Teacher Education Program
Teacher Candidate Handbook
Updated: August 2012
GREETINGS FROM THE DEAN
I am pleased to welcome you to the Teacher Education program at the
UMKC School of Education. The School of Education, with its focus on
urban education, invites you to join us in our journey to become one of
the top urban-serving education programs in the country. We hope that
the experiences you gain, on campus and in area classrooms, will give
you the background and skills needed to be successful with all the
learners you will encounter during your teaching career.
Dr. Wanda Blanchett
Dean, School of Education
SCHOOL OF EDUCATION
615 E. 52nd Street
Kansas City, MO 64110-2499
Office of the Dean
Program Contacts
Room 347
Dr. Sue Vartuli, Early Childhood Ed.
(816) 235-2260
Dr. Jennifer Waddell, Elementary and IUE
Dr. Wanda Blanchett, Dean
Dr. Rita Barger, Chair of CIL/Math Ed.
Dr. LaVerne Berkel, Associate Dean
Dr. Omniuota Upokodu, Social Studies Ed.
Dr. Monika Shealey, Associate Dean for
Dr. Louis Odom, Science Ed.
Teacher Education
Dr. Alice Reckley, Foreign Language Ed.
Ms. Renique Kersh, Assistant Dean for
Dr. Paul Tosh, Art Ed.
Student Services
Dr. Joseph Parisi, Music Ed.
Student Services Office
Dr. sj Miller, Secondary Language Arts.
Room 129 (Star Lab)
(816) 235-2234
Ms. Gail Metcalf-Schartel, Certification/Data Manager
Mr. Brad Martens, Academic Advisor
Ms. Gina Sanders, Academic Advisor
Ms. Dea Bermudez, Coordinator of Field Experiences
Mr. Mark Turner, Recruiter
Ms. Tracey Dashjian, Life Coach
Ms. Shavern Browne, Life Coach
Welcome to Teacher Education
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Get Involved
Conceptual Framework and Accreditation
1
2
3
Scholarships
4
Teacher Education Program
5
8
9
9
10
11
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Courses
Residence Requirement
Grade Point Average
Academic Probation/Ineligibility
Fitness to Teach
Student Services (Academic Advising)
Admissions to the Teacher Education Program
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Accreditation Assessment System
Social Equity Essay
Academic Progress Policy
Field and Clinical Experiences
Testing Requirements
Requirements for Graduation
12
13
14
14
15
16
Teacher Work Sample
19
20
Requirements for Certification
22
Petitions and Appeals
23
Glossary
25
Appendix A: Fitness to Teach Policy
28
Appendix B: Technical Standards
42
Appendix C: Appeal Forms
45
Appendix D: General Grievance/Complaint Policy
47
Appendix E: Grade Appeal Procedure
48
Appendix F: FBI Background Check Instructions
50
Appendix G: Teacher Education Professional Organizations
51
Appendix H: Auxiliary Services
54
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You are about to begin courses that will develop you as a highly skilled and committed educator
for tomorrow’s classrooms. The Teacher Education handbook tells you about the program goals
and expectations along with rules and regulations all teacher candidates abide by while becoming
a professional teacher. The handbook will serve as a useful resource as you go through your
program and will answer many of the common questions our teacher candidates have while
completing their coursework. In addition to this handbook, UMKC also publishes many of the
requirements for the university and the School of Education in the UMKC Catalog found at
http://www.umkc.edu/catalog/. You will also receive additional information throughout the
program via your UMKC email account, Blackboard, and through the School of Education’s
website at http://education.umkc.edu/. Each teacher candidate is assigned an academic advisor
who will help you navigate the coursework you need to complete and answer questions about the
policies and procedures. You will also be assigned a faculty advisor who will work with you
both in and out of the classroom on your life goal of becoming an educator.
The School of Education’s program is deeply committed to urban PK-12
public education in the region. Our urban focus has become more
explicit as we work primarily with nine urban school districts to
collaboratively deliver our Teacher Education program. The districts that
we work with are:
 Center
 Grandview
 Hickman Mills
 Independence
 Kansas City, Kansas
 Kansas City, Missouri (along with UMKC-sponsored Charter
schools)
 North Kansas City
 Raytown
 Turner
You will have an opportunity to work in classrooms that are highly diverse relating to gender,
race, ethnicity, and socio-economic status, as well as to visit diverse community organizations.
In your professional program, each semester will consist of a field practicum where you will be
teamed with a highly qualified teacher to observe classrooms and be asked to participate in
activities at the teacher’s discretion. In your last year, you will take a lead in these classrooms
and you will begin to develop your own teaching methods with the support of your cooperating
mentor teacher, university supervisors who will be observing you, and your UMKC faculty.
The focus on our nine partner districts and the collaboration with qualified teachers allows you to
explore teaching methods that can be applied in any classroom. The challenges you will face will
prepare you to become a leader of tomorrow’s classrooms and to promote equity and social
justice both in and out of the classroom. Your preparation in urban schools provides you with the
tools to be effective with all learners and to understand the challenges many teacher candidates
face in their young lives. When you finish our program, you will be prepared to teach in any
classroom and become an agent for social change.
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Your experience here at UMKC is much more than taking classes. You can get involved in over
260 campus organizations that will offer opportunities for personal development and growth.
Becoming a teacher is much more than a summation of knowledge, but experiences that
contribute to you becoming a leader and social advocate. Student organizations on campus will
help you both in and out of the classroom while providing social connections that will last a
lifetime.
School of Education Student Government (SOESG)
(http://education.umkc.edu/currentstudents/SOEstudentgovernment.html)
The School of Education Student Government is a group of students from the School of
Education who want to help make a difference in your college experience! The officers strive to
expand students’ academic concerns and abilities; promote student involvement in the SOE and
the University; act on all matters concerning students' welfare; aid faculty and students in
cooperative work; and promote a professional attitude and feeling of responsibility.
Student Government Association (SGA)
(http://www.umkc.edu/sga)
The campus level student governing body is composed of the following elected officers president, executive vice-president, administrative vice-president, comptroller and
representatives from all of the academic units and the Residence Hall. SGA is involved in
student concerns, elections, student publications and the student fee allocation process. The
Council elections are held annually.
