalexperiencesand

toverifyclinicalplacement. http://www.converse.edu/program/education/–theofficialwebsiteoftheConverseCollege

DepartmentofEducationandSchoolofGraduateStudies.