Professional Education Council s3

AGENDA PROFESSIONAL EDUCATION COUNCIL 2:00 pm - Wednesday, June 12, 2013 GRH 3073

I. Consideration of the Minutes from the May 8, 2013, meeting (Minutes can be found on the CEBS Main Web Page – click on Faculty & Staff and then Meetings Minutes and Agendas).

II. New Business

B. Office of Teacher Services - CEBS

• Candidates Completing Requirements for Admission to the Professional Education Unit May 8, 2013 to June 12, 2013

• Student Teacher Candidates List for Fall 2013

A. College of Education and Behavioral Sciences

School of Teacher Education 1. Revise a Program – 0458, Middle Grades Education for Initial Certification 2. Revise a Program – 0495, Master of Arts in Teaching: Secondary Education for Initial Certification

III. Other Business

-Admission and Retention Committee Recommendation (report of results) CANDIDATES COMPLETING REQUIREMENTS FOR ADMISSION TO PROFESSIONAL EDUCATION UNIT

May 8, 2013 – June 12, 2013

ELEMENTARY P-5 Bratcher, Sarah Jackson, Natasha Rogers, Angela Shay Scott, Brianna M. Williams, Krystal D.

MIDDLE GRADES

Parker, Te’Andra Social Studies/Language Arts

P-12

Johnston, Jonathan Physical Education Roberts, Rebecca Music- Vocal

IECE

SECONDARY

Hamilton, Christopher Social Studies Magan, Tyler Social Studies Richards, Dustin T. Social Studies White, Bethany Biology

MASTERS

Bucklew, Karen SPED Butts, Pauletha M. SPED Carrico, Ashley SPED Froedge, Lori Mathmatics Jones, Courtney SPED Lett, Kacee Chemistry Upadhyay, Harsh Mathmatics If there are any questions or concerns about the status of any candidate, the person with the question or concern should contact Dr. Fred Carter, Teacher Services (745-4611 or [email protected]) prior to the PEC meeting. STUDENT TEACHER CANDIDATES FOR FALL 2013 QUALIFIED ***STUDENT TEACHING APPLICATION ACCEPTED***6/12/13

WKU ID FIRST LAST D MAJOR

ERICA ESKRIDGE ELEMENTARY JENNIFER FORTNEY ELEMENTARY DANA GREEN ELEMENTARY AMBER HULETT ELEMENTARY SHANNON SWIFT ELEMENTARY

SHANON SEXTON MGE/SCIENCE/S.STUDIE S

CHELSEA McCAY P-12/ART

REBECCA ROBERTS P-12/MUSIC A. DAMON PARR SEC/BIOLOGY BETHANY WHITE SEC/BIOLOGY DEANNA REDDISH SEC/ENGLISH LAUREN ANGUIANO SEC/MATH NICHOLAS CARTER SEC/MATH

STUDENT TEACHER CANDIDATES FOR FALL 2013 NOT QUALIFIED ***STUDENT TEACHING APPLICATION PENDING***6/12/13 (THESE STUDENTS HAVE S.T. REQUIREMENTS IN PROCESS)

WKU ID FIRST LAST D MAJOR

STEVIE BUTLER X ELEMENTARY KYLE HACK X ELEMENTARY KARI HARP X ELEMENTARY KAITLYNN PRINDLE X ELEMENTARY

DEBORAH TAYLOR X IECE

TYLER BRUCE CA MGE/MATH

APRIL YATES CA P-12/ART TABITHA SAMS-ROSE CA P-12/MUSIC

KARL WEIHE X P-12/SPANISH

CP = Critical Performance Score Deficiency or Disposition Score Deficiency Pending CA = Not Admitted into Teacher Education X = Deficient GPA and/or other Student Teaching Requirement Deficiency

STUDENT TEACHER CANDIDATES FOR FALL 2013 ***APPLICATION WITHDRAWN***6/12/13

WKU ID FIRST LAST MAJOR DATE

SHAUN BAXLEY P-12/MUSIC 5/15/13 JACOB GIBBS MGE/MATH 5/14/13 KEVIN JOHNSTON ELEMENTARY 5/16/13 JESSICA LYNCH ELEMENTARY 5/14/13 KIMBERLEY BELL MGE/MATH 5/21/13 JORDAN MATTINGLY MGE/S.STUDIES/L 5/14/13 A ANTHONY MILLER MGE/S.STUDIES/L 5/14/13 A JORDEN PATTERSON SEC/MATH 5/2/13 Proposal Date: April 12, 2013

College of Education and Behavioral Sciences School of Teacher Education Proposal to Revise A Program (Action Item)

Contact Person: Michael McDonald, [email protected], 5-3097; Martha Day, [email protected]

1. Identification of program: 1.1 Current program reference number: 0458 1.2 Current program title: Middle Grades Education for Initial Certification 1.3 Credit hours: 30 hours

2. Identification of the proposed program changes:  Add in Educational Psychology Course  Add the word “or” between the two research course choices.

