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Office of Teacher Education http://www.lockhaven.edu/teachereducation/ Initial Teacher Preparation Program Developing Portfolio Handbook Revised September 2017

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Page 1: Office of Teacher Education - lockhaven.edulockhaven.edu/teachereducation/documents/Developiong Portfolio... · Office of Teacher Education Initial Teacher Preparation Program Developing

Office of Teacher Education http://www.lockhaven.edu/teachereducation/

Initial Teacher Preparation Program

Developing Portfolio Handbook Revised September 2017

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2017 Developing Portfolio Handbook Table of Contents

Conceptual Framework Page 1 Unit Assessment System for Initial Programs Page 18 INTASC STANDARDS Page 19 Checklist for Developing Portfolio Artifacts Page 20 Application to Present Developing Portfolio Page 21 Directions for preparing the Developing Portfolio Page 22 Reflecting on Portfolio Artifacts Page 24 Developing Portfolio Rubric Page 25 Stage II: Diversity Experience Verification Form Page 31 Diversity Essay Directions Page 32 Diversity Observation Guide Page 33 Diversity Experience Policy Page 36 Field Experience Approval & Verification Form Page 37 Stage II .5 Disposition Self-Evaluation and Action Plan Page 39 Liability Insurance Policy Page 45 LHU Teacher Education Exam Policy Page 46 Clearances, TB and FBI Policy Page 47 Professional Dress & Decorum Policy Page 48 Entrance to Professional Semester Application Page 49 ETS Praxis & Pearson Specialty Area Tests Page 50 LHUP Teacher Education Exit Criteria Page 51

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!LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!!

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!!!Higher!education!is!at!the!core!of!preparation!of!‘highly!effective’!teachers!in!this!country.!(AACTE,!2011;!Clotfelter,!Ladd!&!Vigdor,!2007).!!This!is!supported!by!results!from!separate!research!studies!showing!that!teachers!who!enter!the!profession!after!having!completed!an!accredited!teacher!education!program!are!prepared!better!to!work!with!students!than!beginning!teachers!from!nonKaccredited!and!nonKhigher!educationKbased!programs!(Boyd,!Grossman,!Lankford,!Loeb!&!Wyckoff,!2006;!DarlingKHammond,!Holtzman,!Gatlin,!&!Heilig,!2005;!and!Kane,!Rockoff!&!Staiger,!2006).!!In!its!conceptual!framework,!the!Teacher!Education!Unit!at!Lock!Haven!University!(LHU)!emphasizes!elements!that!are!identified!as!having!a!profound!effect!on!producing!effective!teachers!in!the!21st!century.!!!!Current!research!is!clear!that!effective!teachers!positively!impact!the!learning!of!KK12!students!previously!taught!by!teachers!not!identified!as!being!effective!(Bill!and!Melinda!Gates!Foundation,!2013).!The!importance!of!these!elements!is!supported!by!recent!guiding!documents!from.!!These!include!the!United!States!Department!of!Education’s!(USDOE)!Reauthorization!of!the!Elementary!and!Secondary!Education!Act!(ESEA),!the!Council!for!the!Accreditation!of!Educator!Preparation’s!(CAEP)!Transforming!Teacher!Education!Through!Clinical!Practice”,!Pennsylvania!Department!of!Education’s!(PDE)!“Common!Core!Standards”,!the!Pennsylvania!State!Schools!of!Higher!Education’s!(PASSHE)!“Strategic!Vision,”!and!LHU’s!“Vision,!Mission,!Strategic!Plan.”!!!!The!LHU!Conceptual!Framework!of!the!Teacher!Education!Unit!is!a!comprehensive!model!that!is!organized!around!Charlotte!Danielson’s!four!major!elements!in!her!Framework!for!Teaching!which!is!critical!to!LHU’s!preparation!of!beginning!teachers!(Danielson,!2011).!!These!elements!are:!

• Content!Knowledge:!Concepts!and!Skills!• Pedagogy:!Research,!Theory,!and!Practice!• Contextual!Factors:!Learners!and!the!Learning!Environment!!• Professionalism:!Ethics!and!Dispositions!

!LHU!preKservice!teachers!are!prepared!for!a!profession!that!is!ever!changing!to!meet!the!needs!of!students.!This!ongoing!transformation!of!teacher!education!and!the!needs!of!PreKK12!students!highlights!LHU!teacher!education!values!that!are!common!to!teacher!preparation!efforts!globally.!!LHU!teacher!education!students!will!complete!their!certification!programs!with!a!solid!preparation!that!incorporates!technology!in!teaching!

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LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!

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and!standardsKbased!assessment!of!learning,!with!a!significant!focus!on!clinical!practice!in!partnership!with!PreKK12!partners.!!This!partnership!allows!preKservice!teachers!to!use!best!practices!early!in!their!programs!and!enter!the!profession!with!the!competencies!necessary!for!beginning!teachers!to!teach!effectively.!!!!

References(!AACTE!(2011).!!Evidence!of!teacher!effectiveness!by!pathway!to!entry!into!teaching.!!White!

paper!written!by!the!American!Association!of!Colleges!of!Teacher!Education.!!Retrieved!on!September!21,!2012!from!http://aacte.org/pdf/Publications/Reports_Studies/Evidence%20of%20Teacher%20E

ffectiveness%20by%20Pathway.pdf!

!

Bill!and!Melinda!Gates!Foundation!(2013).!!Ensuring!fair!and!reliable!measures!of!effective!teaching:!Culminating!findings!from!the!MET!Project’s!threeSyear!study.!!Retrieved!April!29,!2013,!from!http://metproject.org/downloads/MET_Ensuring_Fair_and_Reliable_Measures_Practitioner_Brief.pdf!

!Boyd,!D.,!Grossman,!P.,!Lankford,!H.,!Loeb,!S.,!&!Wyckoff,!J.!(2006).!How!changes!in!entry!

requirements!alter!the!teacher!workforce!and!affect!student!achievement.!Education!Finance!and!Policy,!1,!176K216.!

!Clotfelter,!C.T.,!Ladd,!H.F.,!&!Vigdor,!J.L.!(2007,!November).!Teacher!credentials!and!student!

achievement!in!high!school:!A!crossSsubject!analysis!with!student!fixed!effects.!(Working!Paper!13617).!Cambridge,!MA:!National!Bureau!of!Economic!Research.!

!Danielson,!C.!(2011).!!The!framework!for!teaching.!!Retrieved!from!

http://www.danielsongroup.org/article.aspx?page=frameworkforteaching,!April!29,!2013.!

!DarlingKHammond,!L.,!Holtzman,!D.,!Gatlin,!S.J.,!&!Heilig,!J.V.!(2005).!Does!teacher!

preparation!matter?!Evidence!about!teacher!certification,!Teach!for!America,!and!teacher!effectiveness.!Education!Policy!Analysis!Archives,!13(42).!Retrieved!December!30,!2009,!from!http://epaa.asu.edu/epaa/v13n42/v13n42.pdf!!!

!Kane,!T.E.,!Rockoff,!J.E.,!&!Staiger,!D.O.!(2006,!March).!What!does!certification!tell!us!about!

teacher!effectiveness?!Evidence!from!New!York!City.!(Working!Paper!11844).!Cambridge,!MA:!National!Bureau!of!Economic!Research!

!Kane,!T.J.,!Taylor,!E.S.,!Tyler,!J.H.,!&!Wooten,!A.L.!(2011).!!Identifying!effective!classroom!

practices!using!student!achievement!data.!!Journal!of!Human!Resources,!46,!587K613.!!!!

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Element(One(–(Knowledge:(Concepts(and(Skills!!In!order!to!prepare!effective!beginning!teachers!today,!it!is!important!that!teacher!education!knowledge,!tools,!and!strategies!be!aligned!with!what!is!happening!globally!in!the!preparation!of!teachers!(Delandshere!and!Petrosky!,!2004;!DarlingKHammond,!et!al.,!2009;!Wang,!Lin,!Spalding,!Odell,!&!Klecka,!2011).!!Not!only!do!we!need!to!prepare!teachers!for!what!is!happening!now,!but!teachers!should!be!adaptable!for!what!education!will!be!like!in!the!future.!!Current!reform!in!teacher!education!centers!on!global!knowledge!in!a!global!context!and!how!we!can!increase!the!likelihood!that!teachers!will!be!highly!effective!in!educating!students!for!success!in!the!context!(DarlingKHammond,!et!al.,!2009;!Kane,!Taylor,!Tyler,!&!Wooten,!2011).!!There!are!two!questions!that!we!must!answer!to!prepare!our!citizens!to!flourish!in!the!worldwide!economy:!1)!What!skills,!knowledge,!and!concepts!should!our!students!have!to!succeed!in!today’s!global,!technologically!advanced!society!and!make!informed!decisions!regarding!worldwide!problems.!!2)!How!do!we!train!and!produce!the!teachers!needed!to!teach!and!use!these!skills!and!knowledge!effectively?!!What(Students(Should(Know(!The!Pennsylvania!Department!of!Education!has!established!rigorous!academic!standards!and!assessments!to!evaluate!student!achievement.!The!academic!standards!therein!describe!the!knowledge!and!skills!which!students!will!be!expected!to!demonstrate!before!graduating!from!a!public!school!in!Pennsylvania.!!The!PDE!standards!encompass!the!following!subject!areas:!Reading,!Writing,!Speaking!and!Listening;!Mathematics;!Science!and!Technology;!Environment!and!Ecology;!Social!Studies;!Arts!and!Humanities;!Career!Education!and!Work;!Health,!Safety!and!Physical!Education;!Family!and!Consumer!Science;!and!World!Languages.!!Not!only!does!LHU’s!teacher!education!unit!emphasize!the!importance!of!preparing!our!preKservice!teachers!to!align!instruction!with!PDE’s!standards,!but!also!with!the!standards!such!as!those!developed!by!the!Interstate!Teacher!Assessment!and!Support!Consortium!(INTASC).!!!The!INTASC!Standards!(Council!of!Chief!State!School!Officers,!2011)!recommend!that!teachers!must!have!a!deep!and!flexible!understanding!of!their!subject!areas!so!that!they!can!access!and!apply!everKchanging!subjectKmatter!knowledge.!Teachers!must!be!able!to!help!students!to!see!the!interconnectivity!of!ideas!regarding!local!and!global!issues.!!Of!course,!we!believe!that!this!is!accomplished!best!at!a!universityKbased!teacher!education!program!that!focuses!not!only!on!developing!content!knowledge,!but!the!pedagogical!skills!that!enable!our!preKservice!teachers!to!employ!best!practices!for!teaching!the!content!to!PreKK12!students!(Heineke,!Carter,!Desimone,!&!Cameron,!2010;!Robertson!&!Singleton,!2010;!Shaw,!2008).!!The!National!Council!for!Accreditation!of!Teacher!Education!(NCATE/CAEP)!recommends!that!PreKK12!student!learning!include!not!only!basic!skills!but!also!the!knowledge!and!skills!necessary!to!succeed!as!a!responsible!and!productive!citizen.!Curriculum!integration!has!long!been!proposed!as!a!way!of!organizing!the!"common!learnings"!or!life!skills!considered!essential!for!citizenship!in!a!democracy!(Vars!&!Beane,!2005).!!!The!intent!should!be!to!help!

