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Undergraduate Teacher Education Student Advising Handbook Including COE Student Policies 401 W. Fulton Grand Rapids, MI 49504 Information and Questions: Contact the Student Information and Services Center (SISC) 401C DeVos, (616) 331-6650 http://www.gvsu.edu/coe Revised March 2017

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Page 1: Undergraduate Teacher Education Student Advising Handbook · Section 1 Undergraduate Teacher Education Student Advising Handbook Pg. 1 Table of Contents Pg. 2 College of Education

Undergraduate Teacher Education

Student Advising Handbook

Including COE Student Policies

401 W. Fulton Grand Rapids, MI 49504

Information and Questions: Contact the Student Information and Services Center (SISC)

401C DeVos, (616) 331-6650

http://www.gvsu.edu/coe

Revised March 2017

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Table of Contents Section 1 Undergraduate Teacher Education Student Advising

Handbook Pg. 1 Table of Contents Pg. 2 College of Education Mission Pg. 3 Student Responsibilities Pg. 4 COE Advising Overview Pgs. 5-9 College of Education Admittance and Field Placement Pgs. 10-13 Minimum Admissions Criteria Pgs. 14-15 Minimum Admissions Criteria Checklist Pgs. 16-18 General Education Teacher Certification Criteria Pg. 19 Elementary Certification Program Pg. 20 Elementary Sequence of Courses Pg. 21 CSAT with Education Major and Spanish Minor Sequence of Courses Pg. 22 General Education Sequence of Courses – Elementary Interim Path Pg. 23 Secondary Education Certification Program Pg. 24 Secondary General Education Sequence of Courses Pg. 25 General Education Sequence of Courses – Secondary Interim Path Pgs. 26-29 Special Education Certification Criteria Pgs. 30 Special Education Teaching Program Pg. 31 Special Education Sequence of Courses Pgs. 32-34 Special Education Sequence of Courses for Endorsements Pg. 35 Special Education Sequence of Course – Graduate Study Pg. 36 Professionalism Pgs. 37-39 MTTC Teaching Certification Test Information Pg. 40 MTTC Teacher Certification Testing Codes Pg. 41 MTTC Teacher Certification Test Guidelines Pgs. 42-43 Frequently Asked Questions

Section 2 Undergraduate Teacher Education Student Policies Pg. 44 Policies by Topic Pgs. 45-51 Policies

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College of Education Mission:

Teaching, Leading and Learning in a Democratic Society

We believe that schools function as social and political entities as

well as for the growth of individuals

We prepare candidates to . . .

Enhance the academic and personal potential of their students Establish policies and practices that promote democratic education Evaluate the social and ethical implications of educational policies and

practice

We value these ideals in our candidates, our faculty, and our relationships with the larger communities we serve:

Expertise to guide our practice Equity to guide our interactions Liberal education to guide our perspectives Social responsibility to guide our commitment to democratic education

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THE STUDENT ADVISING AND POLICY HANDBOOK IS DESIGNED TO:

Provide Information on Undergraduate Teacher Education requirements Identify available teachable major and minor programs Guide students as they work with their academic advisor and COE advisor to insure meeting

program requirements as well as professional and certification requirements Ensure understanding and compliance with COE policies

STUDENT RESPONSIBILITIES

After the Group Advising Session, elementary, secondary, and special education students must make an appointment with their COE advisor. Call: (616) 331-6650. Major/minor advising appointments are with faculty of those departments.

1. Set up and maintain a College of Education Advising Notebook. Bring your notebook to every

advising appointment. Include the following materials in your notebook:

Student Advising and Policy Handbook Current myPath degree evaluation Transfer information (if applicable) Major and minor guide sheets (if applicable) Tentative course schedule plan

2. Contact SISC at (616) 331-6650 to set up an appointment with your COE advisor. Meet on a

regular basis with your advisor after the initial meeting.

3. Understand your GVSU and COE programs. Question your COE advisor.

4. Be aware of and meet application deadlines.

Note: Student Advising and Policy Handbook content are subject to revision at any time. Please check with your College of Education advisor, the Student Information and Services Center staff or the COE website for the most current information.

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College of Education Advising Overview

What is Advising?

Program clarification Clarifying short-term and long-term academic goals Understanding university requirements and resources

Content Advisors: Major(s) and Minor(s)

Please contact the College of Liberal Arts & Sciences (CLAS) advising for more details

Students pursuing Economics or Computer Science minors need to contact the respective department for more information

College of Education Advisors:

Help clarify academic and career goals Help with class selection based on requirements, availability and interests Help with academic progress evaluation Help with contacting faculty or administrative personnel Give information about adding, dropping or withdrawing from classes Provide information about special programs and international opportunities

Student Responsibilities:

Meet with your College of Education advisor on a regular basis Understand GVSU requirements and regulations Know your major/minor requirements Be aware of application deadlines Know your class schedule each semester

What to bring for Advising Appointments:

Tentative course scheduling plan Questions about specific Education courses Information that may effect your program completion

Field Placement Concerns:

Candidates concerned about a placement should first contact their placement coordinator. The field

coordinator will in turn contact the appropriate supervisor as necessary to resolve the issue. Placement coordinators are located in the COE Student Information and Services Center, 401C

DeVos Center.

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College of Education Admittance and Field Placement

In general, it takes the College of Education five to six weeks to respond to review the applications and render a decision. A letter from the Associate Director of the College of Education’s Student Information and Services Center will be sent in the mail. There are three possible responses: Admitted Admitted, pending completion of specific requirements Ineligible because a requirement at the time of admission was not met. Students receiving an

ineligible letter may set up an appointment with the Associate Director of the College of Education’s Student Information and Services Center.

o Associate Director for Undergraduate Programs, College of Education Student

Information and Services Center: _____________________________________________

New Student Orientation Accompanying the admit/pending letters will be information regarding orientation for new students. During the orientation sessions, faculty will discuss professional expectations, teacher assisting, and student teaching. Students at the orientation will be introduced to members of the faculty and the placement coordinators. The placement coordinators will present and explain the placement process to students assigned to them. University Field Coordinators will explain the role and expectations for students during their teaching assisting experience. A video on blood borne pathogens is also shown. Students also receive registration information for their Teacher Assisting semester. The New Student Orientation sessions last for two hours and are usually scheduled in the afternoon and the following day in the morning. Students must attend one of these sessions.

Application Online Access (please reference pg.42) Class Registration After Admittance to Undergraduate Teacher Education Newly admitted students will receive registration information at the New Student Orientation. Classes that need to be taken with each program will be listed. It will be the student’s responsibility to register online in Banner for the correct classes and sections. Student teachers will have their registration information mailed to them with their letter of admission. Students must be admitted into the appropriate program before they can register for the corresponding classes.

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General Education Candidates’ Field Placements The first official experience in the classroom is the first field placement. This field placement is called teacher assisting. Students who are candidates for general education certification will be placed at a school assigned by their placement coordinator. The teacher assisting field placement lasts for the full semester. Teacher assistants are assigned in the classroom for a half day (while maintaining College of Education coursework and seminars the other half of that day), everyday of the week. Teacher assistants work with students, help prepare lesson plans, and may teach part of a lesson plan depending on the cooperating teacher. The second field placement begins after successful completion of teacher assisting. The second field placement is student teaching, which is scheduled for a full semester. Student teachers are placed in schools with cooperating teachers for the entire day, five days per week. Placements will not be in the school districts where the candidate had previously attended unless very extenuating circumstances for such a placement are approved by a committee within the College of Education.

Special Education Field Placement The first official experience in the classroom is the first field placement. In special education, this first field placement is called teacher assisting. Students who are candidates for special education are placed at a school assigned by their placement coordinator. Teacher assisting lasts for a full semester and takes place in a special education setting. Students are assigned in the classroom for a half day, everyday of the week. Teacher assistants work with students, help prepare lesson plans, and may teach part of a lesson plan, depending on the cooperating teacher. Other than teacher assisting, special education candidates are scheduled into three (3) additional field placements. The student teaching experiences includes a general education setting for a full semester and two 20 week semesters with a minimum of a 10-week placement in each selected endorsement area at the undergraduate level. Placements will not be in the school districts where the candidate had previously attended unless very extenuating circumstances for such a placement are approved by a committee within the College of Education.

Field Placement Process The first step in the GVSU field placement process is for the Student Information and Services Center to contact schools regarding teacher requests for field placements for the fall and winter semesters. This is accomplished by notifying principals and asking them to complete and return cooperating teacher request sheets to the College of Education: Student Information and Services Center. A listing of the requests is then submitted to the field placement coordinators. The placement coordinators contact principals and verify requests and contact schools who did not respond. Placements are based upon interest of cooperating teachers and their desire to work with a GVSU student in the classroom. No school is required to accept teacher assistants or student teachers.

