Teacher Education

TEACHER EDUCATION HANDBOOK

2012-2013

Pittsburg State University Pittsburg, Kansas

Office of Teacher Education 110 Hughes Hall (620) 235-4489 TABLE OF CONTENTS PAGE Introduction 1 Admission to Teacher Education 2 Live Text 3 Recommendations for Teacher Education 3 Basic Skills Test Options 4  PPST General Information 4  College Base General Information 5 Introductory Courses and Field-Based Experiences 6 Transfer Credit for Explorations in Education and the First Field-Based Experience 6 Expectations for Professional Behavior in Field Experiences 7  Dispositions 7  Confidentiality 7  Attendance 8  Professional use of Technology 8  Dress Code 9 Removal from a Field Placement 10 General Education Requirements 10  For Secondary & PK-12 Majors 10  For Elementary Majors 10 Elementary Education General Education Core Checklist 2011-2013 Catalog 12 Retention in Teacher Education 13 Internship Opportunities 13 The Professional Semester 14  Early Childhood/Late Childhood K-6 Requirements for Professional Semester 15  Early Childhood Unified Requirements for Professional Semester 16  Secondary & PK-12 Requirements for Professional Semester 17  Student Teaching Placement 18  Requirements and Expenses Information 19  PLT and Content Test Identification Numbers, Names & Required Scores 20 The Map to Completion of the PSU Teacher Education Program 21 Professional Knowledge Base 22 INTRODUCTION

Welcome to Teacher Education at Pittsburg State University. The teaching profession is both exciting and rewarding. Educating tomorrow’s leaders requires teachers to be competent, committed, caring

1 professionals. This handbook is designed to aid you in taking the first major steps toward becoming a well prepared professional educator. Your advisor, instructors, and administrators are available to assist you, but it is ultimately your responsibility to monitor your progress and to meet all admission requirements to teacher education and to the professional semester. Please read through this handbook and become familiar with the information. If there is something you do not understand the time to ask questions is now. Understanding, from entry, what the requirements are at each checkpoint and planning to move through each checkpoint smoothly and successfully will help you avoid delays and roadblocks in your program. The following pages include checklists of admission requirements, suggestions for when to take certain courses, and the process used to apply for the professional semester. You may want to add your major program guide to this handbook. Use the checklists; take them with you when visiting your advisor. Your advisor may keep a record of your progress using program checklists and your degree audit. As you and your advisor work together to outline your plans semester by semester, you will want to make certain that you are meeting each of the requirements for admission to the teacher education program and to the professional semester. As you discuss the requirements listed on the checklists, you will see the importance of completing certain courses and meeting specific requirements during your first three to four semesters. For example, postponing the basic skills exam may mean a delay in your admission to teacher education and therefore a delay in enrolling in courses open only to admitted teacher education candidates. Plan carefully so your admission to and continuance in the teacher education program will go smoothly and routinely.

2 ADMISSION TO TEACHER EDUCATION

All students who wish to prepare to teach and meet licensure requirements are required to apply for admission to teacher education. This application is to be made during the sophomore year, or in the case of community college transfers, in the first semester of enrollment at PSU. Generally, students begin the application process during the first week of class in EDUC 261 Explorations in Education or during UGS 101 Transitions. A student must be listed as seeking an education degree and file an application before he/she will be placed in an area school for his/her first field-based experience. REQUIREMENTS FOR ADMISSION ELEMENTARY EDUCATION MAJORS: (Early Childhood/Late Childhood K-6 and Early Childhood Unified)

1. Complete the Admission Application. 2. Be recommended for teacher education by your advisor, Explorations in Education or Transitions instructor and two college instructors. 3. Meet a Basic Skills requirement:  PPST: Reading = 173, Writing = 172, Math = 172;  College-Base: English: Reading & Literature = 235, English: Writing = 235, Math = 235;  ACT composite score of 24 or higher;  SAT minimum score of 1730 or higher. 4. Complete EDUC 261 Explorations in Education with a minimum grade of “C”. 5. Complete UGS 101 Transitions (for students transferring credit for EDUC 261 only). 6. Complete the General Education Core Curriculum (see pages 10-12) with a minimum Grade Point Average (GPA) of 2.80. 7. Cumulative GPA of 2.8 8. Signed Attestation form. 9. Complete electronic portfolio submission 1 on Live Text.

SECONDARY/PK-12 EDUCATION MAJORS

1. Complete the Admission Application. 2. Be recommended for teacher education by your advisor, Explorations in Education or Transitions instructor and two college instructors. 3. Meet a Basic Skills requirement:  PPST: Reading = 173, Writing = 172, Math = 172;  College-Base: English: Reading & Literature = 235, English: Writing = 235, Math = 235;  ACT composite score of 24 or higher;  SAT minimum score of 1730 or higher. 4. Complete EDUC 261 Explorations in Education with a minimum grade of “C”. 5. Complete UGS 101 Transitions (for students transferring credit for EDUC 261 only). 6. Earn a “C” or better in ENGL 101, ENGL 299, COMM 207, and 3 hours of MATH (College Algebra or above − Recommended: MATH 133 or MATH 143). 7. Cumulative GPA of 2.5. 8. Signed Attestation Form. 9. Complete electronic portfolio submission 1 on Live Text.

Special Note: These requirements are subject to change.

3 After your admission application has been submitted, you will receive a letter from the Director of Teacher Education following the close of each fall and spring semester stating what requirements you must meet for full admission. You will also be notified when something is missing from your file. Carefully read every letter you receive from the Office of Teacher Education and maintain a file containing all materials related to teacher education.

