teacher education policy manual

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Teacher Education Unit

Policy Manual

Teacher Education Council

Revision Approved – October, 2013

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INTRODUCTION

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INTRODUCTION

The Teacher Education Unit Policy Manual was designed to provide a ready reference concerning

requirements candidates must complete to graduate from East Stroudsburg University and to be recommended

for certification to teach in Pennsylvania. It was written as a resource for the Teacher Education Council, the

Dean of the College of Education, Department Chairs responsible for teacher education programs, Teacher

Education Unit faculty and agencies requiring information about teacher education programs at East

Stroudsburg University.

Initial Certification programs in Teacher Education programs at East Stroudsburg University include:

Early Childhood Education (Prek-4), Middle Level Education (4-8), Health Education, Health and Physical

Education, Secondary Education, Special Education (Prek-8) and Early Childhood (Prek-4), Special Education

(Prek-8) and Middle Level Education (4-8), and Speech and Language Impaired. We also offer advanced

programs at the graduate level in Educational Leadership, Instructional Technology, Reading, and Special

Education. Initial certification candidates who pursue a major in any of the teacher education programs must

complete requirements for admission to the teacher education program, maintain enrollment standards,

complete a variety of field and clinical experiences, pass student teaching, plus meet certification standards.

Advanced candidates must also meet admission standards, complete all program requirements, as well as

certification standards in order to be recommended for certification.

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CONCEPTUAL FRAMEWORK http://www4.esu.edu/academics/colleges/education/documents/pdf/NCATE_conceptual_framework.pdf

EAST STROUDSBURG UNIVERSITY EDUCATORS:

REFLECTIVE AND DELIBERATE DECISION MAKERS

Vision

The TEU will be recognized for excellence in educational leadership and teacher

education at the local, state and national levels by:

· Expanding and sustaining partnerships with P-12 schools and families, as well as collaborative

efforts with alumni, the community, and the university.

· Demonstrating theory and research-based pedagogy and cutting edge technologies that advance

21st century skills including: Communication, collaboration, critical thinking and creativity.

· Promoting an expanded understanding of diversity that meets the unique needs of every learner.

· Advancing safe, culturally responsive, prosocial learning environments that engage and

challenge all learners.

· Cultivating learning communities that engage students and partners in scholarship, inquiry and

service, while encouraging collaboration and life-long learning.

· Pursuing a diverse faculty and student body that reflect 21st century classrooms.

Mission

The TEU mission is to provide diverse learning experiences and dynamic collaborations that develop

reflective, deliberate 21st century educators who support and extend the learning of all students in a global

society.

Beginning Educator Outcomes

The Beginning Educator Outcomes (BEOs) for the teacher educator programs at East Stroudsburg

University are divided into four areas. These areas organize the essential outcomes our students must meet in

order to become reflective and deliberate decision makers. The four areas are Content, The Learner and the

Learning Environment, The Teaching and Learning Process and Professionalism. A complete list of the

Beginning Educator Outcomes is found in Appendix 1 (Student Teaching Handbook) or at

http://www4.esu.edu/academics/colleges/education/teacher_education_framework/beginning_outcomes.cfm

Master Educators

East Stroudsburg University offers diverse opportunities for in-service educators to acquire further

knowledge and strengthen their professional skills. A number of routes exist within the graduate program.

http://www4.esu.edu/academics/colleges/education/documents/pdf/NCATE_conceptual_framework.pdf


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Students may earn an Administrative I, Special Education Supervisory, Instructional Technologist or Reading

Specialist certificate. These certification programs have been developed using the standards of their respective

professional organizations. Graduate students may also focus on becoming a Master Teacher. These candidates

enroll in one of the Master of Education programs offered by the Elementary, Professional and Secondary

Education, Reading, Media Communications or Special Education departments. The mission and commitments

and Master Educator Outcomes that guide the masters’ programs may be found at:


Candidates who complete advanced programs at ESU will exhibit six specific traits that define them as

thoughtful leaders within schools. These outcomes have been aligned with the five core propositions of National

Board for Professional Teaching Standards. Master educators demonstrate the following outcomes:

Employs 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 subject matter meaningful for students.

Articulates, applies and adapts theoretical constructs of learning and development, assessment and effective instructions.

Engage in quantitative and qualitative research that leads to improved student achievement.

Model critical and creative thinking skills in all areas of their professional life.

Employs effective verbal, nonverbal, and media communication techniques to foster active inquiry,

collaboration, and supportive interaction in the learning environment.

Performs as a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out leadership opportunities to grow professionally.

Takes a leadership role in developing partnerships and collaborative relationships with colleagues, parents and agencies in the larger community.


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TEACHER EDUCATION PROGRAM OVERVIEW

The East Stroudsburg University undergraduate teacher education programs are housed in the College of

Education, College of Arts and Sciences, and the College of Health Sciences. Successful graduates receive the

degree of Bachelor of Science or Bachelor of Arts degree, as well as a recommendation for a certificate to teach

in the schools of Pennsylvania. Graduates must apply for the teaching certificate through the Pennsylvania

Department of Education after all program requirements are met and their degree has been conferred.

Curricula have been planned so that the graduate may be certified to teach in many other states without

further course requirements and in most of the remaining states with minor additional training. Information and

advisement in certification is available in the office of the Dean of the College of Education and appropriate

departments.

Graduates are eligible to receive an Instructional I certificate (provisional) which is valid for a period of

six years of teaching in Pennsylvania. The Instructional I certificate must be made permanent after six years of

satisfactory teaching in Pennsylvania and upon the completion of 24 semester credit hours of collegiate study at

a state-approved baccalaureate degree granting institution or through in-service programs approved by the

Pennsylvania Department of Education.

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THE TEACHER EDUCATION UNIT

The Teacher Education Unit at East Stroudsburg University administrated through the College of

Education and includes all faculty across the university who teach education courses or supervise education

students. It is responsible for the governance of the teacher certification programs at East Stroudsburg

University. The College of Education Dean serves as the head of teacher education unit and certification officer

for the university. The Teacher Education Council coordinates existing policies and procedures related to

teacher education, proposes new policies for teacher certification programs, and reviews certification programs

and their modifications as proposed by departments and faculties to insure compliance with the standards of

state and national accrediting agencies.

Professional education courses for all certification areas are provided by the Department of Professional

and Secondary Education and the Department of Media Communications and Technology. Certification subject

classes are offered by different discipline-specific departments. (Refer to the Teacher Education Unit table on

page 8 for further clarification). Seven departments, in consultation with major departments, are responsible for

specific certification areas.

The Office of Field Experiences and Partnerships is responsible for the coordination of the student

teaching program and field experiences and professional development school partnerships. Individual

departments also coordinate some field experiences.

Graduation and certification recommendations are made to the certification officer (the Dean of the

College of Education) for transmittal to the Pennsylvania Department of Education and other state certification

offices.

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REQUIREMENTS FOR TEACHER CERTIFICATION

The nature and importance of teaching requires that candidates who seek to enter the profession must

possess unimpeachable character, above-average academic ability, and dispositional traits suitable for working

with children and young adults. The faculty responsible for the teacher education programs perceive their

ultimate obligation to be the students who will be taught by their graduates. Consequently, a candidate’s

admission to teacher candidacy and to student teaching and final institutional recommendations for a teaching

certificate are not achieved solely by meeting routine academic requirements. As the candidate, in each of these

steps, progresses toward final certification, the faculty of the candidate’s certification area exercise their

professional judgment as to the candidate’s competency for the teaching profession.

All candidates seeking certification must successfully complete procedures related teacher education

program admission, monitoring, and exit criteria. Program admission procedures vary according to program.

Procedures include faculty interviews, satisfactorily passing appropriate tests, completion of 48-60 hours of

coursework by the time candidacy admission is decided, earning the appropriate quality point average and

major quality point average, and the recommendation by department faculty. The coursework must include six

hours of mathematics and six hours of English where three hours are writing courses and three hours are

literature courses taught in English. Each department may require additional admission standards. Candidates

are admitted to candidacy in a department’s teacher education program upon satisfactory completion of all

departmental admission requirements.

The candidate’s progress and mastery of competencies are monitored while completing requirements in

the program. Candidates, as stated before, must maintain the appropriate departmental general and major

quality point averages. Each department provides each candidate with a copy of its program requirements,

curriculum check sheet and expectations. All applicants for teacher certification must be endorsed by the

faculty advisor, the department, and the Dean of the College of Education who serves as the Certifying Officer

for the University.

The Pennsylvania Department of Education (PDE) requires that all certification applicants satisfactorily

pass the Pre-Service Academic Performance Assessment Series Tests, complete two courses in mathematics,

and two courses in English, one in writing and one in literature and submit a Pennsylvania Criminal

Background Clearance, an FBI Criminal Background Clearance (finger printing), and a Child Abuse History

Clearance. In addition, the candidate must complete a teacher certification application.

Experienced non-degree teachers, graduates of other colleges or universities or others who need special

assignments in student teaching, will have their individual programs planned and approved by the appropriate

department and by the Dean of the College of Education. Transfer students’ transcripts will be individually

evaluated by the department chairperson to determine equivalent courses to be accepted.

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TEACHER EDUCATION COUNCIL

POLICIES

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THE TEACHER EDUCATION COUNCIL

The Teacher Education Council provides the governance of the teacher certification programs. The

Council administers existing policies related to teacher education, develops and proposes new policies related to

teacher education, and reviews certification programs and their modifications as proposed by departments and

faculties to insure compliance with the standards of state and national accrediting agencies. The Teacher

Education Council By-Laws may be found in Appendix 2.

Information below provides an overview of policies that have been passed pertaining to teacher

education in recent years. There are three sections of policies noted. They are: Teacher Education Program

Policies, Student Teaching Policies, and Teacher Education Program Organization Policies.

Teacher Education Program Policies

1. Certification Recommendation (February 23, 1993)

Students must satisfy all program requirements to be recommended for the degree and teacher

certification. This becomes effective immediately.

2. Certification--Minimum Credits for Recommendation

(February 22, 1994)

A minimum of 9 ESU credits and/or major classes plus a regular student teaching/practicum experience

must be satisfactorily completed before a student is recommended for a teaching certificate. This is applicable

to any person with a bachelor’s degree coming to ESU to complete a teacher certification program. Each

department will designate a specific block of classes for each student. The student must earn a “C” grade or

better in these designated pedagogy and major courses. Also, the student must satisfactorily meet all teacher

education program requirements.

3. Change in Testing Requirements for Admission into Teacher Education (March 29, 2000)

Passing scores for the basic skills tests required for certification by the Pennsylvania Department of

Education are part of the screening process to be formally admitted into the teacher education program at ESU.

4. Praxis I and II Test Scores

When a student is applying for certification, he/she must identify ESU as a test recipient site for all

required certification tests.

5. Student Teaching Opportunities (Revised July 3, 2012)

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Student teachers are limited to a maximum of three quarter opportunities to complete their student teaching

assignments. East Stroudsburg University’s Teacher Education Council has established the following policy to

aid students who are not successful. While the intention of this policy is to remediate unsuccessful candidates,

this policy also provides a means to document insufficiencies when students fail a quarter of student teaching or

are removed from the program.

1. When a candidate is not successful but is permitted to stay in their placement, the university

supervisor and cooperating teacher will meet to identify the Beginning Educator Outcomes

(BEOs) that are of concern. The university supervisor and cooperating teacher (in consultation

with the Associate Dean of Field Experience and Partnerships) will document concerns and

provide a plan for improvement for the candidate. The university supervisor and cooperating

teacher will then conference with the candidate to discuss the BEOs of concern and the

improvement plan that was developed to address them. A timeframe for improvement will be

identified at this time. During this timeframe, the university supervisor and cooperating teacher

will increase supervision. Candidates who successfully complete an improvement plan will pass

for the quarter. Candidates who are not successful may withdraw if time (based on University

policy) or circumstances (e.g. medical withdraw) permit. The improvement plan must be

completed to be granted an additional student teaching assignment.

2. When a candidate is not successful and is not permitted to remain in their placement (by request

of the building principal) an improvement plan will be developed. As outlined above, the

university supervisor and cooperating teacher (in consultation with the Associate Dean of Field

Experience and Partnerships) will develop the improvement plan based on the BEOs of concern.

The university supervisor and the Associate Dean of field Experience and Partnerships will

conference with the candidate to discuss the BEOs of concern and the improvement plan that

was developed to address them. A timeframe for improvement will be identified at this time. The

candidate may elect to withdraw (if the parameters outlined above apply) or will receive a failing

grade for the quarter. In both cases, the candidate must complete the improvement plan to be

granted an additional student teaching assignment.

6. Student Teaching – School Closures and Student Absences (Revised July 3, 2012)

The Pennsylvania Department of Education approved program at ESU includes a fifteen-week student teaching

semester. It is divided into two separate 7.5 week placements. Our program is dependent upon a good working

relationship with our host schools. Student teachers are integral parts of the entire instructional program of the

host schools. We are guests in the school districts and our programs need to follow the public school calendar as

closely as possible. As such, students should make every effort to have a perfect attendance and participation

record. In order to maintain this productive partnership and guarantee the high standards of our program, our

students need to follow these policies:

1. Students must satisfactorily complete two separate (7.5 weeks) student teaching experiences. The

college supervisor is responsible for certifying that the entire (15 week) student teaching

experience has been completed satisfactorily.

2. In the event of excessive school closures due to inclement weather, facility safety or teacher

strikes, arrangements must be made with the cooperating teacher, college supervisor and student

teacher to satisfy each student teaching experience.

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3. In the event of excessive absences of the student teacher due to personal illness or family

concerns, arrangements must be made with the cooperating teacher and college supervisor to

satisfy each student teaching experience.

When there are an excessive amount of school closures or absences, the university certification officer is

responsible for developing a coverage plan. This plan should be developed in concert with the Associate Dean

of Field Experiences and Partnerships, appropriate school administrators, department chairpersons, cooperating

teachers, student teacher supervisors and university officials.

7. Student Teaching Admission (April 25, 1995)

Students planning to student teach in the fall must satisfy all teacher education program admission criteria by

August 1. Students planning to student teach in the spring semester must satisfy all teacher education program

admission criteria at the end of the fall semester.

Admission criteria include:

(1) 2.8 MINIMUM cumulative GPA (or as specified by the department) and a major GPA as

determined by the department.

(2) “C” or better in all major classes

(3) No “I” grades in major classes

(4) Pass the Pearson and/or Praxis exams as designated by the department.

(5) Submit Act 34 Pennsylvania Criminal Background Clearance

(6) Submit Act 151 Child Abuse Clearance

(7) Submit Act 114 FBI Criminal Background Clearance

(8) Department program screening process

8. Spring Break During Student Teaching

Student teaching during the spring semester requires candidates to follow the

breaks of the district in which they are student teaching, not the university spring break.

9. Teacher Education Program Admission and Coding System

(September 25, 1989)

1. New and transfer students apply and are admitted to ESU through the admissions office. Transfer

students must have a minimum 2.8 quality point average for teacher education programs. Some

specific programs require a 3.0 for admission.

2. Once admitted to ESU, students are assigned advisors and a departmental attribute with probationary

status.

3. Students satisfactorily complete a minimum of 48 total credits to apply for formal admission into the

teacher education program. Students must satisfactorily meet all admission requirements for the

teacher education program.

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4. When students meet all program admission criteria and are approved by the Teacher Education

Council, their attribute is then changed and they become a candidate for the degree.

10. Teacher Certification Center (February 5, 1992)

The Teacher Certification Center is responsible for contacting ineligible students who enroll in teacher

education classes. Each student, professor and advisor receives a letter. The student is removed from the class

list. He/She may be re-enrolled if his/her quality point average reaches program admission criteria. Each

department has an “introduction type” class that is open to all students. Major only classes are affected.

11. Teacher Education Program Organization Plan (February 26, 1992)

Teacher Education Faculty

Teach at least one teacher education class each year or Supervises student teachers

Serve as member of the teacher education faculty

Select representative to Teacher Education Council to govern teacher education programs

Teacher Education Council

Responsible for the governance of teacher education programs

Elected representative from each major certification program

Two Student representatives and (1-3) public school teachers from 2-3 school districts

The Associate Dean of Field Experiences and Partnerships

Responsible for programs, courses, and standards

Chaired by teacher certification officer

Subcommittees: Appeals and Act 48

Teacher Certification Center

Central office to answer teacher certification questions and refer students to appropriate departments

Maintain teacher education records

Assist in processing initial admission applications to the teacher education program through the

Teacher Education Council and respective departments

Monitor admission and exiting standards

Teacher Certification Specialist responsible to the certification officer and Teacher Education

Council

Coordinate program follow up studies

Located in the Office of the Dean of the College of Education

Departments with Teacher Certification Programs

Responsible for curriculum and instructional delivery systems

Elect Teacher Education Council representatives

Teach classes and supervise student teachers

Responsible for maintaining departmental requirements and Teacher Education Council standards

The department is responsible for specific certification program

The department chairperson, in consultation with other faculty, is responsible for recommending

eligible students to the certification officer for the ESU certification recommendation to PDE

May establish standards higher than Teacher Education Council minimums

Responsible for maintaining admission, monitoring and exiting criteria

Review and respond to annual follow up studies

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Sponsor advisory councils of teachers in the field

Office of Field Experiences and Partnerships

Responsible for coordinating student teaching placements

Serve as primary contact with area school systems

Assist in early field experience placements

Maintain similar supervision standards and requirements for all programs

Supervisors must follow the Guidelines for University Supervisors of Student Teaching

Coordinated by Associate Dean for Field Experiences and Partnerships.

Each student teacher will be assigned one university supervisor per quarter. Other interested faculty

may be invited to participate.

PSED, HLTH, MDL and PETE majors may also have a content supervisor

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13. Infraction Appeal Process (Revised July 3, 2013)

Pennsylvania Law, Act 114 requires that all individuals having contact with children in public and private

schools, including student teachers, complete background clearances in order to help ensure the safety and

welfare of the children and young adults they serve. These clearances must be infraction-free and valid during

the entire student teaching semester(s). These clearances include Act 34 (PA State Police Report), Act 151 (PA

Department of Child Welfare Child Abuse History Clearance), Federal Criminal History Report (FBI), and Act

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The Appeals Committee Process:

In accordance with Act 114, undergraduate and graduate teacher certification programs at East

Stroudsburg University require teacher certification candidates to submit acceptable clearances prior to

being admitted into teacher certification programs. These clearances must remain infraction-free and

valid at any time a student enters a school facility (as outlined above). As such, students must submit

acceptable clearances prior to being admitted into teacher certification programs and maintain valid,

infraction-free clearances through completion of ESU’s teacher certification programs.

