Bethany College Teacher Education Handbook and Assessment Manual

2020-2021

Cover Artwork by Halle Giddings

The Education Department Team (EDT)

Gretchen Norland, Ed.D., Chair of the Education Department

norlandg@bethanylb.edu 785-227-3380, Ext 8300

Michelle Barreirõ, M.A., Coordinator of Elementary Education

barreiroms@bethanylb.edu 785-227-3380, Ext. 8457

Alan English, Ph.D., Coordinator of Secondary Education

englishae@bethanylb.edu 785-227-3380, Ext. 8297

Kelley Menke, M.A. Licensure Officer and Placement Coordinator

menkeke@bethanylb.edu 785-227-3380, Ext. 8237

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PREFACE

Bethany College Mission Statement

The mission of Bethany College is to educate, develop, and challenge individuals to reach for truth and excellence as they lead lives of faith, learning, and service.

Education Department Mission Statement The Bethany College Education Department strives to instill in candidates the knowledge base, teaching skills, as well as professional attitudes and values necessary to become exceptional, reflective teachers in a diverse culture. Education Program Vision We believe teacher education is a cooperative venture in building relationships and empowering candidates to be knowledgeable, skillful, and inspiring professionals who focus on the interests, welfare, and success of learners. Teaching Programs: Bethany College has implemented programs for teacher preparation since its founding in 1881. Today, Bethany students can receive a degree leading to licensure at the elementary (K-6), secondary content (6-12), and PreK-12 levels in Art, Health/P.E., and Music. There are 11 teaching majors offered: Elementary Education, Art, Biology, Business, Chemistry, English, Health and Physical Education, Mathematics, Vocal Music, Instrumental Music, and Social Science Teaching. Endorsements: Candidates can pursue added endorsements at the secondary and elementary levels including Special Education High-Incidence (K-6, 6-12, or PreK-12) and English Language Learners (K-6 or 6-12). The Kansas State Department of Education (KSDE) offers middle level (5-8) endorsements in Social Studies, Math, Science and English to candidates who pass the middle level content PRAXIS tests. Accreditation: Bethany was the first private college in Kansas to be accredited in 1954 by the National Council for the Accreditation of Teacher Education. Every seven years, the Education Department goes through Program Review and the accreditation process through KSDE. Bethany’s Teacher Education program went through the accreditation process in Fall of 2020 through KSDE and the Kansas State Board of Education.

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The Bethany College Teacher Education Handbook and Assessment Manual is updated and published each academic year to inform teaching candidates about the teacher education process, which supports the development of exceptional, reflective teachers in a diverse culture. This information is provided to the public and available to other educators, cooperating teachers, administrators, and college supervisors who monitor the progress of Bethany’s teaching candidates. https://www.bethanylb.edu/education

The Bethany Teacher Education Handbook and Assessment Manual describes policies, multiple assessments, and key transition points throughout the program. Assessments are aligned with Interstate Teacher Assessment and Support Consortium (InTASC) and Kansas State Department of Education (KSDE) Professional Education Standards, student learning outcomes, and the program’s conceptual framework - Bethany College Exceptional Teacher Model - which is integral to the program.

There are two sections provided in the Bethany Teacher Education Handbook and Assessment Manual. The second section of the handbook is devoted to Clinical Practice (Student Teaching policies), and progresses toward the goal of teacher licensure processes. Teaching candidates at Bethany are required to meet KSDE licensure standards and the graduation requirements established by the college and Bethany’s Teacher Education Program. These standards have been developed to ensure that beginning teachers have the knowledge, skills, attitudes and values necessary for effective classroom teaching, and for fulfilling professional responsibilities.

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INTRODUCTION TO TEACHER EDUCATION

The Bethany College Education Department is dedicated to helping candidates acquire the knowledge, skills, attitudes and values necessary for becoming responsible, reflective, ethical professionals. The liberal arts program at Bethany is integrated with the professional studies, academic coursework, and clinical field experiences to help teaching candidates build a deep understanding of the subject matter and pedagogical knowledge, interact with diverse learners, schools and communities, and to develop critical competencies in reaching a level of excellence and success in the profession. Bethany’s Teacher Education Program seeks to prepare qualified candidates for teaching positions in approved programs through the Kansas State Department of Education including program objectives that: • Provide opportunities through which candidates can develop the qualities depicted in the Bethany’s Exceptional Teacher Model, and those of a liberally educated person. • Provide early experiences in elementary, middle level, and secondary classrooms. • Provide guidance services related to candidates’ academic goals and social concerns. • Recommend for licensure those candidates who have completed the approved program, and meet all requirements for licensure. Education Department Team (EDT) and Teacher Education Coordinators (TEC)

The Education Department Team (EDT) meets weekly to plan and to review unit operations, and to monitor candidates’ progress. EDT works closely with the Teacher Education Coordinators (TEC) faculty who represent each teaching program. Once a month, EDT and TEC collaborate to analyze assessment data, review candidates’ progress, and evaluate candidates’ qualifications for admission to the program and clinical practice. EDT professors and TEC members serve as content supervisors who observe and evaluate student teachers in clinical practice in specific content areas and majors. TEC gives input on program quality, makes data-informed proposals, and considers the feedback from Bethany’s Education Advisory Council. The Education Advisory Council includes EDT, alums, stakeholders, adjuncts, student representatives, and teachers and administrators from partnering districts. The Advisory Council meets biannually to review program data, and to advise and discuss trends in education.

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Teacher Education Coordinators (TEC)

Gretchen Norland, Ed.D. , Associate Professor of Education Chair of the Education Department, oversees all majors, (EDT member) Michelle Barreirõ, M.A., Assistant Professor of Education Coordinator of Elementary Education (EDT member) Alan English, Ph.D., Assistant Professor of Education Coordinator of Secondary Education (EDT member) Kelley Menke, M.A., Licensure Officer and Placement Coordinator (EDT member) Rebecca Schneller, M.F.A., Assistant Professor of Art Coordinator of PreK-12 Art Teaching Mark McDonald, Ph.D., Professor of Biology Coordinator of Biology Teaching 6-12 Doug Dutton, C.P.A., M.B.A. Assistant Professor of Business Coordinator of Business Teaching 6-12 Luke McCormick, Ph.D., Associate Professor of Chemistry Coordinator of Chemistry Teaching 6-12 Marcus Hensel, Ph.D., Associate Professor of English Coordinator of English Teaching 6-12 Laura Jackson-Stenlund, M.A.T., L.A.T., A.T.C. , Assistant Professor of Exercise Science Coordinator of PreK-12 Health and Physical Education Pari Ford, Ph.D. , Associate Professor of Mathematics Coordinator of Math Teaching 6-12 Mark Lucas, Ph.D., D.M.A., Associate Professor of Music Coordinator of PreK-12 Vocal Music Education Keith Dodson, Ph.D., Music Education, Director of Instrumental Studies Coordinator of PreK-12 Instrumental Music Education Tash Smith, Ph.D., Associate Professor of History Coordinator of Social Science Teaching 6-12

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Conceptual Framework: Bethany College Exceptional Teacher Model

Bethany College’s Exceptional Teacher Model reflects the education department’s expectations for beginning teachers, and establishes a shared vision for preparing candidates to teach effectively. A three-dimensional pyramid is used to illustrate the three significant stages, which facilitate the development of the exceptional teacher:

1. The base of the pyramid model is called the Foundation of Individuality, which focuses on the knowledge, skills, attitudes, values, and interpersonal and cultural experiences that each student brings into the teaching program. The foundation of the teaching program begins with discovering and reflecting on the potential of each individual learner. 2. The middle layer of the model symbolizes Preservice Education and shown by three faces of the pyramid model: • Knowledge Base (KB) • Teaching Strategies and Applications (TSA) • Professional Attitudes & Values. (PAV) Candidates develop and expand on these core areas during coursework and related field experiences and clinical practice.

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3. The pinnacle of the pyramid represents Professional Growth and Development reflecting candidates’ increased success as demonstrated by highly effective levels of performance in educational settings, academic experiences, and their impact on learners and learning. Candidates are able to make knowledge meaningful, create a climate conducive to learning, and motivate students to learn. The conceptual framework is integral to all educational course objectives and assessments, and supports the education program’s mission to “instill in candidates the knowledge base, teaching skills, as well as professional attitudes and values necessary to become exceptional, reflective teachers in a diverse culture.”

The Bethany College Exceptional Teacher Model is introduced in ED100 Introduction to Teaching. The model is shared with Teacher Education Coordinators, the Bethany College Advisory Council, adjunct professors, cooperating teachers, administrators, and other stakeholders. This conceptual framework is reviewed with candidates during their academic coursework. It is the basis for discussions regarding processes, policies, and assessments used in preservice education and clinical practice.

Student Learning Outcomes of the Teacher Education Program are based on the Bethany College Exceptional Teacher Model, and align with InTASC/KSDE Professional Education Standards, and program assessments.

• Knowledge Base (KB): The teaching candidate demonstrates a strong content knowledge base of learners and learning, and the ability to make knowledge meaningful, to respond to diverse learner”s needs, and increase motivation for learning.

• Teaching Strategies and Applications (TSA): The teaching candidate demonstrates the ability to use effective teaching strategies and methods, and design lessons and assessments to promote a meaningful and conducive learning environment that motivates learners.

• Professional Attitudes and Values (PAV): The teaching candidate demonstrates professional qualities and behaviors to fulfill teaching responsibilities, and utilize reflective and interpersonal communication skills. Teaching Program Transition Points Bethany’s Education Program and assessment system are based on four transition points with criteria for candidates to advance to the next level. The four transition points support and reflect the conceptual framework, and help the educators and teaching candidates adhere to program requirements regarding admission, retention, and exit criteria.

Transition Point 1: Admission to Teacher Education Transition Point 2. Admission to Clinical Practice Transition Point 3. Completion of the Teaching Program Transition Point 4. Following Program Completion and Licensure

As candidates progress through the program, advisors play a key role in monitoring student progress, and meeting with students during enrollment to review program expectations and policies. All core content courses must be passed with a C or higher, based on specific course grading scales (71% by the Education Department scale).

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Early Education Majors

ED100 Introduction to Teacher Education and the Teaching Profession

Bethany students who show an interest in teacher education will be guided in making decisions about the content areas, grade levels, and endorsement areas offered in the college’s programs. They will complete a “Major Declaration Form” to submit to the registrar, and take introductory education courses. They will explore the field of teaching, participate in early field experiences, and become familiar with the Teacher Education Handbook & Assessment Manual, and the Kansas Educator Code of Conduct https://www.bethanylb.edu/education

Beginning education students will enroll in ED100 (described below), and must pass all class requirements and receive a grade of C or higher. During academic years 1 and 2, the focus is mostly on general education or core experience courses, with opportunities for a few introductory education classes. The next major class, and one step closer to applying for admission to the teaching program, is ED200, described on the next page.

ED100 Introduction to Teacher Education & the Teaching Profession (1 credit hour) This course is designed to help direct those students who are considering a career in pedagogy—the science of teaching. The seminar is an exploration of the teaching profession for students as potential teachers. Throughout this course, students will become familiar with the Bethany College Exceptional Teacher Model. They will examine how the model relates to a career in teaching, as well as the various content areas, grade levels, and endorsements available to Bethany’s teaching candidates. Students will have the opportunity to engage in class discussion, hands-on activities, and meaningful reflections. Key Assessments for ED100: • Major Declaration Form • Teaching Candidate Disposition Evaluation * Background Self-Disclosure Form for Education • Student reflections, mini-lessons • Individual Development Plan • Ethical Code of Conduct Assessment

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ED200 Introduction to Teaching: Classroom Experience ED200 Preparation Education students who have passed ED100 with a C or higher, and believe they have met the GPA scores (listed below), will complete an Admission to ED200 Application. Students can pick up the ED200 forms and checklist from the Licensure Officer and Placement Coordinator. It is the students’ responsibility to verify that they have met all of the requirements, and can provide evidence of grades and completed forms. The education professors will contact qualifying students, and hold an information meeting in early September to review requirements for ED200 Introduction to Teaching: Classroom Experience in January during the 3-week Interterm.The ED200 Placement Application will be handed out at the required meeting. Students who do not complete the ED200 Application and Forms in a timely manner might not be enrolled in ED200 until the following year, which may delay their progress in the teaching program. Admission to ED200 Checklist: *Paperwork is due to Licensure officer/Placement Coordinator by the last Friday in September ❏ ED100 passed with a grade of C or higher ❏ Have a cumulative GPA of 2.75 or higher in major ❏ Have a cumulative GPA of 2.5 or higher (including all transfer hours) ❏ Complete the ED200 Placement Application ❏ Complete the Self-Disclosure Background Form ❏ Provide Proof of $1,000,000 in professional liability insurance ❏ Provide certification of Health for School Personnel (TB Test) Notification

ED200 Introduction to Teaching: Classroom Experience (3 credit hours) This course is a concentrated, 100-hour field experience for all candidates after completing ED100 Introduction to Teaching. The course is an exploratory field experience class in which students considering a career in education work full-time with a cooperating teacher during the January Interterm. Students will gain insight into the career of teaching through observing, reflecting and presenting a lesson in this hands-on experience. Key Assessments and Requirements for ED200: • Attending mandatory meetings, and submitting all required documents • ED200 Instructional Activities and Reflections • Record of Field Experience Hours • ED200 Student Observation Field Experience Evaluation upon completion of course • Teacher Education Application

➨ Next Step: Upon completing ED200, prepare for admission to the Teacher Education Program.

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FIELD EXPERIENCES

Bethany’s teaching majors accumulate a minimum of 130 hours of field experiences throughout selected methods and education courses for elementary, secondary, PreK-12 Music, Art, and Health/PE majors. These experiences include interactive observations in various educational settings, participation in relevant community events or school projects, and opportunities to mentor or work with students. All teaching candidates complete 580 hours, or 16 weeks of student teaching. The grand total of anticipated field experiences, including clinical practice, is 710 hours.

ED200 Introduction to Teaching: Classroom Experience is a concentrated, 100-hour field experience for all candidates after completing ED100 Introduction to Teaching. Education students work closely with a teacher in a diverse classroom, in a specific content area or grade level, for three weeks. This early exploration in teaching, for freshmen through juniors, is a major requirement for admission into the teaching program.

ED240 Diversity and Pluralism in Education, and ED358 Foundations of Education courses provide a combined total of 6-9 hours of diverse field experiences through classroom observations or in educational settings, including participation in community events or service projects.

ED342 Middle Level/Secondary (6-12) Teaching and Learning Strategies is required for secondary level candidates in all content areas. Candidates participate in a 10-hour practicum to observe teaching methods in classrooms in a selected field, and actively engage with students, plan lessons, and practice teaching.

ED346 Reading Strategies for Secondary and Middle Level Teachers is required for all 6-12 secondary content majors, and Music and Art candidates. ED345 is Methods, Materials, and Reading Strategies for Health Education majors. These involve a 10-hour interactive field experience at the middle or high school level.

Mentoring experiences: All candidates may mentor middle school students, once a week for an entire semester, in coordination with the Education Club and EDT.

ED325 Methods of Teaching and Assessing English Language Learners is for elementary and secondary teaching candidates endorsing in ELL. It requires a 10-hour practicum in diverse settings/classrooms.

ED301 Foundations of Literacy and ED315 Elementary and Middle Level Integrated Field Experience, grades 4-8, provide multiple content-integrated classroom experiences. Candidates have a combined total, 15-hour practicum to observe teaching methods of experienced teachers in elementary classrooms, and actively engage with students, plan lessons, and practice teaching.

