teacher education handbook - oklahoma baptist university · with disabilities act of 1990, oklahoma...

TEACHER EDUCATION HANDBOOK

DIVISION OF TEACHER EDUCATION

OKLAHOMA BAPTIST UNIVERSITY

2019-2020 EDITION

Table Of Contents

PREFACE ...................................................................................................................................... 3

TITLE II INFORMATION ............................................................................................................. 5

GLOSSARY OF TERMS............................................................................................................ 10

Objectives Of Teacher Education Program .............................................................................. 13

Development Of Objectives ...................................................................................................... 13

Statement Of Basic Objectives ................................................................................................. 13

Criteria For Teacher Education Program 2.1 ............................................................................ 13

Application Process 2.2 ............................................................................................................ 15

Transfer And Non-Traditional Candidate Process 2.3 ............................................................... 16

Admit Status And Time Limit Policy .......................................................................................... 19

Certification Exams 3.1 ............................................................................................................. 21

Background Check 3.2.A ........................................................................................................... 23

Oklahoma Baptist University | 500 W. University‐Box 61771 Shawnee, OK 74804 P a g e | 3

PREFACE TEACHEREDUCATION

The content of this handbook and the policies and programs which underlie and are

described herein may change at any time. Some of the handbook material describes

current Oklahoma state laws, regulations, and procedures which may be altered by the

state without notice. The material which describes the Teacher Education and Student

Teaching Programs offered by Oklahoma Baptist University’s Educator Preparation

Program maybe changed at any time by the University. The University may modify or

eliminate its programs, including, but not limited to, altering the requirements, modifying

the criteria for admission into the various phases of the programs, and changing the

procedures currently described. The University processes and policies which this

handbook describes are not set forth in this handbook for the purpose of promising a

Candidate that these will, in every instance, be precisely followed, but to help the

Candidate understand the processes and policies the University currently follows.

A Candidate must be admitted as an undergraduate to the University to be eligible to

apply for admission to the University’s Educator Preparation Program; similarly, a

Candidate must be fully admitted to the Educator Preparation Program before the

Candidate is eligible to apply for the Student Teaching Program. Admission in each

instance is not a guarantee of further admission. A status of “admitted with conditions”

at any level should be resolved as soon as possible and within the time limits allowed.

Failure to resolve status issues can result in delays in enrollment in coursework,

acceptance into the Teacher Education or Student Teaching Program, obtainment of

degree recommendation for certification, or dismissal from the Educator Preparation

Program.

The University’s student conduct code (Green Book) and academic policies are fully

applicable to all Candidates engaged in the Educator Preparation Program, whether the

Candidate is on or off campus. A Candidate must remain in good standing within the

University to remain eligible to pursue the program of Teacher Education.


These programs are operated by the Division of Educator Preparation Program in a

manner consistent with the University’s policy regarding illegal nondiscrimination. In

compliance with Federal Law, including the provisions of Title IX of the Education

Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans

with Disabilities Act of 1990, Oklahoma Baptist University does not illegally discriminate

on the basis of race, sex, religion, color, national or ethnic origin, disability, or military

service in its administration of admission policies, scholarship, or loan programs;

educational or athletic policies, programs, or activities; or other university administered

programs or employment.

This handbook describes the Division of Educator Preparation Programs and in doing

so on occasion makes reference to teacher certification by states, especially the state

of Oklahoma. The Division does not warrant that the completion of the Educator

Preparation Program will guarantee that the Candidate will pass state examinations or

otherwise qualify for certification. While the Educator Preparation Program will assist

the Candidate in planning his/her progress through the course of study and activities

described in this handbook, it remains the Candidate’s responsibility to plan and

achieve the requirements in a timely and satisfactory manner. This can easily be

accomplished by following the four-year plan of study chosen with the help of the

Candidate’s Advisor and completing additional requirements within deadlines.

Candidates who would become eligible teachers are seeking positions which our

society deems special. Teaching is a profession and those who prepare teachers have

a duty to maintain the standards of the profession. In the course of applying for and

pursuing the program of Teacher Education, the University Supervisor and other

Faculty will be obliged to make assessments of the Candidate’s academic performance

and conduct using professional criteria to measure the Candidate’s fitness to enter the

profession as a teacher. These assessments will include reviews of a Candidate’s

academic record as well as evaluations submitted by Faculty and Mentor Teachers.

If you have any questions or concerns, please contact:

Mrs. Liz Justice, Director of Field Experiences, (405)585-4256

Dr. Pam Robinson, Director of Teacher Education, (405)585-4269


TITLE II INFORMATIONSection 207 of Title II of the Higher Education Act mandates that the State Department of

Education collect data on state assessments, other requirements, and standards for teacher

certification and licensure, as well as data on the performance of teacher preparation programs.

The law requires the Secretary of Education to use this data in submitting an annual report on

the quality of teacher preparation to the Congress.

The Oklahoma Baptist University Teacher Education program offers course work for ten areas

of teacher certification. These education programs are Early Childhood, Elementary, English,

Health/Physical Education, Instrumental Music, Mathematics, Science, Social Studies, Special

Education, and Vocal Music.

