Jan 2015

( http://www.ithaca.edu/policies/ Ithaca College Professional Education Faculty Assessment Handbook The materials in this document are designed to supplement the Ithaca College Policy Manual ) and specific program information available from your department chair and the ACTEC website ( http://www.ithaca.edu/actec/ ).
I. Conceptual Framework and Unit Governance .................................................................................... 4
I.a. Introduction to Teacher Education at Ithaca College ............................................................................... 4 I.b. Vision and Mission: Ithaca College and the All-College Teacher Education “Unit” ........................ 4
Institution ...................................................................................................................................................................................... 4 Teacher Education Unit ........................................................................................................................................................... 5
I.c. Conceptual Framework: Goals and Standards ............................................................................................ 5
Three Goals of the Conceptual Framework ..................................................................................................................... 6 Eight Standards of the Conceptual Framework ............................................................................................................. 6 Illustration of the Ithaca College Teacher Education Conceptual Framework ................................................. 7
I.d. Unit Governance .................................................................................................................................................... 8 I.e. Plan for Evaluating Unit Operations ............................................................................................................... 9
II. Unit Assessment System ........................................................................................................................ 11
II.a. Unit Assessment System: Transition Points and Key Assessments ................................................ 11
Unit-Wide Transition Points for Initial Certification Education Programs ..................................................... 12 Unit-Wide Transition Points for Advanced Programs ............................................................................................. 12
II.b. Faculty Guide to Unit and Program Assessment in Taskstream ...................................................... 13 II.c. Ensuring That Assessments Are Fair, Accurate, and Consistent ...................................................... 14 II.d. System for Handling Candidates Who Have Not Met Unit Expectations ....................................... 15
For Undergraduate Students: ............................................................................................................................................. 15 For Graduate Students: ......................................................................................................................................................... 15
II.e. Services and Supports Available to Candidates ..................................................................................... 16
III. Professional Qualities and Dispositions ......................................................................................... 17
III.a. Process For Evaluating Professional Qualities and Dispositions ................................................... 18
IV. Forms ........................................................................................................................................................... 20
IV.a. Template for Analysis of Unit Key Assessments ................................................................................... 21 IV.b. Conceptual Framework Addendum for Professional Education course syllabi ....................... 21 IV.c. Template for Additional Professional Disposition Rating ................................................................ 22 IV.d. Professional Improvement Contract ........................................................................................................ 25
V. Appendices .................................................................................................................................................. 26
V.a. ACTEC and Professional Education Unit Organizational Structure ................................................. 26 V.b. Crosswalk of IC Program Standards with NYS Teaching Standards and Specialized Professional Association Standards ................................................................................................................... 27 V.c. Crosswalk of IC Teacher Education Program Standards, NYS Teaching Standards, and National Accreditation Standards ....................................................................................................................... 30 V.d. NCATE Unit Standards in Brief ..................................................................................................................... 32 V.e. Initial Certification Education Programs Unit Key Assessments Detailed by Program ........... 33 V.f. Advanced Certification Education Programs Unit Key Assessments Detailed by Program .... 40
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V.g. Summary of Individual Program Assessments submitted for SPA/NCATE review ................... 42 V.h. Master List of Unit Professional Education Courses ............................................................................. 45
UG HPPE Professional Education Courses .................................................................................................................... 45 UG H&S Professional Education Courses ....................................................................................................................... 46 Graduate H&S Professional Education Courses: ........................................................................................................ 47 UG Music Professional Education Courses: .................................................................................................................. 48 Graduate SLPTC Professional Education Courses: .................................................................................................... 49
V.i. ACTEC Policy on Mentor/Cooperating Teachers for Student Teaching Internships ................. 50 V.j. 2014-2015 All-College Teacher Education Committee Member and Staff Contact Info ........... 51 V.k. Glossary ................................................................................................................................................................ 53 V.l. Helpful Websites ................................................................................................................................................. 57
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Ithaca College maintains a longstanding commitment to educator preparation since its founding in 1892 as the Ithaca Conservatory of Music. Today, Ithaca College provides robust programs committed to excellence and equity in teacher education in three of the College’s five schools— the schools of Music, Humanities and Sciences, and Health Sciences and Human Performance. The All-College Teacher Education Committee (ACTEC) , which reports to the provost and vice president for educational affairs, governs teacher education across the schools and draws its membership from each program. ACTEC has coordinated teacher education programs at Ithaca College since 1966; in 2002–03 the committee initiated the development of a single conceptual framework inclusive of the theoretical and philosophical perspectives common to all teacher education programs on campus. Additional committee members include program coordinators and the dean of each school in which a teacher education program is housed as well as those faculty primarily responsible for teaching the courses common across programs. Leadership for the committee is provided by the dean’s office of the School of Humanities and Sciences; administrative support is provided by the Department of Education (Additional information on
the governance structure can be found in section I.d. and Appendix V.a
).
All teacher education programs at Ithaca College are accredited by the National Council for Accreditation of Teacher Education (NCATE). Additionally, SLPTC and Music Education are accredited by their national professional associations (ASHA & NASM) and the undergraduate programs in the School of H&S and the Department of HPPE are nationally recognized by their
specialized professional associations (SPAs). (See Appendix V.d
for summary of NCATE
standards and SPAs listed in the glossary )
I NSTITUTION Ithaca College’s vision and mission declare its intent to expand students’ academic and professional understandings, to foster students’ commitment to be of service to others, and to combine theory and practice. Ithaca College Vision Statement Ithaca College strives to become the standard of excellence for residential comprehensive colleges, fostering intellect, creativity, and character in an active, student-centered learning community. Ithaca College Mission Statement To provide a foundation for a lifetime of learning, Ithaca College is dedicated to fostering intellectual growth, aesthetic appreciation, and character development in our students. The Ithaca College community thrives on the principles that knowledge is acquired through 4

discipline, competence is established when knowledge is tempered by experiences, and character is developed when competence is exercised for the benefit of others. T EACHER E DUCATION U NIT Ithaca College’s professional education faculty in the schools of Music, Humanities and Sciences, and Health Sciences and Human Performance prepare pre-service teachers to meet the goals of knowledge, experience, and commitment to service articulated in the College’s mission statement. All-College Teacher Education Unit Vision Statement We strive to prepare exemplary teachers and educational leaders who work collaboratively with individuals and communities to create high-quality education for all. All-College Teacher Education Unit Mission Statement The All-College Teacher Education Unit at Ithaca College embraces the values of Knowledge, Competence, and a Commitment to Service expressed in the Ithaca College Mission. Our mission is to prepare teachers who possess knowledge and teaching competence in their respective disciplines, who know how to work collaboratively and effectively with diverse communities of students and families, and who are inspired and motivated by the belief that excellence and equity in education are profoundly interdependent. To this end, Ithaca College teacher educators guide candidates through carefully designed and supervised programs where theory, research, and practice combine in order to provide them with solid foundations in the content, professional, pedagogical, technological, relational, and cultural knowledge and experiences needed in order to become engaged and effective teachers for all students in the 21st century.
Students and faculty in Ithaca College teacher education programs participate in an active learning community that emphasizes scholarship, teaching, and service. The teacher education community fosters the acquisition and integration of liberal arts and professional knowledge through disciplined study, critical thinking, research, and inquiry (Cochran-Smith & Zeichner, 2005). This knowledge, extended and refined by experience, develops teaching competence, which, when exercised democratically in service to others, develops teachers who are informed by a commitment to work effectively with and for all students, their families, and communities (Ogulnick, 2000). Teacher education at Ithaca College thus reflects the institution’s longstanding vision and commitment to excellence by valuing praxis—that is, the combination of theory and performance (Freire, 1993)—and by nurturing the development of knowledge, competence, and commitment to service. As a result, Ithaca College teacher education graduates possess a passion for lifelong learning, a desire and ability to ignite this passion in others, and a commitment to exercise this ability in democratic, culturally responsive teaching and service to others through work with diverse students, families, and communities. This philosophy is summarized in the Unit’s Conceptual Framework, a set of goals and standards that the All-College Teacher Education Committee affirmed in 2005 (rev. 2007). 5

T HREE G OALS OF THE C ONCEPTUAL F RAMEWORK Knowledge. Ithaca College teacher education candidates will, through rigorous and disciplined study in the liberal arts and professional programs, meet or exceed the New York State learning standards and the New York State Regents requirements regarding content and pedagogical knowledge in their respective areas of certification and meet or exceed the eight common program standards that cross all Ithaca College teacher education programs. Competence. Ithaca College teacher education candidates will develop competence in their respective fields by taking their content and pedagogical knowledge into a variety of local and regional public and private schools where, in carefully planned and supervised field experiences, they will gain confidence in their own teaching and learning; learn to work collaboratively in classrooms, schools, and communities; learn to work effectively with the diversity of their students, their students’ families, and communities; learn to reflect critically and systematically on their own teaching practice in order to improve it; learn to put their students at the center of the learning process while maintaining standards of excellence; and learn to value professional development and lifelong learning. Commitment to Service. Ithaca College teacher education candidates will further develop their newly acquired knowledge, competence, and leadership skills into a commitment to service and the realization that excellence and equity are not mutually exclusive goals. These three goals are embedded in the eight Ithaca College Teacher Education Program Standards (TEPS). These standards were developed in a collaborative process that incorporated input from representatives from each teacher education program, who identified how their courses of study addressed the three goals of the conceptual framework. This process insured that the standards reflect the shared values and expectations of IC’s professional education faculty and stakeholders. The standards have also been aligned with the New York State Teaching Standards, the Specialized Professional Association Standards, and the NCATE Standards to enable the Unit
to assess the readiness of every teacher education candidate at Ithaca College (See Appendix V.b and V.c
for the alignment of TEPS with NYS and specialized association standards and national
association standards). The framework’s shared vision and corresponding standards have guided the unit’s programs, course development, teaching, assessments of candidate performance, scholarship, and program evaluations in all three Schools in which teacher education programs are offered. E IGHT S TANDARDS OF THE C ONCEPTUAL F RAMEWORK 1. Content Knowledge: Ithaca College teaching professionals demonstrate a rich, thorough understanding of the content and skill knowledge, theories, and issues comprising their disciplines. 2. Planning and Instruction/Implementation: Ithaca College teaching professionals are able to plan and implement effective, developmentally appropriate lessons and curricula based upon sound principles of content knowledge and skill development. 3. Positive Learning Environment: Ithaca College teaching professionals create safe and motivational learning environments that encourage all students to become actively involved. 6