3. Detailed program description: CURRENT PROGRAM PROPOSED PROGRAM Master of Arts in Teaching: Middle Grades Master of Arts in Teaching: Middle Grades Education (5-9) for Initial Certification Education (5-9) for Initial Certification The MAT in Middle Grades Education for The MAT in Middle Grades Education for Initial Certification leads to initial teacher Initial Certification leads to initial teacher certification in Middle Grades Education certification in Middle Grades Education (grades 5-9) for qualified individuals with (grades 5-9) for qualified individuals with bachelor’s degrees and content majors or bachelor’s degrees and content majors or equivalent. Course work and experiences in equivalent. Course work and experiences in the the program provide students who have a deep program provide students who have a deep knowledge of their respective disciplines, but knowledge of their respective disciplines, but no background in professional education, with no background in professional education, with the pedagogical knowledge and skills to the pedagogical knowledge and skills to become become highly qualified educators in their highly qualified educators in their fields. Upon fields. Upon completion of the program, completion of the program, graduates will be graduates will be professional educators who professional educators who possess the possess the dispositions and skills to apply dispositions and skills to apply state-of-the-art, state-of-the-art, evidence-based, best teaching evidence-based, best teaching practices to practices to increase student achievement. increase student achievement. There are three concentrations in this program: There are three concentrations in this program: 1. Alternate Route to Certification 1. Alternate Route to Certification Concentration for English/Language Concentration for English/Language Arts, Social Studies, Mathematics and Arts, Social Studies, Mathematics and Science. Science. 2. Standard Concentration for 2. Standard Concentration for English/Language Arts, Social Studies, English/Language Arts, Social Studies, 3. Mathematics and Science. Mathematics and Science. 4. Residency Concentration for Science 3. Residency Concentration for Science and and Mathematics (e.g. GSKyTeach) Mathematics (e.g. GSKyTeach)

Note that Concentrations 1 and 2 appear Note that Concentrations 1 and 2 appear identical; however, the differences between identical; however, the differences between these concentrations are characterized by these concentrations are characterized by students with and without a temporary students with and without a temporary provisional teaching certificate and those who provisional teaching certificate and those who must meet the equivalent of the state required must meet the equivalent of the state required student teaching requirements along with the student teaching requirements along with the specific content area in which students are specific content area in which students are seeking certification. seeking certification.

Students in all three concentrations are Students in all three concentrations are expected expected to become competent in theory, to become competent in theory, research, and research, and application of best teaching application of best teaching practices in their practices in their respective fields and to respective fields and to exhibit appropriate exhibit appropriate teacher disposition teacher disposition behaviors as indicated by the behaviors as indicated by the College of College of Education and Behavioral Sciences Education and Behavioral Sciences Teacher Teacher Disposition Rating Form. All Disposition Rating Form. All professional professional education courses in the program education courses in the program require require satisfactory completion of critical satisfactory completion of critical performance performance indicators (CPIs); these must be indicators (CPIs); these must be submitted as submitted as directed before the final course directed before the final course grade is grade is recorded. Each course’s CPIs become a recorded. Each course’s CPIs become a part of part of the student’s portfolio that is reviewed the student’s portfolio that is reviewed periodically throughout the program. periodically throughout the program.

Students who seek admission to the Alternate Students who seek admission to the Alternate Route to Teacher Certification must meet Route to Teacher Certification must meet additional requirements in order to qualify for additional requirements in order to qualify for temporary provisional certification, and they temporary provisional certification, and they must complete all requirements for must complete all requirements for certification certification within three years of the time of within three years of the time of employment by employment by a school district. A a school district. A recommendation for recommendation for professional certification professional certification will be contingent will be contingent upon successful completion upon successful completion of the Kentucky of the Kentucky Teacher Internship Program Teacher Internship Program (KTIP) and (KTIP) and submission of qualifying scores on submission of qualifying scores on all required all required examinations for the desired area examinations for the desired area of of certification. Additional information about certification. Additional information about the the Alternate Route to Teacher Certification Alternate Route to Teacher Certification concentrations may be found on the website for concentrations may be found on the website for the Office of Teacher Services. the Office of Teacher Services. Upon successful completion of the MAT in Upon successful completion of the MAT in Middle Grades Education for Initial Middle Grades Education for Initial Certification and satisfaction of all other Certification and satisfaction of all other certification requirements, students who do not certification requirements, students who do not participate in the Alternate Route to participate in the Alternate Route to Certification concentrations but participate in Certification concentrations but participate in the Standard Concentration will qualify for a the Standard Concentration will qualify for a Statement of Eligibility for Certification. The Statement of Eligibility for Certification. The Internship course, for these students must be a Internship course, for these students must be a full semester or equivalent in length. full semester or equivalent in length. Students in the residency (GSKyTeach) Students in the residency (GSKyTeach) concentration must meet all expectations concentration must meet all expectations associated with that residency program. associated with that residency program.