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FIELD EXPERIENCES (continued)

Elementary/middle level methods courses ED326 (Social Studies), ED327 (Math), and ED328 (Science/Health) provide various whole-class and/or individual observations and interactive experiences in diverse settings for elementary candidates. These range from Pre-K- 8 grade levels for a combined total of 6-9 hours.

Elementary/middle level methods courses in ED320 (Art), ED321 (Music) and ED339 Health, Movement, and Wellness provide various integrated, whole class, or individual observations, and interactive field experiences for elementary teaching candidates. These include classroom settings or community involvements of 6-9 hours total.

All candidates in Art, Music, or Health/Physical Education (Pre-K -12) take elementary and secondary methods courses specific to their content, with a combined total, 15-hour practicum of integrated, whole class, and/or individual observations in diverse classrooms and/or community experiences.

Field Experience Assessments: Preservice teachers are expected to be professional representatives of the college during field experiences, as they participate, observe, learn, lead, and reflect in authentic classroom settings and environments, and interact with other educators, community members and/or parents, and students. Teaching candidates will submit to the Foliotek their records of field experience hours. https://www.bethanylb.edu/education The Student Observation Field Experience Rubric can be sent externally to cooperating teachers to evaluate candidates during ED200, and in other methods courses with several, sequential observations with one teacher or classroom for extended visits. NOTE: A minimum score of 13 or higher is considered acceptable to pass. Teaching candidates may use the rubric for self-reflection, also. Student Observation Field Experience Rubric (ED200 and other field experiences)

Knowledge Base (KB) : The teaching candidate demonstrates a strong content knowledge base of learners and learning, and the ability to make knowledge meaningful, respond to learners’ needs and increase motivation for learning. Teaching Strategies and Applications (TSA): The teaching candidate demonstrates the ability to use effective teaching strategies and methods, and design lessons and assessments, to promote a meaningful and conducive learning environment and motivate learners. Professional Attitudes and Values (PAV): The teaching candidate demonstrates professional qualities and behaviors to fulfill teaching responsibilities, and utilizes reflective (intrapersonal) and interpersonal communication skills.

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Student Observation Field Experience Evaluation

Ineffective - 1 Developing - 2 Effective - 3 Highly Effective - 4 Teaching candidate rarely

exhibits an adequate level of performance on this

component.

Teaching candidate sometimes exhibits an

adequate level of performance on this

component.

Teaching candidate usually exhibits a more than

adequate level of performance on this

component.

Teaching candidate consistently exhibits a high level of performance on this

component.

KB 1, KB5 Knowledge and

Learners CAEP 1.1 (Content)

Candidate shows a lack of interest in the content and/or is unresponsive to diverse learners at this

age/grade level or setting.

Candidate shows a limited interest in the

content or is uncomfortable with

teaching diverse learners at this age/grade/setting.

Candidate shows an interest in the content and

makes efforts to teach content and skills to

diverse learners at this age/grade level.

Candidate shows an interest and a strong ability to give

instruction about the content knowledge, concepts, and skills to diverse learners at

this age/grade level.

TSA 1 Teaching

Strategies and Interaction CAEP 1.1

(Instruction)

Candidate lacks skills to interact effectively with students and/or shows little to no interest in teaching strategies.

Candidate shows a hesitance to interact

with students and/or is limited in abilities to learn, use, or teach

strategies.

Candidate shows a willingness to interact with students and attempts to try

out and use strategies to help students learn.

Candidate interacts positively with students and is able to use and teach a variety of

strategies that help students think and connect to their

experiences.

TSA 4, TSA 6 Active

Participation and Inquiry

CAEP 1.1 (Learner and Learning))

Candidate fails to participate due to other

distractions (i.e. on cellphone) and/or does not ask questions about

student learning.

Candidate shows limited or minimal engagement in the classroom or with

students, and/or infrequently asks questions about

learning.

Candidate is involved, as appropriate to the setting, and shows an interest in

students. Candidate makes efforts to ask questions about student learning.

Candidate is actively involved in the learning

environment and supports students’ well- being.

Candidate is reflective and asks teacher and students

questions about the learning experience.

PAV 1 Professional

Presence CAEP 1.1

(Learner and Learning))

Candidate shows a disregard for the teaching role due to inappropriate or undesirable conduct

(verbal/nonverbal) and/or a careless appearance.

Candidate shows partially acceptable

conduct and/or appearance for the teaching role or is inattentive and/or

hesitant to contribute.

Candidate dresses and behaves appropriately and is generally attentive in the

classroom. Candidate shows a respect for others and is willing to interact.

Candidate represents self professionally in appearance

and conduct and shows enthusiasm about learning. Candidate demonstrates a

positive attitude and integrity in all interactions.

PAV 2 Professional

Responsibility CAEP 1.1 (Prof. Responsibility)

Candidate is ineffective in fulfilling two or more of listed responsibilities

on a regular basis.

Candidate is frequently absent or late, or seldom or partially prepared or

dependable.

Candidate adequately fulfills responsibilities of being present, punctual,

prepared, and dependable.

Candidate consistently fulfills all responsibilities of being present, punctual, prepared,

and dependable.

Bethany College teaching candidates are expected to be professional representatives of the College during interactive observations and field experiences. Through these valuable experiences, teaching candidates develop and refine “… the knowledge base, teaching skills, as well as professional attitudes and values necessary to become exceptional, reflective teachers in a diverse culture.” Teaching candidates will learn from professionals in real classroom settings, and practice strategies through observations and interactions with students. This rubric is used in ED200, and in other methods courses for a cooperating teacher to evaluate candidates who have several, sequential observations with one teacher or stay in one classroom for extended visits. NOTE: A minimum score of 13 or higher is considered acceptable to pass. Teaching candidates may use the rubric for self-reflection or self-assessment, also.

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Teaching Candidates Disposition Rubric

Bethany College Education Department expects teaching candidates to develop, maintain, and demonstrate the positive attitudes and behaviors, and responsible habits and dispositions of professionals who are going into a career in teaching. The Teaching Candidate Disposition Rubric is an evaluation tool that is completed by several instructors, and the candidate’s advisor, to measure and monitor a candidate’s Professional Attitudes and Values (PAV), which correlate with the competencies in the PAV section of the Student Teacher Evaluation Form. Education course grades may include a 20-point disposition evaluation to be completed by the instructor and recorded on each student’s Foliotek page, or completed on a hard copy for the student, as well as included in the course grade. Education students may complete self-assessments using this rubric, which is found on their Foliotek page, to monitor progress in professional dispositions and responsibilities. Teaching Candidate Disposition Evaluation scores are averaged and used as one criteria for admission to the Teacher Education Program, and for acceptance into Clinical Practice / Student Teaching. All disposition scores from several courses will be averaged for each teaching candidate at various transition points. Courses include ED100, ED250, SE210, ED301/314, ED346, ED345, ED355, ED358, among others as needed or requested. Candidates have opportunities to complete a self-assessment for purposes of self-improvement in these non-academic areas, which is an essential component of reflective, exceptional teachers. NOTE: A minimum score of 13 or higher will pass. A score under 13 is below 2.5 average and does not meet the criteria.

The Teaching Candidate Disposition Evaluation emphasizes: Professional Attitudes & Values (PAV)- The teaching candidate demonstrates professional qualities and behaviors to fulfill teaching responsibilities and utilizes reflective (intrapersonal) and interpersonal communication skills.

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Teaching Candidate Disposition Rubric

Ineffective – 1 Developing - 2 Effective – 3 Highly Effective – 4

Teaching candidate rarely exhibits an adequate level of

performance on this component.

Teaching candidate sometimes exhibits an adequate level of performance on this

component.

Teaching candidate usually exhibits a more than adequate level of performance on this

component.

Teaching candidate consistently exhibits a

high level of performance on this

component.

PAV 1 Professional

Presence CAEP 1.1 Learning

Environment

Candidate uses inappropriate verbal or non-verbal behaviors in the learning experience or topics of study.

Candidate shows a lack of interest or minimal effort in participating in the learning experience or topics of study.

Candidate demonstrates a positive attitude and a willingness to participate in the learning experience and topics of study.

Candidate demonstrates enthusiasm and confidence and actively engages in the learning experience and topics of study.

PAV 2 Professional

Responsibility CAEP 1.1

Professional Responsibility

Candidate is ineffective in fulfilling two or more of listed responsibilities on a regular basis.

Candidate is frequently absent or late or is seldom or partially prepared or dependable.

Candidate adequately fulfills responsibilities of being present, punctual, prepared, and dependable.

Candidate consistently fulfills all responsibilities of being present, punctual, prepared, and dependable.

PAV 3 Collaboration

and Interpersonal Interactions CAEP 1.1

Professional Responsibility,

3.6

Candidate disconnects during collaborative activities with peers or displays inappropriate or disrespectful behaviors

Candidate shows minimal or limited engagement in collaboration with peers or responses are unhelpful or irrelevant.

Candidate conveys a willingness to collaborate with peers and contribute to the group effort. Demonstrates appropriate interpersonal interactions with others.

Candidate shows integrity and leadership when collaborating with peers and is respectful to others’ ideas. Maintains thoughtful, interpersonal interactions with others.

PAV 4 Integrity and Ethical Work

Practices CAEP 1.1

Professional Responsibility,

3.6

Candidate seldom shows academic integrity and has one or more incident of cheating or plagiarism in this class.

Candidate lacks understanding of academic integrity or frequently disregards instructor’s expectations.

Candidate demonstrates honest work habits in general and shows integrity by following instructions or class expectations.

Candidate demonstrates honest work habits, and consistently shows academic integrity by following instructions and all class expectations.

PAV 6 Communicatio

n and Professionalism

CAEP 1.1 Professional

Responsibility

Candidate lacks or does not exhibit effective communication skills that are needed in professional interactions.

Candidate frequently shows weaknesses in written or verbal communications or has limited professional skills.

Candidate generally uses appropriate written and verbal communication with peers, instructors and others for various reasons and in professional settings.

Candidate demonstrates clear and effective written and verbal communication with peers, instructors and others for various reasons and consistently shows professionalism.

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BETHANY COLLEGE PROFESSIONAL EDUCATION REQUIREMENTS

All students need to complete the core experience requirements - Quest and Interdisciplinary course (See current catalog requirements.) Teaching majors complete these professional education requirements. A total of 124 hours is needed to graduate. Credit

hrs. All education majors must pass the following courses prior student teaching:

3 CM110 Public Speaking, CM212, or equivalent Communications or transfer course 3 EN101 Thinking and Writing or IDxxxW or equivalent Writing or transfer course 3-5 MA104 College Algebra, MA005/MA105, MA124 Mathematics for the People, or

equivalent transfer course 3 PY101 General Psychology 3 PY205 Developmental Psychology 3 SE210 Introduction to Infants, Children, and Youth with Special Needs 1 ED100 Introduction to Teacher Education and the Teaching Profession 3 ED200 Introduction to Teaching: Classroom Experience (100 hours field

experience) 3 ED240 Diversity and Pluralism in Education 2 ED250 Classroom Management 2 ED251 Instructional Technology for Teachers 3 ED355 Educational Psychology

2-3 Methods Courses *See 4-year plans for each teaching major in the Education Dept. resources, or the college catalog list of classes.

2-3 Reading Strategies Courses– ED346(Secondary level); ED345 (Health-PE); ED301/314 (Elementary)

OTHER: *(optional) ED140 Assessing Learners (1 credit hour) ; Middle School Mentoring experiences arranged by EDT.

3 ED358 Foundations of Education *This is the only course that can be taken before or after clinical practice.

Student Teaching

ED395 Clinical Practice Seminar (1 hr.) + ED3XX Clinical Practice in Content Area/Major/Endorsement (12 hrs.)

*Refer to the Teaching Majors’ 4-year plans in the Education Dept. resources or from advisers.

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Credit hrs.

Elementary Education must pass these courses prior student teaching:

3 MA225 Math for Elementary Teachers 3 SC225 Science for Elementary Teachers 3 EN2xx or ID2xx-W or

ED325 Methods of Teaching and Assessing English Language Learners 3 SE310 Foundations for Special Education 3 HIxxx U.S. History course 3 HIxxx World History course 3 GO120 Human Geography 3 Fine Arts course: Art, Music or Theater experience 3-4 Science Lab course or

BIxxx or Environmental Science with a Lab 4 ED301 Foundations of Literacy 4 ED314 + ED315 Methods of Elementary and Middle Level Reading / Language Arts

4-6, with an Integrated Practicum 2 ED320 Pre-K, Elementary/Middle Level School Art Methods 2 ED321 Music Methods for Elementary Teachers 2 ED326 Teaching of Social Studies in the Elementary/Middle Level Classroom 3 ED327 Teaching Mathematics in the Elementary/Middle Level Classroom 3 ED328 Teaching Science/Health in the Elementary/Middle Level Classroom 2 ED339 Health, Movement, and Wellness (for Elementary Education majors) Elementary Education majors are required to have a concentration of 9 hours of additional coursework from one category of the Core Experience - College Requirement categories: Arts (AR, DA, MU, TH); Citizenship (HI, PS, SA); Humanities (CM, EN, FR, GR, MN, PL, RL, SV, SN); Math/Science (BI, CH, CS, MA, PH, SC); or Social Science (AN, BU, EC, GO, PY, SO) in addition to the content courses that are already a part of the 4-year plan. -OR- The Elementary Education teaching candidate may, instead, add an endorsement(s) in Special Education High-Incidence (K-6, K-6 /6-12, or PreK-12) and/or an English Language Learners K-6 endorsement to their major in replacement of a 9-hour concentration area.

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ADMISSION TO TEACHER EDUCATION POLICY

Transition Point 1: Admission to Teacher Education

Education students will be eligible to apply for Admission to Teacher Education during their sophomore year (or a minimum of 31 credit hours completed). Candidates must have passed ED100 and ED200 with a C or higher, and can verify they have met the GPA totals, disposition evaluation scores, academic tests, and other criteria listed below for Transition Point 1.

The Teacher Education Application will be emailed to education students or can be picked up from the Licensure Officer and Placement Coordinator in the Education Department. Applications for admittance into the education department will occur twice a year.

Fall applications are due the last Friday of September.

Spring applications are due the last Friday of February.

It is the teaching candidate’s responsibility to verify that they have met all of the requirements, and can provide evidence of grades, scores, and completed forms and documentation. The candidate’s application for admission will be submitted to the Education Department. The names of applicants will be brought to the subsequent Teacher Education Coordinators (TEC) committee meeting to determine if individuals qualify for admission into Bethany’s teaching program, according to the criteria for Transition Point 1: Admission to Teacher Education.

TEC Approval: The licensure officer compiles a report for the TEC committee to review requirements for acceptance before the upcoming enrollment. Candidates must successfully meet all requirements to be approved.

Requirements for Acceptance (Transition Point 1):

• Submission of Teacher Education Application • Submission of Background Self-Disclosure Form • Be at a sophomore standing (a minimum of 31 hours) • Have proficient scores on the Math, Reading and Writing Tests (TBD) • A cumulative GPA of 2.5, and a GPA in the major of 2.75 (including all transfer hours) • Passed ED100 and ED200 with grades of C or higher. • ED200 Field Experience Evaluation of 2.5 or higher • Teaching Candidate Disposition Evaluations’ average of 2.5 or higher Following the TEC’s review of applicants, the EDT or Licensure Officer and Placement Coordinator will communicate with the candidate in writing, in a timely manner, to alert them of their acceptance status.

