TEACHER EDUCATION
HANDBOOK
2012-2013
Pittsburg State University
Pittsburg, Kansas
Office of Teacher Education
110 Hughes Hall
(620) 235-4489
TABLE OF CONTENTS
PAGE
Introduction
1
Admission to Teacher Education
2
Live Text
3
Recommendations for Teacher Education
3
Basic Skills Test Options
4

PPST General Information
4

College Base General Information
5
Introductory Courses and Field-Based Experiences
6
Transfer Credit for Explorations in Education and the First Field-Based Experience
6
Expectations for Professional Behavior in Field Experiences
7

Dispositions
7

Confidentiality
7

Attendance
8

Professional use of Technology
8

Dress Code
9
Removal from a Field Placement
10
General Education Requirements
10

For Secondary & PK-12 Majors
10

For Elementary Majors
10
Elementary Education General Education Core Checklist 2011-2013 Catalog
12
Retention in Teacher Education
13
Internship Opportunities
13
The Professional Semester
14

Early Childhood/Late Childhood K-6 Requirements for Professional Semester
15

Early Childhood Unified Requirements for Professional Semester
16

Secondary & PK-12 Requirements for Professional Semester
17

Student Teaching Placement
18

Requirements and Expenses Information
19

PLT and Content Test Identification Numbers, Names & Required Scores
20
The Map to Completion of the PSU Teacher Education Program
21
Professional Knowledge Base
22
INTRODUCTION
Welcome to Teacher Education at Pittsburg State University. The teaching profession is both
exciting and rewarding. Educating tomorrow’s leaders requires teachers to be competent, committed, caring
professionals. This handbook is designed to aid you in taking the first major steps toward becoming a well
prepared professional educator.
Your advisor, instructors, and administrators are available to assist you, but it is ultimately your
responsibility to monitor your progress and to meet all admission requirements to teacher education and to
the professional semester. Please read through this handbook and become familiar with the information. If
there is something you do not understand the time to ask questions is now. Understanding, from entry, what
the requirements are at each checkpoint and planning to move through each checkpoint smoothly and
successfully will help you avoid delays and roadblocks in your program.
The following pages include checklists of admission requirements, suggestions for when to take
certain courses, and the process used to apply for the professional semester. You may want to add your major
program guide to this handbook. Use the checklists; take them with you when visiting your advisor. Your
advisor may keep a record of your progress using program checklists and your degree audit.
As you and your advisor work together to outline your plans semester by semester, you will want to
make certain that you are meeting each of the requirements for admission to the teacher education program
and to the professional semester. As you discuss the requirements listed on the checklists, you will see the
importance of completing certain courses and meeting specific requirements during your first three to four
semesters. For example, postponing the basic skills exam may mean a delay in your admission to teacher
education and therefore a delay in enrolling in courses open only to admitted teacher education candidates.
Plan carefully so your admission to and continuance in the teacher education program will go smoothly and
routinely.
1
ADMISSION TO TEACHER EDUCATION
All students who wish to prepare to teach and meet licensure requirements are required to apply for
admission to teacher education. This application is to be made during the sophomore year, or in the case of
community college transfers, in the first semester of enrollment at PSU. Generally, students begin the
application process during the first week of class in EDUC 261 Explorations in Education or during UGS 101
Transitions. A student must be listed as seeking an education degree and file an application before he/she will
be placed in an area school for his/her first field-based experience.
REQUIREMENTS FOR ADMISSION
ELEMENTARY EDUCATION MAJORS: (Early Childhood/Late Childhood K-6 and Early Childhood Unified)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Complete the Admission Application.
Be recommended for teacher education by your advisor, Explorations in Education or Transitions
instructor and two college instructors.
Meet a Basic Skills requirement:
 PPST: Reading = 173, Writing = 172, Math = 172;
 College-Base: English: Reading & Literature = 235, English: Writing = 235, Math = 235;
 ACT composite score of 24 or higher;
 SAT minimum score of 1730 or higher.
Complete EDUC 261 Explorations in Education with a minimum grade of “C”.
Complete UGS 101 Transitions (for students transferring credit for EDUC 261 only).
Complete the General Education Core Curriculum (see pages 10-12) with a minimum Grade
Point Average (GPA) of 2.80.
Cumulative GPA of 2.8
Signed Attestation form.
Complete electronic portfolio submission 1 on Live Text.
SECONDARY/PK-12 EDUCATION MAJORS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Complete the Admission Application.
Be recommended for teacher education by your advisor, Explorations in Education or Transitions
instructor and two college instructors.
Meet a Basic Skills requirement:
 PPST: Reading = 173, Writing = 172, Math = 172;
 College-Base: English: Reading & Literature = 235, English: Writing = 235, Math = 235;
 ACT composite score of 24 or higher;
 SAT minimum score of 1730 or higher.
Complete EDUC 261 Explorations in Education with a minimum grade of “C”.
Complete UGS 101 Transitions (for students transferring credit for EDUC 261 only).
Earn a “C” or better in ENGL 101, ENGL 299, COMM 207, and 3 hours of MATH
(College Algebra or above − Recommended: MATH 133 or MATH 143).
Cumulative GPA of 2.5.
Signed Attestation Form.
Complete electronic portfolio submission 1 on Live Text.
2
Special Note: These requirements are subject to change.
After your admission application has been submitted, you will receive a letter from the Director of
Teacher Education following the close of each fall and spring semester stating what requirements you must
meet for full admission. You will also be notified when something is missing from your file. Carefully read
every letter you receive from the Office of Teacher Education and maintain a file containing all materials
related to teacher education.
IMPORTANT: Contact the Office of Teacher Education with any changes in last name. This is
important to eliminate any misplacement of important documents. Please notify the office directly as
well as updating your information with the Registrar’s Office, 103 Russ Hall.
LIVE TEXT
All students will be required to obtain Live Text during their entry courses to Teacher education.
This will be EDUC 261 Explorations in Education or UGS 101 Transitions. Live Text is the platform that is
used for the electronic portfolio submissions in Teacher education at Pittsburg State University. You must
provide evidence of registration (not purchase) of your Live Text account to be admitted to Teacher
education. The best way to accomplish this is to forward the “welcome” email you receive when you register
to teachered@pittstate.edu. An outline of the required electronic portfolio submissions and a Portfolio
Handbook are available on the Office of Teacher Education website.
RECOMMENDATIONS FOR TEACHER EDUCATION
With your application materials, you will receive four recommendation sheets. You will be
responsible for giving these sheets to your advisor, Explorations in Education or Transitions instructor and
two other college instructors of your choice. The above referenced individuals will rate your personal-socialethical fitness and dispositions for teaching. Refer to your degree audit in GUS to verify that all four have
been returned. Call the Office of Teacher Education if you have any questions. If there are sufficient
reservations by your references, your application will be formally reviewed by the Committee on Admission
To and Retention in Teacher Education (CARTE) and you will meet with the Director of Teacher Education.
Satisfactory recommendations from all four references must be on file prior to admission to teacher
education.
3
BASIC SKILLS TEST OPTIONS
Admission to the teacher education program at Pittsburg State University requires successfully
meeting a Basic Skills requirement. Students who receive a 24 or higher on the ACT or have scored 1730 or
higher on the SAT have met this obligation. Please ensure that your test score information has been provided
to the Office of Teacher Education if you have met these score requirements. Others will need to choose
between the Pre-Professional Skills Test (PPST) and the College-BASE (C-BASE) Assessment. We
recommend that you take and pass the PPST or C-BASE before or during Explorations in Education or
Transitions. Note: Early Childhood/Late Childhood K-6 majors will not be allowed to enroll in any other
courses with the EDUC prefix until the Basic Skills requirement has been met. All teacher education
candidates must meet a Basic Skills requirement prior to being admitted to teacher education.
PPST GENERAL INFORMATION
You may choose the PPST assessment to fulfill your basic skills requirement. PPST is a test of
general knowledge and skills. If you have successfully completed a lower-division course of study, you