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students!make!sense!out!of!their!life!experiences!and!to!make!informed!decisions!that!affect!them!and!those!around!them.!(Beane,!1997).!!Recently,!the!Pennsylvania!Department!of!Education!(2010)!adopted!the!Common!Core!Standards!for!Mathematics!and!Language!Arts!in!order!to!ensure!that!students!graduating!from!Pennsylvania!schools!will!learn!the!information!and!skills!needed!to!succeed!in!a!global!world.!!Much!of!this!resonates!with!the!philosophy!espoused!by!John!Dewey!(Boydston,!1989;!CochranKSmith,!FeimanKNemser,!McIntyre,!&!Demers,!2008;!Dewey,!1989;!Kolb,!1984),!who!suggested!that!schools!should!produce!young!people!who!are!ready!to!take!their!place!in!a!democratic!society.!!In!addition!to!PDE,!national!organizations!such!as!Specialized!Professional!Associations!(SPAs)!affiliated!with!the!program!review!and!accreditation!process!for!certification!degree!programs!are!currently!working!to!reform!education!in!the!United!States.!!Many!have!published!guidelines!and!standards!not!only!for!what!school!students!should!know!and!be!able!to!do!by!the!time!they!graduate!from!secondary!schools,!but!also!how!instruction!and!teacher!preparation!should!be!conducted!to!achieve!the!visions!of!the!various!reform!movements.!!!The!teacher!education!programs!at!LHU!are!designed!to!meet!the!expectations!and!guidelines!set!forth!by!these!professional!associations.(!How(we(Prepare(Teacher(to(Convey(Knowledge((!The!university!receives!guidance!from!numerous!sources!regarding!teacher!preparation,!including!PDE,!the!United!States!Department!of!Education,!and!various!national!professional!associations.!!!For!example,!the!federal!No!Child!Left!Behind!Act!of!2001!(NCLB)!requires!local!school!districts!to!ensure!that!all!teachers!hired!to!teach!core!and!other!academic!subjects!are!impacting!student!learning!effectively.!!!The!fundamental!knowledge!requirements!for!proficient!teaching!are!relatively!clear.!!These!include!(a)!a!broad!grounding!in!the!liberal!arts!and!sciences;!(b)!knowledge!of!the!subjects!to!be!taught,!of!the!skills!to!be!developed,!and!of!the!curricular!arrangements!and!materials!that!organize!and!embody!that!content;!and!(c)!the!skills,!capacities!and!dispositions!to!employ!such!knowledge!wisely!in!the!interest!of!students!(Croffordt,!Pederson,!&!Garn,!2011).!!Helping!students!develop!rich!understandings!of!important!content!requires!teachers!to!possess!understandings!that!go!far!beyond!the!knowledge!and!skills!officially!being!taught.!!!Many!believe!that!teachers!should!know!the!content!that!they!teach,!including!about!the!creation,!discovery,!and!testing!of!new!knowledge;!major!debates!and!disagreements!in!the!field;!principle!perspectives!or!“schools!of!thought”;!how!the!field!has!developed;!and!key!contributors!to!the!discipline!(Craig!&!Ross,!2008;!Shulman,!1986,!1987).!!The!Teacher!Education!Unit!at!LHU!highly!values!these!components!that!are!required!to!provide!the!necessary!content!knowledge!for!beginning!teachers!to!be!effective!in!impacting!student!learning.!!We!require!all!prospective!teachers!at!LHU!to!complete!a!rigorous!program!of!general!education!studies!at!a!high!level!of!proficiency!(minimum!overall!GPA!of!3.0).!Secondary!education!majors!at!LHU!complete!what!is!nearly!the!equivalent!of!a!pure!degree!in!their!chosen!field!in!addition!to!the!general!education!requirements!with!the!same!high!level!of!expectation.!Likewise,!PreKK4!early!childhood!education!majors,!special!education!majors!with!dual!certifications,!middle!level!education!

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majors,!music!education!and!health!and!physical!education!majors,!and!graduate!students!

in!educational!leadership!complete!very!specialized!coursework!appropriate!to!their!fields!

of!licensure.!Subject!matter!knowledge,!while!no!guarantee!of!effective!instruction,!is!

nevertheless!a!necessary!and!critical!component!of!reflective!practice.!!!

(References(

!

Beane,!James!A.!(1997).!!Curriculum!integration:!Designing!the!core!of!democratic!education.!!New!York:!Teachers!College!Press.!

Boydston,!J.A.!(1989).!!John!Dewey,!The!Later!Works,!1925S1953,!Volume!9:!!1933S1934,!(ed;!pp.!194K204).!!Carbondale:!!Southern!Illinois!University!Press.!

!

CochranKSmith,!M.,!FeimenKNemser,!S.,!McIntryre,!D.J.!&!Demers,!K.E.!(2008).!!Handbook!of!research!on!teacher!education:!!Enduring!questions!in!changing!contexts!(3rd!edition).!New!York:!!Routledge/Taylor!&!Francis!and!the!Association!of!Teacher!Educators.!

!

Council!of!Chief!State!School!Officers.!(2011).!Interstate!teacher!assessment!and!support!consortium!(InTASC)!model!core!teaching!standards:!a!resource!for!state!dialogue.!Washington,!DC.!!

!

Craig,!C.J.,!&!Ross,!V.! (2008).! !Cultivating!the! image!of! teachers!as!curriculum!makers.! ! In!

F.M.! Connelly,! M.F.! He,! and! J.! Phillon! (Eds.),! ! The! Sage! Handbook! of! Curriculum! and!Instruction!(pgs.!282K305).!!Thousand!Oaks,!CA:!!Sage!Publications.!

!

Croffordt,!G.D.,!Pederson,!J.E.,!&!Garn,!G.!(2011,!spring).!!Exploring!the!relationship!between!

national!board!certification!and!high!school!achievement.!!New!Horizons!for!Learning,!9!

(1).! ! Retrieved! from! Johns! Hopkins! University’s! online! journal,! New! Horizons! for!

Learning,! http://jhepp.library.jhu.edu/ojs/index.php/newhorizons/article/view/39!

September,!2012.!

!

DarlingKHammond,! L.D.,! Haselkorn,! D.,! &! Bouw,! J.! (2009).! Reforming! teaching:! are! we!

missing!the!boat?!Education!Week!28!(27):!30S36.!!!

Delandshere,! G.,! &! Petrosky,! A.! (2004).! Political! rationales! and! ideological! stances! of! the!

standards!based!reform!of!teacher!education!in!the!US.!Teaching!and!Teacher!Education!20!(1):!1S15.!

!

Dewey,! J.! (1989).! ! The! need! for! a! philosophy! of! education.! ! In! J.A.! Boydston! (Ed.),! John!Dewey,! the! later!Works,! 1925S1953,! Volume! 9:! 1933S1934! (pp.! 194K204).! !Carbondale:!!Southern!Illinois!University!Press.!!

!

Heineke,!A.J.,!Carter,!H.,!Desimone,!M.,!&!Cameron,!Q.!(2010).!!Working!together!in!urban!

schools:!How!a!university!teacher!education!program!and!teach!for!America!partner!

to!support!alternatively!certified!teachers.!!Teacher!Education!Quarterly,!37,!123K136.!

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6!!

!Kane,!T.J.,!Taylor,!E.S.,!Tyler,!J.H.,!&!Wooten,!A.L.!(2011).!!Identifying!effective!classroom!

practices!using!student!achievement!data.!!Journal!of!Human!Resources,!46,!587K613.!!Kolb,!D.!A.!!(1984).!Experiential!learning:!Experience!as!the!source!of!learning!and!

development.!!Englewood!Cliffs,!NJ:!!PrenticeKHall.!Robertson.!J.!S.!&!Singleton,!J.!D.!(2010).!Comparison!of!traditional!versus!alternative!

preparation!of!special!education!teachers.!!Teacher!Education!and!Special!Education,!33(3)!213K224.!

!Shaw,! M.! (2008).! ! The! impact! of! alternative! teacher! certification! programs! on! teacher!

shortages.!!International!Journal!of!Learning,!15!(3),!89K97.!!Vars,!G.!F.,!&!Beane,!J.!A.!(2000,!June).!!Integrative!curriculum!in!a!standardsKbased!world.!!

ERIC!Digest!EDOKPSK00K6.!Wang,! J.,! Lin,! E.,! Spalding,! E.,! Odell,! S.J.,! &! Klecka,! C.! (2011).! ! Understanding! teacher!

education!in!an!era!of!globalization.!!Journal!of!Teacher!Education,!62,!115K120.!!(

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!LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!!

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Element(Two(C(Pedagogy:(((Research,(Theory,(and(Practice(

SubjectKmatter!knowledge!is!important!for!teachers!to!impact!student!learning!effectively.!Not!only!should!teachers!have!specialized!understanding!of!the!content!that!they!teach!(Etkina,!2010),!but!they!need!to!be!able!to!deliver!content!appropriately!and!pace!the!amount!of!content!taught!at!any!given!time!(Johnsen,!2010).!!Many!reform!efforts!are!calling!for!changes!in!our!educational!system!that!will!help!students!to!develop!rich!understandings!of!important!content,!think!critically,!construct!and!solve!problems,!synthesize!information,!invent,!create,!express!themselves!proficiently,!and!leave!school!prepared!to!be!responsible!citizens!and!lifelong!learners.!Although!strong!content!knowledge!and!verbal!skills!have!been!linked!to!higher!student!achievement,!this!may!not!be!sufficient!for!quality!teaching!and!learning!(Appleton,!2008;!DarlingKHammond,!2006;!Kane,!Rockoff,!&!Staiger,!2006).!!!In!addition,!we!recognize!the!increasingly!important!role!that!globalization,!technology,!clinical!practice,!and!assessment!have!in!the!education!of!future!teachers.!!Research!shows!that!the!connection!between!teachers'!subject!knowledge!and!student!achievement!is!mixed,!positively!influencing!student!learning!up!to!a!certain!level!of!basic!competence!but!becoming!less!important!after!a!certain!point!(Appleton,!2008;!DarlingKHammond,!2000,!2006;!DarlingKHammond,!et!al.,!2008;!Grossman,!2005).!!More!recent!research!by!Wenglinsky!(2002)!revealed!that!the!greatest!influence!of!teachers!on!students'!achievement!comes!from!classroom!practices!and!professional!development!that!supports!the!students'!efforts.!!!Wenglinsky's!research!indicates!that!"regardless!of!the!level!of!preparation!students!bring!into!the!classroom,!decisions!that!teachers!make!about!classroom!practices!can!either!greatly!facilitate!student!learning!or!serve!as!an!obstacle!to!it"!(p.7).!!!That!is,!teachers'!pedagogical!decisions!and!activities,!separate!from!but!related!to!teacher!subject!matter!knowledge,!greatly!affect!student!achievement!(Roberts!&!Singleton,!2010).!!!!!The!classroom!practices!of!teachers!are!in!large!part!shaped!by!their!personal!life!experiences!(Cain&!Cain,!2012).!Furthermore,!according!to!Dewey!(Kolb,!1984),!life!experiences!do!not!occur!in!a!vacuum,!but!are!a!result!of!contact!and!communication!with!others!in!social!situations.!Dewey!maintained!that!experiences!are!akin!to!building!blocks:!present!experiences!are!built!on!ones!of!the!past!and!serve!as!the!base!for!ones!to!come!in!the!future!(Kolb,!1984).!!Thus,!experiences!occur!in!continuity!with!one!another!and!are!constantly!being!changed!and!negotiated.!Vygotsky!(1978)!also!mentions!that!development!or!transformative!practice!is!socially!and!culturally!constructed.!Development!is!related!to!students!understanding!the!world!in!new!ways!(Kozulin,!2003,!Vygotsky,!1986).!Several!researchers!(CochranKSmith!&!Demers,!2009;!DarlingKHammond,!et!al.,!2008;!DarlingKHammond!&!Bransford,!2005;!Little,!Gearhart,!Curry,!Kafta,!2003)!have!called!for!educators!to!exemplify!a!thorough!understanding!of!the!developmental!processes!and!needs!that!students!demonstrate.!In!order!to!assess!those!needs!continually,!teaching!and!assessment!must!be!closely!linked!processes.!!The!faculties!in!LHU’s!teacher!education!programs!believe!that!the!implementation!of!standardsKbased!assessmentKguided!instruction!is!an!extremely!important!practice!and!directly!relates!to!appropriate!pedagogy.!!!Teachers!