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In the case of a non-acceptance, the candidate and advisor will select a time to have a face-to-face conversation to discuss and develop a written plan for improvement that may include steps including but not limited to: tutoring, repeating courses, taking summer courses, reviewing the academic integrity policy and/or having the teaching candidate complete self-assessments on disposition evaluations, or recommend other support courses.

In the case of a non-acceptance, a Teaching Candidate Intervention Contract may be implemented. The document will be signed by all parties involved including the student. Further changes in major of study or advisors may be recommended to the student, as needed.

Appeals Process:

In the event of denial of admission to the Teacher Education Program, the candidate may request, in writing, that they wish to have their appeal heard. The student is encouraged to confer with their advisor, and follow the guidelines listed in the Bethany College Catalog under the Academic Policies and Procedures section.

Until students have been accepted into the Education Department, they are not eligible to take 300 level education courses. Transferring students will receive a one semester exemption from this policy.

When the above requirements have been fulfilled, the candidate may reapply to the TEC for admittance to the Education Department.

*Policy updated May 2020 by TEC

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ACADEMIC ARTIFACT PORTFOLIO FROM COURSEWORK – FOLIOTEK

The education department and all college programs collect data on an assessment system called Foliotek. The education department selected five artifacts from courses required for all teaching majors, and aligned these with student learning outcomes and rubrics for purposes of college and program level assessment. Education majors submit five coursework artifacts to Foliotek that represent knowledge acquired from 200-300 level classes that are. assessed by the following Student Learning Outcomes (SLOs). All faculty and students have access to Foliotek, enabling them to review, submit, record, receive feedback, and see evaluation scores. Multiple data are presented in annual college and department reports, and analyzed by the Education Department Team, Teacher Education Coordinators, and Advisory Council to inform decisions on program changes, and monitor on-going progress.

Teacher Education Program Outcomes and Academic Artifact Portfolio SLOs

Student Learning Outcomes of the Teacher Education Program are based on the Bethany College Exceptional Teacher Model, and aligned with InTASC / KSDE Professional Education Standards, and Teacher Education Program assessments.

Academic /Coursework Artifacts and Assessed SLOs ED250 - Classroom Management Artifact - SLOs # 2, 3, 4, 6; ED240 – Diversity & Pluralism in Education – SLOs # 1, 5, 6

ED314/ED346/ED345 – Content-Reading Integrated Unit SLOs # 1, 3, 5, 6

ED358 – Philosophy of Education – SLOs # 2, 4, 5, 6 ED355 – Educational Psychology Reflection – SLOs # 1, 2

Knowledge Base (KB): The teaching candidate demonstrates a strong content knowledge base of learners and learning, and the ability to make knowledge meaningful, to respond to diverse learners’ needs, and increase motivation for learning.

SLO 1 - Knowledge of Learner: Student recognizes developmental characteristics, learner exceptionalities, and cultural, ethnic and linguistic diversities. SLO 2 - Knowledge of Learning: Student demonstrates knowledge of content, educational foundations, theories, philosophies, and learning styles.

Teaching Strategies and Applications (TSA): The teaching candidate demonstrates the ability to use effective teaching strategies and methods, and design lessons and assessments to promote a meaningful and conducive learning environment that motivates learners.

SLO 3 - Instruction and Assessment: Student applies instructional objectives, cognitive levels, critical thinking, and relevant strategies in lesson and assessment design. SLO 4 - Instruction and Classroom Management: Student analyzes classroom management and motivational strategies to promote a conducive learning environment.

Professional Attitudes and Values (PAV): The teaching candidate demonstrates professional qualities and behaviors to fulfill teaching responsibilities and utilizes reflective and interpersonal communication skills.

SLO 5 - Professionalism: Student demonstrates understanding of current educational responsibilities, ethical behaviors, and reflective practices. SLO 6 – Communication/Technology: Student demonstrates effective communication skills in writing, research, presentations, and the use of technology.

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ACADEMIC ARTIFACTS ASSESSMENT RUBRIC

  

Not Present or Not Addressed - 0 – 

Response provides  no evidence: 

  Unsatisfactory 

-1 Response provides 

inaccurate or limited evidence that the student: 

  Beginning -2 

Response provides 

incomplete or partial evidence that the student: 

  Developing -3 

Response provides general or adequate 

evidence that the student: 

  Mastery – 4 

Response provides detailed and 

complete evidence that the student: 

  SLO 1 

Knowledge of Learner 

  The student artifact is omitted 

Disregards the needs or differences of the learner or gives inaccurate or biased statements and information.   

Makes brief or implied connections to some aspects of development, exceptionality or diversity.   

Gives general and appropriate examples related to learner development, exceptionalities and diversity, and relates the importance. 

Provides perceptive and in-depth descriptions of learners' developmental needs, exceptionalities and diversity, and draws valuable conclusions. 

  SLO 2 

Knowledge of Learning 

  

  The student artifact is omitted   

Demonstrates a lack of understanding of theories, philosophies and modalities, and fails to make useful and accurate connections between content knowledge and learning. 

Demonstrates a vague understanding of theories, philosophies and/or modalities with inadequate or minimal connections to content knowledge and learning. 

Demonstrates general understanding of theories, philosophies and modalities with some applications to content knowledge and learning.   

Demonstrates a proficient understanding of theories, philosophies and modalities with relevant and astute connections and applications to content knowledge and learning 

  SLO 3 

Instruction and Assessment 

  

  The student artifact is omitted   

Neglects to consider cognitive development and higher levels of thinking (Bloom's) or disregards appropriate planning of instructional objectives, and 

Lessons and assessments are missing components of higher-level cognitive thinking (Bloom's) or somewhat relate to age or content levels. Weak 

Plans lessons and assessments appropriate to age and content levels that relate to some higher cognitive levels (Bloom's). Student is able to select or construct basic instructional objectives. 

Effectively applies cognitive models (Bloom's Taxonomy) in the thoughtful planning of lessons and assessments appropriate to age and content levels. Student is proficient in constructing relevant instructional objectives. 

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age-related lessons or assessment 

evidence of objective focus.   

  SLO 4 

Instruction and Classroom 

Management 

  The student artifact is omitted 

Gives no evidence or uninformed methods of classroom management; motivational strategies are weak or missing. 

Mentions a few examples of classroom management and/or motivational strategies that may not be based on researched practices. 

Provides research-based examples of classroom management and sensible motivational strategies and describes a purposeful relationship between the two 

Effectively analyzes classroom management methods and philosophies and discusses the relevance of motivation to student learning and engagement in specific age levels and content areas. 

    

SLO 5 Professionalism 

  The student artifact is omitted   

Responds briefly, or with a lack of quality or insight needed to show reflective practices and an awareness of professionalism. 

Responses and observations are matter-of-fact to educational practices, with some values and attitudes reflecting the start of professionalism. 

Expresses his/her attitudes, values and knowledge in thoughtful responses and observations reflecting a growth in professionalism. 

Expresses his/her attitudes, values and knowledge through highly introspective observations & responses reflecting maturity and professionalism. 

  SLO 6 

Communication 

Technology 

    

  The student artifact is omitted   

Communication lacks depth or clarity; has missing components; random organization; weak in use of language and vocabulary; with many distracting errors and/or inaccuracies. 

Communication is inconsistent in organization or provides basic or unclear information; language use and vocabulary is at a simplistic level; seems incomplete or unrehearsed. 

Communication satisfies the expectations and is organized and informative. Language and vocabulary are sufficient with minimal errors. Complete in design, presentation and/or technology. 

Communication is purposeful, compelling, clear, and composed. The student shows a command of language and vocabulary: free of errors, professional, and accurate in requirements, design, and use of technology. 

ACADEMIC ARTIFACTS ASSESSMENT is completed by all available education majors of all grade levels and content areas who are enrolled in ED200 and 300 level courses with required education artifacts. Transition Point 2, Admission into Clinical Practice criteria includes that the candidate has submitted required Academic Artifacts. There is no minimum “required” passing score as the artifact is listed in syllabi, and a part of the course grade (passing with a C or higher). Recommended target of 2.5 or higher on each SLO objective.

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Transition Point 2: Admission to Clinical Practice (Student Teaching) Teaching candidates who are at a junior status (62 hours or more) will be emailed or can pick up an Admission into Clinical Practice Application from the Licensure Officer and Placement Coordinator. It is the students’ responsibility to verify that they have met all of the requirements on the below list, and can provide evidence of grades, scores, and records, unless otherwise stated by specific items. The candidate’s application for admission to clinical practice will be reviewed by the Education Department Team, and submitted to the Teacher Education Coordinators for approval. Qualifying candidates will be contacted about pre-student teaching interviews, and will attend a required student teacher meeting in mid-April (for the upcoming fall student teachers), or mid-November (for the following Spring student teachers) to review all the information, requirements, and documents needed to student teach. Admission to Clinical Practice Checklist: Note: The first 3 items are to be completed a year before candidates student teach ❏ Submit a graduation application (form on eSwede) to the registrar--

Due 1st semester of Junior year. ❏ Request a degree check from the registrar- Due 1st semester of Junior year. ❏ Clinical Practice Application (Fall student teachers applications due the first Friday in

November; Spring student teachers applications due first Friday in April. ❏ Maintained a cumulative GPA of 2.5 or higher ❏ Maintained a cumulative GPA of 2.75 or higher in major ❏ Passed the required courses in communications, English, and Math prior to student

teaching with a grade of C or higher ❏ Submitted 130 hours of total student records of field experience on Foliotek (100 hours

for ED200, 30 hours of other field experiences) ❏ Submitted the five required education coursework artifacts to Foliotek ❏ Completed pre-student teaching interview with education professor(s) and /or content

professor semester before student teaching ❏ Received positive recommendation from the registrar ❏ Certification of Health for School Personnel (TB Test) Notification ❏ $1,000,000.00 in professional liability insurance (KNEA: www.knea.gov OR KANAAE

www.kanaae.org)

➨ Next Step: Study the Clinical Practice Guide of the current Teacher Education Handbook available on the Education website. Students who do not complete the Admission into Clinical Practice requirements in a timely manner, especially a Degree Check from the Registrar, and/or fail to meet deadlines for turning in applications or documents, might result in having their student teaching placement delayed by an additional semester.

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PRE-STUDENT TEACHING INTERVIEW One of the criteria for admission to clinical practice is the pre-student teaching interview the semester before student teaching. Teaching candidates are interviewed by two education professors and/or their advisor. The interview process contains 10 selected questions, which assess the student teacher’s intrapersonal and interpersonal communications, readiness to teach, and understanding of professionalism and appropriate ethical conduct. The interview places an emphasis on the Bethany College Exceptional Teacher Model domain of Professional Attitudes and Values (PAV): The teaching candidate demonstrates professional qualities and behaviors to fulfill teaching responsibilities, and utilizes reflective (intrapersonal) and interpersonal communication skills.related to the teaching profession. The teaching candidate is asked questions about their knowledge of learners and learning, their perspectives on teaching, and how they perceive themselves in interactions with students and adults . They may address concerns, reflect on personal abilities, show knowledge of professional and ethical behaviors, including teacher code of conduct, and discuss philosophies of classroom management. They are invited to ask questions regarding their upcoming placements. The interviewee is evaluated by both professors (for inter-rater reliability), and the candidate can review their score on their Foliotek assessment page. A candidate’s acceptable score is 70% or 8.5 out of 12 points (averaged score between two raters).

PRE-STUDENT TEACHING INTERVIEW – SCORING RUBRIC

Ineffective – 1 Developing - 2 Effective – 3 Highly Effective – 4

Teaching candidate rarely exhibits an adequate level of

performance on this component.

Teaching candidate

sometimes exhibits an adequate level of performance on this component.

Teaching candidate usually exhibits a

more than adequate level of

performance on this component.

Teaching candidate consistently exhibits a

high level of performance on this

component.

Intrapersonal Awareness

(Self-Reflective)

(PAV 1, 6)

The candidate expresses little self-awareness

regarding strengths and weaknesses.

The candidate is able to describe personal characteristics with limited depth and

perception.

The candidate has a clear understanding of self (in general) easily able to discuss his/her

personal traits.

The candidate is able to articulate their

capabilities, skills and weaknesses in regard to his/her potential in the

classroom. This analysis of self-concept is well

thought out. Interpersonal

Awareness

(PAV 2, 3)

The candidate cannot articulate how he/she interacts with others.

The candidate describes interactions

with others on a limited basis, not

demonstrating how those skills will

benefit him/her in a school setting

The candidate can describe how he/she interacts with others, but he/she may not

clearly articulate how this will be of benefit

in their career.

The candidate clearly describes how he/she

interacts with others and can give examples as to how this strength will

apply to his/her success in the workplace.

Belief System Related to Professional Ethics

and Behavior

(PAV 4, 5)

The candidate does not articulate a clear view of what behaviors and attitudes are displayed

by a member of the teaching profession.

The candidate articulates vague

descriptors of what a good teacher exhibits

within the professional setting.

The candidate clearly understands and articulates what

behaviors should be exhibited in the

workplace.

The candidate is able to articulate professional

classroom/school behaviors and extend this

concept beyond the workplace into the

community.

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Clinical Practice Placement Process

Placement Timeline:

● The teaching candidate submits the Clinical Practice Application and Forms to the Placement Coordinator one year prior the intended student teaching year .

○ Candidate may request in writing the preferred building, teachers, district ○ EDT may not always be able to fulfill request, but does consider these ○ Candidate’s location/living arrangement is considered

● Pre-student teaching interview completed the semester prior to placement Two education professors evaluate the candidate on Professionalism per the Pre-Student Teaching Interview rubric

● EDT reviews and discusses elementary education and all placements: ○ Recommendations for districts/schools/teacher based on applications ○ Suggested placement to be different than previous schools attended as well as

extensive field observations - emphasis on diverse placements ○ Qualified and ‘best fitting’ cooperating teacher with each candidate ○ EDT may communicate with potential cooperating teachers/principals.

● Secondary education majors and PE/Art/Music majors’ placements: ○ Discussion with TEC faculty and coordinator of secondary education ○ Content supervisor or advisor input and recommendations ○ PE/Art/Music majors’ advisors and content supervisors’ input ○ College supervisors may communicate with potential cooperating teachers

● TEC review ○ Consideration of above conversations and suggestions/approvals given

● Requests made by Placement Coordinator to school districts: ○ HR, Principal ○ Faculty/cooperating teacher ○ Specific school/teacher/grade level/ content requests ○ Acceptance of placement by candidate

● Contracts sent to HR and Principals ○ Information survey is sent out to cooperating teachers

● Cooperating teacher contact information is shared with candidates who are encouraged to begin communications prior the start of Clinical Practice.

● CP paperwork completed and sent to HR/Principals (per school district policy) ● Placement dates set according to district calendars for a total of 80 days ● Clinical practice certificates are printed and delivered to schools. ● Student Teacher -Cooperating Teachers- and Supervisor orientation meeting arranged

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CLINICAL PARTNERSHIPS AND DIVERSITY

Bethany College Education Department provides multiple opportunities for candidates to work with faculty and students in different environments, and with people of diverse backgrounds and experiences. These experiences include interactive observations in various educational settings, participation in relevant community events or school projects involving students, and opportunities to mentor or work with diverse students and educators. Bethany strives to include rich opportunities for interactions with individuals from different cultures, races, ethnicities, genders, linguistic and skill-level abilities, socio-economic statuses, and exceptionalities.