4. Diversity: Ithaca College teaching professionals respect and possess knowledge of diversity in its many forms and know how to use this competence to develop relationships, instruction, schools, classrooms, communities, and experiences that help all students achieve their fullest potential and function effectively and respectfully in a diverse world. 5. Technology: Ithaca College teaching professionals are able to effectively utilize technology to enhance student learning and professional growth and development. 6. Assessment: Ithaca College teaching professionals demonstrate the ability to develop and utilize a variety of assessment tools and techniques designed to evaluate student learning and performance, provide feedback, and shape future lesson planning, programs, and curricula. 7. Collaboration and Outreach: Ithaca College teaching professionals foster positive relationships with a variety of target groups (e.g., students, families, colleagues, local community members, etc.) in order to promote and enhance the teaching and learning environment. 8. Professional Development: Ithaca College teaching professionals engage in reflective practice and continually seek to improve their knowledge base and effectiveness as teachers, make positive contributions to the culture of their fields, and demonstrate the dispositions of an emerging professional. I LLUSTRATION OF THE I THACA C OLLEGE T EACHER E DUCATION C ONCEPTUAL F RAMEWORK 7

ACTEC is responsible for unit operations in the areas of governance, planning, services and procedures such as advising and admission, and resources that support the unit’s mission in preparing candidates. Specifically, the charge of the committee is to:      set general policy and procedures that ensure that all Ithaca College teacher education programs meet or surpass the regulations of the New York State Education Department and other related agencies and are in compliance with national accreditation standards; review all new programs and substantial changes in curricular content related to policies established by ACTEC; monitor the unit assessment system for effectiveness and fairness and make recommendations for the purposes of program improvement; investigate and provide recommendations concerning ongoing developments in the field of education; and provide an annual review and “State of Teacher Education at Ithaca College Report” for the provost and vice president for academic affairs. In each of these areas, ACTEC works within the context of the College’s structures for ensuring the quality of its programs and operations. Of particular note is a commitment to shared governance. In accordance with the College-wide curriculum process, ACTEC works collaboratively with the faculties of the departments to ensure integration with the processes of curricular proposal, review, and assessment set forth elsewhere in College policy. Each of the unit heads—i.e., the deans of the three schools that offer teacher education programs—has responsibility for unit operations in the areas of budget, personnel, and facilities for the school’s respective programs. Deans are members of the College’s Institutional Effectiveness and Budget Committee and thus are responsible for assessing resource needs and making appropriate allocations to meet those needs. They also are responsible for staff and faculty performance evaluations within their respective schools and play a pivotal role in the College’s tenure and promotion process. When issues require broader input—as, for example, when the need arises to update the Unit Calendar of Operations - ACTEC provides a forum for discussion and resolution. 8

Year-Round    Faculty and departments assess candidates at the relevant transition points; program coordinators and accreditation coordinator collect and input data for program and unit improvement. Departments gather course evaluation data. Data from all sources are aggregated and disaggregated by ACTEC, the field experience coordinator, and the accreditation coordinator, as appropriate, to be used for program assessment reports, CAEP annual reports, Title II, PEDS, and other accreditation-related reports. Fall Semester     Unit Head Team incorporates teacher education planning into the annual budget cycle. Fall meeting of the Unit Education Advisory Committee & of Full ACTEC Annual Program Assessment Reports of SLOs submitted to ACTEC by Nov 15. December: ACTEC O.S. Data Retreat #1 Spring Semester         January: Annual Meeting of the Teacher Education Unit (all professional education faculty) Deans and departments conduct annual review of faculty. [Tentative] January: ACTEC collects data on professional development activities and needs from professional education faculty Spring meeting of the Unit Education Advisory Committee & of Full ACTEC April: annual NCATE/CAEP report submitted by accreditation coordinator May: ACTEC O.S. Planning Retreat #2 Survey of alumni, employers, and community partners (every three years). May & July: Exit survey of all graduating initial candidates Summer  June ACTEC submits its “State of Teacher Education Report” to the provost Preparation of SPA reports, as necessary 9

EAC: Educational Advisory Council ACTEC OS: All College Teacher Education Committee - Operations Subcommittee (ACTEC OS meets weekly or bi-weekly throughout the academic year) 10

The All-College Teacher Education Unit employs an assessment system to ensure the quality of all teacher education candidates. Building upon our past practice, New York State mandates, recommendations from our 2004 RATE accreditation, and the requirements of our professional organizations, ACTEC began to compile the current version of the unit assessment plan in April 2011. The unit-wide transition points for initial and advanced education programs were approved by ACTEC in December 2011 (see tables on following page). Our unit assessment system is comprised of specific unit key assessments (e.g., ePortfolios) that provide information for use in monitoring candidate performance and managing and improving programs. Unit key assessments are assessments that happen across the unit that candidates must successfully complete to progress through individual programs and unit transition points. Transition points are important times or “gates” within a program when we assess the knowledge, skills and professional dispositions of our candidates to be sure they are ready to proceed to the next stage of the program (i.e., student teaching). At each transition point, professional education faculty members evaluate candidates’ completion of the requisite assessments and, as appropriate, recommend them for progression to the next phase of the program or for program completion. These transition points, and the key assessments that comprise them, happen at different times during the academic year depending on the program. For example, Admission to Professional Education for graduate students in either an initial certification or advanced program overlaps with admission to the institution; for undergraduate students, this transition point typically occurs during the sophomore year. In the interest of transparency and fairness, these key assessments and transition points are shared with candidates in their professional education courses, student teaching handbooks, department websites, and during orientations, etc. The system is organized to give our candidates clear expectations for the rigor and requirements of each program as well as to help the programs track the progress of their candidates and intervene if candidates need support or counseling out of a program if they cannot successfully meet expectations. Program coordinators collect unit assessment data to share with ACTEC and the accreditation coordinator. ACTEC analyzes this data during an annual planning retreat in order to help set the agenda for the coming year and to ensure the continuous improvement of our programs. The assessment data is used to examine how well candidates are meeting the eight TEPS within programs and across the unit to continually refine assessments and improve programs. Each program also has mapped a detailed version of each transition point assessment for its candidates, showing alignment between the key assessments and the Ithaca College Teacher Education Program Standards, through which the unit goals of developing knowledge,
competence, and a commitment to service are accomplished. (See
(See www.ithaca.edu/catalogs for links to each.)
Appendix V.e and V.f
for a
program-by-program alignment between assessments and standards.) The coursework and requirements included in this plan and necessary for completion of each education program degree are described in detail in the Ithaca College Undergraduate Catalog and Graduate Catalog. 11

U NIT -W IDE T RANSITION P OINTS FOR I NITIAL C ERTIFICATION E DUCATION P ROGRAMS * Transition Points Admission to Professional Education Admission to Student Teaching/ Externship Completion of Student Teaching/ Externship Meet minimum GPA requirements Complete all required coursework Demonstrate proficiency in written language Recommendation of faculty Completion of Program Meet minimum GPA requirements Meet minimum GPA requirements Complete all required coursework Complete fieldwork/ clinical practicum Complete all required coursework Meet expectations of all student teaching/ externship evaluations Meet expectations of professional qualities and dispositions evaluation Meet expectations of professional qualities and dispositions evaluation Meet minimum GPA requirements Complete all program coursework Final e-portfolio review U NIT -W IDE T RANSITION P OINTS FOR A DVANCED P ROGRAMS * Transition Points Admission to Program Meet minimum GPA requirements Complete all required coursework Midpoint Assessment Complete all coursework requirements Completion of Program Compete all program coursework Meet expectations of professional qualities and dispositions evaluation (Advanced HPPE programs only) Meet expectations of professional qualities and dispositions evaluation (Advanced HPPE programs only) Final e-portfolio review Recommendation of faculty Complete comprehensive exam requirements
* Appendix V.e and V.f
contains charts illustrating how each program implements the unit assessment system
including alignment to the IC TEPS. 12