Student Involvement
(http://www.umkc.edu/getinvolved)
The Student Involvement Office is UMKC's central resource for co-curricular and extracurricular
involvement, making the University experience more educational, more interesting and most
importantly, more fun. The mission of the Student Involvement Office is to provide services and
programs that are responsive to student development through the social, cultural, recreational,
educational and lifelong learning needs of the campus and surrounding community.
Student Council for Exceptional Children
(contact Dr. Ray Taft, taftr@umkc.edu for more information)
The Council for Exceptional Children (CEC) is the largest international professional
organization dedicated to improving the educational success of individuals with disabilities
and/or gifts and talents. CEC advocates for individuals with exceptionalities, and helps
professionals obtain conditions and resources necessary for effective professional practice.
Professional Organizations
(see Appendix G for full list)
As a beginning teacher, professional organizations can help you get involved with other teachers
who share common interests. Professional organizations provide a forum for discussing issues of
common concern; identify ways to improve practice; and share information on various topics.
These are excellent ways of getting involved in the community, learning from and sharing
experiences with colleagues.
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CONCEPTUAL FRAMEWORK OF THE SCHOOL OF EDUCATION
The Conceptual Framework describes a shared vision and purpose for the UMKC School of
Education. It provides coherence for our curriculum, practicum experiences, and assessments.
The framework links to the University vision and values, and describes how those values
translate into knowledge, skills, and dispositions in the School of Education. It is this philosophy
and vision which helps to distinguish our graduates from those of other institutions (NCATE
2000). The mission representing the goals of the UMKC School of Education today is:
To recruit, prepare and support outstanding teachers, mental health
professionals, and administrators who will create lifelong opportunities
through education for America’s diverse urban communities.
VISION
Be a leading urban-serving school of education in the nation.
CORE VALUES
The 6 values and competencies of UMKC and the School of Education are centered on:
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Academic excellence
Strategic innovation
Inquiry leading to reflective decision-making and problem solving
Skilled and knowledgeable professionals working collaboratively
Democracy, diversity, and social justice
Creating caring and safe environments
PROGRAM STANDARDS
The mission and values of the UMKC Teacher Education program are demonstrated through the
achievement of 9 Missouri Standards for Educator Preparation (MoSPE Standards)
http://dese.mo.gov/eq/teacherStandards.htm, Interstate Teacher Assessment and Support
Consortium (INTASC) standards http://www.ccsso.org/ and the Council for the Accreditation of
Educator Preparation (CAEP) http://www.caepsite.org.
HISTORY
The School of Education, organized officially as a separate academic division in 1954, was the
result of the University of Kansas City's involvement in professional education since 1940. At
that early date the University was offering an M.A. in education, heavily liberal-arts laden, with
most classes conducted in the summer and evenings. An undergraduate major in elementary
education was established in 1952, and the first University of Kansas City doctoral program, the
Ph.D. in education, was inaugurated with the organizing of the school in 1954. Since 1954, the
school has grown to include three disciplinary divisions with 19 programs, offering Bachelor of
Arts, Master of Arts, educational specialist, doctor of philosophy, doctor of education and
interdisciplinary degree programs. Several degree and certification programs are offered in
cooperation with the School of Biological Sciences, the Conservatory of Music and Dance, and
the College of Arts and Sciences.
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ACCREDITATION AND CREDENTIALS
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All programs in the School of Education are accredited at the bachelor’s, master’s,
educational specialist and doctoral levels by the Council for the Accreditation of Educator
Preparation (CAEP) for the preparation of early childhood, elementary, middle school and
secondary teachers, special educators, counselors, administrators, and other school personnel.
The School of Education is a member of the American Association of Colleges of Teacher
Education (AACTE).
The Ph.D. program in Counseling Psychology is approved by the American Psychological
Association (APA).
Programs for the preparation of teachers and other school personnel are approved by the
Missouri Department of Elementary and Secondary Education (DESE).
SCHOLARSHIPS AT THE SCHOOL OF EDUCATION
Three types of scholarships are available to students: automatic (considered when applying to
UMKC), competitive which are awarded through the Financial Aid and Scholarships office, and
the School of Education Scholarships. You can find more information about the automatic and
competitive scholarships through the Financial Aid and Scholarships homepage at
http://www.sfa.umkc.edu/site2/index.cfm.
The School of Education scholarships can be found at http://education.umkc.edu/scholarships.
Applicants must:
 Be admitted to the School of Education
 Have a minimum overall grade point average of a 3.0 or higher (on a 4.0 scale) to be
eligible
 Complete one application for any/all School of Education scholarships (previous
recipients may reapply)
 Submit a 750-word essay why they should be considered, professional resume, and two
current recommendations
 Submit application by February 1st of every year
 Undergraduates must be enrolled in at least 12 credit hours each semester for the
upcoming academic year; graduate students must be enrolled in at least 6 credit hours
each semester for the upcoming academic year.
Any questions about the School of Education Scholarships may be directed to the Student
Services office by calling 816-235-2234 or stopping by room 129 in the School of Education.
“I have learned so much throughout my student teaching experience. If I could
start this semester over and do it all over again, I definitely would!”
–Shannon Boehmer, Elementary Education
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OVERVIEW OF PROGRAM REQUIREMENTS
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Education majors will be responsible for completing all the requirements for Teacher
Education programs which are determined by the faculty at the School of Education and
listed in the advising guidelines for each particular program.
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Education majors complete a number of general education and pre-education courses prior to
applying into the last sequence of professional coursework that is required for their specific
degree/certification area.
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Education majors must complete all education courses with a C (2.0 on a 4.0 scale) or better
and meet all competency requirements prior to being admitted to student teaching. The
Middle School, Secondary, and K-12 programs require teacher candidates to pass the Praxis
II examination for their field before being admitted into the last year of the professional
coursework.
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Education majors may have no more than six hours of other required course work (3 hours
for Early Childhood and Elementary teacher candidates) remaining as they begin student
teaching.