For clinical practice, all teaching candidates complete 580 hours or 16 weeks of student teaching. The education department maintains policies that provide teaching candidates with experiences that are new to them, such as urban or rural settings, or different socioeconomic environments. In order to ensure that candidates obtain diverse experiences, their prior educational experiences and field experiences are taken into consideration when determining their clinical practice placement/s. In addition, candidates will not be placed for clinical practice in the same elementary/middle/high school that they attended as a child. Teaching candidates may not be placed with a cooperating teacher that they have worked with extensively (e.g., ED200 cooperating teachers) or in schools where family members are employed.

Clinical practice (student teaching) placements are made by the Bethany College Education Department and specific educational faculty members, in cooperation with local school districts, within an approximate radius of 50-75 miles of Lindsborg. Teaching candidates may request specific placements on their clinical practice applications. These will be taken into consideration, but final placement decisions are the responsibility of the Education Department with input from TEC faculty and partnering schools. Teaching candidates with endorsements are always placed with qualified ELL certified and/or Special Education instructors as relevant to their area.

According to the Student Teaching Affiliation Contract (2020-2021)… “The assignment of student teachers to cooperating teachers [will] be done cooperatively

by the Chair of the Education Department or College Supervisor of Bethany College or the Program Director of Special Education of the Kansas Independent College Association (KICA) in the placement of special education student teachers and the Superintendent of Schools or the Public School Supervisor upon approval by the Cooperating Teacher. Cooperating teachers assigned to work with student teachers shall have at least three years of prior teaching experience, with at least one of those three years recently occurring in the same building selected for the placement. Qualifying cooperating teachers must hold a current teaching license in the content area and grade level range that is appropriate to the desired placement.”

Teaching candidates may choose to apply for an out-of-area placement (outside of an approximate 50-75 mile radius of Bethany College) including experiences with Bethany’s partners with Chicago Center for Urban Life and Culture.

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Out-of-Area Clinical Practice Policy

1. The candidate must have a minimum 3.0 GPA in Professional Education coursework, while demonstrating a superior level of independence and resourcefulness in regard to course requirements. 2. Candidates must have a minimum average of 3.0 on the Teaching Candidate Disposition forms that are filled out by faculty, demonstrating outstanding commitment to course requirements. 3. Candidates must have exhibited exceptional dedication to their coursework and other responsibilities in order to apply for this privilege. 5. Candidates for either Fall or Spring clinical practice must present a letter of request to the Chair of the Education Department by January 15th to be reviewed by the Education Department Team. The letter must clearly state a reason of significant importance, explaining how an alternative placement will be more beneficial to candidates than fulfilling clinical practice requirements locally. 6. Candidate will participate in an interview with the college advisor/supervisor (TEC member), and at least two of the three members of EDT. 7. These guidelines apply to all candidates seeking placement outside of an approximate 50 mile radius of Bethany College or the residence of the college supervisor. 8. All candidates will be charged a fee of $750.00 to cover the cost of hiring an observer from another college, or the increased mileage and time spent for the Bethany College Supervisor for a 16-week placement. (Candidates applying to the Chicago Center would not pay an additional fee for a supervisor due to the collaboration between Bethany College and the Chicago Center.) 9. Candidates must have successfully completed ED200, Introduction to Teaching Classroom Experience. 10. Candidates granted an out-of-area placement must still meet all of the requirements of clinical practice including completing the Bethany College Teacher Work Sample and the exit survey at the end of student teaching. 11. Teaching Candidates who fail to meet the above criteria, or miss the deadline for application, do not qualify for considerations of out-of-area placements in student teaching.

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Bethany Teacher Education: Assessment and Governance

Assessment is central to the process of measuring specific, cumulative skills leading to the success of the teacher education program and Bethany’s mission: “to educate, develop, and challenge individuals as they reach for truth and excellence.” Assessment data are collected for teaching candidates at various transition points throughout the program, and recorded on Foliotek - an information management, outcomes-based, electronic assessment system. The Bethany Education Department utilizes this comprehensive system with multiple assessments that provide evidence of candidates’ academic and non-academic abilities in preservice education and clinical practice. It is a college-wide policy that all academic courses must be passed with a C or higher. Each of the key assessments associated with the teaching program are accompanied with scoring criteria, rubrics, and acceptable passing levels. Bethany’s Education Program assessment system includes four transition points with criteria for candidates to advance to the next level: 1) Admission to Teacher Education Program, 2) Admission into Clinical Practice, 3) Completion of the Teaching Program, 4) Following Program Completion and Licensure. These four transition points support and reflect the conceptual framework, and help the education department and its faculty adhere to admission, retention, and exit criteria. Transition point 1: Admission to Teacher Education Meeting the criteria for academic GPAs, ED200 Field Experience Evaluations, Teaching Candidate Disposition scores, and the proposed Core Academic Tests (replacing Success Navigator). Candidates’ scores are reviewed by EDT and TEC for approval or conditional acceptance when candidates are sophomores.

Transition point 2: Admission into Clinical Practice Meeting the criteria for GPAs, additional Field Experience scores and records, Academic Artifacts (completed in sophomore-senior years), Teaching Candidate Dispositions, and Pre-Student Teaching interview. The data are reviewed by EDT and approved by TEC in candidates’ junior or senior year prior student teaching. Transition point 3: Completion of the Teaching Program Meeting the criteria for final GPAs, Mid-Term and Final Student Teaching Evaluations (scored by college and content supervisors and cooperating teachers), candidates’ Mid-Term self-assessment, Teacher Work Sample scores, Exit Survey, and (proposed) College Supervisor and Cooperating Teacher Evaluations. Transition point 4: Following Program Completion and Licensure – Attend an Exit Interview with Licensure Officer, register for PLT / PRAXIS Content Exams, and complete KSDE licensure applications and other documents. The Education Department endeavors to update its records on Bethany graduates’ licensure status, teaching positions and achievements.

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The Education Department Team (EDT) meets twice a month to conduct teacher education program operations and responsibilities, and to monitor candidates’ performance and progress. The EDT consists of the Chair of the Education Department, the Coordinator of Secondary Education, and the Coordinator of Elementary Education, and is assisted by the Licensure Officer/Placement Coordinator. EDT works closely with the Teacher Education Coordinators (TEC) committee composed of 12 to 15 faculty members from the teaching majors. EDT works closely with the TEC representatives from each content area. Together, these individuals serve as instructors, advisors, and supervisors for the 11 teaching majors. (Health and Physical Education are counted by KSDE as two programs; English Language Learners/ELL is an add-on endorsement, and counts as a program.) The Chair of the Education Department serves as Unit Head and conducts the monthly TEC meetings, and weekly EDT meetings.   Teacher Education Coordinators (TEC) meets almost every month to review curriculum, discuss professional opportunities and field experiences, and work toward continuous program improvement. EDT and TEC collaborate on the interpretation of data, and evaluate candidates’ progress at key transition points including admission to the teacher education program and to clinical practice. TEC members also serve as content supervisors who observe student teachers, and help in the scoring of individual candidate’s Teacher Work Samples. TEC plays a vital role in the decision-making processes of the teacher education program, review of assessments and policies, and considers the feedback from Bethany’s Education Advisory Council. The Education Advisory Council includes EDT, stakeholders, alums, adjuncts, representative students, educators and administrators from partnering school districts. The Education Advisory Council helps review teacher education processes, including program data and assessments, and provides input on best practices of the teaching profession. The council advises the program especially on matters of clinical practice and student observations in field experiences. The council members’ feedback is thoughtfully integrated into the Bethany College Teacher Education program. The Advisory Council meets biannually in the fall and spring. The Advisory Council discusses trends in education and provides suggestions to make candidates more prepared for classrooms of today. Discussion on topics, such as diversity, technology, recruitment, and Social Emotional Learning (SEL) have helped the program in making decisions about curriculum and professional development, and prompted the 2018-2019 Qualitative Case Study on SEL. The Education Advisory Council’s input and experience is invaluable. The college’s governance system ensures that changes that might affect the education program are brought to EDT and TEC for review and/or approval. The Assessment Committee, Curriculum Committee, and the Faculty Senate (decision making bodies for the campus) all have representation from EDT/TEC within their membership, as a matter of campus policy. 

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Teacher Education Coordinators (TEC): Role, Function and By-Laws

At the December 4, 2019 Curriculum Committee meeting, a discussion was held to clarify Teacher Education Coordinators’ (TEC) role and function in the college governance system. Teacher Education is an accredited program that is required to meet the Kansas State Department of Education (KSDE) criteria and professional education standards for teacher licensure. The Education Department carries the responsibility of developing and monitoring the program requirements, and providing avenues of communication among all areas of the college concerned with teacher education. Departments proposing changes in curriculum should communicate with TEC regarding the direct or indirect impact on Teacher Education and its teaching majors.

TEC role and operations:

• TEC is comprised of 13-15 faculty members who represent elementary education and the content areas of each of Bethany’s 11 teaching programs: Art, Biology, Business, Chemistry, Elementary Education, English Language Learners (ELL), English, Health and Physical Education, Mathematics, Social Science, Instrumental Music, and Vocal Music. The TEC members discuss and/or vote on proposals and changes that affect teacher education. • Actions flow from departments or programs to TEC, as appropriate, and then move on to the Curriculum Committee (CC). If TEC objects to a proposal, the proposal will be addressed again at CC with a representative being present. It is recommended that individuals or departments communicate with TEC before submitting proposals to CC to identify potential problems early in the process. CC actions flow on to the Faculty Senate. • The Chair of the Education Department, or a representative of the Education Department, is automatically appointed to CC to serve in a capacity to explain how various decisions from across the curriculum might affect the teacher education program. Approved Revisions to TEC by-laws: 1) TEC has the authority and the responsibility to oversee its academic teacher education programs leading to teacher licensure to ensure that all regulations and criteria are met. 2) TEC will be viewed as an established stand-alone committee of the CC and Faculty Senate that reports to the Academic Dean, and follows the information/ approval processes and guidelines of CC and Faculty Senate described by the college governance system. 3) TEC shall strive to communicate an understanding of education program accreditation policies/responsibilities to all academic departments which offer courses for teacher licensure.

The required CC action form will continue to include the question: Is there a relationship to the Teacher Education Program? ☐ Yes, date of TEC review: ☐ No impact

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Overview of Bethany College Teacher Education Assessments

From Admission to Teacher Education to Clinical Practice through Graduation: Key Assessment Measures

Persons Responsible

Ongoing data for Teacher Education

Transition Point 1. Admission to Teacher Education • Submission of Teacher Education Application • Submission of Background Self-Disclosure Form • Be at a sophomore standing (a minimum of 31 hours) • Have proficient scores on Math, Reading, Writing Tests (TBD) • A cumulative GPA of 2.5, and major GPA of 2.75 (also transfer hours) • Passed ED100 and ED200 with grades of C or higher. • ED200 Field Experience Evaluation of 2.5 or higher • Teaching Candidate Disposition Eval. average of 2.5 or higher Transition Point 2. Admission to Clinical Practice

• Submit a graduation application (form on eSwede) to the registrar Due 1st semester of Junior year.

•Request a degree check from the registrar- Due 1st semester of Junior year.

• Clinical Practice Application (Fall student teachers applications due the first Friday in November; Spring student teachers applications due first Friday in April. • Maintained a cumulative GPA of 2.5 or higher • Maintained a cumulative GPA of 2.75 or higher in major • Passed the required courses in communications, English, and Math prior to student teaching with a grade of C or higher • Submitted 130 hours of total student records of field experience on Foliotek (100 hours ED200, 30 hours other field experiences) • Submitted the 5 required education course artifacts to Foliotek • Completed pre-student teaching interview with education professor(s) the semester before student teaching • Received positive recommendation from the registrar • Certification of Health for School Personnel (TB Test) Notification • $1,000,000.00 in professional liability insurance (KNEA: www.knea.gov OR KANAAE www.kanaae.org) Transition Point 3. Completion of the Teaching Program

Passed Clinical Practice/Student Teaching with a C or higher Completed the Student Teacher Exit Survey on Foliotek Completed the Evaluation for College Supervisor Completed the Evaluation for the Cooperating Teacher Completed an Exit Interview with the supervising professor Passed all required courses, and seminar, with a C or higher Minimum GPAs of 2.5 cumulative, and minimum 2.75 in Major Final Student Teaching Evaluation (score of 50 or higher) Teacher Work Sample (TWS) - (score of 110 or higher)

Transition Point 4. Following Program Completion and Licensure Meet with the Licensure Officer Application for Licensure (Form 1 on KSDE: $60) PLT Test - registering, taking, and test scores Praxis Content Test – registering, taking, and test scores Degree awarded /Graduation or Program Completer Complete fingerprinting for the licensure check (cards available from the Licensure Officer) Post new job positions in the Education Department

Teacher

Education Coordinators

(TEC) and Advisors

Education

Department Team (EDT)

Licensure Officer and Placement

Coordinator (LOPC)

EDT,

Advisor

Registrar

LOPC

College supervisors

EDT

LOPC

Registrar LOPC EDT

Teaching Candidate Disposition Rubrics

•ED100: Intro to Teaching. •SE210: Intro to Special Educ. •ED250, Classroom Mngmt •ED304/314, ED345/346 Content-Reading Integration •ED355: Educational Psych. •ED358: Foundations of Educ. •Other Methods courses •Self-Assessments

Student Records of Field Experience on Foliotek

ED200: 100 hours Methods classes: 30 hours. TOTAL: 130 Hours Field Experience Evaluations ED200: Interterm Teaching Exp. Methods Practicums Artifacts on Foliotek •ED250 Classroom Management •ED240 Diversity and Pluralism in Education •ED314 or ED345/ED346 Content-Reading Integrated Unit •ED358 Philosophy of Education •ED355 Edu. Psych. Reflection Pre-Student Teaching Interview Candidates prior clinical practice End of Student Teaching Surveys Exit Survey Eval. of College Supervisor Eval. of Cooperating Teacher

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BETHANY COLLEGE

CLINICAL PRACTICE (STUDENT TEACHING) GUIDE

2020-2021

The Education Department Team (EDT)

Gretchen Norland, Ed.D., Chair of the Education Department

norlandg@bethanylb.edu 785-227-3380, Ext 8300

Michelle Barreirõ, M.A., Coordinator of Elementary Education barreiroms@bethanylb.edu 785-227-3380, Ext. 8457

Alan English, Ph.D., Coordinator of Secondary Education

englishae@bethanylb.edu 785-227-3380, Ext. 8297

Kelley Menke, M.A. Licensure Officer and Placement Coordinator menkeke@bethanylb.edu 785-227-3380, Ext. 8237

https://www.bethanylb.edu/education

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Clinical Practice (Student Teaching) Guide 2020-2021 This section of The Bethany College Teacher Education Handbook and Assessment Manual is designed to serve as a guide for Bethany College teacher education candidates who are ready for clinical practice, and will be seeking licensure in teaching programs: Elementary Education (K-6), Secondary Education (6-12), or Art, Health /Physical Education, and Music (PreK-12) education. The following pages provide an overview of the clinical practice processes and guidelines, learning outcomes, policies and regulations, the Student Teaching Evaluation, the Teacher Work Sample, roles and responsibilities, licensure information, and more. Bethany College Education Department Mission Statement The Bethany College Education Department strives to instill in candidates the knowledge base, teaching skills, as well as professional attitudes and values necessary to become exceptional, reflective teachers in a diverse culture. Education Program Vision We believe teacher education is a cooperative venture in building relationships and empowering candidates to be knowledgeable, skillful, and inspiring professionals who focus on the interests, welfare, and success of learners. Philosophy And Belief Statements Regarding Clinical Practice • We believe that the best clinical practice experiences occur in schools and classrooms that are positive, effective learning environments, and embrace student diversity, and best teaching practices. • We believe that the clinical teaching experience is a cooperative venture. Bethany College supervisors and school personnel help in the development and improvement of the teaching candidates’ skills, and professional attitudes and dispositions, through their positive examples and mentoring. • We further believe that teaching candidates are best served when everyone involved in the process of clinical practice works toward the learning interests and welfare of the classroom student, who takes precedence.