should be well prepared. The PPST required scores are:
Required Component
Reading
Writing
Math
Required Score
173
172
172
Current testing dates are available at the Office of Teacher Education, 110 Hughes Hall, and the
Testing Center at Pittsburg State University, located in 206B Whitesitt Hall. Up-to-date information
about the PPST, test fees, special arrangements for disabled individuals, the scoring process, how to prepare
for the test, sample questions and answers, the latest information on test dates and locations of test centers in
Kansas and the United States, and registration information can be found at www.ets.org/praxis. PPST can be
taken either paper/pencil or online. The test is part of the Praxis I Series. A student may register online, or
print the necessary registration forms to submit by mail. Registration instructions request that you designate
what institution is to receive your test scores. Please designate Pittsburg State University as that institution
(Code: 6336).
Free study guides are located in 112 Hughes Hall, and study books are available to be checked out
from the Instructional Resource Center, B25 Hughes Hall. A tutoring lab for the PPST is available for
students wishing assistance, B23 Hughes Hall. Contact the office of Teacher Education (620)235-4489 for
information on how to sign up for tutoring.
4
COLLEGE BASE GENERAL INFORMATION
If choosing the College BASE assessment to fulfill your basic skills requirement, the score of 235 in
Reading, Writing (both are part of the English portion of the exam) and Math is required. College BASE, is a
test of general knowledge and skills. If you have successfully completed a lower-division course of study,
you should be well prepared.
An on-line study guide is available at http://www.arc.missouri.edu/CB/CBoutsideMO_StudInfo.htm
or free paper study guides are located in 112 Hughes Hall. Study books are available to be checked out from
the Instructional Resource Center, B25 Hughes Hall. A tutoring lab for the College Base exam is available
for students wishing assistance, B 23 Hughes Hall. Contact the Office of Teacher Education (620) 235-4489
for information on how to sign up for tutoring.
The College BASE is administered five times per year at PSU. These dates are posted in the Office
of Teacher Education, 110 Hughes Hall, and the Testing Center, 206B Whitesitt Hall. Registration dates are
determined by the Testing Center. Registration must be completed in person at the Testing Center by the a
designate registration deadline.
College BASE Dates at PSU for 2011-2012
September 15, 2012
November 17, 2012
February 2, 2013
April 6, 2013
June 15, 2013
The College BASE is also administered at other institutions. It is acceptable to take the exam at
another location. However, it is your responsibility to provide an official score report to the Office of
Teacher Education as score reports are only sent to the examinee and the institution in which the exam was
administered.
5
INTRODUCTORY COURSES AND FIELD-BASED EXPERIENCES
All teacher education majors are required to participate in a variety of field-based experiences
throughout their program. For admittance to teacher education, completion of an initial field experience
course is required. The first course that all education majors, with the exception of music candidates, take is
Explorations in Education (EDUC 261). Music majors take Introduction to Music Education (MUSIC 241).
Explorations in Education is a three credit-hour course that includes 33 clock hours in a PK-12
classroom with a licensed teacher in your designated field. This experience provides an understanding of
what it is like to work in a classroom and how to work with students. These “real world” experiences are
designed to help make the college coursework more meaningful. This course should be taken during the
sophomore year or the first semester of enrollment at PSU for transfer students. Thirty credit hours, a
cumulative 2.50 GPA, and an anticipated education degree are required for enrollment in EDUC 261.
Students make application for teacher education in the first weeks of EDUC 261. Successful completion
of EDUC 261 includes passing the course with a “C” or better and receiving a positive recommendation for
continuance in the teaching program from the cooperating school-based teacher and the Explorations
instructor. Introduction to Music Education is similar in format to Explorations in Education.
Early Childhood/Late Childhood K-6 education majors and some secondary/PK-12 education majors
are required to complete a second field experience (EDUC 307 Clinical Experience). This course is open to
any teacher education major who wants to gain additional experience in his/her teaching field.
TRANSFER CREDIT FOR EXPLORATIONS IN EDUCATION
and the FIRST FIELD-BASED EXPERIENCE
Students who have completed an Introduction to Education course at another institution of higher
education MAY be eligible to have those courses transferred to Pittsburg State University. A field experience
at PSU, may be required (EDUC 307 and/or EDUC 308). An evaluation of any field experience completed at
another institution will be required to receive credit for the experience. This evaluation should be completed
by the cooperating school-based teacher. For those students eligible for transfer of credit, completion of a
non-credit module is required before the student can be admitted to teacher education. This module will be
completed in UGS 101 Transitions. Completion of Transitions is required for all student transferring credit
for EDUC 261 Exploration in Education.
For further information concerning these requirements, check with the Office of Teacher Education,
110 Hughes Hall or phone 620-235-4489.
6
EXPECTATIONS FOR PROFESSIONAL BEHAVIOR
IN FIELD EXPERIENCES
The definition of professionalism is described as being ‘distinguished from an amateur’. As a
teacher candidate, you are more than a student; you are representing the teaching profession. As a teacher
candidate at Pittsburg State University, you will be visiting, interacting with and teaching in several different
school classrooms. Behaving professionally is important because you are making your first impression at
each school and do not know who will notice and/or remember you. You will be representing PSU, the
department, and yourself as a future teacher. If you choose to not follow the expectations of Pittsburg State
University during your coursework or in a field experience situation, consequences could be imposed. See
page 10 for removal policy information.
DISPOSITIONS
As you move into the role of the professional educator, be aware that there are dispositions that great
teachers embody. Some of these dispositions include, but are not limited to: dependability, fairness,
consistency, positive demeanor, belief in all students’ ability to learn, ethical behavior, self-evaluation and
reflection, effective communication, and respect for all cultures and differences of others. These dispositions
are all part of the Professional Knowledge Base and you will be evaluated on these throughout your program
by a variety of professionals including university faculty, cooperating teachers and university supervisors.
The Professional Knowledge Base is included on pages 22-24.
Remember that you are a guest in the classroom and the school. You may disagree with your
teacher’s or principal’s teaching or communication style, but unless someone is hurt by abusive actions, you
must refrain from criticism and remain polite at all times. Talk with your university instructor if you have
concerns or want tips on how to deal with the issue. DO NOT EVER discuss these concerns with other
teachers or staff or on social network sites. Also, refrain from expressing negative perceptions about a
previous experience, clinical supervisor, principal or school.
CONFIDENTIALITY
Confidentiality in all situations is required. Professional discussions may give you access to student
and/or school information. It is important that this information be used with integrity in a professional
manner and remain confidential. In other words, don’t talk about your students or any teacher from your
cooperating school(s) in any public forum including but not limited to Facebook and the teachers’ lounge.
7
ATTENDANCE
An important part of being a professional person is time management. Be on time (EARLY)! You are
expected to be at the school during your scheduled times. If you are ill, have been in an accident or have a
family emergency, please contact your cooperating teacher to report your absence. Extracurricular activities,
including working, should not interfere with your scheduled time at your placement.
Lanyards and PSU student ID’s are required to be worn in all school visits. Sign in at the
office each time you report to the school.
PROFESSIONAL USE OF TECHNOLOGY
Appropriate use of technology is an important factor for professional behavior. Due to the fact that
you will be interacting with children who will be curious about you, you must make good, professional
choices about the content of personal webpages and social network sites. Working in the field of education
places you in the public eye, so awareness of your public persona is important. You should expect a degree
of public scrutiny. With this in mind, some basic guidelines have been provided for you.
SOCIAL NETWORK SITES OR PERSONAL WEBPAGES






