Includes BS in Sociology, Political Science, Geography, Anthropology, and a BA in Economics

B.S. IN HISTORY WITH CERTIFICATION GRADES 7-12 (INCLUDES BS IN SOCIOLOGY, POLITICAL SCIENCE, GEOGRAPHY, ANTHROPOLOGY, AND A BA IN ECONOMICS)

STUDENT HANDBOOK AN OVERVIEW OF CALL AND THE FOUR GATES

SOUTHERN CONNECTICUT STATE UNIVERSITY 2013-2014

Marie Basile McDaniel (2010-2015, 2017-) Social Studies Coordinator [email protected]

Troy Rondinone (2010-2013, 2015-2019) Social Studies Coordinator [email protected]

Heather Vrana (2013-2017, 2019-) Social Studies Coordinator [email protected]

PREFACE

This handbook has been created for you, the candidate majoring in history or other social sciences (political science, sociology, geography, anthropology, economics) and pursuing teaching certification in grades 7-12. It contains information you will need to successfully complete your program. Please keep this handbook in a convenient place. It should be used as a reference to guide you through your program at SCSU. However, please remember to always consult with your advisor or the History Department Social Studies Coordinator if you have questions.

Note the academic year as printed on the front of this handbook. You will be held accountable to the standards as they are printed in the year that you entered Gate 1 (admittance into the School of Education).

We wish you the best of success in your studies, and in your future teaching!

2 TABLE OF CONTENTS

PREFACE ...... 2

CALL: AN OVERVIEW...... 5

CALL CONSTRUCTS FOR HISTORY CERTIFICATION...... 5

THE FOUR GATES: AN OVERVIEW ...... 6

GATE 1: ENTRY INTO THE PROGRAM ...... 7

Course Requirements ...... 7

GPA Requirements ...... 7

PRAXIS I and PRAXIS CORE Exams ...... 7

Letters of Recommendation ...... 8

The Admission Essay ...... 8

TK20 ………………………………………………………………………. 8

Finger-Printing …………………………………………………………….. 9

The Department Interview ...... 9

Applying to the School of Education ...... 10

GATE 2: MIDPOINT EVALUATION IN THE PROGRAM ...... 11

The Lesson Plan Portfolio ...... 11

Department Feedback ...... 12

GATE 3: PRE-STUDENT TEACHING IN THE PROGRAM ...... 13

3 Course Requirements ...... 13

PRAXIS II Exam ...... 13

The Portfolio ...... 14

Department Interview ……………………………………………………... 14

Applying for Student Teaching ...... 15

GATE 4: COMPLETION OF THE PROGRAM ...... 16

Student Teaching ...... 16

The Portfolio ...... 16

Completing the Program ...... 16

Getting Certified ...... 16

APPENDIX A: Checklist for Gate 1...... 17

APPENDIX B: Checklist for Gate 2...... 18

APPENDIX C: Checklist for Gate 3...... 19

APPENDIX D: Checklist for Gate 4...... 20

4 CALL: AN OVERVIEW

CALL is an acronym that stands for:  Collaborating Within and Across Diverse Contexts  Applying Skills to Impact Learning and Development  Leading for Educational Excellence  Learning Through Inquiry, Experience, and Reflection

These four constructs represent the conceptual framework developed by the School of Education at Southern Connecticut State University. Every certification program at SCSU is guided by CALL and a four-gate program. Every gate addresses each of the four constructs, and every candidate must meet certain competencies at each gate.

CALL CONSTRUCTS FOR HISTORY CERTIFICATION

Collaborating Within and Across Diverse Contexts

This construct can be met by participating in a community organization, doing volunteer work for the community, and doing clinical field work in diverse settings (high needs, medium needs, and low needs schools) and with diverse students (english language learners, exceptional, etc…).

Applying Skills to Impact Learning and Development

This construct can be met through field experiences and student teaching. More information on these items can be found in the description of each gate later in this Handbook.

Leading for Educational Excellence

This construct can be met in many ways, for example, through tutoring privately or on campus, membership in a professional organization like Phi Alpha Theta, joining student government, and participating in Professional Development Day while student teaching. A letter from a responsible person (parent of someone you tutor, Faculty Advisor for student government, etc.) will provide evidence you have met this construct..

