holy cross college teacher education handbook

Contents

Page

1. Message from the Chair 3

2. Foreword 4

3. Conceptual Framework (abbreviated with the standards) 6

4. Division of Education Requirements, Policies and Form 36

a. Core Requirements 36

b. Education Program Requirements 37

c. Transition to Teach Requirements 37

d. Education Minor Requirements 38

e. Professional and Confidentiality Agreement 39

f. Student Teaching Placement Request Form 40

5. Application and Admission to the Teacher Education Program 41

6. Confidentiality of Records 41

7. Disabilities Access/Assistance Policies 41

8. Field Experiences Policy 42

9. Grievance Review Process 43

10. Policy on Harassment 44

11. Reapplication to the Teacher Education Program 44

12. Retention in the Teacher Education Program 44

13. State Licensing 45

14. Student Organizations 47

15. Student Teaching Policies 48

16. Involuntary Withdrawal 48

17. Additional College Resources 49

18. Assessment 49

1. Message from the Chair

―We shall always place education side by side with instruction. The mind will not be

cultivated at the expense of the heart.‖ Father Basil Moreau. The education department

at Holy Cross College is a vibrant, faith-centered learning community. Students and

faculty work together to advance the gospel through the mission of the college and the

department. I welcome you and hope that you spend some time traveling through the

website and on-line handbook. Please contact us to arrange a visit, we look forward to

seeing you on campus!

Susan Devetski, Ph.D.

Chair, Dept. of Education

2. Foreword

The education department embraces the mission of the college fully; in fact, the mission

provides the foundation for the purposes in preparing teachers to transform the lives of

their future students. The Teacher Education Program at Holy Cross College has the

following goals:

1. To prepare competent minds and compassionate hearts of future teachers so

that they can transform the lives of their future students;

2. To prepare teachers who are passionate, life-long learners that see teaching as

a vocation;

3. To prepare teachers who are compelled to act on behalf of all children,

especially those marginalized by society

Holy Cross College Principles of Teaching

Folded into these principles are the following:

INTASC Standards

NCATE Elementary Education Standards

Indiana Standards for Teachers of Early and Middle Childhood Generalist

Indiana Standards for Teachers of English as New Language

Indiana Standards for Teachers of Bilingual/Bicultural Students

The Holy Cross principles are organized into three domains:

Passionate Teachers;

Content Knowledgeable Teachers; and

Reflective Professionals.

Graduates become…

Passionate Teachers

Candidates view teaching as a vocation

Candidates develop compassionate hearts for teaching

Candidates value the cultural and linguistic backgrounds of their students

Candidates embrace action on behalf of all children

Candidates foster Gospel values in secular and parochial ways

Candidates see themselves as teachers who serve those marginalized by society

Candidates promote acceptance and understanding of cultural and language

diversity in the school and community

Candidates create high and positive expectations for all learners, including those

for whom English is not their first language

Candidates integrate the disciplines to create meaningful curriculum

Candidates provide all learners with access to learning opportunities

Content Knowledgeable Teachers

Candidates develop their minds within a liberal arts tradition

Candidates know their content well

Candidates understand second language acquisition and development and can

adjust instruction and assessment tools to promote interaction and learning for

English language learners in their classrooms

Candidates create challenging and engaging curriculum for all children

Candidates set learning goals, create instruction, and develop a variety of

assessments for children that show command of the subject matter and respect for

students‘ primary cultures

Candidates model effective communication, writing and speaking effectively

Candidates use a variety of media and technology, multiple strategies, and

effective materials to engage students, including those for whom English is not

their first language

Candidates encourage students to see, question, and interpret ideas

Candidates use appropriate classroom procedures

Candidates create collaborative, supportive environments for all children to learn

Reflective Professionals

Candidates make effective decisions and solve problems in the best interest of

students

Candidates see themselves as lifelong learners

Candidates review their performance constantly to improve

Candidates seek help from other professionals as needed

Candidates collaborate with families and community as needed

Education Program:

Elementary Education and English as a New Language (K-6)

The curriculum in the teacher education program is designed to prepare beginning

teachers for public, private, or parochial schools. The program has defined its core

beliefs to establish the competency base of its graduates. Competence is also

demonstrated by the completion of academic requirements as well as field requirements

necessary to be considered a novice professional ready for a teaching career.

The Elementary Education Program will prepare candidates for a dual license in teaching

children in grades K-6. The inclusion of the second area of English as a New Language

(ENL) reflects the acknowledged need for beginning teachers to be culturally competent

in working with children from all language backgrounds.

3. Conceptual Framework

The Vision and Mission of the Institution and Unit

Description of the College

Holy Cross College is a Catholic higher education community that transforms lives by

advancing the Gospel, and building competent minds and compassionate hearts. Founded

by the Brothers of Holy Cross, we are animated by their traditions which require a

practical, demanding, and comprehensive training of the mind that is compelled to action

by a generous spirit. We accommodate a broad spectrum of needs, interests, and

backgrounds within a challenging, supportive, and sacred environment. We offer a

foundational liberal arts program of engaging and relevant instruction which prepares

students for productive futures.

By actively pursuing the integrated development of mind, body, and heart, the liberal arts

core of the Associates of Arts Degree program(s) provides transferable skills for

continuing education and reaching professional goals. Baccalaureate option(s) offer a

global and experiential liberal arts curriculum coordinating the planning of life-long

learning with the courage to face future challenges.

We advance the Gospel message by developing a personal understanding of relationships

with God, others, and self. We respect and challenge one another through active spiritual

and intellectual lives and through service. We support and enlighten one another about

our common responsibilities to further the Kingdom of God.

Legacy of Father Basil Moreau

The legacy of Holy Cross College comes from the inspiration of the founder of the

Congregation of Holy Cross by Father Basil Anthony Moreau in 1837. Influenced by

Father Jacques Dujarie, the founder of the Brothers of St. Joseph, Moreau was moved to

accept direction of the Brothers and add to their membership priests – the Salvatorists –

and sisters – the Marianites. The three groups became the Congregation of Holy Cross

and were immediately responsive to the plight of many children left homeless after the

carnage of the French Revolution. Today the priests and brothers operate secondary

schools, colleges and universities and many other apostolates throughout the world under

the banner of the Cross and the Anchor and the mission to educate first the hearts and

then the minds of those desiring services.

Moreau taught that the purpose of education is to lead persons ―out of ignorance and

disorder.‖ Moreover, the purpose of Christian education is to lead these persons back to

a time before the fall of man – back to Paradise – or ―forward to completeness in Christ.‖

If we think in terms of Maslow‘s hierarchy of needs (survival, security, social acceptance,

self-esteem, and self-actualization), ―completeness in Christ‖ might replicate what it

means to become a self-actualized person who has the capacity to accept the angst of

shame (after the fall) and deal with the self and others out of mental/emotional health.

So a Holy Cross education deals not only with the intellect, but with, and most

significantly, the heart: first the heart, then the mind, and with the newest research

information on knowing, the gut as the domain for intuitive understanding.

Moreau believed that teachers must receive a call to teach and this call is tangent with

vocation, both a religious one and a lifestyle choice for a lay person. If not called, the

teacher will burn out because of all-consuming needs of students.

If there is the call, then the candidate needs to demonstrate, begin to develop and live

certain virtues: reverence, knowledge, zeal, vigilance, seriousness, meekness, patience,

prudence, and firmness. These virtues rest on a foundation of common sense and genuine

love for youth that is not overwhelmed by the often over-blown emotional releases of

normal development.

Finally, these virtues assist one to relate to students in a mutually healthy manner.

Moreau identifies a diversity of ―special students: spoiled because of poor upbringing;

unintelligent; self-centered; opinionated; insolent; envious; without integrity; immature;

lazy; and of weak health.‖ Certainly today, these ―types‖ add another layer of complexity

to the diverse group of persons who engage in all areas of education.

Liberal Arts Goals

As a liberal arts institution, Holy Cross has identified nine skills graduates need in order

to be intellectually, emotionally, and aesthetically responsible individuals. They are the

following:

Creative thinking: includes generating and synthesizing ideas, use multiple forms

of thinking, understand the creative process, and develop aesthetic responses.

Critical thinking: includes asking questions, making interdisciplinary

connections, critiquing society, using the scientific method, and analyzing and

interpreting the thoughts and works of others

Library and information literacy: includes pursuing scholarship, using and

evaluating multiple forms of information, seeking assistance in use of resources,

use appropriate materials in research

Oral communication: includes speaking effectively, delivering effective oral

presentations, targeting an audience appropriately, using effective listening skills,

and defending a position or interpretation

Quantitative reasoning: includes using algebraic concepts and applications,

collecting, organizing and using information appropriately, applying mathematic

principles in a variety of situations, and understanding relations and functions in

mathematical constructions

Reading: includes using comprehension strategies appropriately, and interpreting,

analyzing, and evaluating ideas in written texts

Religious, moral, and social development: includes understanding the religious

and moral wisdom of the past and present, articulating how Catholic teaching

provides a foundation for understanding contemporary issues to distinguish what

is good, just and true from what is evil, unjust and false, respecting all cultures

and religions, interacting and cooperatively working with others

Technology: includes understanding the functions and uses of computer

technology, accessing information from a variety of sources, and using software

programs as appropriate for major areas of study

Writing: includes writing effectively, refining written expression, and writing for

a variety of audiences.

Mission of the Teacher Education Program

We shall always place education side by side with instruction. The mind will not be

cultivated at the expense of the heart.

Father Basil Moreau

The Teacher Education Program of Holy Cross College cultivates a faith-centered,

value-oriented environment in which teacher education candidates are prepared for lives

of service through a program grounded in the liberal arts, knowledge of teaching, and

critical school experiences. Candidates are equipped with the knowledge, skills, and

values to be empathetic and culturally competent professionals who function as scholars,

problem-solvers, and effective decision-makers in private and public schools.

