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University of Cincinnati Educator Preparation Programs
Program Handbook
Secondary Education
“Preparing Committed, Caring, and Competent Educators”
Revised June 2011
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"Preparing committed, caring and competent educators"
Program Handbook
Curriculum & Instruction Program (Secondary Strand)
Basic Information for Candidates Interested in Graduate and Undergraduate Experiences Leading to:
• Ohio Adolescence to Young Adult (ages 12-21, grades 7-12) Resident Educator Licensureand
• Ohio Multiage (ages 3-21, grades pre K-12) teaching license in Foreign Languages
Table of Contents
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|Introduction |4 |
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|Program Mission Statement |4 |
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|Professional Commitments and Dispositions |5 |
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|Accreditation |5 |
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|Applying to the Professional Cohort |6 |
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|Field Experiences |7 |
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|FBI/BCI Background Check, TB Test Requirements, and Review Policy |8 |
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|Field Experience Responsibilities, Assessments and Evaluations | |
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|Professional Communications |10 |
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|Frequently Asked Questions |15 |
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| |16 |
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Appendices
Candidate Disposition – Brief Report Form:
Candidate Disposition – Full Report
Licensure Check-Out Sheet
Observation Form
Collaborative Assessment Log (CAL)
Preservice Teacher Goal Setting Agreement
Ohio Standards for the Teaching Profession
1. Introduction
The Secondary Education faculty in the Curriculum & Instruction Program offer graduate and undergraduate experiences leading to an Ohio Adolescence to Young Adult (grades 7-12) subject-area teaching license or an Ohio Multiage (grades pre K-12) teaching license in Foreign Languages. Program faculty wrote this Handbook to acquaint you with general and specific requirements concerning these opportunities. You should use this as a guide to the policies and procedures of the program. For questions regarding specific requirements candidates should meet with an academic advisor. You should address questions about the policies described in the Handbook to the coordinator of the Secondary Education Program.
We use the following terms throughout his Handbook.
• Field Experience – over arching name for all field placements
• Practicum – practice experience in initial field placement
• Internship Student teaching– minimum 12-week fulltime experience of “taking over” a classroom, often previously called student teachinginternship.
• Teaching Associate – candidate engaged in a practicum experience
• Intern or Student Teacher – candidate engaged in full time teaching experience
• Mentor or Cooperating Teacher – teacher at the school working with a candidate
• University Supervisor – UC personnel evaluating candidates through observation and assessment, the first level of contact for school personnel and candidates
• Candidate – UC student currently working towards licensure
2. Secondary Education Program Mission Statement
The mission of the educator preparation programs at the University of Cincinnati is to prepare committed, caring, and competent educators able to support learning and the development of efficacy in a variety of contexts. The primary activities through which this mission is implemented are teaching, research, and service. This mission statement recognizes that educator effectiveness is the major factor in influencing student learning (Rubin, Stuart, & Zanutto, 2004). Teacher effects on student learning are both additive and cumulative. As an urban research university, we support the contention that the academic challenges of students who traditionally have not done well in school are due more to inadequate instructional practices than to the effects of poverty and urban challenges (Corbett, Wilson, & Williams, 2002). The mission also recognizes the role of caring. As Bronfenbrenner suggested (1978), in order to develop competence, children must have “the enduring, ‘irrational’ involvement of one or more adults in care and joint activities of the child.” He equates “irrational” with the notion that “somebody has got to be crazy about that kid” (Bronfenbrenner, p. 773). Children in such caring relationships gain competence and are able to master situations of greater and greater complexity through their cooperative interaction and participation with adults.
The program is aligned with UC|21. With an emphasis on continuous improvement and assessment of student knowledge, skills, and dispositions as well as program procedures and operations, we place students at the center. With our emphasis on examining our practice, we are growing our research excellence. Through rigorous performance based assessments we are achieving academic excellence among our students, as demonstrated by our excellent licensure test passage rates. Our field experiences are forged through partnerships with districts, schools, and teachers across the region. Through the use of cohorts and learning communities, we strive to establish a sense of place.
3. Professional Commitments and Dispositions
The National Council for the Accreditation of Teacher Education (NCATE) defines dispositions as “the values, commitments, and professional ethics that influence behaviors toward candidates, families, colleagues, and communities and affect candidate learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice” (NCATE, 2001, p. 53). Dispositions are routinely gathered for all candidates during coursework and field experiences.
The conceptual framework identified by the University of Cincinnati educator preparation community is to prepare committed, caring, and competent educators. In view of this mission, the standards for performance expectations for candidates are committed, caring, competent educators:
• with foundation knowledge, including knowledge of how individuals learn and develop.
• with content knowledge, able to articulate the central concepts, tools of inquiry, and the structures of their discipline.
• who successfully collaborate, demonstrate leadership, and engage in positive systems change.
• who are able to address issues of diversity with equity.
• who are able to use technology to support their practice.
• who use assessment and research to inform their efforts.
For those who are teachers in initial preparation or who are pursuing continuing education, we have two additional standards:
• who demonstrate pedagogical knowledge which includes organizing content knowledge for learning, creating supportive learning environments, using instruction grounded in scientifically based practices, and maximizing the opportunity for learning
• who act with professionalism.
4. Accreditation
The Educator Preparation Programs at the University of Cincinnati are accredited by the National Council for the Accreditation of Teacher Education (NCATE). In addition, the Secondary Education Program is approved by the National Council of Teachers of English (NCTE), the American Council on the Teaching of Foreign Languages (ACTFL), the National Council of Teachers of Mathematics (NCTM), the National Science Teachers Association (NSTA), and the National Council for the Social Studies (NCSS).
5. Applying for the Professional Cohort
Undergraduate students applying to the professional cohort must do the following:
1. Stay in contact with an academic advisor each semester.on a quarterly basis.
2. Attend a mandatory cohort application meeting in the Fall SemesterAutumn Quarter prior to cohort application.
3. Complete and submit a cohort application in January prior to cohort year.
Graduate students accepted into the masters plus licensure program are simultaneously accepted into cohort but will need to submit additional information in order to participate in required field experiences.
Criteria for Admission: The Professional Cohort
First, all candidates must be enrolled in, or have completed, pre-requisite courses. Then, before beginning the professional years of the program, candidates apply to and faculty committees review the applications. All teacher education candidates must meet established criteria for admission into the Professional Cohort. These criteria include:
• minimum cumulative grade point average of 2.8 on a 4.0 scale;
• minimum grade point average of 2.8 in courses within their licensing content area;
• successful completion (grade of at least C) of prerequisite courses;
• acceptable Good Moral Character and Conduct forms
• passing scores on Praxis I (can be waived by earning ACT score of 22 or SAT score of at least 1000).
o Students should take this test no later than the Autumn QuarterFall Semester of their Sophomore year.
o Praxis I passing scores are: Reading, 173, Writing, 172, and Mathematics, 172.
The Praxis Registration Bulletin is available in the Student Services Center or register on-line at .
You can register to take the computer-based format (CBT) by calling the Testing Services Office (556-7173).
Candidates should check with advisors in the Student Services Center, 1110 One Edwards Center, to verify due dates and requirements for application to the Professional Cohort.
6. Field Experiences
Upon entering the professional cohort, candidates will become involved in three field experiences that allow them to assume an active role in the instruction of students over a period of several months.
Candidates are eligible for the:
• First field experience, Secondary Practicum I, (SEC-4025)(SEC521, 531, 541, 551, or 561) after the successful completion of Instructional Planningacceptance into cohort. This course requires a one-hour weekly on-campus seminar. This course is taken concurrently with the content area introductory methods course.
• Second field experience, Secondary Practicum II, (SEC-5026516) after the successful completion of the introductory content area methods course and Practicum I. first field experience. This course requires a one-hour weekly on-campus seminar. This course is taken concurrently with the Intermediate Methods Course.
• Third field experience, Secondary Student Teaching, (SEC-6090,793) with the successful completion of a range of requirements including Practicum I and II and both the Introductory and Intermediate Methods courses.instructional management and the spring field clinical experience.