PROGRAM COURSE REQUIREMENTS PROGRAM COURSE REQUIREMENTS FOR EACH CONCENTRATION FOR EACH CONCENTRATION 30-36 Hours 30-36 Hours Alternate Route to Certification Alternate Route to Certification Concentration for English/Language Arts, Concentration for English/Language Arts, Social Studies, Mathematics and Science Social Studies, Mathematics and Science (Middle Grades 5-9) (Middle Grades 5-9) Professional Education Component: Professional Education Component: EDU 589: Advanced Internship for the MAT EDU 589: Advanced Internship for the MAT (6 (6 hrs.) hrs.) EDU 520: Planning for Instruction (3 hrs.) EDU 520: Planning for Instruction (3 hrs.) (Must be taken in the first 6 hours) (Must be taken in the first 6 hours)

Program Specific Curriculum Component: Educational Psychology Component: Program Specific content methods course PSY 510: Advanced Educational Psychology (3 approved by the advisor (3 hrs.) hrs.)

Strategies/Literacy Component: Program Specific Curriculum Component: LTCY 510: Methods of Teaching Literacy to Program Specific content methods course Adolescents (3 hrs.) approved by the advisor (3 hrs.)

Exceptional Education and Diversity Strategies/Literacy Component: Component: LTCY 510: Methods of Teaching Literacy to EDU 522: Fundamentals of Differentiated Adolescents (3 hrs.) Instruction (3 hrs.) Exceptional Education and Diversity Research and Assessment Component: Component: EDU 570: Educational Assessment for All EDU 522: Fundamentals of Differentiated Learners (3 hrs.) Instruction (3 hrs.)

Research and Assessment Component: TCHL 520: Principles of Action Research for EDU 570: Educational Assessment for All Teacher Leaders (3 hrs.) Learners (3 hrs.)

TCHL 520: Principles of Action Research for EDFN 500: Research Methods (3 hrs.) Teacher Leaders (3 hrs.)

Educational Technology Component: OR LME 535: Survey of Educational Technology Practices (3 hrs.) EDFN 500: Research Methods (3 hrs.)

Electives: Educational Technology Component: Advisor Approved Content Electives from the LME 535: Survey of Educational Technology student’s teaching discipline (6 hrs.) (The Practices (3 hrs.) course selections must be approved by the candidate’s advisors in consultation with a Electives: representative from the candidate’s teaching Advisor Approved Content Electives from the discipline.) student’s teaching discipline (6 hrs.) (The course selections must be approved by the candidate’s advisors in consultation with a representative from the candidate’s teaching discipline.) Total Hours – 36 hours

Total Hours – 36 hours Standard Concentration for English/Language Arts, Social Studies, Standard Concentration for Mathematics and Science (Middle Grades 5- English/Language Arts, Social Studies, 9) Mathematics and Science (Middle Grades 5- Professional Education Component: 9) EDU 589: Advanced Internship for the MAT (6 Professional Education Component: hrs.) EDU 589: Advanced Internship for the MAT EDU 520: Planning for Instruction (3 hrs.) (6 hrs.) (Must be taken in the first 6 hours) EDU 520: Planning for Instruction (3 hrs.) (Must be taken in the first 6 hours) Educational Psychology Component: PSY 510: Advanced Educational Psychology (3 Program Specific Curriculum Component: hrs.) Program Specific content methods course approved by the advisor (3 hrs.) Program Specific Curriculum Component: Program Specific content methods course Strategies/Literacy Component: approved by the advisor (3 hrs.) LTCY 510: Methods of Teaching Literacy to Adolescents (3 hrs.) Strategies/Literacy Component: LTCY 510: Methods of Teaching Literacy to Exceptional Education and Diversity Adolescents (3 hrs.) Component: EDU 522: Fundamentals of Differentiated Exceptional Education and Diversity Instruction (3 hrs.) Component: EDU 522: Fundamentals of Differentiated Research and Assessment Component: Instruction (3 hrs.) EDU 570: Educational Assessment for All Learners (3 hrs.) Research and Assessment Component: EDU 570: Educational Assessment for All TCHL 520: Principles of Action Research for Learners (3 hrs.) Teacher Leaders (3 hrs.) TCHL 520: Principles of Action Research for Teacher Leaders (3 hrs.)