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systematically!assess!student!progress!by!employing!multiple!authentic!assessment!strategies!during!all!phases!of!instruction.!!!Then,!by!using!this!assessment!data,!teachers!are!able!to!make!judgments!about!the!relative!progress!of!students!in!their!classrooms!and!subsequently!formulate!plans!for!future!lessons!and!activities.!!!This!allows!teachers!to!track!what!students!are!learning!as!well!as!what!they,!as!teachers,!are!learning!about!their!students!and!appropriate!pedagogy!(Ormrod,!2006).!!!This!is!also!seen!in!current!practices!involving!Response!to!Intervention!(RTI)!strategies!such!as!instructing!so!that!the!entire!class!can!continue!learning!while!simultaneously!adjusting!smallKgroup!instruction!based!on!student!needs!(Peterson,!2011).!!Not!only!are!LHU!preservice!teachers!prepared!to!adjust!instruction!based!on!students’!needs,!but!also!how!they!interact!with!students!in!lessons!is!a!part!of!the!pedagogical!preparation!of!the!preservice!teaches.!!This!supports!Pianta’s!work!which!provides!evidence!that!how!teachers!interact!during!lessons!with!students!makes!a!difference!in!how!well!students!learn!(Pianta,!et!al.,!2008;!Pianta,!Belsky,!Howes,!&!Morrison,!2007;!Pianta,!Howes,!Burchinal,!Bryant,!Clifford,!Early,!&!Barbarin,!2005).!

Taking!into!account!the!research!findings!that!show!the!pedagogical!skills!for!effective!instruction,!the!LHU!teacher!education!programs!provides!several!opportunities!and!experiences!for!beginning!teachers!to!develop!and!be!able!to!make!wise!pedagogical!decisions,!appropriately!incorporate!technology!into!their!teaching,!and!properly!assess!their!students!as!well!as!their!own!instructional!effectiveness.!!!This!is!done!in!part!through!the!completion!of!required!courses!that!include!appropriately!sequenced!field!experiences!in!which!students!can!practically!apply!the!techniques!discussed!in!courses.!!!In!addition,!LHU's!programs!require!students!to!reflect!on!the!theories!presented!and!their!implementation!in!the!classroom!and!connect!the!theories!with!the!clinical!practices!in!which!they!engage.!

References(!Appleton,!K.!(2008).!Developing!science!pedagogical!content!knowledge!through!

mentoring!elementary!teachers.!Journal!of!Science!Teacher!Education,!19,!523K545.!!Cain,!M.,!&!Cain,!M.!(2012).!!Beliefs!about!classroom!practice:!!A!study!of!primary!teacher!

trainees!in!Trinidad!and!Tobago.!!International!Journal!of!Humanities!and!Social!Science,!2!(3),!96K105.!!!

!CochranKSmith,!M.,!&!Demers,!K.!(2009).!!Preparing!teachers!for!the!21st!century:!!Research!

and!teacher!learning.!!In!O.!Kow!(Ed.),!Teachers!as!learners:!!Critical!discourse!on!challenges!and!opportunities.!!Hong!Kong:!!CERC/Springer.!

!DarlingKHammond,!L.!(2006).!Powerful!teacher!education:!Lessons!from!exemplary!

programs.!San!Francisco:!JosseyKBass.!!!

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DarlingKHammond,!L.,!Barron,!B.,!!Pearson,!P.D.,!Shoenfeld,!A.H.,!Stage,!E.K.,!Zimmerman,!T.D.,!Cervetti,!G.N.,!&!Tilson,!J.L.!(2008).!!Powerful!learning:!!What!we!know!about!teaching!for!understanding.!!!San!Francisco,!CA:!!JosseyKBass.!

!DarlingKHammond,!L.!&!J.!Bransford!(Eds.).!(2005).!Preparing!teachers!for!a!changing!world!

(pp.!232K!274).!San!Francisco,!CA:!JosseyKBass.!!Etkina,!E.! (2010).!Pedagogical! content!knowledge!and!preparation!of!high!school!physics!

teachers.!Physics!Education!Research!6(2):!1S26.!!!Grossman,!P.!L.!(2005).!Research!on!pedagogical!approaches!in!teacher!education.!In!M.!

CochranKSmith!&!K.!Zeichner!(Eds.),!Review!of!research!in!teacher!education.!Washington!D.!C.:!American!Educational!Research!Association.!

!Johnsen,! S.! (2010).! Pacing! and! learning! styles:! Interpretation! and! research.! Gifted! Child!

Today,!33!(3),!6.!!!Kane,!T.E.,!Rockoff,!J.E.,!&!Staiger,!D.O.!(2006,!March).!What!does!certification!tell!us!about!

teacher!effectiveness?!Evidence!from!New!York!City.!(Working!Paper!11844).!Cambridge,!MA:!National!Bureau!of!Economic!Research!

!Kolb,!D.!A.!!(1984).!Experiential!learning:!Experience!as!the!source!of!learning!and!

development.!!Englewood!Cliffs,!NJ:!!PrenticeKHall.!Kozulin,!A.!!(2003).!!Psychological!tools!and!mediated!learning.!!In!Kozulin,!A.,!Gindis,!G.,!

Ageyev,!V.!S.,!Miller,!S.!M.!(eds.)!Vygotsky’s!educational!theory!in!cultural!context.!!Cambridge,!UK.!!

Little,!J.W.,!Gearhart,!M.,!Curry,!M.,!and!Kafka,!J.!(2003,!November).!Looking!at!student!work!for!teacher!learning,!teacher!community!and!school!reform.!!Phi!Delta!Kappan,!85(3),!184K192.!!!

!Ormrod,!J.!E.!(2006)!!Essentials!of!educational!psychology.!!Columbus,!Ohio:!!Pearson.!!Peterson,!M.!(2011).!!Response!to!intervention!in!a!guided!reading!classroom:!!Practical!

strategies!to!meet!the!needs!of!all!your!students!(Grades!KS2).!!Presentation!delivered!at!a!meeting!sponsored!by!the!Bureau!of!Educational!Research,!Chicago,!IL,!!October!28,!2011.!

!Pianta,!R.!(2008).!!Classroom!effects!on!children’s!achievement!trajectories!in!elementary!

school.!!American!Education!Research!Journal,!45,!365K397.!doi.org/10.3102/0002831207308230!

!Pianta,!R.,!Belsky,!J.,!Houts,!R.,!&!Morrison,!F.!(2007).!!Opportunities!to!learn!in!America’s!

classrooms.!Science,!315,!1795K1796.!!doi:!!10.1126/science.1139719!!

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Pianta,!R.,!Howes,!C.,!Burchinal,!M.,!Bryant!D.,!Clifford,!R.,!Early,!D.,!&!Barbarin,!O.!(2005).!!Features!of!preKkindergarten!programs,!classrooms,!and!teachers:!Do!they!predict!observed!classroom!quality!and!childKteacher!interactions?!!Applied!Developmental!Science,!9,!144K159.!!!

!Robertson,!J.S.,!&!Singleton,!J.D!(2010).!!Comparison!of.!Traditional!Versus!Alternative!

Preparation.!!!Teacher!Education!and!Special!Education,!33,!213K224.!!Vygotsky,!L.!S.!(1986).!Thought!and!language.!Cambridge:!MIT.!!!!Vygotsky,!L.!(1978).!!Mind!in!society:!the!development!of!higher!psychological!processes.!!

Cambridge,!MA:!Harvard!University!Press.!Wenglinsky,!H.!(2002).!!The!link!between!teacher!classroom!practices!and!academic!

performance.!!Education!Policy!Analysis!Archies,!10.!!Retrieved!September!18,!2012!from!http://epaa.asu.edu/ojs/article/view/291.!

!!!!!!!!!!!!!!!!!!!!!

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Element(Three(C(Contextual(Factors:((Learners(and(the(Learning(Environment((

The!LHU!teacher!education!faculty!believe!that!candidates!in!the!teacher!preparation!programs!at!LHU!must!demonstrate!proficiency!in!identifying!and!addressing!important!contextual!factors!that!affect!teaching!and!learning.!!Contextual!factors!include,!but!are!not!limited!to,!community!environments;!family!environments;!the!characteristics!of!the!children!themselves,!and!the!school!and!classroom!environments.!!These!factors!often!play!a!direct!role!in!a!student’s!ability!to!engage!in!the!lessons!being!taught.!

Community.((Community!and!school!populations,!often!defined!by!socioeconomic!levels!as!well!as!racial!and!ethnic!composition,!are!important!considerations!in!planning!effective!educational!programs.!!Current!research!suggests!that!community!characteristics!have!a!measurable!impact!on!child!development!and!student!learning!(Holloway,!2004).!!When!teachers!are!aware!of!the!challenges!and!opportunities!associated!with!particular!community!characteristics!they!can!more!effectively!match!teaching!practices!to!address!these!and!improve!student!learning!and!development!(Peters!et!al.,!2010).!!!

Today,!more!than!three!quarters!of!public!school!teachers!in!the!United!States!are!monoKlingual!English!speaking!(National!Center!for!Education!Statistics,!2011).!!Most,!however,!are!working!in!classrooms!that!are!increasingly!racially,!ethnically!and!linguistically!diverse!(Gay,!2005).!!It!is!critical!for!future!teachers!to!learn!how!to!effectively!approach!education!with!diverse!student!populations,!particularly!when!the!background!of!the!students!differs!from!that!of!the!teacher!(Delpit,!2006;!Genesee,!Paradis!&!Crago,!2004;!Howard!&!Aleman,!2008;!Ramsey,!2004).!!Even!those!who!end!up!teaching!in!a!context!where!not!much!diversity!exists!will!need!to!prepare!these!children!to!live!in!the!wider,!multicultural!world!(DermanKSparks!&!Ramsey,!2006).!!!We!provide!preservice!teachers!completing!the!LHU!programs!with!appropriate!opportunities!to!work!in!classrooms!with!children!from!various!types!of!diverse!backgrounds!as!part!of!their!early!clinical!practice!placements!as!well!as!student!teaching!placements.!

Family.((The!home!is!the!first!learning!environment!for!children!and!remains!an!important!context!throughout!their!formative!years.!!Teachers!need!to!consider!home!environment,!family!structure,!and!level!and!type!of!parental!involvement!when!planning!for!instruction.!Equally!important!is!that!teachers!help!students!connect!school!experiences!with!outside!learning!activities!(Bransford,!Brown!&!Cocking,!2000).!!This!connection!builds!on!students’!prior!knowledge!and!helps!them!see!the!value!in!the!education!received!in!the!school!environment,!creating!a!basic!understanding!of!how!the!schoolKbased!learning!experiences!can!be!applied!in!home,!community,!and!work!settings.!!In!order!to!facilitate!homeKschool!connections!and!build!on!outKofKschool!knowledge!children!have!acquired,!teachers!must!be!aware!of!family!context.!!The!family!context!is!where!children!first!develop!a!sense!of!self!in!the!world.!!The!self!that!develops!is!shaped!by!social,!cultural!and!economic!factors!in!the!family.!!We!believe!that!our!LHU!preservice!teachers!should!not!only!know!about!the!family!contextual!influences!but!experience!working!with!students’!family!members!whenever!appropriate!and!possible.!

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School(and(Classroom.((As!children!grow,!the!classroom!becomes!an!increasingly!important!learning!environment.!!Classroom!environment!refers!to!the!pervasive!atmosphere,!ambience,!tone,!or!climate!within!a!particular!setting!(Dorman,!2002).!!Evidence!links!positive!classroom!communities!to!increased!student!achievement.!!These!positive!learning!communities!are!created!through!teachers’!use!of!effective!management!and!guidance!techniques!(Fields,!Perry!&!Fields,!2010;!Jones,!2010;!Weinstein!&!Novodvorsky,!2011).!!Creating!a!positive!learning!environment!requires!the!classroom!teacher!to!foster!relationships!with!and!between!students!that!demonstrate!acceptance!of,!and!respect!for!each!other.!!These!relationships!form!the!foundation!of!a!classroom!climate!in!which!all!students!are!encouraged!to!learn.!!This!positive!learning!environment!is!further!established!when!the!classroom!teacher!constructs!a!learnerKcentered!environment!whereby!students!are!prompted!to!develop!their!own!knowledge!structures!by!predicting!and!explaining!various!situations!(Bransford,!Brown,!&!Cocking,!2000).!!LearnerKcentered!environments!require!an!understanding!by!the!teacher!of!the!students'!knowledge,!skills,!and!personal!beliefs!that!are!brought!to!the!educational!setting!(LadisonKBillings,!2001).!!We!believe!that!teachers!who!strive!for!positive!learnerKcentered!environments!are!more!responsive!to!student!diversity,!thereby!maintaining!students'!positive!selfKidentity!while!fostering!academic!success!(Phuntsog,!1999).!!