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Travel Distance to the Field Placement School Attempts are made to place students in field placements within a reasonable distance from their residence and a 40-50 mile radius of GVSU campuses. However, some students are more difficult to place than others because of a limited number of cooperating teachers who can supervise special education endorsement areas or secondary teachers with the classes needed to match students’ majors and minors. As a result, some students may be driving longer distances to complete required field training.

Required Diverse Placement The College of Education accrediting agency (CAEP) requires that the students complete at least one diverse field experience. To satisfy this certification requirement, College of Education students will be placed into a diverse setting for either teacher assisting or student teaching. If the College of Education determines a candidate has not completed a diverse placement in either teacher assisting or student teaching, the candidate will be required to enroll in EDF 100: Introduction to Education, regardless of class status. Secondary students will be placed in both a high school and middle school setting. Elementary students will be placed in both a lower elementary and an upper elementary classroom. Students with special education majors complete four placements and can be placed in an elementary, middle school, high school or post graduate through 26 years old.

Professional Demeanor in Cooperating Schools Grand Valley State University has an excellent reputation for placing high quality teacher candidates in field experiences. Field coordinators, placement coordinators, as well as faculty in the College of Education, are called upon by many school districts to recommend teacher candidates for hiring. It is advisable for students to present themselves as positive and mature individuals when working with cooperating teachers, administrators, students in schools, support staff and parents.

Placement Acceptance Once the placement coordinator obtains approval for placements by the building principal, résumés of candidates are submitted to the placement school for review. In some school districts, résumés are sent by the receiving school or submitted by the placement coordinator to the central office for review. In other cases, the Personnel Department in the central office reviews and approves all résumés and placements prior to acceptance by the building principal.

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Candidates’ Responsibilities during the Placement Process After the placement coordinator confirms the candidate’s placement and the school accepts the placement candidate for an interview, the candidate will be mailed three items:

1) The first enclosure is a confirmation of placement listing the name, address, and phone number of the placement school, and the name of the principal and cooperating teacher with whom the candidate must schedule an interview. This sheet must be signed by the cooperating teacher indicating acceptance of the candidate and returned to the College of Education: Student Information and Services Center office located in 401C DeVos Center. The placement of the candidate is not official until this confirmation sheet is officially recorded in the College of Education’s Student Information and Services Center.

The placement candidate should schedule an interview within a few days after receiving the mailed enclosures. Candidates who wait to schedule an interview may lose their placement in the school, or lose their placement to another student from another university or college. Placement candidates have only two chances to secure a placement. If two placements are denied, the candidate will sit out the semester. The candidate will need to reapply the next semester for their placement.

2) The second enclosure is a calendar outlining the beginning and ending dates of each placement along with the times each student is expected to arrive at this particular placement.

3) The third enclosure is a return envelope that is used to send the signed confirmation form back to

the College of Education: Student Information and Services Center.

Cooperating Teacher Contact If a school or teacher communicates with a student regarding a placement in the school, the placement coordinator will contact the principal to verify the placement. Principals must approve all placements in their buildings prior to the student interview.

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Candidate Placement Concerns Candidates concerned about a placement need to first contact their field coordinator and explain the concern. The field coordinator will contact the appropriate supervisor as necessary to resolve relevant issues. If it is determined that a new placement is needed, your field coordinator will contact the appropriate Placement Coordinator listed below. Students may call the College of Education at (616) 331-6650 to schedule an appointment with their field coordinator.

Elementary Placement Coordinator: __________________________________ Email:___________________________________

Secondary Placement Coordinator: ___________________________________ Email:____________________________________

Special Ed. Placement Coordinator: __________________________________ Email:___________________________________

When a cooperating teacher requests more information their role and responsibilities, please direct them to the provided website below. There is information available for all placements/internships including elementary, secondary, special education and graduate teacher certification. http://www.gvsu.edu/coe/undergraduate/cooperating-teachers-handbooks-18.htm

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Minimum Admission Criteria: Undergraduate Teacher Education Program

1. Send Official ACT or SAT Scores to GVSU. Applicants must submit an official copy of the Reading, Mathematics, English and Writing sub-scores from the ACT or SAT.

2. Academic Achievement An established 2.70 Grand Valley GPA overall and in the teaching major, minor, and Education major program. Currently, these content area majors require a 3.0 GPA: Art Education, Language Arts, Social Studies, English (major and minor), and History (major and minor). The minimum Grand Valley GPA must be established by the time of application. (Secondary Review is an option for students who do not meet the required grade point average, and have most coursework completed.)

3. Admission Test Requirement

Professional Readiness Exam (PRE):

All students seeking certification are required to successfully pass all three sections of the Professional Readiness Examination. It is recommended that students take the examination prior to the semester they submit their application to the Undergraduate Teacher Education program.

Students register for the Professional Readiness Examination online at www.mttc.nesinc.com. Students register for Section A on the registration form. The cost of the test is stated on the website. Please remember to request that test scores be sent to GVSU when registering for the exam.

Students can retake all or part of the Professional Readiness Examination if one or more sections of the exam have not been passed. If a student needs to retake one or more sections of the exam, the registration form needs to be submitted as if the student is taking the entire exam. Refer to the registration bulletin if you are retaking any or all of these.

The Professional Readiness Examination scores will remain valid no matter when the exam was taken. If scores have not previously been received by GVSU, students must contact the Michigan Test for Teacher Certification office to request that their official scores be sent to GVSU (1-800-823-9225). There is a cost for this.

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Alternative Testing:

Students may use scores from the SAT/ACT/MME (Michigan Merit Exam) in lieu of the PRE (Please see page 38 of this handbook for details).

SAT ACT MME

Evidence-Based Reading & Writing: 480 Mathematics: 22 Mathematics: 1116

Mathematics: 530 Reading: 22 Reading: 1108

English + Writing: 22 Writing: 1129

4. Prerequisite Courses

A. Education and Psychology Courses All students wishing to apply to Undergraduate Teacher Education will be required to successfully complete the following courses with a combined GPA of 2.70 or higher: Elementary and Secondary Program Prerequisite Courses: 1. EDF 315 Diverse Perspectives on Education 2. EDI 337 Introduction to Learning and Assessment “C” or better in all courses 3. PSY 301 Child Development 4. *EDS 378/379 Universal Design for Learning *(Flex Course – This course is taken before OR after admission to the COE but must be completed

BEFORE Student Teaching and must earn B- or better).

Special Education Program Prerequisite Courses: 1. EDF 315 Diverse Perspectives on Education 2. PSY 325 Child Development 3. PSY 304 Psychology and Education of the Exceptional Child 4. PSY 310 and/or PSY 326 Behavior Modification and/or Intellectual/Developmental Disabilities

B. Prerequisite Courses in Mathematics for Elementary and Special Education Candidates

Math requirements in the Elementary Certification Minor are as follows: Students are required to complete Math 221 and Math 222 for admission into the Undergraduate

Teacher Education program. Students must complete Math 221 (Mathematics for Elementary Teachers I) and Math 222 (Mathematics for Elementary Teachers II) to meet the requirements of the Elementary Certification Minor.

Math 223 (Mathematics for Elementary Teachers III, 5-credit course) may be taken instead of Math 221

and Math 222. The prerequisite for Math 223 is Math 201 (Calculus and Analytic Geometry). Math 223 fulfills the admission requirement to the Undergraduate Teacher Education program, as well as the completion requirement of the Elementary Certification Minor.

“C” or better in all courses

“C” or better

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C. Prerequisite Course for Elementary and Special Education Candidates

English requirements in the elementary distributed minor are as follows: All students are required to complete ENG 308 (Teaching Reading: The Necessary Skills) to qualify for

admission into the Undergraduate Teacher Education program and for the completion of the elementary distributed minor.

University Requirements: Completion of university course requirements or test equivalents of Writing 150 and Mathematics 110

5. Advisor Recommendations

One from the content area major advisor/department and another from the College of Education advisor. Students with dual majors must submit a major advisor recommendation form for each major/department.

6. Positive Recommendation

One from an unrelated individual who can address the candidate’s ability as a prospective teacher.

7. Experience Documented 25 hours of experience with children or youth. The experience must be with the age group for which the applicant intends to seek certification. This would rule out, for example, working in the university tutoring center. Special education candidates must have volunteer experience with persons with disabilities, e.g., camp experience, Special Olympics, respite care. For additional options contact the GVSU Community Service Learning Center. This cannot be pending. Required tutoring hours for candidates enrolled in English 308 may count toward the required service hours. Successfully completing EDF 100 will also fulfill this requirement.

8. Academic Progress

Students must complete at least 60 semester credits and maintain junior class status. The major advisor and/or department will determine adequate coursework in the major/minor and general education requirements.

