POLICIES
AS OF
FALL 2014
Updated Summer 2011/Spring 2012/Fall 2013
BLOOMSBURG UNIVERSITY
COLLEGE OF EDUCATION
Mission Statement
The mission of Bloomsburg University’s College of Education is:
1) to prepare ethical educational professionals (refer to Bloomsburg University’s
Strategic Issue 1) who are empowered to assess the development and
facilitate the growth of all learners to succeed and lead in our
diverse and technologically complex world; and
2) to serve as a resource (refer to Bloomsburg University’s Strategic Issue 4) to the
region.
Approved by the College of Education faculty on Friday, January 29, 2010
Table of Contents
Bloomsburg University of Pennsylvania
College of Education
Status of Policies
Reviewed at the July 22, 2010, COE Chairperson Council Retreat
Approved at the September 8, 2010, COE Chairperson Council meeting
Updated by the COE Chairperson Council during the following meetings:
April 11, 2011, June 13, 2011,
March 29, 2012, April 26, 2012, and November 6, 2013
Information Copies To:
(COE Chairs) Dr. Charles Starkey and Dr. Darlene Perner
(COE Secretaries) Kate Falen and Alma George
From:
Pamela S. Badolato, Administrative Assistant to the Dean
Title of Issuance
Issuance
Number
College of Education,
Chairperson Council
1.2
College of Education,
Committee Structure and
Responsibilities
1.3
College of Education,
Department Chairperson
1.4
College of Education,
Assistant Chairperson
1.5
College of Education,
Teacher Education Council
1.7
Status
Effective 9.1.1984
Revised 4.8.2002
Reviewed 4.4.2005
Reviewed 7.22.2010
Revised 9.8.2010
Effective 9.1.1984
Revised 9.18.2006
Reviewed 7.22.2010
Revised 9.8.2010
Revised 4.11.2011
Effective 9.1.1984
Revised 11.5.2001
Reviewed 4.11.2005
Reviewed 7.22.2010
Revised 9.8.2010
Effective 9.1.1984
Revised 10.1984
Reviewed 4.11.2005
Reviewed 7.22.2010
Revised 9.8.2010
Effective 1.1.1988
Revised 4.8.2002
Reviewed 4.11.2005
Reviewed 7.22.2010
Revised 9.8.2010
Reviewed 4.11.2011
U:\Policies\Old versions of policies\2014 COE Policy Handbook\table of contents
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Page 1
Bloomsburg University of Pennsylvania
College of Education
Status of Policies
Reviewed at the July 22, 2010, COE Chairperson Council Retreat
Approved at the September 8, 2010, COE Chairperson Council meeting
Updated by the COE Chairperson Council during the following meetings:
April 11, 2011, June 13, 2011,
March 29, 2012, April 26, 2012, and November 6, 2013
Title of Issuance
Issuance
Number
College of Education,
Teacher Education Admission,
Progression, and Retention
Board
1.15
College of Education,
Research Course in Graduate
Programs
2.1
B.S. Degree in Education
Without Teacher Certification
2.3
Clearances
2.4
Clearance Infractions Process
Admission, Monitoring and Exit
Procedures for Teacher
Education Initial Certification
Programs
(former BU PRP 3810)
Admission, Retention and Exit
Procedures for Advanced
Programs in the Professional
Education Unit
Field Experiences in the
Professional Education Unit
Majors, Minors, Career
Concentrations and Teacher
Certification
2.5
Status
Effective 9.1.1994
Revised 9.30.2002
Reviewed 4.11.2005
Last Reviewed 7.22.2010
Approved 6.13.2011
Effective 9.1.1984
Reviewed 9.22.1995
Reviewed 11.5.2001
Revised 4.11.2005
Reviewed 7.22.10
Revised 9.8.2010
Effective 4.12.1986
Last Revision 4.11.2005
Reviewed 7.22.2010
Revised 9.8.2010
Effective 11.20.2006
Revised 11.3.2009
Revised 1.25.2010
Reviewed 7.22.2010
Effective January 2010
Reviewed 7.22.2010
3.0
Effective 10.28.13
Revised 9.15.14
3.1
Effective 3.29.2012
3.3
Effective 4.26.2012
BU 3602
Effective Fall 1995
Reviewed 7.22.2010
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Page 2
College of Education
Chairperson Council
College Policy 1.2
Revised October 2001
Reviewed 4.8.2002
Reviewed 4.11 . 2005
Revised 9.8 . 2010
Bloomsburg University of Pennsylvania Bloomsburg, Pennsylvania College of Education Policies, Rules, and Procedures
Poli cy Title:
Effective Date:
College of Educat ion
Chairperson Council
Policy Number :
1.2
September 1, 1984
Issued by:
Howard K . Macauley, Dean
Revision Reissued by: Ann L. Lee, Dean
Revision Reissued by:
Elizabeth K., Mauch, Interim Dean
Notes:
Adopted by the College of Professional Studies
September, 1984 .
Approved by the Dean of College of Professional Studies, October, 1984.
Revised, October, 2001.
Approved by the College of Professional Studies Chairperson Council,
April 8, 2002.
Revised by the College of Education Chairperson Council,
September 8, 20 1 0. (College and department name revised.)
Membership:
The council is composed of : the Dean of the College of Education and the
Chairpersons of the Departments of Early Childhood and Adolescent Education,
Educational Studies and Secondary Education, and Exceptionality Programs. The
dean serves as chairperson .
Meetings:
The council meets at the call of the dean.
Scope and Nature of Functions:
The council functions chiefly as a deliberative body and as an advisory
group to the dean on all matters relating to the administration of the
college . Meetings provide a forum for discussion of the policy proposals and
for reexamination of policies, rules and regulations governing the college's
1. 2 coll ege of Education Ch a irperson Counc il , cont i nued
operations.
The meetings also serve as a clearinghouse for current issues; as
a means of facilitating communication among members; and as a means of keeping
the members informed about university policy decisions and the procedures for
implementing such decisions.
Responsibilities, Relationships, and Accountability :
Each member is responsible for keeping the dean and other members of the
council informed about problems and issues relating to his or her respective
area of responsibility and about matters of mutual interest to the council;
for referring to the council the concerns of the personnel within his or her
area of responsibility; and for participating in council deliberations through
open inquiry and informed opinion .
Through its individual members, the council seeks the opinions of all
college personnel on program and policy matters; encourages those individuals
to initiate and to assess program and policy proposals; and keeps such
personnel informed of actions, decisions, and recommendations relating to
academic units, to the college, and to the university.
The council also
reviews recommendations of the standing and ad hoc committees of the college.
In their deliberative and advisory capacity, members of the council can
make recommendations to the dean on all matters relative to the administration
of the college, and opinions furnished during discussion may serve as basis
for decisions by the dean, but the dean alone is responsible for establishing
college policy within university-wide management guidelines.
Council members
are accountable to the dean for acting in support of the academic goals and
objectives of the college and of the university, to the faculty for
representing their professional interests, and to the students for serving
their academic interests.
2
College of Education
Committee Structure
and Responsibilities
College Policy 1.3
Revised
Reviewed
Revised
Revised
Revised
4.24.2003
4.11.2005
9.18.2006
10.5.2009
4.11.2011
Bloomsburg University of Pennsylvania
Bloomsburg, Pennsylvania
College of Education
Policies, Rules, and Procedures
Policy Title:
College of Education Committee Structure
and Responsibilities
Policy Number 1.3
Effective Date:
September 1, 1984
Revision Effective Date:
Fall 2003
Revision Effective Date:
Fall 2006
Issued by:
Howard K. Macauley, Dean
Revision Reissued by:
Ann L. Lee, Dean
Revision Reissued by: Robert P.Marande,
Interim Dean
Revision Effective Date: Fall 2009 Revision Reissued by: Elizabeth K. Mauch,
Interim Dean
Revision Effective Date : Fall 2010 Revision Reissued by: Elizabeth K. Mauch,
Interim Dean
Revision Effective Date: Spring 2011 Revision Reissued by: Elizabeth K. Mauch,
, .
Interim Dean
~
(0J~.~~
Notes:
D
Adopted by the College of Professional Studies Curriculum Committee
September 1984.
Approved by the Dean of College of Professional Studies October 1984.
Rotation Revised October 1991 and approved by the Dean of the CPS.
Rotation Revised September 1995 and approved by the Dean of the CPS .
Revised April 20, 1999, by College of Professional Studies Curriculum
Committee.
Revised April 21, 1999, during College of Professional Studies Council
meeting.
Approved April 21, 1999, by the Dean of the College of Professional
Studies.
Approved October 17, 2001 by College of Professional Studies Curriculum
Committee (Revised to delete Assistant Dean position, to add new
colleges replacing Arts and Sciences, and to add interpreting
student representative)
Approved November 5, 2001 by College of Professional Studies
Chairpersons Council
Revised April 24, 2003 by College of Professional Studies Chairpersons
Council
Revised September 18, 2006, by the College of Professional Studies
Chairperson Council (revised the election year rotation)
1 .3 C l le g e of Educa 1:i on Comm.i. tee S u u c t · re and Re sponsi ilil i e s
Revised October 5, 2009, by the College of Education Chairperson Council
(revised the committee name and number of members on the
committee)
Revised April 11, 2011, by the College of Education Chairperson Council
(Revised to include all COE committees, stating their structure
and responsibilities; and College and department name revised.)