Student who receive an infraction on their Act 34, Act 151, FBI, or Act 24 clearance(s) must

report the infraction immediately to their Professor, Academic Advisor, Department Chairperson, or

Associate Dean of Field Experience and Partnerships.

Student Responsibility:

It is the responsibility of the student to contact the Associate Dean of Field Experience and

Partnerships to discuss the possibility of pursuing the Appeal Process in regard to an infraction on a

clearance report.

After discussing the infraction with the Associate Dean of Field Experience and Partnerships and

making a decision to pursue the Appeal Process, the student must complete the following:

1. The student must provide copies of the clearance report that identifies the infraction.

2. The student must submit copies of court records regarding the infraction.

3. The student must provide documentation that indicates the student’s involvement in

rehabilitation, community service and any other personal endeavors that reflect positively on the

situation.

4. The student must obtain three letters of testimony or recommendation from community

members, employers and faculty that provide character references for the student as an

individual.

5. The student must write a Letter of Appeal to the Appeal Committee regarding the situation,

highlighting areas of personal growth and/or rehabilitation.

6. The student must inform their Department chair(s) of their intention to pursue the Appeal

Process.

Appeal Committee Responsibility:

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An Appeal Committee will be established that is comprised of members from within the Teacher

Education council. The committee may consist of the Dean of the College of Education (or designee);

Chairperson(s), Supervisor(s), or faculty member(s). The Appeal Committee will meet with the

Associate Dean of Field Experience and Partnerships to discuss the circumstances surrounding the

infraction. The committee’s discussion is to decide whether or not the student will be allowed to

continue an academic program that requires admittance to facilities bound by Act 114. In order to make

an informed an decision, the Appeal Committee will complete the following requirements:

1. Ask the Associate Dean of Field Experience and Partnerships to provide each member of the

Appeal Committee with a folder containing the information required of the student requesting

the appeal. The name of the student will be removed so all documents can be reviewed

anonymously.

2. The Appeal Committee will meet to discuss the documentation submitted by the student.

3. The Appeal Committee may ask to interview the student at some point in the process.

4. The Appeal Committee will render a decision within one month of reviewing the student’s

documentation.

5. The Appeal Committee will inform the Associate Dean of Field Experience and Partnerships of

their decision.

6. The Associate Dean of Field Experience and Partnerships will notify the student, in writing, of

the Appeal committee’s decision and will include a copy of the decision-making statement

written by the Appeal Committee.

Appeal Process Denied:

If the Appeal committee denies the student’s appeal, the reasons will be clearly stated in writing.

All members of the Appeal Committee will sign the written statement before it is submitted to the

student. In the event that the Appeal Committee denies the student’s request for an appeal regarding an

infraction, the student is advised to change his/her major to an academic program of study that does not

require a access to facilities bound by Act 114.

Appeal Process Granted:

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If the decision is made to allow the student to continue in a teacher certification program, the

Appeal Committee may establish certain conditions for reinstatement. For example, if the infraction

involved the use of drugs or alcohol, the student may be asked to submit documentation of his/her

ongoing efforts for rehabilitation. Other infractions may be examined in a similar manner. The student

must agree to these conditions, in writing, before the appeal will be granted.

If the Appeal Committee grants the appeal to the student, the reasons and conditions (if any) will

be clearly stated in writing. All members of the Appeal committee will sign the written statement before

it is submitted to the student.

Placement for Student Teaching:

Students for whom the Appeal Process is successful are required to sign a Statement of

disclosure for the Associate Dean of Field Experience and Partnerships. The Statement of Disclosure

provides the Associate Dean of Field Experience and Partnerships with the student’s permission to share

the nature of the infraction with potential school district regarding placement for student teaching and/or

other field placements. Disclosure with school personnel will be on a “need to know” basis only.

Should the student be allowed to continue in the program, it is understood that the Office of Field

Experience and Partnerships will contact a maximum of four (4) school districts requesting placement of

the student for student teaching. Should the office of Field Experience and Partnerships be unsuccessful

in finding placement in four (4) district, the Appeals Committee will be notified and will inform the

student that the university is unable to secure student teaching placement. At this point, the student will

be removed from his/her program of study leading to teacher certification and provided with assistance

in changing the major to one that does not require teacher certification.

Types of Offenses:

Students who have infractions that are identified as Summary Offenses may be eligible for

teaching certification. Although Summary Offenses need not be reported on the Teacher Certification

Application, such offenses will prevent a student from admission into a teacher education certification

program, classes involving admittance into buildings bound by Act 114, and student teaching, unless the

Appeal Process was successful. As a result, the Appeal committee, prior to admittance into a teacher

certification program and semester of student teaching, must review all Summary Offenses.

Students with infractions must complete all items designed in the Student Responsibility section

in order to qualify for a review by the Appeal Committee.

Misdemeanor or Felony Offenses:

Misdemeanor or Felony offenses are serious infractions which may result in the student being

ineligible for teacher certification in the state of Pennsylvania. Students who have criminal record

infractions which are identified as Misdemeanor or Felony offenses, are required to complete the

following requirements prior to seeking an appeal from the Appeal Committee:

1. Contact the Department of Education to determine the feasibility of receiving teacher

certification from the Commonwealth of Pennsylvania to report the results, in writing, to the

Associate Dean of Field Experience and Partnerships.

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2. If it is determined that the student is eligible for teacher certification, then the student must

complete all items designated in the Student Responsibility section in order to qualify for a

review of the Appeal Committee.

14. Expedited Appeals Process (Revised July 3, 2012)

Students who have Summary Offenses may apply for an Expedited Appeal if the following conditions are met:

1. The infraction is only a Summary offense

2. The infraction did not involve any violence

3. The infraction took place more than two years prior and had not been repeated

4. The student had completed an explanation letter and has included proof of good citizenship in

the form of at least three letters of recommendation. At least one letter should be from a

professor from the student’s major department.

If the student chooses the Expedited Appeals Process, the Associate Dean of Field Experience and Partnerships

will forward submitted papers – with the student’s name omitted- to the members of the Appeals Committee.

The Appeals Committee for an Expedited Appeal consists of three Teacher Education Unit professors only one

of whom may be from the student’s major department. The members will individually review the submitted

files and confer by phone or email. If all members agree that the student may continue in his/her teaching

program, the decision is forwarded to the Associate Dean of Field Experience and Partnerships who will inform

the student and the Chair of the student’s major department of the decision. If the members do not agree, the

student must apply for and use the full Appeals Process.

15. Policy for admission to teacher education program at ESU

(August 22, 2002)

Undergraduate teacher education students:

In figuring the GPA for admission to the teacher education program, the following shall be used:

1. If 12 hours or less transferred courses, the ESU GPA shall be used.

2. If more than 12 hours transferred, the combined GPA shall be used (GPA at all other institutions

combined with GPA at ESU).

3. Students may appeal to request the use or non-use of transfer courses to be used in calculating the GPA

for admission, but if they are used, all courses taken at other institutions must be used, not only selected

ones.

For exit from the program, the ESU GPA shall be used. Individual appeals must come before the TEC.

Appeals to the Teacher Education Council shall include copies of all transcripts and a letter delineating

reasons for the appeal.

16. Admission Requirements for Graduate Programs in

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Teacher Education and/or Certification (February 2, 2004)

Minimum Standards for Admission with Full Graduate Standing for any educator program. Individual

programs may have additional requirements.

1. Bachelor’s degree from an accredited college or university.

2. Two letters of recommendation from persons who have taught or supervised you. All letters of

recommendation must be sealed and bear the signature of the author.

3. An overall undergraduate minimum grade point average of 3.0 (4.0 basis).

4. A one-page professional resume.

5. Each program will also have additional requirements, which shall include one or more of the

following: a score on the Graduate Record Exam; Millers Analogy Test; an interview; an educational

goal statement; or a portfolio.

Conditional Admission For Graduate Students

1. If the applicant does not meet the GPA requirements listed above but has an overall undergraduate

grade point average of at least 2.5, he/she may request conditional admission. Continuation of Graduate

Study is dependent upon satisfactory completion of stated deficiencies and the filing of an acceptable

Plan of Study prior to the completion of nine (9) to twelve (12) graduate credits.

2. Deficiencies are stated at the time of application to a degree program. They may be corrected by

taking:

(a) required undergraduate or graduate courses,

(b) proficiency examinations, or

(c) auditing of specific courses.

3. The student is required to fulfill all deficiency requirements in his/her program and to have achieved a

3.0 quality point average and a B or better in all courses in his/her graduate work by the time he/she has

completed 9-12 graduate credits. At this time, FULL ADMISSION is achieved when the Plan of Study

is submitted and approved.

Initial Teacher Certification Admission for Graduate Students

Students entering a program for initial teacher certification, either with or without the master’s degree option,

are required to fulfill additional requirements for entry and matriculation in the teacher education program.

Students must be formally admitted to the teacher education program prior to or upon completion of 12

graduate credits. Admission to the teacher education program requires:

a. Complete faculty interviews;

b. Earn a minimum overall ESU QPA as identified by PA law (3.0);

c. Complete Act 34 Criminal Record Clearance, Act 114 FBI clearance and Act 151 child abuse

clearance;

d. Any other specific departmental requirements or prerequisites;

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e. Be recommended by departmental faculty and approved by the Teacher Education Council

17. Praxis I Passing Scores

Effective Fall, 2005, student/candidates in any subject area can meet the Praxis I (PPST 1), Basic Skills testing

requirements through either of the following:

I. The present individual PPST 1, Basic Skills score requirements:

a. Mathematics, Test #730, (score of 173)

b. Reading, Test #710 (score of 172)

c. Writing, Test #720 (score of 173)

d. Current total required = 518

II. In addition, a second method of accomplishing the basic skills testing requirements will now be

available through achieving a composite/summary test score total of 521, provided that the

following individual PPST I test scores are met:

a. Mathematics – Score of 171 minimum

b. Reading – Score of 171 minimum

c. Writing – Score of 170

d. Composite total required = 521

For example, an individual with strong math skills may have scored 178 in the PPST Math, a

score of 172 in Reading and a score of 171 in Writing. This student would meet and no

individual test score was under required score minimum.

III. Any Instructional I application received after September 15, 2005 can choose to use the

traditional -OR- Composite Score method, provided the listed minimums (see item II above) are

accomplished in each basic skill area: Reading, Writing, and Mathematics and the composite

total of 521 is also reached.

IV. As was the case in the past, test scores remain effective as long as they have been achieved

within 10 years of the date of the receipt by the state of Pennsylvania of the application for the

Instructional I certificate.

18. Timely Submission of Praxis Scores Before Student Teaching (October 16, 2006)

All Praxis scores required by the respective department before student teaching for those who are

planning to student teach in the Fall semester must be submitted by the July 31st immediately before that Fall

semester.

All Praxis scores required by the respective department before student teaching for those who are

planning to student teach in the Spring semester must be submitted by the November 30th

immediately before

the Spring semester of the student teaching.

Students may only appeal problems if there was a clear error on the part of ETS in administering the test

or sending the scores. Students will NOT be allowed to start student teaching after the beginning of the

semester if passing Praxis scores have not been submitted.

21

19. Student Complaints Process, Teacher Education Unit

Student Rights (From the ESU Student Handbook)

Protection Against Improper Academic Evaluation: Students are protected against prejudice, arbitrary or capricious academic evaluation of their courses through

faculty contracted responsibilities and standards of academic professional conduct. Students are responsible for

maintaining standards of academic performances established for courses in which they are enrolled. Students

alleging a prejudice, arbitrary or capricious academic evaluation may appeal directly to the faculty member involved.

Should a mutual understanding not be reached at this level, students may then appeal to the department chair, the

academic dean of their school and the Provost/Vice President for Academic Affairs, in that order. Students of a

protected class alleging discrimination or sexual harassment after exhausting the remedies noted above should

express their concerns to the Director of Diversity and Equal Opportunity. Students with disabilities should bring

their concerns to the ADA Coordinator/Learning Disabilities Counselor.

Student Complaints Process for the Teacher Education Unit

This process shall be exactly as stated in the Handbook and given above. Students with a complaint

should first address the complaint with the professor involved. If the complaint is not resolved by mutual

understanding, the student should appeal to the Department Chair and/or the Associate Dean for Field

Experiences , the Dean of the College of Education, and the Provost/Vice President for Academic Affairs in

that order.

Once a complaint goes beyond the level of the professor, the appropriate person should fill in the

attached form and keep a file of all meetings and other data on the situation. When the complaint is settled,

all forms and supporting data should be sent to the Office of the Dean of the College of Education. The

Dean’s Office will maintain a file of all such complaints and their resolutions.

Implementation of the Complaint Procedure

It is recommended that a brief explanation of the Complaint Procedure be included in the Dean’s

Addresses at New Student Orientation, in the Departmental Student Handbooks for all Teacher Education

Unit Departments and during initial advising of all TEU students. Each of these may simply be a reference

to the ESU Student Handbook.

22

East Stroudsburg University Teacher Education Unit

Student Complaint Form

Date:

Name of Student:

Name of Administrator: Title:

Complaint (Please be brief. You may attach further explanation and/or supporting documents.)

Resolution:

Signed:

____________________ ___________________________

Student Administrator

23

PROCEDURES AND INFORMATION

24

Guidelines for University Supervisors of Student Teachers

Listed below are the duties and responsibilities for university supervisors of ESU student teachers:

1. Visit each new cooperating teacher and student teacher for orientation purposes as early as possible.

This visit is referred to as the “Hello Visit.” During this visit, the university supervisor should retrieve

the following materials: classroom schedule, contact information form, and any other initial information

about the placement or student teacher responsibilities deemed necessary. The university supervisor

should also verify with the cooperating teacher that they have access to Tk20 for completion of the

required assessment forms, payment card, and evaluation items. The university supervisor should also

review the cooperating teacher’s roles and responsibilities (outlined in the student teacher handbook).

2. The first observation of each student teacher should be conducted within the first 2 – 3 weeks. If a

“Hello visit” was not conducted (because the cooperating teacher is not new), all of the items outlined in

step one should be conducted at this time. During each observation a TEU Classroom Observation

Assessment should be completed. The second observation should be conducted during weeks 3 – 5 and

the final observation should be conducted during weeks 5 – 7.

a. Upon entering each school building, supervisors should contact school office personnel and

follow the building’s normal sign-in/sign-out procedures. The university supervisor should also

wear their ESU name badge and any additional identification badge required by the school.

b. The university supervisor should discuss the results of the observations immediately following

each observation with the student. The university supervisor should also meet with the

cooperating teacher to review the observation and share any concerns. Student teachers who are

experiencing difficulties, who need additional support, or who request more feedback should be

observed more frequently. In all cases, university supervisors should provide written feedback in

the form of the TEU Classroom Observation.

c. The best TEU Classroom Observation should be uploaded to Tk20 for data-collection purposes.

d. Inform the Department Chairperson and the Associate Dean for Field Experience and

Partnerships of any student teacher who is experiencing difficulties. Any such problems that the

student teacher is experiencing should be documented in writing. If an improvement contract is

needed it should be developed as early in the quarter as possible. When completing a contract,

follow the guidelines for “Unsuccessful Student Teaching Procedure” outlined in the TEC Policy

Manual.

3. At the completion of a student teacher’s experience at the end of each quarter, complete all evaluation

forms in Tk20. This includes 1) The best TEU Classroom Observation, 2) The Clinical Experience

Assessment Summary, 3) the PDE 430, 4) the Dispositions Rubric, and 5) any other department-specific

assessments.

4. The university supervisor and the content supervisor should communicate to share their views on the

student’s progress and to develop a schedule for their observations. When the student transitions from

their first placement to their second placement, the university supervisors should communicate with one

another regarding the student’s progress.

5. Keep a daily record of mileage, toll fees, and lunch costs. This information should be submitted to the

Office of Field Experience and Partnerships using the appropriate form at the end of each month.

University supervisors must claim the shortest distance between the university and school or home and

school.

25

6. At the conclusion of each semester, a university supervisor’s typed recommendation regarding each

student teacher should be submitted to the student and it is recommended that this letter be uploaded to

Tk20. In the event that two supervisors have worked with the same student, it is the responsibility of

each supervisor to prepare a recommendation for the student’s placement file. If two certification areas

are involved, it is important that two separate recommendations be completed.

7. Recommend potential cooperating teachers to the office of Field Experiences and Partnerships.

8. Attend all Supervisor Meetings

9. Fulfill all responsibilities as described in the Collective Bargaining Agreement.

26

UNSUCCESSFUL STUDENT TEACHING POLICY

East Stroudsburg University Teacher Education Council recommends using the following documents

and evidence to remove a candidate from an assigned clinical experience. The cooperating teacher and the

university supervisor meet to assess and document weakness in the candidate’s demonstration of each of the

four Beginning Educator Outcomes (Content, Learner and the Learning Environment, Teaching and the

Learning Process and Professionalism). The university supervisor and cooperating teacher conference with the

candidate on identified weaknesses and outline a schedule of learning experiences with a timeline and

improvements required. The resultant agreements are recorded as an improvement contract and signed by all

three parties (Student Teaching Contract). During this time the support and observations by the university

personnel will increase.

School building principals may request the removal of a candidate from their school. Such requests are

written and reference the candidate’s violation of the University’s School District Affiliation Agreements. The

Associate Dean of Teacher Education will, in consultation with the candidate’s cooperating teacher, university

supervisor, design a student teaching contract. The contract will include identified areas of concern, required

expectations and a timeline. It may be necessary for the Associate Dean to alter the timeline for the Candidate

to complete the student teaching course.

Candidates are limited to a maximum of three opportunities to successfully complete twelve units of the

clinical experience. An opportunity is defined as a half of a semester (one quarter, approximately 7.5 weeks).

Candidates experiencing difficulties during the clinical experience have the following options:

Candidates receiving an unsatisfactory grade may withdraw or proceed conditionally into the second

opportunity by satisfying a specific three-week action plan developed by the university supervisor.

Candidates who received a failing grade for the first assignment may request a second opportunity to

complete the clinical experience. The requesting candidate will need to complete an individualized

improvement program during the next quarter or semester.

