Purdue University Calumet
Department of Teacher Preparation
Program Handbook
2006—07
School Year
Table of Contents
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Welcome
Conceptual Framework and Mission
Standards in Brief
Performance Rubrics
Dispositions
Candidate Dispositions Summary List
Evaluation of Dispositions
Teacher Preparation Program Requirements
Plan of Study
Advising
Limited Criminal History Reports
Field Experience Tracking Form
Contacting Schools
Liability Insurance
Candidate Responsibilities Agreement
Program Standards Contract
Testing
Praxis I (PPST)
Praxis II: Subject Assessment/Specialty Area Tests
OPI (Foreign language majors)
Test preparation
Other Requirements
Contacting Schools (professional conduct)
Admission to Methods Classes
Retention in the Program
Student Teaching
Content Supplement for Secondary Education Majors
Teaching in Other States (Interstate Compact Agreement)
Plan of Study—How to Prepare It
Teacher Preparation Course Sequence
Resources
Licensing
Appendixes
A: Rubrics (Draft)
Rationale Statement Rubric
Premethods Performance Rubrics Draft
Elementary Methods Performance Rubrics Draft
Secondary Methods Performance Rubrics Draft
B: Forms
C: Advising (Course outlines)
D: Professional Portfolio Handbook
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Welcome to the Teacher Preparation Program
The Teacher Preparation Program at Purdue University Calumet provides courses and training to
students interested in becoming teachers. We are here to help you learn and learn to teach. The
department offers degree programs, courses, licensure programs, professional development events, and a
variety of resources to help students become teachers and teachers to be more effective.
Our Mission
The mission of Purdue University Calumet’s School of Education, in collaboration with other
professional educators and agencies, is to prepare and support educational professions and related
specialists who




apply the appropriate knowledge, dispositions, and performances in developing diverse
approaches to educational strategies that are constructive, consistent and reflective of sound
practice;
are prepared to use current research, knowledge, and technology to empower the people they
serve;
are sensitive and responsive to the unique needs of themselves, of others, and of the diverse
society in which they practice;
are advocates for and models of quality education and lifelong learning.
The framework we base our work on
The School of Education has a conceptual framework, from which our classes are designed, or programs
are assessed and our work with you is guided. The School is committed to providing the human and
technological resources to enable students and faculty to develop as educational professionals in
constructing knowledge, developing practice, and fostering relationships.

“Constructing knowledge" refers to the process by which individuals make meaning of
professional information and develop personal theories about teaching, learning and human
development. Individuals construct knowledge through structured educational activities and life
experiences.

“Developing practice" refers to both the process by which education professionals improve how
they do their job as well as to the process of developing and growing as reflective professional
practitioners.

“Fostering relationships" refers to the development of those dispositions necessary to create
mutually beneficial connections among people and educational institutions and organizations.
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Professional Standards
Conceptual Framework and Mission
Through a continuing process of development, the faculty members of Purdue University Calumet's
School of Education have integrated information about instructional principles and about the specific
needs of the School's clientele with its Mission Statement in order to derive the Standards that describe
the characteristics we hope to help our candidates achieve. This Framework rationale describes how
current research and insights about education have been integrated with our Mission Statement to arrive
at these Standards. Throughout the professional education program, candidates are expected to meet
the standards at increasingly complex levels. Candidates are assessed at each level to demonstrate
performance.
1. The themes of constructing knowledge, developing practice, and fostering relationships provide
the foundation for each of the Standards. These Standards, which can be grouped into three general
categories, form the backbone of our Teacher Preparation Program.
• The main purpose of education is to help learners achieve significant educational outcomes. Teachers
facilitate this process by applying the appropriate knowledge, dispositions, and performances in
developing diverse approaches to educational strategies that are constructive, consistent and reflective of
sound practice. Therefore, a major goal of our Teacher Education Program is to help our graduates
develop knowledge, dispositions, and performances to help students learn. This major goal of
developing effective instructional strategies embraces Standards 1 through 3 of our Teacher Education
Program.
• Instruction works best when it is based on sensible, validated models and theories (e.g., Joyce & Weil,
1996; Gagne & Driscoll, 1988). Therefore, our graduates must prepare and effectively implement
instruction that reflects a variety of strategies and motivates learners to actively engage in learning. This
concept of instructional planning, preparation, and implementation underlies Standard 1 of our
Teacher Education Program.
• A sound grasp of content knowledge is necessary for teaching any subject. Therefore, our graduates
must understand and apply the central themes, concepts, and skills associated with their teaching major
to their practice (Cruickshank, 1990; Grossman, Wilson, & Shulman, 1989). They must also understand
the relationship between this major to other subject area disciplines . This concept of understanding
content knowledge underlies Standard 2 of our Teacher Education Program.
• Teachers must often respond to unusual situations - they must "think on their feet" and solve problems
as they arise. Therefore, our graduates must reflect on their practice, understand and use a variety of
problem-solving heuristics and fostering learners' critical thinking abilities (Cruickshank, 1996; Freire &
Macedo, 1987; Gore, 2001). This concept of creative problem solving underlies Standard 3 of our
Teacher Education Program.
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2. Studies have shown that effective educational strategies need to take into consideration modern
research and technology. Therefore, a second major goal of our Teacher Education Program is to enable
our graduates to use current research, knowledge, and technology to empower the people they serve.
This major goal of using current research and technology embraces Standards 4 and 5 of our Teacher
Education Program.
• Professional journals, textbooks, and other sources contain an abundance of information on how to
teach (e.g., Alkin, 1992; Wittrock, 1986 .). In addition, teachers attend conferences and workshops at
which people present to them information on innovative and effective strategies. To make use of this
information, our graduates must understand current trends in educational research and critically examine
this research in relationship to classroom applications. (Krathwohl, 1997; Vockell & Asher, 1995 .) This
concept of critically evaluating educational research underlies Standard 4 of our Teacher Education
Program.
• Modern technology offers a wide variety of new hardware and software - ranging from textbooks to
multimedia computer presentations - available for delivering instruction. Our graduates must understand
the central concepts related to educational technology and appropriately implement this technology into
classroom preparation and instruction. (Anandamm, 1998; Vockell & Schwartz, 1992.) This concept of
understanding and using technology underlies Standard 5 of our Teacher Education Program.
3. Quality teaching occurs when teachers are aware of their own strengths and weaknesses and are
aware of the characteristics and needs of the learners with whom they will work. Therefore, a third
major goal of our Teacher Education Program is to enable our graduates to be sensitive and responsive
to the unique needs of themselves, of others, and of the diverse society in which they practice . This
major goal embraces Standards 6 through 9 of our Teacher Education Program.
• Students with special needs often receive the best possible education when they are integrated into
regular classrooms (NEA, 1992). Therefore, our graduates must understand various special needs and
exceptionalities of learners, must understand how these may be manifested in learning situations and
must adapt instruction to ensure success for all learners. This concept of working with students who
have special needs underlies Standard 6 of our Teacher Education Program.
• Current scholarship supplies abundant information regarding how student diversity in culture,
ethnicity, race, language, special needs, sexual orientation, gender, religion, socioeconomic status, and
geography affects learning. This scholarship also provides suggestions for the use of information about
diversity to focus effectively on individual needs (Bennett, 1995). Therefore, our graduates must
understand the nature of diversity in the human community, must understand how diversity can affect
learning, and must create an environment that protects the individuality and dignity of all learners. This
concept of understanding and respecting diversity underlies Standard 7 of our Teacher Education
Program.
• Communication with learners, parents, colleagues, and others is an essential part of teaching
(Darling-Hammond, 1991; McLaughlin & Pfeifer 1988; Raths, 1971). Therefore, our graduates must use
knowledge of appropriate verbal, nonverbal, and written communication in preparing instructional
materials and must effectively communicate with stakeholders within the educational community. This
concept of effective communication underlies Standard 8 of our Teacher Education Program.
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• Teachers often work in settings that differ radically from the communities in which they themselves
have lived and in which students often differ substantially from one another. Our graduates must
understand the dynamics of educational, geographic, and school communities, must effectively
participate within these communities, and must foster an environment that respects all learners
(Cruickshank, 1996). This concept of understanding communities underlies Standard 9 of our Teacher
Education Program.
The table below summarizes these Standards and shows their relationship to the Mission Statement of
the School of Education. These Standards are refined into very specific guidelines in the final section of
this chapter. These guidelines supply the basis for designing our curriculum and for teaching our
students and assessing their performance. The rationale behind each specific Standard is explained in
greater detail in the courses that focus specifically on each Standard.
By working toward meeting these Standards, the faculty, staff, and candidates in the Purdue University
Calumet School of Education are advocates for and models of quality education and lifelong learning.
Table 1. Relation of the Teacher Education Program Standards to the School of Education's Mission Statement.
Mission Statement
Teacher Education Program Standards
Prepare and support education
professionals and related specialists
who can apply the appropriate
dispositions and performances in
developing diverse approaches to
educational strategies that are
constructive, consistent and reflective
of sound practice.
1. Instructional Planning, Implementation, Management, and Assessment.
The teacher candidate effectively prepares, implements, and reflects on instruction that
represents a variety of methodologies and assessment strategies while motivating learners’
active engagement in learning.
2. Content Knowledge The teacher candidate understands and applies the central
themes, concepts and skills associated with his/her teaching area and their relationship to
pedagogy.
3.Critical Thinking The teacher candidate understands and uses a variety of critical
thinking strategies.