Preparing for Clinical Practice - Reminders for Student Teachers

Congratulations! You are ready to begin the capstone experience of Bethany’s Teacher Education Program. The knowledge you have gained in your education and content courses, methods courses, and field experiences will be applied in the many opportunities you will have to motivate and help children and youth be successful. You will learn more than you can imagine and have fun, but you will also work very hard. Within this semester you will use all of the skills you have acquired to make the transition from a teacher education candidate into a promising, future teacher! During the last semester prior your student teaching: 1. Attend a mandatory orientation meeting for student teachers that will be held in the education department close to the last month of the semester before your student teaching semester. 2. Receive important documents to complete, sign, and return to the Licensure Officer and Placement Coordinator before the end of the meeting.

• Emergency Contact Sheet • Confidentiality Statement

• Student Teaching Regulations Verification 3. All teaching candidates must be enrolled in ED3XX Clinical Practice (as required for each major and endorsement area), and ED395 Clinical Practice Seminar during the clinical practice semester. The student teaching and seminar class will total 13 credit hours for the semester. 4. Once you have received notice from the Education Department confirming your placement, make arrangements to meet your cooperating teacher in their classroom before summer break (for fall student teaching) or before Christmas break (for upcoming spring student teaching) in order to introduce yourself and become familiar with grade level resources/texts, technology usage, schedules, etc., well before your clinical practice begins. 5. TB Test Report and Proof of Insurance must be filed with the Licensure Officer and Placement Coordinator by these dates: • June 1st – for Fall Student Teachers • November 1st – for Spring Student Teachers

6. Attend the orientation meeting for student teacher/cooperating teachers and administrators held on the first Sunday afternoon in August from 2:00-4:00 prior the fall clinical practice. You will receive your student teaching certificates at this time. (This certificate is to be presented to the school principal at the beginning of your clinical practice experience.) 7. Check that your upcoming student teacher semester responsibilities are met with the college such as Business office registration, financial aid, housing/check-in arrangements, etc. 8. Review your calendar and materials for the first day of student teaching, and be prepared to begin promptly and professionally, to start your semester off right, wherever you are placed.

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STUDENT TEACHERS’ PROFESSIONAL AND ETHICAL EXPECTATIONS Professionalism: You are a guest in the school classroom or virtual instructional setting in which you are placed for your clinical practice. Please be respectful to all school staff, faculty, and administration. Develop the mindset of a teacher new to the system. Take part in faculty meetings, parent-teacher conferences, in-service activities, classroom and instructional preparations, and other responsibilities. You will benefit from opportunities to learn about the policies of a public school system. Become acquainted with the school and district, the cooperating teacher, the faculty, administration and staff, the students and some parents. This is your job for the semester, and it must come first. Ask questions, maintain a positive and professional presence and attitude, stay involved, and communicate with your cooperating teacher, college supervisor, and principal. Adjust your personal work or sports schedule, accordingly. Have regular attendance, be on time, and prepared and ready to teach. Focus on the best interests of students, building professional relationships, and following through on teaching commitments and responsibilities. Become familiar with the roles and responsibilities of those involved in the clinical practice (student teaching) experience as described in this handbook. Bethany College student teachers are expected to demonstrate ethical conduct at all times. Confidentiality must be maintained regarding student issues, school issues, IEP’s, student exceptionalities, and teacher confidential records, etc. The Bethany College Education Department has adopted the Kansas Educator Code of Conduct as it was approved by the Professional Standards Board in May of 2013. (*See policy on next page.)

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Kansas Educator Code of Conduct

(Excerpts from the Kansas Educator Code of Conduct brochure, Teacher Licensure Accreditation: www. ksde.org

Responsibilities to Student: ❖ Refrain from disclosing confidential or damaging information that affects the student ❖ Make reasonable effort to protect the student from conditions detrimental to learning, health

or safety. ❖ Maintain professional relationships with students both inside and outside the classroom ❖ Restrain from soliciting, encouraging, participating or initiating inappropriate written, verbal,

electronic, physical, sexual, or romantic relationship with students Appropriate conduct includes, but is not limited to the following:

● Keeping in confidence information about students obtained in the course of professional service

● Creating, supporting, and maintaining a challenging learning environment for all students ● Advocating for fair and equitable opportunities for all children ● Nurturing the intellectual, physical, emotional, social, and civic potential of all students ● Embodying for students the characteristics of honesty, diplomacy, tact, and fairness ● Fulfilling all mandatory reporting requirements for child abuse ● Fulfilling the roles of mentor and advocate for students in a professional relationship. A

professional relationship is one where the educator maintains a position of teacher /student authority while expressing concern, empathy, and encouragement for students

● Providing professional education services in a nondiscriminatory manner ● Maintaining a professional relationship with parents of students and establish appropriate

communication related to the welfare of their children Inappropriate conduct includes, but is not limited to the following:

● Sharing confidential information concerning student academic and disciplinary records, health and medical information, family status/income, and assessment/testing results unless disclosure is required or permitted by law

● Failure to provide appropriate supervision of students and reasonable disciplinary actions ● Engaging in harassing behavior on the basis of race, gender, national origin, religion or

disability ● Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a

student to consume alcohol or illegal/unauthorized drugs ● Committing any act of cruelty, abuse, unlawful sexual act, or endangerment to children.

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Bethany College: Clinical Practice Policies And Procedures

The policies and procedures in this handbook were originally developed by the Teacher Education Coordinators with assistance from the Bethany College Advisory Council, and are reviewed each year.

1.0 Dress Code

1.1 All student teachers will uphold Bethany College Education Program’s values by maintaining a professional image including, but not limited to, appropriate attire.

1.2 All student teacher attire should adhere to their placement school’s dress code.

1.3 All supervisors over the student teacher maintain the right to address perceived unprofessionalism of attire/appearance.

2.0 Tardy Policy 2.1 Be in your classroom (or as relevant to assigned duties) 30 minutes ahead of time.

2.2 One late arrival is acceptable. 2.3 Repeated tardiness may result in the cooperating teacher contacting the college

supervisor, which may require setting up an Intervention Contract.

3.0 Absences (COVID-19 circumstances will be handled on a one-to-one basis.)

3.1 Notify your cooperating teacher and college supervisor by 6:30 a.m. or before the school day if possible, if you know you will be absent due to personal illness.

3.2 One day of personal leave is permissible for any other reason. Please contact your college supervisor and cooperating teacher when you plan on taking this personal leave day. Use your professional judgment when selecting the school day that will be missed. 3.3 Absences beyond one day of personal leave will need to be made up at the end of the semester. Your clinical practice grade will not be submitted until you have successfully completed all 14 weeks minimum (COVID-19 adjustment) or a preferred 15 weeks or 75 required days of student teaching. Teaching candidates who miss an excessive number of days will meet with the college supervisor and/or the Chair of the Education Department and may set up an Intervention Contract as appropriate.

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3.4 All personal appointments are to be scheduled after school hours.

3.5 You are required to attend all Teacher In-service and workdays; you are expected to follow a teacher’s schedule, the school’s vacation calendar (not Bethany’s), and to teach every day.

4.0 Bethany College Teacher Education Ethics Policy

4.1 Bethany College Teacher Education candidates accept the responsibilities to students; to refrain from disclosing confidential or damaging information that affects the student.

4.2 Bethany College Teacher Education candidates will make reasonable efforts to protect the students from conditions detrimental to learning, health or safety.

4.3 Bethany College Teacher Education candidates will restrain from soliciting, encouraging, participating or initiating inappropriate written, verbal, electronic, physical, sexual or romantic relationships with students.

4.4 ACADEMIC INTEGRITY Bethany College candidates in teacher education are expected to conduct themselves in accordance with the Academic Honesty statements regarding cheating and plagiarism. The Education Faculty at Bethany College expects all candidates to adhere to ethical behaviors in their courses, field experiences, and clinical practice. The professional education standards for the state of Kansas and the CAEP standards seek candidates with attitudes and dispositions that are professional and deliberate in working toward licensing.

5.0 Clinical Practice Seminar

5.1 Concurrent enrollment in ED395, Clinical Practice Seminar, is required for all teaching candidates during the clinical practice semester. It provides continued professional growth through the use of reflective activities. Seminar is offered during both fall and spring semesters of clinical practice.

5.2 The Seminar (ED395) is a graded, one-hour course. Teaching candidates are

required to attend seven sessions, which will meet at a designated time (TBD). 5.3 Bethany Teacher Work Sample (TWS) will be completed as a part of the student

teaching and Kansas State Department of Education requirement. Student teachers will receive guidance on the TWS during the required Seminar class.

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6.0 Employment and Activities While Completing Clinical Practice

6.1 It is strongly advised that you cut back on your work and/or extra-curricular hours during clinical practice. Planning and implementing lessons is a time-consuming job during this professional semester and requires your full attention. The teaching candidate is expected to maintain the regular faculty hours of their cooperating teacher and to be in the classroom, prepared for teaching each day. The teaching candidate should participate with their cooperating teacher in extracurricular activities that are appropriate to the assignment, such as parent nights, band concerts, etc. Some of these activities may take place in the evenings, but should be considered as professional requirements.

6.2 Activities, such as sports participation, should be addressed with your coach in the

spring prior to your anticipated clinical practice. Many school assignments will entail being in the physical classroom from 7:00 or 7:30 a.m. until 4:00 or 4:30 p.m. Please make sure you have discussed the teaching times and your clinical practice responsibilities as a priority with the coaches and other activity directors.

7.0 Professional Liability Insurance

7.1 Bethany College requires proof of professional liability insurance in the amount of at least $1,000,000.00 while to work with children in classrooms. You must show proof of insurance to the education department by June 1st (fall teaching candidates) or November 1st (spring teaching candidates) either from your own personal source, or you may obtain such insurance by joining KNEA (www.knea.org) or KANAAE (www.kanaae.org).

8.0 Due Process Procedures

8.1 If a serious problem arises in the clinical practice placement regarding the professional performance of the teaching candidate as observed by the cooperating teacher, principal, or college supervisor, the teaching candidate will be notified immediately. After notification, a possible course of action is for the teaching candidate to meet with the college supervisor and cooperating teacher (and/or principal or Chair of the Education Department as needed) to discuss and implement a *Teaching Candidate Intervention Contract listing specific areas of concern and will include strategies, steps, and timelines for satisfactorily addressing the areas for improvement to remain in the clinical practice placement.

8.2 If adequate progress is made to correct the areas of concern within the timeline set

in the contract, the intervention plan will be considered completed. If satisfactory progress is not made during the set time period, an alternative placement may occur, or the candidate will be withdrawn from Clinical Practice.

8.3 At the time of removal from clinical practice, the Chair of the Education

Department will ask the teaching candidate and the college supervisor to sign a written document that lists the reasons for removal in addition to the initial intervention contract, as applicable.

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8.4 The cooperating principal or superintendent may remove a teaching candidate

from the placement if they find the behaviors of the teaching candidate to be harmful or detrimental to the cooperating teacher or students. The Chair of the Education Department may also initiate or recommend immediate removal from a placement, after communicating concerns and reasons with the school administrator and teacher(s). This removal from student teaching may be immediate, and without an intervention contract due to the student teacher’s:

Disregard or violation of school or district policies, unprofessional behavior, or extenuating or unforeseeable circumstances. 8.5 Candidates with KNEA membership should refer to the KNEA UniServ Office

www.knea.org for information on appealing such a decision or contact. Candidates with KANAAE membership should contact www.kanaae.org for their local representative or refer to the school district policies for appealing a decision.

8.6 The teaching candidate will meet with the Chair of the Education Department,

his/her college supervisor, or other faculty to determine the final steps to be taken for removal from clinical practice, including withdrawal from or failure during clinical practice, or decisions to pursue alternative placements if plausible.

8.7 The final decision will be given to the teaching candidate in writing, and all

participants involved will sign the document of future steps and final decisions. 8.8 If the teaching candidate wishes to make a written appeal regarding removal, they

may do so. Please refer to Policies on Academic Progress in the Bethany College Catalog for this process.

8.9 The teaching candidate will meet with the Bethany College Chair of the

Education Department and/or Registrar to determine what alternatives for a degree program may be open to him/her.

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ROLES OF CLINICAL PRACTICE PERSONNEL

The professional roles and responsibilities of those involved in the clinical practice experience are described in this section. The teaching candidates should be familiar with the roles and responsibilities for all of the personnel.

COLLEGE SUPERVISORS Bethany College supervisors are the representatives of the teacher education program, and serve as mentors, content area instructors, and final evaluators of the teaching candidate. The college supervisors will visit/observe the candidate in instructional settings during the semester to provide feedback to the candidate regarding their development of teaching skills and progress. OBSERVATIONS/ VISITS OF STUDENT TEACHERS

The policy of Bethany’s Education Department is for each teaching candidate to be visited or observed a minimum of 4 times during a semester placement.. PreK-12 college supervisors will observe their teaching candidates a minimum of 4 times, ideally twice at the elementary level, and twice at the middle or secondary level. Teaching candidates who have a secondary level content placement will also be observed 2 times by the content supervisor. The college supervisor arranges an informal visit by week 2 to have a conversation with the cooperating teacher and student teacher. The purpose of this important meeting is to provide recommendations for the student teaching schedule, when and how student teachers should assume teaching responsibilities, and to review clinical practice policies. We will also go over the Student Teacher Evaluation form and review the criteria and performance considerations, including how and when the cooperating teacher will receive and submit this electronic evaluation. The Teacher Work Sample will be discussed regarding how the cooperating teachers can assist the teaching candidate, and other questions and concerns will be addressed. Teaching candidates with split placements (elementary - middle level/secondary) will be observed a minimum of 2-3 times during their first placement by a college supervisor, followed by at least 1-2 observations for the 2nd placement. 4 or more observations in all are expected. (If the second 6-week placement is in a Special Education classroom, the field experience will be under the direction of Dr. Bev Shottler and follow KICA policies, schedules, and evaluations.)

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THE COLLEGE SUPERVISOR WILL: 1. Serve as the liaison between the cooperating school and the college, and establish positive relationships with the cooperating teacher, principal, and others. Attend the cooperating teacher/student teacher August orientation, and other required clinical practice meetings, including Teacher Work Sample (TWS) training sessions with assigned colleague-mentors. 2. Discuss with the student teacher your expectations for receiving their teaching schedule and weekly lesson plans. This is a part of the student teacher’s evaluation on professionalism. 2. Arrange an informal visit or time to discuss the Student Teaching Evaluation Form and the Teacher Work Sample with the cooperating teacher and student teacher by the second week of their placement. College and content supervisors share responsibilities in scoring candidates’ TWS per requirements, and provide feedback and scores to the candidate in a timely manner. 3. Visit /observe the candidate throughout their placement to monitor the development of the candidate in various teaching situations and their ability to work with diverse learners. Inform candidates when you plan to observe them, and expect a lesson plan for formal observations. 4. College supervisors will make informal observation notes to share with the student teacher following an observation. Email the observation notes (or cc them) to the Chair of the Education Department as a record of completed observation visits and/or for mileage reimbursement. 5. Monitor and evaluate candidate's progress using the criteria and performance considerations on the Student Teaching Evaluation Form. The college supervisor completes a Mid-Term and Final Evaluation by dates that will be provided by the Licensure Officer/Placement Coordinator.