During the 2015-2016 school years, there were 87 Candidates that completed Oklahoma Baptist

University's Teacher Education program. All of the Candidates met the criteria for acceptance

into the Teacher Education Program and graduated with Education Degrees.

The Oklahoma Baptist University Teacher Education program maintains a high pass rate among

teacher Candidates taking the following competency based tests. For the year 2015-2016,

Oklahoma Baptist University Candidates took 187 and with a 96.8% pass rate.

Aggregated pass rate in each assessment area is:

TEST FIELD # TESTED PASS RATE Statewide

PASS Rate

Oklahoma General Education Test (OGET) 70 95.7% 87.9 %

Oklahoma Professional Teaching Exam (OPTE) PK-8 41 97.6% 91.6%

Oklahoma Subject Area Test (OSAT) 76 97.4% 83.8%

Summary Totals 187 96.8% 84.4%

For further information on Title II data pertaining to Oklahoma Baptist University's Education Programs, please contact the Teacher Education Office: Tina.Nickerson@ okbu.edu


Conceptual Framework of the Teacher Education Program

The Educator Preparation Program ensures that its Professional Education Programs

are based on essential knowledge, established and current research findings, and

sound professional practice.

Each Professional Education Program offered at Oklahoma Baptist University reflects a

common set of assumptions concerning the nature of the successful beginning teacher.

These assumptions have been distilled into a philosophy statement and eleven general

program goals which have been explicated by the Division of Educator Preparation

Program and are supported by a liberal arts education, essential knowledge, established

and current research findings, and sound professional practice.

The design of the curriculum for each program is consistent with the model developed

by the Educator Preparation Program, and the objectives for each program are

consistent with the general philosophy and goals established for the Division of

Educator Preparation Program.

Each aspect of the Candidate's experience, the general education core, the studies in

the Candidate's specialty area, and the professional studies and field experiences,

coordinates positively with each other aspect, so that each program constitutes a

coherent whole which meets the goals established by the Division of Educator

Preparation Program.

The product of the program, the beginning Teacher, understands and positively reflects

the goals of the program. In addition, follow-up evaluations of and by program

graduates, completed in the first, third, and fifth years following

graduation provide information concerning performance and continued

development of Oklahoma Baptist University graduates. Follow-up evaluations are

completed by both the graduates and their respective administrator(s).

Each professional program offered at Oklahoma Baptist University reflects a common

set of assumptions concerning the nature of the successful beginning teacher. These


assumptions have been distilled into a philosophy statement and general program goals

which have been developed by the Division of Educator Preparation Program and are

supported by a liberal arts education essential knowledge, established and current

research findings, and professional practice. The Division of Educator Preparation

Program is represented visually through its conceptual framework, the Lighthouse.

The intricacies and complexities of teaching cannot be reduced to content applied to

knowledge and skills alone; effective teaching emanates from a teacher’s disposition

and Christian ethics, as well. This is reflected in the visual representation of the

Oklahoma Baptist University model.

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1. Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and

development vary individually within and across the cognitive, linguistic, social, emotional, and

physical areas, and designs and implements developmentally appropriate and challenging learning

experiences.

2. Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure

inclusive learning environments that enable each learner to meet high standards.

3. Learning Environments

The teacher works with others to create environments that support individual and collaborative

learning, and that encourage positive social interaction, active engagement in learning, and self-

motivation.

4. Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)

he or she teaches and creates learning experiences that make the discipline accessible and

meaningful for learners to assure mastery of the content.

5. Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in

critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

6. Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own

growth, to monitor learner progress, and to guide the teacher's and learner's decision making.

7. Planning for Instruction

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

upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as

knowledge of learners and the community context.

8. Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop

deep understanding of content areas and their connections, and to build skills to apply knowledge in

meaningful ways.

9. Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate

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

other professionals, and the community). and adapts practice to meet the needs of each learner.

10. Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for

student learning, to collaborate with learners, families, colleagues, other school professionals,

and community members to ensure learner growth, and to advance the profession.

11. Oklahoma Academic Standards

The teacher is familiar with and knows how to apply the Oklahoma Academic Standards

appropriate to the subject area/grade level they are instructing.

Oklahoma Baptist University | 500 W. University‐Box 61771 Shawnee, OK 74804

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OKLAHOMA BAPTIST UNIVERSITY|500 W UNIVERSITY BOX 61771 SHAWNEE, OK 74804 10 | P a g e

GLOSSARY OF TERMS

Some terms that were previously introduced in the field experiences handbook are: Cooperating Administrator & School Director of Field Experiences (FE) Field Experiences (FE) Candidate & Program Mentor Teacher University Supervisor

The following terminology is introduced in this handbook: Accreditation

An official endorsement of an institution’s program of Teacher Education by state and

national accrediting agencies. The University’s Educator Preparation Program is

accredited by the Office of Educational Quality and Accountability (OEQA), the Council

for the Accreditation of Educator Preparation (CAEP).

Admit Status

Approval for admission to the Education Preparation Program may be stated as

“admitted”, “admitted with conditions”, or “denied”. Upon being “admitted with

conditions”, the candidate is given a deadline to complete requirements in order to

move forward with upper level and subsequent application to the Student Teaching

Program. Teacher Education Candidates may be admitted to the Student Teaching

Program admitted when conditions are met, or unconditionally, as well. Requirements

must be complete before a Candidate will be allowed to begin their student teacher

experience.