Your students ARE NOT your friends; do not initiate or confirm any friendship requests on
Facebook or any other social network site.
DO NOT post or blog about your cooperating teacher/students/school.
DO NOT be on Facebook or other social network sites during school hours!
Check photos (even the backgrounds) to make sure that all content is appropriate.
Remember you have a right to privacy; keep private what should be private.
DO NOT include anything on your personal site that you would not want a potential employer to
view; they will “Google” you.
EMAIL ADDRESS TAGS



Change inappropriate email tags (i.e. sexybaby@hotmail.com).
DO NOT give students or parents your private email address.
Consider creating a separate email address for your profession. When you become a classroom
teacher, the school will provide one to you.
PHONES


Your students should NOT be provided your phone number.
DO NOT be on your phone when you are supposed to be in the classroom (texting is considered
“being on your phone”).
8
DRESS CODE
Your manner of dress will need to reflect appropriateness for your chosen profession. You are being
provided with guidelines that will assist your success in the classroom. Remember that there are body parts
that should never show (both front and back). Also, underwear should be worn under your clothing. After
dressing in the morning, stand in front of your mirror and bend over, squat, raise your arms and bend forward
from the waist. If those certain body parts remain covered during this movement, you are probably pretty
safe. If there is a doubt about an outfit, DON’T WEAR IT! It is better to be safe than sorry!
PROFESSIONAL CLOTHING GENERALLY INCLUDES:
Men
Women
Dress slacks
Casual dress slacks (khaki or twill)
Dress shirts, ties, collared polo shirts
Sweaters, vests, jackets
Dress and casual shoes
Business Casual
Dress slacks
Casual dress slacks (khaki or twill)
Dresses, skirts
Blouses
Sweaters, vests, jackets
Pant suits
Dress and casual shoes
Business Casual
DO NOT WEAR:









Any footwear that may interfere with performing your job, such as flip-flops or extremely high heels
Denim jeans (jeans of any color or style) unless the school has a special occasion or celebration that
calls for wearing jeans
Shorts of any type (PE majors, dress professionally the first visit and then dress appropriately for the
school in which you are placed).
T-shirts (especially with logos)
Clothing with potentially offensive phrases, political statements, religious statements, or
inappropriate advertising
Shirts (low-cut, short waisted, or short sleeved) that reveal too much skin, underwear, or tattoos
Athletic clothes (sweatshirts, hoodies, jogging suits)
Sagging pants worn low or pants cut with a “low rise” that reveal underwear or too much skin
Faded, unclean or wrinkled clothing
GROOMING AND HYGIENE BASICS:







Regular bathing and deodorant should be used to eliminate body odor
Wash and brush your hair regularly
Hair, beards and mustaches should be neatly trimmed and clean (or removed if not in accordance
with school policies)
Cologne or perfume, if used at all, should be subtle
Body piercing, other than earrings, should be unnoticeable
Fingernails should be trimmed and clean
Beware of smoking or pet odors
9
REMOVAL FROM A FIELD PLACEMENT
You can be removed from a field experience placement at the request of school district personnel,
school administration, the cooperating teacher, or university faculty. Common reasons for a student to be
removed from a field placement include, but are not limited to: appearance and dress inappropriate for a
school setting, attitude and behavior unbecoming a professional educator, violation of attendance policy,
unethical conduct or criminal activity. If removal is a result of unethical conduct or criminal activity, you
may be denied a second opportunity to complete the requirement thereby removing yourself from the
program. All instances of removal will be reviewed and addressed on an individual basis.
GENERAL EDUCATION REQUIREMENTS
FOR SECONDARY & PK-12 MAJORS
Admission to teacher education requires earning a minimum grade of “C” in English Composition,
Introduction to Research Writing, Speech Communication, and three hours of Math (College Algebra or
above). Successful completion of all PSU General Education courses is required for graduation.
FOR ELEMENTARY MAJORS
Admission to teacher education for Early Childhood/Late Childhood K-6 and Early Childhood
Unified (Birth – Grade 3) majors requires a GPA of 2.80 in a core curriculum of general education
courses. Additional general education courses must be completed to meet university requirements. If you do
not have a 2.80 GPA in the designated core, you may decide to repeat any course where you earned a “C” or
lower or you may wish to take another course within the same subject area that is a higher level course. It is
suggested that you seek advisement before choosing this option. If substitutions are necessary, substitution
forms are available at the Office of Teacher Education (110 Hughes Hall) or with advisors. The course with
the highest grade in that area will be counted toward in the GPA. A grade of “C” MUST be earned in the
Basic Skills courses (English Composition, Introduction to Research Writing, Speech Communication,
Mathematics for Education I). It is wise to use the checklist included in this handbook on page 12 to calculate
your GPA (see below for how to calculate) and monitor progress.
The required courses are listed in the university catalog and on the GUS Degree Audit. Your advisor
will assist in selecting the appropriate semester and order for taking each class. For example, ENGL 113
General Literature must be completed prior to taking EDUC 252 Children’s Literature and PSYCH 155
General Psychology must be completed prior to enrollment in PSYCH 263 Developmental Psychology.
10
Using the checklist on page 12, record the semester when the course was taken, the grade, and the
hours and grade points you earned. From this information, the General Education Core GPA can be
calculated. The GPA is determined by dividing the total grade points earned by the number of hours
attempted. PSU uses a 4.0 system where A = 4 points, B = 3 points, C = 2 points, D = 1 point, and F = 0
points. For example, suppose this past semester you took the courses and earned the grades as listed.
ENGL 101
MATH 204
PHYS 171
PHYS 172
PSYCH 155
TOTAL HOURS =
Grade
A
B
B
C
B
Hours
3
3
3
1
3
13
Points x Hours
(4 x 3)
12
(3 x 3)
9
(3 x 3)
9
(2 x 1)
2
(3 x 3)
9
TOTAL GRADE POINTS =
41
GPA: Divide your total number of grade points by your total number of hours
GPA = 41 divided by 13 = 3.15
If this example represented your first semester, then this would be your current general education
core curriculum GPA. You would know that you were on the right track and that you needed to maintain this
record throughout the remainder of your program. Use the checklist on the next page to keep a record of your
grades and grade points from semester to semester.
11
PITTSBURG STATE UNIVERSITY
General Education Core Curriculum for Establishing Minimum GPA
For Admission to Teacher Education
ELEMENTARY EDUCATION -- CHECKLIST for 2011-2013 Catalog
COURSE
SEM
GRADE
HOURS
POINTS
Basic Skills: 12 Credit Hours (*Must have a grade of “C” or better in these courses)
ENGL 101 English Composition *
____
_____
_____
_____
ENGL 190 Honors English * OR
ENGL 299 Intro to Research Writing*
____
_____
_____
_____
COMM 207 Speech Communication*
____
_____
_____
_____
MATH 204 Mathematics for Education I*
____
_____
_____
_____
____
_____
_____
_____
____
_____
_____
_____
Social Studies
SOC 100 Introduction to Sociology**
____
_____
_____
_____
Political Studies
POLS 101 U.S. Politics**
____
_____
_____
_____
Cultural Studies
GEOG 106 World Regional Geography
____
_____
_____
_____
Health & Well-Being
PSYCH 155 General Psychology
____
_____
_____
_____
____
_____
_____
_____
____
_____
_____
_____
TOTAL _____
_____
Sciences: 8 Credit Hours
Natural Science
BIOL 113 Environmental Life Science OR
BIOL 111/112 General Biology + Lab
Physical Science
PHYS 171/172 Physical Science + Lab
HHP 150 Lifetime Fitness Concepts OR
FCS 203 Nutrition and Health
Human Heritage
HIST 201 or 202 American History OR
HIST 101 or 102 World History
33 Total Hours with GPA = 2.75
GPA = Total Grade Points divided by Total Hours Attempted
GPA = _____
**From Introduction to Sociology and U.S. Politics, only one course will be calculated in the General Education Core GPA.
NOTE: Additional General Education Courses are needed to meet University General Education Requirements. Seek advice from