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9. Felony and Misdemeanor Signature Page

Documentation of convictions must be submitted when applying to the Undergraduate Teacher Education program. Candidates must accurately answer the questions on the felony and misdemeanor conviction page: 1) Have you ever been convicted of a felony? 2) Have you ever been convicted of a misdemeanor? 3) Have you been arrested for a crime for which criminal charges are pending? 4) Have you ever had a teaching certificate denied, revoked, or suspended? Students with concerns about these questions are advised to schedule an appointment with the Associate Director for Undergraduate Teacher Education of Student Information and Services Center. A criminal background check (Live Scan) using digitally scanned fingerprints will be required of all students. This check will scan for certain civil infractions (excluding speeding tickets), certain misdemeanors and all felony convictions. Forms and detailed information will be provided to students when applications are submitted. There will be a cost to the student to have this completed.

10. myPath Students need to submit a myPath degree evaluation with their admission packet. The degree evaluation must be printed from Banner with the student’s name on it. Students must also write their G number on the first page of their evaluation before submission. If classes are being taken at another college, include a copy of the current course schedule from the other college, with GVSU course equivalencies noted and highlighted.

11. Current Résumé

Résumés need to look professional, be organized and presented without grammatical or spelling errors. Schools may deny placements based on a poorly constructed résumé. Students should not rely upon spell check or computer grammar programs to correct errors. Spell check will not recognize “logical errors” in the writing process. The names of three references and their current positions and phone numbers need to be included in the résumé. Two copies of the résumé on plain white paper with an objective stated are to be included with the application packet. Résumé packets with sample résumés appropriate for Teacher Assisting, Student Teaching and the job search in education are available from Career Services. Packets are also available in the Student Information and Services Center, 401C DeVos Center.

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College of Education Application Deadline Dates:

September 15th – Winter Semester Admission February 1st – Fall Semester Admission

February 1st – Fall Semester Admission Only for Special Education and Music.

1. ____ Send Official ACT or SAT Scores to GVSU. Applicants must submit an official copy of the Reading, Mathematics, English and Writing sub-scores from the ACT or SAT.

2. ____ Academic Achievement. An established 2.70 Grand Valley GPA overall and in the teaching major, minor,

and Education major program. Currently, these content area majors require a 3.0 GPA: Art Education, Language Arts, Social Studies, English (major and minor), and History (major and minor). Consult the Grand Valley State University catalog for additional details. The minimum Grand Valley GPA must be established by the time of application. (Secondary Review is an option for students who do not meet the required grade point average, and have most coursework completed.)

3. ____ Admission Test Requirement: Professional Readiness Exam (PRE) – Passing test scores (minimum

score of 220, out of 300) in reading, mathematics, and writing as established by the Michigan Department of Education. Students may take the exam during the semester of application. This can be pending if students are scheduled to take the exam during the semester of application.

Alternative Test to the PRE: Students may use their SAT/ACT/MME scores in lieu of the PRE. The following scores are required:

*SAT ACT MME***

Evidence-Based Reading & Writing: 480 Mathematics: 22 Mathematics: 1116

Mathematics: 530

Reading: 22 Reading: 1108

English + Writing: 22** Writing: 1129

*SAT Scores are only valid for tests taken after March 5, 2016 **English & Writing equivalent for ACT varies based on testing date. Visit www.gvsu.edu/coe/pre for details. Official ACT scores must be sent to GVSU from ACT company.

***MME Scores are only valid for tests taken between March 2007 and January 2015 4. ____ Prerequisite Courses. May be in progress during the semester of application, but preference will be given

to candidates who have completed the requirements at the time of application.

A 2.70 GPA average required in the following courses (may not be taken as credit/no credit):

*Elementary & Special Education Candidates* Additional required prerequisites: a. ENG 308 Teaching Reading: The Necessary Skills b. MTH 221 and MTH 222; or MTH 223 Math for Elementary Teachers 1 and 2, or 3. *University Requirements:

Completion of university course requirements or test equivalents of Writing 150 and Mathematics 110

General Education

a. EDF 315 Diverse Perspectives on Education b. PSY 301 Child Development c. EDI 337 Introduction to Learning and Assessment d. *EDS 378/379 Universal Design for Learning *Can be taken before OR after admission to the COE, but must be taken BEFORE Student Teaching and must earn a B- or better.

C or better required

Special Education

a. PSY 304 The Psychology and Education of the Exceptional Child

b. EDF 315 Diverse Perspectives on Education – “C” or better

(Prerequisite: Completion of 24 credit hours)

c. PSY 325 Educational Psychology – “C” or better

d. PSY 310 Behavior Modification and/or PSY 326

Intellectual/Developmental Disabilities (both required for

undergraduate endorsement)

Minimum Admission Criteria Checklist: UNDERGRADUATE TEACHER EDUCATION

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5. ____ Advisor Recommendations. One from the content area major advisor/department and another from the College of Education advisor. Students with dual majors must submit a major advisor recommendation form for each major/department. This cannot be pending.

6. ____ Positive Recommendation. One from an unrelated individual who can address the candidate’s ability as a

prospective teacher. This cannot be pending. 7. ____ Experience. Documentation of 25 hours of experience with children or youth. The experience must be with

the age group for which the applicant intends to seek certification. This would rule out, for example, working in the university tutoring center. Special Education candidates must have volunteer experience with persons with disabilities, e.g., camp experience, Special Olympics, respite care. For additional options, contact the GVSU Community Service Learning Center. This cannot be pending.

8. ____ Academic Progress. Completion of at least 60 semester credits and junior status. This cannot be pending. 9. ____ Felony and Misdemeanor Signature Page. Review procedures for those who have been convicted or

pled no contest to a felony or certain misdemeanors are available from the College of Education. Conviction or a plea of no contest may cause the candidate to be denied admission, field placement, or final certification. Candidates are required to pay a fee for conducting a Live Scan Criminal Background Check; information on conducting Live Scan will be provided while turning in your application for admission to the College of Education. This cannot be pending.

10.____ myPath Degree Evaluation. Copy of myPath and current course listing of classes being taken at another

college or university. 11.____ Résumé. Two current résumés on plain white paper with an objective stated, and a minimum of three

references listed. For further information on résumés please contact the Career Center at (616)-331-3311. This cannot be pending.

The College of Education will begin accepting Undergraduate Teacher Education application five business days prior to the application deadline.

French, German, Spanish majors, and Spanish Minors must pass the Oral Proficiency Interview (OPI) before Student Teaching (EDI 431).

Special Education and/or Music Education program candidates must apply by February 1st for fall admission. Field waiver requests and extensive documentation must be submitted with the completed Undergraduate Teacher

Education application.

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Criteria – General Education Teacher Certification

1. EDF 315 Declaration of Intent During EDF 315 (ED 200), all students must submit a Declaration of Intent form. Students are required to sign up for a Group Advising Session, held near the end of each semester.

2. Session #1 - Group Advising Session Students will attend a Group Advising Session Students will receive a Student Advising Handbook and other COE materials. College of Education Advisor assignment will be made. Career Services will provide résumé writing information appropriate to the COE.

3. Session #2 – COE Faculty Advising Session The student will schedule an individual advising session with the COE faculty advisor at least one

semester before or at the beginning of the semester the student is applying to the Undergraduate Teacher Education program. The COE faculty advisor will complete the necessary advising worksheet (advisor provided).

The COE faculty advisor will check the following:

Advising notebook

Progress in major, minor, and professional program

Necessary GPAs (cautions given to those who may lack the required GPAs). The COE faculty advisor will complete a recommendation form regarding the student’s progress toward

the minimum admission requirements for application to the Undergraduate Teacher Education program. (The recommendation forms from the content major advisor and College of Education faculty advisor must both be submitted as part of the application packet).

4. Submit Application The student submits an application to the COE Undergraduate Teacher Education program by

September 15th (for winter admission) or February 1st (for fall admission). (See Minimum Admission Criteria sheet, pages 14 and 15 of the Student Advising Handbook, for

application requirements)

5. Admission to Undergraduate Teacher Education Once the student has received a letter of acceptance to the COE Undergraduate Teacher Education

Program, s/he will be assigned a placement coordinator. The student will also attend a New Student Orientation session.

6. Teacher Assisting The student will begin Teacher Assisting, a semester placement for a half day, everyday for the entire

semester, attend seminars and take corresponding coursework.

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*7. Submit Application for Student Teaching The student will submit an application by September 15th or February 1st, for student teaching for the

following semester.

8. Student Teaching Once the student has completed Teacher Assisting, and submitted the Student Teaching application,

the student will begin Student Teaching, a semester placement for the entire day, everyday for the entire semester, the following semester. During this semester, the student will need to complete CPR (Adult & Child) and First Aid (Basic or Standard) Instruction. The MTTC subject area tests need to be passed prior to being recommended for teacher certification.

9. Certification After the student has completed all degree and professional program requirements, passed MTTC

subject area test(s), and documentation of valid first aid training and CPR certifications for both child and adult are on file with the COE, the student may apply for certification.

The student will need to apply for certification through the Michigan Online Educator Certification System (MOECS).