Certification

The process of granting certification to teach in elementary and/or secondary schools

requires successful completion of all degree requirements in an approved accredited

Educator Preparation Program, passing scores on required state certification

examinations, and a clear background check on file with the State Department of

Education. Teaching certificates are not issued automatically following completion of

the degree program but must be acquired by following specific certification procedures.


Certification Examinations for Oklahoma Educators (CEOE)Tests required for Oklahoma Certification- Oklahoma General Education Test

(OGET), Oklahoma Subject Area Test (OSAT), and the Oklahoma Professional

Teaching Examination (OPTE).

Certification Programs-Degree Sheets

Oklahoma Baptist University’s list of courses which are required for each certification

program that prepares Candidates for his/her teaching certification. Early Childhood Education (ERCH) Program which prepares Candidates for certification to teach pre-kindergarten

through third grades.

Elementary Education (ELED)

Program which prepares Candidates for certification to teach first through eighth

grades.

P-12 Education (HPED, INED, VCED, SPED)

Programs which prepare Candidates for certificate to teach Health/Physical

Education, Music (both Instrumental & Vocal), or Special Education (Mild/

Moderate Disabilities) at any level from pre-kindergarten through twelfth grades.

Secondary Education (ENED, MEDU, SCED, SSED)

Programs which prepares Candidates for certification to teach specific subject

areas (English, Math, Science, & Social Studies) in secondary schools, sixth

through twelfth grades.

Director, Teacher Education

Person designated by Oklahoma Baptist University as the coordinator and

administrator of the Teacher Education and Student Teaching Programs.

Faculty Interview Panel

Team of at least 3 Oklahoma Baptist University Teacher Education Faculty members

or Administrators that will serve as a panel to interview Educator Preparation Program

applicants.

Professional Education Sequence

Block of courses prescribed by the Division of Educator Preparation Program which

satisfy both degree and certification requirements.


Reciprocity The extent to which one state accepts another’s teaching certificate. Once Oklahoma

certification is obtained, meeting certification requirements in other states varies

according to that state’s regulations.

Student Teaching (ST) Program

Professional Experience of the Professional Education Sequence. Application must be

submitted and specific requirements met to be admitted into the Program and

participate in the Student Teacher Field Experience.

Teacher Education (TE) Candidate

Student who has applied to the Educator Preparation Program and been accepted

unconditionally, to continue working toward a major/minor degree in Education.

Teacher Education Committee (TEC)

Committee responsible for all matters of Teacher Education policies, procedures, and

standards regarding curriculum, admission, and recommendation of Candidates to the

programs. Includes the following sub-committees:

Admission Retention Committee (ARC)

Subcommittee of the Teacher Education Committee that reviews and makes

recommendations to the Teacher Education Committee concerning admission

and retention procedures that will insure the high quality of Candidates admitted.

Reviews Candidates’ applications, interview guides, and appeals to programs.

Assessment Subcommittee

Subcommittee of the Teacher Education Committee that reviews and

recommends procedures for conducting follow-up and evaluation surveys.

Conducts surveys and presents results as summaries and reports to the

Teacher Education Committee.

Curriculum and Standards Subcommittee Subcommittee of the Teacher Education Committee that hears, reviews, and

proposes needed modifications in existing programs and policy.

Executive Subcommittee Subcommittee of the Teacher Education Committee composed of five (5)

members (chair of the Teacher Education Committee & chairs of the four (4)


subcommittees) that prepares the agenda for Teacher Education Committee

meetings and assigns specific issues to subcommittees for action.

Teacher Education (TE) Program

Professional experience of the professional education sequence. Application must be

submitted and specific requirements met to be admitted in the Educator Preparation

Program prior to application and participation in the Student Teaching Program.

Objectives of Teacher Education Program Development of Objectives Educator Preparation Programs at Oklahoma Baptist University are informed by

specialized professional associations within each licensure area as well as input

from practitioners, Candidates, and graduates. The objectives for the Educator

Preparation Program were first developed and approved by the Teacher Education

Committee in the spring semester of 1970. Since that time, numerous revisions have

been made as standards and needs of the profession have evolved.

Statement of Basic Objectives The basic objectives of the Educator Preparation Program at Oklahoma Baptist

University is to identify specifically the knowledge, skills, and dispositions which prepare

and assist the Candidate to function as a professional and achieve optimum

development of those unique and variable qualities found in each individual.

Graduates of Oklahoma Baptist University that attain teacher certification have more

than a teaching methodology; they also have a notable dedication to their profession.

Oklahoma Baptist University believes this dedication is developed naturally in its

environment of Christian culture.

Criteria for Teacher Education Program 2.1 In addition to the pre-requisite coursework of Educator Preparation Program, listed on

the pre-requisite coursework sheet included in the Teacher Education application

packet, Candidates will be admitted when these conditions are met :

1. Attainment of a score of at least 240, on the Oklahoma General Education Test (OGET)


2. Successful completion of the freshman year (36 hours).

3. Completion of an application for Teacher Education during the

sophomore year. (applications must be submitted for approval before the

beginning of the junior year).