Characteristics(of(Children.!!Effective!teachers!are!able!to!individualize!instruction!based!on!knowledge!of!the!individual!characteristics!of!children!including!developmental!characteristics!and!those!that!arise!from!particular!family!contexts.!!Knowledge!of!child!and!adolescent!development!is!critical!to!understanding!their!learning!and!to!the!construction!of!effective!teaching!and!learning!environments!(Pianta,!Hitz!&!West,!2010;!Snyder!&!Lit,!2010).!!It!is!important!to!understand!not!only!the!developmental!level!of!children,!but!it!is!equally!important!to!understand!the!range!of!special!needs!children!may!have!and!how!to!effectively!address!these!in!an!inclusive!classroom!setting!(Polloway,!Patton!&!Dowdy,!2012).!!!

Developmental!level!is!only!one!form!of!diversity!in!a!classroom.!!Diversity!can!also!include!differences!in!race,!ethnicity,!gender,!language,!disability,!socioeconomic!status,!interests,!and!learning!styles.!!Attention!to!the!full!range!of!diversity!factors!is!essential!to!creating!an!effective!teaching!and!learning!environment!(GonzalezKMena,!2008;!Klein!&!Chen,!2001;!Obiakor,!2001).!!!Through!coursework!and!clinical!practice!opportunities,!LHU!preservice!teachers!gain!the!knowledge!and!ability!to!plan!instruction!for!children!based!on!individual!learning!needs.!

References(

Bransford,!J.!D.,!Brown,!A.L.,!Cocking,!R.R.!(Eds.).!(2000).!!How!people!learn:!Brain,!mind,!experience,!and!school.!Chapter!six:!!The!design!of!learning!environments.!!Washington,!D.C,!National!Academy!Press.!1K27.!

Delpit,!L.!(2006).!!Other!people’s!children.!!Cultural!conflict!in!the!classroom.!!New!York:!The!New!Press.!

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Dorman,!J.!!(2002).!!Classroom!environment!research:!Progress!and!possibilities.!!Queensland!Journal!of!Educational!Research!(18),!1K18.!

DermanKSparks,!L.!&!Ramsey,!P.!G.!(2006).!!What!if!all!the!kids!are!white?!!AntiSbias!multicultural!education!with!young!children!and!families.!!New!York:!Teachers!College!Press.!

Fields,!M.!V.,!Perry,!N.!J.,!&!Fields,!D.!M.!(2010).!!Constructive!guidance!and!discipline:!Preschool!and!primary!education!(5th!Ed.).!!Upper!Saddle!River,!NJ:!Pearson.!

Gay,!G.!(2005).!A!synthesis!of!scholarship!in!multicultural!education.!Naperville,!IL:!North!Central!Regional!Educational!Laboratory.!

Genesee,!F.,!Paradis,!J.,!&!Crago,!M.!B.!(2004).!!Dual!language!development!&!disorders.!!A!handbook!on!bilingualism!&!second!language!learning.!!Baltimore,!Paul!H.!Brookes!Publishing.!

GonzalezKMena,!J.!(2008).!!Diversity!in!early!care!and!education.!!Honoring!differences!(5th!ed.).!!Boston:!McGraw!Hill.!

Holloway,!J.!H.!(2004).!How!the!community!influences!achievement.!Educational!Leadership,!(61),!8,!89K90.!!

Howard,!T.!C.!&!Aleman,!G.!R.!(2008).!!Teacher!capacity!for!diverse!learners.!!What!do!teachers!need!to!know?!!In!M.!CochranKSmith,!S.!FeimanKNemser!&!D.!J.!McIntyre!(Eds.),!Handbook!of!research!on!teacher!education!(3rd!Ed.)!(pp.!157K174).!!New!York:!Routledge.!

Jones,!V.!(2010).!!Practical!classroom!management.!!Upper!Saddle!River,!NJ:!Pearson.!

Klein,!M.!D.!&!Chen,!D.!(2001).!!Working!with!children!from!culturally!diverse!backgrounds.!!Florence,!KY:!Cengage!Learning.!

LadsonKBillings,!G.!(2001).!Crossing!over!to!Canan:!The!journey!of!new!teachers!in!diverse!classrooms.!!San!Francisco:!!JosseyKBass.!

National!Center!for!Education!Statistics.!(2011).!!Schools!and!staffing!survey.!!Table!18.!!Percentage!distribution!of!public!school!teachers!by!race/ethnicity,!percentage!minority,!and!state:!2003–04.!!Retrieved!01/28/2011!from!http://nces.ed.gov/surveys/SASS/tables/state_2004_18.asp.!

Obiakor,!F.!E.!(2001).!Multicultural!education:!Powerful!tool!for!preparing!future!general!and!special!educators.!Teacher!Education!and!Special!Education!(24),!3,!241K255.!

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Peters,!R.!D.,!Bradshaw,!A.!J.,!Petrunka,!K.,!Nelson,!G.,!Herry,!Y.,!Craig,!W.!M.,!…Rossiter,!M.!D.!(2010).!!The!Better!Beginnings,!Better!Futures!Project:!Findings!from!Grade!3!to!Grade!9!![Monograph].!!Monographs!of!the!Society!for!Research!in!Child!Development,!75!(3).!!DOI:!10.1111/j.1540K5834.2010.00576.x!

Phuntsog,!N.!(1999).!The!magic!of!culturally!responsive!pedagogy:!In!search!of!the!genie's!lamp!in!multicultural!education.!Teacher!Education!Quarterly.!

Pianta,!R.!C.,!Hitz,!R.,!&!West,!B.!(2010).!!Increasing!the!application!of!developmental!sciences!knowledge!in!educator!preparation.!!Washington,!DC:!NCATE.!

Polloway,!E.!A.,!Patton,!J.!R.,!&!Dowdy,!C.!A.!(2012).!!Teaching!students!with!special!needs!in!inclusive!settings!(6th!Ed.).!!Upper!Saddle!River,!NJ:!Pearson.!

Ramsey,!P.!G.!(2004).!!Teaching!and!learning!in!a!diverse!world!(3rd!Ed.).!!New!York:!Teachers!College!Press.!

Snyder,!J.!&!Lit,!I.!(2010).!!Principles!and!exemplars!for!integrating!developmental!sciences!knowledge!into!educator!preparation.!!!Washington,!DC:!NCATE.!

Weinstein,!C.!S.!&!Novodvorsky,!I.!(2011).!!Middle!and!secondary!classroom!management:!Lessons!from!research!and!practice!(4th!Ed.).!!Columbus,!OH:!McGrawKHill

((((((((((((((!!!!!

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!

(!

Element(Four(–(Professionalism:(Ethics(and(Dispositions(!

Perhaps!the!most!important!trait!of!teachers!is!that!they!care!about!students!and!about!the!

teachingKlearning! process.! LHU’s! teacher! education! programs! expect! that! candidates!

consistently! demonstrate! professional! behaviors! and! attitudes! that! are! essential! to! the!

teaching! profession.! LHU’s! teacher! education! programs! also! maintain! screening! and!

assessment!procedures!to!assure!that!teacher!candidates!without!positive!dispositions!are!

provided! opportunities! to! adjust! those! dispositions! before! being! permitted! to! move!

forward! in!our! teacher!education!programs.!This! is!valued!at!LHU!because! teachers!with!

positive!professional!dispositions!tend!to!act!in!ways!that!elevate!the!profession!of!teaching!

in!the!eyes!of!others!(RosKVoseles!&!Moss,!2007).!It! is!no!longer!sufficient!for!teachers!to!

have!knowledge!and!skills! in!academic!subjects;! they!must!also!have!employability! skills!

(Wayda! &! Lund,! 2005).! ! Professional! dispositions! are! those! observable! and!measurable!

teacher!behaviors!such!as!punctuality!and!oral!communication!skills!that!often!determine!

the! success! or! failure! of! a! beginning! teacher! (Goodlad,! 2002).! ! Developing! professional!

behaviors,! including! dispositions,! ethics,! and! caring! communication! skills,! is! an! integral!

part! of! LHU’s! teacher! education! programs.! ! This! can! be! seen! in! the! personal! traits,!

characteristics,! and! ethics! of! teachers.! ! It! is! evident! as! professionals! engage! in! lifeKlong!

learning!and!in!teachers!who!care!that!their!students!learn!and!are!successful!in!life.!

!

Personal(Traits,(Characteristics,(and(Ethics(!

Professional!dispositions!are!determined!by!a!person’s!professional!dispositions.!!

According!to!Wayda!and!Lund!(2005),!a!positive!disposition!toward!being!a!teacher!is!

indicated!by!a!preservice!teacher!who!values!learning!and!knowledge,!diversity,!

collaboration,!professionalism,!and!personal!integrity.!The!teacher!education!programs!at!

LHU!recognize!the!importance!of!modeling!and!assessing!candidate!dispositions!that!we!

believe!are!necessary!for!teaching!effectiveness!and!attractive!to!potential!employers!in!

PKK12!schools.!!These!skills!are!necessary!and!valued!skills!of!all!teachers.!They!include!

initiative,!dependability,!commitment!to!the!profession,!interpersonal!and!oral!

communication!skills,!resourcefulness,!and!reflection.!!Research!findings!recommend!that!

teachers!also!develop!the!ability!to!identify,!analyze,!and!resolve!ethical!issues!that!they!

face!in!the!classroom,!school,!and!community!(Benfu,!2000;!Johnson!&!Reiman,!2007)!and!

plan!for!and!teach!strategies!for!moral!development!(Benninga,!Berkowitz,!Kuehn,!&!Smith,!!

2003;!Bebeau,!Rest,!&!Narvaez,!1999;!Ignico!&!Gannon,!2010;!!Parkison,!2009).!!!

!

LifeClong(Learning(!

Professionalism!also!requires!a!commitment! to!being!a! lifeKlong! learner.! !Commitment! to!

lifeKlong! learning! is! evident! in! those! teachers! who:! continuously! selfKreflect;! accept!

feedback! from! mentors,! peers,! and! supervisors;! and! seek! professional! development!

opportunities!outside!of!the!classroom.!!The!concept!of!selfKreflection!is!based!on!Dewey’s!

theoretical!perspective!of! critical! inquiry!and!how! it! relates! to!practice! (Van!Gyn,!1996).!!

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!LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!!

16!!

Reflection!allows!the!teacher!to!identify!effective!practices!through!a!careful!investigation!of! his! or! her! own! teaching! experiences! so! that! intellectual! and!professional! growth!may!take! place! (Malm,! 2009).! ! Preservice! teachers!must! develop! the! skill! of! selfKreflection! in!order! to!continuously!grow!as!professionals,!especially!within!and!beyond! the!university!setting.!!Research!also!emphasizes!the!importance!of!expanding!the!teacher’s!knowledge!of!discipline! and! pedagogical! skills! through! peer! evaluations! and! feedback! on! observed!lessons!and!participating!in!professional!development!programs,!as!well!as!keeping!abreast!of! new! developments! in! the! field! by! researching! findings! reported! in! current! literature.!!Because! we! live! in! a! changing! society,! lifeKlong! learning! is! essential! for! the! onKgoing!development!of!knowledgeable!citizens!(National!Commission!on!Teaching,!1996;!DarlingKHammond!&!Sykes,!1999)!that!are!able!to!compete!successfully!in!a!global!economy.!!Caring(!Effective!teachers!care!for!their!students!and!recognize!that!students!need!to!be!aware!that!others!care!about!them.!!Teachers!and!students!must!effectively!communicate!their!mutual!consideration.! According! to!Kessler! (1999),! teachers!who! care! about! their! students! help!them!to!develop!a!sense!of!belonging!to!a!community.!!LHU!requires!teacher!candidates!to!demonstrate! caring! communication! skills.! ! These! skills! can! be! defined! as! the! ability! to!recognize!and!respond!to!individual!differences,!needs,!and!desires!of!students!in!order!to!facilitate! developmental! growth! and! learning.! Rogers! and! Webb! (1991)! underscore! the!importance!of!caring!by!reporting!that!good!teaching!is!inextricably!linked!to!specific!acts!of! caring.! ! In! order! for! caring! to! be! evident,! teachers! must! develop! a! wide! range! of!strategies! to!effectively!communicate!with!students! in! the!class,! the!parents! in! the!home,!the! teachers!and!staff! in! the! school,! and! the!administrators! in! the! school!district.! !Notes,!checklists,! report! cards,!phone! calls,! and! teacherKparent! conferences!provide!a!variety!of!communicative!methods!through!which!teachers!demonstrate!to!all!students!that!they!are!cared!for!in!the!classroom!and!beyond.!!Moreover,!each!day!teachers!need!to!provide!a!safe!learning! environment! where! students! are! valued! for! who! they! are! and! in! which! their!individual!perspectives!are!considered.!!LHU’s!teacher!education!programs!are!designed!to!develop! the! necessary! dispositions,! skills,! and! knowledge! to! prepare! our! teacher!candidates! to! become! effective,! reflective! practitioners.! ! Students! typically! sense! when!teachers!care!and!it!often!results!in!a!greater!effort!to!be!engaged!in!the!learning!process!(Lumpkin,! 2007).! ! Of! course,! the! literature! is! clear! that! studentKcentered! lessons! are!typically!found!in!classrooms!of!effective!teachers!(!!