The Unit’s Philosophy, Purposes and Goals

The unit is focused on Compelled to Action: Educating Hearts and Minds of Teachers

for All Children. Educating candidates who see themselves as changed, profoundly

different, is the goal of the unit. As the candidates become more informed, intellectually

developing, they will form their vision and values in such a way that they can act on

behalf of all children. By being educated in mind and heart, candidates are able to foster

Gospel values in secular as well as parochial ways. Candidates have multiple

opportunities to develop their teaching skills to enhance the education of all children. All

of this preparation is done in an effort that will produce beginning teachers who are

compelled to act as stewards who will support the education of all children. This

development is ongoing and requires skilled abilities to reflect upon performance and

thus grow and transform continuously.

Scope and Purposes of the Education Program

The unit embraces the mission of the college fully; in fact, the mission provides the

foundation for the unit‘s purposes in preparing teachers to transform the lives of their

future students. The Teacher Education Program has the following goals:

1. To prepare competent minds and compassionate hearts of future teachers so

that they can transform the lives of their future students;

2. To prepare teachers who are passionate, life-long learners that see teaching as

a vocation;

3. To prepare teachers who are compelled to act on behalf of all children,

especially those marginalized by society

Holy Cross College Principles of Teaching

The principles developed for the Holy Cross Division of Education have been developed

through a conversation with faculty and key stakeholders in the South Bend, Indiana,

area. Course work, assessment expectations, and field work reflect the Indiana and

NCATE content standards.

Folded into these principles are the following:

INTASC Standards

NCATE Elementary Education Standards

Indiana Standards for Teachers of Early and Middle Childhood Generalist

Indiana Standards for Teachers of English as New Language

Indiana Standards for Teachers of Bilingual/Bicultural Students

The Holy Cross principles are organized into three domains:

1. Passionate Teachers;

2. Content Knowledgeable Teachers; and

3. Reflective Professionals.

Graduates become…

Passionate Teachers

Candidates view teaching as a vocation

Candidates develop compassionate hearts for teaching

Candidates value the cultural and linguistic backgrounds of their students

Candidates embrace action on behalf of all children

Candidates foster Gospel values in secular and parochial ways

Candidates see themselves as teachers who serve those marginalized by society

Candidates promote acceptance and understanding of cultural and language

diversity in the school and community

Candidates create high and positive expectations for all learners, including those

for whom English is not their first language

Candidates integrate the disciplines to create meaningful curriculum

Candidates provide all learners with access to learning opportunities

Content Knowledgeable Teachers

Candidates develop their minds within a liberal arts tradition


Candidates understand second language acquisition and development and can

adjust instruction and assessment tools to promote interaction and learning for

English language learners in their classrooms

Candidates create challenging and engaging curriculum for all children

Candidates set learning goals, create instruction, and develop a variety of

assessments for children that show command of the subject matter and respect for

students‘ primary cultures

Candidates model effective communication, writing and speaking effectively

Candidates use a variety of media and technology, multiple strategies, and

effective materials to engage students, including those for whom English is not

their first language

Candidates encourage students to see, question, and interpret ideas

Candidates use appropriate classroom procedures

Candidates create collaborative, supportive environments for all children to learn

Reflective Professionals

Candidates make effective decisions and solve problems in the best interest of

students

Candidates see themselves as lifelong learners

Candidates review their performance constantly to improve

Candidates seek help from other professionals as needed

Candidates collaborate with families and community as needed

Initial-Education Program:

Elementary Education and English as a New Language (K-6)

The curriculum in the initial teacher education program is designed to prepare beginning

teachers for public, private, or parochial schools. The program has defined its core

beliefs to establish the competency base of its graduates. Competence is also

demonstrated by the completion of academic requirements as well as field requirements

necessary to be considered a novice professional ready for a teaching career.

The Elementary Education Program will prepare candidates for a dual license in teaching

children in grades K-6. The inclusion of the second area of English as a New Language

(ENL) reflects the acknowledged need for beginning teachers to be culturally competent

in working with children from all language backgrounds. The content of the program

includes educational foundations, second language acquisition, appropriate instruction

and modeling in the content areas, and a specific focus on English language learners.

Specific performance competencies are tied courses and assessments. The program will

also promote recruitment of and/or development of candidates who are bicultural/

bilingual.

Knowledge Bases, Including Theories, Research, the Wisdom of Practice, and

Education Policies, that Inform the Unit’s Conceptual Framework.

The unit believes that the theme: Compelled to Act: Educating hearts and minds of

teachers for all children embraces a moral imperative to teach in certain ways. It is not

enough to provide technically strong teaching. The mission of the college and the unit

addresses this moral component of compassion, justice, and selflessness. However, Holy

Cross College understands that preparing new teachers involves multiple dimensions that

draw on various areas of research.

To provide a more complete breakdown of the knowledge base informing the unit‘s

conceptual framework, the organizational structure of a recent compilation of research is

used. Preparing Teachers for a Changing World (2005) suggests that there are three

questions to be asked regarding preparation of teachers. They are

What kinds of experiences do children need in order to grow and learn, to develop

the confidence and competence they need to succeed in life?

What kinds of knowledge do teachers need to facilitate these experiences of

children and youth?

What kinds of experiences do teachers need to have in order to develop these

kinds of knowledge? (p. 20-21)

These questions provide the basis for a rich conversation regarding the what and how of

the new teacher preparation at Holy Cross College. Answers to these questions provide

the basis for the program.

Knowledge of Learners and How They Learn

The unit defines the concept of intelligence, not as IQ, but as a multi-dimensional

capacity (Gardner, 1983; Sternberg, 1985). This is an important foundational concept for

the unit‘s explanation of what learning is and how children learn.

The unit takes a constructivist approach to how children learn and ―know.‖ Airasian and

Walsh (1997) suggest that constructivist epistemology rests on three premises: (1)

learners do not passively receive and store information in their minds but actively create

meaning from their own perception of reality; (2) though knowledge is shaped by a

person‘s prior experience, learners continually reconstruct their concepts; and (3) the

construction of new knowledge or concepts is located in social situations and interactions

in which it is acquired.

Piaget emphasized that children were active explorers of their worlds. What they could

understand was affected by what they knew and their developmental level. He

emphasized the constructive nature of knowing (1952; 1970). Learning is an active

process in which the learner uses sensory input and constructs meaning out of it. The

more traditional formulation of constructivism involves the terminology of the active

learner stressing that the learner needs to do something; that learning is not the passive

acceptance of knowledge which exists "out there" but that learning involves the learner s

engaging with the world (Dewey, 1902; 1916/1977; 1938) The action of constructing

meaning is mental: it happens in the mind. Physical actions, hands-on experience may be

necessary for learning, especially for children, but it is not sufficient; we need to provide

activities which engage the mind as well as the hands.

Learning also involves language: the language we use influences learning. On the

empirical level, researchers have noted that people talk to themselves as they learn. On a

more general level, there is a collection of arguments, presented most forcefully by

Vygotsky (1978; 1986), that language and learning are inextricably intertwined.

Learning is a social activity: our learning is intimately associated with our connection

with other human beings, our teachers, our peers, our family as well as casual

acquaintances. Much of traditional education, as Dewey pointed out, is directed towards

isolating the learner from all social interaction, and towards seeing education as a one-on-

one relationship between the learner and the objective material to be learned.

Learning is contextual: we do not learn isolated facts and theories in some abstract

ethereal land of the mind separate from the rest of our lives: we learn in relationship to

what else we know, what we believe, our prejudices and our fears. On reflection, it

becomes clear that this point is actually a corollary of the idea that learning is active and

social. We cannot divorce our learning from our lives. Vygotsky (1978) provides

understanding regarding the connections between individuals and society through his

concept of ZPD (Zone of Proximal Development). He suggests that learning is highly

social and mediated by the culture. Dweck (1986, 1989) suggests that content needs to

connect with students‘ interests and strengths as well as provide interesting challenges to

their preconceptions.

Reflection is one of the means of assisting candidates in articulating their own attitudes,

beliefs, knowledge and skills as they develop into beginning teachers. Reflecting is the

process by which they can review their experiences to understand their own growth and

then transfer their learning to new situations. The reflective writing assists the candidates

in becoming more aware (Collier, 1999; Fogarty, Perkins & Barell, 1999). Our view of

learners in the teacher education program suggests that reflection is a key component of

candidates‘ documenting their own progress.

One of the most important purposes of the program is to assist the candidates in moving

from naïve generalizations about students‘ learning to more expert, theory-based

interpretations of the learning process (Darling-Hammond & Bransford, 2005. p. 84).

This focus on learning – recognizing it, describing it, supporting it, assessing it, and

analyzing it – is critical to helping candidates think about learning in more complex ways

(p.84).

Candidates are also asked to reflect on their own learning in order to make their own

assumptions about teaching and learning explicit (Darling-Hammond & Bransford, 2005,

p. 85). Focusing on metacognition – giving candidates opportunities to monitor their

own learning and help them think about their own learning – increases their insights into

the understanding the process their future students will be engaged in.

Throughout the program, candidates take coursework and engage in field-based activities

which allow them the time to learn and reflect on learning, about the nature of learning

itself and how it is accomplished.

English Language Learners

The Holy Cross Division of Education believes that teachers must now be prepared for

the increasing numbers of English language learners entering schools. Even in South

Bend, Indiana, the schools are seeing increased numbers of students for whom English is

not their first language. One of the challenges facing Indiana teachers is their lack of

knowledge and preparation when the inclusion of students who are at different levels of

proficiency in their English language development is becoming more widespread.