4. Completion of the English Composition courses (ENGL 1153/1163) and

Introduction to Speech Communication (COMS 1092) with grades of at

least a “C”. Should a Candidate make an unsatisfactory grade in any of

these courses, he/she must repeat the course and earn a grade of at least

“C”.

5. Written expression of interest in teaching as demonstrated by descriptions

of prior experiences and activities.

6. An interview showing evidence of personal traits that suggest potential for

working with youth, with parents, and with the other constituencies of a

teacher.

7. Recommendations from the faculty advisor and three other college

professors who know the Candidate. Evaluations indicating concerns

regarding the applicant’s readiness for the program can be a basis for non-

admittance.

8. A written positive assessment from the faculty team of “interviewers”.

It should be noted that all Candidates accepted into the Oklahoma Baptist University

Educator Preparation Program are required to maintain a 2.5 GPA. If, following

admission, the GPA drops below a 2.5, the Candidate will be placed on probation

continuing in Teacher Education courses for one (1) semester. If, however, at the

end of the following semester, the Candidate has not achieved a GPA, he/she will be

dropped from the Educator Preparation Program.

Candidates who have completed their freshman year, English Composition courses

(ENGL1153 & 1163), and College Algebra (MATH 1163) and/or Elementary Math

(MATH 1203) are best prepared to pass the OGET. With new online and summer


opportunities to take the Oklahoma Teacher Preparation Tests, Candidates will be able

to take the OGET more often, at more convenient times.

Candidates must attach official passing results of OGET to application forms. The

OGET, OSAT, and OPTE are all required Certification Examinations for Oklahoma

Educators (CEOE) wishing to earn an Oklahoma teaching certificate.

Application Process 2.2 It is imperative that all Candidates begin their preparation for teaching by submitting

an application to the Educator Preparation Program and to the Teacher Education

Committee, through the Division of Educator Preparation Program. Instructions for

applying to the Educator Preparation Program are available online:

HTTPS://WWW.OKBU.EDU/ACADEMICS/DOCUMENTS/TEACHER-ED-APPLICATION- PACKET.PDF

The completed application must be submitted to the Teacher Education office by 5:00

p.m., on the last teaching/working day of the third full week of the term. The Applicant is

to apply at the beginning of the second semester of the Candidate’s sophomore year.

The application should be carefully read and all instructions followed. Details of required

documentation to be submitted with the application are listed on the application and

include: a handwritten essay of not more than 500 words describing experiences which

will contribute to your effectiveness as a teacher, a recent photograph, proof of passing

completed coursework, and the proof of passing OGET score. After submission to the

Teacher Education office, the application and accompanying paperwork becomes a part

of the Teacher Education Candidate’s record on file.

Four (4) faculty evaluation forms are included in the Teacher Education application

packet and required for each Applicant. One must be filled out by the Applicant’s

Advisor, the other three by the Faculty listed on the application as references. Before

an Applicant places an Oklahoma Baptist University Faculty member’s name on the

application as a reference, the applicant must meet personally with the Faculty member

http://www.okbu.edu/ACADEMICS/DOCUMENTS/TEACHER-ED-APPLICATION-


to obtain permission. These evaluation forms will be submitted to the Teacher

Education Office by the Faculty members. These evaluations will be part of the

consideration, and negative evaluations can result in the non- admittance to the

program.

At the time the application is submitted to the Teacher Education office, the Applicant

should register for a personal “interview” which will be conducted by a panel of

Oklahoma Baptist University Faculty or Administration who represent the Teacher

Education Committee. The panel will submit a written assessment of the applicant’s

personal traits observed during the “interview” that speaks to the Candidate’s potential

for working with youth, with parents, and other constituents with which teachers might

interact. This will also become a part of the applicant’s file and reviewed by the

Admission and Retention Committee and Teacher Education Committee during the

admission process.

Following the submission of a complete application (with all accompanying

documentation), the applicant’s record is referred to the Admission and Retention

Committee for review and recommendation to the Teacher Education Committee for

official action. The Candidate will be notified of the final decision of the Teacher

Education Committee by the Teacher Education office.

Transfer and Non-Traditional Candidate Process 2.3 Admission to the Teacher Education program may become problematic when

Candidates transfer from one institution to another. Problems might also arise for

Candidates who have decided to seek a degree in Teacher Education after already

working toward a degree in another area, Candidates have already graduated (from

Oklahoma Baptist University or another University) with a degree other than education,

and Candidates who are returning to school after a hiatus of less than five years. Transfer Candidate:

A transfer Candidate who has never been admitted to an Educator Preparation

Program must apply for admission immediately after enrollment in the university


provided he/she has completed 36 hours and is classified a sophomore or higher.

A transfer Candidate of sophomore standing or above who seeks teacher

certification at Oklahoma Baptist University, and has not applied to an Educator

Preparation Program at any other university, must file an application to the

Educator Preparation Program at the time he/she enters the university. The

following stipulations may be applied when a Candidate moves from one

institution to another:

1. If the Candidate has been admitted to an Educator Preparation Program and

completed all requirements for certification at the former university, it will not

be necessary for that Candidate to re-apply for admission.