The individualized improvement plan will include specific objectives related to the ESU Beginning

Educator Outcomes identified by the university supervisor, cooperating teacher, other ESU faculty and the

Associate Dean for Teacher Education. Candidates will provide artifacts of evidence of improvement and

change to their university supervisor for evaluation. Successful candidates will receive a formal

recommendation from their university supervisor. The candidate’s name and recommendation will be

submitted to the Department Chair for approval to complete the clinical experience. The candidate will need to

re-apply to student teach to be placed.

Candidates who receive a second failing grade must withdraw from the teacher education program.

*Please review Contract Flow Chart

28

TEACHING INTERNSHIP

East Stroudsburg University offers a special opportunity for individuals who have already

earned a Bachelor’s Degree and are considering teaching as a career.

The Teaching Intern Program allows qualified graduates to teach in secondary schools of

Pennsylvania prior to completing all the traditional requirements. Candidates who have secured

a teaching position can qualify for internship consideration.

Minimum requirements to qualify for the 3-year state Teaching Intern Certificate are

given below. The candidate must:

Complete any academic course determined by the department in which the

candidate seeks certification,

Successfully pass all required Praxis II tests,

Purchase a TK20 account,

Successfully complete initial graduate level education courses:

For PSED:

o PSED 516 :The Learner and the Learning Process

o PSED 520: Seminar I

o PSED 5_6: Teaching of ____________ in the Secondary School (English,

Foreign Language, Mathematics, Science or Social Studies)

For SPED:

o All graduate level education classes must be completed.

The student teaching requirement is met through the Intern Program while teaching in an

assigned school. Students are supervised through the university and must apply, register

(Enrollment Services), and pay for student teaching. Student teaching assignments for Interns are

conditional. As soon as a student accepts an Internship assignment from a school district, the

Intern must notify the Office of Field Experiences and Partnerships.

Through participation in course work and counseling, interaction with the university

advisors and cooperation with the employing district mentor, a continuum of support will be

provided during the intern period.

29

WORKLOAD FOR SUPERVISION OF STUDENT TEACHERS

The ESU Administration has agreed to the following workload policy for the

supervision of student teachers (when budgetary conditions allow):

Five (5) student teachers will be equivalent to one course (3 credit hours)

Nine (9) student teachers will be equivalent to two courses (6 credit hours)

Fourteen (14) student teachers will be equivalent to three courses (9 credit hours)

Eighteen (18) student teachers will be equivalent to four courses (12 credit hours)

Content area supervision by Arts and Sciences faculty shall be .33 for each student

teacher.

Content area supervision by Health or PETE faculty shall be .30 for each student

teacher.

This policy shall be used in the assignment of student teachers to faculty and in the

calculation of load by department chairs and the dean.

30

DEGREE PROGRAMS

East Stroudsburg University provides Bachelor of Science degree programs that lead to

certification in Early Childhood, Middle Level Education (4-8), Secondary Education (10 subject

areas), Special Education (Prek-8) and Early Childhood (Prek-4), Special Education (Prek-4) and

Middle Level (4-8) with 4 concentration areas, Health, and Health and Physical Education.

Graduate work is offered leading to the Master of Education degree in Elementary

Education, Secondary Education, Special Education, and Reading. Advanced graduate studies

for certification as a Reading Specialist, Supervisor of Special Education, and Educational

Leadership (Principal) are also available. Speech and Language Impaired and Instructional

Technology certification is also offered. A Master of Science degree in Speech-Language

Pathology required for Speech and Language Impaired certification.

Students not seeking a degree but possessing a bachelor’s degree may be eligible to enroll

as a certification only (non-degree) student.

31

UNDERGRADUATE DEGREE PROGRAM CODES

Banner

Program

Code

Banner Program

Description Degr.

Banner

Major

Code

Banner Major

Description

Banner Concentration

Description

Bann

Conc

Code

NS –

BIOL-BS Biology, BS B.S. BIOL Biology Secondary Education BIED

ED-ECED-BS

Early Childhood Education (N-3rd) , BS B.S. ECED

Early Childhood Education N - 3rd Certification ECCT

ED-

ECED-BS

Early Childhood

Education (N-3rd), BS B.S. ECED

Early Childhood

Education

Early Childhood Professional -

Noncertification ECNC

ED--

PKEC-BS

Early Childhood

Education (Pre K-4th

cert.), BS B.S. PKEC

Early Childhood

Education (PreK-4)

ED-EEED-BS

Early

Childhood/Elementary, BS B.S. EEED

Early

Childhood/Elementary

NS-ESPS-BA

Earth and Space Science, BA B.A. ESPS

Earth and Space Science Secondary Education ESED

NS-ESPS-

BS

Earth and Space

Science, BS B.S. ESPS

Earth and Space

Science Secondary Education ESED

ED-

ELED-BS

Elementary Education,

BS B.S. ELED

Elementary

Education

ED-ELSP-

BS

Elementary/Special

Education, BS B.S. ELSP

Elementary/Special

Education

AL-ENGL-

BA English, BA B.A. ENGL English Secondary Education ENED

AL-MLFR-BS French, BS B.S. MLFR French Secondary Education FRED

NS-GSCI-

BA General Science, BA B.A. GSCI General Science Secondary Education GSED

NS-GSCI-

BS General Science, BS B.S. GSCI General Science Secondary Education GSED

HL-

HLTH-BS Health Education, BS B.S. HLTH Health Education School Health CTSH

SS-HIST-

BA History, BA B.A. HIST History

Secondary Education Social

Studies HIED

NS-

MATH-BS Mathematics, BS B.S. MATH Mathematics Secondary Education MTED

Education and Special

Education MESE

ED-

MLED-

BS

Middle Level

Education, BS B.S. MLED

Middle Level

Education English Language Arts MLEL

Math MLMA

Science MLSC

Social Studies MLSS

HP-

CTPE-BS

Physical Education

Teacher Certification,

BS B.S. CTPE

Physical Education

Teacher

Certification

NS-

PHYS-BA Physics, BA B.A. PHYS Physics Secondary Education PHED

NS-

PHYS-BS Physics, BS B.S. PHYS Physics Secondary Education PHED

AL-MLSP-BS Spanish, BS B.S. MLSP Spanish Secondary Education SLED

32

ED-

SPED-BS Special Education, BS B.S. SPED Special Education

ED-SPPK-BS

Special Education/Early Childhood (Spec. Ed.

PK-8 with dual

certificate in Early Childhood), BS B.S. SPPK

Special

Education/Early Childhood (Spec.

Ed. PK-8 with dual

certificate in Early Childhood)

ED-

SPML-BS

Special

Education/Elementary-

Middle (Spec. Ed. PK-8 with dual certificate in

Middle Level), BS B.S. SPML

Special Education/Elementa

ry-Middle (Spec.

Ed. PK-8 with dual certificate in Middle

Level) English Language Arts MLEL

Math MLMA

Science MLSC

Social Studies MLSS

HL-

SPPA-BS

Speech-Language

Pathology, BS B.S. SPPA

Speech-Language

Pathology

33

Banner

Program Code Banner Program Description Degree

Banner

Major Code

Banner Major

Description

Banner Conc.

Code

Banner Conc.

Description

HL-HLTH-MS Health Education, MS M.S. HLTH Health Education HENR

Non-research

Option

HL-HLTH-MS Health Education, MS M.S. HLTH Health Education HERE

Research

Option

ED-ITMC-ME Instructional Technology, MEd M.Ed. ITMC

Instructional

Technology ITCT

Certification in

Instructional

Technology

ED-PRIN-CT

Principal K-12 Certification

Preparation PRIN Principal K-12

ED-READ-CT

Reading Specialist Certification

Preparation READ Reading

ED-PSED-CT Certification in Secondary Education PSED

Secondary

Education CTBI Biology


Secondary

Education CTCH Chemistry


Secondary

Education CTES

Earth and

Space

Science


Secondary

Education CTEN English


Secondary

Education CTFR French


Secondary

Education CTGR German


Secondary

Education CTGS

General

Science


Secondary

Education CTMA Mathematics


Secondary

Education CTPH Physics


Secondary

Education CTSS Social Studies


Secondary

Education CTSP Spanish

ED-SPSC-CT

Special Education Supervisor

Certification SPSC

Special Education

Supervisor

HL-SPPA-CT

Teacher Certification for ASHA

Speech-Language Pathologists SPPA

Speech-Language

Pathology

GRADUATE PROGRAM CODES

Graduate Certification Programs

34

TEACHER CERTIFICATION

Twenty-two state approved (PDE) teacher certification programs are offered at East

Stroudsburg University. These programs qualify the graduates for the Instructional I, Special

Endorsement to Instructional I, Educational Specialist, or Administrative certificates.

TEACHER CERTIFICATION AREAS

INSTRUCTIONAL I: Biological Sciences

Chemistry

Early Childhood (Prek-4)

Earth and Space Science

English

French

General Science

Health

Health and Physical Education

Mathematics

Middle Level (4-8)

Physics

Social Studies

Spanish

Special Education (Prek-8) and Early Childhood (Prek-4)

Special Education (Prek-8) and Middle Level (4-8)

Speech and Language Impaired

SPECIAL ENDORSEMENT TO INSTRUCTIONAL I:

Reading Specialist

English as a Second Language

Instructional Technology

ADMINISTRATIVE:

Principal – Elementary and Secondary

Special Education Supervisor

35

PENNSYLVANIA CERTIFICATION GRADE LEVELS FOR EACH PROGRAM

PROGRAM College DEPT. PreK-4 4-8 7-12 K-12

Early

Childhood

Education ECED &

ELED

X

Middle Level Education ECED

/ELED

and

PSED

X

Health Health

Sciences

HLTH X

Health &

Phys. Ed.

Health

Sciences

PETE and

HLTH

X

Secondary Education

and Arts &

Sciences

PSED

and

specific

content

departme

nts

X

Special Ed

and Early

Childhood

Education SPED

and

ECED/

ELED

X X (sped

only)

Speech &

Language

Impaired

Health

Sciences

SPPA X

DEPARTMENTS:

ECED & ELED: Department of Early Childhood & Elementary Education

HLTH: Health Department

PETE: Department of Physical Education Teacher Certification

PSED: Department of Professional and Secondary Education

SPED: Department of Special Education and Rehabilitation

SPPA: Department of Speech Pathology

36

PENNSYLVANIA TEACHER CERTIFICATION STANDARDS

INSTRUCTIONAL I TEACHING CERTIFICATE

A Pennsylvania Instructional I teaching certificate “provisionally” certifies a person to teach in

Pennsylvania for a maximum of six years.

Eligibility requirements include:

1. Satisfy East Stroudsburg University Teacher Education program degree and

graduation requirements

2. Pass any required Pearson or Praxis Series and Special Area (major) tests.

3. Complete a Pennsylvania Teacher Certification application using the TIMS system

on the PDE website.

4. Obtain all required clearances: criminal, FBI, and child abuse.

INSTRUCTIONAL II TEACHING CERTIFICATE

A Pennsylvania currently has two levels of certification. The initial certificate, Level I, is valid

for a specific number of service years, during which time you must complete established

requirements. Upon completion of those requirements, the Level I may be converted to a Level

II certificate. If not converted, the Level I lapses. You cannot be employed in a Pennsylvania

public school with a lapsed certificate.

Level I Pennsylvania Instructional and Educational Specialist certifications are valid for six

(6) years of service, not calendar years. If you have been teaching in Pennsylvania on a Level I

certificate for 3-6 years of satisfactory service and have earned 24 post-baccalaureate credits,

you can apply for a Level II certificate. The following conditions must be met:

Six credits must be associated with your area(s) of certification and/or must be designed

to improve professional practice

You must have three years of satisfactory service on a Level I certificate, verified by the

chief school administrator of the employing school entity

You must have completed a PDE induction program verified by the chief school

administrator of your employing entity

For more details, please check the PDE website.

ACT 48 REQUIREMENTS TO MAINTAIN A PENNSYLVANIA CERTIFICATE

Act 48 of 1999 requires that all certified educators complete six college credits, six

credits of continuing professional education courses, 180 clock hours of continuing professional

education, or any combination of collegiate studies, continuing professional education courses or

learning experiences equivalent to 180 hours every five years. For the purposes of calculating

hours and credits, one credit of collegiate studies or continuing professional education courses is

equivalent to 30 hours of continuing professional education. The professional education

requirements took effect July 1, 2000 for all certified educators. To receive Act 48 credits for

courses taken at ESU, refer to the web page http://www.esu.esu/sps/Act48.htm

http://www.esu.esu/sps/Act48.htm

37

Certification Area

Test

Code Test Title

Current PA

Qualifying Score

8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220

8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220

8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220

8006 Pearson Pennsylvania Educator Certification Tests (PECT) - Module 1 220



Early

Childhood

PreK-4

Certification Area

Test

Code Test Title

Current PA

Qualifying Score




5152* Praxis II PA Middle School Grades 4-8 Core Assessment

5153 Praxis II PA Middle School Grades 4-8 Core Assessment - Pedagogy Subtest 162

5154

Praxis II PA Middle School Grades 4-8 Core Assessment - English Language Arts &

Social Studies Subtest 152

5155

Praxis II PA Middle School Grades 4-8 Core Assessment - Mathematics & Science

Subtest 164

5156** Praxis: English Language Arts 156

5157** Praxis: Social Studies 150

5158** Praxis: Mathematics 173

5159** Praxis: Science 156

*=use this code to register for all three subtests

**=only take concentration test

Middle

Level

Grades 4-8

Certification Area

Test

Code Test Title

Current PA

Qualifying Score




8006 Pearson Pennsylvanis Educator Certification Tests (PECT) - Module 1 220



8011 Pearson SPED Specialty Test - Module 1 220


Special

Education

PK-8 and

Early

Childhood

PK-4

PENNSYLVANIA TEACHER CERTIFICATION QUALIFYING TEST SCORES

The Pennsylvania Department of Education requires the following scores on the

following tests:

38

Certification Area

Test

Code Test Title

Current PA

Qualifying Score




5152* Praxis II PA Middle School Grades 4-8 Core Assessment

5153 Praxis II PA Middle School Grades 4-8 Core Assessment - Pedagogy Subtest 162

5154 Praxis II PA Middle School Grades 4-8 Core Assessment - English Language Arts & Social Studies Subtest 152

5155 Praxis II PA Middle School Grades 4-8 Core Assessment - Mathematics & Science Subtest 164



*=use this code to register for all three subtests

Special

Education

PK-8 and

Middle

Level (4-8)

Certification Area

Test

Code Test Title

Current PA

Qualifying Score




0235* Praxis II - Biology 147

0245* Praxis II - Chemistry 154

0571* Praxis II - Earth Science 157

0041* Praxis II - English Language Literature and Comp 160

0435* Praxis II - General Science 146

0061* Praxis II - Math 136

0265* Praxis II - Physics 140

0081* Praxis II - Social Studies 157

*=take concentration area test only

Secondary

Certification

- all majors

except

Modern

Language

Certification Area

Test

Code Test Title

Current PA

Qualifying Score




0511 Praxis II - Fundamental Subjects Content Knowledge 150

5174 Praxis II - Specialty Area Test: World Language - French 162

5195 Praxis - Specialty Area Test: World Language - Spanish 167

Note - World Language candidates have the option of having either the PRAXIS or

ACTFL test

Modern

Language

K-12

39

Certification Area

Test

Code Test Title

Current PA

Qualifying Score





0856 Praxis II - Specialty Area Test: Health & Physical Education Content Knowledge 146

Health &

Physical

Education K-

12

Certification Area

Test

Code Test Title

Current PA

Qualifying Score





0856 Praxis II - Specialty Area Test: Health & Physical Education Content Knowledge 146

0550 Praxis II - Specialty Area Test: Health Education Content 650

Health

Education

K-12

I. Composite Score Option for PAPA:

The Composite Scoring Option for PAPA was initiated to enable a candidate who may

excel in one area such as mathematics, but who is not strong in another PAPA area, to receive a

passing score on the PAPA series. In order to qualify, a candidate must meet a minimum score

in each test area (Mathematics, Reading, and Writing) and then exceed the passing score by an

amount equal to the Standard Error of Measurement in one or two of the other test areas. The

candidate’s test scores are added together, and if the scores total 686, the candidate has passed

the PAPA series. The Minimum Scores required for the Composite Scoring Option are shown

below.

Test Name Test Number

PAPA Qualifying

Score

Minimum Composite

Score

PAPA Reading 8001 220 193

PAPA

Mathematics 8002 220 197

PAPA Writing 8003 220 192

40

II. Composite Score Option for those who took/registered for the PPST (Praxis I) tests

prior to 4/02/2012:

Instructional I candidates may use the PPST composite score method to meet the

requirements for certification if they look or registered for the PPST (Praxis I) tests prior to

4/02/2012. The composite score method may assist a candidate who may excel in one area such

as mathematics, but is not strong in another area. Two conditions must be met to use the

composite score method: (1) the Minimum Composite Score on each Pre-Professional Skills Test

(PPST) is achieved or surpassed; and (2) the sum of the three test scores must be at least 521 to

qualify for PA certification. If any test is below the minimum shown below, the composite score

may not be used.

Test Name Test Number

Praxis Qualifying

Score

Minimum Composite

Score

PPST Reading or

Computerized PPST

Reading

0710 or 5710 172 169

PPST Writing or

Computerized PPST

Writing

0720 or 5720 173 170

PPST Mathematics or

Computerized PPST

Mathematics

0730 or 5730 173 170

41

PENNSYLVANIA DEPARTMENT OF EDUCATION (PDE) BUREAU OF SCHOOL

LEADERSHIP AND TEACHER QUALITY – GPA QUALIFYING TEST SCORE

Introductory Notes: A. CAUTION: The GPA Qualifying Score scale is limited to applicants for

certification at the time of application, and is based on the candidate’s final GPA.

All required coursework and student teaching/practicum/internship requirements

must be completed and the candidate for certification must be finished with

his/her program of studies.

B. The qualifying score for a particular GPA range is based on the standard deviation

of that test, which may change as more data is received. PDE’s goal is to update

standard deviation information for new tests after one year. Updates may occur at

five year intervals for other tests. This table is current for the academic year

2012-2013.

C. GPA’s may not be rounded up. We understand that there will always be someone

who misses the cutoff by the smallest of margins.