In this section you will find detailed information about the Teacher Education program. Also in
this section, you will find the rules and regulations that were approved by the Teacher Education
Coordinating Committee. These rules and regulations detail the specific requirements for the
School of Education Teacher Education program. Teacher candidates are expected to become
thoroughly familiar with all academic regulations and requirements outlined below and within
the University of Missouri – Kansas City catalog which can be accessed online at
http://www.umkc.edu/catalog. Prospective and current teacher candidates should be aware that
the University and Teacher Education Coordinating Committee reserve the right to make
changes in admission criteria, rules, regulations, and degree requirements at any time.
Degree Outlines/Advising Guidelines
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Complete degree outlines/advising guidelines are available in the School of Education
Student Services Office or online at the School of Education website
(http://education.umkc.edu). Each guideline is specific to an individual program, so
depending on if you’re an undergraduate, post-bachelor, or graduate teacher candidate,
some of the program requirements change. You will need to consult with your academic
advisor (see Student Services) in order to determine the right program for you.
(see fig. 1 and fig. 2 for diagrams of the various programs)
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Intensive programs require that teacher candidates
enroll in courses during Summer, Fall, and Spring
Semesters throughout the degree program.
fig. 1
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Intensive programs require that teacher candidates
enroll in courses during Summer, Fall, and Spring
Semesters throughout the degree program.
fig. 2
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Courses
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Teacher candidates are responsible for being aware of the course requirements for their
specific program. The list of course requirements are found on the advising guidelines
found within Student Services in the School of Education or online at
http://education.umkc.edu. Teacher candidates should meet with their academic advisor
to establish what courses they are required to take.
All programs pursuing teacher certification requires teacher candidates to complete all
required education courses with a C (2.0 on a 4.0 scale) or higher. Failure to complete a
course with a C or higher requires the teacher candidate to repeat the course. Teacher
candidates who repeat courses have the option of submitting a Request for GPA
Adjustment form in accordance with the Repeated Course Policy outlined in the
undergraduate catalog.
Teacher candidates who are pursuing middle, secondary, and K-12 education are required
to complete all subject area requirements (indicated on your advising guideline and in
the DARS report) with a C or higher. Failure to complete a course with a C (2.0 on a 4.0
scale) or higher requires the teacher candidate to repeat the course. Teacher candidates
who repeat courses have the option of submitting a Request for GPA Adjustment form in
accordance to the Repeated Course Policy outlined in the undergraduate catalog.
Teacher candidates cannot begin their student teaching semester with any education
courses with a C or lower including any incompletes.
Teacher candidates pursuing middle, secondary, and K-12 have the option of completing
up to 6 hours of subject area requirements after student teaching. Teacher candidates
should check with their academic advisor or faculty advisor if they choose to carry hours
after student teaching. Teacher candidates will not receive their certification until
completion of all coursework. Undergraduates will not be eligible to graduate until all
required coursework is completed.
Education courses are considered valid, or current, if completed within 7 years of
completing the teacher education program. Teacher candidates who have education
coursework outside of 7 years must have the course revalidated by a faculty member
before the course can be accepted.
Transfer Courses
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Teacher candidates must have transfer coursework evaluated by their faculty and/or
academic advisor for equivalency. Transfer courses for Early Childhood must be
reviewed and evidence of competency submitted. Equivalencies for coursework can be
found
on
Pathway
under
“Records
and
Enrollment”
or
at
http://www.umkc.edu/registrar/transfer-credit/course-equivalency.asp, or check out our
articulation agreements with local schools at http://www.umkc.edu/articulation. Classes
not found in either resource require a petition to the School of Education for equivalency.
The School of Education Appeal/Petition form can be found in the Student Services
Office or from your academic advisor. Petitions need to be returned to Student Services,
from where they will be submitted to the School of Education Appeals Committee.
Teacher candidates can transfer approved transfer courses into UMKC provided that the
last 30 credit hours are completed on campus as required by the Residency Policy.
Teacher candidates wishing to take courses outside the UMKC campus must petition to
the School of Education for an exception.
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Residence Requirements
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Teacher candidates must have lived in the state of Missouri or an eligible metro Kansas
county for 12 months prior to the start of the term to be considered a resident. Teacher
candidates can petition for a change in residency by going to
http://www.umkc.edu/admissions/umkc-residency.asp.
Undergraduate and graduate teacher candidates residing in Kansas can qualify for the
metro tuition rate if they live in the following counties: Atchison, Douglas, Franklin,
Jackson, Jefferson, Johnson, Leavenworth, Miami, Osage, Shawnee, Wyandotte. The
metro rate allows teacher candidates to pay the in-state tuition fees of our resident teacher
candidates. More information can be found at http://www.umkc.edu/metrorate/.
Teacher candidates must complete their final 30 consecutive semester hours of
coursework at UMKC in order to receive a degree or certification. Teacher candidates
pursuing an Art certification are exempt from the residence requirements if the remaining
courses are the 3-D media courses (Ceramics, Fibers, and Sculpture).
Teacher candidates pursuing either a double major or double degree will need to consult
with the College of Arts and Sciences to get the necessary permission to break the
residency requirements.
Grade-Point Averages/Calculations
 The School of Education recognizes the grading policies outlined in the UMKC catalog.
Each teacher candidate’s grade-point average (GPA) will be assessed for the University
based upon the policies and procedures approved by UMKC.
 The following minimum grade-point average policy applies to all undergraduate teacher
candidates at UMKC:
o Teacher candidates must maintain a 2.0 GPA in their coursework at the
University of Missouri (UM).
o Academic units may impose additional grade-point requirements.
o In general, the UM GPA is calculated by dividing the total grade points earned in
courses on any UM campus by the total number of graded semester hours
attempted. If a course attempted within UM is repeated, the previous hours and
grade point remain in the teacher candidate's GPA. Courses taken credit/no credit,
courses earning grades of S, P, I or AT, and courses transferred from nonUniversity of Missouri institutions are not included in the UM GPA calculations.
 In determining the cumulative GPA for the School of Education, every college-level
course completed at UMKC or an accredited college or university is calculated based
upon a 4.0 scale.