Policies for Field Experience Placement
The Secondary Education program provides on-site contact with schools and social agencies. These experiences are intended to give candidates the professional point of view and practical understanding that are essential to the preparation of effective teachers. In cooperation with area school systems, practica are arranged in area classrooms, ensuring candidates relevant opportunities for observation and participation. All placements are made by the Field Placement Coordinator for each program. Candidates may not attempt to coordinate their own placements, nor may they attempt to change their assignment with another candidate. Candidates are able to state geographic placement preferences when they apply for field placements and need to be aware that preferences are requests and are NOT guaranteed. Each candidate must be placed in a variety of settings in order to provide him or her with differing experiences that address grade level, licensure area, content area, and diversity. Candidates need to be aware that field placements will involve travel to different areas of the region in order to meet these requirements.
All teacher education preparation programs in the college require candidates to spend a significant amount of time working with adults and children in schools, clinics or other agencies. Consistent with professional obligations, the college must take reasonable care to protect the welfare of those with whom students in the College of Education, Criminal Justice, and Human Services come in contact. All CECH Licensure Programs require that any candidate who is involved in field placements involving children or youth (of any length or purpose) must complete a background check from the Bureau of Criminal Identification and Investigation (BCI) and the Federal Bureau of Investigation (FBI) prior to entering a school setting. All documents are submitted to the appropriate Licensure Program Field Coordinator. We have a commitment to the schools to send them candidates with approved reports. (see Background Check information section)
When evidence emerges that a candidate threatens the physical, mental, or legal well-being of children or adults with whom he or she may interact, the college reserves the right to refuse to make field placement assignments for that candidate and/or to recommend that candidate for licensure. If necessary, the college may terminate the candidate’s association with the program with appropriate efforts at counseling for alternate career goals. Decisions of this kind are made by the program coordinator in consultation with the field placement coordinator.
Candidates may be denied enrollment in a field experience if there are concerns/reservations expressed by faculty regarding the candidate's preparedness to enroll in a field experience, or because of an evaluation that is unfavorable regarding the candidate’s disposition or negative evaluation in coursework.
Students must register for appropriate courses, including field placement courses, each semester quarter before reporting to their assigned placement. Only students registered in field placement courses are covered by liability insurance.For Fall SemesterAutumn Quarter courses, students must be registered by August 1 as placements often begin in mid-August.
Candidates will be placed:
• in at least one urban setting
• in at least two different school settings
• in the content area of licensure sought
• with experienced licensed mentor classrooms
Candidates will not be placed: in schools which they attended as students
• in settings in which any relative is attending or employed
• in settings in which they have current or previous business relationships
• with a mentor who is a neighbor or close acquaintance
Placement schools are responsible for:
• providing an appropriate orientation to the school, personnel, and policies
• including candidates as participants in the overall field school programs and activities
• providing time for supervision meetings between the mentor and the candidate
• providing the appropriate level of supervision to meet legal and insurance constraints
7. FBI/BCI Background Check, TB Test Requirements, and Review Policy
The state of Ohio requires affirmation of the moral character and conduct of education students. Self-disclosure of criminal offenses on the Good Moral Character and Conduct Form is a requirement for admission to cohort. Once accepted into cohort, a criminal background check is also required as per the application process for field experiences and licensure.
As part of the field placement process, all students in the Secondary Education program must have FBI and BCI background checks and a Tuberculoses (TB) test completed during the month of June prior to each year in cohort.
Students must show their ID at the University of Cincinnati Public Safety office located in Four Edwards Center, Monday-Thursday between the hours of 7 am and 6 pm and Friday between the hours of 7 am and 5 pm. They will be asked to complete and sign a release form. There are other offices throughout the state that can process these background checks but their use is discouraged. The UC Public Safety Office works cooperatively with the field service office and is knowledgeable about the state licensure requirements.
The cost for a BCI check (Ohio) and a FBI check (national) at the University of Cincinnati Public Safety office is $66 (subject to change). Students may pay in cash, by personal check made payable to the University of Cincinnati or by credit card (Visa, Master Card, Discover). Paper reports are usually available from the Public Safety office in three to five days. However, demand may be high and completion of documents may take up to several weeks at peak periods. Please do not wait to take care of this procedure. It is the responsibility of students to submit paper copies of their BCI report, FBI report, and documentation of negative TB test results to the field coordinator. These copies must be submitted to the field coordinator prior to August 1st. Failure to turn in these required documents may jeopardize your ability to complete a field placement and meet program requirements. Make extra copies of all documents to present to the school(s) and for your personal records.
When requesting your BCI & FBI reports, students entering their final year of field placements must indicate to have the reports sent electronically to the Ohio Department of Education. Please notify the employee in the Public Safety Office if you will be applying for Ohio licensure within the next 12 months. Completing this form properly will eliminate the need to apply for another set of background check reports when applying for licensure.
CECH School of Education BCI & FBI Review Policy and Procedures
The Licensure Council serves as a “screening committee” to examine BCI and FBI reports that note a conviction, guilty plea or no contest plea. The Licensure Council, made up of representatives from each licensure program, using information gained from an outside assessment of criminal activity (FBI and BCI Reports), follows the same system used by the Ohio Department of Education for licensure approval.
• If the BCI and FBI reports reveal no convictions, guilty pleas or no contest pleas, the licensure candidate has passed the BCI and FBI criteria for field placement or internship approval.
• If a candidate submits either a BCI or FBI report with evidence of convictions, guilty pleas or no contest pleas, the Licensure Council will use the screening process provided by the Administrator of Investigations at the Ohio Department of Education described below to determine whether the candidate meets the criteria for field placement approval.
Three-Tiered Screening Process:
First Screen: (Conviction/guilty plea/no contest plea results in no approval for field placement)
A district cannot employ and the state board cannot issue an initial teaching license to any applicant if an applicant has been convicted of, found guilty of, pled guilty to, or pled no contest to any offenses as listed in First Screen for Initial Licensure and Initial Employment (Standards for Licensure and Employment of Individuals with Criminal Convictions; Ohio Administrative Code Rule 3301-20-01, p. 3-5). Therefore, any candidate who has been convicted of, found guilty of, pled guilty to, or pled no contest to any of the offenses listed in the “first screen” shall not be approved for a field placement.
Second Screen: (Conviction/guilty plea/no contest results in approval for field placement if all rehabilitation criteria are met)
Conviction of, found guilty of, a guilty plea, or a no contest plea to any one of the offenses listed in The Second Screen for Initial Licensure and Initial Employment (See Standards doc., p. 5-7) disqualifies the applicant for initial licensure or employment unless the applicant meets the rehabilitation criteria listed in OAC 3301-20-01. All rehabilitation criteria must be met by an applicant to be eligible for initial licensure and employment, therefore all rehabilitation criteria must be met before any field placement can be approved.
Third Screen: (Rehabilitation Criteria)
Rehabilitation criteria can be found in the Standards for Licensure and Employment of Individuals with Criminal Convictions; Ohio Administrative Code Rule 3301-20-01, p. 8 (See Standards doc.). All rehabilitation criteria must be met by an applicant to be eligible for initial licensure and employment, therefore all rehabilitation criteria must be met before any field placement can be approved. Written evidence of rehabilitation is provided via completion of the “Third Screen” of the Standards for Licensure and Employment of Individuals with Criminal Convictions; Ohio Administrative Code Rule 3301-20-01. If an answer to the rehabilitation criteria is “no”, the applicant has not demonstrated sufficient evidence and will not be approved for a field placement. (When seeking employment, a district still maintains the discretion whether to offer employment to an applicant who has met the required rehabilitation criteria.)
The Licensure Council encourages candidates to hire lawyers to have the noted offense removed from the BCI or FBI record.
Candidates approved to enter field sites are required to disclose to the field placement school administrators that he or she has a BCI or FBI with a noted conviction, guilty plea or no contest plea. The field coordinator for the candidate’s program should be consulted about the disclosure process. Failure to disclose will constitute a failure to meet this requirement and make the candidate ineligible to participate in the field placement.