Teachers must understand these various levels, understand differences between social and

academic language, and understand the importance of teaching content and English at the

same time. ―Specific designed instruction in which content is combined with language,

sometimes referred to as ‗sheltered instruction‘ or ‗specially designed academic

instruction in English (SDAIE)‘ is generally recommended only for students who are at

the intermediate level of language learning‖ (Valdes, Bunch, Snow, Lee and Matos in

Darling-Hammond and Bransford, 2005, p. 156). Teachers must get to know their

students well because there are many differences in their backgrounds. It is also

important that teachers focus on the students‘ strengths as well as weaknesses.

The focus on second language acquisition needs to be embedded in a larger focus on

language development with preparation programs. Valdes et al. (p. 159-160) suggest the

following big ideas regarding teachers‘ understanding of language differences in general:

Speakers of English use many different varieties or dialects depending on their

regional and class origins. With a basic knowledge of regional and class language

variation, teachers can understand that such differences are a natural result of

human language development and not a ―problem to be rectified‖

Dialects of English known as ―Standard English‖ also vary. Teachers who under-

stand that there is variation among forms of Standard English may be less likely

to alienate their students by attempting to change their own standard dialects

Children come to school as competent speakers of the varieties spoken in their

homes and communities. Teachers who understand the nature of language

development may be less likely to view their students as deficient

Like speakers of all other languages, speakers of English use many different

registers and styles of English in their everyday lives. Teachers who understand

the nature of register variation can focus on expanding students‘ repertoire to

include the styles of various academic conventions, without expecting students to

abandon styles appropriate for other contexts.

For most children, enhancing children‘s language in school will involve helping

them to expand their linguistic repertoires to acquire ways that students are

expected to speak and write in school in order to discuss ideas, to understand

texts, and to demonstrate their learning. In the classroom, this means that students

who come from language and literacy backgrounds different from those dominant

in schools will need opportunities for modeling, practice, and feedback in using

language for academic purposes in ways consistent with the expectations of

schools.

Focus on language should not be relegated only to classes in language acquisition,

reading, and language arts but should be strengthened throughout all content matter

courses (Valdes, et al., p. 165).

Developmentally Appropriate Practice

Darling-Hammond and Bransford (2005) suggest that teachers must be able to take a

developmental perspective in teaching. The following statements reflect key definitional

content.

1. Creating a caring community of learners

Developmentally appropriate practices occur within a context that supports the

development of relationships between adults and children, among children, among

teachers, and between teachers and families. Such a community reflects what is known

about the social construction of knowledge and the importance of establishing a caring,

inclusive community in which all children can develop and learn.

2. Teaching to enhance development and learning

Adults are responsible for ensuring children's healthy development and learning.

Relationships with adults are critical determinants of children's healthy social and

emotional development. These adults serve as mediators of language and intellectual

development. At the same time, children are active constructors of their own

understanding, who benefit from initiating and regulating their own learning activities

and interacting with peers. Therefore, teachers strive to achieve an optimal balance

between children's self-initiated learning and adult guidance or support.

Teachers accept responsibility for actively supporting the development of children and

provide occasions for children to acquire important knowledge and skills. Teachers use

their knowledge of child and adolescent development and learning to identify the range

of activities, materials, and learning experiences that are appropriate for a group or

individual child. This includes attention toward children with special needs. This

knowledge is used in conjunction with knowledge of the context and understanding about

individual children's growth patterns, strengths, needs, interests, and experiences to

design the curriculum and learning environment and guide teachers' interactions with

children and adolescents. The needs of English language learners must also be addressed

within the design of instruction,

3. Constructing appropriate curriculum

The content of a curriculum is determined by many factors, including the subject matter

of the disciplines, social or cultural values, and parental input. In developmentally

appropriate programs, decisions about curriculum content also take into consideration the

age and experience of the learners. Achieving success for all children and adolescents

depends, among other essentials, on providing a challenging, interesting,

developmentally appropriate curriculum. In some respects, the curriculum strategies of

many teachers today do not demand enough of children and in other ways demand too

much of the wrong thing.

On the one hand, narrowing the curriculum to those basic skills that can be easily

measured on multiple-choice tests diminishes the intellectual challenge for many

children. Such intellectually impoverished curriculum underestimates the true

competence of children or adolescents, which has been demonstrated to be much higher

than is often assumed. Watered-down, oversimplified curriculum leaves many children

unchallenged, bored, uninterested, or unmotivated. In such situations, children's

experiences are marked by a great many missed opportunities for learning. On the other

hand, curriculum expectations sometimes are not appropriate for the age groups served.

When next-grade expectations of mastery of basic skills are routinely pushed down to the

previous grade and whole group and teacher-led instruction is the dominant teaching

strategy, children or adolescents who cannot sit still and attend to teacher lectures or who

are bored and unchallenged or frustrated by doing workbook pages for long periods of

time are mislabeled as immature, disruptive, or unready for school. A particular need is to

focus on children with special needs who need adapted curriculum. In additional,

English language learners need sheltered instruction and/or other kinds of assistance in

learning the curriculum.

4. Assessing children's learning and development

Assessment of individual children's development and learning is essential for planning

and implementing appropriate curriculum. In developmentally appropriate programs,

assessment and curriculum are integrated, with teachers continually engaging in

observational assessment for the purpose of improving teaching and learning. Accurate

assessment of children is difficult because their development and learning are rapid,

uneven, episodic, and embedded within specific cultural and linguistic contexts. Too

often, inaccurate and inappropriate assessment measures have been used to label, track,

or otherwise harm children.

5. Establishing reciprocal relationships with families

Developmentally appropriate practices derive from deep knowledge of individual

children and the context within which they develop and learn. The younger the child, the

more necessary it is for professionals to acquire this knowledge through relationships

with children's families. The traditional approach to families has been a parent education

orientation in which the professionals see themselves as knowing what is best for

children and view parents as needing to be educated. There is also the limited view of

parent involvement that sees PTA membership as the primary goal. These approaches do

not adequately convey the complexity of the partnership between teachers and parents

that is a fundamental element of good practice.

When the parent education approach is criticized in favor of a more family-centered

approach, this shift may be misunderstood to mean that parents dictate all program

content and professionals abdicate responsibility, doing whatever parents want regardless

of whether professionals agree that it is in children's best interest. Either of these

extremes oversimplifies the importance of relationships with families and fails to provide

the kind of environment in which parents and professionals work together to achieve

shared goals for children (Bedekamp & Copple, 1997).

When children receive appropriate support and guidance along each of the

developmental pathways, they learn to use their growing cognitive capabilities to

undertake increasingly complex tasks and to reason through things with growing

independence. They become more socially aware and adept. They learn how to

recognize and manage their emotions. They recognize their strengths and interests as

pathways to learning and healthy identity development. And they develop a growing

capacity to think and act ethically and in concert with others (Darling-Hammond &

Bransford, 2005, p.113).

Best Practices in Content

Best practice is not defined only as ―what works.‖ It is research-based practice that

provides for students‘ learning. The department strives to teach beginning teachers these

practices as well as model them in college courses.

General best practices in all content areas include the following:

1. Student-Centered: Students own questions, interests, and needs should be

the starting point for schooling.

2. Experiential: Active, hands-on concrete experience is the most powerful.

3. Holistic: Children learn best when they encounter whole ideas, events and

materials.

4. Authentic: Rich, complex ideas and materials are at the heart of

curriculum.

5. Expressive: Students regularly use a range of communicative media.

6. Reflective: Learners reflect, debrief, and abstract from their experiences.

7. Social: Learning is socially constructed and interactional.

8. Collaborative: Cooperative learning taps the social power of learning

9. Democratic: The classroom is a model community; students are

citizens of the school.

10. Cognitive: Powerful learning through higher order thinking, inquiry, and self-

monitoring.

11. Developmental: Children grow through definable stages.

12. Constructivist: Students are not passive learners but recreate and reinvent

every cognitive system

13. Challenging: Students learn best when faced with genuine challenges,

choices, and responsibility (Zellman, Daniels, Hyde, 1998).

Throughout foundations and methods courses, teacher candidates learn best practices in

their content area (Zellman, Daniels, Hyde, 1998), classroom environment, multicultural

education, technology, and exceptional needs.

Because the teaching of reading is extremely important at all grade levels and in all

content areas, the department has adopted the following exemplary research-based

practices for literacy teaching:

1. Teach reading for authentic, meaning-making literacy experiences: for pleasure,

to be informed, and to perform a task.

2. Use high-quality literature.

3. Integrate a comprehensive word study/phonics program into reading/writing

instruction

4. Use multiple texts that link and expand concepts.

5. Balance teacher and student led discussions.

6. Build a whole class community that emphasizes important concepts and builds

background knowledge.

7. Work with students in small groups while other students read and write about

what they have read.

8. Give students plenty of time to read in class.

9. Give students direct instruction in decoding and comprehension strategies that

promote independent reading. Balance direct instruction, guided instruction, and

independent learning.

10. Use a variety of assessment techniques to inform instruction (Morrow, Gambrel,

Pressley, 2003).

Pedagogy emphasized by the unit includes systematic observation of children and their

development, child case studies, and analyses of student work and learning, using

assessment tools and tasks to help gauge development and learning. Candidates also

learn about effective family engagement practices and interview families to increase their

understanding of students‘ development and home and community environments.

Cultural Contexts

One of the most important aspects of the curriculum is to help build candidates‘ abilities

to teach in culturally responsive ways. Candidates need to review their own cultural

assumptions, learning how to inquire into the backgrounds of their students in order to

connect their learning to instruction (Darling-Hammond & Bransford, 2005). Research

on successful teachers of students of color and English language learners ―suggests that

effective teachers…form and maintain connections with their students within their social

contexts. They are familiar with community speech patterns and often incorporate

elements of such communications patters, such as ‗call and response‘ even while they

instruct in standard English…. They allow the use of multiple languages while teaching

the target language, and they celebrate their students as individuals and as members of

specific cultures, asking students to share who they are and what they know with the class

in a variety of ways‖ (Darling-Hammond & Bransford, 2005; Cochran-Smith, 1995;

Garcia, 1993, Irvine, 2003; Murrell, 2002; Nieto and Rolon, 1997).

