TEACHER EDUCATION HANDBOOK - Kansas Wesleyan … Handbook No Year for 16-17_0.pdf · KWU Focused...

2016-2017

KANSAS WESLEYAN UNIVERSITY

100 E. CLAFLIN AVENUE SALINA,KANSAS 67401 785-833-4356

TEACHER EDUCATION HANDBOOK

KWU

Conceptual Framework

Kansas Wesleyan University prepares reflective teachers with the potential for professional leadership who demonstrate academic and professional excellence, have sound personal qualities, have a commitment to education and life-long learning, demonstrate world citizenship, and are committed to faith.

TABLE OF CONTENTS KWU Focused Vision Statement .............................................................................................................................................................. 1 KWU Mission Statement ............................................................................................................................................................................. 2 Overview of Conceptual Framework .................................................................................................................................................... 3 Kansas Educator Code of Conduct ......................................................................................................................................................... 6 Teacher Education Committee ................................................................................................................................................................ 9 Requirements for Degreed Individuals ............................................................................................................................................. 10 Admission to Teacher Education Program ...................................................................................................................................... 12 Continuing in the Teacher Education Program ............................................................................................................................. 14 Admission to Clinical Practice ................................................................................................................................................................ 15 Completion of Clinical Practice .............................................................................................................................................................. 15 Program Completion .................................................................................................................................................................................. 15 Licensure Information ............................................................................................................................................................................... 15 Clinical Practice Information .................................................................................................................................................................. 16 Policies............................................................................................................................................................................................................... 18 Teacher of Promise Award ..................................................................................................................................................................... 21 Early Field Experience ............................................................................................................................................................................... 22 Procedures for Early Field Experience .............................................................................................................................................. 23 Professional Liability Insurance ........................................................................................................................................................... 24 Background Check of Teacher Education Students/ Candidates .......................................................................................... 25 Procedures of Due Process ...................................................................................................................................................................... 27 Teacher Education Unit Programs ....................................................................................................................................................... 28 Procedures for Certified Teachers ....................................................................................................................................................... 29 Follow-up Surveys ....................................................................................................................................................................................... 30 Early Field Experience Evaluation Forms ........................................................................................................................................ 31 Early Field Experience Placement Form ........................................................................................................................................... 35 Teacher Education Program Student’s Complaint Form .......................................................................................................... 36 Teacher Education Program Application for Admission - Elementary .............................................................................. 37 Teacher Education Program Application for Admission – P-12 & Secondary ................................................................ 38 Teacher Education Candidate’s Statement of Commitment Regarding Dispositions ................................................. 39 Teacher Education Dispositions Form for Admission ................................................................................................................ 40 Teacher Education Program Reference Form ................................................................................................................................ 42 Teacher Candidate Interview Questions ........................................................................................................................................... 43 Teacher Candidate Interview Form .................................................................................................................................................... 44 Clinical Practice Application ................................................................................................................................................................... 46 Clinical Practice Dispositions Form for Admission...................................................................................................................... 48 Out of Area Clinical Practice Placement Form ............................................................................................................................... 50 Clinical Practice Health Form ................................................................................................................................................................. 52 Clinical Practice Interview Form .......................................................................................................................................................... 53 Clinical Practice Three-Week Progress Report.............................................................................................................................. 54 Clinical Practice Formative Evaluation Form ................................................................................................................................. 55 Clinical Practice Summative Evaluation Form ............................................................................................................................... 57 Clinical Practice Dispositions Form for Completion ................................................................................................................... 61 Kansas Performance Teaching Portfolio Remediation Policy ................................................................................................ 63 Kansas Performance Teaching Portfolio Remediation Summary......................................................................................... 64 Teacher Education Program Evaluation ........................................................................................................................................... 65 University Supervisor Evaluation ........................................................................................................................................................ 67 Survey for First Year Teachers .............................................................................................................................................................. 68 Survey for Principals of First Year Teachers................................................................................................................................... 70 Important Websites for Licensure and Kansas Job Opportunities ....................................................................................... 72

TEACHER EDUCATION HANDBOOK 2015-16

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KANSAS WESLEYAN UNIVERSITY FOCUSED VISION STATEMENT

Kansas Wesleyan University graduates individuals prepared for lifelong learning, success, responsibility, and service by integrating excellence in academics, co-curricular activities, and experiential learning in a faith-based and caring community.

This focused vision statement is the guiding set of principles that shapes the actions and decisions taken by all members of the KWU community.

Current Students – this vision reminds us of our ultimate goal – to lead rewarding and productive lives. As members of the KWU community, we will diligently work toward graduation and preparation for a lifetime of success in our careers, in our service to community, and in our commitments to faith and family. With the support of the KWU community, we acknowledge the deeply-valued bond between education, activities, and service to the community. The KWU students will do our best to honorably reach our fullest potential academically and socially. We will proudly strive to be winners in the classroom, in our sport, in the community, and in our personal lives.

Prospective Students – this vision stands as a promise of success, support, and a life-long commitment from KWU. We will experience first-hand our opportunities for academic success, meaningful relationships, and learning beyond the classroom.

Alumni – this vision urges us to stand as exemplars of character and service in our careers and communities. We will embrace life-long learning for ourselves and offer mentoring opportunities to current KWU students whenever possible. As advocates for the university, we remain loyal, connected, and philanthropic.

Faculty – this vision drives us to be teachers, advisors, and scholars who offer the support each KWU student needs to graduate ready for a fulfilling life. We will provide an educational experience that bolsters academic and professional skills, and promotes curiosity, integrity, critical thinking, resourcefulness, service, and stewardship of the earth.

Staff – this vision affirms our goals as a community to provide excellent customer service and enhance communication among all KWU constituents. We will make KWU a community where students can achieve academic and personal success. In all aspects of our organization, we will demonstrate our commitment to and respect for KWU and each other.

Board of Trustees – this vision commits us to be advocates for KWU; to support the financial well-being of the institution; to support enrollment of students who are prepared and motivated to graduate from KWU; to ensure quality and integrity in instructional, co-curricular, and experiential learning programs and in university administration; to foster a caring and supportive community; and to uphold KWU ideals of inclusion, compassion, and service.

Community – this vision is a pledge that KWU will be a valuable citizen to Salina and the surrounding region, building bridges to the world beyond. KWU will employ its resources and expertise to benefit the community and will welcome opportunities for KWU students to develop their minds, faith and skills as they discover the joy of serving others.


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KANSAS WESLEYAN UNIVERSITY MISSION The mission of Kansas Wesleyan University is to promote and integrate academic excellence, spiritual development, personal well-being, and social responsibility. Kansas Wesleyan University has been accredited since 1958 by the North Central Association of Schools and Colleges. It is also a member of the National Association of Schools and Colleges of the United Methodist Church, the National Association of Intercollegiate Athletics (NAIA), the Kansas Independent College Association, the National Association of Independent Colleges and Universities and the Associated Colleges of Central Kansas (ACCK). Kansas Wesleyan University provides an educational program characterized by excellence, within a caring community, rooted in the liberal arts tradition. The call of the university is to develop both intellect and character, to stimulate creativity and discovery, to nurture the whole person--body, mind and spirit. Diversity is encouraged in curriculum, faculty, and students. Kansas Wesleyan University prepares students not only for careers and professions but also for lifelong learning. The university equips its students for responsible leadership in their communities, for useful service in and to the world, and for stewardship of the earth. Kansas Wesleyan University provides a setting in which faith and learning are integrated; encounter with the Christian proclamation is an integral part of the life of the university. The university fosters the lively discussion of faith and values, encouraging students to develop a thoughtful personal worldview informed by the Christian tradition. Kansas Wesleyan University serves the church, community, and the world by providing a variety of resources for educational, cultural, and spiritual enrichment. The aim of the university is to discover, to build, and to share a higher quality of life and a broader vision of the world. Teacher Education Program at Kansas Wesleyan University provides a comprehensive background of professional education courses designed to prepare future elementary, secondary, PreK-12 and special education teachers to perform effectively in the classroom setting. Students who intend to be licensed as teachers upon completion of those requirements stipulated by the University are required to follow procedures, polices, and practices outlined in this handbook. Applicants to the teacher education program who hold degrees will be evaluated on competencies achieved and advised accordingly. The Kansas Wesleyan University Teacher Education Program has been accredited by Kansas State Department of Education since 1947 and the National Council of Accreditation of Teacher Education since 2002.


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OVERVIEW OF THE CONCEPTUAL FRAMEWORK Kansas Wesleyan University prepares reflective teachers with the potential for professional leadership who: demonstrate academic and professional excellence, have sound personal qualities, have a commitment to education and life-long learning, demonstrate world citizenship, and are committed to faith.

TEACHER EDUCATION UNIT MISSION The Teacher Education Program at Kansas Wesleyan University is committed to the selection and preparation of future elementary, secondary, and special education teachers who reflect in a positive manner the essence of the mission statement of the University; academic and professional excellence, spiritual development, personal well-being and social responsibility. The Professional Program’s Philosophy, Goals, Objectives and Dispositions Philosophy It is the philosophy of the Teacher Education Program that a liberal arts education and professional training will produce a teacher candidate who has academic and professional excellence, a strong sense of spiritual and personal well-being, social responsibility, and the skills to be a reflective teacher with the potential for educational leadership. Mission The Teacher Education Program prepares candidates for an Initial Kansas Teaching license with a liberal arts foundation. The teacher education department prepares highly qualified teachers who will contribute to the teaching profession and who will positively impact students in Pk-12 school systems. Our candidates will have a broad perspective, who think critically, reflectively and creatively; who are humane and committed to meeting the learning needs of all students; and who guide students to become effective and productive citizen in the 21st century. Excellence Goal 1. The candidate possesses the knowledge bases, in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students. To meet this goal, the candidate will: Objectives: 1. Understand the fundamentals of liberal arts

2. Demonstrate knowledge, understanding, and application of material related to his/her content area

3. Demonstrate knowledge of the processes of human development and learning 4. Demonstrate effective communication skills necessary for working in the school community 5. Demonstrate problem solving, reasoning, and critical thinking skills to make decisions 6. Demonstrate skills to integrate the curriculum


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7. Demonstrate effective teaching and assessment strategies for all students 8. Demonstrate skills in using technology for instruction that benefit all students 9. Demonstrate the use of technology in management and communication

10. Demonstrate the skill of reflection in developing and evaluating classroom practices

Dispositions: 1. Appreciate the value of a liberal arts education 2. Value and respect the uniqueness of all students 3. Be enthusiastic about the process of teaching and learning for all students 4. Appreciate the value of technology in assisting all students in learning

Personal Qualities Goal 2. The candidate demonstrates the intra and interpersonal skills to create an effective

learning environment. To meet this goal, the candidate will: Objectives: 1. Demonstrate effective communication and interpersonal skills 2. Build cooperative relationships among all students for an effective learning environment 3. Develop collaborative relationships with other professionals and parents

to support all students’ learning and well-being 4. Develop a teaching style and professional relationships that enhance personal well-being

Dispositions 1. Communicate appropriately 2. Recognize and respect the diverse needs of all learners 3. Demonstrate punctuality and dependability 4. Show professionalism in dress and actions

Commitment to Education Goal 3. The candidate demonstrates a commitment to education and life-long learning. To meet this goal, the candidate will:

Objectives: 1. Demonstrate a continuing professional interest in education and pursue development of

leadership skills 2. Acquire knowledge of and advocate for educational issues 3. Demonstrate a proficiency in technological applications to education 4. Advocate and provide support for all students Dispositions: 1. Appreciate the need for continued professional development 2. Appreciate the complexities of educational issues 3. Understand the importance of leadership in professional organizations and advocating

for education 4. Demonstrate a positive attitude towards growth and change


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World Citizen Goal 4. The candidate is dedicated to the community in which he/she lives. To meet this goal, the candidate will: Objectives:

1. Participate in community activities and service 2. Demonstrate support of all students, parents, and colleagues 3. Acquire and demonstrate knowledge of world cultures and their impact on the school

community Dispositions: 1. Be supportive of all students, parents, and colleagues 2. Advocate for all students through the political and legislative process 3. Appreciate perspectives of various world cultures 4. Respect the cultural differences of all students

Faith Goal 5. The candidate is committed to faith and demonstrates ethical behavior in creating caring learning environments for all students. To meet this goal, the candidate will: Objectives:

1. Demonstrate ethical and moral behavior in the classroom 2. Demonstrate respect for spiritual values of all students and colleagues

Dispositions: 1. Respect the spiritual values of all students 2. Appreciate the importance of caring for all students in the learning environment


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KANSAS EDUCATOR CODE OF CONDUCT The professional educator shall work in the best interest of their students and honor their responsibilities to their students, school, district, community, state and profession as evidenced by:

Responsibilities to Student Responsibilities to District Responsibilities to Profession

Responsibilities to Student:

Refrain from disclosing confidential or damaging information that affects the student Make reasonable effort to protect the student from conditions detrimental to learning, health

or safety Maintain professional relationships with students both inside and outside the classroom Refrain from soliciting, encouraging, participating or initiating inappropriate written, verbal,

electronic, physical, sexual or romantic relationship with students Appropriate conduct includes, but is not limited to the following:

Keeping in confidence information about students that has been obtained in the course of professional service

Creating, supporting and maintaining a challenging learning environment for all students

Advocating for fair and equitable opportunities for all children Nurturing the intellectual, physical, emotional, social and civic potential of all

students Embodying for students the characteristics of honesty, diplomacy, tact and fairness Fulfilling all mandatory reporting requirements for child abuse Fulfilling the roles of mentor and advocate for students in a professional relationship.