Learning Through Inquiry, Experience, and Reflection

This construct can be met through your department interview, letters of recommendation, portfolio, field experiences, and student teaching. More information on these items can be found in the description of each gate later in this Handbook. This construct can also be met by joining the SCSU History Club or other campus organization, participating in a community organization,

5 doing volunteer work for the community, and involving yourself in a school activity once you are student teaching. A letter from a responsible person (community leader, Faculty Advisor for a club, etc.) will provide evidence you have met this construct.

THE FOUR GATES: AN OVERVIEW

Each certification candidate, regardless of subject area, must pass through a set of four gates to complete his/her certification program. Every department has developed its own set of gates for its certifications candidates.

In history, the four gates consist of:

1. Entry into the certification program 2. Midpoint evaluation in the program 3. Pre-student teaching in the program 4. Completion of the program

At each gate, every certification candidate will be assessed according to the four CALL constructs. Students will not be allowed to proceed to the next gate unless they demonstrate competency in these CALL categories.

In this Handbook, we will explain each of the four gates in detail.

Reminder: always consult with your advisor or the Social Studies Coordinator if you have questions.

6 GATE 1: ENTRY INTO THE PROGRAM

In Gate I, candidates apply to the School of Education. This application is required for any candidate wishing to become certified in any subject. The following competencies must be met before a candidate can apply to the School of Education and complete this gate (a checklist for Gate 1 is in Appendix A):

Course Requirements

Each candidate must complete HIS 100 (Western Civilization I), HIS 101 (Western Civilization II), and HIS 110 (United States I) and/or HIS 111 (United States II) with grades of B- or higher in each course. Each student must also complete (pass) EDU 201, Introduction to the Teaching Profession. In additional, we highly recommend candidates complete a Tier 2 Global Awareness course in history.

GPA Requirements

Each candidate must have a minimum of 2.7 GPA (grade point average) at the time of application to the School of Education. This GPA includes course work taken at other universities. Hence, if a candidate has transferred in courses from other universities and the overall GPA from those universities and SCSU is below 2.7, the candidate is not eligible to pass through Gate 1, and therefore cannot apply to the School of Education.

PRAXIS I Exam (valid until August 1, 2014)

PRAXIS I is a state-required examination for candidates wishing to pursue certification in any subject area. All candidates must pass, or have waived, PRAXIS I. Information on PRAXIS I, including when it is offered and how to register, can be found at http://www.state.ct.us/sde/dtl/cert/prax0102/praxchrt_pr1.htm.

Information on eligibility for a waiver of PRAXIS I can be found at http://www.state.ct.us/sde/dtl/cert/certform/ed_192.pdf.

Note that it takes approximately four weeks, sometimes longer, to receive your test results for PRAXIS I. If applying for a waiver, it may take four to six weeks to receive a confirmation letter from the State of Connecticut. Therefore, it is imperative that this requirement be taken care of as soon as possible.

PRAXIS CORE Exam (valid starting August 2, 2014)

7 After August 1, 2014, PRAXIS I will no longer be offered. New candidates will instead take the new PRAXIS CORE as the state-required examination for candidates wishing to pursue certification in any subject area. After this date, candidates will have to pass, or have waived, PRAXIS CORE. If a candidate has taken and passed PRAXIS I before August 1, 2014 this will remain valid for certification until 2019 and the candidate will never have to take PRAXIS CORE as long as they receive their certification by 2019.

Note that PRAXIS CORE is a more difficult exam and so candidates are advised to take the PRAXIS I exam and enter the School of Education as soon as possible to avoid taking the more difficult (and aligned with the Common Core) exam.

Letters of Recommendation

Each candidate must submit two letters of recommendation indicating the candidate's potential as a history major and as a teacher. At least one of these letters should come from a history professor (or history high school teacher). Letters from friends and/or family members are not acceptable. Once completed, these letters must be submitted directly to the History Department Social Studies Coordinator (the address is on the recommendation form). Recommendation forms are available in the School of Education in Davis Hall and in the History Department.

The Admission Essay

Each candidate must submit an essay on why he/she would like to go into education. The essay must be at least 500 words, typed, using a font no larger than 12-point, double-spaced, and signed. You must use correct grammar and spelling. If necessary, have a friend proof-read it before you submit it.