Committee Structure and Responsibilities Beginning Fall 2010
Beginning in the Fall 2010 semester, the College of Education will reorganize
its committee structure.
The purpose of this reorganization is to facilitate
the various short and long term initiatives emanating from the university,
various accrediting bodies and the Pennsylvania Department of Education.
There will be six committees in COE: Curriculum Committee, Assessment
Committee, Field Experiences Committee, Technology and Resources Committee,
Advanced Programs Committee and Dean's Advisory Council .
Membership
The Curri culum Committee, Assessment Committee
(coIllllli.ttee membership includes
the Director of Planning and Assessment), Field Ex periences Commi t tee (committee
membership includes representatives from the Business Education and Information and Technology
Management, and Music Departments) and Tech nology and Resources Committee are each
composed of six (6) persons: two faculty members from each of the three
departments in the college . Members are appointed by the Dean upon
recommendation from the appropriate department chairperson .
The Advanced Programs Committee is composed of two faculty members from
each of the three COE departments and a member from the Department of
Instructional Technology, and Department of Business Education and Information
and Technology Management. Members are appointed by the Dean of the College of
Education upon recommendation from the appropriate department chairperson.
The Dean 's Advisory Council is composed of the Dean, the chairs of the
academic departments and the chairs of each of the aforementioned committees.
Terms
The term of membership is two (2) years with terms ending in staggered
years to provide continuity.
The Chairperson of each committee is elected by
the Committee for a two-year term.
Election rotation for faculty members beginning in years
2010-2011:
Department of Early Childhood and Adolescent Education
Election rotation for faculty members beginning in years
2011-2012 :
Department of Educational Studies and Secondary Education
Department of Exceptionality Programs.
Meetings
Meetings are held at the call of the committee chairperson or the Dean.
2
1. 3 Colle ge of Education Committ ee St ructu re a nd Respo ns ibilities
COE Curriculum Committee (COE-CC)
Purpose
The COE-CC shall serve as the faculty advisory body to the Dean of the
College of Education on all matters that affect the development, modification,
change, adoption, and implementation of the curriculum. The committee seeks to
insure that there is consistency of curricular and instructional practice
congruent with program and institutional philosophy.
Furthermore, the COE-CC
shall provide procedures and mechanisms for the systematic review and
evaluation of the curriculum at the college-wide level.
Functions
The COE-CC will be responsible for acting upon curricular proposals at the
college-wide level, will serve as a coordinating committee of the curricular
proposals emanating from all of the departments of COE, and will serve as a
faculty advisory committee to the Dean of the College of Education.
1. In acting upon curriculum proposals from each of the departments of COE,
the COE-CC will review and make recommendations on:
a. The additions or deletions of courses .
b. Change in title, number, prerequisites, or other protocol for a
course.
C. The addition or deletions of degree programs.
d. Changes in requirements for degrees, majors, minors, and career
concentrations.
e. The designation of a sequence or group of courses such as general
education, honors programs, or programs within or among
departments in COE.
2. The COE-CC shall formally recommend to the Dean of COE changes in
academic policies and practices emanating from all components of the
college academic community and/or when such changes are referred to the
committee by the Dean of COE .
3 . The College of Education Curriculum Committee's representative to the
Bloomsburg University Curriculum Committee (BUCC) will be a faculty
member elected for a two-year term as chair of the College of Education
Curriculum Committee.
4. The chair of COE-CC shall sit on the Dean's Advisory Council in the
College of Education.
3
1. 3 College o f 8duca ti on Committ ee Struc ture an d Respons i biliti es
COE Assessment Committee (COE-AC)
Purpose
The COE-AC shall serve as the faculty advisory body to the Dean of the
College of Education on all matters that affect the development, modification,
change, adoption, and implementation of the assessment system in COE.
Furthermore, the COE-AC shall provide procedures and mechanisms for the
systematic review and evaluation of the assessment system of COE at the
college-wide level.
Functions
The COE-AC will be responsible for establishing assessments for COE.
Furthermore, the COE-AC will be responsible for determining how the assessment
of educational outcomes (direct or student learning outcomes and indirect or
program learning outcomes) offers COE an opportunity for strengthening all of
its programs .
Finally, the COE-AC will serve as a faculty advisory committee
to the Dean of the College of Education .
1. The COE-AC will :
a. Create, in cooperation with the other committees of COE, collegewide assessments
b.
Review new or modified department-wide assessments as needed.
c.
Create, review and modify a college-wide assessment handbook.
d. Develop a mechanism for using assessment data in decision making.
e.
Work in cooperation with the Office of Planning and Assessment at
Bloomsburg University .
2. The COE-AC shall formally recommend to the Dean of COE changes in
assessment policies and practices emanating from all components of the
college academic community and/or when such changes are referred to the
committee by the Dean of COE.
3 . The chair of COE-AC shall sit on the Dean's Advisory Council in the
College of Education.
1. 3 College of Educati on Committee Struc 're and Respons ibil i tie s
COE Field Exper iences Committee (COE-FEC)
Purpose
The COE-FEC shall serve as the faculty advisory body to the Dean of the
College of Education on all matters that affect the development, modification,
change, adoption, and implementation of the various field e xperiences for
students in COE . Furthermore, the COE-FEC shall provide procedures and
mechanisms for the systematic review and evaluation of the field experience
component system of COE at the college-wide level.
Field experiences include,
but are not limited to Professional Development Schools
(PDS) , teaching
practicum, pre-student teaching field experiences, and student teaching .
Functions
The COE-FEC will be responsible for establ i shing and updating the various
field experiences for COE.
Furthermore, the COE-FEC will be responsible for
determining how the various field experiences offers COE an opportunity for
strengthening all of its programs.
Finally, the COE-FEC will serve as a
faculty advisory committee to the Dean of the College of Education .
1 . The COE-FEC will :
a. Determine appropriate field experience opportunities for all
students in COE
b . Review new or modified field experience opportunities as needed .
c . Develop support for and commitment to the various field
experiences in COE .
d. Modify the Student Teaching Handbook, as needed .
e. Facilitate discussions among COE and school district personnel
f . Ensure the quality of teacher candidate impact on K-12 student
learning.
g . Ensure that all teacher candidates have diverse field and student
teaching experiences
h. Collaborate with the COE-AC to determine appropriate assessments
for all field experiences.
2. The COE-FEC shall formally recommend to the Dean of COE changes in field
experience policies and practices emanating from all components of the
college academic community and / or when such changes are referred to the
committee by the Dean of COE .
3. The chair of COE-FEC shall sit on the Dean's Advisory Council for the
College of Education .
5
1.3 College of Educat i o n Commit tee Stru cture a n d Respon s i. bi liti es
COE Technology and Resources Committee (COE-TRC)
Purpose
The COE-TRC shall serve as the faculty advisory body to the Dean of the
College of Education on all matters that affect the development, modification,
change, adoption, and implementation of the technology and resources systems
in COE .
Functions
The COE-TRC will serve as a faculty advisory committee to the Dean of the
College of Education .
1. The COE-TRC will :
a. Determine where technology resources are needed and can best
be used in COE
b . Determine what types of distance education opportunities can
be utilized by faculty in COE and determine what resources are
available
c. Present to and provide updates for COE faculty members on
technology matters (as is appropriate)
d . Facilitate the COE Dean in determining appropriate technology
training for faculty in COE.
2. The COE-TRC shall formally recommend to the Dean of COE changes in
technology and resource policies and practices emanating from all
components of the college academic community and/or when such changes
are referred to the committee by the Dean of COE.
3. The chair of COE-TRC shall sit on the Dean's Advisory Council in the
College of Education.
6
1. 3 College of Ed uc a ti on Corrnni ttee s truc t ur e a nd Responsib i l itie s
COE Advanced Program Committee (COE-APC)
PUrpose
The COE-APC shall serve as the faculty advisory body to the Dean of the
College of Education on all matters that affect advanced programs in the COE.
The definition of advanced programs in COE stems from the NCATE definition.
An advanced program is "at postbaccalaureate levels for
(1)
the continuing
education of teachers who have previously competed initial preparation or (2)
the preparation of other school professionals." (web page).
At Bloomsburg
University, these programs include Business Education, Graduate Reading,
Curriculum and Instruction, Special Education, Elementary Education,
Instructional Technology, Counselor Education, and Deaf Hard of Hearing.
Functions
The COE-APC will serve as a faculty advisory committee to the Dean of the
College of Education.
1. The COE-APC will:
a. Ensure that candidates in advanced programs have in-depth
understanding of knowledge in their fields
b. Ensure that the assessment system, as is determined by the
assessment committee, works for the variety of program types in
advanced programs.
c. Modify the Advanced Programs University-Wide Policy, as needed .
d. Ensure, with the help of the COE-FEC, that all students in
advanced programs have diverse field experiences.
2. The COE-APC shall formally recommend to the Dean of COE changes in
policies and practices emanating from all components of the college
academic community and/or when such changes are referred to the
committee by the Dean of COE as they pertain to the advanced programs in
the college .
3. The chair of COE-APC shall sit on the Dean's Advisory Council in the
College of Education.
7
1 . 3 Co l lege of Education Commi tte e S tru cture and Re s po n si b ili tie s
COE Dean's Advisory Council (COE-DAC)
Purpose
The COE-DAC shall serve as the faculty liaisons from each of the
respective committees in COE to the Dean of the College of Education and the
Chairs of the respective departments in the College of Education.
