marywood university

Marywood University

College of Professional Studies

School of Education

Undergraduate

Teacher Education Handbook

Last Revised: Summer 2017

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This handbook provides you with essential information as a supplement to the official catalog. Familiarize yourself with this information and ask questions of your advisor or education department faculty when uncertain of teacher education requirements or policies.

Table of Contents

MARYWOOD UNIVERSITY TEACHER EDUCATION PROGRAM

School of Education Personnel 3

Certification Programs 5

Competencies for the Teacher Candidate Program 7

Conceptual Framework 8

Competencies - All Education Program Competencies, Related INTASC Principles,

Learning Experiences and Evaluation 9

Professional Knowledge Base Categories 15

Dispositions Rating Scale 17

Field Experience 19

Field Experience Competencies 33

Student Teaching Competencies 41

Teacher Candidate Lesson Evaluation Form 49

Final Evaluation of Teacher Candidate Form 51

Practicum Observation Form 53

Field Experience Candidate Review Form 55

Sophomore Screening 56

Meetings and Organizations 72

Academic Appeal & Honors 77

Academic Medal Criteria 79

Certification 81

Testing 84

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School of Education Personnel

"I cannot teach anybody anything, I can only make them think.” ~Socrates

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School of Education Personnel

Name Email address Phone ext. McGowan Room # Dr. Christine Fryer [email protected] 2138 2013 Chairperson Faculty Dr. Patricia Arter [email protected] 2511 2017 Dr. Tammy Brown [email protected] 2407 2020 Dr. Amy Paciej-Woodruff [email protected] 2318 2021 Dr. Joseph Polizzi [email protected] 2497 2018 Sister Frances Russell [email protected] 2353 2005 Professional Staff Ms. Linda Skierski [email protected] 6254 2011 Director of Professional Education Field Exp. Office Ms. Rebecca Sesky [email protected] 4731 2010 Certification Officer/Coordinator of Program Assessment Ms. Natalie Lucas [email protected] 4701 Fricchione Day Director Care Center Support Staff Ms. Amy Brostoski [email protected] 6289 2015 Administrative Assistant

mailto:[email protected]










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Certification Programs

"A master can tell you what he expects of you. A teacher, though, awakens your own expectations." ~Patricia Neal

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Undergraduate Certification Programs Offered at Marywood

Early Childhood and Elementary Education

Early Childhood and Elementary Education PK-4

Special Education PK-8 / Early Childhood and Elementary Education PK-4

Middle Level Education – For Students Currently Enrolled

Elementary Education (Grades 4-8) with Middle Emphasis:

Math/English

Math/Science

Math/Social Studies

Science/English

Science/Social Studies

Special Education (PK-8) with Middle Emphasis:

Math/English

Math/Science

Math/Social Studies

Science/English

Science/Social Studies

Special Education (7-12) with Secondary Emphasis

Math (7-12)

English (7-12)

Secondary Education

Biology (7-12)

English (7-12)

Mathematics (7-12)

Social Studies (7-12)

Additional Programs: PK-12

Music (PK-12)

Spanish (PK-12)

http://www.marywood.edu/education/undergraduate-programs/early-childhood.html

http://www.marywood.edu/education/undergraduate-programs/special-ed-early-childhood.html

http://www.marywood.edu/education/undergraduate-programs/special-ed-early-childhood.html

http://www.marywood.edu/education/undergraduate-programs/middle-math-english.html

http://www.marywood.edu/education/undergraduate-programs/middle-math-science.html

http://www.marywood.edu/education/undergraduate-programs/middle-math-social.html

http://www.marywood.edu/education/undergraduate-programs/middle-english-science.html

http://www.marywood.edu/education/undergraduate-programs/middle-social-science.html



http://www.marywood.edu/education/undergraduate-programs/middle-math-social.html

http://www.marywood.edu/education/undergraduate-programs/middle-english-science.html

http://www.marywood.edu/education/undergraduate-programs/middle-social-science.html



http://www.marywood.edu/education/undergraduate-programs/undergraduate-cert-programs/biology.html

http://www.marywood.edu/education/undergraduate-programs/undergraduate-cert-programs/english.html

http://www.marywood.edu/education/undergraduate-programs/undergraduate-cert-programs/mathematics.html

http://www.marywood.edu/education/undergraduate-programs/undergraduate-cert-programs/social-studies.html

http://www.marywood.edu/education/undergraduate-programs/undergraduate-cert-programs/music.html

http://www.marywood.edu/education/undergraduate-programs/undergraduate-cert-programs/spanish.html

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Competencies for the Teacher Candidate Program

To prepare prospective educators to realize the vision presented in the conceptual framework, the Teacher Education Program seeks to develop

experiences that allow candidates to develop the following competencies. (InTASC, Chapter 354)

Competency:

1. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning

experiences. 2. The teacher uses understanding of individual differences and diverse

cultures and communities to ensure inclusive learning environments that

enable each learner to meet high standards. 3. The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

4. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning

experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

5. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and

collaborative problem solving related to authentic local and global issues. 6. The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

7. The teacher plans instruction that supports every student in meeting

rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of

learners and the community context. 8. The teacher understands and uses a variety of instructional strategies to

encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful

ways. 9. The teacher engages in ongoing professional learning and uses evidence to

continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and

the community), and adapts practice to meet the needs of each learner. 10. The teacher seeks appropriate leadership roles and opportunities to take

responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure

learner growth, and to advance the profession.

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11. The teacher uses knowledge of effective verbal, nonverbal and media

communication techniques supported by appropriate technology to foster active inquiry, information literacy, collaboration and supportive interaction

in the classroom.

The National Council for the Accrediting of Teacher Education (NCATE) defines

disposition as:

The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student

learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to

values such as caring fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of

high and challenging standards, or a commitment to a safe and supportive

learning environment.

Our conceptual framework for Teacher Education at Marywood University

reads:

We believe that faculty and prospective educators should be liberally educated professional persons who can effectively communicate with students,

colleagues and parents. They model and hold themselves responsible for designing, implementing, and evaluating instruction that promotes for all

students: mastery of a dynamic body of knowledge, creativity, problem solving, active learning, intellectual excitement, lifelong reflective learning,

cooperation and collaboration, responsible work habits, wellness, respect for and integration of individual, group and cultural differences, and civic

responsibility for an interdependent and just world in a developmentally

appropriate, technologically rich and affirming environment.

We recognize dispositions that we as a School of Education value must be

observable in our teacher candidates. Throughout course work and in the field experience program we will evaluate each candidate’s ability to:

Act as a professional person

Effectively communicate Cooperate and collaborate with others

Demonstrate respect for individual, group, and cultural differences

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Competencies

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” ~Albert Einstein

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Marywood University Competencies for All Initial Teacher Certification Programs

Competency Experiences Assessment

1. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Through participation in the field experience program, prospective teachers observe developmentally appropriate learning experiences. (EDUC 001-005) Prospective teachers study cognitive, affective, social, physical, and emotional development through readings, lectures, discussions, and learning activities. (EDUC 311/523, PSYC 214/252/514) Prospective teachers plan real and/or hypothetical learning activities that apply information on human development. (EDUC 309/470D,F,G,H,M,N, EDUC 310F and 310M, EDUC 311, 411A, ___B) Principles of development and the teaching/learning process are presented to prospective teachers through lecture, discussion, and various learning activities. (PSYC 214/252/514, EDUC 311/523) Through participation in field experience, prospective teachers observe developmental principles as they relate to the teaching/learning process. (EDUC 001-005, 311/523, and PSYC 214/252/514)

Tests/Quizzes in PSYC 214, PSYC 252 and EDUC 311, PSYC 514, EDUC 523 Lesson plan observations Final Evaluation of Teacher Candidate Form PDE 430 Form Program Completer Survey

2. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Prospective teachers examine minority cultural heritage, stereotypes and socialization related to education. (EDUC 311/523, PSYC 214/252/514) Prospective teachers examine how students differ in ability and plan

Class Presentation Test/Quiz in EDUC 311 Contextual Factors Paper Diversity Surveys Practicum observations Differentiated Lesson plans Teacher Work Sample Final Evaluation of Teacher Candidate

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experiences based on the needs of diverse learners. (SPED 100/507, 300/511, EDUC 461/561, EDUC 420/520) Candidates plan lessons that differentiate instruction based on the learner’s needs. (EDUC 311/523, SPED 300/511, EDUC 561)

Form PDE 430 Form Program Completer Survey

3. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Prospective teachers integrate motivational techniques into all lesson plans. (EDUC 309/470D,F,G,H,M,N and EDUC 310F and 310M, EDUC 411A, 442) Candidates observe classrooms and complete tasks that focus on learning environment in social interactions. (EDUC 100, 101)

Practicum observations Final Evaluation of Teacher Candidate Form PDE 430 Form Program Completer Survey

4. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Prospective teachers plan activities, lessons, and units that incorporate various instructional strategies:

in elementary block courses (EDUC 309/470D,F,G,H,M,N and EDUC 310F and 310M)

in general and specific methods courses for secondary and K-12 certification programs (EDUC 411A, ____411B)

Information on instructional strategies, as they relate to learning theory, is studied in Educational Psychology. (EDUC 311/523) Material relating to varying instructional strategies for populations with special needs is a component of a special education course required of all elementary and secondary certification students.

Praxis II Practicum observations Lesson Plans Teacher Work Sample Final Evaluation of Teacher Candidate Form PDE 430 Form Self-rating on Program Completer Form Cooperating Teacher rating on Program Completer Form

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(SPED 100/507, SPED 300/511) Prospective teachers integrate various instructional strategies throughout the day during the student teaching experience. (EDUC 442)

5. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Prospective teachers plan lessons, and units of instruction that incorporate various instructional strategies in methods courses: (EDUC 309/470D,F,G,H,M,N, and EDUC 310F and 310M, EDUC 411A) Instructional strategies for differentiating instruction are studied in SPED 100/507, 300/511, EDUC 420/520 and EDUC 311. Candidates prepare lessons throughout student teaching that incorporate a variety of instructional strategies.

Lesson Plans Unit Plan Math Tutorial Practicum observations Teacher Work Sample Final Evaluation of Teacher Candidate Form PDE 430 Form Program Completer Survey

6. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Formal and informal assessment techniques are presented through lecture, discussion. Prospective teachers are required to develop a teacher-made test. (EDUC 311/523) Prospective teachers include assessment techniques on all lesson plans completed in course work and in field work. (EDUC 309/470D,F,G,H,M,N, EDUC 310F and EDUC 310M, EDUC 411A) Prospective teachers use assessment data to adjust instruction as evidenced on the teacher work sample. (EDUC 442)

Practicum observations Assessment tools and /or rubrics developed for lesson plans Teacher-made test Teacher Work Sample Final Evaluation of Teacher Candidate Form PDE 430 Form Program Completer Survey

7. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing

All lesson plan assignments require candidates to cite state and/or national standards.

