HANDBOOK
For the
GRADUATE TEACHER EDUCATION PROGRAM
(GTEP)
PROGRAM and CLINICAL EXPERIENCE
INFORMATION
For
CANDIDATES, COOPERATING SCHOOLS, and UNIVERSITY
SUPERVISORS
[Click on Handbook to access the electronic version of this document
and many important electronic links to GTEP policies and procedures]
Department of Curriculum and Instruction
Graduate School of Education
Portland State University
For Summer 2012 Cohorts
1
GRADUATE SCHOOL OF EDUCATION
Mission
Preparing professionals to meet our diverse
communities’ lifelong needs
Conceptual Framework
Welcome to the Graduate Teacher Education Program! Whether you
are a teacher candidate, a supervisor, a cooperating teacher, or a
principal, we are hopeful that the information in this handbook will be
helpful to you. In it, we have compiled the policies and program
information that you will need to participate in the program.
The Graduate Teacher Education Program (GTEP) at Portland State University
is a part of the Department of Curriculum and Instruction in the Graduate
School of Education. The GTEP offers a combination of rigorous graduate-level
coursework in theory and practice, as well as field experiences working with
students in public pre-K to high school settings. Working collaboratively with
several academic departments at Portland State University and with some 20
school districts in the metropolitan Portland area, the GTEP is recognized for its
leadership role in graduate teacher preparation and research.
Using a cohort model, teacher candidates commence and complete the
program as a group. Each cohort, led by faculty Cohort Leaders, is designed to
fulfill the academic and field experience requirements for initial licensure in the
state of Oregon, through a program approved by the Teachers Standards and
Practices Commission (TSPC). Teacher Candidates admitted to GTEP also have
the opportunity to obtain a Master’s degree (M.Ed.) upon successful completion
of additional coursework. Faculty who teach and supervise in the program
include tenured and tenure-track professors, as well as fixed-term and adjunct
faculty. All program faculty bring extensive experience in public school
education. Cooperating teachers who serve during the student teaching phase
of the program are master educators who are vital to providing valuable clinical
experiences for GTEP teacher candidates.
I encourage you to review the Handbook carefully. If you have questions
related to GTEP, please contact the faculty cohort leaders with whom you are
working. The GTEP Coordinator, Emily de la Cruz (delacre@pdx.edu,
503.725.4588) and GTEP Secretary, Mark Wallace, (mwal@pdx.edu ,
503.725.4753) are also available to assist you with program information and
questions. , as I am also available to assist you as Curriculum and Instruction
Department Chair.
I wish you a most stimulating, challenging, and rewarding experience in the
Graduate Teacher Education Program at Portland State University.
Sincerely,
Christine Chaille, Ph.D.
Chair and Professor
Dept. of Curriculum and Instruction
chaillec@pdx.edu
503.725.4675
1
TABLE OF CONTENTS
1.
GRADUATE TEACHER EDUCATION PROGRAM GOALS and STRUCTURE
4
2.
PROGRAM COMPONENTS
6
3.
EXPECTATIONS, POLICIES, AND PROCEDURES
9
4.
CLINICAL EXPERIENCES IN GTEP
13
5.
WORK SAMPLES
22
6.
ROLES AND RESPONSIBILITIES IN GTEP
THE ROLE OF THE COHORT LEADER
THE ROLE OF THE UNIVERSITY SUPERVISOR
THE ROLE OF THE COOPERATING TEACHER
THE ROLE OF THE SCHOOL ADMINISTRATOR
25
7.
PROFESSIONAL DISPOSITIONS IN GTEP
30
8.
TEACHING STANDARDS AND PRACTICES COMMISSIONS (TSPC)
TEACHING STANDARDS
32
2
QUICK LINKS TO POLICIES AND PROCEDURES
Throughout the 2012 Graduate Teacher Education Program (GTEP) Handbook,
there are references to documents that: describe policies and procedures
established by Portland State University (PSU), the Graduate School of
Education (GSE), and the Graduate Teacher Education Program (GTEP); and
provide information and resources from professional organizations. They are
also listed here for easy access.
PSU LINKS:
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Current PSU tuition costs: http://www.pdx.edu/registration/tuition.html
PSU Student Code of Conduct: http://www.pdx.edu/dos/codeofconduct
Dean of Student Life: www.pdx.edu/dos
Disability Resource Center: http://www.drc.pdx.edu/
Financial Aid Information: http://www.pdx.edu/finaid
LGBTQ Resource Page: http://www.pdx.edu/queer/lgbtq-portland-resources
Office of Graduate Studies: http://www.pdx.edu/ogs
Office of Equity and Compliance:
http://www.pdx.edu/diversity/office-of-equity-compliance
University Bulletin: http://www.pdx.edu/oaa/psu-bulletin
GSE LINKS:
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GSE Behavior and Performance Guidelines:
http://www.pdx.edu/sites/www.pdx.edu.education/files/media_assets/gse_handbo
ok_student_conduct.pdf GSE Clinical Experience Policies:
http://www.pdx.edu/education/clinical-experience-policies
GSE Office of Field Placement: http://www.pdx.edu/education/field-placements
Office of Field Placement and Licensure: http://www.pdx.edu/education/licensure
GTEP LINKS:
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Criteria and Guidelines for Assigning an Incomplete Grade:
http://www.pdx.edu/ci/gtep-forms
Petition for Leave of Absence Form: http://www.pdx.edu/ci/gtep-forms
OTHER USEFUL LINKS:
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Free Application for Federal Student Aid (FAFSA): http://www.fafsa.ed.gov
Oregon Administrative Rules (OARs)
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_060.html
Oregon Education Association: www.oregoned.org/
3
1. GRADUATE TEACHER EDUCATION PROGRAM:
GOALS AND STRUCTURE
PROGRAM GOALS:
To prepare teachers who are:

Knowledgeable about content and pedagogy
Graduates of our program will be prepared through courses in teaching
foundations and methodology, as well as background in the content areas
they teach. They will leave the program confident about their knowledge
of the subjects they will teach and of teaching practices that are effective
when working with diverse populations of students.

Reflective Practitioners
Graduates of our program will stay up to date as educators and
continually examine their own practice. They will take responsibility for
their own professional development and work to integrate theory and
practice.

Able to teach students of diverse backgrounds
Graduates of our program will be prepared to deal effectively with
students from diverse social, cultural, and economic backgrounds, and
are informed about issues of race, class, and gender. They will be
prepared to challenge racism, sexism, and inequality in their professional
roles and will work to educate all students to live in an increasingly
diverse society.