Please be aware that a school district may be unwilling to place a candidate with a BCI or FBI report with a noted conviction, guilty plea or no contest plea. In addition, this may be a barrier for obtaining a job as a licensed teacher.
8. Field Experience Responsibilities, Assessments and Evaluations
General Expectations of Mentors and UC Supervisor
Mentors and UC Supervisors will:
• orient the candidate to the school and teaching profession
• ensure that the candidate has a variety of experiences with students, including small group, individual work, and team teaching
• support the candidate with guided practice including reviewing lesson and unit plans
• conduct both formal and informal observations of the candidate
• meet with the candidate to provide constructive feedback and make suggestions for improvement
• communicate about the candidate’s professionalism, attendance, teaching, lesson quality, and communication skills
• agree to engage in an problem-solving and intervention sessions when a candidate’s performance needs to improve
• provide written documentation of instances and/or incidents of problematic candidate performance
• keep information about the candidate private
• complete appropriate observations and evaluations as outlined in the evaluation section
• complete appropriate accountability and accreditation forms
General Expectations of Candidates
Candidates will:
• conduct themselves in a professional manner, including following the school dress code
• notify their mentor and the university supervisor of any absence prior to the start of the school day -notification should be by both phone and email
• complete and submit to mentor daily lesson plans for all instructional activities at least 24 hours in advance of intended instruction
• communicate with university supervisor regularly via email and normally scheduled conferences
• provide factual information concerning any factors or special needs that may affect their field experience or performance as requested by the program or field school
• review with the mentor the appropriate forms for documenting field experiences
• be familiar with the community and cultures served by the school setting
• participate in conferences with parents when deemed appropriate by the mentor
• provide transportation to and from the school settings
• keep student records and/or personal information private
• complete appropriate accountability and accreditation forms
Specific Teaching Associate Responsibilities
During Practicum I, the Winter Quarter Field Clinical Experience I, candidates Teaching Associates are required to spend 7560-clock-hours working with their mentor and his or her students, plan to teach a minimum of 10teaching episodes and four (4)full lessons, and consider other valuable experiences as part of this 7560-clock-hour commitment. For example, time spent preparing for classes or time spent talking with mentor teachers, students, and other colleagues in the building should be included in the schedule.
During During the Spring Quarter Field Clinical Experience II,Practicum II, candidtes Teaching Associates are required to spend 50-75clock-hours working with their mentor and his or her students, plan to teach -10teaching episodes and four (4) full lessons, and consider other valuable experiences as part of this 50-clock-hour commitment. For example, time spent preparing for classes or time spent talking with mentor teachers, students, and other colleagues in the building should be included in the schedule.
For both Practicum I and II:
In order for candidates to develop some rapport and sense of community in these school settings, it is expected that students will be present in the school at least TWO different school days per week., (i.e., 4 hours on Tuesdays and 4 hours on Thursdays.) Candidates may not fulfill their required practicum hours by being in the school setting only one day per week.
Specific Student TeachingIntern Responsibilities
Every candidate must have at least 12 graduate-level credits of Student Teaching Internship to secure his or her teaching license.Candidates should register for 12 credit hours of SEC-6090.
Semester long interns register for 12 credits of Master Internship Teaching (18 SEC 793) in the Autumn Quarter
Full year interns register for a minimum of 12 credits which can be spread out over the three quarters. More than 12 credits can be accrued over the year to satisfy full time student status and students must be registered for a minimum of one credit hour of SEC793 each quarter to maintain university liability coverage.
Interns Student teachers have the same responsibilities as teachers in the schools. They may be assigned to committees, do additional duties, attend team and staff meetings, conduct parent/teacher conferences, and participate in other school activities. Interns are expected to demonstrate their commitment to the profession by being well-prepared and take initiative to teach in their assigned classrooms every day. Their lessons must be coordinated with the Mentor and their lesson plans should be submitted ahead of time, if desired by the Mentor and/or principal.
University classes take preference over field experience or student teaching internship obligations (e.g., building faculty meetings, department meetings, open house events, parent-teacher conferences). Conflicts should be addressed with the faculty member teaching the university course and will be handled as individual cases based on the specific attendance policies outlined in the course syllabus.
Student teachers Interns who take on other paid activities, such as coaching sports or directing arts programs, in their field school must inform the Secondary Program Chair in advance of this. Paid activities will NOT be given preference over UC courses work or obligations and no accommodations will be made by faculty members.
Evaluations
Most Secondary Education Program field assessments and evaluations are conducted through web-based surveys. Links to the assessments are available at
Practicum Field Clinical I and II
During these early teaching experiences candidates are expected to demonstrate an emerging understanding of the teaching and learning processes. Particular emphasis should be paid to the candidates’ ability to develop lesson plans and activities that develop from the students’ prior knowledge and the content to be learned. Candidates should also demonstrate emerging instructional skills which will promote student learning. A mentor or UC supervisor may determine that formal observation is needed to adequately assess and support a candidate.
Collaborative Assessment Log:
The Collaborative Assessment Log was originally used by the New Teacher Center, Santa Cruz, California, in their teacher preparation programs. Within our licensure programs, it provides a framework for ongoing conversations between the cooperating teacher and the student teacher. This tool is also being used by the Ohio Department of Education with all new teachers in Ohio’s new Resident Educator Program. The Collaborative Assessment Log (CAL) asks four questions: What is working? Are there any areas of concern or issues that need to be addressed? What are the student teacher’s next steps? What are the cooperating teacher’s next steps? It is expected that the candidate and the mentor teacher will complete this document bi-weekly, and submit it by email to the university supervisor and online.
Pre-Service Goal Setting Agreement:
To better prepare pre-service teachers for Ohio’s new Resident Educator Program, a Pre-Service Goal Setting Agreement has been developed to mirror the goal setting agreement that will be used by new teachers in Ohio. The pre-service teacher (candidate), in consultation with the supervisor, completes this self-reflection based upon the Ohio Standards for the Teaching Profession. Once areas of strength and areas for growth are identified, the pre-service teacher and supervisor should complete the goal setting plan. This form should be completed by the candidate, mentor and supervisor at the supervisor’s final visit of the semesterquarter.
Observations:
Candidates are formally observed a minimum, of two times during each semesterquarter by their mentor teacher. The observation is documented on the collaborative assessment log., completed in collaboration with the student.
Candidates are also formally observed a minimum of one time each semesterquarter by their university supervisor. The observation is documented on the observation form located on the web at
Copies of all forms are available at the Office of Accountability and Continuous Improvement website at . In addition, they are included in the appendix of this handbook.
Student TeachingInternship
Collaborative Assessment Log:
The Collaborative Assessment Log was originally used by the New Teacher Center, Santa Cruz, California, in their teacher preparation programs. Within our licensure programs, it provides a framework for ongoing conversations between the cooperating teacher and the student teacher. This tool is also being used by the Ohio Department of Education with all new teachers in Ohio’s new Resident Educator Program. The Collaborative Assessment Log (CAL) asks four questions: What is working? Are there any areas of concern or issues that need to be addressed? What are the student teacher’s next steps? What are the cooperating teacher’s next steps? It is expected that the candidate and the mentor teacher will complete this document weekly, and submit it by email to the university supervisor.
Pre-Service Goal Setting Agreement:
To better prepare pre-service teachers for Ohio’s new Resident Educator Program, a Pre-Service Goal Setting Agreement has been developed to mirror the goal setting agreement that will be used by new teachers in Ohio. The pre-service teacher (candidate), in consultation with the supervisor, completes this self-reflection based upon the Ohio Standards for the Teaching Profession. Once areas of strength and areas for growth are identified, the pre-service teacher and supervisor should complete the goal setting plan. This form should be completed by the candidate, mentor and supervisor at the supervisor’s final visit of the semester.quarter.
Observations:
Candidates are formally observed a minimum of two times during each quarter semester by their mentor teacher. The observation is documented on the collaborative assessment log., completed in collaboration with the student.