Practicum observations Lesson Plans Final Evaluation of Teacher

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upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

(EDUC 309/470D,G,H,M,N, EDUC 310M, and EDUC 310F, SPED 100/507, EDUC 311, 411A)

Candidate Form Lesson Plan Evaluation Form Teacher Work Sample PDE 430 Form

Prospective teachers reflect on contextual factors of a classroom and discuss the impact of these factors on instruction. (EDUC 311/523) During student teaching candidates plan an instructional unit that considers contextual factors of the classroom, school and district. (EDUC 442)

Program Completer Survey

8. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Prospective teachers plan lessons, and units of instruction that incorporate various instructional strategies in methods courses: (EDUC 309/470D,F,G,H,M,N, EDUC 310F and EDUC 310M, 411A) Instructional strategies for differentiating instruction are studied in SPED 100/507, 300/511 and EDUC 311/523, EDUC 420/520, EDUC 461/561. Candidates prepare lessons throughout student teaching that incorporate a variety of instructional strategies. (EDUC 442)

Practicum observations Lesson Plans Unit Plan Math Tutorial Teacher Work Sample Final Evaluation of Teacher Candidate Form PDE 430 Form Program Completer Survey

9. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Prospective teachers complete reflective logs during practicum and student teaching. (EDUC 005, EDUC 442) Candidates are strongly encouraged to join department organizations such as Student PSEA, CEC, Kappa Delta Pi and/or professional organizations such as NAEYC, NCTM, NPRA. Prospective teachers complete a teacher work sample during the student teaching experience that requires

Reflective Logs Attendance at professional organization meeting or professional development seminar Teacher Work Sample Final Evaluation of Teacher Candidate Form

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reflection on instruction and suggestion for improvement that are grounded in research. (EDUC 442)

10. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Prospective teachers study various forms of teacher/parent communication. (EDUC 311/523, SPED 100/507) Additionally, they have numerous opportunities to interact with parents during the student teaching experience. (EDUC 442)

Teacher Candidate Final Evaluation Form PDE 430 Form Program Completer Survey

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Marywood University Teacher Education Program

Professional Knowledge Base Categories

The professional education knowledge base can be conceptualized as focusing on four major aspects:

PERSONAL Communication and leadership skills

Reflective decision making Professional ethics and behavior Evaluation of effective teaching through applied classroom research Positive interpersonal skills Sensitivity to the rights of every individual

DEVELOPMENTAL Human development Learning assessment/remedial procedures Learning styles and theories of learning

PEDAGOGICAL Classroom management Instructional strategies Educational technology Curriculum development Instructional planning

CONTEXTUAL Social issues: domestic and global concerns Multiculturalism Educational philosophies Partnerships and family and community Historical perspectives

Social context of schooling

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Dispositions

"What nobler employment, or more valuable to the state, than that of the man who instructs the rising generation." ~Marcus Tullius Cicero

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Dispositions Rating Scale

Candidate _____________________________________ Course ______________________________________

Please assess the teacher candidate's consistent performance of the following behaviors by circling the number

that best characterizes each statement.

0 = No basis of observation 1 = Improvement needed 2 = Average 3 = Strong

Acts as a professional person

1. Maintains professional hygiene: hair, body, breath, and attire 0 1 2 3

2. Adheres to dress code of field setting 0 1 2 3

3. Accepts constructive feedback 0 1 2 3

4. Makes effective use of feedback 0 1 2 3

5. Follows directions without complaining 0 1 2 3

6. Requests supervision/feedback when needed 0 1 2 3

7. Acts and speaks in a manner appropriate to the environment 0 1 2 3

8. Admits to and corrects mistakes 0 1 2 3

9. Maintains confidentiality of peers, students, others 0 1 2 3

10. Recognizes and uses knowledge of strengths and weaknesses 0 1 2 3

11. Demonstrates a functional level of confidence 0 1 2 3

12. Demonstrates adherence to standards and professional ethics 0 1 2 3

13. Expresses personal opinions with discretion in order to promote a positive learning 0 1 2 3

environment

Effectively communicates

1. Expresses self clearly 0 1 2 3

2. Listens to peers and instructors 0 1 2 3

3. Gives and receives constructive feedback in a timely manner 0 1 2 3

Cooperates and colaborates with others

1. Is respectful to everyone 0 1 2 3

2. Expresses emotions professionally 0 1 2 3

3. Personally resolves conflicts 0 1 2 3

4. Exhibits flexibility in unexpected situations 0 1 2 3

5. Contributes to positive group functioning 0 1 2 3

Demonstrates respect for individual, group and cultural differences

1. Validates diversity and value of students through verbal and non-verbal communication 0 1 2 3

2. Operationalizes the belief that all students can learn 0 1 2 3

3. Respects how culture informs how learners construct knowledge 0 1 2 3

4. Demonstrates an appropriate attitude with respect to the impact of privilige and/or 0 1 2 3

discrimination based on race, class, gender, disability/exceptionality, sexual orientation, culture

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and language on both teachers and students and their learning

5. Promotes views of and is willing to learn from students of diverse backgrounds 0 1 2 3

6. Uses knowledge of students' diversity to design instruction 0 1 2 3

Demonstrates responsible work habits

1. Arrives at class on time 0 1 2 3

2. Turns in assignments on time 0 1 2 3

3. Demonstrates positive attitude toward teaching & learning 0 1 2 3

4. Attends all classes/fieldwork 0 1 2 3

5. Verbally participates in class without prompting 0 1 2 3

6. Asks questions when in doubt 0 1 2 3

7. Notifies instructor ahead of time of known absences 0 1 2 3

8. Seeks out learning experiences/resources 0 1 2 3

9. Independently problem solves to develop effective solutions 0 1 2 3

10. Develops innovative, creative solutions to problems 0 1 2 3

11. Complies with program/course expectations and rules 0 1 2 3

12. Accepts responsibility for own actions 0 1 2 3

13. Organizes and prioritizes tasks appropriately 0 1 2 3

14. Is prepared for projects and presentations 0 1 2 3

15. Demonstrates honest behavior 0 1 2 3

Comments:

Signature:

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Field

Experience

“A child miseducated is a child lost." ~John F. Kennedy

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Professional Education Field Experience Policies and Procedures

Introduction

Professional field experience is an ongoing part of the teacher education program. It begins in a

candidate’s first semester at Marywood University and culminates with the student teaching

experience.

Field Experience Hours

Field experience hours are an important and required component of the educational

experience. This segment of the program is designed to provide the teacher candidate with first-

hand experience in the “real world of classroom teaching” and is to be the foundation for the

experiences as a teacher candidate.

The teacher candidate must register every semester for a field experience placement. A

three-hour block of time each week has been allocated to enable the teacher candidate to complete

this placement. These hours must be completed in an educational facility.

The basic requirement for hours in freshman, sophomore, and junior year is 25 hours in a

classroom setting each semester.

Field experience is scheduled for a three-hour block of time Monday through Friday

mornings (8:30 – 11:30 am) or Monday through Thursday afternoons (12:00 – 3:00 pm). Times

may need to be adjusted depending on school schedules but schedules should be consistent and

should meet with teacher approval.

As students advance in the program they are involved in a practicum experience with field

directly tied to coursework. This experience will be supervised.

Senior year involves one semester of full-time student teaching (two placements/15 weeks).

Hours (no more than 20) obtained through activities such as tutoring, or employment as a

TSS worker, may be counted at the discretion of the Director of Professional Education.

Field hours from another institution may transfer into the program if there is documentation and if

they are in the area of certification being sought. If the hours are from a different area, 20 may

transfer; field requirements for course work in the new area must be met while at Marywood. If a

course requires field, a placement must be completed regardless of previously earned hours.

No more than ten hours from service learning or extracurricular activities (e.g. music) may

be applied toward field; that is in addition to the required 25 hrs. from a field placement.

The purpose of Field Experience is for a candidate to gain first-hand experience working

with a mentoring teacher; therefore, a candidate may not gain field hours through employment in a

school district as a coach or substitute teacher.

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Field Sites

The field experience program has been designed to provide the teacher candidate with the

opportunity to observe the contrasts and similarities of a variety of school districts. The size of the

school district has a considerable effect on both the educational environment and the educational

opportunities.

The State Department of Education classifies school districts according to the population per

square mile; therefore, the categories have been divided into urban, suburban and rural. The teacher

candidate is required to register for a minimum of one placement in each type of district category

prior to student teaching. Once the requirement has been met, the teacher candidate may repeat any

of the categories.

Placements vary and take place in different geographical areas; therefore, candidates will

need transportation during part of the program. Policy requires that candidates experience a number

of grade levels in different districts. Placements in local schools within walking distance are limited

and are not possible for the entire experience.

Pre-Registration Procedures

In order to obtain a field experience placement candidates must:

a) Attend the pre-registration meeting scheduled each semester to receive the request

form from the Director of Professional Education Field Experience. Dates of meetings

are on the Field Experience Calendar included in the packet received with semester

assignments, posted on the bulletin board outside the Field Experience Office (room

2011 – McGowan Center), and posted on Moodle.

b) Hand in the request form at the Field Experience Office during the week following the

meeting.

c) Register with the registrar’s office, putting field on the semester schedule.

d) Have all current clearances on file in the Field Office: 1) Child Abuse; 2) Criminal

record; 3) FBI fingerprint results; 4) TB test results; 5) Signed Act 24.

No teacher candidate is to contact any school to request a placement. The Director of

Professional Education Field Experience makes all field experience placements through the

school principal or designated district contact person. If a student, or parent contacts a

district teacher, principal or superintendent directly, placement in that district will be denied

by the Field Office.

Assignment packets will be available outside the Field Office (Room 2011) the week prior to the

start of the placement as placements are approved and clearances are checked.

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Time Sheets

Time sheets are designed to record the number of hours spent in an educational facility. Two (2)

time sheets – white copy, signed by the co-operating teacher - must be submitted each semester (1

at mid-quarter and 1 at the semester’s end) in order to obtain a Satisfactory (S) grade. The due

dates are on the Field Experience Calendar in the candidate packet as described below. If a time

sheet is not submitted, the teacher candidate will receive an Unsatisfactory (U) grade for the

semester. Every week must be documented. Candidates are expected to be at the assigned school

regularly throughout the semester.

For each week on the time sheet, the date, number of hours observed, grade or level must be

recorded by the teacher candidate and signed by school personnel. If a candidate does not attend on

a specified day, this must be noted on the time sheet (i.e. ill, snow day, holiday, etc.). Insufficient

hours, with no explanation for weeks missed, will result in an unsatisfactory grade.

NOTE: Dismissal from a field experience placement, for whatever reason, by a

teacher/principal/superintendent will result in an automatic Unsatisfactory (U) grade and no

hours will be accepted. The Office of Professional Education Field Experience will not

reassign a teacher candidate to a new placement for the semester if the candidate has been

dismissed by school personnel.

NOTE: Two Unsatisfactory (U) grades for field placements will result in the education

student being ineligible to student teach.

Field Experience Packets

At the beginning of each semester, the teacher candidate will be provided with a Field Experience

packet which will include an assignment sheet, a Field Experience calendar, a time sheet and a

Suggested List of Activities. The assignment sheet is a form that lists the educational facility to

which the candidate has been assigned, the name of the cooperating teacher (if known), the area of

the candidate’s certification, level, and assignment dates. Approvals will also be posted on the

Field Experience bulletin board as soon as they are received.

Packets will be located outside Room 2011 in the McGowan Center the week prior to the start of

the placement for those with approved placements and with current clearances on file in time for the

start date of the placement. IF clearances are not current, the placement will be canceled.

Late starts are not permitted so school districts will not be inconvenienced.

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Falsification of Records

Any teacher candidate who has been found guilty of: withholding information; willingly deceiving

the district or university; or falsifying any information on any form submitted to the Professional

Education Field Experience Director must appear before the Chairperson of the certifying

department and the Director of Professional Education Field Experience. At that time, the severity

of the falsification will be determined and appropriate measures taken.

If it has been determined that information on a time sheet has been falsified, the teacher

candidate will receive an Unsatisfactory (U) grade for the semester and no hours will be

recorded. Candidates can be dismissed from the program for falsification of records.

Clearances

Clearances must be current throughout the entire placement/s.

The Pennsylvania Child Abuse History Clearance was amended as of July 1, 1996 and requires all

school district employees to obtain an official Pennsylvania Child Abuse History Clearance.

Because of this action, the school districts are requiring that teacher candidates have a current

clearance on file and in hand when reporting to the school. This application can be mailed with an

$8 money order to the address on the form or you can use the website to complete the application

online (https://www.compass.state.pa.us.CWIS).

The Criminal History Record Information – (Police Check) amended the Child Protective Service

law to require schools to obtain a criminal history report on all employees. School districts are

requiring all teacher candidates assigned to educational facilities to maintain current clearances on

file and with them while in the placement. This form can be completed on-line with a major credit

card (epatch.state.pa.us\home.jsp) or mailed with an $8 money order to the address on the form.

It may take four to six weeks for any applications mailed to be received by you.

Upon receipt of the processed clearance forms, photocopy each form for yourself and submit the

original form to the Field Experience Office. Clearance applications can be found outside the

Field Experience office, McGowan Room 2011, or downloaded from the PDE website.

