TEACHER EDUCATION
HANDBOOK
2009-2010
Pittsburg State University
Pittsburg, Kansas
Office of Teacher Education
110 Hughes Hall
(620) 235-4489
Table of Contents
Page
Introduction
1
Requirements for Admission to Teacher Education- Elementary Education
2
Requirements for Admission to Teacher Education- Secondary Education
2
Recommendations for Teacher Education
3
Basic Skills Test Options
3
Preparing for the PPST
4
Preparing for the College Base
5
Explorations in Education & Field-Based Experience
7
Transfer Credit for Explorations in Education
8
General Education Core Curriculum for Elementary Education
9
Elementary Education General Education Core Checklist 2009-2011 Catalog
11
University General Education for Secondary & K-12 Majors
12
Retention in Teacher Education
12
The Internship Track
13
Elementary Education Requirements for Professional Semester
14
Secondary & K-12 Major Requirements for Professional Semester
15
Professional Knowledge Base
16
The Professional Semester
19
Notification of Student Teacher Placements
20
Information for the Professional Semester and Licensure to Teach in Kansas
22
PLT and Content Test Identification Numbers, Names & Cut-Scores
24
The Map to Completion of the PSU Teacher Education Program
25
TEACHER EDUCATION HANDBOOK
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 the
best-prepared professional possible.
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 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 will probably 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 Test 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, early in the first semester of the junior year. Generally, students
complete the application process during the first week of class in CURIN 261 Explorations in Education.
A student must be listed as seeking a BSE 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
FOR ELEMENTARY EDUCATION MAJORS
1.
2.
3.
4.
5.
6.
7.
8.
Complete the Admission Application.
Be recommended for Teacher Education by your advisor and three additional references.
Meet a Basic Skills requirement:
a. PPST: Reading = 173, Writing = 172, Math = 172,
b. College-Base: English: Reading & Literature = 235, English: Writing = 235,
Math = 235.
c. A composite score of 24 or higher on the ACT,
d. SAT minimum score of 1040.
Complete CURIN 261 Explorations in Education with a minimum grade of “C”.
Complete the General Education Core Curriculum (see page 10) with a minimum Grade
Point Average (GPA) of 2.75.
If applicable, show remediation or progress on the Professional Teacher Candidate
Improvement Plan.
Signed Attestation form.
Complete electronic portfolio.
REQUIREMENTS FOR ADMISSION
FOR SECONDARY EDUCATION MAJORS
1.
2.
3.
4.
5.
6.
7.
Complete the Admission Application.
Be recommended for Teacher Education by your advisor and three additional references.
Meet a Basic Skills requirement:
a. PPST: Reading = 173, Writing = 172, Math = 172,
b. College-Base: English: Reading & Literature = 235, English: Writing = 235,
Math = 235.
c. A composite score of 24 or higher on the ACT,
d. SAT minimum score of 1040.
Complete CURIN 261 Explorations in Education with a minimum grade of “C”.
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.
2
After your admission application has been submitted, you will receive a letter from the
Director of Teacher Education following the close of each 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.
RECOMMENDATIONS FOR TEACHER EDUCATION
On the application for admission to Teacher Education, provide the names of your advisor
and three college instructors with whom you have completed a class. Your advisor and the three
designated instructors will complete an evaluation sheet you provide for them on which they
complete information with reference to your personal-social-ethical fitness and other characteristics
for teaching. Refer to your degree audit on 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). Satisfactory recommendations from all four references
must be on file before you can be admitted to Teacher Education.
BASIC SKILLS TEST OPTIONS
Admission to the Teacher Education Program at Pittsburg State University requires
successful completion of a Basic Skills requirement. Students who receive a 24 or higher on the
ACT or have scored a minimum of 1040 on the SAT fulfill this obligation. Please ensure that your
3
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 Assessment.
PREPARING FOR THE PPST
The PPST required scores are:
Required Component
Required Score
Reading
Writing
Math
173
172
172
Current testing dates are available at the Office of Teacher Education at 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, and the latest information on test
dates and locations of test centers in Kansas and the United States can be found at
www.ets.org/praxis. The test is part of the Praxis I Series. A student may register online at this site
or print the necessary registration forms to submit by mail.
The PPST assessments are designed to be taken early in your college career to measure your
reading, writing, and mathematics skills. Two formats for taking the tests are available with each
measuring the basic academic skills vital to all teacher candidates.