Prepare and support education
professionals and related specialists
who are prepared to use current
research, knowledge, and technology
to empower the people they serve.
4. Educational Research The teacher candidate understands current trends in
Prepare and support education
professionals and related specialists
who are sensitive and responsive to
the unique needs of themselves, of
others, and of the diverse society in
which they practice.
6. Special Needs The teacher candidate understands various needs, understands how
educational research and critically examines this research in relation to classroom
application.
5. Technology The teacher candidate understands the central concepts related to
educational technology and effectively and appropriately implements technology into
classroom preparation, instruction, and assessment.
these may be manifested in learning situations, and adapts instruction to ensure success for
all learners.
7. Diversity The teacher candidate understands the nature of diversity in the human
community; how culture, ethnicity, race, language, special needs, sexual orientation, gender,
religion, socioeconomic status, and geography can affect learning and creates an
environment that protects the individuality and dignity of all learners.
8. Communication The teacher candidate uses appropriate verbal, nonverbal, and
written communication in preparing instructional materials and effectively communicates
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within the educational community.
9. Community The teacher candidate understands the dynamics of educational,
geographic, and school communities and effectively participates within these communities
while fostering an environment that respects everyone.
Prepare and support education
professionals and related specialists
who are advocates for and models of
quality education and lifelong
learning.
Approved SOE 12/00
By developing appropriate knowledge, practices, and dispositions, the faculty, staff, and
candidates in the Purdue University Calumet School of Education are advocates for and
models of quality education and lifelong learning.
Revised DTP Assessment May 2006
Performance Rubrics and the Teacher Preparation Program
The Teacher Preparation Program at Purdue University Calumet is a standards-based program. A
standards-based program is one which is based on particular standards related to best practice and
best research. A standard can be defined as what you should know, how you should act, and what you
will be able to do as a graduate of Purdue University Calumet’s Teacher Preparation Program. In all of
your professional courses, you will be evaluated by the instructor to see that you have met the
appropriate performance indicators specified for that course. You will not be able to pass an education
course with a ‘C’ or better unless you can demonstrate proficiency for the performance indicators for the
course. Appendix A provides the Performance Rubrics for each of the standards. The syllabus for each
education course will specify the required performances for the course.
Professional Portfolio As you complete assignments for your courses, you will be developing artifacts
and entries for your professional portfolio. (An artifact is work that you complete that demonstrates
your acquired knowledge and performance of a particular indicator or set of indicators within the
standards.) An entry in your portfolio consists of an artifact—your completed project, for example, plus
a rationale statement. A rationale statement is the description you write which explains how and why
your artifact demonstrates your knowledge or performance. The Teacher Preparation Program requires a
portfolio of each candidate demonstrating competence in all of the teaching standards. See the
Professional Portfolio Handbook (Appendix C) for more detailed information.
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Dispositions
Your behavior in classrooms both at Purdue University Calumet and in area K-12 schools and your
attitudes about teaching show your disposition as a developing teacher candidate. These attitudes and
behaviors are evaluated by faculty, cooperating teachers, and university supervisors as you progress
through the program.
Candidate Dispositions Summary List
The following list, Candidate Disposition Summary List, provides a model for conduct for a teacher
candidate. Exemplary Practice forms mentioning any of these dispositions are suitable for including in
your portfolio.
All candidates in the Teacher Education Program at Purdue University Calumet will be evaluated
on the degree to which they adhere to the following disposition statements:
1. Demonstrates flexibility and must always be open to adjustment and revision based on needs and
changing circumstances.
2. Works well with other professionals and/or students, especially to improve the overall learning
environment.
3. Establishes a positive working climate, especially in the classroom and in recognizing the
importance of peer relationships in establishing a climate of learning.
4. Respects the privacy and confidentiality of information.
5. Exhibits behaviors that indicate a commitment to reflection, assessment, and learning as ongoing processes.
6. Treats all fairly and equally, while respecting individual differences and experiences.
7. Acknowledges and adapts instruction based on a recognition of all aspects of a child’s well being
(cognitive, emotional, social, and physical).
8. Adapts instruction to students’ responses, ideas, and needs in order to facilitate the development
of students’ critical thinking, independent problem solving, and performance capabilities.
9. Listens thoughtfully and responsively.
10. Exhibits behaviors that indicate a commitment to utilize technology effectively.
Evaluation of the Dispositions
At this time, the evaluation of candidate dispositions is focused on the ten general dispositions stated in
the Candidate Dispositions Summary List above.
When you sign the Program Standards Contract distributed in EDCI 205 Exploring Teaching, one of the
items that your signature notes is your awareness and understanding of these ten key dispositions.
You will also be introduced to the Teacher Preparation Standards Exemplary Practice Forms and
Teacher Education Standards Professional Growth Opportunity Forms. These forms will be explained
in detail.
Teacher Preparation Standards Exemplary Practice form is used to make you aware that you have
demonstrated a disposition in exemplary fashion. This notice can be issued by any staff or faculty
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member. You will receive a copy and a second copy will be placed in your file. You may use these
forms in your portfolio as evidence that you have demonstrated proficiency in that disposition.
The Professional Growth Opportunity notice, on the other hand, can be issued by any faculty or staff
member in the event that your conduct warrants notice. The purpose is to emphasize the importance of
discontinuing a behavior that interferes with your progress through the teacher education program or is
contrary to one of the program’s dispositions.
Process for Assessing Disposition You will be notified that you must meet with the faculty or staff
member to discuss the behavior. Together you determine how to you can change your conduct or
attitude.
After the discussion with the staff or faculty member, the Professional Growth Opportunity form will be
given to the Head of the Department of Teacher Preparation. The department head may initiate a
meeting with you
-if the documented behavior places K-12 students in potential jeopardy.
-if you have two previous professional growth opportunity forms on file.
-if you refuse to sign the professional growth opportunity form.
-if you refuse to meet with the staff or faculty member.
In this meeting, the department head will assist you in understanding the ramifications of continuing the
behavior and how to change it, possibly place you on probation within the program, or, if necessary,
separate you from the program.
You may appeal the decision of the faculty/staff or head of the Department of Teacher Preparation by
appealing to the dean of the School of Education. You must call for an appointment with the dean
within one week of receiving notification of the head’s determination.
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Program Requirements
Plan of Study and the Plan of Study Assignment
A Plan of Study is a guide you create in order to outline when you will take courses, complete testing, and attend
to other non-course requirements. The plan of study will assist you in projecting when you will be student
teaching and graduating. Every candidate in the Teacher Preparation Program must complete an initial
plan of study for EDCI 205. You will turn in your plan of study to your education advisor in the Teacher
Preparation Advising Office (ANNX 151). Your Plan of Study must be approved before you can register for
your next block of education courses. You will be updating your plan of study regularly with your advisor as you
progress through the program.
In order you complete your plan of study, you will be meeting in class and then privately with your education
advisor. You will be referring to your department’s course outline so that you will know which courses to take as
an education major.
The course outline (sometimes called bingo sheet) provides a list of courses that are required to complete a
particular major and degree as well as general degree requirements. This information also appears in the Purdue
University Calumet catalog in print format. Most academic units also post the course requirements on Web sites
that can be accessed from the Purdue University Calumet web page. You can find the course outline for your
education program in this Program Handbook or on the education website, http://education.calumet.purdue.edu.
You will need to refer to the appropriate course outline every time you register for classes and as you prepare your
plan of study.
Your education advisor will notify your EDCI 205 instructor when you have completed this requirement. Keep in
mind that your plan of study is a guide to completing courses and requirements in the Teacher Preparation
Program. It is intended to guide you in understanding sequences for course and non-course requirements. You
may not be able to follow it exactly as written and that is fine. You and your advisor will work out the details
semester by semester as you move through the Teacher Preparation Program.
Please see the listing and descriptions of the Other Requirements on page 15. These must all be included in
your plan of study.
Secondary education majors are assigned an advisor in their respective departments. They must meet regularly
with those advisors to ensure that they are meeting degree and major requirements. The role of the secondary
education advisor is to help them to manage the education requirements.
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Limited Criminal History Reports
Each teacher education candidate must submit two Limited Criminal History Reports to the Advising Office of
the Department of Teacher Preparation (DTP). The first must be submitted prior to initiating the first field
experience associated with a course or activity, usually EDPS 285 Diversity in Education. The second limited
criminal history report must be submitted the semester prior to student teaching and can be sent to the state with
your license application.
Procedure for Filing Limited Criminal History Reports
1) Get the instructions and form for obtaining a limited criminal history report from the DTP Advising
Office (X-151).
2) Read the directions for submitting the limited criminal history report form to the Indiana Central
Repository in Indianapolis and complete the form.
3) Obtain a $7 money order made out to the State of Indiana from a local financial institution. If you
would like a second copy of the report, you can submit $14 and the Central Repository will send you
two reports.
4) Send the completed limited criminal history form and the money order to the Central Repository.
5) Bring one of the official limited criminal history reports received from the Central Repository to the
DTP advisor’s secretary in X-151.
6) Read and complete a submittal form to be included with the report.
Your signature on the submittal form confirms the following statements:
-I understand that since the Department of Professional Standards (DPS) is the licensing agency of the
State of Indiana, it is solely responsible for the review, evaluation and response of misdemeanor or felony
convictions.
-I understand that upon applying for an Indiana license, I will be asked by the DPS via the license
application for the following information:
1)
Have you ever had a credential, certificate, or license to teach denied, revoked
or suspended in Indiana or in any other state?
2)
Have you ever been convicted of a felony?