6. Make additional observations/ visits as needed, to discuss the performance of the student teacher with the cooperating teacher or if there are concerns about the teaching candidate. Alert the Chair of the Education Department prior implementing an Intervention Contract. 7. Keep in contact with student teachers, on a weekly basis, through email, virtually, or ‘in person’, and be an effective mentor and role model. Provide prompt and constructive written and verbal feedback. Assist appropriately with knowledge of content, resources, and strategies. 8. The final grade will be given by the Bethany college supervisor with consideration for evaluations by the cooperating teacher and content supervisor on the Mid-Term and Final Student Teaching Evaluations. 9. Communicate clear expectations for the student teacher including attention to the Teacher Work Sample and other responsibilities. Respond promptly to their questions and concerns. Help the student teacher to feel supported by being easy to communicate with and easy to reach.

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PRINCIPAL The Principal of the cooperating school plays a vital role in the success of the teaching candidate. The principal is supportive as a mentor and advisor, and provides leadership by helping student teachers understand their responsibilities and professional involvements in school policies, regulations, meetings, and communications. THE PRINCIPAL WILL: 1. Approve or reject applications for teaching candidates in his or her building. 2. Accept approved teaching candidates as participating, responsible members of the faculty. 3. Assist the cooperating teacher in providing the student teacher with materials that would normally be accessible to a new teacher. These may include classroom texts, curriculum guides, faculty handbook, school or district policies, schedules, access to a computer for grading, use of or training on virtual platforms and accompanying regulations, and other information. 4. Be aware that student teachers must complete Bethany’s Teacher Work Sample to fulfill a requirement for program completion and for teacher licensure. The principal can facilitate the teaching candidate in requests for information on the TWS (e.g., school /student demographics). 5. Support the student teacher’s transitions into a professional role by treating them as part of the team. Encourage their participation in faculty and inservice meetings, professional learning team activities, IEP meetings. if possible, and parent-teacher conferences. Any responsibility that the cooperating teacher is expected to fulfill, the student teacher should experience, too. 6. Please observe the student teacher at least once, especially by the request of the cooperating teacher, college supervisor or student teacher. It is the student teacher’s responsibility to ask their principal whether they are able to provide a positive evaluation or recommendation. 7. Communicate with the cooperating teacher regarding student teacher concerns or issues. Please contact the college supervisor immediately to notify us of student teacher negligence in following school policies or professionalism, or inappropriate conduct or performance. There may be a need to conference with the college supervisor and/or Chair of the Education Dept. to implement a Teaching Candidate Intervention Contract or seek other options, as needed. 8. Request the removal of a student teacher based on the administration’s professional judgment and evidence of repeatedly unprofessional conduct or performance that is harmful to the cooperating teacher or students’ achievement or progress, and/or the candidate fails to meet the Intervention Contract requirements (* See Due Process Procedures.) 9. Ensure that the student teacher is not used as a substitute teacher in instructional settings during the clinical practice placement (KSDE Regulations and Standards, Article 19 - next page).

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Kansas State Department of Education

Regulations and Standards for Kansas Educators

ARTICLE 19. ---STUDENT TEACHERS

91-19-6. Student teacher contracts, liabilities and responsibilities.

(a) Necessity for written contracts. Persons certified for clinical practice shall engage in clinical practice only in educational agencies which are accredited or approved by the state board of education and which have entered into a written contract with a teacher education institution. The contract shall set out all of the arrangements made between the teacher education institution and the cooperating accredited or approved educational agency.

(b) Assignment of student teachers. Only teacher education institutions shall assign

student teachers to cooperating accredited or approved educational agencies for the purpose of clinical practice.

(c) Student teacher responsibilities. Accredited or approved educational agency

administrators and cooperating teachers to whom the student teachers are assigned, in cooperation with the designated officials of the teacher education institution and in conformity with the terms of the contract required by this rule and regulation, shall determine when and to what extent student teachers shall assume responsibilities or enter into teaching activities in the assigned accredited or approved educational agency.

(d) Supervision of student teachers. Student teachers shall be under the supervision of

cooperating teachers and administrators of the accredited or approved educational agencies to which they are assigned. Student teachers shall not be expected to assume tasks or responsibilities not generally assigned to teachers.

(e) Student teachers are prohibited from serving as regular or substitute teachers.

Certified student teachers shall be prohibited from serving as regular or substitute teachers in Kansas-accredited or Kansas-approved educational agencies.

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COOPERATING TEACHER The cooperating teacher plays a critical role in the clinical practice process, and in the continuous development of the teaching candidate. Cooperating teachers are recommended for mentoring student teachers due to their success and excellence in teaching. Cooperating teachers who are assigned to mentor Bethany student teachers are required to have at least three years of prior teaching experience, with at least one of those three years recently occurring in the same building selected for the placement. Qualifying cooperating teachers must hold a current teaching license in the content area and grade level range that is appropriate to the desired placement. The cooperating teacher has the experience to guide and evaluate candidates as they develop and transition from college student to future teacher. THE COOPERATING TEACHER WILL:

1. Welcome the teaching candidate into your classroom or instructional environment. Orient the student teacher to school policies, virtual /technological formats, schedules, and student rosters. Treat the teaching candidate as a co-worker and colleague who will be working alongside you. Introduce them professionally using Miss., Mrs. or Mr., especially in the presence of students. 2. Review expectations such as teacher’s daily schedules for beginning and ending instructional times, attendance, punctuality, and informing you if they have to be absent (1 day for absence). Student teachers are not to set personal appointments on the days/times they should be teaching. 2. Acquaint the student teacher with instructional materials, supplies, and available equipment. Arrange for the student teacher to have a copy of texts, curriculum, and access to a computer, if applicable. Provide training and expectations for virtual or hybrid instruction or other formats. 3. Know that the student teacher is a guest in your instructional setting or classroom, and is required to follow your procedures and rules. Help them clearly understand your classroom guidelines and expectations for students, and appropriate ways to respond to behaviors. 4. Become familiar with the Student Teaching Evaluation Form used to evaluate the student teacher during the clinical practice experience. The college supervisor will arrange a meeting with you and the student teacher in the 2nd week of the placement to review this assessment.

5. Facilitate the student teacher in the development of their instructional unit as described in the Teacher Work Sample (TWS). The student teacher has a copy of the TWS task narratives and scoring rubrics, and an overview of each task is provided in this handbook section. 6. Work with the student teacher to develop a plan for taking over instructional/classroom responsibilities. Instruction can begin gradually by teaching parts of lessons or 1 or 2 subjects or classes, working with small or large groups, team-teaching, repeating the cooperating teacher’s lesson and expanding lessons until a full-time teaching schedule (4-6 weeks or more) is reached. 7. Ensure that the teaching candidate is never used as a substitute teacher in the school during their clinical practice assignment (*See KSDE Regulations and Standards, Article 19).

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8. Help the student teacher feel like a ‘part of the team,’ and to professionally grow, by including them in faculty and inservice meetings, professional learning team activities, IEP meetings, and parent-teacher conferences. Acquaint the student teacher with pupil personnel records, as appropriate, including Special Education I.E.P.s and student’s ELL plans. 9. Discuss grading policies and systems with your student teacher, including formal and informal assessments as ways to check for student understanding. Explain their responsibility in grading assignments, entering or recording grades, giving timely feedback to students, and communicating with parents. Review school policies on classroom webpages as applicable. The Cooperating Teacher is encouraged to :

10. Stress the importance of careful planning and content preparation with your student teacher. You may recommend daily or weekly lesson plans on another format that is useful to you. The student teacher will use the college’s SIOP plan for formal observations and TWS tasks. 11. Model effective instruction, and positive interactions. Provide guidance on resources, strategies, technology use, and identifying state/national content standards at your level. Assist the student teacher as they plan their TWS instructional unit (4 sequential lessons). 12. Provide the student teacher with regular and prompt written and verbal feedback. Observe them teaching and interacting with students. Suggest specific ways they can improve, and reference the performance considerations on the Student Teaching Evaluation when possible.

13. Confer with the student teacher as they prepare for the upcoming week’s plans and ensure that your expectations are clear. Preview lesson objectives, worksheets, activities, materials, quizzes or tests that they are planning for students to see if they are appropriate and relevant. 14. Address issues that could potentially become a greater problem for the student teacher or you. Be open and honest by speaking directly to your student teacher about troubling behaviors, concerns, or lack of preparation, and provide specific suggestions and expectations of what needs to change. Communicate concerns with your principal and the college supervisor as soon as possible if a Teaching Candidate Intervention Contract might need to be implemented. 15. Complete a Mid-Term and a Final Student Teaching Evaluation that will be sent to your email from Bethany’s Licensure Officer/Placement Coordinator via the electronic system called Foliotek. Contact Kelley Menke menkeke@bethanylb.edu if you don’t receive the evaluation or have issues in completing it. The college supervisor and/or Chair of the Education Department is happy to assist in explanations of the competencies or evaluation criteria. Use the Mid-Term Evaluation as a collaborative feedback tool with your student teacher. The student teacher will also be completing a Mid-Term self-assessment about the same time (@ weeks 6-7). 16. By the last week of the placement, the majority of the instruction should return to the cooperating teacher. Encourage student teachers to visit/observe other classrooms/experiences.

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Bethany Student Teaching Evaluations and SIOP Plan

Student Teaching Evaluations will be completed by college supervisors and cooperating teachers at Mid-Term (weeks 6-7) and a Final Evaluation at the end of the placement. Bethany’s Licensure Officer/Placement Coordinator will be in contact with the cooperating teacher on this process. The Student Teaching Evaluation Form will be sent electronically to the cooperating teacher’s email during Weeks 6-7, and again towards the last week of the placement. These come from the server-system called Foliotek. Student teachers will also complete the same Mid-Term Evaluation Form as a self-assessment. It is recommended for cooperating teachers and student teachers to discuss the mid-term evaluations together for reflection. The Student Teaching Evaluation scores are critical to Bethany’s assessment of student teachers’ growth, performance, success, effectiveness, and is an important consideration for recommendation for teacher licensure.

The Sheltered Instructional Observation Protocol (SIOP) model was adopted by the Education Department, and is required for each TWS lesson plan, as well as recommended for lesson plans for formal observations. The SIOP model is a research-based method of planning and teaching cognitively challenging and comprehensible lessons to all students, especially diverse learners and ELLs. The lesson plan promotes literacy skills, and making connections between students’ prior knowledge and experiences with new learning. Teachers identify content objectives for students, and language objectives in SIOP lesson designs, and may use variations of the model as appropriate to the lesson or content. The SIOP model is found on eSwede under the resources for ED395, and also appears on each TWS Task resource on Foliotek.

ED395 Clinical Practice Seminar is a required one-credit-hour class that meets on for seven sessions spread out over the semester (dates to be announced). The purpose for the seminar is for student teachers to collaborate and share experiences regarding student teaching, receive guidance on developing instructional units and assessments, review classroom management strategies, examine current resources or technology, and review the Professional and Ethical Codes of Conduct and their relevance to their placements. Candidates will review the PRAXIS / PLT test requirements, engage in professional development, such as updating resumes, preparing for teacher interviews, and licensure requirements. If a parent-teacher conference or school event is on a seminar date, the student teacher must notify the seminar instructor ahead of time.

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Bethany College Student Teaching Evaluation Form – via Foliotek system

Ineffective - 1 Developing - 2 Effective - 3 Highly Effective - 4 The teaching

candidate rarely exhibits an adequate level of performance on this component.

The teaching candidate sometimes exhibits an adequate level of performance on this component.

The teaching candidate usually exhibits a more than adequate level of performance on this

component.

The teaching candidate consistently exhibits a

high level of performance on this

component.

KNOWLEDGE BASE (KB) The evidence indicates that the candidate……

KB1. Gives accurate instruction in content knowledge, vocabulary, concepts, skills or techniques. ☐ did not or infrequently gave accurate instruction in the content knowledge, vocabulary, concepts, skills or techniques.

☐ took partial steps in providing appropriate explanations or demonstrations of concepts, vocabulary, skills, or techniques, and/or portions of instruction were confusing or incorrect.

☐ gave clear and accurate instruction in specific concepts, vocabulary, skills or techniques, and appropriate examples of real-life applications that connected the concept(s) to learners’ experiences.

☐ gave accurate and effective explanations or demonstrations of central concepts, vocabulary, skills or techniques, and determined prior or prerequisite knowledge, created relevant connections, and addressed learner misconceptions.

(KB1) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Connects new concepts to students’ past learning, culture, interests, daily lives

• Lesson plans and/or unit plans • Applies and synthesizes knowledge of current, research-based best practices • Teacher Work Sample: Tasks 3, 5, 8 • Uses a Word Wall or bulletin board of concepts, vocabulary, or visual aid • Adapts and designs instruction to enhance and supplement learners’ backgrounds and levels • Recognizes and analyzes the necessity of prerequisite knowledge and skill progression KB2. Uses relevant resources, materials, and technology to enhance content instruction. ☐ did not or infrequently used other materials, resources, or technology to enhance content instruction.

☐ began to supplement content with resources, or technology partially suitable and/or limited in variety to adequately meet learning needs.

☐ used a variety of appropriate resources, materials, and/or technology to appropriately enhance and support student backgrounds and learning needs.

☐ effectively used relevant and innovative resources, materials, and technology to accommodate all learners, and to enhance, supplement and link to the learners’ experiences & understanding.

(KB2) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Adapts materials, equipment, technology to enhance and supplement learning • Lesson plans and/or unit plans • Uses a Word Wall or bulletin board of concepts, vocabulary, or visual aids • Teacher Work Sample: Tasks 3, 5, 8 • Explores community resources, real or virtual field experiences, guest speakers

• Applies new technologies/media to the content, and current literature or topics in the field

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Ineffective - 1 Developing - 2 Effective - 3 Highly Effective - 4

KNOWLEDGE BASE (KB) The evidence indicates that the candidate……

KB3. Integrates content with other subjects, literacy experiences, and related interdisciplinary topics. ☐ did not or infrequently integrated content with other topics and/or had minimal or no language/literacy integration.

☐ took partial steps to make connections between concepts, other topics, and/or made instructional errors, and/or used limited language/literacy skills.

☐ integrated concepts and other relevant content areas or topics including language / literacy skills as appropriate to the learning experience and student interests.

☐ effectively integrated content within and across the discipline, and designed or utilized language/literacy experiences to relate concepts to students’ lives, and analyze other topics or global issues.

(KB3) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Resources relate to students’ diverse backgrounds, cultures, and language

• Lesson plans and/or unit plans • Adapts and evaluates materials, equipment, and technology to facilitate all learners

• Teacher Work Sample: Tasks 3, 5, 8 • Builds language and literacy skills (reading, writing, speaking, listening)

• Applies new technologies/media, and current literature or topics in the field KB4. Provides time for students to process, practice and assess skills, independently and collaboratively. ☐ did not or infrequently provided times for students to process, practice and assess skills.

☐ took partial steps to provide time for students to practice skills and/or had limited opportunities for independent or collaborative work or assessment.

☐ provided appropriate times for students to practice and assess skills, both independently and collaboratively, and regularly monitored group interactions, and individuals’ current progress.