References(!Bebeau,!M.J.,!!Rest,!J.R.,!&!Narvaez,!D.!!(1999).!!Beyond!the!promise:!A!perspective!on!research!

in!moral!education.!!EJ587024.!!Benfu,! L.! (2000)! Ethics! teaching! in! medical! schools.! ! The! Hastings! Report.! 30(4)!!

AN00930334.!!Retrieved!February!28,!2005.!!

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!LHU!Teacher!Education!Conceptual!Framework!–!revised!version!approved!May!3,!2013!!

17!!

Benninga,!J.S.,!Berkowitz,!M.,!Kuehn,!P.,!&!Smith,!K.!(2003).!!The!relationships!of!character!!education! and! academic! achievement! in! elementary! schools.! ! Journal! of! Research! in!Character!Education,!1(1),!17K30.!

!DarlingKHammond,! L.,!&! Sykes,!G.! (Eds.)! (1999).! !Teaching!as!the! learning!profession.! San!

Francisco:!JosseyKBass.!!Goodlad,!J.!!(2002).!!Kudza,!rabbits,!and!school!reform.!!Phi!Delta!Kappa,!84!(1),!16K23.!!Ignico,! A.! &! Gammon,! K.! (2010)! A! longitudinal! study! of! the! professional! dispositions! of!

teacher!candidates!Natural!Science,!2!(2),!91K94.!!Johnson,!L.E.,!&!Reiman,!A.J.!(2007)!!Beginning!teacher!dispositions:!Examining!the!

moral/ethical!domain,!Teaching!and!Teacher!Education!23!(5),!676–687.!!!!Lumpkin,!A.!(2007).!!Caring!teachers:!The!key!to!student!learning.!!Kappa!Delta!Pi!Record,!

43,!158K160.!!Malm,! B.! (2009).! Towards! a! new! professionalism:! enhancing! personal! and! professional! development!in!teacher!education.!Journal!of!Education!For!Teaching,!35(1),!77K91.!!National! Commission! on! Teaching! and! America’s! Future.! (1996).! What! matters! most:!

Teaching!for!America’s!future.!!!Parkison,! P.! T.! (2009).! FieldKbased! preservice! teacher! research:! Facilitating! reflective! professional!practice.!Teaching!&!Teacher!Education,!25(6),!798K804.!!Rogers,!D.,!&!Webb,!J.!!(1991).!!The!ethic!of!caring!in!teacher!education.!!Journal!of!Teacher!

Education.!!42(3),!173K181.!!RosKVoseles,! D.,! &! Moss,! L.! 2007.! The! role! of! dispositions! in! the! education! of! future!

teachers.!Young!Children!62!(5):!90K98.!!!VanGyn,! G.! (1996).! ! Reflective! practice:! The! needs! of! professions! and! the! promise! of!

cooperative!education.!!Journal!of!Cooperative!Education,!31(2K3),!103K131.!!Wayda,!V.!&!Lund,! J.! (2005).! !Assessing!dispositions:! !An!unresolved!challenge! in! teacher!

education.!!Journal!of!Physical!Education,!Recreation,!and!Dance,!76!(1),!34K76.!!

!

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Unit Assessment System for Teacher Education Initial Programs

Initial Programs Stage I Candidacy

Stage II Entrance To Block (II): Developing Portfolio

Stage III Entrance to Student

Teaching

Stage IV Exit from Student Teaching: Senior

Portfolio

Stage V Certification

Stage VI Post

Graduation

Unit Operations

• PreK-4/Early Childhood Education

• PreK-4/Special Education

• Middle/Elem Education 4-8

• Health and Physical Education

• Special Education (w/ Middle/Elem Education 4-8

• Special Education (w/ Secondary English)

• Special Education (w/ Secondary Math

• Special Education (w/ Secondary Science

• Special Education (w/ Secondary Social Studies

• Secondary Education

English General Mathematics Science Social Studies

Requirements • GPA 3.0 • 48 credit hours

completed • C- or better in

English Composition, English Literature, 6 credits of general education math

• Diversity Profile Plan

• Clearances: Act 151, Act 34, FBI

• Negative TB • Consent form • Freshmen/Transfer

Meeting or Seminar Course

Requirements • Overall GPA 3.0 • 60 hours field

experience • Including 20

hours of diverse field experience

• SPA artifacts • NETS-T artifacts • Clearances • Proof of Liability

Insurance

Requirements • Overall GPA 3.0 • Major GPA 3.0 • C- or better in Speech,

History, Sciences • C or better in all major courses • Completion of

all required major coursework

• Proof of professional membership

• Proof of Liability Insurance

• Clearances: Act 151, Act 34, FBI, Act 24

• Mandated Reporter

Requirements • Overall GPA 3.0 • Major GPA 3.0 • SPA artifacts • NETS-T artifacts

Lesson Plans evaluated during professional semester

• Disposition evaluations completed during professional semester

• Exit Survey

Requirements • Overall GPA

3.0 • PDE 430 • Clearances:

State and Federal

• Praxis II or Pearson: PECT and/or SPEC Assessment and/or concentration test(s) passed.

Assessments • Post Graduate

Assessment Survey

• Employer Survey

Assessments • Advisor Survey • Employer Survey • Post Graduate

Assessment Survey

• Cooperating Teacher Evaluation

• Presidential Evaluation

• Deans’ evaluations

• SPA reviews • PDE reviews • Exit Survey • Faculty

Evaluations Assessments • All Pearson /

Praxis Core Basic Skills Tests passed

• Or Exempt from Basic Skills Testing with SAT or ACT

• Stage I Disposition Self-Evaluation

Assessments • Diversity Essay • Developing Portfolio • Portfolio Presentation • Portfolio

Alignment of Artifacts

• Portfolio Summary and Reflections

Assessments • Two Standards based

lesson plans • Stage II.5 Disposition

Evaluation • Praxis II or Pearson

Assessment and /or concentration test(s)

Assessments • Student Teaching

Competency Forms (one from each placement)

• Teacher Work Sample • Stage III Disposition

Evaluation for any Remediation(s)

• Senior Portfolio Presentation

• Portfolio Alignment of Artifacts

• Portfolio Summary and Reflections

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INTASC STANDARDS Interstate New Teacher Assessment and Support Consortium

1. Content Pedagogy The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Student Development The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.

3. Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

5. Motivation and Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.

6. Communication and Technology The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Planning The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

9. Reflective Practice: Professional Growth the teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. School and Community Involvement The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

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Revised September 2017

Lock Haven University of Pennsylvania Teacher Education Office

Checklist for

Developing Portfolio Artifacts

__________ Child Abuse Clearance/Act 151 __________ Criminal Background Clearance/Act 34

__________ FBI Clearance __________ Evidence of negative TB Test __________ Freshman Diversity Profile Plan __________ Stage I Disposition __________ Diversity Verification Form(s) __________ Reflective Diversity Essay (Based on 20 hours of observation in diverse settings)

__________ Field Experience Hours--60 Field experience hours, (including 20 hours of diversity) Documented by verification forms and Artifacts aligned with Program Standards. Check Program for specific requirements

__________ Proof of Membership in recommended Professional

Organization __________ Liability Insurance

The Developing Portfolio must be presented to your program coordinator no later than the semester prior to your professional semester. The Developing Portfolio application must be submitted to The Teacher Education Office by: Fall semester- The third Thursday in September Spring Semester- The Thursday after Valentine’s Day

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Application to Present Developing Portfolio

Office of Teacher Education

Lock Haven University

Dr. Tyson:

Please notify the Program Coordinator of the ______________________ education program that

I, ________________________, am ready to present my Developing Portfolio that I have successfully

created using LiveText. I acknowledge that in order to successfully pass the Developing Portfolio

benchmark I have included at a minimum all required artifacts in the portfolio and have provided the Office

of Teacher Education with the follow items:

• Original and current Act 151, 34 and FBI Clearances

• Negative TB Verification

• Praxis Core, PAPA, SAT, or ACT report reflecting passing scores

• Liability Insurance

My student ID number is: __ __ __ __ __ __ Year enrolled at LHU: __ __ __ __

Email: ________________________________________

Phone Number(s): Cell: ( ) - Home: ( ) -

Student Signature _____________________________________ Date_______________________

For Office Use Only:

Overall GPA: _____________

Date of Candidacy:_______________________________

Date of Act 151 Clearances:_________________________

Date of Act 34 Clearances: _________________________

Date of FBI Clearance: ____________________________

Date of Negative TB: ______________________________

Liability Insurance: _______________________________

Basic Skills Tests:

Reading: Passing score: _____________ Praxis Core □ PAPA □ Composite Score □ SAT □ ACT □

Writing: Passing score: _____________ Praxis Core □ PAPA □ Composite Score □ SAT □ ACT □

Math: Passing score: _____________ Praxis Core □ PAPA □ Composite Score □ SAT □ ACT □

Reason for Exemption:___________________________________________________________________

The student has provided the necessary documentation and is ready to present his/her Developing Portfolio.

Director of Teacher Education ______________________ Date________________

Lock Haven University

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Revised October 2017

Lock Haven University of Pennsylvania Teacher Education Programs

“Developing Portfolio” Requirement Stage II

Directions for preparing the portfolio:

1. Before you begin preparing your portfolio, read over ALL of the rubrics for the Developing Portfolio found in the LiveText so that you will know what is being expected of you.

2. In the “Introduction” provide information about yourself. You may want to

include a picture. Additional information that you might include are your major, any minors, the date you achieved candidacy, the name of your advisor, your hometown, extracurricular activities, any interesting prior experiences, especially if you are a nontraditional student.

3. The purpose of the portfolio is to provide a snapshot picture of your progress

toward achieving competency as a teacher. One way to do this is to include artifacts produced during course work or field experiences for the INTASC/SPA Standard found in the portfolio template for your educational program. Each of these artifacts should be identified by the INTASC/SPA standard met. You may create additional Page Sections throughout your portfolio to assist in your organization of artifacts by standards.

4. Be sure to include the required artifacts common to all education majors:

Academic Record indicating your GPA Diversity Profile Plan Stage I Disposition Self-Evaluation Verification forms for 20 hours of diversity field experience Diversity Essay created in LiveText Verification forms for 60 hours of program specified field experience All clearances (Act 24, 151, 34, and FBI) and evidence of a negative TB

test Membership in a professional organization Liability Insurance

• Elementary Education Majors must also include the Speech and Math

Competency forms

5. Part of your challenge is to match the required artifacts and the program specific artifacts to the appropriate INTASC/SPA Standard.

6. For each of the required INTASC/SPA standards you must have at least two

artifacts but no more than three. We encourage the use of artifacts that meet multiple standards.

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Revised October 2017

7. The number of artifacts in your portfolio in addition to the required artifacts (see

#5) depends upon your program and your own individual progress. In any case, please do not include more then three artifacts for any standard. We encourage the use of artifacts that meet multiple standards.

8. Choose artifacts using appropriate technology that show competence that you

meet 5 different General Preparation Performance Profile Competencies. Carefully read the NETS-T General Preparation Performance Indicators, and choose artifacts that best satisfy the descriptions (see the attachment “NETS-T/INTASC Alignment” included in the Livetext Developing Portfolio template). When you have identified the artifacts, complete the table found in the NETS-T Standards and Artifact page. The NETS-T Standards must be aligned with the INTASC Standards (the NETS-T/INTASC alignment table will help you properly identify the standards). Include a rationale that explains the reason that you have aligned your artifacts to the competencies.

