Updated: September 2015 CollegeofEducation
SchoolofLearningandTeaching
TransformingEducationThroughCommunitiesofLearners
ProgramHandbook
2015‐2016
EugeneCampus
40EastBroadway,Suite250
Eugene,OR97401
Phone:541‐485‐6812
541‐485‐7015
www.pacificu.edu/coe
3 TableofContents
WELCOME .............................................................................................................................. 8 GENERALINFORMATION ................................................................................................... 10 MISSION&STANDARDS................................................................................................................................................10 MissionoftheCollegeofEducation.....................................................................................................................10 StatementofProfessionalCommitment.............................................................................................................11 CodeofAcademicandProfessionalConduct...................................................................................................11 StandardsforCompetentandEthicalPerformanceofOregonEducators...........................................12 AcademicandProfessionalStandards................................................................................................................13 COLLEGEOFEDUCATIONPOLICIES........................................................................................................................14 Full&Part‐timeStudentStatus.........................................................................................................................14 Graduation....................................................................................................................................................................14 AcademicPerformanceReview.............................................................................................................................15 InstructorResponsibilities......................................................................................................................................15 CourseAttendance......................................................................................................................................................16 CellPhoneProtocol.....................................................................................................................................................16 LaptopProtocol............................................................................................................................................................16 ConfidentialityProtocol............................................................................................................................................16 Dress..................................................................................................................................................................................17 GradingPolicy...............................................................................................................................................................18 IncompleteGrades.......................................................................................................................................................18 AppealsProcedure......................................................................................................................................................18 CandidateDispositions..............................................................................................................................................18 ViolationsoftheCodeofAcademicandProfessionalConduct.................................................................18 Dismissal..........................................................................................................................................................................20 GETTINGSTARTEDATPACIFIC ........................................................................................ 22 Advising................................................................................................................................................................................22 ImportantDates................................................................................................................................................................22 CampusSpecificServices...............................................................................................................................................22 Fingerprints........................................................................................................................................................................23 StudentAccountInformation......................................................................................................................................24 Communication.................................................................................................................................................................24 Registration.........................................................................................................................................................................24 Drop/AddPolicy...............................................................................................................................................................25 HealthInsurance...............................................................................................................................................................25 Immunizations...................................................................................................................................................................25 Textbooks&CourseMaterials....................................................................................................................................25 PacificUniversityBookstoreBookReturnPolicy..........................................................................................25 StudentServices................................................................................................................................................................27 ProfessionalOrganizations...........................................................................................................................................28 Thingstoknow................................................................................................................................................................28 4 TESTINGINFORMATION .................................................................................................... 31 WhattestsshouldItake,andwhenshouldItakethem?.................................................................................31 MinimumPassingScoresforOregonLicensure..................................................................................................32 BACHELOROFEDUCATIONPROGRAM ............................................................................. 35 B.Ed.PROGRAMOVERVIEW........................................................................................................................................35 B.Ed.ProgramTransitionPoints...........................................................................................................................36 B.ED.CURRICULUMPLAN........................................................................................................................................38 TeacherInquiryProjectfortheB.Ed.Program:..............................................................................................39 edTPA................................................................................................................................................................................39 EnglishforSpeakersofOtherLanguages(ESOL)Concentration............................................................40 MASTEROFARTSINTEACHING(MAT)PROGRAMS ....................................................... 42 MAT/FLEXPROGRAMOVERVIEW............................................................................................................................42 MAT/FLEXProgramTransitionPoints...............................................................................................................43 MAT/FLEXCURRICULUM........................................................................................................................................44 MATGENERALEDUCATORPROGRAMOVERVIEW...........................................................................................46 MATGeneralEducatorProgramTransitionPoints.......................................................................................47 MATGENERALEDUCATORCURRICULUM.......................................................................................................48 MATSPECIALEDUCATORPROGRAMOVERVIEW.............................................................................................50 MATSpecialEducatorProgramTransitionPoints........................................................................................52 SPECIALEDUCATORCURRICULUM.....................................................................................................................53 SpecialEducationField‐BasedExperiences.....................................................................................................54 ENDORSEMENTPROGRAMS .............................................................................................. 57 ESOLENDORSEMENTPROGRAMDESCRIPTION................................................................................................57 AdditionalESOL&ReadingInterventionDualEndorsementCourse&PracticumRequirements
.............................................................................................................................................................................................59 PracticumExperience................................................................................................................................................60 ESOLEndorsementCandidates’Role..................................................................................................................61 TheMentorTeacher’sRole......................................................................................................................................61 ESOLEndorsementCandidatePlacements.......................................................................................................62 CriteriaandSelectionofMentorTeachers........................................................................................................62 TheBuildingAdministrator.....................................................................................................................................63 TheUniversitySupervisor.......................................................................................................................................63 EvaluationofESOLEndorsementCandidates.................................................................................................64 PoliciesRegardingESOLEndorsementCandidates......................................................................................64 OregonLawsandESOLEndorsementCandidates.........................................................................................64 Licensure.........................................................................................................................................................................65 ESOLProgramAppendices......................................................................................................................................66 READINGINTERVENTIONENDORSEMENTPROGRAMDESCRIPTION....................................................86 AdditionalReadingInterventionandESOLDualEndorsementCourse&Practicum
Requirements................................................................................................................................................................87 PracticumExperience................................................................................................................................................88 ReadingInterventionEndorsementCandidates’Role.................................................................................89 5 TheMentorTeacher’sRole......................................................................................................................................90 ReadingInterventionEndorsementCandidatePlacements......................................................................90 CriteriaandSelectionofMentorTeachers........................................................................................................91 TheBuildingAdministrator.....................................................................................................................................91 TheUniversitySupervisor.......................................................................................................................................92 EvaluationofReadingInterventionEndorsementCandidates................................................................92 PoliciesRegardingReadingInterventionEndorsementCandidates......................................................93 OregonLawsandReadingInterventionEndorsementCandidates........................................................93 Licensure.........................................................................................................................................................................93 ReadingEndorsementAppendices.......................................................................................................................94 COURSEDESCRIPTIONS ................................................................................................... 104 GENERALEDUCATIONFIELD‐BASEDEXPERIENCES ..................................................... 120 PracticumExperiences................................................................................................................................................120 TraditionalStudentTeaching...................................................................................................................................120 CollaborationandCo‐teachingModelforStudentTeaching.......................................................................121 TeacherCandidateRole..............................................................................................................................................122 CooperatingTeacherRole..........................................................................................................................................123 CriteriaandSelectionofCooperatingTeachers...............................................................................................124 TheBuildingAdministrator......................................................................................................................................124 TheUniversitySupervisor.........................................................................................................................................124 StudentTeachingPlacements...................................................................................................................................125 EarlyChildhood/ElementaryEducation(MultipleSubjectsEndorsement)....................................125 Elementary/MiddleSchool(MultipleSubjectsEndorsementPLUSSingleSubjectEndorsement)
..........................................................................................................................................................................................125 MiddleSchool/HighSchool(OneorTwoSingleSubjectEndorsements).........................................125 StagesofResponsibility..............................................................................................................................................126 Orientation...................................................................................................................................................................126 Observation.................................................................................................................................................................127 PlanningforTeaching.............................................................................................................................................127 ParticipationasaTeamMember........................................................................................................................128 AssumingTeachingResponsibilities................................................................................................................128 TeachingtheUnitofInstruction.........................................................................................................................130 SupervisionandMentoring.......................................................................................................................................130 Evaluation.........................................................................................................................................................................131 ProceduresforDifferingEvaluationandAppeals............................................................................................132 OregonLawsandTeacherCandidates..................................................................................................................132 PoliciesRegardingTeacherCandidates...............................................................................................................133 PROFESSIONALINFORMATION ....................................................................................... 136 Licensure...........................................................................................................................................................................136 “FastTrack”LicensureProcedures(ONLYforthoseearningtheirfirstInitialTeachingLicense)
..........................................................................................................................................................................................136 FindingaTeachingPosition......................................................................................................................................136 6 APPENDICES ...................................................................................................................... 138 PacificUniversityContactInformation................................................................................................................138 CandidateDispositionsIssuesProcedure...........................................................................................................142 CandidateDispositionsSelf‐Assessment........................................................................................................144 RecordofObservationHours...................................................................................................................................148 Practicum/FieldExperienceCandidateEvaluation........................................................................................150 MINORPRACTICUMSUMMARYEVALUATION.................................................................................................152 MIDPLACEMENTSTUDENTTEACHINGPROGRESSREPORT.....................................................................156 STUDENTTEACHERSUMMARYEVALUATION.................................................................................................160 CampusMap.....................................................................................................................................................................164 OregonAdministrativeRulesRelatingtoEducationPrograms.................................................................164 Knowledge,Skills,AbilitiesandProfessionalDispositionsforInitialILicensure.........................164 Knowledge,SkillsandAbilitiesforSpecialEducationEndorsement.......................................165 OverloadduringStudentTeachingPolicy...........................................................................................................170 NumberofEndorsementFocusLevelsCompletedDuringStudentTeachingPolicy........................170 TSPCRequirementsforbeingaProgramCompleterfortheInitialTeachingLicense.....................170 ALIGNMENTBETWEENCONCEPTUALFRAMEWORKTHEMES,COLLEGEOFEDUCATION
VALUES,ANDPRACTICUM/STUDENTTEACHINGRESPONSIBILITIES............................................172 7 WELCOME
PacificUniversity’sCollegeofEducationSchoolofLearningandTeaching(SLT)welcomescandidates
toachallengingprogramofprofessionalgrowthanddevelopment.Thishandbookdefinestheroles
andresponsibilitiesofteachercandidates,interns,cooperatingteachers,internmentors,curriculum
contacts,andadministratorsfromcooperatingschooldistricts,andUniversityfacultyparticipating
inPacificUniversity’sinitiallicensureprograms.Weaskyoutouseitasapreliminaryguideforthe
programandfield‐basedexperiences.
AtPacific,webelievenothingismoreimportantthanhelpingchildrentoseeallthepossibilitiesthat
theworldholdsforthem.Webelievenothingismorerewardingthanthestrugglingstudentwho
triumphsbecauseheknowshisteachercares.Webelievenothingismorevaluablethanateacher’s
giftforignitingtheloveoflearning.Becauseofthesebeliefswehaveinfusedallourprogramswith
thekeyelementsofourCollegeofEducationmission:“Transformingeducationthroughcommunities
oflearners,withafocusonpromotingculturalcompetence,creatingstudent‐centeredclassrooms,
andenhancinglearningthroughtechnology.”
Whenyoujoinoneofourlearningcommunitiesyouwillexperiencefacultyandstaffmemberswho
arecommittedtosupportingandchallengingyoutobepreparedasexceptionalteachersinarapidly
changingworld.We’llassistyoutowardsthegoaloftransformingthelivesofyourstudents.Our
dynamiceducationprogramsarehighlyrespectedbyschooldistrictleadersinOregonandacrossthe
country. We will provide you with the theoretical foundation, practical knowledge, skills, and
experienceyouneedtobeaprofessionaleducatorinyourchosenspecialty.
We are committed to increasing our sphere of influence and deepening our commitment to
quality.Thus,ourlicensureprogramsareapprovedbytheOregonTeacherStandardsandPractices
Commission (TSPC) and our degree programs are accredited by the Northwest Commission on
CollegesandUniversities(NWCCU).Further,theCollegeofEducationisnationallyaccreditedbythe
NationalCouncilforAccreditationofTeacherEducation(NCATE)/CouncilfortheAccreditationof
EducatorPreparation(CAEP).
DISCLAIMER:PacificUniversityhasmadereasonableefforttoensurethattheinformationcontainedinthehandbookisaccurateatthe
timeofpublication,butreservestherighttochangethehandbookoranyrequirements,regulations,policies,orprocedures,including
butnotlimitedtochangestoaddressrevisionstolicensurerulesorrequirementssetforthbytheStateofOregonandtheTeacher
StandardsandPracticesCommission.Thisincludes,butisnotlimitedto,therighttodiscontinuecourses,changerequirementsfor
admissionandgraduation,adjustfeesorchangeanyotherregulation,policy,orprocedure.Althoughnoticeisnotrequiredforany
changetotakeeffect,theUniversitywillmakereasonableattemptstotimelynotifystudentsofanychangesthroughweboremail
announcements,orothermethodsdeemedappropriatebytheUniversity.Studentsareresponsibleforunderstandingallrequirementsof
theUniversityandmakingthemselvesawareofanychanges.Theinformationinthishandboook,aswellasanyotherregulations,
policies,orprocedures,isforinformationalpurposesonlyanddoesnotconstituteanagreementorcontractbetweenPacificUniversity
andstudents,stafforfaculty. NOTICEOFNONDISCRIMINATION:ItisthepolicyofPacificUniversitynottodiscriminateonthebasisofsex,physicalormentaldisability,
race,color,nationalorigin,sexualorientation,age,religiouspreferenceordisabledveteranorVietnamErastatusinadmissionandaccess
to,ortreatmentinemployment,educationalprogramsoractivitiesasrequiredbyTitleIXoftheEducationAmendmentsof1972,section
504oftheRehabilitationActof1973,TitleVIIoftheCivilRightsActof1964,theAgeDiscriminationAct,theAmericanswithDisabilities
Actof1990,oranyotherclassificationprotectedunderstateorfederallaw,orcityordinance.Questionsorcomplaintsmaybedirectedto
theVicePresidentforAcademicAffairs,2043CollegeWay,ForestGrove,OR97116,503‐352‐2215.
8 9 GENERALINFORMATION
MISSION&STANDARDS
MissionoftheCollegeofEducation
The Pacific University College of Education embraces the mission and values of Pacific University
along with its commitment to the liberal arts and sciences as we seek to prepare aspiring and
practicing educators to promote and nurture learners’ intellectual, ethical, social, and emotional
growthwithinalearningcommunitythatiscommittedtoequityanddiversity.Inoursharedvision,
the College of Education exemplifies the values of the University, emphasizing academic rigor,
integrity,individualgrowth,deepunderstanding,closecommunityandethicalresponsibility.
SincethereareseveralprogramsintheCOEtherearevariousprogramgoalsandobjectives.Uniting
allourprogramsistheintersectionoftheCOEvisionstatement(Transformingeducationthrough
communitiesoflearners)andthreefocusthemesthatcaptureourCOEconceptualframework:(1)
Promoting cultural competence; (2) Creating student‐centered classrooms; and (3) Enhancing
learningthroughtechnology.Asshownbelow,thesethemessummarizeourconceptualframework,
thuslettingallourconstituentsknowwhatwevalue.
Promoting
Cultural
Competence
Creating StudentCentered Learning Environments Transforming
Education through
Communities of
Learners
Enhancing
Learning through
Technology
PHILOSOPHICALFOCUSOFTHECONCEPTUALFRAMEWORK
10 StatementofProfessionalCommitment
The College of Education Statement of Professional Commitment has been adapted from the
standardsforcompetentandethicalbehaviorestablishedformembersoftheteachingprofessionby
theTeacherStandardsandPracticesCommission.Whenyougraduateandembarkonyourcareerin
education,youwillrecitethispledgeasyourcommitmenttothehighstandardsthatwillbeexpected
ofyoubyyourcolleagues,andbythecommunitiesandschoolsinwhichyouwillserve.
Asamemberoftheeducationprofession,Icommittorecognizetheworthanddignityofallpersons,
encouragescholarship,andpromotedemocraticcitizenship.Inaddition,Iwillkeeptheconfidentiality
entrustedintheprofession,striveforcontinuedimprovementandprofessionalgrowth,extendequal
treatment to all members of the profession in the exercise of their professional rights and
responsibilities,andmaintainthedignityofthefieldofeducationbyrespectingandobeyingallthelaws
pertainingtotheprofession,andbyexemplifyingpersonalintegrityandhonesty
CodeofAcademicandProfessionalConduct
The goal of the College of Education is to provide an educational experience through which
candidates may develop as confident, competent, and ethical educators who meet the Program’s
expectationsandthestandardsestablishedbytheStateofOregon,andabidebythemostcurrent
state and federal laws governing the conduct of educators. To assist candidates in meeting the
requirementsofmembershipintheteachingprofession,candidatesintheCollegeofEducationare
expected to learn and practice appropriate professional and ethical behaviors. The College of
Educationreservestherighttodefineprofessionalcompetenceandbehavior,toestablishstandards
ofexcellence,andtoevaluatecandidatesinregardtothem.
The following behaviors, along with those stated in the Standards for Competent and Ethical
Performance of Oregon Educators (ORS 342.175 to 342.190), are expected while enrolled in the
programandwhilerepresentingtheUniversity.Theinabilitytomeetthesestandardswillleadto
disciplinary action and can result in dismissal from the school. Conduct inconsistent with these
standards,suchasplagiarism,cheating,lyingand/orfraud,isconsideredunprofessionalandwillnot
betolerated.
 Attitude:Candidatesareexpectedtopossesspersonalqualitiesofintegrity,honesty,
dedication,responsibility,andstrongethicalvalues;recognizetheworthanddignityofall
persons;anddemonstratesensitivitytoothersandapositiveoutlook.Candidatesare
expectedtoworkcooperativelywithothers;participateandshareinformation;treatfaculty
andstaff,peers,PreK‐12studentsandcooperatingteacherswithrespect;displaya
willingnesstolearnandacceptconstructivecriticism;bepunctual;anddemonstrate
behaviorthatcontributestoapositivelearningenvironment.
 Attendance:Candidatesareexpectedtoattendallclassesunlessexcusedbythe
instructor.Gradescanbeloweredbyunexcusedabsencesand/orlateness.
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Abilitytoworkwithothers:Cooperationandcollegialityarerequiredtobeaneffective
professionaleducator.Candidatesarethereforeexpectedtocooperate,participate,share
information,andshowrespectforotherswhileenrolledintheprogram.
Abilitytoworkindependently:Initiative,perseverance,andself‐disciplineprovidethe
foundationforprofessionalexcellence.Candidatesareexpectedtoinitiateandpursue,
studyindependentlyandtoacceptresponsibilityfortheirownlearning.
Appearance:Candidatesareexpectedtoobserveprofessionalguidelinesforappropriate
dressandhygiene.
Research:Candidatesarerequiredtoabidebytheethicalprinciplesofresearchwith
humanparticipantsasdefinedbytheAmericanPsychologicalAssociationandthe
InstitutionalReviewBoardatPacificUniversity.
Citizenship:Candidatesareexpectedtodisplaythoseattributesexpectedofamemberofa
learnedprofession;promotedemocraticcitizenship;demonstratesocialawarenessanda
senseofsocialresponsibility;andexemplifygoodcitizenshipinallsocialandcommunity
interactions.
Universityrulesandpolicies:Candidatesareexpectedtofollowallguidelinessetforthby
PacificUniversityincludingthoseconcerningsmoking,parking,andalcoholuseoncampus.
ForacompletelistofPacificUniversity’sacademicpoliciesandprocedures,pleasegototheonline
academiccataloglocatedathttp://www.pacificu.edu/about‐us/offices/registrar/academic‐catalog.
StandardsforCompetentandEthicalPerformanceofOregonEducators
The Teacher Standards and Practices Commission has established standards for competent and
ethicalbehavior.Thefollowinglegislativeguidelinesapplytoteachereducationcandidateswhileat
PacificUniversity:
TheCompetentEducator
584‐020‐0010
Theeducatordemonstratesacommitmentto:
1. Recognizetheworthanddignityofallpersonsandrespectforeachindividual;
2. Encouragescholarship;
3. Promotedemocraticandinclusivecitizenship;
4. Raiseeducationalstandards;
5. Useprofessionaljudgmentand
6. Promoteequitablelearningopportunities.
Stat.Auth.:ORS342
Stats.Implemented:ORS342‐143&342.175‐342‐190
Hist.:TS5‐1979,f.12‐19‐79,ef.1‐1‐80;TSPC7‐2007,f.&cert.ef.12‐14‐07
TheEthicalEducator
584‐020‐0035
12 The ethical educator is a person who accepts the requirements of membership in the teaching
professionandactsatalltimesinethicalways.Insodoingtheethicaleducatorconsiderstheneeds
ofthestudents,thedistrict,andtheprofession.
(1) Theethicaleducator,infulfillingobligationstothestudent,will:
(a)Keeptheconfidenceentrustedintheprofessionasitrelatestoconfidentialinformation
concerningastudentandthestudent'sfamily;
(b)Refrainfromexploitingprofessionalrelationshipswithanystudentforpersonalgain,or
insupportofpersonsorissues;and
(c)Maintainanappropriateprofessionalstudent‐teacherrelationshipby:
(A)Notdemonstratingorexpressingprofessionallyinappropriateinterestinastudent's
personallife;
(B)Notacceptingorgivingorexchangingromanticoroverlypersonalgiftsornotes
withastudent;
(C)Reportingtotheeducator'ssupervisoriftheeducatorhasreasontobelievea
studentisormaybebecomingromanticallyattachedtotheeducator;and
(D)Honoringappropriateadultboundarieswithstudentsinconductandconversations
atalltimes.
(2)Theethicaleducator,infulfillingobligationstothedistrict,will:
(a)Applyfor,accept,offer,orassignapositionofresponsibilityonlyonthebasisof
professionalqualifications,andwilladheretotheconditionsofacontractorthetermsof
theappointment;
(b)Conductprofessionalbusiness,includinggrievances,throughestablishedlawfuland
reasonableprocedures;
(c)Striveforcontinuedimprovementandprofessionalgrowth;
(d)Acceptnogratuitiesorgiftsofsignificancethatcouldinfluencejudgmentintheexercise
ofprofessionalduties;and
(e)Notusethedistrict'sorschool'sname,property,orresourcesfornoneducationalbenefit
orpurposeswithoutapprovaloftheeducator'ssupervisorortheappointingauthority.
(3)Theethicaleducator,infulfillingobligationstotheprofession,will:
(a)Maintainthedignityoftheprofessionbyrespectingandobeyingthelaw,exemplifying
personalintegrityandhonesty;
(b)Extendequaltreatmenttoallmembersoftheprofessionintheexerciseoftheir
professionalrightsandresponsibilities;and
(c)Respondtorequestsforevaluationofcolleaguesandkeepsuchinformationconfidential
asappropriate.
Stat.Auth.:ORS342
Stats.Implemented:ORS342.143&342.175‐342.190
Hist.:TS5‐1979,f.12‐19‐79,ef.1‐1‐80;TS7‐1983,f.&ef.12‐14‐83;TS7‐1989,f.&cert.ef.12‐13‐
89;TSPC8‐1998,f.&cert.ef.12‐9‐98;TSPC7‐2007,f.&cert.ef.12‐14‐07
AcademicandProfessionalStandards
GoodstandingintheCollegeofEducationSLTisdefinedas:
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continuedenrollment;
satisfactoryacademicprogress;
satisfactoryperformanceinpracticaandstudentteachingandinternships;
satisfactoryteachingcompetencies
behaviorthatleadstoprofessionalcompetenceandpositiveinterpersonalandprofessional
relations
appropriateprofessional/ethicalconductandattitudes
Candidatesareevaluatedregularlyinalltheseareas.Theseprogram‐specificpoliciessupersede
Universityguidelines.
Satisfactoryperformanceincoursesisdefinedasmaintaininga3.00minimumGPAinallprofessional
educationandendorsementareacourseworkwithnogradelowerthanaC;aC‐isnotacceptable.
Satisfactory performance in practica, student teaching placements and internships is defined as
completingthemwithagradeofPass.
Candidates are expected to demonstrate behavior consistent with the Pacific University Code of
Academic and Professional Conduct, the most current ethical code established by the Teacher
Standards and Practices Commission, and the most current state and federal laws governing the
conductofeducators.TheCollegeofEducationreservestherighttodefineprofessionalcompetence
andbehavior,toestablishstandardsofexcellence,andtoevaluatestudentsinregardtothem.
AgreementtoabidebythepoliciesandproceduresoftheUniversityandtheprogramisimplicitly
confirmedwhencandidatesregistereachterm.Candidatesareexpectedtoadheretothevarious
administrativeandacademicdeadlineslistedintheacademiccalendarandincoursesyllabi.Failure
todosomayjeopardizetheirstandingintheCollegeofEducationandmayconstitutegroundsfor
probationordismissalfromtheprogram.Candidatesmustmaintaingoodstandingintheprogram
in order to be eligible for federally funded financial aid or University/College of Education
scholarships.
COLLEGEOFEDUCATIONPOLICIES
Full&Part‐timeStudentStatus
Graduatedegree‐seekingstudentscarrying8creditsorhigherpertermareconsideredfull‐time;4
creditsisconsideredhalf‐time.Non‐degreeseekingstudentscarrying12creditsorhigheratermare
consideredfull‐time;6creditsisconsideredhalf‐time.
Graduation
DegreecandidatesmustsubmitanApplicationforDegreetotheRegistrar’sOfficetograduate.
 For Eugene Candidates wishing to receive degrees in December and/or participate in the
Decembercommencement,degreeapplicationsareduetotheRegistrar’sOfficebyOctober
15.
14 All candidates receiving degrees are encouraged to participate in the University’s hooding and
commencementceremonies.Candidateswhoarewithin4creditsofcompletingtheirprogramsmay
participateintheDecemberceremony.
AcademicPerformanceReview
Facultyinstructorswillevaluateacademicperformance,practicumskills,andprofessionalbehaviors
demonstratedinuniversityclasses,practicaandstudentteachingsettings.Evaluationswilladhere
tostandardssetforthinthePacificUniversityAcademicCatalog(http://www.pacificu.edu/about‐
us/offices/registrar/academic‐catalog)andtheOregonAdministrativeRulespertainingtoteaching
andteacherlicensure.Ateachercandidatewhoisnotperformingadequatelywillreceivenotification
throughverbalfeedback,individualadvisement,and/orwrittennotification.
Theoverallacademicprogressofeachcandidateisreviewedattheendofeachgradingperiodbythe
Program Coordinator. Semester grades of less than “C”, that is “C‐“, “D”, “F”, and “NP”, are
substandardandmaynotbeusedtofulfilltherequirementsforamaster’sdegreeortofulfill
requirementsforateachinglicense.Candidatesmaynotregisterforstudentteachingwitha
recordedsubstandardgradeorwithacumulativeGPAoflessthan3.0.Additionally,candidates
mustmaintainacumulativeGPAof3.0ineachsemesterenrolledinordertocontinueintheprogram.
Tocontinueintheprogram,anysubstandardgrademustberectified,eitherbytakingthecourse
againorthroughanindependentcontractwiththecourseinstructor.Itistheresponsibilityofthe
candidate to initiate with the course instructor, and agree inwriting to, a means of rectifying the
substandardgrade.
InstructorResponsibilities
TheCollegeofEducationexpectsthatitsinstructorswilldesignandteachcoursesthatappropriately
challenge candidates. From the beginning of the course, instructors will clearly communicate
expectationsregardingstandardsofperformanceandwillexplainhowgradeswillbedetermined
andassigned.Itisexpectedthatstudentswillreceivefeedbackconcerningtheirstatusduringthe
course and that all graded work will be returned promptly. College of Education instructors will
model and communicate expectations for exemplary professional behavior. Instructors will warn
studentswhentheiracademicperformanceorprofessionalbehaviorislessthansatisfactoryassoon
asthatbecomesapparenttotheinstructor.
Assignments and tests will be designed to allow a determination of candidates’ conceptual
understandingsofcoursematerialandtheirabilitytoapplywhattheyhavelearnedinanauthentic
mannerinaneducationalsetting.Instructorsareresponsibleforjudgingthequalityandaccuracyof
candidates’workandassigninggrades.
Instructors are expected to possess personal attributes of honesty, dedication, responsibility, and
strongethicalvalues.Theyareexpectedtocreatealearningenvironmentthatischallenging,positive,
andrewardingandthathonorsculturaldifferencesanddiversity.Instructorsareexpectedtotreat
studentsandpeerswithrespectandadheretoallPacificUniversityrulesandguidelines,including
thoseconcerningsmoking,parking,andalcoholuseoncampus.
15 CourseAttendance
Candidateshaveapersonalandprofessionalresponsibilityforcourseclassroomattendance,active
participation, timely completion of assignments, and attendance at practica and student teaching
placements.
While Pacific University believes that candidates should be in attendance at all class sessions,
individualfacultymembersareresponsiblefornotifyingcandidatesofattendanceexpectationsin
theircoursesatthebeginningofeachtermandmayloweracandidate’sgradeforpoorattendance
orparticipation.Candidatesareexpectedtoinformtheirinstructorsofanunavoidableabsencein
advance.Assignmentofmakeupwork,ifany,isatthediscretionoftheinstructor.
Attendance requirements during the practicum and student teaching experience include all
professionalandspecialeventsrequiredofthecooperatingteacher.Thismayencompass,butisnot
limitedto,afterschoolorbeforeschoolactivities,eveningevents,in‐serviceactivities,staffmeetings,
parent/teacher conferences and sporting events. Only illness or family emergencies constitute a
legitimateexcuseforabsence.Ifillnessoranemergencynecessitatesanabsence,thecandidateis
responsiblefornotifyingtheircooperatingteacheranduniversitysupervisorinatimelyfashion,and
mayberequiredtoprovideamedicalnotefromtheirdoctor.
Attendanceatregularlyscheduledclassesislimitedtocandidateswhoarecurrentlyenrolledinthe
courseortoinvitedguestsofthecourseinstructor(s).Allotherguests,includingfamilymembers,
requirepriorapprovalfromthecourseinstructor.
CellPhoneProtocol
Duringallschoolplacements,classesandseminars,pleasesetyourphonetoaninaudiblesignal.If
itringsandyoumustanswerit,leavetheclassroomquicklyandquietly.Textmessagesshouldbe
limited.
LaptopProtocol
AsateachercandidateinoneofPacificUniversity’sTeacherPreparationprograms,weencourage
youtohavealaptopanduseitasaprofessionaltoolbothasagraduatestudentandateacher
candidate.PacificUniversityhasgonetogreatlengthstocreateawirelesscampus.Thus,the
internetisreadilyaccessiblewhereveryouareoncampus,includinginclass.Theavailabilityofthe
internetduringclasscanleadtosomewonderfulopportunitiesforin‐classlearning,collaboration,
andresearchbutweaskthatyourefrainfromusingtheinternetforemailingorexploringcontent
irrelevanttoclasstopics.
ConfidentialityProtocol
During the course of this program many opportunities will emerge for you to talk about, ask
questionsabout,anddiscussstudents,parentsofstudents,schooladministrators,supervisorsand
colleagues. It will be necessary to maintain confidentiality when referring to people and school
buildings.Pleaseusefirstnamesonlyorrefertopeoplebytheirrole(e.g.,the5thgradeteacher).As
youlistentodiscussions,remembertheinformationsharedstaysintheroom.Asalways,youshould
frameyourcommentsinsuchawayastomaintainaprofessionaldemeanor.
16 Dress
Teachercandidatesareexpectedtodressprofessionally.Styleofdressshouldbeconsistentwith,
orslightlymoreformalthan,thatofotherteachersattheschool.
17 GradingPolicy
TheCollegeofEducationusesan“A”through“F”gradingscaleincluding“+”and“‐“aswellasPass/No
Pass.InCollegeofEducationgraduatecourses,allworkbelowa“C”isconsideredfailingandisnot
creditedtowardagraduatedegreeorlicensure.
IncompleteGrades
Aninstructormayissue agradeof Incompleteonlywhenthemajorportionofacoursehas been
completedsatisfactorilybuthealthorotheremergencyreasonspreventthestudentfromfinishing
all requirements of the course. Prior to submitting an incomplete grade, the instructor and the
studentcompleteanIncompleteGradeContractdetailingthecompletionandsubmissiondeadlineof
allremainingwork.Aftersubmissionofthework,theinstructorcompletesaGradeChangeformand
submits it to the Director of the SLT for approval; the form is then processed by the Registrar.
CandidatesmaynotbeginstudentteachinguntilallIncompletegradesareremoved.
AppealsProcedure
A student may appeal a decision of the College of Education related to academic standing by
submittingalettertotheDirectorwithintenbusinessdaysofthedecision.Theappealwillbeheard
before a committee of five members convened by the Director. The committee will consist of a
memberoftheEducationConsortium,afacultymemberfromtheFacultyoftheProfessionalSchools,
a faculty member from the College of Education outside of the student’s own program, a faculty
memberselectedbythestudent,andanotherstudent.Anyappealofthiscommittee’sdecisionmust
bereferredtotheUniversityStandardsandAppealsBoard.
CandidateDispositions
TheCOEiscommittedtopromotinganddevelopingpositivedispositionsinourcandidatestoensure
their success as future educators and leaders in their community. In support of this, candidate
dispositionself‐assessmentswillbeconductedbycandidatesatkeypointsduringtheprogram(e.g.
endofsemesteradvisingsessionswiththeProgramCoordinator(s)).(See Appendices Sectionfor
additionalinformationaboutCandidateDispositions.)
ViolationsoftheCodeofAcademicandProfessionalConduct
TheCollegeofEducationassignsgreatimportancetoself‐discipline,theabilitytoworkwithothers,
andtheabilitytoconductoneselfinaprofessionalmanner.ViolationsoftheCodeofAcademicand
ProfessionalConductcanresultinthedismissalofthecandidatewithoutpreviouswarningatany
timeinhisorheracademiccareer.Ifsuchaviolationoccurswhileacandidateisstudentteaching,
thecandidatemayberemovedfromstudentteachingpendinganinvestigation.
Anyfacultymember,instructororindividualwithdirectknowledgeofacandidate’sviolationofthe
CodeofAcademicandProfessionalConductmaynotifytheDirectoroftheviolation.Thenoticemust
beinwritingandsigned.TheDirectorwillconveneacommitteecomposedofafacultymemberfrom
theCollegeofEducation,afacultymemberfromanotherPacificUniversityprofessionalprogram,and
astudentrepresentativetoreviewallegationsandrecommendaresolutiontotheDirectorofthe
CollegeofEducationwhowillmakethefinaldetermination.PerUniversitypolicy,thatdecisioncan
beappealedtotheUniversityStandardsandAppealsBoard.
18 19 Dismissal
The SLT Director and/or Dean of the College of Education will consider a recommendation for
dismissalforanyofthefollowing:
 If a candidate fails to sustain satisfactory progress toward completion of the degree or
licensureprogrambecauseoneormoresubstandardgradesexistonthestudent’stranscript
atanytime;
 Insufficientprogressinthedevelopmentofteachingcompetencies;
 FailuretocomplywithCollegeofEducationrulesorprocedures;
 Unprofessionalconduct,unethicalconduct,orillegalconduct;and
 Evidence of behavior that may hinder professional competence and interpersonal or
professionalrelations.
Ordinarily, a candidate will have received warnings that his or her work is less than satisfactory
before dismissal. However, a candidate may, for adequate cause, be dismissed without previous
warning.Peruniversitypolicy,acandidatecanappealthedecision.
Student teaching is considered a part of the academic program. Specific procedures apply when
studentsareunabletomeetthedemandsofthestudentteachingplacement.Thoseproceduresare
describedinthisprogramhandbook.
20 21 GETTINGSTARTEDATPACIFIC
Advising
Youradvisorisassignedbasedonyourprogram.PleasecontactthecampusStudentServices
ManagerorcampusCoordinatorforquestionsaboutyouradvisor.
 EugeneCampus–ShellyKnight–sknight@pacificu.eduor541‐485‐6812
ImportantDates
8/31/15
Orientation
8/31/15
Firstdayoffallterm
11/25/15–11/27/15
ThanksgivingHoliday(NoClasses/CampusClosed)
12/25/15–1/3/16
WinterBreak(NoClasses/CampusClosed)
1/4/16
ClassesresumeafterWinterBreak
1/18/16
MartinLutherKingJr.Day(CampusClosed)
2/1/16
Springsemesterbegins
3/21/16–3/25/16
SpringBreak(NoClasses)
5/30/16
MemorialDay(CampusClosed)
7/4/16
IndependenceDay(NoClasses/CampusClosed)
9/5/16
LaborDay(NoClasses/CampusClosed)
August–December2016
Full‐timeStudentTeaching
December2016
Graduation(Datetobeannounced)
CampusSpecificServices
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SchoolofLearningandTeachingOffices:Stopbytheofficeifyouhavequestionsorneed
information.Facultymailboxesarelocatedinthecampusoffices.
Mailboxes:Allstudentswillbegivenamailbox.Pleasecheckyourmailboxfrequentlyfor
communicationsfromSLTfacultyandadministrationaswellasfromotherPacific
Universitydepartments.
StudentLounge:Thestudentloungehasasodamachine,refrigerator,andmicrowavefor
studentuse.Recyclingbinsforaluminum,plasticandglassarealsolocatedhere.Please
cleanupafteryourself.
TheStudentLoungealsohasacopymachineforstudentuse.Youaregiven$60peryear
($30inFallterm/$30inSpringterm).Ifyouprintmorethan$30worthpersemester,your
studentaccountwillbebilledfortheexcessamount.Ifyoudonotuseyourfull
$30/semesterworthofprintingduringfallterm,yourbalancewillbecarriedovertospring
term.
ComputerLab:SLTstudentshaveaccesstothecomputerlab.Campuslabhoursareposted
onthelabdoorandtheCOEwebsite(http://www.pacificu.edu/coe).Pleasenotethatlab
hoursaresubjecttochangewithoutnotice.
Thereisabulletinboardlocatedinthestudentloungecontainingjobannouncements,
booksforsale,etc.
22 
StudentResources:StudentscanfindusonFacebookandTwitter.Jobpostingsandother
importanteducationarticlesandinformationarepostedonthesesites.Pleasefollow
and/orlikeourpages.
Fingerprints
All pre‐service teachers are required to have their fingerprints on file with the State of Oregon’s
licensure authority, Teacher Standards and Practices Commission (TSPC). Oftentimes candidates
havetheirfingerprintsdoneasaninstructionalassistantorforotherjobsintheschools.However,
TSPC completes a more thorough investigation to determine candidates’ eligibility to work
unsupervisedwithchildren.IfyouhavenothadthemdonespecificallyforTSPC,youwillneedto
havethemdoneagain.IfyouthinkthatyourfingerprintsarealreadyonfilewithTSPC,pleaseverify
withyourcampusStudentServicesManager.
 EugeneCampus‐ShellyKnightcanbereachedatsknight@pacificu.eduor541‐485‐6812
PLEASEFOLLOWTHESESTEPSFORSUCCESSFULFINGERPRINTSCANNINGANDHANDLING
STEP1:Student/CandidatecompletesPA‐1formandturnsintocampuspersonnelalongwitha
checkormoneyorderintheamountof$57.00payabletoTSPC(TeacherStandardsandPractices
Commission).Student/CandidateswillreturnthecompletedPA‐1formalongwithcheckor
moneyordertoShellyKnightbyAUGUST31,2015.
STEP2:PacificUniversitysendscompletedPA‐1formalongwithyourpaymenttoTSPC.
STEP3:TSPCemailsinstructionstothestudent/candidateforaccessingFieldPrint(newfingerprint
scanningsystem).
STEP 4: Through the FieldPrint website (http://fieldprintoregon.com/) student/candidate
schedules an appointment at a convenient FieldPrint location to have their fingerprints scanned;
pleasenotethefeerequired(currently$12.50).
STEP5:OnceFieldPrintscansandsendsyourfingerprintstotheOregonStatePoliceandFBIfor
processing, and your prints have been cleared, student/candidate and Pacific University will
receive notification from TSPC that results are ready for viewing on the TSPC Educator Lookup
website(http://www.tspc.oregon.gov/lookup).
Ifyouhavequestions,pleasecontactyourcampusspecificStudentServicesManager.Seecontact
informationabove.
StudentHandbook
ThePacificUniversityStudentHandbookcanbeaccessedonlineatthePacificUniversitywebsite
(http://www.pacificu.edu/about‐us/offices/student‐conduct/student‐handbook/student‐code‐
conduct)andprovidesinformationontheUniversity’spolicies(alcohol,smoking,parking,etc.)and
procedures.Itisthestudent’sobligationtobeawareofandunderstandthepoliciesand
procedurescontainedinthispublication.
23 StudentAccountInformation
Yourusername,calledyour“PUNetID,”andpasswordgrantsaccesstoallPacificweb‐based
servicesincludingemail,computerlabs,BoxerApps,Moodle,andBoxerOnline(studentaccount
information).BothyourPUNetIDandyourpasswordarecase‐sensitive.
Youshouldbeabletoaccessthisinformationatthistime.Ifyouarenotable,pleasecontactthe
TechnologyInformationCenter(TIC)at503‐352‐1500forassistancewithsettingupyourstudent
account.
YourBoxerCardisamultifunctionalIDcardthatcontainsyourpicture,yourIDnumber,your
PUNetIDandyourname.Itservesasyouridentificationcard,librarycard,dooraccesskey(see
Pacific’sAfter‐HoursPolicy),anddecliningbalance(printingandcopying).
PhotographsforBoxerCardswillbetakenonthedayoforientation.BoxerCardswillbedelivered
toEugenecampusstudentswithinthefirsttwoweeksofschool.
Communication
EmailtoyourPacificUniversityemailaccountistheofficialmeansofcommunication
throughoutPacificUniversity.AllUniversitydepartmentsuseyourPacificUniversity
emailforcorrespondence.PleasecheckyourPacificUniversityemailaccount
regularlyforinstructorcorrespondence,importantupdatesandinformation.
YoumayhaveyourPacificemailaccountforwardedtootherpersonalaccounts,butpleasebe
awarethatbillingstatementsfromtheBusinessOfficedonotgetforwarded.Itisvitalthatyou
checkyourPacificemailaccountperiodicallyasotherofficesmaynotforwardeither.
Itisvitalthatwehavecurrentcontactinformationonfileforyou.Pleasebecertainthatouroffice
alsohasacurrentaddress,phonenumber,andemailaddressonfileforyou.Youcanupdateyour
informationonBoxerOnline(https://boxeronline.pacificu.edu)
Registration
Due to financial aid and billing cycles, you will automatically be registered for classes when we
receiveconfirmationfromyouthatyouwillbeattendingtheprogram.Inadditionallfurthercohort
registration will be processed for you. You are responsible for registration of any courses taken
outside of the normal cohort program schedule (i.e. Talented and Gifted, Reading, English for
SpeakersofOtherLanguages).RegistrationformsareavailableontheCollegeofEducationwebsite
andmustbereturnedtoShellyKnightforprocessing.
Forquestionsaboutclassschedulesorregistrationprocedures,pleasecontactShellyKnight,
StudentServicesManagerat541‐485‐6812orsknight@pacificu.edu.
24 Drop/AddPolicy
TheInitialLicensureprogramisacarefullyconstructed,sequentialprogramthatmustbe
completedasspecifiedinorderforyoutofinishinthedesignatedtimeframe.Itispossibletoalter
somecoursesequencesand/ortakelongertocompletetheprogram.However,thosedecisionscan
onlybemadeafterconsultationwiththeProgramCoordinator.Youmaynotdroporaddaclass
withoutwrittenpermissionfromtheProgramCoordinator.Failuretoadheretothispolicymay
resultinalongerprogramcompletiontime.
HealthInsurance
AllstudentsMUSThavehealthinsuranceifregisteredfor1ormorecreditspersemester.If
youdonothavehealthinsurance,youwillberequiredtopurchasestudenthealthinsurance.Ifyou
DOhavehealthinsurance,youmaywaivePacificUniversity’smandatoryhealthinsurancecoverage
bycompletingawaiverformandprovidingproofofinsurance.Waiverformsareavailableonline
ontheBusinessOfficewebsiteathttp://www.pacificu.edu/about‐us/offices/business‐office/forms.
Ifyouhavealreadybeenchargedandwouldliketowaiveinsurancecoverage,PacificUniversityhas
30daysfromthestartofcoveragetoissuearefund,howevertherewillbea$25administrativefee.
Formoreinformationregardinghealthinsurancepolicies,pleasecontactReneeVanzantat503‐
352‐2231orvanzanjr@pacificu.edu.
Immunizations
Allstudentsbornafter1956andregisteredfor6ormorecreditsarerequiredbyOregonStatelaw
toshowproofofvaccinationforMMR(mumps/measles/rubella).TD(tetanus/diphtheria)andTB
(tuberculosis)arehighlyrecommended.PleasecompletetheImmunizationRecordformyou
receivedwithyouracceptanceletterandprovidedocumentationfromahealthcareprovider.If
youneedanotherform,pleasegotohttp://www.pacificu.edu/about‐us/student‐health‐
center/required‐immunizations‐forms.
Registrationforspringsemesterwillbedelayedwithoutproperimmunizationpaperwork.
Textbooks&CourseMaterials
Booksandcoursepacketsarenotincludedintuitioncosts.
Textbooks are available for purchase or rent at the Pacific University Bookstore website at
http://pacific.bncollege.com.Theymayalsobepurchasedonlineatoneofyourpreferredproviders.
PacificUniversityBookstoreBookReturnPolicy
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Afullrefundwillbegiveninyouroriginalformofpaymentiftextbooksarereturned
withareceiptduringthefirstweekofclass.
With proof of a schedule change and a receipt, a full refund will be given in your
originalformofpaymentduringthefirst30daysofclasses.
Allmedicalandspecialtyreferencebookrefundswillbegiveninyouroriginalform
ofpaymentwithareceiptwithin3daysofpurchase.
Norefundswillbegivenwithoutareceipt.
Textbooksmustbeinoriginalcondition.
25 
Shippingandhandlingchargesarenotrefundable.
26 StudentServices