3)
Have you been convicted of a misdemeanor other than minor traffic violations since January 15,
1994?
-I understand that the Vice Chancellor of Student Services has been authorized to consult regularly the
Indiana Sex Offender Registry (Zachary’s Law) listing the names of individuals who have been convicted of child
molestation. If the name of a potential, current, or past teacher education candidate is identified, the candidate
will be denied access to the Purdue University Calumet Teacher Preparation Program and the licensing process.
-I understand that upon applying for an Indiana teaching license, I will be asked to submit a limited
criminal history report obtained through the Central Repository.
If any misdemeanor or felony convictions appear on the report, the DTP head will contact the legal representative
of the DPS. The DPS will determine if the candidate will be potentially eligible for licensure based on the
information conveyed on the criminal report. If the DPS determines that the candidate would not be eligible for
licensure, the Head of DTP will convene a meeting with the candidate to discuss the options for the candidate.
Candidates that DPS determine as ineligible for a license may be separated from the program.
All submittal forms, reports and determinations of DPS will be filed in the candidate’s file for future reference if
necessary. Reports will not be returned to the student. Typically, when you apply for a substitute teacher’s
license, the school corporation will apply for the report online. Please speak to their representative.
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Contacting Schools
In some of your classes, you will be instructed to contact an assigned school to arrange for observation
time or to meet with school personnel. Always follow the instructions given in courses when making
these contacts. In addition, you should always dress professionally and conduct yourself in a
professional manner when making these contacts. Our relationships with area schools are invaluable.
You are a reflection on Purdue University Calumet, and your conduct with building secretaries, teachers,
principals, administrators and students is under constant scrutiny. Your conduct must be above reproach
at all times.
Field Experience Tracking Form
The Field Experience Tracking form will be used by each candidate in the Teacher Preparation Program
to track field experiences. Documentation in multiple developmental areas is important when applying
for a teacher’s license. It is also important to have different types of experiences, as well as experiences
in a variety of school locations. Instructors will arrange experiences in the courses for diverse
experiences as possible, but it is your responsibility to regularly update and maintain this form to insure
these diverse experiences. You must inform instructors of courses with field experiences of your needs
to maintain diverse placements.
Refer to the boxes on the form for descriptions of level, type, and location of experiences. This form
must be included in you portfolio. A form with sample entries is included for elementary and secondary
candidates in the appendix of the Department of Teacher Preparation Program Handbook in Appendix B
and in the Teacher Preparation Office, Annex 151.
Liability Insurance
Proof of Insurance. All candidates participating in courses with field experience in area classrooms
must furnish proof of professional liability insurance. The Department of Teacher Preparation made this
a requirement to protect teacher candidates from liability damages that could result from, for instance, a
child claiming you said something inappropriate to them to accidentally causing injury to a child in the
classroom or hallway.
The minimum coverage required is $300,000. You can obtain insurance coverage through an Indiana
Student Education Association (ISEA) membership in the amount of $1,000,000. The insurance period
for ISEA is from September 1 to August 31. The membership fee for ISEA membership is
approximately $37 and must be renewed annually. You can obtain ISEA information in the Department
of Teacher Preparation Advising Office (X-151) or online at www.ista-in.org.
You must submit proof of insurance to the DTP Office (ANNX 151) prior to the third week of classes
and before your field assignment begins. If you do not submit proof of insurance by that time, you
will not be allowed to participate in field experience work for any education course and you may
be withdrawn from that course. In addition, you may be prohibited from registering for further
education courses. Once you have submitted the form, you will be able to register for the next block
and begin field experiences. However, you will not be allowed to make up the lost time in the field.
You will receive no credit for any assignment associated with the missed field experiences.
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Candidate Responsibilities Agreement
This document details professional conduct for candidates when working in the field. You will be asked
to read and sign the Candidate Responsibilities Agreement in your EDCI 205 class before you begin to
visit schools. (See Appendix B.)
Program Standards Contract
It is very important that you read and understand the Program Standards Contract. When you sign this
document, you are stating that you have become acquainted with all of the requirements of the Teacher
Preparation Program and that you intend to abide by them and fulfill your obligations in regard to them.
The Program Standards Contract requires you to understand the content of all forms and information
received in the Department of Teacher Preparation Handbook purchased in EDCI 205. (See Appendix B
for copies of forms.)
Praxis I: Pre-Professional Skills Test (PPST)
Praxis I (PPST). The Praxis series of tests are professional assessments for beginning teachers,
according to the Educational Testing Service, creators of the tests. The Praxis I: Academic Skills
Assessments measure reading, writing, and math skills. Everyone who wishes to be licensed to teach in
Indiana and in many other states must demonstrate basic skills in reading, writing, and mathematics.
You must pass this test at State of Indiana licensure level before starting advanced premethods courses.
You can take this test either paper-based or computer-based. Test information is available at the
Educational Testing Service website: http://www.ets.org/praxis. You must sign up online for the penand-paper test offered here at Purdue Calumet several times annually. You can take the computer-based
version of the PPST at the Merrillville or Homewood, IL Sylvan Learning Centers at any time for an
additional fee. Whether you take the test paper-based or computer-based, when you sign up for the
PPST, be sure to have your scores sent to Purdue University Calumet. See the Tests section of this
handbook for required tests and passing score information.
Merrillville: 219 756-4614
Homewood, IL: 708 798-2038
Test Preparation: Visit the website http://www.testprepreview.com/praxis_practice.htm to review prior
to taking the PPST. There is also test preparation information on at http://www.ets.org/praxis
The State of Indiana requires this test for licensure. The passing scores for licensing are the following:
READING
176
WRITING
172
MATHEMATICS 175
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Praxis II: Subject Assessments/Specialty Area Tests.
In addition to meeting the State of Indiana’s passing scores on the Praxis I, you must also satisfy the
standards for the Praxis II (often referred to as the NTE or National Teachers Exam) to be licensed. The
tests you take will vary based on your content area(s). It is required that you take the test(s) the semester
before you student teach. Please note that the Indiana Department of Professional Standards is the
licensing body for the state of Indiana. They may change a required test and/or passing score for
licensure at any time.
The content courses you are completing for the major will have you well prepared to successfully pass
the specialty area test. But, we do suggest that you go online at ets.org and review information that will
help additionally prepare you for the Praxis II tests. These materials are called “Tests at a Glance”.
There is information available for each of the Specialty Area Tests.
Specialty Area Tests (Praxis II)
Biology: Content Knowledge (Life Science)
**Chemistry: Content Knowledge
Elementary Education: Curriculum, Instruction, and Assessment
Reading Specialist
English Language, Literature,& Composition: Content Knowledge
French: Content Knowledge
Oral Proficiency Interview (OPI)
German: Content Knowledge
0235
0245
10011
20300
10041
0173
German (discontinued)
Oral Proficiency Interview (OPI)
Mathematics: Content Knowledge
**Physics: Content Knowledge
*Social Studies: Content Knowledge
Spanish: Content Knowledge
Oral Proficiency Interview (OPI)
20180
To Be
Determined
490
0061
0265
10081
0191
136
149
147
159
0181
154
151
165
370
153
160
*Note:
All social studies secondary candidates are required to take the Social Studies:
Content Knowledge exam. If you are a social studies teaching major, be advised that the exam
covers the following topics:
Content category
Approx. # of questions Approx percentage of exam
1.
United States History
29
22 %
2.
World History
29
22 %
3.
Gov/civics/Pol
21
16 %
4.
Geography
19
15 %
5.
Economics
19
15 %
6.
Beh. Sci.
13
10 %
Please think of these exams as your state boards. You will need to keep your textbooks from your content
area classes so that you will have them to study from when you are preparing for the exams.
** Note: All Physical Science Content Area candidates must take both the Physics and the Chemistry
Test to be licensed.
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Other Requirements
1. Successful Completion of the Praxis I (PPST). The Praxis series of tests are professional
assessments for beginning teachers, according to the Educational Testing Service, creators of the
tests. The Praxis I: Academic Skills Assessments measure reading, writing, and math skills.
You can take this test either paper-based or computer-based. Sign up online at
http://ets.org/praxis. The computer-based version of the PPST is available at area Sylvan
Learning Centers. Whether you take the test paper-based or computer-based, when you sign up
for the PPST, be sure to have your scores sent to Purdue University Calumet.
1. Attendance at a Portfolio Workshop (Optional). These workshops are held throughout the
semester See the “Dates to Remember” in the Department of Teacher Preparation Advising
Office and online for specific dates and rooms. While you are not required to attend, those
candidates who do attend find them very helpful. You will learn what most portfolios look like,
what artifacts to include for entries, how to draft rationale statements in small groups, and
generally how the entire portfolio process will work. Comments from those who attended in the
past include such statements as “Make this workshop mandatory!”
2. Submission of Information for Admission to Methods Courses Semester. This is the
semester that you anticipate you will have completed the requirements detailed in the
“Admission” part of the “Admission, Retention, and Licensing Standards” documents and when
information is due to the Department of Teacher Preparation Advising Office.
a. An application for admission.
b. Your Professional Portfolio (with entries demonstrating your performance in the
standards and Plans for Implementation of Standards) by September 1 for admission
beginning in the following spring semester or by February 1 for admission in the
following summer or fall semester.
3. Attendance at the Call Out. The Call Out or Student Teacher Call Out, is a special meeting
held each semester and is attended by those candidates who expect to be student teaching three
semesters later (not counting summer semesters). At this meeting, the Coordinator of Student
Field Experience reviews the procedures and will supply you with the forms for applying to
student teach.