9. For each INTASC/SPA standard you must write a rationale for why you chose an artifact to show competence in meeting the INTASC/SPA standard and/or NETS-T standard.

10. The conclusion section of your portfolio should contain a summary reflection that

addresses the following: An analysis of your progress in meeting the INTASC/SPA standards. Your plans for achieving further competency in meeting the INTASC/SPA

standards.

11. Finally, when you have completed your portfolio, check to make sure you have deleted all of the instructions in LiveText and any INTASC Standards that were not addressed.

Portfolio Score:

If you score at the proficient level for each rubric element and have all portfolio

requirements completed, you will be considered a stage III candidate and will be eligible to apply for professional semester once you have met your program’s course requirements. However, if any rubric element is scored below proficient or if any portfolio requirement is incomplete, then your Program Coordinator will complete a Remediation Plan for you. You will continue to be a Stage II candidate until you have completed the Remediation Plan. You may not enroll in the Professional Semester until all items identified for remediation have been completed.

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REFLECTING ON PORTFOLIO ARTIFACTS Artifacts in portfolios should demonstrate the student’s competence or growth for each of the INTASC/SPA/NETS-T Standards. These works should demonstrate achievement and competence in relation to these standards. However, portfolios must have more than a collection of works to be complete. They should indicate future growth based upon assessments of past performances and strengths along with reflection. Each portfolio section should include a written reflection on why those artifacts were selected and how each piece shows competence or growth. Reflection promotes learner self-evaluation along with demonstrating problem-solving skills by making decisions on what works belong in the portfolio and analyzing those works.

Reflecting means… The reader of your portfolio… • making clear the context of the artifact. • understands where your artifact came from and how it is part of

your work as a teacher-learner. • sharing the questions that caused you to create and

select the artifact. • knows how the artifact engaged you in important questions about

teaching and learning • sharing what educational thoughts and feelings,

goals and purposes led to the artifact. • understands the motivation for the artifact and your evaluation of

its contribution to your preparation as a teacher. • interpreting, analyzing, synthesizing, and

evaluating your artifact. • knows what you learned about teaching and learning by creating

the artifact. • looking at your work from others’ points of view. • knows how your work is connected to that of other educators. • talking about dispositions needed to teach and

learn as well as skills and knowledge. • realized that you understand the dispositions needed to be a good

educator. • talking about artifacts to show a unique

representation of you as teacher-learner. • sees your portfolio as an example of thinking creatively “outside

the box;” putting familiar or traditional concepts into new frameworks, making new connections, and expressing freshness and vitality.

• talking about dispositions appropriate to teaching and learning as well as the skills and knowledge.

• sees you as expressing dispositions important to teaching and learning – such dispositions as integrity, responsibility, professionalism, initiation/ self-motivation, passion/ enthusiasm, flexibility, connecting, caring, empathizing, listening, collaborating, the desire to explore, the desire to challenge & inspire and the inclination to value and learn from diversity.

Chart taken from Millikin University http://www.millikin.edu/education/9-02%20Portfolio%20Handbook.htm

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Portfolio Artifacts (Knowledge and Pedagogy)

Criteria 1 2 3 4 Rationale for Selection and Alignment of Artifacts to INTASC/ SPA Standards

Some required artifacts are missing.

All required artifacts are included. Rationale logically supports alignment artifact with some INTASC/ SPA Standards.

All required artifacts are included. Rationale logically supports alignment artifact with most INTASC/ SPA Standards.

All required artifacts are included. Rationale logically supports alignment artifact with all INTASC/SPA Standards.

Rationale for Selection and Alignment of Artifacts to ISTE NETS-T Standards

There is only one artifact aligned with ISTE NETS-T competencies (General Preparation Profile). Rationales are missing

Artifacts are properly aligned with fewer than 5 ISTE NETS-T standards. (General Preparation Profile). Some rationales are illogical.

Artifacts are properly aligned with 5 ISTE NETS-T standards (General Performance Profile). Rationale supports the alignment of artifacts with the five identified ISTE NETS-T competencies.

Artifacts are properly aligned with 5 ISTE NETS-T standards (General Performance Profile). Rationale logically supports the alignment of artifacts with the five identified ISTE NETS-T competencies.

Reflection on Artifacts

Student provides a Weak assessment of his/her own strengths. There is no plan of action for future growth.

Student provides a Minimal assessment of his/her own strengths and areas in need of Improvement in Knowledge, Skills, and Dispositions. There is a plan of action for future growth but it lacks clarity.

Student provides a Reasonable assessment of his/her own strengths and areas in need of improvement in Knowledge, Skills, and Dispositions. There is a clearly identified plan of action for future growth to improve Knowledge, Skills and Dispositions in regard to specific INTASC Standards.

Student provides an insightful and detailed assessment of his/her own strengths and areas in need of improvement in Knowledge, Skills, and Dispositions. There is a clear and achievable detailed plan of action identified for future growth to improve Knowledge, Skills and Dispositions in regard to specific INTASC Standards.

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Portfolio Presentation

Criteria 1 2 3 4 Communication Skills - Verbal

Oral communication skills fail to exhibit correct usage and grammar; is neither focused nor organized. The student’s volume, intonation and enunciation are deficient. The student does not speak with conviction.

Oral communication Sometimes exhibit correct usage and grammar; is focused and organized. The student sometimes speaks with proper volume, intonation, and enunciation. The student sometimes speaks with conviction.

Oral communication Usually exhibits correct usage and grammar; is focused and organized. The student speaks with audible volume, intonation, and enunciation. The student speaks with conviction.

Oral communication most always exhibits correct usage and grammar; is focused and organized. The student speaks with proper volume, intonation, and enunciation. The student often speaks with conviction.

Communication Skills - Nonverbal

Does not maintain eye contact. Demonstrates no confidence and fails to interact with the interviewers. Does not project a composed/relaxed demeanor and demonstrates distracting mannerisms.

Seldom maintains eye contact. Demonstrates Some confidence and Interacts minimally with interviewers. Sometimes projects a composed/relaxed demeanor and demonstrates minimal distracting mannerisms

Often maintains eye contact with the interviewers. Demonstrates confidence and effectively interacts Minimally with interviewers. Usually projects a composed/ relaxed demeanor and demonstrates minimal distracting mannerisms

Most always maintains eye contact. Demonstrates a strong degree of confidence and leadership, always interacting respectfully and cooperatively with the interviewers. Most always projects a composed and relaxed demeanor and does not exhibit any distracting mannerisms.

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Professionalism

Criteria 1 2 3 4 (1) Displays professional appearance and appropriate attire

Meets one or none of the professionalism criteria

Meets two of the four professionalism criteria

Meets three of the four professionalism criteria

Meets all four professionalism criteria

(2) Demonstrates enthusiasm and a high level of energy (3) Demonstrates creativity and resourcefulness in the portfolio presentation (4) Presentation of portfolio is highly organized and presented in a logical manner using the INTASC standards

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Portfolio Artifacts and Presentation

Criteria 1 Unsatisfactory

2 Basic

3 Proficient

4 Distinguished

Disposition Skills Neither written nor oral reflections indicate any commitment towards Professional growth directed at setting high academic standards, developing ethical teaching behaviors, or creating a safe supportive environment where all students can learn

Only occasional written and oral reflections indicate a commitment towards professional growth directed at setting high academic standards, developing ethical teaching behaviors, and creating a safe supportive environment where all students can learn

All written and oral reflections indicate a some commitment towards professional growth directed at setting high academic standards, developing ethical teaching behaviors, and creating a safe supportive environment where all students can learn

All written and oral reflections indicate a strong commitment towards professional growth directed at setting high academic standards, developing ethical teaching behaviors, and creating a safe supportive environment where all students can learn.

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Diversity Essay Evaluation Form (Pedagogy and Environments)

0 Unsatisfactory

1 Basic

2 Proficient

3 Advanced

4 Distinguished

The tone of the essay demonstrates a lack of acceptance of diverse populations.

Describes the physical nature of the diverse classroom or a single difference within the student population.

Describes the physical and social environment of the diverse classroom and describes more than one different form of diversity within the student population (language, race/ ethnicity, religion, disability, gender, SES).

Describes the physical and social environment of the diverse classroom, describes more than one different form of diversity within the student population (language, race/ ethnicity, religion, disability, gender, SES), and provides a Description of how Diversity impacts the Educational experience.

Describes the physical and social environment of the diverse classroom, describes many different forms of diversity within the student population (language, race/ ethnicity, religion, disability, gender, SES), and identifies multiple ways diversity is impacting the educational experience. The essay also includes insightful recommendations for meeting diverse learning needs.

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Technology Inclusion Checklist (NETS-T)

Criteria Met Not Met Portfolio is prepared electronically.

Technology artifacts are included.

There is one artifact for 5 different competencies of NETS-T.

The artifacts are properly aligned to NETS T for General Preparation Performance Profile Competencies.

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Revised September 2006

Lock Haven University of Pennsylvania College of Education and Human Services

Teacher Education Program

Stage II

Diversity Experience Verification Form

Each student must complete two 10 hour placements of field experience in a school that has a cultural, social, or ethnic environment, which differs from their own. After making arrangements for completing each field experience, the student should review the questions on the observation guide. The observation guide is designed to assist you making the experience meaningful. Upon completion of the 20 hours, each student is required to submit a written essay reflecting on one of the field experiences. See essay directions on the reverse side. Student’s Name______________________________ Student ID#_________________ Program___________________________________________ Date Hours Completed__________________ Number of Hours_______________ Participation Description: _______ Ethnic/Racial/Minority Diversity at least 18% (check all that apply) _______ Socioeconomically disadvantaged at least 31% _______ Exceptionalities at least 9% _______ Language Diversity at least one ELL student _______ Religious Affiliated School _______ Rural School Diversity placement (i.e., school, etc.): _______________________________________ Location: _____________________________ Phone Number: ________________ Date(s) of Participation: ___________________________________________________ Approximate Hours: ___________ Supervisor’s Signature _______________________ Cooperating Teacher’s Comments: Please provide a brief summary of this student’s involvement in this experience.

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Revised September 2006

Essay Directions: Choose one of the ten hour experiences on which to base your essay. Review the guiding questions that assisted you in your observation. Reflect upon the impact that any of the following diversity concepts had on the educational experience of the students: the race, ethnicity, gender, sexual orientation, language, disability, religion, socioeconomic status, interests, and learning styles. If you were in a religious or economically disadvantaged environment, reflect on how the environment impacted the educational experience. In your essay address the diverse characteristics that best describes the setting for the observation experience. DO NOT TRY TO ANSWER EACH GUIDING QUESTION and remember you must write in essay form. Your essay should be entered into your Developing Portfolio in LiveText. Please do not exceed 1000 words in your essay.

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COTE Approved September 2006

Diversity Observation Guide

The diversity guide has been designed to assist each student in making meaningful observations in diverse settings or among diverse student populations. Each student should review these guiding questions prior to making the observations to raise awareness of the potential impact that various forms of diversity has on the educational experience. Student Populations

How learning needs are being met for English language learners?

1. Does the teacher help the students make connections or link language development and content? 2. Does the teacher use media or technological resources to facilitate students’ language learning? 3. Does the teacher provide appropriate activities for linguistically and culturally diverse learners? 4. Does the teacher facilitate active student engagement in a safe and inclusive environment? 5. Does the teacher engage the students using small group collaborative learning techniques? 6. Does the teacher use strategies that support the development of student proficiencies in the four

domains of English language development – listening, speaking, reading, and writing? How learning needs are being met for students of both genders?

1. Are students encouraged to participate in activities that are traditionally

considered “gender specific?” 2. Are there implicitly or explicitly stated different expectations of boys and girls

with respect to activity, aggression, dependence, or interests? In other words, are there any indications that boys are expected to be active, aggressive, independent, and good in math and science, while girls are expected to be quiet, cooperative, dependent, and good in reading and language arts?