EDFN 500: Research Methods (3 hrs.) OR

Educational Technology Component: EDFN 500: Research Methods (3 hrs.) LME 535: Survey of Educational Technology Practices (3 hrs.) Educational Technology Component: LME 535: Survey of Educational Technology Electives: Practices (3 hrs.) Advisor approved content electives from the student’s teaching discipline (6 hrs.) (The Electives: course selections must be approved by the Advisor approved content electives from the candidate’s advisors in consultation with a student’s teaching discipline (6 hrs.) (The representative from the candidate’s teaching course selections must be approved by the discipline.) candidate’s advisors in consultation with a representative from the candidate’s teaching discipline.)

Total Hours – 36 hours

Residency Concentration for Science and Total Hours – 36 hours Mathematics Education (e.g. GSKyTeach)

Residency Concentration for Science and Professional Education Component: Mathematics Education (e.g. GSKyTeach) SMED 590: Teacher Internship (8 hrs.) SMED 501: Designing Instructional Sequences Professional Education Component: in Secondary Grades Math and Science (3 hrs.) SMED 590: Teacher Internship (8 hrs.) SMED 501: Designing Instructional Sequences Educational Psychology Component: in Secondary Grades Math and Science (3 hrs.) SMED 510: Adv. Topics in Knowing and Learning in Math and Science (3 hrs.) Educational Psychology Component: SMED 510: Adv. Topics in Knowing and Curriculum Component: Learning in Math and Science (3 hrs.) SMED 589: Science and Mathematics Education Internship Seminar (3 hrs.) Curriculum Component: SMED 589: Science and Mathematics Strategies/Literacy Component: Education Internship Seminar (3 hrs.) SMED 530: Literacy Support for Diverse Learners in Mathematics and Science (3 hrs.) Strategies/Literacy Component: SMED 530: Literacy Support for Diverse Exceptional Education and Diversity Learners in Mathematics and Science (3 hrs.) Component: SMED 520: Management for Positive Learning Exceptional Education and Diversity Environments (3 hrs.) Component: SMED 520: Management for Positive Learning Research and Assessment Component: Environments (3 hrs.) SMED 560: Developing Professional Learning Communities for Instructional Improvement (3 Research and Assessment Component: hrs.) SMED 560: Developing Professional Learning Communities for Instructional Improvement (3 SMED 620: Collaborative Research to Improve hrs.) Mathematics and Science Teaching (3 hrs.) AND SMED 620: Collaborative Research to SMED 630: Action Research Seminar (1 hr.) Improve Mathematics and Science Teaching (3 hrs.) Total Hours - 30 AND SMED 630: Action Research Seminar (1 hr.)

Total Hours - 30 ADMISSION REQUIREMENTS ADMISSION REQUIREMENTS Applicants must meet one of the following, Applicants must meet one of the following, depending on chosen concentration. depending on chosen concentration.