4. Submission of the Student Teaching Application. The student teaching application is the form
you complete to apply to student teach. The application is due one year in advance of student
teaching (not including summer session). If you plan to student teach in a Fall semester, you
application is due on September 15 of the previous Fall semester. If you plan to student teach in
a Spring semester, you application is due February 15 of the preceding Spring semester. The
receipt for the $100 deposit must accompany your application.
5. Submission of the $100 Nonrefundable Fee. You must pay a $100 nonrefundable fee to
Student Accounts, LAWS 130, as a part of your application for student teaching. This fee serves
to defray additional costs to the School of Education associated with student teaching. You will
submit one copy of your receipt with your student teaching application as a part of your
application.
15
6. Attendance at Student Teaching Advising Meeting. Each semester the advisors and the Field
Experience Coordinator plan a meeting for the next semester’s student teachers. The meeting is
held just prior to the start of Early Registration. The purpose of the meeting is to remind the
student teachers-to-be about the requirements for student teaching and take care of registration
for the student teaching semester.
7. Attendance at the Portfolio Peer Review (10-15 entries required and Plans for
Implementation). The Peer Review is a mandatory meeting which you will attend the semester
before student teaching. You will bring your updated portfolio to this meeting where a fellow
candidate and faculty/staff of the School of Education will review it. This meeting also provides
candidates with good ideas about portfolio improvement.
8. Successful Completion of the Praxis II (Content Area Specialty Exams). Sign up online at
http://www.ets.org/praxis. Passing scores on the specialty area test(s) is a requirement for
licensure in Indiana. You may be required to take more than one test depending on your major.
These tests can only be taken as paper-based tests. There are no computer versions currently
available. The tests must be taken prior to student teaching. Please note that the Indiana
Professional Standards Board is the licensing body for the State of Indiana and may change the
required test and/or passing score for licensure at any time.
Admission to Methods Classes
Methods courses are those in which you will be introduced to a variety of methods of teaching. Prior to
taking these advanced-level pedagogy courses, you must meet a series of requirements.
Teacher Preparation Program Admission Requirements
You will need to complete specific requirements to be admitted to the methods course semesters prior to
any scheduling for these courses. This means that you cannot schedule to take those courses until
you have met the requirements that entitle you to register for those courses. The requirements are
detailed below.
--If your plan of study calls for you to start your methods coursework in a Spring semester, you will
need to apply in the preceding Fall semester by September 1.
--If your plan of study calls for you to start your methods coursework in a Fall semester, you will need
to apply in the preceding Spring semester by February 1.
In either case, you must have completed all requirements at the time you apply to be considered for
admission for the following semester.
Elementary majors
Apply
Begin Methods Courses
Earliest Student Teaching Date
February 1, 2007
September 1, 2007
February 1, 2008
September 1, 2009
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Spring 2009
Fall 2009
Spring 2010
Fall 2010
16
Admission to Methods Courses
1. Be enrolled at Purdue University Calumet in good standing.
2. Minimum 12 semester hours in Education, including:
i. EDCI 205 - Exploring Teaching as a Career (3)
ii. EDCI 212 - Introduction to Early Education (elementary majors only (3)
iii. EDPS 285 - Diversity & Education (3)
iv. EDPS 220 - Educational Psychology (3)
v. EDCI 260 - Computers in Education (3)
vi. (EDCI 355, EDCI 311 (elementary majors), and EDPS 260 must be
completed prior to starting methods courses)
3. Minimum cumulative GPA of 3.0 with no Ds or Fs in any course.
4. Minimum 3.0 professional GPA with no grade lower than a C.
5. Secondary majors must have maintained a minimum grade index. Please see the attached
content supplement for required GPA and coursework for your specific major area.
6. Minimum GPA 3.0 with no grade lower than a B in English composition courses.
7. Elementary majors must have earned minimum grades of B and C in two of the required math
courses. One of the courses MUST be MA 137, and the other may be either MA 138 or MA 139.
The remaining mathematics class must be completed with a C or better within a year of
admission and prior to taking EDCI 315. Candidates who earn grades of D, F, or W in MA 137,
must successfully complete MA 021 before attempting MA 137 a second time.
8. Licensure scores on all three sections of Praxis I: (Pre-Professional Skills Test (PPST)); Passing
Scores (written/electronic): Reading (176/323), Math (175/320), Writing (172/318).
9. After completing EDCI 205, have withdrawn from or repeated no more than two courses.
10. Acceptable Professional Portfolio. See Portfolio Handbook.
11. No more than two professional courses with a grade of C.
12. Must be coded in the education major.
13. The Professional Portfolio and Application for admission must be submitted to the Teacher
Preparation Office (X-151) on or before February 1st for spring semester admission and
September 1st for fall semester admission.
--If your plan of study calls for you to start your methods coursework in a Spring semester, you will
need to apply in the preceding Fall semester by September 1.
--If your plan of study calls for you to start your methods coursework in a Fall semester, you will need
to apply in the preceding Spring semester by February 1.
In either case, you must have completed all requirements at the time you apply to be considered for
admission for the following semester.
Secondary Majors
Apply
Begin Methods Courses
Earliest Student Teaching Date
February 1, 2007
September 1, 2007
February 1, 2008
September 1, 2008
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2008
Spring 2009
Fall 2009
Fall 2010
17
Retention Standards for the Teacher Preparation Program
Admission to methods courses does not insure retention in the program or approval for the professional
semester. Your progress will be reviewed by the advisor semester by semester. To be retained in the
methods courses, you must meet the following requirements:
1. Be enrolled at Purdue University Calumet in good standing.
2. Maintained a minimum GPA of 3.0 with no grade lower than a C in professional courses.
3. Achieved appropriate content area GPA as per the content supplement (secondary majors)
4. Maintained a 3.0 cumulative GPA with no Ds or Fs in any course.
5. Completed no more than two professional courses with a grade of C.
6. After completing EDCI 205, have withdrawn from or repeated no more than two courses.
If you are not able maintain any retention standard, you will notified by the advisor to discuss ways to
ameliorate the situation. You may not be able to proceed further in the Teacher Preparation Program
until any deficiency is eliminated. In general, you need to take care of a deficiency right away and
certainly within one year. If after one year the deficiency is not resolved, you risk being removed from
the Teacher Preparation Program.
Appeal Process for Admission and Retention
In the event that you are denied admission to methods courses or the Professional semester and if you
think you have special circumstances that have prevented them from completing all the requirements,
you may file an appeal. All appeals for admission to methods courses and the Professional Semester
must be sent to the Teacher Preparation Appeals Committee. The Appeals Committee is made up of
three faculty/staff members from the Department of Teacher Preparation. The following steps must be
taken in order to submit information to the Appeals Committee:
1.
2.
3.
You must complete a request form for the Appeals Committee. This form may be obtained from
the Department of Teacher Preparation Office (X-151).
You submit the appeal request form to the Department of Teacher Preparation Office (X-151) by
February 15th for spring semester appeals and September 15th for fall semester appeals.
The Appeals Committee will meet by the last week of February to consider spring appeals and
by the last week of September to consider fall appeals. You will be notified by the advisor of the
committee’s decision.
18
Professional Semester (Student Teaching)
Admission to the Professional Semester
Admission to methods courses does not insure admission to the Professional Semester. The advisors in
the Department of Teacher Preparation Office (X-151) will review your progress the semester before
student teaching to see that you have met the academic standards, established by the Department, in
order to be admitted to the professional semester and student teaching. The requirements follow:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Enrolled at Purdue University Calumet in good standing.
Maintained a minimum gpa of 3.0 with no grade lower than a C in professional courses.
Maintained a 3.0 cumulative gpa with no Ds or Fs in any course.
Achieved appropriate content area gpa as per the content supplement (secondary majors)
Completed no more than two professional courses with a grade of C.
After completing EDCI 205, have withdrawn from or repeated no more than two courses.
Submitted an updated Limited Criminal History Report.
Have taken required Praxis II exams
Completed professional portfolio requirement.
Student Teaching Semester Requirements
The semester before your student teaching semester begins you will receive notice of the Orientation
for Student Teaching, as well as other meeting dates for student teachers. During the student
teaching semester, you will also receive information on the following:
Educational Placement Files and Letters of Recommendation. Early in your student
teaching semester, you may wish to contact the Career Services Office in C-349 for
information about this process.
Licensing Requirements. As you complete student teaching, the Licensing Advisor will
explain teacher licensing application procedures and distribute applications at one of the
Student Teacher Workshops.
Showcase Portfolio. The portfolio you will be completing while at Purdue
University Calumet is considered a developmental portfolio. A developmental portfolio
is one that is constantly changing as you develop into a teacher professional. A
Showcase Portfolio is considered the best of the work you completed while in a teacher
education program. We will supply tips related to how to show your best work and still
address the meeting of standards.