*Students may enter into one or more interim semester(s) to finish remaining general education, major, minor, and/or education courses

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Elementary Education Teaching Program Elementary Certification

Teachable Majors for Elementary Education In order to earn elementary teacher certification, students must select first a teachable major. The classes required for each major are listed in the GVSU catalog in alphabetical order by major. Teachable majors for elementary education: English/Language Arts (3.0) Mathematics Integrated Science Social Studies (3.0) Majors lead to content certification 6-8 and K-5 all subjects (K-8 in a self-contained classroom).

The Elementary Minor When working toward elementary certification, the minor is automatically elementary certification. The courses required for the minor are specified in the Education section of the GVSU catalog under Elementary Teacher Certification and have been designed to give elementary teachers the background knowledge to teach all content areas required in the elementary classroom. Courses include: English: ENG 308 Teaching Reading Math: MTH 221 and 222; or MTH 223 Take all courses listed, except in the major: Fine Arts: MAT 300 Language Arts: ENG 302 (WRT 150 & ED 337 Prerequisite) Physical Education/Health: PED 265 & 266 Science: SCI 225 and SCI 226 (MTH 221 Prerequisite)

Social Studies: SST 309

The Education Major Elementary education students must also complete the Education Major to qualify for a teaching certificate. The Education Major consists of: Background courses in education and psychology Teacher assisting and corresponding coursework Student teaching and corresponding coursework Students are also required to attend and complete courses and seminars that accompany field experiences. Upon satisfactory completion of all requirements, pending successful completion of the appropriate MTTC subject area test(s), elementary graduates are certified to teach K-5 all subjects (K-8 all subjects in a self-contained classroom), and grades 6-8 in the major content area if the corresponding MTTC subject area test has been passed. Documentation of valid First Aid training and CPR certifications for both child and adult must be on file with the COE for state certification.

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General Education Course Sequencing After Admission to Teacher Education

Elementary Education:

For students that have chosen the interim semester path

If you apply to Teacher Education Fall (Sept. 15), you will begin…

Winter: EDI 330 5 cr Methods and Strategies in Elementary Teaching EDR 320 3 cr Reading: Assessment and Instruction EDF 310 3 cr Organizing and Managing Classroom Environments

Following Fall (Optional interim semester): EDT 370 3 cr Technology in Education EDS 378 3 cr Universal Design for Learning: Elementary Finish remaining major/minor courses and/or general education requirements

Submit Student Teaching Application

Following Winter: EDI 430 10 cr Student Teaching, Elementary EDF 485 3 cr Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Complete MTTC subject area tests

If you apply to Teacher Education Winter (Feb. 1), you will begin…

Fall: EDI 330 5 cr Methods & Strategies in Elementary Teaching EDR 320 3 cr Reading: Assessment and Instruction EDF 310 3 cr Organizing and Managing Classroom Environments

Following Winter (Optional interim semester): EDT 370 3 cr Technology in Education EDS 378 3 cr Universal Design for Learning: Elementary Finish remaining major/minor courses and/or general education requirements

Submit Student Teaching Application

Following Fall: EDI 430 10 cr Student Teaching, Elementary EDF 485 3 cr Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Pass MTTC subject area tests

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Secondary Education Teaching Program Secondary Certification

Teachable Majors in Secondary Education

In order to become certified to teach at the secondary level, students must first select a teachable major. Classes required for each major are listed in the GVSU catalog in alphabetical order by major. Teachable majors include: Majors Certified K-12 Majors Certified 6-12_______ Music Biology History (3.0 GPA) Physical Education Chemistry Latin Arts Education (3.0 GPA) Earth/Space Science Mathematics English (3.0 GPA) Physics French Social Studies (3.0 GPA) German Spanish

Secondary Education Teachable Minors

Students in secondary education must also choose a teachable minor from the list below. Classes required for each minor are listed in the GVSU catalog. Biology French Physical Education Chemistry Geography Physics Computer Science German Political Science Earth/Space Science Health Education Psychology Economics History (3.0 GPA) Spanish English (3.0 GPA) Mathematics

The Education Major

Secondary education students must also complete the Education Major to qualify for a teaching certificate. The Education Major consists of: Background courses in education and psychology Teacher assisting and corresponding coursework Student teaching and corresponding coursework Students are also required to attend and complete courses and seminars that accompany field experiences. Upon satisfactory completion of all requirements, passing the appropriate MTTC subject area test(s)*, secondary graduates are certified to teach grades 6-12 in their major and grades 6-12 in their minor. Music, Physical Education and Art Education majors will receive an endorsement to teach their major content area in grades K-12. Documentation of valid First Aid training and CPR certifications for both child and adult must be on file with the COE for state certification. Students pursuing certification in a foreign language must also pass the OPI. * Secondary education students MUST pass their teachable major and minor subject area tests.

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General Education Course Sequencing After Admission to Teacher Education

Secondary Education: For students that have chosen the interim semester path

If you apply to Teacher Education Fall (Sept. 15), you will begin…

Winter: EDI 331 5 cr Methods and Strategies in Secondary Teaching Includes field work, major content area seminar and education seminar EDR 321 3 cr Content Area Literacy EDF 310 3 cr Organizing and Managing Classroom Environments

Following Fall (Optional interim semester): EDT 370 3 cr Technology in Education EDS 379 3 cr Universal Design for Learning: Secondary Finish remaining major/minor courses and/or general education requirements

Submit Student Teaching Application

Following Winter: EDI 431 8 cr Student Teaching, Secondary EDI 432 2 cr Student Teaching, Secondary Content Area EDF 485 3 cr Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Pass MTTC subject area tests

If you apply to Teacher Education Winter (Feb. 1), you will begin… (Music Ed. Majors can only apply Feb. 1)

Fall: EDI 331 5 cr Methods and Strategies in Secondary Teaching Includes field work, major content area seminar and education seminar EDR 321 3 cr Content Area Literacy EDF 310 3 cr Organizing and Managing Classroom Environments

Following Winter (Optional interim semester): EDT 370 3 cr Technology in Education EDS 379 3 cr Universal Design for Learning: Secondary Finish remaining major/minor courses and/or general education requirements

Submit Student Teaching Application

Following Fall: EDI 431 8 cr Student Teaching, Secondary EDI 432 2 cr Student Teaching, Secondary Content Area EDF 485 3 cr Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Complete MTTC subject area tests

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Criteria for Special Education Teacher Certification 1. Declaration of Intent During EDF 315, all students must submit a Declaration of Intent form. Students are required to sign up for a Group Advising Session when submitting their Declaration of

Intent form. Group Advising Sessions are held near the end of each semester.

2. Session #1 - Group Advising Session Students attend a Group Advising Session after they has submitted the Declaration of Intent.

Students will receive a Student Advising Handbook and other COE materials

COE advisor assignments will be made at the Group Advising Session.

Career Services will provide résumé writing information appropriate for the COE.

3. Session #2 - Faculty Advising Sessions

The student will schedule an individual advising session with their COE and content area faculty advisors at least one semester before the student is ready to apply to the Undergraduate Teacher Education program. The COE faculty advisor will complete the necessary advising worksheet (advisor provided).

The COE faculty advisor will check the following:

Advising Notebook

Progress in major, minor, and professional program

Necessary GPAs (cautions provided to those who may not have the required GPA(s)).

The COE faculty advisor will complete a recommendation form regarding the student’s progress toward the minimum admission requirements for application to the Undergraduate Teacher Education program. (The recommendation form must be submitted as part of the application packet.).

4. Submit Application The student submits an application to the COE Undergraduate Teacher Education program by

February 1st for fall admission. Note that Special Education Candidates are only permitted to apply by February 1st for Fall admission.

(Please see Minimum Admission Criteria Checklist, pages 14 and 15 of the Student Advising Handbook, for application requirements)

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5. Admission to Undergraduate Teacher Education Once the student has received a letter of acceptance to the COE Undergraduate Teacher Education

program, the student will be assigned a placement coordinator. The student will also attend a New Student Orientation session.

6. Teacher Assisting The student will begin Teacher Assisting, a semester placement for a half day, everyday for the entire

semester.

7. Submit Application for Special Education Student Teaching The student will submit an application by September 15th for Special Education Student Teaching for

the following winter semester.

8. 1st Special Education Student Teaching (20 week semester) Once the student has completed Teacher Assisting, and submitted the Student Teaching application,

students will begin the 1st Special Education Student Teaching placement. Students will spend ten weeks attending classes on campus with a one day per week field placement. The last ten weeks are spent in full week, full day placements in the 1st endorsement area during the winter semester.

9. Submit Application to General Education Student Teaching The student will submit an application by February 1st for General Education Student Teaching for the

following fall semester.

10. General Education Student Teaching Once the student has completed the 1st Special Education Student Teaching and submitted the

Student Teaching application, the student will begin a General Education Student Teaching placement involving full day attendance at a designated school. During the semester, the student will also be required to complete CPR (Adult & Child) and First Aid (Basic or Standard) Instruction.