Candidates are also formally observed a minimum of one time each semesterquarter by their university supervisor. The observation is documented on the observation form located on the web at
Copies of all forms are available at the Office of Accountability and Continuous Improvement website at . In addition, they are included in the appendix of this handbook.
Candidate Dispositions Progress Report
This form is completed by all mentors a minimum of one time during a candidate’s field experience. The dispositions cover professional behaviors that are not specifically addressed in the formal observations or assessments. The disposition form is used to evaluate the candidate's dispositions for teaching and to document professional strengths or weakness that may be demonstrated during a candidate's field experience. A mentor or UC supervisor may complete additional disposition forms for a candidate if they see a need to document exceptional behavior, positive or negative.
Completed disposition forms should be printed and shared with the candidate. The candidate must be aware of the report. A candidate may file a rebuttal to a disposition. An electronic version of the completed dispositions form is submitted to the Office of Assessment and Continuous Improvement. The Office of Assessment and Continuous Improvement monitors the forms and provides any evidence of potential issues to the Program Chair. The chair then acts on the information as he or she feels appropriate.
Grading
Field ClinicalPracticum I and II
The field experience is a credit course for candidates. Candidates receive a Pass or Fail based on documented completion of the following items:
• 60 75 hours in the school setting for Field Clinical I or 50 hours for Field Clinical II
• 10 teaching episodes including 4full class, full lesson episodes
• lesson plans for all teaching episodes
• Completion of Collaborative Assessment Logs
• Completion of Preservice Goal Setting Agreement
• All assignments required by the instructor of the seminar course
If a candidate does not complete each of these requirements, the UC supervisor or secondary program chair will develop a remediation plan. In some instances an “I” grade may be allowable at the conclusion of a field placement if the remediation plan will require time beyond the enrolled semesterquarter.
Student TeachingInternship
Both the semester long and full year internships Student teaching is a are Pass – Fail courses. Semester long interns will receive a grade at the conclusion of their experience in late December. Because this date falls outside of the UC quarter candidates receive an “I” that is replaced with P or F prior to the start of the winter quarter.
A candidate who the mentor and/or UC supervisor believe is not making satisfactory progress in his/her teaching performance will work with his/her mentor and supervisor to develop an action plan to support and improve the candidate’s performance. A candidate who does not comply with or complete the collaboratively developed action plan may receive a failing grade for their internship.student teaching.
Electronic Evaluation Forms
The completion of program evaluation information is important for the continuous improvement of the Secondary Education Program, thus the quality of newly licensed teachers completing the UC Secondary Education Program. This information is also imperative in maintaining the program’s good standing with our accrediting bodies.
All program evaluation information is turned in directly to the Office of Accountability and Continuous Improvement. Secondary Education faculty do not see individual evaluations, so confidentiality is maintained. Information gathered by the Office of Accountability is aggregated used for reporting to the program, accreditation agencies, the Ohio Department of Education, and the University of Cincinnati.
Forms completed by Candidates
These forms are distributed to the candidates via a website. It is the candidate’s responsibility to complete and submit the following items by the dates indicated on the website.
• Evaluation of University Supervisor Form
• Evaluation of Field Experience Site From
• Educator Impact Rubric Form
• Evaluation of Secondary Education Program (internship student teaching year only)
Forms completed by Mentors
These forms are distributed to mentors via a linked website. Suggested dates for completion are included as well as contact information if questions arise.
• Mentor Information Form
• Mentor Rates Teacher Candidate’s Intern’s Use of Technology Form
• Mentor Evaluation of Teacher Preparation Program Form
• Candidate Dispositions Progress Report
• Reimbursement and Information
Forms completed by UC Supervisors
These forms are distributed to UC supervisors via a website. It is the supervisor’s responsibility to complete and submit the following items by the dates indicated on the website.
• Field Supervisor Information Form
• University Supervisor Evaluation of Placement Site Form
• Candidate Dispositions Progress Report
• Observation Form
9. Professional Communications
Email Policy
The Secondary Education program follows the university email policy. The University of Cincinnati uses
electronic mail (.e-mail.), as a means of communicating official University information to students: it is convenient, rapid, environmentally aware, and cost effective. The University of Cincinnati issues a UC e-mail address, a Bearcat Online e-mail account to all students, at no cost to the student. Be aware that this is the only email address that program faculty will use. Students are responsible for reading their e-mail on a frequent and regular basis, since some official communications may be time-sensitive. The University suggests that students access their Bearcat Online e-mail accounts daily.
The full University Email policy can be read at;
Social Networks
Be aware that some pictures, groups, pages, and posts on MySpace, Facebook, or any social networking website can be viewed by others. The audience may include potential employers, parents and fellow teachers. Photos or comments on Facebook or other sites that would be embarrassing to the school in which you are placed may be grounds for removal from that placement. These include photos of you or others pictured on your site engaged in drinking, doing drugs, acting in a manner that might be considered lewd or sexually suggestive, or acting in a way that the school, district, or students' parents would find objectionable. Please recognize that this is true even if your friends have posted and labeled photos of you on their sites. Parents, students and district personnel frequently look at Facebook pages and search for names of teachers. You are considered a role model for students, and your behavior must be exemplary at all times.
10. Frequently Asked Questions
Q. Can a candidate receive a conditional admission to the cohort?
A. No.. When a program denies admission to a candidate, that candidate may resubmit at a later review date for reconsideration.
Q. When are cohort applications due?
A. All cohort applications, regardless of licensure area, are due in January, prior to the beginning of the first cohort year. Three Two additional review dates MAY occur later in the year, depending on whether or not there is space available in the cohort.during the spring and summer for students who do not receive admittance in the January review.
Q. What is the grade point average minimum requirement for entry into a cohort group?
A. As of 09A, the grade point average requirement for admission to the AYA licensure program is 2.8.
Q. When do FBI, BCI and TB records have to be submitted?
A. The renewal cycle for BCI, FBI and TB records for all candidates in all licensure programs is June to June. They are due to the field coordinator by August 1st each year.
Q. What is the Good Moral Character form and when is it completed?
A. The state of Ohio requires affirmation of the moral character and conduct of education students. A criminal background check and part of the application process for licensure are required before participating in field experiences. The Good Moral Character form is a signed statement that becomes part of each candidate’s record before the candidate can be admitted to the professional cohort. Licensure Candidates must submit a Good Moral Character Form as a part of the cohort application process.
Q What if I have a compromised BCI or FBI report?
A. Using a screening process established by the Ohio Department of Education, the Licensure Council will screen all compromised BCI or FBI report. See Section 7 of this handbook.
Q. What if I have a disability that requires an accommodation?
A. If an applicant has a qualifying disability and requests reasonable accommodations, he or she must provide an accommodation form from the University of Cincinnati Disability Services Office. The program faculty will not act on a cohort application until the candidate submits this form. If the program determines that specific accommodations exceed that which school districts deem reasonable for employed teachers, a placement team will review the application and make a decision about acceptance and next steps.
Q. What is the difference between a yearlong and semester-long internship?
A. During the internship year, a candidate’s second year in the program, some interns complete (a) a full year of teaching. Candidates may apply for a limited number of full year, half day student teaching positions. The district chooses these candidates. These full year interns are expected to be at the school for a half day the entire school year. . Those candidates who select a semester-long internship teach until the end of the school district’s semester in the classroom of a cooperating teacher. This is similar to the traditional student teaching experience.