The COE-DAC
will meet once or twice a semester, after a COE Chairperson Council meeti ng,
and discuss matters of the various COE committees with the Dean of the College
of Education . The COE-DAC does not have voting status.
Functions
The COE-DAC will serve as a faculty advisory committee to the Dean of the
College of Education.
1. The COE-DAC will:
a. Create and continue to develop a College-wide Diversity Seminar
whereby speakers from diverse backgrounds will be invited monthly
during the academic year to share their research with faculty and
students .
b. Create a college-wide newsletter during the spring semester of
each academic year
c. Create and maintain a COE Research Day in December and April of
each academic year
d. Maintain the COE Awards Ceremony
2. The COE-DAC shall formally recommend to the Dean of COE changes in
practices emanating from all components of the college academic
community and/or when such changes are referred to the committee by the
Dean of COE.
8
College of Education
Department Chairperson
College Policy 1.4
Reviewed 11.5.2001
Reviewed 4.11.2005
Revised 9.8.2010
Bloomsburg University of Pennsylvania
Bloomsburg, Pennsylvania
College of Education
Policies, Rules, and Procedures
Policy Title:
Department Chairperson
Effective Date:
Policy Number:
1.4
September 1, 1984
Issued by:
Howard K. Macauley, Dean
Revision Reissued by:
Ann L. Lee, Dean
Revision Reissued by:
Elizabeth K. Mauch, Interim Dean
Notes:
C '. )1
.
Adopted by the College of Professional Studies urr~~u um Comm~ttee
September, 1984.
Approved by the Dean of College of Professional Studies October, 1984.
Approved November 5, 2001 by College of Professional Studies
Chairpersons Council (Revised to exclude "school director")
Approved September 8, 2010, by College of Education Chairperson Council
(College name r evised.)
Scope a nd Natu re of the Position:
A department chairperson coordinates, supervises and administers the
functions of his/her particular department within the designated school.
The
chairperson assumes major responsibility for administering and coordinating
all programs, c urri culums, and activities that fall within the purview of the
department; maintains liaison with all constituent groups and persons to
insure clear channels of communication for effective functioning of the
department.
The individual serving in this role maintains full-time faculty
status and receives load consideration as defined in the Collective Bargaining
Agreement.
Responsibilities, Relationships, and Accountability:
The chairperson:
is responsible to the dean of the college and reports directly to
that individual;
1
1 . 4 Dep a rt men t Chairpe r so n , co n ti n ued
maintains direct line communication channels from the faculty to
the dean on all matters of direct concern and, in turn, transmits
directive information from the dean to the various faculty within
the department;
maintains staff relations with other department chairpersons and
unit heads on matters of pertinent interest to both; maintains liaison with all college and community groups and individuals on any matter of departmental interest or concern; conducts regular departmental faculty meetings, individual faculty conferences, class visitations, and student conferences; promotes curricular evaluation and program and course changes; helps recruit students and evaluates transcripts; coordinates academic advisement; assists in placement of graduates; monitors long-range plans for the department; assists in faculty recruitment efforts; evaluates current faculty regularly as required; prepares faculty teaching schedules as provided for in the Collective Bar gaining Agreement; coordinates recommendations relative to leaves, promotions, and tenure; coordinates the departmental budget; coordinates public relations for the department; supervises the operation of the departmental office; provides needed information and reports and conducts needed research and special projects at the di re ction of the dean; and performs such additional functions and responsibilities as may be
directed by the dean from time to time.
Selection Process:
The chairperson is selected by the procedure outlined in the Collective
Bargaining Agreement.
2
College of Education
Assistant Chairperson
College Policy 1.5
Reviewed 11.5 . 2001
Reviewed 4 . 11.2005
Revised 9.8.2010
Bloomsburg Univers ity of Pennsylv ania
Bloomsburg , Penns ylvania
College of Education
Policies, Rules, and Procedures
Policy Title:
Effective Date:
Assistan t Chairperson
sep tember 1, 198 4
Reissued by:
Po licy Number:
1.5
Howar d K . Macauley
Dean
E lizabeth K. Mauch, Interim Dean
Issued by:
C ,
O/?!5I,;-~
¥.. ~1A.!U.-cO,-
Notes:
Adopted by the College of Professional Studies Curriculum Committee,
September 1984.
Approved by the Dean of College of Pr ofessional Studi es, October 1984 .
Revised Sep tember 8, 2010, by the College of Education Chairperson
Council (College name revised.)
Scope and Nature of the Position:
The assistant chairperson p rovides appropriate assistance to the
department chairperson in the p erformance of h is or her duties .
The
individual serving in this role main tains sta t us as a full-time faculty member
but receives load consideration as set forth in the Collective Bargaining
Agree ment to carry out the responsibilities of the position.
Responsi b i lities, Rela t ionships, and Acco u ntabili ty :
The assistant chairperson:
is respon s ible to the chairperson and reports directly to that
individual ; and
performs those d uties within the job description of a chairperson
as assigned by the department chairperson.
Selection Process:
The assistant chairperson is a ppointed by the chairperson in accordance
with the provisions of the Co llective Bargain ing Ag reement.
College of Education
Teacher Education Council
College Policy 1.7
Reviewed 4.8.2002
Reviewed 4.11.2005
Revised 9.8.2010
Reviewed 4 . 11.2011
Bloomsburg University of Pennsylvania
Bloomsburg, Pennsylvania
College of Education
Policies, Rules, and Procedures
Policy Title:
Teacher Education Council
Effective Date:
Policy Number:
1.7
January 1, 1988
Issued by:
Howard K. Macauley, Dean
Revision Reissued by: Ann L. Lee, Dean
Revision reissued by:
Elizabeth K. Mauch, Interim Dean
Notes:
Adopted by the College of Professional Studies Curriculum Committee
November, 1987.
Approved b y the Dean of College of Professional Studies December, 1987.
Revision approved by the College of Professional Studies
Curriculum Committee February 13, 2002.
Revision approved by the College of Professional Studies Chairperson
Council April 8, 2002.
Revision approved by the College of Education Chairperson Council,
September 8, 2010 (College and department name revised,
responsibilities and membership restructured.)
Responsibilities
The purpose of the Teacher Education Council (TEC) is to provide governance
of the educator preparation programs in the College of Education.
It does
this by reviewing all aspects of the Bloomsburg University's College of
Education educator preparation programs.
The Council serves in a
coordinating and communicating fashion between the Departments in the College
of Education and those who serve in a support role.
The Council is
authorized to recommend revisions to programs related to teacher education.
The charge of TEC includes such activities as reviewing all proposals that
might impact on relationships within teacher preparation and providing a
forum for discussion and the review of assessment instruments.
The Council
is made up of the following, who are nominated by their respective dean and
department chair:
1. 7 Te ache r Educ a tio n Cou n cil , con ti nu ed
Membership:
Dean,
College of Education
Education Block
Director of Planning and
Assessment
Early Childhood and
Elementary Education 2
representatives
Educational Studies and
Secondary Education
2 representatives
Teacher Certification
Coordinator
Exceptionality Programs
2 representatives
Counseling Program
1 representative
Instructional Technology
1 representative
Science and Technology Block
Mathematics
1 representative
Chemistry
Physics
1 representative
1 representative
Nursing
Speech Pathology/
English as a Second
Language (ESL)
1 representative
1 representative
Languages
1 representative
English
1 representative
Liberal Arts Block
Music
1 representative
Biology
1 representative
Earth and Space Science
1 representative
History (Citizenship)
1 representative
Co=unication Studies
1 representative
Business Education Block
Business Education
1 representative
General Education
1 representative
School Districts (five [5] represel tatives l
2
College of Education
Teacher Education Admission,
Progression, and Retention
Board
College Policy 1.15
Revised September 2002
Reviewed 4.11.2005
Revised 9.8 . 2010
Revised 6.13.2011
Bloomsburg University of Pennsylvania
Bloomsburg, Pennsylvania
College of Education
Policy Title :
Policies , Rules, and Procedures
Teacher Education Admission,
Progression and Retention Board
Policy Number:
1 .15
Effective Date : September I, 1994
Issued by: Dr. Howard K. Macauley, Dean
Revision reissued by: Ann L . Lee, Dean
Revision reissued by:
Elizabeth K. Mauch, Interim Dean
S2
Notes :
.~
Adopted by the College of Professional Studi
Curriculum Committee
April, 1994.
Approved by the Dean of the College of Professional Studies,
September, 1994 .
Adopted by the College of Professional Studies Curriculum Committee,
September 20, 2002.
For review by the Co llege of Professional Studies Chairpersons Council,
October 21, 2002 .
Approved by the Dean of the College of Professional Studies, September
2002 .
Approved by the College of Education Chairperson Council, September 8,
2010 (College and department name revised . )
Approved by the College of Education Chairperson Council, June 13, 2011
(revised content)
PUrpose of the Board
The Board will review appeals of College of Education undergraduate and
graduate students who have student violations related to dispositions or
professional behavior, who have been denied admission into a teacher education
program, have not met criteria to be retained in a teacher education program,
have not met the eligibility requirements for student teaching, or have not
met the requirements for graduation.
Recommendations regarding the status of
each appeal will be sent to the Dean of the College of Education.
Chairperson
The Board elects a chairperson for a two-year period. The chairperson
may be reelected.