 Teacher candidates who are pursuing middle, secondary or K-12 certification areas will
be required to have a content GPA of a 2.5 or higher. Content GPA is determined by the
subject-area the teacher candidate is looking to pursue. Any course that can meet a
subject requirement must be counted in the content GPA.
o For example, for teacher candidates pursuing Secondary Social Studies, their
content GPA will be factored by every history, economic, political science,
geography, anthropology, sociology, and psychology course taken toward that
GPA. This will differ for each of the content areas.
o If a content course is repeated, the School of Education will factor the higher
grade. The course has to be the same or considered equivalent to meet that
requirement.
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Teacher candidates who apply for certification may have a certification cumulative GPA
which will differ in some cases from their overall UMKC GPA. The reason is that the
School of Education will take the higher of two grades when courses are repeated.
Coursework that is not considered college-level will not be assessed in the certification
GPA.
Transfer teacher candidates or teacher candidates taking coursework outside of UMKC
have the opportunity to repeat courses that are equivalent to ones taken. The School of
Education will then calculate the higher of the two grades towards the certification gradepoint average, which needs to be a minimum of 2.5.
Teacher candidates have the option of repeating courses taken at UMKC as many times
as needed. Upon successful completion, teacher candidates may submit a “Request for
GPA Adjustment Form” for recalculation of a GPA. Teacher candidates can find more
information in the UMKC Catalog under “Course Repeat Policy.”
Academic Probation and Ineligibility
Teacher candidates will be placed on academic probation whenever their cumulative UMKC
grade point average falls below 2.0. Teacher candidates are responsible for knowing their
academic status by referring to Pathway and their permanent transcript. They must also
understand the terms of academic probation outlined in the UMKC Catalog.
o Teacher candidates who find themselves on Academic Probation need to meet
with their Academic Advisor to receive the “Academic Improvement Contract.”
They will need to work with the School of Education Life Coach to fill out the
contract and sign the agreement.
o Teacher candidates who do not fulfill the terms of the Academic Improvement
Contract and continue on probation within three successive semesters (including
the semester in which they originally were placed on probation) will not be
allowed to continue at UMKC.
o Once a teacher candidate has reached a grade-point average (GPA) of 2.0 or
better, the teacher candidate will no longer be considered to be on probation.
Teacher candidates who find themselves Ineligible to continue at UMKC will need to petition to
the School of Education. Teacher candidates need to address the following in their petition:
o Reason(s) teacher candidates believe they have been unable to improve their
grade-point average (GPA)
o What resources teacher candidates have sought out to help them academically and
explain how that has not helped
o Reason(s) teacher candidates were not able to meet regularly with a Life Coach to
find resources and strategies to be academically successful
o Reason(s) why the next semester will be different (i.e. what they will do differently, what
resources they will use, what teacher candidates have learned, etc.)
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Introduction to School of Education Professional Expectations: Fitness to Teach
Aligned with program expectations, the School of Education has a process in place to assure that all
teacher candidates will be assessed throughout their program according to “Fitness to Teach” criteria.
These include (full policy: Appendix A, pp.28-39):
 Completed FBI criminal background history review
 Meeting academic requirements, including scholastic integrity and good communication
skills
 Exhibiting personal and professional behaviors, such as appropriate social and
interpersonal skills and appropriate dress for professional contexts
 Demonstrating the ability to work with ethnically and culturally diverse student
populations and exceptional learners
 Demonstrating appropriate emotional and cognitive dispositions, such as sound judgment
and reflective and analytic thinking
All teacher candidates will be assessed semi-annually using aggregated Fitness to Teach
Checklist/Referral Form (Appendix A, p. 35) data. Candidates in good standing, with acceptable
ratings in all categories of behavior, continue in the program. Patterns of concern identified in
the assessment may result in a candidate undergoing a formal review process (flowchart of
process: Appendix A, pp. 33-34). Candidates referred for review are expected to participate in
the process; refusal to participate does not terminate the process. Any teacher candidate referred
for review is afforded due process throughout the review proceedings. The review process may
result in a teacher candidate being dismissed from the Teacher Education program.
Additionally, faculty may choose to refer a teacher education candidate for review at any time by
completing the Fitness to Teach Checklist/Referral Form. After all stages of review, a candidate
may appeal by submitting a letter to the dean for consideration. The dean’s decision is final.
Student Services - Academic Advising
The School of Education Student Services office advises undergraduate and graduate teacher
candidates who have declared an education or pre-education major who are seeking admission to
the teacher education program. All teacher candidates are also assigned a faculty advisor for
assistance in program and career planning. Teacher candidates can call (816) 235-2234 to set up
an appointment with an advisor or stop by for walk-ins for brief questions.
Teacher candidates pursuing Teacher Education are required to meet with an academic advisor
each semester to ensure meeting program requirements before enrolling in courses for the
upcoming semesters. Teacher candidates will have an academic hold until they have:
o Physically met with an academic advisor during a scheduled appointment
o Emailed a copy of the schedule for the upcoming semester for advisor approval
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All School of Education teacher candidates are required to complete general education and pre-education
courses prior to their junior and senior years, which the School of Education recognizes as the
Professional Program. The criteria for admissions into our program vary from program to program and
are detailed below. All teacher candidates who meet or exceed the minimum admissions criteria for the
Teacher Education Professional Program are provisionally admitted to the semesters leading up to the
student teaching semester in the professional program. Unconditional admissions will be awarded after
successful completion of the education courses required prior to student teaching.
All Teacher Education candidates must meet the following standards for provisional admission:
 Must be admitted to the University of Missouri – Kansas City
 Must have completed the required pre-education coursework with a C (2.0 on a 4.0 scale)
or higher
 Teacher candidates seeking their first bachelor’s degree must have completed (with a
grade of C or better) an oral communications course, English Composition I and II, and
the college-level math courses required for the program
 Cumulative grade-point average (GPA) of a 2.75 or higher on a 4.0 scale
 Two positive reference letters from educators
 Passing score on the Writing Sample (see writing sample, p. 15, for details)
 Passing score of 235 or higher in each section (English, Writing, Math, Science, Social
Studies) of the College Basic Subject Examination (C-BASE)
 Complete Teacher Education application (the application will be due at the end of the fall
semester prior to the summer where the professional program will begin)
 Signed technical standards at the beginning of the program
 Participate in the School of Education interview process which will be scheduled after
meeting all other minimum requirements. (Note: Teacher candidates who have earned a
degree in another field and wish to become certified teachers should apply to the Teacher
Education program by completing the above requirements. Teacher candidates who do
hold a degree have the option of also working on a Master’s degree in Curriculum and
Instruction-General and will need to complete the admissions requirements for both
areas, Master’s and certification.)