The first format is the paper-based tests. The Reading and Mathematics are one-hour
multiple-choice tests. The Writing test includes both a 30-minute multiple-choice and a 30-minute
essay section. The tests are given seven times a year on a nationally set schedule. We recommend
that you take the PPST by this method if you are taking it the first time. It takes approximately four
weeks for results to return. Apply for the test following the guidelines and application instructions
found on the Praxis website, www.ets.org/praxis.
4
The second format for taking the PPST is the computer-based test. The computer-based tests in
Reading, Mathematics, and Writing contain computer-delivered questions that require selecting single
responses or highlighting information. The Writing test includes an essay section. Each testing session is
two hours to allow sufficient time for tutorials on computer use, the test itself, and the collection of
background information for score reporting. To schedule a computer-based test, contact the PSU Testing
Center at 620-235-4267, located in Room 206B Whitesitt Hall.
It is suggested that you take the PPST during your freshman or sophomore year. Completion of
English 101 and your first math course may provide a stronger knowledge base for the test. Before
taking the PPST, it is advisable to prepare by using study guides that can be purchased in the PSU
Bookstore or at other bookstores. In addition, study guides are located in Curriculum & Instruction, 112
Hughes Hall, and study books are available to be checked out from the Instructional Resource Center,
B25 Hughes Hall. It is strongly recommended that you work with study materials if you feel insecure
about taking the tests and/or if you have experienced difficulty passing one or more sections of the test.
A tutoring lab for the PPST is available for students wishing assistance. Contact the Curriculum
and Instruction Department, 112 Hughes Hall (620-235-4508) for information on how to sign up for
tutoring.
Registration instructions request that you designate what institution is to receive your test scores.
Please designate Pittsburg State University as that institution (Code: 6336).
PREPARING FOR THE COLLEGE BASE
If choosing the College BASE assessment, the score of 235 in Reading, Writing (both are part of
the English portion of the exam) and Math is required.
College BASE, a test of general education, assesses knowledge and skills in four subject areas:
English, mathematics, science, and social studies. College BASE also measures three cross-disciplinary
5
competencies: interpretive reasoning, strategic reasoning, and adaptive reasoning. The test emphasizes
thought-processes, broad-concepts, and major figures, movements, and institutions.
If you have
successfully completed a lower-division course of study, you should be well prepared.
It is suggested that you take the College BASE test during your freshman or sophomore year.
Completion of English 101 and your first math course may provide a stronger knowledge base for the
test. Before taking the College BASE, it is advisable to prepare by using a study guide that can be
accessed on-line at http://www.arc.missouri.edu/CB/CBoutsideMO_StudInfo.htm. A math study guide is
available for purchase. In addition, study guides are located in Curriculum & Instruction, 112 Hughes
Hall, and study books are available to be checked out from the Instructional Resource Center, B25
Hughes Hall. Working with study materials is strongly recommended if you feel insecure about taking
the tests and/or if you have experienced difficulty passing one or more sections of the test.
A tutoring lab for the College BASE program is available for students wishing assistance.
Contact the Curriculum and Instruction Department, 112 Hughes Hall (620-235-4508) 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.
The College Base is also administered at other institutions. It is acceptable to take the exam at
another location; however, PSU will not automatically receive a score report. It is your responsibility to
provide an official score report to the Office of Teacher Education.
6
EXPLORATIONS IN EDUCATION AND FIELD-BASED EXPERIENCES
Explorations in Education (CURIN 261), a three credit-hour course that includes 33 clock
hours in a PK-12 classroom with a licensed teacher in your designated field, is required of all
students preparing to teach. This course should be taken during the last half of the sophomore year or
the first semester of the junior year for transfer students. Forty-five credit hours, a cumulative 2.50
grade point average (GPA), and an anticipated degree of a Bachelor of Science in Education is
required for enrollment in CURIN 261. Students make application for Teacher Education in the first
weeks of CURIN 261 or in CURIN 307 if coursework in an Introduction to Education course has
been completed at another accredited college or university.
Successful completion of CURIN 261 includes passing the course and receiving a positive
recommendation for continuance in the teaching program from the cooperating school-based teacher.
Enrolling concurrently in Developmental Psychology (PSYCH 263) and CURIN 261 is
recommended but not required. (NOTE: A minimum grade of “C” in CURIN 261 is required.)
Elementary education majors and some secondary education majors are required to complete
a second field experience (CURIN 307 Clinical Experience). This course is open to any Teacher
Education major who wants to gain additional experience in his/her teaching field.
Each field experience includes 33 hours in a grade appropriate classroom working with a
licensed teacher. 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 help make the college coursework
more meaningful.