As of 04/01/07 Federal Fingerprint Clearance is required in addition to the Criminal Record Check

and the Child Abuse Clearance. The fingerprint-based background check is a multiple-step process,

which is outlined at the following website:

www.pa.cogentid.com

http://www.pa.cogentid.com/

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The fee is $24.25 and the locations for fingerprinting closest to Marywood are:

The UPS Store Northeast Ed Intermediate Unit #19 Cobbies Familymat

201 S. Blakely St. 1200 Line St. 101 River St.

Dunmore, PA 18512 Archbald, PA 18403 Scranton, PA

(570) 876-9322 (570) 955-0852

Additional locations are listed on the cogent website.

Medical Clearance: A negative Mantoux-type TB test must be on file in the Field Experience

Office before the candidate can begin the placement.

The Act 24 clearance must be printed from the PA Dept. of Education website, signed,

and submitted to the Field Office.

PLEASE NOTE: Candidates must present a copy of current clearances to the school office on

the first day of their field placement. Clearances ARE NOT sent to individual principals from the

Field Experience Office, CANDIDATES MUST PRESENT THEM.

ALL clearances must be renewed on a yearly basis. No teacher candidate will be assigned to an

educational facility without current clearances on file. PA clearances are required since

placements are in PA schools.

PLEASE BE AWARE: *Clearances which show any type of criminal record

will likely have an effect on placement approval; therefore, the Field Office

cannot guarantee placements.

Personal Etiquette

Field Experience students should adhere to the dress code determined by the University and the

school district to which the student is assigned. The University dress code reads as follows:

a) Marywood University expects anyone entrusted with the education of children

to assume the role of a professional educator. As a professional, prospective teacher,

candidates are obligated to act, dress and speak accordingly. It is expected that personal

preferences in grooming be set aside if they are found to be contrary to a sound

educational environment by being a distraction to students.

b) In general, jeans, shorts, sweatshirts, t-shirts, sneakers, flip-flops, observable piercings

(other than ears) tattoos and hair dyes are to be avoided while in the assigned placement.

c) If a district administrator objects to a candidate’s attire, he or she has the right to deny

placement.

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Marywood University teacher candidates are guests in the district and must abide by

any rules and regulations set forth by the individual schools.

NOTE: Field experience placements will not be made for days/weeks outside of the assigned

field experience dates. (e.g. month of May and June; two weeks prior to Christmas)

Placements are generally scheduled as follows:

Fall………mid September through the first week of December.

Spring……mid January through the end of April.

Levels of Field Experience (Undergraduates)

A. Initial Field Experience Seminar (for Transfer students only)

The Field Experience seminar is for transfer candidates only. This seminar is held on

the 1st Wednesday of each semester. The Field Experience program requirements are

fully explained at this time. Register for EDUC 004G.

B. Initial Field Experience Course (Freshmen)

The initial Field Experience course (EDUC 000) is for incoming freshmen. The

Director of Professional Education Field Experience will meet with candidates for

five (5) consecutive weeks to provide an overview of field experience requirements

from 1st semester through student teaching; to process forms necessary for entry to

schools; and to prepare candidates for individual classroom observations through

discussion, tapes, reflection, and actual observation techniques.

C. First Level of Field Experience

(Sophomores and 2nd

Semester Freshmen)

The first independent field experience placement typically happens during

the teacher candidate’s second semester at Marywood University. A three-hour

block of time each week is required at an assigned school.

In the early field experience placements, the candidate performs tasks that are

considered legally permissible for the teacher’s aide. They also actively participate

in tasks designed to develop skills in observation, classroom interaction, group

dynamics, social relationships, classroom management, questioning techniques,

motivation, and discipline. A suggested list of activities is included in the candidate

packet as well as in the packet to the cooperating teacher. Candidates are

encouraged to utilize these suggested activities to initiate enthusiastic

involvement in the classroom. (See list of suggested activities in back of this

handbook.)

26

D. Second Level of Field Experience

(Juniors/Seniors)

Teacher candidates in junior/senior year will be enrolled in a one credit practicum

with supervised classroom experiences. Although initial field placements in

freshman and sophomore year require a minimum number of hours each semester,

the newly designed “block” program focuses on fulfilling competencies as opposed

to counting hours.

Teacher candidates, generally by junior year, are more involved in classroom

activities. Second level field experience students will be more engaged in

developing learning centers and participating in team teaching. The activities

completed in the practicum are related to the objectives of the upper level

methods courses in which they are currently enrolled.

The “block” placement suggests a more involved level of classroom interaction as

candidates are fast approaching the end of their program.

Students in ECE or ECE/Special Education placements will be in field full days on

Monday, Wednesday, and Friday for 10 weeks during the two semesters immediately

before student teaching.

Secondary students, K-12 majors, and 4-8 elementary majors will complete five full

days for five weeks in the semester prior to student teaching. This is a fall only

course.

All students in block will follow the Marywood calendar in regard to holidays. All

other absences are to be kept to a minimum; students may be required to make up

missed time.

Block placements require sustained, continuous supervised practice in P-12

environments with field work tied to course work. Teacher candidates must

demonstrate multiple competencies in the following areas:

Planning and Preparation

Classroom Environment

Instructional Delivery

Professional Conduct

Assessment

Knowledge of Diverse Learners

Since this practicum experience is the student’s pre-professional practice,

expectations are higher. Students are expected to demonstrate professional

dispositions.

Time sheets are not kept during block since there are set days and times to report;

absences will be documented on an attendance verification form, which has been

27

signed by the co-op, and is submitted at the end of the placement to the Field Office

and to the student’s practicum supervisor.

Because we currently work with a select number of schools, students in “block”

placements must have transportation or be willing to car pool. Requests for

placement are not possible.

Throughout the field experience program, teacher candidates demonstrate their

ability to create and maintain professionalism which includes: professional dress;

effective communication with students and cooperating teachers; identification of

techniques used for facilitating lessons; effective management of classrooms;

identification of needs of exceptional students; and development of an awareness of

the responsibilities of teaching as a profession and the problems of social change as

they affect future classrooms.

At the conclusion of each semester cooperating teachers will evaluate teacher

candidates using the Field Experience Candidate Review form in order to monitor

candidate progress in placements. Candidates receiving poor scores and/or a weak

evaluation may receive an “Unsatisfactory” grade for the semester and will be

required to meet with the Director of Professional Education Field Experience and

their academic advisor. Candidates who receive a weak rating on two or more Field

Experience Candidate Review forms will be required to submit a plan for

improvement to their academic advisor and the Director of Field Experience. If

improvement is not made (as judged by subsequent evaluations) the candidate may

be dismissed from the teacher education program. Candidates may appeal a

dismissal decision in accordance with the Student Academic Grievance Policy of the

University.

E. Student Teaching

Each teacher candidate seeking certification engages in a 9-credit full-time student

teaching experience which occurs over a fifteen-week period along with a 3-credit

course as required by the program in which he/she is enrolled. Teacher candidates

complete two assignments (7-8 weeks in duration) in two (2) separate districts in

their area of certification, thus guaranteeing experience at different levels within the

scope of the certification program. In order to qualify for student teaching,

prospective educators must:

a) Complete all the admission procedures specified by the Education

Department (have passed sophomore screening);

b) Complete all prerequisite courses;

c) Complete the required field experience appropriately distributed over the

scope of the certification sequence; (to include at least one urban, one

suburban and one rural placement);

d) Obtain a minimum QPA of 3.00 overall, as well as a 3.00 in the major,

and in the minor;

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e) Obtain recommendation of the major department;

f) Have all current clearances on file in the Field Office:

The teacher candidate must pre-register with the Field Experience Office in the semester prior to

student teaching for two placements within a 50-mile radius of Marywood University. The

placements must be in two different school districts at two different levels.

The teacher candidate suggests placements, but the final decision and approval rests with school

personnel. Once placements have been requested, changes will only be made if the student’s first

choice has been denied.

Student teaching is the focal point of the total teacher education program. With guidance from the

cooperating teacher and university supervisor, teacher candidates apply what they have learned in

order to develop their teaching skills and demonstrate entry-level professional competency.

Definite statements of the goals and responsibilities of the personnel involved are included in the

Teacher Candidate Handbook.

The Teacher Candidate Handbook serves as a guide for the policies and procedures established for

the student teaching experience. Competencies for the experience, policies and procedures

governing workload, etiquette, absences, professional ethics, termination or change of assignment,

contract disputes, and evaluation are highlighted within the handbook. The Field Experience

Director fully reviews the handbook at a meeting scheduled on the first day of the student teaching

semester.

Student Teaching Policies

Teacher candidates may not student teach in a district where:

They are currently employed;

A relative is an employee of the district;

A child or sibling is in attendance.

Teacher candidates are strongly discouraged from student teaching in the district from which

they graduated.

Student Teaching Procedure for Seeking an Exception

In order to ensure appropriate supervision and ongoing support, Marywood University requires that

candidates complete two student teaching experiences in placements within a fifty (50) mile radius

of the University.

The University recognizes that a candidate may have an extraordinary circumstance for which an

exception to policy may be required or the candidate may seek a placement that offers a diverse

experience. Exception to policy will be considered for the second of the two placements.

Candidates seeking an exception to policy must:

29

a) Have a satisfactory field experience record;

b) Present evidence of a 3.00 QPA in the major field of study, education courses,

and overall performance at Marywood University to the School of Education

Chair, and the Director of Professional Education Field Experience;

c) Must complete the first placement satisfactorily at a school within the 50 mile radius;

d) Present a typewritten letter to the Department Chairperson, School of Education

Chair, and the Director of Professional Education Field

Experience stating the reasons (extenuating circumstances) for seeking an

exception to policy. The letter, including the proposed site for student

teaching, must include the reason for the request and must be submitted by

October 15th

for Spring placements and March 15th

for Fall placements;

e) Candidates who are given an exception are responsible for expenses incurred by the

University Supervisor. This may include, but is not limited to, reimbursement for

mileage, hotel accommodations, meals;

f) All exceptions are conditional based on the University’s ability to obtain suitable

supervision for the candidate. Exceptions may be denied if a qualified supervisor is not

available.

In all cases, a successful first student teaching experience is prerequisite to final approval. Hence, if

it becomes obvious to the faculty that the initial student teaching experience is not being

successfully completed, the earlier approval can be rescinded. In any case, at the point of the mid-

quarter evaluation in the first placement, the Director of Professional Education Field Experience

will either endorse the affirmative decision made earlier or recommend against the experience. The

department offers no guarantee that approval decisions can be made in time to qualify for a refund.

The decision for granting an exception to policy will be made by the Education Department Faculty.

Student Teaching Semester

Prior to the start of each student teaching placement, prospective educators attend a workshop

conducted by the Director of Professional Education Field Experience. At this time clinical

supervision techniques are reviewed, guest speakers may be enlisted to speak on topics of interest to

novice teachers and the policies of student teaching are discussed.

Both the cooperating teacher and the University Supervisor play an important role in the student

teaching experience. The cooperating teacher is carefully selected by the school district from

teachers who meet the following criteria:

30

a) Certification in the teaching area;

b) Three years of successful teaching experience;

c) One-year experience within the school district;

d) Recommendation by school administrator;

e) Ability to communicate skills of teaching to a teacher candidate, and

f) Professional attitude.

The responsibilities of the cooperating teacher are listed in the Teacher Candidate Handbook and

the Cooperating Teacher Handbook. The cooperating teacher is required to observe and evaluate a

minimum of one lesson per week beginning the second week of the student teaching experience and

continuing through the final week. The cooperating teacher will also complete the bi-weekly

teacher candidate evaluation form (2nd

, 4th

and 6th

week).

University Supervisors may be faculty members of the department of the subject area of

certification or part-time supervisory employees. They are qualified, experienced teachers who

hold certification in the area of their supervising responsibilities. In many cases they are also

involved in the methods and/or curriculum courses.

The University Supervisors will make an initial orientation visit to the student teaching site. In

addition, they are required to make a minimum of three observation visits during the placement

period. During these visits, clinical supervision techniques are employed. Teacher candidates

confer with their University Supervisors immediately following the visit whenever possible. The

responsibilities of the University Supervisor can be found in the Teacher Candidate Handbook and

the University Supervisor Handbook.