2. If the Candidate has been admitted at another institution but did not complete

a program, he/she could be required to re-apply for admission and meet the

admission requirements of Oklahoma Baptist University. The Director of

Teacher Education will determine if admission requirements from the other

institution are aligned with Oklahoma Baptist University's requirements.

3. If the Candidate has failed to maintain minimum admission standards, he/she

would be required to reapply and meet all existing admission requirements.

Grades earned at the previous institution(s) and accepted as transfer

courses may be used for determining requisite grade point averages.

NOTE: The Oklahoma Baptist University Division of Educator Preparation

Program will require the applicant to have a letter from the previous

institution(s) indicating the Candidate’s admission status. The previous

institution may send a completed “admission status” form indicating which of

the state or institutional admission criteria have been met by the Candidate.

The letter and completed form will be used by the Teacher Education

Committee in considering the Candidate’s admittance to the Educator

Preparation Program.


Non-Traditional Candidate:

A non-traditional Candidate is an applicant seeking a degree in Teacher Education

after working toward a degree in another area at Oklahoma Baptist University (or

another university), an Oklahoma Baptist University graduate or graduate of another

college seeking a second degree in Teacher Education, or a Candidate who is

returning to college after an interruption to their academic studies.

An applicant who has achieved sophomore standing while working toward a

degree in another area, must be quickly caught up in order to attain admittance to

the Educator Preparation Program and be able to progress to Student Teaching

then graduation with minimum delay. The Candidate must complete the request to

declare or change a major or minor on the Oklahoma Baptist University website.

https://www.okbu.edu/academics/academic-center/major-change-form.html and

then will be assigned the appropriate advisor. One or more meetings with the new

advisor will be needed in order to prepare a customized plan of study, which may

include additional credit hours beyond the minimum for the original degree. The

Candidate may also have to enroll in coursework during January or summer terms

in addition to full time fall and spring enrollment or plan to attend beyond the

standard four years.

An Oklahoma Baptist University graduate, or graduate of another university, seeking

a second degree in Teacher Education, whether full time or part time, will need to

immediately meet with the Director of the Division of Teacher Education. The plan

of study the graduate will follow will vary depending on the previous degree

earned. Oklahoma Baptist University graduates wishing to use their lifetime

learner benefits for part time study toward a second degree will also need to meet

with the Director.

For the applicant returning to college to seek a degree in education after a short

interruption, if he/she has completed thirty (30) semester hours of college credit in

an accredited institution of higher education within the last five (5) years prior to

https://www.okbu.edu/academ

http://www.okbu.edu/academics/academic-center/major-change-form.html

http://www.okbu.edu/academics/academic-center/major-change-form.html


application for admission to Teacher Education, an alternative to the 2.5 GPA

requirement may be used as criteria for admission into Teacher Education. Such a

Candidate may be admitted provided he/she meets the following:

A. A grade point average of 3.0 in the last thirty (30) semester hours of

college work.

B. Has a minimum of fifteen (15) semester hours in the area of

specialization with a minimum grade point average of 3.0; passing

OGET scores, and:

C. Meets all other criteria listed for admission to Teacher Education.

Admit Status and Time Limit Policy It is imperative that the Educator Preparation Program Candidate understand the

terminology and policies involved with his/her admission to the Educator Preparation

Program. The responsibility of full admit status to the Educator Preparation Program and

being able to continue into the program, falls on the Educator Preparation Program

Candidate. The Candidate is required to provide proof to the Teacher Education office of

completed requirements within the time limits established by the Teacher Education

Committee.

Admit Status: An Educator Preparation Program admitted form, is sent to every Candidate as

notification of his/her admit status. While it is preferred that an applicant be ready

for admission at the time of application, and plans of study are designed with that

goal in mind, this cannot always be the case. Candidates who are admitted with

conditions have until the end of the next regular semester to meet all requirements

necessary for admission.

If the Candidate is admitted unconditionally, he/she has achieved full admit status

into the Educator Preparation Program and may continue in the normal fashion.

He/she should continue to meet with the advisor to continue timely progression

through the program.


When the application is received and reviewed, there are three possible options.

First, if the applicant meets all requirements, the applicant will be admitted

unconditionally. Second, if the applicant meets some, but not all of the

requirements, the applicant can be admitted "With Conditions". The applicant will

not be allowed to take any courses specified as methods courses by each

department until all conditions have been met. Third, the application can be

denied, depending upon circumstances. In that case, the Director will meet with

the applicant, discuss the circumstances, and develop a plan to meet the

requirements. The applicant will need to reapply for the program.

If a Candidate is dissatisfied with a decision rendered by the Teacher Education

Committee concerning application to the Teacher Education or Student Teaching

Program, he/she may appeal the decision of the Teacher Education Committee,

provided he/she believes he/she has defensible grounds for appeal and can justify

his/her position, by submitting a written request for reconsideration to the Director

of Teacher Education. This appeal is presented in writing to the Admission and

Retention Committee. Within the appeal, the Candidate may request to appear in

person before the Admission and Retention Committee. The Admission and

Retention Committee submits the appeal and its recommendation to the Teacher

Education Committee for a final decision. The Teacher Education Committee will

hear the appeal, carefully weigh the facts, and either uphold or overrule the

original decision. The Candidate may then appeal this decision under any

applicable appeal or grievance policy available to the Candidate.

