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2012-201
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2012~2013

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Kutztown University College of Education
Clinical Experience & Outreach Office
“Tell me and I forget.
Teach me and I learn.
Involve me and I learn.”
Benjamin Franklin
2012~2013

 Kutztown University dates back to the 19 th
Century; established in 1866 as the Keystone
Normal School
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 Of more than ninety institutions in Pennsylvania that prepare teachers, Kutztown University is one of about twenty to be accredited by the prestigious National Council for Accreditation of
Teacher Education (NCATE)
2012~2013

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 10,700 students
 Most from
Pennsylvania, including…
 31 other states
 42 countries
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 60 % Female
 40 % Male
2012~2013
COE Serves
 2,225 undergrads
 18 post-bac programs
 533 graduate M.A.,
M.Ed. & M.L.S.

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Affiliation Agreements & Placements…
 Eighty-seven school districts
 Twelve county area
 Ramey Unit School, Department of
Defense, Aguadilla, Puerto Rico

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 Teaching focused with scholarly expertise
 Engaged in research, writing & consulting
 87% have their doctorate or terminal degree
 Student / faculty ratio 20:1
2012~2013

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Pre-K - Gr 4 Early Childhood Education
Gr 4-8
 Math & Science
Middle Level Education
 Math & Social Studies
 Math & English/LA & Reading
 Science & English/LA & Reading
 Science & Social Studies
 Special Education Pre-K – 8 ( w/ El Ed dual major)
Secondary: English, Math, Modern Language, Science,
Social Studies
Art Education, Music Education & Library Science
2012~2013

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9 credits
3 credits
Special Education
English Language Learning
 190 hours Field Experience
 Stages 1 & 2 Observation & Exploration
 Stage 3 Pre-Student Teaching
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 Stage 4 Clinical Experience
2012~2013

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Co-ops are identified yearly for the following year ( Willingness To Serve List )
Requests made based on geographic location, grade/content area, and diversity
Principals check availability with co-ops; confirm with district central office
Tentative confirmation mailing goes to HR directors, principals, and cooperating teachers in
May/January for the following semester
Co-ops are notified via letter from OCE&O
(Office of Clinical Experience & Outreach)
2012~2013

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 Praxis/ PAPA/ PECT Scores
 Clearances
 A change in one of the two placements for various reasons
 Supervision
 Conflict of interest
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Student’s personal life
2012~2013

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Pennsylvania Department of
Education:
(NCATE) National Council for Accreditation of
Regulates the training of teachers (admissions, certification, program specifics, etc.)
Pennsylvania State System of
Higher Education (PASSHE)
Establishes stipend for cooperating teachers o o
New coop pay is $122.50 w/attendance at orientation
All subsequent pay is
$245 per placement
2012~2013
Teacher Education
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Aligns Kutztown’s program with national standards for admissions, program improvements, etc.

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PDE Chapter
354 – “General
Standards and
Procedures for
Institutional
Preparation of
Professional
Educators”
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by Charlotte
Danielson
2012~2013

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 Establishes
 Two-tier system for teacher education programs
 State requirements for student teaching
2012~2013

Pre-Candidates
Teacher Education
Certification Candidate
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Pass PAPA
Register for all Praxis II or PECT exams
Complete 12 credits of
Chapter 354 mandatory college level course work
Complete 48 hours
Earn GPA of 3.0
Obtain background checks
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2012~2013
Maintain GPA 3.0
Complete required education/content courses
Complete minimum of
115 hours of field experiences
Obtain new background checks

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2012~2013

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2.
3.
4.
5.
1.
To provide support through collaboration with other Teacher Candidates
To share innovative ideas from the field
To help students transfer theory into practice
To develop students professionally
To prepare students to seek a professional position
2012~2013

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 Elementary & Special
Education Majors
 Attend practicum every Tuesday
 Meet from 4:00-5:00
 Professional
Development Day
November 2, 2012
 Secondary, Art, Music
& Library Majors
 Attend practicum every Tuesday
 Meet from
3:00-5:00 PM
2012~2013

Co-operating Teacher Responsibilities
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Co-ops will . . .
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Evaluation . . .
Help the teacher candidate gradually develop into a classroom teacher
 Review the evaluation with teacher candidate regularly
Prepare for the teacher candidate’s arrival
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Help the student transition upon arrival
Model excellence and support the student’s development.
2012~2013
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Discuss progress with the supervisor
 Provide and document manageable ways to succeed
Contact OCE&O with any concerns