Midway through each student teaching experience a three-way conference is held with the

cooperating teacher, the University Supervisor and the teacher candidate. At this time, strengths

and weaknesses are discussed, as well as goals the teacher candidate may have for the remainder of

the experience.

A final evaluation is completed by the cooperating teacher and the university supervisor at the

end of the placement. In addition, the university supervisor, in a conference setting with the teacher

candidate, completes the Pennsylvania Department of Education 430 Performance Evaluation Form.

The PDE 430 form is completed at the end of each placement. Prospective educators receive a

pass/fail (S/U) grade for the student teaching experience. The teacher candidate must have two

successful student teaching placements, and submit a Teacher Work Sample after the first

placement which meets the approval of the university supervisor, to receive a satisfactory grade for

the semester.

31

*Please remember the agreement you signed acknowledging that you will be

held accountable for meeting all program requirements.

** Information concerning the programs and requirements can be found in the graduate and

undergraduate catalogs.

** Check bulletin boards for current information and notice of meetings.

**Regularly, check your Marywood e-mail.

**Check the Marywood University website.

SUGGESTED ACTIVITIES FOR THE FIELD EXPERIENCE STUDENT

1. Become familiar with the physical, social, and academic structure, as well as the services offered to students, in the classroom and school.

2. Observe and discuss how the cooperating teacher handles: daily routines;

record keeping; correcting papers; etc.

3. Observe and discuss classroom management techniques with the cooperating teacher.

4. Observe and discuss how the cooperating teacher plans and executes lessons.

5. Participate in classroom activities and work with students on an individual basis.

6. Gather and prepare materials for bulletin boards, learning centers, exhibits, displays, etc.

7. Operate and assist with classroom technology.

8. Help monitor testing situations.

9. Monitor and assist with pupil activities during free period or independent study, seat work, etc.

10. Be willing to step in and help as needed.

32

Suggested Activities For Practicum Students Read to students Tutor Individual instruction Small group instruction

Whole Group instruction (for one or two classes; not the entire day) Observe other classes (including specials; music, art, gym) Read a test to a student(s) Work with a student to make up missed work Help student (s) with seat work (worksheets, stories) Correct homework Grade papers/file papers Make copies of tests Gather needed supplies Distribute papers Design a bulletin board/display student work Become familiar with technology used in the classroom Carry out morning exercises (attendance, collecting forms, collecting homework) Help with classroom housekeeping duties Escort students to lavatory, library, nurse, lunch, office Be a field trip chaperone

33

Field Experience Competencies

Stages 1 and 2: All Instructional I Certificates Pre-K-4; 4-8; Special Education Pre-K-8;Special Education 7-12; K-12, Secondary7-12; Teacher Intern; and

Endorsements.

Learner Outcome Experience Assessment

The prospective educator will: A. Planning and Preparation 1. Reflect on elements of planning and preparation from observations in educational settings

Readings/discussions/activities in: EDUC 100/ 101, EDUC 300/301, SPED 100, practicum field experiences: 004A, SPED 350A,

Candidate reflections, submission of workbook activities in EDUC 100/101, service learning digital stories in SPED 100

2. Apply knowledge of Pa. Pre-K-12 Academic Standards to classroom observations.



3. Identify ways in which the age and/or related characteristics of students observed in various learning were reflected in instructional planning.



4. Identify how learning goals were developed to address individual student needs.

Readings/discussions/activities in: EDUC 100/ 101, EDUC 300/301, S ED 100, SPED 520, practicum field experiences: 004A, SPED 350A,


5. Identify how various resources, materials, technology and activities engage students in meaningful learning based on the instructional goals.

Readings/discussions/activities in: EDUC 100/ 101, EDUC 300/301, SPED 100, SPED 520, practicum field experiences: 004A, SPED 350A,


B. Classroom Environment 6. Describe elements of effective classroom management observed in various educational settings.



34

7. Observe teacher-to-student and student-to-student interactions and reflects on those observations.



8. Observe how classroom resources are used to make adaptations and accommodations required to differentiate instruction for all learners.



C. Instructional Delivery 9. Observe and reflect on effective verbal and non-verbal communication techniques.



10. Observe and reflect on effective questioning and discussion techniques.



11. Identify ways in which technology is used as a teaching and learning tool.



12. Reflect on the level of active student engagement during instructional delivery.



13. Observe methods of communication of instructional goals, procedures and content.



D. Professional Conduct 14. Represent integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations.



15. Comply with school policies and procedures regarding professional dress, attendance and punctuality.



35

E. Assessment

16. Identifies and reports on various kinds of assessments used in instruction.



17. Assess their own professional growth through focused self-reflection



F. Knowledge of Diverse Learners 18. Report on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom.



19. Report on effective practices and opportunities designed to communicate with and engage families, caregivers and the broader community.



Field Experience Competencies

EDUC 005A and EDUC 005B Stage 3


The prospective educator will: A. Planning and Preparation

1. Demonstrate adequate knowledge

of content, and related research-based pedagogy, based on sound educational psychology principles.

Readings/Discussions/activities in: EDUC 309F, EDUC 309M/N, EDUC 309G, EDUC 309H, EDUC 310F, EDUC 310M, S ED 350, SPED 352, SPED 362, EDUC 411A, varied methods courses Field experience practicums EDUC 005A, 005B, 005C, 005D

Submission and implementation of lessons for all courses listed Supervisor observation of lessons Candidate reflections

2. Use knowledge of Pa. Pre-K-12 Academic Standards to guide instructional planning.

Readings/Discussions/activities in: EDUC 309F, EDUC 309M/N, EDUC 309G, EDUC 309H, EDUC 310F, EDUC 310M, SPED 350, SPED 352, SPED 362, EDUC 411A, varied methods courses Field experience practicums EDUC 005A, 005B, 005C, 005D


36

3. Use knowledge of the contextual factors of their students to plan instruction.

Readings/Discussions/activities in: EDUC 309F, EDUC 309M/N, EDUC 309G, EDUC 309H, EDUC 310F, EDUC 310M, SPED 350, SPED 352, SPED 362, SPED 300, EDUC 411A, varied methods courses Field experience practicums EDUC 005A, 005B, 005C, 005D

Contextual factors Paper Submission and implementation of lessons for all courses listed Supervisor observation of lessons Candidate reflections

4. Use formative and summative assessments to adapt learning goals that match individual student needs.


Submission and implementation of lessons for all courses listed that include specific adaptations Supervisor observation of lessons Candidate reflections

5. Design instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals.

Readings/Discussions/activities in: EDUC 309F, EDUC 309M/N, EDUC 309G, EDUC 309H, EDUC 310F, EDUC 310M, SPED 350, SPED 352, SPED 362, SPED 300, EDUC 420, EDUC 411A, varied methods courses Field experience practicums EDUC 005A, 005B, 005C, 005D


B. Classroom Environment

6. Maintain a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students.

Readings/discussions/activities in: SPED 367, EDUC 561, EDUC 520 Field experience practicums EDUC 005A, 005B, 005C, 005D

Classroom management plan Submission and implementation of lessons for all courses listed Supervisor observation of lessons Candidate reflections

7. Recognize and support the role of the prepared classroom environment as a necessary element to support optimal learning opportunities.



8. Use classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate.



9. Assess classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners.



10. Identify opportunities for productive family and community contact.

Readings/discussions/activities in: EDUC 302, SPED 367, EDUC 561, EDUC 520 Field experience practicums EDUC 005A, 005B, 005C, 005D

Classroom management plan Submission and implementation of lessons for all courses listed Supervisor observation of lessons

37

Candidate reflections

11. Demonstrate knowledge of and act to support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.

Readings/discussions/activities in: SPED 367, SPED 362, EDUC 561, EDUC 520 Field experience practicums EDUC 005A, 005B, 005C, 005D


C. Instructional Delivery 12. Use effective verbal and non-verbal communication techniques.



13. Use effective questioning and discussion techniques.

Readings/Discussions/activities in: EDUC 309F, EDUC 309M/N, EDUC 309G, EDUC 309H, EDUC 310F, EDUC 310M, S ED 350, SPED 352, SPED 362, SPED 367, EDUC 411A, varied methods courses Field experience practicums EDUC 005A, 005B, 005C, 005D


14.Use a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies, which reflect evidence of student engagement, new learning and assessment

Readings/Discussions/activities in: EDUC 309F, EDUC 309M/N, EDUC 309G, EDUC 309H, EDUC 310F, EDUC 310M, SPED 350, SPED 352, SPED 362, SPED 367, EDUC 561, EDUC 520, EDUC 411A, varied methods courses Field experience practicums EDUC 005A, 005B, 005C, 005D


15. Use technology as an effective teaching and learning tool.


Universally designed unit plan Submission and implementation of lessons for all courses listed Supervisor observation of lessons Candidate reflections

16. Provide appropriate progress feedback to students in a timely manner.



17. Use active student engagement during instructional delivery.



18. Use formal and/or informal assessment to measure student responsiveness to instruction.

Readings/Discussions/activities in: EDUC 309F, EDUC 309M/N, EDUC 309G, EDUC 309H, EDUC 310F, EDUC 310M, SPED 350, SPED 352, SPED 362, SPED

Submission and implementation of lessons for all courses listed Supervisor observation of lessons

38

367, EDUC 311, EDUC 411A, varied methods courses Field experience practicums EDUC 005A, 005B, 005C, 005D

Candidate reflections

19. Construct thoughtful and accurate assessments of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary



20. Clearly communicates instructional goals, procedures and content.



D. Professional Conduct 21. Initiate communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs.



22. Demonstrate knowledge of and participate in district, college, regional, state and/or national professional development growth and development opportunities.



23. Exhibit integrity, ethical behavior ,and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations.



24. Apply safety precautions and procedures



25. Comply with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology. 26. Develop and maintain professional relationships with school colleagues.



39

E. Assessment 27. Identify and report on various kinds of assessments used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.



28. Make norm-referenced and criterion-referenced interpretations of assessment results.



29. Apply interpretations to inform planning and instruction for groups and individual students.



30. Apply interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students.



31. Construct assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals.



32. Construct assessments to match curricular goals along a continuum of complexity (e.g. Bloom’s taxonomy).



33. Assesses their own professional growth through focused self-reflection.


Supervisor discussion of lessons Candidate reflections

40

F. Knowledge of Diverse Learners 34. Report on the unique characteristics and learning needs of diverse learners (age, gender, culture orability) in the classroom.

Readings/Discussions/activities in: EDUC 309F, EDUC 309M/N, EDUC 309G, EDUC 309H, EDUC 310F, EDUC 310M, SPED 350, SPED 352, SPED 362, SPED 367, SPED 300, EDUC 411A, varied methods courses Field experience practicums EDUC 005A, 005B, 005C, 005D

Contextual factors paper Adapted lesson plans Submission and implementation of lessons for all courses listed Supervisor observation of lessons Candidate reflections

35. Recognize and support elements of a positive learning environment that values and models respect for all students.



36. Differentiate instruction to meet the needs of diverse learners that promotes successful educational performance.



37. Recognize policies and procedures designed to ensure that all students, particularly those traditionally underserved, are valued in the school.



38. Report on effective practices and opportunities designed to communicate with and engage families, caregivers, and the broader community.



41

Student Teaching Competencies

All Instructional Certificates Pre-K-4; 4-8; Special Education Pre-K-8; Special Education 7-12; K-12, Secondary 7-12; Teacher Intern; and Endorsements.


The prospective educator will: A. Planning and Preparation

1. Link content to related research-based pedagogy based on sound educational psychology principles in short- and long-range instructional plans.

EDUC 442 student teaching

Candidate weekly lesson plan evaluations, Final evaluation of student teaching, Candidate reflection Cooperating teacher/ university supervisor observations Teacher Work Sample

2. Constructs all instructional plans to align with Pa. Pre-K-12 Academic Standards.



3. Plan instruction that is responsive to the age and/or related characteristics of their students.



4. Use multiple forms of formative and summative assessments to adapt learning goals that match individual student needs.



5. Plan short- and long-range instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning, based on their instructional goals.