1
1 . 1 5 , Teac h er Ed uca ti on Admi ss i on , Pr o gre s s i on and Reten t i on Bo ard , c o nci n ued
Appointment
Members are appointed by the dean upon recommendation of the
chairpersons of the teacher education departments.
Membership
The board is composed of two (2) faculty members from the Department of
Early Childhood and Adolescent Education, two (2) faculty members from the
Department of Educational Studies and Secondary Education, two (2) faculty
members from the Department of Exceptionality Programs, one (1) undergraduate
student in the College of Education and one (1) graduate student from the
College of Education.
Terms
The term of membership is two (2) years with terms ending in staggered
years to provide continuity.
The term of membership for COE students will be
one (1) year.
Members may be reappointed.
Objectives of the Board
The objectives of the board are to review :
1. appeals of students who have not met eligibility requirements as
outlined in PRP 3810 and to make a recommendation to the Dean of the
College of Education either to admit, to place on probation, or to
deny admission.
(NOTE : A GPA below 3.0 is not an appropriate use of
this policy as the 3.0 GPA is determined by the Pennsylvania
Department of Education) .
2. appeals of students who are in violation of PRP 3512 (Academic
Integrity Policy), PRP 3881 (Student Disruptive Behavior Policy) or
PRP 4802 (Student Code of Conduct) .
3. appeals of students who are in violation of COE departmental
Intervention Protocols
In their deliberations, the Board will consider the degree to which
external factors contributed to good standing within the College of Education
of each student and the students' written plan to attain good standing within
the College of Education that each student will submit. Specific
recommendations may (as appropriate) be made to assist the student with
reaching and/or maintaining good standing within the College of Education.
Timeline for Admission of Appeal by Student
Students may submit appeals at any time during the fall or spring
semester .
The Board will meet as necessary in a timely fashion (as
practicable) and make recommendations to the Dean of the College of Education.
2
1 . 1 5, Teache r Educ ation Adm i s si on , Progressio n and Ret entio n Bo ard, con ti nued
BLOOMSBURG UNIVERSITY OF PENNSYLVANIA Bloomsburg, Pennsylvania College of Education Appeal to Teacher Education Admission, Progression and Retention Board All appeals must be submitted in writing to the chairperson of any teacher
education department who will forward the appeal to the current chairperson of
the board. The student is to address the following items in their appeal.
If
necessary, additional pages may be attached.
1. The degree to which external factors temporarily prevented optimum
academic achievement.
The Board will also consider factors
contributing to dismissal due to dispositional issues or
professional behavior .
2.
Specific recommendations will be made to assist students with exit
and/or readmission.
3. Any other factors that are germane to the appeal.
3
College of Education
Research Course in
Graduate Programs
College Policy 2.1
Reviewed 9 . 22.1995
Reviewed 11.5 . 2001
Revised 4.11.2005
Revised 9.8.2010
Bloomsburg University of Pennsylvania Bloomsburg, Pennsylvania College of Education Policies, Rules, and Procedures Policy Title:
Effective Date:
Research Course in
Graduate Programs
Policy Number:
September 1, 1984
2.1
Issued by:
Revised by:
Howard K. Macauley
Dean
Reissued by : Ann L . Lee, Dean
Elizabeth K . Mauch, Interim Dean
Sot~k' (VL~
Notes:
Adopted by the College of Professional Studies Curriculum Committee
September, 1984.
Approved by the Dean of the College of Professional Studies October,
1984.
Approved April 11, 2005, by College of Professional Studies Chairperson
Council (revised to add AFA, IRE)
Revised by the College of Education Chairperson Council, September 8,
2010. (College name revised.)
The College of Education will use the American Psychological Association (AFA)
style manual for all undergraduate and graduate courses.
Students at the graduate level should be able to demonstrate the following
research literacy competencies:
RESEARCH LITERACY COMPETENCIES
1. 2.
Distinguish and compare the various approaches to research.
Conduct investigative procedures for locating preliminary,
primary, and secondary sources of research information . Also
understand and identify how the computer is used as a preliminary
source for researching information.
1
2 .1 Research Course i n Graduat e Programs, co nt i nued
3. 4. 5.
6. 7. Evaluate the use of the computer relevant to data collection and
analysis of research findings.
Recognize statistical procedures used in research and judge how
they would be applied to hypothetical research situations.
Develop a research perspective which includes all the appropriate
components necessary to conduct creditable research .
Identify and apply the ethical and legal responsibilities to the
research perspective.
Execute the processes and policies of the Institutional Review
Board (IRE)
Undergraduate students, upon graduation, should have acquired research and
statistical literacy competencies through prescribed academic experiences .
mechanism at the graduate level should provide students with the following
options to demonstrate basic competency in research:
1.
2.
3.
4.
A
present academic proof of research and statistical literacy
competencies at the undergraduate level;
demonstrate competency through a criterion test based on the
"Research Literacy Competencies;"
completion of 79 . 591, Research in Education ; and
completion of any other graduate research course in the College of
Professional Studies which includes the "Research Literacy
Competencies."
Since the cumulating graduate academic event is at the discretion of each
department within the College of Education, i t does not appear necessary to
have a graduate research course designed to produce a research paper .
Departments have the autonomy to decide if a student will write a thesis,
develop a department paper, take additional credits, etc.
Rather , a graduate
research course should reflect literacy competencies not acquired at an
undergraduate level.
The graduate research course should occur during the
second third of a graduate program.
2
B.S. Degree in Education
Without Teacher
Certification
College Policy 2.3
Reviewed 11.5.2001
Revised 4 . 11.2005
Revised 9.8.2010
Bloomsburg University
Bloomsburg, Pennsylvania
College of Education
Policies, Rules, and Procedures
Policy Title:
Effective Date:
Notes:
B.S. Degree in Education
Without Teacher Certification
April 12, 1986
Policy Number :
2.3
Issued by:
Howard K. Macauley, Dean
Reissued by:
Ann L. Lee, Dean
Reissued by:
Elizabeth K. Mauch, Interim Dean
cur~ulum
Adopted by College of Professional Studies
Committee
Mar ch 14, 1986 .
Approved by the Dean of the College of Professional Studies March 19,
1986.
Approved by BUCC April 9, 1986.
Approved by the Provost and Vice President for Academic Affairs
April 12, 1986 .
Approved November 5, 2002 by College of Professional Studies
Chairpersons Council (Revised to coincide with Registrar's Office
guidance)
Approved April 11, 2005, by College of Professional Studies Chairperson
Council (revised 15 to 12 credit)
Approved September 8, 2010, by College of Education Chairperson Council
(College name revised.)
Any department offering a B.S . in education degree and teacher
certification has the option of offering the B.S. degree without certification
for those students with special needs or interests.
In place of the 12 credit
student teaching experience, the student will be directed to 79.312,
Internship in Education (12-15 semester hours) .
Per clarification from Bloomsburg University Registrar on February 2,
1998 , regarding how student records are marked when a teacher education major
completes a degree program, but does not complete student teaching. These
students receive the degree, Bachelor of Science, rather than the usual degree
of Bachelor of Science in Education.
2 . 3, B. S . Degree i n Educa t i on Wit hout Teacher Ce rtific at i on, c ont i nued
The conferral of the Bachelor of Science in Education degree qualifies
the student to be certified by the Pennsylvania Department of Education .
Students awarded the degree Bachelor of Science are not eligible for
state certification. The transcripts for these students carry their major as
elementary education, early childhood education, secondary education, special
education or business education. The Registrar's Office must be notified when
a teacher education student is to receive the Bachelor of Science degree so
that the code for the program of study is changed to reflect the degree to be
awarded as "BS " instead of "BSED." The diploma carries the Bachelor of Science
degree, too.
2
Clearances
College Policy 2.4
Reviewed 11.2006
Reviewed 11.3.2009
Reviewed 1.25.2010
Revised 1 . 25.2010
Reviewed 7.22.2010
Bloomsburg University of Pennsylvania Bloomsburg, Pennsylvania College of Education Policies, Rules, and Procedures Policy Title:
Effective Date:
Clearances
November 20, 2006
Revision Effective Date: January 25, 2010
Policy Number:
2.4
Issued by : Robert P. Marande,
Interim Dean
Revision Reissued by : Elizabeth K. Mauch,
£Q;:~'~
Notes :
Adopted By the College of Professional Studies Chairperson Council,
ovember 2006.
Revised By the College of Education Chairperson Council, January 2010
All students mu st obtain background clearances: Act 34 (Request for Criminal Record
Ch eck) , Act 151 (Child Abuse History Clearance), and Act 11 4 (Federal Criminal
History Record) for formal admission to Professional Education programs and
for recommendation for student teaching/clinical experiences.
Clearances must
be vali d f or the duration of the student teaching/clinical experience
semester.
A student is s ubj ect to a Program Review
comes back with an infraction.
Couns e~ing
Session if any clearance
If additional similar clearances are required in the future for licensure or
certification in Pennsylvania, any documentation of infractions on such
clearances may stop the student from progressing in their program.
Clearance Infractions
Process
College Policy 2.5
Reviewed 7.22.2010
Bloomsburg University of Pennsylvania Bloomsburg, Penns ylvania College of Education Pol i cies, Rules, and Procedures Policy Title:
Effective Date :
Clearance Infractions Process
January 2010
Issued by :
Policy Number:
2.5
Elizabeth K. Mauch, Interim Dean
()
Notes:
Adopted by the College of Education Chairperson Council on March I, 2010
Clearance Checkpoint 1 - Teacher Education Admissions:
Step 1 - All students enrolled in pre-teacher education or teacher education
programs must obtain the following clearances:
•
Act 34 Request for Criminal Record Check
•
Act 114 Federal Criminal History Record
•
Act 151 Child Abuse History Clearance
Step 2 - Pre-Teacher Education (PTE) students are required to submit to the
Teacher Education Admissions Coordinator all clearances, with the expectation
that these clearances will be without infractions.