Multicultural education in the United States is an approach to teaching and learning based

on democratic values and beliefs, affirming cultural pluralism within diverse societies

and an interdependent world. It is based on the assumption that the primary goal of

public education is to foster the intellectual, social, and personal development of all

students to their highest potential (Bennett, 1999). Tiedt and Tiedt (1999) agree that

―multicultural education is an inclusive teaching/learning process that engages all

students in developing a strong sense of self-esteem, discovering empathy for persons of

diverse cultural backgrounds, and experiencing equitable opportunities to achieve their

fullest potential‖ (p. 18). Nieto (2000) provides an additional comprehensive definition

that suggests it is a process of comprehensive school reform and basic education for all

students. It focuses on pluralism, rejecting racism and other forms of discrimination.

Multicultural education is an integral component of the school, part of every person,

action, program, or behavior. It promotes the democratic principles of social justice.

Banks and Banks (2001) suggest that multicultural education is a reform movement

designed to affect schools and other institutions so that we learn from all social classes,

gender, racial and cultural groups. We also need to learn from all groups of children with

exceptional needs, language groups, and varied sexual orientation. All groups must have

the opportunity to learn from each other as well as from teachers. Educational equality

and improved achievement are the ideals we all work toward.

The National Association for Multicultural Education (NAME) provides the following

definition of multicultural education to be used by the Education Department.

Multicultural education is a philosophical concept built on the ideals of freedom, justice,

equality, equity, and human dignity as acknowledged in various documents such as the

U.S. Declaration of Independence, constitutions of South Africa and the United States,

and the Universal Declaration of Human Rights adopted by the United Nations. It

affirms our need to prepare students for their responsibilities in an interdependent world.

It recognizes the role schools can play in developing the attitudes and values necessary

for a democratic society. It values cultural differences and affirms the pluralism that

students, their communities, and teachers reflect. It challenges all forms of discrimination

in schools and society through the promotion of democratic principles of social justice….

It helps students develop a positive self-concept by providing knowledge about the

histories, cultures, and contributions of diverse groups. It prepares all students to work

actively toward structural equality in organizations and institutions by providing the

knowledge, skills, and dispositions for the redistribution of power and income among

diverse groups…. Multicultural education advocates the belief that students and their life

histories and experiences should be placed at the center of the teaching and learning

process and pedagogy should occur in a context that is familiar to students and that

addresses multiple ways of thinking…. To accomplish these goals, multicultural

education demands a school staff that is culturally competent, and to the greatest extent

possible, racially, culturally and linguistically diverse. Staff must be multiculturally

literate and capable of including and embracing families and communities to create an

environment that is supportive of multiple perspectives, experiences, and democracy….

Recognizing that equality and equity are not the same thing, multicultural education

attempts to offer all students an equitable educational opportunity, while at the same,

encouraging students to critique society in the interest of social justice.

Banks‘ model of the five types of multicultural curriculum informs the unit‘s assessment

practices:

1. Content integration: deals with the extent to which teachers use examples, data,

and information from a variety of cultures and groups to illustrate key concepts,

principles, generalizations and theories in their subject area or discipline.

2. Knowledge construction: describes the procedures by which social, behavioral,

and natural scientists create knowledge and the manner in which the implicit

cultural assumptions, frames of reference, perspectives and biases within a

discipline influence ways that knowledge is constructed. When the knowledge

construction process is implemented in the classroom, teachers help students

understand how knowledge is created and it is influenced by the gender, religious,

regional, racial, ethnic, and social class positions of individuals and groups.

3. Prejudice reduction: describes the characteristics of children‘s racial attitudes

and suggests strategies that can be used to help students develop more democratic

attitudes and values

4. Equity pedagogy: describes how teachers use techniques and methods that

facilitate the achievement of students from diverse gender, abilities, racial, ethnic,

and social-class groups. Multicultural course content often provides intervention

strategies that are designed to help students and members of low status-population

groups to increase academic achievement.

5. Empowering school culture: the process of restructuring the culture and

organization of school so that students from diverse groups will experience

educational equality and cultural empowerment. Such variables as labeling

practices, social climate, grouping practices, staff expectations, and student

achievement are explored. Teacher candidates review literature that focuses on

institutionalized factors of the school culture and environments that need to be

reformed in order to increase the academic achievement and emotional growth of

students from diverse groups.

Candidates are challenged to reform educational curriculum and instructional practices in

both their instructional planning and delivery practices to move beyond the contributions

approach:

1. Level 4: Action Approach

a. Students actively make decisions on important personal, social, and civic

problems and take actions to help solve them

2. Level 3: Transformative Approach

a. Students view concepts, issues, events, and themes from the perspectives

of diverse religious, gender, socio-economic, ethnic, and cultural groups

3. Level 2: Additive Approach

a. Content, concepts, lessons, and units are added to the curriculum without

changing the structure

4. Level 1: Contributions Approach

a. Heroes, heroines, holidays, food, and discrete cultural elements are

celebrated occasionally (Banks and Banks, 2001).

The pedagogy, curriculum and assessment practices of candidates sensitive to children‘s

differences as well as dispositions that candidates have all play a part in enabling

graduates to be effective teachers for all students in their classrooms. Candidates must

show respect for all learners and their experiences, have confidence in their abilities to

learn, and be willing to examine their own beliefs and assumptions to change/improve

their practice. Darling-Hammond and Bransford call this ―developing a sociocultural

consciousness‖ for teaching (2005, p. 253). They suggest that developing this

consciousness enables the development of more positive attitudes toward their students.

Inclusion of All Children

Candidates learn about children with exceptional needs in the program. They must

understand various types of disabilities and the range of intensity on a spectrum. They

learn the basics of eligibility and placement and how to implement an IEP. Candidate

must know how to establish a supportive classroom environment that encourages

interaction among all the children, develop positive relationships with parents and

families, and to work with colleagues and other professionals.

Role of Technology

Candidates learn to integrate the use of technology into their overall thinking and

planning of curriculum and instruction. First, candidates themselves become technically

literate professionals. Second, they develop a set of practices that asks their students to

use technology within their disciplines. These practices include use of email,

information searches, multimedia presentations, data analysis, and use of administrative

tools required by schools. The capstone experience prior to student teaching will also

demand technological proficiency for presentation.

Three Program Pillars:

Compelled to Act: Educating Hearts

For candidates to be successful in the program, it is not enough for them to demonstrate

technical capability in a classroom. Candidates must demonstrate specific dispositions

and values to be successful. Candidate must display an attitude of selflessness through

professional interactions as shown through dress, attendance, punctuality, interpersonal

relationships, and proper speech. Candidates must embrace and display Gospel values of

compassion and justice by:

Recognizing, planning, and implementing strategies to accommodate a variety of

learners, based on cognition gender, physical ability, culture, language, and

exceptional need;

Recognizing, planning, and implementing strategies to accommodate students

with social and behavioral differences;

Recognizing, planning, and implementing an environment where all students are

treated respectfully, lovingly and fairly. This includes effective classroom

management, safe organization of the classroom, effective use of procedures and

rules, and consistency in behavior management.

Compelled to Act: Educating Minds

Candidates study a rigorous curriculum that addresses the nine liberal arts areas described

earlier and education.

Compelled to Act: Social Justice

Candidates in the elementary education program are prepared in ways that enable them to

develop a commitment to all children. Candidates view their profession as a vocation in

which they see their roles and responsibilities as ones that will prepare all students for

―equitable participation in a democratic society‖ (Darling-Hammond & Bransford, 2005,

p. 11). The social importance of teaching suggests that the quality of teachers, even

beginning teachers, matters tremendously. And successful candidates accept the vision

of the program to act on behalf of all children.

Experiential Learning

Candidates in the Elementary Education Program will begin their experiential

components in their first year. Local schools in the South Bend area, both Catholic and

public, are working with Holy Cross personnel to develop the parameters for the various

field experiences and student teaching.

In the first two years, early field experiences provide a context for candidates to begin

learning the meaning of skill performance. Performance activities are included in each of

the field experiences. Candidates‘ abilities to perform skills range from basic

understandings to skilled and mastery levels in student teaching. Performance evidence

is gathered from mentors in the field as well as college instructors for each of field

placement.

Candidates are asked to reflect on and assess their own performances. They are provided

many opportunities for self-analysis, including observation logs, journals, and self-

evaluations. Strategies for reflection are connected to course content. For example,

candidates may be asked to keep learning logs regarding their work with a small group in

reading.

A variety of methods will be used by college faculty and school mentors to determine

how well candidates are progressing. The candidate assessment plan described elsewhere

will allow the TEC to review candidates‘ progress to determine their readiness to move

from one stage to the next.

Candidate Proficiencies Aligned with Expectations in professional, state and

institution standards

Elementary Generalist with English as a New Language

INTASC Standards/Indiana Standards

for Early and Middle Childhood

Teachers/Indiana ENL Standards

Holy Cross Proficiencies for Dual

License: Elementary Generalist and

ENL

INTASC 1: Content Pedagogy: The

teacher understands the central concepts,

tools of inquiry, and structures of the

discipline he or she teaches and can create

learning experiences that make these

aspects of subject matter meaningful for

students.

Early and Middle Childhood 2: Curriculum (Mathematics,

English/Language Arts, Science, Social

Studies, Fine Arts, Health Education,

Physical Education, Connections between

Technology and the Disciplines*

ENL 1: Teachers of English as a New

Language understand the process of

language acquisition and development and

the role this process plays in their students‘

educational experience.


Language recognize that the students‘

primary culture plays a crucial role in their

adaptation to United States culture

Candidates develop their minds

within a liberal arts tradition


Candidates understand second

language acquisition and

development and can adjust

instruction and assessment tools to

promote interaction and learning for

English language learners in their

classrooms

Candidates integrate the disciplines

to create meaningful curriculum

INTASC 2: Student Development: The

teacher understands how children learn and

develop, and can provide learning

opportunities that support a child‘s

intellectual, social, and personal

development.