Admission Requirements for the Standard Admission Requirements for the Standard Concentration and the Alternate Route to Concentration and the Alternate Route to Certification Concentrations: Certification Concentrations: To be considered for admission, applicants To be considered for admission, applicants must: must:  Document completion of a  Document completion of a baccalaureate baccalaureate degree with a major, or degree with a major, or equivalent, in an equivalent, in an approved certification approved certification area and from an area and from an accredited institution. accredited institution.  Be recommended for admission  Be recommended for admission following a transcript review by an following a transcript review by an MAT advisor associated with the MAT advisor associated with the certification area sought (If deficiencies certification area sought (If deficiencies are cited the applicant may be required are cited the applicant may be required to take additional undergraduate to take additional undergraduate courses). courses).  Submit a letter of application including  Submit a letter of application including professional goals. professional goals.  Document a cumulative overall grade  Document a cumulative overall grade point average (GPA) of 2.75 or above point average (GPA) of 2.75 or above (counting all course work, (counting all course work, undergraduate and graduate) OR a GPA undergraduate and graduate) OR a GPA of 3.0 in the last 30 hours of course of 3.0 in the last 30 hours of course work (counting all course work, work (counting all course work, undergraduate and graduate). undergraduate and graduate).  Submit a passing score on the  Submit a passing score on the appropriate PRAXIS II test in major appropriate PRAXIS II test in major area. area.  Submit state minimum passing scores  Submit state minimum passing scores for GRE or PPST for admission to the for GRE or PPST for admission to the professional education unit. professional education unit.  Submit a successful criminal  Submit a successful criminal background check. background check.  Submit the following documentation  Submit the following documentation prior to acceptance in to graduate prior to acceptance in to graduate studies: 3 references, physical studies: 3 references, physical (including (including TB test), and a signed code TB test), and a signed code of ethics. of ethics. Admission Requirements for the Residency Admission Requirements for the Residency Concentration for Science and Mathematics Concentration for Science and Mathematics Educators: Educators:  A baccalaureate degree with a major in  A baccalaureate degree with a major in physics, chemistry, or mathematics with physics, chemistry, or mathematics a 2.5 GPA in the major area of with a 2.5 GPA in the major area of concentration. concentration.  A minimum undergraduate GPA of  A minimum undergraduate GPA of 2.75. 2.75.  Satisfaction of state minimum  Satisfaction of state minimum requirements for GRE or PPST requirements for GRE or PPST qualifying scores for admission to the qualifying scores for admission to the professional education unit. professional education unit.  A successful criminal background  A successful criminal background check. check.  A passing score on the PRAXIS II test  A passing score on the PRAXIS II test in major area (This score must be in major area (This score must be submitted within the first semester of submitted within the first semester of enrollment in the teacher residency enrollment in the teacher residency program). program).  Documentation to demonstrate that  Documentation to demonstrate that applicant meets all expectations for applicant meets all expectations for employment with the partnership school employment with the partnership districts. school districts 4. Rationale for the proposed program change:  The Educational Psychology course was inadvertently left out of the previous revision.  The word “or” between the two research course choices was inadvertently left off in the previous revision.

5. Proposed term for implementation and special provisions (if applicable):  Fall 2014

6. Dates of prior committee approvals:

School of Teacher Education: 4/12/13

CEBS Curriculum Committee 5/7/13

Professional Education Council

Graduate Council

University Senate Proposal Date: April 12, 2013

College of Education and Behavioral Sciences School of Teacher Education Proposal to Revise A Program (Action Item)

Contact Person: Michael McDonald, [email protected], 5-3097; Martha Day, [email protected];

1. Identification of program: 1.1 Current program reference number: 0495 1.2 Current program title: Secondary Education for Initial Certification 1.3 Credit hours: 36 hours

2. Identification of the proposed program changes:  Remove Agriculture and Family and Consumer Sciences from the Alternate Route to Certification  Remove Agriculture and Family and Consumer Sciences from the Standard Concentration  Add Chinese to the Alternate Route to Certification Concentration  Add Chinese to the Standard Concentration  Add in Educational Psychology Course  Add the word “or” between the two research course choices.

3. Detailed program description: CURRENT PROGRAM PROPOSED PROGRAM Master of Arts in Teaching: Secondary Master of Arts in Teaching: Secondary Education (grades P-12; 5-12; 8-12) for Education (grades P-12; 5-12; 8-12) for Initial Certification Initial Certification The MAT in Secondary Education for Initial The MAT in Secondary Education for Initial Certification leads to initial teacher Certification leads to initial teacher certification in Secondary Education (grades P- certification in Secondary Education (grades P- 12, 5-12, and 8-12, depending on certification 12, 5-12, and 8-12, depending on certification area) for qualified individuals with bachelor’s area) for qualified individuals with bachelor’s degrees and content majors (or equivalent for degrees and content majors (or equivalent for those who qualify for temporary provisional those who qualify for temporary provisional certification in approved areas). Course work certification in approved areas). Course work and experiences in the program provide and experiences in the program provide students who have a deep knowledge of their students who have a deep knowledge of their respective disciplines, but no background in respective disciplines, but no background in professional education, with the pedagogical professional education, with the pedagogical knowledge and skills to become highly knowledge and skills to become highly qualified educators in their fields. Upon qualified educators in their fields. Upon completion of the program, graduates will be completion of the program, graduates will be professional educators who possess the professional educators who possess the dispositions and skills to apply state-of-the-art, dispositions and skills to apply state-of-the-art, evidence-based, best teaching practices to evidence-based, best teaching practices to increase student achievement. increase student achievement.