This is a requirement of
PRP 3810 and is e xpected of all students at 48 credit hours, but no later than
the completion of 6 0 credit hours.
Step 3 - If a PTE student seeking admission to a Teacher Education program has
an infraction reported on any clearance then the admissions application
The
process is delayed. A hold will b e placed on the PTE student's record.
Teacher Education Admissions Coordinator notifies the COE Dean's Office and a
letter is sent to the potential candidate, program chai rperson, and advisor.
This letter notifies the PTE student to schedule a Program Review Counseling
Session with the Dean's Office. A Program Review Counseling Session is a
documented meeting between the (prospective) teacher education candidate and
the Dean's Office where information and guidance are provided to
assist the student in· understanding how infractions may affect them if they
pursue a teacher education certification program.
Step 4
The PTE student schedules Program Review Counseling Session with COE
Dean's Office. The Dean's Office uses the Cl earance Review Checklist to detail
infraction type, description of infraction, and the student's signed
understanding of how clearance infractions may affect their program
progression .
1
2.5 Cl ea r ance Infra ction s Pr o ces s
Step 5 - The Dean's Office sends signed checklist documentation to The Teacher
Education Admissions Coordinator and the pertinent Department Chairperson and,
when appropriate, removes the hold on the student's record .
Step 6 - The Dean's Office stores all counseling session information on a file
and stores original documentation.
Clearance Checkpoint 2 -
Student Teaching /Clinical Ex periences :
Step 1 - All candidates must obtain the following clearances prior to student
teaching :
•
Act 34 Request for Criminal Record Check
•
Act 114 Federal Criminal History Record
•
Act 151 Child Abuse History Clearance
Step 2 - Student teaching candidates are required to submit to the Teacher
Education Admissions Coordinator all clearances, with the expectation that
these clearances will be without infractions.
This is a requirement of PRP
3810 and is expected of all students one semester prior to student
teaching/clinical experience.
Step 3 - If a candidate seeking to student teaching/to complete a clinical
experience has an infraction reported on any clearance then the admissions
application process is delayed. A hold will be placed on the candidate's
The Teacher Education Admissions Coordinator notifies the COE Dean's
record.
Office and a letter is sent to the candidate, program chairperson, and
advisor . This letter notifies the candidate to schedule a Program Review
Counseling Session with the Dean's Office. A Program Review Counseling Session
is a documented meeting between the candidate and the Dean's Office where
information and guidance are provided to assist the student in understanding
how infractions may affect them if they pursue a teacher education
certification program.
Step 4 - The candidate schedules Program Review Counseling Session with COE
Dean's Office. The Dean's Office uses the Clearance Review Checklist to detail
infraction type, description of infraction, and the student's signed
understanding of how clearance infractions may affect their program
progression .
Step 5 - The Dean's Office sends signed checklist documentation to The Teacher
Education Admissions Coordinator and the pertinent Department Chairperson and,
when appropriate, removes the hold on the student's record.
Step 6 - The Dean's Office stores all counseling session information on a file
and stores original documentation .
2
College of Education
Admission, Monitoring,
and Exit Procedures
for Teacher Education
Certification Program
(Initial Programs)
College Policy 3.0
Bloomsburg University of Pennsylvania
Bloomsburg, Pennsylvania
College of Education
Policies, Rules, and Procedures
Policy Title:
Effective Date:
College of Education
Policy Number:
Admission, Monitoring and Exit Procedures
for Teacher Education Initial Certification Programs
Issued by:
October 28, 2013
Revision Effective Date:
September 15, 2014
Revision Reissued by:
3.0
Elizabeth K. Mauch, Dean
~Mauch,
Dean
Notes:
Adopted by the College of Education Chairperson Council, October 2013.
Approved by the Dean of the College of Education, on October 28, 2013.
Updated by the Dean of the College of Education, on September 15, 2014.
(#1 and #8 Admissions Checklist revisions requested by
Angela McCabe)
PROCEDURES:
The following are requirements for admission, monitoring, and exit procedures
for all initial teacher education programs at Bloomsburg University of
Pennsylvania.
In setting these requirements, attention was given to all
standards and criteria for teacher education candidates as mandated by the
State Board of Education of Pennsylvania, the Pennsylvania Department of
Education (PDE), and the National Council for Accreditation of Teacher
Education (NCATE) .
ADMISSION TO INITIAL TEACHER EDUCATION PREPARATION
PROGRAMS:
Initial preparation programs are at the baccalaureate or post-baccalaureate
levels that prepare candidates for their FIRST professional education license.
Undergraduate Students seeking initial certification are required by Act 354
to submit a completed application packet to their faculty advisor no sooner
than the completion of 48 credits and no later than the completion of 60
credits or during the semester in which they will complete 60 credits.
Transfer students with 48 credits or more must submit a completed application
packet by their second semester at Bloomsburg University.
Teacher Education
1
3 . 0 Admission , Monitoring and Exit Procedures for Teacher Education Initial Certification
Programs , continued
Admissions Packets will be reviewed by the Office of Field Experiences and a
recommendation will be submitted to the program chairperson indicating that
the student be admitted or not be admitted to the program . Enrollment in
upper division professional education coursework (300 and 400 level courses)
is contingent upon admission to the teacher education program. At this point
of the admissions process, the student being recommended for program
admissions becomes a teacher education "candidate."
Graduate Degree Students seeking initial certification are required by Act 354
to submit a completed application packet to their graduate program coordinator
no sooner than the completion of 12 graduate credits and no later than the
completion of 24 graduate credits . The designated graduate program
coordinator will review the admission packet and submit a recommendation to
the program chairperson indicating that the student be admitted or not be
admitted to the program . Additional entrance proficiencies may be established
and required by individual programs. At this point of the admissions process
the student being recommended for program admissions becomes a teacher
education "candidate . "
Admissions Checklist for Prospective INITIAL Teacher Education
Preparation Program Candidates:
For formal admission to teacher education, prospective candidates must:
1 . Obtain current Pennsylvania qualifying scores for the Pre-service
Academic Performance Assessment (PAPA) (for PAPA information see :
http://www.pa.nesinc.com/TestView.aspx?f+HTML FRAG/PAOOl TestPage.html );
OR obtain the qualifying scores for the Core Academic Skills for
Educators Testing from www.ETS.org ; OR score of 1550 on your SATs with a
score of 500 or higher on Critical Reading, Writing and Mathematics ; OR
a composite score of 23 on the American College Tests (ACT) plus writing
accompanied by a combined English/Writing score of 22 and a Math score
of 21 .
NOTE : Prospective candidates possessing an earned bachelor's degree who
are enrolled in a Graduate - level Initial Certification Program are NOT
REQUIRED to complete the PAPA test series .
2 . Possess an overall cumulative grade point average of 3.0.
3. Possess a grade of C or better in all undergraduate professional
education, specialization, and communication courses, as specified by
your program of study, with a grad of C or better.
(The grade of C[minus] does not meet this criterion.)
Graduate candidates must follow
appropriate program guidelines as outlined in PRP 3463: Graduate
Admissions, Withdrawal, Course Repeat, Transfers, and Graduation
Requirements and PRP 3565 : Graduate Academic Progress , Probation, and
Dismissal or those established by their graduate program and specified
within their application packet .
4. Complete six (6) semester hour credits in college level mathematics.
Prospective candidates possessing an earned bachelor's degree who are
enrolled in a Graduate-level Initial Certification Program are NOT
REQUIRED to complete this requirement.
5 . Complete at least six (6) semester hour credits in college level English
composition and literature . Prospective candidates possessing an earned
2
3 . 0 Admission , Monitoring and Exit Procedures for Teacher Education Initial Certification
Programs , continued
bachelor's degree who are enrolled in a Graduate-level Initial
Certification Program are NOT REQUIRED to complete this requirement.
6. Successfully complete initial field and clinical experience hours, as
outlined in the curriculum and/or program of study.
7 . Submit two (2) recommendations from professional education faculty .
8. Submit the results from a current tuberculosis screening administered
within the last year.
9 . Possess professional liability insurance . The policy shall be a minimum
of $1,000,000.00 per claim and $3,000 , 000.00 aggregate .
10. Submit a resume .
11 . Obtain current background clearances: Act 34 (Request for Criminal
Record Check) , Act 151 (Child Abuse History Clearance) , and Act 114
(Federal Criminal History Record) . Clearances are current if provided
within one (1) year of the date issued on the form.
Any clearance with
an infraction will trigger a "Program Review Counseling Session" by the
College of Education . Candidates must disclose offenses that have
occurred or are pending since the receipt of their prior clearance
application . Failure to disclose infractions could result in removal
from the teacher education program.
MONITORING OF INITIAL TEACHER EDUCATION PREPARATION
PROGRAMS:
Monitoring begins upon undergraduate or graduate admission to Bloomsburg
University and continues through graduation . Maintain contact with your
program advisor each semester for assistance in the monitoring process.