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11. Submit Application to 2nd Special Education Student Teaching Placement OR Graduate Program The student will submit an application for the 2nd Special Education Student Teaching placement by

September 15th for the following winter semester. Students who wish to pursue a graduate endorsement should consult the Student Information and Services Center for requirements

12. 2nd Special Education Student Teaching (20 week semester) Once the student has completed their General Education Student teaching and submitted the 2nd

Special Education Student Teaching Application, the student will begin a 2nd Special Education Student Teaching placement. Students will spend ten weeks attending classes on campus with a one day per week field placement. The last ten weeks are spent in full week, full day placements in the 1st endorsement area during the winter semester. Students who are pursuing a graduate level endorsement will begin work on that specific program. Please see Student Information and Services Center for details.

13. Certification After the student has completed all degree and professional program requirements, passed MTTC

subject area test(s), and documentation of valid first aid training and CPR certifications for both child and adult are on file with the COE, the student may apply for certification.

The student will need to apply for certification through the Michigan Online Educator Certification System (MOECS).

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Special Education Teaching Program Comprehensive Science and Arts for Teaching Major (First Major) Students choosing to teach special education will have a major in CSAT (Comprehensive Science and Arts for Teaching). Classes required for the CSAT major are listed in the Education section of the GVSU catalog under Elementary Teacher Certification (Special Education Endorsement). Special Education Major (Second Major) Students choosing to teach special education will also have a Special Education major, which consists of background courses in education and psychology, teacher assisting, student teaching in general elementary education and special education student teaching, as well as corresponding coursework. Students are also required to attend and complete courses and seminars that accompany field experiences. Required courses for special education endorsements are listed in the GVSU catalog under Elementary Teacher Certification (Special Education Endorsement). Program and Course Requirements Prior to First Field Placement Students must complete all the required courses in general education, all required CSAT courses, and the Special Education Major Prerequisites (including PSY 310 and/or PSY 326) by the time they enter the College of Education. Students will apply to the College of Education (by February 1st) during the winter semester prior to the fall semester in which they wish to begin the Special Education Teacher Assisting placement. Field Experiences for Special Education Endorsements Field experiences for special education endorsements require completion of placements in two endorsement areas. The endorsement options are listed below: EI – Emotional Impairment (undergraduate program) CI – Cognitive Impairment (undergraduate program) ZS – Early Childhood Education (graduate program) LD – Learning Disabilities (graduate program) Possible combinations are listed below:

EI/CI (CI is area of emphasis) EI/LD EI/ZS CI/EI (EI is area of emphasis) CI/LD CI/ZS

The Learning Disabilities (LD) and Early Childhood Education (ZS) endorsements are offered at the graduate level, and therefore, require completion of graduate coursework. Consult the graduate requirements in the education section of the GVSU catalog for further information. Students completing field experiences in the endorsement areas may be placed in elementary schools, secondary schools, schools with categorical programs, or community based programs. Upon satisfactory completion of all requirements for special education, students are certified to teach all subjects in grades K-5 (K-8 in a self-contained classroom) and grades K-12 in the endorsement areas

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Special Education (CI/EI or EI/CI)

Sequence of Courses for Undergraduate Endorsements

*Courses and sequencing for informational purposes only. See advisor for any changes.*

Submit application to Teacher Education by February 1st and you begin…

Fall:

EDS 332 5 Methods and Strategies of Special Education Teaching (Special education placement 15 weeks)

EDS 361 3 Principles, Processes, and Methods in Special Education

EDS 495 3 Diagnostic and Interpretive Procedures

EDF 310 3 Organizing and Managing Classroom Environments Winter (20 Week Semester):

1st 10 weeks

EDR 320 3 Reading: Assessment & Instruction

EDS 360 3 Language and Reading Development

EDT 370 3 Technology in Education

EDS 497 3 Educational Interventions: CI or

EDS 498 3 Educational Interventions: EI 2nd 10 weeks

EDS 471 9 Directed Teaching in Cognitive Impairment

EDS 441 3 Curriculum for Special Education: CI or

EDS 472 9 Directed Teaching in Emotional Impairment

EDS 442 3 Curriculum for Special Education :EI

Fall:

EDI 430 10 Student Teaching, Elementary (gen. ed. placement –15 weeks)

EDF 485 3 The Context of Educational Issues Winter (20 Week Semester): 1st 10 weeks

EDS 498 3 Educational Interventions: EI

EDS 464 3 Educational Practices and Procedures: EI or

EDS 497 3 Educational Interventions: CI

EDS 463 3 Educational Practices and Procedures: CI 2nd 10 weeks

EDS 472 9 Directed Teaching in Emotional Impairment

EDS 442 3 Curriculum for Special Education EI or

EDS 471 9 Directed Teaching in Cognitive Impairment

EDS 441 3 Curriculum for Special Education CI

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Special Education (CI & ZS or CI/LD)

Sequences of courses for

Undergraduate Cognitive Impairment Endorsement (CI) and

Graduate Early Childhood Endorsement (ZS)

or

Graduate Learning Disabilities Endorsement (LD)

*Courses and sequencing for informational purposes only. See advisor for any changes.*

Submit application Teacher Education by February 1st and you begin…

Fall:

EDS 332 5 Methods and Strategies of Special Education Teaching (Special education placement - 15 weeks)

EDS 361 3 Principles, Processes and Methods in Special Education

EDS 495 3 Diagnostic and Interpretive Procedures

EDF 310 3 Organizing and Managing Classroom Environments Winter (20 week semester): 1st 10 weeks

EDR 320 3 Reading: Assessment & Instruction

EDS 360 3 Language and Reading Development

EDT 370 3 Technology in Education

EDS 497 3 Educational Interventions: CI 2nd 10 weeks

EDS 471 9 Directed Teaching in Cognitive Impairment

EDS 441 3 Curriculum for Special Education: CI

Fall:

EDI 430 10 Student Teaching, Elementary (gen. ed. placement - 15 weeks)

EDF 485 3 The Context of Educational Issues Winter:

Students planning to obtain their second endorsement in Early Childhood Education (ZS) must follow the program sequence for that endorsement. A copy of that program is available from your College of Education advisor or the Student Information and Services Center.

Students planning to obtain their second endorsement in Learning Disabilities (LD) must follow the program sequence for that endorsement. A copy of the program is available from your College of Education advisor or the Student Information and Services Center.

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Special Education (EI & ZS or EI/LD)

Sequence of courses for

Undergraduate Emotional Impairment Endorsement (EI) and

Graduate Early Childhood Endorsement (ZS)

or

Graduate Learning Disabilities Endorsement (LD)

*Courses and sequencing for informational purposes only. See advisor for any changes.*

Submit application Teacher Education by February 1st and you begin…

Fall:

EDS 332 5 Methods and Strategies of Special Education Teaching (Special education placement- 15 wks.)

EDS 361 3 Principles, Processes and Methods in Special Education

EDS 495 3 Diagnostic and Interpretive Procedures

EDF 310 3 Organizing and Managing Classroom Environments Winter (20 week semester): 1st 10 weeks

EDR 320 3 Reading: Assessment & Instruction

EDS 360 3 Language and Reading Development

EDT 370 3 Technology in Education

EDS 498 3 Educational Interventions: EI 2nd 10 weeks

EDS 472 9 Directed Teaching in Emotional Impairment

EDS 442 3 Curriculum for Special Education: EI

Fall:

EDI 430 10 Student Teaching, Elementary (gen. ed. placement- 15 weeks)

EDF 485 3 The Context of Educational Issues Winter:

Students planning to obtain their second endorsement in Early Childhood Education (ZS) must follow the program sequence for that endorsement. A copy of that program sequence is available from your College of Education advisor or the Student Information and Services Center.

Students planning to obtain their second endorsement in Learning Disabilities (LD) must follow the program sequence for that endorsement. A copy of that program sequence is available from your College of Education advisor or the Student Information and Services Center.