Q. What happens if a concern emerges during a field experience or an internship? Who do I go to?
A. When a candidate, mentor teacher, or university supervisor identifies a problem, issue or concern, the following steps should be taken to try to resolve the problem:
a) The problem, issue, or concern should be discussed by those immediately involved. The discussion will lead to one of three possible outcomes:
i) the issue is resolved,
ii) a plan to address the problem is agreed to, placed in writing, and
implemented, or,
iii) no workable solution will be found.
b) If no workable solution is found, the university supervisor may coach the candidate, meet with the mentor teacher, or meet with both the candidate and mentor. Again, as a result of this meeting, one of three outcomes is possible:
i) the issue will be resolved,
ii) a plan to address the problem will be agreed upon, placed in writing, and
implemented, or
iii) no workable solution will be found.
c) If no workable solution is found, the university supervisor schedules a meeting with the candidate and mentor teacher. This meeting is usually at the field school. The Program Coordinator and Director of Field Placement are notified of the meeting and a written report of the meeting is submitted to the Program Coordinator and the Director of Field Placement. Again, as a result of this meeting, one of three outcomes is possible:
i) the issue will be resolved,
ii) a plan to address the problem will be agreed upon and implemented, or
iii) a solution is not mutually agreed upon.
d) If a mutually agreed upon solution is not facilitated by the university supervisor, the Program Coordinator is notified, who may further attempt to reach a solution with the parties involved.
e) If no solution is agreed upon after these steps, a decision to terminate the field experience will be recommended. Termination of a field experience cannot occur unless efforts have been documented to solve the problem.
Q. What if I want to finish my undergraduate degree, but do not what to obtain an Ohio teaching license?
A.
Awarding a BSED without recommendation for licensure is a possible consequence, not an option, in the School of Education. It might be a consequence of an unsuccessful field experience or the consequence of discovering that teaching is an inappropriate career choice.
Candidates requesting to graduate with a Bachelor of Science in Education without licensure must file a petition. The following stipulations must be outlined in the petition:
1. The undergraduate student must complete a rigorous matrix of alternate requirements as designated by the degree program. Any alternative matrix for the BSED must include university-wide general education requirements and a capstone experience. Students must have the required total number of credit hours to graduate.
2. If the student wishes to return at a later date to complete his or her student teaching, the student must petition to be allowed to return to the University of Cincinnati’s School of Education to complete his or her student teaching.
3. If the student is permitted to return to complete student teaching and pursue a teaching license, the student must comply with the licensure requirements that are in place at the time of his or her return.
4. If a student returns for a teaching license at a later date, the student must be matriculated in a graduate teacher education program.
Program advisors will develop individual programs of rigorous course work and experiences to replace the remaining licensure field experiences and courses. Any matrix for a Bachelor of Science in Education without licensure must include university-wide general education requirements and a capstone experience. Methods courses and accompanying field experiences specifically tied to licensure have to be replaced with rigorous and appropriate coursework.
Q. I have a responsibility at my placement site during the time that a UC course is scheduled. Which obligation should take priority?
A. University classes take preference over field experience or internship obligations (e.g., building faculty meetings, department meetings, open house events, parent-teacher conferences). However, the faculty member teaching the university course should handle individual cases based on the specific attendance policies outlined in the course syllabus.
Q. Is it possible to take a leave of absence from the licensure program?
A. Candidates may request a leave of absence in writing. Candidates who want to leave or end their program must follow specified procedures. Forms required to apply for a leave of absence are available in the Student Services Center. Due to the competitive nature of some licensure programs and resulting enrollment limits, program faculty members cannot guarantee the approval of a candidate's request for a leave of absence.
Q. Can the administration in a school setting remove a teaching associate or intern from the building?
A. All university personnel and students are guests in school sites. The host school personnel may request/require removal of a candidate in a field clinical experience or internship.
Q. Can a candidate’s participation be terminated by the licensure program?
A. A university licensure program may terminate a candidate’s participation in a field clinical experience or internship. Licensure program faculty must carry out any termination in a planned manner. Prior to termination, candidates, school-based mentors and university-based supervisors are encouraged to follow a problem-solving process and develop an action plan.
Q. What constitutes failure in a field placement?
A. The following constitute grounds for failure in a field placement:
• When the host school personnel requests/requires removal of the candidate
• Immediate termination when there are behaviors associated with child abuse, sexual harassment, pornography, illegal activity or breaking the law (BCI & FBI reports), etc.
• Not meeting the requirements and obligations of a problem-solving action plan
• Any behavior that would constitute dismissal of a teacher from employment
• Failure to comply to and/or meet requirements established by the program, program faculty and supervisors, and/or cooperating school professionals, with regards to the field placement
• A violation of the University of Cincinnati’s Student Code of Conduct during a field placement.
• Chronic tardiness or absences
Q. I am a UC athlete and my practice or travel schedule conflicts with program requirements. What can I do?
A. Student athletes represent the University of Cincinnati when they compete for the university in any athletic games or contests. Given their complicated practice, travel and game schedules, faculty members will consider a student athlete’s request for accommodations. In an effort to enable student athletes to complete a licensure program, faculty will consider accommodations that will help student athletes balance obligations in the classroom, in internships and field clinical experiences, on the field and in the community. The goal is to assist the student athlete without compromising the quality of the licensure program. Program faculty will consider each request for accommodations on its individual merits. If minor adjustments are not possible, program faculty will suggest an alternative path.
Q. Will the University of Cincinnati award me a teaching license when I finish my Program?
A. No, the University of Cincinnati does not issue the license to teach. That is done by the Ohio Department of Education. When you successfully complete your program, including the final field experience, and you apply for your license, the licensing agent for the Dean of the College of Education, Criminal Justice, and Human Services will recommend you to the State Department of Education, which then reviews your materials and issues the license.
Q. How do I become licensed to teach?
A. Students who are within two quartersone semester of completing their program requirements (e.g., course work, Praxis II examinations, FBI & BCI check, TB test, and internship experience) may apply for an Ohio Adolescence to Young Adult teaching license. All applicants for licensure to the Ohio Department of Education must complete the following 2-step process:
Step 1
Submit the following documents in a 9x12 envelope to the College of Education, Criminal Justice, and Human Services Student Services Center at the address below:
A. Completed Initial Ohio License Application
B. Completed Application Record form
C. Check or money order for the licensure application fee payable to: Treasurer, State of Ohio (see General Instructions with Initial Ohio License documents)
D. Copy of all four pages of your passing Praxis II scores
Mail: Licensure Officer
University of Cincinnati
PO Box 210002
Cincinnati OH 45221-0002
Current results (valid 365 days from check completed date) of your Ohio criminal background check by the Bureau of Criminal Identification and Investigation (BCI) AND Federal Bureau of Investigation (FBI) background check must be on file at the Ohio Department of Education (ODE). These must be submitted to ODE electronically through WebCheck. (See Fingerprint section of Initial Ohio License Application.) It is suggested that in June prior to the internship year, in addition to the student copy, an electronic copy should be requested for ODE.
The UC Public Safety Office is a WebCheck facility located in Four Edwards Center. With a valid student ID, Public Safety will administer background checks. You may contact them for scheduling and administration costs at 513-556-4908. For information about WebCheck and a listing of additional locations to obtain background checks go to: webcheck.ag.state.oh.us.
Background checks are not required for endorsements to existing licenses/certificates. The CECH Licensure Officer processes applications weekly and sends them to the Ohio Department of Education. Do not send your application directly to the Ohio Department of Education. It will be returned and cause a delay in the processing of your application. Questions regarding the application process can be directed to the Licensure Office at 513-556-0297.
Q. What tests do I need to take for my license?
A. To complete the licensure program successfully, you must meet Praxis II test requirements.
You must take the Principles of Learning and Teaching test, Grades 7 to 12 [Test Code: 30524] as well as one or more required subject matter tests in your content area. The Oral Proficiency Interview (OPI) is also required of all AYA Foreign Language candidates. Information about the specific subject area tests can be found at ETS, PRAXIS II, .
Check with an advisor if you have questions about the specific test you are required to take.
Q. When should I take these tests?
A. You should take the Praxis II tests early in the Internshipyour final year of cohort. Year. If you have no more content work to take, you should take the Praxis II Content Knowledge test as soon as possible. You must submit passing scores, noted above, to receive your teaching license.
Q. I want to teach in another state – how can I become eligible to do that?
A. You must first receive your Ohio license, and then you may apply to the state in which you wish to teach. In most cases, only your Ohio license is needed to receive a license from another state. Contact the Licensure office at 556-0297 with questions.
Q. How does the initial licensure relate to the Master’s Degree?
A. Candidates first qualify for an initial State of Ohio teaching license. Upon completion of the licensure phase of the program, candidates complete the remaining requirements for the M. Ed. degree. Some of the licensure coursework applies to meeting M. Ed. degree requirements.