A professional relationship is one where the educator maintains a position of teacher/student authority while expressing concern, empathy and encouragement for students

Providing professional education services in a nondiscriminatory manner Maintaining a professional relationship with parents of students and establish

appropriate communication related to the welfare of their children Inappropriate conduct includes, but is not limited to the following:

Sharing confidential information concerning student academic and disciplinary records, health and medical information, family status/income and assessment/testing results unless disclosure is required or permitted by law

Failure to provide appropriate supervision of students and reasonable disciplinary actions

Engaging in harassing behavior on the basis of race, gender, national origin, religion or disability

Furnishing tobacco, alcohol or illegal/unauthorized drugs to any students or allowing a student to consume alcohol or illegal/unauthorized drugs

Committing any act of child abuse


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Committing any act of cruelty Committing any act of cruelty to children or any act of child endangerment Committing or soliciting any unlawful sexual act

Responsibilities to District:

Adhere to conditions of contractual obligations with professional practice Fulfill reporting requirements honestly and accurately Appropriately use funds, personnel, property and equipment committed to his or her charge Refrain from falsifying any documents related to the employment process Conduct school district business through established procedures

Appropriate conduct includes, but is not limited to the following: Maximizing the positive effect of school funds through judicious use of said funds Modeling for students and colleagues the responsible use of public property Insuring that school policies or procedures are not impacted by gifts or gratuities

from any person or organization Inappropriate conduct includes, but is not limited to the following:

Revealing confidential health or professional information concerning colleagues unless disclosure serves lawful professional purposes or is required by law

Harming others by knowingly making false statements about a colleague or the school system

Being on school premises or at a school-related activity involving students while documented as being under the influence of, possessing or consuming alcoholic beverages. A school related activity includes, but is not limited to, any activity that is sponsored by a school or a school system or any activity designed to enhance the school curriculum such as club trips, etc. which involve students

Falsifying, misrepresenting, omitting or erroneously reporting information submitted to local, state federal, and/or governmental agencies

Using school property without the approval of the local board of education/governing body

Submitting fraudulent requests for reimbursement of expenses or for pay Falsifying, misrepresenting, omitting or erroneously reporting reasons for absences

or leave Tutoring students assigned to the educator for remuneration unless approved by the

local school board Falsifying records or directing or coercing others to do so

Responsibilities to Profession:

Demonstrate conduct that follows generally recognized professional standards Fulfill all of the terms and obligations detailed in the contract Maintain appropriate licensure for professional practice and employment Provide accurate information to state department Abide by all federal, state and local laws and employing school board policies

Appropriate conduct includes, but is not limited to the following:


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Encouraging and supporting colleagues in developing and maintaining high standards

Insuring that institutional privileges are not used for personal gain Maintaining diligently the security of standardized test supplies and resources Follow mandatory reporting requirements

Inappropriate conduct includes, but is not limited to the following: Harassment of colleagues Inappropriate language on school grounds or any school-related activity Accepting gifts or favors or offering gratuities that impair professional judgment or

to obtain special advantage Violating confidentiality agreements related to standardized testing including

copying or teaching identified test items, publishing or distributing test items or answers, discussing test items and violating local school board or state directions for the use of tests

Being under the influence of, possessing, using or consuming illegal or unauthorized drugs

Falsifying, misrepresenting, omitting or erroneously reporting employment history, professional qualification, criminal history, licensure/re-licensure

A plea of guilty, nolo contendere or having been otherwise guilty of: any crime punishable as a felony; any crime involving a minor; any crime involving a theft; any crime involving drug related conduct; any crime defined in any section of article 36 of chapter 21 of the Kansas statutes annotated; or any attempts as defined by K.S.A 21-3301 and amendments thereto, to commit any crime specified in this subsection

Kansas State Department of Education, May 2014


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TEACHER EDUCATION DEPARTMENT/UNIT COMMITTEE The Teacher Education Committee’s main purposes shall be to develop and administer the policies and procedures of the Teacher Education Program. The committee shall approve or disapprove all applications for admission to the Teacher Education Program; interview and accept the applicants to the Teacher Education Program; review the candidate’s continuation in the program; interview and accept candidates for Clinical Practice; review the experience in Clinical Practice and recommend the candidates for certification/license; conduct studies related to the program, review recommendations; and make recommendations for changes to the Teacher Education Program at Kansas Wesleyan University. Appeals from this committee may be made to the Academic Affairs Committee of the Faculty. Procedure for Selection of the Teacher Education Department/Unit Committee The Chairperson of the Education Department will serve as the permanent chair of the committee unless there are extraordinary circumstances. Other faculty members of the Education Department will serve on the committee as well as faculty members from each of the other divisions that are members of the Teacher Education unit. These members will be selected in consultation with the Provost. In addition, the Teacher Education Department/Unit Committee will select two candidate representatives, one elementary education major and one secondary/K-12 education minor, prior to or at their first meeting of the academic year. The Chairperson of the Teacher Education Department/Unit Committee will submit the names of candidates, elementary education major and secondary/K-12 education minor, to the committee for consideration. The committee will select candidates by a majority vote. After selection by the Teacher Education Department/Unit Committee, the Chairperson will submit the names to the president of the Student Congress for his/her approval. Criteria for candidate selection are as follows:

one candidate will be an elementary education major, one candidate will be a secondary/K-12 education minor, each candidate will have at least a 3.0 cumulative GPA each candidate will have demonstrated leadership ability through classes and campus

activities, each candidate will have demonstrated mature, responsible behavior through classes

and campus activities, each candidate will agree to serve in a responsible professional manner, and, each candidate will have been admitted to the Teacher Education Program.

Candidates may serve consecutive years if requested by the Teacher Education Department/Unit Committee.


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REQUIREMENTS FOR DEGREED INDIVIDUALS

Individuals who have a degree and are seeking teacher licensure must meet the following criteria.

Transferred coursework will be evaluated and must generally meet the standard for recency. This means that education courses must have been taken by the individual no more than six years previously. Each course will be evaluated on an individual basis.

Individuals may not enroll in 300 or 400 level professional education courses until they are admitted with provisional or full acceptance into the Teacher Education Program. Admission to Teacher Education Program for Degreed Individuals All candidates must meet the following criteria to gain admittance into the Teacher Education Program.

Complete a formal application Achieve a minimum cumulative grade point average of 2.5 on a 4.0 scale Accomplish one of the following:

o Minimum national average ACT subscore Reading 21 English 20 Math 21

o Minimum national average SAT subscore Critical Reading 502 Writing 494 Math 515

o Minimum raw CAAP (College Assessment of Academic Proficiency) scores of: Reading 60 Writing 3.0 Math 56

o Minimum Core Academic Skills for Educators (CORE) scores of: Reading 156 Writing 162 Math 142

o Registration for the CORE is at www.ets.org/praxis Taken these courses with a grade of C or higher

EDUC 208 Foundations & History of American Education EDUC 244 Developmental Psychology

Submit five recommendations Elementary education major:

one recommendation must come from an education instructor of a professional core one recommendation must come from an advisor or chair of the dept. one recommendation must come from a liberal arts studies instructor two recommendations may come from instructors at colleges previously attended, work references, or community references.

Secondary/K-12 education major: one recommendation must come from a major advisor one recommendation must come from the content area dept. chair

http://www.ets.org/praxis


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one recommendation must come from a liberal arts studies instructor two recommendations may come from instructors at colleges previously attended, work references, or community references.

Achieve an average of 3.00 or higher in early field experiences Interview, receive an average of 3.00 on the interview, and a vote of approval from

the Teacher Education Committee based on the above criteria.

Kansas Wesleyan University Liberal Studies Requirements For Degreed Individuals. Individuals Seeking Initial Teacher Certification Liberal studies courses required of individuals with a bachelors and/or masters or PhD degree(s) from another institution or a bachelors degree from Kansas Wesleyan University Prior to May 2000, must meet the following requirements or equivalency.

COURSE CREDIT HOURS

COURSE GRADE

English Composition and Oral Communication English Composition Oral Communication

3 3

Mathematics and Computer Literacy Mathematics Computers

3 3

Self and Culture History General Sociology Or General Psychology Race/Ethnic or Multicultural

3 3 3

Aesthetic Response Must include 2 of the areas listed below Literature, Religion, Philosophy Foreign Language, Music, Theatre Communication, or Art

6

Scientific Processes 4 hours from sciences could include: Natural Sciences, Biology, Botany Microbiology, Chemistry, Physics, Human Anatomy & Physiology, or Geology

4

Total 31


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ADMISSION INTO THE TEACHER EDUCATION PROGRAM

The following policies and procedures of the Teacher Education Program are for the purpose of helping students as they plan their program in education. It is the student's responsibility to follow the policies and procedures as listed and to meet all deadlines.

Full Acceptance Students may not enroll in 300 or 400 level professional education courses until they are admitted with full acceptance into the Teacher Education Program. In addition to completing a formal application, all candidates must meet the following criteria to gain admittance into the Teacher Education Program.

Achieve a minimum cumulative grade point average of 2.5 on a 4.0 scale Complete at least 24 hours in the Liberal Studies Program Accomplish following (reading, writing, and math can be mixed between CAAP, ACT,

SAT, and PPST): o Minimum national average ACT subscore

Reading 21 English 20 Math 21

o Minimum national average SAT subscore Critical Reading 502 Writing 494 Math 515

o Minimum raw CAAP (College Assessment of Academic Proficiency)scores of: Reading 60 Writing 3.0 Math 56

o Minimum CORE Academic Skills for Educators (CORE) scores of: Reading 156 Writing 162 Math 142

o Registration for the CORE is at www.ets.org/praxis Taken these courses with a grade of C or higher

EDUC 208 Foundations & History of American Education EDUC 244 Developmental Psychology

Submit five recommendations Elementary education major:

one must come from an education instructor one recommendation must come from an advisor or chair of the dept. one recommendation must come from a liberal arts/general studies

instructor two recommendations may come from instructors at colleges

previously attended, work references, or community references. Secondary/K-12 education major:

one recommendation must come from a major advisor

http://www.ets.org/praxis


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one recommendation must come from the content area dept. chair one recommendation must come from a liberal arts instructor two recommendations may come from instructors at colleges

previously attended, work references, or community references. Submit two dispositions

one disposition must come from your advisor one disposition must come from your content area instructor

Submit signed Candidate’s Statement of Commitment regarding Disposition Achieve an average of 3.00 or higher in early field experience. Interview, receive an average of 3.00 on the interview, and a vote of approval from

the Teacher Education Department/Unit Committee based on the above criteria. TO MAINTAIN ELIGIBILTY TO CONTINUE IN TEACHER EDUCATION PROGRAM The candidate must:

Achieve a minimum cumulative grade point average of 2.5 Achieve a minimum grade point average of 2.75 for content area Achieve grades of C or higher in all professional education and major courses Achieve an average of 3.00 or better in early field experiences


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ADMISSION TO CLINICAL PRACTICE

To be approved for clinical practice, the candidate must submit an application to the Director of Teacher Education two semesters prior to entering Clinical Practice. For students wishing to complete their clinical practice in the fall, they must submit their application by November 1st prior to the clinical practice year. For students wishing to complete their clinical practice in the spring, they must submit their application by April 1st prior to the clinical practice year. All coursework must be completed prior to beginning clinical practice. The Director of Teacher Education, Licensure and the chair of the candidate major department will determine if the candidate has taken all required courses in their major area of study, all required professional education courses and met the following criteria.

Achieve full acceptance into the Teacher Education Program Achieve a cumulative grade point average of 2.5 Achieve a minimum grade point average of 2.75 for content area. Achieve grades of C or higher in the Teacher Education Program Achieve an average of 3.00 or higher in early field experiences Submit two dispositions one from the advisor and the other from a methods

instructor Interview, receive an average of 3.00 on the interview, and a vote of approval from

the Teacher Education Committee based on the above criteria.

The candidate will be notified of the decision of the Teacher Education Committee. An appeals procedure is available. COMPLETION OF CLINICAL PRACTICE

Achieve emerging level or higher (2.0 or higher) on the Clinical Practice Summative Evaluation

Submit a disposition completed by the cooperating teacher and the university supervisor

Achieve proficient level or higher (20 or higher) on the Kansas Performance Teaching Portfolio

PROGRAM COMPLETION

Complete clinical practice with a C or higher Pass Kansas Performance Teaching Portfolio with a minimum score of 20 Fulfill all program and university requirements Vote of recommendation for licensure by Teacher Education Committee.

LICENSURE INFORMATION

http://www.ksde.org http://www.ets.org

http://www.ksde.org/

http://www.ets.org/


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CLINICAL PRACTICE INFORMATION At Kansas Wesleyan University, clinical practice is offered during both the fall and spring semester. Clinical practice is for a full semester (16-weeks) beginning in the fall with the opening of the public school in which the fall candidate is assigned, and in the spring on the opening day of school following the Christmas/winter break in which the spring candidate is assigned. Candidates seeking a P-12 license shall be placed in the first assignment for eight weeks and then be placed eight weeks in the second assignment. Candidates wishing to do clinical practices in special education will follow the same split-semester schedule. They will enroll for 5 semester hours of clinical practice at the elementary level and 5 semester hours in special education. All candidates will register for ten (10) hours of clinical practice and two (2) hours of clinical practice seminar in the semester they do their clinical practice. ELEMENTARY EDUCATION MAJOR EDUC438 Clinical Practice Seminar 2 hours EDUC470 Supervised Clinical Practice – Elementary Section A 10 hours SECONDARY EDUCATION MINOR EDUC438 Clinical Practice Seminar 2 hours EDUC470 Supervised Clinical Practice – Secondary Section B 10 hours P-12 EDUC438 Clinical Practice Seminar 2 hours EDUC470 Supervised Clinical Practice P-12 Section C 10 hours K-6 or 6-12 SPECIAL EDUCATION EDUC438 Clinical Practice Seminar 2 hours EDUC470 Supervised Clinical Practice Section D 5 hours Three-Week Progress Reports Before completion of the third week of the clinical practice, the Director of the Teacher Education Department and the university supervisor will evaluate each candidate on the following criteria: (1) acceptable progress in clinical practice, (2) positive rapport and relationship with the cooperating teacher, (3) submitting reflective lesson plans and journal entries, and (4) attending clinical practice seminar A progress form, signed by all parties involved, will be kept in each candidate’s education file. If a candidate is not meeting the above criteria, he/she will be notified, in writing, of the areas which must be improved, along with the timeframe within which the improvement must occur. After the deadline for improvements has passed, the Director of the Teacher Education Department and university supervisor will meet to decide if the candidate should be allowed to continue with clinical practice. The Director of Teacher Education will notify the candidate, in writing, of the decision.