D. Act 24 of 2011 removed the requirement for pre-professional skills tests, such as

PPST and PAPA, for post-baccalaureate program candidates.

E. Candidates must pass all three Pre-professional Skills Tests from the same series,

i.e., all PPST or all PAPA.

F. World Language candidates have the option of taking either the Praxis or the

ACTFL tests, when both are available. If ACTFL is selected, candidates should

take the Oral Proficiency Interview (OPI) or Oral Proficiency Interview by

Computer (OPIc). When a written ACTFL test exists, it must be taken in addition

to the OPI. The minimum proficiency to qualify is Intermediate High for each

ACTFL test. Go to www.actfl.org. Navigate to Professional Development >

Certified Proficiency Testing Programs > Proficiency Testing from the home

page.

G. Tests must be sent to PDE directly from the test provider, e.g., ETS.

H. Pre-professional skills test scores are valid for life. Content area tests are usually

valid for ten years except when an out-of-state candidate qualifies under the three

of seven rule. Tests are only valid for five years in that case.

Content Test Standard

Deviation

Qualifying

Score 2.8 -

2.99 GPA

(+1 std

deviation)

Qualifying

Score 3.0

GPA

Qualifying

Score 3.01

- 3.25

GPA (-

0.25 std

deviation)

Qualifying

Score 3.26

- 3.5 GPA

(-0.5 std

deviation)

Qualifying

Score 3.51

- 3.75

GPA (-

0.75 std

deviation)

Qualifying

Score 3.76

- 4.0 GPA

(-1 std

deviation)

Test

Vendor

Biology:

Content

Knowledge

(0235/5235)

5 152 147 146 145 143 142† ETS

Chemistry:

Content

Knowledge

(0245/5245)

6 160† 154 153† 151 150† 148 ETS

http://www.actfl.org/

42

Early

Childhood

Education

(0020)

Replaced

4/2/2012 by

PreK-4 Battery

(8006, 8007,

8008)

23 553 530 524 519 513 507

Educ.

Leadership:

Admin &

Supervision

(0411/5411)

Replaced

11/1/2012 for

Principals, Voc

Directors by

SLLA (6011)

6 149 143 142 142 140 139 137

Elem. Ed.

Curr. Inst. &

Assess

(0011/5011)

Replaced

4/2/2012 by

PreK-4 Battery

(8006, 8007,

8008)

7 175 168 166 165† 163 161

English Lang.

Lit & Comp.

Content

(0041/5041)

5 165 160 159 158 156 155 ETS

French-

Foreign Lang -

Content (0173)

Replaced by

French-World

Lang. (5174)

4 174 170 169 168 167 166

French-World

Languages

(5174)

5 167 162 161 160 158 157 ETS

Fundamental

Subjects

Content Know.

(0511/5511)

5 155 150 149 148† 146 145 ETS

General

Science:

Content

Knowledge

(0435/5435)

6 152 146 145 143 142 140† ETS

43

German-

Foreign Lang.

Content (0181)

Replaced

9/2010 by

German-

World Lang.

(5183)

5 170 165 164 163 161 160

German-World

Languages

(5183)

5 168 163 162 161 159 158 ETS

Health & Phys.

Ed. Cont.

Know.

(0856/5856)

5 151 146 145 144 142 141 ETS

Health

Education

Content

(0550/5550)

29 679 650 643 636 628 621 ETS

Mathematics:

Content

Knowledge

(0061/5061)

8 144 136 134 132 130 128 ETS

Middle School

English 7-9

(0049/5049)

Replaced

9/1/2013 by PA

Grades 4-8

Core Assess

Battery (5153,

5154, 5155)

and

Concentration-

English (5156)

7 170 163 161 160† 158 156 ETS

Middle School

Math 7-9

(0069)

Replaced

9/1/2013 by PA

Grades 4-8

Core Assess

Battery (5153,

5154, 5155)

and

Concentration-

Math (5158)

7 158 151 149 148† 146 144 ETS

44

Middle School

Science 7-9

(0439)

Replaced

9/1/2013 by PA

Grades 4-8

Core Assess

Battery (5153,

5154, 5155)

and

Concentration-

Science (5159)

6 150 144 143 141 140 138 ETS

Middle School

Social Studies

7-9 (0089/5089)

Replaced

9/1/2013 by PA

Grades 4-8

Core Assess

Battery (5153,

5154, 5155)

and

Concentration-

Social Studies

(5157)

6 158 152 151† 149 148† 146 ETS

Pennsylvania

Grades 4-8 -

Module 1

Pedagogy

(5153)

X X 162 X X X X ETS

Pennsylvania

Grades 4-8 -

Module 2

English

Language Arts

& Social

Studies (5154)

X X 152 X X X X ETS

Pennsylvania

Grades 4-8 -

Module 3

Mathematics &

Science

X X 164 X X X X ETS

Pennsylvania

Grades 4-8 -

Subject

Concentration

English

Language Arts

(5156)

X X 156 X X X X ETS

Pennsylvania

Grades 4-8 -

Subject

Concentration

Science (5159)

X X 156 X X X X ETS

45

Pennsylvania

Grades 4-8 -

Subject

Concentration

- Social Studies

(5157)

X X 150 X X X X ETS

Pennsylvania

Grades 4-8 -

Subject

Concentration

- Mathematics

(5158)

X X 173 X X X X ETS

Physics:

Content

Knowledge

(0265/5265)

6 146 140 139† 137 136† 134 ETS

PreK-4 Module

1 - Child Dev,

Prof (8006)

27 247 220 213 206 200 193 ES

Pearson

PreK-4 Module

2 - Lang, Social

Stud (8007)

24 244 220 214 208 202 196 ES

Pearson

PreK-4 Module

3 - Math,

Science (8008)

24 244 220 214 208 202 196 ES

Pearson

Reading

Specialist

(0300)

Replaced

8/01/2012 by

Reading

Specialist

(0301/5301)

27 597 570 563 557 550 543 ETS

Reading

Specialist

(0301/5301)

X X 164 X X X X ETS

Safety/Driver

Education

(0860)

39 559 520 510 501 491 481 ETS

School

Leadership

Licensure

Assessment-

SLLA

(1011/6011)

Not

Available X 163 X X X X ETS

School

Superintendent

Assessment

(SSA)

(1021/6021)

Effective

1/01/2013

Not

Available X 160 X X X X ETS

46

Social Studies:

Content Know.

(0081/5081)

5 162 157 156 155 153 152 ETS

Spanish-

Foreign Lang.

Content (0191)

Replaced

9/2010 by

Spanish-World

Lang (5195)

5 171 166 165 164 162 161

Spanish-World

Languages

(5195)

5 173 168 167 166 164 163 ETS

Spec. Ed. -

Core

Knowledge &

Applications

(0354/5354)

Replaced

4/2/2012 by

Spec. Educ.

PreK-8 Battery

(8011, 8012) or

Spec. Educ. 7-

12 Battery

(8015, 8016)

5 156 151 150 149 147 146 ETS

Spec. Ed. -

PreK-8 Module

1 (8011)

23 243 220 214 208 202 197 ES

Pearson

Spec. Ed. -

PreK-8 Module

2 (8012)

23 243 220 214 208 202 197 ES

Pearson

Spec. Ed. - 7-12

Module 1

(8015)

22 242 220 215 209 204 198 ES

Pearson

Spec. Ed. - 7-12

Module 2

(8016)

19 239 220 215 210 206 201 ES

Pearson

Spec. Ed. of

Exceptional

Students (0353)

Replaced

9/2010 by Spec.

Ed-Core (0354)

7 143 136 134 133† 131 129

† Score corrections 8/2011 Effective for tests TAKEN on or after Jan 1, 2012

X Standard error data available in August 2014 if enough data is available

Certification Areas with no Qualifying Test

Instructional Technology Specialist (No Specialty Test)

47

TEACHER EDUCATION PROGRAMS

This section of the manual identifies four important components of the program that

candidates and faculty should follow. They are:

A. Important steps that all candidates follow through the teacher education program.

(Refer to Important Steps)

B. Admission requirements for entering the program. (Refer to Admission

Requirements Table)

C. All candidates are required to successfully complete the professional education

component of their certification program. (Refer to Professional Education Table)

D. Candidates must maintain program standards to remain. (Refer to Standards for

Continued Enrollment)

48

IMPORTANT STEPS FOR SUCCESS IN TEACHER EDUCATION PROGRAMS

I. ADMITTED TO EAST STROUDSBURG UNIVERSITY

A. Attend freshman orientation and Teacher Education Program Overview Session

B. Choose academic major

C. Begin taking required courses

D. Satisfy criminal and abuse record review.(Act 34 or FBI Clearance and Act 151)

II. ADMISSION TO TEACHER EDUCATION PROGRAM

A. Pass all departmental and teacher education program requirements

B. Take two Mathematics and two English courses (one in writing and one in literature)

C. Achieve minimum overall GPA (2.8 or as required by program) and major GPA

average determined by each program

D. Pass PAPA

E. Apply for admission to specific program and obtain department recommendation

F. Maintain criminal and abuse record review

III. CONTINUED ENROLLMENT STANDARDS

A. Maintain overall GPA ( 2.8) and major GPA set by individual program

B. Complete

1. General education courses

2. Professional education courses

3. Early field experiences

4. Major courses

C. Evidence of negative TB test

IV. STUDENT TEACHING ELIGIBILITY

A. Pass required courses and have taken a minimum of 96 credits

B. Maintain overall GPA (2.8) and required major GPA

C. Receive departmental approval

D. Continue to satisfy criminal and abuse record review

E. (For K-12 certifications) Pass Praxis II Fundamental Subjects: Content Knowledge

V. GRADUATION REQUIREMENTS

A. Satisfactorily complete student teaching

B. Maintain overall and major GPA requirements

C. Satisfy all degree requirements

VI. TEACHER CERTIFICATION STANDARDS

A. Satisfy all program requirements including GPA of 3.0

B. Complete certification application

C. Receive recommendations of Advisor, Department and Certification Officer

D. Continue to satisfy criminal and abuse record review

E. Successfully pass Praxis II or Pearson test requirements

49

ADMISSION REQUIREMENTS FOR UNDERGRADUATE TEACHER EDUCATION PROGRAMS

Program Credits GPA Essay Courses Apply Faculty Interview Other

Elementary

Education,

Early

Childhood

Education

(PreK – 4)

(Middle

Level)

48 3.0 Yes Math 105,

Additional

math course,

ENG 103,

Literature

course,

ELED 132;

Enrollment in

ELED 264 or

ECED 262

Yes Faculty vote Yes SPSEA member-

ship

Portfolio

PAPA passed

Updated Act 34,

114, 151

Health & PE 48 - 60 2.8 Portfolio 6 credits

math

ENG 103

Literature

course

MSES 100,

140, 240,

241, 200, 202

or 203 HLTH

220, 230,

PSED 161

Yes Interviewed by

faculty, scored

on Admission

Portfolio

Interview

Yes PSAHPERD

member-ship

Portfolio

PAPA passed

Updated Act 34,

114, 151

Health 48 - 60 3.0 Yes BIOL111,112

6 credits

math

ENG 103

Literature

course

HLTH

210,220,

230,240

PSED 161

Yes Interviewed by

faculty, scored

on Admission

Portfolio

Interview

Yes Health

Professional

Organization

Membership

Portfolio & Essay

PAPA passed

Updated Act 34,

114, 151

50

Program Credits GPA Essay Courses Apply Faculty Interview Other

Secondary

Education

(Middle Level)

(Secondary

Concentrations)

48 2.8 Portfolio Two math

courses,

ENG 103,

Literature

course

Yes Interviewed by

two faculty,

using rubric

Yes Portfolio,

PAPA passed

Updated Act

34, 114, 151

Special

Education

(SPED k-8

with PreK-4)

(SPED PreK-8

with Middle

Level)

48 3.0 Yes Math 105,

Math 205

ENG 103

Literature

course,

ELED 132;

SPED 105

Yes Faculty vote Yes CEC

membership,

Portfolio,

Praxis I passed

Updated Act

34, 114, 151

51

STANDARDS FOR CONTINUED ENROLLMENT IN UNDERGRADUATE TEACHER

EDUCATION PROGRAMS AND CONSEQUENCES FOR FALLING BELOW STANDARDS

PROGRAM STANDARDS CONSEQUENCES

ECED

PreK-4

3.0 overall GPA

3.0 major GPA

Students must have a 3.0 GPA and be admitted to take 300 level

courses in their major. Only “C” or better grades in the major.

HLTH 3.0 0overall GPA

3.0 major GPA

Students below a 2.5 overall or 2.5 major GPA for two consecutive

semesters will not be allowed to register for courses in the HLTH

major.

Health & PE 2.8 overall GPA

2.8 major GPA

Students below a 2.5 overall or 2.5 major GPA will be ineligible to

enroll in PED 3 as a PETE major and will be dropped from the PETE

concentration.

PSED 2.8 overall GPA

2.5 major GPA

Students below a 2.5 overall may not enroll for PSED 250, Students

below 2.8 may not be screened in or take Seminar I or II or the

Teaching of courses

SPED/ECED

SPED/Middle

3.0 overall GPA

CEC Standards:

Maintain an active

Membership

Students must maintain a 3.0 or above GPA to take 300 level courses in

the major.

Middle Level 3.0 overall GPA

3.0 major GPA

Students must have a 3.0 GPA and be admitted to take 300 level

courses in their major. Only “C” or better grades in the major.

SPPA

2.8 overall GPA

2.85 major GPA

Students below a 2.85 overall or 2.85 major GPA for two consecutive

semesters will not be allowed to register for any additional SPPA

courses.

All students must have a 3.0 at time of graduation for Pennsylvania certification.

52

East Stroudsburg University

Assessment System

Key

Assessment BEO

Evaluation

Instruments

Assessment

process Aggregated

Beginning,

Middle, End

Transition #1 Admission to the

University

Admission to

ESU 1,2

SAT/ H.S. GPA/

Transfer GPA

Undergrad GPA +

PPST

Admissions

office (UG)

Graduate school

& graduate

coordinator

(post-bac)

Upon admission;

individually, yearly, unit

analysis

Beginning

Praxis I (PPST) 1 ETS Standardized

Test

State-established

passing score

Checked at

initial screening

Individually, prior to

screening; unit for Title II

report

Beginning

Transition #2: Admittance to

the Program

Admittance into

Teacher

Education

program

1,2,3

9,11

Interview, portfolio,

GPA, 2 English, 2

math, clearances,

Praxis I

Departmental

screening rubric

and report; TEC

vote

Individually, program, and

unit; yearly Beginning

Dispositions 3,4,5

9,10,

11 Varies by program

Individual course

professors and

cooperating

teachers

Not currently Beginning,

Middle

Field experiences 1,3,5,

11 Field Experience

Assessments

Individual course

professors and

cooperating

teachers

Not currently Middle

53

Key

Assessment BEO

Evaluation

Instruments

Assessment

process Aggregated

Beginning,

Middle, End

Transition Point

#3: Program-

based

Assessments

during Course

& Field

Experiences

Program-based

assessment of

content

knowledge

1, 2 Varies by program Individual

course

professors

Individually and by

program; yearly Middle

Program-based

assessment of

effective

planning

6,7, 8

Varies by program Individual

course

professors

Individually and by


Program-based

assessment of

impact on P-12

learning

3,4, 5, 8

Varies by program

Individual

course

professors and

cooperating

teachers

Individually and by


Additional

program-based

assessments 1-11 Varies by program

Individual

course

professors and

cooperating

teachers

Individually and by


Transition Point

#4: Approval for

Student

Teaching

Approval for

student teaching 1,2, 11

Departmental

recommendation,

GPA, performance

in program, Praxis

II (K-6/K-12 only)

Department

recommends;

office of field

experience

confirms

Not currently Middle

54

Key

Assessment BEO

Evaluation

Instruments

Assessment

process Aggregated

Beginning,

Middle, End

Transition

Point#5:

Program

Completion

Clinical

Experience

Assessment for

student teaching

1-11

(all)

Clinical Experience

Assessment

Summary;

TEU Classroom

Observation

Cooperating

Teacher,

University

Supervisor, and

Content

Supervisor

(where

applicable) at

end of each

quarter of

student

teaching

Individually, program,

and unit; semester

End of the

teacher

preparation

program

State assessment

instrument for

student teaching 1-11

PDE 430

Pennsylvania

Statewide

Evaluation Form

for Student

Professional

Knowledge and

Practice

University

supervisor with

student teacher

signature; end

of each quarter

of student

teaching

Individually and unit;

semester End

Praxis II 1,2

etc. State Standardized

Test

Individually,

prior to

certification Yearly for Title II report End

Recommendation

for certification 1-11

(all)

Graduation

evaluation, GPA,

Praxis tests; Moral

character statement

Advisor, chair,

dean, and

certification

office

Individually, program,

and unit; yearly End

Transition Point

#6: Program

Evaluation

Program

evaluation 1-11

(all)

Evaluation of

Teacher Education

Program; First-year

Teacher Survey;

Third-year Teacher

Survey

Student

teachers

completing

program; 1st

and 3rd

year

graduates of

initial programs

Program and unit; each

semester End

55

APPENDIX 1

56

Appendix 1


Student Teaching Handbook

Dr. Terry R. Barry

Office of Field Experiences

and

Partnerships

214 Stroud Hall

[email protected]

(570) 422-3413 (Phone)

(570) 422-3650 (Fax)

http://www4.esu.edu/

57

Message from the Dean of Education

And

Associate Dean of Field Experiences and Partnerships

Dear Student Teachers:

Student teaching is the capstone experience of your teacher preparation program. As you prepare for

your student teaching semester, you have the opportunity to synthesize the knowledge, skills, and

dispositions you have learned in your teacher education program at East Stroudsburg University.

Student teaching will involve your transition from a student to a beginning educator as you will be

applying what you have learned about effective practice while critically exploring the profession, as well

as your identity as a teacher. Your practicum sessions will help support you through this process as you

will have the opportunity to reflect on your experiences and grow as a professional.

Your student teaching experience will allow you to strengthen your ability to make reflective and

deliberate decisions that support and extend the learning of all students. In doing so, you will make great

strides toward having a positive impact on our profession.

As you transition from student teacher to practicing teacher in the field, remember the power and

importance of our profession. Parents entrust us with the education of their children. Value this trust by

continually refining your craft, collaborating with professionals in the field, and making sure that

students are always at the forefront of your decisions.