For
continuation in teacher education programs at Bloomsburg University, ALL
candidates must:
1 . Maintain an overall cumulative grade point average of 3 . 0 . Any
undergraduate students falling below the criterion will be placed on
probation for one (1) semester.
Probationary students have one semester
to re-establish the required GPA or they will be dismissed from the
teacher education program .
If dismissed, the candidate must reapply for
admission to the program after required criteria are met. Any graduate
student falling below the criteria will adhere to the requirements
established in PRP 3565 and COE Policy 3 . 1 .
2. Complete all professional education, specialization, and communication
courses, as specified by your program of study, with a grade of C or
better.
(The grade of C- [minus] does not meet this criterion.)
Graduate candidates must follow appropriate program guidelines as
outlined in PRP 3463 : Graduate Admissions, Withdrawal, Course Repeat,
Transfers, and Graduation Requirements and PRP 3565: Graduate Academic
Progress, Probation , and Dismissal or those established by their
graduate program and specified within their application packet .
3 . Successfully complete field and clinical experience hours in diverse
settings (urban and/or non-urban) and working with diverse populations
(ELL, exceptionalities, gender, race/ethnicity, socio-economic status)
as defined by NCATE. Maintain a current tuberculosis screening
administered within the last two (2) years .
4. Maintain professional liabil i ty insurance.
The policy shall be a
minimum of $1,000,000 . 00 per claim and $3 , 000,000.00 aggregate .
3
3.0 Admission , Monitoring and Exit Procedures for Teacher Education Initial Certification
Programs, continued
5. Maintain contact with their academic advisor each semester to monitor
completion of program requirements and matriculation . Obtain Act 34
(Request for Criminal Record Check) , Act 151 (Child Abuse History
Clearance) , and Act 114 (Federal Criminal History Record) clearances if
required for a class or field-based experience.
Candidates must
disclose offenses that have occurred or are pending since the receipt of
their prior clearance application.
Failure to disclose infractions
could result in removal from the teacher education program.
Eligibility for Student Teaching/Graduate Practicum and
Internships for Initial Certificate Programs:
Eligibility for student teaching and clinical experiences will be determined
during the scheduling period prior to the student teaching and clinical
experience semester.
Students must attend a student teaching orientation
session and complete the required application for student teaching prior to
the established deadlines. All criteria listed in items 1-6 above must be
completed for participation in any practicum or student teaching experience.
All candidates must obtain current background clearances: Act 34 (Request for
Criminal Record Check) , Act 151 (Child Abuse History Clearance) , and Act 114
(Federal Criminal History Record).
Clearances are current if provided within
one (1) year of the date issued on the form . Any clearance with an infraction
will trigger a "Program Review Counseling Session" by the College of
Education . Candidates must disclose offenses that have occurred or are
pending since the receipt of their prior clearance application . Failure to
disclose infractions could result in removal from the teacher education
program.
EXIT FROM INITIAL TEACHER EDUCATION PREPARATION
PROGRAMS:
Documented Competency in Student Teaching/Graduate Practicum and
Internships
ALL candidates must have :
1 . Written evaluations by cooperating teachers.
2 . Written evaluations by university supervisors.
3. Earned grades of C or better for undergraduate candidates .
(The grade
of C- [minus] does not meet this criterion . ) Graduate candidates must
follow appropriate program guidelines as outlined in PRP 3463 : Graduate
Admissions, Withdrawal, Course Repeat, Transfers, and Graduation
Requirements and PRP 3565:
Graduate Academic Progress, Probation, and
Dismissal or those established by their graduate program and specified
within their application packet .
4 . Obtained two (2) evaluations during student teaching using PDE 430 form,
Pennsylvania Statewide Evaluation Form for Student Professional
Knowledge and Practice , with satisfactory or above ratings .
5 . Received evaluations during student teaching/practicum using the Final
Evaluation Form, as appropriate , and as described in the Bloomsburg
4
3 . 0 Admission , Monitoring and Exit Procedures for Teacher Education Initial Certification
Programs , continued
University Student Teaching Handbook .
Documented Competency and Completion of Program Requirements for Graduation
All candidates must have:
1 . Completed all coursework within the prescribed professional education
curriculum with a cumulative grade point average of 3.0.
2. Completed and documented an approved experience in diversity as required
by the College of Education.
3. Demonstrated competency with grades of C or better (the grade of C[minus] does not meet this criterion) and the fulfillment of "Competency
in Student Teaching" and "Student Teaching Requirements" as outlined in
the Bioomsburg University Student Teaching Handbook.
4. Obtained two (2) evaluations during student teaching using PDE 430 form,
Pennsylvania Statewide Evaluation Form for Student Professional
Knowledge and Practice, with satisfactory or above ratings .
5. Certification is not a requirement to exit the program .
In order for
initial (first) certificate candidates to be eligible to apply for
Pennsylvania Department of Education (PDE) Instructional Level I
certification, candidates must have completed a bachelor's degree,
completed a PDE-approved teacher preparation program , and passed their
program's PAPA and PECT or Praxis II assessments. Qualifying (passing)
scores are established by the Pennsylvania Secretary of Education (See
www.teaching.stte.pa.us/teaching/ and choose "Testing Requirements".)
Graduate students earning initial certification must meet the specific
requirements of their program.
Bloomsburg University does not certify
competence in their professional education program including graduation.
Candidates MUST complete the appropriate licensure application
processes before they can be recommended for Pennsylvania certification
by the certifying officer at Bloomsburg University.
NONCOMPLIANCE:
A candidate may be removed from their program , student teaching, practicum
and/or internship based on the following :
1 . If Act 34 (Request for Criminal History Record), Act 151 (Child Abuse
History Clearance) , Act 114 (Federal Criminal History Record) or Act 24
(Arrest/Conviction Report and Certification Form) report any incidents.
2. Failure to comply with the policies and procedures of the host school
district and/or university . The student teacher must demonstrate the
attitudes and actions of a professional educator, including: extending
basic rules of courtesy to teachers, pupils, school staff, and the
broader school community; meeting the standards of dress, personal
appearance, and professional behavior expected of the staff within the
host school; and maintaining confidentiality of records and other highly
personal information .
3. If a criminal infraction occurs during student teaching, practicum/and
or internship.
4 . Unsatisfactory level of competency in demonstrated knowledge, skills or
professional dispositions.
Student teaching will be terminated early if
5
3 . 0 Admission , Monitoring and Exit Procedures for Teacher Education Initial Certification
Programs , continued
it is determined by the University Supervisor, school partners and COE
Dean that the situation is damaging to PK-12 students or the student
teacher, or compromises the quality and effectiveness of BU teacher
education programs .
Note : Students are provided with a system by which to grieve complaints of
alleged academic injustices through the Teacher Education Admission,
Progression, and Retention Board of the School of Education .
Summary of INITIAL Program Transition Points:
There are a number of transition points and assessments to monitor candidate
program progress . Transition points are pre-determined benchmarks where
progress is measured to ensure mastery of critical competencies. Key
transition points include :
1.
Acceptance to Pre-teacher Educati on (PTE)
2.
Admission to Teacher Education (TE)
3.
Recommendation for Student Teaching
4.
Completion of Student Teaching
5.
Graduation
6.
Certification
6
Admission, Retention and Exit
Procedures for
Advanced Programs in the
Professional Education Unit
College Policy 3.1
Bloomsburg University of Pennsylvania Bloomsburg, Pennsylvania College of Education Policies, Rules, and Procedures Admission, Retention and Ex i t
Policy Number:
3.1
Procedures for Advanced Programs in the
Professional Education Unit
Effective Date: March 29, 2012
Issued by: Eli z abeth K. ~Ch, Interim Dean
Policy Title: r311lffjA/(~
Notes:
Approved by the Advanced Programs Committee
Adopted by the College of Education Chairperson Council
March 1, 2012 .
March 29, 2012.
Procedures:
The follovJing are req u i r emen t s f or adm ' ssion , ret e ntion, and exit f or a ll
Advanced Ed u ca ti on Programs i n th e Pr o f e ssiona l Ed ucation Uni t at Bl oomsbu r g
University o f Pennsyl van i a . I n es t a b li s h i n g the s e requireme n t s, at t ention was
g i ven to a l l s t andards and c ri t er i a f or ca n dida t e s as mandat ed by the Sta te
Board of Education of Penns ylvani a , t h e Penn sylv a ni a Departme nt o f Edu ca ti on
(POE) , and the Na ti on a l Co uncil for Ac cr e d it a t io n of Teacher Educat i on
(NCAT E) . This poli c y s up p l eme n t s t h e c ont e nt of Bloomsburg Univers it y PRP
3463 - Graduate Admi ssion s , Wi t hdra wa l , Cou rse Repeat, Tr ansf e rs, and
Graduation Requ ir ements.