your advisor to determine the appropriate courses to complete the General Education requirements.
12
RETENTION IN TEACHER EDUCATION
Early Childhood/Late Childhood K-6 majors must be admitted to teacher education before enrolling
in the final 12 credit hours of methods courses. Early Childhood Unified majors are required to be admitted
to teacher education for a designated final 12 hours of the program prior to student teaching. Secondary and
PK-12 education majors must be admitted to teacher education before enrolling in PSYCH 357 Educational
Psychology, EDUC 520 Methods and Materials for Academic Literacy, and course 479 (Techniques for
Teaching).
Professional semester applications are completed on-line. To obtain the website address and
application instructions, you must go to the Office of Teacher Education, 110 Hughes Hall.
At this point in your program, the Director of Teacher Education reviews your transcript, degree
audit, references, and field experience evaluations. In the area of scholastic achievement, the specified
requirements for admission to the professional semester must be met. If you plan to student teach during the
FALL semester, apply by February 15th. Those desiring to student teach in the SPRING semester submit
applications by September 15th. If these deadlines are missed, students must petition CARTE for approval
to apply late. Keep an accurate record of all deadlines. The PROGRAM MAP provided on PAGE 21 will
help monitor deadline dates and course completions. Read all letters from the Director of Teacher
Education thoroughly and completely to keep an accurate account of your status in the program.
INTERNSHIP OPPORTUNITIES
ELEMENTARY EDUCATION INTERNSHIP
Students who choose to participate in the Elementary Internship Partnership complete all the
requirements for admission to teacher education and all of the coursework except for the final restricted
methods classes. Two semesters prior to student teaching, elementary education majors complete an
application form for admittance to the internship program. In the internship semester, students volunteer a
minimum of eight hours per week in an elementary classroom with a mentor teacher. In the second semester,
students participate in a sixteen-week professional semester in the same classroom in which they completed
the internship. Students who are interested in this program should contact their advisor for information.
PK-12, MIDDLE, SECONDARY SCHOOL INTERNSHIP
Opportunities for an internship experience are available for secondary/PK-12 majors as well. Some
secondary content areas have an internship requirement; others can be made by special arrangement.
Inquiries about an internship opportunity should be made through the Techniques instructor in the specific
content area or the Office of Teacher Education, 110 Hughes Hall.
13
THE PROFESSIONAL SEMESTER
The professional semester is a field-based experience that spans an entire semester. You will be
assigned to an area PK-12 school in your designated field with an experienced teacher. Cooperating teachers
are licensed in the state where they teach and have a minimum of three years teaching experience. They are
identified by the principal as a teacher who exhibits all the characteristics and skills of a highly qualified,
master teacher and who also wants to mentor a student teacher.
Upon admission to teacher education, teacher candidates are eligible to apply for the professional
semester. Application instructions are available beginning on the first day of the fall and spring semesters and
must be picked up in person in the Office of Teacher Education 110 Hughes Hall. Application to professional
semester includes an online application process and completion of electronic portfolio submission 2. The
online portion of the application is accessed by going to the web page listed on the application instructions. If
you have questions, please contact the Office of Teacher Education, 110 Hughes Hall.
On the application, you will be able to select three school districts and the grade level(s) you would
be interested in completing your Professional Semester. Do not list specific schools or teachers.
YOU WILL NOT BE PLACED IN A SCHOOL DISTRICT WHERE:
 YOU GRADUATED HIGH SCHOOL
 COMPLETED A FIELD EXPERIENCE
 YOU HAVE SCHOOL-AGED CHILDREN ENROLLED
 WHERE A SPOUSE, PARENT, OR SIBLING IS EMPLOYED OR ENROLLED.
A list of contracted school districts is included on the Professional Semester application instructions.
If you are interested in a district that is not listed, you must schedule an appointment with the Director of
Teacher Education to discuss the possibility of being placed in the district. Do not select any district not on
the list of contracted schools without discussing it with the Director of Teacher Education, as this will
decrease your chances of being placed in a school of your choice. Whenever a placement is not available in
your chosen school, you will be placed in a school that is as close as possible. YOU ARE NOT TO
CONTACT SPECIFIC SCHOOLS OR FACULTY REQUESTING A PLACEMENT.
14
PROFESSIONAL SEMESTER ADMISSION REQUIREMENTS: EARLY CHILDHOOD/
LATE CHILDHOOD K-6
1. Admission to teacher education.
2. Academic standards:
a. Cumulative GPA = 2.80
b. In major GPA = 3.00 with no grade lower than a “C”
c. Completion of all courses listed under Section III of the Elementary Program Guide
(50 hours)
d. Completion of a minimum of 100 credit hours
e. GPA of 2.00 in each field of concentration: English & Literature; History & Social
Science; and Math & Science
f. A grade of “C” or higher in:
1. PSYCH 263 Developmental Psychology
2. PSYCH 357 Educational Psychology
g. Successful completion of EDUC 307 Clinical Experience
h. Completion of MATH 304 Mathematics for Education II
i. At least six hours of resident credit at PSU
3. Successful completion of:
a. Multi-Cultural Requirement in PSYCH 357
b. Tutoring Project in SPED 510 or 511
4. Satisfactory completion of the Electronic Portfolio Submission 2
5. Successful completion of Praxis II series exams:
a. Principles of Learning and Teaching: K-6 (Test # 0622)
b. Elementary Education: Curriculum Instruction and Assessment (Test # 0011)
6. Signed Attestation Form
7. Approval from the Major Academic Department
Special Note: These requirements are subject to change.
15
PROFESSIONAL SEMESTER ADMISSION REQUIREMENTS: EARLY CHILDHOOD
UNIFIED
1. Admission to Teacher Education.
2. Academic standards:
a. Cumulative GPA = 2.80
b. In major GPA = 3.00 with no grade lower than a “C”