Q. What content courses must I finish before I can begin the Secondary Education Master’s + Licensure Program?
A. There are prerequisite content courses in each field (German, English Language Arts, Spanish, Latin, Science, Mathematics, or Social Studies, or French). Content sheets that outline the prerequisite content course work available on the CECH website. The candidate must be within 15 credits of the prerequisite content course work prior to the start of the program in the Autumn Quarter.
Q. Who do I see to determine how much prerequisite work I have to complete?
A. Compare your transcripts with the content sheets. Bring the content sheets, transcripts and your analysis to an appointment with the appropriate faculty advisor.
English:
Dr. Chet Laine chet.laine@uc.edu or 556-3588
Science:
Dr. Helen Meyer helen.meyer@uc.edu or 556-5115
Mathematics:
Dr. Shelly Harkness shelly.harkness@uc.edu or 556-3743
Social Studies:
Dr. Scott Dewitt scott.dewitt@uc.edu or 556-2530
Foreign Languages:
Dr. Francoise Bachelder francoise.bachelder@uc.edu or 556-7095
Q. I am a graduate student and completed content courses. If I enter a licensure program as a graduate student, do I receive credit for those?
A. If the candidate has equivalent course work, taken as part of his or her baccalaureate or graduate degrees, we give the candidate credit for that work. When there are gaps, the missing courses in are usually taken from McMicken College of Arts and Sciences. Candidates often take these additional courses during the academic year and summer before the formal licensure program begins in August. The candidate must be within 15 credits of the prerequisite course work (e.g., German, English Language Arts, Spanish, Latin, Science, Mathematics, Social Studies, or French) prior to the start of the program in the Autumn Quarter.
Q. How much content course work is required prior to beginning as a Master’s + Licensure Candidate?
A. The candidate must be within 15 credits of the prerequisite course work (e.g., German, English Language Arts, Spanish, Latin, Science, Mathematics, or Social Studies, or French) prior to the start of the program in the fall semesterautumn quarter. If the candidate has equivalent course work, taken as part of his or her baccalaureate or graduate degrees, we give the candidate credit for that work. When there are gaps, the missing courses in are usually taken from McMicken College of Arts and Sciences. Candidates often take these additional courses during the academic year and summer before the formal licensure program begins in August.the fall semester.
Q. How do I apply to the Secondary Education Master’s + Licensure Program?
A. Candidates apply online at
All of the remaining application materials (transcripts, resume, and letters of recommendation, GRE scores,(if required,) and goal statement) go to Professor Mary Boat Director, Graduate Studies, Division of Teacher Education, College of Education, Criminal Justice and Human Services, Teachers College 615, University of Cincinnati, Cincinnati, OH 45221-0022.
Q. What do you consider as you review candidates for the Master’s + Licensure Program?
We consider the amount of prerequisite course work the candidate has finished. We also consider grade point average, Graduate Record Examination scores, (if required,) a writing sample, letters of recommendation, and the candidate's resume.
Q. Are there education courses included in the Master’s + Licensure program?
A. There are approximately 70 credits of course work in education, a combination of professional education course work and field clinical experiences, including a semester-long or yearlong internship. You will have field clinical experiences in the professional year followed by a semester-long or full-year internship (your second year in the program).
Q. How many credits toward the Master’s Degree will I have when I finish the licensure part of the program?
A. Candidates complete the requirements for the teaching license during the second year of the program. They have approximately 9 credits toward a 45-credit master's degree. Most of our candidates complete their master's degree while teaching in local schools. They complete the additional course work in the evening and during the summers.
Q. What is the minimum grade point average for admission to the C&I Masters Degree Program?
A. The minimum grade point average is 2.8, but most candidates have over a 3.0 gpa.
Q. Is there a particular format for the letters of recommendation?
A. There are no recommendation forms. Seek letters from three (3) individuals who know of your work in a professional or academic setting. Have them address their letters to Professor Mary Boat Director, Graduate Studies, Division of Teacher Education, College of Education, Criminal Justice and Human Services, Teachers College 615, University of Cincinnati, Cincinnati, OH 45221-0022.
Q. For which Graduate Record Examination (GRE) tests do I register?
A. To register to for the Graduate Record Examination, the General Battery (verbal, quantitative and analytical writing), contact
Testing Services Department
PO Box 210078
University of Cincinnati
Cincinnati, OH 45221-0078
Phone: 513-556-7173
Fax: 513 556-1064
The web site for more information on the GRE is .
A combined score of at least 1000 on the first 2 tests in the Graduate Record Examination General Battery (verbal & quantitative) and at least a 4.5 on the analytical writing portion of the test are required.
The Office of Research and Advanced Studies also has an informative graduate web site at .
Q. What financial aid is available?
A. We are able to provide some University Graduate Scholarship funds for our Secondary Education Master’s + Licensure candidates. Submit an application for a University Graduate Scholarships at the same time that you apply.
Appendices
Candidate Disposition – Brief Report Form:
This form can be completed at anytime by the Mentor or UC Supervisor. It is a form of formal documentation of a candidate’s professional dispositions, both positive and negative. A completed disposition form should be shared with the candidate. The candidate has the option to submit a rejoinder to the disposition. Completed copies of the Disposition Form are sent electronically to the Office of Assessment and Continuous Improvement (OACI.). This form should be filed electronically from the OACI webpage.
Candidate Disposition – Full Report
This form is completed by the mentor once during each field experience. The completed disposition form should be shared with the candidate. The candidate has the option to submit a rejoinder to the disposition. An electronic copy of the Disposition Form is filed electronically from the OACI webpage.
Licensure Check-Out Sheet
This sheet is used to ensure that candidates have completed all the required precohort and/or cohort education courses leading to an Ohio Teaching License. Candidates should complete this sheet in collaboration with their advisors.
Collaborative Assessment Log (CAL)
Pre-Service Teacher Goal Setting Agreement
Observation Form
Ohio Standards for the Teaching Profession
Candidate Dispositions Brief Report
|Program: | |[pic] |
|Candidate Name: | |[pic] |
| | |[pic] |
|Name of Individual Completing Report: | |[pic] |
|Indicate Position: | |[pic] |
|If other: | |[pic] |
If completed in Field Experience:
|School | |[pic] |
|Grade | |[pic] |
|Subject Area | |[pic] |
If completed during course work, enter course title: [pic]
[pic]
[pic]This report is to report exemplary dispositions.
[pic]This report is to document a concern.
[pic]
Please indicate disposition(s) considered in this Brief Report:
[pic]The Candidate demonstrates professional behavior in attendance.
[pic]The Candidate demonstrates professional behavior by being punctual.
[pic]The Candidate demonstrates initiative and guidance.
[pic]The Candidate is responsible.
[pic]The Candidate is responsive to constructive feedback/supervision.
[pic]The Candidate has rapport with students/peers/others.
[pic]The Candidate demonstrates effective communication in oral, visual, and language arts.
[pic]The Candidate applies knowledge and skills of social responsibility for the advancement of a diverse society.
[pic]The Candidate maintains high ethical and professional standards (e.g., respecting confidentiality).
[pic]The Candidate cites program policies and professional practices and responds appropriately.
[pic]The Candidate maintains a professional appearance.
[pic]The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongiong process.
[pic]The Candidate is willing to work with other professionals to improve the overall learning environment for students.
[pic]The Candidate appreciates that "knowledge" includes multiple perspectives and that development of knowledge is influenced by the perspective of the "knower."
[pic]In designing curriculum, the Candidate appreciates both the particular content of the subject area and the diverse needs, assets, and interests of the students and values both short and long-term planning.
[pic]The Candidate is committed to the expression and use of democratic values in the classroom.
[pic]The Candidate takes responsibility for making the classroom and the school a "safe harbor" for learning, in other words, a place that is protected, predictable, and has a positive climate.
[pic]The Candidate recognizes the fundamental need of students to develop and maintain a sense of self-worth and that student misbehavior may be attempts to protect self-esteem.