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Evaluation Candidates in clinical practice are evaluated by their cooperating teacher according to the schedule in the Clinical Practice Handbook during their clinical practice. Clinical Practice Formative Evaluation Form I is completed by the cooperating teacher, discussed with the candidate, and a copy is given to the university supervisor. Clinical Practice Formative Evaluation Form II is completed by the university supervisor, discussed with the candidate, and kept on file with the university supervisor. A final evaluation of the candidate occurs at the completion of the clinical practice when the university supervisor holds a final conference with the cooperating teacher. At that time, the university supervisor and the cooperating teacher jointly complete the Clinical Practice Summative Evaluation Form (see appendix). It is the university supervisors responsibility to make the final determination of the candidate’s grade and to submit the candidate’s grade to the registrar of the university. During the clinical practice, the university supervisor has the responsibility of meeting with the cooperating teacher and candidate on a regular basis. One visit must be within the first three weeks of clinical practice. Candidates are to be kept informed at all times of their progress, and they receive a copy of all written evaluations. Fees All candidates are assessed a clinical practice supervision fee. Candidates requesting placement outside of the local are responsible for any beyond the university fee. Orientation After the candidate has been accepted for clinical practice, spring and fall orientations will be held to acquaint the candidate and cooperating teacher with clinical practice procedures and requirements. These orientations are required for all candidates and cooperating teachers. Licensure Information

http://www.ksde.org http://www.ets.org

Other Policies – See Policy Section

Clinical Practice Extended Clinical Practice Placement Clinical Practice Seminars Clinical Practice TB Test Forms


http://www.ets.org/


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POLICIES Appeals Process An appeals process is available to students/candidates at any stage of the Teacher Education Program. Students/candidates have 30 days after the Committee’s decision to request, in writing, the committee's reason for current decision. If students/candidates are denied admission into courses, the program, clinical practice, or licensure, they may appeal, in writing, to the Chairperson of the Teacher Education Department/Unit Committee. The Committee will review the student’s/candidate’s appeal and reach a decision, which the Chairperson of the Teacher Education Department/Unit Committee will send, in writing, to the student/candidate. If the student/candidate wishes to appeal further, he/she may request, in writing, a review by the Academic Affairs Committee. After this committee's review, the decision will be sent, in writing, to the student and to the Chairperson of the Teacher Education Department Unit Committee.

CAAP The Teacher Education Department will pay for one administration of the CAAP test for those students who need to take it to demonstrate proficiency in math, reading and writing. If a student fails to meet the cut scores and must retake the CAAP/CORE, payment for the test(s) becomes his/her responsibility. Payment for retaking the test(s) must be made prior to test administration. Failure to pay will result in the student not being allowed to take the necessary test(s). Note that taking the CORE remains an option for demonstrating proficiency in math, reading and writing. Clinical Practice Extended In certain situations, it is in the best interest of the candidate to extend the clinical practice. Before a decision is made, a meeting of the university supervisor, cooperating teacher, candidate, and principal will be held to discuss the situation. Following this meeting the university supervisor will confer with the Director of Teacher Education and they will decide if an extended clinical practice is appropriate. If the decision is to extend the clinical practice, a determination will be made as to the best placement for the extension (the original classroom or a different one) and the length of the extended experience. The candidate will be notified in writing of the decision. If the decision is to extend the experience, the particulars of the extension will also be conveyed to the candidate in writing. Clinical Practice Placement It is the policy of Kansas Wesleyan University’s Teacher Education Program to place candidates in schools to which there are no personal connections for them. Personal connections could include but are not limited to the following:

candidate’s children attend the school, candidate’s relatives’ who work at or attend the school candidate attended the school within the last seven years.

The candidate can appeal to the Teacher Education Committee in writing stating the reasons for requesting placement in a school to which there is some personal connection. The Teacher Education Committee makes the decision of placement.


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Placement of candidates for clinical practice is made within a 50-mile radius of Kansas Wesleyan University. If a candidate requests a placement beyond this radius, the following procedure is to be followed:

Submit a written formal request to the Teacher Education Committee prior to the Clinical Practice interview indicating the reasons for a special placement. No requests will be considered after the candidate’s scheduled interview.

Complete Out of Area Clinical Practice Form and submit to the Teacher Education Committee prior to the Clinical Practice interview.

Assume all monetary responsibilities that may be incurred including but not limited to payment of university supervisor, cooperating teacher etc.

Provide the Director of Teacher Education with the necessary information to make a placement out of area including but not limited to school district telephone number, superintendent name, principal name and telephone number, university in the area from which a supervisor could be requested and telephone number.

Each request will be evaluated on an individual basis. A decision will be made by the Teacher Education Committee and the criteria to be considered will include, but is not limited to:

candidate resides in the area requested and has been driving to Kansas Wesleyan University to take classes or is an out of state student

candidate has an overall GPA of 3.25 or higher candidate has a content GPA of 3.25 or higher candidate has an overall EFE average of 3.0 or higher candidate demonstrates professionalism

Attendance at Clinical Practice Seminar remains a requirement of candidates regardless of placement.

Clinical Practice Seminars During clinical practice, candidates are required to attend the Clinical Practice Seminar. Attendance at Clinical Practice Seminar remains a requirement of candidates regardless of placement.

This seminar will be held outside of regular school hours unless the university supervisor decides that candidates may leave their school earlier for these meetings. If that decision is made, the university supervisor is responsible for notifying all cooperating teachers and providing a list of meeting dates, times, and places to both the candidate and the cooperating teacher.

These seminars are required for all candidates. Attendance, participation, and all academic work required during these meetings will count in the total grade for the Clinical Practice Seminar and in the decision to allow the candidate to continue in the clinical practice. A clinical practice debriefing meeting with the university supervisor will be part of the seminar. Clinical Practice TB Test Forms All candidates must have a TB form on file in the Teacher Education office at Kansas Wesleyan University prior to starting their clinical practice. If the Teacher Education office does not receive a TB test form on a candidate, his/her clinical practice will be delayed until the Teacher Education office receives the necessary form. It is the candidate’s responsibility to give the school district in which he/she is completing clinical practice a copy of the TB test form. Note that TB test forms


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older than six months at the start of clinical practice will not be accepted. A new TB test must be obtained.

Evaluation of Clinical Practice University Supervisor and the Teacher Education Program At the end of their clinical practice, candidates are required to evaluate their clinical practice university supervisor and the Teacher Education Program. Candidates will do these evaluations on-line. Links to the evaluations are located in the back of the Clinical Practice Handbook. These evaluations must be completed by the last day of seminar. Verification for Recommendation of Licensure After candidates have successfully completed clinical practice, the Director of Teacher Education and Licensure Officer verifies that the candidates have completed all the requirements for graduation and licensure, including:

Achieve a cumulative grade point average of 2.5 or above Pass PLT ( a score of 160 or above) Pass Content Test (see page 16 for minimum score) Successfully completed clinical practice with a grade of C or higher Pass Kansas Performance Teaching Portfolio (a score of 20 or higher)

The Director of Teacher Education presents a list of the verified candidates to the Teacher Education Department/Unit Committee. The Teacher Education Department /Unit Committee accepts or denies the recommendation for licensure. If a candidate is denied recommendation for licensure, he/she may appeal to the Teacher Education Committee and the Academic Affairs Committee of Kansas Wesleyan University. Recency Due to the rapidly changing nature of education today, it is the policy of the Education Department not to accept education classes taken by students more than six years previously. However, each case will be considered on an individual basis by the Director of Teacher Education. The student and the university registrar will be notified of the decision by the Director of Teacher Education.


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TEACHERS OF PROMISE AWARD This award is established by the KSDE to recognize those students who have excelled in their Teacher Education Programs and hold the promise of being exemplary teachers. The criteria for the Award include:

1. Fully accepted into the Teacher Education Program. 2. Achieved a GPA of 3.0 or higher. 3. Participated in a professional organization related to their certification area (KNEA-SP or

other).

4. Involved in community service that is not required by coursework.

5. Demonstrated the potential to be an effective teacher.


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EARLY FIELD EXPERIENCE: AN OVERVIEW Kansas Wesleyan University provides opportunities for students to apply their content, professional, and pedagogical knowledge, skills, and dispositions in various classroom settings that reflect diverse student bodies. For those students who are considering a career in education, Early Field Experience assists them in making their career decision, and understanding the application of theory to the classroom. Objectives: Through attendance and participation in activities at the assigned grade level the student will:

demonstrate a professional interest in education

observe and work with students in various instructional situations

value and respect the diverse needs of all students

develop an understanding of the various organizational, instructional, administrative, and interpersonal tasks that teachers encounter in the course of their work

begin to develop a professional attitude toward pupils, teachers, and administrators

demonstrate effective communication skills necessary for working in the school community

demonstrate ethical and moral behavior in the classroom

demonstrate the skill of reflection in developing and evaluating classroom practices. when appropriate teach mini-lessons

students are required to be placed in diverse settings within USD 305 and

surrounding school districts during multiple placements.

General Requirements: 1. The student will make arrangements with the teacher for times to be present in the classroom

and will keep the schedule mutually agreed upon. 2. The student will keep a reflective journal of the activities and observations during the field

experience. Included will be observations and/or interactions involving multicultural and exceptional students. Guidelines for the reflective journal will be provided by each course instructor.

3. Because teachers frequently identify discipline and classroom management as challenges in

schools today, the student will discuss with the teacher the discipline and management skills used in the classroom.

4. In order to receive a grade on your Early Field Evaluation and Early Field Journal, all required

hours must be completed and time log must be signed by your cooperating teacher.


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PROCEDURES FOR EARLY FIELD EXPERIENCES The Director of Early Field Experiences (EFE) will coordinate all early field experiences. Each instructor requiring early field experience will have students fill out the Early Field Experience Placement Form. These forms will then be returned to the Director of EFE for placement of the students. The Director, in collaboration with local school administrators and other KWU instructors, assigns the appropriate grade level and school for each student. A copy of each placement form will be placed in the student’s file. An official record of the placement for all students will be kept in the Teacher Education Office. Early Field Experience Handbooks will be given to each student and cooperating teacher. At the end of the EFE, each cooperating teacher will complete the on-line Early Field Experience Evaluation Form 1 for students enrolled in professional education courses below 300 or an on-line Early Field Experience Evaluation Form 2 for students enrolled in education courses above 300. The cooperating teacher may keep a copy by printing a copy of the evaluation prior to submitting it. The student will receive a copy from the Teacher Education Office and a copy will be placed in the student’s EFE file in the Teacher Education office. The EFE Placement Records will be updated yearly. The following courses provide opportunities for early field experiences: Required of all education students: EDUC208 Foundations and History of American Education EDUC250 Education of the Exceptional Individual

Elementary Block 1: EDUC333 Mathematics for Elementary Teachers EDUC339 Reading and Language Arts for the Beginning Reader

Elementary Block 2: EDUC335 Science for Elementary Teachers EDUC346 Social Studies for Elementary Teachers EDUC382 Reading and Language Arts for the Developing Reader

Early Field Experience for Elementary Blocks are designed differently than other courses. Detailed information is provided when candidates are enrolled in the Elementary Blocks.

Secondary Block: EDUC385 Reading in the Content Area EDUC388 Methods of Teaching in the Secondary School ED ACCK Methods Classes

Each block requires 35 observation hours.


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PROFESSIONAL LIABILITY INSURANCE All students/candidates who participate in early field experiences or clinical practice must carry professional liability insurance in the amount of $1,000,000. Proof of professional liability insurance in the required amount must be submitted to the Director of Teacher Education before the student/candidate will be assigned to an early field experience or clinical practice. Candidates who join the Kansas National Education Association Student Program (KNEA-SP) receive $1,000,000 of professional liability insurance as part of their membership and will be verified as KNEA-SP members by the Department of Teacher Education.


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BACKGROUND CHECK OF TEACHER EDUCATION STUDENTS/CANDIDATES In the State of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education (KSDE) has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions. Legal Issues and Teacher Licensure updated June 2016 We have compiled this information for students in all Kansas teacher preparation programs. The Kansas State Department of Education (KSDE) requires a fingerprint-based background clearance before they will issue any teaching license. After a presentation in 2013 by a KSDE Office of General Counsel, it became abundantly clear that all teacher education students with ANY prior crime related to KSDE criminal questions (below) should try to get the record officially “expunged” before requesting a background clearance. It’s best to complete this process before applying for ANY license with KSDE.

1. Have you ever been convicted of a felony? Yes No If yes, please attach a copy of the court documents regarding conviction.

2. Have you ever been convicted of ANY crime involving dishonesty, drugs, or a child? Yes No If yes, please attach a copy of the court documents regarding conviction.

3. Have you entered into a criminal diversion agreement after being charged with any offense described above? Yes No If yes, please attach a copy of the diversion agreement.

4. Are criminal charges pending against you in any state involving any of the offenses described above?

Yes No If yes, please attach a copy of the court documents regarding your case.

5. Have you had a teacher’s or school administrator’s certificate or license denied, suspended or revoked in any state?

Yes No If yes, please indicate the action taken: revoked denied suspended Which State(s)? Please attach a copy of the documents regarding the official action taken.

6. Is disciplinary action pending against you in any state regarding a teacher’s or administrator’s certificate or license?

Yes No If yes, please attach a copy of the official documents regarding the action pending against you.

7. Have you ever been disbarred or had a professional license or state issued certificate denied, suspended, revoked, or been the subject of other disciplinary action regarding any profession in Kansas or any other state?

Yes No If yes, please indicate the action taken: revoked denied suspended Which State(s)? Please attach a copy of the documents regarding the official action taken.

8. Have you ever been terminated, suspended, or otherwise disciplined by a local Board of Education for falsifying or altering student tests or student test scores?

Yes No If yes, which district(s)? ________________________________________________ When? __________________________.

9. Have you ever falsified or altered assessment data, documents, or test score reports required for licensure? Yes No If yes, which states(s) ___________________________ When?_________________________


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As you read these questions, note that alcohol is not indicated above, so you do not have to report alcohol-related incidents like an MIP (minor in possession), MIC (minor in consumption) or misdemeanor DUI due to alcohol. If any of these appear as your only charge/conviction, you can answer all questions on the Kansas licensure application “no”. (Be aware that in other states, like MO, alcohol crimes may impact licensure, and some school districts may consider alcohol crimes for student teachers and employees.) A DUI for Drugs or a felony DUI should be reported. If you are unsure, WHEN IN DOUBT, REPORT IT! If you:

assume or have been told your diversion took the crime off your record – IT DOES NOT. are “not sure” whether you had something expunged, YOU PROBABLY DID NOT. assume you don’t have to report it because you were a juvenile – YOU MUST REPORT IT. “forget” your past record and you don’t reveal it, this is considered dishonesty and creates another issue with

KSDE who will aggressively review your case. DO NOT LIE. If you receive a letter from the KSDE Office of General Counsel:

follow all directions carefully and submit all documents they request. KSDE cannot provide you with advice or help you obtain those documents;

you will need to contact the Clerk of the Court to obtain documents related to your case: for Convictions-

obtain certified copies of the charging documents (complaint or citation/ticket); and obtain certified copies of the journal entry of conviction.

for Diversions- obtain certified copies of the charging documents, and certified copy of the diversion agreement; and certified copy of the journal entry of dismissal.

KSDE may ask you to appear before the Professional Practices Commission (a KSDE committee of working teachers, KSDE and Higher Education representatives); and any decision from the Professional Practices Commission will go before the State Board of Education for final action. Just because you may have had an emergency sub license approved does not guarantee a teaching license will be! Advice about getting a record expunged:

it’s often a simple process that may not require a lawyer; it can take a 4-8 weeks to complete; start by contacting the court (county or municipal) where the conviction/diversion occurred OR look for the

paperwork on the court website; check to make sure of the time required for an expungement has been completed; if it can be completed before you apply for a license, work on completing the expungement; if it cannot be completed before you apply, REPORT the crime on your license application and include copies of

the court documents; Remember, an expungement can benefit you in more ways than just licensure.