The College and teacher education programs began using Taskstream for program assessment in the fall of 2013, and the majority of our unit key assessments and SPA program key assessments are evaluated in the system to help streamline data collection and analysis. Program coordinators and the accreditation coordinator also track candidate progress through transition points using a Taskstream form. To access your Taskstream account, login to MyHome and click on the Taskstream icon on the left: For basic tech support (login issues, compressing video etc.) please contact Taskstream mentoring services at help@taskstream.com
or call the ITS helpline at 274-1000 Helpful Student & Faculty Guides: ITS Training & Documentation for Taskstream users: http://www.ithaca.edu/its/traindoc/taskstr eam/ ITS tutorial for how to grade a rubric in Taskstream: http://www.youtube.com/watch?v=Ku8q4i l7HTQ&feature=youtu.be
ITS tutorial for how to upload and submit assignments for students: http://www.youtube.com/watch?v=HWUM _6F9eDc If you have any questions about training for you or your students contact the ITS Training & Documentation Coordinator at atabone@ithaca.edu
For questions regarding program DRFs (student/faculty enrollment, unit or program key assessments, rubrics, or the Unit Transition Point Tracking form) contact the accreditation coordinator at mrumney@ithaca.edu
For questions regarding edTPA DRFs, the Field Experience Tracking form, or Mentor Teacher Student Teaching Eval forms contact the field experience coordinator/edTPA coordinator at ehess@ithaca.edu
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Because professional responsibility, collaboration, reflective practice, and equity are core values of Ithaca College’s teacher education programs, being transparent about the unit assessment system is of prime importance. We wish to ensure that we are applying standards fairly and assessing candidates impartially across the unit consistently. There are several ways this happens. For example, candidates are asked to participate in the assessment process by submitting self-evaluations when suitable and assessment rubrics are posted in Taskstream for unit and SPA key assessments. All program requirements and transition point assessments are available on the ACTEC and departments’ websites. Multiple faculty members are engaged in transition point assessments and professional qualities and dispositions ratings, and assessment software is utilized to ensure consistency in the entering, analysis, and reporting of candidate performance data. Consistent with College policy as stated in the catalog, candidates and faculty members throughout the College’s teacher education programs have opportunities to request that concerns and/or petitions be reviewed. In order for the candidate assessments to be fair, accurate, and consistent, the unit focused efforts on developing assessment rubrics that can be applied to all candidates. First, each program designed assessments for the eight TEPS; next, program coordinators met together to develop common descriptors for rubrics and built these into the assessment software used by IC. Professional education faculty require candidates to upload assignments into the assessment platform, so that these rubrics can be applied consistently across assignments, and data can be generated for the whole unit. Reports drawn from this assessment data are shared annually during faculty meetings and are included in annual department self-assessment reports; they also are shared with each program’s dean’s office. Additionally, the following strategies are also used to ensure fairness and equity in assessment across the unit:          Alignment of unit assessments and class assignments to standards
Indicating standards assessed on syllabi, assignments and evaluations (see form IV.b
&
ACTEC website for syllabi addendum template) Including the professional qualities and dispositions process and instruments in student teaching handbooks and department websites, and providing them to students enrolled in education courses Preparation of cooperating mentor teachers and candidates that includes three way conferences prior to placement to review all procedures and requirements and to discuss the timeline of responsibilities Continued contact and communication between candidates, college supervisors, and cooperating mentor teachers throughout student teaching placements Publishing guidelines for candidate, mentor teacher, and college supervisor responsibilities in student teaching handbooks, which are also posted on department websites
The ACTEC Policy on Mentor/Cooperating Teachers (see appendix V.i
)
Multiple observations of candidates by college supervisors and cooperating mentor teachers. Monitoring of the unit assessment system for fairness by ACTEC as part of their regular evaluation of data and processes 14

In the event that a candidate fails to satisfactorily complete the assessments, a number of procedures are in place to ensure that the candidate has opportunity for review and remediation, as appropriate. If a candidate fails to satisfactorily meet expectations on one or more of the required assessments at a transition point, the appropriate program faculty committee notifies the candidate, identifying the outcome of the review and the nature of the performance concerns. During a conference with the candidate, the faculty committee articulates conditions that must be met prior to subsequent review. A professional improvement contract is generated on the basis of this meeting and is signed by the candidate and faculty present; the contract must include a date by which the follow-up review will occur and by which the conditions must be met. If the concerns are deemed to be minor, the faculty committee may decide to allow the candidate to progress to the next phase of the program conditionally. If the subsequent review is satisfactory, the candidate may continue in the program. If the results of the subsequent review fail to demonstrate that the candidate has met the conditions, then he or she will not be permitted to progress. Candidates who disagree with the results of a transition point review or a subsequent review may follow the College procedure related to petitions in order to have the decision reconsidered. In accordance with College procedure, the candidate should first communicate his or her concerns about the outcome of the review to the faculty review committee. If a satisfactory resolution is not developed in collaboration with the faculty committee, the candidate should follow the procedure identified in the Ithaca College Catalog, as follows. F OR U NDERGRADUATE S TUDENTS : Each currently enrolled undergraduate student has the right to petition the provost to waive any of the all-College academic regulations and to review any other academic problem that has not been resolved first by the instructor, or subsequently by the department chair, and then by the dean. The student should submit a written petition to the dean with a copy to the department chair and the faculty member involved. The dean sends the petition to the provost, along with his or her recommendation. Each petition is considered by the provost on an individual basis and is decided based on the facts that pertain to the individual student’s situation. When it is appropriate and feasible, the provost consults with the individuals involved before making a final decision. F OR G RADUATE S TUDENTS : Each currently enrolled graduate student has the right to petition to waive any of the all-College academic regulations and to review any academic problem that has not been resolved first by the instructor or subsequently by the chair, and then by the dean of the school. To petition for either purpose, the student submits a written petition to the School dean, with copies to the graduate chair, and the faculty member involved. The School dean sends the petition to the provost, along with his or her recommendation. Each petition is considered by the provost on an individual basis and is decided based on the facts that pertain to the particular 15

student’s situation. Where appropriate and feasible, the provost will consult with the individuals involved before making a final decision. While a decision on appeal is pending, the student may continue to take courses in the program, except for clinical or fieldwork courses.
At Ithaca College we pride ourselves on the many support services available to all students, including teacher education candidates. All students at the College are assigned a faculty advisor in their major course of study to assist with their educational path, and each dean’s office has professional staff dedicated to coordinating that effort across departments. Tutoring is available to students through several entities on campus, including Tutoring Services , the Writing Center , and the Math Tutorial Room. For students with documented disabilities, the Office of Student Accessibility Services the provides consultation, advocacy, and testing accommodations. The three centers that comprise the Office of Counseling and Wellness - the Center for Counseling and Psychological Services, the Center for Health Promotion, and the Center for LGBT Education, Outreach and Services—offer professional relationships and support services that empower diverse individuals and groups to achieve mental health, wellness, and educational goals. Finally, Office of Career Services assists students with choosing a major, exploring career paths, and searching for employment. Each teacher education program provides support specific to its disciplines and curricula to ensure that every candidate has the opportunity to meet the high standards set by the unit. And, like other departments at the College, education programs partners with the Office of Student Accessibility Services to ensure that candidates with documented disabilities receive the accommodations to which they are entitled.
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A hallmark of teacher preparation at Ithaca College is our expectation of the professionalism needed to support learning and development for all students. Professional qualities and dispositions refer to attitudes, values, and beliefs demonstrated through both verbal and non verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. For initial programs, the assessment of professional dispositions takes place at the second and third transition points of the unit assessment system and involves the systematic review of every candidate for areas of concern. The instrument, drawn from the unit mission statement and conceptual framework, includes 15 common items, categorized under three main headings; individual programs may add to these items to reflect the unique character of their disciplines and to meet the requirements of other professional associations. The Professional Qualities and Dispositions process and instruments are shared with students and cooperating mentor teachers, published in student teaching handbooks and posted on department websites. Ithaca College’s Professional Dispositions for teacher education candidates are as follows: I. Professional Responsibility Overall Rating: 1. Maintains a professional appearance; dresses according to program and school guidelines. 2. Arrives on time for classes, field-based experiences, and meetings. 3. Prepares fully for classes, field-based experiences, and meetings; submits assignments and reports on time. 4. Demonstrates high expectations that are developmentally, culturally, and pedagogically appropriate for each individual learner. 5. Abides by college, school, department, program, field placement, and professional association policies and procedures. II. Collaboration and Communication Overall Rating: 1. Fosters positive relationships & collaborates with a variety of target groups (e.g.: students, families, colleagues, local community members, etc.) as appropriate. 2. Treats others with dignity, respect, & fairness. 3. Speaks and writes clearly, effectively, & appropriately. 4. Maintains professionally appropriate etiquette in all forms of electronic communication. 5. Respects privacy & confidentiality of information where appropriate. III. Professional Development and Reflective Practice Overall Rating: 1. Engages in reflective practice. 2. Responds well to feedback. 3. Demonstrates resourcefulness in teaching. 4. Engages in positive problem solving when challenges arise. 5. Seeks out & participates in professional development opportunities.

The evaluation of Professional Qualities and Dispositions occurs two times for every candidate in the unit assessment plan: at the Admission to Student Teaching/Externship transition point, and at the Completion of Student Teaching/Externship transition point.
overall category. Each of the three above listed categories—I. Professional Responsibility, II. Collaboration and Communication, and III. Professional Development and Reflective Practice—is rated as met or not met. A candidate must meet expectations for each item listed under each category to receive a rating of met for that The process begins with the review of each cohort at the transition point for areas of concern by the professional education faculty at a department meeting, professional dispositions sub committee meeting, program retreat etc. using a Taskstream rubric. All candidates for whom there are no areas of concern identified are deemed to be meeting expectations in each category, with no further action taken. Any candidates not meeting all expectations are identified within the Taskstream rubric and the specific area(s) of concern are also noted in the rubric. The
individual rating form (IV.c) found within this handbook and on the
communication strategy outlined below. ACTEC website may be used as well at any time in a candidate’s career to articulate an area of concern also. The specific area(s) of concern are indicated on the individual form by the evaluators, along with any appropriate commentary, and is shared with the candidate. If an additional rating form beyond the two unit assessment points is used and necessitates a contract, please follow the Upon the identification of an area of concern, a program representative will consult with faculty, community partners, and site supervisors as needed to develop a professional improvement contract.
The contract will indicate any areas of concern, the specific actions to be taken by the candidate and any applicable supports such as professional advising or counseling, as well as a
timeline for action and follow up review (see form IV.d for template).
in the Taskstream Teacher Education DRF.
The candidate and the
appropriate program representative meet to discuss the concerns and plan to remedy them; at that meeting, they each sign the contract. This contract should be attached to the candidate’s professional disposition rating rubric in Taskstream. If a contract needs to be drawn up prior to or after the cohort rating it should be attached to the candidate’s unit assessment tracking form If the area of concern is improved upon and the follow up review is satisfactory the candidate continues in the program as planned. If a candidate does not adequately meet expectations of the follow up review, the candidate will be removed from the program. Progress and follow up actions should be noted in a candidate’s Unit Assessment Tracking form in Taskstream. Communication Strategy for Candidates of Concern a) Program coordinators will notify the Accreditation Coordinator of any candidate on a contract and attach the contract to the candidate's Taskstream record. Do not release Taskstream evaluations to candidates until a meeting has been held to discuss the expectations of any contracts drawn up. b) Prior to confirming candidates’ field placements, the Field Experiences Coordinator will review the candidates on contracts and communicate with the program coordinators if there are any candidates who rise to the level of a concern that could have an impact on field experience. 18

c) EDUC faculty who teach EDUC 21010 Educational Psychology, EDUC 22900 Second Language Acquisition, EDUC 23900 Educating Candidates with Special Needs, EDUC 34000 Social and Cultural Foundations of Education, and EDUC 21910 Early Field Experience and faculty and staff who coordinate Zero Credit workshops will notify the Chair of the Education Department if there are any candidates who raise significant concerns related to professional dispositions. d) If the candidate of concern is outside of H&S, the Education Department chair will relay the information about the candidate of concern to the appropriate program coordinator. The chair and the program coordinator will together determine if a contract is appropriate. e) Program coordinators will notify the Accreditation Coordinator if candidates are removed from contracts. 19