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Special Education - Graduate

Sequence of Graduate Courses for

Learning Disabilities (LD) Endorsement and

Early Childhood (ZS)

in combination with an undergraduate special education endorsement

*Courses and sequencing for informational purposes only. See advisor for any changes.*

Early Childhood Endorsement (ZS)

Winter:

EDI 610 3 Advanced Studies in Child Development

EDI 611 3 Assessment of the Young School Child

EDI 612 3 Curriculum Development for Early Childhood Education

EDS 647 3 Preschool Special Needs Child Spring/Summer First Half:

EDI 613 3 Administration and Supervision of Early Childhood Education

EDS 685D 3 Field Experience: ECDD Spring/Summer Last Half:

EDI 614 3 Infant/Toddler Development

EDS 646 3 Counseling Parents

EDS 685J 3 Field Experience: Early Childhood Education

Learning Disabilities Endorsement (LD)

(Includes a year internship in LD classroom)

Winter:

EDS 625 3 Inclusive Practices

EDS 636 3 Diagnostic-Teaching Clinic

EDS 629 3 Transition Practices

EDS 637 3 Instructional Practices: Learning Disabilities 1 Spring/Summer: (First Half)

EDS 627 3 Instructional Practices: Technology

EDS 640 3 Diagnostic-Teaching Clinic Fall:

EDS 638 3 Instructional Practices: Learning Disabilities 2

EDS 685C 3 Practicum: Learning Disabilities Winter:

EDS 685C 3 Practicum: Learning Disabilities

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Professionalism Grand Valley State University undergraduate teaching candidates are guests in the schools in which they teach and learn. They are expected to conform to these standards of professional conduct:

Appropriate dress expected; be guided by the dress code of the assigned school and mentor teacher

Be prompt for the daily field experience and seminars; tardiness is unexcused

Exhibit professional curiosity; join professional organizations, attend seminars and workshops

Explore ways to produce the best lesson plans; utilize best practice and research based methodology

Be genuinely concerned about your students, academically and emotionally

Be willing to devote time to professional demands; serve on committees, attend parent-teacher conferences and open houses

Keep negative feelings to yourself; your mentor teacher and university coordinator are there to assist with concerns

Establish a link with peers and school personnel; networking and support systems are vital to success

Find ways to assess your classroom progress and your students’ learning successes

Serve as an appropriate role model for students

Demonstrate: - Humor and tact - Honesty and integrity - Curiosity and creativity

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MTTC Teaching Certification Tests

The Michigan Test for Teacher Certification (MTTC) Registration Bulletin The purpose of this bulletin is to provide general information about the Michigan Test for Teacher Certification (MTTC) and specific instructions for registering to take the tests.

General Testing Information It is the individual’s responsibility to take the Michigan Professional Readiness Examination and the appropriate subject area tests. The MTTC is the only test that satisfies the testing requirement for teacher certification in Michigan. If students have questions about which required tests to take, they may contact the College of Education office at (616) 331-6650, or their major/minor advisor.

Academic Content Area Tests Candidates for secondary teaching certificates must pass the corresponding subject area test for each teachable major and minor in which they are to be certified.

Elementary Education Test Candidates for an elementary teaching certificate must pass the Elementary Education test. Candidates who wish to teach in grades 6-8 in their major area must also pass the appropriate subject area test in order to qualify for the endorsement.

When to Take the Tests Students should check with their academic advisor(s) for further information about when tests should be taken for the MTTC (Michigan Test for Teacher Certification). Students may take the Michigan Professional Readiness Examination as early in their college program as they wish at regularly scheduled test administrations, providing students meet registration policies. The College of Education requires students to pass the examination prior to Teacher Assisting. The subject area tests should be taken after the major and minor endorsement coursework requirements have been completed and must be completed prior to state certification. * Students should check with their academic advisor about specific requirements for taking the Michigan Professional Readiness Examination and Subject Area Tests. There is no limit to the number of times a student may retake any MTTC test.

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MTTC Teaching Certification Tests

Professional Readiness Exam

GVSU candidates for Michigan teacher certification are required to pass the Professional Readiness Exam (PRE) in order to be admitted to the College of Education. To pass the PRE, students must pass each of three subtests: Math, Reading, and Writing.

Preparing for the PRE

Visit the link below for more information and resources including study guides and practice tests.

Alternatives to the PRE

Students may use scores from the SAT/ACT/MME (Michigan Merit Exam) in lieu of the PRE. Score requirements are listed below.

*SAT ACT MME***

Evidence-Based Reading & Writing: 480 Mathematics: 22 Mathematics: 1116

Mathematics: 530

Reading: 22 Reading: 1108

English + Writing: 22** Writing: 1129

If you believe you are eligible to use your SAT/ACT/MME scores in lieu of the PRE, contact the College of Education at 616-331-6650.

http://gvsu.edu/coe/pre

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Site-based tests will be administered four times during each academic school year:

October January April July

Computer-based testing available for the following tests:

Michigan Professional Readiness Examination (096)

Mathematics (Elementary) (089)

Mathematics (Secondary) (022)

Social Studies (Elementary) (105)

Social Studies (Secondary) (084)

Language Arts (Elementary) (090)

English (Secondary) (002)

History (009)

Integrated Science (Elementary) (093)

Elementary Education (103)

Early Childhood Education (General & Special Education) (106)

For detailed instructions and information regarding registration deadlines and selected test sites in Michigan, please refer to the Michigan Test for Teacher Certification (MTTC) registration bulletin booklet by visiting their website at: www.mttc.nesinc.com

Test Fees There is a cost for the subject area test. More than one subject area test may be taken during the same testing session. For multiple subject area fees, late registration and emergency registration fees, please refer to the Michigan Test for Teacher Certification (MTTC) website.

The Michigan Test for Teacher Certification (MTTC) Registration Bulletin The Michigan Test for Teacher Certification (MTTC) registration bulletin can be found on the website at: www.mttc.nesinc.com

August

September

November

December

February

March

May

June *May be due to change.

Please check the website for test availability.

Computer-based testing is available for the following months:

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MTTC Teacher Certification Testing Codes

Students seeking Elementary Education certification must pass the Elementary Education test. If they also pass the test in their major, they will receive that endorsement.

Students seeking Secondary Education certification must pass competency tests in their major and in their minor.

Students seeking Special Education endorsements must pass the Elementary Education test to receive their Elementary certification. If they also pass the tests in their special education endorsements, they will receive those endorsements.

Students will not receive the desired certificate or endorsement unless they take and pass the test(s) that matches their approved subject area(s) and/or certificate level.

GVSU Teachable Majors, Minors, and Endorsements Certification

Code

Certification Test

Name

Test

#

Art Education LQ Visual Arts Education 095

Biology DA Biology 017

Chemistry DC Chemistry 018

Computer Science NR Computer Science 050

Earth/Space Science DH Earth/Space Science 020

Economics CA Economics 007

Elementary Education ZG Elementary Education 103

English (Secondary) BA English 002

English/Language Arts (Elem) BX Language Arts (Elementary) 090

French FA French 023

Geography CB Geography 008

German FB German 024

School Health Education MA Health 043

History CC History 009

Integrated Science DI Integrated Science (Elementary) 093

Latin FD Latin 026

Mathematics (Elementary) EX Mathematics (Elementary) 089

Mathematics (Secondary) EX Mathematics (Secondary) 022

Music JQ Music 099

Physical Education MB Physical Education 044

Physics DE Physics 019

Political Science CD Political Science 010

Psychology CE Psychology 011

Social Studies Group Major RX Social Studies (Secondary) 084

Social Studies (Elementary) RX Social Studies (Elementary) 105

Sociology CF Sociology 012

Spanish FF Spanish 028

Special Education: CI SA Cognitive Impairment 056

Special Education: EI SE Emotional Impairment 059

Special Education: LD SM Learning Disabilities 063

Early Childhood Ed (Gen & SPED) ZS Early Childhood Education 106

NOTICES:

Elementary Students

majoring in

English/Language Arts

should register for the

Language Arts

certification test (not

English);

Secondary Students majoring in English should register for the English certification test (not Language Arts);

Students majoring in Group Social Studies should register for the

Social Studies certification test (not

their emphasis);

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Michigan Law requires that a person employed in an elementary or secondary school with instructional responsibilities shall hold a certificate, permit, or vocational authorization valid for the positions to which he/she is assigned. Within the Michigan Department of Education, the Office of Professional Preparation Services (OPPS) is the organization unit to which compliance with this requirement is assigned. This office fosters the educational achievement of all Michigan youth and adults by assuring that all professional school personnel complete quality preparation and professional development programs that meet standards established by the Michigan legislature, the State Board of Education and the Superintendent of Public Instruction.

FROM THE MICHIGAN DEPARTMENT OF EDUCATION OFFICE OF PROFESSIONAL PREPARATION AND SERVICES (2012 Manual):

Reciprocity/Interstate Agreements A common question asked is whether a certificate from another state is reciprocal. Michigan has reciprocity/interstate agreements with 43 states, based on the NASDTEC Interstate contract. However, Michigan currently employs an “open door” policy to issue a comparable certificate to the holder of a valid teaching certificate from another state. Those with less than 3 years of teaching experience must take and pass all required certification tasks. The Michigan Department of Education has reciprocity agreements with every state except the following: Arizona, Iowa, Kansas, Minnesota, Missouri, South Dakota, Washington, Wisconsin, Wyoming, Dept. of Defense Schools, American Samoa, Federated States of Micronesia, Northern Marianas, Puerto Rico, and Virgin Islands. For more information, please contact the Michigan Department of Education’s OPPS at: Office of Professional Preparation Services 608 West Allegan, PO Box 30008 Lansing, MI 48909 (517) 373-3310 Website: http://www.michigan.gov/mde/

Michigan Teacher Certification (MTTC) Guidelines

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College of Education Undergraduate Teacher Education

Frequently Asked Questions How do I become a teacher? Listed below are the requirements for teacher certification at GVSU:

Coursework to earn a bachelor’s degree in a teachable major and/or minor Undergraduate Teacher Education Program requirements:

-Prerequisite courses -Field Placement -Seminars -Completion of professional program

Michigan Test for Teacher Certification -Michigan Professional Readiness Examination taken before admission to Undergraduate Teacher Education

-Subject Area Tests in Major, Minor, and/or Endorsement area(s) CPR (Adult & Child) and First Aid (Basic or Standard) Instruction

What if my assigned College of Education advisor is not available to meet with me? To schedule an appointment with any of our advisors, please contact the College of Education: Student Information and Services Center at (616) 331-6650.