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4/13/2020

Enhancing Professional Practice: A Framework for
Teaching by Charlotte Danielson
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Adopted by KU College of Education as a means to evaluate Teacher Candidates
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Intended to serve as “a road map to guide novice teachers . . . And a means to focus improvement efforts”
 Based on a body of research to identify principles of effective practice and classroom organization; grounded in a constructivist approach to learning and teaching
4/13/2020

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 Four Domains:
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
Evaluation for Student Teachers will follow
Danielson’s Domains / PDE 430
4/13/2020

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Category I: Planning and Preparation (
Before & After Lesson)
A. Knowledge of content
B. Knowledge of pedagogy
C. Knowledge of Pa. K -12 Academic Standards
D. Knowledge of students and how to use this knowledge to impact instruction
E. Use of resources, materials or the technology available through the school or district
F. Instructional goals that show a recognizable sequence with adaptations for individual student needs
G. Assessments of student learning aligned to the instructional goals and adapted for individual student needs
H. Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals
2012~2013

Category II: Classroom Environment (During Lesson)
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A. Expectations for student achievement with value placed on the quality of student work
B. Attention to equitable learning opportunities for students
C. Appropriate interactions between teacher and students and among students
D. Effective classroom routines and procedures resulting in little or no loss of instructional time
E. Clear standards of conduct and effective management of student behavior
F. Appropriate attention given to safety in the classroom to the extent it is under the control of the teacher candidate
G. Ability to establish and maintain rapport with students
2012~2013

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Category III: Instructional Delivery (During the Lesson)
A. Use of knowledge of content and pedagogical theory through his/her instructional delivery
B. Instructional goals reflecting Pennsylvania K-12 standards
C. Communication of procedures and clear explanations of content
D. Use of instructional goals that show a recognizable sequence, clear student expectation and adaptations for individual student needs
E. Use of questioning and discussion strategies that encourage many students to participate
F. Engagement of students in learning and adequate pacing of instruction
G. Feedback to students on their learning
H. Use of informal and formal assessments to meet learning goals and to monitor student learning
I. Flexibility and responsiveness in meeting the learning needs of students
J. Integration of disciplines within the educational curriculum
2012

Category IV: Professionalism (Before and after Lesson)
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A. Knowledge of school and district procedures and regulations related to attendance, punctuality and the like
B. Knowledge of school or district requirements for maintaining accurate records and communicating with families
C. Knowledge of school and/or district events
D. Knowledge of district or college’s professional growth and developmental opportunities
E. Integrity and ethical behavior, professional conduct as stated in
Pennsylvania Code of Professional and Conduct for Educators, and local, state, and federal laws and regulations
F. Effective communication, both oral and written with students, colleagues, paraprofessionals related service personnel and administrators
G. Ability to cultivate professional relationships with school colleagues
H. Knowledge of Commonwealth requirements for continuing professional development and licensure
2012~2013

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4/13/2020

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Memory of what it was like when you were a practicing teacher. What did you need? How did you feel? What would have helped you?
Clear guidelines to follow
Good Communication – provide daily feedback - review evaluation regularly
Relationships with University – call or email supervisor or OCE&O anytime
2012~2013

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Co-operating teachers ...
“…are the most important people in the student teachers’ professional lives.
They determine the attitudes student teachers carry into retirement.”
Provide the following:
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Sound advice
A positive perspective
Professional modeling
Encouragement
Perspective
Letter of
Recommendation OR
Letter of Reference
Anderson, Major, & Mitchell
2011~2012

Expectations of Teacher Candidates…
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 Invited guests in your school
 Follow all policies & schedules
 Professionally dressed every day
 Attend faculty/IEP meetings, if possible
2012~2013

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In attendance everyday - all day & punctual
Emergencies – use your judgment
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No personal days are allowed
Absences: Candidates must…
 Notify co-op, supervisor, school office, and OCE &O
 Deliver any teaching materials & plans to cooperating teacher
Teacher candidates may not substitute
2012-2013

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 Liaison between cooperating teacher &
KU
 Maintain open line of communication
 Share any concerns which may arise
 Share goals & expectation of the College of Education with cooperating teacher & school
 Provide support
2012~2013

www.kutztown.edu
departments clinical experience

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2012~2013

“The greatest use of life is to spend it for something that will outlast it.”
William James
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2012~2013

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On behalf of Kutztown University…
Thank you for your support !
2012~2013