If your crime happened in Salina Municipal Court, requesting expungement may be fairly easy: go online for the forms and instructions. In most courts, the typical cost for expungement would be $100-200; with more serious cases, you might want to hire a lawyer. If a student answers "Yes" to any of the above questions: 1. the student will be asked to submit appropriate documentation to the Teacher Education Committee. 2. the student may appear before the Teacher Education Department/Unit Committee if he or she wishes. The

university attorney or student's attorney also may be present. EACH CASE WILL BE CONSIDERED ON AN INDIVIDUAL BASIS.


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The following factors will be taken in account:

FACTORS: 1. Nature of the felony or crime 2. Recency of the felony or crime 3. Rehabilitation related to the felony or crime 4. Potential danger to students

Teacher Education Department/Unit Committee decides if the student/candidate is to: (1) participate in early field experiences, (2) be admitted into the Teacher Education Program, (3) be accepted for clinical practice, (4) be recommended for licensure. The Teacher Education Department/Unit Committee will take the above factors into account as they reach their decision concerning placement or acceptance of students. The Chairperson of the Teacher Education Department/Unit Committee will notify the student, in writing, of the decision. In addition, copies of that notification will be sent to the Provost, the Director of Teacher Education, and Licensure Officer. As with all issues regarding teacher education decisions, the student/candidate has the right to appeal. The appeals process is listed in the KWU Catalog and the Teacher Education Handbook.

IMPLEMENTATION DATE JANUARY 15, 1996 Revised June 2016

Students will be required to answer the questions listed above: a. prior to early field placement in the Foundations and History of Education class, b. when they apply for admission into the Teacher Education Program, c. when they apply for clinical practice, d. when they apply for licensure Students/Candidates who have been convicted of a felony involving the areas listed above may be denied licensure by the State of Kansas. I certify that the information on this form is true and complete to the best of my knowledge. I understand that any misrepresentation of facts may result in the denial or revocation of my certificate by the Kansas State Department of Education. Signature: ____________________________________________________________ Date: _________________________ (REQUIRED FALL 1996)


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PROCEDURES OF DUE PROCESS FOR TERMINATION OF

AN EARLY FIELD EXPERIENCE OR A CLINICAL PRACTICE PLACEMENT

The following policy pertains to students/candidates enrolled in courses through the Teacher Education Department of Kansas Wesleyan University. When there is cause to consider termination of an early field experience or a clinical practice assignment, the following procedure shall be followed: The department shall give the student/candidate notice in writing of the following:

that consideration is being given to removing him/her from the assignment, a date, time, and place of a hearing before the Teacher Education Department/Unit

Committee. that the student/candidate is invited to attend and participate in the hearing.

The hearing shall be scheduled not more than three (3) days following the student being notified of the hearing. If the student/candidate gives adequate reason, the department may grant a continuance of the time limit specified above. The place of the hearing shall be determined by the department and shall be held at a location that is reasonably convenient for all parties involved. The committee responsible for this hearing shall be the Teacher Education Department/Unit Committee with the Chair serving as the hearing officer. Included at the hearing will be a representative from the school district, when appropriate. The student/candidate or person whom he/she designates shall be permitted to question witnesses who present evidence against him/her at the hearing. The student/candidate shall have an opportunity to present his/her own case. The student/candidate shall be informed in writing of the decision of the committee. While a decision in a case of termination is pending, the student/candidate may be removed from his/her assignment if the case presumes to involve:

immoral character conduct unbecoming a teacher in training including ethical, legal, or professional misconduct, insubordination failure to obey reasonable rules outlined by the school district and/or the department inefficiency, incompetency, or failure to comply with the requirements of the school

district and/or the Department Removal shall be by action of the university or school district and may be based on recommendations of the school district's superintendent, principal, or other person of authority as duly authorized by the school district or university. When the hearing or the case is completed, the department shall inform the student/candidate in writing of the decision involving his/her assignment and of his/her candidacy for a degree and/or license to teach.


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TEACHER EDUCATION UNIT PROGRAMS The following approved programs lead to initial teaching licensure in the State of Kansas: Courses required for each program are found in the KWU Catalog and on the Teacher Education Department website. Biology (6-12) Chemistry (6-12) Elementary Education (K-6) English Language Arts (6-12) Health (P-12) - endorsement only History and Government (6–12) Mathematics (6-12) Music (P-12) Physics (6-12) Physical Education (P-12) Speech/Theatre (6-12) Middle Level Endorsement – by KSDE Content test only (see catalog) English for Speakers of Other Languages - ESL Endorsement – by test only (see catalog) *Special Education Adaptive (K-6 and/or 6-12) ACCK Endorsement *The Special Education Adaptive Program leads to an added endorsement for both Elementary and Secondary Licensure. The courses in this program are taught through the Associated Colleges of Central Kansas (ACCK) on the McPherson College campus.


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PROCEDURES FOR CERTIFIED TEACHERS SEEKING KWU SPECIAL EDUCATION ENDORSEMENT

You must be admitted into the KWU Teacher Education Program before being accepted into the ACCK Teacher Education Program.

The individual seeking endorsement is responsible for the following procedures:

1. Provide a copy of teaching license

2. Complete KWU Teacher Education Program Application for Admission.

3. Following submission of application and references, the KWU Teacher Education Department will review these items and make a decision regarding acceptance into the Teacher Education Program.


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FOLLOW-UP SURVEYS Survey of First Year Teachers An on-line survey link will be sent by the Teacher Education Office to all first year teachers at the beginning of the spring semester. This survey is to allow graduates the opportunity to evaluate their teaching success. Information from this survey is used in future planning by the Department. Survey by Principals of First Year Teachers An on-line survey link will be sent by the Teacher Education Office to principals of first year teachers at the beginning of the spring semester. Information from this survey will be used in future planning by the Department. Assistance to Graduates Former candidates, who are currently teaching, may receive professional assistance from the Education Department by calling, 1-785-833-4356 extension 1390. Inquiries may be faxed, using the number, (785) 827-0927 or (785) 404-1485.


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Kansas Wesleyan University Teacher Education Department Early Field Evaluation Form 1

(Completed by Cooperative Teacher)

Student/Candidate: Grade/Level: Cooperating Teacher: School: Semester/Year: Hours Observed: Date: Did the student complete the required hours? (Yes or No) If no, DO NOT COMPLETE THIS FORM. Please skip to the end of the form and complete other comments then click submit.

KWU Conceptual Framework: Kansas Wesleyan University prepares reflective teachers with the potential for professional leadership who demonstrate academic and professional excellence, have sound personal qualities, have a commitment to education and life-long learning, demonstrate world citizenship, and are committed to faith and demonstrates ethical behavior in creating caring learning environments for all students.

Performance Ratings: N 1 2 3 4

Unable to assess at this point

Student/candidate does not appear to understand the concepts.

Student/candidate appears to understand the concepts underlying the component.

Student/candidate demonstrates an understanding of the concepts underlying the component.

Student/candidate clearly demonstrates a strong grasp of the concepts

*Ratings are adapted from Enhancing Professional Practice, a Framework for Teaching by Charlotte Danielson

Goal 1: The student/candidate has the knowledge base in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students.

demonstrates an interest in and has some and understanding of the material related to the content area

uses time effectively and efficiently

demonstrates knowledge of technology application

is familiar with the variety of organizational, instructional, administrative, and interpersonal tasks that teachers encounter in the course of their work

Goal 2: The student/candidate demonstrates the intra and interpersonal skills to create an effective learning environment

A. Intra-personal Skills: is enthusiastic about the process of teaching and learning for all students

is patient and courteous

accepts constructive feedback

is empathetic

is dependable and punctual

uses standard English

dresses appropriately

acts in a professional manner


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B. Inter-personal Skills uses effective communication skills necessary for working in the school community

recognizes and respects the diversity of all students

Goal 3: The student/candidate will have a commitment to education and life-long learning

demonstrates a professional interest in educational issues Goal 4: The student/candidate is dedicated to the community in which he/she lives

respects the cultural differences of all students Goal 5: The student/candidate is committed to faith and demonstrates ethical behavior in creating caring learning environments for all students demonstrates ethical and moral behavior in classroom The student/candidate demonstrates classroom assistance

demonstrates the ability to prepare teaching materials

demonstrates the ability to score papers

demonstrates the ability to work with small groups or individuals

demonstrates the ability to create bulletin boards

demonstrates the ability to use technology in the classroom

What strengths did you observe in the student? Asked Questions Attitude Commitment Communicate at Student’s Level

Confidence Creativity Dependability Dress Appropriately

Empathetic Enthusiasm Helpfulness Interaction with Students

Initiative Interest in Teaching Knowledge of Subject One-to-One Skills

Politeness Positive Role Model Professionalism Punctuality

Rapport with Students

What weaknesses need to be strengthened? Ask More Questions Assertiveness Attitude Communicate at Student’s Level Commitment Confidence Creativity Dependability/Attendance Dress Appropriately Enthusiasm Helpfulness Interaction with Students Initiative Interest in Teaching Knowledge of Subject Poor English Professionalism Priorities Punctuality Time Management

Would you recommend this student for a teacher education program? (Yes or No) Comments:

Below is for Teacher Education Department Use Only Teacher Education Department will calculate the average of Early Field Evaluation Form The following grades will be assigned by KWU: Distinguished (A) equals an average between 3.60 to 4.00

Proficient (B) equals an average between 3.00 to 3.59 FINAL SCORE: Basic (C) equals an average between 2.50 to 2.99 Unsatisfactory (D) equals an average between 2.00 to 2.49 Unsatisfactory (F) equals an average below 2.0 Did not Complete equals zero


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Kansas Wesleyan University Teacher Education Department Early Field Evaluation Form 2

(Completed by Cooperative Teacher)

Student/Candidate: Grade/Level: Cooperating Teacher: School: Semester/Year: Hours Observed: Date: Did the student complete the required hours? (Yes or No) If no, DO NOT COMPLETE THIS FORM. Please skip to the end of the form and complete other comments then click submit.


Performance Ratings:

N 1 2 3 4 Unable to assess at this point





*Ratings are adapted from Enhancing Professional Practice, A Framework for Teaching by Charlotte Danielson

Goal 1: The student/candidate has the knowledge base in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students.

demonstrates knowledge and understanding of the material related to the content area uses time effectively and efficiently demonstrates knowledge of technology application is familiar with the variety of organizational, instructional, administrative, and interpersonal tasks that teachers encounter in the course of their work

Goal 2: The student/candidate demonstrates the intra and interpersonal skills to create an effective learning environment

A. Intra-personal Skills: is enthusiastic about the process of teaching and learning for all students is patient and courteous accepts constructive feedback is empathetic is dependable and punctual uses standard English dresses appropriately acts in a professional manner B. Inter-personal Skills demonstrates the ability to foster the development of positive self-esteem in students uses effective communication skills necessary for working in the school community recognizes and respects the diversity of all students demonstrates the ability to collaborate and confer with school personnel

Goal 3: The student/candidate will have a commitment to education and life-long learning

demonstrates a professional interest in educational issues


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Goal 4: The student/candidate is dedicated to the community in which he/she lives

demonstrates support of all students and school personnel

respects the cultural differences of all students

Goal 5: The student/candidate is committed to faith and demonstrates ethical behavior in creating caring learning environments for all students demonstrates ethical and moral behavior in classroom

respects the spiritual values of all students

The student/candidate demonstrates classroom assistance

demonstrates the ability to prepare teaching materials demonstrates the ability to score papers demonstrates the ability to work with small groups or individuals demonstrates the ability to create bulletin boards demonstrates the ability to use technology in the classroom

Complete this section for student/candidate teaching a lesson in your class

Topic of Lesson: demonstrates the ability to convey their knowledge of the subject matter demonstrates the ability to plan and prepare a lesson demonstrates the ability to use teaching aids and/or technology in instruction demonstrates the ability to teach a lesson effectively

What strengths did you observe in the student?

Asked Questions Attitude Commitment Communicate at Student’s Level

Classroom Management Confidence Creativity Communicate with Staff

Dependability Dress Appropriately Empathetic Enthusiasm

Experience Flexibility Helpfulness Interaction with Students

Initiative Interest in Teaching Group Presentation Knowledge of Subject

One-to-One Skills Organization Skills Prepared Politeness

Positive Role Model Professionalism Punctuality Rapport with Students

What weaknesses need to be strengthened?

Ask More Questions Assertiveness Attitude Communicate at Student’s Level

Classroom Management Commitment Confidence Communicate with Staff

Creativity Dress Appropriately Dependability/Attendance Enthusiasm

Experience Group Presentation Helpfulness Interaction with Students

Initiative Interest in Teaching Knowledge of Subject One-to-One Skills

Organization Skills Prepared Positive Role Model Poor English

Professionalism Priorities Punctuality Time Management

Would you recommend this student for a teacher education program? (Yes or No) Comments:

Below is for Teacher Education Department Use Only Teacher Education Department will calculate the average of Early Field Evaluation Form The following grades will be assigned by KWU: Distinguished (A) equals an average between 3.60 to 4.00

Proficient (B) equals an average between 3.00 to 3.59 FINAL SCORE: Basic (C) equals an average between 2.50 to 2.99 Unsatisfactory (D) equals an average between 2.00 to 2.49 Unsatisfactory (F) equals an average below 2.0 Did not Complete equals zero


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Kansas Wesleyan University Teacher Education Department Early Field Experience Placement Form

Student/Candidate ________________________________________ Semester/Year ________________________________________

I have transportation? Yes No School Preference ________________________________________ Teacher Preference ___________________________________ My subject area is: ______ Biology ______ Chemistry ______ Elementary Ed (Grade_________) ______ English ______ History ______ Math ______ Music ______ P.E ______ Physics ______ Speech/Theater

PROFESSIONAL LIABILITY INSURANCE All students/candidates who participate in early field experiences must carry professional liability insurance in the amount of $1,000,000. Proof of professional liability insurance in the required amount must be submitted to the Director of Early Field Experience before the student/candidate will be assigned to an early field experience. Candidates who join the Kansas National Education Association – Student Program (KNEA-SP) receive $1,000,000 of professional liability insurance as part of their membership. Candidates who do not choose to join KNEA-SP may obtain information about professional liability insurance from their insurance agents. Source of Professional Liability Insurance _____________________________________________________________________________________ Student’s/Candidate’s Signature _________________________________________________________ Date ___________________________

Circle your current EFE courses fulfilled by this placement: Hours required: _____________________________________

EDUC 208 EDUC 250 ACCK Placement: School ___________________________________ Teacher ______________________________ Grade/Subject _____________ School Address _______________________________________ School Phone ________________________ Email _______________________

Circle your current EFE courses fulfilled by this placement: Hours required: _____________________________________

EDUC 208 EDUC 250 ACCK Placement: School ___________________________________ Teacher ______________________________ Grade/Subject _____________ School Address _______________________________________ School Phone ________________________ Email _______________________

Total Hours Required ______________


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Kansas Wesleyan University Teacher Education Department Student’s Complaint Form

Procedure to file a complaint: Complete steps 1-3 and return form to the Teacher Education Office . Step 4 is to be completed by the Director of Teacher Education. In order to resolve your problem you must provide your name. 1. Person Bringing Complaint

2. Type of Complaint

3. Statement of Facts:

___________________________________________________________________________ 4. Action to resolve Complaint

Name: *required Date:

Current Email Address: *required Telephone Number:

Academic:

Personnel:

Procedural:

Please explain your complaint fully and provide a detailed description of the facts. Attach documentation if necessary.