We wish you well as you complete your student teaching experience and become beginning educators.

You are joining ESU alumni who are among the finest professionals in the field - Rely on them and be

inspired by them.

Best Regards,

Dr. Pamela Kramer-Ertel ~ Dean-College of Education

Dr. Terry Barry ~ Associate Dean of Field Experiences and Partnerships - College of Education

“The teachers of this country, one may say, have its future in their hands.”

~William James~

58

Table of Contents

Message from the Dean and Associate Dean ………………………………………… i.

Mission …………………………………………………………………………………. 1

Vision …………………………………………………………………………………… 1

Philosophy ………………………………………………………………………………. 2

Goals …………………………………………………………………………………….. 3

Student Teaching Placement …………………………………………………………… 4

Student Teaching Placement Card …………………………………………….. 4

Clearances ……………………………………………………………………………….. 5

Act 34 …………………………………………………………………………….. 5

Act 151 …………………………………………………………………………… 5

Federal Criminal History Report (FBI) ……………………………………….. 5

Act 24 …………………………………………………………………………….. 6

Tuberculosis Tests ………………………………………………………………. 6

PSEA Membership Card ………………………………………………………… 6

Picture Identification ……………………………………………………………. 7

Praxis/Pearson Test ……………………………………………………………… 7

Quality Point Average …………………………………………………………… 7

Student Teaching Documents Contract ………………………………………… 7

Infractions Appeals Process …………………………………………………………….. 9

Beginning Educator Outcomes …………………………………………………………. 10

Professional Dispositions ………………………………………………………………… 11

TEU Dispositions Assessment Chart ……………………………………………. 19

Dispositions Remediation Plan …………………………………………………. 20

Roles and Responsibilities of the Student Teacher ……………………………………. 21

Unit-wide Assessments …………………………………………………………………... 21

TEU Classroom Observation ……………………………………………………. 21

TEU Clinical Assessment Summary …………………………………………… 26

Dispositions Assessment ………………………………………………………… 27

Pennsylvania Department of Education (PDE) 430 …………………………… 27

Departmental Assessments ……………………………………………………………… 32

Professional Development Practicums ………………………………………………….. 32

Unsuccessful Student Teaching …………………………………………………………. 32

Student Teaching Contract ……………………………………………………… 34

Roles and Responsibilities of the Cooperating Teacher ……………………………….. 35

Selection of Cooperating Teachers ……………………………………………… 35

Preparing for your Student Teacher’s Arrival ………………………………. 35

Observation and Feedback ……………………………………………………. 36

Visitation by University Supervisors …………………………………………… 37

Related Professional Activities …………………………………………………. 37

Using TK20 ………………………………………………………………………. 38

Mandatory Cooperating Teacher TK20 Forms ……………………………….. 39

Payment Card ……………………………………………………………. 39

Clinical Experience Assessment Summary …………………………….. 39

TEU Observation Form …………………………………………………. 39

TEU Dispositions Rubric ………………………………………………… 40

59

Cooperating Teacher Survey ……………………………………………. 40

Letter of Recommendation and Additional Observations …………….. 40

Additional Forms ………………………………………………………… 40

Notes ………………………………………………………………………………………. 41

60

Mission The Mission of the Teacher Education Unit is to provide diverse learning experiences and dynamic

collaborations that develop reflective, deliberate 21st century educators who support and extend the

learning of all students in a global society.

Vision

The Teacher Education Unit’s vision is that our teacher education program will be recognized for

excellence in educational leadership and teacher education at the local, state and national levels by:

Expanding and sustaining partnerships with Pk – 12 schools and families, as well as

collaborative efforts with alumni, the community, and the university.

Demonstrating theory and research-based pedagogy and cutting edge technologies that advance

21st century skills including: communication, collaboration, critical thinking and creativity.

Promoting an expanded understanding of diversity that meets the unique needs of every learner.

Advancing safe, culturally responsive, pro-social learning environments that engage and

challenge all learners.

Cultivating learning communities that engage students and partners in scholarship, inquiry, and

service while encouraging collaboration and life-long learning.

Pursuing a diverse faculty and student body that reflect 21st century classrooms.

61

Philosophy

The philosophy of the Teacher Education Unit is that East Stroudsburg University (ESU) is dedicated

to developing beginning educators who are reflective and deliberate decision makers. To accomplish

this goal, ESU will develop educators who link theory to practice, honor diversity, integrate

technology, demonstrate appropriate dispositions, observe and teach in collaborative educational

settings, and reflect on both their knowledge and their teaching in a global context. This philosophy,

directly underpinned by the mission and vision statements, is reflected in the following commitment

statements:

Determine, articulate, and integrate essential content within and across disciplines.

Use creative and critical thinking skills to pose problems, find solutions, and interpret

information.

Communicate effectively using written, oral, and nonverbal communication with students,

colleagues, parents, and the larger community.

Build upon the learners' experiences, developmental levels, intelligences, learning styles,

cultural backgrounds, abilities, and interests.

Create positive, pro-social learning environments that honor, challenge, and engage learners.

Plan, implement, and assess instruction that is congruent with the identified outcomes and

differentiated according to the needs of learners.

Use a repertoire of appropriate strategies to stimulate, refine, and promote student achievement.

Integrate a variety of effective teaching tools, including instructional technology, to maximize

learning.

Collaborate actively with colleagues, families, and other educational advocates for the benefit of

the learner.

Exhibit professionalism through a coherent set of ethical behaviors, lifelong learning, and

advocacy for the teaching profession.

62

Goals

The Teacher Education Unit recognizes teaching as both an art and a science. As such, educators

must continually evaluate their instruction in an effort to improve practice. The Teacher Education

Unit’s goals integrate its vision, mission, and philosophy for the purpose of continuous improvement.

This begins at the student level as candidates learn, plan, teach, assess, and reflect. Their reflections

serve not only as insights, but also as stimuli for improvement. Candidates use their reflections to

inform future teaching. The Continuous Improvement Loop is illustrated below:

Continuous Improvement Loop – Candidate Level

63

Student Teaching Placement

The Office of Field Experiences and Partnerships coordinates student teaching assignments once

students have been screened by their departments. To secure a student teaching assignment, students

should apply for an assignment one year prior to the start of their student teaching semester. The Office

of Field Experience and Partnerships will conduct two application meetings (October for fall placements

and February for spring placements) for this purpose. At this meeting, students must: 1) complete a

Student Teaching Placement Card; 2) sign a Student Teaching Documents Contract; and 3) submit an

Application for Student Teaching via Tk20.

Student Teaching Placement Card:

It is important to accurately fill out the student teaching placement card because this information is used

to secure appropriate placements. Using these cards, students will be asked to prioritize the regions for

their student teaching placement. While every attempt will be made to secure a first priority placement,

please understand that the precise location of a placement cannot be guaranteed. When selecting

placement locations, students should consider where they will be residing during their student teaching

semester and travel arrangements to and from their student teaching site. Students generally will not be

placed in schools that they have attended or where relatives are employed.

The Student Teaching Placement Card also contains important contact information. It is important to

make sure that this information is accurate as it will be used to cross-reference our records and contact

you should there be a question concerning placement. A sample of the student teaching placement card

below:

Figure 2 – Student Teaching Placement Card

64

Clearances

Pennsylvania Law, Act 114 requires that all individuals having contact with children in public and

private schools, including student teachers, complete background clearances in order to help ensure

the safety and welfare of the children and young adults they serve. These clearances must be valid

throughout the student teaching semester(s). These clearances include Act 34, Act 151, Federal

Criminal History Report, Act 24, and Tuberculosis Test clearance. In addition to these clearances, East

Stroudsburg University also requires PSEA membership, identification, passing Praxis/Pearson test

scores, and minimum GPA by major.

Act 34:

Act 34, the Pennsylvania State Police Background check, reviews criminal records within the

Commonwealth of Pennsylvania. The Pennsylvania State Police have established a web-based

application called “Pennsylvania Access To Criminal History,” (PATCH). Application for an Act 34

clearance costs $10 and may be accessed via the following website: https://epatch.state.pa.us/Home.jsp.

Applicants generally receive their clearances immediately. The clearance should be saved as a pdf file

and emailed to the Office of Field Experiences and Partnerships ([email protected]).

Act 151:

Act 151, the Pennsylvania Department of Public Welfare Child Abuse History Clearance, may be

accessed online; however, it must be submitted via U.S. mail. As its name implies, this Act checks for

any record related to child abuse. The Child Abuse Clearance check costs $10 and may be accessed at:

http://www.dpw.state.pa.us/ucmprd/groups/webcontent/documents/form/s_001762.pdf.

Once this form is completed, it must be printed and mailed to the Department of Public Welfare.

Applications generally take 14 days to process. Once this clearance is received, it must be scanned as

a pdf file and emailed to the Office of Field Experiences and Partnerships (fetemp@po-

box.esu.esu).

Federal Criminal History Report (FBI Rap Sheet):

A Federal Criminal History Report is required for all prospective employees, student teacher

candidates, contractors, and their employees who have contact with children in the schools of the

65

Commonwealth of Pennsylvania. Accordingly, all student teachers must also attain a Federal Criminal

History Report to student teach. The cost of this report is $28.75. This report may be accessed online

(https://www.pa.cogentid.com/index.htm); however, fingerprints must be taken at an approved location

(UPS store Eagle Valley Corner in East Stroudsburg). Once this report is attained, student teachers

should ask for a print-out of their RAP Sheet at the Office of Field Experiences and Partnerships,

scan the report, save it as a pdf file, and email it to the Office of Field Experiences and

Partnerships ([email protected]).

Act 24:

Act 24 forms are available outside of the Office of Field Experiences and Partnerships. There is no cost

for this form. The form must be filled out by the student teacher, scanned, saved as a pdf file, and

emailed to the Office of Field Experiences and Partnerships ([email protected]).

Tuberculosis Test:

Pennsylvania law requires all individuals working in schools, including student teachers, to provide

evidence of a current negative test for tuberculosis (within three months of student teaching). This

document must include the name and address of the physician, date administered, date read,

manufacture’s number, and signature. Students may go to the East Stroudsburg University Health Center

for their tuberculosis test. The cost of this test is $15.00 with an ecard. Once documentation of this test

is received with the appropriate information (outlined above) it must be scanned, saved as a pdf

file, and emailed to the Office of Field Experiences and Partnerships ([email protected]).

PSEA Membership Card:

Student teachers must maintain liability insurance via a PSEA membership. PSEA membership insures

student teachers up to $1.000,000. PSEA student membership costs $30/year and may be attained

through the following website: http://www.psea.org/students.aspx?id=154. A copy of the PSEA

membership card should be scanned, saved to a pdf file, and emailed to the Office of Field

Experiences and Partnerships ([email protected]).

Picture Identification:

66

A valid picture Identification is required for student teaching. Students should scan their East

Stroudsburg University identification or valid driver’s license, save it as a pdf file, and email it to the

Office of Field Experiences and Partnerships ([email protected]).

Praxis/Pearson Tests:

Student teachers must pass the appropriate Praxis/Pearson Tests as required by their major. Passing

scores will be verified by each student’s advisor and checked through the Office of Field Experiences

and Partnerships.

Quality Point Average (QPA):

Student teachers must maintain an appropriate QPA as designated by each major’s department. The

QPA will be viewed by each student’s advisor and checked through the Office of Field Experiences and

Partnerships.

Student Teaching Documents Contract

As noted above, by Pennsylvania State law and East Stroudsburg University policy, student teaching

candidates must complete a number of qualifications in order to secure a student teaching assignment.

These items are of such importance, that a contract, outlining each student’s understanding of their

responsibilities related to these items, must be signed at the application meeting (approximately one year

prior to student teaching). As such, students will have nearly one year to secure the documents outlined

below; however (since many documents are only valid for one year), students should make sure that

these documents remain valid throughout their entire student teaching assignment. This contract is

outlined on the following page:

68

As outlined on the Student Teaching Documents Contract, candidates must supply the following

documents to the Office of Field Experiences and Partnerships via email (by July 31 for fall candidates

and by November 30 for spring candidates): Act 34 Clearance; Act 151 Clearance; Act 24 Clearance,

Federal Criminal History Report (FBI Rap Sheet); Tuberculosis Test; Copy of current PSEA

Membership Card; Copy of Picture Identification; appropriate QPA as defined by major (2.8 H.P.E. and

Secondary, 3.0 all others); appropriate coursework as verified by an advisor, and passing Praxis/Pearson

scores as required by each program (the Praxis/Pearson tests must be passed by July 31 for fall semester

placement and by November 30 for spring semester placement or a student teaching placement will not

be made).

Infractions Appeals Process

Students who have an infraction on their clearances must meet with their Academic Advisor,

Department Chairperson, or the Associate Dean of Field Experience and Partnerships to initiate the

appeals process.

After reviewing the infraction(s) with the Associate Dean of Field Experiences and Partnerships, the

student must submit the following: 1) clearance report identifying the infraction, 2) copies of court

records regarding the infraction, 3) documentation related to the student’s involvement in rehabilitation,

community service, or other personal endeavors that reflect positively on the situation, 4) three letters of

testimony or recommendation from community members, employers, and faculty that provide character

reference, and 5) a personal letter of appeal.

The appeals committee will review the documentation provided by the perspective student teacher. The

appeals committee may interview the student teacher. The appeals committee will render a decision

regarding the student’s approval to student teach within one month of the appeal submission. If the

student’s appeal is denied, he/she will receive written notification regarding dismissal from the program.

If the student’s appeal is approved, he/she receive written notification of the conditions for approval.

Since many school districts will not accept students with infractions, placement location cannot be

guaranteed.

69

Beginning Educator Outcomes

Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0

Unable to demonstrate general

knowledge competency.

Needed support to demonstrate

general knowledge competency.

Demonstrates general


Independently demonstrates

general knowledge competency.

2. Demonstrate subject matter

competency

a. Describe, interpret, and use specific concepts in chosen field(s) of study.

b. Make connections within chosen field(s) of study and among other disciplines.

c. Describe and interpret the structure of chosen field(s) of study.

d. Select and use tools of inquiry for chosen field(s) of study.

e. Engage students in the practice of problem solving.


Unable to demonstrate subject

matter knowledge competency.

Needed support to demonstrate

subject matter knowledge

competency.

Demonstrates subject matter


Independently demonstrates

subject matter knowledge

competency.

Category A

Content

1. Demonstrate general knowledge

competency

a. Describe, interpret, analyze and use specific concepts in the humanities, i.e. -

the arts, literature, philosophy, and/or languages.

b. Describe interactions that occur within and among scientific and mathematical

systems.

c. Describe interactions that occur within and among the social sciences, i.e.,

history, economics, political science, geography, and/or sociology.

Beginning educators must exhibit a broad and deep knowledge, as well as the ability to apply that

knowledge, within and across many disciplines. These understandings are grouped into four

domains of outcomes, which are reflected upon in practice and assessed at the end of each of three

phases and the end of each quarter of student teaching. The following rubric will be used to Assess

each of the 11 Beginning Educator Outcomes.

70

Category B

Learner and the Learning Environment

The Learner:

3. Use their knowledge of how

students learn and develop to

provide learning opportunities for

all students

a. Use theories of human development.

b. Design and integrate developmentally appropriate non-instructional

practices.

c. Use sensitivity when addressing social issues and allow for a range of

acceptable age-appropriate opinions/behaviors.

d. Apply theories of intelligences-moral, emotional, multiple.

e. Use, interpret and respond to verbal and nonverbal communication.


Has not demonstrated the

ability to adjust the learning

experience to accommodate

the needs of students.

In planning and while

teaching the candidate was

sometimes able to detect the

need for and make

adjustments or rarely make

appropriate adjustments.



often able to detect the need

for and appropriately make

adjustments.



consistently able to detect the

need for appropriately make

effective adjustments.

The Learning Environment:

4. Create a classroom environment

that motivates and supports

positive social interaction and

active learning.

a. Recognize the worth of all students and establish an inclusive, equitable

learning environment.

b. Design positive, non-threatening learning environments that enable

students to learn from their mistakes.

c. Provide pro-social experiences that promote respect and support

cooperation in the classroom.

d. Employ pro-active classroom management strategies.


Was able to or rarely able to

(a) include most of the

students in the activities of

the learning environment, (b)

use instructional materials to

enhance learning, or (c)

employ a safe learning

environment.

Inconsistently demonstrated

and needed coaching to (a)

include most students in

learning environment

activities, (b) implement

classroom management

strategies, and (c) promote a

safe and respectful learning

environment.

Consistently (a) included

most students in learning

environment activities, (b)

implemented classroom

management strategies, and

(c) promoted and employed a

safe and respectful

environment.

Consistently and creatively

(a) included all students in

learning environment

activities, (b) implemented

effective classroom

management strategies, and

(c) designed, promoted and

employed a safe and

respectful environment.

Diverse Learners:

5. Establish instructional

opportunities that demonstrate the

value of diverse learners.

a. Adapt instruction to meet the needs of students with exceptionalities.

b. Design developmentally appropriate learning activities that challenge

students and provide for success.

c. Provide learning materials and activities that reflect the dynamic

diversity among cultures and people.

d. Enable students to explore diversity issues.


Inadequately differentiates

planning and instruction for

students’ diverse strengths,

needs and cultural styles

Differentiates planning and

instruction by considering


needs, and cultural styles, but

with little adeptness.

Skillfully differentiates

planning and instruction by

considering students; diverse

strengths, needs, and cultural

styles.

Demonstrates outstanding

skill in differentiating

instruction by considering


needs, and cultural styles and

is culturally responsive.

71

Category C

Teaching and the Learning Process

Instructional Strategies:

6. Use a variety of instructional

strategies that engage students and

foster creative and critical

thinking.

a. Plan appropriate instructional grouping arrangements.

b. Design activities to help students develop in the cognitive,

psychomotor, and socio-emotional domains.

c. Use a variety of instructional strategies that engage students.

d. Select, create, and utilize technology, media, and other instructional

materials.


Only uses one or a

dominating instructional

strategy. Is unwilling/unable

to use different strategies and

does not use available

technology or supplementary

materials.

Needed support to use more

than one strategy and/or teach

to more than one learning

style. Needs support to

engage all students in

activities.

Use several appropriate

instructional and grouping

arrangements. Teaches to all

modalities. Able to creatively

enhance instruction with

technology and/or

supplementary materials.