IMPORTANT: Contact the Office of Teacher Education with any changes in last name. This is important to eliminate any misplacement of important documents. Please notify the office directly as well as updating your information with the Registrar’s Office, 103 Russ Hall.

LIVE TEXT

All students will be required to obtain Live Text during their entry courses to Teacher education. This will be EDUC 261 Explorations in Education or UGS 101 Transitions. Live Text is the platform that is used for the electronic portfolio submissions in Teacher education at Pittsburg State University. You must provide evidence of registration (not purchase) of your Live Text account to be admitted to Teacher education. The best way to accomplish this is to forward the “welcome” email you receive when you register to [email protected]. An outline of the required electronic portfolio submissions and a Portfolio Handbook are available on the Office of Teacher Education website.

RECOMMENDATIONS FOR TEACHER EDUCATION

With your application materials, you will receive four recommendation sheets. You will be responsible for giving these sheets to your advisor, Explorations in Education or Transitions instructor and two other college instructors of your choice. The above referenced individuals will rate your personal-social- ethical fitness and dispositions for teaching. Refer to your degree audit in GUS to verify that all four have been returned. Call the Office of Teacher Education if you have any questions. If there are sufficient reservations by your references, your application will be formally reviewed by the Committee on Admission To and Retention in Teacher Education (CARTE) and you will meet with the Director of Teacher Education. Satisfactory recommendations from all four references must be on file prior to admission to teacher education.

4 BASIC SKILLS TEST OPTIONS

Admission to the teacher education program at Pittsburg State University requires successfully meeting a Basic Skills requirement. Students who receive a 24 or higher on the ACT or have scored 1730 or higher on the SAT have met this obligation. Please ensure that your test score information has been provided to the Office of Teacher Education if you have met these score requirements. Others will need to choose between the Pre-Professional Skills Test (PPST) and the College-BASE (C-BASE) Assessment. We recommend that you take and pass the PPST or C-BASE before or during Explorations in Education or Transitions. Note: Early Childhood/Late Childhood K-6 majors will not be allowed to enroll in any other courses with the EDUC prefix until the Basic Skills requirement has been met. All teacher education candidates must meet a Basic Skills requirement prior to being admitted to teacher education.

PPST GENERAL INFORMATION

You may choose the PPST assessment to fulfill your basic skills requirement. PPST is a test of general knowledge and skills. If you have successfully completed a lower-division course of study, you should be well prepared. The PPST required scores are: Required Component Required Score Reading 173 Writing 172 Math 172

Current testing dates are available at the Office of Teacher Education, 110 Hughes Hall, and the Testing Center at Pittsburg State University, located in 206B Whitesitt Hall. Up-to-date information about the PPST, test fees, special arrangements for disabled individuals, the scoring process, how to prepare for the test, sample questions and answers, the latest information on test dates and locations of test centers in Kansas and the United States, and registration information can be found at www.ets.org/praxis. PPST can be taken either paper/pencil or online. The test is part of the Praxis I Series. A student may register online, or print the necessary registration forms to submit by mail. Registration instructions request that you designate what institution is to receive your test scores. Please designate Pittsburg State University as that institution (Code: 6336). Free study guides are located in 112 Hughes Hall, and study books are available to be checked out from the Instructional Resource Center, B25 Hughes Hall. A tutoring lab for the PPST is available for students wishing assistance, B23 Hughes Hall. Contact the office of Teacher Education (620)235-4489 for information on how to sign up for tutoring.

5 COLLEGE BASE GENERAL INFORMATION

If choosing the College BASE assessment to fulfill your basic skills requirement, the score of 235 in Reading, Writing (both are part of the English portion of the exam) and Math is required. College BASE, is a test of general knowledge and skills. If you have successfully completed a lower-division course of study, you should be well prepared. An on-line study guide is available at http://www.arc.missouri.edu/CB/CBoutsideMO_StudInfo.htm or free paper study guides are located in 112 Hughes Hall. Study books are available to be checked out from the Instructional Resource Center, B25 Hughes Hall. A tutoring lab for the College Base exam is available for students wishing assistance, B 23 Hughes Hall. Contact the Office of Teacher Education (620) 235-4489 for information on how to sign up for tutoring. The College BASE is administered five times per year at PSU. These dates are posted in the Office of Teacher Education, 110 Hughes Hall, and the Testing Center, 206B Whitesitt Hall. Registration dates are determined by the Testing Center. Registration must be completed in person at the Testing Center by the a designate registration deadline.

College BASE Dates at PSU for 2011-2012

September 15, 2012 November 17, 2012 February 2, 2013 April 6, 2013 June 15, 2013

The College BASE is also administered at other institutions. It is acceptable to take the exam at another location. However, it is your responsibility to provide an official score report to the Office of Teacher Education as score reports are only sent to the examinee and the institution in which the exam was administered.

6 INTRODUCTORY COURSES AND FIELD-BASED EXPERIENCES

All teacher education majors are required to participate in a variety of field-based experiences throughout their program. For admittance to teacher education, completion of an initial field experience course is required. The first course that all education majors, with the exception of music candidates, take is Explorations in Education (EDUC 261). Music majors take Introduction to Music Education (MUSIC 241). Explorations in Education is a three credit-hour course that includes 33 clock hours in a PK-12 classroom with a licensed teacher in your designated field. This experience provides an understanding of what it is like to work in a classroom and how to work with students. These “real world” experiences are designed to help make the college coursework more meaningful. This course should be taken during the sophomore year or the first semester of enrollment at PSU for transfer students. Thirty credit hours, a cumulative 2.50 GPA, and an anticipated education degree are required for enrollment in EDUC 261. Students make application for teacher education in the first weeks of EDUC 261. Successful completion of EDUC 261 includes passing the course with a “C” or better and receiving a positive recommendation for continuance in the teaching program from the cooperating school-based teacher and the Explorations instructor. Introduction to Music Education is similar in format to Explorations in Education. Early Childhood/Late Childhood K-6 education majors and some secondary/PK-12 education majors are required to complete a second field experience (EDUC 307 Clinical Experience). This course is open to any teacher education major who wants to gain additional experience in his/her teaching field.