Your essay must address the following points, in no particular order:

 What people or events influenced your decision to teach history? (You do not need to use anyone's name in your essay if you do not wish to.)

 When, or under what circumstances, did you first develop an interest in history?

 What qualities do you possess that would make you a good social studies teacher?

 In what ways can you contribute to our program?

 Examine the four constructs of CALL, and briefly discuss how you satisfy (or will satisfy) each of the constructs. Cite specific examples if possible.

 Include any other items if your essay that you feel we should know, such as hobbies/interests, awards received, etc.

Save a copy of your essay. Be prepared to discuss any of these items during your department interview.

8 TK20

Each candidate must purchase a copy of the e-portfolio, TK20 “Teaching Kindergarten through Grade 20.” The School of Education website will direct you to more information and purchasing information. http://www.southernct.edu/education/tk20/ Or you may access it directly: https://southernct.tk20.com

Finger-Printing

In addition, Connecticut law requires that all teacher candidates undergo background checks. Candidates can complete this process through ACES, for which you must call and make an appointment. For more information check the School of Education website: http://www.southernct.edu/education/fingerprintingandbackgroundcheck/ Or go to: http://www.southernct.edu/education/uploads/textWidget/wysiwyg/documents/BG_FP_At_ACE S.pdf

The background check will be valid for three years and should be sufficient to get through all observations and student teaching. However, some school districts require yearly background checks, so depending on the school district you may have to re-do the background check.

Many school districts also require drug testing. You may decline to be tested, but that may ban you from observing, student teaching or working in that school district.

The Department Interview

Each candidate must pass an initial interview with the History Department Social Studies Coordinator. The interview will only be scheduled once we have your application form, letters of recommendation, essay, and PRAXIS I results. The interview will usually not last more than 30 minutes.

This is our first chance to get to know you better. Here are some tips to help you with the interview:

 Review your essay before the interview, since you may be asked to respond to various parts of it.

 Be familiar with the four constructs of CALL.

 Be prepared to confirm the purchase of TK20 and the completion of finger-printing.

 Dress appropriately for your interview. Casual clothing is acceptable, but remember you want to create a good impression.

 Arrive on time for your interview. If you need to cancel the interview for any reason, let us know as soon as possible.

9 Feel free to ask questions during the interview, and stay relaxed. We are here to help you.

Upon completion of the interview, each candidate will be verbally advised to continue with the program, advised to continue with conditions, or advised to withdraw from the program.

Applying to the School of Education

If you are advised to continue with the program the Social Studies Coordinator will send one copy of your file to the School of Education (one copy will remain in the History Department). You will be notified shortly afterwards of your acceptance into the School of Education. This will complete Gate 1.

10 GATE 2: MIDPOINT EVALUATION IN THE PROGRAM

In Gate 2, candidates' progress in the program is assessed. The following competencies must be met before a candidate can complete this gate (a checklist for Gate 2 is in Appendix B):

Course Requirements

Each candidate must complete the LEP Tier 1 courses, and at least 7 of the Tier 2 courses, plus HIS 200, Historical Methods and Materials, and EDU 413, Secondary Education.

GPA Requirements

Each candidate must have a minimum of 2.7 GPA, using the same conditions as in Gate 1. Additionally, each candidate must have a B average (3.0 GPA) in history courses in the major that count toward graduation. For non-history majors, candidates must have a B average (3.0 GPA) in history courses AND a B average (3.0 GPA) in their major courses.

The Lesson Plan Portfolio

Each candidate must submit a lesson plan and a reflection on the lesson plan to the Secondary Education Social Studies Coordinator. This may be submitted while the candidate is in EDU 413, but MUST be submitted before taking HIS 490.

The lesson plan should include the following:

A. Lesson Content Standards Use the Common Core and the NCSS standards. Write out the standards used that day. B. Learner Background This should include content and skills. C. Objectives: Informational and Instructional Informational objectives contain the performance and the product. Instructional objectives include four components: performance, product, conditions and criterion. D. Materials List all of the materials you will need for the day. E. Initiation This explains how you will start your lesson. It should be short and clearly connected to the lesson. It might be a political cartoon, a quotation, a “Do Now” etc. F. Development This explains what you are going to do and how you will do it. This should be almost script-like in presentation.