Able to teach students of diverse abilities.
Graduates of our program will be prepared to work effectively and
sensitively with students with varying academic capacities and
backgrounds. They will be committed to provide an appropriate education
for all students and will plan their curriculum and instruction with this
goal in mind.
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Able to meet or exceed standards set by Oregon's Teaching
Standards and Practices Commission (TSPC) and the National
Council for Accreditation of Teacher Education (NCATE).
The Graduate Teacher Education Program has been approved by TSPC for
the preparation of teachers in Oregon and is accredited by NCATE. We
continually review the program to ensure that it reflects current best
practice.
4
COHORT STRUCTURE
The Graduate Teacher Education Program is organized around cohorts, groups
of 25-30 Teacher Candidates, who go through the program together, starting in
summer term. Cohorts are led by one or more faculty members who also serve
as the Teacher Candidates’ academic advisors. Full-time cohorts complete the
program in four consecutive terms over one calendar year. Part-time cohorts
complete the program in eight terms over two years. Program quality that
includes rigorous coursework and clinical experiences in schools throughout an
entire school year is ensured in both program formats.
AUTHORIZATION LEVELS IN OREGON TEACHING LICENSURE
Based on rules established by the Oregon Teacher Standards and Practices
Commission, GTEP offers four levels of authorization for teaching licenses
(OARs 584-060-0051):
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Early Childhood (age 3 through grade 4)
Elementary (grades 3-8)
Middle Level (grades 5-9)
High school (grades 9-12)
Teacher Candidates have the opportunity to earn any two contiguous levels of
authorization. The level where Teacher Candidates spend most of their time is
referred to as the "1st level authorization." If the candidate chooses to meet the
requirements for an additional authorization, it is referred to as the "2nd level
authorization."
Elementary cohorts prepare candidates to teach children in early childhood,
elementary, and some middle school settings. Secondary cohorts prepare
candidates to teach young people in middle school and high schools settings.
Once Teacher Candidates successfully complete GTEP, they may add other
authorizations or subject matter endorsements. This requires further
coursework, standardized test(s), and clinical experience. Teacher Candidates
should consult with their Cohort Leader(s)/Program Advisor(s) for more
information.
**Oregon Administrative Rules (OARs) regarding teacher licensure are online at
<http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_060.html>.
5
2. PROGRAM COMPONENTS
ELEMENTARY PROGRAM COURSES
Early Childhood and/or Elementary Authorization Level Multiple Subject Endorsement
Course
Title
CI 509
Initial Field Experience
CI 510
Literacy in ECE and/or Elementary
CI 511
Classroom Management
3
CI 512
Teaching and Learning
3
CI 513
Classroom Instruction and Technology
5
CI 514
Multicultural and Urban Education
3
CI 515
Reflective Practitioner
3
CI 516
Integrated Methods I (Reading/Language Arts)
3
CI 517
Integrated Methods II (Health, Science, Social Studies)
5
CI 518
Integrated Methods III (Art, Math, Music, PE)
5
SPEd 518
Survey of Exceptional Learners
3
CI 550/552
Student Teaching I*
6
CI 551/553
Student Teaching II
15
Total credits
Credits
3
2/4
59/61
ELEMENTARY/MIDDLE LEVEL PROGRAM COURSES
Elementary Multiple Subject Endorsement and Middle Level Single Subject
Endorsement
Course
Title
Credits
CI 509
Initial Field Experience
3
CI 510
Literacy in Elementary
2
CI 510
Engaging Middle Level Learners
3
CI 511
Classroom Management (with a secondary cohort)
3
CI 512
Teaching and Learning
3
CI 513
Classroom Instruction and Technology
5
CI 514
Multicultural and Urban Education
3
CI 515
Reflective Practitioner
3
CI 516
Integrated Methods I (Reading/Language Arts)
3
CI 517
Integrated Methods II (Health, Science, Social Studies)
5
CI 518
Integrated Methods III (Art, Math, Music, PE)
5
SPEd 518
Survey of Exceptional Learners
3
CI 519
Special Secondary Methods
3
CI 550/552
Student Teaching I*
6
CI 551/553
Student Teaching II
15
Total credits
65
6
SECONDARY PROGRAM COURSES
Middle Level and/or High School Authorization Level Single Subject Endorsement
Course
Title
CI 509
Initial Field Experience
CI 510
CI 511
Engaging Middle Level Learners and/or Engaging High School
Learners (Departmental Course for Art Endorsement)
Classroom Management
CI 512
Teaching and Learning
3
CI 513
Classroom Instruction and Technology
5
CI 514
Multicultural and Urban Education
3
CI 515
Reflective Practice
3
CI 519
Special Secondary Methods
3
CI 521
Reading and Composition in the content areas
3
CI 548
Advanced Secondary Methods
3
SPEd 518
Survey of Exceptional Learners
3
CI 554/556
Student Teaching I*
6
CI 555/557
Student Teaching II
15
Total credits
Credits
3
3/6
3
56/59
*In the event that a Teacher Candidate needs an extended student teaching
placement, a 3-credit CI 509 Practicum will be added to their Program of Study
GTEP COMPLETION AND RECOMMENDATION FOR LICENSURE
GTEP completion and subsequent recommendation for licensure are based on
successful work in GTEP courses and demonstrated competence in student teaching.
Upon GTEP completion and with appropriate documentation, the Graduate School of
Education recommends Teacher Candidates to the Teacher Standards and Practices
Commission for an Initial Teaching License, authorization level(s) and/or
endorsement(s) specific to each Teacher Candidate.
The process of licensure is separate from the Graduate Teacher Education Program
and is done through the GSE Office of Field Placement and Licensure. The State of
Oregon's Teaching Standards and Practices Commission (TSPC) is the agency
authorized to issue teaching licenses. To be recommended for an initial license, GTEP
Teacher Candidates must have successfully completed the program as approved by
TSPC, including course work, a set of clinical experiences, and two work samples.
Candidates must also document passing scores on specific standardized tests. For
complete instructions on applying for an Oregon Initial License, refer to the website of
the Office of Field Placement and Licensure.
Note: Licensure by Teaching Standards and Practices Commission is not automatic
upon completion of the program, and must be initiated by the Teacher Candidate. This
is a complex process; GTEP provides opportunities to become familiar with the
licensing process, but candidates are responsible for insuring its completion.
7
THE M.ED. DEGREE
Following completion of GTEP, Teacher Candidates may earn a Master of Education
degree (M.Ed.) by completing 45 graduate-level credits. The program of study
includes GTEP coursework, one required course, CI 563 Teacher as Researcher, and
some additional electives, depending on a Teacher Candidate’s Program of Study
during GTEP. Student teaching credits do not apply towards the degree requirements.
The University Office of Graduate Studies policies apply; see Enrollment Policies and
Credit Regulations in the PSU Bulletin. Once Teacher Candidates have received an
Initial License, they can pursue specialty endorsements in special education, reading,
ESL, and library media through the Graduate School of Education and Continuing
Education.
CI 563 Teacher As Researcher - 4 credits
Teachers will improve their ability to expand their practice through systematic study.
This course involves the development and use of teacher networks; the refining of
skills to locate, evaluate, and use current educational research; and the participation
of K-12 students in an action research project. The course will include an introduction
to action research as a tool for instructional improvement and professional
development. Teacher work samples provide a basis for expanded inquiry and
instructional planning.
Criteria for M.Ed. Elective Coursework
 Taken for a grade at the graduate level (500 level or above)
 Supports performance, growth, or perspective as a teacher
 Approved by advisor (Cohort Leader serves as M.Ed. Advisor)
 May include a limited number of credits transferred from another accredited
institution (Requires approval of the GO-21 Proposed Pre-Admission and Transfer
Credit form.)
 All courses must be completed within a seven-year time frame, i.e., candidates
who take their first graduate-level courses and begin GTEP in Summer 2012, must
complete all Master degree requirements and graduate no later than Summer
2019.
Culminating Project - The work sample completed for Student Teaching II will serve as
the culminating project for the M.Ed.
Summary of M.Ed. Credit Requirements
GTEP- academic
35-40 credits (excludes Student Teaching)
CI 563 "Teacher As Researcher"
4 credits
Electives
1-6 credits
TOTAL
45 credits
Information about Office of Graduate Studies deadlines and forms are available
at:
http://www.pdx.edu/ogs
8
3. EXPECTATIONS, POLICIES, AND PROCEDURES*
This section addresses the rights and responsibilities of Teacher Candidates during the
Graduate Teacher Education Program. Teacher Candidates are to maintain high
standards of academic and professional performance, including adherence to the
policies and guidelines detailed in PSU’s Bulletin. GTEP provides standards for treating
Teacher Candidates with fairness and respect.
GENERAL EXPECTATIONS AND STANDARDS
Commitment to GTEP
GTEP is a graduate-level program that demands the full attention and effort of
Teacher Candidates in order to be successful. Teacher Candidates in full-time cohorts
who are employed beyond a minimal level may jeopardize their success in the
program. Teacher Candidates in part-time cohorts must also budget their time wisely
in order to successfully meet the requirements of the program each term. All Teacher
Candidates should make every effort to insure adequate time and energy to meet
program responsibilities and expectations. Teacher Candidates who encounter
situations that seriously interfere with GTEP responsibilities should consult with their
Cohort Leaders as soon as possible for advice on how to proceed in the Program.
Professionalism and Dispositions
Teacher Candidates are expected:
 to display professional demeanor and appearance;
 to interact with faculty, fellow students, school personnel, parents, families, and
P-12 students in a professional, respectful manner; and
 to consistently communicate in ways that preserve confidentiality, establish
rapport, honor diversity, and support positive relationships.
Teacher Candidates are expected to be familiar with the conduct codes of the
Graduate School of Education, Portland State University, and the districts in which
they are placed. It is the Teacher Candidates’ responsibility to familiarize themselves
with these documents. Teacher Candidates are required to sign and return a Student
Letter of Understanding to the GTEP Program Assistant before the program begins.
The following websites are provided for the teacher candidate’s reference:
 Portland State University Student Code of Conduct
 Graduate School of Education Behavior and Performance Guidelines
Attendance and Communication
Consistent, on-time attendance in fieldwork and University classes is a demonstration
of commitment to one’s academic and professional development. The life of a
classroom teacher is one of set schedules for the days and times that one is expected
to be at work. GTEP coursework is carefully designed to provide relevant, substantive,
and meaningful class sessions. Thus, like the professionals they aspire to be, Teacher
Candidates must make a point of organizing their time, transportation, childcare, and
other factors necessary to fulfilling these obligations. Travel, vacations, non-GTEP
work, and coaching may take place only outside of the time reserved for GTEP
commitments. Teacher Candidates should seek advice from their University Supervisor
9
and/or Cohort Leader when they are unsure of how to proceed or if a concern arises
that cannot be resolved with the Cooperating Teacher.
Clear and timely communication about all absences, planned and unplanned, is a
program expectation. Necessary planned absences like visiting other schools, or
attending conferences and job fairs, must be authorized in advance – first by the
Cohort Leader, then approved by all affected Instructors, Cooperating Teachers, and
University Supervisor. Absences for religious obligations don’t require approval, but
notification should be given as far in advance as possible. Absences due to illness,