TRANSFER CREDIT FOR EXPLORATIONS IN EDUCATION and the FIRST FIELD-BASED EXPERIENCE

Students who have completed an Introduction to Education course at another institution of higher education MAY be eligible to have those courses transferred to Pittsburg State University. A field experience at PSU, may be required (EDUC 307 and/or EDUC 308). An evaluation of any field experience completed at another institution will be required to receive credit for the experience. This evaluation should be completed by the cooperating school-based teacher. For those students eligible for transfer of credit, completion of a non-credit module is required before the student can be admitted to teacher education. This module will be completed in UGS 101 Transitions. Completion of Transitions is required for all student transferring credit for EDUC 261 Exploration in Education. For further information concerning these requirements, check with the Office of Teacher Education, 110 Hughes Hall or phone 620-235-4489. EXPECTATIONS FOR PROFESSIONAL BEHAVIOR IN FIELD EXPERIENCES

7 The definition of professionalism is described as being ‘distinguished from an amateur’. As a teacher candidate, you are more than a student; you are representing the teaching profession. As a teacher candidate at Pittsburg State University, you will be visiting, interacting with and teaching in several different school classrooms. Behaving professionally is important because you are making your first impression at each school and do not know who will notice and/or remember you. You will be representing PSU, the department, and yourself as a future teacher. If you choose to not follow the expectations of Pittsburg State University during your coursework or in a field experience situation, consequences could be imposed. See page 10 for removal policy information.

DISPOSITIONS As you move into the role of the professional educator, be aware that there are dispositions that great teachers embody. Some of these dispositions include, but are not limited to: dependability, fairness, consistency, positive demeanor, belief in all students’ ability to learn, ethical behavior, self-evaluation and reflection, effective communication, and respect for all cultures and differences of others. These dispositions are all part of the Professional Knowledge Base and you will be evaluated on these throughout your program by a variety of professionals including university faculty, cooperating teachers and university supervisors. The Professional Knowledge Base is included on pages 22-24. Remember that you are a guest in the classroom and the school. You may disagree with your teacher’s or principal’s teaching or communication style, but unless someone is hurt by abusive actions, you must refrain from criticism and remain polite at all times. Talk with your university instructor if you have concerns or want tips on how to deal with the issue. DO NOT EVER discuss these concerns with other teachers or staff or on social network sites. Also, refrain from expressing negative perceptions about a previous experience, clinical supervisor, principal or school.

CONFIDENTIALITY

Confidentiality in all situations is required. Professional discussions may give you access to student and/or school information. It is important that this information be used with integrity in a professional manner and remain confidential. In other words, don’t talk about your students or any teacher from your cooperating school(s) in any public forum including but not limited to Facebook and the teachers’ lounge.

ATTENDANCE

An important part of being a professional person is time management. Be on time (EARLY)! You are expected to be at the school during your scheduled times. If you are ill, have been in an accident or have a

8 family emergency, please contact your cooperating teacher to report your absence. Extracurricular activities, including working, should not interfere with your scheduled time at your placement.

Lanyards and PSU student ID’s are required to be worn in all school visits. Sign in at the office each time you report to the school.

PROFESSIONAL USE OF TECHNOLOGY

Appropriate use of technology is an important factor for professional behavior. Due to the fact that you will be interacting with children who will be curious about you, you must make good, professional choices about the content of personal webpages and social network sites. Working in the field of education places you in the public eye, so awareness of your public persona is important. You should expect a degree of public scrutiny. With this in mind, some basic guidelines have been provided for you.

SOCIAL NETWORK SITES OR PERSONAL WEBPAGES

 Your students ARE NOT your friends; do not initiate or confirm any friendship requests on Facebook or any other social network site.  DO NOT post or blog about your cooperating teacher/students/school.  DO NOT be on Facebook or other social network sites during school hours!  Check photos (even the backgrounds) to make sure that all content is appropriate.  Remember you have a right to privacy; keep private what should be private.  DO NOT include anything on your personal site that you would not want a potential employer to view; they will “Google” you.

EMAIL ADDRESS TAGS

 Change inappropriate email tags (i.e. [email protected]).  DO NOT give students or parents your private email address.  Consider creating a separate email address for your profession. When you become a classroom teacher, the school will provide one to you.

PHONES

 Your students should NOT be provided your phone number.  DO NOT be on your phone when you are supposed to be in the classroom (texting is considered “being on your phone”).

9 DRESS CODE Your manner of dress will need to reflect appropriateness for your chosen profession. You are being provided with guidelines that will assist your success in the classroom. Remember that there are body parts that should never show (both front and back). Also, underwear should be worn under your clothing. After dressing in the morning, stand in front of your mirror and bend over, squat, raise your arms and bend forward from the waist. If those certain body parts remain covered during this movement, you are probably pretty safe. If there is a doubt about an outfit, DON’T WEAR IT! It is better to be safe than sorry!