Teacher Education candidates entering the Institute for Urban Education must meet the
additional standards:
 Complete application to the Institute for Urban Education application (application can be
found at http://iue.umkc.edu) by March 1st.
 Complete the Free Application for Federal Student Aid (FAFSA)
 Teacher candidates must maintain cumulative GPA of 3.0 or higher
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Teacher Education candidates pursuing a Middle, Secondary, or K-12 program must meet the
additional standards:
 Must have a content GPA of a 2.5 or higher (see Grade-point Averages/Calculations to
see what is considered for the content GPA)
 Passing score on the appropriate Praxis II exam for your content area with the exception
of Foreign Language teacher candidates
Teacher Education candidates who have not met all provisional standards can be admitted on
probationary status if they have one of the following circumstances:
 FBI Background Clearance not yet received
 Cumulative GPA is between 2.50 and 2.75 at the point of applying
 Writing Sample scores are below a 2.00, which will require teacher candidates to attend
the Introduction to Academic Writing course
 Early Childhood and Elementary teacher candidates have not passed all sections of the CBASE
 Middle, Secondary, and K-12 content GPA is between 2.40 and 2.50 (if content classes
remaining allow for required increase in content GPA)
 Middle, Secondary, and K-12 candidate has not passed the appropriate Praxis II exam
(teacher candidate will have until June 1st to complete this requirement)
Teacher Education candidates pursuing an Early Childhood or Elementary program may
require committee review if they have one of the following conditions:
 Teacher candidate has not completed the College Basic Subject Examination (C-BASE)
at the end of the first professional semester
 Questionable reference letter
 Questionable essay or failure on the Writing Sample
 Cumulative GPA below 2.50
Teacher Education candidates pursuing a Middle, Secondary, and K-12 program may require
committee review if they have one of the following conditions:
 Teacher candidate has not completed the College Basic Subject Examination (C-BASE)
by March 1st
 Teacher candidate has not completed the Praxis II exam in their content area by June 1st
 Questionable reference letter
 Questionable essay or failure on the Writing Sample
 Cumulative GPA falls below 2.50
 Content GPA is below a 2.50
Accreditation Assessment System
In order to meet state and national accreditation standards, the implementation of an electronic
assessment system is required to measure the knowledge, skills, and dispositions of our teacher
candidates. The UMKC School of Education has implemented LiveText,
http://www.livetext.com, in order to meet this requirement. LiveText allows for the tracking of
students’ progress throughout their careers here at the School of Education as well as how that
progress relates to the relevant educational standards met by our program.
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Students will find that LiveText provides them additional benefits, such as:
 An online document storage area available anywhere with an internet connection, and the
ability to share stored documents with fellow students
 A system for creating and sharing professional portfolios that can be disseminated to
potential employers
LiveText is used to assist students in the collection, preservation, organization, evaluation, and
dissemination of activities, assignments, pieces of evidence, and reflections that are associated
with competencies and standards. At the conclusion of your program you will be able to publish
your work online or provide links to prospective employers to demonstrate the work you have
completed within the School of Education. Information about the School of Education
assessment system can be found at http://education.umkc.edu/LiveText.
Social Equity Essay
The core values of the UMKC School of Education embrace a commitment to democracy and
social justice. To that end, the School of Education is engaged in activities aimed at assessing the
extent to which our candidates have the knowledge, skills and dispositions critical to positively
enhancing the lives of all children. The Social Equity Essay has recently been adopted as a
written assessment to measure candidates’ dispositions on issues such as social justice and
equity. The written prompt will be administered at program entry and program exit. All
responses are confidential and will not be used in making grading decisions.
Academic Progress Policy
Undergraduates and graduate students currently working on admission into the Professional
Program are responsible for meeting academic progress outlined by the University’s Academic
Standing policies (http://www.umkc.edu/catalog). Once admitted to the Professional Program,
the academic progress of Teacher Candidates will be assessed at the end of each term by their
program faculty. Candidates will be responsible for meeting the following conditions in order to
continue to the next semester:
 All pre-education and professional education courses completed with a C or higher. (Cminus will not meet program requirements)
 Semester and/or cumulative GPA must be a 2.75 or higher.
 Complete Social Equity Essay
Teacher Candidates may petition to continue in the program:
 If one or two courses are “Incomplete.” Petitions must include a course completion plan
approved by the course instructor and the probationary period will not exceed one semester.
The teacher candidate will need to submit the following:
1) The teacher candidate will need to work with the instructor on establishing what the
candidate needs to do and to determine when this will be completed. The instructor
needs to sign off on the plan and provide contact information.
2) The teacher candidate will submit this plan to Student Services to be included with
their file.
3) If the teacher candidate fails to submit a completion plan or the requirements
established by the instructor, the candidate will receive a failing grade.
 Students failing to complete courses within the probationary period may be asked to reapply
to the Teacher Education program the following year.
- 14 -

An extension of time for completion of the required course work can be requested by
petitioning to the School of Education. The candidate will need to provide documentation of
physician-certified illness or other extraordinary circumstances.
The candidate’s program committee in the following instances will determine a Teacher
Candidate’s status:
 Teacher Candidate receives a C- (minus) or below (including withdrawals) in any education
course
 Cumulative GPA falls below a 2.75
Teacher Candidates requiring committee review may:
 Be allowed to continue in the program on a probationary basis and will be required to submit
a plan to satisfy the deficiencies.
 Not be allowed to continue in the program and asked to reapply to the Teacher Education
program the following year. In this case continuous practicum enrollment is required until
readmission.