Candidate weekly lesson plan evaluations, Final evaluation of student teaching, Candidate reflection

42

Cooperating teacher/ university supervisor observations Teacher Work Sample

6. Assess existing resources and creates and/or accesses additional instructional resources appropriate for learners under their responsibility.



B. Classroom Environment 7. Maintain and promote a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students.



8. Creates and maintains a prepared classroom environment as a necessary element to support optimal learning opportunities.



9. Use classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate.



10. Assess classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners.



43

11. Engage in proactive communication with families and community contacts.



12. Develop and/or support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.



C. Instructional Delivery

13. Use effective verbal and non-verbal communication techniques.



14. Use effective questioning and discussion techniques.



15. Use a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies, which reflect evidence of student engagement, new learning and assessment



16. Use technology as an effective teaching and learning tool.


Candidate weekly lesson plan evaluations, Final evaluation of student teaching,

44

Candidate reflection Cooperating teacher/ university supervisor observations Teacher Work Sample

17. Provide appropriate progress feedback to students in a timely manner.



18. Use active student engagement during instructional delivery.



19. Use formal and/or informal assessment to measure student responsiveness to instruction.



20. Construct thoughtful and accurate assessments of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary



21. Actively seek, and be responsive to, constructive feedback offered by the cooperating teacher and university supervisor.


Candidate weekly lesson plan evaluations, Final evaluation of student teaching, Candidate reflection Cooperating teacher/ university supervisor

45

observations Teacher Work Sample

22. Clearly communicates instructional goals, procedures and content.



23. Access communication technologies to communicate with families regarding student progress.



D. Professional Conduct 24. Communicate with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs and assumes these responsibilities as permitted.



25. Participate in district, college, regional, state and/or national professional development growth and development opportunities.



26. Exhibit integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations



46

27. Avoid inappropriate relationships, conduct and contact with students.



28. Apply safety precautions and procedures.



29. Comply with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology.



30. Cultivate professional relationships with school colleagues, families and the broader community; and avoids inappropriate relationships, conduct, and contact with colleagues, families and the broader community.



E. Assessment

31. Identify and report on various kinds of assessments used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.



32. Make norm-referenced and criterion-referenced interpretations of assessment results.


Candidate weekly lesson plan evaluations, Final evaluation of student teaching,

47

Candidate reflection Cooperating teacher/ university supervisor observations Teacher Work Sample

33. Apply interpretations to inform planning and instruction for groups and individual students.



34. Apply interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students.



35. Construct assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals.



36. Construct assessments to match curricular goals along a continuum of complexity (e.g. Bloom’s taxonomy).



37. Assesses their own professional growth through focused self-reflection.


Candidate weekly lesson plan evaluations, Final evaluation of student teaching, Candidate reflection Cooperating teacher/ university supervisor

48

observations Teacher Work Sample

F. Knowledge of Diverse Learners 38. Appropriately respond to the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom.



39. Promote a positive learning environment that values and fosters respect for all students.



40. Differentiate instruction to meet the needs of diverse learners that promotes successful educational performance.



41. Support the growth and development of all students, particularly those traditionally underserved.



42. Communicate with and engages families, caregivers and the broader community.



49

Marywood University

Office of Professional Education Field Experience

Teacher Candidate Lesson Evaluation

Teacher

Candidate: Subject: Grade:

Early Childhood: Pre-K - 4 K – 12:

Music Spanish Speech & Lang Imp

Special Education: Pre-K - 8

7 - 12

Secondary: Biology English Mathematics Social Studies

The Teacher Candidate Lesson Evaluation is designed to serve as formative feedback of the candidate’s performance while teaching a

lesson.

Use the following scale to rate the candidate’s level of competence on each item:

4 Exemplary: Candidate demonstrates the skill with an exceptional degree of competence and confidence 90% of the time. 3 Superior: Candidate demonstrates the skill with a high degree of competence and confidence 80% of the time.

2 Satisfactory: Candidate demonstrates the skill appropriately with competence and confidence 70% of the time.

1 Emerging: Candidate demonstrates the skill in an appropriate and competent manner approximately 50% of the time. 0 Unsatisfactory: Candidate has yet to demonstrate the skill in an appropriate and competent manner. NA Not Applicable: No opportunity to evaluate the skill

INSTRUCTION (planning)

The candidate’s lesson plan:

Please place an X in the appropriate rating box

for each competency statement

4 3 2 1 0 n/a

Included student-centered objectives

Included initial motivation

Included clear procedures

Included closure

Included list of resources/materials

Included assessment

Objectives were clearly aligned with PA Academic Standards

Anticipated potential implementation problems

Differentiated instruction to meet students’ needs

INSTRUCTION (implementation)

During the lesson the candidate:



4 3 2 1 0 n/a

Used varied resources and materials

Utilized appropriate technology

Actively engaged students in learning

Maintained smooth transitions

Used effective questioning strategies

Kept students on task

Used appropriate instructional pacing

Brought the lesson to closure

Used correct grammar

Maintained clear, crisp pronunciation and enunciation

Used appropriate voice projection

Used effective voice variation

Effectively expressed ideas

50

Presented lesson plan, handouts, board work and/or resource materials that were free of errors in grammar and mechanics

DEVELOPMENT, LEARNING, AND MOTIVATION

During the lesson the candidate:

Please place an X in the appropriate rating

box for each competency statement

4 3 2 1 0 n/a

Used effective motivational techniques

Used developmentally appropriate aids

Implemented instruction appropriate to the needs of students who are culturally diverse or have exceptional needs

Used a variety of developmentally appropriate teaching strategies

Communicated positive expectations to the students

Maintained a safe learning environment

Reinforced appropriate behavior

Promoted positive social interactions

Demonstrated flexibility

Modeled appropriate social skills

Used language appropriate for the level of the student

Used writing style appropriate for the students

Demonstrated sensitivity and fairness

ASSESSMENT

The candidate’s lesson included assessments that:



4 3 2 1 0 n/a

Were carefully aligned with the lesson objectives

Were differentiated to meet the needs of the students

Contained components to monitor ongoing student learning (formative)

Contained components to evaluate student achievement (summative)

CURRICULUM (ECE/Elementary)

Subject area of the

lesson(Select one)

Candidate knows, understands and uses:

Please place an X in the appropriate rating

box for each competency statement

4 3 2 1 0 n/a

Literacy:

Concepts from reading, language arts and child development to teach reading, writing, speaking, viewing, listening and thinking skills to help students successfully apply their developing skills

Science: Fundamental concepts and inquiry processes to convey the subject matter of science

Mathematics: The major concepts, problem-solving, reasoning and connections of mathematics

Social Studies: The major concepts and modes of inquiry from the social studies to help elementary students make informed decisions as citizens

Comments: (Use additional pages as needed)

(Check)

University Supervisor or

Date: Cooperating Teacher

Teacher Candidate Date:

Signature

School:

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OFFICE OF PROFESSIONAL EDUCATION FIELD EXPERIENCE

MARYWOOD UNIVERSITY

SCRANTON, PA 18509

FINAL EVALUATION OF TEACHER CANDIDATE

Candidate’s Name: _____________________________________________Area of Certification: ______________________________ School: _________________________________________ Level: ____________ Subject(s):__________________________________ Semester: Fall _______ Spring _______ Days Absent: __________ Days Tardy: ______________ Year Year Recommendation for certification requires the teacher candidate’s competency in synthesizing and sustaining all the following items in a manner appropriate to a beginning professional for a minimum two-week period of major instructional responsibility. Consequently, this summative final evaluation should reflect the competency for the teacher candidate at the end of the experience. Directions: Use the following scale (4= exemplary, 3=superior, 2=satisfactory, 1=emerging) to rate the candidate’s level of competence on each item.

4 Exemplary: Candidate demonstrates the skill with an exceptional degree of competence and confidence 90% of the time. 3 Superior: Candidate demonstrates the skill with a high degree of competence and confidence 80% of the time. 2 Satisfactory: Candidate demonstrates the skill appropriately with competence and confidence 70% of the time. 1 Emerging: Candidate demonstrates the skill in an appropriate and competent manner approximately 50% of the time. 0 Unsatisfactory: Candidate has yet to demonstrate the skill in an appropriate and competent manner. NA Not Applicable: No opportunity to evaluate the skill.

Developmental Knowledge The teacher candidate: ______ demonstrates an understanding of how children develop and learn ______ applies principles of human development to create meaningful experiences for learners ______ uses developmentally appropriate aids

Contextual Knowledge The teacher candidate: ______ understands how students differ in their approach to learning ______ plans instruction based on knowledge of the student ______ plans instruction based on knowledge of the community and curriculum goals ______ communicates with families according to district policy

Pedagogical Knowledge

The teacher candidate: ______ demonstrates mastery of the content ______ demonstrates skill in planning according to the PA Academic Standards ______ applies theories of learning ______ uses a variety of instructional strategies that encourage development of critical thinking and problem solving skills ______ demonstrates creativity and imagination ______ adapts instruction to meet students’ needs ______ uses a variety of instruments to assess learner performance Shows proficiency in lesson execution by: _____ using effective motivational techniques ____ using effective questioning/discussion strategies _____ using varied resources/materials ____ using appropriate instructional pacing _____ appropriately using technology ____ maintaining smooth transition _____ keeping students on task ____ effecting appropriate closure _____ actively engages students in learning Employs skill in classroom management by: _____ maintaining a safe/professional learning environment _____ clearly communicating positive expectations to the students _____ reinforcing appropriate social/academic behavior

Continue to use the following scale (4=exemplary; 3=superior; 2=satisfactory; 1=emerging)

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Professional Dispositions The teacher candidate:

Acts as a Professional Person Demonstrates Respect for Individual, Group, and Cultural Differences

______ 1 Maintains professional hygiene ______ 1 Supports diversity and value of students through verbal and non-verbal communication

______ 2 Adheres to dress code ______ 2 Demonstrates a belief that all students can learn ______ 3 Accepts constructive feedback ______ 3 Respects how culture informs how learners construct knowledge

______ 4 Makes effective use of feedback ______ 4 Demonstrates an appropriate attitude with respect to the uniqueness of the individual

______ 5 Requests supervision / feedback when needed ______ 5 Promotes views of and is willing to learn from students of diverse backgrounds

______ 6 Acts and speaks in a manner appropriate to the environment

______ 6 Uses knowledge of students’ diversity to design instruction

______ 7 Maintains confidentiality of peers, students, others ______ 7 Demonstrates sensitivity and fairness ______ 8 Recognizes and uses knowledge of strengths & weaknesses

______ 8 Shows a caring attitude

______ 9 Demonstrates a functional level of confidence ______ 10 Demonstrates adherence to standards and professional ethics

Demonstrates Responsible Work Habits

______ 11 Expresses personal opinions with discretion in order to promote a positive learning environment

______ 1 Is prompt and dependable

______ 12 Shows evidence of reflection ______ 2 Demonstrates positive attitude toward teaching and learning ______ 13 Attends professional activities ______ 3 Notifies appropriate persons ahead of time of known absence ______ 4 Seeks out learning experiences / resources

Effectively Communicates ______ 5 Independently problem solves to develop effective solutions ______ 1 Expresses self clearly ______ 6 Develops innovative, creative solutions to problems ______ 2 Employs use of proper English ______ 7 Accepts responsibility for actions ______ 3 Uses a well-modulated voice ______ 8 Demonstrates honest behavior ______ 4 Writes legibly ______ 5 Spells correctly

Cooperates and Collaborates with Others ______ 1 Is respectful to everyone ______ 2 Expresses emotions professionally ______ 3 Personally resolves conflicts ______ 4 Exhibits flexibility in unexpected situations ______ 5 Contributes to positive group functioning ______ 6 Maintains good rapport with staff

Overall Rating: ______Exemplary _______Superior _______Satisfactory _______ Emerging ______ Unsatisfactory

Comments: _____ I do recommend ________________________________________for Instructional I certification in the Commonwealth of Pennsylvania _____ I do not recommend ________________________________________ for Instructional I certification in the Commonwealth of Pennsylvania Name: _____________________________________________________ Title:____________________________ Date: ___________ Signature: ______________________________________________________________________________________________

53

Marywood University

Office of Professional Education Field Experience

Practicum Observation Form

Teacher Candidate:

Subject: Grade:

Practicum: EDUC 005A (K-4) EDUC 005B (K-4) EDUC 005C (4-8) EDUC 005D (Sec or K-12) EDUC 005E (Grad)

Certification

Area:

Early Childhood: Pre-K - 4 K – 12:

Music Spanish Speech & Lang Imp K-12

Special Education: Pre-K - 8 7 - 12

Secondary: Biology English Mathematics Social Studies

The Practicum Observation is designed to serve as formative feedback of the student’s performance while teaching a lesson.