PROFESSIONAL CLOTHING GENERALLY INCLUDES:

Men Women Dress slacks Dress slacks Casual dress slacks (khaki or twill) Casual dress slacks (khaki or twill) Dress shirts, ties, collared polo shirts Dresses, skirts Sweaters, vests, jackets Blouses Dress and casual shoes Sweaters, vests, jackets Business Casual Pant suits Dress and casual shoes Business Casual

DO NOT WEAR:

 Any footwear that may interfere with performing your job, such as flip-flops or extremely high heels  Denim jeans (jeans of any color or style) unless the school has a special occasion or celebration that calls for wearing jeans  Shorts of any type (PE majors, dress professionally the first visit and then dress appropriately for the school in which you are placed).  T-shirts (especially with logos)  Clothing with potentially offensive phrases, political statements, religious statements, or inappropriate advertising  Shirts (low-cut, short waisted, or short sleeved) that reveal too much skin, underwear, or tattoos  Athletic clothes (sweatshirts, hoodies, jogging suits)  Sagging pants worn low or pants cut with a “low rise” that reveal underwear or too much skin  Faded, unclean or wrinkled clothing

GROOMING AND HYGIENE BASICS:

 Regular bathing and deodorant should be used to eliminate body odor  Wash and brush your hair regularly  Hair, beards and mustaches should be neatly trimmed and clean (or removed if not in accordance with school policies)  Cologne or perfume, if used at all, should be subtle  Body piercing, other than earrings, should be unnoticeable  Fingernails should be trimmed and clean  Beware of smoking or pet odors

10 REMOVAL FROM A FIELD PLACEMENT

You can be removed from a field experience placement at the request of school district personnel, school administration, the cooperating teacher, or university faculty. Common reasons for a student to be removed from a field placement include, but are not limited to: appearance and dress inappropriate for a school setting, attitude and behavior unbecoming a professional educator, violation of attendance policy, unethical conduct or criminal activity. If removal is a result of unethical conduct or criminal activity, you may be denied a second opportunity to complete the requirement thereby removing yourself from the program. All instances of removal will be reviewed and addressed on an individual basis.

GENERAL EDUCATION REQUIREMENTS FOR SECONDARY & PK-12 MAJORS Admission to teacher education requires earning a minimum grade of “C” in English Composition, Introduction to Research Writing, Speech Communication, and three hours of Math (College Algebra or above). Successful completion of all PSU General Education courses is required for graduation.

FOR ELEMENTARY MAJORS Admission to teacher education for Early Childhood/Late Childhood K-6 and Early Childhood Unified (Birth – Grade 3) majors requires a GPA of 2.80 in a core curriculum of general education courses. Additional general education courses must be completed to meet university requirements. If you do not have a 2.80 GPA in the designated core, you may decide to repeat any course where you earned a “C” or lower or you may wish to take another course within the same subject area that is a higher level course. It is suggested that you seek advisement before choosing this option. If substitutions are necessary, substitution forms are available at the Office of Teacher Education (110 Hughes Hall) or with advisors. The course with the highest grade in that area will be counted toward in the GPA. A grade of “C” MUST be earned in the Basic Skills courses (English Composition, Introduction to Research Writing, Speech Communication, Mathematics for Education I). It is wise to use the checklist included in this handbook on page 12 to calculate your GPA (see below for how to calculate) and monitor progress. The required courses are listed in the university catalog and on the GUS Degree Audit. Your advisor will assist in selecting the appropriate semester and order for taking each class. For example, ENGL 113 General Literature must be completed prior to taking EDUC 252 Children’s Literature and PSYCH 155 General Psychology must be completed prior to enrollment in PSYCH 263 Developmental Psychology. Using the checklist on page 12, record the semester when the course was taken, the grade, and the hours and grade points you earned. From this information, the General Education Core GPA can be calculated. The GPA is determined by dividing the total grade points earned by the number of hours

11 attempted. PSU uses a 4.0 system where A = 4 points, B = 3 points, C = 2 points, D = 1 point, and F = 0 points. For example, suppose this past semester you took the courses and earned the grades as listed.

Grade Hours Points x Hours ENGL 101 A 3 (4 x 3) 12 MATH 204 B 3 (3 x 3) 9 PHYS 171 B 3 (3 x 3) 9 PHYS 172 C 1 (2 x 1) 2 PSYCH 155 B 3 (3 x 3) 9

TOTAL HOURS = 13 TOTAL GRADE POINTS = 41

GPA: Divide your total number of grade points by your total number of hours GPA = 41 divided by 13 = 3.15

If this example represented your first semester, then this would be your current general education core curriculum GPA. You would know that you were on the right track and that you needed to maintain this record throughout the remainder of your program. Use the checklist on the next page to keep a record of your grades and grade points from semester to semester.

12 PITTSBURG STATE UNIVERSITY General Education Core Curriculum for Establishing Minimum GPA For Admission to Teacher Education ELEMENTARY EDUCATION -- CHECKLIST for 2011-2013 Catalog

COURSE SEM GRADE HOURS POINTS

Basic Skills: 12 Credit Hours (*Must have a grade of “C” or better in these courses)

ENGL 101 English Composition * ______

ENGL 190 Honors English * OR ENGL 299 Intro to Research Writing* ______

COMM 207 Speech Communication* ______

MATH 204 Mathematics for Education I* ______

Sciences: 8 Credit Hours Natural Science BIOL 113 Environmental Life Science OR ______BIOL 111/112 General Biology + Lab

Physical Science PHYS 171/172 Physical Science + Lab ______

Social Studies SOC 100 Introduction to Sociology** ______

Political Studies POLS 101 U.S. Politics** ______

Cultural Studies GEOG 106 World Regional Geography ______

Health & Well-Being PSYCH 155 General Psychology ______

HHP 150 Lifetime Fitness Concepts OR ______FCS 203 Nutrition and Health

Human Heritage HIST 201 or 202 American History OR HIST 101 or 102 World History ______

33 Total Hours with GPA = 2.75 TOTAL ______

GPA = Total Grade Points divided by Total Hours Attempted GPA = _____

**From Introduction to Sociology and U.S. Politics, only one course will be calculated in the General Education Core GPA. NOTE: Additional General Education Courses are needed to meet University General Education Requirements. Seek advice from your advisor to determine the appropriate courses to complete the General Education requirements.