All pre-education and Professional Education courses need to be completed with a C or higher
prior to the start of Student Teaching. If the candidate cannot meet the above requirements before
student teaching, the candidate is responsible for enrolling in a continuous practicum until all
requirements are met (see Field and Clinical Experiences).
Candidates must be continuously enrolled in practicum hours once admitted to the Teacher
Education program. Candidates who leave the program, for whatever reason, and who have not
been continuously enrolled in practicum hours may be asked to repeat earlier coursework and/or
practicum hours.
Candidates who withdraw or are excused from the program should be aware that programs may
change and earlier requirements, courses, etc. may not apply upon their return.
Field and Clinical Experiences
Once teacher candidates are admitted to the Teacher Education program, they are required to
complete practica within the School of Education’s nine partner districts. Teacher candidates will
be required at their own expense to complete an FBI background clearance. Background
clearances are good for one year and must be kept current throughout the program (see Appendix
E for fingerprint process). The Coordinator of Field Experiences and/or candidates assigned
faculty advisors will assign teacher candidates to a location. Within each practicum, teacher
candidates will need to complete a minimum of 60 hours of contact with the assigned school.
o Teacher candidates unable to complete the minimum hour requirements will need
to consult with the Coordinator of Field Experiences and/or faculty advisor to
resolve incomplete hours.
o A teacher candidate’s cooperating mentor teacher(s) and Instructor while in the
assigned school will assess the “Fitness to Teach” criteria.
 Candidates are assigned to the following nine partner school districts: Center, Kansas
City, MO, Kansas City, KS, Grandview, Hickman Mills, Independence, North Kansas
City, Raytown, Turner, and UMKC-sponsored Charter schools.
o Teacher candidates have the option of requesting to student teach in a specific
school district in consultation with the Coordinator of Field Experiences. The
Coordinator, along with the faculty, have the right to deny requests and to place
- 15 -


teacher candidates in classrooms that are intended to meet the mission of the
School of Education and to provide a high quality placement.
To become a certified teacher, teacher candidates must successfully complete a sequence
of field and clinical experiences, including student teaching. Student teaching, which is a
minimum of a semester-long experience, occurs at the end of the program after all
coursework has been completed. The School of Education places teacher candidates in a
school within one of our nine partner school districts.
o Teacher candidates in the Institute for Urban Education will be required to spend
1 day or more per week throughout the academic year from the time they enter
until student teaching. Teacher candidates in the Early Childhood and Elementary
programs will not begin their practicum until their junior year and will be required
to spend a number of hours working within schools in the last four semesters.
Middle, Secondary, and K-12 programs will begin their practicum in the summer
and fall prior to student teaching.
o If a teacher candidate is unable to complete the sequence of field experiences
required by their program, they will need to consult with the program coordinator
of their degree area. The program coordinator may require the student to enroll in
a continuous practicum. The teacher candidate will be expected to complete a
minimum of 60 hours in their assigned field experience classroom along with any
additional assignments.
o Refer to the Student Teaching Handbook for the complete rules, regulations,
and policies.
All programs require teacher candidates to complete at least a semester-long student
teaching experience where the teacher candidate becomes the teacher and assumes the
same daily routines and time schedules as the assigned cooperating mentor teacher.
During this time teacher candidates will also be assigned a supervisor who will monitor
their teaching practice and offer suggestions and support.
o If a teacher candidate feels that the cooperating mentor teacher and/or school
district is not helpful or a “good fit”, the teacher candidate should talk with his/her
faculty and the Coordinator of Field Experiences. If the School of Education finds
that there is an irreconcilable difference, the teacher candidate’s placement will be
changed.
o The exact length of time spent in the school may vary depending upon the needs
of the student teacher; however, it is usually a semester-long experience.
o Excessive absences (4 or more unexcused absences) may result in the teacher
candidate being removed from the field placement. Teacher candidates must
completed the time logs contained in the Student Teaching Handbook. If
inclement weather closures exceed four days, teacher candidates will be expected
to make up additional days at the end of the scheduled experience. University
sponsored days, such as Teacher Recruitment Day, will be excused and not
counted as an absence.
Testing Requirements

All undergraduate UMKC teacher candidates must pass the Written English Proficiency
Test (WEPT) in order to enroll in a Writing Intensive course and prior to graduation.
Teacher candidates should take the WEPT at the end of their sophomore year. You can
find more information about the WEPT at
http://cas.umkc.edu/writingcenter/StudentResources/WEPT.asp or by typing “WEPT”
into the search engine on the UMKC homepage.
- 16 -


All Teacher Education candidates must pass the College Basic Subject Examination (CBASE) with a 235 or better in English, Writing, Math, Science, and Social Studies prior
to being admitted in the Professional Program. If they fail one or more sections of the CBASE, teacher candidates have the option of retaking the sections they did not pass. A CBASE Preparation Seminar is offered through Continuing Education. Candidates will not
be able to continue taking the C-BASE after 3 attempts if they have not taken the CBASE Preparation Seminar. Teacher candidates need to enroll for the exam through the
UMKC Testing Services located at 4825 Troost Ave, Room 206. Updates on registration
deadlines
and
UMKC
test
dates
can
be
found
at
http://education.umkc.edu/TE/Testing.html or within Student Services.
All teacher candidates must pass the appropriate Praxis II exam for their certification
area. This is a requirement for graduation in the School of Education. In some programs,
this is a requirement for admission. Teacher candidates may sign up for the exam at
http://www.ets.org/praxis. Updates on registration deadlines and UMKC test dates can be
found at http://education.umkc.edu/TE/Testing.html or within Student Services.