Use the following scale to rate the student’s level of competence on each item:

4 Exemplary: Student demonstrates the skill with an exceptional degree of competence and confidence 90% of the time.

3 Superior: Student demonstrates the skill with a high degree of competence and confidence 80% of the time.

2 Satisfactory: Student demonstrates the skill appropriately with competence and confidence 70% of the time. 1 Emerging: Student demonstrates the skill in an appropriate and competent manner approximately 50% of the time.

0 Unsatisfactory: Student has yet to demonstrate the skill in an appropriate and competent manner. NA Not Applicable: No opportunity to evaluate the skill

INSTRUCTION (planning)

The practicum student’s lesson plan includes:

Please place an X in the appropriate rating box for each

competency statement

4 3 2 1 0 n/a

Student-centered objectives

Initial motivation

Clear procedures

Closure

List of resources/materials

Assessment

Objectives that are clearly aligned with PA Academic Standards

Alternatives for potential implementation problems

Approaches to differentiate instruction to meet students’ needs

INSTRUCTION (implementation)

During the lesson the student:

Please place an X in the appropriate rating box for

each competency statement

4 3 2 1 0 n/a

Used varied resources and materials

Utilized appropriate technology

Actively engaged students in learning

Maintained smooth transitions

Used effective questioning strategies

Kept students on task

Used appropriate instructional pacing

Brought the lesson to closure

Used correct grammar

Maintained clear, crisp pronunciation and enunciation

Used appropriate voice projection

Used effective voice variation

54

Effectively expressed ideas

Presented lesson plan, handouts, board work and/or resource materials that were free of errors in grammar and mechanics

DEVELOPS UNDERSTANDING AND STRATEGIES FOR DIVERSE LEARNERS

The student:



4 3 2 1 0 n/a

Showed knowledge of learners’ needs

Used a variety of techniques and strategies to meet diverse student needs

Used developmentally appropriate materials

Used principles of universal design to adapt and modify experience so all students can access learning

Anticipated potential implementation problems

Differentiated instruction to meet students’ needs

DEVELOPMENT, LEARNING, AND MOTIVATION

During the lesson the student:



4 3 2 1 0 n/a

Used effective motivational techniques

Implemented instruction appropriate to the needs of students who are culturally diverse or have exceptional needs

Used a variety of developmentally appropriate teaching strategies

Communicated positive expectations to the students

Maintained a safe learning environment

Reinforced appropriate behavior

Promoted positive social interactions

Demonstrated flexibility

Used language appropriate for the level of the student

Used writing style appropriate for the students

Demonstrated sensitivity and fairness

DIVERSE NEEDS ASSESSMENT

The student’s lesson included assessments that:



4 3 2 1 0 n/a

Were carefully aligned with the lesson objectives

Were differentiated to meet the needs of the students

Contained components to monitor ongoing student learning (formative)

Contained components to evaluate student achievement (summative)

COMMENTS: Attach pages as needed.

Practicum Supervisor’s Signature

Date:

Practicum Student’s Signature Date:

School:

56

Sophomore Screening

"Optimism is the faith that leads to achievement, nothing can be done without hope and confidence." ~Helen Keller

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Formal Admission as a Teacher Candidate

Candidates must take and pass the basic skills assessment prior to formal entry into the program

and prior to taking professional education courses. Undergraduate candidates who have passed the basic

skills assessment may be formally admitted into a preparation program any time after they have earned 48

credits. 48 credits is the minimum number of credits required before entry into a teacher preparation

program. Candidates complete foundational level education courses and early field experiences prior to

formal program entry.

Candidates who have obtained 60 undergraduate credits may not be permitted to enter a

baccalaureate teacher preparation program unless or until they pass basic-skills assessment. Candidates

not successfully completing formal entry requirements will not be allowed to register for upper level

coursework that requires screening. Candidates should be aware that failure to complete admission

requirements may result in a delay of program.

Transfer students must take and pass the basic skills assessment prior to entry/transfer if they have

taken more than 60 semester hours and/or have taken professional core courses.

About the Basic Skills Assessment

According to the Educational Testing Service, the basic skills assessment in Reading “measures the

ability to understand and to analyze and evaluate written messages;” the assessment in Writing: “assesses

the ability to use grammar and language appropriately and the ability to communicate effectively in

writing;” and the assessment in Mathematics: “measures those mathematical skills and concepts”, and

“focuses on the key concepts of mathematics and on the ability to solve problems and to reason in a

quantitative context.” To prepare for taking these assessments, candidates will want to complete

Marywood University Liberal Arts courses in mathematics and English by their first semester of sophomore

year.

What tests are needed to enter an undergraduate teacher certification program?

Pennsylvania regulations require those seeking an instructional credential must demonstrate that

they have successfully completed test in the following areas:

1. Basic Skills Assessment in reading, writing, and mathematics, taken for formal admittance as a

teacher candidate by 48 credits.

2. Certification area tests, measure knowledge and skills acquired during the teacher certification

program, taken during the semester before or early in the semester of student teaching.

There are several options that the Pennsylvania Department of Education allows to meet the basic skills assessment:

58

Pennsylvania Department of Education Basic Skills Assessment Options

You may combine reading, writing and mathematics module scores from different test providers to meet the basic skills requirements. You may use the composite score method to meet the requirement when you do well in one or two areas to compensate for a lower score in the other area. The composite score is the sum of the passing scores. When using the composite score, each test must meet or exceed the minimum score listed.

I. ACT Test Registration Link: ACT

Test Name Section Passing Score Minimum Composite

Score ACT – September 1, 2015 to August 31, 2016

Reading 22 20

Writing 21 17

Mathematics 21 19

Composite ACT Test Score: 64

ACT – after August 31, 2016

Reading 22 20

Writing after Sept. 2016 8 7

Mathematics 21 19

Composite ACT Test Score: 51

II. PRAXIS CORE Academic Test Registration Link: ETS

Test Name Test Number Passing Score Minimum Composite

Score Reading 5712 156 148

Mathematics 5732 142 132

Writing 5722 162 158

Composite PRAXIS CORE Test Score: 460

III. PAPA Test Registration Link: ES Pearson


Score Reading 8001 220 193

Mathematics 8002 193 176*

Writing 8003 220 192

Composite PAPA Test Score: 633

*We will accept 174 from candidates accepted into an educator certification program

prior to 8/31/2016

http://www.actstudent.org/

http://www.ets.org/praxis/pa

http://www.pa.nesinc.com/

59

IV. SAT Test Registration Link: College Board

Test Date Test Passing Score Minimum Composite

Score SAT – prior to March 1, 2016

Critical Reading 500 500

Mathematics 500 500

Writing 500 500

Composite SAT Test Score: 1500

SAT - after February 29, 2016 Reading 27 25

Mathematics 26 24

Writing and Language 28 26

Composite SAT Test Score: 81

V. PPST (Praxis I)*


Score PPST or Computerized PPST Reading 0710 or 5710 172 169

PPST or Computerized PPST Writing 0720 or 5720 173 170

PPST or Computerized PPST Mathematics

0730 or 5730 173 170

Composite PPST Test Score: 518

*Test Series Must be Started Prior to 12/31/2012

All candidates for certification must meet the qualifying score for all applicable tests at the time

their application for certification is received by the Pennsylvania Department of Education (PDE). PDE can

and does make changes to test requirements! Students must review and be familiar with current policies.

See http://www.education.pa.gov .

PDE requires OFFICIAL test scores. If you test in Pennsylvania, your scores are automatically

reported to PDE. If you tests OUTSIDE OF PENNSYLVANIA, you must select the PA Dept. of Educ. as a score

recipient when you register to take the tests.

Sophomore Screening Undergraduate teacher candidates must make formal application for admission to upper-level

education courses once they have accumulated 48 credits, which include six credits of math and six credits

of English (3 in composition and 3 in literature). For full-time students, this usually occurs in January of

sophomore year. Students transferring in after two years of college work must apply in their first

Marywood semester. Applications for formal admission as a teacher candidate must be submitted prior to

the accumulation of 60 credits.

Application materials are available during the first week of fall and spring semesters. The due date

for submitting the completed packet is published in the university calendar. A copy of the application and

required forms follows. Also included are the Evaluation forms used by the faculty in the Education unit to

determine if your application is approved or rejected.

http://student.collegeboard.org/

60

Education

APPLICATION FOR ADMISSION TO THE UNDERGRADUATE PROGRAM IN

EDUCATION

You are eligible to apply for upper-level undergraduate, teacher

education courses, if you will have 48 credits by the end of this semester,

which include 6 credits of math, 3 credits of English Composition, and 3

credits of English Literature; and 40 hours of field experience. You should

also plan to have completed Basic Skills testing.

Complete this form and return it with your application materials to the

Certification Office, McGowan Center, Room 2010.

A. Personal Data

Application is hereby made for the admission of:

1. Last Name First Name Middle Initial

2. Major Minor Class of 20 Advisor

3. Local Address City State Zip

4. Local Telephone

5. Home Address City State Zip Home

Telephone

6. U.S. Citizen? ☐Yes ☐No

B. Work Experience

List any paid and/or volunteer work experience of the last 2 years, beginning with your present or most

relevant experience.

Dates From-To Place and Address Title Description of Work Supervisor

C. Community/College Participation

List college and community clubs and organizations in which you have participated during the last 2

years, beginning with the most recent.

PHOTO

Attach photo with your

name on the back.

61

Under “manner of participation”, state whether you participated as a member, officer (specify),

committee chairman, etc., as well as any significant activity you performed for the club or organization.

Please be specific.

Dates From-To Club/Organization & Location Manner of Participation Moderator or Advisor

D. Honors Awarded

List academic and non-academic awards received, i.e. trophies, certificates, medals, merit scholarships,

commendations, etc. within the past 2 years.

Date of Award Type of Award Ability which prompted award

E. Basic Skills Tests

Have you met the basic skills in reading, writing and mathematics requirement?

☐yes ☐no

Please check option used (all that apply) and ☐attach a copy of your passing score report to this sheet.

☐Praxis Core Academic Skills, test codes: 5712, 5722, and 5732

☐PAPA Pre-service Academic Performance Assessment, test codes: 8001, 8002 and 8003

☐SAT qualifying score (sat.collegeboard.org/scores/)

☐ACT qualifying score (actstudent.org/scores/)

F. Verification of GPA of Prospective Teacher Candidate

☐ Attach a copy of your most recent transcript from WebAdvisor on your Marywood Portal.

G. Field Experience Hours

Total Hours: . Obtain verification of the hours you have completed from the Office of

Professional Education Field Experiences

→Signature of the Director of Field Experience: ____________________ Date: ________

Field Experience Office should note any unsatisfactory report here:

62

H. Math and English Requirement

I have completed 6 credits of college-level mathematics. ☐ yes ☐no

I have completed 3 credits of college-level English Composition. ☐ yes ☐no

I have completed 3 credits of college-level English Literature. ☐ yes ☐no

I. Letter of Application

Prepare a formal, word processed or typewritten Letter of Application, addressed to Teacher Education

Faculty, that:

Cites your reason for selecting an education certification program;

Describes your personal qualities which support your desire to teach;

Identifies skills and/or qualities which you want to develop further, in order to be an effective

teacher;

Establishes your career goals following graduation.

Staple the letter onto this application form, as the last page.

Overall Application

I certify that the above information is true to the best of my knowledge.