Engages all students in

activities.

Independently develops and

creatively implements a wide

variety of effective

instructional strategies that

engage all students. Provides

multi-dimensional

experiences by researching

and incorporating technology

and other resources that foster

creative and critical thinking.

Planning Instruction:

7. Plan effective and time efficient

lessons that focus on student

learning of specific goals and

correlate directly to state/national

standards.

a. Identify desired results based on national and state standards and district

guidelines.

b. Write clear and concise student learning statements.

c. Develop single subject and interdisciplinary units of study or lessons,

which reflect our Learning Cycle.

d. Design lesson plans that include instructional strategies compatible with

chosen field(s) of study.

e. Match timeframe constraints to content, student learning statements,

and developmental needs.


Does not incorporate the

components of an effective

lesson plan. Does not submit

lesson plans in a timely

manner. Have lesson plans

that are not correlated to

district/state/national

standards.

Needs support to write and

deliver lessons. Learning

objectives can sometimes be

achieved in the allotted time

frame. With support, writes

clear assessable learning

objectives.

Writes and presents

sequential series of lessons

aligned with


standards. Lessons

consistently engage students

within the designed time

period.

Independently works and

presents unique creative

engaging and interactive

lessons and interdisciplinary

units that match timeframes

and student needs.

Assessment:

8. Use diagnostic, formative and

summative assessment to plan

learning experiences that meet the

continuous needs of all students.

a. Implement a complete set of formal and informal assessment strategies

congruent with student learning statements.

b. Determine purpose and audience for assessment.

c. Process, analyze, and interpret assessment data to adapt and

differentiate instruction.

d. Use assessment information to provide specific and approving or

corrective feedback to promote and encourage student learning.

e. Use analyses of their students’ learning styles to diversify instruction

according to their learning style preferences.

72


Use only low-level

summative assessments and is

unaware of what students

have learned or haven’t

learned from a lesson. Does

not understand the role of

assessment in instruction.

Needs support to assess all

students and to adapt

instruction from formative

assessment and in choosing

and implementing appropriate

assessments. Does not assess

all students.

Effectively uses formal and

informal assessment

strategies that match their

lesson objectives. Effectively

uses diagnostic, formative

and summative assessments

in lesson and units. Ensures

all students are assessed

appropriately. Uses

assessment data to adapt

instruction.

Uses assessment to

differentiate instruction and

respond to all students’

learning styles. Involves

students in the assessment

process and independently

develops alternative or

authentic assessment tools.

Category D

Professionalism

Reflection/Professional Development:

9. Initiate and maintain an ongoing

plan of reflection, continued

learning and professional

development.

a. Reflect on classroom practice to inform deliberate decision-making.

b. Use analyses of own learning styles to build on strengths.

c. Identify areas of strength and plan for future professional development.

d. Participate in ongoing professional development in their field of study

by reading about research and effective practices, participating in other

formal and informal educational activities.


Unable to write reflections

that inform decision-making.

Needed support to write

reflections that inform

decision-making.

Wrote reflections that

informed decision-making

and participated in some

professional development

activities.

Independently wrote

reflections that informed

decision-making, participated

in ongoing professional

development activities, and

planned for future

professional development.

Involvement/Advocacy:

10. Work actively with families,

professionals, and community

members to increase quality of

their students’ education.

a. Communicate with parents in order to enhance their involvement in the

student’s education.

b. Communicate with other professionals in order to enhance the quality of

educational services for individual students.

c. Initiate and maintain active involvement in the school, local

community, and the profession.


Did not communicate with

parents and/or other

professionals to increase the

quality of their students’

education.

Needed support to

communicate with parents

and/or other professionals to

increase the quality of their

students’ education.

Communicated regularly with

families and/or other



education. Somewhat

involved in school and

community .

Independently communicated

with families and other



education. Actively involved

in school, local community,

and the profession.

Professional Responsibility:

11. Demonstrate professional

demeanor, ethical behavior and

accountability in all activities.

a. Utilize and effective system for documenting and assessing student

performance to meet district requirements and data management.

b. Maintain professional demeanor in all interactions.

c. Model a high degree of professional ethics when working with students,

parents, and colleagues.


Unable to demonstrate

professional demeanor,

ethical behavior and


Needed support to

demonstrate professional

demeanor, ethical behavior

and accountability in all areas

Demonstrated professional


and accountability in all

activities.

Independently demonstrated

a high degree of professional


and accountability in all area

73

Professional Dispositions

Understanding the impact that professional dispositions have on instructional effectiveness, East

Stroudsburg University’s teacher education program evaluates the dispositions of its candidates

throughout its program. These evaluations consist of self-assessments, faculty-assessments, host teacher-

assessments, supervisor-assessments, and cooperating teacher assessments. Through these lenses,

teacher education candidates can evaluate and refine their dispositions. Checkpoint 5 is conducted

during student teaching.

Values Life-long Learning and Knowledge

Engagement:

Unacceptable Developing Proficient Advanced

The candidate:

Is inattent ive

Rarely part icipates

Constant ly needs to be

reminded to stay on

task

Intent ionally distracts

others from learning

Is reluctant to take

init iat ive in f ield

experiences, classroom

act ivit ies or

discussions

Fails to make-up

missed w ork

Does not attend class

on a regular basis or is

late often

Displays negative

att itude tow ards

involvement

The candidate:

Occasionally is

inattent ive

Occasionally

part icipates

May inadvertent ly

distract others

Occasionally takes

init iat ive in f ield

experiences,

classroom act ivit ies

or discussions

Does only w hat is

required

Avoids challenging

w ork

Makes up missed

w ork w hen reminded

Generally displays a

posit ive att itude

tow ards involvement

The candidate:

Pays attent ion

Consistent ly

part icipates

Takes init iat ive in

f ield experiences

or in classroom

act ivit ies or

discussions

Engages in

challenging w ork

Makes up missed

w ork promptly

Attends class on

a regular basis

Displays a

posit ive att itude

tow ard

involvement

The candidate:

Intent ly focuses on

subject matter

Act ively part icipates

w hich enhances the

learning experience for

others

Consistent ly show s

init iat ive in class or

f ield experiences

Embraces challenging

w ork

Makes arrangements

to make up

assignments prior to

absences and

completes missed

w ork

Displays a posit ive

att itude tow ard

involvement that is

engaging to other

part icipants

Self-Reflection and Critical-Thinking


The candidate:

Avoids self -ref lect ion

or is unable to self -

ref lect for grow th

Reacts defensively to

suggest ions

Wants explicit

instruct ion on w hat to

do

Cannot handle

ambiguity

The candidate:

Superf icially self -

ref lects

Hears yet dismisses

suggest ions

Occasionally

requests instruct ion

on w hat to do

Appears interested

by other points of

view but has trouble

act ing on them

The candidate:

Self-ref lects for

grow th

Responds to

suggest ions and

acts upon them

Rarely needs to

have explicit

instruct ions

Invites and acts

on mult iple

perspect ives

The candidate:

Is committed to self -

ref lect ion

Seeks out suggest ions

for grow th

Art iculates mult iple

perspect ives

independently

Comments/Rationale:

For self -ref lect ion, if you rated yourself below “ Prof icient” , w hat plan w ill you put in place to reach

prof iciency?

74

Values Diversity

Relationships with Others


The candidate:

Avoids those w ho

present view points or

experiences that differ

from his/her ow n

Part icipates in the use

of negative stereotypes

and language in

interact ions w ith

others

Acts on the belief that

not all children can

learn

Is unaw are or unw illing

to ref lect upon ow n

know ledge, skills and

disposit ions concerning

diversity thereby

preventing change or

grow th

The candidate:

Usually w orks only

w ith those of similar

backgrounds and

view points but

generally interacts

w ith others in a

polite, courteous and

professional manner

Does not intervene

w hen others use

negative stereotypes

and language in

interact ions w ith

others

Is conf licted about

the belief that all

children can learn

Exhibits inconsistent

or inaccurate

analysis of ow n

know ledge, skills and

disposit ions

concerning diversity

The candidate:

Works

construct ively

w ith others of

dif ferent

backgrounds and

view points

Voices discomfort

w ith other’s use

of negative

stereotypes and

language in

interact ions w ith

others

Believes that all

children can learn

Analyzes ow n

know ledge, skills

and disposit ions

concerning diversity

to grow personally

and professionally

The candidate:

Act ively seeks

opportunit ies to work

and interact w ith those

of different

backgrounds

Confronts use of

negative stereotypes

and language in

interact ions w ith

others and promotes

pro-social behavior

Acts on the belief that

all children can learn

and sets challenging

expectat ions

Serves as an advocate

for the benefits of

diversity based on ow n

grow th

Comments/Rationale:


prof iciency?

76

Values Collaborat ion

Working w ith Individuals or Groups:

Unacceptable Developing Prof icient Advanced

The candidate:

Show s lit t le or no

regard for other

people or their ideas

Puts forth lit t le or no

effort to do a fair

share of the w ork

Demonstrates no

init iat ive w ithin

collaborat ive sett ings

The candidate:

Accepts ideas of

others

Conforms to

assigned roles, only

doing the minimum

required amount of

the w ork

Demonstrates limited

init iat ive w ithin

collaborat ive sett ings

The candidate:

Incorporates ideas of

others to promote

group success

Contributes ideas

and effort to the

group

Within collaborat ive

sett ings, takes

init iat ive w ith group

responsibilit ies,

complet ing them in

a t imely manner

The candidate:

Encourages the use of

ideas from all to

ensure success for the

group

Act ively promotes

group goals through

collaborat ive efforts

Takes a leadership

posit ion and promotes

complet ion of tasks by

group members

Communicat ing Across Groups:


The candidate:

Avoids conversat ions

or is argumentat ive

or defensive w ith

professionals,

families and/or

community members

The candidate:

Attends to

conversat ions w ith

peers, professionals,

families and/or

community members

The candidate:

Willingly and

consistent ly

part icipates in



families and/or

community members

The candidate:

Act ively facilitates



families and/or

community members

Comments/Rationale:


prof iciency?

77

Values Professionalism

Preparat ion:


The candidate:

Is unreliable and

tardy in complet ing

w ork

Completes the

w ork w ithout

attent ion to quality,

clarity or adequate

preparat ion

Fails to not ify

instructor/superviso

r before

absence/tardiness

The candidate:

Is usually punctual

and reliable in

complet ing work

Completes the

w ork to meet

minimum

requirements for

quality, clarity or

adequate

preparat ion

Not if ies

instructor/supervis

or before

absences/tardiness

The candidate:

Is punctual and reliable

in complet ing w ork

Creates products that

exhibit attent ion to

detail and evidence of

thoughtful analysis and

adequate t ime

allocated for planning

and w ork

Usually makes prior

arrangements w ith

instructor/supervisor

w hen absence is

necessary

The candidate:

Completes w ork before

deadlines

Completes w ork of

exceptional quality w ith

evidence of personal

ref lect ion, revision,

init iat ive and creat ivity

Alw ays makes prior

arrangements w ith

instructor/supervisor

w hen absence is

necessary

Policies and Procedures:


The candidate:

Sometimes

disregards know n

policies or

restrict ions

Sometimes w ants

exceptions to be

made for

himself /herself

Sometimes tries to

circumvent

established rules

(e.g., appearance,

behavior,

attendance,

language, etc.)

The candidate:

Usually follow s

rules and policies

w ithout having to

be reminded by

others

When reminded

about breaches of

rules or polices,

accepts them and

does not attempt

to circumvent them

The candidate:

Follow s rules and

policies consistent ly

and accepts

responsibility for

personally follow ing

them (e.g.,

appearance, behavior,

attendance, language,

etc.

Shares concern about

rules w ith appropriate

part ies but honors the

rules

The candidate:

Follow s rules and

policies and encourages

others to respect them

Show s exemplary

patterns of behavior

w ith respect to rules

and policies

Shares concern about

rules w ith appropriate

part ies, facilitates

dialogue for making

changes and is

proact ive in offering

solut ions

Professional Development:


The candidate:

Show s no interest

in pursuing a

personal plan for

professional

grow th

Ignores

opportunit ies for

development w hen

they arise

Has not created a

plan for

professional

grow th

The candidate:

Show s limited

interest in pursuing

a personal plan for

professional

grow th

Limits part icipat ion

in professional

development to

required act ivit ies

Has created a

cursory plan for

professional

grow th

The candidate:

Seeks out

opportunit ies as part of

a personal plan for

professional grow th

Is act ive in

professional

development; for

example, is an act ive

member of a

professional

organizat ion, attends

professional act ivit ies,

and/or volunteers for

The candidate:

Maintains and

cont inuously revisits a

personal plan for


Is highly engaged in

professional

development; for

example, provides

leadership and/or is an

advocate for individual

students or the teaching

profession

Has enacted a plan for

78

service

Has created a plan for



Comments/Ration


prof iciency?

79

Values Personal Integrity

Emotional Maturity:


The candidate:

Demonstrates a

pattern of losing

control of emotions,

show ing outbursts of

anger or disrespect

tow ard peers or

others

Avoids personal

responsibility for

his/her emotions and

behaviors, blaming

others or outside

circumstances for

loss of emotional

control

The candidate:

Is susceptible to

losing control of

emotions in isolated

circumstances

Accepts personal

responsibility for

his/her act ions and

w orks tow ard

developing more

appropriate

responses

The candidate:

Maintains control of

emotions, except

under rare

circumstances

Accepts and ref lects

upon alternat ive

methods of

expressing

emotions, making

sincere amends for

rare loss of control

The candidate:

Maintains control of

emotions regardless of

circumstances

Accepts complete

responsibility for

act ions, employing

effect ive conf lict

resolut ion strategies

Ethical Behavior:


The candidate:

Displays a pattern of

dishonest or

deceit ful behavior

Deliberately lies for

personal advantage

Betrays conf idences

Does not treat others

fairly and equitably

Does not exert

reasonable effort to

protect others from

condit ions that

interfere w ith

learning or are

harmful to their

health and safety

The candidate:

Is truthful and

honest in dealing

w ith others except in

minor and isolated

circumstances

Strives to be

trustw orthy and

keep his/her w ord

Inconsistent ly

maintains

conf ident iality

Usually treats others

fairly and equitably

Usually exerts

reasonable effort to

protect others from

condit ions that

interfere w ith

learning or are

harmful to their

health and safety

The candidate:

Is truthful and

honest in dealing

w ith others

Show s integrity

w hen faced w ith

challenging

situat ions

Maintains

conf ident iality

Exhibit consistent

and equitable

treatment of others

Exerts reasonable

effort to protect

others from

condit ions that

interfere w ith

learning or are

harmful to their

health and safety

The candidate:

Has an impeccable

reputat ion for alw ays

being truthful and

honest in dealing w ith

others

Described as a model

of integrity

Maintains

conf ident iality

Demonstrates and

advocates for

equitable treatment of

others

Init iates preventat ive

methods to protect

others from condit ions

that interfere w ith

learning or are harmful

to their health and

safety

Comments/Rationale:


prof iciency

80

East Stroudsburg University’s procedures related to dispositions are grounded in the belief that

positive dispositions are developed through self-reflection, external feedback, and experience.

Accordingly, dispositions are required of all teacher candidates at the following times (additional

dispositions are encouraged if needed):

TEU Undergraduate Dispositions Assessment Chart

Checkpoints Early

Childhood

& ELED

Middle

School

Secondar

y

Education

Physical

Ed &

Health

SPED and

ECED

SPED

and

Middle Checkpoint #1:

Student

completes a

self -Assessment

Must be

completed

in PSED

150

Must be

completed in

PSED 150

Must be

completed

in PSED

150

Must be

completed in

PSED 150

Must be

completed

in PSED

150

Must be

completed

in PSED

150

Checkpoint #2:

Student

completes a self -

assessment and

selects 2 ESU

faculty to

complete an

assessment

Must be

completed

in ECED

263

Must be

submitted

for

Screening

Must be

completed in

PSED

250/244

Must be

submitted for

Screening

Must be

completed

in PSED

250

Must be

submitted

for

Screening

Must be

completed in

PSED 250

Must be

submitted

for

Screening

Must be

competed

in ECED

263

Must be

submitted

for

Screening

Must be

completed

in PSED

244

Must be

submitted

for

Screening Checkpoint #3:

Student

completes a self-

assessment and

requests Host

Teacher from

the Field & 1

ESU Faculty to

complete an

assessment

Must be

completed

in ECED

414

Must be

completed in

ELED 350

Must be

completed

in PSED

420

N/A; PETE

follow their

program

specif ic

guidelines

for

Disposit ions

Assessment

Must be

completed

in ECED

414

Must be

completed

in ELED

350

Checkpoint #4:

Student

completes a self -

assessment and

requests Host

Teacher & 1

ESU Faculty to

complete an

assessment

Must be

completed

in ECED

420

Must be

completed in

ELED 450

Must be

completed

in PSED

421

Must be

completed in

PETE 440

Must be

completed

in ECED

420

Must be

completed

in ELED

450

Checkpoint #5:

Student

completes a self -

assessment and

requests

Cooperat ing

Teachers (ALL)

and University

Supervisors

(ALL) to

complete an

assessment

Must be

completed

during

Student

Teaching

Must be

completed

during

Student

Teaching

Must be

completed

during

Student

Teaching

Must be

completed

during

Student

Teaching

Must be

completed

during in

Student

Teaching

Must be

completed

during

Student

Teaching

– (Revised Fall 2012)

81

Disposition Remediation Plan:

1st Unsatisfactory: If a student receives an unsatisfactory rating in any category, the student will get a

letter from the Dean of the College of Education (with copies to all program

academic advisor and chairs) advising the student to develop a plan with their

advisor to address the area of concern. If this rating occurs during student

teaching, the remediation plan will be made with the university supervisor instead

of the academic advisory.

2nd

Unsatisfactory: If a student receives a 2nd

and subsequent unsatisfactory rating in any category,

the student will meet with the Associate Dean of Field Experiences and

Partnerships and a remediation contract will be developed in conjunction the

student’s academic advisor or supervisor (if student teaching). Copies of the

contract will be distributed to the program academic advisors and chairs, as well

as the Dean of the College of Education.

3rd

Unsatisfactory: If a student receives a 3rd

and subsequent unsatisfactory rating in any category, the

student will meet with the Dean of the College of Education to discuss the

implications for their future success as an educator and may be removed from the

program.