PRAXIS II CONTENT EXAMS FOR TEACHER LICENSURE
Test
Licensure Area
Exam
Code
Early Childhood
Early Childhood – Education of Young Children
0021
Early Childhood
Early Childhood – Education of Young Children
5021
(computer based)
Elementary
Elementary Education – Curriculum, Instruction, and
0011
Assessment
Elementary
Elementary Education – Curriculum, Instruction, and
5011
(computer based)
Assessment
Middle School
Middle School English, Language Arts (grades 5-9)
0049
Language Arts
Middle School
Language Arts
Middle School English, Language Arts (grades 5-9)
5049
(computer based)
Middle School
Middle School Mathematics
0069
Mathematics
Middle School
Middle School Science
0439
Science
Middle School Social
Middle School Social Studies
0089
Studies
Middle School Social
Studies
Middle School Social Studies
5089
(computer based)
Art K-12
Art: Content Knowledge
0134
Secondary English
English: Language, Literature, and Composition: Content
0041
Knowledge
Secondary English
English: Language, Literature, and Composition: Content
5041
(computer based)
Knowledge
French K-12
French: World Language
5174
(computer based)
German K-12
German: World Language
5183
(computer based)
Secondary
Mathematics: Content Knowledge
0061
Mathematics
Secondary
Mathematics: Content Knowledge
5061
Mathematics
- 17 -
Qualifying
Score
166
166
164
164
163
163
158
149
154
154
158
158
158
162
163
137
137
(computer based)
Secondary Biology
Secondary Chemistry
Secondary Earth
Science
Secondary Physics
Spanish K-12
(computer based)
Secondary Social
Studies
Secondary Social
Studies
(computer based)



Biology and Unified Science: Content Knowledge
Chemistry and Unified Science: Content Knowledge
Earth Science and Unified Science: Earth and Space:
Content Knowledge
Physics and Unified Science: Content Knowledge
0235
0245
150
152
0571
147
0265
141
Spanish: Content Knowledge
5195
168
Social Studies: Content Knowledge
0081
152
Social Studies: Content Knowledge
5081
152
Secondary and K-12 Education teacher candidates must pass the Praxis II in their content
area prior to being admitted in the Teacher Education Professional Program. Foreign
Language teacher candidates are exempt from the requirement for admissions into the
program, but are required to pass the Praxis II prior to student teaching.
Teacher candidates wanting to apply for certification in any other state will need to refer
to http://www.ets.org/praxis or that state’s Department of Education for qualifying
scores.
Scores on both the C-BASE and Praxis II exams are valid for 15 years. A teacher
candidate who has scores older than 15 years will need to petition to the School of
Education or retake the exam(s) in order to validate the scores.
- 18 -
Graduation Requirements for Undergraduate Teacher Education Candidates


All undergraduate teacher candidates must abide by the Undergraduate Admission
Policies and Procedures in the UMKC Catalog. All teacher candidates completing an
undergraduate Teacher Education degree must meet the following conditions in order to
graduate and be recommended for teacher certification:
o Teacher candidate must have a cumulative grade-point average (GPA) of 2.75 or
better on a 4.0 scale. Cumulative GPA takes account of all coursework a teacher
candidate completes as an undergraduate teacher candidate at UMKC and all
transfer work completed at other accredited institutions.
o Teacher candidates must complete at least 120 credit hours, with the total varying
from program to program. Each program’s requirements can be found on the
advising guidelines that are published at http://education.umkc.edu and within
School of Education Student Services.
o Teacher candidates must meet the residency requirements for the University (see
the residence requirements for details)
o “C” or higher in all Education courses
o “C” or higher in all subject-area courses required for Middle and Secondary
degrees
o Successful completion of the Teacher Work Sample
o Passing scores on the College Basic Subject Exam (C-BASE) in English, Writing,
Math, Science, and Social Studies
o Passing scores on the appropriate Praxis II content knowledge exam
o All teacher candidates completing a baccalaureate degree program in the School
of Education must apply to graduate by the posted deadline during their final
semester of enrollment. The deadline for making application to graduate is posted
on each term's academic calendar and on each teacher candidate's registration
materials. See your academic advisor for questions about these requirements.
Teacher candidates pursuing a dual degree will need to complete all requirements for
both majors and also earn 150 total credit hours. The teacher candidate will need to
ensure he/she meets all general education requirements for both degree areas. Teacher
candidates wanting to pursue a dual degree will need to consult with the College of Arts
and Sciences for the requirements for the program.
Graduation Requirements for Post-Bachelor Teacher Education Candidates

Teacher candidates wishing to earn a second bachelor’s degree in the School of
Education, whether or not the first was earned at UMKC or another college or university,
must be admitted to the university as an undergraduate teacher candidate. The teacher
candidate must complete a minimum of 30 additional hours in education to apply for
graduation. Teacher candidates are required to complete the following for the second
degree:
o Teacher candidate must have a cumulative grade-point average (GPA) of 2.75 or
better on a 4.0 scale. Cumulative GPA takes into account all coursework a teacher
- 19 -
o
o
o
o
o
o
candidate completes as an undergraduate teacher candidate at UMKC and all
transfer work completed at other accredited institutions.
“C” or higher in all Education courses
“C” or higher in all subject-area courses required for Middle and Secondary
degrees
Successful completion of the Teacher Work Sample
Passing scores on the College Basic Subject Exam (C-BASE) in English, Writing,
Math, Science, and Social Studies
Passing scores on the appropriate Praxis II content knowledge exam
All teacher candidates completing a baccalaureate degree program in the School
of Education must apply to graduate by the posted deadline during their final
semester of enrollment. The deadline for making application to graduate is posted
on each term's academic calendar and on each teacher candidate's registration
materials. See your academic advisor for questions about these requirements.
Graduation Requirements for Graduate Teacher Education Candidates

Teacher candidates wanting to complete a Master’s along with Teacher Certification will
need to meet the certification requirements along with the requirements for the Master’s
in Curriculum and Instruction – General. Teacher candidates need to consult with their
faculty advisor about graduation requirements.