Transportation:
Bus–YoucanpurchaseamonthlybuspassfromLTDatseverallocations:most7‐11
stores,theUofOBookstore,LaneCommunityCollegeBookstore,GatewayandValley
RiverCenterMalls,andtheLTDCustomerServiceCenterat1080WillametteStreet.
o WalkorBicycle–Thereisabicyclerackinfrontofthebuilding.Pleasedonotbring
bicyclesintothebuildingatanytime.Besuretolockbicyclesandbeadvisedthat
PacificUniversityisnotresponsibleforanystolenbicycles.
o Private car ‐ Students may park in nearby city lots ‐ 10th and Olive (by Bradford’s
Stereo),8thandOlive(byUSBank),andtheOakStreetOverpark(spanning10thand
Oak).Youcanusenearbyparkingmeters,butthisisnotrecommended.
CollegeofEducationWebsite:TheCOEwebsitecontainsinformationaboutthecollege,
ourprograms,coursedescriptions,studentforms,handbooks,calendars,andlinkstofaculty
websites. You can access the COE website at www.pacificu.edu/future‐graduate‐
professional/colleges/college‐education.
EugeneandUniversityofOregonKnightLibraries:PacificUniversitystudentsmay
usetheEugeneorUniversityofOregon’sKnightLibrary.Youmusthaveacurrentdatesticker
onyourPacificIDinordertocheckoutanyitemsfromthelibrary.
Eugene Campus Gym Facilities: Pacific University has partnered with International
Fitness to offer gym membership at a reduced rate of $79 for three months. For more
information, please contact Shei Perez at International Fitness (541‐741‐2444).
InternationalFitnesshasthreelocations(GreenAcresRd.,QStreet,andGatewayRd).The
pricequotedisfortheGatewayRoadlocation.YouwillneedtoshowyourPacificUniversity
inordertotakeadvantageofthisrate.Exerciseclassschedulesarepostedinthestudent
lounge,alongwithhoursofoperation.
TechnologyInformationDepartment: UniversityInformationServiceshasproduced
aninformationguideforusingtheUniversity’stechnologyservices.Youcanaccessanumber
of these information sheets including “Using MyAccount & BoxerMail” by navigating to
http://www.pacificu.edu/about‐us/offices/university‐information‐services/technology‐
help‐resources.
o
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LearningSupportServicesforPacificUniversityStudentsWithDisabilities
Learning Support Services for (Pacific University) Students with Disabilities (LSS)
coordinateseducationalaccommodationsforstudentswithdisabilities.Disabilitiesmaybe
learning related, medical, physical or psychological and may be permanent or
temporary.Examplesofaccommodationsincludeextendedtesttimeandsecludedtesting,
accessibleoralternateformatcoursematerials,andnote‐takers.
Academicstandardsrequirequalifieddocumentationfromlicensedcareprovidersorothers
whomeetfederalguidelinesinordertoreceiveaccommodation.Studentsareresponsible
forfurnishingthisdocumentationtotheUniversitythroughLSS.TheUniversityencourages
students, faculty and staff to work together to adapt services to students’ individual
situations. Accommodations will begin once all the documentation is completed. The
University welcomes students to be forthcoming about their status and needs at any
27 time.TheOfficeofLearningSupportServicescanbereachedatlss@pacificu.eduor503‐352‐
2147.Gotohttp://www.pacificu.edu/studentlife/lssformoreinformation.TheUniversity
complies with all applicable law regarding disabilities. Questions or concerns about
UniversitypolicyorcompliancemaybedirectedtotheDeanofStudents.
ForacompletelistofPacificUniversity’sacademicpoliciesandprocedures,pleasegotothe
onlineacademiccataloglocatedathttp://www.pacificu.edu/about‐
us/offices/registrar/academic‐catalog.
ProfessionalOrganizations
Allstudentsareencouragedtojoinaprofessionalorganization.Whatarethebenefitsofbelonging
tosuchanorganization?
 Mostorganizationswillsendyouanewsletterandajournalonaregularbasisasapartof
yourmembershipperks.
 Youwillhaveaccesstoregionalconferences.
 Youarebuildinganetworkofprofessionalcontactsandaffiliations.
 Theinformationyoureceivefromtheseorganizationswillhelpyougrowasaprofessional.
Werealizethatfundsmaybeabittightafterpayingyourtuitionbill,butthereismoneyavailablefor
membershipintheseorganizationsthroughthePacificUniversityStudentGovernmentCouncil.You
will elect a representative to serve on this council and your representative will provide you with
informationabouthowtoaccessthefunds.
Thingstoknow...
MainCampusAddress:
2043CollegeWay
ForestGrove,OR97116
1‐877‐722‐8648
EugeneCampusAddress:
40E.Broadway#250
Eugene,OR97401
541‐485‐6812
Withdrawals,Adds/Drops,orWaivers:
Pleaserefertotheonlinecatalogformoreinformationonwithdrawingfromcoursesortheprogram
as a whole. Refunds are tied to add/drop dates so please pay particular attention to this if
needed.
Waivers:
Ifyoubelieveyouareeligibleforacoursewaiver,pleasecontactyouradvisorpriortothestartdate
ofthecourse.
LoanDeferments:
If you need to defer a previous student loan you may either mail your deferment request to our
Registrar’sofficeatthemaincampusorsubmittheinformationelectronicallyonBoxerOnline.
StrandChanges:
28 Ifyouwishtochangestrands,itmustbecompletedwithin2monthsofbeginningtheprogram.A
formisavailableintheofficeandmustbeapproved.Youmaycontactyouradvisorfordetailsof
stranddescriptions.
Immunizations:
Allimmunizationsmustbeturnedinwithin1monthfromthebeginningoftheprogram.Having
immunizationrecordsonfileisrequiredbyOregonstatelaw.
29 30 TESTINGINFORMATION
WhattestsshouldItake,andwhenshouldItakethem?
Program
Test
WhenRequired
AllPrograms ORELAProtectingStudent&CivilRightsintheEducational
AllLevels
Environmentwww.orela.nesinc.com
NESElementaryEducationExam–Bothsubtestsarerequired
www.orela.nesinc.com
 SubtestI:Reading,EnglishLanguageArtsandSocialStudies
 SubtestII:Mathematics,Science,TheArts,HealthandFitness
ECE/ELEM
RequiredforGeneralEducators
OptionalforSpecialEducators(tobecomeHighlyQualified)
ELEM/MS
NESSpecialEducationTestwww.orela.nesinc.com
RequiredforSpecialEducators
NESElementaryEducationExam–Bothsubtestsarerequired
www.orela.nesinc.com


ML/HS
SubtestI:Reading,EnglishLanguageArtsandSocialStudies
MiddleGradesEnglishLanguageArts
MiddleGradesGeneralScience
MiddleGradesSocialScience
MiddleGradesMathematics
Alternately,candidatesmaychoosetocompleteasecondarylevelsubject
matterexam.
SubjectMatterExamination–www.orela.nesinc.com
PleaserefertotheMinimumPassingScoresforOregonLicensurepagefor
additionaltestinformation.
EndofMethodology
Coursework
EndofMethodology
Coursework
SubtestII:Mathematics,Science,TheArts,HealthandFitness
RequiredforGeneralEducators–OptionalforSpecialEducators(tobecome
HighlyQualified)
MiddleGradesExaminationrequiredforHighlyQualifiedDesignation
www.orela.nesinc.com
Candidatescanchoosefromanyofthefollowing:

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PriortoProgram
StartDate
EndofMethodology
Coursework
PriortoStudent
Teaching
PriortoProgram
StartDate
31 MinimumPassingScoresforOregonLicensure
NESElementaryEducationExamination
PassingScore
SubtestI:Reading,EnglishLanguageArtsandSocialStudies
227
SubtestII:Mathematics,Science,TheArts,HealthandFitness
228
MiddleLevelHighlyQualifiedTests
PassingScore
MiddleGradesEnglishLanguageArts
222
MiddleGradesGeneralScience
228
MiddleGradesSocialScience
227
Note:Middleleveltestsforlanguagearts,science,andsocialstudiesareonlyvalidtoteachatthe
middleschoollevel
MiddleLevelBasicMathEndorsement
PassingScore
MiddleGradesMathematics(BasicMath)
225
TheBasicMathendorsementisvalidtoteachanycourseinmiddleschoolorhighschoolator
belowAlgebraI,includingRemedialMath;Mathematics;BasicMath;MathConcepts(grades6‐8);
Pre‐Algebra;IntroductoryAlgebra;BasicAlgebra;AlgebraI;CompetencyMathematics;
ConsumerMathematics;GeneralMathIⅈMathematicsFundamentals;MathLab;Middle
MathematicsSkills;ProblemSolving;andothermath‐relatedcoursesatorbelowtheAlgebraI
level.
SubjectMatterExaminations
PassingScore
**Art
230
Biology(middleschoolorhighschoolendorsements)
220
Note:ValidtoteachBiology;Agriculture;AnimalSystems;Chemistry:LifeScience;Natural
Resources;PlanSystemsandZoologyandotherspecializedcourses.
BusinessEducation(middleschoolorhighschoolendorsement)
234
Chemistry(Middleschooland/orhighschoolendorsement)
220
Note:ValidtoteachChemistry;IntegratedScience;Life&PhysicalSciences;Physics;Technical
Scienceandotherspecialtycourses.
Chinese(Mandarin)
220
EnglishtoSpeakersofOtherLanguages(ESOL)
228
32 French(Middleschooland/orhighschoolendorsement)
220
German(Middleschooland/orhighschoolendorsement)
220
Health(Middleschooland/orhighschoolendorsement)
240
Note:ValidtoteachHealthEducation;AdvancedHealth;FoodandFitness;DrugEducation;Health
Promotion;HealthandWellnessEducation;IndividualHealthProjects;ChemicalandSubstance
AbuseEducation;FamilyLiving;andotherhealth‐relatedcoursesandactivities.
IntegratedScience
GeneralScience
220
Note:ValidtoteachAgriculture;Anatomy;GeneralBiology;Botany;GeneralChemistry;Earth
Science;IntegratedScience;Life&PhysicalScience;NationalResources;GeneralPhysicsandother
specializedcourses.
LanguageArts(Middleschooland/orhighschoolendorsement)
EnglishLanguageArts
236
*Marketing(seebelow)
Mathematics,Advanced(Middleschooland/orhighschoolendorsement)
Mathematics
225
Note:ValidtoteachAdvancedAlgebra;Trigonometry;Pre‐Calculus;Calculus;Statistics&
Probability;Geometry;SurveyGeometry;TrigonometryAnalysis;andothermath‐relatedcourses.
RequiredtoteachabovetheAlgebraIlevel.
Mathematics,Basic(Middleschooland/orhighschoolendorsement)
MiddleGradesMathematics
225
Note:ValidtoteachanycourseinmiddleschoolorhighschoolatorbelowAlgebraIincluding
RemedialMath;Mathematics;BasicMath;MathConcepts(grades6‐8);Pre‐Algebra;Introductory
Algebra;BasicAlgebra;AlgebraI:CompetencyMathematics:ConsumerMathematics:GeneralMath
I&II:MathematicsFundamentals;MathLab;MiddleMathematicsSkills;ProblemSolving,and
othermath‐relatedcoursesatorbelowtheAlgebraIlevel.
**Music
220
**PhysicalEducation
224
Note:Validtoteachgamesandsportsskills;Gymnastics;Movement;Personal&Social
Development;PhysicalFitnessandBodyDevelopment;Rhythms;Adaptivemotorskills,andathletic
training.
33 Physics(Middleschooland/orhighschoolendorsement)
232
Note:ValidtoteachAstronomy;Chemistry;IntegratedScience;Life&PhysicalSciences;
Meteorology;Physics;Robotics;TechnicalScienceandotherspecializedcourses
*ReadingSpecialist(seebelow)
SocialStudies(Middleschooland/orhighschoolendorsement)
SocialScience
237
Spanish
226
SpecialEducation
228
ThefollowingtestsarecurrentlybeingofferedaspartofthePraxisIIseriesthroughETS.Youcan
obtaininformationabouttestdates,locations,andon‐lineregistrationatthePraxiswebsite
(www.ets.org/praxis).
SubjectEndorsements
TestNumber
PassingScore
Marketing(Highschoollevelonly)
MarketingEducation
10561
163
ReadingSpecialist
5301
164
SubjectsforWhichNoExamisRequired
Atranscriptevaluationisrequiredtoqualifyfortheseendorsements.Inaddition,tobe
recommendedforanendorsementineitherJapaneseorRussian,candidatesmustachieveascore
ofIntermediateHighoraboveontheAmericanCouncilontheTeachingofForeignLanguagesOral
ProficiencyInterviewandtheWritingProficiencyTest.SeeACTFLwebsiteforadditional
information.
Drama(Middleschooland/orhighschoolendorsement)
Japanese(Middleschooland/orhighschoolendorsement)
Russian(Middleschooland/orhighschoolendorsement)
ORELACivilRights
ProtectingStudentandCivilRightsintheEducationalEnvironment
Examination
PassingScore
240
**ThefollowingsubjectareasdonotrequiretheNESElementaryEducationSubtestIand
SubtestIIExaminations.(Allotherlicensuretestsstillapplyfortheseendorsements):

Art
34 
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ESOLandESOL/Bilingual
Music
PhysicalEducation
Reading
BACHELOROFEDUCATIONPROGRAM
B.Ed.PROGRAMOVERVIEW
TheBachelorofEducationinElementaryEducationandEnglishLanguageLearningisaunique
degreecompletionprogrambaseduponprinciplesofcommunity‐basedteachereducationwiththe
expressedgoaloftrainingprofessionaleducatorsasTeachers,Leaders,andAdvocatesfora
multilingualanddiversestudentpopulation.Completionofthedegreepreparesteachercandidates
forOregonlicensureandOregonEnglishforSpeakersofOtherLanguages(ESOL)endorsement.
YouwillbeginintensivecourseworkinlateAugustbytakingfoundationalcourseworkin
communitybuilding,schoolingandpolitics,andeducationalpsychology.Thiscourseworkwill
continuethroughtheentirefallsemester.
Overthenextcoupleofsemesters,youwillbeparticipatinginmethodologycoursework.This
meanscourseworkinreading,writing,math,science,health,andexpressivearts.
DegreeRequirementsfortheB.Ed.
ToearntheB.Ed.degree,studentscomplete58creditsatPacificUniversity’sEugenecampus.Prior
tomatriculationintotheBachelorofEducationinElementaryEducationandEnglishLanguage
Learningprogram,studentsmusthavecompletedanAAOTdegreeORatleast75%ofthe
courseworklistedbelow.StudentswithoutanAAOTmustcompleteallofthecourseworkbelow,
butmayenrollintheremaining25%ofcourseswhileenrolledatpacific.Substitutions/exceptions
tothesecoursesmaybeapprovedpriortoadmissiontotheB.Ed.
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Writing(4semester/6quartercreditsminimum)
o Mustinclude1EnglishCompositioncourse
Humanities(10semester/15quartercreditsminimum):Humanities,Communication,
Philosophy,English,Literature,Art,Music,Theater,Religion,MusicPerformance
o Mustinclude1EnglishorHumanities;1CommunicationorSpeech;1Philosophy
SocialScience(6semester/10quartercreditsminimum):History,Psychology,Sociology,
Anthropology,Economics,PoliticalScience,Geography,HumanDevelopmentandFamily
Studies
o Mustinclude1PsychologyorHumanDevelopmentandFamilyStudiescourse
Mathematics(6semester/10quartercreditsminimum)
NaturalScience(6semester/10quartercreditsminimum)
o Mustinclude1labcourse
EducationorEarlyChildhoodEducation(4semester/6quartercreditsminimum):
o MustincludeanIntroductiontoEducationorFoundationsofEducationcourse
35 
WorldLanguage/ForeignLanguageproficiency:
o MustdemonstratecompetencyinalanguageotherthanEnglish:passany103‐level
languagecourseORpassaPacificUniversityorcommunitycollegechallengeexam
reflecting103‐levelproficiency.Languagerequirementmaybewaivedfornative
speakersofotherlanguagesinconsultationwiththeWorldLanguageDepartment
orbysuccessfulcompletionof50%oftheadmissionsinterviewintheforeign
language,evaluatedbyaqualifiedspeakerofthelanguage.
B.Ed.ProgramTransitionPoints
Listedbelowarethetransitionpointsyouwillencounteroverthecourseofyourprogramandthe
requirementsyoumustfulfillinordertocontinuetothenextblock.Examplesoftheevaluation
instrumentsarecontainedintheAppendix.
ProgramorTransitionPointRequirements
CompletedAdmissionsDocuments(includingtwoessays)
OfficialTranscriptsSubmitted
AdmissionEvaluationForm
Interview
ConfirmationofAdmission
SubmitInsuranceWaivertoBusinessOffice,ifnecessary
ImmunizationFormssubmittedtoHealthOffice
ReviewofProgramHandbook
CandidateDispositions(nottobeturnedin)
SubmissionofTSPCDocuments(fingerprints,PA‐1form)
ObservationJournalandReflection
PassingTestScoresonORELA–ProtectingStudent&Civil
RightsTest
SuccessfulCompletionofFallSemesterCoursework
CandidateDispositionsClearance
Practicum/FieldExperienceCandidateEvaluationby
CooperatingTeacher
CompletionofMethodologyCoursework
CandidateDispositionsClearance
ECE/ELEMONLY–(General&SpecialEducation)
PassingTestScoresonNESElementaryEducationSubtestsI
&II
CompletionofTeacherInquiryProject/edTPAportfolio
(EvaluatedbyUniversityPersonnel)
MidplacementEvaluationofStudentTeachingfortwo
placements
SummaryEvaluationofStudentTeachingwithpassing
gradefortwoplacements
CompletionDeadline
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoProgramStartDate
PriortoProgramStartDate
PriortoProgramStartDate
Orientation
Orientation
Orientation
Ongoing
EarlyinFallTerm
EndofFall(1st)Term
EndofFall(1st)Term
EndofFall(1st)Term
PriortoStudentTeaching
Endofeachterm
Atcompletionofmethods
coursework–PriortoStudent
Teaching
CompletionofProgram
CompletionofProgram
Completionofprogram
36 37 B.ED.CURRICULUMPLAN
TheBachelorofEducationinElementaryEducationandEnglishLanguageLearningprogram
preparesteachercandidatestobeteacherleadersandadvocates.Eachsemesterincludesschool‐
basedteachingexperiences,individualmentoring,andintegrationofcoursework.Uponcompletion
oftheBachelorofEducationinElementaryEducationandEnglishLanguageLearning,teacher
candidateswillbepreparedforthepreliminaryOregonteacherlicensureinelementaryeducation
andmaychoosetopursueanEnglishforSpeakersofOtherLanguages(ESOL)endorsement.
Term
Fall2015
Course#
EDLL315
CourseTitle
Political&CulturalContextofSchooling
Credits
2
Fall2015
EDLL320
AppliedHumanDevelopment&Psychology
3
Fall2015
EDLL360
TechnologyAcrosstheCurriculum
2
Fall2015
EDLL375
Culture,Power&Identity:BecomingaTeacherLeader
andAdvocateI
2
Fall2015
SPED305
Exceptionalities
2
Fall2015
EDLL365
ClinicalObservation
1
Spring2016
EDLL300
Experiential&InquiryLearninginEarlyChildhoodand
ElementaryClassrooms
2
Spring2016
EDLL310
IntegratedSocialStudiesMethods
2
Spring2016
EDLL380
Planning,Managing,ImplementingandAssessing
Instruction
4
Spring2016
EDUC411
DifferentiationandCollaborationintheInclusive
Classroom
2
Spring2016
EDUC420
LanguageAcquisitioninChildren
2
Summer2016 EDLL325
ExpressiveArtsMethods
2
Summer2016 EDLL330
Science/HealthMethods
2
Summer2016 EDLL390
TeacherasResearcherI
2
Fall2016
EDLL400
Culture,Power&Identity:BecomingaTeacherLeader
&AdvocateII
2
Fall2016
EDLL410
TeacherasResearcherII
2
38 Fall2016
EDLL420
MathMethods
3
Fall2016
EDLL425
LiteracyMethods(ClinicalFocus)
6
Fall2016
EDUC397
FieldExperience
1
Spring2017
EDLL450
Culture,Power&Identity:BecomingaTeacherLeader
&AdvocateIII
2
Spring2017
EDLL475
Student Teaching
12
GraduateswhohavecompletedtheB.Ed.inElementaryEducationandEnglishLanguageLearning
(EDLL)withanESOLConcentration(EugeneCampus)maychoosetopursueanESOLEndorsementby
completingtwomorecoursesbeyondtherequiredB.Ed.courseworkandfulfillingtheOregonTeacher
StandardsandPracticesCommission(TSPC)requirements:
EDLL350
LinguisticsforEarlyChildhoodandElementaryEducation
EDLL475
ESOLPracticum
TeacherInquiryProjectfortheB.Ed.Program:
AsacumulativeprojectoftheB.Ed.program,teachercandidateswillhaveopportunityto
demonstratetheirabilitiestobeaTeacher,Leader,andAdvocatethroughafinalTeacherInquiry
Project.TheprojectmayincorporateedTPAtasksasnecessary.Theteachercandidatewill
demonstrateteachingabilitiesthroughlessonplanning,implementation,andassessment;
leadershipthroughactionresearch;andadvocacythroughdeliberatestrategiestoteachall
childrenandworkwithinacollaborativeschoolandcommunitysetting.Teachercandidateswill
selectaspecificteachingstrategybasedupontheirownprofessionalgoalsandtheneedsof
childrenintheclassroom.Uponcompletionoftheproject,theteachercandidatewilldemonstrate:
a)AnabilitytoplanandimplementlessonsusingaspecificstrategyforteachingEnglish
languagelearners;
b)Collectauthenticandmeaningfuldataforassessingeffectivenessofteachingstrategyand
studentlearning;
c)Analyzeandinterpretdatausingmultiplesourcesandperspectives;
d)Reteachandadjustteachingandlearningbasedupondata.
TheTeacherInquiryProjectwillinvolvethreecyclesofplanning,datacollection,andanalysis.
edTPA
TSPCalsorequiresthatallteachercandidatespasstheedTPA,ateacherperformanceassessment.
TheedTPAassessmentprovidesopportunityforteachercandidatestodemonstratetheirabilityto
teachbothliteracyandmathematicsinearlychildhoodorelementarygrades.Teachercandidates
willplanandassesstheirteachingthroughthecompletionoffourtasks:
Tasks1–3:ElementaryLiteracyTasks—FortheElementaryLiteracyTasks,teachercandidateswill
39 documentacycleofteachingthatincludesplanning3–5lessons,videorecordingthemselves
teaching,andanalyzingteachingandstudents’learning,withattentiontostudents’academic
languagedevelopmentanduse.
Task4:ElementaryMathematicsAssessmentTask—FortheElementaryMathematicsTask,teacher
candidateswillfocusonanalysisofstudents’learninginmathematics(drawnfromalearning
segmentof3–5lessons)andare‐engagementlessonthataddressesstudents’learningneeds.
Alltasksmustbecompletedwithinaformalstudentteachingexperience.Tasks1–3areintegrated
intotheEDLL425LiteracyMethodsclinicalandTask4isintegratedintotheEDLL420Math
Methodsclinical.Tasks1–4mayberepeatedduringfinalstudentteachingduringtheTeacher
InquiryProject.WhiletheB.Ed.programpreparesteachercandidatesfortheseassessmenttasks,
theteachercandidateisresponsibletocollectevidence,andsubmitartifactsandcommentariesfor
scoringasrequiredbyedTPA.
CompleteinformationandinstructionsforedTPAcanbefoundintheedTPAElementaryEducation
andEarlyChildhoodEducationhandbooks.
PreparingforRequiredExaminations&PerformanceTasks
PacificUniversityCollegeofEducationiscommittedtoassistingallqualifiedteachercandidatesfor
successinmeetingtestingrequirementsandincompletionoftheedTPA.Assistancemayinclude
individualcounselingandtutoring,practicetesting,specifictrainingintestpreparation.edTPA
requirementsareembeddedintoallcoursework.PleasecontactPacificUniversityEugenefaculty
oradvisorsforadditionalassistance.
EnglishforSpeakersofOtherLanguages(ESOL)Concentration
B.Ed.teachercandidatescompletecoursework,clinicalexperiences,andpracticatoearnthe
EnglishforSpeakersofOtherLanguagesconcentration.AnendorsementisanadditiontotheInitial
OregonTeachingLicense.ESOLcourseworkisintegratedintoallB.Ed.courses(Numbers1‐6inthe
followingtablecorrespondtotheTSPCESOLendorsementstandards):
40 Promoting Cultural
Competence
Creating StudentCentered Classrooms
Demonstrating
Professional
Leadership
Enhancing Learning
Through Technology
(1) Language:
(3) Planning,
Implementing &
Managing Instruction:
(5) Professionalism:
(6) Technology:



Linguistics for Early
Childhood &
Elementary Educators 
 Human Development
& Psychology
 Literacy Methods

(ESOL Clinical)
 Student Teaching

(2) Culture:

 Political & Cultural
Context of Schooling
 Culture, Power &

Identity: Becoming a
Teacher Leader &

Advocate I, II, III
 Student Teaching

Experiential & Inquiry
Learning in ECE &
Elementary
Classrooms
Integrated Social
Studies
Expressive Arts
Methods (clinical)
Planning, Managing,
Implementing &
Assessing Instruction
Literacy Methods
(ESOL Clinical)
Science/Health
Methods
Math Methods



Political &
Cultural Context
of Schooling
Culture, Power &
Identity:
Becoming a
Teacher Leader &
Advocate I, II, III
Teacher as
Research I, II
Student Teaching




Technology
Across Curriculum
Teacher as
Researcher I
Science/Health
Methods
Math Methods
Student Teaching
(4) Assessment:





Teacher as Research I,
II
Planning, Managing,
Implementing &
Assessing Instruction
Literacy Methods
(ESOL Clinical)
Science/Health
Methods and Math
Methods
Student Teaching
Allclinicalexperiences,practica,andfinalstudentteachingarecompletedinlocalelementary
schools.
41 MASTEROFARTSINTEACHING(MAT)PROGRAMS
MAT/FLEXPROGRAMOVERVIEW
PacificUniversity’sMATFlexProgramisarigorous17‐monthexperiencethatconsistsoffour
distinctsemestersandiscomposedoftwoconjoinedelements:Universitycourseworkandschool
fieldexperience.
YouwillbeginintensivecourseworkinlateAugustbytakingfoundationalcourseworkin
communitybuilding,schoolingandpolitics,andeducationalpsychology.Thiscourseworkwill
continuethroughtheentirefallsemester.
Duringspringsemester(February–mid‐June),youwillbeplacedinyourfieldexperience
practicum.Therequirementforthisexperienceistospend90hoursinyourassignedplacement.
Whilespendingtimeinthisclassroom,youwillbeexpectedtoobserveandassisttheclassroom
teacher.Weknowthatmanyofyouhaveobligationsandresponsibilitiesduringtheday,soitwill
beyourresponsibilitytoworkoutthespecificsofthisplacementwithyourassignedmentor.Itis
possibletospend90hoursintwodifferentplacements,assuringthatoneofthemwillbewiththe
teacherwithwhomyouwilldoyourstudentteachinginthefall.
Duringspringandsummersemesters,youwillalsobeparticipatinginmethodologycoursework.
Forthosestudentsworkingontheirearlychildhoodandelementaryauthorizationlevels,this
meansmethodologycourseworkinreading,writing,math,science,health,andexpressivearts.For
thosestudentsworkingontheirmiddleschoolandhighschoolauthorizationlevels,itmeans
coursesinteachingreadingandwritingacrosscurriculumareasandcourseworkinmethodology
forspecificcontentareas.Youwilllearnhowtouseresearchtoinformyourpracticeandwaysin
whichtechnologycanbeintegratedintoyourteaching.
Duringthesecondfallsemesterintheprogram,youwillbestudentteaching.Youwillspendthe
entirefall,15+weeks,inoneplacement.Thisplacementwillsatisfytherequirementsforoneof
yourauthorizationlevels.InJanuary,youwillspendthreeadditionalweeksatyourother
authorizationlevel.Evenifyouintendtohaveonlyoneauthorizationonyourlicense,youwillstill
havea3‐weekplacementinJanuary.PacificUniversityrequiresatotalofatleast18+weeksof
studentteaching.
42 MAT/FLEXProgramTransitionPoints
Listedbelowarethetransitionpointsyouwillencounteroverthecourseofyourprogramandthe
requirementsyoumustfulfillinordertocontinuetothenextblock.Examplesoftheevaluation
instrumentsarecontainedintheAppendix.
ProgramorTransitionPointRequirements
CompletedAdmissionsDocuments(includingtwoessays)
OfficialTranscriptsSubmitted
AdmissionEvaluationForm
Interview
SecondarySubjectMatterTests
ConfirmationofAdmission
SubmitInsuranceWaivertoBusinessOffice,ifnecessary
ImmunizationFormssubmittedtoHealthOffice
PassingTestScoresonORELA–ProtectingStudent&Civil
RightsTest
ReviewofProgramHandbook
CandidateDispositions(nottobeturnedin)
SubmissionofTSPCDocuments(fingerprints,PA‐1form)
ObservationJournalandReflection
SuccessfulCompletionofFallSemesterCoursework
CandidateDispositionsClearance
Practicum/FieldExperienceCandidateEvaluationby
CooperatingTeacher
CompletionofMethodologyCoursework
CandidateDispositionsClearance
CompletionDeadline
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoProgramStartDate
PriortoProgramStartDate
PriortoProgramStartDate
PriortoProgramStartDate
Orientation
Orientation
Orientation
Ongoing
EndofFall(1st)Term
EndofFall(1st)Term
EndofFall(1st)Term
EndofSpringandSummerTerm
EndofSpringandSummerTerm
–PriortoStudentTeaching
ECE/ELEMONLY–(General&SpecialEducation)
EndofSpringandSummerTerm
PassingTestScoresonNESElementaryEducationSubtestsI –PriortoStudentTeaching
&II
MinorPracticumEvaluationbyCooperatingTeacher
EndofSpringandSummerTerm
–PriortoStudentTeaching
CompletedPreliminaryTeacherInquiryProject(Work
EndofSpringandSummerTerm
Sample)
–PriortoStudentTeaching
CompletionofProgram
CompletionofSecondTeacherInquiryProjectwhich
includestwoUnitsofStudy(EvaluatedbyUniversity
Personnel)
MidplacementEvaluationofStudentTeaching
CompletionofProgram
SummaryEvaluationofStudentTeachingwithpassing
Completionofprogram
grade
43 MAT/FLEXCURRICULUM
Term
Fall2015
Course#
EDUC604
CourseTitle
AdvancedEducationalPsychology,Development&
Learning(ALL)
Credits
4
Fall2015
Fall2015
Fall2015
EDUC606
EDUC607
EDUC612
CriticalPerspectivesonIdentity&SocialSystems(ALL)
TechnologicalLearningEnvironments (ALL)
Teaching&InquiryI:FundamentalsofTeaching
ThroughInquiry(ALL)
3
2
2
Spring2016
EDUC636 Instruction,Assessment&ClassroomManagement
(MS/HSFocusOnly)
3
Spring2016
EDUC650
EducationFieldExperience (ALL)
1
Spring2016
EDUC613
Teaching&InquiryII:Design&Implementation(ALL)
2
Spring2016
EDUC664
Learning&Teaching:SocialStudies&GeneralMethods
(ECE/ELEMFocusOnly)
3
Spring2016
EDUC665
Learning&Teaching:Science&HealthMethods
(ECE/ELEMFocusOnly)
2
Spring2016
EDUC667
Learning&Teaching:LiteracyDevelopment
(ECE/ELEMFocusOnly)
4
Spring2016
ESOL544
EducationalLinguisticsforESOLTeachers(MS/HS
FocusOnly)
3
Spring2016
EDUC____
SecondarySubjectPedagogy:____________(Requiredfor
MS/HSFocusEndorsements)
4
Spring2016
EDUC____
OPTIONALSecondarySubjectPedagogy:____________
(RequiredforMS/HSFocusEndorsements)
CriticalPerspectivesinSchoolContexts (ALL)
4
Learning&Teaching:MathMethods(ECE/ELEMFocus
Only)
Learning&Teaching:ExpressiveArts(ECE/ELEM
FocusOnly)
FoundationsofESOLMethods (ALL)
Elective(RequiredforMS/HSFocusProgram)
Teaching&InquiryIII:CriticalAnalysis&Decision‐
making(ALL)
2
StudentTeaching
TeachingSeminar
10
2
Summer2016 EDUC648
Summer2016 EDUC666
Summer2016 EDUC668
Summer2016 ESOL560
Summer2016 ELECTIVE
Fall2016
EDUC614
Fall2016
Fall2016
EDUC672
EDUC673
2
2
2
2
2
44 45 MATGENERALEDUCATORPROGRAMOVERVIEW
Pacific University’s Master of Arts in Teaching Program is a rigorous 15‐month experience that
consists of four distinct semesters and is composed of two conjoined elements: University
coursework and school field experience. Upon successful completion of the program, students
qualifyforaMasterofArtsinTeachingdegreeandanOregonInitialTeachingLicense.
YouwillbeginintensivecourseworkinSeptemberbytakingfoundationalcourseworkincommunity
building, teaching and assessment, educational psychology and ways in which technology can be
integratedintoyourteaching;youwillapplythoseskillsbackintheclassroom.Thiscourseworkwill
takeplaceinSeptemberthroughDecember.
Atthesametime,youwillbeginworkingintheschoolstwodaysaweektobegintheprocessof
learningwhatitmeanstobeateacher.Yourinitialfourmonthsintheschoolswillallowyouto
honeyourobservationalskillsandtobeginassistingteachersandstudents.BeginninginJanuary,
youwillbeginsomeguidedteachingandyouwillalsocreateaworksample,aunitofinstruction,
whichyouwillteachinlateAprilandearlyMay.
Duringbothspringandsummersemesters,youwillbeparticipatinginmethodologycoursework.
Forthosestudentsfocusingontheearlychildhoodandelementarylevels,thismeansmethodology
courseworkinreading,writing,math,science,healthandexpressivearts.Forthosefocusingonthe
middleschooland/orhighschoollevels,itmeanscoursesinteachingreadingandwritingacross
thecurriculumareasandcourseworkinmethodologyforspecificcontentareas.Inaddition,you
willlearnhowtouseresearchtoinformyourpractice.
Duringthesecondfallsemesterintheprogram,youwillbestudentteaching.Youwillspendthe
entirefallinoneplacement.Thisplacementwillsatisfylicensurerequirementsforyourchosen
endorsementarea.Youwillbegivenmoreinformationlateronthespecificsofthisplacement.
46 MATGeneralEducatorProgramTransitionPoints
Listedbelowarethetransitionpointsyouwillencounteroverthecourseofyourprogramandthe
requirementsyoumustfulfillinordertocontinuetothenextblock.Examplesoftheevaluation
instrumentsarecontainedintheAppendix.
ProgramorTransitionPointRequirements
CompletedAdmissionsDocuments(includingtwoessays)
OfficialTranscriptsSubmitted
AdmissionEvaluationForm
Interview
SecondarySubjectMatterTests
ConfirmationofAdmission
SubmitInsuranceWaivertoBusinessOffice,ifnecessary
ImmunizationFormssubmittedtoHealthOffice
PassingTestScoresonORELA–ProtectingStudent&Civil
RightsTest
ReviewofProgramHandbook
CandidateDispositions(nottobeturnedin)
SubmissionofTSPCDocuments(fingerprints,PA‐1form)
ObservationJournalandReflection
SuccessfulCompletionofFoundationalCoursework
CandidateDispositionsClearance
Practicum/FieldExperienceCandidateEvaluationby
CooperatingTeacher
CompletionofMethodologyCoursework
CandidateDispositionsClearance
CompletionDeadline
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoProgramStartDate
PriortoProgramStartDate
PriortoProgramStartDate
PriortoProgramStartDate
Orientation
Orientation
Orientation
Ongoing
EndofFall(1st)Term
EndofFall(1st)Term
EndofFall(1st)Term
EndofSpringandSummerTerm
EndofSpringandSummerTerm
–PriortoStudentTeaching
ECE/ELEMONLY–(General&SpecialEducation)
EndofSpringandSummerTerm
PassingTestScoresonNESElementaryEducationSubtestsI –PriortoStudentTeaching
&II
MinorPracticumEvaluationbyCooperatingTeacher
EndofSpringandSummerTerm
–PriortoStudentTeaching
CompletedPreliminaryTeacherInquiryProject(Work
EndofSpringandSummerTerm
Sample)
–PriortoStudentTeaching
CompletionofSecondTeacherInquiryProjectwithincludes CompletionofProgram
twoUnitsofStudy(EvaluatedbyUniversityPersonnel)
MidplacementEvaluationofStudentTeaching
CompletionofProgram
SummaryEvaluationofStudentTeachingwithpassing
Completionofprogram
grade
47 MATGENERALEDUCATORCURRICULUM
Term
Fall2015
Course#
EDUC604
CourseTitle
AdvancedEducationalPsychology,Development&
Learning(ALL)
Credits
4
Fall2015
Fall2015
Fall2015
EDUC606
EDUC607
EDUC612
CriticalPerspectivesonIdentity&SocialSystems(ALL)
TechnologicalLearningEnvironments (ALL)
Teaching&InquiryI:FundamentalsofTeaching
ThroughInquiry(ALL)
3
2
2
Fall2015
EDUC636 Instruction,Assessment&ClassroomManagement
(MS/HSFocusOnly)
3
Fall2015
EDUC650
EducationFieldExperience (ALL)
1
Fall2015
EDUC664
3
Fall2015
Spring2016
Spring2016
Spring2016
Spring2016
ESOL560
EDUC613
EDUC648
EDUC654
EDUC665
Spring2016
EDUC666
Learning&Teaching:SocialStudies&GeneralMethods
(ECE/ELEMFocusOnly)
FoundationsofESOLMethods (ALL)
Teaching&InquiryII:Design&Implementation(ALL)
CriticalPerspectivesinSchoolContexts (ALL)
ClinicalEducationPracticum II/Seminar (ALL)
Learning&Teaching:Science&HealthMethods
(ECE/ELEMFocusOnly)
Learning&Teaching:MathMethods(ECE/ELEMFocus
Only)
Spring2016
EDUC667
Learning&Teaching:LiteracyDevelopment
(ECE/ELEMFocusOnly)
4
Spring2016
EDUC668
Learning&Teaching:ExpressiveArts(ECE/ELEM
FocusOnly)
2
Spring2016
ESOL544
EducationalLinguisticsforESOLTeachers(MS/HS
FocusOnly)
3
Spring2016
EDUC____
SecondarySubjectPedagogy:____________(Requiredfor
MS/HSFocusEndorsements)
4
Spring2016
EDUC____
OPTIONALSecondarySubjectPedagogy:____________
(RequiredforMS/HSFocusEndorsements)
4
Fall2016
EDUC614
Teaching&InquiryIII:CriticalAnalysis&Decision‐
making(ALL)
2
Spring2016
Spring2016
EDUC672
EDUC673
StudentTeaching
TeachingSeminar
10
2
2
2
2
1
2
2
48 49 MATSPECIALEDUCATORPROGRAMOVERVIEW
TheCollegeofEducationatPacificUniversityiscommittedtoprovidingvaluableexperiencesand
preparationforbecominganeffectiveeducator.Ourlicensureprogramsareapprovedbythe
OregonTeacherStandardsandPracticesCommission(TSPC)andourdegreeprogramsare
accreditedbytheNorthwestCommissiononCollegesandUniversities(NWCCU).Further,the
CollegeofEducationearnednationalaccreditationfromtheNationalCouncilforAccreditationof
TeacherEducation/CouncilfortheAccreditationofEducatorPreparation(NCATE/CAEP)in
2013.ThecurriculumandfieldexperiencesarealignedwithOregonAdministrativeRulesforspecial
educatorshttp://www.ode.state.or.us/offices/slp/spedoars.pdf
StandardsforeffectivespecialeducationpreparationasoutlinedbytheCouncilforExceptional
Children(CEC)https://www.cec.sped.org/Standards/Special‐Educator‐Professional‐Preparation
andpolicyguidelinesthroughtheOfficeofSpecialEducationPrograms(OSEP)
http://www2.ed.gov/about/offices/list/osers/osep/index.html
PhilosophyandValuesoftheSpecialEducatorProgram
Aspecialeducatorplaysapivotalroleintheeducationofstudentswithdisabilitiesandisaleader
intheeducationalsetting.Theteacher’sroletranscendsthatofworkingwithchildrenwith
disabilitiestoworkingcollaborativelywithgeneraleducators,administrators,instructional
assistants,relatedservicepersonnel(e.g.,occupationaltherapist,physicaltherapist,speech‐
languagepathologist),familymembers,socialservicepersonnel,healthcareproviders,community
leaders,andnondisabledpeers.Thiscollaborativeapproachtointegratedservicesmovesbeyond
anisolatedmodeltoservingtheindividualwithadisabilityinthecontextoftheirschooland
communityenvironments.Communicationskillsandinterpersonalskillsareessentialto
collaborationandthesuccessofstudents.
Theprogrampreparescandidatestoteachstudentswithmild,moderate,andseveredisabilities.
Thelicensedspecialeducationteachermustbeknowledgeableaboutgeneraleducationcurriculum,
strategiesforadaptingcurriculumandassessments,andprovisionofsupportsinacademics,
social/behavioralskills,independentlifeskills,self‐managementskills,andself‐advocacy.
ProgramOptions:
ThespecialeducationprogramincludesaTSPCapprovedcourseofstudyforapreliminary–initial
specialeducationteachinglicense,aswellasotheroptionstogainknowledgeandexperiencefor
becominganeffectiveeducatortoincludethefollowing:





MastersofArtsinTeaching(MAT)
Master’sinEducation(MEd)
Duallicense(Generalandspecialeducationteachinglicense)
Endorsements:
o SpecialEducation
o Reading
o ESOL
CertificatesandSpecializations:
50 o TalentedandGiftedSpecialization
o TechnologyCertificate
o CulturalCompetenceCertificate
Belowarethethreeprimarytracksforthespecialeducationprogram,butcandidatescanmeetwith
theiradvisoratanytimetocustomizetheirprogramtoincludeadditionalcourseworkor
specialties.
SpecialEducationOregonInitialLicenseandMATprogram
Theinitiallicenseisapreliminarylicenseforcandidateswhohavenoteachinglicense.Preparation
fortheinitiallicensefollowsguidelinesestablishedbytheTeachersStandardsandPractices
Commission(TSPC).Candidatescompletecourseworkandfieldplacementsover17months,and
earnaspecialeducationinitialteachinglicenseinpre‐kthrough12thgrade.Inadditiontoaspecial
educationteachinglicense,candidatesearnaMaster’sofArtsinTeaching(MAT).Thefollowingare
requirementsoftheinitiallicensureinspecialeducation:







Passingscoreoncivilrightstest
GradeofC+orbetterinallcontentcoursework
PassingscoreonNES:specialeducation
Satisfactorycompletionofa90‐135hourschoolpracticumandpassingevaluation
Satisfactorycompletionof12‐15weeksofstudentteachingandpassingevaluation
SatisfactorycompletionofEducationTeachingPerformanceAssessment(edTPA)
NESElementaryEducationSubtestIandSubtestIIand/orNESsinglesubjectcontentarea
testforbecominghighlyqualifiedatdesiredgradelevel(s)
SpecialEducationEndorsementprogram
Licensedteacherscanaddaspecialeducationendorsementover12months.Uponcompletionof
theprogram,anendorsementwillbeaddedtothelicenseinpreKthrough12thgradespecial
educationand,candidateswillbepreparedtoteachstudentswithmild,moderate,andsevere
disabilities.Thefollowingarerequirementsofanendorsementinspecialeducation:





GradeofC+orbetterinallcontentcoursework
PassingscoreonNES:SpecialEducation
Satisfactorycompletionofa90hourschoolpracticumandpassingevaluation
Satisfactorycompletionofonespecialeducationteachingportfolioorworksample
OptiontoincludeaMaster’sinEducation(MEd)
SpecialEducationInternshipProgram/TeacherofRecord(TOR)
Theinternship/TORprogramisaschool‐universitypartnershipwherebyinitiallicensecandidates
areofferedapaidpositionwithadistrictastheleadteacherinaclassroomwhileearningaspecial
educationlicense.Internshipcandidatesmustsatisfyallthesamerequirementsfortheinitial
licensewithminoradjustmentsinpracticumandstudentteachingrequirements.Thisoptionallows
candidatestoearnaninitialspecialeducationlicensewhileteachingbutisdependentuponthe
51 candidate’sexperience,districtneeds,aschool‐universitypartnership,andifTOR,anemergency
license.
AuniversitysupervisorwillbeassignedtoprovidealiaisonbetweenPacificUniversity,the
candidate,andtheschooldistrict.Theschooldistrictwillcontinuetodesignateadistrict
administratorand/orbuildingadministratortosupervisecandidateperformanceasaspecial
educatoremployedbythedistrict.Dependingondistrictregulations,theseadministratorswill
conductrequiredobservationsandprovidesupportasneeded.
MATSpecialEducatorProgramTransitionPoints
Listedbelowarethetransitionpointsyouwillencounteroverthecourseofyourprogramandthe
requirementsyoumustfulfillinordertocontinuetothenextblock.Examplesoftheevaluation
instrumentsarecontainedintheAppendix.
ProgramorTransitionPointRequirements
CompletedAdmissionsDocuments(includingtwoessays)
OfficialTranscriptsSubmitted
AdmissionEvaluationForm
Interview
SecondarySubjectMatterTests
ConfirmationofAdmission
SubmitInsuranceWaivertoBusinessOffice,ifnecessary
ImmunizationFormssubmittedtoHealthOffice
PassingTestScoresonORELA–ProtectingStudent&Civil
RightsTest
ReviewofProgramHandbook
CandidateDispositions(nottobeturnedin)
SubmissionofTSPCDocuments(fingerprints,PA‐1form)
ObservationJournalandReflection
MeetwithProgramCoordinator/Advisor
BeginbuildingPortfolio
ALLSpecialEducators–PassingTestScoreonNESSpecial
EducationTest
NESSingleSubjectContentAreaTest(ifnecessary)
ForHighlyQualifiedStatus:PassingTestScoresonNES
ElementaryEducationSubtestsI&II
StudentTeachingandedTPAforinitiallicensecandidates
ApplyfordegreeifMATcandidate
StudentTeachingandTeacherInquiryProject(TIP)
VerifythatallnecessaryNESTestScoreReportsareonfile
withEducationOffices
SubmitlicensurepaperworktoEducationOffices
CompleteStudentTeachingwithpassinggrade
CompletionDeadline
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoAdmission
PriortoProgramStartDate
PriortoProgramStartDate
PriortoProgramStartDate
PriortoProgramStartDate
Orientation
Orientation
Orientation
Ongoing
Fall(1st)Term
Fall(1st)Term
BeginningofSpringTerm
SpringTerm
SpringTerm
SpringTerm
SummerTerm
FallTerm
FallTerm
FallTerm
CompletionofProgram
52 SPECIALEDUCATORCURRICULUM
Endorsement+
MEd
Endorsement
CourseTitle
Preliminary
MAT
Course
Number
Semester
Credits
CoursesforLicense+MATorEndorsement
SPED500
FoundationsofSpecialEducation
2
*
*
SPED505
Exceptionalities
2



EDUC604
AdvancedEducationalPsychology,Development,&Learning
4

2

EDUC612
Teaching&InquiryI:FundamentalsofTeachingthrough
Inquiry

EDUC606
CriticalPerspectivesonIdentityandSocialSystems
3

EDUC607
TechnologyLearningEnvironments
2

SPED542
AssistiveTechnology
1



PracticumandSeminar
2



EDUC613
Teaching&InquiryII:DesignandImplementation
2

SPED520
Assessment&EvaluationinSpecialEducation
3



SPED530
IntegratedCurriculum&MethodsinSPED:Academic
3



EDUC620
LanguageAcquisitioninChildren
2



SPED518
CollaborationinSchools
1
*
*
EDUC648
CriticalPerspectivesinSchoolContexts
2

SPED535
IntegratedCurriculum&MethodsinSPED:Functional
3



SPED510
BehaviorManagementforSpecialEducators
3



SPED517
CaseManagementforSpecialEducators
1



SPED536
Transition
1



EDUC614
Teaching&InquiryIII:CriticalAnalysisandDecision‐making
2

SPED575
StudentTeachingandseminar
10

SPED550or
578


*NotrequiredofPacificMAT2014‐2015graduates
53 SpecialEducationField‐BasedExperiences
Allcandidatesmustexperienceworkingwithstudentsalongthecontinuumofneedsincludingmild,
moderateandsevereforaminimumnumberofhoursasdescribedbyTeachersStandardsand
PracticesCommission.Thepracticumisafieldexperiencerequiredofbothendorsementandinitial
licensecandidatesandinvolves90flexiblehoursinaK‐12schoolundertheguidanceofaspecial
educationmentorteacher.Thestudentteachingisafieldexperienceforinitiallicensecandidates
andrequires12‐15weeksoffulltimeparticipationinaschoolandthecompletionofanEducation
TeacherPerformanceAssessment(edTPA)toshowevidenceofeffectiveteaching.Thepracticum
andstudentteachingwillbysupportedbyaspecialeducationmastermentorteacheranda
universitysupervisor.Theexperienceinschoolswillincludeobservations,practice,andreflection
onmanyofthefollowingaspectsofspecialeducationinschools:
TeachingandLearning
 Speciallydesigned(individualized)instructioninreadingandmath
 Accesstolearningcorecontentandstatestandards
 CurriculumandInstructionadaptationsacrosssettings
 arangeofspecialeducationgroupingsandlearningenvironments
 arangeofstudentswithdifferentlevelsofacademicneedsandsupports(mild,moderate,
andsevere)
 Useoftechnologyforteaching
 augmentativecommunicationsupports
Assessment
 assessmentforeligibility
 curriculum‐basedassessment
 formativeandsummativelessonassessments
 statestandardandalternativeassessments
 progressmonitoring/datacollectionsystemsfordecisionmaking
Collaboration
 collaboration/co‐teaching
 Theinclusionofstudentswithdisabilitiesingeneraleducationclassrooms
 workingwithparaprofessionalsindifferentenvironments
 parentinvolvementandcommunication
 relatedservices(OT,PT,SLP,psychologist,wraparound)
SchoolSystemsupports
 IEPplanningandmeetings(atleast1)
 relatedserviceprovisionforstudentswithdisabilities(psychologist,speechpathologist,OT,
PT)
 multiplesystemsofacademicsupport(RTI)
 multiplesystemsofbehaviorsupport(PBIS/CollaborativeProblemSolving)
SpecialEducatorPracticumFieldPlacement
Thespecialeducationpracticumisrequiredofbothendorsementandinitiallicensurecandidates.
Thepracticumplacementisarrangedbytheprogramcoordinatorwithcollaborationfromschool
principals.Thestartandstopdateswillbedeterminedbytheuniversityandtheschoolplacement.
Candidatesmustspendfulldaysintheschool,alongsidethepracticingteachersorperotheragreed
54 uponarrangement.Daysofweekcanvarybutitisrecommendedthatcandidateskeepaconsistent
scheduleeachweekthatisapprovedbythementorandsupportstheclassroomsandstudents.
Practicumexperienceswillbepersonalizedforcandidates,dependingonpastexperiencesteaching
studentswithmild,moderate,andseveredisabilities,butalsooncorrespondinguniversitycourse
assignments.Thecandidatewillhaveaspecialeducationteachermentorandwillcollaboratewith
generaleducationteachers,counselors,educationpsychologists,andrelatedserviceproviders.The
practicumiscompletedpriortostudentteachingforinitiallicensurecandidatesandwillbethe
onlyfield‐basedrequirementforendorsementcandidates.
PracticumRequirements
PacificUniversityallowscandidateswhoareworkingasaspecialeducationparaeducatoror
instructionalassistanttocompletethepracticumrequirementintheclassroomwheretheyare
working,withthepermissionoftheactingspecialeducationadministrator,schoolprincipal,and
leadteacher.However,initiallicensecandidatesworkingasaparaeducator/IAmusttakealeave
ofabsencefromtheirpositionduringstudentteaching,andmakearequestfortheleaveofabsence
fromthedistrictinaccordancewithdistrictpolicy.
Topassthepracticum,candidatesmustcompleterequiredhoursandhavethefollowing:




Twoobservationsbyauniversitysupervisor
HoursLog
Completedrequirementstoshowevidenceofeffectiveteaching
ReceivesatisfactoryscoresonthePracticumEvaluation
SpecialEducatorStudentTeaching
Aftersuccessfulcompletionoftheinitialpracticumandcoreacademicclassesintheprogram,the
candidatewillbeassignedtoaschoolforstudentteaching.Thestudentteachingplacementwillbe
atotaloffulltimefor12‐15weeksoveroneortwosemestersandincludethecompletionofan
EducationTeacherPerformanceAssessment(edTPA).TheedTPAisrequiredbyTSPCforlicensure
andincludesdocumentationofeffectiveplanning,teaching,andassessmentofstudentlearningin
alignmentwithlearningobjectivesandstandards.Thisprocesswillbesupportedbytheuniversity
andschoolmentorstoensurecandidatesuccess.
Overthecourseofthestudentteachingexperienceresponsibilitieswillvaryinaccordancewith
thatofthespecialeducationmasterteacher,allowingthestudentteachertoassumeincreased
classroomleadershipandinstructionovertime.Therearestagesoverthecourseofstudent
teachingthatwillsupportgradualindependenceinateacherroletoinclude:orientationtothe
schoolandclassroom,observationofteachingandclassmanagement,planningforteaching,
participationasateammemberinIEPsandothermeetings,assumingteachingresponsibilitiesof
smallandlargegroups,andteachingwithoutthefull‐timesupervisionofthementorteacher.
APacificUniversitysupervisorwillbeassignedtobetheliaisonbetweentheschoolanduniversity
toprovideteachingsupport,programcoherence,andgeneralguidance.Theuniversitysupervisor
willmakeclassroomvisitsapproximatelyeverytwoweeksduringthefull‐timestudentteaching
semester.
55 Pleasenotethatinitiallicensecandidatesworkingasaparaeducator/IAmusttakealeaveof
absencefromtheirpositionduringstudentteaching,andmakearequestfortheleaveofabsence
fromthedistrictinaccordancewithdistrictpolicy.
Topassstudentteaching,candidatesmustcompleterequiredhoursandhavethefollowing:




Fivesatisfactoryobservationsbyauniversitysupervisor
HoursLog
CompletededTPArequirementtoshowevidenceofeffectiveteaching*
SatisfactoryscoresontheStudentTeachingEvaluation
56 ENDORSEMENTPROGRAMS
ESOLENDORSEMENTPROGRAMDESCRIPTION
TheintentoftheEnglishtoSpeakersofOtherLanguages(ESOL)EndorsementatPacificUniversity
istobuildonthestudent’sknowledgeofthelanguagelearningprocessandbroadentheirviewof
theissuesinvolvedforstudentsofallagesastheylearnEnglishasanadditionallanguage.The
ESOLEndorsementisa15‐semestercredithourprogram.CandidatesearntheESOLEndorsement
atthePreK‐12gradelevels.
StudentsmayalsochoosetoaddaBilingualEndorsementtotheirOregonTeachingLicense.
CandidatesseekingtheBilingualEndorsementmustachieveascoreofIntermediateHighorabove
inatargetlanguageontheAmericanCouncilontheTeachingofForeignLanguages(www.actfl.org)
OralProficiencyInterview(applicationavailableathttp://www.languagetesting.com,theofficial
licenseeofACTFL).
ESOLEndorsementcoursework:
ESOL440/540LanguagePolicyinESOLEducation
Studentswillgainknowledgeoflocal,state,andfederallawspertainingtoeducatingEnglish
speakersofotherlanguages.Theoryandresearchwillbestudiedandapplicationstobilingual
classroomsettingwillbeemphasized.Studentswillstudythetheoryandresearchthathaveshaped
languagepolicyintheUnitedStates,andapplytheoryandresearchtothepresentandfuture
educationalsettingforESOL.(2cr.)
ESOL444/544EducationalLinguisticsforESOLTeachers
ThiscourseisdesignedtointroducestudentstolinguisticaspectsofteachingESOL,andtobuilda
solidfoundationintheoriesoffirst‐andsecond‐languageacquisition,astheyarerelevantin
teachingESLstudents.(3cr.)
ESOL450/550CulturalConstructsandDiversityinESOLEducation
ThiscourseisdesignedtoequipESOLteachercandidatestopossesscompetencyincultural,
linguistic,educationalandethnicissuespresentineducatingEnglish‐languageLearners(ELLs).
CandidateswilldevelopunderstandingofculturalandlinguisticdiversityinESOLeducationandbe
abletoimplementculturallyresponsiveinterventionstopromotethelearningenvironment
conducivetolearningforallstudents.(2cr.)
ESOL460/560FoundationsofESOLMethods
ThiscourseisdesignedtoequipESOLteachercandidateswiththeoreticalbases,concepts,
research,andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentfor
ESOLandbilingualstudents.VariousteachingmodelsdevelopedforESLteachingareintroduced
andtheoreticalfoundationsofsecondlanguageteachingwillbebuilt.(2cr.)
ESOL464/564ESOLMethods,Assessment,andTechnology
Thiscourseisdesignedtoapplytheoreticalfoundationsbuiltintheprecedingcourse,Foundations
ofESOLMethods,inactuallessonplanningandunitdevelopmentforK‐12ESLinstruction.Italso
57 aimstopromotethecandidates’knowledgeandunderstandingofinquiry‐andstandards‐based
practicesandstrategiesinplanning,implementing,andmanagingESLeducation.ESOLteacher
candidateswilllearnhowtoplan,manage,andimplementstandards‐basedESLlessonsand
curriculaincludingsecondlanguageassessmentandtechnology‐incorporatedinstruction.(2cr.)
EDUC453/633LiteracyandEnglish‐languageLearners
StudentswilldiscusstheoriesandissuesinreadingandwritinginEnglish‐as‐an‐additional
languageandtheirimplicationsforinstructionalpractice.Thiscoursewillemphasizeliteracy
instructionforstudentswhoarelearningacademicEnglish–as‐an‐additionallanguage.Students
willexploreeffectivereadingandwritinginstructionalpracticeswithmultilinguallearners,and
explorechildren’sandadolescentliteratureasitpertainstodiversitywithinamulticultural
classroom.(2cr.)
ESOL472/572ECE/ElemSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEand
Elemsetting.(2cr.)
ESOL474/574MS/HSSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanMSand
HSsetting.(2cr.)
ESOL476/576MultilevelSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEor
ElemsettingandaMSorHSsetting.(2cr.)
ProgramVariation:ESOLorBilingualEndorsementwithStudyAbroadOpportunities
ESOLorBilingualEndorsementcandidatesmayalsomeettherequirementsforthese
endorsementsbytakinganinternationalculturalimmersioncourseandcompletingtheESOL
Endorsementcourseworklistedbelow.Contactyouradvisorforcurrentinternationalcultural
immersionopportunities.
ESOLEndorsementCoursework**





ESOL444/544EducationalLinguisticsforESOLTeachers3
ESOL440/540LanguagePolicyinESOLEducation2
ESOL460/560FoundationsofESOLMethods2
ESOL464/564ESOLMethods,Assessment,andTechnology2
ESOLPracticum2(onefromESOL472/572,ESOL474/574,orESOL476/576dependingon
thecandidate’sauthorizationlevel).
58 **TwooftheESOLEndorsementcourses,ESOL450/550(CulturalConstructsandDiversityin
ESOLEducation)andEDUC453/633(LiteracyandEnglish‐LanguageLearners),maybywaivedfor
thosewhotakeastudyabroadcoursethatisapprovedbytheESOLprogramcoordinator.
AdditionalESOL&ReadingInterventionDualEndorsementCourse&Practicum
Requirements
Withanadditional11semestercredits,candidatescanaddtheReadingInterventionEndorsement
alongwiththeESOLEndorsementtotheirOregonTeachingLicense.PleaseseetheReading
InterventionEndorsementhandbookforadditionalendorsementrequirementsandprogram
description.
RDNG632:PerspectivesonReading
Surveyoffoundationsofreadingandreadingprocesses,includingcontemporaryandhistorical
readingresearchusedtoestablishaphilosophicalpointofview.Surveysreadingandliteracy
philosophies,assessmentphilosophies,literacymethodologies,research,andcurrentliteracyissues
asplayedoutinpoliticstoinformthereadingcandidate.(2cr.)
RDNG642:ReadingAssessments&Techniques
Emphasizeswaystouseformalandinformalreadingandlanguagedevelopmentassessmentsto
informteachingandplanprograms.Presentsanddiscussesresources,methodologies,andtheuse
ofnewtechnologiesandinstructionaltechniquestoaddresstheprogramneedsofalllearnersbut
especiallystrugglingreadersandwriters.SurveysTitleIprocedures,specialeducationprocedures
andELL/ESOLproceduresastheyrelatetoreadingandwritingintheschoolsetting.(3cr.)
RDNG645:DevelopingLiteracyintheContentAreas
Exploresstrategiestohelpteacherspreparetheirstudentstocomprehendnonfictiongenre,
contentareatextbooksandnewtechnologies.Discussesandexplorewayscandidateswhenserving
inaleadershiprolecanprovidecoachinginthecontentareasforcolleagues.(2cr.)
RDNG650:LeadershipforLiteracy
Emphasizeswaysforcandidatestoworkwithcolleaguestodemonstrate,observe,andprovide
feedbackoneffectiveliteracystrategiesandapproachestousewithstudents.Discusseswaysfor
candidatestoprovideguidanceandsupervisionofparaprofessionals.Emphasizeswaysfor
candidatestoparticipatein,initiate,implementandevaluateprofessionaldevelopmentprograms
toselectandmanageliteracyprograms.Discusseswaysforcandidatestointerpretdesignand
conductdatadrivenresearchataschoollevel.(2cr.)
RDNG653ECE/ElemSupervisedReadingSpecialistPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
needingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.Practicumfocus
willbeinanECEandElemsetting.(2cr.)
OR
RDNG654MS/HSSupervisedReadingSpecialistPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
59 needingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.Practicumfocus
willbeinanMSandHSsetting.(2cr.)
OR
RDNG655PreK‐12MultilevelSupervisedReadingSpecialistPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
needingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.Practicumfocus
willbeinanECEorElemsettingandaMSorHSsetting.(2cr.)
Inadditiontocoursework,thecandidatemustpassthePraxisReadingSpecialist(5301).Oregon
requiresapassingscoreof164.(http://www.oregon.gov/tspc/Pages/Testing.aspx
http://www.ets.org/praxis/or/)
PracticumExperience
ESOLEndorsementcandidatesareexpectedtocomplete90‐hoursofsupervisedpracticum
experienceoritsequivalentasrequiredbytheOregonTSPC(seetheappendicesfortherelevant
OARforthisrequirement).Muchofthistimewillbespentobservingtheirmentorteacherandthe
studentswhiletheteacherleadslessons;anddiscussingassessment,planning,andteaching
techniquesrelatedtotheinstructionofEnglish‐languagelearners.ItisappropriateforESOL
Endorsementcandidatestobegivenanopportunitytoleaddailylessonswithatleastonesmall
groupofchildrenoradolescents.ESOLEndorsementcandidatesarealsoexpectedtoassistin
planningforsmallgroupand/orwholeclassinstruction.Candidatesareencouragedtoattend
school‐,district‐,andstate‐widemeetings,in‐services,andworkshopsthataddresstheneedsof
Englishlearners.
Candidatesarestronglyencouragedtopreparefortwofocusareastrands:earlychildhood(grades
pk‐4),elementary(grades3‐8),middleschool(grades5‐9),andhighschool(grades9‐12).
CandidateswhoareauthorizedtoteachatK‐12levelswillsplittheir90‐hourpracticumbetweenthe
twogradelevels.TheESOLEndorsementcandidatesareresponsibleformaintainingalogoftheir
teachingandplanningactivitiesattheschool.
Throughouttheexperience,ESOLEndorsementcandidatesshouldscheduleregularconference
timeswiththeirmentorteacherstoshareobservations,raiseandanswerquestions,socialize,and
plan.ESOLEndorsementcandidatesshouldplancarefullywiththeirmentors,submittingunitor
lessonplansinadvancetofacilitatereviewanddiscussion,astheneedarises.
ActingasliaisonbetweentheschoolandPacificUniversityistheuniversitysupervisorwhowillvisit
toobservetheESOLEndorsementcandidatesaminimumoftwotimesduringeach90‐hour
practicum.ESOLEndorsementcandidatesshouldalsoregularlyupdatetheiruniversitysupervisor
withtheirprogressinESOLpracticum.
AttheconclusionofasupervisedESOLpracticumcourse,ESOLEndorsementcandidatesreceivea
gradeofPass(equivalentofaCorabove)orNoPass(failuretomeetestablishedstandardsfor
studentteachingEnglish‐languagelearners).Thegrade,givenbytheuniversitysupervisor,
incorporatesfeedbackandrecommendationsfromESOLEndorsementcandidate’smentor.Atthe
60 endofeachsemester,theCollegeofEducationwillassessindividualprogresstowardmeetingthe
programrequirements.
ESOLEndorsementCandidates’Role
Duringthe90‐hourpracticum,theESOLEndorsementcandidatesmovesfromanobservingand
assistingroletoateachingrole,practicinganddemonstratingcompetenciesundertheguidanceof
aqualifiedmentorteacher.TheESOLEndorsementcandidates’primaryresponsibilitiesareto:

DevelopcompetenceinthesixkeyareasassetbyTSPC:
1. Language
2. Culture
3. Planning,Implementing,andManagingInstruction
4. Assessment
5. Professionalism
6. Technology
 Maintainhighstandardsofprofessionalandpersonalethicsinworkingwithstaffand
students,maintainingconfidentialityatalltimes.
 Attendallclassesandmeetingsregularlyandpunctually.
 EarnaCorbetterinallcoursework.CandidateswhoearnaC‐orbelowwillnotbeallowed
tocontinueintheprogramuntilthecourseinwhichthesubstandardgradewasearnedis
retakenandthecandidatereceivesagradeofCorabove.
 Develop,withthementorteacher(s),ascheduleforteachingresponsibilities.
 Encourageevaluationoflessonplansandteachingperformancebythementorteacherand
throughself‐assessment.
 Learnandadheretoschool,district,andstaterulesandpoliciespertainingtotheschool’s
ESOLprogram.
TheMentorTeacher’sRole Thementorteacherservesastheprimaryguide,supportandmodelfortheESOLEndorsement
candidatewhilesharingclassroomresponsibilitiesandexpertise.Throughregularplanningand
feedback,thementorteacherwillsuggest,demonstrate,analyze,evaluate,andreinforcelearning
experiences.
PerhapsthemostdifficultandchallengingresponsibilityofamentorteacheristoallowtheESOL
Endorsementcandidatestodevelopapersonalteachingstyle.Whiletheuniversityexpectsthe
ESOLEndorsementcandidatetoworkwithinthegeneralcurriculumthathasbeenestablishedin
theschoolandtofollowallschoolrulesandprocedures,theESOLEndorsementcandidateshould
alsobegivenopportunitiestotryalternativeinstructionalapproachesanddevelopcurriculum
materialinareasthathavebeenapprovedbythementorteacher.
Amongotherresponsibilities,mentorteacherswill



ProvidetheESOLEndorsementcandidatewithafacultyhandbookorsourceofinformation
pertainingtobuildinganddistrictpolicies.
IntroducetheESOLEndorsementcandidateasacolleaguetostudentsandstaff.
InvitetheESOLEndorsementcandidatetoallstate‐,district‐,andschool‐widemeetingsand
in‐servicesinwhichsupportingEnglish‐LanguageLearnersisthekeytopic.
61 
CreateanatmosphereofacceptancefortheESOLEndorsementcandidatewiththestudents,
staff,andcommunity.
 GuidetheESOLEndorsementcandidateinsettinggoalsandobjectivesthroughplanning,
writingandrevisinglessonplansusingavarietyofteachingstrategies,measuringand
evaluatingstudentgrowth,anddesigningfeedbacktechniques.
 InformtheESOLEndorsementcandidateconcerningbackgroundinformationofstudents
andintroduceavailableresourcepersonsandmaterials.
 ProvidefeedbackonlessonplanningandteachingfollowingobservationsoftheESOL
Endorsementcandidate'steaching.
 ConsultregularlywiththeuniversitysupervisorabouttheESOLEndorsementcandidate's
progress.
 AssisttheESOLEndorsementcandidateindevelopinganindividualteachingstyle.
 AssistindevelopingandmonitoringtheESOLEndorsementcandidate'sprogressonthe
TSPCStandards.
 RecommendaPass/NoPassgradebasedontheESOLEndorsementcandidate'sproficiency
andcompletionofpracticumrequirements.
 Submitthementorteacher’sevaluation(locatedintheappendices)totheESOLprogram
coordinatorasawrittenassessmentofthecandidate’sESOLcompetencyassetforthbythe
TSPCstandards.
ESOLEndorsementCandidatePlacements ESOLEndorsementcandidatesareplacedwithmentorteacherswhocurrentlyholdanESOL
Endorsementandhaveaminimumofthreeyearsteachingexperience.TypicallyESOLEndorsed
teachersservestudentsacrossmultipleagegroupsandgradelevels.
EarlyChildhood/ElementaryEducation(preK‐8)
StudentsrequireaplacementintheGradespreK‐8self‐containedELDclassorinshelteredcontent
classeswithanESOL‐endorsedmentorteacher.
Elementary/MiddleSchool(preK‐12)
StudentsrequiretwoplacementswithESOL‐endorsedmentorteachers:oneinanelementary
schoolattheupperelementarylevel(anyofgrades3‐5)andoneinamiddleschool(grades6‐8)or
inahighschool(grades9‐12).Eachplacementisapproximately45‐hours.
MiddleSchool/HighSchool(6‐12)
StudentsrequireaplacementintheGrades6‐12shelteredELDclassorinthecandidates’
endorsementareaclasseswithanESOL‐endorsedmentorteacher.
CriteriaandSelectionofMentorTeachers Mentorteachersareresponsibleforamajorportionofthelearningtoteachprocess.Criteriaand
selectionproceduresreflecttheimportanceofthisperson'sroleineducatingteachers.School
districtsanduniversityfacultycollaborateintheselectionofmentorteachers.Thefollowing
selectioncriteriahavebeenreviewedandapprovedbytheUniversity'sEducationalConsortium.
Thementorteacherrequirementsincludethefollowing:

Preparationinsupervising,evaluating,and/orinstructingESOLEndorsementcandidates.
62 
Aminimumofthreeyearsofsuccessfulclassroomteachingpreferablyinthedistrict,andat
leastoneyearinthatparticularschool.
 AcurrentOregonteachingcertificatewithappropriateESOLEndorsementsforcurrent
assignments.
 Demonstratedcompetenceasateacher.
 Apositive,professionalattitudeandenthusiasmforteaching.
 Understandingeffectiveteachingstrategies.
 Abilitytorelatetoandcommunicatewithotherteachers,administrators,staff,children,and
parents.
 SkillsinevaluatingtheperformanceofESOLEndorsementcandidatesandwillingnessto
constructivelysharetheevaluationwiththeESOLEndorsementcandidateanduniversity
supervisor.
 AbilitytoworkcooperativelywiththeESOLEndorsementcandidateanduniversity
supervisor.
 WillingnesstoparticipateinmeetingswiththeESOLEndorsementcandidateand
supervisor.Thesemeetingswillinclude,butnotbelimitedto,aninitialmeetingduring
inserviceweekandamid‐placementconference.
TheBuildingAdministrator InassumingresponsibilityforESOLEndorsementcandidateswithinthebuilding,thebuilding
administratorwill


Assistinselectingmentorteachers.
OrienttheESOLEndorsementcandidatetotheschool'sphilosophy,policies,regulations
andthephysicalplant.
 HelptheESOLEndorsementcandidatebecomeacquaintedwiththeschoolstaff.
 ConferwiththementorteacherabouttheESOLEndorsementcandidate'sprogress.
 Suggestteachersorschoolsaspossibleobservationsites.
 Communicatewiththeuniversitysupervisor.
TheUniversitySupervisor
TheuniversitysupervisorservesastheliaisonbetweenthepublicschoolsandPacificUniversity.
Theuniversitysupervisorwill