Professional Dispositions Evaluation Schedule Each program evaluates a cohort twice. For Initial Programs this is centered around when candidates student teach (once for the Admission to Student Teaching/Externship Transition point and once for the Completion of Student Teaching/Externship). When Initial Programs’ Student Teaching placements typically happen: Health Promotion & Physical Education Programs (HPPE): Fall or Spring Semester of Senior year Humanities & Sciences Undergraduate Programs (H&S UG): Spring of Senior year Humanities & Sciences Graduate Programs (H&S Grad): Spring semester of program Music Education Programs (MUED): Junior Student teaching happens throughout Fall & Spring of Junior year, Senior Student teaching occurs during either block 1, 2 or 4 of Senior year Speech-Language Pathology with Teaching Certificate program (SLPTC): Fall 2 for Integrated Students, Spring 2 for Traditional Students Fall Semester Spring Semester August September January February 1 st H&S UG Senior cohort (Prior to Spring Student Teaching) 1 st H&S GR (Prior to Spring Student Teaching) October 1 st HPPE GR March April May November December 1 st HPPE UG Senior Cohort Candidates that have Spring Student Teaching placements (at completion of Curriculum & Methods Course) 2 nd HPPE UG Senior Cohort Candidates (After Fall Student Teaching) 2 nd SLPTC Integrated students (Fall 2)- Completion of Externship 1 st SLPTC traditional students Admission to Externship (Prior to Spring Externships) 2 nd HPPE GR 1 st HPPE UG Junior Cohort Candidates that have Fall Student Teaching placements (at completion of Curriculum & Methods Course) 2 nd HPPE UG Senior Cohort Candidates (After Spring Student Teaching) 2 nd H&S UG Senior Cohort (After Spring Student Teaching) 2 nd H&S GR (After Spring Student Teaching) 1 st MUED Sophomore cohort (Prior to Junior Student Teaching) 2 nd MUED JR cohort (After Junior Student teaching and prior to Senior Student Teaching) 1 st SLPTC Integrated students Admission to Externship (Prior to Fall Externships) 2 nd SLPTC Traditional Students (2 nd spring) Completion of Externship
All the forms below may also be found on http://www.ithaca.edu/actec/ . 20

ACTEC UNIT KEY ASSESSMENT REPORT School: Department: Program(s): Semester and Year Administered: Name of Unit Key Assessment: Course Administered (if applicable): Program and/or Professional Standards Assessed: Brief Description of Assessment: Assessment Outcomes with Data Chart(s): Analysis of Results: ( e.g., candidate strengths, weaknesses, trends observed; interpretation of what these results mean for the program) Use of Assessment Results for Continuous Improvement: (Describe how ACTEC and/or program faculty can use these data to improve candidate performance and the program. What actions are being taken or are planned as a result of this assessment?) last rev. August 2013
We will include this language on syllabi to be transparent about expectations for our students regarding the updated NYS teaching standards and be sure we are referring to the Conceptual Framework’s goals and program standards across campus consistently. This addendum can be pasted to the end of a syllabus for professional education courses.* Please see the sample below and include: 21

•The two paragraphs explaining the ACTEC mission and Unit Conceptual Framework •The Ithaca College Teacher Education Program Standards (Please bold the relevant standards aligned to your professional ed course.) •The corresponding NYS teaching standards. (See the alignment map provided at end of this document for the NYS standards. Also, not every single aligned NYS standard may be addressed in a particular course; please include those that make sense for yours.)** *See master list of professional education courses in appendix V.h that follows **See NYSED's website for the current New York State Teaching Standards and for additional information regarding the standards: www.highered.nysed.gov/tcert/resteachers/teachingstandards.html
All-College Teacher Education Mission ---- engaged and effective teachers for all students in the 21 st century. ----------------------------------------------------------------------------------------------------------------------------------------- The All-College Teacher Education Unit at Ithaca College embraces the values of Knowledge, Competence, and Commitment to Service. Our mission is to prepare teachers who possess knowledge and teaching competence in their respective disciplines, who know how to work collaboratively and effectively with diverse communities of students and families, and who are inspired and motivated by the belief that excellence and equity in education are profoundly interdependent. To this end, Ithaca College teacher educators guide candidates through carefully designed and supervised programs where theory, research, and practice combine in order to provide them with solid foundations in the content, professional, pedagogical, technological, relational, and cultural knowledge and experiences needed in order to become The values and commitments found in the Unit’s Conceptual Framework are embedded in the following Ithaca College Teacher Education Program Standards. These eight Standards, when aligned with the New York State Teaching Standards attained. The and the Specialized Professional Association Standards Ithaca College Teacher Education Program Standards every teacher education candidate at Ithaca College. , ensure that the All-College Teacher Education Unit’s goals of Knowledge, Competence, and Commitment to Service are reflect the shared values and expectations of our teacher education faculty and stakeholders and are used to assess the readiness of [Include the Ithaca College Teacher Education Program Standards here] [List the New York State Teaching Standards addressed in this course] [OPTIONAL example for indicating course alignment of standards] Aligned Standards IC TEPS NYS Teaching Standards ASHA, NASPE, NASM, etc. as applies Standard 3 - Positive Learning Environment I.1, III.1, IV.1, IV.2, IV.3, IV.4 Etc.
This template should be used as needed to assess the candidate outside of the typical cohort rating time, or for an informal self- evaluation. (The transition point cohort ratings are completed in Taskstream.) It is expected that departments will meet with all candidates who do not meet expectations and provide them 22

with a professional improvement contract (IV.d). The completed template and contract should be attached to a candidate’s unit assessment tracking form in the Teacher Education DRF within Taskstream.
Student____________________________ Evaluator __________________________ Program______________________________ Date_________________________________ This form can be used for an area of concern at any point of the program. Directions: Please assess these attributes and indicate which specific area(s) are of concern by indicating not met. A candidate must meet expectations for each item listed to receive a rating of met for the overall disposition. I. Professional Responsibility Please indicate Not Met in any areas of concern below: 1. Maintains a professional appearance; dresses according to program and school guidelines. 2. Arrives on time for classes, field-based experiences, and meetings. 3. Prepares fully for classes, field-based experiences, and meetings; submits assignments and reports on time. 4. Demonstrates high expectations that are developmentally, culturally, and pedagogically appropriate for each individual learner. 5. Abides by college, school, department, program, field placement, and professional association policies and procedures. Overall Rating for I. Professional Responsibility Met / Not Met Comments: II. Collaboration and Communication 1. Fosters positive relationships and collaborates with a variety of target groups (e.g.: students, families, colleagues, local community members, etc.) Please indicate Not Met in any areas of concern below: 23

as appropriate. 2. Treats others with dignity, respect, and fairness. 3. Speaks and writes clearly, effectively, and appropriately. 4. Maintains professionally appropriate etiquette in all forms of electronic communication. 5. Respects privacy and confidentiality of information where appropriate. Overall Rating for II. Collaboration and Communication Comments: III. Professional Development and Reflective Practice 1. Engages in reflective practice. 2. Responds well to feedback. 3. Demonstrates resourcefulness in teaching. 4. Engages in positive problem solving when challenges arise. 5. Seeks out and participates in professional development opportunities. Overall Rating for III. Professional Development and Reflective Practice Comments: Met / Not Met Please indicate Not Met in any areas of concern below: Met / Not Met 24

Student: ____________________________________________ Department Chair, Program Coordinator, or Faculty Member: ___________________________________________________ Knowledge, Skill, or Professional Qualities Area(s) of Concern: Remedial Action Plan: Timeline for Action and Next Review: Date Plan Initiated: ___________________________ Department Chair, Program Coordinator or Faculty Signature as appropriate: ____________________________________________ I understand that I must successfully complete the action plan explained above in order to continue in my teacher education program. Student Signature: ____________________________ ------------------------------------------------------------------------------------------------------------------------------------ Date Plan Successfully Completed: ____________ Department Chair, Program Coordinator, or Faculty Signature:________________________________ Cc: advisor, accreditation coordinator 25

Provost All-College Teacher Education Committee (ACTEC) Chair: H&S Associate Dean (designee of the H&S Dean) Unit Head Team School of Health Sciences & Human Performance Unit Head: Dean Department of Health Promotion & Physical Education Initial Certification Programs: •Health Education BS •Physical Education BS •Health & Physical Education BS Advanced Certification Programs: •Health Education MS •Physical Education MS Department of Speech Language Pathology & Audiology Initial Certification Program: Certification MS •Speech-Language with Teacher School of Humanities & Sciences Primary Unit Head: Dean Department of Education Initial Certification Programs: •Adolescence Education MAT •Childhood Education MS Academic Department-based Programs with Initial Certification: •Art Education BA •Biology BA •Chemistry BA, BS •English BA •French BA •German BA •Mathematics BA •Mathematics-Computer Science BS (new admission suspended) •Physics BA •Social Studies BA •Spanish BA School of Music Unit Head: Dean Department of Music Education Initial Certification Programs : •Music Education BM Education BM •Performance & Music Advanced Certification Programs : •Music Education MM •Music Education MS 26