How Resolved: Signature: Date:


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Procedures of Student Grievance

The following policy pertains to students/candidates enrolled in courses through the Teacher Education Department of

Kansas Wesleyan University.

Students have the right to bring grievances against a faculty member or administrator in the Teacher Education Department.

Such grievances may include, but are not limited to: failure to abide by the stated policies and procedures as stated in the

course syllabus or University Catalog, unprofessional classroom practice, failure to respect a student’s right to privacy, and

discrimination.

The following guidelines must be met to proceed in submitting a grievance:

The Student must exhaust remedies provided by the informal grievance procedure below.

The Student may then elect to use the formal grievance procedure described below.

When the complaint originates in a classroom setting between an instructor and a student, the complaint must be filed in a timely fashion; i.e., no later than 10 working days into the semester

following the semester in which the complaint originated.

When the complaint does not originate in a classroom setting, the student must begin the

grievance procedure in a timely fashion but no later than 20 working days following the incident.

Informal Grievance Procedure If a student has a complaint against a faculty member, the student should attempt to resolve the

complaint by an informal meeting with the faculty member involved. If the student believes that

he or she cannot discuss the complaint with the instructor, the student should submit a written

letter of complaint specifying the details of the grievance and the actions he or she is requesting

to the Director of the Teacher Education Department. The student should file this complaint in as

timely a manner as possible, but in no case can the complaint be filed later than the limits

prescribed above.

If the student has an unresolved complaint against the Director, as an instructor of record, the

student should submit a written letter to the Executive Vice President/Provost. The Executive

Vice President/Provost should meet with the student within ten working days to discuss and

attempt to resolve the complaint. If the student has an unresolved complaint against an instructor

of record, the written letter of complaint should be submitted to the office of the Director of

Teacher Education. Again, the student should file this complaint in as timely a manner as

possible, but in no case can the complaint be filed later than ten working days after the beginning

of the semester (the first day of classes) following the semester in which the incident occurred.

Upon receiving a written letter of complaint, the Director of Teacher Education or Executive

Vice President/Provost has ten working days to notify the parties involved and to schedule a

meeting. The student may be accompanied by a counselor (parent, friend, attorney, faculty

member, etc.) if the student so wishes. A counselor may consult with the student, but he or she

may not cross-examine those giving testimony or otherwise participate in the meeting. The

purpose of this meeting is to resolve the student's complaint informally. The Director of Teacher

Education or Executive Vice President/Provost will keep a written record of the meeting between

the parties and within five working days will inform each in writing (by certified mail to the


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student) of the understanding reached at the meeting. This written record will be kept for a

minimum of three years.

If after receiving the written communication of the result of the informal procedure the student is

not satisfied, he or she may ask for a formal resolution of his or her complaint by filing a request

with the Department of Teacher Education for a hearing before the Teacher Education

Committee. A petition for a formal resolution must be filed no later than ten working days from

the date of the postmark of the chair's letter stating the outcome of the informal resolution.

Formal Grievance Procedure A student may not elect to use the formal grievance procedure until the student has met with the

faculty member, the Director of Teacher Education, or the Executive Vice President/Provost.

The only exception to this is when the student has submitted his/her written complaint for

informal resolution and has received no response or action within the ten working days

established by this policy.

A student has ten working days following his or her notification of the conclusion of the informal

resolution to request a formal resolution. The request for a formal resolution, detailing the

specifics of the complaint and attaching all previous correspondence generated during the

informal resolution process, must be sent to the Teacher Education Department. The student

must secure the signature of the Director of Teacher Education, on the petition for a formal

hearing, to certify that the informal process has been completed. Within ten working days from

receiving the complaint, the Director of Teacher Education shall submit the complaint to the

Chair of the Teacher Education Committee for review and consideration.

The Chair of the Teacher Education Committee may request a Committee ruling on the validity

of a student grievance or whether the Committee has jurisdiction. The Committee may rule that a

formal hearing is unwarranted. Should the committee determine that a hearing is unwarranted,

the student will be notified in writing within ten working days of the Committee's decision. The

decision of the Committee regarding the validity of the complaint is final.

If a formal hearing is to be held, it will generally be heard at the next meeting of the Committee.

The Chair of the Teacher Education Committee will inform the faculty member or the Executive

Vice President/Provost or the Director of Teacher Education and the student (by certified mail to

the student) of the date on which the case will be heard. The student and the faculty member, and

Director of Teacher Education have the right to be physically present and be accompanied by a

counselor. Such a counselor may consult with the student or the faculty member but cannot

examine or cross-examine those giving testimony or otherwise participate in the hearing. It will

be the Chair's decision as to whether or not attendance of either party is mandatory. At the

Chair's discretion, either party can present his or her case in writing. All relevant documents

should be in the hands of the Committee Chair no later than five working days before the

Committee meets to take up the case. Any documents received after this date may be included at

the discretion of the Chair of the Committee.

After hearing the case, the Committee will meet and make a recommendation which will be

forwarded to the office of the Provost/Vice President for Academic Affairs. Within ten working


Page | 39

days, the office of the Provost/Vice President for Academic Affairs will communicate the

Committee's recommendation to all parties (by certified mail to the student.)

Right of Appeal If any of the above outlined policies and procedures is violated, any of the parties involved has

the right to appeal to the Executive Vice President/Provost. Any appeal must be made within ten

working days from the date the Committee's decision is received by the student, faculty member,

chair or dean. The Executive Vice President/Provost shall evaluate the complaint and render a

decision and a course of action on behalf of the student no later than ten working days from the

receipt of the complaint. In these matters, the decision of the Executive Vice President/Provost is

final.


Page | 40

Application for Admission in the Teacher Education Program Elementary Education (K-6)

Please answer the following questions:




4. Are criminal charges pending against you in any state involving any of the offenses described above? Yes No If yes, please attach a copy of the court documents regarding your case.

5. Have you had a teacher’s or school administrator’s certificate or license denied, suspended or revoked in any state? Yes No If yes, please indicate the action taken: revoked denied suspended Which State(s)? Please attach a copy of the documents regarding the official action taken.

Name: Birth Date: KWU ID:

Current Address: Phone#: KWU Box:

Permanent Address (if different)

Email Address: Current Status (circle one): Soph. Jr. Sr.

List of College(s) attended (please list most recent college attended first):

Name of Institution Location Inclusive Dates

to

to

to

Expected Date of Clinical Practice (semester/year):

Areas you expect to teach (check appropriate areas): _____ K - 6 _____ SPED Adaptive (K - 6)

DISPOSITIONS (refer to cover letter for proper individuals):

Name Position or Title

1.

2.

REFERENCES (refer to cover letter for proper individuals):


1.

2.

3.

4.

5.


Page | 41

6. Is disciplinary action pending against you in any state regarding a teacher’s or administrator’s certificate or license? Yes No If yes, please attach a copy of the official documents regarding the action pending against you.

7. Have you ever been disbarred or had a professional license or state issued certificate denied, suspended, revoked, or been the subject of other disciplinary action regarding any profession in Kansas or any other state? Yes No If yes, please indicate the action taken: revoked denied suspended Which State(s)? _____________________________________________ Please attach a copy of the documents regarding the official action taken.

8. Have you ever been terminated, suspended, or otherwise disciplined by a local Board of Education for falsifying or altering student tests or student test scores? Yes No If yes, which district(s)? ________________________________________________ When? __________________________.


Student’s Signature Date

Advisor’s Signature Date

Please return this application to the KWU Teacher Education Department revised: 6/16


Page | 42

APPLICATION FOR ADMISSION IN THE TEACHER EDUCATION PROGRAM P-12 Education or Secondary Education (6-12)












to

to

to

Expected Date of Clinical Practice (semester/year):

Areas you expect to teach (check appropriate areas): K-12 6-12 Subject(s)

SPED Adaptive (K-12)

SPED Adaptive (6-12)



1.

2.



1.

2.

3.

4.

5.


Page | 43






Student’s Signature Date

Advisor’s Signature Date

Please return this application to the KWU Teacher Education Department revised: 6/16


Page | 44

Candidate’s Statement of Commitment Regarding Dispositions

It is the philosophy of the Teacher Education Unit that a liberal arts education and professional training will produce a teacher candidate who has academic and professional excellence, a strong







to

to

to

Expected Date of Clinical Practice (semester/year): Areas you expect to teach (check appropriate areas): _____ K - 12 _____ 6 - 12 Subject(s):

_____ SPED Adaptive (K - 12) _____ SPED Adaptive (6 - 12)



1.

2.



1.

2.

3.

4.

5.


1. Have you ever been convicted of a felony? ___ No ___ Yes

If yes, please attach a copy of the court documents regarding conviction.

2. Have you ever been convicted of ANY crime involving dishonesty, drugs, or a child?

___ No ___ Yes

If yes, please attach a copy of the court documents regarding conviction.

3. Have you entered into a criminal diversion agreement after being charged with any offense described above?

___ No ___ Yes

If yes, please attach a copy of the diversion agreement.

4. Are criminal charges pending against you in any state involving any of the offenses described above?

___ No ___ Yes

If yes, please attach a copy of the court documents regarding case.

5. Have you had a teacher’s or school administrator’s certificate or license denied, suspended or revoked in any state?

___ No ___ Yes

If yes, please circle the action taken: denied, suspended or revoked. Which State(s)? Please attach a copy of the documents regarding the official action taken.


Page | 45

sense of spiritual and personal well-being, social responsibility, and the skills to be a reflective teacher with the potential for educational leadership.

Dispositions are defined as the values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (NCATE Professional Standards 2002 Edition). The dispositions listed below are expected of Kansas Wesleyan University candidates in the university classroom and in the schools.

Excellence Appreciates the value of a liberal arts education Values and respects the uniqueness of all students Is enthusiastic about the process of teaching and learning for all students Appreciates the value of technology in assisting all students in learning

Personal Qualities Communicates appropriately Recognizes and respects the diverse needs of all learners Demonstrates punctuality and dependability Shows professionalism in dress and actions

Commitment Appreciates the need for continued professional development Appreciates the complexities of educational issues Understands the value of leadership in professional organizations and advocating for education Demonstrates a positive attitude towards growth and change

World Citizen Is supportive of all students, parents, and colleagues Advocates for all students through the political and legislative process Appreciate perspectives of various world cultures Respects the cultural differences of all students

Faith Respects the spiritual values of all students Appreciates the importance of caring for all students in the learning environment

I have read the dispositions and indicators above. I agree that dispositions are important to being an effective, professional teacher. I am committed to both growth and excellence in demonstrating these dispositions. I understand that my progress in the teacher education program depends upon successful demonstration of these dispositions.

____________________________________________________________ ____________________________ Student/Candidate Signature Date


Page | 46

Name of Candidate: ________________________________________________ Date: _____________________________ Name of Rater:______________________________________________________ Position of Rater: ________________________________

Dispositions (for acceptance to Teacher Education Program)

Dispositions are defined as the values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (NCATE Professional Standards 2002 Edition). The dispositions listed below are expected of Kansas Wesleyan University candidates in the university classroom and in the schools.

Directions: Mark N, 1, 2, 3, 4 on the line provided for each goal. Include comments if appropriate. Note that these are only suggested indictors; others might also be applicable.

N 1 2 3 4

Not Observable Unsatisfactory Basic Proficient Distinguished Unable to assess candidate at this

point

Candidate does not meet minimal

expectations

Candidate meets minimal

expectations

Candidate meets expectations

Candidate exceeds

expectations

Goal 1 - Excellence The candidate possesses the knowledge bases in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students. Appreciates the value of a liberal arts education Values and respects the uniqueness of all students Is enthusiastic about the process of teaching and learning for

all students Appreciates the value of technology in assisting all students in

learning Goal 2 – Personal Qualities The candidate demonstrates the intra and interpersonal skills to create an effective learning environment. Communicates appropriately Recognizes and respects the diverse needs of all learners Demonstrates punctuality and dependability Shows professionalism in dress and actions

Rating from scale above: ________ Additional Comments:



Page | 47

N 1 2 3 4 Not Observable Unsatisfactory Basic Proficient Distinguished Unable to assess candidate at this

point


expectations


expectations


Candidate exceeds

expectations

Goal 3 – Commitment The candidate demonstrates a commitment to education and life-long learning. Appreciates the need for continued professional development Appreciates the complexities of educational issues Understands the value of leadership in professional

organizations and advocating for education Demonstrates a positive attitude towards growth and change Goal 4 – World Citizen The candidate is dedicated to the community in which he/she lives. Is supportive of all students, parents, and colleagues Advocates for all students through the political and legislative

process Appreciate perspectives of various world cultures Respects the cultural differences of all students Goal 5 – Faith The candidate is committed to faith and demonstrates ethical behavior in creating caring learning environments for all students. Respects the spiritual values of all students Appreciates the importance of caring for all students in the

learning environment





Page | 48

Kansas Wesleyan University Teacher Education Department Teacher Education Program Reference Form

Student Name____________________________ Reference Name_____________________________ Level (Elem/Sec/P-12)______

Access to Reference I am aware of my rights of access to this reference, as stated in the Family Education Rights and Privacy Act of 1974. I am also aware that I may waive all rights of access to this reference. Recognizing that “right of access” may have pronounced effect on the nature of the reference written, after careful consideration, I chose to _______ retain my right to access of this reference _______ waive my right of access to this reference on the basis that it be more valid and acceptable to those who must make judgment about my suitability for teaching

_____________________________________________________________ _____________________________________ Candidate’s Signature Date

Performance Ratings:

N 1 2 3 4 Not Observable Unsatisfactory Basic Proficient Distinguished

Unable to assess at this point





My overall evaluation of this candidate’s potential for becoming a successful teacher is as checked below: a) Would recommend the candidate without reservations. b) Would recommend the candidate with moderate reservations. c) Would recommend the candidate but with serious reservations. d) Cannot recommend this candidate for teaching.