☐ effectively structured or facilitated the productive use of time for learners’ independent and collaborative work, and established guidelines for learners to practice and assess skills, and be accountable for their learning and progress.

(KB3) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Sets appropriate guidelines for group work and collaboration • Lesson plans and/or unit plans • Pacing of activities keeps students productively engaged • Teacher Work Sample:Task 5 • Uses proximity to monitor and facilitate learning • Purposeful instructional groups, seating arrangements • Individual or group self-assessment of learning

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Ineffective - 1 Developing - 2 Effective - 3 Highly Effective - 4

KNOWLEDGE BASE (KB) The evidence indicates that the candidate……

KB5. Responds to learners’ diverse backgrounds, languages, abilities, learning styles, and needs. ☐ did not or infrequently knew learners’ differences, and/or did show bias or discrimination toward any student.

☐ took partial steps to recognize students’ different backgrounds or developmental needs, and/or showed favoritism or responded inconsistently to individuals or groups.

☐ applied knowledge of student backgrounds or learning needs, or individual limits and strengths, and responded appropriately and respectfully to all learners.

☐ considered student learning styles, abilities, exceptionalities, and developmental differences including cognitive, physical, and social-emotional needs, and responded appropriately and respectfully to all learners.

(KB5) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Learning style inventories, student interest surveys • Lesson plans and/or unit plans • Adapted resources or tools; curricular modifications • Teacher Work Sample: Tasks 1, 5 • Word Wall/ bulletin board of cultural terms and visuals • Incorporates students’ diverse backgrounds into materials KB6. Gives encouragement and feedback to help learners reflect, self-regulate, and self-motivate. ☐ did not or infrequently encouraged learners with specific feedback to reflect, self-regulate, or self-motivate.

☐ took partial steps to encourage learners and/or was inconsistent in helping learners with skills to reflect, self-regulate, or self- motivate.

☐ regularly encouraged all learners, and offered specific, thoughtful feedback to individuals to help them reflect on their own learning, and develop abilities to self-regulate and self-motivate.

☐ encouraged and held high expectations for all learners by providing specific, actionable, and timely feedback enabling individuals to analyze and advance their abilities to self-reflect, self-regulate, and self-motivate.

(KB6) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Learner-appropriate extrinsic methods /positive reinforcement • Lesson plans and/or unit plans • Raises students’ metacognitive awareness of own learning styles • Teacher Work Sample: Tasks 4, 7 • Gives suggestions to learners of next steps or new approaches • Facilitates students’ self-assessments • Supports and evaluates positive growth mindset • Provides study skills, learning organizers or tools

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Ineffective - 1 Developing - 2 Effective - 3 Highly Effective - 4

The teaching candidate rarely

exhibits an adequate level of performance on this component.

The teaching candidate sometimes exhibits an

adequate level of performance on this

component.

The teaching candidate usually exhibits a more than adequate level of performance on this

component.

The teaching candidate consistently exhibits a high level of performance on this

component.

TEACHING STRATEGIES & APPLICATIONS (TSA) The evidence indicates that the candidate:

TSA 1. Uses a variety of strategies for critical and creative thinking, problem solving, and skill development. ☐ did not or infrequently used strategies that fostered critical and creative thinking, problem solving, or skill development.

☐ took partial steps in using strategies that were adequate or inconsistently required students’ higher level thinking or skill development.

☐ used effective and varied strategies fostering higher levels of critical or creative thinking and skill development, including relevant activities for independent or collaborative activities.

☐ was highly effective in using developmentally appropriate and research-based strategies to engage and challenge students in higher level thinking, and expand skills through independent and collaborative student activities.

(TSA1) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching •Collaborative problem solving, brainstorming, real-world topics • Lesson plans and/or unit plans • Creates authentic experiences; applies research-based practices. • Teacher Work Sample: Tasks 3, 5, 8 • Uses visuals, hands-on materials, technology/media, or experiments • Learners’ demonstrate or perform skills (PE, Music, Art) • Supports student-interest projects with guided choices • Opportunities to create, present, respond, connect (Art) • Analytical and research skills (History, English, Science) • Fosters an educational climate of dialogue, discussion, and inquiry

TSA 2. Implements lessons that address appropriate objectives, standards, and learning outcomes. ☐ did not or infrequently developed lessons based on relevant standards, appropriate outcomes, or student learning objectives.

☐ took partial steps in instruction based on state standards and/or outcomes. The student learning objectives were unclear, hard to measure, or partially aligned to needs.

☐ appropriately planned instruction relevant to the state standards and specific outcomes, and described student learning objectives that were varied and measurable, and aligned with students’ developmental needs.

☐ effectively planned and implemented instruction directly related to the state standards and outcomes, and clearly defined relevant, varied, and measurable student learning objectives that closely aligned with students’ needs and developmental levels.

(TSA2) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • States learning objectives or writes them on the board • Lesson plans and/or unit plans

• Learners are able to state the instructional goals or objectives • Teacher Work Sample: Tasks 2, 3, 4, 8 • Utilizes knowledge of the KSDE curricular standards • Designs lessons appropriate to learners’ developmental levels/skills

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Ineffective - 1 Developing - 2 Effective - 3

Highly Effective - 4

TSA 3. Uses various assessments such as informal, formal, and performance to measure understanding and progress. ☐ did not use a variety of assessments, or infrequently used assessments to measure student understanding and progress, or consider data.

☐ took partial steps in assessing students in different ways, and/or inconsistently checked for understanding or monitored or measured learning by assessments or data use.

☐ regularly applied various methods to check for student understanding, and to measure their progress through the use of formal, informal, or performance assessments as appropriate. The data were used to inform instruction.

☐ utilized multiple, ongoing assessments to analyze and evaluate student learning, and monitored and measured progress through formative, informal and formal, performance assessments or others. Assessment data were used to inform instruction.

(TSA3) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Pre-assessments, post assessments (age-level appropriate) • Lesson plans and/or unit plans • Oral presentations, portfolios, written papers, student projects • Teacher Work Sample: Tasks 3, 4, 6, 8 • Rubrics or guidelines defining criteria and levels of learning • Reciprocal teaching, think-pair-share, role-play, exit cards • Student self-assessments, individual/group responses • Multimedia, interviews, projects, discussions, performances TSA 4. Uses questions that prompt learners to reflect, expand responses, and make connections to experiences. ☐ did not or infrequently used questions to prompt learners to reflect, expand responses, and make connections to experiences.

☐ took partial steps in asking questions of a few students and/or little time was given for students to respond, or most questions required a short or single correct answer.

☐ asked various, open-ended questions to prompt learners’ thinking, and provided appropriate response time, and opportunities to expand dialogue as purposeful to the learning experience or setting.

☐ selected and asked engaging questions that promoted critical thinking, and deeper understanding, while providing sufficient time for learners’ responses, and opportunities for expanded dialogue appropriate to the learning experience

(TSA4) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS

• Observations of student teaching • Discussion circles, think-pair-share

• Lesson plans and/or unit plans • Essential questions included in lesson plans • Teacher Work Sample: Tasks 2, 4, 8 • Prompts learners’ to explain and justify answers • Fosters an educational climate of dialogue, discussion, and inquiry • Utilizes scientific-inquiry processes if relevant • Appropriate ‘wait time’ (7-20 seconds) for learners’ responses • Analyzes, evaluates, and reflects on better • Incorporates a range of questions based on Bloom’s taxonomy learning strategies

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Ineffective - 1 Developing - 2 Effective - 3 Highly Effective - 4

TSA 5. Uses appropriate verbal and non-verbal cues to gain class attention, and direct and refocus learners.

☐ did not or infrequently used verbal or non-verbal cues to gain class attention, and direct and refocus learners.

☐ took partial steps to use verbal or non-verbal cues to direct behavior and/or the signals were misunderstood or applied inconsistently.

☐ regularly used verbal and non-verbal signals or cues with appropriate response from learners to gain class attention or direct or refocus the learners’ desired behavior.

☐ consistently used verbal and non-verbal signals or cues appropriate to the learners and the setting, and highly effective in gaining class attention, and directing and refocusing learners’ desired behavior.

(TSA5) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Student self-assessments, thumbs up/down or other informal methods • Lesson plans and/or unit plans • Uses proximity to monitor and facilitate learning • Teacher Work Sample: Tasks 1, 7 • Ensures that all learners are quiet/attentive before giving directions. • Gives clear and concise directions; evaluates and practices age-appropriate signals TSA 6. Maintains an inclusive, safe, respectful environment that supports students’ well-being and learning. ☐ did not or infrequently maintained a respectful, supportive learning environment, and/or disregarded policies to keep students safe.

☐ did not or infrequently maintained a respectful, supportive learning environment, and/or disregarded policies to keep students safe.

☐ regularly conveyed cultural sensitivity, and clarified expectations for appropriate and respectful interactions. The candidate followed policies for a safe environment for all learners (physically, socially, emotionally)

☐ consistently promoted positive and inclusive interactions of mutual respect. The candidate was highly effective in maintaining a wholesome and safe environment for all learners (physically, socially, emotionally) and reviewed policies.

( TSA6) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Reviews with students expectations that prevent bullying • Lesson plans and/or unit plans • Analyzes and evaluates ways to improve the learning environment • Teacher Work Sample: Tasks 1, 5, 7 •Teacher documentation of behavioral issues or office referrals • Knowledge of students’ medical issues, • Applies school-classroom-teamwork rules, procedures special needs’ plans, backgrounds • Policies on proper use of equipment, physical safety, lab safety • Appropriate class openings that support social-emotional learning

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PROFESSIONAL ATTITUDES AND VALUES

The evidence indicates that the candidate…. PAV 1. Demonstrates enthusiasm, confidence, patience, and compassion in interactions with diverse learners.

Ineffective - 1 Developing - 2 Effective - 3 Highly Effective - 4

☐ did not or infrequently demonstrated confidence, patience, or compassion with learners, and/or rarely interacted on a personal level.

☐ took partial steps or was inconsistent in showing enthusiasm, confidence, patience, or compassion, and/or began to interact with students and learn their names.

☐ showed enthusiasm and confident mannerisms, regularly displayed patience, compassion, and an interest in individuals, and knew and addressed students by name.

☐ showed enthusiasm and a friendly attitude, conveyed a confident and calming presence, patience, compassion, and genuine interest in diverse learners, and greeted and addressed students by name.

(PAV1) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Seating charts, learners’ pictures or name tags • Lesson plans and/or unit plans • Professional notes on individual learners’ backgrounds • Teacher Work Sample: Task 7 • Intentional body language, eye contact, listening skills • Mid-Term self-assessment • Evaluates and responds to social emotional needs of individuals PAV 2. Fulfills professional responsibilities, and is dependable, prepared, reflective, and devoted to teaching and learning ☐ did not or infrequently met professional responsibilities, or rarely dependable, prepared, or reflective, and/or not inclined to self-growth in teaching.

☐ began to fulfill professional responsibilities, or was dependable, prepared and reflective on an inconsistent basis, and/or adequately met teaching requirements.

☐ appropriately fulfilled all responsibilities of being present, punctual, prepared to teach, and dependable, and valued self-growth in teaching and learning by seeking out professional resources.

☐ effectively fulfilled all responsibilities of being present, punctual, prepared, and dependable, and showed ongoing desires to advance learning by implementing specific professional resources into teaching.

(PAV2) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Lesson plans and/or unit plans • Teacher Work Sample: Tasks 6, 8 • Mid-term student teaching self assessment • Follows Kansas Educator’s Code of Conduct standards • Follows all legal requirements, school-district policies • Attends faculty meetings, teacher inservice days, workdays • Completes teacher work sample tasks, and submits on Foliotek by due dates • Attends Bethany’s student teaching seminar class on seven Mondays •Prepares weekly lesson plans for college supervisors & cooperating teacher •Communicates regularly with college supervisors and cooperating teachers •Completes professional paperwork/ licensure responsibilities per requirements •Demonstrates knowledge of professional organizations, and seeks learning opportunities •Analyzes research-based and professional resources available that enhance academic field

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PAV 3. Shows integrity and leadership when collaborating and interacting with colleagues in the profession and parents. ☐ did not or infrequently showed integrity or leadership and/or rarely collaborated or interacted with colleagues in the profession or parents.

☐ took partial steps in showing integrity and/or showed limited leadership within the school, and/or adequately interacted with others to fulfill school or district requirements.

☐ regularly demonstrated integrity or leadership qualities, and was intentional about seeking out opportunities to communicate or build professional relationships with other colleagues and parents.

☐ consistently and effectively demonstrated integrity and leadership within the school community, and engaged respectfully and knowledgeably in collaborative interactions with colleagues, parents and others

(PAV3) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Conference or professional (I.E.P.) meeting notes • Lesson plans and/or unit plans • Documentation of parent concerns/communications • Teacher Work Sample: Task 7 • Home-school newsletter of class events, activities, goals • Volunteer time, before or after school, to mentor/help • Exchanging resources and materials with colleagues • Evaluates the effects of their choices and actions on others • Participates willingly in school sponsored events or activities • Collaborative team planning, professional learning communities PAV 4. Instills a value for honesty in academic settings, including the responsible use of technology as appropriate ☐ did not or infrequently instilled a value for honesty in the academic setting, and/or disregarded the responsible use of technology.

☐ took partial steps to instill a value of honesty as it related to the academic setting and/or ignored cheating and/or gave limited guidance in the responsible use of technology.

☐ guided learners in understanding the value of honesty relevant to the academic work, level, and setting, and upheld guidelines for using technology, responsibly, and making choices.

☐ effectively guided learners in valuing honesty in their learning experiences including understanding academic integrity, responsible use of technology, using digital citizenship skills, reflecting on ethical choices.

(PAV4) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Lesson plans and/or unit plans • Teacher Work Sample: Task 5 • Models and teaches legal/ ethical use of information and technology as appropriate • Educates learners on elements of digital citizenship, and technology standards • Educates learners on understanding plagiarism and purpose of citations • Clearly articulates the value of academic integrity, and consequences of cheating • Facilitates discussions about student choices: role-play, debates, reflective writing, videos • Content-specific examples: (e.g. Lang. Arts- integrity of characters; social justice themes ) Science- ethical choices in lab tests ; P.E. – integrity in sports History–moral decisions of leaders; Music knowledge of copyright laws •Reflects on classroom/ school’s character education program or values

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PAV 5. Uses respectful and fair classroom management strategies to reinforce or address learner behavior in appropriate ways. ☐ did not or infrequently used respectful and/or fair classroom management strategies to reinforce or address learner behavior, appropriately.

☐ took partial steps in using classroom management strategies that were respectful or fair and/or was inconsistent in reinforcing or addressing learner behavior, appropriately.

☐ regularly encouraged appropriate standards of conduct, reinforced learners’ positive behaviors, and responded with fair and respectful approaches to calmly handle individual misbehavior or a class situation.

☐ consistently reinforced appropriate standards of conduct, recognized and supported all learners’ positive behavior, and applied respectful, fair, and effective approaches in addressing or correcting individual and class misbehavior or disruptions.

(PAV5) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Lesson plans and/or unit plans • Teacher Work Sample: Task 7 • Displays classroom expectations, rules, procedures, and/or consequences • Sets procedures for smooth transitions to minimize loss of instructional time • Conveys high expectations for learners; instills self-discipline • Exercises self-control to avoid power struggles and verbal confrontations • Uses proactive measures -teacher proximity; models calm response to disruptions • Invokes appropriate, logical consequences or interventions in a calm manner • Conveys disapproval of the actions, not of the individual learner • Requires all learners’ quiet attention before starting to speak or give instructions • Uses positive reinforcement and extrinsic motivation as appropriate to age/level •Sends positive notes, phone calls, communications to students and parents PAV 6. Uses accurate written and verbal communications in the classroom, and in professional interactions with others.