The current Oklahoma Baptist University Academic Catalog,

https://www.okbu.edu/catalog/index.html, for an accurate listing of coursed and

their descriptions including pre-requisites. Candidates must achieve admitted

without conditions, in the Teacher Education Program before applying to the

Student Teaching Program.

Education Minor: A minor in Teacher Education provides an option for Candidates who would like to receive

http://www.okbu.edu/catalog/index.html


basic knowledge, techniques, and methodologies of teaching derived from studies in

Teacher Education. The minor is particularly supportive of programs in Religious

Education and Cross Cultural Ministry preparation.

A Candidate wishing to obtain a minor in education with their degree must apply to and

be fully admitted to the Teacher Education Program. Education minors must meet all

the same criteria as an education majors.

In addition to meeting the requirements for admission to the Educator Preparation

Program, having a passing score on the OGET, and the following courses are

required:

EDUC 2012 Foundations of Education

EDUC 3013 Human Development

EDUC 3203 Educational Psychology

SPED 3022 Introduction to Exceptional Child

Eight additional hours of education courses, chosen after consultation with an advisor

and the Director of Teacher Education, and appropriate to the Candidate’s interest, are

required. The education minor contract must be completed and filed in the Student

Success Center. Education minors are not allowed to participate in the Student

Teaching Program.

Certification Exams 3.1 Specific Certification Examinations for Oklahoma Educators (CEOE) must be passed

to obtain an Oklahoma State Teaching Certificate. The required tests are the

Oklahoma General Education Test (OGET), Oklahoma Subject Area Test (OSAT), and

Oklahoma Professional Teaching Examination (OPTE).

The first test, the OGET, is designed to assess competency in areas associated with

general studies and education in liberal arts and sciences. The OGET is unique from

other examinations of this type in that critical thinking skills, as well as basic skills are

examined. The Division of Educator Preparation Program recommends the OGET be


taken anytime following completion of thirty (30) semester hours that include ENGL

1153 & 1163 and MATH 1163 &/or 1203. PHIL 1502 Critical Thinking is an additional

course that a Candidate may wish to take early in their studies. Candidates are required

to achieve a passing score on the OGET, along with a grade of “C” or better in ENGL

1153 & 1163 and CMAR 1092, and an overall 2.5 grade point average to document

attainment of acceptable levels of proficiency in reading, mathematics, and writing for

unconditional admission to the Educator Preparation Program.

The OSAT is designed to assess subject-matter knowledge and skills. The OSAT is to be

taken during the Candidate’s final year of course work. Candidates are encouraged to

complete this test following the completion of the methods courses relevant to their

major so content information is fresh. In order to receive initial certification, the

Candidate must pass the OSAT within the degree they acquire upon graduation. For

example, an Elementary Education major must take the Elementary Education

OSAT(s), or an English education major must take the English OSAT. Oklahoma Baptist

University Division of Educator Preparation Program is accredited to recommend

graduates for certification in the following OSAT areas:

ADVANCED MATHEMATICS (011) INSTRUMENTAL MUSIC (001)

BIOLOGICAL SCIENCES (010) MILD-MODERATE DISABILITIES (029)

EARLY CHILDHOOD EDUCATION (110) PHYSICAL ED/HEALTH/SAFETY (012)

ELEMENTARY EDUCATION (050 & 051) U.S. HIST/OK HIST/GOV/ECON (017)

ENGLISH VOCAL/GENERAL MUSIC (003)

The OPTE is designed to assess professional knowledge and skills needed by entry-

level educators. Candidates are assessed with respect to learners and the learning

environment, instruction and assessment, and professional involvement. There are

two levels to the OPTE, PreK - 8th and 6th- 12th. Early Childhood and Elementary


majors are required to take the lower level, secondary English, Math, Science and

Social Studies majors must take the upper level, while Special Education,

Instrumental and Vocal Music and Health/Physical Education majors may choose

which level. It is encouraged that the Candidate take this exam during the student

teaching experience so that there is minimum delay in obtaining their teaching

certification. HTTPS://WWW.CEOE.NESINC.COM

Professional Liability 3.2 The Educator Preparation Program at Oklahoma Baptist University requires all student

teachers to provide documentation of liability insurance. This insurance protects our

student teachers while they are in the schools and is obtained through membership in

the Professional Oklahoma Educators (POE) organization.

http://www.professionaloklahomaeducators.org

Background Check 3.2.A TE Candidates will be responsible for supplying a current copy of a passing

background check prior to entry into any/all field experiences. The Division of

Educator Preparation Program utilizes the following company: Castlebranch.

https://www.castlebranch.com

Student Organizations 3.2.B

Professional Oklahoma Educators As a Candidate, you have the opportunity to join our Student Professional

Oklahoma Educator (SPOE). The membership has many benefits, including

liability insurance during your field experiences. SPOE will have regular

meetings with informative guest speakers and hands-on activities. SPOE will

also conduct certification test study sessions and engage in community service

activities. For more information, contact the Teacher Education Office.