*If a faculty member wishes to complete a Dispositions Assessment to document a specific incident

or concern, they should contact the Associate Dean Field Experiences and Partnerships and a

report should be filed through Tk20. This Dispositions Assessment does not have to coincide with

a checkpoint.

82

The Role and Responsibilities of the Student Teacher

The clinical experience is the capstone experience of our teacher education program. Therefore, this

time should be viewed as a critical stage in the transition from a university student to a practicing

teacher. Candidates should be prepared to commit themselves to this challenge.

Your role is that of a student [demonstrating your knowledge and ability to demonstrate East

Stroudsburg University’s Beginning Educator Outcomes] and a teacher [establishing relationships with

your cooperating teacher, university supervisor(s), your students and their families]. In this role, it is

important to understand the role of constructive criticism, the responsibility of educating children, and

the trust families place in you as a teacher. Above all, you should consider your student teaching

experience as an opportunity to refine your skills as an educator in an effort to secure employment after

graduation.

While student teaching, candidates must successfully complete unit-wide performance assessments

[established by East Stroudsburg University’s Teacher Education Unit (TEU)] and department-level

performance assessments [established by each department].

Unit-wide Assessments:

Unit-wide assessments are those assessments conducted with all student teachers. These assessments

include 1) The TEU Classroom Observation, 2) The TEU Clinical Experience Assessment Summary, 3)

The Dispositions Assessment, and 4) The Pennsylvania Department of Education PDE430.

TEU Classroom Observation:

The TEU Classroom Observation is conducted three times (each quarter) by the student teacher’s

University Supervisor(s) and three times (each quarter) by their Cooperating Teacher in the field.

As such, student teachers receive six formal observations during their student teaching

experience. Additional observations are conducted both formally and informally by cooperating

teachers and academic departments.

Based on the Beginning Educator Outcomes, the TEU Classroom Observation assesses a myriad

of skills expected of professional educators. Each observation is followed by a post-observation

conference so the student teacher can refine their skills as necessary. This observation template is

outlined below:

83

TEU Classroom Observation

Student

Observation #

Lesson Observed:

Period:

Date:

Course Title:

Supervisor:

School:

Department:

Cooperating Teacher

Room:

Number of Students:

Seating Arrangement Standard Rows Other

Materials Used: Lesson Plans

PA Standards

Log/Journal

Reflections

Text

Handouts

Other:

84

Assessments: Grade-book

Attendance book

Seating Charts

Other

B.E.O. Rating for this lesson:

Advanced (3) Proficient (2) Developing (1) Unacceptable (0) Not Observed (NA)

Content

and

Outcomes Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Knows the discipline

– central concepts,

content and

structures.

Independently demonstrates general

knowledge

competency.

Demonstrates general knowledge

competency.

Needed support to demonstrate general

knowledge

competency.

Unable to demonstrate general knowledge

competency

Makes content

relevant and

purposeful

Independently demonstrates subject

matter knowledge

competency.

Demonstrates subject matter knowledge

competency.

Needed support to demonstrate subject

matter knowledge

competency.

Unable to demonstrate subject matter

knowledge

competency.

Learning and

Learning

Environment

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Uses child/adolescent

development and

theories of learning

to provide learning

opportunities for all

students.


teaching the candidate was consistently able

to detect the need for

and appropriately make effective

adjustments.


teaching the candidate was often able to

detect the need for and

appropriately make adjustments.


teaching the candidate was sometimes able to

detect the need for and

make adjustments or rarely make

appropriate

adjustments

Has not demonstrated

the ability to adjust the learning experience to

accommodate the need

of students.

Learning and

Learning

Environment

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Creates classroom

environment that

motivates and

supports positive

social interaction and

active learning.

Consistently and creatively (a) included

all students in learning

environment activities, (b) implemented

effective (c)

designated, promoted and employed a safe

and respectful

environment.

Consistently (a) included most students

in learning

environment activities, (b) implemented

classroom

management strategies, and (c)

promoted and

employed a safe and

respectful

environment.

Inconsistently demonstrated and

needed coaching to (a)

include most students in learning

environment activities,

(b) implement classroom

management

strategies, and (c)

promote a safe and

respectful

environment.

Was unable to or rarely able to (a)

include most of the

students in the activities of the

learning environment,

(b) use instructional materials to enhance

learning, or (c) employ

a safe learning

environment.

85

Learner and

Learning

Environment

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Establishes

instruction

opportunities that

demonstrate the

value of diverse

learners and diversity

among cultures and

people

Demonstrates

outstanding skill in

differentiating instruction by

considering students’

diverse strengths, needs, and cultural

styles and is culturally

responsive.

Skillfully differentiates

planning and

instruction by considering students’

diverse strengths,

needs, and cultural styles.

Differentiates planning

and instruction by

considering students’ diverse strengths,

needs, and cultural

styles but with little adeptness

Inadequately

differentiates planning

and instruction for students’ diverse

strengths, needs, and

cultural styles.

Teaching and

Learning Process

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Uses a variety of

effective strategies

that engage students

and foster creative

and critical thinking

and cognitive

problem solving

Independently develops and

creatively implements

a wide variety of effective instructional

strategies that engage

all students. Provides multi-dimensional

experiences by

researching and incorporating

technology and other

resources that foster creative and critical

thinking.

Uses several appropriate

instructional grouping

arrangements. Teaches to all modalities. Able

to creatively enhance

instruction with technology and/or

supplementary

materials. Engages all students in activities.

Needed support to use more than one strategy

and/or teach to more

than one learning style. Needs support to

engage all students in

activities.

Only uses one or a dominating

instructional strategy.

Is unwilling/unable to use different strategies

and does not use

available technology or supplementary

materials.

Teaching and

learning Process

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Plans effective and

time efficient lessons

that are focused,

purposeful, and

correlate to school

curriculum and state

and national

standards.

Independently works

and presents unique creative engaging and

interactive lessons and

interdisciplinary units that match timeframes

and student needs.

Writes and presents

sequential series of lessons aligned with


standards. Lessons consistently engage

students within the

designed time period.

Needs support to write

and deliver lessons. Learning objectives

can sometimes be

achieved with the allotted time frame.

With support, writes

clear assessable learning objectives.

Does not incorporate

the components of an effective lesson plan.

Does not submit lesson

plans in a timely manner. Have lesson

plans that are not

correlated to district/state/national

standards.

Teaching and

learning Process

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Uses diagnostic,

formative and

summative

assessments as a way

to continuously plan

for the needs of

students.

Uses assessments to differentiate

instruction and

respond to all students’ learning styles.

Involves students in

the assessment process and independently

develops alternative or

authentic assessment tools.

Effectively uses formal and informal

assessments strategies

that match their lesson objectives. Effectively

uses diagnostic,

formative, and summative

assessments in lesson

and units. Ensures all students are assessed

appropriately. Uses

assessment data to adapt instruction

Needs support to assess all students and

to adapt instruction

from formative assessment and in

choosing and

implementing appropriate

assessments. Does not

assess all students.

Uses only low level summative

assessments and is

unaware of what students have learned

or haven’t learned

from a lesson. Does not understand the role

of assessment in

instruction.

86

Professionalism

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Initiates on-going

reflection

Independently wrote reflections that

informed decision-

making, participated in ongoing professional

development activities,

and planned for future professional

development.

Wrote reflections that informed decision-

making and

participated in some professional

development activities.

Needed support to write reflections that

informed decision-

making.

Unable to write reflections that

informed decision-

making.

Professionalism

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Works actively with

families, professional

and community

members

Independently

communicated with families and other

professionals to

increase the quality of their students’

education. Actively

involved in school, local community, and

the profession.

Communicated

regularly with families and/or other

professionals to


education. Somewhat

involved in school and community.

Needed support to

communicate with parents and/or other

professionals to


education.

Did not communicate

with parents and/or other professionals to

increase the quality of

their students’ education.

Professionalism

Criterion

Advanced

3

Proficient

2

Developing

1

Unacceptable

0

Score

Demonstrates

professional demeanor,

ethical behavior, and

accountability in all

activities.

Independently

demonstrated a high degree of professional

demeanor, ehical

behavior and accountability in all

activities.

Demonstrated

professional demeanor, ethical behavior and


activities.

Needed support to

demonstrate professional demeanor,

ethical behavior and


Unable to demonstrate

professional demeanor, ethical behavior and


activities.

Observational Notes:

Comments/Suggestions:

87

You need to arrange to be formally observed by your cooperating teacher two times each week

and formally observed by your university supervisor(s) at least three times each quarter.

TEU Clinical Assessment Summary:

The TEU Clinical Assessment Summary is conducted at the conclusion of each student teaching

placement by both the student teacher’s supervisor and their cooperating teacher. As such, the

student teacher receives four Clinical Assessment Summaries during their student teaching

experience. As its name implies, the Clinical Assessment Summary represents a final evaluation

of the student teacher’s performance. The TEU Clinical Assessment Summary is outlined below:

Clinical Experience Assessment Summary

Please record a score for each of the listed Beginning Educator Outcomes. Remember that you have many scores

and evidence to determine a final score for each Beginning Educator Outcome. Category A

Content Outcomes


Demonstrate general knowledge competency

Demonstrate subject matter knowledge competency

Category B

Learner and the learning Environment Outcomes


Create a classroom environment that motivates and supports positive social interaction and active learning.

Establish instructional opportunities that demonstrate the value of diverse learners.

Category C

Teaching and learning Process Outcomes


Plan effective and time efficient lessons that focus on student learning of specific goals and correlate directly to state/national

standards.

Use diagnostic, formative and summative assessments to plan learning experiences that meet the continuous needs of all

students.

Category D

Professionalism Outcomes


Initiates and maintain an ongoing plan of reflection, continued learning and professional development.

Works actively with families, professionals, and community members to increase the quality of their students’ education.

Demonstrates professional demeanor, ethical behavior, and accountability in all activities.

88

Dispositions Assessment:

Understanding the impact that professional dispositions have on instructional effectiveness, East

Stroudsburg University’s teacher education program evaluates the dispositions of its candidates

throughout its program. During student teaching, the university supervisor, the cooperating

teacher, and the student teacher complete a disposition assessment each quarter. As such, the

student teacher receives four Disposition Assessments during their student teaching semester.

The dispositions rubric can be found on page 14.

Pennsylvania Department of Education PDE 430

The PDE 430 form is submitted to the Pennsylvania Department of Education as part of the

official recommendation by East Stroudsburg University for instructional certification. As such,

it is important to familiarize yourself with this evaluation prior to student teaching. The PDE 430

is used to evaluate performance in four major categories: Planning and Preparation, Classroom

Environment, Instructional Delivery, and Professionalism. Your University Supervisor will

evaluate you using the PDE 430 at the conclusion of each student teaching assignment. A

satisfactory rating of a (1) in each of the 4 categories, resulting in a minimum total of at least (4)

points, must be achieved on the final summative rating to favorably complete the overall

assessment. Note that all categories must have achieved at least a satisfactory rating in all cases

for certification. This form is outlined on the following page.

90

PDE430

Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice

Student/Candidate’s Last Name First Middle Social Security Number

Subject(s) Taught Grade Level

This form is to serve as a permanent record of a student teacher/candidate’s professional performance evaluation

during a specific time period, based on specific criteria. This form must be used at least twice during the 12-week

(minimum) student teaching experience.

PERFORMANCE EVALUATION

Directions: Examine all sources of evidence provided by the student teacher/candidate and bear in mind the aspects

of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and

indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation

for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the

signature of the student teacher.

Category I: Planning and Preparation – Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in

planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students,

and the instructional context.

Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H) Student Teacher/Candidate’s performance appropriately demonstrates:

1. Knowledge of content (BEO A1a,b,c;A2a,b,c)

2. Knowledge of pedagogy (BEO B3b;B4b;B5b;C6;C7; D9a,b)

3. Knowledge of Pennsylvania’s K-12 Academic Standards (BEO C7a)

4. Knowledge of students and how to use this knowledge to impart instruction (BEO B3; B5)

5. Use of resources, materials, or technology available through the school or district (BEO A2d; B5c; C6d)

6. Instructional goals that show a recognizable sequence with adaptations for individual student needs (BEO B5a,b,c; C8e)

7. Assessments of student learning aligned to the instructional goals and adapted as required for student needs (BEO C8)

8. Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals (BEO

B3a,d;B5b;C7)

Sources of Evidence (Check all that apply and include dates, types/titles and number)

Lesson/Unit Plans See Attached

430-A

Resources/Materials/Technology See Attached

430-A

Assessment Materials See Attached

430-A

Information About Students See Attached

430-A (Including IEP’s)

Student Teacher Interviews See Attached 430-A

Classroom Observations See Attached 430-A

Resource Documents See Attached 430-A

Other See Attached 430-A

Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points

Criteria for Rating The candidate consistently

and thoroughly

demonstrates indicators of

performance.

The candidate usually and

extensively demonstrates

indicators of performance.

The candidate sometimes

and adequately


performance.

The candidate rarely or never

and inappropriately or

superficially demonstrates


Rating

(Indicate √)

Justification for Evaluation

91

123-45-6789


Category II: Classroom Environment – Student teacher/candidate establishes and maintains a purposeful and equitable environment for

learning, in which students feel safe, valued, and respected, by instituting routines and setting clear

expectations for student behavior.

Alignment: 354.33. (1)(i)(E), (B)

Student Teacher/Candidate’s performance appropriately demonstrates:

Expectations for student achievement with value placed on the quality of student work (BEO B4c; B5b; C8d)

Attention to equitable learning opportunities for students (BEO B4a)

Appropriate interactions between teacher and students and among students (BEO B3c; B4c; D11a,b)

Effective classroom routines and procedures resulting in little or no loss of instructional time (BEO 3b; B4d; C7e)

Clear standards of conduct and effective management of student behavior (BEO B4b,c,d)

Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher (BEO B4b;

B4e; D11b)

Ability to establish and maintain rapport with students (BEO B3c,e; B4; D11b)

Sources of Evidence (Check all that apply and include dates, types/titles, and number)

Classroom Observations See Attached 430-

A

Informal Observations/Visits See Attached 430-

A

Student Teacher/Candidate See Attached 430-

A

Interviews See Attached 430-

A

Visual Technology See Attached

430-A

Resources/Materials/Technology/Space See Attached

430-A

Other See Attached

430-A


Criteria for Rating The candidate consistently and thoroughly


performance.

The candidate usually and extensively demonstrates


The candidate sometimes and adequately


performance.

The candidate rarely or never and inappropriately or



Rating

(Indicate √)


92

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Category III – Instructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering

instruction, engages students in learning by using a variety of instructional strategies.

Alignment: 354.33. (1)(i)(D),(F),(G)

Student Teacher/candidate’s performance appropriately demonstrates:

Use of knowledge of content and pedagogical theory through his/her instructional delivery (BEO A2; C7c,d)

Instructional goals reflecting Pennsylvania K-12 standards (BEO C7a,b,c,d)

Communication of procedures and clear explanations of content (BEO A2c; B3f)

Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student

needs

(BEO b5a,b,c; C7c)

Use of questioning and discussion strategies that encourage many students to participate

Engagement of students in learning and adequate pacing of instruction

Feedback to students on their learning

Use of informal and formal assessments to meet learning goals and to monitor student learning

Flexibility and responsiveness in meeting the learning needs of students

Integration of disciplines within the educational curriculum

Sources of Evidence (Check all that apply and include dates, types/titles, or number)

Classroom Observations See Attached

430-A

Informal Observations/Visits See Attached

430-A


430-A

Student Teacher/Candidate See Attached

430-A

Interviews

Student Assignment Sheets See Attached 430-A

Student Work See Attached 430-A

Instructional Resources/ See Attached 430-A

Materials/Technology



Criteria for Rating The candidate consistently

and thoroughly demonstrates indicators of

performance.

The candidate usually and

extensively demonstrates indicators of performance.

The candidate sometimes

and adequately demonstrates indicators of

performance.

The candidate rarely or never

and inappropriately or superficially demonstrates


Rating

(Indicate √)


93

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Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur

in and beyond the classroom/building.

Alignment: 354.33. (1)(i)(I),(J) Student Teacher/Candidate’s performance appropriately demonstrates:

Knowledge of school and district procedures and regulations related to attendance, punctuality and the like

Knowledge of school or district requirements for maintaining accurate records and communicating with families

Knowledge of school and/or district events

Knowledge of district or college’s professional growth and development opportunities

Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for

Educators; and local, state, and federal, laws and regulations

Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and

administrators

Ability to cultivate professional relationships with school colleagues

Knowledge of Commonwealth requirements for continuing professional development and licensure

Sources of Evidence (Check all that apply and include dates, types/titles, or number)

Classroom Observations See Attached

430-A

Informal Observations/Visits See Attached

430-A


430-A

Student Teacher Interviews See Attached

430-A

Written Documentation See Attached

430-A

Student Assignment Sheets See Attached 430-A

Student Work See Attached 430-A

Instructional Resources/Materials/ See Attached 430-A

Technology



Criteria for Rating The candidate consistently and thoroughly


performance.

The candidate usually and extensively demonstrates


The candidate sometimes and adequately


performance.

The candidate rarely or never and inappropriately or



Rating

(Indicate √ )


94

Departmental Assessments

As noted on page 21, student teachers are responsible for the Unit-wide Assessments; however, they are

also responsible for Departmental Assessments. Therefore, in addition all Unit-wide Assessments, it is

important to gain a full understanding of the expectations each department requires as well. Working in

concert, the Teacher Education Unit and each department(s) strive to ensure that the student teaching

experience is rich in experience and also reflective of the demands educators face on a daily basis. To

review department requirements, please double click on the department’s handbook located on ESU’s

website on the Field Experience page.

Professional Development Practicums

During the student teaching semester student teachers are also required to attend five Professional

Development Practicum sessions. The purpose of the Practicums are to provide student teachers with an

opportunity to collaborate with supervisor(s), attend department-specific professional development

sessions, and take part in unit-wide professional development sessions designed to address the needs of

all student teachers. Attendance at Practicum sessions is mandatory and since practicum is part of the

professional experience, students teachers are expected to dress professionally.

The practicum events are designed by university supervisors, education departments and the Office of

Field Experiences and Partnerships. Topics are timely and are designed to strengthen each student

teacher’s position as a teaching candidate and as a professional in the field. Past topics included

preparation for employment interviews, core-content standards, high-stakes testing, data analysis and

instructional planning, and both in-state and out-of-state certification.