1 _____ Academic Competence Maintains a C or better in course work Coursework reflects an understanding of

the major tenets of course content

2 _____ Emotional Maturity / Self-control Shows improvement when given feedback Responds positively to constructive

criticism Maintains self-composure when faced with

stressful situations

3 _____ The ability to relate to others Interacts positively with peers Demonstrates respect for others Respects the diversity of all

4 _____ Professional Attitude Maintains confidentiality Uses professional language to discuss

students, peers, and teachers Dresses appropriately

5 _____ Organizational Skills Arrives prepared and on time Follows directions Manages time efficiently and effectively

6 _____ Responsible Behavior Does not blame others or situations for

shortcomings Demonstrates ethical and moral behavior

7 _____ Common sense / Judgment Makes decisions based on input from various

sources Reflects on the potential outcome of

situations

8 _____ Ability to communicate with others Written and oral communication promotes

clear understanding Listens to others and responds appropriately

9 _____ Intellectual Curiosity Wonders, speculates, questions Actively, persistently and carefully thinks

about subject matter


Page | 49

_______________________________________________________________ ____________________________ Reference Signature Date ______ I have made additional comments on the back of this sheet.

Kansas Wesleyan University Teacher Education Department Teacher Education Program Student’s Interview Questions

The chair introduces the student to the committee members and asks the prospective candidate to tell the committee a little bit about his/her background.

As we have different committees interviewing the prospective candidates, it becomes important that we have somewhat standard questions.

The following are suggested:

1. What is the most important event that has influenced your wish to major in teacher

education? (Secondary students will major in a content area and minor in education.)

2. There are many issues currently affecting the field of education. What is one that

has caught your attention and what are your ideas a about it? 3. What are some personal strengths you feel you will bring to the field of education? 4. What weaknesses do you have that you plan to work on during the next few

semesters before clinical practice? 5. What early field experiences have you had, and what have you learned from those

experiences? 6. From the course Foundations and History of American Education describe some

aspects of education that you found interesting. 7. From the course Developmental Psychology, describe several points of a theorist

that you studied. How does this information relate to teaching?


Page | 50

Kansas Wesleyan University Teacher Education Department

Teacher Education Program Student’s Interview Form

______________________________________________________ ____________________________________________ Student Date of Interview

______________________________________________________ Circle one: Soph Junior Senior Post Grad Student’s Major

No candidate who receives an average score of less than three (3) can be accepted into the program without further review and having taken steps to improve the noted deficiency.

A. Poise and Confidence 4 3 2 1 Candidate maintains eye contact with the committee when speaking and appears calm and in control.

Candidate somewhat maintains eye contact with the committee when speaking and appears somewhat calm.

Candidate appears nervous and averts eye contact with the committee.

Makes no eye contact with the committee and appears unprepared.

B. Ability to Express Thought Clearly 4 3 2 1 Candidate expresses ideas clearly in a concise yet full response.

Candidate expresses ideas clearly at times and responses are not fully developed.

Candidate expresses ideas in a manner that is confusing and responses are inadequate.

Candidate is rambling and has no clear thought process.

C. Alertness or Awareness to Line of Questioning 4 3 2 1 Candidate’s responses directly address the line of questioning.

Candidate’s responses somewhat address the line of questioning.

Candidate’s responses do not address the line of questioning.

Candidate cannot or does not answer question.

D. Evidence of Enthusiasm for Becoming a Teacher

4 3 2 1 Candidate exhibits interest and enthusiasm for becoming a teacher.

Candidate appears somewhat interested and enthusiastic about becoming a teacher.

Candidate appears to lack interest and enthusiasm for becoming a teacher.

Candidate appears to be disinterested and aloof.

E. Awareness of Current Educational Issues

4 3 2 1 Candidate addresses a current educational issue and response indicates a depth of understanding.

Candidate addresses a current educational issue and response indicates a general understanding.

Candidate struggles to address a current educational issue.

Candidate is unaware of any Educational issues.

F. Proper Usage of English in Speaking and Writing

4 3 2 1 Candidate utilizes proper usage of English in speaking.

Candidate generally utilizes proper usage of English with few errors in speaking.

Candidate utilizes a number of improper usages of English in speaking.

Candidate’s usage of English in speaking and writing is improper and/or difficult to understand.

G. Desirable Personality Traits


Page | 51

4 3 2 1 Candidate displays traits of reflection, cooperation and respect during the interview process.

Candidate displays some traits of reflection, cooperation and respect during the interview process.

Candidate appears to lack traits of reflection, cooperation and respect during the interview process.

Candidate does not portray traits of reflection, cooperation and respect during the interview process.

H. Collective Impression of the Candidate’s Personal References

4 3 2 1 Candidate’s personal references reflect positive responses.

Candidate’s personal references reflect satisfactory responses.

Two of five personal references reflect negative responses.

Three or more personal references reflect negative responses.

I. Interest in Teaching as Evidenced by Academic Record

4 3 2 1 Candidate has an academic record of a 3.0 GPA with a grade of A in both Foundations and History of American Education and Developmental Psychology.

Candidate has an academic record of a 3.0 GPA with a grade of A in either Foundations and History of American Education or Developmental Psychology.

Candidate has an academic record of a 2.5 GPA with a grade of B in both Foundations and History of American Education and Developmental Psychology.

Candidate has an academic record of a 2.5 GPA with a grade of C in either Foundations and History of American Education or Developmental Psychology.

J. Awareness of Issues in Foundations and Developmental Psychology

4 3 2 1 Candidate discusses an issue in Foundations and History of American Education and Developmental Psychology knowledgeably and with detail.

Candidate discusses an issue in Foundations and History of American Education and Developmental Psychology somewhat knowledgeably and with some detail.

Candidate struggles to discuss an issue in Foundations and History of American Education and Developmental Psychology knowledgeably and with detail.

Candidate does not discuss any issues in Foundations and History of American Education and Developmental Psychology.

Total Score: ___________ Average Score: ______ (Total Score / 10) _______________________________________________________________ Interviewer’s Signature


Page | 52

Application for Admission into Clinical Practice

Name _____________________________________________________________________________ KWU ID ________________________________________________

Current Mailing Address ______________________________________________________________________________________________________________________

Current Telephone _____________________________________________________________ Current E-mail ________________________________________

Date of Graduation or Certification (circle one): December May 20 ______

Applying for (circle one): Fall Spring 20 ______

Major ____________________________________________________________________________ Minor __________________________________________________

DISPOSITIONS: Please list below two (2) dispositions to support this application. One disposition must come from your advisor and the other disposition must come from your content methods instructor. The disposition sheets are attached. You are to assume the responsibility for getting them to the proper persons and having them returned to the Director of Teacher Education.


1. _________________________________________________________________________________________________________________________________________________

2. _________________________________________________________________________________________________________________________________________________

***The final placement for Clinical Practice is left to the discretion of the Teacher Education Committee***


Completed by Candidates in Elementary Education

Teacher Requested School Requested Grade Requested (Circle One)

1st Choice: _______________________________________ _____________________________________ 1 2 3 4 5 6

2nd Choice: _______________________________________ _____________________________________ 1 2 3 4 5 6

Completed by Candidates in Secondary Education

Teacher Requested School Requested Grade Requested (Circle One)

1st Choice: _______________________________________ _____________________________________ Jr. High Sr. High

2nd Choice: _______________________________________ _____________________________________ Jr. High Sr. High

Completed by Candidates in P-12 Education

ELEMENTARY Teacher Requested School Requested Grade Requested (Circle One)

1st Choice: _______________________________________ _____________________________________ 1 2 3 4 5 6

2nd Choice: _______________________________________ _____________________________________ 1 2 3 4 5 6

SECONDARY Teacher Requested School Requested Grade Requested (Circle One)

1st Choice: _______________________________________ _____________________________________ Jr. High Sr. High

2nd Choice: _______________________________________ _____________________________________ Jr. High Sr. High

Completed by Candidates in ESL

Teacher Requested School Requested Level Requested (Circle One)

1st Choice: _______________________________________ _____________________________________ Elementary Secondary P-12

2nd Choice: _______________________________________ _____________________________________ Elementary Secondary P-12

Secondary ______________________ P-12


Page | 53











Signature of Applicant Date submitted

Signature of Major Department Chair who has verified that Date submitted the candidate has completed courses in approved program and recommended the candidate for clinical practice


TEACHER EDUCATION DEPARTMENT USE ONLY:

Action Taken: Approved Disapproved

___________________________________________________________________________________________________________ ________________________________________

Director of Teacher Education/Certification Date

Rev. 6-16


Page | 54

Dispositions (Clinical Practice Disposition Form for Admission)

Dispositions are defined as the values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (NCATE Professional Standards 2002 Edition). The dispositions listed below are expected of Kansas Wesleyan University candidates in the university classroom and in the schools. Directions: Mark N, 1, 2, 3, 4 in each box at appropriate transition points. Include comments if appropriate. Note that these are only suggested indictors; others might also be applicable.


point


expectations


expectations


Candidate exceeds

expectations Goal 1 - Excellence The candidate possesses the knowledge bases in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students. Appreciates the value of a liberal arts education Values and respects the uniqueness of all students Is enthusiastic about the process of teaching and learning for






Page | 55


point


expectations


expectations


Candidate exceeds

expectations Goal 3 – Commitment The candidate demonstrates a commitment to education and life-long learning. Appreciates the need for continued professional development Appreciates the complexities of educational issues Understands the value of leadership in professional








Page | 56


Out of Area Clinical Practice Placement Form

STUDENT INFORMATION

Name ______________________________________________________________________________________________________________________

Address _____________________________________________________________ City/State _____________________________________

Email ________________________________________________________________ Phone _________________________________________

REQUEST INFORMATION

Grade Level Requested (circle one): Elementary Secondary

Semester Requested (circle one): Spring Fall Year ___________________

Subject/Grade Requested: ______________________________________________________________________________________________

Cooperating Teacher Requested: _______________________________________________________________________________________

KWU Cooperating Teacher Requirements: Minimum of three years teaching experience, __________________ Masters degree is preferred but not required, principal recommendation is required.

School Requested __________________________________________________ District ________________________________________

School Address _____________________________________________________ City/State _____________________________________

Contact Name _______________________________________________________ Position _______________________________________

Contact Email _______________________________________________________ Contact Phone________________________________

FINGERPRINTING

Fingerprinting Required for Placement? (circle one) Yes No

Date Completed ____________________________________________________ State ______________________________________

SIGNATURES

Student _______________________________________________________________________ Date ______________________________

Advisor _______________________________________________________________________ Date ______________________________

Program Director ___________________________________________________________ Date ______________________________

PLACEMENT INFORMATION (for TE Office use)

Placement Dates: Start _________________________________ End ___________________________________________

Cooperating Teacher_______________________________________________ School ________________________________________

School Address _____________________________________________________ City/State ____________________________________

Teacher Email ______________________________________________________ Teacher Phone ______________________________

Subject/Grade ______________________________________________________ Years Experience ___________________________


Page | 57


Out of Area Clinical Practice Placement Form

STUDENT INFORMATION

Name ______________________________________________________________________________________________________________________

Address _____________________________________________________________ City/State _____________________________________

Email ________________________________________________________________ Phone _________________________________________

Organizations and Memberships in High School ______________________________________________________________________

_____________________________________________________________________________________________________________________________

Organizations and Memberships in College ___________________________________________________________________________

_____________________________________________________________________________________________________________________________

What attracted you to teaching? ________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Early Field Experience / Observations_________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Please provide some background information on yourself to assist in the placement process (i.e. sports,

interests, family life, etc.) ________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

**Please attach a copy of your Teaching Philosophy to this form.


Page | 58

Kansas Wesleyan University Teacher Education Department Certification of Tuberculin Testing for Clinical Practice

K.S.A. 72-5213

This completed health form must be turned into Kansas Wesleyan Teacher Education prior to the candidate beginning Clinical Practice.

To be completed by the Clinical Practice Candidate (Form to become part of the candidate’s clinical practice folder)

Name: ________________________________________________________ Social Security #: ____________________________

Address: ______________________________________________________ Birthdate: _____________________________________

Student Teaching Place: ________________________________________________________________________________________

Tuberculin Testing Results (To be completed by a Health Care Provider)

Tuberculosis has been ruled out by: Test Administered Read Result

Mantoux/PPD __________________ _________________ ________ _________ mm induration (Negative) (Positive) Chest X-Ray __________________ _________________ ________ _________ (Negative) (Positive) Administered by: __________________________________________ _________________________________________________ (Signature) (Health Facility)

Read by: ____________________________________________________ (Signature)

K.S.A. 72-5213. Certification of health; …(a) Every board of education shall require all persons, whether employees of the school district or under the supervision thereof, who come in regular contact with the pupils of the school district, to submit a certification of health on a form prescribed by the secretary of health and environment and signed by a person licensed to practice medicine and surgery under the laws of any state, or by a person who is registered as a physician's assistant under the laws of this state when such person is working at the direction of or in collaboration with a person licensed to practice medicine and surgery, or by a person holding a certificate of qualification to practice as an advanced registered nurse practitioner under the laws of this state when such person is working at the direction of or in collaboration with a person licensed to practice medicine and surgery.. The certification shall include a statement that there is no evidence of physical condition that would conflict with the health, safety, or welfare of the pupils; and that freedom from tuberculosis has been established by chest x-ray or negative tuberculin skin test.


Page | 59

Kansas Wesleyan University Teacher Education Department Clinical Practice Candidate’s Interview Form

_______________________________________________________ _____________________________________________ Candidate Date of Interview _______________________________________________________ Circle one: Senior Post Grad Candidate’s Major No candidate who receives an average score of less than three (3) can be accepted into Clinical Practice without further review and having taken steps to improve the noted deficiency.

Unsatisfactory - 1 Basic - 2 Proficient - 3 Distinguished - 4

Candidate fails to demonstrate a grasp of the concept.

Candidate demonstrates a partial understanding of the concept however states these ideas in an imprecise and somewhat unclear manner

Candidate demonstrates solid understanding of several aspects of the concept and states these ideas in an acceptable manner

Candidate demonstrates depth of understanding of the multiple aspects of the concept, and articulates these ideas in a clear and concise manner.

Questions for Candidate:

1. _____ What grade or level do you see yourself teaching and why?

2. _____ Although this is a clinical practice and not your own classroom, how do you visualize managing the classroom and student behavior?