c. Completion of all courses listed under the Education, Psychology and Lab
Experiences section of the ECU program guide
d. Completion of a minimum of 100 credit hours
e. A grade of “C” or higher in:
1. PSYCH 263 Developmental Psychology
2. PSYCH 357 Educational Psychology
f. Completion of MATH 304 Mathematics for Education II
g. At least six hours of resident credit at PSU
3. Successful completion of:
a. Multi-Cultural Requirement in PSYCH 357
b. Tutoring Project in SPED 511
4. Satisfactory completion of the electronic portfolio submission 2
5. Signed Attestation Form
6. Approval from the Major Academic Department
Special Note: These requirements are subject to change.
16
PROFESSIONAL SEMESTER ADMISSION REQUIREMENTS: SECONDARY/PK-12
1. Admission to Teacher Education.
2. Specific academic standards:
a. Cumulative GPA: 2.50
b. In major GPA: 2.75
c. Grade of “C” or higher in: PSYCH 263 − Developmental Psychology
d. A minimum grade of “B” in PSYCH 357 – Educational Psychology
e. GPA of 3.00 in 15 hours of Professional Education courses with no grade lower than
“C”
1. EDUC 261 Explorations in Education (including successful completion of
field experience)
2. SPED 510 Overview of Special Education
3. PSYCH 357 Educational Psychology (minimum grade of “B”)
4. EDUC 520 Methods and Materials for Academic Literacy
5. Techniques 479
f. Completion of a minimum of:
1. 95 cumulative credit hours
2. 30 in major credit hours
g. At least six hours of resident credit at PSU
3. Successful completion of:
a. Multi-Cultural Requirement in PSYCH 357
b. Tutoring Project in SPED 510
4. Satisfactory completion of the electronic portfolio submission 2
5. Signed Attestation Form
6. Approval from the Major Academic Department
Special Note: These requirements are subject to change.
17
STUDENT TEACHING PLACEMENT
The placement process for the professional semester begins with the Director of Teacher Education
reviewing all applications for a specific semester. Remember to read all information received from the
Office of Teacher Education so that you are aware of all requirements.
APPLICATION PROCESS
Application Deadline
FALL
SPRING
February 15
September 15
Review of Applications
Tentative Placement Letters
Approximately 3 weeks
1st Week of April
Requests to schools for placement by
Office of Teacher Education
Final Placements Complete
3rd Week of October
Approximately 4-6 weeks
June
December
This process takes some time as school principals recommend teachers based upon their desire to
work with a student teacher and their ability to be positive role models and mentors for student teachers.
Remember, you are not to contact the school about placement until you have received a letter stating final
placement has been made and information provided of when, where, and to whom to report. Once you
receive final placement information, you do need to make contact with the cooperating teacher and principal.
All student teachers (fall and spring) are to report to their student teaching sites on the first
day of the semester for that district, including in-service meetings and work days. Be prepared to
report to your student teaching site before the PSU semester begins. You will follow the school district
calendar, not PSU’s calendar, for this semester.
As a student teacher, you are assigned a supervisor from the university who works with you
throughout the semester. Your supervisor makes a minimum of four on-site visits during the semester.
Throughout the semester you will be evaluated, both formally and informally, by your supervisor and your
cooperating teacher. Final evaluations are placed in your credential file managed by Career Services. For
further information about the professional semester, refer to the Professional Semester Handbook (available
online at www.pittstate.edu/college/education/office-of-teacher-education/ or in 110 Hughes Hall) or visit
with the Director of Teacher Education.
Licensure to teach in the state of Kansas requires graduation from a state approved program,
successful completion of a Principles of Learning and Teaching (PLT) test (minimum score = 160), and the
successful completion of an academic content test. Additional licensure requirements have been mandated by
the Kansas State Department of Education. Information specific to licensure will be discussed in seminar
classes during the professional semester. Contact the Licensing Officer for additional licensure information.
18
REQUIREMENTS AND EXPENSES INFORMATION
OUTSIDE ACTIVITIES/CLASSES DURING PROFESSIONAL SEMESTER
Student teachers must petition CARTE for approval to maintain outside employment or take
additional coursework during the professional semester. A maximum number of hours that can be spent
working is 20 hours per week. If a student teacher experiences difficulties, it is expected that work hours be
reduced.
LICENSURE TESTS AND APPLICATION EXPENSES
The following listing includes expenses to expect with their current fee rates:
1.
Principles of Teaching and Learning (PLT): $90.00 testing fee plus $50.00 registration fee.
2.
Content Test: Range from $65.00 - $90.00 testing fee plus $50.00 registration fee. A content test
must be completed for each subject area for which licensure is sought.
Note: The non-refundable registration fee covers all paper-based tests taken in the same testing year. It is
always possible to take one Content Test along with the PLT on any testing date. Check page 20 for
a listing of the KSDE required Content Test codes and titles.
3.
Fingerprinting for licensure: $50.00 to KSDE. The fingerprint card can be completed at any law
enforcement agency. PSU Campus Police will complete the fingerprinting process for a fee of $5.00
for current PSU students. It can be completed for those who are not students for a fee of $10.00. The
process from a local police department or law enforcement office may cost $10.00 or more.
4.
Official transcript for licensure: $5.00 per transcript
5.
Application for licensure to teach in Kansas: All licenses start with a $39 fee. An additional $3
per year of license life will be added. For example, an initial license, which lasts two years,
will cost $45 [39+3+3]. A professional license, which lasts 5 years, will cost $54 [39+(3x5)].
6.
For licensure or certification in other states, an application and fingerprinting fee specific to that
state’s requirements will be required.
Upon successful completion of the PSU Teacher Education program and the successful completion of all
required tests, you will be eligible for licensure in Kansas and Missouri. Certification in Oklahoma requires