19
Content Supplement for the Secondary
Teacher Preparation Program
GPA and Content Course Requirements
For each Stage of the Program
A candidate cannot receive any grade lower than a ‘C’ in any course in their content area at any point in the
program and be admitted to a stage of the Teacher Preparation program
Area
Admission to
Methods
English
2.75 GPA or above
in ENGL 201 & 2
required literature
courses
Foreign
2.75 GPA or above
Languages
in SPAN/FR/GER
202, 261, 365 or
313 & 3 hours
Math
MA 163, 164,
261;minimum of
two ‘Cs’ and one
‘B’
Life Science 2.75 GPA or above
in BIOL 101, 102
&
(235 or 316)
Physical
2.75 Science GPA
Science/Che w/ CHM 115, 116,
mistry
261/263, 262/264
and PHYS 152, 251
Social
2.75 GPA or above
Studies
in 12 hours in the
Intense Areas
Retention
Admission to
Professional
Semester
3.0 English GPA
Graduation
Semester by semester
review by advisor for
progress in Foreign
Language courses
Semester by semester
review by advisor for
progress in Math courses
3.0 Foreign
Language GPA
3.0 Foreign Language
One less ‘B’ than
‘C’ in all remaining
Math courses
2.5 Math GPA
Semester by semester
review by advisor for
progress in Life Science
courses
Semester by semester
review by advisor for
progress in Physical
Science courses
Semester by semester
review by advisor for
progress in Social Studies
courses
2.75 Science GPA
2.75 Science GPA
2.75 Science GPA
in CHM 241, 321,
273, phys 327, &
SCI 220, 324
3.00 Social Studies
GPA
2.75 Science GPA
Semester by semester
review by advisor for
progress in English courses
3.0 English GPA
3.00 Social Studies G
Effective Spring 2004
20
Interstate Compact Agreement Information
The State of Indiana has an agreement with the states listed below. This agreement allows individuals who hold a
valid Indiana license to obtain a license in any of the states which participate in the agreement. This does NOT
mean that you will automatically get a valid license in the other state. What it guarantees is that if you apply for a
license, you will receive at least a reciprocal license which is valid for a year that will allow you to apply for a
teaching position in any of the states listed below. When you receive the reciprocal license, the state department
of education will also mail to you a listing of any deficiencies that the state may require that you did not complete
in Indiana (i.e., specific grade point average, specific degree, testing requirements, internship requirements, or
experience requirements) for initial licensing in that state.
Compact States for Teachers
Alabama
Arkansas
Arizona
California
Colorado
Connecticut
Delaware
District of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Kentucky
Maine
Maryland
Massachusetts
Michigan
Mississippi
Montana
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wyoming
Compact States for Administration
Alabama
Arizona
Colorado
Delaware
Georgia
Maryland
Massachusetts
Michigan
Mississippi
New Hampshire
New Mexico
New York
North Carolina
Oklahoma
Rhode Island
South Carolina
Tennessee
Texas
Virginia
Washington
West Virginia
Wyoming
Compact States for Support Service Personnel (Counselors, Nurses)
Alabama
Arizona
District of Columbia
Florida
Georgia
Maryland
Massachusetts
Michigan
New Hampshire
New York
Oklahoma
Rhode Island
South Carolina
Tennessee
Texas
Washington
West Virginia
Wyoming
21
Teacher Preparation Sequence
Cluster 1
All Elementary & Secondary Students
EDCI 205 Exploring Teaching
*Limited Criminal History Report Submission=pre- or co-req for the following
courses
EDPS 220 Psychology of Learning
EDCI 260 Introduction to Computers in Education
EDPS 285 Diversity and Education
AND
Licensure-level scores for Praxis I (PPST)
Cluster 2
Elementary Candidates
Cluster 2
Secondary Candidates
EDCI 355 Teaching and learning in the K-12 Classroom
EDPS 260 Introduction to Special Education
EDCI 311 Media for Children
EDCI 212 Introduction to Early Education
AND
Successful completion of portfolio
& other admission criteria
EDCI 355 Teaching and learning in the K-12 Classroom
EDPS 260 Introduction to Special Education
AND
Successful completion of portfolio
& other admission criteria
Methods
Elementary Candidates
Methods
Secondary Candidates
Semester 1: EDCI 321 Literacy and the Young Child
EDCI 370 Teaching Students with Diverse
Learning Needs
Semester 2: EDCI 316 Teaching SS
EDCI 304 Literacy in Middle Childhood
Semester 3: EDCI 315 Teaching Math
EDCI 317 Teaching Science
EDCI 307 Corrective Reading
AND
Complete Praxis II exams &
Professional Semester criteria
EDCI 309 Reading Strategies
EDCI 370 Teaching Students with Diverse
Learning Needs
EDCI 34X Teaching Strategies in the Content
AND
Complete Praxis II exams &
Professional Semester criteria
EDCI 497X
PROFESSIONAL SEMESTER
(STUDENT TEACHING)
LICENSURE
22
Preparing your Plan of Study
Please review the Teacher Preparation Sequence on the previous page. You must follow this
sequence as you prepare your plan of study and as you advance through the Teacher Preparation
Program. The courses in this program are planned to be developmental, meaning that much of what you
learn in one sequence of courses you will be expected to know and use in the next sequence of courses.
As you gain knowledge, you will be expected to perform based on that knowledge. Although you can
take the education courses one by one, you cannot take a course in the next semester’s sequence
until you have satisfactorily completed courses in the preceding semester. For example, the
methods sequence for elementary education students cannot be altered. You cannot take ANY Semester
2 course either prior to or with any semester 1 course. Please keep this sequence in mind as you
schedule your courses, especially if you must maintain 12 credit hours to quality for financial aid and/or
to remain on your parent’s health insurance, if applicable.
RESOURCES
Department of Teacher Preparation Office
ANNX 151; 219 989-2360
Department of Teacher Preparation Office staff includes the head of the Department of Teacher Preparation, the
coordinator who also advises secondary students, the elementary education advisor, and the department secretary.
The staff is responsible for overseeing the administrative responsibilities associated with the teacher preparation
program. The staff also coordinates activities associated with registration, graduation, and licensure.
Registration Bulletin: Your Guide to Registering for the Praxis Series. This bulletin supplies
important registration information about both the PPST (required for admission to the Teacher
Education Program and licensure in Indiana) and the Specialty Area Tests required for licensure. The
handbook is also available online at http://www.ets.org/praxis.
Test Prep Review. This handout provides a one-page guide to a Praxis Online Course. We recommend
using this website to prepare for the PPST. The web address is
http://www.testprepreview.com/praxis_practice.htm. You will also find test preparation information at
http://www.ets.org/praxis.
Teacher Licensing
Purdue University Calumet’s Teacher Preparation Programs are fully accredited by both the Indiana
Department of Professional Standards and the National Council for Accreditation of Teacher Education.
The faculty has aligned all of the undergraduate and graduate programs with national and state standards
which are based on best practice and best research. The areas for licensure are as follows: General
Elementary (grades K-6); Sr. High/Jr. High/Middle School (grades 5-12): Math, Life Science (Biology),
Chemistry, Physical Science (Chemistry and Physics), Physics, English, Spanish, French, Social Studies
(Historical Perspectives, Sociology, Psychology, Economics, and Government); Mild Interventions
(Special Education: K-12), Educational Administration (K-12), School Counseling (K-12).
Licensing Advisor
ANNX 151; 219 989-2192
23
The licensing advisor prepares license applications for candidates who have completed requirements for
degrees and or licensure or for veteran teachers who are renewing their teaching licenses. The Licensing
Advisor can answer any questions related to testing and licensing.
Field Experience Coordinator
ANNX 153 219 989-2316
The field experience coordinator oversees placements for all field-based courses and for student
teaching. You will be submitting your student teaching application three semesters prior to student
teaching to the field experience coordinator.
APA format
For writing all papers for education courses, use American Psychological Association (APA) format.
A good resource for this format is the Online Writing Lab or OWL at Purdue University. Their
APA website is
http://owl.english.purdue.edu/handouts/research/r_apa.html
Career Services
SFLC-349; (219) 989-2419
http://esc.calumet.purdue.edu/cdp.htm
The Office of Services serves numerous roles for the Education candidate. Some of the services the
office provides are as follows:
Resume Workshops. These workshops are offered six times a week; no appointment is necessary.
Students can bring drafts of their resumes or cover letters to be reviewed, or the office staff will help the
student to create a resume or cover letter if the student brings a rough draft.
Career Resource Center. The Resource Center includes many different types of career, company, and
job search information. Educational Directories available include Patterson's Elementary Directory,
Indiana and Illinois Public School Directories, and ASCUS Directory of Public School Systems in the
United States. The Center also maintains a computerized job listing (PCSLOTS) which includes
information about teaching positions.
Getting on File. Education students can get on file with CD&P once they are three semesters from
graduation or have already graduated from Purdue University Calumet. To get on file, students need to
complete and submit a Purdue Calumet resume form—PCresume—and one copy of their transcript.
Once they are on file with CD&P, they can participate in Resume Forwarding and On-Campus
Recruiting.
Individual Appointments. Students can call the office of CD&P or stop by to schedule an appointment
to discuss any aspect of their job search, including career exploration, guidance, resume writing, and
interviewing skills.
24
Counseling Center
Gyte-5; 989-2366
http://esc.calumet.purdue.edu/counsel/overview.htm
Located in the basement of Gyte, the Counseling Center provides a full range of counseling services to
students free of charge. Two types of services that may be relevant for Education students are—
Individual Counseling, Group Counseling and Workshops. These services are provided for students
who may need help dealing with test anxiety, time management, study habits, test taking strategies, goal
setting, or personal adjustment.
Career Counseling. Designed to help students analyze their interests, aptitudes, abilities, personal traits
and desired lifestyles, career counseling promotes an awareness of the interrelationships between selfknowledge and career choice. The staff assists students in making reasoned, well-informed career
choices and to set up attainable short-term and long-term goals.
Diversity Center
The Diversity Center located in Gyte 71 serves as a resource center for candidates and faculty on issues related to
diversity. Housed there is the School of Education Diversity Database and resource materials for teaching
diversity related issues. The Center is also the home of the Education Mentoring Program.