11 Explain grouping practices, as well as the topics, skills and activities you will be incorporating into the lesson in the order in which they should appear. List all discussion questions. G. Closure Explain how you will close the lesson and how the students will demonstrate their mastery of the learning objectives. H. Independent Practice Some type of homework assignment should be included for each day. I. Differentiated Instruction If you had a student with special needs, how would you accommodate this lesson?

The reflection on the lesson plan should be a one to two page essay that details why you chose this topic, how you set about finding the appropriate material, and why you think it will be an effective lesson.

Department Feedback

Once the lesson plan and reflection is submitted to the coordinator, the candidate and the coordinator will discuss the lesson plan and reflection and provide feedback for future improvement.

12 GATE 3: PRE-STUDENT TEACHING IN THE PROGRAM

In Gate 3, candidates apply for Student Teaching. The following competencies must be met before a candidate can apply for Student Teaching and complete this gate (a checklist for Gate 3 is in Appendix C):

Course Requirements

Each BS in History candidate must complete the remaining history courses in the major program (300 level history courses in European, American and Non-Western history, HIS 485, and 5 additional history courses) and 18 credits in other social studies courses (political science, geography, economics, psychology, anthropology, sociology).

Each BS in Sociology, Political Science, Geography, Anthropology, Psychology or BA in Economics must complete the remaining courses in their major program as well as 18 credits in history (with one course in each European, American and Non-Western history).

Each candidate must also complete (pass) HIS 490, Social Science (Secondary School), PHI 370, Philosophy of Education, PSY 370, Educational Psychology, SED 482, Teaching Exceptional Students, SHE 203, School Health, IDS 470 and 471, Literacy and Content and ELLs in the Classroom, and any other state-required professional courses.

GPA Requirements

PRAXIS II

Each candidate must pass PRAXIS II, which is a state required content examination for certification. This exam cannot be waived. A candidate who does not pass PRAXIS II prior to Student Teaching will not be allowed to student teach.

The PRAXIS II: (5081 or 0081 Social Studies: Content Knowledge) is offered seven times a year: September, November, January, March, April, June and July. Make sure to sign up for the PRAXIS II well before you plan on student-teaching. For fall student-teaching, candidates MUST pass PRAXIS II by March. For spring student-teaching, candidates MUST pass PRAXIS II by November. You will not be placed for student-teaching until you have passed PRAXIS II

13 (the earlier the School of Education can try to place you, the better chances of a favorable placement). Information on registering for the exam can be found at: http://www.ets.org/praxis/ct

You must submit your scores and subscores to Southern Connecticut State University. Bring a hard copy of your scores and subscores to the Secondary Education Coordinator prior to the Student Teaching Interview. The Portfolio

Each candidate will present a portfolio for the department interview. The portfolio must have four sections and be submitted in a 3-Ring Binder with dividers:

 Section 1) 700-1000 word essay: “Why I want to become a Social Studies Teacher”. Include observations from EDU 201, evidence of community service, leadership, evidence of membership in any professional organizations

 Section 2) Samples of Research/Writing and Self-Assessment/Self-Evaluation (3/4-1 page) of your writing research (3-4 samples covering range of experience)

 Section 3) Samples of Examinations and Self-Assessment/Self-Evaluation (3/4-1 page) of your strengths and weaknesses as a test-taker (3-4 samples covering range of experience)

 Section 4) Samples of lesson plans you have written in HIS 494 (1 or 2 will suffice) or another certification course (e.g., IDS 470, 471, or EDU 413) and a reflection (3/4-1 page) on what types of lesson plans you intend to make the core of your teaching program

The portfolio must be submitted 24 hours in advance of the department interview. More information on the portfolio and interview will be given in HIS 490 at the beginning of the semester. If you are hoping to student teach, you must apply for student teaching in the first four weeks of the semester prior.

Department Interview

Each candidate must pass an interview with the Social Studies Coordinators. Please keep the following elements in mind for that interview.

 Review your portfolio before the interview, since you may be asked to respond to various parts of it.

 Be prepared to discuss why you want to be a history teacher, how you would approach teaching history (content and skills) to middle school and high school students, and any ideas you had about keeping the classes both orderly and interesting.

 Be familiar with the four constructs of CALL.

14  Dress appropriately for your interview. Casual clothing is acceptable, but remember you want to create a good impression.