licensure in Kansas and successful completion of three tests developed for Oklahoma teachers. An exception
may be possible if a request to substitute tests completed for Kansas licensure is submitted to the Oklahoma
State Department of Education. Specific requirements for licensure or certification in other states may be
secured by going to that state’s Department of Education website.
19
Application for licensure cannot be made until all requirements for graduation have been completed.
The final Professional Semester seminar at the end of the semester includes instruction on completing the
application process. Before licensure applications can be submitted to the Kansas State Department of
Education for processing, degrees must be posted by the PSU Registrar’s Office, an official transcript
submitted to the PSU Licensure Officer, and the PLT and Content Area Tests must be successfully
passed.
PLT & CONTENT TESTS IDENTIFICATION NUMBERS, NAMES, & SCORES
PLT: Licensure Levels
All Early Childhood Licenses
All Elementary Licenses
All Secondary Licenses
All PK-12 Licenses
Content Licensure Area
Test Code
0621
0622
0624
Test Name
Principles of Learning & Teaching: Early Childhood
Principles of Learning & Teaching: Grades K-6
Principles of Learning & Teaching: Grades 7-12
Select from the K-6 or 7-12
Test Code
Art
Adaptive Special Education
0134
0543
Biology
Chemistry
Early Childhood
Earth & Space Science
Elementary
0235
0245
0021
0571
0011
English as a Second Language
0361
English Language Arts 5-8
English Language Arts 6-12
0049
0041
Family & Consumer Science
French
Functional Special Education
0121
5174
0545
History Comprehensive 5-8
History & Government 6-12
Mathematics 5-8
Mathematics 6-12
0089
0081
0069
0061
Music: General, Instrumental,
Vocal
Physical Education
Physics
Psychology
Science 5-8
Spanish
Speech/Theatre
Technology Education
0113
0091
0265
0390
0439
5195
0221
0051
Test Name
Art: Content Knowledge
Special Education: Core Knowledge and Mild to
Moderate Applications
Biology: Content Knowledge
Chemistry: Content Knowledge
Education of Young Children
Earth & Space Science: Content Knowledge
Elementary Education: Curriculum, Instruction, and
Assessment
English to Speakers of Other Languages (contains
listening section)
Middle School English Language Arts
English Language, Literature, and Composition:
Content Knowledge
Family & Consumer Sciences
French: World Language
Special Education: Core Knowledge and Severe to
Profound Applications
Middle School Social Studies
Social Studies: Content Knowledge
Middle School Mathematics (Calculator Allowed)
Mathematics: Content Knowledge (Graphing
Calculator Required)
Music: Content Knowledge (contains listening
section)
Physical Education: Content Knowledge
Physics: Content Knowledge
Psychology
Middle School Science
Spanish: World Language
Speech Communication: Content Knowledge
Technology Education
20
Kansas Cut
Score
160
160
160
160
Kansas Cut
Score
160
155
150
152
172
150
163
138
165
165
162
159
155
155
158
158
137
152
148
141
550
149
165
148
160
THE MAP TO COMPLETION OF THE PSU TEACHER EDUCATION PROGRAM
COURSEWORK
Year One:
TEACHER ED. REQUIREMENTS
___ English Comp 101 (1st Semester)
___ General Psych 155
___ First Math Course
___ General Education Requirements
___ Writing to Learn Course
(2nd Semester)
___ Major Courses
Year Two:
Take the Basic Skills Test after completing
the first English course, the
first Math course, or during
EDUC 261
____PPST taken on Date: __/__/__ OR
____C-Base taken on Date: __/__/__ OR
____ACT Score of 24 or Higher
___ Writing to Learn Course (1st Sem)
___ General Education Requirements
___ Speech Communication 207
___ Explorations in Education 261
___ 1st Clinical Experience
___ Developmental Psychology 263
___ Second Math Course (Elementary)
___ Introduction to Research Writing 299
(2nd Semester)
___ Major Courses
Year Three:
___EDUC 307 2nd Clinical Experience
required for Elementary, English, PE
recommended for all majors.
___ Overview of Special Education
(SPED 510 or 511)
___ Major Course Requirements
Reading Score ____
Writing Score ____
Math Score
____
(Apply for Teacher Education)
___Accepted into Teacher Education
Date: __/__/__
____Apply for Official Degree Audit
(after 85 hours)
___ Apply for the Prof Semester
Fall-February 15th
Spring-September 15th
Year Four:
Elementary Majors:
___ Complete Major Course Requirements
___ Educational Psychology 357
Secondary Majors:
___ Methods and Materials for Academic Literacy (EDUC 520)
___ Educational Psychology 357
___ Techniques for Teaching 479
(Apply for & take the PLT
___ Complete Major Course Requirements
and Content Test before the
Professional Semester)
FINAL
Student Teaching and On-Campus Seminars
SEMESTER
FULL Semester
___ Complete the PLT (161 req.)
on ___/___/___ SCORE ____
___ Completed the Content Test
on ___/___/___ SCORE ___
___Apply for Licensure
on ___/___/___
21
PITTSBURG STATE UNIVERSITY
COLLEGE OF EDUCATION
PROFESSIONAL KNOWLEDGE BASE
The goal of the Teacher Education program at Pittsburg State University is to prepare competent, committed, caring
professionals. It is the belief that to accomplish this goal, each teacher candidate should display competency in the
following 60 indicators known as the Professional Knowledge Base. This knowledge base will be referenced throughout
the Teacher Education program and each teacher candidate will also be evaluated using these indicators multiple times
during the course of their program. Every teacher candidate will be required to display an understanding and belief in the
Professional Knowledge Base by the end of their training program.
PROFESSIONAL CHARACTERISTICS
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which illustrate a
commitment to a dependable and professional demeanor, an underlying belief system that all students can learn
and specific efforts that foster collaborative/caring relationships.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Is dependable, flexible, and punctual.
Maintains a consistently positive and professional demeanor.
Believes that all students can learn and teachers can make a significant contribution to learning.
Understands and respects a diverse student/parent population and helps all children learn respect for the
traditions and cultures of others.
Promotes a classroom environment that is caring and supportive to all students.
Complies with confidentiality laws and policies regarding students, parents, and personnel.
Knows and follows school policies and shares in the general responsibilities and duties associated with teaching
(e.g., attendance, discipline, hall duty).