Education Web Site, Department of Teacher Preparation Web Site, and Diversity
Web Site
http://education.calumet.purdue.edu
http://education.calumet.purdue.edu/TP/index.html
http://tommhail.net/diversity.html
The School of Education maintains a web page with links to innumerable valuable resources and tons of
information. All of the materials and information in this handbook are available on the Teacher Education link.
All applications and forms that you will need as an Education student are available at this web site. In fact, the
web site is more current as it is continually updated. Visit it frequently to keep informed.
Elementary Science Support Center
Physical Education and Recreation Building (PER)
http://essc.calumet.purdue.edu
The focus of the Elementary Science Support Center is to offer support for educators who are currently using or
thinking about using activity based science programs in their schools. In addition, the Center supports authentic,
problem-based science learning in grades K—8 that is creative, exciting, and intellectually stimulating.
ESSC Houses a Demonstration Classroom for the 21st Century and is equipped with a wide variety of elementary
science program materials and resources. Six clustered laboratory stations will accommodate 3 to 4 students
each. Five student computer stations house five Power Macintosh 7100/66 computers. The teacher workstation
is equipped with videodisc and presentation capabilities.
25
The Demonstration Classroom is used for graduate and undergraduate classes in science education methods, onsite resource identification, and in-service workshops and institutes.
Office of Instructional Technology and Education Media
The School of Education provides technology, media training, and support through the Office of
Instructional Technology & Education Media. The office, located in Gyte 143 and 147, provides
facilities that support teaching and learning for teachers, administrators, university faculty, and staff.
The Office maintains the Educational Media Lab, Instructional Resource Center, and
communication technologies belonging to the School of Education in ANNX-119, 121, and 102, in
CLO-353, and in PER-122.
Educational Media Lab (EML)
GYTE G-143 (219) 989-3185
http://education.calumet.purdue.edu/tech/index.html
The School of Education maintains services and facilities at the forefront of educational technology.
The Media Lab (EML) is located in Gyte 143 and offers a networked computer lab workspace for
classes and individual work. Twenty Macintosh computers are available for graduate and undergraduate
Education students. Available resources include DVD and CD-R drives, VCRs, scanners with image
and text recognition software, laser and color inkjet printing output, digital video production software, a
large courseware archive, and more.
The Instructional Resource Center
GYTE-145. Located adjacent to the EML is the Instructional Resource Center with graphics production
and lamination equipment with a small open lab of 8 Macintosh iMac computers available to Education
students during regular operating hours. All Media Lab and IRC computers have network and Internet
access.
Instructional Design Services
The Office of Instructional Technology & Education Media is happy to provide Education students and
faculty with help in creating web pages, presentations, and more. Students and faculty are free to review
titles from our library of educational software, as well as make use of the many productivity and graphic
design programs available. The Educational Media Lab has the latest versions of many popular
applications, including Microsoft Office, iMovie, Macromedia Dreamweaver, Fireworks, and Flash. For
the schedule of open hours in the EML, visit the following:
http://education.calumet.purdue.edu/tech/eml.htm
PC STAR Help—PIN reset
Significant information about Purdue University Calumet Admissions, Registration, Financial Aid, Bursar
Services, and payment schedules is currently available to students on the "Web." Now even more information is
available to currently enrolled students in the Purdue Calumet Student Access to Records (PC STAR) system
which can be accessed through the same internet connections that bring you to the Purdue Calumet page, at home,
at work, or at any terminal on campus.
26
If you can no longer access PCStar and need to have your PIN reset, call advisors Karen or Charlotte at 219 9892360. They can reset your PIN from their office computers.
Literacy Resource Center (LRC)
GYTE ANNEX X-127; (219) 989-2294
The Literacy Resource Center (LRC), available to all undergraduate and graduate students in Teacher Education,
is a resource room that houses a selection of children's and adolescent literature (about 4,000 titles). In addition to
a broad selection of chapter books, picture books, and big books, the LRC also houses tape sets, consisting of a
tape recording and corresponding book, as well as author packs equipped with audio tapes on which authors
discuss their writing.
Circulation of LRC materials is maintained on a computerized system. All checking in and checking out of
materials is done electronically. Besides the check in/out program, the LRC staff maintains a database so that
students can easily search for and locate materials. Users are able to search for a specific author, illustrator, title,
subject, or theme on the database.
The LRC also houses a small computer lab for Education students who need access to LRC software resources or
for any course-related computer needs. The computers are equipped with a variety of word processing and
presentation software and include both IBM and MAC platforms. This lab is available during the LRC’s open
hours.
A graduate aide is available during LRC open hours to assist students or professors in making selections and in
offering suggestions for integrating literature. The graduate aid also provides book order forms and processes the
orders so that students can build their own book collections inexpensively.
Finally, the LRC staff works with the Skills Assessment and Development Center to schedule private tutoring for
the region’s children and youth. Students interested in expanding their professional experiences through tutoring
should contact the LRC aide.
Tutoring—Skills Assessment and Development Center
GYTE 102 (219) 989-3227
The Tutoring Center located within the Skills Assessment and Development Center is staffed with more
than 70 student tutors. These faculty-recommended tutors have demonstrated proficiency in the courses
they tutor and maintain an overall grade point average of "B" or higher.
Free tutorials in most University subjects are scheduled throughout the semester. Tutorials are conducted
on a drop-in basis in The Tutoring Center, Gyte 102. For information on obtaining tutoring in subjects
not listed on the schedule, please contact the Tutoring Center at 9893227.http://calumet.purdue.edu/public/sadc/tutoring2.htm
Teacher Education Resource Center (TERC)
SFLC-224
http://library.calumet.purdue.edu/terc.htm
27
The Teacher Education Resource Center (TERC), located in the library, supports the Teacher Education Programs
by providing students with current materials used in Grades K-12. Resources available include:
Textbooks and materials on the Indiana Textbook Adoption lists
Children's literature and young adult books, both fiction and non-fiction
Audiovisual kits, slides, filmstrips
Curriculum guides from local school systems
Children's and young adult periodicals
Textbook Review Site: The Indiana Department of Education has designated Purdue University Calumet a K—
12 textbook review site. Each Fall semester, approved materials in a specific subject area are on display in the
TERC so that they may be reviewed by area school selection committees. After the adoption process is
completed, the materials are added to the TERC collection and may circulate to library patrons.
The Writing Center
Tutorial Lab, CLO-265; Computer Labs, CLO-238 and CLO 240
The Writing Center staff will not write your paper for you, nor will they correct all of your errors. They will,
however, help you to develop your ideas, point out areas to improve, and suggest ways to polish your written
work whether you are writing an undergraduate English essay, a mathematics journal, or a graduate Psychology
research paper. As an Education major, you will find that you are expected to conform to the School of
Education Communication Standard for all of your written work. Visits to the Writing Center can help you to
produce elegant and error-free writing.
On-Line Writing Labs (OWLs)
http://www.calumet.purdue.edu/public/engl_phil/engindex.htm
But suppose that you are working at home and your paper is due as you arrive on campus? A recent
innovation is the OWL, or Online Writing Lab. The English Department Writing Resource web page
lists a number of OWLs you can access from your home computer. You can also access online writing
centers from campus computers.
Professional Development Schools (PDS)
http://education.calumet.purdue.edu/PDS/index.html
In order to insure that you experience pre-methods and methods training in schools where educational
reform is encouraged and where you will have an opportunity to practice that which is taught in your
coursework, Purdue University Calumet and area school corporations have developed and continue to
develop the Professional Development Schools (PDS) Partnership. The mission of the partnership is
threefold encompassing diversity, quality, and collaboration. The partnership endeavors to recognize
the value of diversity in individuals’ cultures, instructional styles, and unique needs as lifelong learners.
In addition, the quality of instructional practice is recognized as essential to effectively meet diverse
needs. Third, collaboration among all participants will actualize reform across educational settings.
You can access additional information about the partnerships through the Department of Teacher
Preparation home page.
Teacher Licensing see Licensing
28
APPENDIX A
Department of Teacher Preparation
Rationale Statement Rubric
Draft of Premethods Performance Rubrics
Draft of Elementary Methods Rubrics
Draft of Secondary Methods Rubrics
29
APPENDIX B
Program Forms
General Website for the Department of Teacher Preparation:
http://www.calumet.purdue.edu/education/itp/index.html
Limited Criminal History: This form is available in X-151.
Plan of Study Worksheet for elementary education majors: This form is available online
at http://www.calumet.purdue.edu/education/itp/eledforms.html
Plan of Study Worksheet for secondary education majors: This form is available online at
http://www.calumet.purdue.edu/education/itp/2forms.html
30
31
Field Experience Tracking Form
Elem
Semester
Class
*K-2
Elem
*3-5,
6
____English____FL____Math____Science____Social Studies
Sec
Sec
*MS/JH
*H.S.
**Type
Name of School
***L
Content
Print Name of
Observed/Taught
Cooperating Teacher
EDPS
220
EDPS
285
EDCI
355
EDCI
320
EDCI
321
EDCI
304
EDCI
316
EDCI
315
EDCI
317
EDCI
307
EDCI
34X
EDCI
34X
EDPS
370
*Level of
Experience
Must show experiences in both developmental areas:
For elementary, Primary (K-2) and
Intermediate (3-5, 6).
For secondary, Middle School/Jr High
and High School
**Type of Experience
O=observation
T=tutorial
G=small group
W=whole class
I=interview
C=class assistance
Note to the candidate: It is your responsibility to regularly update and maintain this
form to insure that your field experiences occur among a diverse population of students.