Admission to the School of Graduate Studies and Advanced Education
Programs at Bloomsburg Univers i ty
Adva nced Programs a t the gra d ua t e o r post - baccalaurea t e l eve l s a r e t hose that
prepare cand i da t es fo r t hei r SECON D prof essiona l educ at i on l i cen se i n Pre-K
through twe lfth- g rade set ti ngs and /o r as li sted be l ow:
•
•
•
•
•
•
•
PK-4 Ear l y Chil dhood Ed ucation (Master o f Edu ca ti on) - Cu r rent l y Pending
Approva l
Mid-Level 4-8 Edu ca ti o n (Maste r of Education) - Curre ntl y Pending
App r ova l
Reading (Master of Ed uc at i o n )
Instruc ti onal Technology K-1 2 (Maste r o f Sc ie nce/Educ a t i on Specia l i st)
Education of th e Dea f / Hard o f He a ri ng (M aster of Science)
Spec ial Education (Mas t e r of Sc ien ce)
Exce ptional i t ies (Master o f Sc ien ce) - Cer tifi cat ion Program expires
5/3 1/13
1
->
3.1, Admissi o n, Re tenti on and Exit Pr oced u re s for Advanced Pr o g r ams in the Pro fe ssi o na l Edu cat i o n
Unit, conti ~~ed
• Spec ial Educat i on (M as~ er o f Education)
• Elementary Sch oo l Counse ling (Ma s ter of Educa ti on)
• Secondary Schoo l Counseling (Ma s ter o f Education)
• Curr i c u l u. and Instruction (Mas ter o f Educat i on)
• Educat ion Leade r s h ~ ? , K-1 2 Schoo l Admi n i st r atio n (Supervisory/Principal
Ce r~ ~ f i cat i on)
•
Spec i al Educa ti on Superv i s i o n (Super v i sory Ce rti fi ca tion )
No te: The College o f Edu cati on o f fe rs a Ma ste r o f Educat i on i n Stude nt
Affairs.
Though not designated as an of f i c i al PK- 12 pro fe ss i ona l l i censure or
Advan ced Program , the program is i nte g r ated wit h o t h ers i n the uni t to pr ovide
f or a PK-1 6 mode l.
The cr it er ia f o r admis s i on to the Gr aduate School at Bl oomsburg Un iver s it y is
d es cribed in PRP 3 463 - Gra duate Admissions, Withdrawal, Cour se Repeat ,
Tran s fers, and Gradu ation Re qu i reme nt s.
En t r a n ce requirements to the Ad van ced
Programs in th e Professiona l Edu c a t 'on Un it in c l u de those li st ed in PRP 3463.
Add it i ona l requ i r ements ma y be es t abl is h e d by individ ual progra ms or
depa rt ments at Bl oomsburg Un i ve rs i t y and may vary.
I. Appl ication to Candidacy i n Advanced Education Programs
Upon acceptance in to an Advanced Program, a l l students must comp lete a se ri es
of requi rements to earn Adv a nc ed Educa t ion Cand idate st atu s. Students must
submi t a comp l ete Ad van ced Pr og r am Packe t p r i or to comp l e t i on of 24 cre dit s.
The designated Gradua te Program Coord inato r wi ll r e view t h e admission packet
and submit a re commendatio n in d i c at i n g that t h e s t udent be admit t ed t o
c andi dacy. At t h is point of t he a dmi ss i ons p rocess the student becomes an
Advanced Pro g ra m "can dida t e . u
Ad di t i ona l en t rance pro f i c i en cies may be
esta b lished and require d by indi vidu al programs or depar t me n ts .
For formal
admi s s i on to candidacy in Advanced Programs, ALL s t u dents mu st :
1. Provide documentat i on of comp l e ti n g th e Co l le ge of Educa ti on Grad uate
Profess i onal Semi nar and a ll re q ui re d as s i g nmen t s wi t hin th e seminar .
2 . Pos ses s an overa ll cumu l a t i v e grade po int average of 3.0 i n graduate
coursework .
3 . Possess grades in a l l graduate pro fes s i ona l educa tion cours ewo r k tha t
fulfill th e requirements est abl i shed by th e program of st udy .
4 . Submi t the res ul ts f rom a cur ren t tub erculosis scr e en ing administered
wit hin the l as t two ye ars.
5. Posse ss professional lia b il~ t y in surance . Th e poli cy s ha l l be a min imum
of $ 1 ,0 00 ,000.0 0 per claim and $3,0 00,0 00.00 aggregate.
6. Maintain up-t o - date cl ea ra n c es at a ll times (Act 34 Re q uest f or
Criminal Record Che c k ; Ac t 15 1 - Chi ld Ab use History Clearance ; Ac t 11 4
- Federal Crimi n al History Record ;
nd Act 24 - Arres t / Co nvi ction
Re port) . Th i s policy must be adh e r e d to by ALL te ach e r cert ificati on
cand i dates in adva n ced pr o g r a ms.
Othe r a dvanced degree cand i da tes or
th ose in non-teaching d i sc ip l in e s mu s t a dhe r e t o the clea r an c e policies
of t he s c h o o l district / organ i za t i on h o st'ng t h e fi e l d experience,
practicum or inte r ns hip . Fail ur e to comp l y wit h this requi rement may
resu l t in remova l from f ie l d experi en c e o ppor tu ni tie s . Clearan ces are
va li d f or one year f r om da t e i ss u ed on the f orm . Any clearance with an
in fra ct i o n wi ll tr i gger a " Pr og ra m Rev i e w Counse ! in g Ses si on u by the
Co llege o f Educat i on .
2
3 .1, Admission, Retention and Ex it Proc e d ure s f o r Ad v ance d Pr og rams in the Pr o fessi on a l
Uni t , co n ti nued
Edu c a t i o n
II. Retention in Advanced Education Programs
Monitoring of studen t matric u l ation begins upo n graduate admission to
Bl oomsburg Univers it y and co n c inues th rough ca ndidac y/ graduation. For
c o ntinuati o n in teacher education programs at Bloomsburg University ALL
students must:
1. Mai n tain an overall c umu l a ci ve grade point average of 3 .0. Any
graduate stud ent fa l l ing below t h e cr iteria wi l l adhere to the
requirements established in PR P 3 565.
2 . Meet the Praxis/PAPA PE CT re q ui r ements as e stablished by PDE f or the
program of s t udy, if app l icab l e
(S ee : GPA -. Qua li fy i ng Test: Sco re for PRAX S I I )
3 . Possess grades in al l gradua t e professional education coursework
that fulf i l l the req u ~ r ements established by th e program of study.
4. Maintain a current tuber c u l osis s c r ee ning administered wi ~~ in the
last two years.
5. Maintain professiona l li abil i t y insurance. The p olic y shall be a
minimum of $1,000,000. 0 0 per clai m and $ 3 ,000,000.00 aggr e g a te.
6. Ma in t ain a l l professional cleara nc es l i sted in Section I above.
7. Mai n tai n c on tact with t he program of stud y academic ad v i s or eac h
semester t o monitor comp l e t i on of program r e quir e me nts a nd
matri cul ati o n.
El igibil it y for caps t o ne e xpe riences wi ll be d e t e rmined during the a d v i s ement
peri o d p rior to th e c apst o n e semester. St uden t s must c omplete the required
applic a tion for t h e c ap s t o ne e xperience pri o r to t h e e s tabli s hed program
dead l ines. All criteri a listed in items 1-7 abov e mu s t be completed for
pa rticipati o n in an y field-based capstone e xperience.
III. Exit from Advanced Teacher Education Preparation Programs
To e x it from an ad vanc e d program a t Bl oomsbur g University all candid a tes must
ha ve :
1. Comple t ed a ll co ur sework wi t h i n the prescribed graduate pro f essional
educ a t i on curricu l um wi t h a minimum cumul a t i ve grade point average
o f 3 .0.
2 . Comple t ed approved experiences in diversity with related assessments
indicating t h e candidat e's ab i l i ty to demonstrate and apply
prof i c i enci es related t o d i versity. Approved experiences will
consis t o f working wi t h d i ve r se pop u l ations, including h i gh er
educa ti on and P- 12 s ch ool f a c u l t y, c andidates, and s tuden t s in P-12
schools.
3 . Possess grades in all graduate profess i ona l education course wo rk
that fulf i l l th e r eq uir e ments estab li shed by t he program o f s tud y .
3
3 .1, Admission,
Unit, continued
Reter,~ .'.o n
and E:<i t Procedures f o r Adva n ced Programs in the Professional Educati o n
4 . Rece i ved documen t a ti on of success f u l comple ti on o f t he ir caps t one
expe ri ence us in g th e r e l evan t assessment i nstruments ( Pr ofess i ona l
Disposition Check li s t, Pro fessi onal Di spos iti on Se lf-Assessment;
I ntern ship, Pract i cum , or St u de n t Teaching Evaluation; POE 430 form;
and Pe nnsy lv an i a St a t ewide Evaluati on Form for Student Pro fess i ona l
Knowledge and Prac ti ce) .
5. Completed the Advanced Program Exit Survey.
Noncompliance
A cand i date may be removed from the ir program, capstone, prac tic um and/or
i nternship based on t h e following:
1 . If Ac t 34 (Request for Cr iminal Hi story Reco r d) , Ac t 151 (C hil d
Abuse Hi s t ory Cl ea r ance) , Act 2 4 (Arr est/Conv i c ti on Repor t and
Ce rt i f i c ation f orm) o r Act 1 14 (Fe dera l Crim i nal Hi story Record)
prov ide record of any incidents, arres t s or convict i ons.
2 . Fai l ur e to comp l y wi th schoo l distri ct and/o r unive rsity poli c i es
and procedur es , i nc l ud i ng any violation o f the l a w.
3 . A criminal in f ract i on occu rs during s tudent teaching, practicum/ and
or internsh i.p .
4 . Unsatisfactory le vel o f compe tency or dispos i t i ons deemed
inappropriate for can d i d ates in Advanced Prog r ams.