Early and Middle Childhood 1: Teachers

of Early and Middle Childhood know,

understand, and use the major concepts,

principles, theories, and research related to

the development of children and young

Candidates foster gospel values in

secular and parochial ways

Candidates provide all learners with

access to learning opportunities

adolescents to construct learning

opportunities, that support individual

students‘ development, acquisition of

knowledge, and motivation.


Language understand students‘ cognitive,

affective, psychological, social and cultural

development and backgrounds

INTASC 3: Diverse Learners: The

teacher understands how students differ in

their approaches to learning and creates

instructional opportunities that are adapted

to diverse learners.

Early and Middle Childhood 3a:

Teachers of Early and Middle Childhood

understand how elementary (primary and

intermediate) students differ in their

development and approaches to learning,

and create instructional opportunities that

are adapted to diverse learners.

Candidates develop compassionate

hearts for teaching

Candidates value the cultural and

linguistic backgrounds of their

students

Candidates embrace action on

behalf of all children

Candidates see themselves as

teachers who serve those

marginalized by society

INTASC 4: Multiple Instructional

Strategies The teacher understands and

uses a variety of instructional strategies to

encourage student development of critical

thinking, problem solving, and

performance skills.

Early and Middle Childhood 3b: Teachers of Early and Middle Childhood

understand and use a variety of teaching

strategies that encourage elementary

(primary and intermediate) students‘

development of critical thinking, problem

solving, and performance skills.

ENL 4: Teachers of English as New

Language understand how to facilitate

instruction by creating a supportive

environment and implementing the

appropriate activities that promote optimal

learning for English language learners.

Candidates set learning goals,

create instruction and develop a

variety of assessments for children

that show command of the subject

matter and respect for students‘

primary cultures

Candidates create challenging and

engaging curriculum for all children

Candidates use a variety of media

and technology, multiple strategies,

and effective materials to engage

students, including those for whom

English is not their first language

Candidates encourage students to

see, question, and interpret ideas

INTASC 5: Motivation and

Management: The teacher uses an

understanding of individual and group

motivation and behavior to create a

learning environment that encourages

positive social interaction, active

Candidates use appropriate

classroom procedures

Candidates create collaborative,

supportive environments for all

children to learn

engagement in learning, and self

motivation.

Early and Middle Childhood 3c:


use their knowledge and understanding of

individual and group motivation and

behavior among students to foster active

engagement in learning, self-motivation,

and positive social interaction and to create

supportive learning environments.







INTASC 6: Communication and

Technology: The teacher uses knowledge

of effective verbal, nonverbal, and media

communication techniques to foster active

inquiry, collaboration, and supportive

interaction in the classroom.

Early and Middle Childhood 3d: Teachers of Early and Middle Childhood


effective verbal, nonverbal, and media



interaction in the elementary (primary and

intermediate) classroom.

Candidates model effective

communication, writing and

speaking effectively, using

technology effectively

INTASC 7: Planning: The teacher plans

instruction based upon knowledge of

subject matter, students, the community,

and curriculum goals.


of Early and Middle Childhood plan and

implement instruction based on knowledge

of students, learning theory, subject matter,

curricular goals, and community.

Candidates create high and positive

expectations for all learners,

including those for whom English is

not their first language

INTASC 8: Assessment: The teacher

understands and uses formal and informal

assessment strategies to evaluate and

ensure the continuous intellectual, social,

and physical development of the learner.








primary cultures

understand, and use formal and informal



and physical development of each

elementary (primary and intermediate)

student.


Language are able to effectively use formal

and informal assessment strategies that

include methods to promote the

development of the learner.

INTASC 9: Reflective Practice:

Professional Growth: The teacher is a

reflective practitioner who continually

evaluates the effects of his or her choices

and actions on others (students, parents,

and other professionals in the learning

community) and who actively seeks out

opportunities to grow professionally.

Early and Middle Childhood 5a: Teachers of Early and Middle Childhood

are aware of and reflect on their practice in

light of research on teaching and resources

available for professional learning; they

continually evaluate the effects of their

professional decisions and actions on

students, parents, and other professionals in

the learning community and actively seek

out opportunities to grow professionally.


Language are reflective practitioners who

actively seek opportunities for professional

development.


lifelong learners

Candidates view teaching as a

vocation

Candidates make effective

decisions and solve problems in the

best interest of students

Candidates review their

performance constantly to improve

Candidates seek help from other

professionals as needed

INTASC 10: School and Community

Involvement: The teacher fosters

relationships with school colleagues,

parents, and agencies in the larger

community to support students' learning

and well-being.


know the importance of establishing and

maintaining a positive and collaborative

relationship with families to promote the

academic, social, and emotional growth of

Candidates promote acceptance and

understanding of cultural and

language diversity in the school and

community

Candidates collaborate with

families and community as needed



children.

Early and Middle Childhood 5c: Teachers of Early and Middle Childhood

foster relationships with school colleagues

and agencies in the larger community to

support students‘ learning and well-being.


Language collaborate effectively to

maximize student learning


Language promote acceptance and

understanding of cultural and language

diversity in the community and in the

school.

2a: Mathematics: Teachers of Early and Middle Childhood know, understand, and use

major concepts, procedures, and reasoning processes of mathematics that define number

systems and number sense, geometry, measurement, statistics and probability, and

algebra in order to foster student understanding and use of patterns, quantities, and spatial

relationships that can represent phenomena, solve problems, and deal with data.

2b: English/Language Arts: Teachers of Early and Middle Childhood demonstrate a

high competence in the use of English language arts and they know, understand, and use

concepts from reading, language, and child development, to teach reading, writing,

speaking, listening, and thinking skills and to help students successfully apply their

developing skills to many different situations, materials, and ideas. They teach children

to read with a balanced instructional program that includes an emphasis on the use of

letter/sound relationships (phonics), the context (semantic and syntactic), and meaningful

text.

2c: Science: Teachers of Early and Middle Childhood know, understand, and use the

fundamental concepts in the subject matter of science, including physical, life, and earth

and science as well as concepts in science and technology, science in personal and social

perspectives, the history and nature of science, the unifying concepts of science, and the

inquiry processes scientists use in discovery of new knowledge to build a base for

scientific literacy.

2d: Social Studies: Teachers of Early and Middle Childhood know, understand, and use

the major concepts and modes of inquiry from the social studies – the integrated study of

history, geography, the social sciences (such as anthropology, archeology, economics,

political science, psychology, and sociology), and other related areas (such as humanities,

law, philosophy, religion, mathematics, science, and technology) – to promote

elementary (primary and intermediate) students‘ abilities to make informed decisions as

citizens of a culturally diverse democratic society and interdependent world.

2e: Fine Arts: Teachers of Early and Middle Childhood know, understand, and use – as

appropriate to their own understanding and skills—the content, functions, and

achievements of dance, music, theater, and several visual arts as primary media for

communication, inquiry, and insight among elementary (primary and intermediate)

students.

2f: Health: Teachers of Early and Middle Childhood know, understand, and use the

comprehensive nature of students‘ physical, mental, and social well-being to create

opportunities for student development and practice of skills that contribute to good

health.

2g: Physical Education: Teachers of Early and Middle Childhood know, understand, and

use – as appropriate to their understanding and skills – human movement and physical

activity as central elements to foster active, healthy life styles and enhanced quality of

life for elementary (primary and intermediate) students.

2h: Connections between Technology and the Disciplines: Teachers of Early and Middle

Childhood know, understand, and use the connections among concepts, procedures, and

ap0plkications from content areas to motivate elementary (primary and intermediate)

students, build understanding, and encourage the application of knowledge, skills and

ideas to real world issues.

Elementary Generalist/English as a New Language/Bilingual Bicultural Program

INTASC Standards/Indiana Standards

for Teachers of Early and Middle

Childhood/Indiana ENL

Standards/Indiana Bilingual Bicultural

Standards

Holy Cross Proficiencies for Multiple

License: Elementary Generalist

/ENL/Bilingual and Bicultural

INTASC 1: Content Pedagogy: The

teacher understands the central concepts,

tools of inquiry, and structures of the

discipline he or she teaches and can create

learning experiences that make these

aspects of subject matter meaningful for

students.

Early and Middle Childhood 2: Curriculum (Mathematics,

English/Language Arts, Science, Social

Studies, Fine Arts, Health Education,

Physical Education, Connections between

Technology and the Disciplines*


Language understand the process of

language acquisition and development and

the role this process plays in their students‘

Candidates develop their minds

within a liberal arts tradition


Candidates understand second

language acquisition and

development and can adjust

instruction and assessment tools to

promote interaction and learning for

English language learners in their

classrooms

Candidates integrate the disciplines

to create meaningful curriculum

educational experience.


Language recognize that the students‘

primary culture plays a crucial role in their

adaptation to United States culture

Bilingual/Bicultural 1: Teachers of

bilingual bicultural students are fluent in

two or more languages and understand the

processes of language and literacy

development and the role they play in

students‘ educational experiences and

learning

INTASC 2: Student Development: The

teacher understands how children learn and

develop, and can provide learning

opportunities that support a child‘s

intellectual, social, and personal

development.



understand, and use the major concepts,

principles, theories, and research related to

the development of children and young

adolescents to construct learning

opportunities, that support individual

students‘ development, acquisition of

knowledge, and motivation.


Language understand students‘ cognitive,

affective, psychological, social and cultural

development and backgrounds.

Early and Middle Childhood 3a:


understand how elementary (primary and

intermediate) students differ in their

development and approaches to learning,

and create instructional opportunities that

are adapted to diverse learners.

Bilingual Bicultural 3: Teachers of

bilingual bicultural students understand

students‘ cognitive, affective,

psychological, social and cultural

development and backgrounds to create a

supportive learning environment.