***L=Location of Experience
Urban (U)=north of 80/94
Suburban (S)=south of 80/94
Rural (R)=south of 231 (except Crown Pt.)
(Must show experiences in at least
two out of three above.)
Keep this form in your portfolio.
33
PURDUE UNIVERSITY CALUMET
CANDIDATE RESPONSIBILITIES AGREEMENT
The school and university educators involved with the PUC Professional Development Schools (PDS) and Partner Schools
recognize the importance of providing field experiences as part of the PDS partnerships. Through site-based field
experiences, the PDS mission of quality, diversity, and collaboration can be supported. However, it is also realized that the
emotional and physical well-being of school children is the primary focus of any initiative related to PDS. Therefore, the
following responsibilities are expected to be fulfilled by all PUC candidates assigned to a PDS or Partner School:











Candidates will have a limited criminal history submittal form on file in the Initial Teacher Preparation Advising
Office (X-151)
Candidates will hold a current professional liability insurance policy, and maintain that policy throughout the field
experience.
Candidates will maintain strict confidentiality regarding information on any child or associated with any school site
or community.
Candidates will participate in an initial screening interview, if desired by administrators or staff at their assigned
school site.
Candidates will follow the school’s dress policy
Candidates will be punctual, and follow all school procedures required of school visitors
Candidates will immediately notify the school office and assigned Host Teacher on those occasions when they will
be unable to attend school. Any absence must be approved by the University and /or Clinical instructors.
Candidates will learn and observe all school and/or classroom discipline procedures.
Candidates will demonstrate appropriate use of written and oral expression in all exchanges with school personal,
children, and the community.
Candidates will conduct themselves in a professional manner at all times.
Candidates who fail to follow the above guidelines will consequently receive an Incomplete or failing grade in the
related education course. Discussion will be held between the candidate and the university professor before a
decision for administrative withdraw will be made.
____________________________________________________________/________________
Signature of PUC Candidate
Date
_______________________________________________
Printed Name of Candidate
Approved by the PUC/PDS Steering Committee, 1/29/97
Revised 2/4/04
PROFESSIONAL GROWTH OPPORTUNITY FORM
This form is to be used only in the situation where faculty or administrative staff in the School of
Education observes a candidate in violation of one of the nine program standards. This violation can be
associated with either a knowledge, performance AND/OR disposition in relation to an indicator found
in the School of Education’s program standards. For dispositions, please refer to the Candidate
Dispositions Summary List.
Please fill out the form entirely and submit to ANNX-151 after discussion with the candidate.
Candidate Name________________________ ID (if available)____________________
Standard:
__Instructional Planning
__Educational Research
__Diversity
__Problem Solving
__Technology
__Communication
__Content Knowledge
__Special Needs
__Community
Area:
__Knowledge
__Disposition
__Performance
Indicator________________________________________________________________
refer to the standards document for number and description
Please
In the remaining area, please explain the context in which the situation occurred (e.g., course number or
name, where occurred, specifically what transpired, date…) and in relation to the specific standard.
_____________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggestions for Candidate:
_______________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
35
Receipt of two deficiencies will result in a meeting with the Head of Teacher Preparation.
Candidate Response:_______________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________
_____________________________________
School of Education Faculty/Staff
_____________
Date
________________________
Candidate Signature
This form will remain in the office of the Department of Teacher Preparation chair. It will be destroyed
upon the notification that a teaching license has been granted. This action may be appealed by writing a
formal statement of appeal to the chair of the Department of Teacher Preparation. If an appeal is filed,
the Chair will convene a faculty panel within 10 University business days to hear the appeal.
36
EXEMPLARY PRACTICE FORM
This form is to be used only in the situation where faculty or administrative staff in the School of
Education observes a candidate exhibiting exemplary practice of one of the nine program standards.
This action can be associated with either a knowledge, performance, AND/OR disposition in relation to
an indicator found in the School of Education’s program standards. For dispositions, please refer to the
Candidate Dispositions Summary List.
Please fill out the form entirely and submit to ANNX-151 after discussion with the candidate.
Candidate Name______________________ID (if available)_______________________
Standard:
__Instructional Planning
__Educational Research
__Diversity
__Problem Solving __ Content Knowledge
__Technology
__Special Needs
__Communication
__Community
Area:
__Knowledge
__Disposition
__Performance
Indicator______________________________________________________________________
Please refer to the standards document for number and description
In the remaining area, please explain the context in which the situation occurred (eg., course number or
name, where occurred, specifically what transpired, date…) and in relation to the specific standard.
________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________ _____________
Signature of School of Education Faculty/Staff
Date
_________________
Candidate Signature
One copy of this form is sent to the candidate and another placed in their licensure file.
37
Program Standards Contract
I, _______________________________________, a candidate in the Teacher Education
Printed Name
Program at Purdue University Calumet, have read and understand the requirements of the Teacher Education Program.
Including:









“Purdue University Calumet Elementary Teacher Education Program Admission, Retention and Licensure
Standards” or in the document “Purdue University Calumet Secondary Teacher Education Program Admission,
Retention and Licensure Standards”
Candidates Disposition Summary List
Candidate Responsibilities Agreement
Portfolio Requirements
Field Experience Tracking Form
Proof of Liability Insurance on file every September 1 st in the Teacher Preparation Advising Office
Limited Criminal History Submittal Form on file as required by program
Education Course Sequences (courses must be taken in their respective blocks-NO exceptions)
Contents of the Department of Teacher Preparation Program Manual (issued in EDCI 205)
I understand that it is my responsibility to abide by and follow these aforementioned requirements and standards in order to
remain in good standing within the aforementioned program. I further understand that if I do not comply with the
requirements and standards, I may be terminated as a candidate in the Teacher Education Program.
_______________________________/___________
Signature of Candidate
Date
______________________________
Major
__ ___ ___ - ___ ___ - ___ ___ ___ ___
Student Identification Number (not SSN)
_______________________________________
Signature of School of Education Representative
38
APPENDIX D
Elementary Education and
Secondary Education
Academic Area
Advising Sheets
39
Elementary Education Program Requirements
I. Oral & Written Communication
[18 credit hours]
_____ ENGL 104 English Composition I (3)
_____ ENGL 105 English Composition II (3)
_____ COM 114 Speech Communications (3)
Foreign Language (9 credit hour sequence: French, German, Spanish, Japanese, ASL)
_____ 101
_____ 102
_____ 201
II. Humanities & Social Sciences
[25 credit hours]
_____ PHIL 106 Human Experience in Art, Literature, Music & Philosophy (3)
or ______ Any PHIL (3) + _____ Any Aesthetics course (3)
_____ POL 101 American Government (3)
_____ HIST 104 Modern World History (3)
_____ HIST 151 American History to 1877 (3)
_____ HIST 152 U.S. History from 1877 to Present (3)
_____ PSY 361 Human Development I: Infancy & Childhood (3)
_____ SOC 100 Introduction to Sociology (3)
_____ A&D 203 Art Activities for the Classroom (2)
_____ MUS 203 Music Activities for the Classroom (2)
III. Mathematics & Science
[21 credit hours]
*Math Placement Exam
_____ MA 137 Mathematics for Elementary Teachers I (3) *
_____ MA 138 Mathematics for Elementary Teachers II (3)
_____ MA 139 Mathematics for Elementary Teachers III (3)
_____ SCI 112 Introduction to the Physical Sciences I (3)
_____ SCI 113 Introduction to the Physical Sciences II (3)
_____ SCI 114 Introduction to Life Science I (3)
_____ SCI 115 Introduction to Environmental Science I (3)
IV. Health
[3 credit hours]
_____ NUR 265 Health Issues in the Classroom (3)
V. Education
Pre-Methods Courses
_____ EDCI 205 Exploring Teaching (3)
[57 credit hours]
Teacher Preparation Program Sequence
pre-req for the following courses in Cluster 1
1st Semester
Cluster 1
_____ EDCI 321 Literacy and the Young Child (3)*
_____ EDPS 370 Teaching Students with Diverse Learning Needs (3) *
_____ EDPS 220 Psychology of Learning (3)
_____ EDPS 285 Diversity & Education (3)
_____ EDCI 260 Computers in the Classroom (3)
Pass Praxis I
Cluster 2
_____ EDCI 355 Teaching & Learning in the K-12 Classroom (3)
_____ EDPS 260 Introduction to Special Education (3)
_____ EDCI 311 Media for Children (3)
_____ EDCI 212 Introduction to Early Education (3)
2nd Semester
_____ EDCI 304 Literacy in Middle Childhood (3)*
_____ EDCI 316 Teaching Social Studies in the Elementary School (3) *
3rd Semester
_____ EDCI 315 Teaching Mathematics in the Elementary School (3) *
_____ EDCI 317 Teaching Science in the Elementary School (3) *
_____ EDCI 307 Corrective Reading for the Classroom Teacher (3) *
Student Teaching to be completed after ALL required course work.
_______ EDCI
497A Supervised Teaching in the Elementary School K-6 (12)*
* Methods courses can only be taken after a candidate has been admitted to the Teacher Education Program.