There are three concentrations in this program: There are three concentrations in this program: 1. Alternate Route to Certification 1. Alternate Route to Certification Concentration for Agriculture, Art, Concentration for Art, Biology, Biology, Chemistry, Business and Chemistry, Business and Marketing Marketing Education, Earth and Space Education, Chinese, Earth and Space Science, English/Language Arts, Science, English/Language Arts, Family and Consumer Sciences, French, German, Mathematics, Music, French, German, Mathematics, Music, Physics, Social Studies, and Spanish. Physics, Social Studies, and Spanish. 2. Standard Concentration for Art, Biology, 2. Standard Concentration for Agriculture, Chemistry, Business and Marketing Art, Biology, Chemistry, Business and Education, Chinese, Earth and Space Marketing Education, Earth and Space Science, English/Language Arts, French, Science, English/Language Arts, Family German, Mathematics, Music, Physical and Consumer Sciences, French, Education, Physics, Social Studies, and German, Mathematics, Music, Physical Spanish Education, Physics, Social Studies, and 3. Residency Concentration for Science and Spanish Mathematics (Secondary 8-12) (e.g. 3. Residency Concentration for Science and GSKyTeach) Mathematics (Secondary 8-12) (e.g. GSKyTeach) Note that Concentrations 1 and 2 appear identical; however, the differences between Note that Concentrations 1 and 2 appear these concentrations are characterized by identical; however, the differences between students with and without a temporary these concentrations are characterized by provisional teaching certificate and those who students with and without a temporary must meet the equivalent of the state required provisional teaching certificate and those who student teaching requirements along with the must meet the equivalent of the state required specific content area in which students are student teaching requirements along with the seeking certification. specific content area in which students are seeking certification. Students in all three concentrations are expected to become competent in theory, Students in all three concentrations are research, and application of best teaching expected to become competent in theory, practices in their respective fields and to research, and application of best teaching exhibit appropriate teacher disposition practices in their respective fields and to behaviors as indicated by the College of exhibit appropriate teacher disposition Education and Behavioral Sciences Teacher behaviors as indicated by the College of Disposition Rating Form. All professional Education and Behavioral Sciences Teacher education courses in the program require Disposition Rating Form. All professional satisfactory completion of critical performance education courses in the program require indicators (CPIs); these must be submitted as satisfactory completion of critical performance directed before the final course grade is indicators (CPIs); these must be submitted as recorded. Each course’s CPIs become a part of directed before the final course grade is the student’s portfolio that is reviewed recorded. Each course’s CPIs become a part of periodically throughout the program. the student’s portfolio that is reviewed periodically throughout the program. Students who seek admission to the Alternate Route to Teacher Certification must meet Students who seek admission to the Alternate additional requirements in order to qualify for Route to Teacher Certification must meet temporary provisional certification, and they additional requirements in order to qualify for must complete all requirements for certification temporary provisional certification, and they within three years of the time of employment must complete all requirements for by a school district. A recommendation for certification within three years of the time of professional certification will be contingent employment by a school district. A upon successful completion of the Kentucky recommendation for professional certification Teacher Internship Program (KTIP) and will be contingent upon successful completion submission of qualifying scores on all required of the Kentucky Teacher Internship Program examinations for the desired area of (KTIP) and submission of qualifying scores on certification. Additional information about the all required examinations for the desired area Alternate Route to Teacher Certification of certification. Additional information about concentrations may be found on the website for the Alternate Route to Teacher Certification the Office of Teacher Services. concentrations may be found on the website for the Office of Teacher Services. Upon successful completion of the MAT in Secondary Education for Initial Certification Upon successful completion of the MAT in and satisfaction of all other certification Secondary Education for Initial Certification requirements, students who do not participate and satisfaction of all other certification in the Alternate Route to Certification requirements, students who do not participate concentrations but participate in the Standard in the Alternate Route to Certification Concentration will qualify for a Statement of concentrations but participate in the Standard Eligibility for Certification. The Internship Concentration will qualify for a Statement of course for these students must be a full Eligibility for Certification. The Internship semester or equivalent in length. course for these students must be a full Students in the residency (e.g. GSKyTeach) semester or equivalent in length. concentration must meet all expectations Students in the residency (e.g. GSKyTeach) associated with that residency program. concentration must meet all expectations associated with that residency program.