Informthedistrictpersonnelabouttheprogramexpectationsandrequirements.
MeetwiththementorteacherandESOLEndorsementcandidatetoplan,implement,and
evaluatetheexperience.
VisitandobservetheESOLEndorsementcandidate'sperformancealeasttwiceduringeach
90‐hourplacement.
ConferwiththeESOLEndorsementcandidateandmentorteacherafterobservations,and
supplycopiesofwrittenreportsfortheESOLEndorsementcandidate,mentorteacher,
buildingadministrator,andtheSchoolofLearning&Teaching.
ScheduleconferenceswiththeESOLEndorsementcandidateandmentorteacherto
evaluatetheexperience.
ConsultwiththeESOLEndorsementcandidatetodiscusstheESOLEndorsement
candidate'sprogresswithportfoliorequirements.
63 EvaluationofESOLEndorsementCandidates
ESOLEndorsementcandidatesareevaluatedaccordingtotheirmasteryofPacificUniversity'sESOL
Endorsementcandidatecompetencies.TheseareorganizedaroundsixmajorareassetbyTSPC:
1.
2.
3.
4.
5.
6.
Language
Culture
Planning,Implementing,andManagingInstruction
Assessment
Professionalism
Technology
Itisessentialthatsupervisingteachersprovideregularfeedback,notinggrowthaswellasareasfor
improvement.Neartheconclusionofthepracticum,theESOLEndorsementcandidate,mentor,and
universitysupervisorwilleachcompletetheappropriateESOLEndorsementcandidateevaluation
forms.Athree‐wayconferenceisheldwiththeESOLEndorsementcandidate,thementorteacher,
andtheuniversitysupervisor.
IncasesofdisagreementconcerningtheESOLEndorsementcandidate'sfinalevaluation,students
shouldappealtotheappropriateappellatebody.
PoliciesRegardingESOLEndorsementCandidates
Dress:ESOLEndorsementcandidatesareexpectedtodressprofessionally.Styleofdressshouldbe
consistentwiththatofteachersattheschool.
Absences:Promptandregularattendanceisessential.WhenESOLEndorsementcandidatesmustbe
absent,itisessentialthattheynotifythementorteacherandtheuniversitysupervisorasearlyas
possibleandcertainlypriortothetimeschoolbeginsonthemorningoftheabsence.
Vacations:ESOLEndorsementcandidatesfollowtheschooldistrict'sscheduleforholidays,in‐
servicedays,andplanforinclementweatherdays.
Liability:SchooldistrictsdonotprovideliabilitycoverageforESOLEndorsementcandidates;
however,ESOLEndorsementcandidatesmayhavehomeowner’sinsurancepoliciesthatinclude
personalliabilityinsurance.Thispolicyusuallydoesnotprovidecoveragewhileworkingasnon‐
paidemployees.Inaddition,insurancecompaniesmayregardtheplacementsiteastheparty
responsibleforprovidingpersonalliabilityinsurancefornon‐paidstudents.Thosewhohavetheir
ownpersonalliabilitypolicymaywishtoasktheiragentsaboutthelimitsandcoverageoftheir
policies.OneoptionisthepolicyincludedinamembershipinstudentNEA‐OEAEducators
EmploymentProgram.Thispolicyissummarizedinabrochure/applicationavailableonrequest
fromtheNEA‐OEAat1‐800‐858‐5505.
OregonLawsandESOLEndorsementCandidates AccordingtoOregonschoollaw,schoolboardsmaycontractwithapprovedteachereducation
institutionstoallowtheuseoftheirschoolsfortrainingstudentsofapprovedteachereducation
institutions.
64 ESOLEndorsementcandidatesorinternshavefullauthoritytoteachduringtheirassignmenttimes,
andsuchassignmentshavethesameeffectasiftheyheldvalidteachinglicensesandendorsements.
ESOLEndorsementcandidatesmaynotserveassubstituteteachers.Intheabsenceofthe
mentorteacher,aregularsubstituteteachermustbeassignedtotheclass.
Licensure
StudentsmustassumeresponsibilityforaddingtheESOLEndorsementtotheircurrentOregon
licenseandotherstatelicenses.AppropriateformsforOregonlicensureareavailableintheCollege
ofEducationOffice(Contactthelicensureadministratoronyourcampus).Specificquestionsshould
beaddressedtotheTeacherStandardsandPracticesCommission(503)378‐3586.
65 ESOL Program Appendices
TEACHERSTANDARDSANDPRACTICESCOMMISSION
DIVISION65
ENDORSEMENTSFORINITIALANDCONTINUINGTEACHINGLICENSES
584‐065‐0100
KnowledgeSkillsandAbilitiesforEnglishtoSpeakersofOtherLanguages
http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_584/584_018.html
(1)Language:Candidatesknow,understand,andusethemajorconcepts,theories,andresearch
relatedtothenatureandacquisitionoflanguagetoconstructlearningenvironmentsthatsupport
EnglishSpeakersofOtherLanguages(ESOL)andbilingualstudents'languageandliteracy
developmentandcontentareaachievement.
(a)DescribingLanguage:Candidatesdemonstrateunderstandingoflanguageasasystem
anddemonstrateahighlevelofcompetenceinhelpingESOLandbilingualstudentsacquire
anduseEnglishinlistening,speaking,reading,andwritingforsocialandacademic
purposes.Candidates:
(A)Applyknowledgeofphonology(thesoundsystem)tohelpESOLandbilingual
studentsdeveloporal,readingandwriting(includingspelling)skillsinEnglish;
(B)Applyknowledgeofmorphology(thestructureofwords)toassistESOLand
bilingualstudents'developmentoforalandliteracyskillsinEnglish;
(C)Applyknowledgeofsyntax(phraseandsentencestructure)toassistESOLand
bilingualstudentsindevelopingwrittenandspokenEnglish;
(D)Applyunderstandingofsemantics(word/sentencemeaning)toassistESOLand
bilingualstudentsinacquiringandproductivelyusingawiderangeofvocabularyin
English;
(E)Applyknowledgeofpragmatics(theeffectofcontextonlanguage)tohelpESOL
andbilingualstudentscommunicateeffectivelyanduseEnglishappropriatelyfora
varietyofpurposesinspokenandwrittenlanguageandinformalandinformal
settings;
(F)DemonstrateabilitytohelpESOLandbilingualstudentsdevelopsocialand
academiclanguageskillsinEnglish;
(G)DemonstrateabilitytohelpESOLandbilingualstudentsacquirearangeof
genres,rhetoricalanddiscoursestructuresandwritingconventionsinEnglish;
(H)DemonstrateunderstandingofthenatureandvalueofWorldEnglishesand
dialectvariation,andbuildonthelanguagethatESOLandbilingualstudentsbring
inordertoextendtheirlinguisticrepertoire;
(I)LocateanduselinguisticresourcestolearnaboutthestructureofEnglishandof
students'homelanguage;and (J)DemonstrateproficiencyinEnglishandserveasagoodlanguagemodelforESOL
andbilingualstudents.
66 (b)LanguageAcquisitionandDevelopment:Candidatesunderstandandapplyconcepts,
theories,research,andpracticetofacilitatetheacquisitionofaprimaryandanewlanguage
inandoutofclassroomsettings.Candidates:
(A)ProviderichexposuretoEnglish;
(B)Providecomprehensibleinputandscaffolding;
(C)Provideopportunitiesformeaningfulinteraction;
(D)Createasecure,positive,andmotivatinglearningenvironment;
(E)Understandandapplycurrenttheoriesandresearchinlanguageandliteracy
development;
(F)RecognizeandbuildontheprocessesandstagesofEnglishlanguageliteracy
development;
(G)RecognizetheimportanceofESOLandbilingualstudents'homelanguagesand
languagevarietiesandbuildontheseskillsonafoundationforlearningEnglish;
(H)Understandandapplyknowledgeofsocioculturalandpoliticalvariableto
facilitatetheprocessoflearningEnglish;
(I)Understandandapplyknowledgeoftheroleofindividuallearnervariableinthe
processoflearningEnglish;
(J)Provideappropriateinstructionandfeedback;
(K)HelpESOLandbilingualstudentstocommunicateinsociallyandculturally
appropriatewayswhilebeingsensitivetothestudent'snativeculture;
(L)HelpESOLandbilingualstudentsdevelopacademiclanguageproficiency;and
(M)HelpESOLandbilingualstudentsdevelopeffectivelanguagelearningstrategies.
(2)Culture:Candidatesknow,understand,andusethemajorconcepts,principles,theories,and
researchrelatedtothenatureandroleofcultureandculturalgroupstoconstructlearning
environmentsthatsupportESOLandbilingualstudents'culturalidentities,languageandliteracy
development,andcontentareaachievement.
(a)NatureandRoleofCulture:Candidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtothenatureandroleofcultureinlanguage
developmentandacademicachievementthatsupportindividualstudents'learning.
Candidates:
(A)Understandandapplyknowledgeaboutculturalvaluesandbeliefsinthe
contextofteachingandlearningEnglishasaSecondLanguage(ESL);
(B)Understandandapplyknowledgeabouttheeffectsofracism,stereotyping,and
discriminationtoESLteachingandlearning;
(C)Understandandapplyknowledgeabouthome/schoolcommunicationto
enhanceESLteachingandbuildpartnershipswithESOLandbilingualfamilies;and
(D)Understandandapplyconceptsabouttheinterrelationshipbetweenlanguage
andculture.
67 (b)CulturalGroupsandIdentity:Candidatesknow,understand,anduseknowledgeofhow
culturalgroupsandstudents'culturalidentitiesaffectlanguagelearningandschool
achievement.Candidates:
(A)Usearangeofresources,includingtheInternet,tolearnaboutworldcultures
andculturesofstudentsintheirclassroomsandapplythatlearningtoinstruction;
(B)Understandandapplyknowledgeabouthowanindividual'sculturalidentity
affectstheirESLlearningandhowlevelsofculturalidentitywillvarywidelyamong
students;
(C)Understandandapplyknowledgeaboutculturalconflictsandhome‐areaevents
thatcanhaveanimpactonESOLandbilingualstudents'learning;
(D)Understandandapplyknowledgeabouttheimpactofstudents'socioeconomic
status,nativelanguage,race,religion,class,nationalorigindisabilityangenderon
learningandteachingESL;and
(E)UnderstandandapplyknowledgeofU.S.immigrationhistoryandpatternsin
teachingESL.
(3)Planning,Implementing,andManagingInstruction:Candidatesknow,understand,anduse
standards‐basedpracticesandstrategiesrelatedtoplanning,implementing,andmanagingESLand
contentinstruction,includingclassroomorganization,teachingstrategiesfordevelopingand
integratinglanguageskills,andchoosingandadaptingclassroomresources.
(a)PlanningforStandards‐BasedESLandContentInstruction:Candidatesknow,
understand,andapplyconcepts,research,andbestpracticestoplanclassroominstruction
inasupportivelearningenvironmentforESOLandbilingualstudents.Candidatesserveas
effectiveEnglishlanguagemodels,astheyplanformultilevelclassroomswithlearnersfrom
diversebackgroundsusingstandards‐basedESLandcontentcurriculum.Candidates:
(A)Planstandards‐basedESLandcontentinstruction;
(B)Createenvironmentsthatpromotestandards‐basedlanguagelearningin
supportive,acceptingclassroomsandschools;
(C)Planstudents'learningexperiencesbasedonassessmentoflanguageproficiency
andpriorknowledge;and
(D)Provideforparticularneedsofstudentswithlimitedformalschooling(LFS)in
theirfirstlanguage.
(b)ManagingandImplementingStandards‐BasedESLandContentInstruction.Candidates
know,manage,andimplementavarietyofstandards‐basedteachingstrategiesand
techniquesfordevelopingandintegratingEnglishlistening,speaking,reading,andwriting,
andforaccessingthecorecurriculum.CandidatessupportESOLandbilingualstudentsin
accessingthecorecurriculumastheylearnlanguageandacademiccontenttogether.
Candidates:
(A)Organizelearningaroundstandards‐basedsubjectmatterandlanguagelearning
objectives;
68 (B)Incorporateactivities,tasks,andassignmentsthatdevelopauthenticusesof
language,asstudentslearnaboutcontent‐areamaterial;
(C)Provideactivitiesandmaterialsthatintegratelistening,speaking,readingand
writing;
(D)Developstudents'listeningskillsforavarietyofacademicandsocialpurposes;
(E)Developstudents'speakingskillsforavarietyofacademicandsocialpurposes;
(F)Providestandards‐basedinstructionthatbuildsonstudents'oralEnglishto
supportlearningtoreadandwrite;
(G)Providestandards‐basedreadinginstructionadaptedtoESOLandbilingual
learners;and
(H)Providestandards‐basedwritinginstructionadaptedtoESOLandbilingual
learners.Developstudents'writingthrougharangeofactivitiesfromsentence
formationtoexpositorywriting.
(c)UsingResourcesEffectivelyinESLandContentInstruction.Candidatesarefamiliarwith
awiderangeofstandards‐basedmaterials,resources,andtechnologies,andchoose,adapt,
andusethemineffectiveESLandcontentteaching.Candidates:
(A)Select,adaptanduseculturallyresponsive,age‐appropriateandlinguistically
accessiblematerials;
(B)Selectmaterialsandotherresourcesthatareappropriatetostudents'
developinglanguageandcont‐areaabilities,includingappropriateuseofthe
student'sfirstlanguage;
(C)Employanappropriatevarietyofmaterialsforlanguagelearning,including
books,visualaids,propsandrealia.
(D)Useappropriatetechnologicalresourcestoenhancelanguageandcontent‐area
instructionforESOLandbilingualstudents(e.g.,Web,software,computers,and
relateddevices);and
(E)UsesoftwareandInternetresourceseffectivelyinESLandcontentinstruction.
(4)Assessment:Candidatesunderstandissuesofassessmentandusestandards‐basedassessment
measureswithESOLandbilingualstudents.
(a)IssuesofAssessmentforESL.Candidatesunderstandvariousissuesofassessment(e.g.,
culturalandlinguisticbias;political,social,andpsychologicalfactors)inassessment,IQ,and
specialeducationtesting(includinggiftedandtalented);theimportanceofstandards;and
thedifferencebetweenlanguageproficiencyandothertypesofassessment(e.g.,
standardizedachievementtestsofoverallmastery),astheyaffectESOLandbilingual
studentlearning.Candidates:
(A)Demonstrateanunderstandingofthepurposesofassessmentastheyrelateto
ESOLandbilinguallearnersanduseresultsappropriately;
(B)Demonstrateanunderstandingofthequalityindicatorsofassessment
instruments;
(C)Demonstrateunderstandingofthelimitationsofassessmentsituationsand
69 makeaccommodationsforESOLandbilingualstudents;and
(D)Distinguishbetweenalanguagedifference,giftedandtalentedandspecial
educationneedsforESOLandbilingualstudents.
(b)LanguageProficiencyAssessment.Candidatesknowanduseavarietyofstandards‐
basedlanguageproficiencyinstrumentstoinformtheirinstructionandunderstandtheir
usesforidentification,placement,anddemonstrationoflanguagegrowthofESOLand
bilingualstudents.Candidates:
(A)Understandandimplementnationalandstaterequirementsforidentification,
reclassificationandexitofESOLandbilingualstudentsfromlanguagesupport
programs;
(B)Understand,developandusenorm‐referencedassessmentsappropriatelywith
ESOLandbilinguallearners;
(C)Understand,developandusecriterionreferencedassessmentsappropriately
withESOLandbilinguallearners;
(D)Understand,constructanduseassessmentmeasuresforavarietyofpurposes
forESOLandbilingualstudents;and
(E)AssessESOLandbilinguallearners'languageskillsandcommunicative
competenceusingmultiplesourcesofinformation.
(c)Classroom‐BasedAssessmentforESL.Candidatesknowanduseavarietyof
performance‐basedassessmenttoolsandtechniquestoinforminstruction.Candidates:
(A)Useperformance‐basedassessmenttoolsandtasksthatmeasureESOLand
bilinguallearners'progresstowardstateandnationalstandards;
(B)Usevariousinstrumentsandtechniquestoassesscontent‐arealearning(e.g.
math,science,socialstudies)forESOLandbilinguallearnersatvaryinglevelsof
languageandliteracydevelopment;and
(C)PrepareESOLandbilingualstudentstouseself‐andpeer‐assessment
techniqueswhenappropriate.
(5)Professionalism:CandidatesdemonstrateknowledgeofthehistoryofESLteaching.Candidates
keepcurrentwithnewinstructionaltechniques,researchresults,advancesintheESLfield,and
publicpolicyissues.Candidatesusesuchinformationtoreflectuponandimprovetheir
instructionalpractices.CandidatesprovidesupportandadvocateforESOLandbilingualstudents
andtheirfamiliesandworkcollaborativelytoimprovethelearningenvironment.
(a)ESLResearchandHistory:Candidatesdemonstrateknowledgeofhistory,research,and
currentpracticeinthefieldofESLteachingandapplythisknowledgetoimproveteaching
andlearning.Candidates:
(A)Demonstrateknowledgeoflanguageteachingmethodsintheirhistorical
contexts;and
(B)DemonstrateknowledgeoftheevolutionoflawsandpolicyintheESL
profession.
70 (b)PartnershipsandAdvocacy.Candidatesserveasprofessionalresources,advocatefor
ESOLandbilingualstudents,andbuildpartnershipswithstudents'families.Candidates:
(A)Advocateandserveaslanguageandeducationresourcesforstudentsand
familiesintheirschoolsandcommunities;
(B)Serveasprofessionalresourcespersonnelintheireducationcommunities;and
(C)AdvocateforESOLandbilingualstudents'accesstoallavailableacademic
resources,includinginstructionaltechnology.
(c)ProfessionalDevelopmentandCollaboration.Candidatescollaboratewithandare
preparedtoserveasaresourcetoallstaff,includingparaprofessionals,toimprovelearning
forallESOLandbilingualstudents.Candidates:
(A)EstablishprofessionalgoalsandpursueopportunitiestogrowinthefieldofESL;
(B)Workwithotherteachersandstafftoprovidecomprehensive,challenging
educationalopportunitiesforESOLandbilingualstudentsintheschool;
(C)Engageincollaborativeteachingingeneraleducationandcontent‐area
classrooms;and
(D)ModelacademicproficiencyintheEnglishlanguage.
(6)Technology:Candidatesuseinformationtechnologytoenhancelearningandtoenhance
personalandprofessionalproductivity.Candidates:
(a)DemonstrateknowledgeofcurrenttechnologiesandtheirapplicationinESOL;
(b)Design,develop,andimplementstudentlearningactivitiesthatintegrateinformation
technology;and
(c)Usetechnologiestocommunicate,network,locateresources,andenhancecontinuing
professionaldevelopment.
Stat.Auth.:ORS342
Stats.Implemented:ORS342.120‐342.143,342.153,342.165&342.223‐342.232
Hist.:TSPC9‐2005,f.&cert.ef.11‐15‐05
584‐310‐0125LegacyEnglishSpeakersofOtherLanguages(ESOL)
http://www.oregon.gov/tspc/Pages/News_Release_071015/584‐310‐0125.aspx
(1)LegacyEnglishSpeakersofOtherLanguages(ESOL)Endorsement:ALegacyEnglish
SpeakersofOtherLanguages(ESOL)Endorsementonalicenseindicatesthattheeducatoris
eligiblefor.50orlessschoolcounselingassignmentsinprekindergartenthroughgradenineas
providedbytheTSPCLicensureGuideforLegacyEnglishSpeakersofOtherLanguagesEndorsement
(ESOL)endorsement.
(2)AddingtoaLegacyEnglishSpeakersofOtherLanguages(ESOL)toExistingLicenses:To
beeligibletoaddaLegacyEnglishSpeakersofOtherLanguages(ESOL)endorsementtoaLegacy,
ProfessionalorDistinguishedTeacherLeaderTeachinglicense,anapplicantmust:
71 (a)HaveheldanOregonBasicorStandardTeachingLicensepriortoJanuary1,2016witha
BasicElementaryorStandardElementaryendorsement;
(b)Havehadfouryearsof.50percentESOLexperienceinaprekindergartenthroughgrade
8environmentobtainedafterJanuary1,2011andpriortoJanuary1,2016;and
(c)Submitacompleteandcorrectapplicationtoobtaintheendorsementintheformand
mannerrequiredbytheCommission,includingpaymentofallrequiredfeesasprovidedin
OAR584‐036‐0055.Addingtheendorsementatthetimeofrenewalwillnotrequirean
additionalcosttothelicensurerenewalprocess.
(3)IftheeducatorheldanOregonBasicorStandardTeachingLicensewithaBasicorStandard
ElementaryendorsementpriortoJanuary1,2016,butdoesnotmeettheemployment
requirementsinsubsection2(b)ofthisrule,theeducatormaybeissuedaLicensedforConditional
AssignmentforESOLsolongastheeducatoriscurrentlyassignedinanESOLposition.
584‐060‐0071EndorsementsRequiringSpecialPreparation
http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_584/584_060.html
(1)Passageofthecommission‐approvedmultiplesubjectsexaminationmaybenecessaryinorder
foranewlyhiredteacherwithaspecialeducationoranESOLendorsementtomeetthedefinitionof
highlyqualifiedunderthefederalNoChildLeftBehindAct(NCLBA)orundertheIndividualswith
DisabilitiesEducationImprovementAct(IDEIA)inthepositioninwhichtheyarehiredifplacedin
gradesK‐8.
(2)(a)Teachersofthefollowingspecialtyendorsementmustqualify,throughapprovedacademic
preparationinthedesiredauthorizationlevelsandthroughsupervisedworkexperienceorstudent
teachingforanyauthorization:
(A)Art;
(B)BilingualeducationwithEnglishforspeakersofotherlanguages(ESOL);
(C)ESOL;
(D)Music;
(E)Physicaleducation;
(F)Adaptivephysicaleducation;
(G)Reading;
(H)LibraryMediaSpecialist;
(I)Specialeducation;
(J)VisionImpaired;
(K)HearingImpaired;
(L)CommunicationsDisorders;or
(M)EarlyIntervention/SpecialEducation.
(b)Candidatesforspecialtyendorsementcompletingapracticaexperienceateitherearly
childhoodorelementaryandateithermiddleorhighschoollevelmayqualifyfor
authorizationforprekindergarten(prek)throughgradetwelve(12).
72 (3)Teachersapplyingforthevisualimpairmentsendorsementmustdemonstrateproficiencyin
readingandwritingBraillebyobtainingacertificateofcompetencyfromtheNationalLibrary
ServicefortheBlindandPhysicallyHandicappedoranequivalentcertificatecurrentlyapprovedby
thecommission.
(4)Teachersapplyingforthecommunicationdisordersendorsementmayobtainauthorizationat
allfourlevelsbyearningacertificateofclinicalcompetencefromtheAmericanSpeechandHearing
Associationorsuccessorapprovedbythecommission.
(5)CandidatesforendorsementsinEarlyInterventionandEarlyChildhoodSpecialEducationmust
qualifyfortheEarlyChildhoodAuthorizationonlyby:
(a)CompletingpreparationinpsychologicalfoundationsandmethodsappropriateforEarly
ChildhoodEducation/EarlyIntervention;
(b)Completingasupervisedpracticuminearlyinterventionandearlychildhoodspecial
education;and
(c)Documentingknowledgeoftheendorsementbypassingtherequiredcommission‐
approvedlicensureexaminationinSpecialEducation;Preschool/EarlyChildhood.
(d)Thecommission‐approvedlicensureMultipleSubjectsExamination(MSE)isnot
requiredforEarlyChildhoodEducation/EarlyInterventionendorsement.
Stat.Auth.:ORS342
Stats.Implemented:ORS342.120‐342.143,342.153,342.165,342.223‐342.232
Hist.:TSPC4‐1999,f.&cert.ef.8‐2‐99;TSPC6‐2002,f.&cert.ef.10‐23‐02;TSPC3‐2003,f.&cert.
ef.5‐15‐03;TSPC7‐2005,f.&cert.ef.8‐24‐05;TSPC13‐2006,f.&cert.ef.11‐22‐06;TSPC5‐2007,f.
&cert.ef.8‐15‐07;TSPC4‐2009,f.&cert.ef.9‐22‐09;TSPC8‐2009,f.&cert.ef.12‐15‐09;TSPC9‐
2009,f.&cert.ef.12‐18‐09
584‐060‐0062AddingEndorsementstoInitialorProfessionalTeachingLicenses
http://arcweb.sos.state.or.us/pages/rules/bulletin/0914_bulletin/0914_ch584_bulletin.html
(1)Anendorsementisthesubjectmatterorspecialtyeducationfieldinwhichtheeducatoris
licensedtoteach.Educatorsmayonlyteachthesubjectsinwhichtheyarelicensedinthegrade
levelsauthorizedonthelicense(authorizationlevel).
(2)Amultiplesubjectsself‐containedendorsementdoesnotallowtheteachertoteach:Adaptive
PhysicalEducation,Art,CommunicationsDisorders,EarlyIntervention/SpecialEducation,ESOL,
ESOL/Bilingual,HearingImpaired,LibraryMedia,Music,PhysicalEducation,ReadingSpecialist,
SpecialEducation,orVisionImpaired.
(3)Subject‐MatterCompetency:AnewendorsementwillbeaddedtoaneworexistingInitialI,
InitialIIorProfessionalTeachingLicenseupondocumentationofoneofthefollowing:(ForMiddle‐
LevelEndorsementexceptionsseesubsection(5)below.)
(a)Forendorsementswheresubject‐mattermasterytestsarerequiredbythecommission,
(b)Fortheendorsementswherethecommissionhasnotapprovedsubject‐mattermastery
73 testsincludingbutnotlimitedto:Drama,Japanese,Latin,Chinese,Russian,andAdaptive
PhysicalEducation:
(A)Completionofaprogramordemonstratedcompletionofrequiredcoursework;
or
(B)Anon‐provisionalout‐of‐statelicenseshowingendorsementinthesubject‐area.
(c)SpecialExceptionforOut‐of‐StateApplicants:Forout‐of‐stateapplicantsuponfirst
licensureinOregon.(SeeOAR584‐036‐0080LicensureTests.)
(4)PracticumRequirements:Inadditiontotherequirementsinsubsection(3)(a)and(b)ofthis
rule,oneofthefollowingpracticalexperiencesmustbecompleted:
(a)Aprogram‐supervisedpracticumoftwosemesterhoursorthreequarterhours,which
exceptasspecifiedbelowmayormaynotbepartofalongerpreparationthatincludes
contentormethodscoursesinthesubjectarea,inaninstitutionapprovedtoprepare
teachersforthatendorsement;
(b)Verificationof60hoursormoreofexperienceteachingthenewsubject‐areaatleast
onehoureachdayortheequivalentoneitheranoptionalassignmentoftenhoursorlessor
anapprovedLicenseforConditionalAssignment(LCA)asallowedbyOAR584‐060‐0250;
or
(c)Completionofanapprovedprograminthenewsubject‐matterendorsementarea.
74 SuggestedLessonPlanFormatforanELDClass
[1]ClassDescription
 Time,date,andlocationofthelesson:
 Gradelevel:
 Languageproficiencylevels:
 Numberofstudents:
 Briefdescriptionofwhattheyhavelearnedinthepreviouslesson:
[2]Goal(Identificationofamajorlearningtaskinthislesson):
[3]ContentandLanguageObjectives(outcomeoftoday’slesson):
[4]English‐LanguageProficiencyStandards(ELPAstandards)addressedinthislesson:
[5]TypesofTasks/ActivitiesusedinthisLesson:
[6]LanguageSkills(Listening/Speaking/Reading/Writing),Materials,Equipment
Skills:
Materials/equipmentneeded: [7]Procedure
A50(or30)‐minutelessonwillbeheldasfollows:
ActivityTable
Time
Activity
Type of interaction Materials/Equipment
(T‐S,S‐T,S‐S)
[8]Languageassessmenttodeterminestudents'learninginthislesson:
[9]Follow‐upassignmenttoconsolidatestudents'learning:
[10]Briefdescriptionofthenextlesson:
[11]Comments(Reflectionafterclass):
75 SuggestedLessonPlanFormatforaShelteredContentLesson
[1]ClassDescription
 Time,date,andlocationofthelesson:
 Gradelevel:
 Languageproficiencylevels:
 NumberofELstudents:
 Briefdescriptionofwhattheyhavelearnedinthepreviouslesson:
[2]Goal(Identificationofamajorlearningtaskinthislesson):
[3]Objectives(outcomeoftoday’slesson):
 ContentObjective(s):
 LanguageObjective(s)
[4]Standardscorrespondingtotheobjectivesofthelesson:
 CCSS/NGSSStandard(s):
 ELPAStandard(s):
[5]Tasks/ActivitiesusedforContentAdaptionsforELs:
[6]LanguageSkills(Listening/Speaking/Reading/Writing),Materials,Equipment
LanguageSkillsFocusedintheLesson:
Materials/equipmentsusedintheLesson: [7]Procedure
A50(or30)‐minutelessonwillbeheldasfollows:
ActivityTable
Time
Activity
Type of interaction Materials/Equipment
(T‐S,S‐T,S‐S)
[8]Assessmenttodeterminestudents'learninginthislesson:
 ContentAssessment:
 LanguageAssessment:
[9]Follow‐upassignmentorextensionactivitiestoconsolidatestudents'learning:
[10]BriefDescriptionoftheNextLesson:
[11]Comments(Reflectionafterclass):
76 ESOLLESSONOBSERVATIONREPORT
(CompletedbyUniversitySupervisor)
StudentTeacher:___________________________ObservationDate:____________________
School:____________________________________Classtime:______________
NumberofStudents:______GradeLevel:______ Students’ESLProficiencyLevel:______
Hasthisstudentteacherobserved/taughtthisclassbefore? Yes/No
Hastheobserverfamiliarizedwiththeobjectives/scheduledactivitiesofthisclass?Yes/No
1.Describethelearningobjectivesforthislesson(asunderstoodbytheobserver):
2.Whatmaterialswereusedforthislesson(includingthetextbook)?
3. What were the focal points of instruction? (i.e., what seemed to be specifically focused in this
lesson?)
4.Inwhatlearningactivitieswerethestudentsengagedinduringthislesson?Didtheseactivities
supportthelearningobjectives?
77 5.Whatwerethemajorvocabularywords,form(s),andfunction(s)coveredinthislesson?
6.HowwereTeacher‐to‐Student(s),Student(s)‐to‐Teacher,andStudent(s)‐Student(s)interactions
balancedinthislesson?
7.Whatwerethecommondifficultyareasamongthestudents?(Whichsounds,vocabulary,
structure,and/orfunctions?)Whatdidtheinstructordotohelpthestudentsovercomethem?
8.Whicheffectiveteachingtechnique(s)wereobservedinthislesson?
9.Howwasthestudents’achievementoflearningobjectivesassessed?
78 10.Iftheobserverweretoteachasimilarclass,whatchangeswouldhe/shemaketoimproveit?
Reasons for changes are listed below and supported by relevant readings/research studies in
TeachingESOL.
11.Othercomments,ifthereisanythingthathasnotbeenaddressedin1‐10above.
79 PacificUniversity
ESOLPracticumEvaluation
PracticumStudent:_________________________________Date:__________GradeLevel____________
School:__________________________________________ MentorTeacher:_____________________
TSPCStandard:KnowledgeSkillsand
AbilitiesforEnglishtoSpeakersofOther
Languages
Language
Candidateknowsand
understands,anduses
majorconcepts,theories,
andresearchrelatedtothe
natureandacquisitionof
languagetoconstruct
learningenvironmentsthat
supportESOLandbilingual
students’languageand
literacydevelopment.
Comments:
Needs
Improvement
Satisfactory
Outstanding
TSPCStandard:KnowledgeSkillsand
Needs
AbilitiesforEnglishtoSpeakersofOther Improvement
Languages
Culture
Candidateknowsand
understands,anduses
majorconcepts,theories,
andresearchrelatedtothe
natureandroleofculture
andculturalgroupsto
constructlearning
environmentsthatsupport
ESOLandbilingual
students’culturalidentities,
languageandliteracy
development,andcontent
areaachievement.
Comments:
Satisfactory
Outstanding
80 TSPCStandard:KnowledgeSkillsand
AbilitiesforEnglishtoSpeakersofOther
Languages
Planning,
Candidateknows,
Implementing, understands,anduses
andManaging standards‐basedpractices
Instruction
andstrategiesrelatedto
planning,implementing,
andmanagingESLand
contentinstruction,
includingclassroom
organization,teaching
strategiesfordeveloping
andintegratinglanguage
skills,andchoosingand
adaptingclassroom
resources.
Comments:
Needs
Improvement
Satisfactory
Outstanding
TSPCStandard:KnowledgeSkillsand
Needs
AbilitiesforEnglishtoSpeakersofOther Improvement
Languages
Assessment
Candidateunderstands
issuesofassessmentand
usestandards‐based
assessmentmeasureswith
ESOLandbilingual
students.
Comments:
Satisfactory
Outstanding
81 TSPCStandard:KnowledgeSkillsand
Needs
AbilitiesforEnglishtoSpeakersofOther
Improvement
Languages
Professionalism Candidatedemonstrates
knowledgeofthehistory
ofESLteaching.
Candidateskeepcurrent
withnewinstructional
techniques,research
results,advancesinthe
ESLfield,andpublic
policyissues.Candidates
usesuchinformationto
reflectuponandimprove
theirinstructional
practices.Candidates
providesupportand
advocateforESOLand
bilingualstudentsand
theirfamiliesandwork
collaborativelyto
improvethelearning
environment.
Comments:
Satisfactory
Outstanding
AdditionalComments:
MentorSignature_____________________________________________________
Supervisor’sAssentSignature_______________________________________
82 ESOLPracticumLog
(CompletedbyESOLPracticumStudent)
Name School __________________________
MentorTeacher
________________________________
UniversitySupervisor
Hours
Dates
Time
Grade(s)/Subject
Activity
TotalHrs.
MentorSignature
Date
83 ESOLEndorsementScoringGuideforPortfolio
ESOLEndorsementCandidate:_____________
______ Date:____
(HeadingscorrespondtotheTSPCESOLEndorsementstandards)
PromotingCultural
Competence
CreatingStudent‐
CenteredClassrooms
Demonstrating
ProfessionalLeadership
EnhancingLearning
ThroughTechnology
(1)Language:
Evidencefrom
*ESOL444/544:
EducationalLinguistics
forESOLTeachers
*Practicum




(5)Professionalism:
(6)Technology
Evidencefrom
*ESOL440/540:
LanguagePolicyinESOL
Education
*ESOL460/560:
FoundationsofESOL
Methods
*ESOL464/564:ESOL
Methods,Assessment,and
Technologycourse
*EDUC453/633:Literacy
andEnglish‐Language
Learners
*Practicum
Evidencefrom
*ESOL460/560:
FoundationsofESOL
Methods
*Evidencefrom
ESOL464/564:ESOL
Methods,Assessment,and
Technologycourse
*Evidencefrom
EDUC453/633:Literacy
andEnglish‐Language
Learners
*Evidencefrom
Practicum
Score(0‐5)___
Score(0‐5)___
(2)Culture:
Evidencefrom
*ESOL450/550:Cultural
ConstructsandDiversity
inESOLEducation
*ESOL440/540:
LanguagePolicyinESOL
Education
*Practicum
Score(0‐5)___
Assessment
Analysis
Designing/Planning
Implementing
Instruction
(3)Planning,
Implementing,and
ManagingInstruction:
Evidencefrom
*ESOL444/544:
EducationalLinguistics
forESOLTeachers
*ESOL460/560:
FoundationsofESOL
Methods
*ESOLESOL464/564:
Methods,Assessment,and
Technology
*EDUC453/633:Literacy
andEnglish‐Language
Learners
*Practicum
Score(0‐5)___
(4)Assessment:
Evidencefrom
*ESOL464/564:ESOL
Methods,Assessment,and
Technology
*EDUC453/633:Literacy
andEnglish‐Language
Learners
Score(0‐5)___
*Practicum
Score(0‐5)___
84 AreaforImprovement:
AreaforImprovement:
AreaforImprovement:
AreaforImprovement:
AverageCategoryScore:
543|210
AverageCategoryScore:
543|210
AverageCategoryScore:
543|210
AverageCategoryScore:
543|210
Met/NotMet
Met/NotMet
Met/NotMet
Met/NotMet
(Documentationwillcomefromcoursesandexperiencesspecifictoaparticularcertificationor
endorsementprogram)
ESOLEndorsementcandidatesareexpectedtomeettherequirementsassetforthbytheTeacher
StandardsandPracticesCommissionDivision65:Endorsementsforinitialandcontinuingteaching
licenses(KnowledgeSkillsandAbilitiesforEnglishtoSpeakersofOtherLanguages:584‐065‐
0100)
Advisor:__________________________
Date:_________________
Pass/NoPass
85 READINGINTERVENTIONENDORSEMENTPROGRAMDESCRIPTION TheintentoftheReadingInterventionEndorsementatPacificUniversityistobuildonthe
students’knowledgeofchildren'sandyoungadult'slanguagedevelopmentandliteracylearning
processes,andbroadentheirviewoftheissuesinvolvedforstudentsofallagesastheybecome
proficientreadersandwriters.TheReadingInterventionEndorsementisa16‐semestercredit
hourprogram.CandidatesearntheReadingInterventionEndorsementatthePreK‐12gradelevels.
Inadditiontocoursework,thecandidatemustpassthePraxisReadingSpecialist(5301).Oregon
requiresapassingscoreof164.(http://www.oregon.gov/tspc/Pages/Testing.aspx
http://www.ets.org/praxis/or/)
ReadingInterventionEndorsementcoursework:
RDNG632:PerspectivesonReading
Surveyoffoundationsofreadingandreadingprocesses,includingcontemporaryandhistorical
readingresearchusedtoestablishaphilosophicalpointofview.Surveysreadingandliteracy
philosophies,assessmentphilosophies,literacymethodologies,research,andcurrentliteracyissues
asplayedoutinpoliticstoinformthereadingcandidate.(2cr.)
RDNG642:ReadingAssessments&Techniques
Emphasizeswaystouseformalandinformalreadingandlanguagedevelopmentassessmentsto
informteachingandplanprograms.Presentsanddiscussesresources,methodologies,andtheuse
ofnewtechnologiesandinstructionaltechniquestoaddresstheprogramneedsofalllearnersbut
especiallystrugglingreadersandwriters.SurveysTitleIprocedures,specialeducationprocedures
andELL/ESOLproceduresastheyrelatetoreadingandwritingintheschoolsetting.(3cr.)
RDNG645:DevelopingLiteracyintheContentAreas
Exploresstrategiestohelpteacherspreparetheirstudentstocomprehendnonfictiongenre,
contentareatextbooksandnewtechnologies.Discussesandexplorewayscandidateswhenserving
inaleadershiprolecanprovidecoachinginthecontentareasforcolleagues.(2cr.)
RDNG650:LeadershipforLiteracy
Emphasizeswaysforcandidatestoworkwithcolleaguestodemonstrate,observe,andprovide
feedbackoneffectiveliteracystrategiesandapproachestousewithstudents.Discusseswaysfor
candidatestoprovideguidanceandsupervisionofparaprofessionals.Emphasizeswaysfor
candidatestoparticipatein,initiate,implementandevaluateprofessionaldevelopmentprograms
toselectandmanageliteracyprograms.Discusseswaysforcandidatestointerpretdesignand
conductdatadrivenresearchataschoollevel.(2cr.)
ESOL544EducationalLinguisticsforESOLTeachers
ThiscourseisdesignedtointroducecandidatestolinguisticaspectsofteachingESOL,andtobuilda
solidfoundationintheoriesoffirstandsecondlanguageacquisitionastheyarerelevantinteaching
ESOLstudents.(3cr.)
EDUC633LiteracyandEnglish‐languageLearners
CandidateswilldiscusstheoriesandissuesinreadingandwritinginEnglish–as‐an‐additional
86 languageandtheirimplicationsforinstructionalpractice.Candidateswillexploreeffectivereading
andwritinginstructionalpracticeswithmultilinguallearners,andchildren’sandadolescent
literatureastheypertaintodiversitywithinamulticulturalclassroom.(2cr.)
RDNG653ECE/ElemSupervisedReadingSpecialistPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
needingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.Practicumfocus
willbeinanECEandElemsetting.(2cr.)
OR
RDNG654MS/HSSupervisedReadingSpecialistPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
needingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.Practicumfocus
willbeinanMSandHSsetting.(2cr.)
OR
RDNG655PreK‐12MultilevelSupervisedReadingSpecialistPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
needingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.Practicumfocus
willbeinanECEorElemsettingandaMSorHSsetting.(2cr.)
AdditionalReadingInterventionandESOLDualEndorsementCourse&Practicum
Requirements
Withanadditional8semestercredits,candidatescanaddtheESOLEndorsementalongwiththe
ReadingInterventionEndorsementtotheirOregonTeachingLicense.PleaseseetheESOL
handbookforadditionalendorsementrequirementsandprogramdescription.
ESOL450/550CulturalConstructsandDiversityinESOLEducation
ThiscourseisdesignedtoequipESOLteachercandidatestopossesscompetencyincultural,
linguistic,educationalandethnicissuespresentineducatingEnglish‐languageLearners(ELLs).
CandidateswilldevelopunderstandingofculturalandlinguisticdiversityinESOLeducationandbe
abletoimplementculturallyresponsiveinterventionstopromotethelearningenvironment
conducivetolearningforallstudents.(2cr.)
ESOL460/560FoundationsofESOLMethods
ThiscourseisdesignedtoequipESOLteachercandidateswiththeoreticalbases,concepts,
research,andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentfor
ESOLandbilingualstudents.VariousteachingmodelsdevelopedforESLteachingareintroduced
andtheoreticalfoundationsofsecondlanguageteachingwillbebuilt.(2cr.)
ESOL464/564ESOLMethods,Assessment,andTechnology
Thiscourseisdesignedtoapplytheoreticalfoundationsbuiltintheprecedingcourse,Foundations
ofESOLMethods,inactuallessonplanningandunitdevelopmentforK‐12ESLinstruction.Italso
aimstopromotethecandidates’knowledgeandunderstandingofinquiry‐andstandards‐based
87 practicesandstrategiesinplanning,implementing,andmanagingESLeducation.ESOLteacher
candidateswilllearnhowtoplan,manage,andimplementstandards‐basedESLlessonsand
curriculaincludingsecondlanguageassessmentandtechnology‐incorporatedinstruction.(2cr.)
ESOL472/572ECE/ElemSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEand
Elemsetting.(2cr.)
OR
ESOL474/574MS/HSSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanMSand
HSsetting.(2cr.)
OR
ESOL476/576MultilevelSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEor
ElemsettingandaMSorHSsetting.(2cr.)
Inadditiontocoursework,thecandidatemustpasstheNES‐ESOLexam.Oregonrequiresa
minimumscoreof228.
(http://www.orela.nesinc.com/TestView.aspx?f=HTML_FRAG/NT507_TestPage.html)
PracticumExperience
ReadingInterventionEndorsementcandidatesareexpectedtocomplete90‐hoursofsupervised
practicumexperienceoritsequivalentandrequiredbytheOregonTSPC(seetheappendicesforthe
relevantOARforthisrequirement).Muchofthistimewillbespentobservingtheirmentorteacher
andthestudentswhiletheteacherleadslessons;anddiscussingassessment,planning,andteaching
techniquesrelatedtotheinstructionofstrugglingreaders.ItisappropriateforReadingIntervention
Endorsementcandidatestobegivenanopportunitytoleaddailylessonswithatleastonesmall
groupofchildrenoradolescents.TheReadingInterventionEndorsementcandidateisalsoexpected
toassistyouinplanningforsmallgroupand/orwholeclassactivities.Candidatesareencouragedto
attendschool‐,district‐,andstate‐widemeetings,in‐services,andworkshopsthataddresstheneeds
ofreadersandwriters.
Candidatesarestronglyencouragedtopreparefortwofocusareastrands:earlychildhood(grades
pk‐4),elementary(grades3‐8),middleschool(grades5‐9),andhighschool(grades9‐12).
CandidateswhoareauthorizedtoteachatK‐12levelswillsplittheir90‐hourpracticumbetweenthe
twogradelevels.TheReadingInterventionEndorsementcandidatesareresponsibleformaintaining
alogoftheirteachingandplanningactivitiesattheschool.
88 Throughouttheexperience,ReadingInterventionEndorsementcandidatesshouldscheduleregular
conferencetimeswiththeirmentorteacherstoshareobservations,raiseandanswerquestions,
socialize,andplan.ReadingInterventionEndorsementcandidatesshouldplancarefullywiththeir
mentors,submittingunitorlessonplansinadvancetofacilitatereviewanddiscussion,astheneed
arises.
ActingasliaisonbetweentheschoolandPacificUniversityistheuniversitysupervisorwhowillvisit
toobservetheReadingInterventionEndorsementcandidatesaminimumoftwotimesduringeach
90‐hourpracticum.ReadingInterventionEndorsementcandidatesshouldalsoregularlyupdate
theiruniversitysupervisorwiththeirprogressintheReadingInterventionpracticum.
AttheconclusionofasupervisedReadingInterventionpracticumcourse,ReadingIntervention
EndorsementcandidatesreceiveagradeofPass(equivalentofaCorabove)orNoPass(failureto
meetestablishedstandards).Thegrade,givenbytheuniversitysupervisor,incorporatesfeedback
andrecommendationsfromReadingInterventionEndorsementcandidate’smentor.Attheendof
eachsemester,theCollegeofEducationwillassessindividualprogresstowardmeetingtheprogram
requirements.
ReadingInterventionEndorsementCandidates’Role
Duringthe90‐hourpracticum,theReadingInterventionEndorsementcandidatesmovesfroman
observingandassistingroletoateachingrole,practicinganddemonstratingcompetenciesunder
theguidanceofaqualifiedmentorteacher.TheReadingInterventionEndorsementcandidates’
primaryresponsibilitiesareto:

DevelopcompetenceinsixkeyareasassetbyTSPC:
(1)FoundationalKnowledgeandDispositions (2)InstructionalStrategiesandCurriculumMaterials
(3)Assessment,DiagnosisandEvaluation
(4)CreatingaLiterateEnvironment
(5)ProfessionalDevelopment
(6)Leadership:Guidanceandsupervisionofparaprofessionals.

Maintainhighstandardsofprofessionalandpersonalethicsinworkingwithstaffandstudents,
maintainingconfidentialityatalltimes.
Attendallclassesandmeetingsregularlyandpunctually.
EarnaCorbetterinallcoursework.CandidateswhoearnaC‐orbelowwillnotbeallowedto
continueintheprogramuntilthecourseinwhichthesubstandardgradewasearnedisretaken
andthecandidatereceivesagradeofCorabove.
Develop,withthementorteacher(s),ascheduleforteachingresponsibilities.
Encourageevaluationoflessonplansandteachingperformancebythementorteacherand
throughself‐assessment.
Learnandadheretoschool,district,andstaterulesandpoliciespertainingtotheschool’s
ReadingInterventionprogram.