3. _____ From the methods classes you have taken, describe an instructional strategy you think will work well for you.

4. _____ Describe an instructional strategy that you believe you need to strengthen.

5. _____ Considering the approximate grade level you want to teach, what curriculum area do you believe you are well prepared to teach? (Elementary)

6. _____ When thinking of your content area, what are two broad topics that you believe you are well prepared to teach? (Secondary)

7. _____ What are your weaker curriculum areas you will need to strengthen during clinical practice?

8. _____ Describe how you would integrate technology into your instruction.

9. _____ What do you believe are two significant concepts in your content area to teach?

10. ____ Describe the type of student that you will most enjoy in clinical practice.

11. ____ Describe the type of student that will pose the greatest challenge to you in your teaching.

12. ____ Identify effective accommodations for students with special needs in your clinical practice classroom.

13. ____ Describe yourself as a worker and team member.

14. ____ Share some aspect of your portfolio that would provide evidence of your teaching ability strengths.

Total Score______ Average Score_______ (Total score/13) Interviewer’s Signature_________________________________________


Page | 60

Kansas Wesleyan University Teacher Education Department Three-Week Progress Report

(To be completes by the University Supervisor with the Director of Teacher Education)

Candidate ___________________________________________________________ Date____________________

Yes No

____ ____ Progressing in clinical practice _____ Number of Absences

_____ _____ Having a positive rapport and relationship with cooperating teacher

_____ _____ Submitting reflective journal entries

____ ____ Attending clinical practice _____ Number of Absences

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____ Allowed to continue in clinical practice _____ Unsatisfactory progress in clinical practice

Requirements to be met by (date) _______________________________________________________________________

to be allowed to continue in clinical practice __________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Removed from clinical practice because _______________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Signed By: ____________________________________ _____________ ____________________________________ _____________ University Supervisor Date Cooperating Teacher Date

____________________________________ _____________ ____________________________________ _____________ Director of Teacher Education Date Candidate Date


Page | 61

Clinical Practice Formative Evaluation Form I (Completed by Cooperative Teacher)

Candidate Grade/Subject Taught Date

School Semester/Year Observation #

Signature of Cooperating Teacher Signature of Candidate


Performance Ratings: N 1 2 3

Not evident Inadequate Emerging competence

Proficient for beginning teacher

Candidate has not performed in this category, or is not applicable.

Candidate’s performance reflects unsatisfactory understanding, skills and/or attitudes.

Candidate demonstrates a pattern of improvement.

Candidate demonstrates consistent, competent, initial level performance.

*Ratings are adapted from the University of North Carolina Willington

Goal 1: The candidate has the knowledge base in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students.

KNOWLEDGE BASE: N 1 2 3 demonstrates knowledge, understanding, and application of material related to the content area demonstrates knowledge and use of research based best practices and strategies demonstrates knowledge of students’ background, abilities, achievements and needs PLANNING SKILLS: N 1 2 3 develops detailed lesson plans with standard based objectives and strategies develops an appropriate sequence of instruction

demonstrates skills to integrate other content areas

plans for the use of technology to enhance instruction

uses effective assessment strategies for all students

uses strategies for re-teaching

INSTRUCTIONAL SKILLS: N 1 2 3 gives clear and complete directions

displays a flexibility in instructional strategies, adjusting the lesson as needed demonstrates a higher level of questioning strategies

paces instruction appropriately

monitors student work and progress

demonstrates skills in using technology for instruction that benefits all students

elicits standard English from students

anticipates and corrects student’s errors engages students in active learning

CLASSROOM MANAGEMENT SKILLS: N 1 2 3 develops, explains and monitors standards for student conduct

controls the classroom, and bases control on student behavior


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maintains a focus on productive learning by correcting off-task behavior balances individual needs with group needs uses time effectively and efficiently organizes the classroom physical setting to be a safe and effective learning environment demonstrates the use of technology in management and communication

ACADEMIC AND PROFESSIONAL EXCELLENCE: N 1 2 3 demonstrates problem solving, reasoning and critical thinking skills to make decisions demonstrates reflection skills in developing and evaluating classroom practices and lessons Goal 2: The candidate demonstrates the intra and interpersonal skills to create an effective learning environment. INTRA-PERSONALSKILLS: N 1 2 3 is enthusiastic about the process of teaching and learning for all students is patient and courteous accepts constructive feedback uses feedback to improve teaching performance

is empathetic

is dependable and punctual

is self-confident and exhibits a positive attitude

takes pride in what he/she does

is cooperative

uses standard English

dresses appropriately

acts in a professional manner

demonstrates leadership skills

INTER-PERSONAL SKILLS: N 1 2 3 demonstrates the ability to foster the development of positive self-esteem in students demonstrates effective communication skills necessary for working in the school community demonstrates the ability to use encouragement/praise more than criticism

demonstrates the ability to recognize and respect the diverse needs of all learners

demonstrates the ability to manage student interaction with each other and teaches interpersonal skills

demonstrates the ability to collaborate and confer with school support personnel

demonstrates the ability to collaborate and confer appropriately with parents

Goal 3: The candidate will have a commitment to education and life-long learning. N 1 2 3 demonstrates a professional interest in education by participating in in-service

appreciates the need for continued professional development

demonstrates a positive attitude towards growth and changes demonstrates a proficiency in technical applications to education

Goal 4: The candidate is dedicated to the community in which he/she lives. N 1 2 3 demonstrates support of all students, parents and colleagues is involved in extracurricular activities or service appreciates multiple perspectives of various world cultures respects the cultural differences of all students Goal 5: The candidate is committed to faith and demonstrates ethical behavior in creating caring learning environments for all students. N 1 2 3 demonstrates ethical and moral behavior in classroom

demonstrates respect for spiritual values of all students and colleagues appreciates the importance of caring for all students in the learning environment


Page | 63

KANSAS WESLEYAN UNIVERSITY

CLINICAL PRACTICE SUMMATIVE EVALUATION FORM

Candidate School Placement Subject/Grade

Cooperating Teacher KWU Supervisor Conference Date

I. The candidate possesses the knowledge bases, in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional

excellence to teach all students.

Component Inadequate (1 pt.) Emerging Competence (2 pts.) Proficient for Beginning Teacher (3 pts.) Comments

Knowledge Base

Score

Candidate

displays minimal content knowledge

and does not correct student errors

demonstrates little understanding of

prerequisites and appropriate

sequence, age appropriateness and

sufficient content

Candidate

displays basic content knowledge

displays basic pedagogical knowledge, displays basic

awareness of prerequisite learning,

but does not anticipate student

misconceptions

Candidate

displays solid content knowledge

understands prerequisite relationships in the content area and reflects current best

practices, and sometimes anticipates

student misconceptions

Inadequate (1 pt.) Emerging Competence (2 pts.) Proficient for Beginning Teacher (3 pts.) Comments

Planning Skills

Score

Candidate

is unable to write content appropriate

lesson plans

writes plans that are not logically

sequenced to meet the needs of group and/or individual learners

writes plans that do not reflect

appropriate standards

fails to plan assessments or plans

inappropriate assessments

fails to use technology to enhance

the lesson

Candidate

writes content appropriate lesson

plans, but does not articulate

connections with other content areas

develops an appropriate sequence

of instruction most of the time

lesson plans follow the appropriate

standards

plans assessments that meets basic

criteria

uses some technology to enhance

the lesson

Candidate

writes content appropriate lesson plans

that are logically sequenced to meet the

needs of all learners

writes plans that incorporate opportunities

for integration

writes plans that are well developed and

are consistent with standards

writes plans that include clear assessment

criteria

plans for the use of technology to enhance

the lesson


Instructional

Skills

Score

Candidate

gives directions and uses procedures

that are confusing to students

does not correct student errors

does not demonstrate familiarity with

different approaches to learning and

the various learning styles

fails to plan learning activities that

are suitable for students and does not follow an organized progression

does not engage students in

meaningful learning

Candidate

gives directions and uses

procedures that are clarified after initial student confusion

corrects student errors some of the

time

uses key concepts and goals that

are usually clear and may include a few activities

utilizes learning activities that are

suitable to students or instructional

Candidate

gives directions and uses procedures that

are clear to students

consistently corrects student errors

uses key concepts and goals that are clear

and includes activities that involve

students in the learning, taking into

account various learning styles

successfully engages all students in

learning


Page | 64

does not teach content appropriately

and does not connect it well with students' prior knowledge and

experience

goals and take into account some different learning styles

makes attempts to engage all

students

teaches content generally

appropriately and makes some

connections with prior student knowledge

adjusts the lesson somewhat and in

general, changes occur smoothly

appropriately teaches content and links

concepts and information with prior student knowledge

adjusts the lesson to represent the content

accurately on most occasions


Classroom

Management

Skills

Score

Candidate

fails to utilize developed standards of

conduct and confuses students about

expectations

does not seem to value diversity or

seek active participation in the management process

does not monitor student behavior

and is not aware of what students are

doing and does not respond to

misbehavior, or the response is inconsistent, repressive or undignified

loses considerable instructional time

in performing non-instructional duties

provides a classroom that is unsafe

or not conducive to learning

Candidate

establishes standards for most

situations that most students can

understand

generally interacts appropriately,

but may reflect inconsistencies, favoritism, or disregard for

students' cultures

demonstrates general awareness of

student behavior, but may miss the

activities of some students and attempts to respond to misbehavior,

but with uneven results

handles non-instructional duties

fairly efficiently, resulting in little

loss of time

provides a classroom that is safe,

but the arrangement has limited

effectiveness

Candidate

develops clear standards of conduct for

students

utilizes interactions that reflect genuine

caring and respect for individual students

demonstrates alertness to student behavior

at all times and responds to misbehavior appropriately and successfully, respecting

the students' dignity

develops efficient systems for performing

non-instructional tasks, resulting in a

minimal loss of instructional time

provides a classroom that is safe and

arranges the classroom to facilitate

learning


Academic and

Professional

Excellence

Score

Candidate

does not demonstrate problem

solving, reasoning, and critical

thinking skills to make decisions

does not know if a lesson was effective or achieved its goals, or

profoundly misjudges the success of

the lesson

fails to reflect and critique teaching

performance, assess goals, and modify lessons to approve teaching

skill and student learning

Candidate

demonstrates problem solving,

reasoning, and critical thinking

skills to make decisions

makes a generally accurate assessment of a lesson's

effectiveness and the extent to

which instructional goals were met

suggests some ways a lesson may

be improved

Candidate

demonstrates problem solving, reasoning,

and critical thinking skills to make

appropriate decisions

makes a thoughtful and accurate assessment of a lesson's effectiveness and

the extent to which it achieved its goals

reflects and makes appropriate

modifications to improve teaching

performance


Page | 65

II. The candidate demonstrates the intra and interpersonal skills to create an effective learning environment


Intra-personal

Skills

Score

Candidate

disregards professional dress, speech

and/or others’ feelings

demonstrates little or no poise,

confidence or enthusiasm

does not accept constructive feedback and/or does not use

feedback to improve instruction

depends on others for task

completion and is not punctual

Candidate

dresses professionally, uses

professional language and is

courteous to others

demonstrates some uncertainty, but

strives to show enthusiasm and a positive attitude

accepts constructive feedback in

order to improve instruction

completes tasks and is usually

punctual

Candidate

dresses and speaks professionally and is

courteous to all

demonstrates confidence and exhibits a

positive attitude and shows enthusiasm for

tasks

actively seeks feedback and makes

necessary changes for improvement of

instruction

assumes responsibility for tasks and is

punctual

demonstrates leadership skills


Inter-personal

Skills

Score

Candidate

ignores or brushes aside students'

questions and interests and gives up or blames students for lack of

success

fails to provide feedback or provides

feedback that is lacking or is of

universally poor quality and leaves students confused

does not encourage communication

among students and provides little

information for other school personnel and families

Candidate

accommodates students' questions or

interests and accepts responsibility for the success of all students, but

has limited recognition of diverse

needs

provides feedback that is inconsistent

in quality; some elements of high quality are present, but still creates

some confusion

uses some adequate tactics to

improve appropriate communication among students and inconsistently

provides information for other school

personnel and families

Candidate

successfully accommodates students'

questions and interests and seeks approaches for students who have

difficulty learning

provides feedback to students of

consistently high quality in a timely

manner

uses effective strategies to improve

communication among students and

provides frequent information to other

school personnel and parents, as appropriate

III. The candidate demonstrates a commitment to education and life-long-learning


Commitment

Score

Candidate

does not engage in professional

development to enhance knowledge

or skill.

does not seek input for growth and is

resistant to suggestions for change

does not use technical applications to

education

Candidate

participates in the provided

professional development to enhance

knowledge

accepts suggestions for change and

growth, but does not develop alternatives for future lessons

uses some technical applications in

the classroom

Candidate

seeks out opportunities for professional

development to enhance content

knowledge and pedagogical skill.

reflects and seeks input for change and

growth and considers suggestions for future use

uses a variety of technical applications to

enhance student learning and management


Page | 66

IV. The candidate is dedicated to the community in which he/she lives


Community

Score

Candidate

does not contribute to community

activities and service.

is not alert to student needs and

makes decisions on self-serving

interests.

displays little knowledge of

students’ cultural heritage and differences and does not indicate

that such knowledge is valuable

Candidate

participates in few community

activities and service.

serves student needs inconsistently

and bases decisions on limited,

though genuinely professional

considerations.

generally recognizes the value of cultural heritage and differences,

but this knowledge is not reflected

in classroom practices

Candidate

volunteers for various community activities

and service opportunities.

serves student needs effectively and

participates in team decision making.

displays knowledge of cultural heritage and

differences of groups of students and

recognizes the value of this knowledge in classroom practices

V. The candidate is committed to faith and demonstrates ethical behavior in creating caring environments for students


Faith

Score

Candidate

displays little knowledge or

concern for the spiritual values

of groups or individual students

and lapses into inappropriate

relationships with students.

displays unethical behavior.

Candidate

recognizes the spiritual values of

students, but displays knowledge

only of the class as a whole.

displays occasional uncertainty

about appropriate relationships,

but displays ethical standards most of the time.

Candidate

displays knowledge of the spiritual values

of groups and individual students.

maintains appropriate relationships with

students, staff and parents and displays

high ethical standards.

* Ratings are adapted from Enhancing Professional Practice, A Framework for Teaching by Charlotte Danielson and University of North Carolina at Wilmington and the University of

North Carolina Willington.

Overall Comments:

Performance Level:

2.5 - 3.0 is Proficient for Beginning Teacher Total Points (max. 30 pts.)