→Applicant’s signature: __________________________________ Date: _______________

INSTRUCTIONS SUMMARY

Your first step is to complete the application form and sign the Criminal Record notice. For the

application form, obtain the signature of Ms. Skierski on your field hours, section G, and attach a copy

of your Marywood transcript (for section F). If you have your passing test results by the deadline for

this application, include them too. Otherwise you can turn them in up to then end of September of

February for that semester screening. You will also need to turn in your writing sample, that is, your

letter of application, and the FACULTY REFERENCE REQUEST where you list the names of two

professors. Just the names, then we contact them requesting they complete a standard reference form.

After you have submitted your application, you will have an interview with two education faculty

members and a speech and hearing screening. Speech/hearing tests are available free during dates to

be published. Report to McGowan 1093. You will need to schedule the faculty interview by signing a

sign-up sheet when you return your application packet to McGowan 2010.

Separately, you need to ask someone outside of Marywood to complete the PERSONAL REFERENCE

REQUEST FORM and mail it to Marywood.

If anything is incomplete this semester, you would not be able to register for upper-level education

courses next semester. You would receive a letter advising you what piece or pieces you would need -

you would not do an entire package over! Otherwise, you and your academic advisor will receive a

letter that you pass sophomore screening and are formally a teacher candidate at Marywood

University.

Over………….

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Education

Please read and acknowledge receipt of the following statement regarding criminal record:

A CRIMINAL RECORD MAY PROHIBIT TEACHER CERTIFICATION

The Public School Code and regulations (24 P.S. 11-1109, 12-1204, 12-1205, 12-1209, and PA Code

49.12) prohibit issuance of a certificate to applicants who do not possess good moral character, or who

are addicted to the use of intoxicating liquor or narcotic drugs. A prior criminal conviction is often the

basis for questioning whether an individual has good moral character.

Candidates are advised that offenses such as, but not limited to, UNDERAGE DRINKING, DRIVING

UNDER THE INFLUENCE, ASSAULT, DISTURBING THE PEACE, RETAIL THEFT, DRUG POSSESSION AND USE,

EMBEZZLEMENT, and PROSTITUTION may affect certification.

IT IS POSSIBLE THAT THESE OFFENSES MAY PREVENT CERTIFICATION OR, LATER ON, EMPLOYMENT AS A

TEACHER IN PENNSYLVANIA.

I HAVE READ THE ABOVE STATEMENT AND UNDERSTAND THAT A CRIMINAL CONVICTION MAY

PREVENT CERTIFICATION OR EMPLOYMENT AS A TEACHER IN PENNSYLVANIA.

→Applicant’s signature: ______________________________________________

Date: ______________

64

Education

FACULTY REFERENCE REQUEST (References from two faculty members)

AS AN IMPORTANT COURTESY, SEEK FACULTY PERMISSION FOR A REFERENCE. Then, complete and submit to the Education Department immediately! Name:

Major:

Academic Advisor:

I hereby grant permission to the Undergraduate Education Department to request information concerning

my class performance from a prior semester from the following faculty. (If you are in your first semester at

Marywood University and are seeking recommendations from faculty members at another college, please

supply complete mailing addresses.)

Faculty Name Course Taken

1.

2.

Transfer Students Only: If the faculty members listed above are from another school, also name two faculty

members in whose classes you are currently enrolled. We will request recommendations from them at the

end of the semester.

Faculty Name Course Taken

1.

2.

→Applicant’s signature: _____________________________________ Date: _______________

65

Education

PERSONAL REFERENCE REQUEST

Prospective Teacher, Please complete your name and major below and give this reference form to an individual whom you authorize to supply the reference. Provide him or her with a stamped envelope addressed to:

Undergraduate Education Department Marywood University 2300 Adams Avenue Scranton, PA 18509

→Prospective Teacher’s Name

Major

Personal Reference for Prospective Teacher

This form is to be completed by an adult who is not a relative, a peer, or a Marywood employee, but is

someone who had known the candidate sufficiently to make an important judgment necessary for

protection of the candidate’s future students.

Appreciating the need for teachers of high moral principle whose personality will be supporting of

children and youth, I certify that this candidate possesses personal qualities appropriate for a teacher in

the subject major indicated above.

☐ I do endorse this applicant.

☐ I do not endorse this applicant.

→Signature: _________________________________ Date: _______________

Name (please print) _______________________________________________

Address _________________________________________________________

_________________________________________________________

Phone __________________________________________________________

Please return completed form to: Undergraduate Education Department, Marywood University, 2300 Adams Ave. Scranton, PA 18509

66

Education

SPEECH AND HEARING SCREENING Dates for free screening will be announced

Speech-Language Hearing Clinic McGowan Center, Room 1093

Name: Semester: ☐Spring ☐Fall Year: 20 Local Address: Class of: 20 Telephone:

Date: ☐ Undergraduate ☐Graduate

Speech Screening ☐Pass ☐ Fail

Hearing Screening ☐Pass ☐ Fail

→Clinician’s Signature, Degree: ___________________________________________________________

Comments:

If a follow-up examination is required, it must be scheduled within one month. Hearing evaluations should be scheduled with Dr. Skrutski at 570-348-6299 ext. 2312. Speech-language evaluations should be scheduled with Ms. Jourdanais at 570-348-6299 ext. 2608. Documentation is to be sent to your department on campus.

RETURN TO EDUCATION DEPARTMENT

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Education SPEECH AND HEARING SCREENING

Speech-Language Hearing Clinic McGowan Center, Room 1093

Name: Semester: ☐Spring ☐ Fall Year: 20

Local Address: Class of: 20 Telephone:

Date: ☐ Undergraduate ☐Graduate

Performance Good Fair Poor 1. Articulation

2. Language

3. Rhythm

4. Voice

5. Freedom from Dialect

Speech Screening ☐Pass ☐ Fail

Hearing Screening ☐Pass ☐ Fail

→Clinician’s Signature, Degree: __________________________________________________________

Comments: CSD COPY

69

Education FACULTY USE ONLY

Faculty Evaluation of Prospective Education Student

Student: Area:

Course(s) taught by you in which student was enrolled:

Your frank evaluation of the above named undergraduate student is crucial to the process of screening for

admission to upper-level education courses. Please check the consistency with which the student

demonstrated the following behaviors while enrolled in your course (s).

Student Characteristic Usually Occasionally

Rarely or Never Points

2.0 1.5 1.0 0.5 0

Participated with self-initiated relevant comments in class discussions

Appeared genuinely attentive and interested in learning

Sought additional information of subject through questioning and/or independent study

Attended regularly

Accepted responsibility for self (i.e. followed directions, submitted assignments on time, behaved ethically, etc.)

Was courteous and considerate of rights and feelings of others (i.e. tactfully expressed views, maintained positive attitude, etc.)

TOTAL POINTS (12 MAXIMUM)

Comments:

Completed by: _________________________________________________________________________ (Signature) (Department) (Date) Your appraisal may be shared with the student upon their request. Please return via campus mail to: Chair, Undergraduate Education Department. Thank you.

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Education FACULTY USE ONLY

Evaluation of Interview

Student: Major:

Please indicate (☒) strength or weakness in each of the following areas:

Interviewer Rating: Strong Acceptable Weak

Points 1 pt. ½ pt. 0 pt.

Verbal Fluency

Presented information in an animated, interesting manner.

Offered distinct opinion when asked to do so

Conveyed responses clearly

Gave articulate replies

Speech

Employed standard English

Used correct pronunciation

Used appropriate inflection

Spoke without distracting regionalisms, dialect*

Presence

Exhibited enthusiasm, energy

Reflected self-assurance

Maintained eye contact

Was appropriately assertive

TOTAL POINTS (12 MAXIMUM)

Did the candidate reflect cleanliness, neatness, appropriate dress and posture? ☐ Yes ☐ No

Should the candidate be required to interview again next semester to determine whether satisfactory improvement has been made?

☐ Yes ☐ No

*Identify specific regionalisms in speech, accent, dialect, and/or distracting mannerisms which may impede

teaching success:

Other Comments:

Completed by: _________________________________________________________________________ (Signature) (Department) (Date) Your appraisal may be shared with the student upon their request.

72

Meetings & Organizations

"The true aim of every one who aspires to be a teacher should be, not to impart his own opinions, but to kindle minds." ~F. W. Robertson

73

Student/Faculty Meeting Meetings of students and faculty in all areas are scheduled at least twice each semester, on Wednesdays at 3 p.m., according to the University calendar. Early Childhood and Elementary education majors are expected to attend the School of Education meeting; all education minors are invited to attend, but may be required to attend meetings in their major department.

Pennsylvania State Education Association (PSEA)

PSEA is a statewide organization which gives education students the opportunity to connect and network with other education students. PSEA is dedicated to service, driven towards working with the youth in Scranton and surrounding areas. Any education major in Elementary Education and Early Childhood Education, Secondary Education, and Special Education can enroll in PSEA through the PSEA website. Students can expect to meet twice a month; along with other organizations on campus, Kappa Delta Pi and Student Council for Exceptional Children; to plan events and discuss pertinent information within the department.

The PSEA aims to provide educational and social experiences of both a formal nature encompassing Marywood and the broader educational community.

The goals of the club include:

Develop in the future educator an understanding of and appreciation for the education profession and the role of the professional education association

Forward the aims of quality education Stimulate the highest ideals of professional ethics, standards, attitudes, and

preparation Incorporate the various branches of the Marywood Education Department into one

functioning body Function in a liaison capacity with the Marywood Education Department Perform and support University service activities that promote educational

experiences

http://www.psea.org/

74

Student Council for Exceptional Children (SCEC)

SCEC is Marywood's student chapter of the Council for Exceptional Children. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. This organization is open to students interested in working with children with special needs and those students at Marywood who are part of the Special Education Program. Students can expect to meet twice a month; along with other organizations on campus, Kappa Delta Pi and PSEA; to plan events and discuss pertinent information within the department

Annually, members can expect to attend conventions, both on the state and national level, for professional development. Through these conventions, students are provided the opportunity to network with professionals in the field of Special Education and other students who are studying Special Education at other colleges and universities.

The worldwide mission of the Council for Exceptional Children is to improve educational outcomes for individuals with exceptionalities. Participation in SCEC is expected of all Special Education majors. Anyone who is interested in working with or helping people with special needs is always welcome to join the group.

Kappa Delta Pi

Kappa Delta Pi, an International Honor Society in Education, extends students' opportunities for networking and scholarship. Kappa Delta Pi is dedicated to service, driven towards working with the youth in Scranton and surrounding areas. Upperclassmen can apply to be inducted into KDP by filling out an application in the fall. Students can expect to meet twice a month, along with other organizations on campus, PSEA and Student Council for Exceptional Children, to plan events and discuss pertinent information within the department.

Invitation to membership in Rho PI Chapter at Marywood University is dependent upon fulfillment of the following qualifications without regard to race, age, color religion, sex or handicapping condition.

http://www.cec.sped.org/

http://www.kdp.org/

75

Qualifications:

No less than final term sophomore standing (the equivalent of at least 50 semester hours earned by the end of the term prior to the time of initiation).

A grade point average not less than 3.33 out of 4.0, based upon the total previous collegiate record of the student.

At least twelve (12) semester hours of Professional Education courses completed, in progress, or programmed.

Demonstration of worthy educational ideals. Expression of the intention to continue in the field of education (except for honorary

membership). Manifestation of desirable personal goals. Evidence of leadership attributes.

Sigma Pi Epsilon Delta

Sigma Pi Epsilon Delta is the National Special Education Honor Society.

Membership Requirements

Minimum 3.25 GPA for undergraduate students or 3.5 GPA for graduate students in special education classes

12 credits in special education classes 10 hours in a service project with children or adults with special needs, and a one-

page paper reflecting on the project $20 membership dues

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Benefits & Opportunities of Membership

Be recognized for excellence in your coursework Participate in community service projects Develop leadership skills Network with professionals in your field

America Reads Program

OPEN AN ADVENTURE

help a child learn to read!

Reading is a key to success in education and in life. Unfortunately, many children fall behind in school because they do not learn to read early and read well. If you can read, you can help.

Your local America Reads program will match you with a child in the local community, and literacy specialists will provide you with materials, training, and guidance to make your tutoring experience both rewarding and effective.