Effective Fall 2004
Updated 4/30/04, 5/25/05, 9/12/05,
3/10/06, 5/12/06
Elementary Education course requirements
Freshman year
General Education course requirements
EDCI 205 Exploring Teaching (3)
pre-requisite for the following courses in Cluster 1
General Education suggested for the Freshman year:
COM 114, ENGL 104, ENGL 105, MA 137, MA 138, POL 101
Cluster One (1)
EDPS 220 Psychology of Learning (3)
Limited criminal history and liability insurance required
EDCI 260 Introduction to Computers in Education (3)
EDPS 285 Diversity and Education (3)
Sophomore year
Documentation of passing scores for the Praxis to proceed to Cluster 2.
Go to http://www.ets.org/praxis for more information.
Go to http://www.testprepreview.com/praxis_practice.htm for test preparation.
Cluster Two (2)
EDCI 212 Introduction to Early Education (3)
EDCI 355 Teaching and learning in the K-12 Classroom (3)
EDPS 260 Introduction to Special Education(3)
EDCI 311 Media for Children(3)
Apply to Teacher Education Program.
General Education requirements for the Sophomore year:
MA 139, SCI 112, SCI 113, HIST 151,
HIST 152, PSY 361, SOC 100
Limited criminal history and liability insurance required
Admission to Teacher Education Program Requirements:
You must complete all the following requirements to proceed into the first semester of method course work:
 Have completed 30 credit hours, 15 credit hours at PUC.
 Have maintained an overall GPA of 3.0 (if admitted starting Spring 2007).
 Have completed EDCI 205, EDPS 220, EDPS 285, EDCI 260, EDCI 212, EDCI 311, EDPS 260 & EDCI 355
 Have completed no more than two Education courses with a grade of C and a cumulative education GPA of 2.75 or higher.
 Have completed two (2) of the three (3) required MA courses (137, 138 & 139) with grades of C and B or higher.
 Have completed ENGL 104 and ENGL 105 with grades of B or higher.
 Have submitted an acceptable Education Portfolio.
 Have repeated no more than two courses, one time each after taking EDCI 205 including withdrawals
Have repeated any D or F grades
Have demonstrated appropriate dispositions
Limited criminal history and liability insurance required
Junior Year
Methods: Semester One (1)
EDCI 321 Literacy and the Young Child
EDPS 370 Teaching Students with Diverse Learning Needs (3)
Methods: Semester Two (2)
EDCI 316 Teaching Social Studies in the Elementary School (3)
EDCI 304 Literacy in Middle Childhood (3)
Limited criminal history and liability insurance required
Senior Year
Methods: Semester Three (3)
EDCI 315 Teaching Mathematics in the Elementary School (3)
EDCI 317 Teaching Science in the Elementary School (3)
EDCI 307 Corrective Reading for the Classroom Teacher (3)
General Education requirements
for the Junior year:
SCI 114, SCI 115, HIST 104, FL
101, FL 102, PHIL 106, A&D
203, MUS 203
Retention Standards:
Each candidate’s progress will be
reviewed by the advisor each semester.
See the Admission, Retention and
Licensure Standards document for
more information.
*Science Requirements must be completed prior to EDCI 317
*Math Requirements must be completed prior to EDCI 315
General Education requirements suggested for the Senior year:
FL 201, NUR 265 Limited criminal history and liability insurance
required
Admission to Professional Semester (Student Teaching) Requirements:
 Be enrolled at Purdue University Calumet in good standing.
 Have repeated no more than two courses, one time each after taking EDCI 205 including withdrawals
 Have maintained a GPA of 3.0 or higher (if admitted starting Spring 2007)
 Have completed no more than two Education courses with a grade of C including withdrawals.
 Have taken Praxis II exams.
 Have attended a Portfolio Peer Review.
 Have submitted an updated limited criminal history report and proof of required liability insurance.
 Have completed all course work required for the Elementary Education major.
Have demonstrated appropriate dispositions
Professional Semester: Student Teaching
EDCI 489A Supervised Teaching in Elementary School K-2 (6)
EDCI 497A Supervised Teaching in the Elementary School 3-6 (6)
Graduation Requirements:
 3.0 Graduation and Education GPA (if admitted starting Fall 2007)
 124 credit hours completed
No grade lower than C in any course
 Have completed no more than two Education courses with a grade of C.
Have completed professional semester with grade of C or better for licensure
Updated 5.12.06
Language Arts
Junior High/Middle School
to be added to a Rules 2002 license
Education Requirements (12 hours)
EDCI 331
Middle School Strategies in the content
EDCI 309
Reading in the Middle & Secondary Schools
PSY 362
Adolescent Psychology
EDCI 499
Practicum in the content in middle school (6 weeks)
3
3
3
3
Language Arts Requirements (27 hours)
COM 114
Fundamentals of Speech Communication
ENGL 201
The Nature of Literary Study
OR
ENGL 231
Introduction to Literature
ENGL 241
British Literature, Romantic to Modern
ENGL 260
Introduction to World Literature: to 1700
ENGL 308
Modern English Grammar
ENGL 351
Survey of American Literature from 1965 to the Post WWII Period
ENGL 391
Composition for English Teaching Majors
ENGL 492
English Literature in Secondary Schools
One of the following:
ENGL 240
Survey of the Literature of England
ENGL 261
Introduction to World Literature: since 1700
ENGL 350
Survey of American Literature from Its Beginnings to 1865
3
3
3
3
3
3
3
3
3
Total
39
Elementary education candidates or licensees adding this content to must complete the Praxis II: Middle
School English/Language Arts test. For secondary candidates/licensees, no test is required.
Revised 1/05
Mathematics
Junior High/Middle School
To be added to a Rules 2002 license
Education requirements
EDCI 315
EDCI 334
EDCI 309
PSY 362
EDCI 499D
Teaching Mathematics in the Elementary School
Middle School Strategies in the content
Reading in the Middle and Secondary Schools
Human Development II: Adolescence
Practicum in the content in middle school (6 weeks)
3
3
3
3
3
Mathematics Requirements
MA 137
Math in the Elementary School I
MA 138
Math in the Elementary School II
MA 139
Math in the Elementary School III
3
3
3
MA 153 & 154 Algebra and Trigonometry I & II or
MA 159
Pre-calculus or
Any higher numbered math course
5-6
MA 140
MA 141
3
3
Mathematics for Middle School Teachers A
Mathematics for Middle School Teachers B
Total
35-36
Elementary education candidates or licensees adding this content to must complete the Praxis II: Middle
School Mathematics test. For secondary candidates/licensees, no test is required.
Revised 2/05
Junior High/Middle School: Science Teaching Area
To be added to an existing Rules 2002 license
SCI 112, 113 114 or 115 may not be substituted for any of the courses below.
Education requirements
EDCI 336
Strategies of Science Instruction in the Middle School
EDCI 309/502 Reading in the Middle and Secondary Schools
PSY 362
Human Development II: Adolescence
EDCI 499D Practicum in the content in middle school (6 weeks)
General Science Requirements
CHM 115 or CHM 119, General Chemistry
3 credit hours in Astronomy (ASTR)
3 credit hours in Biology (BIOL)
3 credit hours in Earth & Atmospheric Sciences (EAS)
SCI 220
Health & Safety
PHYS 152
Mechanics
OR
PHYS 220
General Physics
Student MUST select one or more of the following areas for specialization:
Life Science Focus:
BIOL 101
Introductory Biology I (4 credits)
BIOL 102
Introductory Biology II (4 credits)
OR
BIOL 124
Introduction to Environmental Biology (3 credits)
BIOL 125
Introduction to Human Biology (3 credits)
3
3
3
3
3-5
3
3
3
3
4
6-8
*Physics Focus:
PHYS 220
General Physics I (4 credits)
PHYS 221
General Physics II (4 credits)
*Chemistry Focus:
CHM 119
General Chemistry (3 or 5 credits)
CHM 131
Chemistry & Ecology (3 credits)
*If completing both Physics and Chemistry specialization areas, a physical science specialization is
granted by default.
Elementary education candidates or licensees adding this content to must complete the Praxis II: Middle
School Mathematics test. For secondary candidates/licensees, no test is required.
Revised 11/05
44
Social Studies
Junior High/Middle School
To be added to a
Rules 2002 license
Education requirements
EDCI 327
EDCI 309
PSY 362
EDCI 499D
Middle School Strategies in the content
Reading in the Middle and Secondary Schools
Human Development II: Adolescence
Practicum in the content in middle school (6 weeks)
3
3
3
3
Social Studies Requirements
HIST 151
American History to 1877
HIST 152
American History since 1877
HIST 104
Introduction to the Modern World
HIST 110
The Pre-Modern World
EAS 220
Survey of Physical Geography
ECON 210
Principles of Economics
POL 101
American Government and Politics
SOC 100
Introductory Sociology
Three semester hours in History at the 300 level or above
3
3
3
3
3
3
3
3
3
Choose one of the following government courses
POL 130
Introduction to International Relations
POL141
Governments of the World
3
Choose one of the following economics courses
ECON 375
United States Economic History
ECON 251
Microeconomics
ECON 252
Macroeconomics
3
Choose on or the following sociology or anthropology courses
ANTH 105 Culture and Personality
SOC 220
Social Problems
SOC 340
General Social Psychology
SOC 421
Juvenile Delinquency
3
Total
48
Elementary education candidates or licensees adding this content to must complete the Praxis II: Middle
School Social Studies test. For secondary candidates/licensees, no test is required.
45
Appendix C
Professional
Portfolio Handbook
Currently being revised
General information about the Professional Portfolio that you will be creating: You will have one or two
artifacts from each of your premethods and methods classes (EDCI or EDPS classes) that will be
formally assessed and which you will then use as part of your online professional portfolio.
46