injury, or emergency should be communicated as soon as possible to the Cohort
Leader(s), all affected Instructors and Cooperating Teachers, and the University
Supervisor.
In a professional preparation program like GTEP, it is not possible to accommodate
extended absences for such events as family vacations or weddings. Teacher
Candidates need to fully commit to the GTEP schedule for coursework and field
experiences. When in doubt about protocol, check with the Cohort Leader.
Conditional Admit
When Teacher Candidates have been admitted conditionally, all of those outstanding
conditions associated with admission to GTEP must be rectified well in advance of the
start date of the program. Passing test scores (a printed copy of test score reports)
and transcripts (unofficial PSU transcripts and official transcripts from every other
institution attended) showing evidence of successful completion of prerequisite
courses and posting of an undergraduate degree must be in the candidate’s GTEP file
well before the program begins.
Leave of Absence
Occasionally it becomes necessary for a candidate to take a leave of absence from the
program, due to circumstances beyond their control (i.e., called up for military duty,
serious medical conditions, or a change in financial situation). In those instances, a
Teacher Candidate must meet with their Cohort Leader(s) to complete the Petition for
Leave of Absence Form and submit the form to the GTEP Program Assistant.
There may be occasions when GTEP requests that a Teacher Candidate take a leave or
be terminated from the program for such reasons as academic or behavioral
performance, or less than satisfactory progress in meeting program expectations. For
a complete description of the leave of absence and appeal process, see the GSE
Clinical Experience Policies document, Program-initiated Leave of Absence/Termination
section.
For further details regarding leaves of absences and program withdrawals, refer to
Sections VIII and IX of the GSE Behavior and Performance Guidelines.
Program Withdrawal
Teacher Candidates who withdraw from GTEP must file a Withdrawal from GTEP Form
with the GTEP Program Assistant to avoid possible negative consequences regarding
their PSU records. Once a Teacher Candidate is withdrawn from GTEP, they must go
through the regular GTEP admissions process if they wish to return. For additional
details, refer to the Clinical Experience Policies document cited in the previous section.
10
Fingerprint and Background Clearance
Teacher Candidates must have received Fingerprint and Background Clearance from
TSPC and submitted the documentation from the TSPC website in order to begin the
program. Some school districts require additional security measures; it is the Teacher
Candidate’s responsibility to find out what those conditions are and meet them well in
advance of their field placement.
Violations of Criminal Law
Candidates charged with violations of criminal law must report such charges
immediately to the Curriculum and Instruction Department Chair or to the Field
Placement Coordinator. A Candidate in this situation will immediately be removed
from participation in clinical experiences and/or suspended from the program until an
evaluation and determination has been made concerning the seriousness of the
charges and the bearing, if any, that the criminal charges will have on the Candidate’s
fitness or ability to perform the duties and responsibilities of the clinical experience or
until the charges have been dismissed.
Tuition
Tuition is subject to change. Some specific courses may also include course material
fees. Additional credits are required when students choose to add a second
authorization level or complete requirements for the M.Ed. degree. Current tuition
costs can be obtained by going to the web link
http://www.pdx.edu/registration/tuition.html
Financial Aid Information
Financial Aid Office http://www.pdx.edu/finaid
800.547.8887 or 503.725.3461
Teacher Candidates are strongly encouraged to contact the PSU Financial Aid Office
and apply for financial aid as soon as possible, as processing can take 6 to 9 moths.
Portland State recommends that students begin the financial aid application process in
January to receive financial aid by fall term. Please check with the Financial Aid Office
regarding summer financial aid and other funding opportunities. The Free Application
for Federal Student Aid can be found at http://www.fafsa.ed.gov
ACADEMIC EXPECTATIONS AND STANDARDS
Grades and GPA
Grades in GTEP courses are A-F except Initial Field Experience, Student Teaching I &
II, which are graded Pass/No Pass. Candidates must maintain a 3.0 GPA each term
they are enrolled to document satisfactory progress in GTEP and to meet the PSU
Office of Graduate Studies requirements. Refer to the "Enrollment Policies and Credit
Regulations" section in the PSU Bulletin for policies about incomplete grades. Teacher
Candidates are responsible for initiating a conversation about an incomplete grade
with an Instructor, and the teacher candidate and instructor must complete the
Department of Curriculum and Instruction’s Criteria and Guidelines for Assigning an
Incomplete Grade form well before the end of the term in which the course is being
taken.
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There are certain conditions when Teacher Candidates may not continue enrollment in
GTEP:
• They receive a No Pass for Initial Field Experience, Student Teaching I, or
Student Teaching II
• They receive a grade of C+, C, or C- in four or more credits of coursework
• They receive a grade of D or F in any course, regardless of the number of
credits.
Teacher Candidates who are not able to continue in GTEP because of low grades
should refer to the GSE Behavior and Performance Guidelines for further explanation
of their rights and responsibilities, specifically Sections III and XI.
Academic Honesty
University policies addressing academic honesty, plagiarism and cheating apply to
Teacher Candidates in GTEP. Refer to the Graduate Studies section of the PSU
Bulletin. Any violation of academic honesty and integrity is grounds for academic
action. In addition, Teacher Candidates found in violation of this policy may be
subjected to disciplinary sanction as provided in the University Student Conduct Code.
ENSURING FAIR TREATMENT OF TEACHER CANDIDATES
Non Discrimination Policy
As part of its commitment to social justice and human dignity, the Curriculum and
Instruction Department, including the Graduate Teacher Education Program,
demonstrates LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer) advocacy through
inclusive policies and practices that are both intentionally proactive and strategically
responsive.
GTEP adheres to the Professional Standards of Conduct Policy established by Portland
State University. Discrimination and harassment are prohibited based on an
individual's age, disability, national origin, race, color, marital status,
religion, sex, veteran status, or sexual orientation. Harassment includes, but is
not limited to, verbal or physical conduct by an individual that substantially interferes
with or prevents a person from conducting his or her customary or usual affairs, puts
that person in fear of his or her safety, or causes the person to suffer actual physical
injury. For more information, contact the Disability Resource Center or visit the LGBTQ
Resource Page on the PSU website. If a GTEP teacher candidate feels they have been
harassed or discriminated against, they should immediately contact their cohort leader
and the Office of Equity and Compliance.
Appeal Process Regarding Academic Evaluation
Both Portland State University and the Graduate School of Education provide
processes for appealing a grade received in a GTEP course. Academic reviews can be
requested by a Teacher Candidate if they believe they have not been treated or
evaluated fairly. For a detailed description of the academic appeal process, see
Section XI of the GSE Behavior and Performance Guidelines. Further information is
located in the “Appeals and Grievances” section of the PSU Bulletin.
Appeal Process Regarding Recommendation for Licensure
If a Teacher Candidate is discontinued in the program because of low grades, and
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therefore is not eligible for a recommendation for licensure, he or she can reapply to
the program, or can use the appeal process for academic evaluation described in the
previous section.
If a Teacher Candidate does not receive recommendation for licensure for reasons
other than grades, he or she can use the Appeal of Performance Review decision,
Section X of the GSE Behavior and Performance Guidelines.
Procedures For Addressing Teacher Candidate Concerns
When a Teacher Candidate has concerns about unfair or unprofessional treatment
from a University Supervisor, Instructor, Cooperating Teacher, other professional
associated with GTEP, or fellow student, they are best addressed to that individual
first. If this interaction does not resolve the concern, a Teacher Candidate should then
contact the Cohort Leader regarding concerns about unfair or unprofessional
treatment. If the concern is still unresolved, a Teacher Candidate may contact (in this
order), the Chair of the Curriculum and Instruction Department, the Associate Dean of
the Graduate School of Education, and the Dean. The PSU Office of the Dean of
Student Life is also a valuable resource (Contact: www.pdx.edu/dos, 503.725.4422,
askdoslife@pdx.edu, 433 Smith Memorial Student Union). The Graduate School of
Education especially encourages candidates to report concerns about racism, sexism,
homophobia, or sexual harassment to the Office of Equity and Compliance.
4. CLINICAL EXPERIENCES IN GTEP
OVERVIEW
Teacher Candidates in the Graduate Teacher Education Program are involved in a
sequence of graduated field experiences throughout an entire school year, beginning
with teacher planning days, and continuing until the last day of school in mid-June.
This includes one term of Initial Field Experience and two terms of Student Teaching
for purposes of instruction, integration of fieldwork, campus-based learning, and
assessment of candidate competencies. A Teacher Candidate must have met all
conditional admission requirements, including completion of prerequisite courses and
passing scores on all State-required basic skills and content knowledge tests before
they can begin Student Teaching I and II.
In the full-time program option, the clinical experiences occur during the year-long
program at the same time that Teacher Candidates are taking academic coursework.
Teacher Candidates in the part-time option spend some time in schools during Year
One of the program, however, most of the clinical experiences occur in Year Two of
GTEP.
GTEP is committed to providing candidates opportunities to observe and practice in
diverse settings. Diversity is found in all school districts with which the GSE has
contracts for placement, in terms of language, ethnic groups, socioeconomic levels,
gender, English language learners, disabilities and exceptionalities.
GTEP Teacher Candidates are placed in many school settings across the Portland
metropolitan region, and this year we are involved in a number of collaborative
partnerships with schools and school districts as part of a Portland Metropolitan
13
Education Project (PMEP). Teacher Candidates in some cohorts may be placed in PMEP
partner schools; Cohort Leaders will communicate the specific details about such
partnerships to Teacher Candidates when appropriate.
Teacher Candidates in the full-time option complete an Initial Field Experience
(IFE) during late Summer and Fall terms (late Summer and Fall of Year Two for the
part-time option) . In some cases, this will be an opportunity to get to know the
classroom in which student teaching will take place. In other cases, Teacher
Candidates will be expected to become familiar with a school as a whole and perhaps
visit multiple classrooms. Teacher Candidates begin their field experiences when the
public school year begins for licensed teachers, typically in late August or early
September. During the time before the PSU’s fall term begins, Teacher Candidates
participate in professional development opportunities offered at the school site,
teacher planning days and help their Cooperating Teacher set up their classrooms,
establish relationships with school professionals, and learn about the school’s
environment and culture. Additional professional expectations include, but are not
limited to:





Become familiar with the school’s faculty and student handbooks
Locate school/district curriculum guides, policies, and emergency procedures
Make note of the school’s daily schedule and routines, including start and
ending times, bell schedule, lunch and break times; teacher/staff meetings;
variations in weekly schedules, i.e., early release/late start days, school
holidays, staff professional development;
The classroom Specials schedule, i.e. computer lab time, study hall, library,
music, PE; and
Special activities, i.e., assemblies, back to school night, parent-teacher
conferences, field trips, Outdoor School.
Teacher Candidates complete Student Teaching I & II during the Winter and Spring
terms of the program (Winter and Spring of Year Two for Part-Time GTEP Teacher
Candidates). Student Teaching I is a half-time experience (20 hours per week) during
Winter term; a common weekly schedule is determined by each cohort. Student
Teaching II is a full-time experience during Spring term; Teacher Candidates assume
Cooperating Teachers’ schedules, and all instructional and non-instructional duties.
Teacher Candidates may pursue one or two levels of authorization while in the
program. Requirements for two levels of authorization include: additional methods
course(s); a clinical experience at each of the two authorization levels; and
successfully completing a work sample at each authorization level. Depending on the
second level authorization that a Teacher Candidate pursues, an additional
standardized test may also be required.
14
The minimum requirements for student teaching are set by the Teaching Standards
and Practices Commission (TSPC) and published in the Oregon Administrative Rules
(OAR). The TSPC minimum requirements are listed below. GTEP requirements exceed
these minimums.
OARs-584-017-0180: Practica and Student Teaching
(3) Student teaching is at least 15 weeks in length.
(a) At least nine consecutive weeks are full-time in schools, during which the
student teacher assumes the full range of responsibilities of a classroom
teacher for the purpose of developing and demonstrating the competencies
required for initial licensure.
(b) During the remaining six weeks, the six-week requirement may be met
either through full-time or the equivalent part-time experience.
(c) The assignment of responsibilities may be incremental in keeping with the
objectives of the experience.
15
TYPICAL SCHEDULE OF CLINICAL EXPERIENCES
FULL-TIME GTEP
Coursework
Coursework
Coursework
Sum 2012
Fall 2012
Winter 2013
IFE: From
Teacher
Planning
Days until
September
24: at school
full-time or as
close to fulltime as
possible,
following the
Cooperating
Teachers’
contract day.
IFE:
 9/24-12/7: At least
one day and no
more than two days
each week at school
placement; In
consultation with
school personnel
and the University
Supervisor, Teacher
Candidates placed at
the same school
determine a
common schedule
for their Initial Field
Experience;
 12/7-school’s Winter
break: continue onetwo days/week or
more, to be
determined by
Cohort Leader,
Cooperating
Teacher, University
Supervisor, and
Teacher Candidates;
 In the situation
where a Teacher
Candidate is placed
in two classrooms or
schools, meeting the
requirements for two
authorization levels
or two subject
matter
endorsements, the
Teacher Candidate
will stay in the 1st
level placement from
Teacher Planning
Days until
Thanksgiving and
move to 2nd level
placement after
Thanksgiving and
stay until Winter
Break*
Student Teaching I
 Half-time: 20 hours
per week
 Begins the first day
of PSU’s Winter term
through last day of
the term
 Teacher Candidate
teaches one work
sample 3-5 weeks in
length
 For a period of at
least two weeks,
Teacher Candidate
takes full
responsibility for
classroom
 Early
Childhood/Element
ary: two full days –
specific weekdays to
be determined for
each cohort by the
Cohort Leader(s) in
consultation with
school personnel;
remaining time to be
distributed across
other weekdays as
overall schedule
allows
 Middle Level/High
School: maximize
the two days/week
with assigned class
schedule; remaining
hours to be
distributed across
other days as overall
schedule allows
 For candidates
seeking 2
authorizations or 2
subject matter
endorsements,
Student Teaching I
takes place in 2nd
level authorization
placement*
Spring 2013
Student Teaching
II
 Full-time: all day,
every day;
 Begins the first
day of PSU’s
Spring term until
last day of the K12 school year;
 Teacher
Candidate teaches
one work sample
3-5 weeks in
length
 For a period of at
least five weeks,
Teacher
Candidate takes
full responsibility
for classroom
 Daily schedule will
vary with the
minimum time
commitment
aligned with the
teachers’ contract
day;
 For candidates
seeking two
authorizations or
two subject
matter
endorsements
Student Teaching
II takes place in
1st level
placement*
 Includes a
regularly
scheduled student
teaching seminar
(required)
* This structure may vary when placement is in a Portland Metropolitan Education
Project (PMEP) partner school
16
PART-TIME GTEP
Summer 2012
Fall 2012
Winter 2013
Spring 2013
Practicum*
Practicum*
Practicum*
Summer 2013
Fall 2013
Winter 2014
Spring 2014
IFE: From
Teacher
Planning Days
until September
24: From a
minimum of 1
day per week (or
the equivalent)
up to full-time;
specific schedule
to be determined
in consultation
with cohort
leader, school
personnel and the
University
supervisor
IFE:
 9/24-12/7: At least
one day and no
more than two days
each week at school
placement; In
consultation with
school personnel
and the University
Supervisor, Teacher
Candidates placed
at the same school
determine a
common schedule
for their Initial Field
Experience;
 12/7-school’s
Winter break:
continue one-two
days/week or more,
to be determined by
Cohort Leader,
Cooperating
Teacher, University
Supervisor, and
Teacher Candidates;
 In the situation
where a Teacher
Candidate is placed
in two classrooms or
schools, meeting
the requirements for
two authorization
levels or two subject
matter
endorsements, the
Teacher Candidate
will stay in the 1st
level placement
from Teacher
Planning Days until
Thanksgiving and
move to 2nd level
placement after
Thanksgiving and
stay until Winter
Break
Student Teaching I
 Half-time: 20 hours
per week
 Begins the first day
of PSU’s Winter term
through last day of
the term
 Teacher Candidate
teaches one work
sample 3-5 weeks in
length
 For a period of at
least two weeks,
Teacher Candidate
takes full
responsibility for
classroom
 Early
Childhood/Element
ary: two full days –
specific weekdays to
be determined for
each cohort by the
Cohort Leader(s) in
consultation with
school personnel;
remaining time to be
distributed across
other weekdays as
overall schedule
allows
 Middle Level/High
School: maximize
the two days/week
with assigned class
schedule; remaining
hours to be
distributed across
other days as overall
schedule allows
 For candidates
seeking 2
authorizations or 2
subject matter
endorsements,
Student Teaching I
takes place in 2nd
level authorization
placement
Student
Teaching II
 Full-time: all
day, every
day;
 Begins the first
day of PSU’s
Spring term
until last day of
the K-12 school
year;
 Teacher
Candidate
teaches one
work sample 35 weeks in
length
 For a period of
at least five
weeks, Teacher
Candidate
takes full
responsibility
for classroom
 Daily schedule
will vary with
the minimum
time
commitment
aligned with
the teachers’
contract day;
 For candidates
seeking two
authorizations
or two subject
matter
endorsements
Student
Teaching II
takes place in
1st level
placement
 Includes a
regularly
scheduled
student
teaching
seminar
(required)
* 60 hours across Fall, Winter, and Spring terms; specific schedule and site(s)
to be determined in consultation with Cohort Leader
17
PROCEDURAL MATTERS REGARDING CLINICAL EXPERIENCES
Attendance
During Initial Field Experience and Student Teaching, Teacher Candidates are required
to assume the contracted hours of teachers in the building for the scheduled days they
are required to be present.
Teacher Candidates are encouraged to take advantage of activities such as
professional conferences and visiting other school sites. However, when such activities
overlap with the field schedule, Teacher Candidates must get approval, in advance,
from their Cohort Leader. Once a Cohort Leader has approved the activity, it is
Teacher Candidates’ responsibility to get approval from their University Supervisors
and Cooperating Teachers. If a Teacher Candidate becomes ill or has an emergency
and must be absent, they must contact the Cooperating Teacher and the School, their
University Supervisor, and their Cohort Leader as far in advance as possible but
before the school day begins. When the Teacher Candidate has teaching
responsibilities that day, they must make their written lesson plans available to the
Cooperating Teacher.
Becoming a Member of a School Community
Once a Teacher Candidate’s field placement has been confirmed, they become a
contributing member of the professional community at that school. They have an
obligation to comply with all school rules, policies, procedures and standard, including
those concerning:
 student safety and management/discipline, including school policies on
harassment and bullying;
 teacher attendance (including the particulars of what constitutes a teacher’s
contract day); and
 professional performance, behavior, dress, and personal conduct.
During the Summer Term Initial Field Experience, Teacher Candidates should ask for a
copy of any school handbooks, curriculum materials, and other policy documents that
affect student learning and the work of teachers. Become familiar with school policies
regarding emergency plans, the reporting of suspected abuse, and other serious
matters involving students. As time allows, make an effort to participate in and attend
staff meetings, workshops, and seminars when invited by school personnel. They are
important components of the professional life of an educator.
Teacher Candidates are expected:
 to protect the welfare, safety and rights of P-12 students, putting student needs
above their own;
 to take the initiative and seek out opportunities to interact with school
personnel, parents and families, and members of the school and neighborhood
community; and
 to communicate in a professional and respectful manner that preserves
confidentiality, establishes rapport, respects diversity, and supports appropriate
collegial relationships.
Instructional Planning
Teacher Candidates are expected to design instruction and provide written lesson
plans when they teach. Even when a lesson is based on existing curriculum materials,
18
Teacher Candidates are required to develop written lesson plans that include essential
lesson elements; the curriculum materials are included in the written lesson plan as
part of the instructional resources. Lesson plans should be completed and reviewed
with the Cooperating Teacher in advance of teaching. They should be available in the
classroom for a University Supervisor or any other school personnel who may observe
the Teacher Candidate’s in the classroom. Meet regularly with your Cooperating
Teacher to plan for instruction and scheduling the Work Sample as part of the
classroom curriculum.
Substitute Teaching
Since Teacher Candidates are not yet licensed, the school must arrange for a
substitute teacher whenever a Cooperating Teacher is absent; Teacher Candidates
may not serve as a substitute teacher. This rule is intended to protect the pupils,
cooperating school, school personnel, and Teacher Candidates.
Playground/Lunchroom/Hall Duties
Teacher Candidates may carry out these duties without direct supervision if the
Cooperating Teacher agrees to this arrangement and if the Cooperating Teacher (or
their designee) is on school premises. The Principal or appropriate administrator of
each school should be consulted as to the school policy on such assignments.
Work Stoppage
 If a strike goes into effect in a public school system that has agreed to host a
candidate, the candidate is not permitted to be present at the school site.
 During a strike candidates must inform the cooperating professional and
principal/program administrator that candidates are not permitted to be present
while the strike is in effect. The candidate must notify their university supervisor
when the strike goes into effect and ask the cooperating professional to inform the
candidate when the strike has ended.
 Should a strike impact a candidate’s clinical experience, the FPO will request a
waiver of student teaching requirements as outlined in OAR 584-017-0042
Source: GSE Clinical Experience Policies
Emergency Procedures
Teacher Candidates are responsible for insuring that written emergency information is
on file in the school office and with the GTEP Office. When any contact information,
i.e., home address, mailing address (if different than home address), phone and/or
email, changes, it is the Teacher Candidate’s responsibility to provide updated contact
information to their school placement, PSU Registration, and GTEP.
Conflict Resolution
In rare instances during clinical experiences it may become necessary for a candidate
to be transferred to another placement or it may become necessary to discontinue the
clinical experience. Despite good intentions, problems sometimes arise. Each