13 RETENTION IN TEACHER EDUCATION

Early Childhood/Late Childhood K-6 majors must be admitted to teacher education before enrolling in the final 12 credit hours of methods courses. Early Childhood Unified majors are required to be admitted to teacher education for a designated final 12 hours of the program prior to student teaching. Secondary and PK- 12 education majors must be admitted to teacher education before enrolling in PSYCH 357 Educational Psychology, EDUC 520 Methods and Materials for Academic Literacy, and course 479 (Techniques for Teaching). Professional semester applications are completed on-line. To obtain the website address and application instructions, you must go to the Office of Teacher Education, 110 Hughes Hall. At this point in your program, the Director of Teacher Education reviews your transcript, degree audit, references, and field experience evaluations. In the area of scholastic achievement, the specified requirements for admission to the professional semester must be met. If you plan to student teach during the FALL semester, apply by February 15th. Those desiring to student teach in the SPRING semester submit applications by September 15th. If these deadlines are missed, students must petition CARTE for approval to apply late. Keep an accurate record of all deadlines. The PROGRAM MAP provided on PAGE 21 will help monitor deadline dates and course completions. Read all letters from the Director of Teacher Education thoroughly and completely to keep an accurate account of your status in the program.

INTERNSHIP OPPORTUNITIES

ELEMENTARY EDUCATION INTERNSHIP Students who choose to participate in the Elementary Internship Partnership complete all the requirements for admission to teacher education and all of the coursework except for the final restricted methods classes. Two semesters prior to student teaching, elementary education majors complete an application form for admittance to the internship program. In the internship semester, students volunteer a minimum of eight hours per week in an elementary classroom with a mentor teacher. In the second semester, students participate in a sixteen-week professional semester in the same classroom in which they completed the internship. Students who are interested in this program should contact their advisor for information. PK-12, MIDDLE, SECONDARY SCHOOL INTERNSHIP Opportunities for an internship experience are available for secondary/PK-12 majors as well. Some secondary content areas have an internship requirement; others can be made by special arrangement. Inquiries about an internship opportunity should be made through the Techniques instructor in the specific content area or the Office of Teacher Education, 110 Hughes Hall.

14 THE PROFESSIONAL SEMESTER

The professional semester is a field-based experience that spans an entire semester. You will be assigned to an area PK-12 school in your designated field with an experienced teacher. Cooperating teachers are licensed in the state where they teach and have a minimum of three years teaching experience. They are identified by the principal as a teacher who exhibits all the characteristics and skills of a highly qualified, master teacher and who also wants to mentor a student teacher. Upon admission to teacher education, teacher candidates are eligible to apply for the professional semester. Application instructions are available beginning on the first day of the fall and spring semesters and must be picked up in person in the Office of Teacher Education 110 Hughes Hall. Application to professional semester includes an online application process and completion of electronic portfolio submission 2. The online portion of the application is accessed by going to the web page listed on the application instructions. If you have questions, please contact the Office of Teacher Education, 110 Hughes Hall. On the application, you will be able to select three school districts and the grade level(s) you would be interested in completing your Professional Semester. Do not list specific schools or teachers.

YOU WILL NOT BE PLACED IN A SCHOOL DISTRICT WHERE:

 YOU GRADUATED HIGH SCHOOL

 COMPLETED A FIELD EXPERIENCE

 YOU HAVE SCHOOL-AGED CHILDREN ENROLLED

 WHERE A SPOUSE, PARENT, OR SIBLING IS EMPLOYED OR ENROLLED.

A list of contracted school districts is included on the Professional Semester application instructions. If you are interested in a district that is not listed, you must schedule an appointment with the Director of Teacher Education to discuss the possibility of being placed in the district. Do not select any district not on the list of contracted schools without discussing it with the Director of Teacher Education, as this will decrease your chances of being placed in a school of your choice. Whenever a placement is not available in your chosen school, you will be placed in a school that is as close as possible. YOU ARE NOT TO CONTACT SPECIFIC SCHOOLS OR FACULTY REQUESTING A PLACEMENT.

PROFESSIONAL SEMESTER ADMISSION REQUIREMENTS: EARLY CHILDHOOD/ LATE CHILDHOOD K-6

15 1. Admission to teacher education.

2. Academic standards: a. Cumulative GPA = 2.80 b. In major GPA = 3.00 with no grade lower than a “C” c. Completion of all courses listed under Section III of the Elementary Program Guide (50 hours) d. Completion of a minimum of 100 credit hours e. GPA of 2.00 in each field of concentration: English & Literature; History & Social Science; and Math & Science f. A grade of “C” or higher in: 1. PSYCH 263 Developmental Psychology 2. PSYCH 357 Educational Psychology g. Successful completion of EDUC 307 Clinical Experience h. Completion of MATH 304 Mathematics for Education II i. At least six hours of resident credit at PSU

3. Successful completion of: a. Multi-Cultural Requirement in PSYCH 357 b. Tutoring Project in SPED 510 or 511

4. Satisfactory completion of the Electronic Portfolio Submission 2

5. Successful completion of Praxis II series exams: a. Principles of Learning and Teaching: K-6 (Test # 0622) b. Elementary Education: Curriculum Instruction and Assessment (Test # 0011)