Unsuccessful Student Teaching

The art and science of teaching is a difficult profession. Students who experience difficulty will be

provided with a means to improve; however, it must be noted that students who are unsuccessful in

student teaching may be removed from the program.

If a student is experiencing difficulties while student teaching, the cooperating teacher and university

supervisor will meet with the candidate to identify weaknesses and outline a schedule of learning

experiences with a timeline and improvements required. The resultant agreements are recorded as an

improvement contract and signed by all three parties (Student Teaching Contract illustrated below).

During this time, the support and observations of the university supervisor will increase.

School building principals may request the removal of a candidate from their school. In this case, the

Associate Dean of Field Experience and Partnerships will consult with the student’s cooperating teacher

95

and university supervisor to design a student teaching contract. It should be noted that the timeline for

student teaching will likely be extended. Once again, this contract will identify areas of concern, a plan

for improvement, and alteration of student teaching timelines.

Candidates are limited to a maximum of three opportunities to successfully complete twelve units of the

clinical experience. An opportunity is defined as a half of a semester. Candidates experiencing

difficulties during the clinical experience have the following options: 1) receive an unsatisfactory grade

and withdraw or 2) proceed conditionally into the second student teaching placement by completing a

three-week action plan developed by the university supervisor. Candidates who receive a failing grade

for the first assignment may request a second opportunity to complete the clinical experience. The

candidate will complete an improvement plan (outlined in the student teaching contract), during the

second quarter (or semester) of student teaching and, with the recommendation of their university

supervisor, receive a future student teaching placement. Candidates who receive a second failing grade

must withdraw from the teacher education program.

96


College of Education

Student Teaching Contract

Student’s Name:

Cooperating Teacher’s Name:

University Supervisor’s Name:

This contract is written for ( ) an East Stroudsburg University student teacher who is presently completing the ( ) quarter of

student teaching for the ( ) semester, (year).

This contract has been developed based upon the information and documentation obtained at the observation conference. The

student, cooperating teacher and university supervisor have established the following list of conditions as areas of concern

and expectations for the remainder of the quarter. Failure to complete all of the expectations related to the areas of concern

identified will result in an unsatisfactory rating for the quarter and removal from student teaching.

I. Areas of Concern:

a. Structure and Concepts in Contact to be Taught:

b. Planning:

c. Instruction:

d. Assessment:

e. Communication and Collaboration:

f. Professionalism

II. Plans for Improvement:

Starting date: ( ) Ending date: ( ) Evaluation Conference Date: ( )

Student Teacher: _____________________________________________________ Date: _________

Cooperating Teacher:__________________________________________________ Date: _________

University Supervisor: _______________________________________ Date: _________

Associate Dean of Education: __________________________________ Date: _________

97

The Role and Responsibilities of the Cooperating Teacher

Cooperating teachers are critical to the success of our student teaching program. Your daily guidance

assists our candidates as they transition from the role of student to teacher. Through modeling,

collaboration and formal conferences, you will illustrate to our students that teaching is both an art and a

science; you will exemplify to them that successful teaching is hard work that is fueled by a passion for

student success. So, as you begin your journey as a cooperating teacher, we thank you for your hard

work, dedication, and passion for all students – ours included!

Selection of Cooperating Teachers:

The selection of cooperating teachers involves a joint decision by the university, school system

administrators, and building principals. Most school district administrators use the following guidelines

to recommend a practicing teacher to work with the University:

The cooperating teacher must have a valid in-field certificate.

The cooperating teacher must have a minimum of three years of successful teaching.

The cooperating teacher must express a desire to work collaboratively with a student teacher.

The cooperating teacher must be recommended/confirmed by their building administrator.

Preparing for your Student Teacher’s Arrival:

All student teachers are required to contact their cooperating teacher before they arrive. To insure a good

beginning for the clinical experience, cooperating teachers are encouraged to carefully plan for the

candidates first day in the school. The following guidelines may be helpful:

a. Prepare your students by explaining that another teacher will be working with them to

increase their opportunity to learn.

b. Provide a folder of informative materials including school and class schedules, building floor

plan, emergency procedures, discipline procedures, routine duties, classroom rules, discipline

policies, faculty and student handbooks and clerical procedures.

c. Create a work space where the candidate can work and keep materials, books, and supplies.

d. Send a letter home informing parents about the student teacher.

e. With your student teacher, produce a detailed timetable for the completion of requirements to

transition the student teacher as the role of the teacher.

f. Cooperating teacher meets with the ESU supervisor who collaborates with the co-op to guide

the student teacher.

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g. Cooperating teacher conducts informal and formal observations of the student teacher twice

or more per week.

Observation and Feedback:

Informal observations, formal observations, daily feedback and assessments of plans and materials will

enhance candidate performance.

A formal observation is accomplished when the candidate and the cooperating teacher conduct a pre-

conference followed by an observation and then a post-conference. Post-conference discussion should

emanate from pre-conference discussion. The candidate needs to be supported by a strong conference

structure. It is in this phase of student teaching that candidates receive individual guidance from

competent professionals that enables them to analyze their growing understanding of the relationship

between theory and practice. Conferencing will enable candidates to organize, assimilate, synthesize the

clinical experience and become a reflective practitioner. Written reflections should be produced by the

candidate to be assessed/reviewed by the cooperating teacher for goal setting and informed decision

making for the next formal observation.

Evaluation sessions are required at four weeks and at the end of the last week of each clinical

assignment. The weekly Cooperating Teacher Competencies Assessment forms allow the candidate to

show growth and/or maintenance of selected Beginning Educator Outcomes. During the last evaluation

session it is appropriate to share your evaluation recorded on the Student Teacher Competency

Evaluation. This form is the official East Stroudsburg University evaluation document that describes the

candidate. Each candidate will have all evaluation documents recorded and kept on file in their Tk20

account for seven years. Candidates may request an additional letter of recommendation from their

cooperating teacher and university supervisor.

Please feel free, at any time, to contact the University Supervisor of Office of Field Experience &

Partnerships with any questions you may have regarding your student teacher or the Resident Student

Teaching Semester. Open and honest communication is a key to the successful work of the Resident

Semester Triad – you, the student teacher, and the university supervisor.

Visitation by University Supervisors:

The university supervisor will conduct a minimum of three formal observation sessions and a final

evaluation session for each quarter of student teaching.

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During the first two weeks, the candidate and the cooperating teacher should be developing common

ground for professional discussions and reach consensus of expectations. The student teacher should

begin teaching lessons as soon as possible.

During weeks 3-5 the university supervisor should conduct one formal observation. University

supervisors may wish to review cooperating teacher formal observation reports to enhance their time

with the candidate.

The remaining two formal observations should occur during weeks 5-7. One to two weeks would be

considered an appropriate interval between university supervisor formal observation sessions.

Related Professional Activities:

The candidate’s experiences should not be limited to only the cooperating teacher’s assignment.

Cooperating teachers should arrange for the candidate to observe/participate in a variety of school-

related activities to enhance the candidates experiences related to the total school environment and those

other teaching responsibilities. Parent teacher conferences, Back to School night, In-service programs,

Board of Education meetings, PTO meetings and other special events are related professional activities

that would display a professional commitment. Artifacts from such events should be placed in your

portfolio.

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Using Tk20

Tk20 is an on-line data management system, you will be using for assessing your student teacher and for

submission of your payment information. To access Tk20, put in your username and PID password. A

Tk20 Work Aid is provided (see below) to guide you for assessing your student teacher. The forms you

are required to complete will be in your student teacher’s binder.

Work Aid for Cooperating Teacher: Assessing your student teachers in Tk20

I. Log In:

a. Log in to Tk20 at https://tk20-1.admin.esu.edu with your username and password.

b. After logging in, you will see the home screen of your Tk20 account by default. The home tab includes any

messages that have been sent to you and any tasks that are pending.

II. Field Experience:

a. Click on the Field Experience tab.

b. Click on your student teacher to open their binder.

c. On the left side of the screen is the student’s work and on the right side of the screen are your

assessments.

d. Click on the assessment you would like to complete.

e. When you finish an assessment click save. You can always come back to it to add more.

f. When all assessment are complete you can click submit to finalize your part of the binder.

Username:_____________________________________

Temporary Password:____________________________

Password:______________________________________

If you have any questions, or need your username and password, please call or email the Tk20 office.

Phone: 570-422-3033

Email: [email protected]

Click the main tab “ Field

Experience”

https://tk20-1.admin.esu.edu/

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Mandatory Cooperating Teacher Tk20 Forms

All student teacher assessments are to be completed using Tk20, our internet based data collection

system. This system helps us track our students’ performance and also ensures that they will have items

needed to obtain certification. This system also helps us to evaluate and improve the quality of our

program. Please note that there are dates for each form with regard to completion deadlines.

For all Co-operating teachers:

You will have access to fill out a payment card, a Clinical Experience Assessment Summary, and the

TEU (Teacher Education Unit) Observation form in Tk20. Please note the following information

regarding these forms:

Payment Card – filled out by you and is not visible to any other users in the system except the

designated staff in the Office of Field Experiences and Partnerships for processing purposes.

Please fill out the payment card as soon as the binders are released, no later than the 4th

week of

the quarter. Once you click save, we will have your information for processing. Please be aware

that we will continue to give Act 48 hours to our cooperating teachers as well.

Clinical Experience Assessment Summary – This form is intended as a summary of all

classroom observations during each placement. It should be completed at the end of the student

teaching placement as a summary of all observations.

TEU Observation Form – This form is intended for a single classroom observation (not a

summary of all). It should be completed between the 5th

and 7th

weeks of the student teacher’s

placement with you. There is a choice of “Not Applicable” for those criterions not observed

during a particular lesson.

TEU Dispositions Rubric – This is a new assessment we have added to help our students

understand that one’s professional disposition is an integral part of being an effective teacher.

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This should be completed at the end of the student teacher’s placement and is a summative

assessment based on all observations.

Cooperating Teacher Survey – This survey is completed to ensure that we receive feedback

from the cooperating teachers about where we are succeeding and where we need to make

improvements programmatically. This information is anonymous and is not visible to other

users. This survey should also be completed towards the end of the student teacher’s placement.

Optional Letter of Recommendation & Additional Observations – Cooperating teachers can

also upload a letter of recommendation for their student teacher and additional observations to

the student’s electronic binder if they so desire. If a cooperating teacher does not wish to do this,

they must still open and save both items to complete the systems requirements.

Additional Forms – There may be additional forms in your binder, such as the BEO Assessment

Continuum for SPED majors and various Competency forms for HLTH & PETE majors. Please

complete and save all assessments that are in your student teacher’s electronic binders.

Please note: any form in Tk20 should be saved once the user has started or made any changes to a form.

To save the form one is working in, he/she must click save a second time to save the form in the

binder.

The student teacher and university supervisor can view forms at any time once they’ve saved their work.

If one needs to make changes, he/she can do so until they “Submit” the binder. Once all forms have been

completed and the information is accurate, please “Submit” the forms. If a user accidentally hits

“submit” and needs to change something, please contact the Tk20 office and we can unlock the binder

for you.

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APPENDIX 2

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EAST STROUDSBURG UNIVERSITY

TEACHER EDUCATION COUNCIL

BY-LAWS

I. Name

The name of the organization is the Teacher Education Council

II. Purpose and Responsibilities

The teacher education program unit at East Stroudsburg University is the School of

Professional Studies. It is responsible for the governance of the teacher certification programs

at East Stroudsburg University. As an integral part of the unit, the purpose of the Teacher

Education Council is to coordinate the teacher certification programs at East Stroudsburg

University.

The Council coordinates existing policies and procedures related to teacher education,

proposes new policies for teacher certification programs, and reviews certification programs

and their modifications as proposed by departments and faculties to insure compliance with

the standards of state and national accrediting agencies.

The major responsibilities of the Council are as follows:

A. Make recommendations concerning proposed additions or

changes from appropriate departments and Faculties with

teacher education programs and courses to the University

Curriculum Committee.

B. Develop and recommend broad educational goals to the

faculty and administration concerning teacher education.

C. Propose and communicate policies and endorse candidates

for admission and retention in teacher education and

professional laboratory experiences.

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III. Membership

The Council represents a cross section of professionals active in

the teacher preparation process. It includes representation of

teacher education faculty university wide, public school

teachers, students in the teacher preparation program, and a

university administrator.

A. Membership shall consist of ten (10) faculty members from

three schools with teacher education programs, three (3)

public school teachers, two (2) students, the Director of Field Experiences and the Chief

Certification Officer. The number of Council members is based on the number of teacher

education majors. Membership will be reviewed every five years.

B. Faculty members shall be elected at a regular school meeting by the respective schools at

East Stroudsburg University. Representatives must be active teacher education faculty

and the representation must include these areas: three (3) from the School of Arts and

Sciences; two (2) from the School of Health Sciences and Human Performance; and five

(5) from the School of Professional Studies.

C. Two (2) student members (one undergraduate and one

graduate) who are declared majors in programs leading to

teacher certification shall be selected for the Council.

D. Three (3) public school teacher members shall be selected

from schools in the university's service area. Membership

would be based on a rotating system to insure representation from different certification

areas and school

districts in the university's service area.

IV. Teacher Education Faculty

The teacher education faculty shall be defined as any full-time

East Stroudsburg University faculty member who regularly

teaches a teacher education course or supervises student

teachers.

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V. Council Organization

A. The Chief Certification Officer (Dean of the School of

Professional Studies) shall serve as the non-voting

chairperson and will secure the services of a professional

secretary to assist.

B. Each Council member is entitled to vote on each issue.

Proxy votes may be given to another Council member.

C. Each Council member shall receive a copy of the by-laws

and schedule of meeting dates and shall be expected to

attend all meetings.

D. The term of service of faculty members shall be three (3)

years, with one-third of the membership being elected each

year. Initial membership will be elected for 1, 2, or 3

years.

VI. Meetings

A. Regular monthly meetings shall be held on a schedule to be prepared semi-annually by

the Council at the first meeting of each semester. The meeting schedule will be arranged

in consultation with the University Curriculum Committee in order to expedite the

curriculum review and approval process.

B. Special meetings shall be held at the call of the chairperson

or if 4 or more members submit a written request to the

chairperson to convene a meeting within one week.

C. A quorum shall consist of six (6) voting members which includes at least four (4) faculty.

Motions shall be determined by a plurality of members present.

VII. Agenda

A. Each Council member shall receive a copy of the agenda

five days before the meeting date.

B. The agenda shall be as follows: (1) Call to order; (2)

Reading of minutes; (3) Reports of special committees; (4)

Unfinished business; (5) Curriculum; (6) New business; (7)

General discussion; and (8) Adjournment

VIII. Operation

A. It shall be the responsibility of the Council to take action in

such areas and matters identified in Section II of these by-

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laws.

B. Proceedings and recommendations of the Council shall be

recorded by the chairperson and distributed to each Council

member. Also, Council minutes will be sent to appropriate

department chairpersons and members of the Council of

Academic Deans. Recommendations will be forwarded to

the appropriate department. A complete record of all

Council minutes will be maintained in the chairperson's

office.

C. Teacher education program curriculum recommendations will be forwarded to the

University Curriculum Committee.

D. The chairperson shall appoint necessary ad hoc committees

to investigate matters under the Council's jurisdiction.

E. It shall be the duty of the chairperson to report any

decisions or final action taken to the groups or individuals

originating items for consideration.

F. The rules of order contained in Roberts' Rules of Order shall

govern the Council where they are necessary and applicable.

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IX. Curriculum Approval Process

In accordance with the university curriculum approval process,

all courses and programs must be approved by the University

Curriculum Committee. Department teacher certification

courses and program recommendations are submitted to the

appropriate faculty where the department is located. Faculty

recommendations are forwarded to the Teacher Education

Council. Teacher certification courses and programs are

to the University Curriculum Committee with

recommendations. The following process will be followed:

President

Article IX

University Curriculum

Committee

Teacher Education

Council

Faculty

Department

*Non-teacher education curriculum proposals

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X. Amendments

Recommendations of by-laws may be amended at any time by a two-thirds action of the entire

membership of the Council at two successive meetings. These recommendations are then

reviewed by Article IX and forwarded to the President for final approval.

XI. Appendix

TEC Curriculum Recommendation Form

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TEC Curriculum Recommendation Form

Name of Program/Course Proposal______________________________________________

Curriculum Committee Code of Program/Course Proposal_________________________

Date received by TEC chair_____________________________________________________

Date(s) discussed at TEC meetings_____________________________________________

Date forwarded to UWCC______________________________________________________

The program/course proposal named above has been reviewed by TEC which makes the following

recommendations to UWCC:

__________ Recommended

__________ Recommended with the following notations:

______________________________________________________

______________________________________________________

______________________________________________________

__________ Need more information about

______________________________________________________

______________________________________________________

______________________________________________________

before TEC can recommend.

_____________________________________________________ _____________________

Teacher Education Council Chair (Dean, School of Date

Professional Studies)

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APPENDIX 3

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REQUEST TO ENROLL IN AN

ADDITIONAL COURSE WHILE

STUDENT TEACHING

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Request to Enroll in an Additional Course While Student Teaching

Name: _______________________________________________________________

Student ID#: ______________________________ G.P.A: _________________________

Address: _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

I request permission to enroll in the following course during student teaching:

Course Title: _______________________________________________________________

Reason for request: __________________________________________________________

_________________________________________________________

Day/Time of Class____________________________________________________________

Signature of Student:_______________________________ Date: ____________________

Signature of Advisor: ______________________________ Date: ____________________

Signature of Chairperson:___________________________ Date:____________________

Signature of Dean: _________________________________ Date: ____________________

Signature of Associate Dean: ________________________ Date: ____________________

Office of Field Experience and Partnerships

The policy of East Stroudsburg University’s Teacher Education Council (TEC) is such that students are

not permitted to take additional courses that are not part of the student teaching semester while student

teaching. Students requesting an exemption from this policy must complete this form for approval. This

form must indicate the course(s) requested, the reason for the request, and signatures as outlined above.

Students should obtain signatures in the order in which they are listed. As such, the Associate Dean for

the College of Education’s Office of Field Experience and Partnerships should receive the form last and

will inform the student of the outcome of their request. This form must be completed and approved

by the first day of the semester.