participant, i.e., Teacher Candidate, University Supervisor, and Cooperating Teacher,
is responsible for addressing real or potential conflicts as soon as possible. Ideally, the
concerns should first be taken to the person most directly involved. In any case, each
participant should insure that communication is as open and constructive as possible.
Seek advice from the Cohort Leader and/or University Supervisor when unsure of how
to proceed or if a concern arises that cannot be resolved with a particular individual. It
is the University Supervisor’s responsibility to inform the Cohort Leader and an
19
appropriate building administrator about any real or potential conflict and its
resolution, however the Teacher Candidate should also stay in communication with
their Cohort Leader.
If the problem cannot be resolved through discussion, the Field Placement Office
details the steps to resolve the issue in the GSE Clinical Experience Policies document
in the section titled Clinical Experience Problem Resolution. Read and understand the
details of this document and the GSE Behavioral and Performance Guidelines.
Liability Insurance
All Teacher Candidates are required to carry liability insurance; Teacher Candidates do
not qualify for liability insurance from PSU. The National Education Association (NEA)
has a student membership that provides professional growth opportunities for student
members and involves students at both the state and national levels in political and
legislative activities. NEA also provides benefits, services, and liability insurance
coverage, assures candidates a voice in matters that affect them, and provides
leadership training to student members. Information about membership is available
from the Oregon Education Association.
ASSESSMENT OF CLINICAL EXPERIENCES
Successful, documented Initial Field Experience is a prerequisite in order to advance
to Student Teaching. Lack of satisfactory progress in an Initial Field Experience
placement may result in an additional Initial Field Experience practicum or
discontinuation from GTEP. In the Fall Initial Field Experience, Teacher Candidates
must demonstrate their readiness to assume the full range of responsibilities of a
classroom teacher for the purpose of developing and demonstrating the
competencies required for initial licensure.
Initial Field Experience and Student Teaching courses are graded Pass/No Pass. A
grade of "Pass" indicates that the Teacher Candidate has demonstrated sufficient
understanding of learners and learning; content knowledge and application; planning
for instruction; and professional responsibility in order to take up increased
professional responsibilities in Student Teaching I and II. A "Pass" grade in Student
Teaching I and II requires a positive evaluation of the same criteria listed above.
Additionally, Student Teaching I and II each require the satisfactory completion of a
work sample that is uploaded to Tk20. Teacher Candidates, Cooperating Teachers,
and University Supervisors all provide data that represents satisfactory progress in
meeting program requirements, however it is the Cohort Leader who uses that data to
determine the final grade for each of these courses.
Observed classroom performance and relationships with students, teachers, other
professionals, and parents form the basis for evaluation by the University Supervisor
and the Cooperating Teacher. Teacher Candidates will be informed of areas of
strength and areas for further development on an ongoing basis as a means of
formative assessment throughout the program’s clinical experiences. When there are
concerns about a Teacher Candidate’s professionalism or they have violated school
policies, they may be removed from an Initial Field Experience or Student Teaching
placement. Details about the GSE Policies related to Field Placement are located in the
GSE Behavior and Performance Guidelines.
20
Formal assessment of a Teacher Candidate’s clinical experiences are documented
using a variety of forms that are completed by the Cooperating Teacher and/or the
University Supervisor and entered into TK20 at the end of each Clinical Experience
(summative assessment):
Clinical Experience
Initial Field Experience (Fall term)*
Student Teaching I (Winter term)*
Tk20 Form
Initial Field Experience Evaluation Form
Mid-Term Student Teaching Evaluation Form
Final Student Teaching Evaluation Form
Student Teaching II (Spring term)* Mid-Term Student Teaching Evaluation Form
Final Student Teaching Evaluation Form
* Part-time GTEP Clinical Experiences occur in Year Two of the program
The evaluation forms identified in the chart above take the form of a scoring rubric
with a 4-level rating scale: Unsatisfactory; Emerging; Proficient; and Exemplary.
Clinical Experiences in GTEP are assessed using a mastery goal structure; that is the
structure of the clinical experiences provide opportunities for Teacher Candidates to
develop teaching competencies during their clinical experiences and to master the
State of Oregon teaching standards.
To that end, it is important to note that Teacher Candidates should set as their
learning target a rating of ‘Proficient’ in most of the categories being assessed during
their clinical experiences. An ‘Exemplary’ rating is a level of proficiency that is rarely
seen in teacher candidates during their initial teacher preparation; very few
candidates achieve the level of exemplary in most/all categories during GTEP. Ratings
of ‘Unsatisfactory’ and ‘Emerging’ indicate minimum levels of competence that should
be improved during clinical experiences, and in most cases, need to be addressed
before a Teacher Candidate can be recommended for licensure. The following table
provides information about the minimum ratings for satisfactory progress for each
clinical experience in GTEP.
GTEP Form (in Tk20)
Initial Field Experience
Evaluation Form (Fall term)*
Minimum Ratings for Satisfactory Progress
Most categories rated as ‘Emerging’ or ‘Proficient; a few
categories may be rated as ‘Unsatisfactory’ if…
The Cooperating Teacher indicates that the Teacher
Candidate is ready to advance to Student Teaching I
Student Teaching I
Most categories rated as ‘Emerging’ or ‘Proficient; in
Evaluation Form (Winter
extenuating circumstances it is possible that lower
term)*
ratings would meet the minimum requirements for
Satisfactory Progress in Student Teaching I as
determined by the Cooperating Teacher and University
Supervisor.
Student Teaching II
Most categories rated ‘Proficient; in extenuating
Evaluation Form (Spring
circumstances it is possible that lower ratings would
term)*
meet the minimum requirements for Student Teaching
II as determined by the Cooperating Teacher and
University Supervisor; ‘Unsatisfactory’ ratings indicate
that a teacher candidate has not met the minimum
requirements to be recommended for licensure.
* Part-time GTEP Clinical Experiences occur in Year Two of the program
21
Summative assessment data from the Student Teaching Evaluation forms is one of a
variety of data sources used to determine the final grades for Student Teaching I and
Student Teaching II. Cohort Leaders also consider data from Cooperating Teachers’
assessments of Teacher Candidates, University Supervisors’ informal and formal
observations of Teacher Candidates, and the Work Sample Evaluation.
Both the Teacher Candidate's Cooperating Teacher and University Supervisor must
agree that the Teacher Candidate has met GTEP requirements and demonstrated
competency in the Oregon Licensure Standards (provided at the end of this
Handbook). This determination, based on program documentation and their
professional judgment, is made by the end of Student Teaching I and II, and is
documented through the Work Sample and Student Teaching Evaluation Forms
described previously. Without this documentation, a Teacher Candidate will not be
recommended a Teacher Candidate for licensure.
In a case in which the University Supervisor and the Cooperating Teacher do not
agree that a Teacher Candidate has adequately demonstrated competence required
for successful completion of GTEP clinical experiences, the Cohort Leader will attempt
to arrive at a mutually agreeable outcome. If that is unsuccessful, the Cohort Leader
will determine whether the Teacher Candidate will be recommended for licensure. If
the Cohort Leader is the University Supervisor, the Department Chair or a designee
appointed by the Department Chair will assume that role.
For additional information how Teacher Candidates are assessed in GTEP, refer to the
section titled, Teacher Candidate Performance in Clinical Experiences, in the GSE
Clinical Experience Policies on the GSE website.
5. WORK SAMPLES
WHAT IS A WORK SAMPLE?
A Work Sample is a unit of study that includes a set of unit goals and objectives,
lessons, assessments, analysis, reflection, and related instructional material. Work
Samples serve as documentation of a Teacher Candidate's ability to effectively plan
age-appropriate curriculum, to utilize effective teaching strategies, to assess student
learning, and to analyze the implications of the results for further instruction. It
provides evidence of teaching skills and knowledge. Work Samples are completed and
evaluated as part of Student Teaching I and Student Teaching II requirements. Cohort
Leaders give Teacher Candidates specific information for meeting the Work Sample
requirements; see the Oregon Administrative Rules below for the general work sample
structure.
HOW MANY WORK SAMPLES ARE REQUIRED?
Successful completion of two work samples is a requirement for initial licensure.
Teacher Candidates seeking licensure for two authorization levels must complete a
work sample at each level. Middle Level and High School Teacher Candidates seeking
more than one subject area endorsement must complete a work sample in each
endorsement area.
22
WHAT COMPONENTS ARE REQUIRED IN A WORK SAMPLE?
GTEP expectations for work samples include the following requirements set by the
Teaching Standards and Practices Commission (TSPC) and are derived from the
Oregon Administrative Rules (OAR) Evidence of Effectiveness (OAR 584-017-0185).
Each student teacher preparing for an Initial Teaching License assembles and analyzes
two work samples to document the candidate's ability to demonstrate knowledge,
skills, and competencies as designated in OAR 584-017-0100. Work samples include:
(a) Context of the school and classroom is explained, learners with special
needs, TAG learners, ESL learners and learners from diverse cultural and social
backgrounds are described, adaptations for their learning needs are discussed,
and prerequisite skills required for the unit are considered.
(b) Goals for the unit of study, which is three to five weeks in length, that vary
in kind and complexity, but that include concept attainment and application of
knowledge and skills;
(c) Instructional plans to accomplish the learning goals of the group(s) of
students that include differentiation of instruction for all students listed in (a);
(d) Data on learning gains resulting from instruction, analyzed for each student,
and summarized in relation to students' level of knowledge prior to instruction;
(e) Interpretation and explanation of the learning gains, or lack thereof;
(f) A description of the uses to be made of the data on learning gains in
planning subsequent instruction and in reporting student progress to the
students and their parents; and
(g) Purposeful attention to literacy instruction based upon content
requirements, appropriate authorization level and student needs in at least one
subject.
*Oregon Administrative Rules (OARs) regarding Evidence of Effectiveness are online
at: http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_017.html
WORK SAMPLE ASSESSMENT
Work Samples receive written assessment and feedback from course instructors, the
University Supervisor, and/or the Cooperating Teacher, and in a few cases, the Cohort
Leader. Work samples are formally evaluated in two ways:
 Each Teacher Candidate’s proficiency is individually assessed using one of two
forms found in the GSE data management system, Tk20. These forms serve as
documentation that each Teacher Candidate has fulfilled minimum expectations
for instructional planning, implementation, and assessment:
o This year, the Elementary Cohorts are in the second year of an
Elementary Work Sample Pilot, so elementary work samples are assessed
using a Work Sample Scoring Guide;
o The work samples of each Secondary Teacher Candidate are assessed
23
using a Work Sample Summary Report Form; and
GTEP Program Assessment data is also gathered about the work sample
process/product; one evaluation form is used for both Elementary and
Secondary Teacher Candidates. A Work Sample Evaluation form is completed
and uploaded to Tk20.
Candidates submit their completed work samples to the person doing the assessing;
this is done electronically and/or print copy, based on the assessor’s preference. The
person assessing the Work Sample then assesses the completed Work Sample and
submits the appropriate forms in Tk20. Candidates are expected to upload their
approved Work Sample to Tk20. All of these steps must be completed by the
published Winter and Spring deadlines in order to meet the GTEP criteria of
satisfactory progress.