Ithaca College Teacher Education Program Standards Standard 1: Content Knowledge Ithaca College teaching professionals demonstrate a rich, thorough understanding of the content and skill knowledge, theories, and issues comprising their disciplines. New York State Teaching Standards 2011 II.1, II.2, II.5 Standard 2: Planning and Instruction/Implementation Ithaca College teaching professionals are able to plan and implement effective, developmentally appropriate lessons and curricula based upon sound principles of content knowledge and skill development. Standard 3: Positive Learning Environment Ithaca College teaching professionals create safe and motivational learning environments that encourage all students to become actively involved. I.3, I.4, I.6, II.3, II.4, II.6, III.2, III.3, III.4, III.5, III.6 I.1, III.1, IV.1, IV.2, IV.3, IV.4 AAHE 2008 I.A, II.A, III.B, III.C, III.D, V.A, V.B, V.C I.A, III.B, III.D, IV.A, IV.B, V.A, V.B, V.C IV.B, IV.C ACEI 2007 1.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0 1.0, 2.1, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.2 1.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1 ACTFL 2002 NAEA 2009 1a, 1b, 2a, 2c, 3a, 3b, 4a, 4b I, II, IV, V NASPE 2008 NCTE 2012 NCTM 2012 3.1, 3.2, 4.1 I.1, II.2, III.1, III.6, V, VI.2 3b, 4a 1a, 1b, 1c, 2a, 2b, 2c, 3a, 3b, 4a, 4b, 4c I, II, III, IV, V 1a, 1b, 1c, 2a, 2b, 2c, 3a, 3b, I, II 4.1 I.2, III.1, III.2, III.3, III.5, IV.1, IV.3, IV.4, V.1, V.2, V.4, VI.1 3a, 3c, 3e, 3g, 4b, 4e, 6c 4.4, 4.5, 4.6 I, II, IV.2, V, V.2, VI.1 3a, 3b, 3d, 3e, 3g, 4a, 4d, 5a, 5b NCSS 2004 NSTA 2003 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 2.1, 2.2, 2.3, 2.4, 2.5 1a, 1b, 1c, 1d, 1e, 2, 2b, 3, 4, 5, 6, 7 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 2.1, 2.2, 2.3, 2.4, 2.5 2, 3a, 3b, 5a, 5b, 5c, 5d, 5e, 6, 6a, 8b 2, 3, 5a, 5b, 5c, 5d, 5e, 5f, 9a, 9c, 27

Ithaca College Teacher Education Program Standards Standard 4: Diversity Ithaca College teaching professionals respect and possess knowledge of diversity in its many forms and know how to use this competence to develop relationships, instruction, schools, classrooms, communities, and experiences that help all students achieve to their fullest potential and function effectively and respectfully in a diverse world. Standard 5: Technology Ithaca College teaching professionals are able to effectively utilize technology to enhance student learning and professional growth and development. Standard 6: Assessment Ithaca College teaching professionals demonstrate the ability to develop and utilize a variety of assessment tools and techniques designed to evaluate student learning and performance, provide feedback, and shape future lesson planning, programs, and curricula. Standard 7: Collaboration & Outreach Ithaca College teaching professionals foster positive relationships with a variety of target groups (e.g., students, families, colleagues, local community members, etc.) in order to promote and enhance the teaching and learning environment. New York State Teaching Standards 2011 I.2, I.3, I.5, II.4, III.3 II.3, II.6, III.5, VII.4 V.1, V.2, V.3, V.4, V.5 VI.1, VI.2, VI.3, VI.4, VI.5 AAHE 2008 III.B, IV.A, IV.B, IV.C III.B, III.D, IV.A, IV.B, IV.D, V.A, V.B, V.C, V.D IV.D, V.C, V.D ACEI 2007 1.0, 2.1, 3.1, 3.2, 3.4, 3.5, 4.0, 5.2 1.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.4, 3.5 1.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 4.0 VI.C, VII.B, VII.C, VII.D, VIII.B 1.0, 3.1, 3.2, 5.1, 5.2 ACTFL 2002 3a, 3b, 6b NAEA 2009 II, III, V NASPE 2008 3.5, 3.6, 5.1, 5.2 NCTE 2012 IV.4, V.2, V.3, VI, VI.2 NCTM 2012 3c, 4c, 4d 1a, 1c, 2a, 4b, 4c VI 5a, 5b, 5c V, VII X, XI 3.6, 5.1, 5.2 I.2, II.1, II.3, IV.1, V.4 3c, 4e 5.1, 5.2, 5.3 III.2, III. 4, IV.2, V, V.3 3f, 3g, 5a, 5c VII, VII.1, VII.2 NCSS 2004 1.1 NSTA 2003 5b, 5e 1.8 5d 8a, 8b, 8c 9a, 9b, 9c, 10d 28

Ithaca College Teacher Education Program Standards Standard 8: Professional Development Ithaca College teaching professionals engage in reflective practice and continually seek to improve their knowledge base and effectiveness as teachers, make positive contributions to the culture of their fields, and demonstrate the dispositions of an emerging professional. New York State Teaching Standards 2011 VII.1, VII.2, VII.3, VII.4 AAHE 2008 ACEI 2007 IV.D, VIII.D 5.1 ACTFL 2002 1a, 1b, 1c, 2b, 2c, 6a, 6b NAEA 2009 XI, XII, XIII NASPE 2008 6.1, 6.3 NCTE 2012 VII.2 NCTM 2012 6a, 6b, 6c NCSS 2004 NSTA 2003 10a, 10b, 10c, 29

Ithaca College Teacher Education Program Standards Standard 1: Content Knowledge Ithaca College teaching professionals demonstrate a rich, thorough understanding of the content and skill knowledge, theories, and issues comprising their disciplines. New York State Teaching Standards 2011 II.1, II.2, II.5 IV A, B, C ASHA 2014 Standard 2: Planning and Instruction/ Implementation Ithaca College teaching professionals are able to plan and implement effective, developmentally appropriate lessons and curricula based upon sound principles of content knowledge and skill development. I.3, I.4, I.6, II.3, II.4, II.6, III.2, III.3, III.4, III.5, III.6 Standard 3: Positive Learning Environment Ithaca College teaching professionals create safe and motivational learning environments that encourage all students to become actively involved. Standard 4: Diversity Ithaca College teaching professionals respect and possess knowledge of diversity in its many forms and know how to use this competence to develop relationships, instruction, schools, classrooms, communities, and experiences that help all students achieve to their fullest potential and function effectively and respectfully in a diverse world. I.1, III.1, IV.1, IV.2, IV.3, IV.4 I.2, I.3, I.5, II.4, III.3 IV D V B V B IV B, C, D V F, B NASM 2012 VII: A, B, C, D, F VI: B, C, J-3(a), (b) VII: A, B, C, D, F VI: B, C, J-3(a), (b), (c) J-3(a), (b) VI: A-1, J-3(a), (b) Standard 5: Technology Ithaca College teaching professionals are able to effectively utilize technology to enhance student learning and professional growth and development. II.3, II.6, III.5, VII.4 IV B, C, D VII: E. J-3(a), (b) 30

Ithaca College Teacher Education Program Standards New York State Teaching Standards 2011 Standard 6: Assessment Ithaca College teaching professionals demonstrate the ability to develop and utilize a variety of assessment tools and techniques designed to evaluate student learning and performance, provide feedback, and shape future lesson planning, programs, and curricula. Standard 7: Collaboration & Outreach Ithaca College teaching professionals foster positive relationships with a variety of target groups (e.g., students, families, colleagues, local community members, etc.) in order to promote and enhance the teaching and learning environment. V.1, V.2, V.3, V.4, V.5 VI.1, VI.2, VI.3, VI.4, VI.5 IV D V F, B V B Standard 8: Professional Development Ithaca College teaching professionals engage in reflective practice and continually seek to improve their knowledge base and effectiveness as teachers, make positive contributions to the culture of their fields, and demonstrate the dispositions of an emerging professional. VII.1, VII.2, VII.3, VII.4 IV E, F, G V B ASHA 2014 NASM 2012 J-3(a), (b) J-3(a), (b) VI: A-6, J-3(a), (b) 31

Conceptual Framework The conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P–12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework is knowledge based, articulated, shared, coherent, consistent with the unit and institutional mission, and continuously evaluated. Standard 1: Candidate Knowledge, Skills, and Professional Dispositions Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. Standard 2: Assessment System and Unit Evaluation The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs. Standard 3: Field Experiences and Clinical Practice The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Standard 4: Diversity The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools. Standard 5: Faculty Qualifications, Performance, and Development Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance. They also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development. Standard 6: Unit Governance and Resources The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards. 32

Transition Points: HPPE B.S. HPPE Undergraduate Programs Blue italicized text indicates when assessment data is collected by Program Coordinators.
Admission to Professional Education 2.5 cumulative GPA May Sophomore year Completion of required coursework May Sophomore year Demonstrate proficiency in written language: HLTH 15200 Writing Assignment Admission to Student Teaching * Completion of Student Teaching * 2.5 cumulative & 2.75 minimum GPA within professional content and pedagogy core Completion of all coursework requirements: C or better in all pedagogy core courses 2.75 minimum GPA within professional content and pedagogy core *Completion of all coursework requirements: Unit Plan assessment E-Portfolio Completion of Program * 2.75 minimum GPA within professional content and pedagogy core Completion of all courses in major *Collect all the above May of Senior Yr *Recommendation of faculty: Sophomore e-portfolio review/interview PHED 23000 Teaching Physical Activities in Elementary PE, Health Ed majors by Health Ed Faculty member Completion of Field Work *Collect all the above May Junior year 1 st Professional Qualities & Dispositions evaluation May of Junior year for Fall Student Teachers, Dec of Senior year for Spring Student Teachers Meets expectations of all Student Teaching evaluations: College Supervisor evaluation *Collect all the above end of Student Teaching Semester Senior year 2 nd Professional Qualities and Dispositions Dec of Senior year for Fall Student Teachers, May of Senior year for Spring Student Teachers Final e-portfolio evaluation End of Student Teaching Semester Senior year 33