Become a Tutor!!

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Academic

Appeals & Honors

"A teacher affects eternity: he can never tell where his influence stops." ~Henry Adams

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ACADEMIC APPEAL: POLICY AND PROCEDURES Students with sufficient cause to file an academic appeal should initiate the process through established procedures. The document, Academic Appeals, explains the procedures to be followed and is on file in School of Education Offices and in the office of the Dean of the College of Professional Studies.

CAREER PLACEMENT SERVICES The Career Services Office at Marywood urges all students to complete a professional file during senior year. The professional file is copied and submitted to school districts, at the student’s request. It is also readily available for students seeking interviews by districts that send representatives to campus. Seniors should treat this as a priority, and submit materials promptly.

COMMENCEMENT, HONORS, EVENTS Departmental and university honors are determined in the student's final year.

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MEDAL CRITERIA The Rosemary Carroll Kazimer Medal The Rosemary Carroll Kazimer Medal is awarded for excellence in the program of elementary education. Selection occurs in early spring. It is based on the January standing of May candidates and on the final record of graduates from the prior August and January. To be eligible for consideration for this medal undergraduate students must have:

1. an "above-average" standing in student teaching; 2. a QPA in the education major of 3.25 minimum; 3. a QPA in the education major which is within .5 of

the highest education major QPA earned that year; 4. a commitment to education as evidenced by strong

leadership and service within the department. Calculation of the QPA will not include the student's minor. Final determination will be made by consensus of the School of Education Faculty. The Sister M. Regina Barrett Medal The Sister M. Regina Barrett Medal is awarded for excellence in the program of early childhood education. Selection occurs in early spring. It is based on the January standing of May candidates and on the final record of graduates from the prior August and January. To be eligible for consideration for this medal undergraduate students must have:

1. an "above average" standing in the early childhood student teaching experience; 2. a minimum QPA of 3.00 in the early childhood education minor; 3. above average performance in the infant-toddler practicum; 4. evidence of service to young children

e.g. work experience, volunteering, helping, club activities, association membership/activities, advocacy.

Final determination will be made by consensus of the School of Education Faculty.

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The Sister M. Immaculata Gillespie Medal The Sister M. Immaculata Gillespie Medal is awarded for excellence in the program of secondary, and K-12 education. Selection occurs in early spring. It is based on the January standing of May candidates, and on the final record of graduates from the prior August and January. To be eligible for consideration for this medal undergraduate students must have:

1. an "above-average" standing in student teaching; 2. a QPA in education of 3.25 minimum (NOTE: This includes

professional courses specified for student teaching eligibility.); 3. a QPA in education which is within .5 of the highest QPA in the

education sequence for that year; 4. a QPA of a least 3.25 in her/his major. 5. a strong commitment to education as evidenced by leadership

and service in the Education Department. Final determination will be made by consensus of the School of Education Faculty. Margaret Ruddy Dougherty Medal The Margaret Ruddy Dougherty is awarded for excellence in the program of special Education. In order to be considered eligible for this award, each applicant must meet the minimum requirements listed below. Each application will be reviewed by department faculty and a weighted score will be given for each item. Weighted scores will be tallied and the applicant achieving the highest total score will be announced in May. Final determination will be made by consensus of the School of Education Faculty. General Requirements

1. Candidate for the August, January or May graduation period.

2. Will have completed a minimum of 60 credits at Marywood at time of award and seeking a B.S. degree in Special Education.

Specific Requirements Weighted Scores 1. 3.25 Q. P. I. Major Course Work (1-4 points) 2. 3.25 Q.P.I. Overall Course Work (1-4 points) 3. Evidence of meaningful services to the (.1-1 point) college/department or community (community service is to be documented by support letters). See attached rubric.

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Certification

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." ~William Arthur Ward

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What is certification?

The credential that professionals must hold to teach is called certification. By the process of

certification, the qualifications and proper training of each professional educator is verified. The

State Board of Education sets the standards and regulations for certification, and the Department

of Education’s Bureau of School Leadership and Teacher Quality administers those standards and

regulations in issuing educator certifications.

How do I qualify for a certificate?

Educators prepare for their responsibilities in the schools of the Commonwealth by completion of:

(1) state-approved teacher education programs, including a student teaching or intern

experience, with a minimum, cumulative GPA of 3.00 on their college transcript;

(2) testing requirements; and

(3) an application documenting that all certificate requirements have been met.

Students who have earned a Bachelor's degree and have successfully completed the requirements

above are eligible to apply for the appropriate Pennsylvania credential.

Students should regularly consult with their academic advisors and the School of Education for any

changes or considerations. The School of Education offers specific advising checklists and policy

documents to help guide students in their respective programs.

What are the procedures to apply for certification?

The Pennsylvania Department of Education (PDE) uses an online application system called TIMS

(Teacher Information Management System). Candidates for certification are able to submit an

online application on or after the month when they complete their educator-preparation program.

Find procedures on the Pennsylvania Department of Education website at

http://www.education.pa.gov . Click on “Learn More About Certifications” and then on “Assistance

with TIMS”.

What teaching certificate do I earn after completing my program?

Teacher preparation candidates who meet the Pennsylvania Department of Education's

requirement criteria are eligible to apply for an Instructional I teaching certificate.

Instructional II certification or "permanent certification" is granted by PDE to teachers who meet the

following criteria: hold a valid Instructional I certificate; have completed a teacher induction

program; have three years of satisfactory teaching experience in the Commonwealth of

Pennsylvania; and have completed 24 post-baccalaureate credits.

http://www.education.pa.gov/

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Can I teach in other states with a PA Instructional I teaching certificate?

Currently, there are Interstate Agreements in place for those with a PA Instructional I certificate.

The Agreement makes it possible for an educator who completed an approved program and/or

who holds a certificate or license in one state to earn a certificate or license in another state.

Receiving states may impose certain special requirements which must be met.

The agreement is not necessarily "full" reciprocity. The educator may have to complete additional

requirements, such as workshops, testing, or advanced degree, etc., before receiving a full

professional certificate in the new state. Different Praxis tests or assessments may be used.

Each state has specific application requirements. Check for procedures for applicants completing

an out-of-state teacher-preparation program on the state’s department of education web site.

Do I have to obtain certification to receive my Marywood Degree?

No, PA Department of Education certification is not required for graduation. But, we do strongly

encourage you to obtain your credential while you are fully qualified. The state can and does

change cert requirements and you may not meet future requirements. Obtaining your cert now

gives you the option of activating it in upcoming years. And, it remains valid until you accumulate

six years of teaching in Pennsylvania.

Who can answer questions I may have?

You are welcome to contact the Certification Office at Marywood University with any questions on

testing requirements and the certification process.

Rebecca Sesky, Certification Officer

Room 2010, McGowan Center

Marywood University

2300 Adams Avenue

Scranton, PA 18509

Tel: (570) 961-4731 Email: [email protected] Fax: (570) 961-4744

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Testing

"You learn something everyday if you pay attention.” ~Ray LeBlond

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Which Tests Do I Take for My Specialty Area Toward the End of My Program?

Pennsylvania regulations require that those seeking an educator credential must demonstrate that they have successfully completed testing in the following areas:

1. Basic skills in Reading, Writing, Mathematics, taken for entry into an undergraduate educator-preparation program.

2. Specialty Area Tests, taken during the semester before or early in the semester of student teaching o Pennsylvania Educator Certification Tests (PECT) Specialty Area testing is required for:

PK-4 Early Childhood Education Special Education PK-8 Special Education 7-12

o Praxis II Specialty Area testing is required for all other areas of certification not listed as PECT

Previously in this Handbook, information about Basic Skills Testing in Reading, Writing and Mathematics was reviewed as a component of formal admission as a teacher candidate requirements. Near the completion of your teacher-preparation program, you will need to take and pass subject area tests to demonstrate competency in your teaching specialty.

Subject Area Tests

The Pennsylvania Department of Education requires Praxis or PECT tests that measure knowledge of specific subjects that educators will teach, as well as general and subject-specific teaching skills and knowledge. Tests selected by the commonwealth correlate with PA Academic Standards around which Marywood’s programs have been designed. Accordingly, required courses taken throughout the program provide in-depth preparation for success on certification tests.

You will want to go to the test company website to find specific test preparation materials. Here, a

Study Companion (PDF) is available that gives an overview of the test with specific information on the topics that will be tested and includes practice questions and explanations of correct answers. Some students find it useful to download the topics that will be tested to make notes as they progress through their program.

Because authentic practice testing is often the best way to prepare for timed tests, the testing

service websites offer this type of practice for a nominal fee of about $20 for students wanting a concentrated review. ETS describes the online preparation valid for 90 days or 10 uses as follows:

“This full-length practice test lets you practice answering one set of authentic test questions in an environment that simulates the computer-delivered test. The practice test is timed just like the real test and allows you to move easily from question to question to simulate what you will experience on the day of the test. After completing the test, you can also see the correct answers and explanations for each correct answer and view your results by content category.”

Praxis tests are computer tests, offered by appointment. See www.ets.org/praxis.

Pennsylvania Educator Certification Tests (PECT) are administered by Pearson Evaluations Systems.

See www.pa.nesinc.com.

https://www.ets.org/s/praxis/pdf/5038.pdf

http://www.wts.org/praxis

http://www.pa.nesinc.com/

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World Language French and Spanish candidates have the option of taking either the PRAXIS or the

ACTFL test. Following are the tests accepted by the PA Dept. of Education for each certification area and minimum passing scores needed.

CERTIFICATION AREA TESTS

Grades PreK-4 and Special Ed Areas Take PECT Specialty Area Tests

Certification Area PECT Test Name Cut (Passing) Score

Grades PK-4 PreK–4

PreK-4 Module 1 (8006): 197 PreK-4 Module 2 (8007): 193 PreK-4 Module 3 (8008): 193

Special Education PreK-8 Special Education PreK–8

Special Ed PreK-8 Module 1 (8011): 220 Special Ed PreK-8 Module 2 (8012): 220

Special Education 7-12 Special Education 7–12

Special Ed 7-12 Module 1 (8015): 220 Special Ed 7-12 Module 2 (8016): 220

Grades PK to 12 Areas Take Praxis II Specialty Area Tests

Certification Area Test Code* Praxis Test Name Qualifying

Score

Music PK-12 5511 and Fundamental Subjects Content Knowledge and 150

5113 Music Content Knowledge (with listening section) 158

Reading Specialist PK-12

5511 and Fundamental Subjects Content Knowledge and 150

5301 Reading Specialist 164

Spanish PK-12 5511 and Fundamental Subjects Content Knowledge and 150

5195 World Languages: Spanish 168

Speech & Lang Impaired PK-12

5511 and Fundamental Subjects Content Knowledge and 150

5331 Speech Language and Pathology 162

Grades 7 to 12 Areas Take Praxis II Specialty Area Tests

Certification Area Test Code* Praxis Test Name Qualifying Score

Biology 7-12 5235 Biology: Content Knowledge (calculators prohibited) 147

English 7-12 5038 English Language Arts: Content Knowledge 167

Mathematics 7-12 5161 Mathematics: Content Knowledge 160

Social Studies 7-12 5081 Social Studies: Content Knowledge 157

http://www.pa.nesinc.com/TestView.aspx?f=HTML_FRAG/PA006_TestPage.html



http://www.ets.org/s/praxis/pdf/5511.pdf

http://www.ets.org/Media/Tests/PRAXIS/pdf/0113.pdf






http://www.ets.org/Media/Tests/PRAXIS/pdf/0330.pdf





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Grades 4-8 Take Praxis II Specialty Area Tests

Certification Area

Test Code Praxis Test Name Qualifying Score

Grades 4-8

5152, consisting of:

Pennsylvania Grades 4-8 Core Assessment, consisting of 3 sub-tests:

5153 Pedagogy Subtest 162

5154 English Language Arts and Social Studies Subtest 152

5155 Mathematics and Science Subtest 164

and two of:

5156 Concentration English Language Arts 156

5157 Concentration Social Studies 150

5158 Concentration Mathematics 173

5159 Concentration Science 156







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