PROGRAM COURSE REQUIREMENTS PROGRAM COURSE REQUIREMENTS FOR EACH CONCENTRATION FOR EACH CONCENTRATION 30-36 Hours 30-36 Hours Alternate Route to Certification Alternate Route to Certification Concentration for Agriculture, Art, Biology, Concentration for Art, Biology, Chemistry, Chemistry, Business and Marketing Business and Marketing Education, Education, Earth and Space Science, Chinese, Earth and Space Science, English/Language Arts, Family and English/Language Arts, French, German, Consumer Sciences, French, German, Mathematics, Music, Physics, Social Studies, Mathematics, Music, Physics, Social Studies, and Spanish: and Spanish: Professional Education Component: Professional Education Component: EDU 589: Advanced Internship for the MAT EDU 589: Advanced Internship for the MAT (6 hrs.) (6 hrs.) EDU 520: Planning for Instruction (3 hrs.) EDU 520: Planning for Instruction (3 hrs.) (Must be taken in the first 6 hours) (Must be taken in the first 6 hours) Educational Psychology Component: Program-Specific Curriculum Component: PSY 510: Advanced Educational Psychology Program-specific content methods course (3 hrs.) approved by the advisor (3 hrs.) Program-Specific Curriculum Component: Strategies/Literacy Component: Program-specific content methods course LTCY 510: Methods of Teaching Literacy to approved by the advisor (3 hrs.) Adolescents (3 hrs.) Strategies/Literacy Component: Exceptional Education and Diversity LTCY 510: Methods of Teaching Literacy to Component: Adolescents (3 hrs.) EDU 522: Fundamentals of Differentiated Instruction (3 hrs.) Exceptional Education and Diversity Component: Research and Assessment Component: EDU 522: Fundamentals of Differentiated EDU 570: Educational Assessment for All Instruction (3 hrs.) Learners (3 hrs.) Research and Assessment Component: TCHL 520: Principles of Action Research for EDU 570: Educational Assessment for All Teacher Leaders (3 hrs.) Learners (3 hrs.)

TCHL 520: Principles of Action Research for Teacher Leaders (3 hrs.)

EDFN 500: Research Methods (3 hrs.) EDFN 500: Research Methods (3 hrs.)

Educational Technology Component: Educational Technology Component: LME 535: Survey of Educational Technology LME 535: Survey of Educational Technology Practices (3 hrs.) Practices (3 hrs.) Electives: Electives: Advisor approved content electives from the Advisor approved content electives from the student’s teaching discipline (6 hrs.) (The student’s teaching discipline (6 hrs.) (The course selections must be approved by the course selections must be approved by the candidate’s advisors in consultation with a candidate’s advisors in consultation with a representative from the candidate’s teaching representative from the candidate’s teaching discipline.) discipline. Total Hours – 36 hours Total Hours – 36 hours

Standard Concentration for Agriculture, Standard Concentration for Art, Biology, Art, Biology, Chemistry, Business and Chemistry, Business and Marketing Marketing Education, Earth and Space Education, Chinese, Earth and Space Science, Engineering and Technical Science, Engineering and Technical Education, English/Language Arts, Family Education, English/Language Arts, French, and Consumer Sciences, French, German, German, Mathematics, Music, Physical Mathematics, Music, Physical Education, Education, Physics, Social Studies, and Physics, Social Studies, and Spanish Spanish

Professional Education Component: Professional Education Component: EDU 589: Advanced Internship for the MAT EDU 589: Advanced Internship for the MAT (6 hrs.) (6 hrs.) EDU 520: Planning for Instruction (3 hrs.) EDU 520: Planning for Instruction (3 hrs.) (Must be taken in the first 6 hours) (Must be taken in the first 6 hours)

Program-Specific Curriculum Component: Educational Psychology Component: Program-specific content methods course PSY 510: Advanced Educational Psychology approved by the advisor (3 hrs.) (3 hrs.)

Strategies/Literacy Component: Program-Specific Curriculum Component: LTCY 510: Methods of Teaching Literacy to Program-specific content methods course Adolescents (3 hrs.) approved by the advisor (3 hrs.)

TCHL 520: Principles of Action Research for Research and Assessment Component: Teacher Leaders (3 hrs.) EDU 570: Educational Assessment for All Learners (3 hrs.) EDFN 500: Research Methods (3 hrs.) TCHL 520: Principles of Action Research for Educational Technology Component: Teacher Leaders (3 hrs.) LME 535: Survey of Educational Technology Practices (3 hrs.) EDFN 500: Research Methods (3 hrs.)