Summary point of all transition assessments: Collect Freshman-Sophomore year. Complete Taskstream form by end of June Spring semester of Sophomore year. Transition Points: H&S B.A. & B.S. Complete Taskstream form by end of June Spring semester of Junior year. Complete Taskstream form by end of June Spring semester of Senior year. Complete Taskstream form by end of June Spring semester of Senior year. Undergraduate H&S Education Programs Blue italicized text indicates when assessment data is collected by Program Coordinators.
Admission to Professional Education * Admission to Student Teaching * Completion of Student Teaching * Completion of Program * 3.0 minimum GPA within the major and 3.0 overall minimum GPA Completion of all coursework requirements: B or better in all Education courses Demonstrate proficiency in written language: Student must submit writing samples 3.0 minimum GPA within the major Completion of all coursework requirements: B or better in all Education courses, successful completion of all Education courses excluding the Professional Semester in Education and the Seminar in Reflective Practice Completion of fieldwork 3.0 minimum GPA within the major Completion of all coursework requirements: B or better in all Education Courses Meets expectations of all Student Teaching/ Externship evaluations: College Supervisor evaluation 3.0 minimum GPA within the major Completion of all coursework for program: B or better in all Education Courses Final E-Portfolio Review Recommendation of faculty: Interview with area advisors— focused on Standards 7 and 8— and on evaluation of writing samples and content area professors’ evaluations Professional Qualities and Disposition evaluation Professional Qualities and Disposition evaluation 34

Summary point of all transition assessments: *Collect all the above before review (typically Spring Sophomore year). Complete Tasktream form by end of April for each group under review (mixed cohorts) for all the above items.
*Collect all the above by end of Fall of Senior year. Complete Taskstream form by end of Jan after Fall semester Senior year.
*Collect all the above by end of Senior year. Complete Taskstream form by end of June after Spring semester Senior year.
*Collect all the above by end of Senior year. Complete Taskstream form by end of June after Spring semester Senior year.
Transition Points: H&S M.S. & M.A.T. Graduate H&S Education Programs Blue italicized text indicates when assessment data is collected by Program Coordinators.
Admission to Professional Education * 3.0 minimum GPA within the major and 3.0 overall minimum GPA Completion of all coursework requirements: B or better in all Education courses and have completed early field experience and any prerequisite courses Demonstrate proficiency in written language: Written statement of purpose Admission to Student Teaching * 3.0 minimum GPA within the major Completion of all coursework requirements: B or better in all Education courses, successful completion of all Education courses excluding the Professional Semester in Education and the Seminar in Reflective Practice Completion of fieldwork Completion of Student Teaching * 3.0 minimum GPA within the major Completion of all coursework requirements: B or better in all Education Courses Completion of Program * 3.0 minimum GPA within the major Completion of all coursework for program: B or better in all Education Courses Meets expectations of all Student Teaching/ Externship evaluations: College Supervisor evaluation Final E-Portfolio Review Recommendation of faculty: Interview, written statement, transcript review Professional Qualities and Disposition evaluation Professional Qualities and Disposition evaluation 35

Summary point of all transition assessments: *Collect all the above during admission (March-April). Complete Taskstream form in May after admissions are complete for incoming cohort. *Collect all the above by end of Fall semester. Complete Taskstream form by end of Jan after Fall semester. *Collect all the above by end of Spring semester. Complete Taskstream form by end of June after Spring semester. *Collect all above after 2 nd Summer I Session. Complete Taskstream form by end of July after last Summer I term.
36

Transition Points: Music B.M. Summary point of all transition assessments: Undergraduate Music Education Programs Blue italicized text indicates when assessment data is collected by Program Coordinators.
Admission to Professional Education * Sophomore Profile with 2.3 minimum GPA & 3.0 overall average GPA for all MUED and PFMJ courses completed Completion of all coursework requirements: C- or better in Basic Music Skills class Pass Fundamentals of Music Theory Complete Freshman and Sophomore e-folio requirements Completion of Field Work Demonstrate proficiency in written language *Collect all the above Freshman Sophomore year.
Complete Taskstream form by end June of Sophomore year.
Admission to [Senior] Student Teaching * 2.7 minimum GPA Completion of all coursework requirements: C+ or better in all content & pedagogy course work C+ or better in Junior Student Teaching Completion of all proficiencies on all secondary instruments Completion of Junior year e-folio requirements Recommendation of faculty: Senior Student Teaching application interview Professional Qualities and Dispositions evaluation 1 st & 2 nd of 3 ratings May Dept retreat *Collect all the above by end of Spring of Junior year. Complete Taskstream form by end of June Junior year.
Completion of Student Teaching * 2.7 minimum GPA Completion of all coursework requirements Meets expectations of all Student Teaching evaluations: College Supervisor evaluation Submit edTPA in Taskstream Professional Qualities and Dispositions evaluation 3 rd of 3 ratings May Dept retreat *Collect all the above by end of Senior year.
Complete Taskstream form by end of June Senior year.
Completion of Program * 2.7 minimum GPA Completion of all coursework requirements Completion of e-folio assessments (Collected via TS assignments throughout program coursework) *Collect all the above by end of Senior year.
Complete Taskstream form by end of June Senior year.
37

Transition Points: SLPTC M.S. SLPTC Graduate Programs: Traditional Students Blue italicized text indicates when assessment data is collected by Program Coordinators.
Admission to Professional Education/Program Admission to Student Teaching/Externship • Completion of Student Teaching/Externship • Completion of Program * Traditional Students: 3.0 minimum cumulative and semester GPA Transcript Review 2 Letters of recommendation Review of GRE scores Collect during admission (by March) Writing Screening Aug on campus 3.0 minimum cumulative and semester GPA Completion of all coursework requirements: B or better in all courses Semester Review Review of KASA documentation Completion of clinical practicums I-IV • Collect all the above Dec of Fall 2 Professional Qualities and Disposition evaluation Midterms Fall 2 3.0 minimum cumulative and semester GPA Completion of all coursework requirements: Summative letter grades of B or better for externship/ student teaching Externship/Student Teaching final evaluation by supervisor Professional Qualities and Disposition evaluation •Collect all the above May of Spring 2 3.0 minimum cumulative and semester GPA • Completion of all coursework requirements: Successful completion of coursework and clinical experiences •Collect all the above May of Spring 2 for Final Review of E-Portfolio Dec of Fall 2 Summary point of all transition assessments : Complete Taskstream form January (after Dec 1 of Fall 1). Complete Taskstream form in January (after Fall 2).
Complete Taskstream form in September (after Spring 2* is completed).
Complete Taskstream form in September (after Spring 2* completes).
*End of last term = May of Spring 2 for Traditional candidates and December of third semester/Fall 2 for Integrated candidates 38

Transition Points: SLPTC M.S. SLPTC Graduate Programs: Integrated Students Blue italicized text indicates when assessment data is collected by Program Coordinators.
Admission to Professional Education/Program Admission to Student Teaching/Externship • Completion of Student Teaching/Externship • Completion of Program * Integrated Students: (Application for admission in junior year) 3.5 minimum GPA Transcript Review Auto-admits: 3.5 minimum GPA Transcript Review Collect during admission (by March) Writing Screening Aug on campus Summary point of all transition assessments: Complete Taskstream form Oct after Add/Drop of Fall 1.
3.0 minimum cumulative and semester GPA Completion of all coursework requirements: B or better in all courses Semester Review Review of KASA documentation Completion of clinical practicums I-III Professional Qualities and Disposition evaluation •Collect all the above May Spring 1, prior to Summer Externships Collect during Spring 1 and Summer Session I. Complete Taskstream tracking form by end of June Spring I.
3.0 minimum cumulative and semester GPA Completion of all coursework requirements: Summative letter grades of B or better for externship/ student teaching Externship/Student Teaching Final Evaluation by supervisor Professional Qualities and Disposition evaluation •Collect all the above Dec of third semester/Fall 2 Complete Taskstream tracking form by end of Jan after Fall 2*.
3.0 minimum cumulative and semester GPA • Completion of all coursework requirements: Successful completion of coursework and clinical experiences •Collect all the above Dec of third semester/Fall 2 Final Review of E-Portfolio May of Spring 1 Complete Taskstream tracking form by end of Jan after Fall 2*.
*End of last term = May of Spring 2 for Traditional candidates and December of third semester/Fall 2 for Integrated candidates 39

Transition Points: HPPE M.S. HPPE Graduate Programs Blue italicized text indicates when assessment data is collected by Program Coordinators. Admission to College/Program 3.0 minimum GPA * Midpoint Assessment (Occurs at end of first semester) Completion of Program Coursework: Transcript Review Initial Certification in Physical Education/Health Education • 2 Letters of recommendation *Collect all the above during admission (March-April) 3.0 minimum GPA (coursework) End of fall semester 1 st Professional Qualities and Disposition evaluation October/Department Meeting 3.0 minimum GPA End of last term Successful completion of all required courses End of last term 2 nd Professional Qualities and Disposition evaluation April/Department Meeting Pass Comprehensive Exam/Thesis End of last term E-portfolio End of last term Summary of all transition point assessment s: Complete Taskstream form in May after admissions are complete for incoming cohort. Complete Taskstream form by end of Jan after Fall semester. Complete Taskstream form by end of July after Summer I term. •Note: Teacher Ed and non-Teacher Ed candidates must be tracked per NCATE Onsite visit Nov. 2013 40

Transition Points: Music M.S. & M.M
Admission to College/Program (Collect data after admission) 3.0 minimum GPA Music Education Graduate Programs Midpoint Assessment Successful completion of Portfolio and Presentation II (coursework) Completion of Program (Collect data upon graduation) Successful completion of Portfolio and Presentation II Transcript Review of coursework Initial Certification in Music Education Writing Sample 3 letters of recommendation Audition Complete Music History & Literature requirement by Comprehensive Exam or coursework Complete Music Theory requirement by Comprehensive Exam or coursework Pass Sightsinging Comprehensive Exam 41