6. Signed Attestation Form

7. Approval from the Major Academic Department

16 PROFESSIONAL SEMESTER ADMISSION REQUIREMENTS: EARLY CHILDHOOD UNIFIED

1. Admission to Teacher Education.

2. Academic standards: a. Cumulative GPA = 2.80 b. In major GPA = 3.00 with no grade lower than a “C” c. Completion of all courses listed under the Education, Psychology and Lab Experiences section of the ECU program guide d. Completion of a minimum of 100 credit hours e. A grade of “C” or higher in: 1. PSYCH 263 Developmental Psychology 2. PSYCH 357 Educational Psychology f. Completion of MATH 304 Mathematics for Education II g. At least six hours of resident credit at PSU

3. Successful completion of: a. Multi-Cultural Requirement in PSYCH 357 b. Tutoring Project in SPED 511

4. Satisfactory completion of the electronic portfolio submission 2

17 PROFESSIONAL SEMESTER ADMISSION REQUIREMENTS: SECONDARY/PK-12

1. Admission to Teacher Education.

2. Specific academic standards: a. Cumulative GPA: 2.50 b. In major GPA: 2.75 c. Grade of “C” or higher in: PSYCH 263 − Developmental Psychology d. A minimum grade of “B” in PSYCH 357 – Educational Psychology e. GPA of 3.00 in 15 hours of Professional Education courses with no grade lower than “C” 1. EDUC 261 Explorations in Education (including successful completion of field experience) 2. SPED 510 Overview of Special Education 3. PSYCH 357 Educational Psychology (minimum grade of “B”) 4. EDUC 520 Methods and Materials for Academic Literacy 5. Techniques 479 f. Completion of a minimum of: 1. 95 cumulative credit hours 2. 30 in major credit hours g. At least six hours of resident credit at PSU

3. Successful completion of: a. Multi-Cultural Requirement in PSYCH 357 b. Tutoring Project in SPED 510

4. Satisfactory completion of the electronic portfolio submission 2

18 STUDENT TEACHING PLACEMENT The placement process for the professional semester begins with the Director of Teacher Education reviewing all applications for a specific semester. Remember to read all information received from the Office of Teacher Education so that you are aware of all requirements.

APPLICATION PROCESS FALL SPRING Application Deadline February 15 September 15 Review of Applications Approximately 3 weeks Tentative Placement Letters 1st Week of April 3rd Week of October Requests to schools for placement by Approximately 4-6 weeks Office of Teacher Education Final Placements Complete June December

This process takes some time as school principals recommend teachers based upon their desire to work with a student teacher and their ability to be positive role models and mentors for student teachers. Remember, you are not to contact the school about placement until you have received a letter stating final placement has been made and information provided of when, where, and to whom to report. Once you receive final placement information, you do need to make contact with the cooperating teacher and principal. All student teachers (fall and spring) are to report to their student teaching sites on the first day of the semester for that district, including in-service meetings and work days. Be prepared to report to your student teaching site before the PSU semester begins. You will follow the school district calendar, not PSU’s calendar, for this semester. As a student teacher, you are assigned a supervisor from the university who works with you throughout the semester. Your supervisor makes a minimum of four on-site visits during the semester. Throughout the semester you will be evaluated, both formally and informally, by your supervisor and your cooperating teacher. Final evaluations are placed in your credential file managed by Career Services. For further information about the professional semester, refer to the Professional Semester Handbook (available online at www.pittstate.edu/college/education/office-of-teacher-education/ or in 110 Hughes Hall) or visit with the Director of Teacher Education. Licensure to teach in the state of Kansas requires graduation from a state approved program, successful completion of a Principles of Learning and Teaching (PLT) test (minimum score = 160), and the successful completion of an academic content test. Additional licensure requirements have been mandated by the Kansas State Department of Education. Information specific to licensure will be discussed in seminar classes during the professional semester. Contact the Licensing Officer for additional licensure information.

REQUIREMENTS AND EXPENSES INFORMATION

OUTSIDE ACTIVITIES/CLASSES DURING PROFESSIONAL SEMESTER

19 Student teachers must petition CARTE for approval to maintain outside employment or take additional coursework during the professional semester. A maximum number of hours that can be spent working is 20 hours per week. If a student teacher experiences difficulties, it is expected that work hours be reduced.

LICENSURE TESTS AND APPLICATION EXPENSES The following listing includes expenses to expect with their current fee rates: 1. Principles of Teaching and Learning (PLT): $90.00 testing fee plus $50.00 registration fee. 2. Content Test: Range from $65.00 - $90.00 testing fee plus $50.00 registration fee. A content test must be completed for each subject area for which licensure is sought. Note: The non-refundable registration fee covers all paper-based tests taken in the same testing year. It is always possible to take one Content Test along with the PLT on any testing date. Check page 20 for a listing of the KSDE required Content Test codes and titles. 3. Fingerprinting for licensure: $50.00 to KSDE. The fingerprint card can be completed at any law enforcement agency. PSU Campus Police will complete the fingerprinting process for a fee of $5.00 for current PSU students. It can be completed for those who are not students for a fee of $10.00. The process from a local police department or law enforcement office may cost $10.00 or more. 4. Official transcript for licensure: $5.00 per transcript 5. Application for licensure to teach in Kansas: All licenses start with a $39 fee. An additional $3 per year of license life will be added. For example, an initial license, which lasts two years, will cost $45 [39+3+3]. A professional license, which lasts 5 years, will cost $54 [39+(3x5)]. 6. For licensure or certification in other states, an application and fingerprinting fee specific to that state’s requirements will be required.