Candidates foster gospel values in

secular and parochial ways

Candidates provide all learners with

access to learning opportunities

INTASC 3: Diverse Learners: The

teacher understands how students differ in Candidates develop compassionate

hearts for teaching

their approaches to learning and creates

instructional opportunities that are adapted

to diverse learners.






solving, and performance skills


bilingual bicultural students have cultural

competencies in two or more cultures and

understand the assistive role these

competencies play in a student‘s cultural

adaptation, educational experiences, and

learning

Candidates value the cultural and

linguistic backgrounds of their

students

Candidates embrace action on

behalf of all children


teachers who serve those

marginalized by society

INTASC 4: Multiple Instructional

Strategies The teacher understands and

uses a variety of instructional strategies to

encourage student development of critical

thinking, problem solving, and

performance skills.






solving, and performance skills.








bilingual bicultural students understand

instructional strategies and methods that

promote optimal learning






primary cultures

Candidates create challenging and

engaging curriculum for all children

Candidates use a variety of media

and technology, multiple strategies,

and effective materials to engage

students, including those for whom

English is not their first language

Candidates encourage students to

see, question, and interpret ideas

INTASC 5: Motivation and

Management: The teacher uses an

understanding of individual and group

motivation and behavior to create a

learning environment that encourages

positive social interaction, active

Candidates use appropriate

classroom procedures

Candidates create collaborative,

supportive environments for all

children to learn

engagement in learning, and self

motivation.

Early and Middle Childhood 3c:



individual and group motivation and

behavior among students to foster active

engagement in learning, self-motivation,

and positive social interaction and to create

supportive learning environments.







INTASC 6: Communication and

Technology: The teacher uses knowledge

of effective verbal, nonverbal, and media



interaction in the classroom.

Early and Middle Childhood 3d: Teachers of Early and Middle Childhood


effective verbal, nonverbal, and media



interaction in the elementary (primary and

intermediate) classroom.


bilingual bicultural students are cross-

cultural communicators who promote

acceptance and understanding of culture

and language diversity in the home, the

community, and in the school

Candidates model effective

communication, writing and

speaking effectively, using

technology effectively

INTASC 7: Planning: The teacher plans

instruction based upon knowledge of

subject matter, students, the community,

and curriculum goals.


of Early and Middle Childhood plan and

implement instruction based on knowledge

of students, learning theory, subject matter,

curricular goals, and community

Candidates create high and positive

expectations for all learners,

including those for whom English is

not their first language

INTASC 8: Assessment: The teacher Candidates set learning goals,

understands and uses formal and informal



and physical development of the learner.



understand, and use formal and informal



and physical development of each

elementary (primary and intermediate)

student.


Language are able to effectively use formal

and informal assessment strategies that

include methods to promote the

development of the learner.


bilingual bicultural students are able to

effectively use formal and informal

methods of assessment that may include

native language assessment , to evaluate

learners





primary cultures

INTASC 9: Reflective Practice:

Professional Growth: The teacher is a

reflective practitioner who continually

evaluates the effects of his or her choices

and actions on others (students, parents,

and other professionals in the learning

community) and who actively seeks out

opportunities to grow professionally.

Early and Middle Childhood 5a: Teachers of Early and Middle Childhood

are aware of and reflect on their practice in

light of research on teaching and resources

available for professional learning; they

continually evaluate the effects of their

professional decisions and actions on

students, parents, and other professionals in

the learning community and actively seek

out opportunities to grow professionally.


Language are reflective practitioners who

actively seek opportunities for professional

development.



lifelong learners

Candidates view teaching as a

vocation

Candidates make effective

decisions and solve problems in the

best interest of students

Candidates review their

performance constantly to improve



bilingual bicultural students are reflective

practitioners who actively seek

opportunities for professional development

INTASC 10: School and Community

Involvement: The teacher fosters

relationships with school colleagues,

parents, and agencies in the larger

community to support students' learning

and well-being.


know the importance of establishing and

maintaining a positive and collaborative

relationship with families to promote the

academic, social, and emotional growth of

children.

Early and Middle Childhood 5c: Teachers of Early and Middle Childhood

foster relationships with school colleagues

and agencies in the larger community to

support students‘ learning and well-being.


Language collaborate effectively to

maximize student learning


Language promote acceptance and

understanding of cultural and language

diversity in the community and in the

school.


bilingual bicultural students collaborate

effectively with ENL/ESL and content area

teachers and others within the school

community to maximize student learning

through the use of the students‘ primary

language and culture.


bilingual bicultural students are cross-

cultural communicators who promote

acceptance and understanding of culture

and language diversity in the home, the

community, and in the school

Candidates promote acceptance and

understanding of cultural and

language diversity in the school and

community



Candidates collaborate with

families and community as needed

2a: Mathematics: Teachers of Early and Middle Childhood know, understand, and use

major concepts, procedures, and reasoning processes of mathematics that define number

systems and number sense, geometry, measurement, statistics and probability, and

algebra in order to foster student understanding and use of patterns, quantities, and spatial

relationships that can represent phenomena, solve problems, and deal with data.

2b: English/Language Arts: Teachers of Early and Middle Childhood demonstrate a

high competence in the use of English language arts and they know, understand, and use

concepts from reading, language, and child development, to teach reading, writing,

speaking, listening, and thinking skills and to help students successfully apply their

developing skills to many different situations, materials, and ideas. They teach children

to read with a balanced instructional program that includes an emphasis on the use of

letter/sound relationships (phonics), the context (semantic and syntactic), and meaningful

text.

2c: Science: Teachers of Early and Middle Childhood know, understand, and use the

fundamental concepts in the subject matter of science, including physical, life, and earth

and science as well as concepts in science and technology, science in personal and social

perspectives, the history and nature of science, the unifying concepts of science, and the

inquiry processes scientists use in discovery of new knowledge to build a base for

scientific literacy.

2d: Social Studies: Teachers of Early and Middle Childhood know, understand, and use

the major concepts and modes of inquiry from the social studies – the integrated study of

history, geography, the social sciences (such as anthropology, archeology, economics,

political science, psychology, and sociology), and other related areas (such as humanities,

law, philosophy, religion, mathematics, science, and technology) – to promote

elementary (primary and intermediate) students‘ abilities to make informed decisions as

citizens of a culturally diverse democratic society and interdependent world.

2e: Fine Arts: Teachers of Early and Middle Childhood know, understand, and use – as

appropriate to their own understanding and skills—the content, functions, and

achievements of dance, music, theater, and several visual arts as primary media for

communication, inquiry, and insight among elementary (primary and intermediate)

students.

2f: Health: Teachers of Early and Middle Childhood know, understand, and use the

comprehensive nature of students‘ physical, mental, and social well-being to create

opportunities for student development and practice of skills that contribute to good

health.

2g: Physical Education: Teachers of Early and Middle Childhood know, understand, and

use – as appropriate to their understanding and skills – human movement and physical

activity as central elements to foster active, healthy life styles and enhanced quality of

life for elementary (primary and intermediate) students.

2h: Connections between Technology and the Disciplines: Teachers of Early and Middle

Childhood know, understand, and use the connections among concepts, procedures, and

ap0plkications from content areas to motivate elementary (primary and intermediate)

students, build understanding, and encourage the application of knowledge, skills and

ideas to real world issues.

References

Araison, P.W. & Walsh, M.E. (1997). Constructivist cautions. Phi Delta Kappan, 78,

444-449.

Banks, J.A. and Banks, C.A. (2001). Handbook on research on multicultural

education. San Francisco, CA: Jossey-Bass.

Bennett, C.I (1999). Comprehensive multicultural educator: Theory and practice. 4th

edition. Needham Heights, MA: Allyn and Bacon.

Bredekamp, S. & Copple, C. (1997. Developmentally appropriate practice in early

childhood programs (Rev. Ed.) Washington, DC: National Association for the

Education of Young Children.

Cochran-Smith, M. (1995). Color blindness and basketmaking are not the answers:

Confronting the dilemmas of race, culture, and language diversity into teacher

education. American Educational Research Journal, 32(3), 493-522.

Collier, S. (1999). Characteristics of reflective thought during the student teaching

experience. Journal of Teacher Education, 50(3), 173-180.

Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.

Dewey, J. (1916/1977). Democracy and education: An introduction to the

philosophy of education. New York: Macmillan.

Dewey. J. (1938). Experience and education. New York: Macmillan.

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a psychology of education (pp. 87-136), Hillsdale, NJ: Erlbaum.

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for African-American children. Albany: State University of New York Press.

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Heinemann.