Required Assessment for Program Review Assessment #1 Assessment #2 Assessment #3 Content Planning Program Level SPA Licensure Exam/ Content Assessment #4 Student Teaching Assessment #5 Effect on Student Learning Assessment #6 Varies by Program Adolescence Ed: Biology, Chemistry, & Physics Grad /UG Grades 7-12 Adolescence Education: English Grad /UG Grades 7-12 Adolescence Education: Math Grades 7-12 Grad /UG NSTA 2004 Standard s NYSTCE: Biology, Chemistry or Physics CST Science Transcript Analysis (GRAD) Science GPA (UG) Unit Plan with Science Addendum NCTE 2012 Standard s NYSTCE: English CST English Tran script Analysis (GRAD) Unit Plan English GPA (UG) Student Teaching Evaluation by College Supervisor Student Teaching Evaluation by College Supervisor NCTM 2003 Standard s NYSTCE: Liberal Arts & Sciences Test (LAST) & NYSTCE: Mathematics CST Assessment of Teaching Skills Written (ATS-W) Lesson Plans and Reflection Student Teaching Evaluation by College Supervisor Positive Impacts on Student Learning Portfolio edTPA Welfare/Ethica l/Legal/Safety Portfolio Research Report ePortfolio n/a Unit Plan Analysis and Reflection Math Transcript Analysis (GRAD) Math GPA (UG) n/a Assessment #7 Varies by Program Assessme nt #8 Varies by Program Nature of Science Portfolio n/a n/a 42

Required Assessment for Program Review Assessment #1 Assessment #2 Assessment #3 Content Planning Program Level SPA Licensure Exam/ Content Assessment #4 Student Teaching Assessment #5 Effect on Student Learning Assessment #6 Varies by Program Adolescence Education: Social Studies Grades 7-12 Grad /UG NCSS 2004 Standard s NYSTCE: Social Studies CST Social Studies Transcript Analysis (GRAD) Social Studies GPA (UG) Unit Plan Unit Plan Adolescence Education: French, German, Spanish Grades 7-12 Childhood Education: Grades 1-6 Grad for Fr & Sp only/ UG ACTFL 2002 Standard s NYSTCE: French, German, or Spanish CST Professional Development Portfolio Grad /UG ACEI 2007 Standard s NYSTCE: Multi subject CST Lesson Plan Collection edTPA - Task 1 Student Teaching Evaluation by College Supervisor Student Teaching Evaluation by College Supervisor Student Teaching Evaluation by College Supervisor Health Education: Grades K-12 UG AAHE NYSTCE: 2008 Standard s Health Education CST Course Grades Unit Plan Student Teaching Evaluation by College Supervisor Physical Education: Grades K-12 UG NASPE 2008 Standard s NYSTCE: Physical Education CST Course Grades, Fitness & Motor Skills assessments Unit Plan Student Teaching Evaluation by College Supervisor edTPA edTPA edTPA edTPA edTPA Oral Proficiency Interview (OPIc) ePortfolio Coordinated School Health – School Site Visit and Health Resource Assignment Commitment To the Profession Statement Assessment #7 Varies by Program ePortfolio: IC Standard 1, 4, 5 n/a Professional Development Portfolio Theory Into Practice Project Health ePortfolio n/a Assessme nt #8 Varies by Program n/a ePortfoli oIC Standard 8 n/a n/a n/a 43

Required Assessment for Program Review Assessment #1 Assessment #2 Assessment #3 Content Planning Program Level SPA Licensure Exam/ Content Assessment #4 Student Teaching Assessment #5 Effect on Student Learning Assessment #6 Varies by Program Art Education Grades K-12 (not submitted to SPA) UG (NAEA) NYSTCE: Visual Arts CST Senior Art Show Multi-Cultural Unit Plan Student Teaching Evaluation by College Supervisor edTPA Art Teaching Portfolio n/a Assessment #7 Varies by Program Assessme nt #8 Varies by Program n/a 44

C URRENT I THACA C OLLEGE U NDERGRADUATE AND G RADUATE C ATALOG .
UG HPPE P ROFESSIONAL E DUCATION C OURSES Health Education Program HLTH 36000 Curriculum & Materials in Health Education HLTH 42000 Teaching Strategies in HE HLTH 44100 Student Teaching in HE HLTH 44800 Professional Seminar in HE Physical Education Program PHED 10100 Teaching Strategies in Physical Education PHED 33200 Curriculum & Methods in Elementary PE PHED 33300 Curriculum & Methods in Secondary PE PHED 44100 Student Teaching in PE PHED 44800 Professional Seminar in PE Dual Major Program HLTH 36000 Curriculum & Materials in HE HLTH 42000 Teaching Strategies in HE PHED 10100 Teaching Strategies in PE PHED 33200 Curriculum & Methods in Elementary PE PHED 33300 Curriculum & Methods in Secondary PE HLTH 44500 Student Teaching in HE PHED 44500 Student Teaching in PE HLTH 44800 Professional Seminar in HE or PHED 44800 Professional Seminar in PE SLPA 21900 Language/Literacy Development in Ages 3-21 45

UG H&S P ROFESSIONAL E DUCATION C OURSES Courses marked by an asterisk serve the needs of students in programs across the unit. EDUC 10200 Reading Foundations EDUC 20200 Literacy Education for the Middle/Secondary School Teacher EDUC 20100 Technology for the Middle/Secondary School Teacher EDUC 21010 Educational Psychology* EDUC 21800 Introduction to Pedagogy and Practice EDUC 21910 Early Field Experience: Theory & Practice* EDUC 22900 Second Language Acquisition: Its Nature & Meaning for Educators* EDUC 23900 Educating Students with Special Needs in Diverse Classrooms* EDUC 34000 Social & Cultural Foundations of Education* EDUC 34100 Science, Technology, and Society EDUC 40800 Professional Development Seminar EDUC 40810 Pedagogy & Practice across the Disciplines EDUC 41410 Pedagogy & Practice for the Art Teacher EDUC 40510 Pedagogy & Practice for the Mathematics Teacher EDUC 41010 Pedagogy & Practice for the Science Teacher EDUC 41110 Pedagogy & Practice for the English Teacher EDUC 40910 Pedagogy & Practice in the Teaching of Social Studies EDUC 41310 Pedagogy & Practice of Teaching Languages Other Than English EDUC 41210 Seminar in Reflective Practice (GR & UG sections) EDUC 49810 Professional Semester in Education (UG & GR sections) EDUC 19210 Child Abuse Identification & Prevention* EDUC 19220 Drug & Alcohol Abuse: Identification & Prevention* EDUC 19230 School Violence Prevention* EDUC 19240 Harassment, Bullying, and Discrimination in Schools: Prevention & Intervention* 46

G RADUATE H&S P ROFESSIONAL E DUCATION C OURSES : MAT Program EDUC 50810 Pedagogy & Practice Across the Disciplines COMM 56600 Educational Technology for Middle & Secondary Educators EDUC 50100 Literacy Development and Second Language Acquisition EDUC 50300 Exceptional Child in the Classroom EDUC 50510 Pedagogy & Practice for the Mathematics Teacher EDUC 51010 Pedagogy & Practice for the Science Teacher EDUC 51110 Pedagogy & Practice for the English Teacher EDUC 50910 Pedagogy & Practice in the Teaching of Social Studies EDUC 51310 Pedagogy & Practice of Teaching Languages Other Than English Childhood Education Program EDUC 61000 Teaching & Learning in Diverse Elementary Schools HPEG 57700 Teaching & Learning for Healthy Growth & Development EDUC 63000 Curriculum & Instruction in Elementary School Science EDUC 62000 Curriculum & Instruction in Elementary School Social Studies EDUC 64000 Curriculum & Instruction in Elementary School Mathematics ART 52500 Integrated Visual Art in the Elementary Schools COMM 56500 Educational Technology for Childhood Educators MUED 65000 Music for Elementary School Teachers 47

UG M USIC P ROFESSIONAL E DUCATION C OURSES : MUED 10100 Intro to Music Education MUED 10200 Music Field Experience I MUED 20100 Music Field Experience II MUED 20200 Current Topics in Music Education MUED 26700 Music Education for Children MUED 28000 Contemporary Ensembles in the Public Schools: Vocal-Choral MUED 28100 Contemporary Ensembles in the Public Schools: Instrumental-Band MUED 28200 Contemporary Ensembles in the Public Schools: Instrumental-Orchestra MUED 30100 Choral Conducting MUED 30200 Choral Conducting MUED 30300 Instrumental Conducting MUED 30400 Instrumental Conducting MUED 34700 String Pedagogy MUED 37500 Wind Instrument Pedagogy MUED 36100 Teaching Vocal-General Music MUED 36200 Teaching Instrumental Music MUED 36800 General & Choral Music in the Secondary School MUED 36900 Student Teaching: Vocal MUED 37100 Student Teaching: Instrumental MUED 38000 Student Teaching & Rehearsal Lab: Vocal-Choral MUED 38100 Student Teaching & Rehearsal Lab: Instrumental-Band MUED 38200 Student Teaching & Rehearsal Lab: Instrumental-Orchestra MUED 46800 Senior Block Student Teaching: Vocal MUED 46900 Senior Block Student Teaching: Instrumental 48

Graduate SLPTC P ROFESSIONAL E DUCATION C OURSES : SLPG 54700 Fluency Development & Disorders SLPG 55300 Voice & Related Disorders SLPG 55400 Neurological Processes & Communication Disorders SLPG 65700 Research Methods and Analysis SLPG 66100 Clinical Practicum I SLPG 61000 Early Intervention for Children with Communication Disorders SLPG 65100 Adult Aphasia & Related Disorders SLPG 65600 Dysphagia SLPG 66200 Clinical Practicum II SLPG 59300 Speech Science SLPG 66300 Clinical Practicum III- SLPG 55900 Clinical Phonology SLPG 64900 Augmentative & Alternative Communication SLPG 65200 Language Disorders in Children Ages 3 to 21 SLPG 66400 Clinical Practicum IV SLPG 66501 Professional Externship in Speech-Language Pathology or SLPG 69801 Professional Experience in Education and SLPG 66500 Professional Externship in Speech-Language Pathology or SLPG 69800 Professional Experience in Education and SLPG 62000 Speech-Language Pathology in Educational Settings or SLPG 62100 Autism Spectrum Disorders 49

(09/07/12) All mentor/cooperating teachers must be certified in the discipline and be tenured or hold national certification. Requests for exceptions to this policy must be made in writing to the program coordinator with a rationale. The committee also agrees that, while the requirements listed above are baseline requirements, we all look for teachers in both rural and urban schools who demonstrate a variety of successful teaching skills and strategies and have experience working with a variety of students and grade levels. 50