Upon successful completion of the PSU Teacher Education program and the successful completion of all required tests, you will be eligible for licensure in Kansas and Missouri. Certification in Oklahoma requires licensure in Kansas and successful completion of three tests developed for Oklahoma teachers. An exception may be possible if a request to substitute tests completed for Kansas licensure is submitted to the Oklahoma State Department of Education. Specific requirements for licensure or certification in other states may be secured by going to that state’s Department of Education website. Application for licensure cannot be made until all requirements for graduation have been completed. The final Professional Semester seminar at the end of the semester includes instruction on completing the application process. Before licensure applications can be submitted to the Kansas State Department of Education for processing, degrees must be posted by the PSU Registrar’s Office, an official transcript

20 submitted to the PSU Licensure Officer, and the PLT and Content Area Tests must be successfully passed. PLT & CONTENT TESTS IDENTIFICATION NUMBERS, NAMES, & SCORES

PLT: Licensure Levels Test Code Test Name Kansas Cut Score All Early Childhood Licenses 0621 Principles of Learning & Teaching: Early Childhood 160 All Elementary Licenses 0622 Principles of Learning & Teaching: Grades K-6 160 All Secondary Licenses 0624 Principles of Learning & Teaching: Grades 7-12 160 All PK-12 Licenses Select from the K-6 or 7-12 160

Content Licensure Area Test Code Test Name Kansas Cut Score Art 0134 Art: Content Knowledge 160 Adaptive Special Education 0543 Special Education: Core Knowledge and Mild to 155 Moderate Applications Biology 0235 Biology: Content Knowledge 150 Chemistry 0245 Chemistry: Content Knowledge 152 Early Childhood 0021 Education of Young Children 172 Earth & Space Science 0571 Earth & Space Science: Content Knowledge 150 Elementary 0011 Elementary Education: Curriculum, Instruction, and 163 Assessment English as a Second Language 0361 English to Speakers of Other Languages (contains 138 listening section) English Language Arts 5-8 0049 Middle School English Language Arts 165 English Language Arts 6-12 0041 English Language, Literature, and Composition: 165 Content Knowledge Family & Consumer Science 0121 Family & Consumer Sciences 162 French 5174 French: World Language 159 Functional Special Education 0545 Special Education: Core Knowledge and Severe to 155 Profound Applications History Comprehensive 5-8 0089 Middle School Social Studies 155 History & Government 6-12 0081 Social Studies: Content Knowledge 158 Mathematics 5-8 0069 Middle School Mathematics (Calculator Allowed) 158 Mathematics 6-12 0061 Mathematics: Content Knowledge (Graphing 137 Calculator Required) Music: General, Instrumental, 0113 Music: Content Knowledge (contains listening 152 Vocal section) Physical Education 0091 Physical Education: Content Knowledge 148 Physics 0265 Physics: Content Knowledge 141 Psychology 0390 Psychology 550 Science 5-8 0439 Middle School Science 149 Spanish 5195 Spanish: World Language 165 Speech/Theatre 0221 Speech Communication: Content Knowledge 148 Technology Education 0051 Technology Education 160

THE MAP TO COMPLETION OF THE PSU TEACHER EDUCATION PROGRAM

COURSEWORK TEACHER ED. REQUIREMENTS

Year One: ___ English Comp 101 (1st Semester)

21 ___ General Psych 155 Take the Basic Skills Test after completing ___ First Math Course the first English course, the ___ General Education Requirements first Math course, or during ___ Writing to Learn Course EDUC 261 (2nd Semester) ___ Major Courses ____PPST taken on Date: __/__/__ OR ____C-Base taken on Date: __/__/__ OR ____ACT Score of 24 or Higher

Year Two: ___ Writing to Learn Course (1st Sem) Reading Score ______General Education Requirements Writing Score ______Speech Communication 207 Math Score ______Explorations in Education 261 ___ 1st Clinical Experience ___ Developmental Psychology 263 (Apply for Teacher Education) ___ Second Math Course (Elementary) ___ Introduction to Research Writing 299 (2nd Semester) ___ Major Courses ___Accepted into Teacher Education Date: __/__/__

Year Three: ___EDUC 307 2nd Clinical Experience required for Elementary, English, PE ____Apply for Official Degree Audit recommended for all majors. (after 85 hours) ___ Overview of Special Education ___ Apply for the Prof Semester (SPED 510 or 511) Fall-February 15th ___ Major Course Requirements Spring-September 15th

Year Four: Elementary Majors: ___ Complete Major Course Requirements ___ Educational Psychology 357

Secondary Majors: ___ Methods and Materials for Academic Literacy (EDUC 520) ___ Educational Psychology 357 ___ Techniques for Teaching 479 (Apply for & take the PLT ___ Complete Major Course Requirements and Content Test before the Professional Semester) FINAL Student Teaching and On-Campus Seminars SEMESTER FULL Semester ___ Complete the PLT (161 req.) on ___/___/___ SCORE ______Completed the Content Test on ___/___/___ SCORE ___

___Apply for Licensure on ___/___/___

22 PITTSBURG STATE UNIVERSITY COLLEGE OF EDUCATION PROFESSIONAL KNOWLEDGE BASE

The goal of the Teacher Education program at Pittsburg State University is to prepare competent, committed, caring professionals. It is the belief that to accomplish this goal, each teacher candidate should display competency in the following 60 indicators known as the Professional Knowledge Base. This knowledge base will be referenced throughout the Teacher Education program and each teacher candidate will also be evaluated using these indicators multiple times during the course of their program. Every teacher candidate will be required to display an understanding and belief in the Professional Knowledge Base by the end of their training program.