89 TheMentorTeacher’sRole Thementorteacherservesastheprimaryguide,supportandmodelfortheReadingIntervention
Endorsementcandidatewhilesharingclassroomresponsibilitiesandexpertise.Throughregular
planningandfeedback,thementorteacherwillsuggest,demonstrate,analyze,evaluate,and
reinforcelearningexperiences.
PerhapsthemostdifficultandchallengingresponsibilityofamentorteacheristoallowtheReading
InterventionEndorsementcandidatestodevelopapersonalteachingstyle.Whiletheuniversity
expectstheReadingInterventionEndorsementcandidatetoworkwithinthegeneralcurriculum
thathasbeenestablishedintheschoolandtofollowallschoolrulesandprocedures,theReading
InterventionEndorsementcandidateshouldalsobegivenopportunitiestotryalternative
instructionalapproachesanddevelopcurriculummaterialinareasthathavebeenapprovedbythe
mentorteacher.
Amongotherresponsibilities,mentorteacherswill












ProvidetheReadingInterventionEndorsementcandidatewithafacultyhandbookor
sourceofinformationpertainingtobuildinganddistrictpolicies.
IntroducetheReadingInterventionEndorsementcandidateasacolleaguetostudentsand
staff.
InvitetheReadingInterventionEndorsementcandidatetoallstate‐,district‐,andschool‐
widemeetingsandin‐servicesinwhichsupportingstudentsasreadersandwritersisthe
keytopic.
CreateanatmosphereofacceptancefortheReadingInterventionEndorsementcandidate
withthestudents,staff,andcommunity.
GuidetheReadingInterventionEndorsementcandidateinsettinggoalsandobjectives
throughplanning,writingandrevisinglessonplansusingavarietyofteachingstrategies,
measuringandevaluatingstudentgrowth,anddesigningfeedbacktechniques.
InformtheReadingInterventionEndorsementcandidateconcerningbackground
informationofstudentsandintroduceavailableresourcepersonsandmaterials.
ProvidefeedbackonlessonplanningandteachingfollowingobservationsoftheReading
InterventionEndorsementcandidate'steaching.
ConsultregularlywiththeuniversitysupervisorabouttheReadingIntervention
Endorsementcandidate'sprogress.
AssisttheReadingInterventionEndorsementcandidateindevelopinganindividual
teachingstyle.
AssistindevelopingandmonitoringtheReadingInterventionEndorsementcandidate's
progressontheTSPCStandards.
RecommendaPass/NoPassgradebasedontheReadingInterventionEndorsement
candidate'sproficiencyandcompletionofpracticumrequirements.
Submitthementorteacher’sevaluation(locatedintheappendices)totheReading
InterventionEndorsementprogramcoordinatorasawrittenassessmentofthecandidate’s
literacyinstructioncompetencyassetforthbytheTSPCstandards.
ReadingInterventionEndorsementCandidatePlacements
ReadingInterventionEndorsementcandidatesareplacedwithmentorteacherswhocurrentlyhold
aReadingSpecialistorReadingInterventionendorsementandhaveaminimumofthreeyears
90 teachingexperience.TypicallyReadingInterventionandReadingSpecialistEndorsedteachers
servestudentsacrossmultipleagegroupsandgradelevels.
EarlyChildhood/ElementaryEducation
StudentsrequiretwoplacementsforearlychildhoodeducationingradesK‐4,andforelementary
educationingrades3‐6inaTitleOneclassroomorwiththeschool'sordistrict'sReadingSpecialist.
Elementary/MiddleSchool(K‐12)
Studentsrequiretwoplacements:oneinanelementaryschoolattheupperelementarylevel(any
ofgrades3‐6)andoneinamiddleschool(grades6‐8)orinahighschool(grades9‐12).Each
placementisapproximately45‐hours.
MiddleSchool/HighSchool
Studentsrequiretwoplacements:oneinamiddleschoolandoneinahighschoolinareading
supportclassorinthecandidates’endorsementareawithaReadingSpecialistorReading
Interventionendorsedteacher.Eachplacementisapproximately45‐hours.
CriteriaandSelectionofMentorTeachers Mentorteachersareresponsibleforamajorportionofthelearningtoteachprocess.Criteriaand
selectionproceduresreflecttheimportanceofthisperson'sroleineducatingteachers.School
districtsanduniversityfacultycollaborateintheselectionofmentorteachers.Thefollowing
selectioncriteriahavebeenreviewedandapprovedbytheUniversity'sEducationalConsortium.
Thementorteacherrequirementsincludethefollowing:










Preparationinsupervising,evaluating,and/orinstructingReadingInterventionEndorsement
candidates.
Aminimumofthreeyearsofsuccessfulclassroomteachingpreferablyinthedistrict,andat
leastoneyearinthatparticularschool.
AcurrentOregonteachingcertificatewithappropriateReadingSpecialistorReading
Interventionendorsementforcurrentassignments.
Demonstratedcompetenceasateacher.
Apositive,professionalattitudeandenthusiasmforteaching.
Understandingeffectiveteachingstrategies.
Abilitytorelatetoandcommunicatewithotherteachers,administrators,staff,children,and
parents.
SkillsinevaluatingtheperformanceofReadingInterventionEndorsementcandidatesand
willingnesstoconstructivelysharetheevaluationwiththeReadingInterventionEndorsement
candidateanduniversitysupervisor.
AbilitytoworkcooperativelywiththeReadingInterventionEndorsementcandidateand
universitysupervisor.
WillingnesstoparticipateinmeetingswiththeReadingInterventionEndorsementcandidate
andsupervisor.Thesemeetingswillinclude,butnotbelimitedto,aninitialmeetingduring
inserviceweekandamid‐placementconference.
TheBuildingAdministrator InassumingresponsibilityforReadingInterventionEndorsementcandidateswithinthebuilding,
thebuildingadministratorwill
91 





Assistinselectingmentorteachers;
OrienttheReadingInterventionEndorsementcandidatetotheschool'sphilosophy,policies,
regulationsandthephysicalplant;
HelptheReadingInterventionEndorsementcandidatebecomeacquaintedwiththeschoolstaff;
ConferwiththementorteacherabouttheReadingInterventionEndorsementcandidate's
progress;
Suggestteachersorschoolsaspossibleobservationsites;
Communicatewiththeuniversitysupervisor.
TheUniversitySupervisor TheuniversitysupervisorservesastheliaisonbetweenthepublicschoolsandPacificUniversity.
Theuniversitysupervisorwill






Informthedistrictpersonnelabouttheprogramexpectationsandrequirements;
MeetwiththementorteacherandReadingInterventionEndorsementcandidatetoplan,
implement,andevaluatetheexperience;
VisitandobservetheReadingInterventionEndorsementcandidate'sperformancealeasttwice
duringeach90‐hourplacement;
ConferwiththeReadingInterventionEndorsementcandidateandmentorteacherafter
observations,andsupplycopiesofwrittenreportsfortheReadingInterventionEndorsement
candidate,mentorteacher,buildingadministrator,andtheSchoolofLearning&Teaching;
ScheduleconferenceswiththeReadingInterventionEndorsementcandidateandmentor
teachertoevaluatetheexperience;
ConsultwiththeReadingInterventionEndorsementcandidatetodiscusstheReading
InterventionEndorsementcandidate'sprogresswithanyportfoliorequirements;
EvaluationofReadingInterventionEndorsementCandidates ReadingInterventionEndorsementcandidatesareevaluatedaccordingtotheirmasteryofPacific
University'sReadingInterventionEndorsementcandidatecompetencies.Theseareorganized
aroundsixmajorareassetbyTSPC:
(1)FoundationalKnowledgeandDispositions (2)InstructionalStrategiesandCurriculumMaterials
(3)Assessment,DiagnosisandEvaluation
(4)CreatingaLiterateEnvironment
(5)ProfessionalDevelopment
(6)Leadership:Guidanceandsupervisionofparaprofessionals.
Itisessentialthatsupervisingteachersprovideregularfeedback,notinggrowthaswellasareasfor
improvement.Neartheconclusionofthepracticum,theReadingInterventionEndorsement
candidate,mentor,anduniversitysupervisorwilleachcompletetheappropriateReading
InterventionEndorsementcandidateevaluationforms.Athree‐wayconferenceisheldwiththe
ReadingInterventionEndorsementcandidate,thementorteacher,andtheuniversitysupervisor.
92 IncasesofdisagreementconcerningtheReadingInterventionEndorsementcandidate'sfinal
evaluation,studentsshouldappealtotheappropriateappellatebody.
PoliciesRegardingReadingInterventionEndorsementCandidates
Dress:ReadingInterventionEndorsementtcandidatesareexpectedtodressprofessionally.Style
ofdressshouldbeconsistentwiththatofteachersattheschool.
Absences:Promptandregularattendanceisessential.WhenReadingInterventionEndorsement
candidatesmustbeabsent,itisessentialthattheynotifythementorteacherandtheuniversity
supervisorasearlyaspossibleandcertainlypriortothetimeschoolbeginsonthemorningofthe
absence.
Vacations:ReadingInterventionEndorsementcandidatesfollowtheschooldistrict'sschedulefor
holidays,in‐servicedays,andplanforinclementweatherdays.
Liability:SchooldistrictsdonotprovideliabilitycoverageforReadingInterventionEndorsement
candidates;however,ReadingInterventionEndorsementcandidatesmayhavehomeowner’s
insurancepoliciesthatincludepersonalliabilityinsurance.Thispolicyusuallydoesnotprovide
coveragewhileworkingasnon‐paidemployees.Inaddition,insurancecompaniesmayregardthe
placementsiteasthepartyresponsibleforprovidingpersonalliabilityinsurancefornon‐paid
students.Thosewhohavetheirownpersonalliabilitypolicymaywishtoasktheiragentsaboutthe
limitsandcoverageoftheirpolicies.Oneoptionisthepolicyincludedinamembershipinstudent
NEA‐OEAEducatorsEmploymentProgram.Thispolicyissummarizedinabrochure/application
availableonrequestfromtheNEA‐OEAat1‐800‐858‐5505.
OregonLawsandReadingInterventionEndorsementCandidates
AccordingtoOregonschoollaw,schoolboardsmaycontractwithapprovedteachereducation
institutionstoallowtheuseoftheirschoolsfortrainingstudentsofapprovedteachereducation
institutions.
ReadingInterventionEndorsementcandidatesorinternshavefullauthoritytoteachduringtheir
assignmenttimes,andsuchassignmentshavethesameeffectasiftheyheldvalidteachinglicenses
andendorsements.
ReadingInterventionEndorsementcandidatesmaynotserveassubstituteteachers.Inthe
absenceofthementorteacher,aregularsubstituteteachermustbeassignedtotheclass.
Licensure
StudentsmustassumeresponsibilityforaddingtheReadingInterventionEndorsementtotheir
currentOregonlicenseandotherstatelicenses.AppropriateformsforOregonlicensureare
availableintheEducationOffice.SpecificquestionsshouldbeaddressedtotheTeacherStandards
andPracticesCommission(503)378‐3586.
93 ReadingEndorsementAppendices
TEACHERSTANDARDSANDPRACTICESCOMMISSION
DIVISION65
ENDORSEMENTSFORINITIALANDCONTINUINGTEACHINGLICENSES
584‐310‐0150:ReadingIntervention
584‐065‐0050:ReadingSpecialist
http://www.oregon.gov/tspc/Pages/News_Release_071015/584‐310‐0150.aspx
http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_584/584_018.html
584‐310‐0150ReadingIntervention
(1)Purpose:AReadingInterventionendorsementindicatesthataneducatorisqualifiedtoteach
prekindergartenthroughgrade12assignmentsasprovidedbytheTSPCLicensureGuidefor
ReadingIntervention.
(2)Aneducatorisnotauthorizedtoteachintheendorsedareaunlessanduntiltheendorsementis
officiallyaddedtothelicense,exceptasauthorizedinOAR584‐060‐0250LicenseforConditional
Assignment.
(3)AddingtheReadingInventionEndorsementtoExistingLicense:Tobeeligibletoadda
ReadingInterventionendorsementtoanInitialII,Preliminary,Professional,DistinguishedTeacher
LeaderorLegacyteachingLicense,anapplicantmust:
(a)CompleteaCommission‐approvedReadingInterventionpreparationprogram;
(b)Atleastfiftypercent(50%)oftheReadingInterventioncourseworkmusthavebeen
completedwithinfiveyearspriortothedateofapplicationfortheendorsement;and
(c)Submitacompleteandcorrectapplicationtoobtaintheendorsementintheformand
mannerrequiredbytheCommission,includingpaymentofallrequiredfeesasprovidedin
OAR584‐036‐0055.
[Note:Addingtheendorsementatthetimeofrenewalwillnotrequireanadditionalcosttoaddthe
licensurerenewalprocess.]
(4)RequirementsforCommission‐ApprovedProgram:TobeeligibleasaCommission‐approved
program,aReadingInterventionpreparationprogrammust:
(a)MeetthestandardsasprovidedinOAR584‐018‐0155ReadingSpecialist;
(b)Includecontentcoursesandpedagogycoursesespeciallydesignedtoensurethatthe
94 educatorisabletoprovidehighqualityreadinginstructionthatenablespupilstomeetor
exceedthird‐gradereadingstandardsadoptedbytheStateBoardofEducationtobecome
proficientreadersbytheendofthethirdgrade;
(c)Includeinstructionondyslexiathatisconsistentwiththeknowledgeandpractice
standardsofaninternationalorganizationondyslexia;
(d)RequirestudentpassageoftheCommission’srequiredtestforReadingIntervention;
and
(e)ProvidesupervisedfieldexperienceasaReadingInterventionteacher.
Stat.Auth.:ORS342
Stats.Implemented:ORS342.120‐342.143,342.153,342.165&342.223‐342.232
Hist.:
584‐065‐0050:ReadingSpecialist‐‐EarlyChildhoodandElementary,ORElementaryand
MiddleLevelORMiddleandHighSchool
Thefollowingrequirementsmustbemet:
(1)FoundationalKnowledgeandDispositions
(a)Knowledgeofpsychological,sociological,linguisticandanthropologicalfoundationsof
readingandwritingprocessesandinstruction.
(b)Knowledgeofreadingresearchandhistoriesofreading.
(c)Knowledgeoflanguagedevelopmentandreadingacquisitionandthevariationsrelated
tocultureandlinguisticdiversity.
(d)Knowledgeofthemajorcomponentsofreading(phonemicawareness,word
identificationandphonics,vocabularyandbackgroundknowledge,fluency,comprehension
strategiesandmotivation)andhowtheyareintegratedinfluentreading.
(e)Displaydispositionsrelatedtoreadingandtheteachingofreading.
(2)InstructionalStrategiesandCurriculumMaterials
(a)Usekeyinstructionalgroupingoptions(individual,small‐group,whole‐class,computer‐
based.)
(b)Useawiderangeofinstructionalpractices,includingtechnology‐basedpracticesthat
promotereadingand/orwritingacrossthecurriculum.
(c)Useawiderangeofcurriculummaterialsineffectivereadinginstructionforlearnersat
variousstagesofreadingandwritingdevelopmentandfromdifferentculturalandlinguistic
backgroundsincludingEnglishlanguagelearners.
(d)Plananduseappropriatepractices,includingtechnology‐basedpracticesineffective
readinginstructionforlearnersatvariousstagesofreadingandwritingdevelopmentand
fromdifferentculturalandlinguisticbackgroundsincludingEnglishlanguagelearners.
(3)Assessment,DiagnosisandEvaluation
95 (a)Useawiderangeofassessmenttoolsandpracticesthatrangefromindividualand
standardizedgroupteststoinformal,individual,andgroupclassroomassessmentstrategies
andalsoincludetechnology‐basedassessmenttools.
(b)Placestudentsalongadevelopmentalcontinuumandidentifystudents'proficiencies
anddifficulties.
(c)Useassessmentinformationtoplanandreviseeffectiveinstructionforallstudents.
(d)Effectivelycommunicateresultsofassessmentstospecificindividuals,(students,
parents,caregivers,colleagues,administrators,policymakers,policyofficials,community,
etc.)
(4)CreatingaLiterateEnvironment
(a)Usestudents'interestandbackgroundsasfoundationsforthereadingandwriting
program.
(b)Usealargesupplyofbooks,technology‐basedinformation,andnon‐printmaterials
representingmultiplelevels,broadinterests,culturesandlinguisticbackgrounds.
(c)Modelreadingandwritingenthusiasticallyasvaluedlife‐longactivities
(d)Motivatelearnerstobelife‐longreaders.
(5)ProfessionalDevelopment
(a)Continuetopursuethedevelopmentofprofessionalknowledgeanddispositions.
(b)Workwithcolleaguestoobserve,evaluateandprovidefeedbackoneachother's
practice.
(c)Participatein,initiate,implementandevaluateprofessionaldevelopmentprograms.
(6)Leadership:Guidanceandsupervisionofparaprofessionals.
(7)Acandidatemustalsocompletestudentteaching,aninternshiporasupervisedpracticumwith
studentsinEarlyChildhoodandElementary,ORElementaryandMiddleLevelORMiddleLeveland
HighSchool.Candidatescompletingapracticaexperienceateitherearlychildhoodorelementary
andateithermiddleorhighschoollevelshallqualifyforauthorizationforpre‐primarythrough
gradetwelve.
Stat.Auth.:ORS342
Stats.Implemented:ORS342.120‐ORS342.143,ORS342.153,ORS342.165,&ORS342.223‐ORS
342.232
96 97 Reading Practicum Log Name
School
______________________________
Mentor Teacher
Hours
Total Hrs.
Reading Grade(s)/Subject
___________________________
University Supervisor
Dates
Time
Mentor Signature
Activity
Date
98 PacificUniversity
ReadingInterventionEndorsementPracticumEvaluation
PracticumStudent:_________________________________Date:_____ ____GradeLevel:______________ School:_____________________________
_____________
TSPCStandard:KnowledgeSkillsand
AbilitiesforReadingSpecialist
Foundational
Knowledge
and
Dispositions
Candidatedemonstrates
thefollowingskills:
Knowledgeof
psychological,sociological,
linguisticand
anthropological
foundationsofreadingand
writingprocessesand
instruction.Knowledgeof
readingresearchand
historiesofreading.
Knowledgeoflanguage
developmentandreading
acquisitionandthe
variationsrelatedto
cultureandlinguistic
diversity.
Mentor:_______________ Needs
Improvement
Satisfactory
______
Outstanding
Comments:
99 TSPCStandard:KnowledgeSkillsand
AbilitiesforReadingSpecialist
Instructional
Strategiesand
Curriculum
Materials
Needs
Improvement
Satisfactory
Outstanding
Candidatedemonstratesthe
followingskills:Useofkey
instructionalgrouping
options.Useofawiderange
ofinstructionalpractices.
Useofawiderangeof
curriculummaterialsfor
learnersatvariousstagesof
readingandwriting
development,andfrom
differentculturaland
linguisticbackgrounds.Plan
anduseofappropriate
practicesineffective
readinginstructionfor
learnersatvariousstagesof
developmentandfrom
differentculturaland
linguisticbackgrounds.
Comments:
TSPCStandard:KnowledgeSkillsand
AbilitiesforReadingSpecialist
Assessment,
Diagnosisand
Evaluation
Candidatedemonstrates
thefollowingskills:Useof
awiderangeof
assessmenttoolsand
practices.Placesstudents
alongadevelopmental
continuum.Useof
assessmentinformationto
planandrevise
instruction.Effectively
communicateresultsof
assessmentstospecific
individuals.
Needs
Improvement
Satisfactory
Outstanding
Comments:
100 TSPCStandard:KnowledgeSkillsand
AbilitiesforReadingSpecialist
Creatinga
Literate
Environment
Candidateusesstudents'
interestandbackgrounds
asfoundationsforthe
readingandwriting
program.Usesalarge
supplyofbooks,
technology‐based
information,andnon‐print
materialsrepresenting
multiplelevels,broad
interests,culturesand
linguisticbackgrounds.
Modelsreadingand
writingenthusiasticallyas
valuedlife‐longactivities.
Motivateslearnerstobe
life‐longreaders.
Needs
Improvement
Satisfactory
Outstanding
Comments:
AdditionalComments:
MentorSignature______________________________________________________Date_____________________
SupervisorSignature__________________________________________________Date_____________________
101 Updated: September 2015 ReadingInterventionEndorsementTSPCStandards&CourseAlignment
Candidate:__________________________________Date:_________
(HeadingscorrespondwithTSPCreadingendorsementstandards) FoundationalKnowledgeand
Dispositions
RelevantCourses:



RDNG632:Perspectives
inLiteracy
EDUC633:Literacy&
ELLs
Practicum
Score(0‐5)___
InstructionalStrategiesand
CurriculumMaterials
RelevantCourses:



RDNG645:Developing
LiteracyintheContent
Areas
ESOL544:Educational
LinguisticsforESOL
Educators
Practicum
Assessment,Diagnosisand
Evaluation
RelevantCourses:


RDNG642:Reading&
AssessmentTechniques
Practicum
Score(0‐5)___
Leadership
Score(0‐5)___
RelevantCourses:



RDNG650:Leadership
forLiteracy
RDNG632:Perspectives
inLiteracy
Practicum
Score(0‐5)___
CreatingaLiterateEnvironment
RelevantCourses:





RDNG642:Reading&
AssessmentTechniques
RDNG645:Developing
LiteracyintheContent
Areas
ESOL544:Educational
LinguisticsforESOL
Educators
EDUC633:Literacy&ELLs
Practicum
AreaforImprovement:
AreaforImprovement:
AreaforImprovement:
AreaforImprovement:
AverageCategoryScore:
543|210
AverageCategoryScore:
543|210
AverageCategoryScore:
543|210
AverageCategoryScore:
543|210
Met/NotMet
Met/NotMet
Met/NotMet
Met/NotMet
(Documentationwillcomefromcoursesandexperiencesspecifictoaparticularcertificationorendorsementprogram)
ReadingendorsementcandidatesareexpectedtomeettherequirementsassetforthbytheTeacherStandardsandPracticesCommission
Division65:584‐065‐0050ReadingSpecialist.Candidatemustalsocompleteasupervisedpracticum.
Advisor:__________________________
Date:_________________
Pass/NoPass
103 COURSEDESCRIPTIONS
EDLL‐300Experiential&InquiryLearningInECE/Elem
Introducesfutureteacherstoexperientialandinquirylearning:1)asawaytofostercritical&
creativethinking&internationalperspectivesthroughawidevarietyofcommunity‐basedand
Internetresources;2)asameanstofacilitatetheacquisitionofaprimaryandanewlanguagewhile
maintainingone'sownculturalandlinguisticidentityasanELL;3)tostudyissuesofcultural
assimilationandrelatingconflicts.
Corequisite:EDLL310.2credits.
EDLL‐305IntegratedSocialStudies
Introducesearlychildhoodandelementaryeducatorstoinquiryandexperientiallearningasa
frameworkforteachingtheintegratedsocialstudies.Emphasizesthelinkagetocurrentstandards
ofpractice,integratedcurriculumdesign,developmentally,culturally,andlinguisticallyappropriate
pedagogy.Developsstrategiesfortheacquisitionofacademiclanguageandliteracyinthesocial
studieswithattentiontoELLinstructionandassessment.4credits.
EDLL‐310IntegratedSocialStudiesMethods
Introducesearlychildhoodandelementaryeducatorstothetheories,strategies,resources,and
technologyapplicationsappropriatetointegratedsocialstudiesinstruction.Emphasizesthelinkage
tocurrentstandardsofpractice,integratedcurriculumdesign,developmentally,culturally,and
linguisticallyappropriatepedagogy.Developsstrategiesfortheacquisitionofacademiclanguage
andliteracyinthesocialstudieswithattentiontoELLinstructionandassessment.
Corequisite:EDLL300.2credits.
EDLL‐315Political&CulturalContext/Schooling
Introducesteachercandidatestoschoolsasorganizationswithinahistorical,cultural,politicaland
socialcontext.Exploreshistoryandcurrentlawsrelatingtolearners'rightsandteachers'
responsibilities,withafocusonthehistorylaws,policyofESLeducation.Studiesthealignmentand
discontinuityoffamily,school,culturalcontext,andcommunityspheresofinfluencesandthe
impactonlearning.2credits.
EDLL‐320AppliedHumanDevelopment&Psychology
Introducesteachercandidatestoanunderstandingofhowlearningoccursandtodevelopmental
issuesoflearnersintheirclassrooms:behavioral,physical,person,social,socio‐linguistic,and
cognitive.Relatespsychologytoallareasofteachingandlearning.Equipsteachercandidateswith
strategiesforunderstandingstrengthsandneedsofindividuallearnersandhowtoplan
developmentally,culturally,andlinguisticallyresponsiveinstructiontosupportlearners'strengths
andneeds,includingthoselearnerswithexceptionalitiesassociatedwithdisabilities,giftedness,
andEnglishlanguagelearning.
Corequisite:EDLL325.3credits.
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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EDLL‐325ExpressiveArtsMethods
Introducesearlychildhoodandelementaryteachercandidatestothetheories,strategies,resources,
andtechnologyapplicationsappropriatetotheexpressivearts,(visualarts,music,andmovement,
anddramaticplay).Emphasizesthelinkagetocurrentstandardsofpractice,integratedcurriculum
design,anddevelopmentallyappropriatechild‐centeredpedagogy.Exploresandappliestheuseof
theexpressiveartsinsecondlanguageacquisition.Courseincludesclinicalintegration.
Corequisite:EDLL320.2credits.
EDLL‐330ScienceMethods
Introducesearlychildhoodandelementaryeducatorstothetheories,strategies,andtechnology
applicationsappropriatetoscience,technology,andengineeringplusintegratedhealthandart
methodologies.Emphasizesthelinkagetocurrentstandardsofpractice,integratedcurriculum
design,anddevelopmentally,culturally,andlinguisticallyappropriatepedagogy.Develops
strategiesfortheacquisitionofacademiclanguageandliteracyinthecontentareaswithattention
toELLinstructionandassessmentinscience.2credits.
EDLL‐350LinguisticsforECE/ElemEducation
Examinesthenatureoflanguageasasystemofhumancommunication.Exploreshowlanguage
developmentfunctionsasabasisforliteracydevelopmentandexamineswhatlinguisticand
culturalvariationsareinvolvedinchildren'slanguageandliteracydevelopmentbybuildingasolid
foundationintheoriesoffirstandsecondlanguageacquisition.4credits.
EDLL‐360TechnologyacrossCurriculum
Introduceseducatorstosomeoftheapplicationsfortechnologyineducationandfamiliarizesthem
withissuesassociatedwithtechnologyuse.Developsandexpandsteachercandidates'skillsand
knowledgeofeducationaltechnologyappropriatetoenhancelanguageandcontentareainstruction
forELLandbilingualstudents.Evaluatestechnologyresourcesforquality,accuracyand
effectivenessforuseindiverseclassrooms.Addressesclassroommanagementandorganizational
strategiesassociatedwiththeuseoftechnology.Courseincludesclinicalintegration.
Corequisite:EDLL380.2credits.
EDLL‐365ClinicalObservation
Providesparticipationinaprofessionalexperienceinpublicschools.Pass/NoPass.1credit.
EDLL‐375Culture,Power&IdentityI
Exploresthenatureandroleofculture,structuresofpowerandsystemiceffectsofprejudiceand
discriminationalongsidedevelopinganunderstandingofone'sownsociallyconstructedidentity.
Developsstrategiesforadvocacythroughcivilengagementinthecommunityasateacherleader.
Courseisco‐taughtwithmembersoftheWoodburncommunityandincludesacommunity/school
basedcivicengagementproject.2credits.
EDLL‐380Planning,Managing,Implementing&AssessingInstruction
Developsskillsinmanagingandorganizinglearningfordiverselearners,includingEnglish
Languagelearners.Examinesavarietyofspecificcurricularmodels,instructionalskillsand
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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strategies,assessmentmethods,andclassroommanagementsystems,includingthosemost
effectiveforELLclassrooms.Courseincludesclinicalintegration.
Corequsite:EDLL360andEDLL390.4credits.
EDLL‐390TeacherasResearcherI
Introducesteachercandidatestofoundationalprinciplesofteacheractionresearch.Candidateswill
developtheskillsofaccessing,organizing,andanalyzingexistingresearch.Candidateswilllearnto
usedataandexistingresearchtoanalyzeeducationalpracticeandpolicyatthecommunity,school,
andclassroomlevels.
Corequisite:EDLL380.2credits.
EDLL‐400Culture,Power&IdentityII
Exploresthenatureandroleofculture,structuresofpowerandsystemiceffectsofprejudiceand
discriminationalongsidedevelopinganunderstandingofone'sownsociallyconstructedidentity.
Developsstrategiesforadvocacyasateacherleaderwithinschoolsystemstosupportalllearners
andtheirfamilies.
Prerequisite:EDLL350.2credits.
EDLL‐410TeacherasResearcherII
Studentswillcontinueexplorationofteacheractionresearchthrougha)analyzingtheirown
emergingteachingpractice,b)developinganareaoffocusforfurtherstudy,andc)designingan
integratedteaching/researchandlearningunitofstudy(worksample)tobeimplementedduring
school‐basedclinicalexperience.
Corequisite:EDLL425andEDLL430.2credits.
EDLL‐420MathMethods
Introducesearlychildhoodandelementaryeducatorstothetheories,strategies,andtechnology
applicationsappropriatetomathematics.Emphasizesthelinkagetocurrentstandardsofpractice,
integratedcurriculumdesign,anddevelopmentally,culturally,andlinguisticallyappropriate
pedagogy.Developsstrategiesfortheacquisitionofacademiclanguageandliteracyinthecontent
areaswithattentiontoELLinstructionandassessmentinmathematics.3credits.
EDLL‐425LiteracyMethods
Thecourseexploresthepoweroflanguagethroughthestudyandapplicationofcomprehensive
literacy.Introducesteachercandidatestothesurveyandimplementationofspecificcurricular
methodsandassessmentsofcomprehensiveliteracyforimplementationinearlychildhoodand
elementaryclassrooms,includingtheintegrationofcurrentstandardsofpracticeandstandards
basedESOLinstruction.Courseincludesclinicalintegration.
Corequisite:EDLL410.6credits.
EDLL‐430STEMandMethods
Introducesearlychildhoodandelementaryeducatorstothetheories,strategies,resources,and
technologyapplicationsappropriatetoscience,technology,engineering,andmathematics,plus
integratedhealthandartmethodologies.Emphasizesthelinkagetocurrentstandardsofpractice,
integratedcurriculumdesign,anddevelopmentally,culturallyandlinguisticallyappropriate
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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pedagogy.Developsstrategiesfortheacquisitionofacademiclanguageandliteracyinthecontent
areaswithattentiontoELLinstructionandassessmentinmathematics,scienceandhealth.Course
includesclinicalintegration.5credits.
EDLL‐450Culture,Power&IdentityIII
Praxis:TheoryintoAction.Teachercandidatesandleadersandadvocateswillplaceintoaction
theoriesandstrategiesfromallprecedingcoursesastheyplan,teach,assessandmanageELL
classroomsasinclusivelearningcommunitiesforallstudents.TaughtinconjunctionwithEDLL
475.Includesintegratedactionresearch/teaching/advocacyimplementation.Prerequisite:EDLL
350andEDLL400.
Corequisite:EDLL475.4credits.
EDLL‐475StudentTeaching&ESOLPracticum
SupervisedclinicalexperiencesteachingandlearningwithdiverselearnersinESOLearlychildhood
andelementaryclassrooms.Prerequisite:EDLL350andEDLL400.
Corequisite:EDLL450.Pass/NoPass.10credits.
EDUC‐397FieldExperience
Offersparticipationinaprofessionalexperienceinpublicschools.Prerequisite:Admissionto
CollegeofEducation.Mayberepeatedforcredit.Pass/NoPass.1credit.
EDUC‐411EdDiverseLearnersinInclusiveClass
Preparesgeneralandspecialeducationteacherstodifferentiateandcollaborateforthepurposeof
meetingtheneedsofdiverselearners.Candidateswillapplyunderstandingofinclusive
environments,individualdifferences,andinstructionalplanningtoadaptcurriculumand
instructiontosupportlearnerachievementandgrowth.Prerequisite:AdmissiontotheCollegeof
Education.2credits.
EDUC‐420LanguageAcquisitioninChildren
Examinesthenatureoflanguageasasystemofhumancommunication.Providesanoverviewof
majortheoriesoffirstlanguageacquisition.Exploreshowlanguagedevelopmentfunctionsasa
basisforliteracydevelopmentandwhatlinguisticandculturalvariationsareinvolvedinchildren's
languageandliteracydevelopment.Prerequisite:Juniorstandingorabove(60ormorecompleted
credits).2credits
EDUC‐604AdvancedEducationalPsychology,Development,&Learning
StudentswillexploremoredeeplythefoundationalconceptsfromtheSociologicalCoreI.Students
examinepower,privilege,andoppressionandunderstandhowdominantculturalpatternsshapeand
impactschoolsandotherinstitutions.Studentsexploreracism,classism,sexism,heteronormativity,
ableism, ageism, and issues of religion, ethnicity, and xenophobia. Students explore current
educational trends and their responsibilities as teachers of general education students, special
education students, and English Language Learners within learning communities. Prerequisite:
AdmissiontotheCollegeofEducation.4credits.
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EDUC606CriticalPerspectivesonIdentity&SocialSystems
Through the lenses of historical, cultural, social, philosophical, financial, legal, and ethical
perspectives,thiscourseusessystemstheorytoexamineissuesofschooling.Studentsexploresocial
identitymarkerssuchasrace,ability,gender,socioeconomicclass,specialeducationstatus,sexual
orientation,language,andimmigration,anddevelopawarenessofhowtheirownbackgroundsand
positionalitiesinfluencewhotheyareasteachers.Throughdevelopingawarenessofpositionality
andsocialcontext,thecoursecallsattentiontotheteacher'sresponsibilitytounderstanddifference
inordertoengageinequitableteachingpracticesandpedagogy.Criticalquestionsaddressedinthis
course:HowdoIunderstandmyselfinrelationtosocietyandtheneedsofotherswithinthecontext
of a learning community? How can I use my position as a teacher to become an advocate for all
students?Howdoesmyunderstandingofequityaffectmychoicesandthosethatschoolsmakefor
meetingtheneedsofallstudents?
Prerequisite:AdmissiontotheCollegeofEducation.3credits.
EDUC‐607TechnologicalLearningEnvironments
This set of project‐based learning experiences is designed to introduce you to some of the
applicationsoftechnologyineducation,aswelltofamiliarizeyouwithissuesassociatedwiththeir
use.Thefocusofthecoursewillbeonwhy,when,andhowtousetechnologytosupportstudents'
thinkingandlearning.Throughreadings,presentations,labwork,smallgroupwork,projectsand
independentexploration,thiscoursealsoprovidesconcreteexperienceapplyingtechnologytoyour
teachingandlessondesign.
Prerequisite:AdmissiontotheCollegeofEducation.3credits.
EDUC‐612Teaching&InquiryI:Fundamentals
Introducesteachercandidatestotheinquiryprocessasfundamentaltoteacherandstudentlearning.
Inthiscourseteachercandidatesexploretheirrelationshipsandexperienceswithschools,others,
teachingpedagogy,andresearch.Centraltotheseexplorationsisaninquiryintotheselfandcontext
throughcourseactivities,criticalreadings,anddatacollectionandanalysis.Teachercandidatesbegin
toexploretherelationshipbetweentheteachingcycleandteacherinquiry.Prerequisite:Admission
totheCollegeofEducation.2credits.
EDUC‐613Teaching&InquiryII:Design&Implementation
Teacher candidates continue their study of schools, others, teaching pedagogy, and research and
applytheirlearningtodesigningandimplementingtheirteachinginquiryproject.Coursedetailsthe
teaching inquiry cycle: curriculum design, methods of data/assessment planning and collection,
interpretation,andanalysisthroughmultipleperspectivesandmakingstrongconnectionsbetween
selfasteacher,context,andstudentlearning.Centraltothiscourse,teachercandidateslearnwith
eachotherandparticipateinacollaborativelearningcommunity.Inquiryprojectsfromthiscourse
arealignedwithOregoninitiallicensingstandards.
Prerequisite:EDUC612.2credits.
EDUC‐614Teaching&InquiryIII:Analysis&Decision‐making
Students apply their knowledge from Teaching & Inquiry I and II to develop and implement the
Teaching Inquiry Project across unit(s) of study. Course offers support through peer interaction,
critique,anddiscussion,structurestocollectandanalyzedataandformulateinterpretations,adjust
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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curriculumandinquirydesignasnecessary,andcriticallyanalyzeselfasteacherbaseduponstudent
learning.2credits.
EDUC‐616School&CommunityLeadership
Focusesoncandidatesbecomingteacherleadersinschoolsanddistrictsbylearningtobean
informedandeffectivevoiceinthecommunitythroughunderstandingthedynamicsoftheschool‐
family‐communityrelationships;byunderstandingissuesofpublicpolicy,especiallytheareasof
equityandsocialjustice;bylearningtoconductanethnographicscan;byworkingeffectivelywith
culturallyandlinguisticallydiversepopulations;byincreasingawarenessofcurrentissuesthat
impacteducation,andbypartneringwithcommunityresources.2credits.
EDUC‐617SecondarySubjectPedagogy:Business(HSFocusOnly)
Explores materials and methods for teaching business education in the high school. Emphasizes
current teaching strategies and evaluations, recent curriculum developments, and utilization of
equipment.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐618SecondarySubjectPedagogy:SocialStudies(MS/HSFocusOnly)
Introducesstudentstotheories,strategies,resources,technologies,andstatestandardsrelatedto
social studies curriculum and instruction at the middle and high school level. Reviews the
development of social studies. Examines the planning, presenting, and assessing of social studies
unitsandlessons.Includesinteractiveinstructionalactivitiesanddebatesoncurrentissuesinthe
field.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐619SecondarySubjectPedagogy:Art(MS/HSFocusOnly)
Introducesmethodsofartinstructionforthemiddleandhighschoolclassroom.Examinescreativity,
developmentallevels,discipline‐basedarteducation,andstateandnationalstandards.Considersthe
philosophyofarteducationandartintegrationintoothersubjects.Includeshands‐onexperiences
withartmediaandlessonplans.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐620LanguageAcquisitioninChildren
Examineslanguageasasystemofhumancommunicationwithanemphasisontypical
development.Presentsoverviewofmajortheoriesoffirstlanguageacquisition.Exploreshow
languagedevelopmentprovidesabasisforliteracydevelopmentandwhatlinguisticandcultural
variationsareinvolvedinchildren'slanguageandliteracydevelopment.2credits
EDUC‐621SecondarySubjectPedagogy:Drama(MS/HSFocusOnly)
Acquaints middle and high school educators with a wide range of skills and concepts specifically
helpfulinteachingdramaincludingacting,directing,andtechnicaltheater.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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EDUC‐622SecondarySubjectPedagogy:Music(MS/HSFocusOnly)
Examinesthefundamentalprinciples,techniques,andproceduresforteachingmusicinthemiddle
andhighschoolclassroom.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐623SecondarySubjectPedagogy:LanguageArts(MS/HSFocusOnly)
Acquaints middle and high school educators with a wide range of skills and concepts specifically
helpfulinteachinglanguagearts.Expandsstudents'knowledgeofmethods,materials,assessment
strategies, remediation techniques, and motivational tools that will enrich their ability to teach
languagearts.Emphasizesresearch‐basedteachingandevaluationmethodsandexaminesnational
andstatemathematicsstandards.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐624SecondarySubjectPedagogy:Math(MS/HSFocusOnly)
Introduceseducatorstothetheories,strategies,resources,andtechnologyapplicationsappropriate
tomathematicscurriculumandinstructionatthemiddleandhighschoollevel.Emphasizesresearch‐
basedteachingandevaluationmethodsandexaminesnationalandstatemathematicsstandards.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐625PortfolioDevelopment
Supportspracticingteachersindesigning,organizingandpresentingaprofessionalteaching
portfolio.Emphasisisondesigning,preparing,andselectingmaterialsthatdescribeandillustrate
thedesirabledegreeofexemplaryperformanceintheclassroom.Instructor'sconsentrequired.
Pass/NoPass.1‐2credits.
EDUC‐626SecondarySubjectPedagogy:Science(MS/HSFocusOnly)
Introduceseducatorstothetheories,strategies,resources,andtechnologyapplicationsappropriate
tosciencecurriculumandinstructionatthemiddleandhighschoollevel.Includesanexaminationof
thephilosophyofscience,andexperienceswithnaturalphenomenainordertoengagewithscience
teachingandlearning.Emphasizesresearch‐basedteachingandevaluationmethodsandexamines
nationalandstatemathematicsstandards.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐627SecondarySubjectPedagogy:Health(MS/HSFocusOnly)
Guidesstudentsintheinvestigationofthethreephasesofacomprehensiveschoolhealthprogram:
school health services, school environment, and health instruction. Emphasis on the content of a
health curriculum, developmental levels, teaching strategies, assessment, and class management.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐453/633Literacy&English‐LanguageLearners
DiscussestheoriesandissuesinreadingandwritinginEnglish‐as‐an‐additionallanguageandtheir
implicationsforinstructionalpractice.Emphasizesliteracyinstructionforstudentswhoare
learningacademicEnglish‐as‐an‐additionallanguage.Exploreseffectivereadingandwriting
instructionalpracticeswithmultilinguallearners.Exploreschildren'sandadolescentliteratureasit
pertainstodiversitywithinamulticulturalclassroom.2credits.
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EDUC‐636Instruction,Assess,&ClassroomManagement(MS/HSFocusOnly)
This course prepares secondary teachers to design classroom instruction and assess resultant
student learning. Candidates will units and lessons that are developmentally appropriate for a
specificgroupofstudents,requirethinkingatarangeoflevels,andapplyavarietyofassessment
strategies. Course content will include an examination of research‐based instructional skills,
assessmentstrategies,andclassroommanagementsystems.
Prerequisite:AdmissiontotheCollegeofEducation.3credits.
EDUC‐642SecondarySubjectPedagogy:WorldLanguages(MS/HSFocusOnly)
Developsawiderangeofteachingtoolsdesignedtoenhanceproficiencyorientedteachinginthefive
skillsofspeaking,writing,listening,reading,andculture.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐643SecondarySubjectPedagogy:PhysicalEducation(MS/HSFocusOnly)
This course guides students in the investigation of the many facets of a comprehensive physical
educationprogram.Emphasisisonthecontentofthephysicaleducationcurriculum,developmental
levels, teaching strategies, lesson planning, observations, and classroom management. Additional
contextisprovidedaroundtheoriesofmovementineducation,andtheroleofhealthandnutrition
aspartofaphysicaleducationprogram.
Prerequisite:AdmissiontoCollegeofEducation.4credits.
EDUC‐648CriticalPerspectivesinSchoolContexts
StudentsexploremoredeeplythefoundationalconceptsfromCriticalPerspectivesofIdentityand
SocialSystems.Studentsexaminepower,privilege,andoppressionandunderstandhowdominant
culturalpatternsshapeandimpactschoolsandotherinstitutions.Studentsexploreracism,classism,
sexism, heteronormativity, ableism, ageism, and issues of religion, ethnicity, and xenophobia.
Students explore current educational trends and their responsibilities as teachers of general
educationstudents,specialeducationstudents,andEnglishLanguageLearnerswithinthecontextof
alearningcommunity.
Prerequisite:EDUC606.2credits.
EDUC‐650EducationFieldExperience
Providesparticipationinaprofessionalexperienceinpublicschools.
Prerequisite:AdmissiontotheCollegeofEducation.Mayberepeatedforcredit.Pass/NoPass.1‐4
credits.
EDUC‐654ClinicalEducationPracticum
Providesanopportunityforstudentstoobserveandparticipateinaneducationalsetting.Candidates
observeandapplyprinciplesofeducationpedagogyandmethodology.
Instructor'sconsentrequired.Mayberepeatedforcredit.Pass/NoPass.1‐4credits.
EDUC‐660AdvancedTeaching&Learning
Providesanopportunityforcandidatestoparticipateinanin‐depthexplorationofdifferentiation
throughatopicchosenbytheinstructorbasedonher/hisexpertiseandonthemostrecent
researchinthatfield.Topicsmightincludebrain‐basedlearning,appliedmotivationaltheory,and
assessmentsforlearning.2credits.
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EDUC‐664LearningandTeaching:SocialStudies&GeneralMethods(ECE/ELEMFocusOnly)
Guides aspiring teachers of early childhood and elementary age learners in developing skills to
designandorganizelessonsandunitsthatinvolvestudentsinappropriatelearningactivities,require
thinkingatarangeoflevels,anduseavarietyofassessmentmethods.Coursecontentwillincludean
examinationofcurriculum foundations,a varietyofspecificcurricularmodels,instructionalskills
andstrategies,assessmentmethods,andclassroommanagement(guidance)systems.Throughout
this course, social studies concepts will serve as the contentand provide a context around which
treatmentsofgeneralteachingmethodswillbeorganized.
Prerequisite:AdmissiontotheCollegeofEducation.3credits.
EDUC‐665Learn&Teach:Science&Health(ECE/ElemFocusOnly)
Introducesearlychildhoodandelementaryeducatorstotheconcepts,theories,strategies,resources
and technology appropriate to science and health teaching methodology. Engages candidates in
science inquiry processes including designing investigations, generating evidence, interpreting
evidenceto developexplanations,andsharinglearning.Courseexaminesuse ofscienceteaching
standards, integrated curriculum design, texts to facilitate understanding, and use of
developmentallyappropriatepedagogy.
Prerequisite:AdmissiontoCollegeofEducation.2credits.
EDUC‐666Learn&Teach:Math(ECE/ElemFocusOnly)
Introducesearlychildhoodandelementaryeducatorstotheconcepts,theories,strategies,resources
and technology appropriate to math teaching methodology. Engages candidates in mathematical
reasoning, patterns, geometry, and problem solving. Course examines use of math teaching
standards,integratedcurriculumdesign,textstofacilitateunderstandinganduseofdevelopmentally
appropriatepedagogy.
Prerequisite:AdmissiontoCollegeofEducation.2credits.
EDUC‐667Learn&Teach:LiteracyDev(ECE/ElemFocusOnly)
Introducespreserviceteachercandidatestocurrentwaysofimplementingcomprehensivelearning,
teaching, and assessment techniques for early childhood and elementary literacy development.
Candidates will critically analyze current literacy issues and trends, review children's and
adolescent'sliterature,andapplycurrentassessmentandteachingtechniquestoaddresstheneeds
ofacademicallyandlinguisticallydiverselearnersintheareasofreadingandwriting.Prerequisite:
AdmissiontoCollegeofEducation.4credits.
EDUC‐668Learning&Teaching:ExpressiveArts(ECE/ElemFocusOnly)
This student‐centered course is designed to explore artistic expression in early childhood and
elementaryclassrooms.Itassistsaspiringearlychildhoodteacherstobecomeknowledgeableabout
methodsforteachingart,music,movement,andotherformsofexpressionintheclassroom.Course
content will include examples for appropriately integrating these expressive arts throughout the
curriculum. The course cultivates an understanding of and appreciation for various modes of
expressionthroughanactivesetofengaginginteractionswithmedia,techniques,andtheorythat
will serve as a catalyst for sparking the imaginations and hearts of teachers and students.
Prerequisite:AdmissiontoCollegeofEducation.2credits.
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EDUC‐670IntrotoProfessionalInquiry
Focusesonthetoolsnecessarytoreadandinterpretresearchliteratureandtoposequestionsfor
investigation.Theskillscandidateslearnfromthiscoursewillthenbeappliedandreinforced
throughoutthefoundationandspecializationcourseworkbytheirreadingoftheresearchwithin
thosecourses.1credit.
EDUC‐671TheScholarshipofTeaching
Focusesonthetoolsofgathering,organizing,andsummarizingtheliteraturerelatedtoa
problem/questioncandidatesareinterestedinanswering.Candidateswillselecttheirtopicfor
studyandcompletethefirstdraftofaliteraturereview.
Prerequisite:EDUC670.1credit.
EDUC‐672ClassroomStudentTeaching
Provides teacher candidates a school‐based clinical experience in teaching. Candidates apply
principlesofeducationpedagogyandmethodologyundertheguidanceofaclassroomcooperating
teacheranduniversitysupervisor.
Instructor'sconsentrequired.Mayberepeatedforcredit.Pass/NoPass.1‐15credits. EDUC‐673TeachingSeminar
This course provides teacher candidates with a support network during the student teaching
experience. Students will reflect upon their own practice to develop teacher thinking skills. The
courseengagesstudentsinprofessionaldevelopment,especiallyinthefollowingareas:examining
teachingmethodsandtheirapplicationinclassrooms;understandingschoolcultureandfunctioning;
exploring the dynamics of working with a mentor; and increasing collaboration, communication,
cooperation,andproblem‐solvingskills.
Co‐requisite:EDUC672.2credits.
EDUC‐674PlanningtheInquiryProject
Buildingonthepurpose(s)forinquiryandtheprofessionalandscholarlyliteraturetheyhaveread,
candidateswillstudyvariousmethodologiesfordatacollectionanddataanalysis.Theywillthen
planandcompleteawrittendescriptionoftheirownproposedproject.
Prerequisite:EDUC671.2credits.
EDUC‐675CompletingtheInquiryProject
Focusesoncollecting,analyzing,andreportingthedatacandidateshavecollectedintheprevious
inquirycourses.Studentswillcompletetheprogramwhentheypresenttheirproject.
Prerequisite:EDUC674.2credits.
EDUC‐682TechnologyEnhancedLearningEnvironment
HelpspracticingPreK‐12educatorsdeveloptheirabilitytointegratetechnologyintotheir
classroomstocreatebetterlearningenvironmentswiththeirstudents.AddressestheNational
EducationalTechnologyStandardsforTeachers(NETS‐T).2credits.
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EDUC‐686PortfolioPresentation
ThisistheculminatingactivityforeachcandidateintheCTLprogram.Candidatespresenttheir
individualProfessionalPortfoliototheirProfessionalDevelopmentTeaminthethirdyearof
teachingorlater.Instructor'sconsentrequired.Pass/NoPass.1credit.
EDUC‐698Teaching&LearninginHigherEducation
Applicationoftheoryforuseinhighereducation,includingthetransitiontoacademician,
curriculumdesign,strategiestosupportlearning,assessmentandprogramevaluation.3credits.
ESOL‐440/540LanguagePolicyinESOLEduc
Studentswillgainknowledgeoflocal,state,andfederallawspertainingtoeducatingEnglish
speakersofotherlanguages.Theoryandresearchwillbestudiedandapplicationstobilingual
classroomsettingwillbeemphasized.Studentswillstudythetheoryandresearchthathaveshaped
languagepolicyintheUnitedStates,andapplytheoryandresearchtothepresentandfuture
educationalsettingforESOL.2credits.
ESOL‐444/544EducationalLinguisticsESOLTeachers
ThiscourseisdesignedtointroducecandidatestolinguisticaspectsofteachingESOL,andtobuilda
solidfoundationintheoriesoffirstandsecondlanguageacquisitionastheyarerelevantinteaching
ESOLstudents.2credits.
ESOL‐550/550CulturalConstructs/DiversityESOLEduc
ThiscourseisdesignedtoequipESOLteachercandidateswithcompetencyincultural,linguistic,
educational,andethnicissuespresentineducatingEnglish‐LanguageLearners(ELL).Candidates
willdevelopunderstandingofculturalandlinguisticdiversityinESOLeducationandbeableto
implementculturallyresponsiveinterventionstopromotethelearningenvironmentconduciveto
learningforallstudents.2credits.
ESOL‐460/560FoundationsofESOLMethods
ThiscourseisdesignedtoequipESOLteachercandidateswiththeoreticalbases,concepts,research,
andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentforESOLand
bilingual students. Various teaching models developed for ESL teaching are introduced and
theoreticalfoundationsofsecondlanguageteachingwillbebuilt.2credits.
ESOL‐464/564ESOLMethodsAssessment&Technology
Thiscourseisdesignedtoapplytheoreticalfoundationsbuiltintheprecedingcourse,Foundations
ofESOLMethods,inactuallessonplanningandunitdevelopmentforK‐12ESLinstruction.Italso
aimstopromotethecandidates'knowledgeandunderstandingofinquiry‐andstandards‐based
practicesandstrategiesinplanning,implementing,andmanagingESLeducation.ESOLteacher
candidateswilllearnhowtoplan,manage,andimplementstandards‐basedESLlessonsand
curriculaincludingsecondlanguageassessmentandtechnology‐incorporatedinstruction.
Prerequisite:ESOL560.2credits.
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ESOL‐472/572ECE/ElemSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEand
Elemsetting.Instructor'sconsentrequired.2credits.
ESOL‐474/574MS/HSSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanMSand
HSsetting.Instructor'sconsentrequired.2credits.
ESOL‐476/576MultilevelSupervisedESOLPracticum
Candidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas
English‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEor
ElemsettingandaMSorHSsetting.Instructor'sconsentrequired.2credits.
RDNG‐621Language&LiteracyDevelopment
Exploresthedevelopmentoflinguisticcompetenciesasabasisforunderstandingtheemergent
readingprocessandlanguagereadinessforreading.Exploreschildren'sliteratureaswellastheuse
ofnewtechnologiesastheypertaintothedevelopmentalneedsandinterestsofECE/Elementary
children.2credits.
RDNG‐630ECE/ELEMSupervisedPracticum
Completea45‐hoursupervisedclinicalexperienceworkingwithstudentswithreadingdifficulties.
PracticumfocuswillbeinanECE/Elementarysetting.Instructor'sconsentrequired.Pass/NoPass.
1credit.
RDNG‐631ECE/ELEMCaseStudyPracticum
Candidatesconducta45‐hoursupervisedcasestudyinafieldplacement.Includesaculminating
portfolioattheECE/Elementarysetting.Instructor'sconsentrequired.Pass/NoPass.1credit.
RDNG‐632PerspectivesonReading
Surveyoffoundationsofreadingandreadingprocesses,includingcontemporaryandhistorical
readingresearchusedtoestablishaphilosophicalpointofview.Surveysreadingandliteracy
philosophies,assessmentphilosophies,literacymethodologies,research,andcurrentliteracyissues
asplayedoutinpoliticstoinformthereadingcandidate.2credits.
RDNG‐635MS/HSSupervisedPracticum
Completea45‐hoursupervisedclinicalexperienceworkingwithstudentswithreadingdifficulties.
PracticumfocuswillbeinaMS/HSsetting.Instructor'sconsentrequired.Pass/NoPass.1credit.
RDNG‐636MS/HSCaseStudyPracticum
Completeworkona45‐hoursupervisedcasestudy.Studentsconductacasestudyinafield
placement.IncludesaculminatingportfolioattheMS/HSsetting.Instructor'sconsentrequired.
Pass/NoPass.1credit.
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RDNG‐638MultilevelSupervisedPracticum
Completea45‐hoursupervisedclinicalexperienceworkingwithstudentswithreadingdifficulties.
PracticumfocuswillbeineitheranECEorELEMandMSorHSsetting.Instructor'sconsent
required.Pass/NoPass.1credit.
RDNG‐639MultilevelCaseStudyPracticum
Completeworkona45‐hoursupervisedcasestudy.Studentsconductacasestudyinafield
placement.IncludesaculminatingportfolioateitheranECEorELEMandMSorHSsetting.
Instructor'sconsentrequired.Pass/NoPass.1credit.
RDNG‐640MEd/VFLFieldPracticum&Seminar
Candidatescompleteasupervisedclinicalexperienceworkingwithstudentswithreading
difficultiesandparticipateinseminarmeetingsthatsupportsuccessinthepracticum.Instructor's
consentrequired.1credit.
RDNG‐641MEd/VFLCaseStudyPracticum&Seminar
Candidatescompleteacasestudyshowingcompetencyanalyzingastudent'sreadingchallenges
andparticipateinseminarmeetingsthatsupportthisanalysis.Instructor'sconsentrequired.1
credit.
RDNG‐642ReadingAssessments&Techniques
Thiscourseemphasizeswaystoimplementformalandinformalreadingandwritingassessments
toinforminstructionandprogramdecision‐making.Thecoursepresentsanddiscussesresources,
methodologies,andtheuseofnewtechnologiesandinstructionaltechniquestoaddresschildren's
andadolescent'slearningneedswithparticularattentiontostrugglingreadersandwriters.
Additionally,candidateswillevaluatethepurpose,rationale,andeffectivenessofliteracy
interventionprograms.3credits.
RDNG‐645DisciplinaryLit:Reading&Writing
Exploreswaysinwhichteacherscanpreparetheirstudentstocomprehend,respondto,and
composeexpositorytext.Utilizesnon‐fictionliteratureandnewtechnologiesastoolsandresources
forinstructionandlearning.Discussesandexploreswayscandidates,whenservinginaleadership
role,canprovidecoachinginthecontentareasforcolleagues.2credits.
RDNG‐650LeadershipinLiteracy
Emphasizeswaysforcandidatestoworkwithcolleaguestodemonstrate,observe,andprovide
feedbackoneffectiveliteracystrategiesandapproachestousewithstudents.Discusseswaysfor
candidatestoprovideguidanceandsupervisionofparaprofessionals.Emphasizeswaysfor
candidatestoparticipatein,initiate,implementandevaluateprofessionaldevelopmentprograms
toselectandmanageliteracyprograms.Discusseswaysforcandidatestointerpretdesignand
conductdatadrivenresearchataschoollevel.2credits.
RDNG‐653ECE/ElemSupervisedPracticum
Completea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedashaving
difficultieswithreading.Instructor'sconsentrequired.Pass/NoPass.2credits.
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RDNG‐654MS/HSSupervisedPracticum
Completea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedashaving
difficultieswithreading.Instructor'sconsentrequired.Pass/NoPass.2credits.
RDNG‐655Multi‐LevelSupervisedPracticum
Completea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedashaving
difficultieswithreading.Instructor'sconsentrequired.Pass/NoPass.2credits.
SPED‐305Exceptionalities
Anoverviewofcharacteristicsofhigh,low,andrareincidencedisabilityconditions.Explores
pedagogyassociatedwithspecificdisabilities.Emphasisonthepersonwithinthecontextofschool,
family,andsociety.2credits.
SPED‐500FoundationsofSPED
AnintroductionandoverviewofthefieldofSpecialEducationincludingahistoricalperspective,
bestpractice,curricularandsocialconsiderations,programs,andlegalprovisionsforeducating
individualswithdisabilities.Explorescollaborativeteamingandconsultation.Includesobservation
inspecialeducationclassrooms.2credits.
SPED‐505Exceptionalities
Anoverviewofcharacteristicsofhigh,low,andrareincidencedisabilityconditions.Explores
pedagogyassociatedwithspecificdisabilities.Emphasisonthepersonwithinthecontextofschool,
family,andsociety.2credits.
SPED‐510BehaviorManagementSPED
Developsskillsintheindividualizedandgroupbehaviormanagement.Emphasisonfunctional
analysisandpreventativestrategies.Guidesstudentsinthedevelopmentofpositivebehavioral
supportplans.Coursecontentincludeslegalissues.3credits.
SPED‐517CaseManagementforSPED
Inthiscourse,candidateswilllookattheorganizationofphysicalclassroomspace,scheduling,and
themanagementofinstructionalassistants.Contentalsoaddresseslegalissuesormandatesrelated
tosafetyandmedicalfactors,andIEPplanning.1credit.
SPED‐518CollaborationinSchools
Inthiscourse,candidateswillgainanunderstandingofcasemanagementthroughthelensof
collaboration.Throughcourseworkandfieldexperience,candidateswillexplorehoweffective
collaborationcansupportallstudentsinaccessinggeneraleducationcurriculumandpromote
successfulinclusioningeneraleducationclassroomstoenhancestudent‐learningoutcomes.1
credit.
SPED‐520Assessment&EvaluationSPED
Developsskillsinformativeandsummativeevaluationmethodsforstudentswithmild,moderate,
orseveredisabilitiesinanacademicorfunctionalcurriculum.Emphasisoninstructional
assessmentwithongoingevaluationanddata‐baseddecisionmaking.3credits.
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SPED‐530Curriculum&MethodsforStudentsw/Disabilities:Academic
Developsskillsinreadingandlanguageartsandmathinstructionalmethodsandmaterialsfor
studentswithhighincidencedisabilities(i.e.,mild).Emphasisonadaptationsandmodificationsto
thegeneraleducationcurriculum(e.g.,literacy,math,science,socialstudies,art,music,PE).Guides
studentsindesigningandimplementingindividualizedandsmallgroupinstructiontosupportthe
acquisitionandremediationofgeneraleducationskills,learningstrategies,andeffectivesocial
skills.3credits.
SPED‐535Curriculum&MethodsStudentsw/Disabilities:Functional
Developsskillsininstructionalmethodsandmaterialsforstudentswithmoderateorsevere
disabilities.Emphasisonfunctional,age‐appropriatelongitudinalcurriculumdevelopment.
Includesteachingstudentswhomayhaveaccompanyingphysical,behavioral,and/orsensory
impairments.Adaptationsandmodificationsforstudentsinalifeskillscurriculumareaddressed.3
credits.
SPED‐536Transition
Developsskillsinformulatingandimplementingatransitionplanforsecondary‐agedstudentswith
disabilities.Includesinformationoncommunityagencies.1credit.
SPED‐541TechnologyforTeacherProductivity
Introducescandidatestosomeoftheapplicationsfortechnologyinspecialeducationand
familiarizesthemwithissuesassociatedwithtechnologyuse.Developsandexpandscandidates'
skillsandknowledgeofeducationaltechnologyandteacherproductivitytoolsinsupportof
developinginstructionalmaterials,utilizingtechnologyinteachingandorganization,and
supportingstudentswithdisabilitiesinlearningtousetechnology.AlignswiththeNational
EducationalTechnologyStandardsforTeachers(NETS*T).1credit.
SPED‐542AssistiveTechnology
Examinesassistivetechnologyforpersonswithdisabilitiesatalllevels(mild,moderate,severe,and
profound)acrossvariouscategories(intellectualdisabilities,learningdisabilities,sensory
impairments,physicalimpairments,healthimpairments,emotionaldisorders,behaviordisorders)
andallages(earlychildhood,children,youth,andadults).Emphasisonselectingtheappropriate
tooltomatchanidentifiedneed.Includesinformationrelatedtohardware,software,peripherals,
evaluation,instruction,andmanagement.1credit.
SPED‐550Practicum‐SpecialEducation
ProvidesopportunitytoworkwithstudentsonIEPsina1:1orgroupsettinginthemajor
authorizationareaundertheguidanceofaclassroomteacheranduniversitysupervisor.Maybe
repeatedforcredit.Pass/NoPass.1‐6credits.
SPED‐575StudentTeaching&Seminar
Providesaclassroomsettingforpreserviceteacherstoapplyprinciplesofspecialeducation
pedagogyandmethodology.Prerequisite:AdmissiontoSpecialEducatorprogramorconsentof
instructor.Pass/NoPass.Variablecredit,repeatable:2‐15credits.
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SPED‐576Seminar
Thisseminar‐basedexperienceisdesignedtosupportstudentsorinternsandbridgeearlier
courseworkwithconcurrentfield‐basedexperiencesoccurringinspecialandgeneraleducation
classrooms.Mayberepeatedforcredit.Pass/NoPass.1‐3credits.
SPED‐578Practicum&Seminar
ProvidesopportunitytoworkwithstudentsonIEPsininclusiveorspecialeducationsettings.
Includesseminar.Prerequisite:AdmissiontoMEdSpecialEducationProgram;andSPED530or
SPED535.Mayberepeatedforcredit.Pass/NoPass.2credits
SPED‐590SpecialTopicsinSPED
Enablesstudentstoconductin‐depthinvestigationofatopicofinterest.Instructor'sconsent
required.Mayberepeatedforcredit.1‐3credits.
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GENERALEDUCATIONFIELD‐BASEDEXPERIENCES
PracticumExperiences
Practicum experiences play an integral role in Pacific University College of Education programs.
Throughout the program teacher candidates take part in field experiences linked to methodology
coursework,whichengagetheminopportunitiestopracticeandreflectaboutcontentknowledge,
skills,anddispositionsinschoolsettings.Candidatesareplacedinschoolsanddistrictsthatprovide
experiencewithabroadrangeofteachingstyles,methodsofclassroomorganization,andstudents
fromdiversepopulations.
TraditionalStudentTeaching
Theprocessofacceptingresponsibilitiesduringthestudentteachingexperienceisoftenagradual
one, varying with each individual while still allowing the teacher candidate to assume increased
classroom duties and instruction each week. The six stages, discussed in more detail later in the
handbook,include:orientation,observation,planningforteaching,participationasateammember,
assumingteachingresponsibilities,andteachingwithoutfull‐timesupervision.
Throughouttheexperience,teachercandidatesshouldscheduleregularconferencetimeswiththeir
cooperatingteacherstoshareobservations,raiseandanswerquestions,socialize,andplan.Teacher
candidatesshouldplancarefullywiththeircooperatingteachers,submittingunitorlessonplansin
advance to facilitate review and discussion. In addition, each teacher candidate will visit other
classrooms,schools,anddistrictsinordertoobserveandteachinsettingsthatrepresentabroad
range of teaching styles, methods of classroom organization, and students from varying socio‐
economiclevels.
Evaluation is a continual process, not only through daily comments and observations by the
cooperating teacher, but through regular discussions and reference to the teacher candidate's
progresstowardtherequirementsoftheTSPCandPacificUniversityCollegeofEducationSummary
Evaluations.Teachercandidatesassesstheirownperformanceanddiscussevaluationswiththeir
cooperatingteachers.
Assisting as liaison between the school and Pacific is the university supervisor, who visits
approximatelyeverytwoweeks.Teachercandidatesalsomeetwithuniversityfacultyatregularly
scheduledseminars.
Attheconclusionofeachsemester,teachercandidatesreceiveagradeofPass(equivalentofaCor
above)orNoPass(failuretomeetestablishedstandardsforthefieldexperience).Thegrade,given
by the university supervisor, incorporates feedback and recommendations from cooperating
teachers.Attheendofeachsemester,theCollegeofEducationwillassessindividualprogresstoward
meetingtheacademic,practicum,andprofessionalprogramrequirements.Teachercandidatesmust
meetallrequirementsinordertocontinueintheprogram.
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CollaborationandCo‐teachingModelforStudentTeaching
Thestudentteachingexperiencemaybestructuredusingacollaborationandco‐teachingmodel
withthementorteacher,dependingontheschoolanddistrict.ThisisdifferentfromtheStagesof
Responsibilitymodelinthatthecandidatesworkalongsidethementorteacher,asapartner,doing
planning,teaching,andassessmentstogether,andthereislessofanexpectationtoteachalone.
Collaborationisessentiallyaboutworkingtogether.Collaborationisdefinedasinteractionbetween
twoormoreequalpartieswhovoluntarilyengageinshareddecisionmakingtoachieveacommon
goal(Friend&Cook,2006).Teachercandidatesbenefitfromlearningaboutbeingateacherfrom
teachermentorsduringguidedfieldexperiences.Theyarelearningabouttherolesand
responsibilitiesofbeingateacher,andeffectivewaysofteachingstudents.Mentorteachers
facilitatethatlearning,butcanalsolearnfromteachercandidatesasideasareshared.
Effectivecollaborationdependsuponclearcommunication,respect,listeningskills,andteamwork.
Thiscanbeachievedbyschedulingregulartimestomeetandplan,listeningattentively,reflecting
onwhatissaid,conveyingrespect,andbeingopentodifferentperspectivesandideas.
Co‐teachingisateachingmodelofmentorshipofteachercandidatesthatmaybeexploredinthe
classroom.Co‐teachingiswhen"twoormoreprofessionalsjointlydeliversubstantiveinstruction
toadiverse,orblended,groupofstudentsinasinglephysicalspace"(Cook&Friend,1995,p.
1).Itinvolvesopencommunicationandinteraction,mutualadmiration,andcompromise(Gately&
Gately,2001).Ineitherthepracticumorstudentteachingfieldexperience,teachercandidatesmay
haveanopportunityforco‐teachingwiththementorteacher.Inaco‐teachingmodel,teacher
candidatesandmentorteachersexperiencemoreofapartnershipintheclassroomthanamore
traditionalswitchingofplacesasleadteacher.Theyareequallyinvestedinthemanagementofthe
classroomandachievementofstudentsthroughco‐planning,communication,andproblemsolving,
andthementorteacherspendsmoretimeintheclassroomasapartnerandtoprovidefeedback.In
theco‐teachingmodel,theteachercandidatewillcontinuetohavetheresponsibilityof
independentlyplanning,teaching,andassessingaunitofinstructionwiththesupportandguidance
ofthementorteacher,butwilltakeonmoreoftheleadindirectingtheco‐teachingprocess.Ifina
districtorschoolthatpracticesthismentoringapproach,theywillbepreparedtoguidethestudent
teacher.
Co‐teachingoptions:
Inco‐teachingmodels,thereareavarietyofco‐teachingoptions,anditisimportanttoplanand
practicetheseoptionsstrategically,andmaketimetodebriefontheprocess.
 Leadone/Supportone:Oneteacherteachesandtheotherobserves/collectsdata,etc.
 StationTeaching:Instructiondividedintosegmentsorstepstobecompletedateachstation
 ParallelTeaching:Samelessondeliveredsimultaneouslybybothteacherstodifferent
groups
 AlternativeTeaching:Smallgroupforspecializedskillswhilelargergroupwithleadteacher
 TeamTeaching:
o SpeakandAdd:Instructiondeliveredtogether/reciprocalconversation
o SpeakandChart:deliveredtogether/speakerandwriterormediasupport
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ShadowTeaching:Aleadteacherandateacherthatcirculates
SkillGroups:Eachteacherresponsibleforspecificgroupsofstudentsworkingonparticular
skills
ProblemSolvingandConflictResolution
Communicationisessentialtoavoidingproblemsorconflicts.However,conflictisanaturalpartof
collaborationandcanbemanagedconstructively.Thestepsinproblem‐solving/conflictresolution
areasfollows:
1. Identifyanddefinetheproblem(conflict)usingactivelisteningtoreduceangeror
defensivenessintheotherperson.
2. Don'trush;taketimetounderstandtheotherperson'spointofview.
3. Lookforsharedinterestsandcommongoals.
4. Generateseveralalternativesolutions,consideringallpossibilities.
5. Evaluatethealternativesolutionsbyexaminingbarriers,difficultiesinimplementing,
andsoon.
6. Makeamutualcommitmenttoonesolution.Don'tpersuadeorpushasolution.Ifitis
notfreelychosen,itisunlikelytobecarriedout.
7. Bewillingtonegotiateorcompromise,andremembertoseparatethepersonfromthe
problem.
TeacherCandidateRole
Duringtheyear,theteachercandidatemovesfromanobservingandassistingroletoateachingrole,
practicinganddemonstratingcompetenciesundertheguidanceofaqualifiedcooperatingteacher.
Theteachercandidate'sprimaryresponsibilitiesareto:
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developcompetenceinsixkeyareas:planningforinstruction,classroommanagement,
implementingplansforinstruction,evaluationofstudentachievement,professionalism,
andendorsementareaknowledge;
maintain high standards of professional and personal ethics in working with staff and
students,maintainingconfidentialityatalltimes;
attendallclassesandmeetingsregularlyandpunctually;
develop,withthecooperatingteacher,ascheduleforassumingclassroomresponsibilities;
encourage evaluation of lesson plans and teaching performance by the cooperating
teacherandthroughself‐assessment;
learnandadheretoschool,district,andstaterulesandpoliciespertainingtotheschool
program;
participate in the total school program (extracurricular activities, in‐service programs,
andotherstaffdevelopmentactivities);
read and progress toward requirements of the TSPC and Pacific University College of
Educationpracticumandstudentteachingevaluations;
invitetheappropriateplacementadministratortoobserve2‐3timessothatpersoncan
writealetterofrecommendation.
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CooperatingTeacherRole
Thecooperatingteacherservesastheprimaryguide,supportandmodelfortheteachercandidate,
whilesharingclassroomresponsibilitiesandexpertise.Throughregularplanningandfeedback,the
cooperatingteacherwillsuggest,demonstrate,analyze,evaluate,andreinforcelearningexperiences.
Perhaps the most difficult and challenging responsibility of a cooperating teacher is allowing the
teachercandidatetodevelopapersonalteachingstyle,whichmaydifferfromthatofthecooperating
teacher's.Thecooperatingteacherwillneedtoencouragetheteachercandidatetobeinnovativeand
creativeintheclassroom.TheUniversityexpectstheteachercandidatetoworkwithinthegeneral
curriculumthathasbeenestablishedinaschoolandtofollowallschoolrulesandprocedures.Atthe
same time, the teacher candidate should be given opportunities to try alternative instructional
approachesanddevelopcurriculummaterialinareasthathavebeenapprovedbythecooperating
teacher.
Amongotherresponsibilities,cooperatingteacherswill:
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providetheteachercandidatewithafacultyhandbookorsourceofinformationpertainingto
buildinganddistrictpolicies,procedures,androutines;
introducetheteachercandidateasacolleaguetostudentsandstaff;
createanatmosphereofacceptancefortheteachercandidatewiththestudents,staff,and
community;
guide the teacher candidate in setting goals and objectives through planning, writing and
revisinglessonplans,usingavarietyofteachingstrategies,measuringandevaluatingstudent
growth,anddesigningfeedbacktechniques;
informtheteachercandidateconcerningbackgroundinformationofstudentsandintroduce
availableresourcepersonsandmaterials;
guidetheteachercandidateinadvancingfromanassistingroletoaprimaryteachingrole
whilethecooperatingteachermovestoasupportingrole;
requiretheteachercandidate'sself‐evaluationthroughsuggestions,constructivecriticism,
andencouragement;
providewrittencommentsonlessonplansfollowingobservationsoftheteachercandidate's
teaching;
provideopportunitiesfortheteachercandidatetoobserveotherteachersandprograms;
consultregularlywiththeuniversitysupervisorabouttheteachercandidate'sprogress;
assisttheteachercandidateinthedevelopmentandimplementationtwounitsofstudyas
partofaTeacherInquiryProject;
assisttheteachercandidateindevelopinganindividualteachingstyle;
assistindevelopmentandmonitoringoftheteachercandidate’sprogressontheTSPCand
PacificUniversityevaluations;
completePacificUniversitystudentteachingevaluationforms;theuniversitysupervisorwill
supplytheformstothecooperatingteacher–samplesprovidedherein;
recommendaPass/NoPassgradebasedonteachercandidate'sproficiencyandcompletion
ofprogramrequirements.
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CriteriaandSelectionofCooperatingTeachers
Cooperatingteachersareresponsibleforamajorpartofthelearning‐to‐teachprocess.Criteriaand
selection procedures reflect the importance of this person's role in educating teachers. School
districts and university faculty collaborate in selection of cooperating teachers. The following
selectioncriteriahavebeenreviewedandapprovedbytheUniversity'sEducationConsortium.The
cooperatingteacherrequirementsinclude:
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preparationinsupervising,evaluating,and/orinstructingteachercandidates;
minimumoftwoyearsofsuccessfulclassroomteaching,preferablyinthedistrict(and
immediatelypriortosupervisionofanteachercandidate),andatleastoneyearinthat
particularschool;
a current Oregon teaching license with appropriate endorsements for current
assignments;
demonstratedcompetenceasateacher;
apositiveprofessionalattitudeandenthusiasmforteaching;
understandingofeffectiveteachingstrategies;
abilitytorelatetoandcommunicatewithotherteachers,administrators,staff,children,
andparents;
skills in evaluating the performance of teacher candidates and a willingness to
constructivelysharetheevaluationwiththeteachercandidateanduniversitysupervisor;
abilitytoworkcooperativelywiththeteachercandidateanduniversitysupervisor;
TheBuildingAdministrator
Inassumingresponsibilityforteachercandidateswithinthebuilding,thebuildingadministrator:
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assistsinselectingcooperatingteachers;
orients teacher candidate to the school's philosophy, policies, regulations, and the
physicalbuilding;
helpsteachercandidatebecomeacquaintedwiththeschoolstaff;
conferswiththecooperatingteacherabouttheteachercandidate'sprogress;
suggeststeachersorschoolsaspossibleobservationsites;
communicateswiththeuniversitysupervisor.
TheUniversitySupervisor
TheuniversitysupervisorservesastheliaisonbetweenthepublicschoolsandtheUniversity.The
universitysupervisorwill:
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informthedistrictpersonnelaboutprogramexpectationsandrequirements;
meetwiththecooperatingteacherandteachercandidatetoplan,implement,andevaluate
theexperience;
visitandobserveteachercandidate'sperformanceapproximatelyeverytwoweeks;
conferwiththeteachercandidateandcooperatingteacherafterobservations,andsupply
copies of written reports for the teacher candidate, cooperating teacher, building
administration,andtheCollegeofEducation;
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scheduleconferenceswiththeteachercandidateandcooperatingteachertoevaluatethe
experienceatthemiddleandendofstudentteaching;
consultwiththeteachercandidatetodiscusstheteachercandidate'sprogresswiththe
unitsofstudy;
assessthetwounitsofstudyrequiredofeachteachercandidate;
monitortheteachercandidate’sprogresstowardrequirementslistedontheTSPCandthe
PacificUniversityCollegeofEducationteachercandidateevaluations;
completetheteachercandidateevaluationforms.
StudentTeachingPlacements
PacificUniversitypreparesteacherspreK‐12withafocusonthefollowing:earlychildhood(grades
pk‐4),elementary(grades3‐8),middleschool(grades5‐9),andhighschool(grades9‐12).Students
arestrongly encouraged toprepare fortwo focusareastrands. Teachercandidates areplacedin
preparationstrandsaccordingly.Practicumandstudentteachingrequirementsverysomewhatwith
eachstrandorprogram.TeachercandidateswillsuccessfullycompleteaTeacherInquiryProject
(worksample)ateachfocusarea.
EarlyChildhood/ElementaryEducation(MultipleSubjectsEndorsement)
Teachercandidatesrequiretwoplacements–forearlychildhoodeducationingradesK‐4,andfor
elementaryeducationingrades3‐8.Duringthepracticumthetermpriortofull‐timestudent
teaching,studentsspendatleasttwodaysaweekinaclassroomattheirfirstfocusareaplacement.
Inthefall,fifteen+weeksoffull‐timestudentteachingarerequired.
Elementary/MiddleSchool(MultipleSubjectsEndorsementPLUSSingleSubjectEndorsement)
Teachercandidatesrequiretwoplacements–oneinanelementaryschoolattheupperelementary
level(anyofgrades3‐6)andoneinthemiddleschoolinanendorsementareaappropriatetotheir
academicpreparation.Duringthepracticumthetermpriortofull‐timestudentteaching,teacher
candidatesspendatleasttwodaysaweekinaclassroomattheirfirstfocusarea.Inthefall,
fifteen+weeksoffull‐timestudentteachingarerequired.
MiddleSchool/HighSchool(OneorTwoSingleSubjectEndorsements)
Teachercandidatesmaychoosetoobtainuptotwofocusareaendorsementsatthemiddleand/or
highschoollevel.Iftheteachercandidatewishestopursuetwoendorsements,twoplacementsare
thenrequired–oneinamiddleschoolinanappropriatesinglesubjectendorsementarea,andone
inahighschoolinanappropriatesinglesubjectendorsementarea.Duringthepracticumtheterm
priortofull‐timestudentteaching,teachercandidatesspendatleasttwodaysaweekfortenweeks
observinginaclassroom.Inaddition,studentswillteachatwoweekunitatthisfirstendorsement
area.Atthemajorplacementinthefall,itisrequiredthatteachercandidatesattendschoolfull
timeforfifteenweeksattheplacementsitefortheirnextendorsementarea.
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StagesofResponsibility
Studentteachingisaprogressionofexperiencesbeginningwithobservations,sharedresponsibilities,
andfull‐timeteachingresponsibilities.Thislearningprocessisguidedbytheexpertiseandmodeling
ofthecooperatingteacher,otherbuildingpersonnel,andtheuniversitysupervisor.
Teacher candidates assume responsibility in teaching through the following stages: orientation,
observation, planning for teaching, participation as a team member, assuming teaching
responsibilities for one or more periods per day, to teaching without full‐time supervision which
includesteachingtheunitofinstruction.Eachstageisdescribedbelow.
Orientation
Observing a master teacher establish classroom procedures, assess student needs, and introduce
studentstotheschoolandclassroomisimportantforallteachercandidates.Becomingacquainted
withstaffmembers,students,andtheschoolbuildingistheinitialstepinstudentteaching.Teacher
candidatesshouldfamiliarizethemselveswiththeinstructionalandthenon‐instructionaldutiesthat
teachersperformeachday.
Theteachercandidate’sorientationshouldincludethefollowing:
SCHOOL
 Informationabouttheschoolcommunity
 Tourofthebuilding
 Awarenessoffaculty/studenthandbooksandpolicies
o Buildinghoursandcalendarforstudentsandstaff
o Parkingfacilities
o Appropriatedress
o Rules:bus,cafeteria,firedrill,hall,etc.
o Disciplinepolicies
o Duties:bus,cafeteria,hall,etc.
 Introduction to administrators, secretaries, custodians, resource personnel, and
otherteachers
 Useofschoolservices
o AVandofficeequipment
o Orderingfilms
o Mediacenter
o Healthservices
o Guidanceandcounseling
o Specialeducation
 Useofbuildingforms:attendance,accident,referral,studentrecords,etc.
 School‐relatedactivities(openhouse,plays,sports,etc.)
 Facultymeetingsandfunctions
 Phonenumberstocontactschool,mentorteacher,anduniversitysupervisor,incase
ofillness.
CLASSROOM
 Setupdeskorworkspaceforteachercandidate
 Classschedule–daily,weekly,term
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Arrangementofmaterials,equipment,bulletinboards,desks
Seatingplans
Studentfilesandbackgrounds
Districtscopeandsequence,curriculumguides,unitplansandtextbooks
Districtgraduationrequirementsandplannedcoursestatements
Classroompolicies:discipline,bathroom,pencilsharpening,absences,etc.
Introductionofteachercandidateasco‐teachertostudents
Systems for evaluating student performance, determining and recording grades,
preparingreportcards,andmeetingwithparents
Observation
During the first weeks of student teaching, the teacher candidate observes the teacher in the
classroom,focusingonhowexpectationsareclarifiedtostudents,interpersonalstylewithstudents,
methodsofinstruction,timemanagement,etc.Lengthoftimewillvarywiththeindividualandeach
situation,butitisnecessarytoincludethisstage.Inthepast,someeagerstudentshavevolunteered
toteachlessonsearlyintheexperience,onlytofindthemselvesatadisadvantagelaterindealingwith
class routines and management. During this period, the teacher candidate may also benefit from
observingotherteachers.Whileobservingduringthefirstweeksandcontinuingthroughouttheyear,
theteachercandidateshouldnotethefollowing:
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ClassRoutine
o Attendancetakingprocedures
o Lunchroutines
o Policesforbathroom,drinks,pencilsharpeners,etc.
o Methodsofcollectinganddistributingpapers,etc.
o Follow‐uponabsences,lateassignments
o Classroomrulesanddisciplinepolicy
Recordkeeping,evaluationcriteria,testconstruction,gradingsystem,reportingmethod
Studentnames(seatingcharts,classphotos,andschoolannualscanbeuseful)
Characteristicsofstudents
o Behaviorandworkhabits(alone/withothers)
o Physicaldevelopment
o Peerrelations
o Emotionaldevelopment
Meansofassessingstudent
o Observation
o Pre‐testing
o Samplesofstudent’swork
o Schoolrecordsandtestscores
o Conferenceswithcooperatingteacher,counselors,andparents
o Varietyofmethodsofinstruction
o Useofmaterialsandequipment
PlanningforTeaching
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Nexttheteachercandidateandcooperatingteachershoulddevelopatentativescheduleofwhen
theteachercandidatewillassumeclassresponsibilities.Theplanshouldcallfortheteacher
candidatetograduallyaddteachingtaskseachweek.Duringtheplanningstage,itisessentialto
becomefamiliarwithclassroomroutinesandcurriculummaterialsaswellastoplanobjectives,
appropriatelearningexperience,andtheevaluationoffutureunitsofstudy.Theteachercandidate
shouldalsobecomeacquaintedwiththestudents’backgroundsandspecificcurriculum
requirementsfortheschool.
ParticipationasaTeamMember
The teacher candidate now begins to assume minor roles in the classroom by helping with class
routines,monitoringstudents,andworkingwithindividualsandsmallgroups.Someofthesetasks
mayalsobeperformedduringStage2,theobservationperiod.
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Takeroll
Preparebulletinboards,charts
Performhousekeepingduties
Monitorstudents’groupandindependentpracticeofskills
Helpastudentorsmallgroup
Assistingstudentswithmake‐upwork
Givedirectionsforanactivity
Gradepapers
Assistwithextraduties,e.g.,hall,cafeteria,bus,etc.
Contactparentsaboutstudentproblemsandsuccesses
Designaformatforconsistentcooperatingteacherfeedback
Asteachercandidatesfamiliarizethemselveswiththevariousrolesofteachers,theyareencouraged
toparticipateintheschool'sextracurricularprograms.Activitiesmightincludeschoolprograms,
musical events, carnivals, clubs, athletics, publications, etc. At the same time, teacher candidates
should always keep in mind that their first responsibility is in the classroom, avoiding outside
involvementatalevelthatmightaffectclassroomperformance.
AssumingTeachingResponsibilities
Studentteachingcomprisesacollaborativeteachingpartnershipbetweencooperatingteachersand
teachercandidateswhosepurposeistoincreasestudentlearning.Tothatend,cooperatingteachers
andteachercandidatescollaborateinavarietyofways:
1. One teach, one observe – purposeful observation for feedback, teaching, and evidence of
studentlearning.
2. One teach, one assist – one teacher provides assistance as needed to students around the
classroomwhiletheotherleadstheentiregroup.
3. Parallelteaching–bothteacherssimultaneouslyleadthesamerangeofcontenttogroupsof
students.
4. Stationteaching–bothteachersleaddifferentcontenttogroupsofstudentswhorotatefrom
oneteachertothenext.
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5. Shared/teamteaching–bothteachersdeliverinstructioninacoordinatedwayinadditionto
theabovepatterns;e.g.,tagteamteaching.
6. Oneteach–teachercandidatefullyresponsibleforstudentlearningwithoutthecooperating
teacherintheroom.
7. Oneteachtothewholegroup,oneteachone‐on‐one–theteacherworkingwithonestudent
couldworkwithinintheclassroomorinanotherlearningsetting.
Candidates for the Oregon Initial Teaching License at Pacific University complete the full‐time,
student teaching experience over a period of eighteen weeks. Depending upon their programs,
candidatescompletestudentteachinginoneofthefollowingpatterns:
1. Nineweekseachattwocontiguousgradelevelplacements.
2. Fifteen weeks at one grade level or subject matter placement, three weeks at a contiguous
gradeorsubjectmatterplacement.
3. Eighteenweeksatonegradelevelorsubjectmatterplacement.
Duringtheeighteen‐week,full‐timeexperiencescandidatescompletetwounitsofstudyembedded
inaTeacherInquiryProjectinwhichtheyprovideevidencethatstudentslearnundertheircareand
thattheymeetthecompetenciesasaneffectiveteacher.
Duringtheeighteen‐weekstudentteachingexperiences,candidateshavetheopportunitytoshow
competenceinmeetingthetenstandardsrequiredfortheOregonInitialTeachingLicense:
1. LearnerDevelopment–Theteacherunderstandshowlearnersgrowanddevelop,recognizing
thepatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,
linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentally
appropriateandchallenginglearningexperiences.
2. LearningDifferences–Theteacherusesunderstandingofindividualdifferencesanddiverse
culturesandcommunitiestoensurelearningenvironmentsthatenableeachlearnertomeet
highstandards.
3. LearningEnvironments–Theteacherworkswithotherstocreateenvironmentsthatsupport
individual and collaborative learning, and that encourage positive social interaction, active
engagementinlearning,andself‐motivation.
4. Content Knowledge – The teacher understands the central concepts, tools of inquiry, and
structuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmake
thedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.
5. ApplicationofContent–Theteacherunderstandshowtoconnectconceptsandusediffering
perspectives to engage learners in critical thinking, creativity, and collaborative problem
solvingrelatedtoauthenticlocalandglobalissues.
6. Assessment–Theteacherunderstandsandusesmultiplemethodsofassessmenttoengage
learnersintheirown growth,tomonitorlearningprogress,andtoguide theteacher’sand
learner’sdecisionmaking.
7. Planning for Instruction – The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas, cross‐
disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.
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8. Instructional Strategies – The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections,andtobuildskillstoapplyknowledgeinmeaningfulways.
9. Professional Learning and Ethical Practice – The teacher engages in ongoing professional
learningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsof
his/her choices and actions to others (learners, families, other professionals, and the
community),andadaptspracticetomeettheneedsofeachlearner.
10. Leadership and Collaboration – The teacher seeks appropriate leadership roles and
opportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,
colleagues, other school professionals, and community members to ensure learner growth,
andtoadvancetheprofession.
TeachingtheUnitofInstruction
During this stage, the teacher candidate takes full responsibility for all teaching. The teacher
candidate keeps a lesson plan book, writes the lesson plans, organizes for the lesson, teaches the
lessons, and follows through in appropriate ways. The teacher candidate may consult with the
cooperatingteacherashe/sheplansthelessons.Thementorwillobserveformallyandinformallyon
aregularbasis.
The responsibilities of student teaching are outlined more specifically in a document entitled
AlignmentbetweenConceptualFrameworkThemes,CollegeofEducationValues,andPracticumand
StudentTeachingResponsibilities,locatedintheAppendix.
Throughoutthepracticumandfulltimestudentteachingexperienceweexpectcandidatestogain
competenciesinalltheseareas.
SupervisionandMentoring
PacificUniversityCOE’sprogramofsupervisionisbasedonaprofessionalsupervisioncycle.Thiscycle
involvesplanning,preconference,observation,analysis,andconference,allfocusedonaspecificlesson
orsetoflessons.Stepsleadingtothesuccessfuluseofthiscycleareasfollows:
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Earlyinthesemesterthecooperatingteacher,teachercandidate,anduniversitysupervisor
confertodiscussuniversityrequirements,responsibilitiesofeachperson,theguidelinesfor
planningandimplementinglessons,andtheprocessofobservingandevaluatingtheteacher
candidates.
Theteachercandidateandtheuniversitysupervisormeettodiscussthesupervisioncycle
andclarifytheroleoftheuniversitysupervisorduringtheobservationsandtheroleofthe
mentorduringmentorobservations.
TheProfessionalSupervisionCycle:
Planning
At the beginning of each week, the teacher candidate is expected to have an outline of all
lessonsthatwillbetaughtthatweek.Theteachercandidateisexpectedtohavecomplete
lessonplanspreparedandavailableforexaminationnolaterthanthemorningofthe
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day these lessons will be taught. It is recommended that the teacher candidate and
cooperatingteacherdiscusslessonplansandreviewlessonsonadailybasis.
Preconference
Priortoanobservation,theteachercandidatecommunicateswiththeuniversitysupervisor
andexplainsobjectivesandplans.Theteachercandidatethennotescomponentofthe
lessonthatmaybestrengthsorweaknesses.Thesupervisorprovidesfeedbackaboutthe
lessonandprovidessuggestions.Thereisadiscussionabouttheelementsofthatlessonon
whichthesupervisorwillfocus.
Observation
Thesupervisorobservesthelessonandrecordsdatabasedonthepreconferenceaswellas
otherobservationsandinsights.
Analysis
Immediatelyafterthelessonthestudentandthesupervisortakethetimetoreflectonthe
lesson,notingareasofstrengthandareastobeimproved.
Conference
Thesupervisormeetswiththeteachercandidatetodiscussthelesson.Togetherthey
analyzethelesson,sharingobservations,perceptions,andinsights.Theteachercandidate
mightbeguidedtoanalyzethelessonthroughthefollowingquestions:
1.Didyoumeetyourlessonobjectives?
2.Whatwerethestrengthsofyourlesson?
3.Whatwouldyoudodifferently?
Itisrecommendedthatthiscyclealsobeusedforobservationsbythecooperatingteacher.Each
observationbytheuniversitysupervisorormentorisrecordedonasupervisionreportformand
copiesaregiventotheteachercandidate.Copiesshouldalsobegiventothecooperatingteacher
andplacedinthecandidate’sfile.
Cooperatingteachersandadministratorsareencouragedtocontacttheuniversitysupervisor
withanyquestionsorconcerns.Shouldtheuniversitysupervisorbeunavailable,cooperating
teachersandadministratorsshouldcontacttheappropriateprogramcoordinator.
Evaluation
Teacher candidates are evaluated according to their mastery of Pacific University's teacher
candidatecompetencies.Theseareorganizedaroundsixmajorareas:
 Planningforinstruction
 Establishingaclassroomclimateconducivetolearning
 Implementinginstructionalplans
 Evaluatingstudentachievement
 Professionalism
 Subjectmattercompetence
ThefirstfiveareasarecriteriasetbytheTeacherStandardsandPracticesCommission(TSPC)
forlicensure.ThelastisaPacificUniversityCollegeofEducationrequirement.
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Itisessentialthatteachercandidatesreceiveregularfeedback,withafocusongrowthaswellas
areas for improvement. The teacher candidate and supervisor(s) should each complete the
appropriateevaluationforms.Athree‐wayconferenceisthenheldwiththeteachercandidate,
thecooperatingteacherandtheuniversitysupervisor.
Inordertopassandberecommendedforlicensure,candidatesmustmeetcompetenciesineach
of the six areas designated on the Pacific University College of Education Teacher candidate
Summary Evaluation. Performance is assessed jointly by the university supervisor and
cooperatingteacherandrecordedontheSummaryEvaluation.
In cases of disagreement concerning the teacher candidate's final evaluation, students should
appealtotheappropriateappellatebody.
ProceduresforDifferingEvaluationandAppeals
TheDirectoroftheSchoolofLearningandTeachingoftheCollegeofEducationwillinsurethatthe
followingproceduresareimplemented,asrequiredbyOregonAdministrativeRule584‐17‐0035.
1.
ProceduretoresolvedifferingevaluationsbetweentheUniversityandschooldistrict
cooperatingteachers.
a. In the event of a disagreement regarding the Midplacement Student Teaching
ProgressReport,additionalobservationswillbescheduled.
b. If a concern is expressed by the student, the University, or the school district,
observation(s)shallbemadebyrepresentativesfromboththeschooldistrictand
theUniversity.Ifthestudentrequests,(s)hemayselectathirdobserver.
c. At the conclusion of student teaching, if disagreement exists between the
University and school district cooperating teacher regarding the Summary
Evaluation,theCollegeofEducationappropriateappealscommitteewillarbitrate
thematter.
d. Failingresolutionofthematteratthislevel,thestudentmaycarryanappealtothe
appropriateUniversityappealscommittee.
2.
Procedure for student appeal if the University declines to nominate the student for
certification.
a. The student will receive written notification from the Director of the School of
LearningandTeachingthatheorshewillnotberecommendedforcertification.
b. ThestudentmaysubmitawrittenpetitiontotheappropriateCollegeofEducation
appealscommitteeappealingthatdecision.
c. Thecommitteewillreviewandrespondtothepetitionwithinoneweek.
d. Failingresolutionofthematteratthislevel,thestudentmaycarryanappealtothe
appropriateUniversityappealscommittee.
OregonLawsandTeacherCandidates
According to Oregon school law, school boards may contract with approved teacher education
institutions to allow the use of their schools for training students of approved teacher education
institutions.
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Teachercandidateshavefullauthoritytoteachduringtheirassignmenttimes,andsuchassignments
havethesameeffectasiftheyheldvalidteachinglicenses.
Teachercandidatesmaynotserveassubstituteteachers.Intheabsenceofthecooperatingteacher,a
regularsubstituteteachermustbeassignedtotheclass.
PoliciesRegardingTeacherCandidates
Dress
Teachercandidatesareexpectedtodressprofessionally.Styleofdressshouldbeconsistentwiththat
ofteachersattheschool.
Absences
Promptandregularattendanceisessential.However,whenteachercandidatesmustbeabsent,itis
essential that they notify the cooperating teacher and the university supervisor prior to the time
school begins on the morning of the absence. Every effort should be made to make necessary
arrangements.
Teachercandidateswhoarealsotheteacherofrecordmustfollowschooldistrictpolicyintheevent
ofanabsence.Internsshouldalsolettheirinternmentorteacherandtheuniversitysupervisorknow
iftheyaregoingtobeabsent.Ifanobservationhasbeenscheduled,thesupervisorshouldbenotified
assoonaspossibletosoastoavoidunnecessarytravel.
This is a professional degree/licensure program. Teacher candidates should consider the field
experiences,universityclasssessions,andfull‐timestudentteachingastheywouldaregularfull‐time
teachingposition.Excessiveabsencesandtardinessreflectpoorlyonthecandidate'sprofessional
andpersonalcommitmentandcouldresultinterminationfromtheprogram.
Vacations
Teachercandidatesfollowtheschooldistrict'sscheduleforholidaysandin‐servicedays.
Seminars
Teachercandidatesmustworkwiththeircooperatingteachersandadministratorstoallowadequate
time to travel to the university for seminar courses. These seminars are designed to support
continuingprofessionalgrowthduringtheterm,enhancecommunication,andassistthecandidate
toprepareforthenextstepsoflicensureandjobsearch.
Liability
Schooldistrictsprovidelimitedliabilitycoverageforteachercandidates.Studentsareencouraged
toacquireadditionalcoveragethroughhomeowner’sinsuranceorthroughastudentmembershipin
theOregonEducationAssociation(OEA).StudentmembershipinOEAisfree,butyoumustcomplete
amembershipapplication.ApplicationsareavailableintheEducationOffice
Removaland/orTerminationofaTeachercandidatefromPlacement
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Whenauniversitysupervisorbecomesawareofaseriousproblemwiththeteachingperformanceof
ateachercandidate,thefollowingproceduresapply.
1. NotifytheProgramCoordinatorandsetupameetingtoincludetheProgramCoordinator,
cooperatingteacher,universitysupervisor,andteachercandidate.
2. The university supervisor and the cooperating teacher will have the following materials
availableforthemeeting:AllobservationreportsandacompletedMidplacementStudent
TeachingProgressReport.
3. Atthatmeetingthefollowingshouldoccur:
a. Student is apprised of the specific deficiencies in performance relative to the
competenciesrequiredofteachersinOAR584‐060‐0040.
b. Aplanisdevisedforstudenttocorrectdeficiencies
c. Atimelineforcorrectingdeficienciesisdetermined.
4. Theresultsofthemeeting–deficiencies,plan,andtimeline–willbecommunicatedbythe
ProgramCoordinatorinwrittenformattotheteachercandidate.Copieswillbesenttothe
Director of the School of Learning and Teaching in the College of Education, building
principal,universitysupervisor,cooperatingteacher,andfile.
5. At the end of the determined timeline, the university supervisor, cooperating teacher and
teacher candidate will meet to assess progress. If sufficient progress has been made to
continue student teaching, the cycle of plan and timeline can be repeated. The university
supervisorwillprovideawrittenrecordofthismeetingincludingfurtherplansandtimelines
tothestudentwithcopiestothecooperatingteacher,ProgramCoordinator,Directorofthe
SchoolofLearningandTeachingintheCollegeofEducation,buildingprincipalandfile.
6. If the university supervisor and cooperating teacher consider the progress insufficient to
continuestudentteaching,theProgramCoordinatorwillmeetwiththeteachercandidate,
universitysupervisor,cooperatingteacher,andbuildingprincipal.
a. University supervisor should bring observation reports and an updated
MidplacementStudentTeachingProgressReport.
b. Teachercandidatewillbenotifiedatmeetingthatstudentteachingwillnotcontinue.
c. Teachercandidatewillsubsequentlybenotifiedinwritingthatstudentteachingis
terminated.CopieswillbesenttotheDirectoroftheSchoolofLearningandTeaching
in the College of Education, building principal, university supervisor, cooperating
teacherandfile.
d. TheProgramCoordinatoranduniversitysupervisorwillmakearecommendationto
theDirectoroftheSchoolofLearningandTeachingconcerningasecondplacement,
remedialprocess,orterminationfromprogram.
6.Ifasecondplacementisdeemedappropriate:
a. CandidatewillreceiveanIncompleteinstudentteaching.TheIncompletewillnotbe
removeduntilallrequirementsaremet.
b. Withrespecttoconfidentialityandreason,schoolpersonnelatthesecondplacement
sitewillbemadeawarethatitisasecondplacement
c. Ifthesecondplacementcontinuesintothefollowingsemester,thecandidatewillnot
bechargedagainforstudentteaching.
d. If appropriate, and with the agreement of teacher candidate, a new university
supervisorwillbeassigned.
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The TSPC requirement for 15 weeks of student teaching may be met, but not
necessarily,bycombiningsuccessfulexperienceinthefirstandsecondplacements.
f. Theteachercandidatemustmeettherequirementtoteachtwounitsofinstruction.
g. The university supervisor will make weekly observations in the new placement if
necessary.
h. AtthedirectionoftheProgramCoordinator,theteachercandidatemustparticipate
inanyremedialcoursework,remedialtasks,orplansofassistanceinadvanceofor
duringthesecondplacement.
i. The teacher candidate may not participate in graduation ceremonies until
requirementsaremet.
7.Ifthestudentteachingisterminated:
a. Theteachercandidatewillbenotifiedinwritingthatstudentteachingisterminated.
Copies will go to the Dean of the College of Education, university supervisor,
cooperatingteacher,buildingprincipalandthecandidate’sfile.
b. Candidatewillreceiveanopass(NP)forstudentteaching
c. The candidate may request a program transfer to the MAE program, and with the
appropriatecourseworkandrequirednumberofhoursmaybegrantedaMasterof
ArtsinEducation,anon‐licensuredegree.
d. Registrar,BusinessOfficeandFinancialAidarenotified.
e.
Intheeventthataschoolorschooldistrictelectstodiscontinueastudentteachingplacement,the
universitywilldeterminetheappropriatenessofanewplacement,withconsiderationgiventothe
lengthoftimeremaininginthestudentteachingtermandthestatedreasonsfortheschooldistrict
decision.
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PROFESSIONALINFORMATION
Licensure
CandidatesmustassumeresponsibilityforapplyingforteachinglicensesinOregonandotherstates.
Forms for Oregon licensure are available in the College of Education office or available online at
http://www.tspc.state.or.us/forms. Specific questions should be addressed to Teacher Standards
andPracticesCommission(503)378‐3586.CandidatesapplyingforanInitialTeachingLicensemay
FastTracktheirapplicationthroughtheUniversity.
“FastTrack”LicensureProcedures(ONLYforthoseearningtheirfirstInitialTeachingLicense)
UponsuccessfulcompletionofthePacificUniversityCollegeofEducationSpecialEducationProgram,
candidatesmustsubmitthefollowinginformationtoTeacherStandardsandPracticesCommission:
 C‐1ApplicationforEducatorLicense
 $100applicationfee
TheUniversitywillcompleteaC‐2formtoverifythatthefollowingrequirementshavebeenfulfilled:
Bachelor’sDegree(officialtranscriptsonfile)
CharacterClearance(fingerprints)
CivilRightsExam
ContentKnowledge(NEStest)
EvidenceofEffectiveness(worksamples)
PacificUniversityProgramRequirements
FindingaTeachingPosition
Teachercandidateswillattendseminarsdesignedtoassisttheminlearningaboutresumewriting,
andinterviewing.Withtheconsentofcooperatingteachers,teachercandidatesmayalsohavethe
opportunity to attend the annual Oregon Professional Educators Fair, where they have the
opportunitytomeetadministratorsfromOregonandneighboringstates.Wefurtherliketoremind
candidates that networking and finishing strong while in their practicum and student teaching
placementsisthebestwaytocreategoodimpressionsandreputations.
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PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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APPENDICES
PacificUniversityContactInformation
COLLEGEOFEDUCATIONFACULTY–EUGENECAMPUS
JohnLockhart,MAT
AssistantProfessor
Telephone:541‐485‐6812
Email:Lockhart@pacificu.edu
OnSabbatical
2015‐2016
T.AnilOommen,MAT
AssistantProfessor
Telephone:541‐485‐6812
Email:oomm1937@pacificu.edu
RebeccaSchulte,Ed.D.
AssistantProfessor
Telephone:541‐485‐6812
Email:rebeccas@pacificu.edu
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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MarkSzymanski,Ph.D.
Professor
Telephone:541‐485‐6812
Email:marks@pacificu.edu
KarrenTimmermans,Ph.D.
AssociateProfessor
ESOL&ReadingEndorsement
Coordinator
Telephone:541‐485‐6812
Email:kmtimm@pacificu.edu
ToddTwyman,
AssociateProfessor
Telephone:541‐485‐6812
Email:twym1097@pacificu.edu
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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NumberstoKnow
Name
LeifGustavson
WillPerkins
PhoneNumber
Email
Dean,CollegeofEducation
503‐352‐1431
gustavon@pacificu.edu
AssociateVicePresident
877‐722‐8648ext.
2120
wperkins@pacificu.edu
StudentAffairs
ReneeVanzant
Supervisor,BusinessOffice
877‐722‐8648ext.
2231
vanzanjr@pacificu.edu
JamaKelch
FinancialAidCounselor
877‐722‐8648ext.
3095
jama.kelch@pacificu.edu
MeganDrake
LibraryServices‐Education
503‐352‐1407
megan.drake@pacificu.ed
u
KaitlynVaruska
Registrar’sOffice
877‐722‐8648ext.
2776
kaitlyn@pacificu.edu
University
Information
Services
UIS
877‐722‐8648ext.
3132
help@pacificu.edu
EugeneCampus
MarkSeals
DirectorofEugenecampus
541‐485‐6812
sealsma@pacificu.edu
AssociateProfessor
541‐485‐6812
lockhart@pacificu.edu
RebeccaSchulte
AssistantProfessor
541‐485‐6812
schu8038@pacificu.edu
MarkSzymanski
Professor
541‐485‐6812
marks@pacificu.edu
Karren
Timmermans
AssociateProfessor,
541‐485‐6812
kmtimm@pacificu.edu
ToddTwyman
AssociateProfessor
541‐485‐6812
twym1097@pacificu.edu
JesseEverett
EducationMediaSpecialist
541‐485‐6812
jeverett@pacificu.edu
ShellyKnight
StudentServices
Coordinator/OfficeManager
541‐485‐6812
sknight@pacificu.edu
JohnLockhart
(OnSabbatical)
Title
ESOL&ReadingCoordinator
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CandidateDispositionsIssuesProcedure
WhenafacultymemberorsupervisorbecomesawareofaproblemorissuerelatedtotheCandidate
DispositionsAssessment,thefollowingproceduresapply.
1. Facultymemberwillnotifythestudent(candidate)ofaconcernandwillsetupameeting
toreviewthedispositions.ThestudentwillbeaskedtocompleteCandidateDispositions
Self‐Assessmentformtobringtothemeeting.
2. The faculty member will bring the Candidate Dispositions Assessment form and
documentedevidenceofconcernstothemeeting.
3. Atthatmeetingthefollowingwilloccur:
a. The student and faculty member will review the Candidate Dispositions Self‐
Assessment.
b. The student will be apprised of the specific deficiencies relative to the
competenciesrequiredintheDispositionsdocument.
c. Aplanwillbedevisedforthestudenttocorrectthedeficiencies.
d. A timeline for correction will be determined. The results of the meeting –
deficiencies, plan, and timeline – will be summarized in writing and copies
providedtothestudent,thestrandorprogramcoordinator,andtheDeanofthe
CollegeofEducation;acopywillbeplacedinthestudent’sfile.
4. Attheendofthedeterminedtimeline,thefacultymember,strand/programcoordinator,
andstudentwillmeettoassesstheprogress.Ifsufficientprogresshasbeenmade,itwill
be noted in writing and the student will continue on with coursework and program.
Copies summarizing this meeting will be given to the student, the strand/program
coordinator,theDirector;acopywillbeplacedinthestudent’sfile.
a. If the faculty member and strand/program coordinator feel that insufficient
progresshasbeenmade,theDirectorwillholdameetingwiththestudentand
thefacultymemberandstrand/programcoordinator.Facultymemberswillbring
documentationofissues,observationreports,andupdatedobservationstothe
meeting.
b. Atthatmeetingallpartieswillaffirmthatthestudentwillnotcontinueontothe
nextphaseoftheprogram.
c. Thecandidatewillbesubsequentlynotifiedinwritingthats/hewillnotbeable
tocontinueinthelicensureprogram.CopieswillgototheDirectoroftheSchool
of Learning and Teaching in the College of Education, Dean of Students,
strand/programcoordinatorandstudentfile.
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CandidateDispositionsSelf‐Assessment
Name___________________________________________ Date Please evaluate yourself in the following areas (1‐2 = needs improvement; 3 = satisfactory; 4‐5 = excellent). Areas that need improvement, as evaluated by faculty, will be the subject of a conference according to the Dispositions Issues Procedure. 1) Candidate is working towards cultural competence. Value Statement: Has a commitment to respect humanity in all its diversity 