Assessment data from the Work Sample is one of a variety of data sources used to
determine the final grades for Student Teaching I and Student Teaching II.
Evaluation Criteria
GTEP Work Samples are assessed using a mastery goal structure, that is the structure
of the program provide opportunities for Teacher Candidates:
 to practice skills and dispositions necessary for effective teaching;
 to develop professional competencies throughout coursework and clinical
experiences; and
 to master the State of Oregon teaching standards.
Teacher Candidates should set as their learning target a rating of ‘Proficient’ in the
categories being assessed on the Work Sample Evaluation documents. Ratings of
‘Unsatisfactory’ and ‘Emerging’ indicate minimum levels of competence that should be
improved during clinical experiences, and in most cases, need to be addressed before
a Teacher Candidate can be recommended for licensure.
24
The following table provides information about the minimum ratings for satisfactory
progress for the Work Samples that are part of Student Teaching I and Student
Teaching II.
GTEP Form (in Tk20)
Work Sample I in Student
Teaching I (Winter term)*
Minimum Ratings for Satisfactory Progress
 Most categories rated as ‘Emerging’ or ‘Proficient;
 In most cases, categories that are rated as
‘Unsatisfactory’ need to be revised and resubmitted
within the designated timeline; and
 In extenuating circumstances it is possible that
lower ratings would meet the minimum
requirements for the Work Sample as determined
by the Work Sample Assessor (University Supervisor
or Cohort Leader).
Work Sample II in Student
 All/most categories rated ‘Proficient’;
Teaching II (Winter term)*
 In extenuating circumstances it is possible that
lower ratings would meet the minimum
requirements for the Work Sample as determined
by the Work Sample Assessor (University Supervisor
or Cohort Leader); and
 ‘Unsatisfactory’ ratings are not acceptable for Work
Sample II; such a rating indicates that the Teacher
Candidate has not demonstrated sufficient
proficiency in those categories. In consultation with
the Cohort Leader, the work sample assessor either
asks the Teacher Candidate to revise and resubmit
within the designated timeline or recommends a
grade of ‘No Pass’ on the Work Sample to the
Cohort Leader.
* Part-time GTEP Clinical Experiences occur in Year Two of the program
6. ROLES AND RESPONSIBIITIES IN GTEP
Many sections of this Handbook articulate the roles and responsibilities of Teacher
Candidates while they are in GTEP. In a teacher preparation program, Teacher
Candidates are constructing their professional identities while they are expanding their
academic and pedagogical knowledge base about teaching and learning. This section
describes the roles and responsibilities of the many professional educators that
collaborate to enact GTEP: Cohort Leader, University Supervisor, Cooperating
Teacher, and School Administrator. Much of this information is adapted from the GSE
Clinical Experiences Policies document on the GSE website.
THE ROLE OF COHORT LEADER
A Cohort Leader is a faculty member in the Department of Curriculum and Instruction
with many duties, some which are related to providing leadership and support for a
cohort group of Teacher Candidates.
25
Cohort Leaders:

Provide leadership in the cohort

Monitor Teacher Candidates’ satisfactory progress and professionalism throughout
the program. Each term, Cohort Leaders assess Teacher Candidates’ performance
in coursework and fieldwork, using data from Cooperating Teachers, Instructors,
and University Supervisors. Cohort Leaders look for consistent attendance,
effective and professional communication skills, personal responsibility, and good
judgment that represent Teacher Candidates’ progress in taking up the skills and
dispositions necessary to be effective teachers.

Assign the Teacher Candidates’ grades for clinical experience on receipt of
Candidate performance evaluation

Serve as Teacher Candidates’ advisor in cohort and program matters

Maintain a close working relationship with the University Supervisors assigned to
the Teacher Candidates in their cohort

Meet with Cooperating Professionals (Cooperating Teachers and School
Administrators) to ensure that learning opportunities are available and appropriate
to the curriculum objectives and Teacher Candidates’ needs

Maintain lines of communication between the various stakeholders in the cohort,
i.e., Teacher Candidates, Instructors, University Supervisors, Cooperating Teachers
and other school personnel

Provide necessary support to Cooperating Professional and Teacher Candidates to
facilitate appropriate learning experiences as defined by GTEP. Respond to any
concerns related to Teacher Candidates’ performance in coursework or field
placement. Attend/facilitate meetings to resolve any problems in the field. The
meetings should be held at the earliest sign of difficulty

Assist with seminars and workshops to orient Candidates, Cooperating
Professionals and/or University Supervisors
THE ROLE OF UNIVERSITY SUPERVISOR
The University Supervisor serves as the major link between a Teacher Candidate's
field placement and PSU during Initial Field Experience (late Summer and Fall 2011 for
full-time Candidates, and late Summer and Fall 2012 for part-time Candidates),
Student Teaching I and Student Teaching II. University Supervisors are PSU faculty
members or other experienced educational professionals.
University Supervisors:

Attend meetings and orientations for University Supervisors

Establish contact with Cooperating Teachers and Principals at the beginning of the
26
Initial Field Experience, explaining the structure and expectations of the program,
and responding to questions from the field

Make at least three supportive/evaluative visits to each Teacher Candidate each
term. These visits will usually include observation of a lesson or activity, then
meeting with the teacher candidate to provide feedback. When necessary, the
University Supervisor needs to be prepared to visit more often and/or at greater
length in order to provide adequate support and feedback to a Teacher Candidate

Conduct evaluative conferences with each Teacher Candidate and Cooperating
Teacher each term to complete the evaluation forms (one in the Fall; at least two
in Winter; and at least two in Spring)

Assist Teacher Candidates in planning and developing the work samples

Assess the Teacher Candidates’ work samples

Submit the Student Teaching and Work Sample Evaluation forms to Tk20, the
Graduate School of Education’s comprehensive data system

Respond to any concerns related to the field placement raised by Teacher
Candidates or by school personnel and immediately share those concerns with the
Cohort Leader. Be available to attend meetings with appropriate stakeholders to
address concerns about Teacher Candidates. The meetings should be held at the
earliest sign of difficulty.
When warranted, write a letter of recommendation for the Teacher Candidate

THE ROLE OF COOPERATING TEACHER
The Cooperating Teacher is a crucial contributor to the Teacher Candidate’s growth
and development of Teacher Candidates as novice teachers. Cooperating Teachers
model effective teaching practices; plan collaborative teaching activities with Teacher
Candidates; and assure that Teacher Candidates receives extensive experience in
planning instruction, teaching, assessment, communicating with colleagues,
administrators and parents. They provide regular, written feedback and help assess
whether a Teacher Candidate should be recommended for licensure.
The relationship between a Cooperating Teacher and a Teacher Candidate is a
complex one that takes different forms depending on the individuals and the specific
school contexts.
Cooperating Teachers:

Welcome the Teacher Candidate to the school through introductions to pre-K - 12
pupils and colleagues, providing a desk or other personal space, providing
information about procedures and policies, and sharing information about the
school’s culture

Provide the Teacher Candidate with varied opportunities to work with students as
early as possible, beginning with routine activities and working with individuals and
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small groups, gradually increasing their responsibilities to include collaborative
planning and co-teaching with the Cooperating Teacher, and eventually assuming
full range of classroom responsibilities

Provide opportunities for the Teacher Candidate to implement educational activities
as part of their program requirements

Engage in collaborative planning with the Teacher Candidate as they take on more
teaching responsibilities, and when they plan and teach the two work samples
required by the State of Oregon. Cooperating Teachers need to provide some
flexibility in the topic and content within their existing curriculum so that the
Teacher Candidate can demonstrate their proficiencies in planning and
implementing a unit of study and assessing student learning

On a regular basis, observe the Teacher Candidate in a range of teaching contexts,
provide written feedback, and allow time for post-observation conversations

Plan regular times outside of the school day to meet with the teacher candidate for
planning and feedback

Be available to meet with the Teacher Candidate’s University Supervisor for
scheduled conferences and occasional informal conversations