3. Did the teacher perpetuate any stereotypical behavior of either gender? 4. Did the teacher tend to call on students of one gender more often than those of the

other gender? 5. Did the teacher have exercises or situations that placed one gender against the

other gender or segregated the genders? 6. Did displays or visual aids show genders in “non-traditional” roles? 7. Did both genders receive the same types of punishments for similar behaviors? 8. Were both genders equally encouraged to meet the classroom challenges? 9. Did the school/class community allow both genders to consider ways in which

self-identity, with respect to gender, could be established if so desired? How learning needs are being met for students with disabilities?

1. Has the physical environment been altered to accommodate students with disabilities? 2. Were students given modified assignments? 3. Were there instructional aides, wrap-a-round professionals, or language interpreters present in the

room? 4. Were any students using assistive technology to communicate? 5. Were there any differences in instructional materials provided to the students? 6. Was the teacher differentiating instruction to meet individual student needs? 7. Was there evidence of grouping practices or partner learning that were used to assist the lower

achieving students? 8. Was there evidence of any child-specific behavior management plans being implemented?

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COTE Approved September 2006

How learning needs are being met for students of varying racial and ethnic backgrounds?

1. Were there bulletin boards, texts, videos, or teacher stated examples that promoted ethnic and racial diversity?

2. Did the teacher create racially and ethnically diverse cooperative groups of students? 3. Was there evidence that the use of nonbias language was promoted in the classroom? 4. What activities did the teacher use to promote acceptance among the varying racial and ethnic

groups? 5. Was the teacher differentiating instruction to meet individual student needs? 6. Did the instructional methods match the learning styles?

How learning needs are being met for students of low income families?

1. Was there an after-school tutoring program made available for the students? How did this program aid in planning instruction?

2. Did the teacher show evidence of understanding the characteristics of the students in the classroom as they relate to the learning goals?

3. Are you able to cite the number (percentage) of students in the school who receive Free/Reduced lunches?

4. If your school is low SES, does the teacher provide appropriate adaptations for instruction and assessment based on the student differences and community, school, and classroom characteristics?

5. Discuss relevant factors of being a low SES school and how that may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.

How learning needs are being met for students with varied religious backgrounds in public schools?

1. Did the teacher offer alternate activities for students whose religious beliefs prohibited involvement in a lesson?

2. Was there evidence that different religious beliefs were honored, respected, or celebrated? 3. Were different social and political views that may stem from religious beliefs discussed or

promoted? 4. Did the curriculum promote acceptance or understanding of different religious or political views? 5. Was there time given during the day for students to practice religion? 6. Was there evidence of congruence between community religious beliefs and the orientation of the

classroom? 7. Did the teacher communicate with parents regularly with regards to curriculum or educational

activities that may pose religious conflicts? 8. Was there evidence that moral values were embedded in the curriculum?

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COTE Approved September 2006

School Environments How learning needs are being met for students in religious affiliated schools?

1. Can you give some examples of how the school facilities reflect the school’s religious mission? 2. Can you give some examples of how the school resources or available technology are impacted by

the school’s religious affiliation? 3. How is the curriculum the same in religious affiliated schools as public schools? How is it

different? 4. Is the curriculum more or less rigorous than other schools that you have visited? What evidence?

Are there regular science classes, social studies? Art, music, computer class? 5. Is religion embedded into all areas of the curriculum? Is there a special time of day devoted to

religion studies? 6. Do the children’s behaviors seem the same or different than other schools you visited? How would

you account for differences? 7. Describe the system used to manage student behavior. 8. How are the parents of students in the religious affiliated schools involved in their children’s education? 9. What evidence is there that the schools are or are not adhering to PSSA standards?

How learning needs are being met for students in low-income schools?

1. Can you give some examples of how the school facilities reflect the SES of the community? 2. Can you give some examples of how the school resources or available technology reflect the SES

of the community? 3. What special programs are offered to assist families of low income students? 4. Is the curriculum more or less rigorous than other schools that you have visited? What evidence?

Are their regular science classes, social studies? Art, music, computer class? 5. Do the children’s behaviors seem the same or different than other schools you visited? How would

you account for differences? 6. Describe the system used to manage student behavior. 9. How are the parents of students in low income schools involved in their children’s education? 10. What evidence is there that the schools are or are not adhering to PSSA standards?

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Revised Fall 2008

Lock Haven University of Pennsylvania Teacher Education Programs

Definition of Diversity Experience A potentially life-transforming exercise that immerses individuals as participant observers in diverse environments, which differ from their own. An experience that makes students deeply value other cultures and instills in them greater sensitivity to issues of diversity such as race and ethnicity, religion, socioeconomic status, language, and exceptionality that affects teaching and student learning. An experience that awakens in the student an awareness of his or her own value systems and assumptions about life.

Policy The Teacher Education Programs at Lock Haven University recognize the value of diverse field experiences in preparing teachers at the initial program level and establish the following policy:

Upon entrance to the program, each student in teacher education will complete a self-assessment under the guidance of his/her advisor in order to determine an appropriate diversity plan. The diversity plan will identify two areas of diversity that the student needs to investigate through a minimum of 20 hours of field experiences. The two areas of diversity, ten hours of field experience in each, must be completed prior to entrance to the professional semester. Upon completion of each of the two field experiences, each student is required to submit a detailed written summary of one of the experiences. The summary must include reflections on the value of the diverse field experience for the student’s academic and personal growth. Prior to graduation, during either the professional semester (Block II for secondary) or student teaching, each candidate will be assigned to a diverse teaching experience. Candidates will be evaluated by cooperating teachers and field supervisors using the Student Teaching Competency Form, or the Professional Semester Evaluation Form, demonstrating effectiveness in teaching diverse student populations.

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Teacher Education Office

FIELD EXPERIENCE APPROVAL & VERIFICATION FORM

(Optional Use by Programs)

Complete 60 hours for partial fulfillment of Stage II Requirements

Student’s Name: _____________________________Local Phone: ________________________ Field Experience Placement _______________________________________________________ Location: __________________________________________Date(s): _____________________ Brief description of student population: ______________________________________________ Approximate Hours: ______ Grade Level: ______ Provide a detailed description of your intended role in the field experience. All field experience hours must be hands-on experiences (i.e., supervising, teaching). Once you have completed the description of your intended role below, you must have your advisor or course instructor approve any hours by signing the bottom of this side before you complete any field experience hours. One form should be completed for each field experience placement. If you have questions, see your advisor in advance. Student’s Signature: _________________________________________ Date: ______________ Advisor’s Signature: _________________________________________ Date: ______________ (or Course Instructor)

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Teacher Education Office FIELD EXPERIENCE

APPROVAL & VERIFICATION FORM After completion of your experience, please have your placement supervisor complete this side. Field Experience Placement _________________________________________ Location:__________________________________ Phone Number:_______________________ Date(s) of Participation ___________________________________________________________ Approximate Hours:_________ Supervisor’s Signature:_________________________________ ****************************************************************************** Supervisor’s Comments: Please provide a brief summary of the student’s performance based on the role description on side one.

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Stage II. 5 LHUP Disposition Evaluation Professional Semester Faculty

Lock Haven University believes that all candidates in teacher education programs should demonstrate values, commitments, and professional ethics that are consistent with the expectations of our area school districts and surrounding communities. The following list of nine dispositions and identifying observable behaviors are desirable in all Lock Haven University faculty, cooperating teachers and preservice teacher candidates. Some of these dispositions have been derived from the dispositions identified by the INTASC Principles. Special Note: This form is to be completed at the conclusion of the Professional Semester, Block II for Secondary Education. Dual majors should complete this form at the conclusion of the second professional semester. Directions for the Evaluator Please reflect carefully on the candidate’s dispositions. Using the attached chart, identify dispositions that are satisfactory and any dispositions that need to be improved during student teaching. Please use the definitions of the dispositions to identify specific behaviors that need to be improved. Directions for the Candidate After the professor has completed the first three columns of the chart, review all comments and develop an action plan to be completed during student teaching. The action plan should identify specific activities that you will complete to improve any disposition or identified behavior that needs to be corrected. If the evaluator has recorded no areas to be improved, you must self-evaluate to identify at least three behaviors that could be improved during student teaching. You must then develop your action plan based on your self-evaluation. After completing all sections on the chart, make a copy for your reference, and turn the original copy of your self-evaluation to the Teacher Education Office. The supervisor(s) assigned to you during student teaching will receive a copy of this evaluation. Dispositions 1. The effective practitioner demonstrates oral communication skills that include: An absence of distracting mannerisms, an absence of repetitious words, an ability to speak at appropriate pace, correct grammar usage, an ability to enunciate words correctly, an ability to project his/her voice, professionally appropriate word usage, and organization of thought.

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2. The effective practitioner demonstrates written communication skills that include: Organization of thought, correct grammar usage, appropriate language for the reader, clear and concise writing, correct mechanics, professional tone and professional language. 3. The effective practitioner demonstrates collaboration skills that include: An ability to interact in a professional manner with peers and faculty, acceptance of constructive criticism, an ability to seek feedback, acceptance of equality of the workload, and maintaining responsible behavior with borrowed materials. If other professionals or paraprofessionals are available to provide assistance, the practitioner will also be able to demonstrate an ability to organize roles within the classroom.

4. The effective practitioner demonstrates reflective skills that include: An ability to self-evaluate, a willingness to make changes based on self-evaluation including reteaching, a willingness to formulate measures for self- improvement, and an ability to make adjustments to the lesson while presenting.

5. The effective practitioner demonstrates preparedness by exhibiting behaviors that include: Arriving at class on time/ Leaving class (or participation experience) at scheduled time, preparing for class, preparing all needed materials for class, and planning alternative approaches to modify instruction if needed.

6. The effective practitioner demonstrates professional commitment by exhibiting behaviors that include: Prompt notification of absences, a willingness to make-up work missed due to absence, a willingness to give extra “out of class” time to school-related activities, and participating in a professional association.

7. The effective practitioner demonstrates a positive attitude by exhibiting behaviors that include: Enthusiasm; such as smiling, use of animated language, actively engaging students, a willingness to receive other’s ideas and suggestions, using nonconfrontational body language, using body language that suggests active listening, and using a nonrebuking tone of voice.

8. The effective practitioner demonstrates ethical behaviors that include: Maintenance of appropriate student-faculty relationships, non-bias treatment of peers, maintenance of personal integrity, maintenance of student confidentiality, respecting all students, parents, and colleagues regardless of diverse background, abiding by school and school district rules and policies, and respecting laws within the community.

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9. The effective practitioner demonstrates a level of independence by exhibiting behaviors that include: Developing own ideas, initiative in completing classroom tasks, and a limited need for reassurance 10. The effective practitioner demonstrates flexibility by exhibiting behaviors that include: An ability to adjust to daily schedule changes, a willingness to modify instruction, an ability to proceed following an interruption, an ability to adjust instruction for the unexpected, and an ability to adjust to a changing curriculum.

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Stage II . 5 Disposition Self-Evaluation and Action Plan

Student Name____________________________ ID Number__________________ Education Program________________________ Signature of Evaluator ____________________________________________ Dispositions To be completed by a Professor

teaching in the Professional Semester To be completed by the

Candidate

Satisfactory Areas for Improvement

Provide justification for each area that could be improved by identifying specific behaviors that should be corrected.

Develop a plan of activities that you intend to complete to correct each disposition that could be improved.

Oral Communication Skills

Written Communication Skills

Dispositions To be completed by a Professor teaching in the Professional Semester

To be completed by the Candidate

Satisfactory Needs Improvement

Provide justification for each area that needs to be improved by

Develop a plan of activities that you intend to complete to correct each disposition that needs improved.

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identifying specific behaviors that should be corrected.

Collaboration Skills

Reflective Skills

Preparedness

Professional Commitment

Dispositions To be completed by a Professor teaching in the Professional Semester

To be completed by the Candidate

Satisfactory Needs Improvement

Provide justification for each area that needs to be improved by identifying specific behaviors that should be corrected.

Develop a plan of activities that you intend to complete to correct each disposition that needs improved.

Positive Attitude

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Ethical Behaviors

Level of Independence

Flexibility

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Revised March 2008

Lock Haven University Teacher Education Office Liabil ity Insurance Policy

Every candidate participating in a professional semester or student teaching must show evidence of having current liability insurance, equal to one million dollars that will be in effect for the duration of the semester in which he or she plans to teach in the schools. This documentation, in most cases a professional membership card, must be recorded in the office of the Director of Teacher Education by December 1st or August 30th prior to the respective professional or student teaching semester.