2.0 - 2.4 is Emerging Competence Average Score (total points/10)

Below 2.0 is Inadequate Performance Level:

Candidate’s Signature ___________________________________________________________________ Date _________________

Cooperating Teacher’s Signature __________________________________________________________ Date _________________

University Supervisor’s Signature _________________________________________________________ Date _________________


Page | 67


Dispositions (University Supervisor and Cooperating Teacher will complete together)

Dispositions are defined as the values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (NCATE Professional Standards 2002 Edition). The dispositions listed below are expected of Kansas Wesleyan University candidates in the university classroom and in the schools. Directions: Mark N, 1, 2, 3, 4 in each box at appropriate transition points. Include comments if appropriate. Note that these are only suggested indictors; others might also be applicable.


point


expectations


expectations


Candidate exceeds

expectations Goal 1 - Excellence The candidate possesses the knowledge bases in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students. Appreciates the value of a liberal arts education Values and respects the uniqueness of all students Is enthusiastic about the process of teaching and learning for






Page | 68


point


expectations


expectations


Candidate exceeds

expectations Goal 3 – Commitment The candidate demonstrates a commitment to education and life-long learning. Appreciates the need for continued professional development Appreciates the complexities of educational issues Understands the value of leadership in professional







TEACHER EDUCATION HANDBOOK 2015-16

69 | P a g e

KANSAS WESLEYAN UNIVERSITY KANSAS PERFORMANCE TEACHING PORTFOLIO (KPTP)

REMEDIATION POLICY

1. Candidates complete their KPTP during EDUC470 Clinical Practice and while they are enrolled in EDUC 438 Clinical

Practice Seminar.

2. KPTP documents are initially scored by two, KSDE trained scorers. This is done at state organized scoring sessions.

There is no cost to the candidate for this scoring.

3. In the event that the candidate scores below a cut score of 20, additional work on the KPTP is required to meet the

minimum score of 20. The following indicates the requirements for the additional work.

Scores of 17 – 19.5: In-house If the candidate’s KPTP if in the range between 17 – 19.5, he/she will be required to revise the document to

address the weaknesses. After the revisions, the revised areas will be re-scored by a trained KWU faculty

member.

If the candidate’s score does not reach the cut score of 20 the document must be redone to address the

weaknesses and then is rescored by ACCK scorers. The procedures in the following section apply.

Scores Below 17: ACCK If the candidate’s KPTP is below 17, he/she will be required to revise the document to address the weaknesses.

After the revisions, the revised areas will be re-scored by faculty from the ACCK colleges.

Candidates are responsible for additional scoring costs of $100.

Correcting the KPTP is limited to one week after the completion of clinical practice.

The resubmission is a one-time opportunity. If during the rescoring of the KPTP, the revised document is below

the cut score of 20 the candidate will be required to retake EDUC438 Clinical Practice Seminar during the

subsequent semester and complete a new KPTP document.

The same scoring process outlined in Parts 2 and 3 (above) will be followed for the new KPTP.

The candidate will be notified of the score.

March 2012 Adapted after Southwestern College Policy


Page | 70

Kansas Performance Teaching Portfolio Remediation Summary

Candidate # ____________________________________________________________ Institution ______________________________________________________________

TASK 1 Remediated Score Justification/ Summary Statement Focus Area A: ______ Focus Area D: ______

Focus Area A: Focus Area D:

TASK 2 Remediated Score Justification/ Summary Statement Focus Area A: ______ Focus Area B: ______ Focus Area E: ______

Focus Area A: Focus Area B: Focus Area E:

TASK 4 Remediated Score Justification/ Summary Statement Focus Area F: ______

Focus Area F:

TASK 3 Remediated Score Justification/ Summary Statement Focus Area C: ______ Focus Area D: ______ Focus Area E: ______ Focus Area F _______

Focus Area C: Focus Area D: Focus Area E: Focus Area F:


Page | 71

Kansas Wesleyan University Teacher Education Department Survey for the Teacher Education Program

(This form is completed during Clinical Practice Seminar on-line)

GENERAL REQUIREMENTS Str

on

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D

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Dis

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Ag

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Str

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1. Information on procedures for gaining admittance to the Teacher Education Program was well disseminated.

1 2 3 4

2. Preparation of the necessary paperwork (Application for Admission to the Program) was clear and easy to follow.

1 2 3 4

3. My academic advisor kept me well informed regarding the necessary steps for gaining admission to the Teacher Education Program.

1 2 3 4

4. The Teacher Education Committee dealt fairly with my application for admission to the Teacher Education Program.

1 2 3 4

5. I was adequately informed regarding dates for testing for admission to the Teacher Education Program.

1 2 3 4

6. The college kept me aware of those requirements necessary to continue in the Teacher Education Program once I was admitted.

1 2 3 4

7. Consideration was given to my needs and preferences when the clinical practice assignment was made.

1 2 3 4

8. Supervision by members of the teacher education staff was a positive factor in my clinical practice.

1 2 3 4

9. My cooperating teacher and the school staff where I did my clinical practice were supportive of my efforts to become a teacher. 1 2 3 4

10. A concerted effort was made to make me aware of professional organizations available in my discipline.

1 2 3 4

CURRICULUM AND INSTRUCTION Str

on

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isa

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Dis

ag

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Ag

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Str

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1. I received an adequate background on the development of public education in the United States.

1 2 3 4

2. The education courses presented an adequate background of philosophical positions regarding American education system. 1 2 3 4

3. I was presented a wide background on various theories of learning and teaching. 1 2 3 4 4. Concerted effort was made to demonstrate how learning theories could be applied to the classroom setting.

1 2 3 4

5. There was a thorough coverage of human development from infancy through adulthood. 1 2 3 4 6. The program provided adequate information and techniques for working with learners from multicultural backgrounds.

1 2 3 4

7. A knowledge of laws and court cases as applied to the educational setting was adequately presented.

1 2 3 4

8. In my Teacher Education Program I was made aware of drug and drug abuse issues in the school setting.

1 2 3 4

9. The issues of equity and diversity were given ample attention. 1 2 3 4 10. I was given adequate instruction and practice on the elements of lesson planning. 1 2 3 4

11. Adequate attention was given to obtaining and utilizing standard for lesson preparation.

1 2 3 4

12. The coursework provided an adequate understanding of the role of assessment in the educational process.

1 2 3 4


Page | 72

13. How to motivate and engage learners was an important factor in the Teacher Education Program.

1 2 3 4

14. I received sufficient instruction on methods for teaching students with special needs. 1 2 3 4 15. I received adequate preparation in classroom organization and management. 1 2 3 4 16. How to work with individual differences received important emphasis throughout my teacher preparation program.

1 2 3 4

EARLY FIELD EXPERIENCE Str

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Ag

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Str

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1. I believe there were adequate opportunities for early field experience prior to clinical practice.

1 2 3 4

2. My early field experiences assisted me in understanding the requirements in the K-12 classroom.

1 2 3 4

3. The opportunity for early field experience was a positive factor in my preparation to teach.

1 2 3 4

CAREER SERVICES OFFICE

Str

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1. The Career Services Office was helpful in disseminating information about teaching positions.

1 2 3 4

2. The Career Services Office made a concerted effort to assist me in preparing credentials and a resume.

1 2 3 4

OTHER Str

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Dis

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Ag

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Str

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1. Video-taped microteaching was helpful in preparing me for clinical practice. 1 2 3 4 2. I believe that my total preparation for teaching provided an adequate balance between content and instructional strategies.

1 2 3 4

3. I believe that instructors in subjects other than teacher education played an adequate role in my preparation for teaching.

1 2 3 4

4. The entire instructional staff of the university was supportive of my efforts to become a teacher.

1 2 3 4

5. The teacher education staff did all I could reasonably expect to assist me in becoming a teacher.

1 2 3 4

Comments Thank you for helping us improve the Teacher Education Program!


Page | 73

Kansas Wesleyan University Teacher Education

University Supervisor Evaluation (Clinical Practice Candidates’ Perceptions)

Student ID number: Semester:

Education Level : Elementary Secondary P - 12 INSTRUCTIONS: Please rate your university supervisor in the qualities shown below. Indicate the extent to which you agree or disagree with each statement by clicking the button that best represents your agreement with the statement.

Strongly Agree Agree Disagree Strongly Disagree

1. Your University Supervisor has been available to you for observation and/or discussions as often as you needed.

Strongly Agree Agree Disagree Strongly Disagree 2. Your University Supervisor provided you with sufficient feedback to facilitate your clinical practice experience.

Strongly Agree Agree Disagree Strongly Disagree 3. The feedback was of a high quality

Strongly Agree Agree Disagree Strongly Disagree 4. You could communicate honestly and openly with your University Supervisor (i.e., share your problems and concerns).

Strongly Agree Agree Disagree Strongly Disagree 5. The expectations of your University Supervisor were reasonable.

Strongly Agree Agree Disagree Strongly Disagree 6. Your University Supervisor made it clear to you what his/her expectations were with regard to clinical practice.

Strongly Agree Agree Disagree Strongly Disagree 7. Your University Supervisor encouraged you to express new ideas and to try out different teaching strategies (i.e., to expand your perspective).

Strongly Agree Agree Disagree Strongly Disagree


Page | 74

Kansas Wesleyan University Teacher Education Department Survey for First Year Teachers

Teacher: Grade/Level Teaching: Name of School: Date:


Performance Ratings: 1 2 3 4

Unsatisfactory Basic Proficient Distinguished The university did not prepare me to understand the concepts underlying the component. I was unable to implement effectively.

The university somewhat prepared me to understand the concepts underlying the component. I have made attempts to implement and have been somewhat successful.

The university prepared me to understand the concepts underlying the component. I am able to implement the component in an effective manner.

The university clearly prepared me with a strong understanding of the concepts underlying the component. I am able to implement the component effectively, consistently, and creatively.

Goal 1: The teacher has the knowledge base in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students. 1 2 3 4 content knowledge content related pedagogy uses theory and research in planning lessons and working with students uses resources and materials integrates technology in lessons uses grouping arrangements uses a variety of teaching strategies constructs appropriate assessments both formative and summative correctly interprets standardized tests and standardized test scores uses effective classroom management techniques uses appropriate discipline uses reasoning and critical thinking skills to make instructional decisions uses reflection skills in planning and evaluating classroom experiences

Goal 2: The teacher demonstrates the intra and interpersonal skills to create an effective learning environment 1 2 3 4 A. Intra-personal Skills: is enthusiastic about the process of teaching and learning for all students is patient and courteous accepts constructive feedback is empathetic is creative and resourceful uses standard English dresses appropriately acts in a professional manner B. Inter-personal Skills fosters the development of positive self-esteem in students communicates effectively within the school community recognizes and respects the diversity of all students


Page | 75

Goal 3: The teacher will have a commitment to education and life-long learning 1 2 3 4 participates in the professional development/in-service opportunities offered by the school district

creatively and innovatively uses the technology available in the school district

Goal 4: The teacher is dedicated to the community in which he/she lives 1 2 3 4 supports all students, parents, and colleagues

is involved in school and community extra-curricular activities or services

appreciates multiple perspectives of various world cultures


Goal 5: The teacher is committed to faith and demonstrates ethical behavior in creating caring learning environments for all students 1 2 3 4 demonstrates ethical and moral behavior in classroom

cares for all students in the learning environment

Additional Comment:

Thank you for completing this form. Your input is very valuable to the Teacher Education Program.

Please send your completed form in the enclosed envelope provided with this Survey form.

collaborates and confers with school personnel


Page | 76

Kansas Wesleyan University Teacher Education Department Survey for Principals of First Year Teachers

Teacher: Grade/Level Teaching: Name of School: Date:

KWU Conceptual Framework: Kansas Wesleyan University prepares reflective teachers with the potential for professional leadership who demonstrate academic and professional excellence, have sound personal qualities, have a commitment to education and life-long learning, demonstrate world citizenship, and are committed to faith and demonstrates ethical behavior in creating caring learning environments for all students. Performance Ratings:

1 2 3 4

Unsatisfactory Basic Proficient Distinguished The university did not prepare the teacher to understand the concepts underlying the component. The teacher is unable to implement effectively.

The university somewhat prepared the teacher to understand the concepts underlying the component. The teacher has made attempts to implement and have been somewhat successful.

The university prepared the teacher to understand the concepts underlying the component. The teacher is able to implement the component in an effective manner.

The university clearly prepared the teacher with a strong understanding of the concepts underlying the component. The teacher is able to implement the component effectively, consistently, and creatively.

Goal 1: The teacher has the knowledge base in liberal arts and his/her content area, and in pedagogical skills and demonstrates academic and professional excellence to teach all students. 1 2 3 4 content knowledge content related pedagogy uses theory and research in planning lessons and working with students uses resources and materials integrates technology in lessons uses grouping arrangements uses a variety of teaching strategies constructs appropriate assessments both formative and summative correctly interprets standardized tests and standardized test scores uses effective classroom management techniques uses appropriate discipline uses reasoning and critical thinking skills to make instructional decisions uses reflection skills in planning and evaluating classroom experiences

Goal 2: The teacher demonstrates the intra and interpersonal skills to create an effective learning environment 1 2 3 4 A. Intra-personal Skills: is enthusiastic about the process of teaching and learning for all students is patient and courteous accepts constructive feedback is empathetic is creative and resourceful uses standard English dresses appropriately acts in a professional manner B. Inter-personal Skills fosters the development of positive self-esteem in students communicates effectively within the school community


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Goal 4: The teacher is dedicated to the community in which he/she lives 1 2 3 4 supports all students, parents, and colleagues

is involved in school and community extra-curricular activities or services

appreciates multiple perspectives of various world cultures


Goal 5: The teacher is committed to faith and demonstrates ethical behavior in creating caring learning environments for all students 1 2 3 4 demonstrates ethical and moral behavior in classroom

cares for all students in the learning environment

Additional Comments:

Thank you for completing this form. Your input is very valuable to the Teacher Education Program.

Please send your completed form in the enclosed envelope provided with this Survey form.

recognizes and respects the diversity of all students collaborates and confers with school personnel

Goal 3: The teacher will have a commitment to education and life-long learning 1 2 3 4 participates in the professional development/in-service opportunities offered by the school district

creatively and innovatively uses the technology available in the school district


Page | 78

IMPORTANT WEBSITES FOR LICENSURE

ETS http://www.ets.org/

Kansas State Department of Education (KSDE)


Websites for Kansas Job Opportunities

Specific teaching jobs are most often found on a district's website.

Kansas Education Employment Board (KEEB): www.kansasteachingjobs.com

KansasWorks:

www.kansasworks.com

Handbook updated June 2016

http://www.ets.org/


http://www.kansasteachingjobs.com/

http://www.kansasworks.com/

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