Name Andersson, Luanne Auyash, Stewart Constantinou, Phoebe Title Associate Professor, Chair Associate Professor, Chair Associate Professor Department Speech Language Pathology and Audiology Phone (607)274 1890 Health Promotion and Physical Education (607)274 1312 Health Promotion and Physical Education (607)274 5791 Email landersson@ithaca.edu
auyash@ithaca.edu
pconstantinou@ithaca.edu Copenhaver Johnson, Jeane Hanrahan, Linda Associate Professor and Chair Associate Professor, Chair Graduate Programs Education Education (607)274 3608 (607)274 3147 jcopenhaverjohnson@ithaca.ed
u lhanrahan@ithaca.edu
Kaiser, Keith Professor, Chair Music Education (607)274 1938 kaiser@ithaca.edu
Lewis, Leslie Dean, Unit Head School of Humanities & Sciences (607)274 3102 llewis@ithaca.edu
Makepeace, Nia Martin, Peter Michel, Teresa Paulnack, Karl Peterson, Beth Assistant Professor Assistant Professor Instructor Dean, Unit Head Professor Education Education Education School of Music Music Education (607)274 5164 (607)274 1076 (607)274 1422 (607)274 3343 (607)274 1934 nmakepeace@ithaca.edu
pmartin@ithaca.edu
tmichel@ithaca.edu
kpaulnack@ithaca.edu
epeterson@ithaca.edu Sigg, John Acting Dean, Unit Head School of Health Science & Human Performance (607)274 3237 sigg@ithaca.edu 51

Subramaniam, Raj Professor, Chair Graduate Program Health Promotion and Physical Education (607)274 3659 Waller, Jana Zabusky, Stacia Hess, Emily Ferguson, Bonita Clinical Instructor Speech Language Pathology and Audiology Associate Dean for Curriculum & Undergraduate Programs, ACTEC Chair School of Humanities & Sciences Coordinator of Field Experiences & edTPA Teacher Education Certification Specialist (607)274 3733 (607)274 3102 (607)274 7356 (607)274 1488 Rumney, Mai An Accreditation Coordinator (607)274 5163 psubramaniam@ithaca.edu
jwaller@ithaca.edu
szabusky@ithaca.edu
ehess@ithaca.edu
bferguson@ithaca.edu mrumney@ithaca.edu
52

ACTEC : All College Teacher Education Committee, coordinating body for teacher education programs at Ithaca College. The Ithaca College Professional Education unit is overseen by the All-College Teacher Education Committee (ACTEC), a committee of the provost and vice president for academic affairs. Each Teacher Education program on campus is represented by a program coordinator and the dean of the School in which it falls; additionally, the faculty primarily responsible for teaching the courses in common across programs are members. Leadership for the committee is provided by the dean’s office of the School of Humanities and Sciences, and administrative support is provided by the School of Humanities and Sciences. ACTEC is responsible for unit operations in the areas of governance, planning, services and procedures such as advising and admission, and resources that support the unit’s mission in preparing candidates. Advanced Programs: Programs for the continuing education of teachers who have previously completed initial preparation. At IC this includes the graduate programs in Health, Physical, and Music Education. ALST: Academic Literacy Skills Test. One of the four teacher certification tests New York candidates must pass as part of initial certification that are administered by NY State Education Department. Candidate: Individuals enrolled in IC’s teacher education programs. Conceptual Framework. An underlying structure in a professional education unit that gives conceptual meaning to the unit's operations through an articulated rationale and provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. ACTEC’s conceptual framework consists of the 8 IC teacher education program standards which are embedded in the 3 goals of knowledge, competence, and commitment to service. Cooperating/Mentor Teacher: Licensed practitioners in P-12 schools who provide instruction, supervision, and direction for candidates during student teaching assignments. CST: Content Specialty Test. One of the four teacher certification tests New York candidates must pass as part of initial certification that are administered by NY State Education Department. (Currently being revised on a rolling basis.) DRF: Direct Response Folio. A DRF is the place in TaskStream where each program’s key assessments and rubrics are housed. This is also where each program’s authors (candidates) are enrolled and where their scores are entered by evaluators (faculty). EAC: Educational Advisory Committee. Membership consists of professional education faculty and mentor teachers and administrators from community schools. Our Unit EAC meets once per semester. EAS: Educating All Students Test. One of the four teacher certification tests New York candidates must pass as part of initial certification that are administered by NY State Education Department. edTPA: Teacher Performance Assessment. One of the new teacher certification tests New York candidates must pass as part of initial certification starting in 2014. HPPE: Health Promotion and Physical Education. Department within School of Health Sciences and Human Performance that houses the Health Education program (B.S. and M.S), the Physical Education program (B.S. and M.S.), and Health and Physical Education program (B.S.). 53

H&S: School of Humanities and Science HSHP: School of Health Sciences and Human Performance IC: Ithaca College Initial Programs: Programs that prepare candidates for their first teaching license. At IC this includes the undergraduate programs in Health and Physical Education, the UG Humanities and Sciences education programs, the H&S MAT program and Childhood Education Masters, the UG Music education programs, and the Speech Language Pathology with Teacher Certification grad program. Mentor teacher: See Cooperating/Mentor Teacher MUED: Music Education NAfME: National Association for Music Educators NCATE: National Council for Accreditation of Teacher Education NYSED: New York State Education Department NYSTCE: New York State Teacher Certification Examinations NYSSMA: New York State School Music Association Professional Education Faculty: Individuals employed by the college, who teach one or more courses in education, provide services to candidates, supervise clinical experiences, or administer some portion of the unit.
Professional Qualities and Dispositions: Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings. The two professional dispositions that NCATE expects institutions to assess are fairness and the belief that all students can learn. Based on their mission and conceptual framework, professional education units can identify, define, and operationalize additional professional dispositions.
SLPTC: Speech-Language Pathology with Teaching Certification (formally known as TSSLD) housed within the School of HSHP Student: Individuals enrolled in P-12 schools. TEC: Teacher Education Committee; coordinates the teacher education programs within H&S. TEPS: IC Teacher Education Program Standards (eight standards that all teacher education candidates across campus must meet). Transition Point: Key points in a program when a unit assesses candidate knowledge, skills, and professional dispositions to determine if candidates are ready to proceed to the next stage in a program. IC’s unit assessment system has 4 transition points; Admission to Professional Education, Admission to Student Teaching/ Externship, Completion of Student Teaching/Externship, Completion of Program. 54

SPAs: Specialized Professional Associations; SPAs that review individual IC programs include: AAHE: American Association for Health Education ACEI: Association for Childhood Education International ACTFL: American Council on the Teaching of Foreign Languages ASHA: American Speech-Language-Hearing Association NAEA: National Art Education Association NASM: National Association of Schools of Music NASPE: National Association for Sport and Physical Education NCTE: National Council of Teachers of English NCTM: National Council of Teachers of Mathematics NCSS: National Council for the Social Studies NSTA: National Science Teachers Association SPA Key Assessments: Program embedded assessments that evaluate individual Specialized Professional Association (SPA) standards and provide accreditation data. SPA Report: Program reports submitted as part of the NCATE accreditation process to each disciplines’ respective professional association. The IC programs that submit SPA reports are: Biology with Teaching Option B.A., Adolescence Education M.A.T. Biology 7-12, Chemistry with Teaching Option B.A. & B.S., Adolescence Education M.A.T. Chemistry 7-12, Physics with Teaching Option B.A., Adolescence Education M.A.T Physics 7-12- NSTA Childhood Education M.S.- ACEI English with Teaching Option B.A., Adolescence Education M.A.T. English 7-12- NCTE French with Teaching Option B.A. and Adolescence Education M.A.T. French 7-12, German with Teaching Option B.A., Spanish with Teaching Option B.A., Adolescence Education M.A.T. Spanish 7- 12- ACTFL Heath Education B.S.- AAHE Physical Education B.S.- NASPE Mathematics with Teaching Option B.A., Adolescence Education M.A.T. Mathematics 7-12- NCTM Social Studies with Teaching Option B.A., Adolescence Education M.A.T. Social Studies 7-12- NCSS 55

Unit: The college, school, department, or other administrative body in colleges, universities, or other organizations with the responsibility for managing or coordinating all programs offered for the initial and advanced preparation of teachers and other school professionals, regardless of where these programs are administratively housed in an institution. Also known as the “professional education unit.” The IC education unit is represented by ACTEC which consists of the teacher education programs within the Schools of Health Sciences and Human Performance, Humanities and Sciences, and Music. Unit Key Assessments: Assessments across the unit that candidates must successfully complete to progress through individual program and unit transition points. Data from these assessments are used track candidates’ progress thought the unit assessment system and provide information for national accreditation at the unit level. Unit Assessment System: A comprehensive and integrated set of evaluation measures that provides information for use in monitoring candidate performance and managing and improving unit operations and programs for the preparation of professional educators 56

N EW Y ORK S TATE E DUCATION S ITES : Engage NY: http://engageny.org/ New York State Teacher Certification Examinations (NYSTCE) Homepage: http://www.nystce.nesinc.com/index.asp New York State Teaching Standards: http://www.highered.nysed.gov/tcert/resteachers/teachingstandards.html
I THACA C OLLEGE S ITES : ACTEC Homepage: http://www.ithaca.edu/actec/ ACTEC Mentor/Cooperating Teaching Information: http://www.ithaca.edu/actec/mentorinfo/ Department of Education http://www.ithaca.edu/hs/depts/education/ Department of Health Promotion and Physical Education: http://www.ithaca.edu/hshp/depts/hppe/tpphppe/ Department of Music Education: http://www.ithaca.edu/music/education/ Department of Speech-Language Pathology and Audiology http://www.ithaca.edu/hshp/depts/slpa/ Ithaca College Catalogs: http://www.ithaca.edu/catalogs/index.php
Ithaca College Library Home page: http://www.ithacalibrary.com/ O THER : Taskstream Tech support: 1-800-311-5656 or email help@taskstream.com
NCATE Homepage: http://www.ncate.org/Home/tabid/680/Default.aspx NCATE Glossary: http://ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#P 57