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Lock Haven University Teacher Education Programs

LHU Teacher Education Exam Policy

Pennsylvania Department of Education Requirements

All candidates for initial certification in Pennsylvania must have earned at least a baccalaureate degree, completed an approved program of teacher education, and passed required Praxis Core, Pearson, SAT, and/or ACT tests for their certification area. All individuals seeking dual certification will be required to be tested in both areas of specialization. It is the responsibility of the applicant to register for the proper subject assessment test(s). Refer to Test Requirements on the Teacher Education Office Web page http://www.lhup.edu/students/student_resources/teacher_ed/index.html for a listing of areas of certification, the required tests, and passing score requirements.

Lock Haven University Requirements

All students majoring in teacher education at Lock Haven University must successfully pass the Pennsylvania Educator Certification Tests, PAPA (Pre-service Academic Performance Assessment), Praxis Core, SAT, or ACT Tests in Reading, Writing, and Mathematics prior to being admitted into the teacher education program. Furthermore, students may not enroll in 300 level education courses that programs have identified as “gateway courses” until such time that all Basic Skills tests are passed. Passing scores are to be recorded in the Teacher Education Office as a candidacy requirement.

Candidates may combine individual tests from Praxis Core, PAPA, SAT, or ACT to meet the Basic Skills requirement.

Candidates electing to combine tests from Praxis Core, PAPA, SAT, or ACT cannot use a composite score. They must meet the qualifying score for each individual test.

A student who already holds a baccalaureate degree-does not have to take and pass the Basic Skills tests. Must show proof of degree when registering to Lock Haven University.

Required Praxis II Series Test(s) OR Pearson Core Assessment and/or Concentration Tests: Teacher Education candidates at Lock Haven University must register and attempt all of their required program Subject Specialty Test(s) prior to the first day of student teaching. Candidates must present their ETS Admission Ticket(s), Pearson Appointment Confirmation, or Score Report(s) to the Teacher Education Office for verification that all required test(s) will be taken prior to student teaching. Passing scores on these exams will be required for teacher certification, but are not required to student teach Refer to the following Teacher Education Web page: http://www.lockhaven.edu/teachereducation/ Click on: Requirements and Forms / Under Developing Portfolio Handbook and Block (II) Requirements Click on: Praxis and Pearson Specialty Tests, Codes and Scores for the list of the required Praxis or Pearson test requirements for Pennsylvania Teacher Certification.

Special Note: The Pennsylvania Department of Education will recognize scores for ten years from the date of the test administration. Qualifying scores may be subject to change. All candidates for certification must meet the qualifying score for all applicable tests at the time their application for certification is received by the Bureau of Teacher Certification and Preparation.

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Lock%Haven%University%of%Pennsylvania%

Clearances%and%TB%Test%Policy%8%Field%Experiences%&%Student%Teaching%

It#is#the#policy#of#Lock#Haven#University#of#Pennsylvania#(LHUP)#that#all#teacher#candidates#must#possess#a#current#Pennsylvania#Criminal#Record#Check#(Act#34),#Child#Abuse#History#Clearance#(Act#151),#and#FBI#Clearance,#and#a#valid#TB#Test#to#be#eligible#for#early#field#experiences#and#student#teaching.###Lock#Haven#University#will#not#make#placements#for#students#whose#background#checks#reflect#a#felony#offense.#In#addition,#due#to#restrictions#from#school#districts#we#may#not#be#able#to#place#you#in#early#field#experiences#or#student#teaching#if#you#should#have#a#DUI#or#shoplifting#conviction#appearing#on#your#criminal#record#checks.#To#that#end,#the#following#guidelines#are#provided#for#clarification#regarding#this#issue:#

1.# All#persons#who#intend#to#participate#in#field#experiences#or#student#teach#must#secure#the#aforementioned#documents#to#establish#eligibility#to#participate#in#field#experiences#or#student#teaching.#

2.## The#clearances#and#TB#Test#must#be#current#and#may#not#expire#during#the#duration#of#the#placement.#

3.## An#applicant#for#student#teaching#must#present#the#aforementioned#documents#to#the#Clearance#Coordinator#by:#

! Fall:%%October%15%%! Spring:%%%March%15%

4.%% Failure%to%submit%the%clearances%and%TB%Test%to%the%Clearance%Coordinator,%by%the%deadline%dates%will%cause%the%cancellation%of%the%field%placement%or%both%of%the%student%teaching%placements.%There%will%be%no%exceptions.%Once%the%placements%are%cancelled%they%will%not%be%reinstated.%A%student%who%does%not%meet%the%deadline%for%the%aforementioned%documents%will%have%to%reapply%to%student%teach%at%the%beginning%of%the%next%semester.%

5.##Because#there#is#a#delay#when#applying#for#clearances,#be#sure#to#apply#the#first#week#of#######classes,#a#semester#before#you#plan#to#participate#or#student#teach.#

6.#The#task#of#securing#the#clearances#and#the#TB#Test#is#the#responsibility#of#the#prospective######field#experience#student#or#student#teacher,#not#the#responsibility#of#the#Student#Teaching######Office.##Last#Revised#8/28/15#

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Professional Dress & Decorum Professional personnel working in schools are expected to conform to reasonable standards of dress that are appropriate for adults working in a professional capacity. Lock Haven University observers, participators, and student teachers are school district guests and must conform to the expectations of professional attire being worn in the host school. All Lock Haven University students in assigned field placements, including student teaching, should adhere to the following guidelines:

Males • No earrings or visible body piercings or tattoos • No head covering indoors; exceptions will be made for religious purposes • No athletic apparel, including shoes; exceptions will be made for Athletic & Physical Education

majors leading a physical activity • No cargo shorts • Socks must be worn • No denim or leather pants • Wear clean, pressed clothing in good repair • Clothes should fit properly so that no undergarments are exposed • Hair should be clean and styled

Acceptable attire includes: slacks, pressed shirt and tie or pullover sweater, dress shoes or loafers.

Females • Restrained jewelry; no earrings in places other than the ear; earrings are of reasonable length (no

long chains or hoops) • No visible body piercings or tattoos • No head coverings indoors; exceptions will be made for religious purposes • No athletic apparel, including shoes; exceptions will be made for Athletic & Physical Education

majors leading a physical activity • Hair should be clean and neatly styled • No denim or leather pants • Clothes should fit properly so that no undergarments or excess cleavage are exposed • Clothing should not fit tightly or be of such thin material as to reveal outline of underwear • Avoid crop tops and low-rider pants that will reveal back or midriff during normal instructional

activity • Wear clean, pressed clothing in good repair • Restrained makeup • Modest skirt length • Wear shoes that are comfortable and that will not inhibit movement during instructional activity

Acceptable attire includes: suit, skirt, dress slacks, sweater or blouse, dress, or pantsuit, dress shoes or loafers. If your dress is determined to be unacceptable, you will be asked to go home and change your clothes. Any missed days must be made up. If a district policy is more specific than University policy, then the school policy should be followed. In order to support school spirit, exceptions to this policy can be made for special days in the school. Approved September 2005

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Teacher Education Program Lock Haven University

Entrance to Professional Semester Application (Block) (Block II for Secondary Education)

Directions: Complete form with Advisors signature and return to Teacher Education Office. Each candidate must attach evidence of liability insurance when applying for spring Block. Fall Block (II) candidates will need to apply towards the middle of April for liability insurance and bring or email a membership copy to the Teacher Education Office by April 30th. Candidate Name__________________________________ Student ID_______________ Certification Program (s)___________________________________________________ (If you are a dual major, please circle the program that corresponds to the block for which you are applying) Declared Minor (s) _________________________________ Date first enrolled at LHUP _______________Date of Application_________________ Intended Date of Enrollment into Professional Semester Spring 20_ _ Fall 20_ _ And Intended Date of Enrollment into Student Teaching Spring 20_ _ Fall 20_ _ Candidate Advisor: Advisor Signature indicates that all Program Requirements have been met. ____________________________________(Advisor Signature) ____________Date To be completed by the Office of Teacher Education: Cumulative GPA _____________ Candidacy Date______________________________________

Completion Date of Developing Portfolio__________________

Clearance Dates: Act 151_____________ Act 34______________ FBI _____________

TB test date______________________________

Liability Insurance_________________________

Reading: Passing score: _____________ Praxis Core □ PAPA □ Composite Score □ SAT □ ACT □

Writing: Passing score: _____________ Praxis Core □ PAPA □ Composite Score □ SAT □ ACT □

Math: Passing score: _____________ Praxis Core □ PAPA □ Composite Score □ SAT □ ACT □

Reason for Exemption: ___________________________________________________________________

____________________________________________

Signature of the Director of Teacher Education

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PreK-4 (Pearson) Test Code Passing Score HPED (PRAXIS) Test Code Passing Score

Module 1 8006 197 Fundamental Subjects 5511 150Module 2 8007 193 Health & Phys CK: 5857 160

Module 3 8008 193

Secondary Education (7-12) (PRAXIS) Test Code Passing Score

PreK-4 (Pearson) Test Code Passing Score Biology CK: 5235 147

Module 1 8006 197 Chemistry CK: 5245 154

Module 2 8007 193 Earth & Space Science CK: 5571 157

Module 3 8008 193 English CK: 5038 167

Special Ed PreK-8 (Pearson) Test Code Passing Score General Science CK: 5435 146

Module 1 8011 220 **Mathematics CK: 5161 160Module 2 8012 220 Physics CK: 5265 140

Social Studies CK: 5081 157

ELML 4-8 (PRAXIS) Test Code Passing Score

5152 - 4-8 Core Assessments Includes all 3 below N/A Special Education 7-12 (Pearson) Test Code Passing Score

Pedagogy Subtest 5153 - Module 1 162 Module 1 8015 220English, Language Arts & Social Studies Subtest 5154 - Module 2 152 Module 2 8016 220

* Mathematics & Science Subtest 5155 - Module 3 164

ELML 4-8 Concentration Tests (PRAXIS) Test Code Passing ScoreEnglish/ Language Arts 5156 156

Social Studies 5157 150

* Mathematics 5158 173* Science 5159 156

Special Ed PreK-8 (Pearson) Test Code Passing Score

Module1 8011 220 * Calculator allowedModule2 8012 220 ** Online graphing calculator provided

PreK-4/SPECIAL

2017 PRAXIS & PEARSON SPECIALTY TESTS, CODES, and PASSING SCORES BELOW ARE REQUIRED TESTS BY EACH PROGRAM AREA FOR PENNSYLVANIA TEACHER CERTIFICATION

PreK-4/Early Childhood Health & Physical Education

Secondary Education

PRAXIS (ETS) www.ets.org/praxis

BEFORE Student Teaching

LHU TEST CENTER: EAST CAMPUS J310-J311

PEARSON - www.pa.nesinc.com

Middle/Elem Educ 4-8 Special Education for Secondary

And you must also take the Subject Concentration test(s) you plan to teach

DUAL: Middle/Elem Educ 4-8 & Special Education

NOTE: All Specialty Area Test(s) Must be Attempted

REGISTRATION

Page 53: Office of Teacher Education - lockhaven.edulockhaven.edu/teachereducation/documents/Developiong Portfolio... · Office of Teacher Education Initial Teacher Preparation Program Developing

Revised April 2010

Lock Haven University

Teacher Education Programs

Exit Criteria

.

• Successful completion of all General Education Requirements including “overlays”

• Successful completion of all courses in the Major with a “C” or better • Successful professional semester evaluations of lesson plans,

communication skills, and dispositions • Completion of the Praxis II / Pearson Series Exams • Successful completion of Student Teaching requirements with a “C”

or better in each placement • Successful evaluation on PDE Form 430 forms • Successful completion of a Senior Portfolio in LiveText • Successful completion of a Teacher Work Sample during student

teaching • Successful evaluation of communication skills and dispositions during

student teaching • Successful maintenance of required 3.0 GPA • Completion of Application for Graduation with academic advisor and

department chair signatures • The recommendation of the Lock Haven University Teacher

Certification Officer

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