7
TRANSFER CREDIT FOR EXPLORATIONS IN EDUCATION
and the FIRST FIELD-BASED EXPERIENCE
Students who have completed an Introduction to Education and a field experience in a
classroom at the appropriate level and subject area at another institution of higher education MAY be
eligible to have those courses transferred to Pittsburg State University. 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. For elementary education students, this module will be completed in CURIN 307
Clinical Experience. Secondary and K-12 education majors having completed Introduction to
Education and a field experience at another institution must also complete the transfer module.
Information about the module can be secured in the Office of Teacher Education (110 Hughes Hall).
For further information concerning these requirements, check with the Office of Teacher
Education, 110 Hughes Hall or phone 620-235-4489.
8
GENERAL EDUCATION CORE CURRICULUM
Establishing Minimum GPA for
Admission to Teacher Education in Elementary Education
Admission to Teacher Education for Early Childhood/Late Childhood K-6 and Early
Childhood Unified (Birth – Grade 3) majors requires a GPA of 2.75 in a core curriculum of general
education courses. Additional general education courses must be completed for meeting university
requirements. Carefully study the University Catalog for a complete listing of course requirements
(page 49 in the 2009-2011 University Catalog). Planning the first two years of your program to
include the core courses and to earn at least a "B" in each course so that you reach the required GPA
is extremely important. If you do not have a 2.75 GPA, 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, Math for Education I). It is wise to use
the checklist included in this handbook on page 10 to calculate your GPA (see below for how to
calculate) and monitor progress.
The checklist on page 10 outlines the General Education Core Curriculum. Please note that
there are additional General Education courses to be taken in order to meet the University General
Education requirements. 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 CURIN
252 Children’s Literature and BIOL 113 Environmental Life Science + Lab or BIOL 111/112
9
General Biology + Lab must be completed prior to enrollment in BIOL 114 Environmental Life
Science Lab for Teachers.
Using the checklist, on page 10, 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 Grade Point Average 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.
English 101
Math 204
Biology 111
Biology 112
Psych 155
Grade
A
B
C
B
B
Hours
3
3
3
2
3
TOTAL HOURS =
14
Points x Hours
(4 x 3)
12
(3 x 3)
9
(2 x 3)
6
(3 x 2)
6
(3 x 3)
9
TOTAL GRADE POINTS =
42
GPA: Divide your total number of Grade Points by your total number of Hours
GPA = 42 divided by 14 = 3.00
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.
10
PITTSBURG STATE UNIVERSITY
General Education Core Curriculum for Establishing Minimum GPA
For Admission to Teacher Education
ELEMENTARY EDUCATION -- CHECKLIST for 2009-2011 Catalog
COURSE
SEM
GRADE
HOURS
POINTS
Basic Skills: 13 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 Educ 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 the
C & I advisor in determining the appropriate courses to complete the General Education requirements.
11
University General Education Requirements for Secondary & K-12 Majors
Admission to Teacher Education requires earning a minimum grade of “C” in English
Composition, Introduction to Research Writing, Speech Communication, and Math (College Algebra
or above). Successful completion of all Pittsburg State University General Education courses is
required before graduation.
RETENTION IN TEACHER EDUCATION
AFTER COMPLETING ALL REQUIREMENTS FOR ADMISSION TO TEACHER
EDUCATION, NOTIFY THE DIRECTOR OF TEACHER EDUCATION, 110 Hughes Hall.
Elementary education majors must be admitted to Teacher Education before enrolling in the final 12
credit hours of methods courses. Secondary and K-12 education majors must be admitted to Teacher
Education before enrolling in PSYCH 357 Educational Psychology, CURIN 520 Middle and
Secondary Reading, and course 479 (Techniques in Teaching). Taking classes directly related to
instructional methodology one to two semesters prior to student teaching is advantageous.
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 Clinical Experience evaluation(s). 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 March 15th. Those desiring to
student teach in the SPRING semester submit applications by September 15th. If these deadlines
are missed, students must petition the Committee on Admission to and Retention in Teacher
Education (CARTE) for approval to apply late. Keep an accurate record of all deadlines. The
12
CHECKLIST 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.
The Internship Track
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 12 hours
restricted methods classes. In the spring semester of the junior year, 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 spring 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.
K-12, Middle, Secondary School Internship
Some secondary education and K-12 programs participate in the internship. Each content
area internship plan is designed to meet the needs of the particular content area and includes an
additional experience in a middle and/or secondary classroom. Students must meet the requirements
for admission to Teacher Education and make application through the techniques instructor in the
specific content area. The Professional Semester is generally the last semester of the program and is
completed in a full sixteen-week semester.