PROFESSIONAL CHARACTERISTICS

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which illustrate a commitment to a dependable and professional demeanor, an underlying belief system that all students can learn and specific efforts that foster collaborative/caring relationships.

1. Is dependable, flexible, and punctual. 2. Maintains a consistently positive and professional demeanor. 3. Believes that all students can learn and teachers can make a significant contribution to learning. 4. Understands and respects a diverse student/parent population and helps all children learn respect for the traditions and cultures of others. 5. Promotes a classroom environment that is caring and supportive to all students. 6. Complies with confidentiality laws and policies regarding students, parents, and personnel. 7. Knows and follows school policies and shares in the general responsibilities and duties associated with teaching (e.g., attendance, discipline, hall duty). 8. Establishes two-way communication with colleagues and students. 9. Communicates fluently using appropriate and grammatically correct oral and written language. 10. Sets goals or demonstrates a desire to continually acquire knowledge and skills especially in emerging educational technologies. 11. Seeks to implement the recommendations from evaluations of professional performance. 12. Practices self-evaluation and reflection to enhance instructional effectiveness. 13. Maintains ethical behavior with all students and colleagues.

RELATIONSHIPS WITH STUDENTS

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which portray a caring relationship with students, a positive rapport developed through enthusiasm and high student expectation.

14. Conveys high expectations that all students will succeed and learn. 15. Models an enthusiastic behavior and a caring attitude towards all students. 16. Demonstrates positive rapport with a diverse student population. 17. Listens carefully to all students then responds in a professional manner.

23 INSTRUCTIONAL PLANNING

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which denote a strong knowledge base, an understanding of learning theory, an approach to outcomes-based instructional planning, an integrated lesson design, and a variety of instructional strategies to provide opportunities for all students to learn.

18. Understands the appropriate scope and sequence of objectives for teaching the curriculum (national, state, and/or local standards). 19. Develops clear short and long-term instruction plans (e.g. lesson plans, units, and/or modules) which include objectives, materials, activities, adaptations/modifications and evaluation techniques based on the curriculum. 20. Has an up-to-date knowledge of the subject matter and attempts to incorporate diverse and practical illustrations, examples and applications in lesson material and activities. 21. Selects materials and activities consistent with the objectives of the lesson and students’ diverse abilities resulting in appropriate adaptations and modifications. 22. Has knowledge of and plans developmentally appropriate instruction. 23. Uses available technologies for planning and integration with other disciplines. 24. Structures lesson planning to allow for interventions, such as individualization, reteaching, and alternative assessment, so all students can meet the objectives. 25. Creates lessons that encourage students to think creatively and critically, to solve problems, and to develop skills needed in a global society.

INSTRUCTION

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which provide active student-centered instruction characterized by clarity, variety, and flexibility.

26.Conducts class with poise, confidence, and enthusiasm. 27.Presents lessons in a clear, logical, and sequential manner. 28. Insures that lesson materials and information are professionally displayed and accessible to all students. 29. Communicates clearly to all students the objective and purpose of each lesson. 30. Reviews or provides an anticipatory set in an effort to gain the interest of the student. 31. Provides a real world context for lesson content. 32. Utilizes various instructional strategies appropriate for the objectives of the lesson. 33. Incorporates differentiated instruction to meet the academic needs of all students. 34. Uses available educational technologies for effective instruction. 35. Encourages participation from all students through effective questioning strategies (e.g., equal distribution, level variation, adequate wait time, probing and clue giving, and appropriate correctives and feedback). 36. Responds to student questions in a concerned and effective manner. 37. Provides opportunities for all students to successfully apply or practice knowledge and skills learned. 38. Facilitates instructional strategies which provide opportunities to work individually and collaboratively in groups. 39. Conducts lessons at an appropriate pace and maximizes time on task. 40. Provides focus on important points and checks for understanding. 41. Accomplishes smooth and orderly transitions between parts of the lesson. 42. Gives clear directions. 43. Effectively achieves closure to each lesson and/or class period.

24 CLASSROOM MANAGEMENT

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which promote an orderly, safe classroom environment conducive to learning by providing clear rules and procedures which are taught, monitored and consistently reinforced.

44. Believes in and communicates a well-defined classroom management system. 45.Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive to student learning and safety. 46.Establishes, teaches, and reinforces classroom expectations, rules, routines, and procedures fairly. 47.Teaches tolerance by example and by design, striving to develop a classroom atmosphere which recognizes the value of all people regardless of their uniqueness. 48.Monitors students’ behaviors and activities in the classroom at all times. 49.Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and negative consequences. 50.Handles multiple tasks, intrusions, and distractions while maintaining the flow of the lesson. 51.Understands how to handle unexpected classroom incidents and emergency procedures. 52.Provides a learning environment which includes high time-on-task and active engagement.

EVALUATION

The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which establish fair expectations, provide for multiple assessment opportunities, monitor progress in a timely fashion, provide feedback through multiple means, and collaborate with others to meet the needs of all students.

53. Develops and communicates to students and parents a fair evaluation system which respects the legal rights of all involved. 54.Uses available technologies to post and communicate student progress in a timely manner. 55.Maintains clear and reasonable work standards and due dates. 56.Consults a variety of sources (e.g., student records, counselors, resource specialists, parent conferences, test results, and other diagnostic tools) to determine the learning needs and capabilities of individual students. 57.Uses multiple methods of assessing and evaluating student knowledge and performance. 58.Makes changes in instruction based on feedback from multiple classroom assessment sources. 59.Gives timely and specific oral and/or written feedback on all assignments and provides corrective action so all students can succeed. 60.Has knowledge of the referral and intervention process and can use specialized services as student needs arise.