When can I apply to Teacher Education? Students may apply to Undergraduate Teacher Education once they have completed 60 credits, and have junior level class standing, and have met all minimum admission criteria for Undergraduate Teacher Education.

How do I apply to the College of Education?

Applications are available online at www.gvsu.edu/coe. Proceed to undergraduate programs, and then follow the tab labeled “Admissions”, then “How to Apply”. Deadlines for application to Undergraduate Teacher Education elementary and secondary programs are:

September 15 for winter semester admission and field placement o Submission window opens five business days prior to deadline

February 1 for fall semester admission and field placement. o Submission window opens five business days prior to deadline

Application packets are submitted in person at the College of Education Student Information and Services Center. Packets must be completed at the time of admission.

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When do I take the Michigan Professional Readiness Examination? Students should take the Michigan Professional Readiness Examination at least one semester prior to the semester of application to Undergraduate Teacher Education. Students can obtain information about test dates, registration schedule and the cost of registration on the website at www.mttc.nesinc.com.

What happens if I do not pass the Michigan Professional Readiness Examination? You may re-take the examination. There is no limit to the number of times you can take the test. Please note that there is the same fee each time you take the Michigan Professional Readiness Examination, regardless of the number of sections you plan to re-take. What is the valid time period for MTTC Subject Area Tests? MTTC Subject Area Tests Scores are valid for a five year interval following the date of test completion. How long will it take to complete the Undergraduate Teacher Education program? Students usually complete the Undergraduate Teacher Education program within four to five years of entering GVSU (if they are taking a full load of course work each semester). Students should work with their major and/or minor advisors, as well as with their College of Education advisor, to map out a planned program for Undergraduate Teacher Education.

What if I have questions about the Undergraduate Teacher Education Program? Students who have questions about the Undergraduate Teacher Education program may contact or visit the College of Education: Student Information and Services Center at:

College of Education Student Information and Services Center

401C DeVos Center 401 West Fulton

Grand Rapids, MI 49504 Phone: (616) 331-6650

Email: [email protected]

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College of Education Undergraduate Teacher Education Policies

Index

Admission, Program Advancement, Completion Admission Criteria Admission Postponement Admission Process Degree Completion and Certification Foreign Language Oral Proficiency Interview (OPI) Independent Study Michigan Professional Readiness Examination Program Change Secondary Review Transfer and Substitution of Non-Education Courses Certification Fraud Immoral Conduct Misdemeanors and Felonies CPR and First Aid Training Field Placement Policies Attendance Alternate Placement Calendar Corporal Punishment Diversity Experience Evaluations Fall, Summer, Winter Semesters Length Monitoring Progress Outside Activities Placement Interviews Placement Sites: Teacher Assisting, Student Teaching, Special Education Qualified Cooperating Teachers Recent Field Experience School Interview Split-Grade Assignments Substitute Teaching Waivers Withdrawal Field: Unsatisfactory Performance Dismissal Grading Improvement Plan Repeat Field

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Admission, Program Advancement, Completion Admission Criteria See the university catalog and the appropriated section of this handbook, available at Group Advising sessions, for materials and sample course sequences. Also see www.gvsu.edu/coe Admission Postponement Students admitted to the Undergraduate Teacher Education program who postpone their first field placement must seek re-admission as first-time applicants in order to re-enter the program. Admission Process The COE responds to applications within five to six weeks of receipt. Students are 1) Admitted; 2) Admitted, pending completion of specific requirements; and 3) Ineligible because requirements are not met. Denied students may set up an appointment with the Associate Director for Undergraduate Teacher Education of the COE Student Information and Services Center to discuss the matter. Students must be admitted into the appropriate program before they can register for corresponding classes. Degree Completion and Certification The catalog year for degree requirements and education exit requirements is the year of GVSU entry. No student may graduate under catalog requirements that are more than eight years old. The catalog year for COE admission requirements is the year of admission to the undergraduate Teacher Education program. The student may also be held to additional requirements introduced by outside agencies such as the Michigan Department of Education. Foreign Language Students and the Oral Proficiency Interview (OPI) Prospective students with majors in French, German and Spanish must pass the Oral Proficiency Interview with at least an Advanced Low (AL) score before beginning their student teaching field placement. Please seek out your department advisor for OPI options including the best time to take it. Independent Study Occasionally a student may petition to enroll in an independent study; these criteria apply:

A regular course in the same subject area is not currently offered or viable to the student

The instructor of the proposed independent study has expertise in this field

The student has maintained the appropriate grade point average

The student has permission from the proposed instructor and the COE Dean prior to enrollment

No more than six hours of independent study credit may be counted toward the program Michigan Test for Teacher Certification (MTTC) Students must pass the MTTC test in order to be recommended for teacher certification. Elementary education students who take the Elementary Education test may also take a content area test if they wish to be endorsed in that area. Secondary education students must pass the test in their major and in their minor. Special Education students must pass the Elementary Education test and both tests in their special education areas. Program Change A student who changes from one certification program to another (i.e. elementary to secondary; general education to special education) must meet all requirements for the new program and will be considered a first-time candidate at the time of application. Secondary Review See the university catalog.

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Transfer and Substitution of Non-Education Courses Credit transfer and course substitution outside the COE must go through the appropriate non-education department even if taken to fulfill an education requirement. Certification Denial

Fraud Certification may be denied for fraud, material misrepresentation or concealment in the certificate application. The College of Education will report any instances of fraud in the certificate application, including altered transcripts from other institutions and improperly reported teaching experiences.

Immoral Conduct Certification may be denied for failure or ineligibility of the applicant to meet the certificate criteria or for conviction as an adult of an act of immoral conduct contributing to the delinquency of a child or a felony involving moral turpitude. Misdemeanors and Felonies

Criminal Background Check A criminal background check using digitally scanned fingerprints is required by all students when they submit their teacher assisting application. The report received will be compared with the civil infractions, misdemeanor and felony convictions page of the student application. A SISC Associate Director will address any discrepancies with the student.

Individual Case Review Applicants who have certain civil infractions (excluding speeding tickets), misdemeanors, multiple misdemeanors or a felony will be required to provide further information; these students may be denied entry to the College of Education. If a student’s criminal background information has changed since the original application for admission to the College of Education was submitted, contact the Associate Director for Undergraduate Teacher Education of the Student Information and Services Center (SISC) to confirm that the changes are on file. The Associate Director for Undergraduate Teacher Education of the Student Information and Services Center (SISC) will review, on an individual basis, records of prospective candidates who have been convicted or pled no contest to a felony or certain misdemeanors to determine admission status. Such applicants may subsequently be denied admission, denied field placement by a cooperating school district, or denied certification by the Michigan Department of Education. If such a student is granted certification, there is no guarantee of employability.

Notification of Status to Applicant If the applicant is admitted to the College of Education s/he will be advised that program completion will not be possible if cooperating school denies field placement. The applicant will also be advised that the Michigan Department of Education has the authority to deny a certification recommendation based upon a prior conviction.

Notification of Status to Cooperating Schools If the College of Education admits a student with a prior conviction record into a field course, it will advise the cooperating school district of the individual's status prior to arranging classroom placement.

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Notification of Status to Michigan Department of Education The College of Education will report directly to the Michigan Department of Education Office of Professional Preparation Services any known individual who has been convicted or pled no contest to certain civil infractions (excluding speeding tickets), misdemeanors and all felonies. Students need to disclose all convictions (excluding expunged and/or deferred charges). After submitting their College of Education application, students must report any civil infraction (excluding speeding tickets), all misdemeanor and/or felony charges that come up during the time they are an active student in the College of Education. If a student misrepresents themselves and/or fails to disclose any and all civil infractions (excluding speeding tickets), any and all misdemeanors and any and all felonies, the student could be removed from the undergraduate or graduate program. A student may be denied any level of certification: initial provisional, first or second renewal of their provisional certification, professional certification, additional endorsements, school counseling license or administrator certification. If a student is granted certification, there is no guarantee of employment.

