Teacher Education Council
August 15, 2007
in attendance: Jessi Brennan, Sharon Christiansen, Mike Dunn, Claudia Edwards,
Courtney Glazer, Russell Graves, Ramona Hall, Kurtis Koll, Teresa Lubrano, Barbara
Meyers, Sherry Reynolds, Debbie Stoll, and Ronna Vanderslice
absent: Phil Adrian, Michelle Smith, Jan Thomas, and Philip Zaninelli
Mike Dunn made a motion to accept the minutes from the last meeting. Debbie Stoll
seconded, and the motion passed.
The Admission and Retention Subcommittee moved to accept nine candidates for
entry into the program. The motion passed.
Sherry Reynolds moved that candidates who are considered "degree-seeking alternate
placement" meet the English proficiency requirement. This means that all candidates
in education graduate programs would be held to the same standards regarding the
English Proficiency Exam and related prerequisites. Mike Dunn seconded the motion,
which passed.
Ronna Vanderslice offered thanks to the English department for their help in revising
the English Proficiency Exam and rubric.
Ramona Hall presented a table of transition points and recommended remediation for
the M.Ed. program. Russell Graves made a motion to accept the recommendations,
and Sherry Reynolds seconded the motion. It passed.
Courtney Glazer presented a grading policy for undergraduate student teaching to
move from S / U to letter grades. Teresa Lubrano moved that we accept the grading
policy as presented. Kurtis Koll seconded the motion, which passed.
Several announcements which are detailed onthe agenda were made, and discussion
occurred about scheduling meetings for the coming year. Exact dates will be emailed
to committee members.
Debbie Stoll made a motion to adjourn, which was seconded by Teresa Lubrano, and
which passed unanimously.
1
n
Director
of
Assessment
Departmental
Assessment
Committee
Curriculum
Committee
(if necessary)
Teacher Ed
Council
Chair
Assessment
Advisory
Committee
Program
Faculty
Process for candidates who don't meet admission requirements
Candidates who want to be admitted to teacher education complete the application process with Mrs. Ramona
Mott, Teacher Certification Specialist. If analysis of documentation demonstrates deficiencies that prohibit
admission for the candidate, Mrs. Mott will provide necessary remediation to the student in writing.
Remediation is listed in the chart below.
Major Assessments
Remediation
3 satisfactory recommendation fonus with dispositions
(1 from faculty within dept., 2 from faculty outside
dept.)
Letter of appeal to Admission & Retention Committee
(Teacher Education Council); Recommendation letter from
faculty member; 3 new recommendation fonus with
dispositions (lfrom faculty within dept., 2 from faculty
outside dept.)
Grade Equivalent of 12.0 or higher on the Nelson
Denny
Reading lab activities and resources
. Grade of"C" or better in the following courses: ENGL
1113, ENGL 1213, COMM 1113, MATH 1513 or
higher, HIST 1483 or 1493, PS 1113,2 Humanities, and
EDUC3003
Retake Course(s)
Grade of"S" in EDUC 1800
Receive a "U" and attend or retake
Completion of Application for Admittance to Teacher
Education
NONE
Passing score on OGET
Attend SOEA workshop(s)
Retention GPA of 2.5
Academic Probation
Concurrent enrollment or a grade of C or better in
EDUC 3733 and Bio or Phys Science
Retake Course(s)
Passing score on EDUC 3003 lesson plan rubric
Candidates submit drafi( s) of lesson plan in course prior to
fmal portfolio submission; Resubmit/rescore
Satisfactory interview including assessment of critical
thinking skills
Provide with list of resources (websites, books, articles, etc.)
on developing critical thinking skills
3
CAMERON UNIVERSITY
WEEKLY STUDENT TEACHING ASSESSMENT
Week (circle one)
1
2
-----------,--------
4
3
Intern Name
_
School
Mentor Name
_
University Supervisor
1=Does not meet expectations*
2= Meets expectations
5
6
7
3 =Exceeds expectations
*For a score of 1, provide an explanation in the Comments column.
Promotes Dositive relations among students
Creates an environment that Dromotes self-motivation
Uses a variety of classroom manae:ement techniaues
~
Grade/Subj
_
_
N/O=Not Observed
Follows Oklahoma Criteria for Teaching Performance
Instructional Indicators (establishes objectives, stresses sequence,
relates objectives, involves allieamers, explains content, explains
directions, models, adjusts based on modeling, guides practice,
provides independent practice, establishes closure)
Students are engaged in active learning
Students are engaged in critical thinking
Students are enthusiastic and interested in subject matter
Uses assessment data to monitor teaching and student
learning
Student assessments provide evidence of learning
-----,---
STRENGTHS:
_
AREAS FOR IMPROVEMENT:
_
PROBLEMS AND/OR CONFLICTS EXPERIENCED:
Days Absent
Mentor's Signature
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Student Teacher's Signature
The Department of Education at Cameron University is dedicated to producing COMPETENT, CARING, and COMMITTED educators who can successfully work
with diverse students. An educator who is COMPETENT displays the following dispositions: values the subject matter (s)he teaches; appreciates multiple teaching
strategies; and uses fair and consistent practices. An educator who is CARING displays the following dispositions: exhibits a beliefthafall students can learn;
demonstrates strong interpersonal skills; and is sensitive to student needs. An educator who is COMMITTED displays the following dispositions: demonstrates
professionalism; is a reflective decision-maker; and is dedicated to the profession.
rev. 9/13/07