Students interested in the middle and secondary
internship should contact the techniques instructor in the content area or Dr. Rozanne Sparks in the
Office of Teacher Education, 110 Hughes Hall.
13
ELEMENTARY ADMISSION REQUREMENTS FOR PROFESSIONAL SEMESTER
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. A 2.00 GPA 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 CURIN 307 Clinical Experience
h. Completion of MATH 304 Math 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 SSLS 510
4. Satisfactory completion of specific components of the Electronic Portfolio.
5. If applicable, all deficiencies listed in the Professional Teacher Candidate Improvement Plan
meet successful remediation or a rating of “progress being made” to eliminate deficiencies.
6. Signed Attestation Form
7. Approval from the Major Academic Department
14
SECONDARY/K-12 ADMISSION REQUIREMENTS FOR PROFESSIONAL SEMESTER
1.
2.
Admission to Teacher Education.
Specific academic standards:
a. Cumulative GPA: 2.50
b. In major GPA: 2.75
c. A 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. CURIN 261 Explorations in Education (including successful completion of field experience)
2. SSLS 510 Overview of Exceptional Students
Admission to Teacher Education required for enrollment in:
3. PSYCH 357 Educational Psychology (minimum grade of “B”)
4. CURIN 520 Middle & Secondary Reading
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 SSLS 510
4. Satisfactory completion of specific components of the Electronic Portfolio.
5. Signed Attestation Form
6. Approval from the Major Academic Department
15
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.
16
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.
17
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.
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THE PROFESSIONAL SEMESTER
The Professional Semester is a field-based experience that spans an entire semester. You will
be assigned to an area PreK-12 school in your designated field with an experienced teacher.
Cooperating teachers, with a minimum of three years teaching experience, are identified by the
principal as a teacher who exhibits all the characteristics and skills of a masterful 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. Please come to 110 Hughes Hall at the beginning of the semester prior to the
semester you plan to student teach to sign in and pick up application instructions. Applications are
to be completed on-line by going to the designated web page. If you have questions, please contact
the Office of Teacher Education, 110 Hughes Hall.
On the application, select three school districts and the grade level(s) you would be interested
in teaching. YOU WILL NOT BE PLACED IN A SCHOOL DISTRICT WHERE YOU
GRADUATED OR COMPLETED A FIELD EXPERIENCE. If you have school-aged children,
you will NOT be allowed to student teach in the school in which they are enrolled and probably will
not be allowed to be placed in the district. You will also not be placed in a school 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 school that is not listed, you
may check with the Director of Teacher Education about the possibility of being placed in the school.
Do not select any school 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.
YOU ARE NOT TO CONTACT SPECIFIC SCHOOLS OR FACULTY REQUESTING A
PLACEMENT.
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If possible, you will be placed in one of the three schools and at the grade level you selected
on your application. Whenever a placement is not available in your chosen school, you will be placed
in a school that is close to your residence. You will be involved in securing a placement that is
convenient for you and acceptable to the Teacher Education Program.
NOTIFICATION OF STUDENT TEACHING PLACEMENT
1. The placement process begins with the Director of Teacher Education reviewing all applications
for a specific semester. Fall semester applications are reviewed soon after the March 15th
deadline.
Approximately the first week of April, letters are sent out stating tentative site
placement. Approximately one week after notification of the tentative placement, the Director of
Teacher Education requests the nomination of possible cooperative teachers from area school
administrators. This process takes some time as school principals recommend teachers based
upon their desire to work with a student teacher and as they select teachers who will be positive
role models and mentors for student teachers; therefore, final placement information is sent to
teacher candidates in June or July. 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. You are to make contact with the
cooperating teacher and principal prior to the first day of student teaching. Many schools mail
information to student teachers about their school and when to report. Fall semester student
teachers report to their student teaching sites on the first inservice date. Be prepared to report to
your student teaching site before the PSU semester begins.
2. Spring semester student teaching placement is processed in the same manner as Fall placement.
Notification of tentative placement is made in October, and final placement sites are announced
in November and early December. If you student teach during the Spring semester, you will
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report to PSU for student teaching orientation (the first Thursday of the semester) before
reporting to the school site. Remember to read all information received from the Office of
Teacher Education so that you are aware of all requirements.
3. 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 throughout the
semester. Three of these visits are to observe you teaching lessons. At mid-semester and at the
end of the semester, formal evaluations are completed by both your cooperating teacher and
university supervisor. The final evaluations are placed in your credential file in 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 stop by 110 Hughes Hall and visit with the Director of Teacher
Education.
4. Licensure to teach in the state of Kansas requires graduation from a state approved program,
successful completion of the Principles of Learning and Teaching (PLT) test (minimum score =
161), 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 Director of Teacher Education for additional licensure information.