Electives: Educational Technology Component: Advisor approved content electives from the LME 535: Survey of Educational Technology student’s teaching discipline (6 hrs.) (The Practices (3 hrs.) course selections must be approved by the candidate’s advisors in consultation with a Electives: representative from the candidate’s teaching Advisor approved content electives from the discipline.) student’s teaching discipline (6 hrs.) (The course selections must be approved by the candidate’s advisors in consultation with a Total Hours – 36 hours representative from the candidate’s teaching discipline.)

Total Hours – 36 hours

Residency Concentration for Science and Mathematics Education (e.g. GSKyTeach)

Professional Education Component: Residency Concentration for Science and SMED 590: Teacher Internship (8 hrs.) Mathematics Education (e.g. GSKyTeach) SMED 501: Designing Instructional Sequences in Secondary Grades Math and Science (3 hrs.) Professional Education Component: SMED 590: Teacher Internship (8 hrs.) Educational Psychology Component: SMED 501: Designing Instructional Sequences SMED 510: Adv. Topics in Knowing and in Secondary Grades Math and Science (3 hrs.) Learning in Math and Science (3 hrs.) Educational Psychology Component: Program-Specific Curriculum Component: SMED 510: Adv. Topics in Knowing and SMED 589: Science and Mathematics Learning in Math and Science (3 hrs.) Education Internship Seminar (3 hrs.) Program-Specific Curriculum Component: Strategies/Literacy Component: SMED 589: Science and Mathematics SMED 530: Literacy Support for Diverse Education Internship Seminar (3 hrs.) Learners in Mathematics and Science (3 hrs.) Strategies/Literacy Component: Exceptional Education and Diversity SMED 530: Literacy Support for Diverse Component: Learners in Mathematics and Science (3 hrs.) SMED 520: Management for Positive Learning Environments (3 hrs.) Exceptional Education and Diversity Component: Research and Assessment Component: SMED 520: Management for Positive Learning SMED 560: Developing Professional Learning Environments (3 hrs.) Communities for Instructional Improvement (3 hrs.) Research and Assessment Component: SMED 560: Developing Professional Learning SMED 620: Collaborative Research to Communities for Instructional Improvement (3 Improve Mathematics and Science Teaching (3 hrs.) hrs.) AND SMED 620: Collaborative Research to Improve SMED 630: Action Research Seminar (1 hr.) Mathematics and Science Teaching (3 hrs.) AND Total Hours - 30 SMED 630: Action Research Seminar (1 hr.)

Total Hours - 30

ADMISSION REQUIREMENTS ADMISSION REQUIREMENTS Applicants must meet one of the following, Applicants must meet one of the following, depending upon chosen concentration: depending upon chosen concentration:

Admission Requirements for the Residency Admission Requirements for the Residency Concentration for Science and Mathematics Concentration for Science and Mathematics Educators: Educators:  A baccalaureate degree with a major in  A baccalaureate degree with a major in physics, chemistry, or mathematics physics, chemistry, or mathematics with a 2.5 GPA in the major area of with a 2.5 GPA in the major area of concentration. concentration.  A minimum undergraduate GPA of  A minimum undergraduate GPA of 2.75. 2.75.  Satisfaction of state minimum  Satisfaction of state minimum requirements for GRE or PPST requirements for GRE or PPST qualifying scores for admission to the qualifying scores for admission to the professional education unit. professional education unit.  A successful criminal background  A successful criminal background check. check.  A passing score on the PRAXIS II test  A passing score on the PRAXIS II test in major area (This score must be in major area (This score must be submitted within the first semester of submitted within the first semester of enrollment in the teacher residency enrollment in the teacher residency program). program).  Documentation to demonstrate that  Documentation to demonstrate that applicant meets all expectations for applicant meets all expectations for employment with the partnership employment with the partnership school districts. school districts. 4. Rationale for the proposed program change:  The Agriculture program is not approved by the Education Professional Standards Board as an Alternative Route to Certification Program. Family and Consumer Sciences does not wish to offer initial certification at the graduate level although approved by the EPSB.  Family and Consumer Sciences does not wish to offer initial certification at the graduate level although approved by the EPSB.  Adding Chinese to the Alternate Route to Certification Program to increase offerings in the MAT.  Adding Chinese to the Standard Concentration to increase offerings in the MAT.  The Educational Psychology course was inadvertently left out of the previous revision.  The word “or” between the two research course choices was inadvertently left off in the previous revision.

5. Proposed term for implementation and special provisions (if applicable):  Fall 2014

6. Dates of prior committee approvals:

School of Teacher Education: ___4/12/13

CEBS Curriculum Committee ___5/07/13

Professional Education Council ______

Graduate Council ______

University Senate ______