Council for Exceptional Children Candidates at Oklahoma Baptist University who are majoring in Special Education

have organized a Student Chapter of the Council for Exceptional Children. CEC is

http://www.ceoe.nesinc.com/

http://www.ceoe.nesinc.com/

http://www.professionaloklahomaeducators.org/

http://www.castlebranch.com/


the largest international, non-profit organization that provides support and

information for children with disabilities, their families, and those who work with

these children. The Student Chapter of CEC at Oklahoma Baptist University was

formed in 2016, and membership is open to all majors. To become an official

member of the CEC, one must join the national chapter of the CEC. However,

one can join the Oklahoma Baptist University Student Chapter of the CEC by

becoming a member of the Affiliate Program.

Kappa Delta Pi

Kappa Delta Pi (KDP) is an international honor society in education. The purpose

of KDP is to promote excellence in and recognize outstanding contributions to

education. The organization endeavors to maintain a high degree of professional

fellowship among its members, quicken professional growth, and honor

achievement in education work. Membership is based on high academic

achievement, a commitment to education as a career, and a professional attitude

which assures the member’s steady growth in the field of education. Membership

requirements include a minimum cumulative GPA of 3.0, admission to the

Educator Preparation Program, and the recommendation of faculty who are

members of Kappa Delta Pi.

~ATTENTION OBUSTUDENT~

BACKGROUND REPORT REQUIREMENTS All candidates participating in a Teacher Education mandated Field Experience involving minor children are required to have a current background report on file with the Teacher Education Office. You are required to submit your personal information online to CastleBranch.com. The fee of $20 for this service is paid by you, the student, as an upfront cost.

Information collected is secure, tamper‐proof and kept confidential. Your results will be posted on the CastleBranch.com website where you, as well the TE Office, can view them. In some instances, you may have an employer that will accept a copy of these results instead of charging you for another report at their business. You will also have the opportunity to review your background report so that you may monitor any inconsistencies or errors with your information.

Your background check will be good for 1 CALENDAR YEAR.

PERSONAL INFORMATION REQUIRED * Full LEGAL name* Social Security Number* Phone Number

* Permanent/Current A d d r e s s* (do not use your OBU mailbox)* Email Address

PLACING THE ORDER FOR YOUR REPORT * Goto: www.CastleBranch.com* Enter package code: ok82 (capitalization does not matter) next to

PLACE ORDER ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐>* Review the information on the next page, including the link to the

Disclaimer if desired, and click the box that you have read andunderstand

* Click the orange “Continue Order at Certified Profile” button‐‐‐‐‐‐‐‐‐‐>

* Follow the prompts to complete your order

VIEW YOUR RESULTS After placing your order on CertifiedBackground.com, you will receivea confirmation email that will contain thepassword needed

to view any missing information required to process your order and eventually access your final results.

* Go to: www.CastleBranch.com, enter the password provided, then click “View”. On the next screen, enter the last 4 digitsof your social security number to access your order and enter any missing information.

* “In Process,” will continue to show until the process is completed.

* Once “Complete” shows in all three areas, download the pdf copy of your report and print page 1 (only) and presentthis page to your professor to receive your Field Experience Assignment.

No assignments are to be given without a CURRENT background report on file in the TE Office.

Although 95% of background report results are completed within 3‐5 business days, some results take longer. Therefore, it is imperative that you take care of this immediately.

If you have any difficulty completing this process contact the TE Office immediately at 585‐4250.

If you have any additional questions, please contact

CastleBranch Customer Support at (888) 666‐7788 Ext. 1 or email: [email protected]

BACKGROUND REPORT INST Revised.2016

Oklahoma Baptist University | 500 W. University‐Box 61771 Shawnee, OK. 74804 20 | P a g e



mailto:[email protected]

Freshman Year

Sophomore Year Junior Year Senior Year (Student Teaching in Fall)

Senior Year (Student Teaching in Spring)

Take a look Admission to Teacher If Student Teaching Fall‐Student Teach Fall‐Complete classes

at degree Education (Includes in the Fall‐

plan to see application and Application for

what the interview) Student Teaching

next 4 years (Includes

will look like application)

Meet with advisor to

Recommended Spring‐Take OGET

Methods Courses End of Student Teaching‐State

Fall‐Application for Student Teaching

create a Department tentative 4‐ Background Check

year plan

Take

Cornerstone

of Education

Join A Professional

Teacher Organization

If you meet all necessary

requirements, join KDP*

Recommended Mid‐

Late Fall‐Take OPTE

Recommended Fall‐

Take OSAT

Spring‐Complete classes

Spring‐Student Teach

Recommended Mid‐ Late Spring‐Take

OSAT

Recommended Mid‐ Late Spring‐Take

OPTE

Apply for Certification and

End of Student

Teaching‐Complete

State Department

Background Check

Complete all

graduation requirements

Apply for

Certification and Complete all

graduation

requirements

*Optional, not required for graduation

Oklahoma Baptist University | 500 W. University‐Box 61771 Shawnee, OK. 74804 21 | P a g e

Educator Disposition Assessment

CAEP 3.3

Name: Date:

Evaluator:

Directions: Please use the following numbers to rate the individual on each aspect of

disposition based on the following scale by checking the corresponding number in

the cell.

1=Poor: minimal evidence of understanding and commitment to the disposition.