☐ did not or infrequently used accurate written and verbal communications in the classroom and in professional interactions with others.

☐ took partial steps in communicating, accurately, through written and verbal means, and/or was inconsistent in being understood or speaking audibly, and/or professional interaction skills were adequate.

☐ correctly used written and verbal communications in the classroom, used vocabulary and language suitable to students’ age or understanding in instruction. Professional interactions were appropriate, timely, and courteous.

☐ effectively used written and verbal communications in the classroom, used rich vocabulary & language appropriate to the level and discipline, and communicated clearly and expressively. Written and verbal professional interactions were of high quality and appropriate.

(PAV6) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Communicates effectively for the intended audience • Lesson plans and/or unit plans • Prepares weekly lesson plans for college supervisors and cooperating teacher • Teacher Work Sample: Tasks 2, 8 • Designs a professional resume and cover letter

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The Bethany College Teacher Work Sample is a performance assessment that student teachers complete during their clinical practice experience. The Teacher Work Sample (TWS) tasks and objectives correlate with Bethany’s Teacher Education outcomes, the Student Teaching Evaluation, KSDE Professional Education Standards, and fulfill a requirement for teacher licensure. Bethany’s TWS provides a user-friendly, flexible design based on narrative prompts. The teaching candidate submits the TWS in sections (8 tasks) during their student teaching placement. The TWS allows candidates to engage in the process of becoming teachers by encouraging habits of reflection and the ability to assess and analyze instructional data.

Planning for the TWS: It is the responsibility of the teacher candidates to follow all guidelines, writing prompts, and specific TWS task requirements, and meet all deadlines for submitting these tasks to the Foliotek assessment system. (Student teachers will be provided the entire TWS document with Tasks 1-8 narratives and scoring rubrics for each task.) They will receive assistance on the TWS during their Seminar sessions. This will be an on-going process of student teachers submitting each task per deadline so they may be supported by timely feedback from college professors or cooperating teachers, and use that feedback for improvement on the next task. It is suggested that student teachers review and read through each task and scoring rubric, inform their cooperating teacher of the task, ask questions, and constantly communicate. Based on placement/schedule, list the dates that correspond with the weeks when tasks are due. Scoring of the TWS Tasks: There are two college/ content instructors assigned and trained to score each candidate’s TWS tasks to ensure inter-rater reliability. The tasks are scored using rubrics accessed on Foliotek electronic assessment system, and the pair of scores for each task are averaged and rounded up per Foliotek system formatting. A task score that has a discrepancy between raters of 7 points or higher will be discarded and replaced by a third evaluator’s score. A minimum of 14 points is expected on each task. Scores less than 14 may require revisions per evaluator’s formative feedback. A final passing score is 70% (110 points), which is recorded on the Summary Score form on Foliotek for each task and competency. Late TWS tasks may result in a 20% grade reduction. Candidates scoring less than 110 points total, on the final TWS score, will receive one-on-one guidance from instructors to revise and re-submit specific tasks, which will be re-scored by a third /additional evaluator for the final score. Communicate with the college supervisor on needed adjustments to the task deadlines due to other circumstances.

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Bethany TWS Timetable and Due Dates

Teacher Work Sample Tasks Timeline

Instructions

TASK 1 Learning Environment and Knowledge of Learners

Tasks 1 and 2 Due by the end of Week 3 of the placement.

•Discuss the TWS calendar/timeline with your cooperating teacher. •Complete Task 1 with help from your cooperating teacher or other staff, and/or refer to the KSDE website and Internet sources as needed.

TASK 2

Learning Objectives and Standards

•Work with your cooperating teacher to select a unit that you will teach. •The unit is a minimum of 4 consecutive lessons taught during weeks 6-8.

•Complete Task 2 – Select standards and a minimum of 2 learning objectives to emphasize and build the unit.

TASK 3 AND

TASK 4

Instructional Unit Design Assessment plan

Tasks 3 and 4 Due by the end of Week 6 of the placement.

•Complete Task 3 – Develop your instructional unit; use SIOP lesson plan templates. Follow the task directions and TWS scoring rubrics, carefully. •Complete Task 4 – Select or design a pre-assessment and decide on a date to conduct it BEFORE you start teaching your unit. Review all assessments.

During weeks 6-8 •TEACH YOUR UNIT •Collect evidence of student learning, including pre and post assessments.

TASK 5

Instructional Decision Making

Tasks 5 and 6 Due by the end of Week 9 of the placement.

•Complete Task 5 – In addition to Task 5, submit 2 LESSON PLANS developed for your unit using the SIOP template. Be detailed and complete.

TASK 6 Analysis of Student

Learning

•Complete Task 6 •Analyze and summarize assessment results with visual representations/graphs.

TASK 7

Professional

Reflections and Self-Evaluation

Tasks 7 and 8 Due by the end of Week 12 of the placement.

•Complete Task 7 – Professional reflections on the teaching experience, professional goals, lessons learned, and self-evaluation.

TASK 8 Supplemental Lesson Plans and

Reflections

•Complete Task 8: Submit 4 NEW Lesson Plans, of your choice, from other lessons you teach. All are due by the end of week 12. Each of the four lessons has a reflection.

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Recommended Schedules for Teaching and Planning for the TWS In general, student teachers begin the first week or two of school with their cooperating teacher and are mostly observing and taking part in teacher preparation days and in-service meetings. As soon as children begin to attend school, the student teacher should work towards completing Task 1 and be thinking about Task 2 of the TWS. This will involve conversations with the cooperating teacher regarding the curriculum and a possible teaching unit. Read through Tasks 1 and 2 to be prepared.

With the guidance of the cooperating teacher, it is recommended that the student teacher begins working with children in some capacity at least by the second week of school. This might be with individual students or small groups, team teaching parts of the lesson, or taking on one lesson/subject/class at a time. Sometimes student teachers will observe a lesson taught by the cooperating teacher and imitate their lesson or instruction in the next group or class to be taught.

By weeks 3 and 4, gradually build into a schedule of assuming more teaching responsibilities under the cooperating teacher’s direction. The quicker that student teachers are allowed to jump in and ‘become’ a teacher for the students, the better. TWS Tasks 3 and 4 focus on developing an instructional unit of approximately 4 sequential lessons taught to one group. Tasks 3 and 4 are due by Week 6. Plan ahead on the calendar of the best time for the student teacher to teach their unit. The preferred time to teach the TWS instructional unit is during Weeks 6-8, but it may need to be adjusted depending on the student teacher’s placement/timeline. Communicate with the college supervisor when the unit may be taught. Read through the entire TWS task narratives and scoring rubrics. Collaborate with the cooperating teacher on the TWS as needed.

Bethany recommends that student teachers take on the majority of the classroom teaching and instructional planning for at least 4-6 weeks (or more) and assume as much of the teacher’s responsibilities as appropriate. When the student teacher is given extended opportunities to practice teaching, they will benefit from exploring various ways to deliver instruction, learn how to work with diverse learners in different settings, and develop more confidence. By the last week of the placement, the student teacher has returned the majority of instruction to the cooperating teacher, and may visit or observe other classrooms. Summaries of each TWS task are included in the handbook.. If you would like a PDF of the entire TWS document, contact the Chair of the Education Department, Dr. Gretchen Norland at norlandg@bethanylb.edu

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Bethany College Teacher Work Sample: Summary of Tasks 1 - 8

Task 1. Learning Environment and Knowledge of Learners The teaching candidate provides contextual information about the community, district, school, and describes features of the classroom, relevance of the learning environment, and instructional implications. The candidate discusses processes to ensure a safe learning environment (e,g. social, emotional, and physical), and content-specific safety procedures. The candidate describes specific examples of diverse student characteristics (i.e., backgrounds, interests or abilities, and exceptionalities including ELLs). The candidate expands on the instructional implications of independent, collaborative, and development learning including cognitive, social-emotional, physical and behavioral areas, and other factors. In the personal reflection, the candidate addresses verbal and non-verbal signals, and refers to the Student Teaching Evaluation, and Possible Evidence & Performance Considerations. Responses to feedback from the cooperating teacher and/or college supervisor may be provided.

Task 2. Learning Objectives and Standards The teaching candidate identifies content standard(s) for the specific curriculum, and describes a minimum of two developmentally appropriate, relevant, and measurable objectives for teaching a unit (four sequential lessons) to a focus class. The candidate describes the alignment of the objectives to content standard(s), and addresses how learners might be challenged and engaged in higher level thinking (e.g., Bloom’s taxonomy or others). The candidate reflects on potential modifications to meet the needs of diverse learners. The candidate applies inquiry approaches by designing essential questions related to the lesson objectives that prompt learners to connect to their experiences. In the personal reflection, the candidate addresses professional interactions and communications, and references the Student Teaching Evaluation, and the Possible Evidence & Performance Considerations. Responses to feedback from the cooperating teacher and/or college supervisor may be provided.

Tasks 1 and 2 are due by the end of Week 3 of the student teaching placement.

Task 3. Instructional Unit Design The teacher candidate designs the instructional unit for the selected content standard(s) and two learning objectives, and describes a plan to use varied learning strategies and activities that support critical or creative thinking, problem solving and skill development. The candidate addresses the integration of technology or media, and resources, as appropriate to the learning context, and literacy or other supporting content or topic integration. The candidate describes both formal and informal assessments, as appropriate, to measure the learning objectives. In the personal reflection, the candidate addresses strategies to accurately teach vocabulary and concepts or skills. The candidate references the Student Teaching Evaluation, and the Possible Evidence & Performance Considerations. Responses to feedback from the cooperating teacher and/or college supervisor may be provided.

Task 4. Assessment The candidate designs assessments that align with the learning objectives, and plans questions and assessments that measure student learning before, during and after instruction. The candidate addresses how assessments give evidence of student learning through multiple approaches (performance -based tasks, pre- and post tests, informal and formal). The candidate describes developmentally appropriate measurement tools or criteria (e.g., rubrics, checklists, scoring keys), and plans the pre and post assessment (summative) to measure objectives, and stated levels of proficiency, and submits a copy of the pre-assessment with scoring criteria. In the personal reflection, the candidate discusses providing opportunities for students to self-assess, strategies for helping learners self regulate and self-motivate by giving specific feedback. The candidate refers to the Student Teaching Evaluation, and Possible Evidence & Performance Considerations. Responses to feedback from the cooperating teacher and/or college supervisor may be provided.

Tasks 3 and 4 are due by the end of Week 6 of the student teaching placement.

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Task 5. Instructional Decision Making The teaching candidate analyzes two specific examples of instructional decisions, based on students’ learning, or responses to learning, that necessitated modifications. The candidate provides a justification for implementing the modifications and addresses the impact this had on student learning. The situations may focus on knowledge, teaching strategies and applications, and professional decisions. The candidate submits two selected lesson plans from the unit, which include detailed descriptions of: measurable learning objectives, higher order thinking skills, varied activities or strategies, use of resources and technology, literacy and content integration, evidence of connecting to students’ background knowledge, and a combination of formal and informal or other assessments. In the personal reflection, the candidate addresses and responds to recent feedback from the cooperating teacher or college supervisors. This may include reflecting on the Mid-Term Evaluation, the candidate’s Mid-Term self-assessment, and/or selected student teaching competencies and the Possible Evidence and Performance Considerations.

Task 6. Analysis of Student Learning The teaching candidate analyzes assessment data to determine the specific impact on learners’ achievement. The candidate provides a visual representation(s) that represents student learning as an entire class, sub-groups, and shows evidence of individual students’ progress. Various student work samples and/or copies of assessments are provided. An accompanying narrative communicates information about student progress and performance regarding the unit’s two learning objectives and examines the effectiveness of instruction and areas for further improvement. In the personal reflection, the candidate addresses and responds to recent feedback from the cooperating teacher or college supervisors. This may include reflecting on the Mid-Term Evaluation, the candidate’s Mid-Term self-assessment, and/or selected student teaching competencies and the Possible Evidence and Performance Considerations

Tasks 5 and 6 are due by the end of Week 9 of the student teaching placement.

Task 7. Professional Reflections and Self-Evaluation The teaching candidate reflects on his or her performance as a student teacher and his/her impact on student learning. The candidate considers the “whole” learner and diverse characteristics of learners, elaborating on specific student examples. The candidate reflects on classroom management experiences and responses to students in the learning environment. The candidate elaborates on professional development and collaborative opportunities, and reflects on experiences, interactions, and communications with parents, colleagues, and others. The candidate identifies two professional learning goals and steps to improve their performance on specific competencies. Finally, the candidate shares what has been the most helpful feedback in student teaching and offers advice to future student teachers.

Task 8. Supplemental Lessons and Summaries. The teaching candidate designs and completes four additional lesson plans (outside of the instructional unit between weeks 10-13) that may be stand alone or sequenced together. Each lesson plan includes developmentally appropriate, measurable, and relevant objectives aligned to a KSDE content standard, a variety of activities, use of supporting resources and technology or media, connections to students’ prior knowledge or experiences, and formal/informal or other assessments. The candidate demonstrates the use of literacy strategies, disciplinary content and cross-subject integration, and appropriate technology in lessons. A reflection accompanies each lesson about the student response to the lesson, making connections to the students, student motivation, and highlights of each lesson such as using new resources, real-world applications, and specific strategies or projects.

Tasks 7 and 8 are due by the end of Week 12 of the student teaching placement.

*Some student teachers may have moved on to a second placement by this time. Tasks 7 and 8 may reflect on parts of the new placement including additional lesson plans for the second placement.

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TRANSITION POINT 3: COMPLETION OF THE TEACHING PROGRAM As the teaching candidate proceeds through the Clinical Practice semester, and follows guidelines for successful completion of all responsibilities, including the Teacher Work Sample, the following criteria must be met for the completion of the teaching program. ❏ Passed Clinical/Student Teaching with a C or higher ❏ Completed an Exit Interview with the college supervisor ❏ Completed the Exit Survey on Foliotek ❏ Completed the Survey Evaluation of Cooperating Teacher ❏ Completed the Survey Evaluation of College Supervisor ❏ Passed all required courses and seminar with a C or higher ❏ Minimum GPA of 2.5 cumulative; 2.75 major ❏ Final Student Teaching Score of 50 or higher ❏ Teacher Work Sample (TWS) score of 110 or higher ❏ Degree awarded/Graduation or Program Completer

TRANSITION POINT 4. FOLLOWING PROGRAM COMPLETION AND LICENSURE Once the student teacher has successfully completed Transition Point 3, they will begin steps toward Teacher Licensure, and work with the Licensure Officer and Placement Coordinator. Applying for Licensure Checklist:

Meet with Licensure Officer and provide proper documentation to verify the following:

❏ Completed an Exit Interview with the Licensure Officer to provide information ❏ Degree awarded/Graduation or Program Completer ❏ Application for Licensure (Form 1 on KSDE.org). This is an on-line application. ❏ PLT Test--registering, taking, and test scores (ets.org, then look up requirements for

Kansas) ❏ Praxis Content Test--registering, taking, and test scores ❏ Complete fingerprinting for background check. Cards available from Licensure Officer or

may be done electronically at some police stations. ❏ Payment and background checks are in the process of being updated by the state. Check

the licensing page for the latest information or meet with the Licensure Officer for help.

Additional Licensure information on the Bethany Education website:

https://www.bethanylb.edu/education

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