5. Division of Education Requirements, Policies and Forms

a. Core Requirements

Course Number Course Title Credits Semester Grade

IDST 101 Intro to Liberal Studies 3

ARTS 101 Two-Dimensional Art

Fundamentals

3

MUSI 115 Music Perceptions I 3

THEO 140 Intro Theology 3

IDST 350 International Experience 3

HIST 101 or 102 Western Civilization I or II 3

HIST 151 U.S. History I 3

HIST 152 U.S. History II 3

SOCI 151 Principles of Sociology 3

SOCI 410 Social Stratification 3

PSYC 101 Intro Psychology 3

PSYC 315 Child & Adolescent

Development

3

ENGL 101 Composition I 3

ENGL 203 or

ENGL 204 or

ENGL 235

World Literature I or

World Literature II or

Latin American Literature

3

COMM 101 Foundations of Speech 3

MATH 111 or

MATH 118

*Discrete Mathematics or

Finite Mathematics

3

MATH 114 Math for Elem. Teachers 3 CPSC

107/EDUC107 Intro Computer

Applications

3

SCIE 101 *Great Ideas Sci (Lab) 4

GEOL 110 or

BIOL 101 or

BIOL 118 or

CHEM 101 or

PHYS 101

Geology of Americans SW

Biological Sci (Lab)

*Plant Biology (Lab)

Chemistry Principles (Lab)

Physics (Lab)

4

Total General Education

Courses

62 GPA

* Recommended courses

b. Education Program Requirements

Course

Number

Course Title Credits Semester Grade

EDUC 200T Transformative Teaching 2

EDUC 220T Diverse Learners 2

EDUC 300T Field Experience K-

6/ENL

0

EDUC 310T Reading/Lang Arts I: K-6 3

EDUC 315T Teach Science/Health: K-

6

2

EDUC 301T Field Experience K-

6/ENL

0

EDUC 311T Reading/Lang. Arts II: K-

6

3

EDUC 320T Assessment & Evaluation 2

EDUC 350T Teaching Mathematics:

K-6

2

EDUC 420T Teaching K-6 Classroom 2

EDUC 425T Culture and the Arts K-6 2

EDUC 490T Senior Seminar 1

EDUC 491T Student Teaching 3

Total Education Courses 24

Education

GPA

Overall

GPA

Praxis I - PPST Reading (176)

Writing (172)

Math (175)

TEP Transition to Teach

Program

Acceptance

ST Student Teaching

Application Acceptance

Praxis II Elementary Education

(165)

Reading Specialist (370)

CPR Cardio and Heimlich Maneuver Current for

Licensing

Required for Admission to T2T:

Pass PPST (Praxis I)-Indiana cut scores

BS or BA with a 3.0 GPA or above for all college work (or 2.5 with 5 years ed.

experience)

Education Philosophy Essay

Interview by TEP faculty

2 Professional Reference letters and contacts

HCC Application

c. Transition to Teach Requirements

Course

Number


EDUC 200 Transformative Teaching 3

EDUC 210 Building Relationships w/

Families & Community

3

EDUC 220 Diverse Learners 3

EDUC 265 Children‘s Literature 3

EDUC 301 Field Experience K-

6/ENL/C

1

EDUC 311 Reading/Lang. Arts II: K-

6

3

EDUC 420 Teaching K-6 Classroom 3


Education

GPA

Overall

GPA

d. Education Minor Requirements

Course

Number


EDUC 200 Transformative Teaching 3

EDUC 210 Building Relationships w/

Families & Community

3

EDUC 220 Diverse Learners 3

EDUC 265 Children‘s Literature 3

EDUC 301 Field Experience K-

6/ENL/C

1

EDUC 311 Reading/Lang. Arts II: K-

6

3

EDUC 420 Teaching K-6 Classroom 3


Education

GPA

Overall

GPA

e. Professionalism and Confidentiality Agreement

I am a guest in the school where I am observing and gaining experiential learning. My

task is to objectively collect information and interact in a school environment so that my

peers and I can learn more about educating children and becoming a teacher. Since I am

present for a limited time in the classroom and school, I am not in a position to pass

judgment on the teacher, students, or school.

I agree to protect the confidentiality of the students, classroom, and school, and respect

the professionalism of the teachers, principal, and other staff members.

I agree that information from my placement should only be discussed with the teacher,

principal, or Holy Cross instructors. There are not ―right‖ answers or behaviors for my

assignments. My responsibility is to observe, interact, record, and appropriately discuss

activities.

I have read and agree to follow the Professionalism and Confidentiality Agreement.

_______________________________

Printed Name

_______________________________ ______________________

Signature Date

f. Student Teaching Placement Request Form

Review the Student Teaching Policies and Procedures regarding placement.

Complete the information on the top portion of this page. The bottom will be completed

during a conference with the Supervisor of Student Teaching.

Name _____________________________________________

Present Phone # _____________________________________

Semester of Student Teaching: Spring _________ Fall _________

Teaching Area:

ELEMENTARY _____ and ENL/Bicultural ______ or Combined ______

SECONDARY _____ Content Area _______________________

1. Where do you plan to live during student teaching?

2. List any schools in the area that you attended during your K-12 education.

3. List any schools in the area where close friends or family attend or are employed.

This portion of the form is to be completed during a brief meeting with the Supervisor of

Student Teaching.

Grade Preferences: School Preferences:

1st Choice ______________________ 1st Choice ______________________

2nd Choice _____________________ 2nd Choice ______________________

Program Preference: School Preferences:

1st Choice ______________________ 1st Choice ______________________

2nd Choice _____________________ 2nd Choice _____________________

Comments:

5. Application and Admission to the Teacher Education Program

Any student enrolled in the Liberal Arts Studies program at Holy Cross College may

apply for admission to the Teacher Education Program (TEP) after completing the

Transformative Teaching Class and K-6 Teaching Class with a minimum grade of C+.

The student must have passed (Indiana Cut Scores) Praxis Pre-professional Skills Test

(PPST) in Reading, Writing, and Math. The student must have an overall grade point

average of 2.5 or above with completion of 30 credit hours OR 3.0 or above with

completion of 15 credit hours. The student must submit an application (available on line)

and 2 reference from faculty or other professional. Additionally, the student must create a

portfolio for review and complete an interview with the Teacher Education Committee.

6. Confidentiality of Records--see Student Teaching Handbook Documents

(http://www.hcc-nd.edu/academics/2/Student-Teaching-Handbook)

7. Disabilities Access/Assistance Policies

Holy Cross College‘s mission statement recognizes and values a diversity of backgrounds

among its students. The goal ―to actively promote diversity through willingness to

accommodate the services of the College to the needs of mature students and the

physically challenged‖ affirms that all students are valued members of the college

community and that we strive to provide the same access to programs and activities to

students with disabilities.

It is not always easy to understand students‘ disabilities and/or to discern the appropriate

accommodation. This Guidebook is an effort to remove any existing barriers, whether

physical, programmatic, or attitudinal through the cooperation of all associated with Holy

Cross College. This information also seeks to dispel any mystery that might exist around

the services to be provided.

This Guidebook is a reference in that it delineates both students‘ and instructors‘

responsibilities. This resource book should foster better communication among students,

faculty and staff, and facilitate the learning of those to whom accommodation is

appropriate.

See Guidebook for Students with Disabilities (http://faculty.hcc-

nd.edu/cdreyer/Disability/index.htm)

For more information contact:

Christopher J. Dreyer, CSC, MS, MSW

Director of Student Counseling Services

PO Box 308/54515 SR 933 N

Notre Dame, IN 46556-0308

Office: V-168

Phone: 574.239.8383

Fax: 574.239.8323

http://www.hcc-nd.edu/academics/2/Student-Teaching-Handbook

http://faculty.hcc-nd.edu/cdreyer/Disability/index.htm

http://faculty.hcc-nd.edu/cdreyer/Disability/index.htm

8. Field Experiences Policy

Overview

Classes in the Department of Education include Field Experiences as an important

component to the learning process of prospective teachers. Field Experience assignments

occur as a part of education coursework. There are three levels of supervision for the

field experiences:

1. The classroom teacher at the school site is the ―cooperating teacher.‖ This person

is an employee of the cooperating school.

2. The HCC faculty member teaching the associated course oversees students at the

sites.

3. The HCC chair of education oversees the cooperation between the sites and HCC.

Students begin by observing and gradually take on tutoring and teaching roles within the

assigned classroom. Student roles will vary based on the associated coursework and level

of study within the education department.

Guidelines

All HCC students and cooperating teachers receive guidelines/assignments for field

experiences. Guidelines/assignments vary based on the course and level of practicum

within the department of education. The assignments for HCC students are based on the

concurrent coursework or class. More advanced placements associated with Block

Coursework will include more actual teaching requirements. The actual teaching that a

practicum student does is subject to the cooperating teacher‘s discretion and the nature of

the course/class. Please note:

1. The cooperating teacher makes the final decision about the schedule of teaching

responsibilities of the HCC student.

2. One important role for the cooperating teacher is to be a model for the practicum

student. Watching a teacher actually discipline a student or explain an abstract

math concept is worth a thousand words in a book; therefore focused observation

of the classroom (cooperating) teacher actually teaching is one important goal of

the practicum.

3. Practice teaching is an important part of later practicum experiences. It should

not, however, replace observation. Observation will continue to be an important

goal of practicum experiences throughout the HCC students experiences.

4. Discussions in class sharpen powers of observation. HCC students should

become critical observers in the same way they become critical consumers of

educational theory and practice.

Specifics

a. Planning—It is essential that the HCC practicum students carefully plan what

they will teach. Good teachers carefully think through their lessons well in

advance. Opportunities to practice lessons during concurrent HCC coursework is

sometimes possible. Check with instructor. Lesson plan formats for block field

experiences will be made available to HCC students during their HCC courses.

b. Materials—The cooperating teacher should show the HCC students the available

materials in the classroom. HCC students should also feel comfortable asking

their cooperating teacher questions regarding the availability of supplies. Specific

materials needed to teach lessons, not available at the site, are the responsibility of

the HCC student.

c. Dress—There is appropriate dress at every school site. Cooperating teachers and

HCC students should discuss this at the first meeting. Additionally, HCC students

should maintain a base level of professional dress regardless of building

appropriateness. Appropriate dress does not include blue jeans, sweats, tank tops,

or t-shirts with slogans or writing. Appropriate dress does include neat, clean,

comfortable clothing. HCC students are representing the college, and modeling

for students.

d. Absence—HCC students contact the HCC faculty member for concurrent

coursework during the practicum. HCC faculty members will contact the school.

Field placement time is to be ―made-up‖ in the case of an absence.

e. Observation form—HCC students are asked to complete an observation form for

their cooperating teachers during block field placements. Forms will be provided

by HCC faculty in concurrent courses.

f. Journals—HCC students will be asked to journal during all field experiences.

Specific guidelines/assignments will be distributed by HCC faculty during

concurrent courses.

g. Evaluation—The cooperating teacher and university faculty will serve as

formative evaluators during the practicum experiences. The chair of education

will visit classrooms and site principals to evaluate the design of future field

experiences. Block Field Experience students will receive a separate grade

(pass/fail) on their transcripts. Grades for other Field Experiences will be

included in the concurrent courses.