Understands cultural competence and acts in accordance Is cognizant of and applies relevant sections from the TSPC handbook on “Discrimination and the Oregon Educator” Is deliberate in holding self, peers, and students accountable for disrespectful language or actions Affirms and otherwise nurtures practices that advance equity and diversity  1  2  3  4  5 Comments: 2) Candidate interacts constructively. Value Statement: Interacts constructively with students and their parents as well as colleagues, administrators, and other school/University personnel, to achieve both instructional and relational goals 





Interacts with university faculty and staff respectfully Interacts with classmates in a courteous manner Is able to disagree respectfully Demonstrates flexibility and cooperation in working with others Accommodates, respects, and values the cultural beliefs and practices of those she/he interacts with, modeling the principles of cultural competence Models the principles of cultural competence  1  2  3  4  5 Comments: PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|144
3) Candidate is ethical and professional. Value Statement: Demonstrates ethical and professional behavior (a) in the classroom and (b) in the community 








Honors confidentiality issues associated with teaching Exemplifies good citizenship and cultural competency in all social interactions Arrives to class on time and prepared; turns in assignments on time If absence is necessary, communicates with professor and makes up work in a timely manner Interacts professionally and respectfully with school personnel, parents and other members of the community Responds appropriately to feedback; accepts constructive feedback Acts affirmatively in advancing and honoring the ethics of diversity including holding self and others accountable to standards and expectations stipulated in TSPC’s “Discrimination and the Oregon Educator” Written communication is acceptably free of grammatical and spelling errors Avoids any violation of the Code of Academic and Professional Conduct  1  2  3  4  5 Comments: 4) Candidate is a reflective practitioner. Value Statement: Continually studies and reflects upon theory, research, practice, and the available resources in order to improve teaching effectiveness 



Exhibits an appropriate level of critical thinking in an organized written format Is able to act, study and learn independently Uses research appropriately to inform planning, teaching, management, assessment and all phases of instruction Is able to articulate and defend beliefs and/or ideas in an organized oral and/or written format  1  2  3  4  5 Comments: PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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5) Candidate contributes to the learning community. Value Statement: Exhibits energy, drive, and determination to make one’s school and classroom the best possible environment for teaching and learning 