Establishes two-way communication with colleagues and students.
Communicates fluently using appropriate and grammatically correct oral and written language.
Sets goals or demonstrates a desire to continually acquire knowledge and skills especially in emerging
educational technologies.
Seeks to implement the recommendations from evaluations of professional performance.
Practices self-evaluation and reflection to enhance instructional effectiveness.
Maintains ethical behavior with all students and colleagues.
RELATIONSHIPS WITH STUDENTS
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which portray a caring
relationship with students, a positive rapport developed through enthusiasm and high student expectation.
14.
15.
16.
17.
Conveys high expectations that all students will succeed and learn.
Models an enthusiastic behavior and a caring attitude towards all students.
Demonstrates positive rapport with a diverse student population.
Listens carefully to all students then responds in a professional manner.
22
INSTRUCTIONAL PLANNING
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which denote a strong
knowledge base, an understanding of learning theory, an approach to outcomes-based instructional planning, an
integrated lesson design, and a variety of instructional strategies to provide opportunities for all students to learn.
18. Understands the appropriate scope and sequence of objectives for teaching the curriculum (national, state,
and/or local standards).
19. Develops clear short and long-term instruction plans (e.g. lesson plans, units, and/or modules) which include
objectives, materials, activities, adaptations/modifications and evaluation techniques based on the curriculum.
20. Has an up-to-date knowledge of the subject matter and attempts to incorporate diverse and practical illustrations,
examples and applications in lesson material and activities.
21. Selects materials and activities consistent with the objectives of the lesson and students’ diverse abilities
resulting in appropriate adaptations and modifications.
22. Has knowledge of and plans developmentally appropriate instruction.
23. Uses available technologies for planning and integration with other disciplines.
24. Structures lesson planning to allow for interventions, such as individualization, reteaching, and alternative
assessment, so all students can meet the objectives.
25. Creates lessons that encourage students to think creatively and critically, to solve problems, and to develop skills
needed in a global society.
INSTRUCTION
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which provide active
student-centered instruction characterized by clarity, variety, and flexibility.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
Conducts class with poise, confidence, and enthusiasm.
Presents lessons in a clear, logical, and sequential manner.
Insures that lesson materials and information are professionally displayed and accessible to all students.
Communicates clearly to all students the objective and purpose of each lesson.
Reviews or provides an anticipatory set in an effort to gain the interest of the student.
Provides a real world context for lesson content.
Utilizes various instructional strategies appropriate for the objectives of the lesson.
Incorporates differentiated instruction to meet the academic needs of all students.
Uses available educational technologies for effective instruction.
Encourages participation from all students through effective questioning strategies (e.g., equal distribution, level
variation, adequate wait time, probing and clue giving, and appropriate correctives and feedback).
Responds to student questions in a concerned and effective manner.
Provides opportunities for all students to successfully apply or practice knowledge and skills learned.
Facilitates instructional strategies which provide opportunities to work individually and collaboratively in
groups.
Conducts lessons at an appropriate pace and maximizes time on task.
Provides focus on important points and checks for understanding.
Accomplishes smooth and orderly transitions between parts of the lesson.
Gives clear directions.
Effectively achieves closure to each lesson and/or class period.
23
CLASSROOM MANAGEMENT
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which promote an orderly,
safe classroom environment conducive to learning by providing clear rules and procedures which are taught,
monitored and consistently reinforced.
44. Believes in and communicates a well-defined classroom management system.
45. Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive
to student learning and safety.
46. Establishes, teaches, and reinforces classroom expectations, rules, routines, and procedures fairly.
47. Teaches tolerance by example and by design, striving to develop a classroom atmosphere which recognizes the
value of all people regardless of their uniqueness.
48. Monitors students’ behaviors and activities in the classroom at all times.
49. Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and
negative consequences.
50. Handles multiple tasks, intrusions, and distractions while maintaining the flow of the lesson.
51. Understands how to handle unexpected classroom incidents and emergency procedures.
52. Provides a learning environment which includes high time-on-task and active engagement.
EVALUATION
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which establish fair
expectations, provide for multiple assessment opportunities, monitor progress in a timely fashion, provide
feedback through multiple means, and collaborate with others to meet the needs of all students.
53. Develops and communicates to students and parents a fair evaluation system which respects the legal rights of
all involved.
54. Uses available technologies to post and communicate student progress in a timely manner.
55. Maintains clear and reasonable work standards and due dates.
56. Consults a variety of sources (e.g., student records, counselors, resource specialists, parent conferences, test
results, and other diagnostic tools) to determine the learning needs and capabilities of individual students.
57. Uses multiple methods of assessing and evaluating student knowledge and performance.
58. Makes changes in instruction based on feedback from multiple classroom assessment sources.
59. Gives timely and specific oral and/or written feedback on all assignments and provides corrective action so all
students can succeed.
60. Has knowledge of the referral and intervention process and can use specialized services as student needs arise.
24