 Arrive on time for your interview. If you need to cancel the interview for any reason, let us know as soon as possible.

Feel free to ask questions during the interview, and stay relaxed. We are here to help you.

You will receive an email within a week of the interview notifying you if you have been cleared to student teach by the coordinators. In circumstance where you have not been cleared, additional portfolios and/or interviews may be required.

Applying for Student Teaching

Once all the above conditions have been satisfied, a candidate will apply for Student Teaching. The application is available on Tk20. Part of the application includes a discussion with the School of Education Director of Field Experiences, Dr Angela Todaro. In your discussion with Dr. Todaro please be honest about your circumstances, dress appropriately, and treat the discussion as a professional interview.

This will complete Gate 3. Each candidate will then be notified once a placement has been made (often in December for Spring student teaching, and in July for Fall student teaching).

15 GATE 4: COMPLETION OF THE PROGRAM

In Gate 4, candidates complete Student Teaching and are ready to apply for certification. The following competencies must be met before a candidate can apply for certification and complete this gate (a checklist for Gate 4 is in Appendix D):

Course Requirements

Each candidate must pass HIS 494, Student Teaching, and HIS 496, Student Teaching Seminar. In additional, all other required courses for graduation must be completed.

GPA Requirements

Student Teaching

Each candidate must complete HIS 494, Student Teaching.

The Portfolio

Each candidate will present a portfolio which will include a unit plan taught during student teaching, sample work from two students over the course of the unit, a detailed description of one class taught, a journal, and final reflections on student teaching. Details of the portfolio are included in the syllabus for HIS 496.

Completing the Program

Upon completion of all the requirements for Gate 4, the candidate has completed the program, and is now eligible to graduate and apply for certification.

Getting Certified

Candidates must apply for certification. An Application for Certification form can be obtained in the Student Teaching Office in Davis Hall. This completed form must be given to the Certification Officer, Ken Bungert.

16 Appendix A

GATE 1 Checklist for Secondary Education Majors

Complete HIS 100 (Western Civ I), HIS 101 (Western Civ II), and HIS 110 (US I) and/or HIS 111 (US II) each with a B- or better.

Complete EDU 201 (Intro to Teaching) with a B- or better

Pass PRAXIS I or PRAXIS CORE.

Have an overall Q.P.R.  2.7 in all courses, including courses taken at other universities, and a 3.0 GPA in your major and history courses.

Submit a 500 word typed essay on why you would like to go into education.

Submit two letters of recommendation indicating the candidate's potential as a history major and as a teacher. At least one letter should be from a history professor.

Pass an initial interview with the History Department Social Studies Coordinator.

Complete the School of Education Application.

Purchase TK 20.

17 Complete Background Check and Finger-printing through ACES.

Appendix B

Complete HIS 200 (History Methods and Materials) and maintain an overall B average in history and major courses.

Complete EDU 413 (Secondary Ed).

Maintain an overall Q.P.R.  2.7 in all courses, including courses taken at other universities.

Submit Lesson Plan Portfolio.

Meet with the Social Studies Secondary Education Coordinator for feedback.

18 Appendix C

Complete at least all required major courses and maintain an overall B average in history and major courses.

Complete 18 credits in history if a non-history major, complete 18 credits in social studies if a history major.

Complete HIS 490 (Teaching Social Sciences in Secondary Schools)

Complete PHI 370 (Philosophy Of Ed), PSY 370 (Ed Psychology), SED 482 (Teaching Exceptional Students in Secondary Ed), SHE 203 (School Health).

Complete IDS 470 (Literacy and Content) and IDS 471 (ELLs in the Classroom).

Pass PRAXIS II.

Maintain an overall Q.P.R.  2.7 in all courses, including courses taken at other universities.

Present a portfolio containing work and reflections.

Pass an interview with the Social Studies Program Coordinator.

19 Apply for student teaching on Tk20, have a discussion with the Student Teaching Placement Director.

Appendix D

Pass HIS 494 (Student Teaching) and HIS 496 (Student Teaching Seminar)

Maintain an overall Q.P.R.  2.7 in all courses, including courses taken at other universities, and an overall B average in history and major courses.

Present a portfolio containing work and reflections indicating successful completion of student teaching.

Apply to the State of Connecticut for an Initial Educator's Certificate.