[pic]The Candidate believes that all children can learn and persists in helping every student achieve success.
[pic]The Candidate values all students for their potential as people and helps them learn to value each other.
[pic]
Nature of Exemplary Behavior or Concern: Please describe the exemplary behavior or concern. Please describe data including circumstances (field, class), dates, and others directly involved (e.g., school personnel, other students, etc.).
[pic]
Action Taken: If you identified a concern, please describe action taken; include dates, involved parties, and agreements reached.
[pic]
| | |Yes |No |
|I have shared a copy of this report with the candidate as required. | |[pic] |[pic] |
|I have had a meeting with the candidate to discuss the concern described in this report. If no, a meeting with the | |[pic] |[pic] |
|candidate is scheduled on: | | | |
[pic]
The candidate has been informed that he/she may respond to the report in writing.
[pic]Yes, the candidate has been informed.
[pic]No, the candidate has not been informed.
The response should be sent to the Field Supervisor or the Program Chair with a copy to the author of the report.
| |[pic] [pic] |
Candidate Dispositions Progress Report
|Candidate Last Name: |[pic] |
|Candidate First Name: |[pic] |
|Candidate Program: |[pic] |
|Name of Individual Completing Report: |[pic] |
|Indicate Position: |[pic] |
|If other: |[pic] |
If this form is completed in reference to Field Experience:
|School | |[pic] |
|Grade | |[pic] |
|Subject Area | |[pic] |
If this form is completed in reference to course work:
Course Title [pic]
[pic]
The Candidate demonstrates professional behavior in attendance. The Candidate:
[pic]has a perfect attendance record.
[pic]is rarely absent.
[pic]is sometimes absent.
[pic]is absent frequently.
The Candidate demonstrates professional behavior by being punctual. The Candidate is:
[pic]never late.
[pic]almost always on time.
[pic]usually on time.
[pic]frequently late.
The Candidate demonstrates initiative. The Candidate:
[pic]consistently generates ideas and implements plans independently.
[pic]often generates ideas and implements plans independently.
[pic]sometimes generates ideas and implements plans independently.
[pic]seldom generates ideas and implements plans independently.
[pic]non-applicable/unable to rate
The Candidate is responsible. The Candidate:
[pic]consistently attends to assigned tasks or duties on schedule without prompting.
[pic]usually attends to assigned tasks on schedule without prompting.
[pic]sometimes attends to assigned tasks or duties on schedule without prompting.
[pic]seldom attends to assigned tasks or duties on schedule without prompting.
[pic]non-applicable/unable to rate
The Candidate is responsive to constructive feedback/supervision. The Candidate:
[pic]consistently accepts suggestions and feedback and adjusts performance accordingly.
[pic]usually accepts suggestions and feedback and adjusts performance accordingly.
[pic]at times accepts suggestions and feedback and adjusts performance accordingly.
[pic]unreceptive to feedback and reacts defensively.
[pic]non-applicable/unable to rate
The Candidate has rapport with students/peers/others. The Candidate:
[pic]consistently seeks opportunities to work with students/peers/others and relates easily and positively.
[pic]usually seeks opportunities to work with students/peers/others and relates easily and positively.
[pic]at times seeks opportunities to work with students/peers/others and relates easily and positively.
[pic]at times hesitates to work with students/peers/others.
[pic]non-applicable/unable to rate
The Candidate demonstrates effective communication in oral, visual, and language arts. The Candidate is:
[pic]effective and articulate in oral, visual, and language arts
[pic]effective in at least two areas
[pic]ineffective in at least two areas
[pic]non-applicable/unable to rate
The Candidate applies knowledge and skills of social responsibility for the advancement of a diverse society. The Candidate:
[pic]effectively and reflectively applies knowledge and skills of social responsibility in diverse settings
[pic]applies knowledge and skills of social responsibility in diverse settings
[pic]is unable to apply knowledge and skills in diverse settings
[pic]non-applicable/unable to rate
The Candidate is committed to high ethical and professional standards. Regarding each of the following statements about the Candidate, please indicate Yes, No, or Unable to Rate:
| |Yes |No |Unable to Rate |
|Maintains high ethical and professional standards (e.g. respecting confidentiality). |[pic] |[pic] |[pic] |
|The Candidate cites program policies and professional practices and responds appropriately. |[pic] |[pic] |[pic] |
|The Candidate maintains a professional appearance. |[pic] |[pic] |[pic] |
| |is consistently |is usually |is sometimes |is inconsistent with, |non-applicable/ |
| |evident. |evident. |evident. |or contrary to, this |unable to rate |
| | | | |disposition. | |
|The Candidate demonstrates a commitment to |[pic] |[pic] |[pic] |[pic] |[pic] |
|reflection, assessment, and learning as an | | | | | |
|ongoing process. Evidence the Candidate | | | | | |
|possesses this disposition: | | | | | |
|The Candidate is willing to work with other|[pic] |[pic] |[pic] |[pic] |[pic] |
|professionals to improve the overall | | | | | |
|learning environment for students. Evidence| | | | | |
|the Candidate possesses this disposition: | | | | | |
|The Candidate appreciates that "knowledge" |[pic] |[pic] |[pic] |[pic] |[pic] |
|includes multiple perspectives and that | | | | | |
|development of knowledge is influenced by | | | | | |
|the perspective of the "knower". Evidence | | | | | |
|the Candidate possesses this disposition: | | | | | |
|The Candidate is dedicated to teaching the |[pic] |[pic] |[pic] |[pic] |[pic] |
|subject matter and to keeping informed and | | | | | |
|is competent in the discipline and its | | | | | |
|pedagogy. Evidence the Candidate possesses | | | | | |
|this disposition: | | | | | |
|In designing curriculum, the Candidate |[pic] |[pic] |[pic] |[pic] |[pic] |
|appreciates both the particular content of | | | | | |
|the subject area and the diverse needs, | | | | | |
|assets, and interests of the students and | | | | | |
|values both short and long-term planning. | | | | | |
|Evidence the Candidate possesses this | | | | | |
|disposition: | | | | | |
|The Candidate is committed to the |[pic] |[pic] |[pic] |[pic] |[pic] |
|expression and use of democratic values in | | | | | |
|the classroom. Evidence the Candidate | | | | | |
|possesses this disposition: | | | | | |
|The Candidate takes responsibility for |[pic] |[pic] |[pic] |[pic] |[pic] |
|making the classroom and the school a "safe| | | | | |
|harbor" for learning, in other words, a | | | | | |
|place that is protected, predictable, and | | | | | |
|has a positive climate. Evidence the | | | | | |
|Candidate possesses this disposition: | | | | | |
|The Candidate recognizes the fundamental |[pic] |[pic] |[pic] |[pic] |[pic] |
|need of students to develop and maintain a | | | | | |
|sense of self-worth and that student | | | | | |
|misbehavior may be attempts to protect | | | | | |
|self-esteem. Evidence the Candidate | | | | | |
|possesses this disposition: | | | | | |
|The Candidate believes that all children |[pic] |[pic] |[pic] |[pic] |[pic] |
|can learn and persists in helping every | | | | | |
|student achieve success. Evidence the | | | | | |
|Candidate possesses this disposition: | | | | | |
|The Candidate values all students for their|[pic] |[pic] |[pic] |[pic] |[pic] |
|potential as people and helps them learn to| | | | | |
|value each other. Evidence the Candidate | | | | | |
|possesses this disposition: | | | | | |
[pic]
Please identify any other skills, behaviors, and/or knowledge that enhance this Candidate's successful progress.
[pic]
Please identify any other skills, behaviors, and/or knowledge that interfere with this Candidate's successful progress.
[pic]
Action Taken
If you identified a concern, please describe any action taken; include dates, parties involved, and agreements reached:
[pic]
| | |Yes |No |
|I have shared a copy of this report with the candidate as required. | |[pic] |[pic] |
|I have had a meeting with the candidate to discuss the concern described in this report. If no, a meeting with the | |[pic] |[pic] |
|candidate is scheduled on: | | | |
[pic]
The candidate has been informed that he/she may respond to the report in writing.