9. Grievance Review Process

A student in Education program may be dismissed from the program due to any of the

following:

1. GPA below minimum requirements of the college. (see student handbook)

2. instances of illegal or immoral behavior that cannot be tolerated in a teacher; or

3. violation of student handbook code of behavior for Holy Cross College.

A student dismissed from the program may appeal in writing. This appeal is reviewed by

the Teacher Education Committee. The determination made by the committee is final.

10. Holy Cross College’s Policy on Harassment

See the Student Handbook. http://www.hcc-nd.edu/student-life/1/Student-Handbook

11. Reapplication to the Teacher Education Program

Students who have chosen to withdraw from the Teacher Education Program for more

than one semester must reapply for admission into the program. The application process

is the same for those reapplying, see ―Application and Admission to the Teacher

Education Program.‖ Students are advised to contact an advisor or the chair of the

education department prior to pursuing a reapplication.

Students who have been dismissed or involuntarily withdrawn, see ―Involuntary

Withdrawal‖ for information on appeals.

12. Retention in the Teacher Education Program

Students maintain enrollment in the Teacher Education Program by passing through a

series of Phase Assessments. Students need to pass each phase assessment to move to the

next experiential level of the program. Students that fail to pass Phase 1 will not be

admitted to the program, students that do not pass Phase 2 will not be permitted to

student teach. Students that do not pass Phase 3 will not be permitted to graduate.

Phase 1 Assessment: Required for Application to Teacher Education Program

(TEP):

Submit Application

Initial Portfolio Review (see inclusion requirements)

Transformative Teaching

Interview by member of the Teacher Education Committee (TEC)

Pass Praxis I (PPST)- Indiana cut scores

Complete a minimum 15 credit hours with 3.0 GPA & above OR a minimum of

30 credit hours with 2.5 GPA & above

Phase 2 Assessment: Required for Application to Student Teaching:

Pass Praxis 2—see ETS web site for dates, sites, and application

Complete above Block coursework with ―C‖ or better

Overall GPA 2.5

Interview with TEC

Portfolio Review

Phase 3 Assessment: Required for Graduation:

Coursework to complete 124 credit hours

http://www.hcc-nd.edu/student-life/1/Student-Handbook

Complete12 hours Student Teaching Experience

Recommendation of Student Teaching Supervisor

Portfolio Review

Overall GPA 2.5

International Experience

13. State Licensing

Students in the Holy Cross College Teacher Education Program are enrolled in a

performance-based program leading to an initial license in the State of Indiana. This

initial license will define at least one developmental level (early childhood, middle

childhood - elementary; early adolescence - middle school; or adolescence, young adult -

high school) and a content area (ie elementary generalist, ELL/ENL).

Students will need to pass the appropriate Praxis test to their content area, and

developmental level. Students are responsible for the cost of the tests. Some information

is available below. However, much more is available at the Education Testing Services

website, www.ets.org.

In Indiana, an initial license is valid for five years. Licenses in other states may vary.

Generally, additional coursework and/or professional experience is required for renewal

of the license. Check with an education advisor or the licensing chair for additional

information.

Praxis

The Indiana Professional Standards Board, in accordance with state law requires that all

candidates for teacher licenses pass the Praxis I test of Reading, Writing, and Math, and

the Praxis II test in the content area of licensure. Below are the required tests codes and

qualifying scores.

Test Name Code Qual. Score

Praxis I (PPST)

Reading 176

Writing 172

Math 175

OR

Reading (computer based test: CBT) 323

Writing (computer based test: CBT) 318

Math (computer based test: CBT) 320

Praxis II

ELEM, Ed.: Curriculum, Instruction, & Assess. 10011 165

And

http://www.ets.org/

Reading Specialist 0300 370

Go to the ETS web site for more information: www.ets.org.

License Test Fee Waivers

While students are responsible for their own test fees, the Education Testing Service

(ETS) has recently developed a process that addresses the various hardships that many

students face. ETS offers test fee remission to students that earn modest salaries. To

inquire about a fee waiver, contact ETS directly at (800) 772-9476.

License Process

Certification is the term frequently used to describe the process by which students acquire

a teaching license. Acquiring a teacher license is a complex task, and can sometimes be

overwhelming. Because the responsibility for education was deemed a state function

when the constitution was written, each state determines the qualifications for its

teachers. As a result, a student graduating from a teacher education program in Ohio,

will be eligible for a license in Ohio, but may need to take additional tests or courses to

be licensed in Michigan.

Generally, states license teachers using one of two methods: required credits and

courses, or performance standards which a candidate must meet. The agency within a

state, which is responsible for the licensing of teachers, is usually a state teachers‘

professional standards board or a division within a state department of education.

The process for obtaining a license is as follows. A candidate completes an approved

teacher education program within the state and requests from the state‘s professional

standards board or state department of education an application for a license. The

majority of states also require a satisfactory score on some form of competency test.

Most states test the subject matter competency, ie math or biology. Some states also test

basic competency in reading, writing, and math. Many also require tests of basic

pedagogical skills. Candidates need to contact the teacher licensing board or department

in a particular state to determine which tests need to be completed. Many states us Praxis

tests, including Indiana. Various states, may use various cut-off scores, for the same test.

License candidates code their application and have scores sent to the state and to the

college. Most states require a portion of the application to be completed by the college

education advisor and/or licensing chair. Generally, states also require a criminal history

check. Once all paperwork is submitted to the state agency it usually takes 2-6 weeks to

obtain a license in Indiana. The length of time in other states vary.

Internship Period

The State of Indiana and many other states require an internship period that is generally

the first one or two years following initial license. Teachers are paid full salary and

http://www.ets.org/

benefits during this time and depending on the state, often are assigned a mentor teacher

or other support system to assist with questions, and evaluation through the first year.

Application and Information

For more information regarding Indiana Licensing please go to the Division of

Professional Standards web site: www.doe.state.in.us/dps

14. Student Organizations

Holy Cross College has many clubs and organizations for our students to get involved in

and to pursue their passions. What‘s more, many tri-campus clubs at the University of

Notre Dame and Saint Mary‘s College are open to Holy Cross College student

participation. Holy Cross is also supportive of students groups who are interested in

starting a new activity, club or organization. Here is a list of current (2010/2011)

offerings:

Campus Clubs, Organizations, and Activities:

Air Force ROTC

Army ROTC

Art Club

Athletic Team Manager

Campus Ministry

Cheerleading

Community Service

Education Club

Geology/National Park Study

HANDS Multicultural Club

Intramural Sports

Liberal Studies Club

Liturgical Choir

Lourdes, France Service Trip

Mission Team

Music/ Choir/Theatre

Notre Dame Marching Band

Pep Band for HC Athletics

Psychology Club

Rome, Italy History Trip

SGA Student Government Association

SGA Athletic Committee

SGA Commuter Student Association

SGA Entertainment Committee

SGA Resident Hall Council

http://www.doe.state.in.us/dps

SGA Social Concerns/Service Committee

SGA: Tri-Campus Clubs/Activities

Saints for Life

Venture Crew (Outdoor Club)

Yearbook

Men’s Intercollegiate Athletic Teams:

Baseball

Basketball

Cross Country

Golf

Ice Hockey

Lacrosse

Soccer

Women’s Intercollegiate Athletic Teams:

Basketball

Cross Country

Golf

Soccer

15. Student Teaching Policies

Students must complete Phase 1 and Phase 2 assessment requirements prior to student

teaching. Students must have a limited criminal history check on file with the department

of education. Students must have completed all methods courses through the block

framework and meet the grade criteria described in the Phase 1 & 2 Assessments.

16. Involuntary Withdrawal

A student in Education program may be dismissed from the program due to any of the

following:

1. GPA below minimum requirements of the college. (see student handbook)

2. Instances of illegal or immoral behavior that cannot be tolerated in a teacher; or

3. Violation of student handbook code of behavior for Holy Cross College.

A student dismissed from the program may appeal in writing. The appeal is submitted to

the Chair of the Department of Education. The appeal is reviewed by the Teacher

Education Committee and/or HCC Administration (for student handbook code of

behavior violation). The determination made by the committee is final.

17. Additional College Resources

Holy Cross College provides a wide array of services for students. Students are

encouraged to seek support in the physical, spiritual, and academic arenas. The student

handbook provides details regarding services provided to students.

HCC handbook student services: http://www.hcc-nd.edu/student-life/1/Student-

Handbook

18. Assessment

Elementary Education (K-6) and ENL/Bilingual Program

Phase 1 Assessment: Required for Application to Teacher Education Program

(TEP) Students must be accepted into the TEP to take 300 and 400 level courses in

Education:

Submit Application (online HCC web site)

2 letters of recommendation

Efolio Review (must include statement of educational philosophy and resume)

EDUC 200 Transformative Teaching (C+ or better)

Interview with member of the Teacher Education Committee (TEC)

Pass Praxis I (PPST or CBPST), register: www.ets.org

Complete a minimum 30 credit hours with 2.5 GPA & above

Phase 2 Assessment: Required for Student Teaching:

Praxis II (as required for Indiana licensure)—register: www.ets.org

Complete each 300 and 400 level Education course with ―C‖ or better

Overall GPA 2.5

Interview with Director of Student Teaching

Efolio Formative Review

Phase 3 Assessment: Required for Graduation:

Required Education Coursework to complete minimum 124 credit hours

Complete minimum12 hours Student Teaching Experience

Recommendation of Director of Student Teaching

Praxis II (meet minimum scores required for Indiana licensure areas)

Efolio Summative Review

Overall GPA 2.5

International Experience

Capstone



holy cross college teacher education handbook

Documents

education department

passionate teachers

education program requirements

teaching candidates

teacher education program

students candidates

teachers of early

teachers of english