Previous Teaching Certificate The policies described above also apply to any individual who has ever surrendered a teaching certificate or had it denied, revoked or nullified. Request for Records According to the Michigan Department of Education, the COE must request and receive information on an applicant's conviction record. Students need to disclose all convictions even if they have been dismissed or expunged after an application has been submitted to the COE. If a student misrepresents themselves and/or fails to disclose any and all misdemeanors and/or felonies, s/he could be removed from the undergraduate graduate program. Applicants with convictions may subsequently be denied field placement by cooperating school districts or denied any level of certification by the Michigan Department of Education: initial provisional, first or second renewal of a provisional certification, professional certification, additional endorsements, school counseling license or administrator certification. CPR and First Aid Training New teacher candidates are required to earn a CPR and First Aid certificate before being recommended for teacher certification. The CPR and First Aid training must encompass infant, child, and adult classes offered by an approved Michigan Department of Education organization http://www.michigan.gov/documents/mde/Approved_First_Aid_and_CPR_Providers_397544_7.pdf The certification needs to be current so classes should be taken near the end of student teaching. After training is complete, the candidate must complete a verification form, available from the Student Information and Services Center, 401C DeVos Center. The student provides verification of course completion by providing the College of Education a copy of the cards. The information will then be shared directly with the Record’s Office.

Field Policies Alternate Placement Alternate field arrangements are considered only for an occasional candidate who cannot meet the usual field time restrictions and only if supervisory faculty is available. Such a candidate may present a detailed proposal for an alternate time structure, which allows for course requirements and competencies to be met. Attendance Regular attendance and participation in field, the accompanying weekly seminar or special education capstone courses and additional professional days (i.e. Fire Up) is required of all students. Unexcused absences from the school setting or from the accompanying seminar will ordinarily result in course failure. Excused absences will be taken into consideration on an individual basis.

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Calendar Students enrolled in field courses are expected to follow the same regulations regarding attendance as the classroom teachers who serve as cooperating teachers. Students follow the assigned schools’ calendar for starting and vacation dates. Corporal Punishment Students enrolled in field work never administer corporal punishment as a means of discipline. Doing so may result in program removal. Diversity Experience Candidates must complete at least one (1) field placement (either teacher assisting or student teaching) in a diverse school setting. Secondary students will be placed in both a high school and a middle school setting. Elementary students will be placed in both a lower elementary and an upper elementary classroom. Special education candidates have four placements at elementary, middle school and high school levels.

Evaluations Student teachers and teacher assistants receive ongoing written and oral feedback from University Field Coordinator. Specific feedback and evaluations (i.e. written and oral) are given at the end of each evaluation conference. Student teachers receive a written evaluation by the cooperating teacher at mid-semester. Formal, written evaluations are given to all field students and copies placed in the students’ file. Fall and Winter Semesters Undergraduate Teacher Education students who are in good standing and meet requirements may apply for and enroll in fall or winter student teaching. Effort will be made to tailor the field placement to the candidate’s previous experience. Summer Semester Summer field placement is not available for undergraduate Teacher Education students or for certified candidates who have insufficient classroom experience.

General Education Candidates The first classroom experience is teacher assisting. Candidates will be placed at a school assigned by their placement coordinator for a full semester. The second field placement after successful teacher assisting is student teaching. Student teachers are placed with a cooperating teacher for an entire semester. Grading All field-based courses leading to certification result in a letter grade upon completion of the experience. Progression to the next program level requires a minimum of B- or better and a positive recommendation by the field coordinator. The cooperating teacher evaluation is carefully considered.

Length of Field Teacher assisting is a half day, everyday for one semester while COE coursework and seminars make up the other half of that day. Student teaching is a full day experience, five days a week for one semester. Special education candidates do teacher assisting for a full semester in a special education setting. Students are assigned in a classroom for a half day, five days a week. These candidates are also scheduled into three (3) additional field placements. The student teaching experience includes a general education setting for a full semester and a 10-week placement in each selected endorsement area at the undergraduate level. Liability Grand Valley State University carries liability insurance for students acting within the scope of their duties or performing services on behalf of or under the direction of the university.

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Monitoring Progress Students admitted to the Teacher Education program are monitored to ensure quality performance. Prerequisites, grade point average, recommendations from major department, and Teacher Education evaluations are periodically checked through required advising sessions. Prior to the beginning of the fall and winter semesters, each student admitted to teacher assisting or student teaching has their grades and GPA checked to insure program compliance. On-Site Observations Qualified College of Education personnel evaluate candidates during regular classroom observations where the student is working. Elementary and secondary student teachers receive a minimum of five (5) observations, while teacher assistants receive a minimum of three (3) observations. Special education student teachers will have a minimum of three observations. Cooperating teachers complete a mid-semester and a final written evaluation. Outside Activities Outside activities such as employment or course work are not acceptable excuses for not performing the functions expected during the field experience.

Placement Interview The candidate should schedule an interview within a few days after receiving a placement letter in order to secure a placement. If a school or teacher communicates with a student regarding a school placement, the placement coordinator will contact the principal to verify the placement. Candidates have two chances to secure a placement. The building principal must approve all building placements prior to the student interview. If two placements are denied, the candidate will sit out the semester. The candidate will need to reapply the next semester for a placement. Candidates concerned about a placement should first contact their placement coordinator. This coordinator will contact the appropriate supervisor as necessary. Placement coordinators’ offices are located in the Student Information and Services Center, 401C DeVos Center. Placement Sites Placement coordinators (elementary, secondary, and special education) match candidates to schools. Placements are based on the interest of a cooperating teacher and a desire to work with a GVSU student. No school is required to accept a teacher assistant or student teacher. Every attempt is made to place candidates within a 40-50 mile radius of the university unless another placement is deemed necessary for suitable supervision and effective use of COE resources. Student preference regarding location within that radius will be considered but must be balanced against placement availability, faculty resources and program requirements. Students are not to seek their own placement

Professionalism Teacher assistants and student teachers are expected to conform to standards of professional conduct as specified by the College of Education, assigned school's teacher handbook, and school administrator(s). Qualified Cooperating Teachers The COE strongly recommends that selected cooperating teachers have a minimum of three years teaching experience in their subject area. Principals are asked to place candidates with master teachers who have excellent teaching and classroom management skills. Cooperating teachers self-select with permission from the principal and in accordance with their district contract. Special education cooperating teachers must have the appropriate endorsement. Recent Field Experience If more than 5 years elapses between field placements, coursework will be evaluated and additional requirements may be necessary. School Interview Field placement is contingent upon an interview and acceptance by school personnel.

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Split-Grade Assignments Elementary student teachers are normally placed in classrooms which are not split-grade situations. Careful screening must take place prior to the assignment of a student teacher in a split-grade classroom. Strikes and Work Stoppage In the event of teacher strike or work stoppage, student teachers do not report for duty, do not substitute, and do not appear at the assigned building. Substitute Teaching Student teachers (i.e. during second semester placements) may substitute in their own classroom only, for no more than five (5) times during the semester with remuneration, with the prior consent of the university field coordinator, the cooperating teacher and the building principal. The student teacher must be registered as a substitute. If the student teacher is not comfortable acting as a substitute teacher, the student has the right to decline. Student Files With advanced arrangements, students may examine their COE files under the supervision of faculty, administrators, or professional staff (not student workers). Confidential documents, i.e. major advisor recommendations should be removed prior to student examination. Supervising personnel will do content photocopying. Waivers A field waiver is considered only for a teacher assisting candidate who has had extensive supervised work with students and in the setting for which certification is being sought. The experience must have occurred over time and must be well documented by supervisors and the candidate. If such waiver is granted, subsequent field placements must not occur in the setting, which was the basis for the waiver. Extensive documentation must be submitted with the completed undergraduate teacher education application and waiver form. The waiver form is available in 401C DeVos Center. Withdrawal A student who voluntarily withdraws from a field placement must inform the Associate Director for Undergraduate Programs in the Student Information and Services Center (SISC). Notification must be immediate and in writing. Failure to do so will result in program removal. See the university catalog and www.gvsu.edu/coe. Student Complaints COE Students who have a complaint regarding a specific faculty member are encouraged to discuss the situation first with the faculty member. If the complaint is not resolved, the student may take the complaint to the COE Department Chair for resolution. University Students who wish to appeal a grade, decision, or program policy may appeal in writing at the appropriate level. See the university catalog for Academic Grievance Procedure or the Student Code booklet.

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Unsatisfactory Field Performance Dismissal Dismissal of a field student by school district personnel will result in immediate removal from the field placement and may result in program removal. Grades The usual grade for dismissal is "F' unless the student requests and qualifies for an "I". The grade of "incomplete" is appropriate only in the event of extenuating circumstances (i.e. circumstances beyond the student’s control.) Improvement Plan Students whose performance is unsatisfactory will be given an opportunity to correct and adjust their skills/ behavior with an improvement plan that states the problem(s) and outlines procedures and timelines for correction. It may be the judgment of the University Field Coordinator in conjunction with the Director of Teacher Education that the student:

Remain in the current placement with specific remediation plans or

Be assigned a new placement or

Be removed from the field for the remainder of the semester

Repeat Field Students who have been removed from the field or receive an unacceptable grade may be allowed one more attempt. Ordinarily a full semester must elapse before the next placement, to allow time for remediation and to negotiate a different placement. Re-assignment after field removal requires the completion of an entire semester of both field and seminar. Students must re-apply by submitting an updated application for the field experience.