5. Reading and applying the information in the handbook will make the road to graduation and
licensure smooth. The checklists are beneficial for the journey that leads to a teaching career.
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INFORMATION ABOUT THE FINAL SEMESTER AND LICENSURE TO TEACH
It is important to be aware of requirements and expenses that will be incurred during the
professional semester. Student teachers must petition CARTE to work during the professional
semester. A maximum number of hours that can be spent working is 20 hours per week. If the
student teacher experiences difficulties, it is expected that work hours be reduced. The following
listing includes expenses to expect during the semester.
1.
Principles of Teacher and Learning Test (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. The nonrefundable 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
19 for a listing of the KSDE required Content Test number and title.
3.
Fingerprinting for licensure: $44.00 to KSDE. PSU Campus Police will complete the
fingerprinting process for no charge. 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: $39.00 to KSDE
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
22
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 the
following web site: http://home.earthlink.net/~teachercertification/AtGlance.htm#Require.
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 on-line 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. Mrs. Bonnie McDougle is the PSU Licensure
Officer. She provides information and instructions for licensure during the professional semester.
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PLT & CONTENT TESTS IDENTIFICATION NUMBERS, NAMES, & SCORES
PLT: Licensure Levels
All Elementary Licenses
All Secondary Licenses
All PreK-12 Licenses
Licensure Area
Art
Adaptive Special Education
Session
-Test
Code
20522
20524
Test Name
Principles of Learning & Teaching: Grades K-6
Principles of Learning & Teaching: Grades 7-12
Select from the K-6 or 7-12
Kansas
Cut Score
161
161
161
Session
- Test
Code
Test Name
Kansas
Cut Score
10133
20353
Art: Content Knowledge
Education of Exceptional Students: Core Content
Knowledge
Education of Exceptional Students: Mild to Moderate
Disabilities
Biology: Content Knowledge (Calculators Prohibited)
Chemistry: Content Knowledge (Calculators
Prohibited)
Education of Young Children
Earth & Space Science: Content Knowledge
(Calculators Prohibited)
Elementary Education: Curriculum, Instruction, and
Assessment (Calculators Prohibited)
English to Speakers of Other Languages (contains
listening section)
Middle School English Language Arts
English Language, Literature, and Composition:
Content Knowledge
Family & Consumer Sciences (Calculators Prohibited)
French: Content Knowledge (contains listening section)
Education of Exceptional Students: Core Content
Knowledge
Education of Exceptional Students: Severe to Profound
Disabilities
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)
156
160
Physical Education: Content Knowledge
Physics: Content Knowledge (Calculators Prohibited)
Psychology
Middle School Science (Calculators Prohibited)
Spanish: Content Knowledge (contains listening
section)
Speech Communication
Technology Education (Calculators Prohibited)
148
141
550
149
167
10542
Biology
Chemistry
20235
20245
Early Childhood
Earth & Space Science
20021
20571
Elementary
10011
English as a Second Language
20360
English Language Arts 5-8
English Language Arts 6-12
10049
10041
Family & Consumer Science
French
Functional Special Education
10121
20173
20353
10544
History Comprehensive 5-8
History & Government 6-12
Mathematics 5-8
Mathematics 6-12
20089
10081
20069
10061
Music: General, Instrumental,
Vocal
Physical Education
Physics
Psychology
Science
Spanish
10113
Speech/Theatre
Technology Education
10221
10050
10091
10265
20390
10439
10191
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169
150
152
172
150
163
500
165
165
162
166
160
159
155
158
158
137
152
148
570
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
CURIN 261
____PPST taken on Date: __/__/__
____C-Base taken on Date: __/__/__
____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:
___CURIN 307 2nd Clinical Experience
required for Elementary, recommended
for secondary
___ Overview of Educ for Except. Stu
(SSLS 510)
___ 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-March 15th
Spring-September 15th
Year Four:
Elementary Majors:
___ Complete Major Course Requirements
___ Educational Psychology 357
Secondary Majors:
___ Middle and Secondary Reading
___ Educational Psychology 357
___ Techniques for Teaching 479
___ Complete Major Course Requirements
FINAL
SEMESTER
Student Teaching and On-Campus Seminars
FULL Semester
APPLY FOR LICENSURE
(Apply for & take the PLT
and Content Test during the
Professional Semester)
___ Complete the PLT (161 req.)
on ___/___/___ SCORE ____
___ Completed the Content Test
on ___/___/___ SCORE ___
___Apply for Licensure
on ___/___/___
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