2=Developing: some evidence of understanding and commitment to the disposition.

3=Meets Expectation: considerable evidence of understanding and commitment to the disposition.

4=Exceeds Expectation: complete evidence of understanding and commitment to the disposition.

Please check any behaviors listed under each aspect of disposition that need to be addressed

if ratings are at the 1 or 2 level. The listed indicators provide reviewers with an operational

definition of each dispositional component.

Disposition and Associated Indicators

1. Demonstrates effective oral communication skillsPoor Developing Meets

Expectations

Exceeds

Expectations

InTASC: 3(r) 1 2 3 4

Models Standard English Comments regarding strengths/areas for

growth. Varies oral communication to motivate students

Makes appropriate comments in the classroom

Communicates at an appropriate level

2. Demonstrates effective written communication skillsPoor Developing Meets

Expectations

Exceeds

Expectations

InTASC: 10(c) 1 2 3 4

Communicates respectfully with all stakeholders Comments regarding strengths/areas for

growth. Demonstrates appropriate spelling and grammar

Focuses all written communications positively and

professionally

Writes with clear, legible penmanship

Educator Disposition Assessment

CAEP 3.3

3. Demonstrates ProfessionalismPoor Developing Meets

Expectations

Exceeds

Expectations

InTASC: 9(o) 1 2 3 4

Responds to emails promptly Comments regarding strengths/areas for

growth. Exhibits punctuality and attendance

Maintains professional boundaries

Keeps personal life at home

Works cooperatively with all stakeholders

Turns in work promptly

Avoids inappropriate conversations inside and outside of the

classroom

Respects and adheres to the ethical standards of practice

Dresses appropriately for professional events

4. Demonstrates a positive and enthusiastic attitudePoor Developing Meets

Expectations

Exceeds

Expectations

InTASC:10 (P,S, T) 1 2 3 4

Goes above and beyond requirements Comments regarding strengths/areas for

growth. Demonstrates an appropriately positive affect with students

Seeks solutions to problems instead of complaining

Encourages classmates and students

Tries new things that are suggested

Engages openly and actively with students

5. Demonstrates preparedness in teaching and learningPoor Developing Meets

Expectations

Exceeds

Expectations

InTASC: 3(p) 1 2 3 4

□ Accepts constructive feedback Comments regarding strengths/areas for

growth. □ Learns and adjusts from experience and reflection

□ Comes to class planned and with needed materials

□ Alters lessons in progress when needed

Educator Disposition Assessment CAEP 3.3

6. Exhibits an appreciation of and value for cultural and academic diversityPoor Developing Meets

Expectations

Exceeds

Expectations

InTASC:2(m), 2(n), 2(o), 9(m), 10(q) 1 2 3 4

Demonstrates awareness of traditional and non-traditional family

contests including family status

Comments regarding strengths/areas for

growth.

Embraces all diversities /differences to include racial, SES and

learning styles

Understands the need for a "safe classroom with zero tolerance of

negativity to others

Plans activities to raise student awareness and acceptance of

differences

Understands the importance of positive school experience

7. Collaborates effectively with stakeholdersPoor Developing Meets

Expectations

Exceeds

Expectations

InTASC: 1(k), 3(n), 3(q), 7(o) 1 2 3 4

Disagrees respectfully Comments regarding strengths/areas for

growth. Possesses social awareness

Uses flexibility

Listens to what stakeholders are saying as evidenced by considered

responses

Maintains a respectful tone at all times

Shares successful teaching strategies

Exhibits a sense of equality

8. Demonstrates self-regulated learner behaviors/takes initiativePoor Developing Meets

Expectations

Exceeds

Expectations

InTASC: 9(I), 9(n), 10(r'), 10(t) 1 2 3 4

Recognizes own weaknesses and ask for support Comments regarding strengths/areas for

growth. Asks questions proactively and is self-directed

Researches and implements different and most effective teaching

styles

Takes responsibility for knowing students and/or colleagues

Educator Disposition Assessment CAEP 3.3

9. Exhibits the social and emotional intelligence to promote personal and

educational goals/stability

Poor

Developing Meets

Expectations

Exceeds

Expectations

InTASC: 9(l); 10 (N, Q) 1 2 3 4

Demonstrates appropriate maturity and self-regulation when

discussing sensitive issues and can remain calm

Comments regarding strengths/areas for

growth.

Does not overreact to criticism or other situations

Demonstrates perseverance and resilience (grit)

Demonstrates the ability to communicate personal issues with

superiors, but does not use them as excuses

Demonstrates sensitivity to feelings of others

Poor= (less than 21)

Developing= (22-26) Student Signature Meets Expectations= (27-31)

Exceeds Expectations= (32-36) Student Printed Name

This instrument will be administered during Foundations of Education, by the instructor. Students

scoring at the Poor or Developing level will be referred to their advisor

This instrument will be completed by the student advisor as a part of the application process for

student teaching. Candidates scoring at the Poor or Developing level may not be admitted to

Student Teaching. This instrument will be made a part of the student’s official file.

Faculty's Signature Date Student's Signature

ADDITIONAL COMMENTS:

teacher education handbook - oklahoma baptist university · with disabilities act of 1990, oklahoma...

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