[pic]Yes, the candidate has been informed.
[pic]No, the candidate has not been informed.
The response should be sent to the Field Supervisor or the Program Chair with a copy to the author of the report.
| |[pic] [pic] | |
[pic][pic][pic][pic]
CECH AYA Licensing Courses
This DOES NOT include content area and degree requirements for the MED.
Student’s Name __________________________ Advisor __________________
Courses Completed Prior to Professional Cohort Admission
|Course number and title abbreviation |Hours |offered |Under Graduate |
| | | |Substitution |
|CI 703 - Role of Teachers in a Democratic Society* |3 |F, W U |EDST 201 |
|EDST 675– Human Learning * |3 |all |EDST 274 |
|CI 776– Applying Technology in the Classroom for Effective Learning* |3 |F, U |CI 247 |
|EDST 737– Human Development: Adolescents* |3 |S |EDST 302 |
|SPED 600 – Challenging Learning in Society* |3 | |SPED 250 |
Professional Year Licensing Courses
|Course number and title abbreviation |Hours |grade |offered |
|SEC 511 – Instructional planning |3 | |Fall |
|SEC 520, 530, 540,550 or 560 –Secondary Methods:[licensure area] |3 | |Winter |
|SEC 521, 531, 541, 551, or 561 – Field Clinical I:[licensure area] |3 | |Winter |
|SEC 502, 503, 504, 505 or 506 – Secondary Curriculum:[licensure area] |3 | |Spring |
|SEC 515 – Instructional management |3 | |Spring |
|SEC 516 – Field clinical II |2 | |Spring |
|SEC 570 – Teaching reading, writing and learning strategies (not L.A.) |3 | |Fall & Spring |
|EDST 633 - Classroom assessment |3 | |All quarters |
|CI 705 Addressing Diversity in Classrooms (or CI 400 Teaching and Learning in Diverse |3 | |F, W, U |
|Environments)* | | | |
Courses taken during internship; (must be completed for license)
|SEC 620, 630, 640, 650, 660 – Applied methods: [licensure area]* |3 | |Fall |
|SEC 793 – Semester Long Internship |12 | |Fall |
Licensure specific course requirements
|Int. L.A. SEC 672 - Improving reading in secondary schools and |3 | |Fall |
|SEC 673: Practicum secondary reading |3 | |Fall |
|Int. L.A. SEC 671 – Teaching literature in secondary schools |3 | |Spring |
|Science – CI 718 History and philosophy of science for sc. Educators* |3 | |Winter |
* Count toward MED and licensing.
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|Cooperating/ Teacher/University Supervisor: |
|Lesson/Subject: |
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|Observation Summary: |
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|Candidate Strengths: |
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|Recommendations for future professional development: |
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|Cooperating Teacher or Supervisor Signature: |
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|Candidate Signature: |
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|FORMATIVE ASSESSMENT TOOL |
|COLLABORATIVE LOG |Licensure Program (circle appropriate program) |
| |Early Childhood |Secondary: English/LA | |
| |Middle Childhood |Secondary: Science | |
| |Special Education MM |Secondary: Math | |
| |Special Education MI |Secondary: Social Studies | |
| |Special Education ADV |Multi-Age: FL | |
|Student Teacher: |Mentor: |University Supervisor: |
|Grade Level/Subject Area: |Date: |
|Purpose of Today's Meeting (circle all that |Instruction/Management |Modeling Lesson |Observing Veteran Teacher |Planning Lesson |
|apply): | | | | |
| |Pre/Post Observation Meeting |Professional Goal Setting |Using Technology |Other: |
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|Ohio Standards for the Teaching Profession: |WHAT'S WORKING |CURRENT FOCUS, CHALLENGES, CONCERNS |
|1 Teachers understand student learning and | | |
|development, and respect the diversity of the | | |
|students they teach. | | |
|2 Teachers know and understand the content | | |
|area for which they have instructional | | |
|responsibility. | | |
|3 Teachers understand and use varied | | |
|assessments to inform instruction, evaluate, | | |
|and ensure student learning. | | |
|4 Teachers plan and deliver effective |STUDENT TEACHER’S NEXT STEPS |COOPERATING TEACHER'S NEXT STEPS |
|instruction that advances the learning of each| | |
|individual student. | | |
|5 Teachers create learning environments that | | |
|promote high levels of learning and | | |
|achievement for all students. | | |
|6 Teachers collaborate and communicate with | | |
|other educators, administrators, students and | | |
|parents and the community to support student | | |
|learning. | | |
|7 Professional Responsibility and Growth: | | |
|Teachers assume responsibility for | | |
|professional growth, performance, and | | |
|involvement as an individual and as a member | | |
|of a learning community. | | |
| |NEXT MEETING DATE: |FOCUS: |
Pre-Service Teacher Goal Setting Agreement Page 1
Student Teacher: _________________________ Cooperating Teacher: ___________________________ Date: ________________
Teaching Assignment: ______________________________________________________________
The student teacher, in consultation with the cooperating teacher and university-based supervisor, completes this self-reflection based upon the Ohio Standards for the Teaching Profession. Once areas of strengths and areas for growth are identified, the student teacher, cooperating teacher and university supervisor should complete the goal setting plan.
|Self reflection: |
|Areas of strength: |
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|Areas for Growth: |
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Pre-Service Teacher Goal Setting Page 2
Based upon your assessment of your strengths and area(s) for growth, identify 1-2 goals that will provide a learning framework to accelerate your growth and strengthen your practice. Identify the steps you will take to reach the goal, resources and people to assist you, and how you will determine your success. Place one goal on a separate page. Cite the appropriate Ohio Standards for the Teaching Profession.
|Goal with OSTP Standard Cited |Steps to Attain Goal |Resources and Activities to Support the Goal |Evidence to Support the Goal Attainment |
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Student Teacher Signature: ________________________________________________________________________ Date: __________________________
University Supervisor Signature: ___________________________________________________________________ Date: __________________________
Cooperating Teacher Signature: _____________________________________________________________________ Date: __________________________
Ohio Standards for the Teaching Profession
1. Teachers understand student learning and development and respect the diversity of the students they teach.
• Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
• Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
• Teachers expect that all students will achieve to their full potential.
• Teachers model respect for students' diverse cultures, language skills and experiences.
• Teachers recognize characteristics of gifted students, students with disabilities and at-risk students In order to assist inappropriate identification, instruction and intervention.
2. Teachers know and understand the content area for which they have instructional responsibility.
• Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
• Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
• Teachers understand school and district curriculum priorities and the Ohio academic content standards.
• Teachers understand the relationship of knowledge within the discipline to other content areas.
• Teachers connect content to relevant life experiences and career opportunities.
3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
• Teachers are knowledgeable about assessment types, their purposes and the data they generate.
• Teachers select, develop and use a variety of diagnostic, formative and summative assessments.
• Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction.
• Teachers collaborate and communicate student progress with students, parents and colleagues.
• Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.
4. Teachers plan and deliver effective instruction that advances the learning of each individual student.
• Teachers align their instructional goals end activities with school and district priorities and Ohio's academic content standards.
• Teachers use information about students' learning and performance to plan and deliver instruction that will close the achievement gap.
• Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
• Teachers apply knowledge of how students think and learn to instructional design and delivery.
• Teachers differentiate instruction to support the learning needs of -ill students, including students identified as gifted, students with disabilities and at-risk students.
• Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.
• Teachers use resources effectively, including technology, to enhance student learning.
5. Teachers create learning environments that promote high levels of learning and achievement for all students.
• Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
• Teachers create an environment that is physically and emotionally safe.
• Teachers motivate students to work productively and assume responsibility for their own learning.
• Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
• Teachers maintain an environment that is conducive to learning for all students.
6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
• Teachers communicate clearly and effectively.
• Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
• Teachers collaborate effectively with other teachers, administrators and school and district staff.
• Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
7. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
• Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
• Teachers take responsibility for engaging in continuous, purposeful professional development.
• Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.
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