Note: Students a re provided with a sys t e m by wh i ch to g ri eve complai n t s of
a ll eged academi c i n j ust i ces through the COE Policy 1.15, Teacher Education
Admission, Progression, and Retention Board of the College of Education.
Summary of Advanced Program Transi ti on Points:
There are a number of key trans it i on po ints and assessments used to monitor
Transition poin ts
student progre ss during e n r ol lme n t in t he program of study.
are p r e - dete rmined benchma rks where progress is measured to ensure mastery of
c riti ca l competencies.
Key trans i tion points in c_~de :
1. Admiss ion to th e Graduate Schoo l
2. Pre-capstone (Cand i dacy establi shed)
3. Capstone
4. Exit
Field Experiences
in the
Professional Education Unit
College Policy 3.3
Bloomsburg University of Pennsylvania
Bloomsburg, Pennsylvania
College of Education
Policies, Rules, and Procedures
Field Experiences in the
Policy Number: 3.3
Professional Education Unit
Effective Date: April 26, 2012
Issued by: Elizabeth K. Mauch, Interim Dean
Policy Title:
Notes:
Approved by the Advanced Programs Committee
Adopted by the College of Education Chairperson Council
February 26, 2012.
April 26, 2012.
The College of Education has adopted the following procedures to ensure that
all teacher candidates are provided with programs that comply with field
experience guidelines in PDE Chapter 49.2 and develop the knowledge, skills
and dispositions necessary to effectively educate all students in field-based
settings. This policy is designed to provide a framework for field experiences
that preserve professional relationships with partner schools and maintain the
fidelity of expectations related to the Conceptual Framework of the
Professional Education Unit. All candidates will successfully complete field
experiences at the following “Stages” prior to program completion:
I. Early Field Experiences (PDE Stage 1 and Stage 2)
A.
The 40-hour non-credit Early Field Experience (EFE) for all
teacher education students shall occur in the freshman year or no
later than by completion of second semester for transfer or nontraditional students. Departments shall review continually and
update the nature of this field experience. Guidelines for the
Early Field Experience are available on the COE website at:
http://www.bloomu.edu/coe.
B.
Departments shall ensure that all undergraduate and graduate-level
(Initial and Advanced Programs) field experiences are provided and
address the content of PDE field competencies or standards
established by relevant professional associations as appropriate.
II. Pre-Capstone Field Experiences (PDE Stage 3)
A.
Pre-Capstone field experiences shall be integrated into the
sophomore and junior year or at the earliest possible time in the
case of transfer or non-traditional candidates. These field
experiences are course-embedded or stand-alone practicum experiences
and shall be supervised by a faculty member. It is strongly
recommended that all departments within the Professional Education
Unit collaborate to establish Professional Development Schools which
1
3.3, Field Experiences in the Professional Education Unit, continued
B.
C.
D.
E.
F.
G.
exemplify model instruction, the translation of research to
practice, and support the Conceptual Framework of Professional
Education Unit.
All candidates are required to provide current and up-to-date
clearances prior to beginning the field experience. Failure to
maintain current clearances may result in removal from the field
experience and inability to complete course requirements.
Candidates are not expected to self-select required field
experiences independent of support from supervising faculty. All
field experience sites must have signed Affiliation Agreements in
place and be approved by supervising faculty.
Candidates will participate in intensive pre-capstone practicum
experiences. The specific requirements for these experiences,
beyond this policy, are established by individual programs and/or
departments.
The Professional Education Unit and/or programs shall develop
formal assessment practices to measure the performance of candidates
during field experiences. An emphasis will be placed on the
development of professional knowledge, skills and dispositions that
support the mission of the University and Conceptual Framework of
the Unit. The faculty supervisor shall be required to formally
evaluate the student.
Prior to entrance into the capstone semester/student teaching
experience, candidates must have completed a field experience with
diverse student populations. This requirement shall be integrated
into the EFE. Candidates who transfer to this University or into a
teacher education program must also have completed this experience.
Guidelines are available on the COE website at:
http://www.bloomu.edu/coe.
The use of distance education and/or video-linked experiences is
recommended to supplement/enhance the application of course content
when close proximity to field settings is limited.
III. Student Teaching or Clinical Experiences (PDE Stage 4)
A.
A full semester of student teaching shall be required as the
senior year field experience. Candidates must adhere to grade and
course requirements specified in Bloomsburg University PRP 3810.
B.
University Supervisors of student teachers shall make a minimum of
four visits per half semester, two of which should be documented
formal observations. Approved forms and formats for field
supervision are included in the Student Teaching Handbook.
C.
A visit is defined as a meeting and discussion with the
Cooperating Teacher, student teacher, and University Supervisor
concerning the progress of the student teacher. An observation
consists of at least a review of the lesson plan, observation of the
lesson, and post-observation conference with appropriate feedback.
D.
Documentation is required of all observations made by the
University Supervisor. Three copies of the observation form should
be made. The student teacher and Cooperating Teacher shall be given
a copy of the observation form, and the University Supervisor shall
retain a copy for his/her records.
2
3.3, Field Experiences in the Professional Education Unit, continued
E.
It is required that the Cooperating Teacher conduct at least two
formal observations of the student teacher per placement using
designated instruments.
F.
University Supervisors must complete and submit copies of the
unit-wide approved Student Teaching Evaluation (Mid-point and
Final), PDE 430, Disposition Checklist, Lesson Plan Rubric and Unit
Plan Rubric. Use of additional assessment instruments is at their
discretion.
Candidate knowledge, skills and professional dispositions, as well as
programmatic performance, are assessed at consistent transition points
throughout each program. This assessment must adhere to the following
guidelines:
A.
The assessment of candidates participating in field experiences
and student teaching will be completed using approved instruments.
All instruments reflect the Conceptual Framework of the Professional
Education Unit and the Pennsylvania Department of Education (Chapter
49.2).
B.
All Cooperating Teachers shall be provided the opportunity for
training in the application of assessment practices and the
Conceptual Framework. Resources will be made available on the
College of Education website (http://www.bloomu.edu/coe). The
teacher education faculty shall develop training program(s) for
Cooperating Teachers. Such programs shall include sufficient
content to meet the PDE Program Approval Guidelines and the
expectations of NCATE. Appropriate procedures shall be utilized to
ensure local educational agency cooperation and collaboration.
Incentives should be developed to encourage Cooperating Teachers to
participate.
C.
Letter grades that reflect approved rubric structures shall be
used in all field experiences and student teaching/clinical
experiences.
D.
The University Supervisor and Cooperating Teacher shall discuss a
letter grade for Student Teaching/Clinical Experiences. The
University Supervisor, however, shall have the final responsibility
for the assigning of letter grades.
E.
Each teacher education program shall develop course(s), seminars
or equivalent experiences in conjunction with student teaching that
will (a) complement the student teaching experience; (b) reinforce
previously gained competencies; (c) bridge the gap between theory
and practice; (d) facilitate the acquisition of new competencies;
and (e) expand professional development opportunities for preservice educators.
3
Majors, Minors,
Career Concentrations,
and
Teacher Certification
Bloomsburg University
Policy 3602
PRP 3602 - Majors, Minors, Career Concentrations and Teacher Certification I www.bloo... Page 1 of 1
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PRP 3602 - Maj ors, M inors, Career Concentrat ions and Teacher Certification Issued by: James Mackin, Ph.D., Provost and Vice President for Academic Affairs
Admin & Fina nce
Effective Date: Summer 2009
Alumni Advocacy
Note;: Approved by eeM, 10/26/83. Amend ed and accepted by RAX, 11/16/83. Accepted by Representative Assembly. 11/30/83. Reviewed
by BUee 4/26/95 . Presented to University Forum September 20, 1995. Revi sed by BUee 2/4/09 . Presented to University Forum 2/25/09.
Board of Governors
Council of Tru stees
Governance
Poli cies & Procedures
PASSHE
Past Presiden ts
Social Eq ui ty
Major - Each student must complete a major field of study fo r graduation. A major field of study is one of the approved degree programs
prescribed by the major department or the college in which the student is enrolled. The specific course requirements for the options within
each of the degree programs leading to the degrees as described in the Catalogue. At least fifty percent (50%) of the semester hours of
courses in a major (excluding cognate courses) must be earned at Bloomsburg University.
Minor - A minor field of study consists of a minimum of 18 hours. While courses counting toward a minor may also fulfill General Education
or Career Concentration requirements, no more than 6 credits toward the minor may come from the student's major and/or certification
area. A minor offered in an academic discipline may have multiple advi sement options. A student may choose to pursue minors in more
than one academic discipline. At least fifty percent (50%) of the semester hours of courses in a minor (excluding cognate courses) must be
earned at Bloomsburg University.
Career Concentrations - Career concentrations are multidisciplinary advisement programs to help students select courses to develop
appropriate skills and knowledge to prepare for entry and mobility in specific professions or careers. For example, career advisory
committees exist in areas such as community services, public administration, gerontology, and environmental management and planning.
Teacher Certifications - Certification is the result of completing a teacher education program approved by the Pennsylvania Department of
Education as defined by Chapter 49 of the Regulations of the State Board of Education - Certification of Professional Personnel. Certificates
are issued by the Pennsylvania Department of Education upon the recommendation of the University, based on its approved teacher
education programs. Certification does not apply to certificates issued by the University for completion of a University program . Minors
cannot lead to certification to teach or supervise in the public schools of Pennsylvania.
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