Participates in class discussions and activities thoughtfully Respects cultural diversity and demonstrates understanding of issues of privilege and power Seeks clarification and extra help appropriately  1  2  3  4  5 Comments: PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
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RecordofObservationHours
Student________________________________________________________________
MentorTeacher_________________________________________________________
NameofSchool_________________________________________________________
Date
Time
Activity
Hours
TotalHours: MentorSignature:
College of Education | 2043 College Way | Forest Grove, OR 97116
p: 503.352.1437 | f: 503.352.1463 | www.pacificu.edu/coe
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Practicum/FieldExperienceCandidateEvaluation
byMentorTeacher
Candidate:
School:
4
5
N/O
Pleaseratethefollowingteacher
competencies:
1.Thecandidatedemonstratescompetencyin
oralcommunication.
2.Thecandidatedemonstratescompetencyin
writtencommunication.
3.Thecandidateisdependable,conscientious
andpunctual.
4.Thecandidatecontributestothelearning
community.
5.Thecandidateenergeticallyworkstodevelop
instructionalskills.
6.Thecandidateiscommittedtothe
developmentofhis/herculturalcompetence.
7.Thecandidatedemonstratesbothcontent
knowledgeandpedagogicalcontentknowledge.
8.Thecandidateisaneffectiveinstructorwith
individualstudentsandsmallgroups.
9.Thecandidateusesinstructionalresources
andtechnologytoolstoenhancelearning.
10.Thecandidateinteractsconstructivelywith
students,theirparents,andschoolpersonnel.
11.Thecandidatedemonstratesawarenessofthe
importanceofprofessionalappearanceand
RecommendedGrade:PassFail
No Opportunity to Observe 3
Outstanding 2
Satisfactory 1
Needs Improvement AreasofStrength:
AreastobeStrengthened:
CommentsandSuggestions:
MentorTeacher(printed)
Signature
Note:Thecandidatehasaccesstothisreport.
Date
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PACIFICUNIVERSITYCOLLEGEOFEDUCATION
MINORPRACTICUMSUMMARYEVALUATION
Student Teacher (Candidate)
Semester/Year
Mentor Teacher
Subject/Grade
School
District
Directions: This evaluation form will provide summary feedback to the student teacher and Pacific University faculty members.
The following standards, set by Teacher Standards and Practices Commission (TSPC) and Pacific University College of Education
faculty members, require student teachers to demonstrate the knowledge, skills, and competencies necessary for good teaching
and learning at the following license level (check appropriate level):
Early Childhood _________
Elementary _________
Middle Level __________
High School __________
Circle the level of proficiency demonstrated by the student teacher at the conclusion of the student teaching experience for each
of the competencies listed below. Student teachers should be able to demonstrate proficiency at a level 3 or 4 in each Standard
in order to earn the Initial Teaching License. Indicate whether the student teacher has met or not met the requirements for each
standard. The Pacific University Supervisor and the Mentor Teacher both need to indicate that each of the Standards has been
met in order for the student teacher to be eligible for the Initial Teaching License.
RatingScaleforStandardsOnethroughFive:
0
1–2
3– 4
Not yet able to demonstrate
the knowledge, skills, and
competencies needed to meet
the needs of many learners.
(Has not met the standards
for the Initial Teaching License
during student teaching.)
and
Developing
awareness
beginning to demonstrate the
knowledge, skills, and competencies
needed to meet the needs of most
diverse learners. (Has the potential
to meet the standards for the Initial
Teaching License.)
Knows and demonstrates the
knowledge,
skills,
and
competencies needed to meet
the needs of most diverse
learners. (Regularly meets
the standards for the Initial
Teaching License.)
5‐6
Knows and demonstrates well the knowledge,
skills, and competencies needed to meet the needs
of most diverse learners. (Exceeds the standards
for the Initial Teaching License. Candidate
performs at the level expected of an experienced
teacher. )
STANDARD 1: PLAN FOR INSTRUCTION
Candidate plans instruction that supports student progress in learning and
is appropriate for the developmental level and demonstrates ability to:
a. Select or write learning goals for units of instruction that are consistent with
the school’s long term curriculum goals, State content standards and district
standards, research findings on how students learn, and the physical and
mental maturity of one’s students;
b. Determine the current performance level of one’s students with respect to the
learning goals established for a unit of instruction;
c. Establish objectives within the unit of instruction that will be useful in
formulating daily lessons and in evaluating the progress of students toward
the attainment of unit goals;
d. Determine content, skills and processes that will assist students in
accomplishing desired unit outcomes, and design learning activities that lead
to their mastery;
e. Select and organize materials, equipment, and technologies needed to teach
a unit of instruction;
f. Design and adapt unit and lesson plans for all learners and exceptional
learners, including but not limited to students with varying cultural, social,
socio-economic and linguistic backgrounds;
g. Estimate the time required within a unit for teacher-directed instruction,
student-managed learning and practice, student evaluation/reporting and reteaching/problem solving.
University
Supervisor
Mentor Teacher
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
Composite Score for Standard One: 0 1 2 3 4 5 6
0 1 2 3 4 5 6
Met  Not Met 
Met  Not Met 
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STANDARD 2: ESTABLISH CLASSROOM CLIMATE
Candidate establishes a classroom climate conducive to learning and
demonstrates ability to:
a. Affirm the dignity and worth of all students and provide the positive support
students need to be effective learners;
b. Establish, communicate, and maintain rules, procedures and behavioral
expectations that provide a safe and orderly environment for learning, are
appropriate to the level of development of students, and are consistent with
laws governing student rights and responsibilities;
c. Employ equitable practices that are just and that support a least restrictive
environment for all students;
d. Model and reinforce classroom social behavior that supports student learning
and development;
e. Use knowledge of the influence of the physical, social, and emotional climates
of students’ homes and the community to optimize motivation, learning, and
behavior;
f. Monitor student conduct, and take appropriate action when misbehavior
occurs;
g. Interact thoughtfully and courteously with all students and their families and
seek to resolve conflicts in a professional manner, respecting familial and
community cultural contexts;
h. Use classroom time effectively to provide maximum time for learning;
i. Manage instructional transitions decisively and without loss of instructional
time;
j. Arrange and set up instructional materials and equipment in advance of class
to facilitate their effective and efficient use during lessons;
k. Coordinate the use of instructional assistants, parent volunteers, student
assistants, and other support personnel to achieve instructional objectives, if
these resources are available in the school setting.
Composite Score for Standard Two:
University
Supervisor
Mentor
Teacher
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
Met  Not Met  Met  Not Met 
STANDARD 3: STANDARDS BASED TEACHING
University
Supervisor
Mentor
Candidate engages students in planned learning activities and demonstrates
ability to:
a. Choose organizational structures appropriate for the objectives of instruction;
b. Communicate learning outcomes to be achieved and focus student interest on
tasks to be accomplished;
c. Implement instructional plans that employ knowledge of subject matter and
basic skills;
d. Use a variety of research-based educational practices that promote student
learning and are sensitive to individual differences and diverse cultures;
e. Emphasize instructional techniques that promote critical thinking and problem
solving, and that encourage divergent as well as convergent thinking;
f. Monitor the engagement of students in learning activities, and the progress
they are making, to determine if the pace or content of instruction needs to be
modified to assure that all students accomplish lesson and unit objectives.
Teacher
0 1 2 3 4 5 6 0 1 2 3 4 5 6
Composite Score for Standard Three:
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
Met  Not Met  Met  Not Met 
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STANDARD 4: ASSESSMENT
University
Supervisor
Candidate evaluates, acts upon, and reports student progress in learning
and demonstrates ability to:
a. Select or develop non-biased, valid and reliable tests, performance measures,
observations, student interviews, or other formal or informal assessment
procedures to determine the progress of all students;
b. Document student progress in accomplishing State-adopted content standards
and district standards, prepare data summaries that show this progress to
others, and inform students, supervisors, and parents about progress in
learning;
c. Refine plans for instruction, establish alternative goals or environments, or
make referrals when appropriate;
d. Assemble, reflect upon, interpret and communicate evidence of one’s own
effectiveness as a teacher including evidence of success in fostering student
progress in learning and use evidence of effectiveness in planning further
instruction.
Composite Score for Standard Four:
Mentor
Teacher
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
Met  Not Met  Met  Not Met 
STANDARD 5: CONTENT KNOWLEDGE
Candidate employs pedagogical content knowledge and demonstrates
ability to:
a. Understand the subject(s) being taught and appreciate how knowledge in that
subject is created, organized, and linked to other disciplines and applied in
real-world settings;
b. Select and sequence disciplinary content to support future learning in and out
of school;
c. Evaluate students’ initial conceptions and provide opportunities to gain a
deeper and more useful understanding;
d. Present content in a variety of ways that are clear and appropriate for students;
e. Adapt/modify content knowledge for exceptional learners, including talented
and gifted;
f. Link content to students’ knowledge, experience and interests as well as to
other content disciplines and real world phenomena;
g. Utilize a range of instructional resources and technology tools to enhance
learning;
h. Engage students in pedagogically powerful applications of technology that
foster learning;
i. Provide opportunities for students to use content knowledge to think and
problem solve.
Composite Score for Standard Five:
University
Supervisor
Mentor
Teacher
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
0 1 2 3 4 5 6 0 1 2 3 4 5 6
Met  Not Met  Met  Not Met 
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Rating Scale for Standard Six: PROFESSIONAL BEHAVIOR
0
Not yet able to demonstrate
professional behaviors, ethics, and
values required of a licensed educator.
(Has not met Standard Six for the
Initial Teaching License during this
practicum.)
1–2
Developing awareness and beginning to demonstrate
professional behaviors, ethics, and values required of a
licensed educator. (Has the potential to meet
Standard Six for the Initial Teaching License.)
3–4
Knows and demonstrates
on a regular basis the
professional behaviors,
ethics, and values required
of a licensed educator.
(Regularly meets Standard
Six for the Initial Teaching
License.)
STANDARD 6: PROFESSIONAL BEHAVIOR
University
Supervisor
5-6
Knows and
demonstrates well
professional behaviors,
ethics, and values required
of a licensed educator.
(Exceeds Standard Six
for the Initial Teaching
License. Candidate
performs at the level
expected of an
experienced teacher.)
Mentor
Candidate exhibits professional behaviors, ethics, and values and
demonstrates ability to:
a. Be dependable, conscientious, and punctual;
b. Meet work schedule demands;
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
c. Be aware of the importance of dressing appropriately;
0 1 2 3 4 5 6
0 1 2 3 4 5 6
d. Be aware of, and act in accordance with, school policies and practices;
0 1 2 3 4 5 6
0 1 2 3 4 5 6
e. Understand the organizational culture and expectations that operate within
a school and that impact students and student learning;
f. Interact constructively and respectfully with students, colleagues,
administrators, supervisors, school staff, families, and members of the
community;
g. Collaborate with parents, colleagues, and members of the community to
provide internal and external assistance to students and their families to
promote student learning;
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
h. Perform advisory functions for students in formal and informal settings;
0 1 2 3 4 5 6
0 1 2 3 4 5 6
i.
Function as a member of an interdisciplinary team to achieve long-term
curriculum goals, and State content standards and district standards;
0 1 2 3 4 5 6
0 1 2 3 4 5 6
Exhibit energy, drive and determination to make one’s school and
classroom the best possible environment for teaching and learning;
k. Exhibit energy, drive and determination to become a professional
educator.
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
Composite Score for Standard Six:
0 1 2 3 4 5 6
0 1 2 3 4 5 6
Met  Not Met 
Met  Not Met 
j.
Teacher
Comments:_________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
We have conferred in the summary of the candidate’s classroom performance and work samples. Our signatures below attest to our
professional judgment regarding the student teacher’s performance on the Pacific University and TSPC-prescribed teaching competencies.
Signature of University Supervisor
Printed Name of University Supervisor
_____________
Date
Signature of Mentor Teacher
Printed Name of Mentor Teacher
_____________
Date
Copies to Student Teacher, Mentor Teacher, and Candidate’s file
Revised 8/07
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PACIFICUNIVERSITYCOLLEGEOFEDUCATION
MIDPLACEMENTSTUDENTTEACHINGPROGRESSREPORT
StudentTeacher(Candidate)
Semester/Year Cooperatingteacher
Subject/Grade School District Directions:ThisevaluationformprovidesmidplacementfeedbacktotheteachercandidateandPacificUniversityfaculty
members. The following standards, set by Teacher Standards and Practices Commission (TSPC) and Pacific University
CollegeofEducationfacultymembers,requireteachercandidatestodemonstratetheknowledge,skills,andcompetencies
necessaryforgoodteachingandlearningatthefollowinglicenselevel(checkappropriatelevel):
EarlyChildhood_________ Elementary___________MiddleLevel___________HighSchool_________
Circlethelevelofproficiencydemonstratedbytheteachercandidateatthispointinthestudentteachingexperience.By
theconclusionofthestudentteachingexperience,teachercandidatesshouldbeabletodemonstrateproficiencyatalevel
3oraboveineachofthestandardsinordertoearntheOregonInitialTeachingLicense.
RatingScaleforStandardsOnethroughFive:
0
1– 2
3– 4
Knowsanddemonstrates
Developingawareness
Notyetableto
theknowledge,skills,and
andbeginningto
demonstratethe
competenciesneededto
demonstratethe
knowledge,skills,and
meettheneedsofmost
knowledge,skills,and
competenciesneededto
diverselearners.
competenciesneededto
meettheneedsofmany
(Regularlymeetsthe
learners.(Hasnotmetthe meettheneedsofmost
diverselearners.(Hasthe standardsfortheInitial
standardsfortheInitial
TeachingLicense.)
potentialtomeetthe
TeachingLicenseduring
standardsfortheInitial
thispracticum.)
TeachingLicense.)
STANDARD1:PLANFORINSTRUCTION
Noopportunity
Candidateplansinstructionthatsupportsstudentprogressin todemonstrate
learningandisappropriateforthedevelopmentalleveland
proficiency
demonstratesabilityto:
a.Selectorwritelearninggoalsforunitsofinstructionthatare
consistentwiththeschool’slongtermcurriculumgoals,State
contentstandardsanddistrictstandards,researchfindingson
howstudentslearn,andthephysicalandmentalmaturityof
one’sstudents;
b.Determinethecurrentperformancelevelofone’sstudents
withrespecttothelearninggoalsestablishedforaunitof
instruction;
c.Establishobjectiveswithintheunitofinstructionthatwillbe
usefulinformulatingdailylessonsandinevaluatingthe
progressofstudentstowardtheattainmentofunitgoals;
d.Determinecontent,skillsandprocesses thatwillassist
studentsinaccomplishingdesiredunitoutcomes,anddesign
learningactivitiesthatleadtotheirmastery;
e.Selectandorganizematerials,equipment,andtechnologies
neededtoteachaunitofinstruction;
f.Designandadaptunitandlessonplansforalllearnersand
exceptionallearners,includingbutnotlimitedtostudents
withvaryingcultural,social,socio‐economicandlinguistic
backgrounds;
g.Estimatethetimerequiredwithinaunitforteacher‐directed
instruction,student‐managedlearningandpractice,student
evaluation/reportingandre‐teaching/problemsolving.
CompositeScoreforStandardOne:
5‐ 6
Knowsanddemonstrates
welltheknowledge,skills,
andcompetenciesneeded
tomeettheneedsofmost
diverselearners.(Exceeds
thestandardsforthe
InitialTeachingLicense.
Candidateperformsatthe
levelexpectedofan
experiencedteacher.)
RatingScale– circlethe
appropriatenumberthat
describesthelevelof
proficiencyatthistime.
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|156
STANDARD2:ESTABLISHCLASSROOMCLIMATE Candidateestablishesaclassroomclimateconduciveto
learninganddemonstratesabilityto:
Noopportunity
todemonstrate
proficiency
a.Affirmthedignityandworthofallstudentsandprovidethe
positivesupportstudentsneedtobeeffectivelearners;
b.Establish,communicate,andmaintainrules,proceduresand
behavioralexpectationsthatprovideasafeandorderly
environmentforlearning,areappropriatetothelevelof
developmentofstudents,andareconsistentwithlaws
governingstudentrightsandresponsibilities;
RatingScale– circlethe
appropriatenumberthat
describesthelevelof
proficiencyatthistime.
0123456
0123456
c.Employequitablepracticesthatarejustandthatsupporta
leastrestrictiveenvironmentforallstudents;
d.Modelandreinforceclassroomsocialbehaviorthatsupports
studentlearninganddevelopment;
e.Useknowledgeoftheinfluenceofthephysical,social,and
emotionalclimatesofstudents’homesandthecommunityto
optimizemotivation,learning,andbehavior;
0123456
0123456
0123456
f.Monitorstudentconduct,andtakeappropriateactionwhen
misbehavioroccurs;
0123456
g.Interactthoughtfullyandcourteouslywithallstudentsand
theirfamiliesandseektoresolveconflictsinaprofessional
manner,respectingfamilialandcommunityculturalcontexts;
h.Useclassroomtimeeffectivelytoprovidemaximumtimefor
learning;
i.Manageinstructionaltransitionsdecisivelyandwithoutlossof
instructionaltime;
j.Arrangeandsetupinstructionalmaterialsandequipmentin
advanceofclasstofacilitatetheireffectiveandefficientuse
duringlessons;
k.Coordinatetheuseofinstructionalassistants,parent
volunteers,studentassistants,andothersupportpersonnelto
achieveinstructionalobjectives,iftheseresourcesare
availableintheschoolsetting.
0123456
0123456
0123456
0123456
0123456
CompositeScoreforStandardTwo: 0123456
STANDARD3:STANDARDSBASEDTEACHING Candidate
engagesstudentsinplannedlearningactivitiesand
demonstratesabilityto:
a.Chooseorganizationalstructuresappropriatefortheobjectives
ofinstruction;
b.Communicatelearningoutcomestobeachievedandfocus
studentinterestontaskstobeaccomplished;
c.Implementinstructionalplansthatemployknowledgeof
subjectmatterandbasicskills;
d.Useavarietyofresearch‐basededucationalpracticesthat
promotestudentlearningandaresensitivetoindividual
differencesanddiversecultures;
e.Emphasizeinstructionaltechniquesthatpromotecritical
thinkingandproblemsolving,andthatencouragedivergentas
wellasconvergentthinking;
f.Monitortheengagementofstudentsinlearningactivities,and
theprogresstheyaremaking,todetermineifthepaceor
contentofinstructionneedstobemodifiedtoassurethatall
studentsaccomplishlessonandunitobjectives.
Noopportunity
todemonstrate
proficiency
RatingScale– circlethe
appropriatenumberthat
describesthelevelof
proficiencyatthistime.
0123456
0123456
0123456
0123456
0123456
0123456
CompositeScoreforStandardThree: 0123456
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|157
STANDARD4:ASSESSMENT Candidateevaluates,actsupon,andreportsstudentprogress
inlearninganddemonstratesabilityto:
Noopportunity
todemonstrate
proficiency
a.Selectordevelopnon‐biased,validandreliabletests,
performancemeasures,observations,studentinterviews,or
otherformalorinformalassessmentprocedurestodetermine
theprogressofallstudents;
b.DocumentstudentprogressinaccomplishingState‐adopted
contentstandardsanddistrictstandards,preparedata
summariesthatshowthisprogresstoothers,andinform
students,supervisors,andparentsaboutprogressinlearning;
c.Refineplansforinstruction,establishalternativegoalsor
environments,ormakereferralswhenappropriate;
RatingScale– circlethe
appropriatenumberthat
describesthelevelof
proficiencyatthistime.
0123456
0123456
0123456
d.Assemble,reflectupon,interpretandcommunicateevidence
ofone’sowneffectivenessasateacherincludingevidenceof
successinfosteringstudentprogressinlearninganduse
evidenceofeffectivenessinplanningfurtherinstruction.
0123456
CompositeScoreforStandardFour: 0123456
STANDARD5:CONTENTKNOWLEDGE
Candidateemployspedagogicalcontentknowledgeand
demonstratesabilityto:
Noopportunity
todemonstrate
proficiency
RatingScale– circlethe
appropriatenumberthat
describesthelevelof
proficiencyatthistime.
a.Understandthesubject(s)beingtaughtandappreciatehow
knowledgeinthatsubjectiscreated,organized,andlinkedto
otherdisciplinesandappliedinreal‐worldsettings;
0123456
b.Selectandsequencedisciplinarycontenttosupportfuture
learninginandoutofschool;
0123456
c.Evaluatestudents’initialconceptionsandprovide
opportunitiestogainadeeperandmoreusefulunderstanding;
0123456
d.Presentcontentinavarietyofwaysthatareclearand
appropriateforstudents;
0123456
e.Adapt/modifycontentknowledgeforexceptionallearners,
includingtalentedandgifted;
0123456
f.Linkcontenttostudents’knowledge,experienceandinterests
aswellastoothercontentdisciplinesandrealworld
phenomena;
0123456
g.Utilizearangeofinstructionalresourcesandtechnologytools
toenhancelearning;
0123456
h.Engagestudentsinpedagogicallypowerfulapplicationsof
technologythatfosterlearning;
0123456
i.Provideopportunitiesforstudentstousecontentknowledgeto
thinkandproblemsolve.
0123456
CompositeScoreforStandardFive: 0123456
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|158
RatingScaleforStandardSix:PROFESSIONALBEHAVIOR
0
1– 2
3– 4
Knowsanddemonstrates
Developingawareness
Notyetableto
onaregularbasisthe
demonstrateprofessional andbeginningto
professionalbehaviors,
demonstrateprofessional
behaviors,ethics,and
ethics,andvaluesrequiredof
behaviors,ethics,and
valuesrequiredofa
alicensededucator.
valuesrequiredofa
licensededucator.(Has
(RegularlymeetsStandard
notmetStandardSixfor licensededucator.(Has
SixfortheInitialTeaching
thepotentialtomeet
theInitialTeaching
StandardSixfortheInitial License.)
Licenseduringthis
TeachingLicense.)
studentteaching
practicum.)
STANDARD6:PROFESSIONALBEHAVIOR Noopportunity
Candidateexhibitsprofessionalbehaviors,ethics,andvalues
todemonstrate
anddemonstratesabilityto:
proficiency
5‐6
Knowsanddemonstrates
wellprofessionalbehaviors,
ethics,andvaluesrequired
ofalicensededucator.
(ExceedsStandardSixfor
theInitialTeachingLicense.
Candidateperformsatthe
levelexpectedofan
experiencedteacher.)
RatingScale– circlethe
appropriatenumberthat
describesthelevelof
proficiencyatthistime.
a.Bedependable,conscientious,andpunctual;
0123456
b.Meetworkscheduledemands;
0123456
c.Beawareoftheimportanceofdressingappropriately;
0123456
d.Beawareof,andactinaccordancewith,schoolpoliciesand
practices;
e.Understandtheorganizationalcultureandexpectationsthat
operatewithinaschoolandthatimpactstudentsandstudent
learning;
f.Interactconstructivelyandrespectfullywithstudents,
colleagues,administrators,supervisors,schoolstaff,families,
andmembersofthecommunity;
g.Collaboratewithparents,colleagues,andmembersofthe
communitytoprovideinternalandexternalassistanceto
studentsandtheirfamiliestopromotestudentlearning;
h.Performadvisoryfunctionsforstudentsinformalandinformal
settings;
i.Functionasamemberofaninterdisciplinaryteamtoachieve
long‐termcurriculumgoals,andStatecontentstandardsand
districtstandards;
j.Exhibitenergy,driveanddeterminationtomakeone’sschool
andclassroomthebestpossibleenvironmentforteachingand
learning;
k.Exhibitenergy,driveanddeterminationtobecomea
professionaleducator.
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
CompositeScoreforStandardSix: 0123456
Comments:Ifyougavearatingoflessthan‘3’onanycompetency,pleaseelaborate.
Goalsforremainderofstudentteaching:
NameofEvaluator
SignatureofEvaluator
Date
PleasereturncompletedformtoUniversitySupervisor.CopiestoCooperatingteacher,Teachercandidate,andCandidate’sfile.
Revised8/07
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|159
PACIFICUNIVERSITYCOLLEGEOFEDUCATION
STUDENTTEACHERSUMMARYEVALUATION
StudentTeacher(Candidate)
Semester/Year Cooperatingteacher
Subject/Grade School District
Directions:ThisevaluationformwillprovidesummaryfeedbacktotheteachercandidateandPacificUniversityfaculty
members. The following standards, set by Teacher Standards and Practices Commission (TSPC) and Pacific University
CollegeofEducationfacultymembers,requireteachercandidatestodemonstratetheknowledge,skills,andcompetencies
necessaryforgoodteachingandlearningatthefollowinglicenselevel(checkappropriatelevel):
EarlyChildhood__________Elementary_________MiddleLevel___________HighSchool__________
Circlethelevelofproficiencydemonstratedbytheteachercandidateattheconclusionofthestudentteachingexperience
foreachofthecompetencieslistedbelow.Teachercandidatesshouldbeabletodemonstrateproficiencyatalevel3or4
ineachStandardinordertoearntheInitialTeachingLicense.Indicatewhethertheteachercandidatehasmetornotmet
therequirementsforeachstandard.ThePacificUniversitySupervisorandtheCooperatingteacherbothneedto
indicatethateachoftheStandardshasbeenmetinorderfortheteachercandidatetobeeligiblefortheInitial
TeachingLicense.
RatingScaleforStandardsOnethroughFive: 0
1– 2
Notyetabletodemonstrate Developingawareness and
beginningtodemonstrate
theknowledge,skills,and
theknowledge,skills,and
competenciesneededto
competenciesneededto
meettheneedsofmany
meettheneedsofmost
learners.(Hasnotmetthe
diverselearners.(Hasthe
standardsfortheInitial
potentialtomeetthe
TeachingLicenseduring
standardsfortheInitial
studentteaching.)
TeachingLicense.)
3– 4
Knowsanddemonstrates
theknowledge,skills,and
competenciesneededto
meettheneedsofmost
diverselearners.
(Regularlymeetsthe
standardsfortheInitial
TeachingLicense.)
STANDARD1:PLANFORINSTRUCTION
Candidateplansinstructionthatsupportsstudentprogressinlearning
andisappropriateforthedevelopmentallevelanddemonstratesability
to:
a.Selectorwritelearninggoalsforunitsofinstructionthatareconsistent
withtheschool’slongtermcurriculumgoals,Statecontentstandardsand
districtstandards,researchfindingsonhowstudentslearn,andthe
physicalandmentalmaturityofone’sstudents;
b.Determinethecurrentperformancelevelofone’sstudentswithrespectto
thelearninggoalsestablishedforaunitofinstruction;
c.Establishobjectiveswithintheunitofinstructionthatwillbeusefulin
formulatingdailylessonsandinevaluatingtheprogressofstudents
towardtheattainmentofunitgoals;
d.Determinecontent,skillsandprocessesthatwillassiststudentsin
accomplishingdesiredunitoutcomes,anddesignlearningactivitiesthat
leadtotheirmastery;
e.Selectandorganizematerials,equipment,andtechnologiesneededtoteach
aunitofinstruction;
f.Designandadaptunitandlessonplansforalllearnersandexceptional
learners,includingbutnotlimitedtostudentswithvaryingcultural,social,
socio‐economicandlinguisticbackgrounds;
g.Estimatethetimerequiredwithinaunitforteacher‐directedinstruction,
student‐managedlearningandpractice,studentevaluation/reportingand
re‐teaching/problemsolving.
CompositeScoreforStandardOne:
5‐ 6
Knowsanddemonstrates
welltheknowledge,skills,
andcompetenciesneededto
meettheneedsofmost
diverselearners.(Exceeds
thestandardsfortheInitial
TeachingLicense.Candidate
performsatthelevel
expectedofanexperienced
teacher.)
University
Supervisor
Mentor
Teacher
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
MetNotMet
0123456
MetNotMet
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|160
STANDARD2:ESTABLISHCLASSROOMCLIMATE
Candidateestablishesaclassroomclimateconducivetolearningand
demonstratesabilityto:
a.Affirmthedignityandworthofallstudentsandprovidethepositive
supportstudentsneedtobeeffectivelearners;
b.Establish,communicate,andmaintainrules,proceduresandbehavioral
expectationsthatprovideasafeandorderlyenvironmentforlearning,
areappropriatetothelevelofdevelopmentofstudents,andare
consistentwithlawsgoverningstudentrightsandresponsibilities;
c.Employequitablepracticesthatarejustandthatsupportaleast
restrictiveenvironmentforallstudents;
d.Modelandreinforceclassroomsocialbehaviorthatsupportsstudent
learninganddevelopment;
e.Useknowledgeoftheinfluenceofthephysical,social,andemotional
climatesofstudents’homesandthecommunitytooptimizemotivation,
learning,andbehavior;
f.Monitorstudentconduct,andtakeappropriateactionwhenmisbehavior
occurs;
g.Interactthoughtfullyandcourteouslywithallstudentsandtheirfamilies
andseektoresolveconflictsinaprofessionalmanner,respectingfamilial
andcommunityculturalcontexts;
h.Useclassroomtimeeffectivelytoprovidemaximumtimeforlearning;
i.Manageinstructionaltransitionsdecisivelyandwithoutlossof
instructionaltime;
j.Arrangeandsetupinstructionalmaterialsandequipmentinadvanceof
classtofacilitatetheireffectiveandefficientuseduringlessons;
k.Coordinatetheuseofinstructionalassistants,parentvolunteers,student
assistants,andothersupportpersonneltoachieveinstructional
objectives,iftheseresourcesareavailableintheschoolsetting.
CompositeScoreforStandardTwo:
University
Supervisor
Mentor
Teacher
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
MetNotMet
0123456
MetNotMet
STANDARD3:STANDARDSBASEDTEACHING Candidateengagesstudentsinplannedlearningactivitiesand
demonstratesabilityto:
a.Chooseorganizationalstructuresappropriatefortheobjectivesof
instruction;
b.Communicatelearningoutcomestobeachievedandfocusstudentinterest
ontaskstobeaccomplished;
c.Implementinstructionalplansthatemployknowledgeofsubjectmatter
andbasicskills;
d.Useavarietyofresearch‐basededucationalpracticesthatpromote
studentlearningandaresensitivetoindividualdifferencesanddiverse
cultures;
e.Emphasizeinstructionaltechniquesthatpromotecriticalthinkingand
problemsolving,andthatencouragedivergentaswellasconvergent
thinking;
f.Monitortheengagementofstudentsinlearningactivities,andthe
progresstheyaremaking,todetermineifthepaceorcontentof
instructionneedstobemodifiedtoassurethatallstudentsaccomplish
lessonandunitobjectives.
CompositeScoreforStandardThree:
University
Supervisor
Mentor
Teacher
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
MetNotMet
0123456
MetNotMet
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|161
STANDARD4:ASSESSMENT
Candidateevaluates,actsupon,andreportsstudentprogressin
learninganddemonstratesabilityto:
a.Selectordevelopnon‐biased,validandreliabletests,performance
measures,observations,studentinterviews,orotherformalorinformal
assessmentprocedurestodeterminetheprogressofallstudents;
b.DocumentstudentprogressinaccomplishingState‐adoptedcontent
standardsanddistrictstandards,preparedatasummariesthatshowthis
progresstoothers,andinformstudents,supervisors,andparentsabout
progressinlearning;
c.Refineplansforinstruction,establishalternativegoalsorenvironments,
ormakereferralswhenappropriate;
d.Assemble,reflectupon,interpretandcommunicateevidenceofone’sown
effectivenessasateacherincludingevidenceofsuccessinfostering
studentprogressinlearninganduseevidenceofeffectivenessin
planningfurtherinstruction.
CompositeScoreforStandardFour:
University
Supervisor
Mentor
Teacher
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
MetNotMet
0123456
MetNotMet
STANDARD5:CONTENTKNOWLEDGE
Candidateemployspedagogicalcontentknowledgeanddemonstrates
abilityto:
a.Understandthesubject(s)beingtaughtandappreciatehowknowledgein
thatsubjectiscreated,organized,andlinkedtootherdisciplinesand
appliedinreal‐worldsettings;
b.Selectandsequencedisciplinarycontenttosupportfuturelearninginand
outofschool;
c.Evaluatestudents’initialconceptionsandprovideopportunitiestogaina
deeperandmoreusefulunderstanding;
d.Presentcontentinavarietyofwaysthatareclearandappropriatefor
students;
e.Adapt/modifycontentknowledgeforexceptionallearners,including
talentedandgifted;
f.Linkcontenttostudents’knowledge,experienceandinterestsaswellas
toothercontentdisciplinesandrealworldphenomena;
g.Utilizearangeofinstructionalresourcesandtechnologytoolstoenhance
learning;
h.Engagestudentsinpedagogicallypowerfulapplicationsoftechnologythat
fosterlearning;
i.Provideopportunitiesforstudentstousecontentknowledgetothinkand
problemsolve.
CompositeScoreforStandardFive:
University
Supervisor
Mentor
Teacher
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
MetNotMet
0123456
MetNotMet
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|162
RatingScaleforStandardSix:PROFESSIONALBEHAVIOR
0
1– 2
3– 4
Notyetabletodemonstrate Developingawareness and Knowsanddemonstrates
onaregularbasisthe
beginningtodemonstrate
professionalbehaviors,
professionalbehaviors,
professionalbehaviors,
ethics,andvaluesrequired
ethics,andvaluesrequired
ofalicensededucator.(Has ethics,andvaluesrequired
ofalicensededucator.(Has ofalicensededucator.
notmetStandardSixfor
thepotentialtomeet
theInitialTeachingLicense
StandardSixfortheInitial
duringthispracticum.)
(Regularlymeets
TeachingLicense.)
StandardSixfortheInitial
5‐ 6
Knowsanddemonstrates
wellprofessionalbehaviors,
ethics,andvaluesrequired
ofalicensededucator.
(ExceedsStandardSixfor
theInitialTeachingLicense.
Candidateperformsatthe
levelexpectedofan
experiencedteacher.)
TeachingLicense.)
STANDARD6:PROFESSIONALBEHAVIOR University
Candidateexhibitsprofessionalbehaviors,ethics,andvaluesand
Supervisor
demonstratesabilityto:
a.Bedependable,conscientious,andpunctual;
b.Meetworkscheduledemands;
c.Beawareoftheimportanceofdressingappropriately;
d.Beawareof,andactinaccordancewith,schoolpoliciesandpractices;
e.Understandtheorganizationalcultureandexpectationsthatoperate
withinaschoolandthatimpactstudentsandstudentlearning;
f.Interactconstructivelyandrespectfullywithstudents,colleagues,
administrators,supervisors,schoolstaff,families,andmembersofthe
community;
g.Collaboratewithparents,colleagues,andmembersofthecommunityto
provideinternalandexternalassistancetostudentsandtheirfamiliesto
promotestudentlearning;
h.Performadvisoryfunctionsforstudentsinformalandinformalsettings;
i.Functionasamemberofaninterdisciplinaryteamtoachievelong‐term
curriculumgoals,andStatecontentstandardsanddistrictstandards;
j.Exhibitenergy,driveanddeterminationtomakeone’sschooland
classroomthebestpossibleenvironmentforteachingandlearning;
k.Exhibitenergy,driveanddeterminationtobecomeaprofessional
educator.
CompositeScoreforStandardSix:
Mentor
Teacher
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
0123456
MetNotMet
0123456
MetNotMet
Comments:
Wehaveconferredinthesummaryofthecandidate’sclassroomperformanceandworksamples.Oursignaturesbelow
attest to our professional judgment regarding the teacher candidate’s performance on thePacific University and TSPC‐
prescribedteachingcompetencies.
SignatureofUniversitySupervisor
PrintedNameofUniversitySupervisor
Date
SignatureofCooperatingteacher
PrintedNameofCooperatingteacher
Date
PleasereturncompletedformtoUniversitySupervisor.CopiestoCooperatingteacher,Teachercandidate,andCandidate’sfile.
Revised8/07
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|163
CampusMap
Adetailedcampusmapcanbefoundat
http://www.pacificu.edu/sites/default/files/documents/campusmap_4.pdf.
OregonAdministrativeRulesRelatingtoEducationPrograms
Knowledge,Skills,AbilitiesandProfessionalDispositionsforInitialILicensure
584‐018‐0105
TheunitassuresthatcandidatesforanInitialITeachingLicensehavesufficientevidencetoshow
performances,essentialknowledgeandcriticaldispositionsineachofthefollowing10teaching
standards.
(1)TheLearnerandLearning
(a)LearnerDevelopment:Theteacherunderstandshowchildrenlearnsgrowanddevelop,
recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacross
thecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplements
developmentallyappropriateandchallenginglearningexperiences.(InTASCStandard#1)
(b)LearningDifferences:Theteacherusesunderstandingofindividualdifferencesand
diverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenable
eachlearnertomeethighstandards.[InTASCStandard#2]
(c)LearningEnvironments:Theteacherworkswithotherstocreateenvironmentsthat
supportindividualandcollaborativelearning,andthatencouragepositivesocial
interaction,activeengagementinlearning,andself‐motivation.[InTASCStandard#3]
(2)Content
(a)ContentKnowledge:Theteacherunderstandsthecentralconcepts,toolsofinquiry,and
structuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmake
theseaspectsofthedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryof
thecontent.[InTASCStandard#4]
(b)ApplicationofContent:Theteacherunderstandshowtoconnectconceptsanduse
differingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborative
problemsolvingrelatedtoauthenticlocalandglobalissues.[InTASCStandard#5]
(3)InstructionalPractice
(a)Assessment:Theteacherunderstandsandusesmultiplemethodsofassessmentto
engagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’s
andlearner’sdecisionmaking.[InTASCStandard#6]
(b)PlanningforInstruction:Theteacherplansinstructionthatsupportseverystudentin
meetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,
cross‐disciplinaryskillsandpedagogy,aswellaslearnersandthecommunitycontext.
[InTASCStandard#7]
PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook
Page|164
(c)InstructionalStrategies:Theteacherunderstandsandusesavarietyofinstructional
strategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheir
connections,andtobuildskillstoapplyknowledgeinmeaningfulways.[InTASCStandard
#8]
(4)ProfessionalResponsibility
(a)ProfessionalLearningandEthicalPractice:Theteacherengagesinongoingprofessional
learningandusesevidencetocontinuallyevaluatehisorherpractice,particularlythe
effectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,and
thecommunity),andadaptspracticetomeettheneedsofeachlearner.[InTASCStandard
#9]
(b)LeadershipandCollaboration: Theteacherdemonstratesleadershipbytaking
responsibilityforstudentlearningandbycollaboratingwithlearners,families,colleagues,
otherschoolprofessionals,andcommunitymemberstoensurelearnergrowthand
development,learning,andwell‐being.[InTASCStandard#10]
Stat.Auth.:ORS342
Stats.Implemented:ORS342.120‐342.430;342‐455‐342.553
Hist.:TSPC3‐2012,f.&cert.ef.3‐9‐12
Knowledge,SkillsandAbilitiesforSpecialEducationEndorsement
584‐018‐0160
(1)Definitions:
(a)“Individualwithexceptionallearningneeds"meansindividualswithdisabilitiesand
individualswithexceptionalgiftsandtalents.
(b)"ExceptionalCondition"meansbothsingleandco‐existingconditions.Thesemaybetwo
ormoredisablingconditionsorexceptionalgiftsortalentscoexistingwithoneormore
disablingcondition.
(c)"SpecialCurricula"denotescurricularareasnotroutinelyemphasizedoraddressedin
generalcurricula,e.g.,social,communication,motor,independence,self‐advocacy.
(2)Authorizations:Candidatesforendorsementsspecialeducationshallqualifyfortwolevelsof
authorizationby:
(a)Completingpreparationindevelopmentalpsychologyandmethodsappropriatefor
earlychildhoodandelementaryeducation,ORelementaryandmiddlelevel,ORmiddlelevel
andhighschoolauthorizations;
(b)Documentingknowledgeoftheendorsementbypassingthecommission‐approvedtest
forspecialeducation;
(A)TheCommission‐adoptedelementarymultiplesubjectsexaminationisnot
requiredtoobtainthelicense;
(B)However,passageoftheCommission‐adoptedelementarymultiplesubjects
examinationisrequiredinorderforspecialeducatorslicensedtoteachgeneral
educationcontentingradespreKthrough8(elementaryteachers)andtobemeet
thefederaldefinitionof“highlyqualified”teacherundertheEducation/Secondary
EducationAct(ESEA);
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(c)Candidatescompletingapracticaexperienceateithertheearlychildhoodorelementary
authorizationlevelsandateitherthemiddleorhighschoolauthorizationlevelsshallqualify
forgradeauthorizationforpre‐kindergartenthroughgradetwelve.
(3)FieldExperience:
(a)Candidatesprogressthroughaseriesofdevelopmentallysequencedfieldexperiences
forthefullrangeofages,typesandlevelsofabilities(mild,moderateandsevere),and
collaborativeopportunitiesthatareappropriatetothelicenseorrolesforwhichtheyare
preparing.
(b)Thesefieldandclinicalexperiencesaresupervisedbyqualifiedprofessionalswhoare
eitherlicensedasspecialeducatorsoreligibleforlicensureasspecialeducators.
(4)Candidatesforspecialeducationendorsementsmustcompleteanapprovedacademicprogram
forspecialeducationandwilldemonstratecompetencythroughOAR584‐017‐1030inthe
followingstandards:
(a)Standard1:Foundations:Candidatesunderstandthefieldasanevolvingandchanging
disciplinebasedonphilosophies,evidence‐basedprinciplesandtheories,relevantlawsand
policies,diverseandhistoricalpointsofview,andhumanissuesthathavehistorically
influencedandcontinuetoinfluencethefieldofspecialeducationandtheeducationand
treatmentofindividualswithexceptionalneedsbothinschoolandsociety.Candidates:
(A)Understandhowtheseinfluenceprofessionalpractice,includingassessment,
instructionalplanning,implementation,andprogramevaluation;
(B)Understandhowissuesofhumandiversitycanimpactfamilies,cultures,and
schools,andhowthesecomplexhumanissuescaninteractwithissuesinthe
deliveryofspecialeducationservices;
(C)Understandtherelationshipsoforganizationsofspecialeducationtothe
organizationsandfunctionsofschools,schoolsystems,andotheragencies;and
(D)Usethisknowledgeasagrounduponwhichtoconstructtheirownpersonal
understandingsandphilosophiesofspecialeducation.
(b)Standard2:DevelopmentandCharacteristicsofLearners.Candidatesknowand
demonstraterespectfortheirstudentsfirstasuniquehumanbeings.Candidates:
(A)Understandthesimilaritiesanddifferencesinhumandevelopmentandthe
characteristicsbetweenandamongindividualswithandwithoutexceptional
learningneeds;
(B)Understandhowexceptionalconditionscaninteractwiththedomainsofhuman
developmentandtheyusethisknowledgetorespondtothevaryingabilitiesand
behaviorsofindividual’swithexceptionallearningneeds;and
(C)Understandhowtheexperiencesofindividualswithexceptionallearningneeds
canimpactfamilies,aswellastheindividual’sabilitytolearn,interactsocially,and
liveasfulfilledcontributingmembersofthecommunity.
(c)Standard3:IndividualLearningDifferences.Candidatesunderstandtheeffectsthat
anexceptionalconditioncanhaveonanindividual’slearninginschoolandthroughoutlife.
Candidates:
(A)Understandthatthebeliefs,traditions,andvaluesacrossandwithinculturescan
affectrelationshipsamongandbetweenstudents,theirfamilies,andtheschool
community;
(B)Areactiveandresourcefulinseekingtounderstandhowprimarylanguage,
culture,andfamilialbackgroundsinteractwiththeindividual’sexceptional
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conditiontoimpacttheindividual’sacademicandsocialabilities,attitudes,values,
interests,andcareeroptions;and
(C)Demonstratethattheunderstandingoftheselearningdifferencesandtheir
possibleinteractionsprovidethefoundationuponwhichspecialeducators
individualizeinstructiontoprovidemeaningfulandchallenginglearningfor
individualswithexceptionallearningneeds.
(d)Standard4:InstructionalStrategies.Candidatespossessarepertoireofevidence‐
basedinstructionalstrategiestoindividualizeinstructionforindividualswithexceptional
learningneeds.Candidates:
(A)Select,adapt,andusetheseinstructionalstrategiestopromotechallenging
learningresultsingeneralandspecialcurriculaandtoappropriatelymodify
learningenvironmentsforindividualswithexceptionallearningneeds;
(B)Enhancethelearningofcriticalthinking,problemsolving,andperformance
skillsofindividualswithexceptionallearningneeds,andincreasestudents’self‐
awareness,self‐management,self‐control,self‐reliance,andself‐esteem;and
(C)Emphasizethedevelopment,maintenance,andgeneralizationofknowledgeand
skillsacrossenvironments,settings,andthelifespan.
(e)Standard5:LearningEnvironmentsandSocialInteractions.Candidatesactively
createlearningenvironmentsforindividualswithexceptionallearningneedsthatfoster
culturalunderstanding,safetyandemotionalwell‐being,positivesocialinteractions,and
activeengagementofindividualswithexceptionallearningneeds.Candidates:
(A)Fosterenvironmentsinwhichdiversityisvaluedandindividualsaretaughtto
liveharmoniouslyandproductivelyinaculturallydiverseworld;
(B)Shapeenvironmentstoencouragetheindependence,self‐motivation,self‐
direction,personalempowerment,andself‐advocacyofindividualswithexceptional
learningneeds;
(C)Helptheirgeneraleducationcolleaguesintegrateindividualswithexceptional
learningneedsinregularenvironmentsandengagetheminmeaningfullearning
activitiesandinteractions;
(D)Usedirectmotivationalandinstructionalinterventionswithindividualswith
exceptionallearningneedstoteachthemtorespondeffectivelytocurrent
expectations;
(E)Demonstratetheabilitytosafelyintervenewithindividualswithexceptional
learningneedsincrisis;and
(F)Demonstratetheabilitytocoordinatealltheseeffortsandprovideguidanceand
directiontopara‐professionalsandothers,suchasclassroomvolunteersandtutors.
(f)Standard6:Language.Candidatesunderstandtypicalandatypicallanguage
developmentandthewaysinwhichexceptionalconditionscaninteractwithanindividual’s
experiencewithanduseoflanguage.Candidates:
(A)Useindividualizedstrategiestoenhancelanguagedevelopmentandteach
communicationskillstoindividualswithexceptionallearningneeds;
(B)Arefamiliarwithaugmentative,alternative,andassistivetechnologiesto
supportandenhancecommunicationofindividualswithexceptionalneed;
(C)Matchtheircommunicationmethodstoanindividual’slanguageproficiencyand
culturalandlinguisticdifferences;and
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(D)Provideeffectivelanguagemodels,andtheyusecommunicationstrategiesand
resourcestofacilitateunderstandingofsubjectmatterforindividualswith
exceptionallearningneedswhoseprimarylanguageisnotthedominantlanguage.
(g)Standard7:InstructionalPlanning.Individualizeddecision‐makingandinstructionis
atthecenterofspecialeducationpractice.Candidates:
(A)Developlong‐rangeindividualizedinstructionalplansanchoredinbothgeneral
andspecialcurricula;
(B)Systematicallytranslatetheseindividualizedplansintocarefullyselected
shorter‐rangegoalsandobjectivestakingintoconsiderationanindividual’sabilities
andneeds,thelearningenvironment,andamyriadofculturalandlinguisticfactors;
(C)Understandthatindividualizedinstructionalplansemphasizeexplicitmodeling
andefficientguidedpracticetoassureacquisitionandfluencythroughmaintenance
andgeneralization;
(D)Demonstratethatunderstandingthesefactorsaswellastheimplicationsofan
individual’sexceptionalcondition,guidesthespecialeducator’sselection,
adaptation,andcreationofmaterials,andtheuseofpowerfulinstructional
variables;
(E)Demonstratetheabilitytomodifyinstructionalplansbasedonongoinganalysis
oftheindividual’slearningprogress;
(F)Facilitatethisinstructionalplanninginacollaborativecontextincludingthe
individualswithexceptionalities,families,professionalcolleagues,andpersonnel
fromotheragenciesasappropriate;
(G)Developavarietyofindividualizedtransitionplans,suchastransitionsfrom
preschooltoelementaryschoolandfromsecondarysettingstoavarietyof
postsecondaryworkandlearningcontexts;and
(H)Arecomfortableusingappropriatetechnologiestosupportinstructional
planningandindividualizedinstruction.
(h)Standard8:Assessment.Assessmentisintegraltothedecision‐makingandteachingof
specialeducatorsandcandidatesusemultipletypesofassessmentinformationforavariety
ofeducationaldecisions.Candidates:
(A)Usetheresultsofassessmentstohelpidentifyexceptionallearningneedsandto
developandimplementindividualizedinstructionalprograms,aswellastoadjust
instructioninresponsetoongoinglearningprogress;
(B)Understandthelegalpoliciesandethicalprinciplesofmeasurementand
assessmentrelatedtoreferral,eligibility,programplanning,instruction,and
placementforindividualswithexceptionallearningneeds,includingthosefrom
culturallyandlinguisticallydiversebackgrounds;
(C)Understandmeasurementtheoryandpracticesforaddressingissuesofvalidity,
reliability,norms,bias,andinterpretationofassessmentresults;
(D)Understandtheappropriateuseandlimitationsofvarioustypesofassessments;
(E)Collaboratewithfamiliesandothercolleaguestoassurenon‐biased,meaningful
assessmentsanddecision‐making;
(F)Conductformalandinformalassessmentsofbehavior,learning,achievement,
andenvironmentstodesignlearningexperiencesthatsupportthegrowthand
developmentofindividualswithexceptionallearningneeds;
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(G)Useassessmentinformationtoidentifysupportsandadaptationsrequiredfor
individualswithexceptionallearningneedstoaccessthegeneralcurriculumandto
participateinschool,system,andstatewideassessmentprograms;
(H)Regularlymonitortheprogressofindividualswithexceptionallearningneedsin
generalandspecialcurricula;and
(I)Useappropriatetechnologiestosupporttheirassessments.
(i)Standard9:ProfessionalandEthicalPractice.Candidatesareguidedbythe
profession’sethicalandprofessionalpracticestandards.Candidates:
(A)Practiceinmultiplerolesandcomplexsituationsacrosswideageand
developmentalranges;
(B)Understandthattheirpracticerequiresongoingattentiontolegalmattersalong
withseriousprofessionalandethicalconsiderations;
(C)Engageinprofessionalactivitiesandparticipateinlearningcommunitiesthat
benefitindividualswithexceptionallearningneeds,theirfamilies,colleagues,and
theirownprofessionalgrowth;
(D)Viewthemselvesaslifelonglearnersandregularlyreflectonandadjusttheir
practice;
(E)Areawareofhowtheirownandothersattitudes,behaviors,andwaysof
communicatingcaninfluencetheirpractice;
(F)Understandthatcultureandlanguagecaninteractwithexceptionalities,andare
sensitivetothemanyaspectsofdiversityofindividualswithexceptionallearning
needsandtheirfamilies;
(G)Activelyplanandengageinactivitiesthatfostertheirprofessionalgrowthand
keepthemcurrentwithevidence‐basedbestpractices;and
(H)Knowtheirownlimitsofpracticeandpracticewithinthem.
(j)Standard10:Collaboration.Candidatesroutinelyandeffectivelycollaboratewith
families,othereducators,relatedserviceproviders,andpersonnelfromcommunity
agenciesinculturallyresponsiveways.Thiscollaborationassuresthattheneedsof
individualswithexceptionallearningneedsareaddressedthroughoutschooling.
Candidates:
(A)Embracetheirspecialroleasadvocateforindividualswithexceptionallearning
needs;
(B)Promoteandadvocatethelearningandwell‐beingofindividualswith
exceptionallearningneedsacrossawiderangeofsettingsandarangeofdifferent
learningexperiences;
(C)Areviewedasspecialistsbyamyriadofpeoplewhoactivelyseektheir
collaborationtoeffectivelyincludeandteachindividualswithexceptionallearning
needs;
(D)Arearesourcetotheircolleaguesinunderstandingthelawsandpolicies
relevanttoIndividualswithexceptionallearningneeds;and
(E)Usecollaborationtofacilitatethesuccessfultransitionsofindividualswith
exceptionallearningneedsacrosssettingsandservices.
(5)ValidtoTeach:Thisendorsementisvalidtoteach:Anyassignmentrequiringaspecial
educationteacherforstudentswiththefullrangeofdisabilitiesfrommildtoseverewithinthe
gradeauthorizationsheldontheeducator’slicense.
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Stat.Auth.:ORS342
Stats.Implemented:ORS342.120‐342.430,342.455‐342.495&342.533
Hist.:TSPC8‐2009,f.&cert.ef.12‐15‐09;TSPC9‐2012,f.&cert.ef.9‐14‐12;Renumberedfrom
584‐065‐0035byTSPC5‐2013,f.&cert.ef.11‐14‐13
OverloadduringStudentTeachingPolicy
Studentsareallowedtotakeamaximumofseventeensemesterhoursduringthesemesterinwhich
theystudentteach.Studentsmaypetitiontotakemorethanthismaximumamountiftherequest
meetsoneormoreofthefollowingconditions:
1. The course is needed in order to complete requirements for graduation at the end of the
studentteachingsemester.
2. Thecourseisneededtoaddaspecializedendorsementorcertificate(reading,ESOL,special
education,talentedandgifted,culturalcompetency,etc.)thatwillbecompletedbytheendof
thesemesterfollowingthesemesterinwhichstudentteachingiscompleted.
StudentsmustcompleteanAdd/Droppetitionandpresentittothefacultymember(s)whooversees
theprograminwhichtheyareenrolled.Shouldoneorbothoftheaboveconditionsbemet,thedean
willapproveoftheoverloadonlyupontheapprovalofthefacultymembersatthecampusinwhich
thestudentisenrolled.
NumberofEndorsementFocusLevelsCompletedDuringStudent
TeachingPolicy
Candidates for the Initial Teaching License normally complete requirements for one or two
endorsementareaswhileintheirprograms.Ifcandidatesdesiretocompletetherequirementsfor
morethantwoendorsementareas,theymustreceiveapprovalfromtheirProgramCoordinatorand
the Director of the School of Learning and Teaching and show evidence of having completed the
subject area exam prior to enrolling in the methods course appropriate to the endorsement.
Candidateswillnotbeallowedtotakeadditionalareaendorsementmethodscoursesasindependent
studywhileenrolledintheirInitialTeachingLicenseprograms.
CandidateswhoareinterestedinaddingaspecialtyareaendorsementsuchasEnglishtoSpeakersof
OtherLanguagesorReadingSpecialist,mustobtainapprovalfromtheirstrandadvisorbeforepursuing
coursework.Additionalcourseloadandfinancialaidimplicationswillbeconsidered.
Candidates for the Initial Teaching License are encouraged to complete two grade level (early
childhood,elementary,middlelevel,highschool)orsubjectareaendorsementsduringthestudent
teaching phase of their programs. Two work samples (Evidence of effectiveness) showing that
candidatesmeetthestandardsrequiredfortheInitialTeachingLicensearerequiredforlicensure.
Shouldcandidateschoosetocompleteonlyonegradelevelorsinglesubjectendorsementduringthe
studentteachingexperiencetheymustcompletetwoworksamplesatthatsubjectareaorgradelevel,
asrequiredbyTSPC.
TSPCRequirementsforbeingaProgramCompleterfortheInitial
TeachingLicense
InordertoberecommendedbyPacificUniversity’sCollegeofEducationtoTeacherStandardsand
Practices Commission (TSPC) for an Initial Teaching License, candidates must meet the following
requirementsasaProgramCompleter:
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1. Bachelor’s Degree – Show evidence of having completed a bachelor’s degree from a
regionallyaccreditedcollegeoruniversityoranAmericanequivalenttothisstandard.
2. Character Clearance – Show evidence of having fingerprints cleared by TSPC indicating
minimumstandardsforcharacterclearancehavebeenmet.
3. PacificUniversityProgramRequirements–ShowevidenceofhavingpassedthePacific
University program requirements (i.e., Master of Arts in Teaching, Bachelor’s degree in
EducationandLearning,customizedinitialteachinglicense,APT/SPED,etc.).
4. ContentKnowledge–Showevidenceofhavingpassingscoresonsubjectexamsspecificto
thelevelandsubjectareaofinterestasrequiredbyTSPC.Inaddition,showevidenceinthe
following:courseworkineachendorsementarea,andevidenceduringstudentteachingthat
youmeetthePacificUniversitycontentknowledgestandardsasassessedbythecooperating
teacheranduniversitysupervisor.
5. CivilRightsCompetency–ShowevidenceofhavingpassedtheORELAProtectingStudent
andCivilRightsintheEducationalEnvironmentExam.
6. EvidenceofEffectiveness–Showevidenceofhavingcompletedtwoworksamplesassessed
byPacificUniversityfacultyashavingmetthestandardforeffectivenessasateacheratthe
focusarea(s)appropriatetotheprogram.Twoworksamplesarerequired.
7. StudentTeaching–ShowevidenceofhavingmetallthestandardsrequiredbyTSPCand
PacificUniversityfortheInitialTeachingLicenseinatleast15weeksofstudentteachingas
assessedbythecooperatingteacherandtheuniversitysupervisor.
Pleasebeawarethatwewillnotbeabletorecommendyouforlicensureinanyotherstateunless
youhavemettherequirementsforOregonlicensure,evenifyoudonotintendtoapplyforanOregon
license.
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ALIGNMENTBETWEENCONCEPTUALFRAMEWORKTHEMES,COLLEGEOFEDUCATION
VALUES,ANDPRACTICUM/STUDENTTEACHINGRESPONSIBILITIES
CONCEPTUAL
FRAMEWORK
THEMES
Transforming
Education
through a
Community of
Learners
THE COLLEGE OF
EDUCATION
VALUES…
OUTCOMES
• professional educators
who, as reflective
practitioners, continually
study theory, research,
practice, and available
resources as they strive
to improve the
effectiveness of their
teaching
Candidates are
reflective
practitioners.
• participation of
educators as leaders and
agents of change in the
education profession
within and beyond the
University
Candidates are
leaders and
agents of
change.
• modeling of ethical
behavior by professional
educators a) in their
classrooms and b) in
their communities
Candidates
contribute to
the learning
community.
• education as a lifelong
process for learners of all
ages and backgrounds
Candidates are
lifelong learners.
• modeling by
professional educators of
an inquisitive attitude
and enjoyment of
intellectual pursuits
Candidates have
inquiring minds.
PRACTICUM
RESPONSIBILITIES
STUDENT
TEACHING
RESPONSIBILITIES
Look for ways mentor
teacher adjusts and revises
curriculum to meet the
learning needs. Understand
how the theory of
coursework applies to the
classroom.
Measure student learning of the
content you are teaching; adjust
to meet the needs of all students.
Model the desire to learn
and reflect; understand
school and classroom
procedures for bathroom,
drinks, distributing papers,
homework
Model the desire to learn
and reflect; understand
school and classroom
procedures.
Set up a desk or work
space; review discipline
policies, school
handbooks, teacher duties,
schedules and
responsibilities. Ask
questions about the
curriculum and seek out
information about units of
study throughout the year.
Write lesson plans for each
lesson taught; seek out
numerous resources.
Later in semester: Talk
with mentor about work
sample unit; plan which
placement will be first and
second; develop a schedule
for taking over teaching
responsibilities.
• professional educators
who are confident,
energetic and both
physically and mentally
healthy
Candidates are
confident,
energetic and
healthy.
Show a positive attitude,
be on time, dress
appropriately.
Show a positive attitude,
be on time, dress
appropriately.
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CONCEPTUAL
FRAMEWORK
THEMES
Promoting
Cultural
Competence
THE COLLEGE OF
EDUCATION
VALUES…
OUTCOMES
• a commitment by
professional educators to
respect humanity in all its
diversity
Candidates are
working toward
cultural
competence.
Get to know the students
and their interests.
Continue to understand
student characteristics.
• professional
educators who believe
that all students can
learn and who assume
responsibility in
furthering that learning
Candidates
believe all
students can
learn.
Learn about students with
second language skills,
disabilities, TAG
identification, social and
emotional needs.
Apply understanding of
students with second
language skills, disabilities,
TAG identification, social
and emotional needs as you
prepare lessons.
• professional
educators who interact
constructively with
students and their
parents as well as
colleagues,
administrators, other
school personnel, and
the community – to
achieve both
instructional and
relational goals
Candidates
interact
constructively.
Meet school staff, attend
school and parent
meetings, understand
building discipline policies,
procedures for
emergencies.
Work as a team member,
attend school and parent
meetings, follow through
with discipline policies,
procedures for
emergencies, parent
contacts about successes
and problems.
• professional
educators as keen
observers of the learner,
family, community, and
environment who use
that
Candidates are
data-driven
decision-makers.
Learn student names,
notice how mentor teacher
plans to meet student
individual needs.
Know student names,
understand family and
community environments.
PRACTICUM
RESPONSIBILITIES
STUDENT TEACHING
RESPONSIBILITIES
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