Communicate any concerns about a Teacher Candidate to the University
Supervisor and Cohort Leader. Be available to attend meetings with appropriate
stakeholders to address concerns about a Teacher Candidate who is struggling. The
meetings should be held at the earliest sign of difficulty

Complete appropriate evaluation forms prior to 3-way evaluative conferences

If requested, write a letter recommendation for the Teacher Candidate
Who Becomes a Cooperating Teacher?
The State of Oregon requires (OAR 584-17-0055) that Cooperating Teachers have at
least two years’ experience in an early childhood, elementary, middle level, or high
school authorization and hold a valid license for their current assignments. The
Graduate School of Education’s Field Placement Office, in cooperation with school
districts and Cohort Leaders, arranges field placements for GTEP Teacher Candidates
with Cooperating Teachers who meet the State’s qualifications.
Reduced Enrollment Fee Privilege
In partial compensation for their work, Cooperating Teachers may take advantage of
the Reduced Enrollment Fee Privilege for classes at any institution in the Oregon
University System (e.g. Portland State University). School districts have developed
their own policies to distribute the Reduced Enrollment Privilege. Districts are
encouraged to make these privileges available to the Cooperating Teachers who
supervise Teacher Candidates. Additional information about compensation is available
upon request of the Graduate School of Education Office of Field Placement.
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THE ROLE OF SCHOOL ADMINISTRATORS
Principals and other school administrators play a pivotal role in the success of Teacher
Candidates. In addition to their role as liaison in the initial placement of Teacher
Candidates, they also serve as an important source of support and advising.
School administrators:

Provide an orientation early in the field placement for Teacher Candidates, focusing
on expectations, policies, school culture, and offer relevant written material such
as school handbooks and district curriculum guides

Be available to meet with Teacher Candidates occasionally to share information or
to address concerns

Observe Teacher Candidates and give feedback to each teacher candidate in their
building during the teacher candidate’s student teaching experience

Arrange for opportunities to involve the Teacher Candidates in extracurricular
activities, parent and/or community programs

Meet the University Supervisor at the beginning of the clinical experience and
contact the University Supervisor or Cohort Leader with any concerns

When warranted, write a letter of recommendation for Teacher Candidates
29
7.




PROFESSIONAL DISPOSITIONS IN GTEP
Advocacy for fairness and respect
Professionalism: conduct, honesty/integrity, flexibility, responsibility,
collaboration
Commitment to learning and dedication/positive focus
Reflection
The Graduate School of Education has identified the above dispositions as critical for
candidates preparing to be life-long learners, professionals, and leaders in the
community. Positive dispositions promote personal growth, respect for diversity,
positive professional relationships, and community engagement. Each department in
the GSE is committed to supporting candidates who are seeking degrees and licensure
at PSU in developing these dispositions through coursework and experiences in the
field. The following statements explain the sources of and reasons for our adopting
these dispositions:
1.
These dispositions are consistent with standards and practices outlined by
professional organizations, and PSU Student Codes of Conduct and
Responsibility http://www.pdx.edu/dos/conductcode, PSU/GSE Behavior and
Performance Guidelines
http://gse.pdx.edu/handbooks/instructor/course_delivery.php, and the GSE
Conceptual Framework http://www.pdx.edu/education/conceptual-framework.
2.
These dispositions define the community standards of behavior in the
university, schools and professional communities.
3.
Dispositions should become habitual ways of behaving in our complex
professional lives.
4.
Awareness and reflection of these dispositions in practice is essential for GSE
candidates to develop positive dispositions.
5.
Experience and judgment about appropriate professional behavior and
dispositions develop with feedback and reflection over time.
6.
All members of the university, schools and professional communities are aware
of the importance of these dispositions in professional life.
7.
All members of the university, schools and professional communities are
committed to helping candidates understand and demonstrate these
dispositions in preparation for professional life.
30


GSE Conceptual Framework and Dispositions
GSE Conceptual
GSE Dispositions
Framework
Diversity &
 Advocacy for Fairness and Respect
Inclusiveness:
 Demonstrate the commitment to work for equity
 to work in diverse
and fairness across race, class, ethnicity,
settings
language, sexual orientation, religion, and ability
 to promote inclusive
levels;
and therapeutic
 Honor, value and demonstrate consideration and
environments
respect and regard for diverse patterns and
expectations of learning and communication;
Research-Based
1. Professionalism
Practices &
a. Follow codes of professional ethical conduct;
Professional
Maintain appropriate professional appearance
Standards
and demeanor.
 to critically analyze
b. Demonstrate honesty, trustworthiness, and
and implement
maintain confidentiality.
research-based
c. Demonstrates flexibility, a willingness to listen,
practices
accept and adapt to change, and a tolerance for
 to demonstrate
ambiguity.
appropriate
d. Act independently and responsibly,
professional
demonstrating accountability, reliability, and
knowledge, skills, &
sound judgment; Accept responsibility for own
dispositions
actions; Meet work and school schedule
demands; Be dependable, conscientious and
punctual; Model appropriate, positive, and
respectful verbal and written communication.
e. Demonstrate the ability to engage in discourse
and work collaboratively with others in a
manner that honors and respects all participants.
2.
Impacting Learning
and Development
1. to ensure all
learners and clients
succeed
2. to use technology to
enhance learning
3. to influence policy
and provide
leadership for
organizations
1. Commitment to Learning
2. Demonstrate commitment to ongoing
professional learning and demonstrate a belief
that everyone can learn and construct
knowledge;
3. Demonstrate the dedication, energy, drive,
determination to overcome obstacles and
continually learn in every setting; Demonstrate
initiative, motivation and commitment to become
a professional educator.
1.
Evidence-Informed
Decision Making
1. to use evidence to
address problems of
practice and make
educational &
therapeutic
decisions
1.
Reflection
a. Review, analyze and evaluate the outcomes
of past decisions to make better decisions in the
future; Demonstrate responsiveness to feedback.
31
8.
OREGON LICENSURE STANDARDS FOR TEACHER LICENSURE
PROGRAMS [Initial I Teaching Licensure]
Objectives for Initial Teachers Generally
(1) The Commission adopts the 2011 Interstate Teacher Assessment and Support
Consortium (InTASC) Model Core Teaching Standards as the basis upon which Initial
Teacher education programs are evaluated. The standards support the following broad
categories: The Learner and Learning; Content; Instructional Practice; and
Professional Responsibility.
(2) Indicators for Initial Teacher Performances, Essential Knowledge and Critical
Dispositions can be found in the publication: InTASC: Model Core Teaching Standards:
A Resource for State Dialogue, published April 2011 by the Council of Chief State
School Officers.
Knowledge, Skills, Abilities and Professional Dispositions
for Initial I Teaching Licensure
The unit assures that candidates for an Initial I Teaching License have sufficient
evidence to show performances, essential knowledge and critical dispositions in each
of the following 10 teaching standards.
(1) The Learner and Learning:
(a) Learner Development: The teacher understands how children learn, grow and
develop, recognizing that patterns of learning and development vary individually
within and across the cognitive, linguistic, social, emotional, and physical areas, and
designs and implements developmentally appropriate and challenging learning
experiences. [InTASC Standard #1]
(b) Learning Differences: The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that
enable each learner to meet high standards. [InTASC Standard #2]
(c) Learning Environments: The teacher works with others to create environments
that support individual and collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self motivation. [InTASC Standard
#3]
(2) Content
(a) Content Knowledge: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and meaningful for
learners to assure mastery of the content. [InTASC Standard
(b) Application of Content: The teacher understands how to connect concepts and
use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues. [InTASC
Standard #5]
32
(3) Instructional Practice
(a) Assessment: The teacher understands and uses multiple methods of assessment
to engage learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making. [InTASC Standard #6]
(b) Planning for Instruction: The teacher plans instruction that supports every student
in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills and pedagogy, as well as learners and the
community context. [InTASC Standard #7]
(c) Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to apply knowledge in
meaningful ways. [InTASC Standard #8]
(4) Professional Responsibility
(a) Professional Learning and Ethical Practice: The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families,
other professionals, and the community), and adapts practice to meet the needs of
each learner. [InTASC Standard #9]
]
(b) Leadership and Collaboration: The teacher demonstrates leadership by taking
responsibility for student learning and by collaborating with learners, families,
colleagues, other school professionals, and community members to ensure learner
growth and development, learning, and well-being. [InTASC Standard #10]
Adapted from: http://www.tspc.state.or.us/meetings/Nov2011/7.4b.docx (May, 21, 2012)
33