Teacher Work Sample

As a requirement for the Teacher Education Program, all Teacher Education candidates
must develop a Teacher Work Sample (TWS). This will help candidates document their
ability to plan, deliver, and assess a standards-based instructional sequence while
demonstrating their ability to reflect on the impact of instruction on student learning. The
TWS addresses the following areas: school context; reflective thinking about teachingplanning, instruction, assessment, management of the learning environment,
communication, and professionalism; curriculum, instruction, and assessment; decisionmaking; formative feedback; and the effectiveness in fostering P-12 student learning. In
addition, a component of the TWS is to plan and teach a comprehensive unit. The faculty
in the School of Education Teacher Education program evaluates the TWS. However,
cooperating mentor teachers play an integral role in the development of the TWS by
providing constructive and formative feedback on lesson planning and development as
well as student engagement. The TWS provides credible evidence of the teacher
candidate’s ability to facilitate learning by meeting the MoSTEP, INTASC, NCATE and
professional organizations’ standards. The following table provides an overview of the
components of the TWS and how it differs from traditional practice in Teacher
Education.
Teacher Work Sample
Context of Learning
Information regarding community/school
district, school characteristics, and classroom
characteristics is obtained prior to writing the
instructional unit. The information is used to
set learning goals and to plan instruction and
assessment.
Traditional Practice in TE
Contextual factors were not considered.
- 20 -
Learning Goals
Align with state and district standards.
Varied and include lower and higher order
thinking.
Assessment Plan
An outline of assessments includes pre- postand formative assessments. The plan is written
prior to implementation. Pre-assessment must
assess individual students.
Design for Instruction
Information gained from pre-assessment guides
instruction and modifications. Instruction is
linked to learning goals and to state and local
standards.
Instructional Decision Making
Instruction is modified for group or individuals
based on assessment of student learning and
student needs.
Analysis of Student Learning
All assessment data (pre- post- and formative)
are analyzed to determine student progress.
The degree to which the learning goals and
objectives are met by the class as a whole, by
subgroups, and by individual students is
described.
Reflection and Self-Evaluation
The teacher candidate analyzes the relationship
between instruction and student learning and
creates a professional development plan to
enhance strengths and to improve areas of
weakness.
Teaching and Learning Objectives
An assessment plan was not written prior to
instruction. Pre-assessment, if used, may not
have included individual assessment.
Lesson plans were often not guided by preassessment.
Modifications to meet individual learner needs
was not emphasized.
Analysis of student learning was not required.
Journal Reflection
Reflection was not based on evidence of
student learning. A professional development
plan was not required.
Social Equity Essay
The School of Education has adopted the Social Equity Essay as a unit-wide measure to assess
the extent to which all candidates have the dispositions to work effectively with diverse learners,
their families and communities. The prompt will be administered at program entry and program
exit. All responses are confidential and will not be used in making grading decisions. The
responses will provide critical data to the unit and individual programs in better preparing
candidates to examine issues of social justice, equity and diversity, which are hallmarks of the
SOE. Student records will be placed on hold for all candidates who fail to complete the prompt.
- 21 -
Teacher candidates must complete the following prior to being recommended for certification in
Missouri:
o
o
o
o
o
o
o
o
o
Complete the University of Missouri – Kansas City Teacher Education Program
“C” or higher in all Education courses
“C” or higher in all subject-area courses required for Middle and Secondary majors
Have a cumulative grade-point average (GPA) of 2.75 or better on a 4.0 scale. Cumulative
GPA includes all coursework a teacher candidate completes as a teacher candidate at UMKC
and all prior and transfer work completed at other accredited institutions.
Complete the Teacher Work Sample, have it approved and submitted on CD
Have official transcripts submitted for all transfer coursework from each institution
Have a bachelor’s degree awarded (prior degree is accepted for those working on Master of
Arts)
Have Praxis II exam in the content passed and scores on file in the School of Education
All students seeking certification should go to www.dese.mo.gov
1. Click on “DESE Web Applications” then click on “Log-In”.
2. If you have a user name and password, enter it. If not, establish a profile by clicking
on “User Profile”.
3. Click on “Initial Cert”.
4. You then should complete all information requested. Check “I accept” under the
statement “I hereby give my recommending certification institution permission to
release any and all information needed.” Refer to the main menu and select
“EDUCATION” and add every college that you have attended. Enter the state, name
of the institution and approximate last date of attendance. Hit “Save”.
5. Please print the application and return it to the Certification Manager in Student
Services with $7 (check or money order only) payable to UMKC (for your official
transcript). Once your grades and degree (if applicable) are posted the Certification
Manager will complete the University portion of the application and submit it to
DESE with your transcripts. If your fingerprint/background check is more than 12
months old at the time you complete your program you will need to do it again. Here
is Missouri’s website for that process:
http://dese.mo.gov/divteachqual/profconduct/fingerprint_information_form.pdf
o For any other state, please follow the directions on the application form for that
state. UMKC will always be the school from which you will gain any required
“institutional recommendation.”
- 22 -
The School of Education offers due process to teacher candidates who wish to challenge any of
the above policies. The appeal may be obtained and returned to Student Services and please
allow up to 14 days for an official response from the School of Education. (see Appendix C pp.
43-44 for the appeal form)
Petitions received in Student Services will be sent to the Petitions Committee. The Petitions
Committee meets regularly each week to make a decision or to request additional assistance
either from the teacher candidate or faculty for a decision. The response to the decision will be
sent to the teacher candidate’s UMKC email account within 14 days unless there are extenuating
circumstances.
o If the teacher candidate wants to challenge the petition, the Assistant Dean for
Student Services and Enrollment Management in the School of Education will
meet with the teacher candidate for a final determination.
Teacher candidates are responsible for meeting the standards of academic performance
established for each course in which they are enrolled. The establishment of the criteria for
grades and the evaluation of teacher candidate academic performance are the responsibilities of
the instructor. A Grade Appeal Procedure form is available only for the review of allegedly
capricious grading and not for review of the instructor's evaluation of the teacher candidate's
academic performance. Capricious grading, as the term is used here, consists of the following:
o
o
o
The assignment of a grade to a particular teacher candidate on some basis other
than the performance in the course.
The assignment of a grade to a particular teacher candidate according to more
exacting or demanding standards than were applied to other teacher candidates in
the course (Note: Additional or different grading criteria may be applied to
graduate teacher candidates enrolled for graduate credit in 300- and 400-level
courses).
The assignment of a grade by a substantial departure from the instructor's
previously announced standards.
Grade Appeal Procedures:
1. The teacher candidate should first discuss the course grade fully with the instructor of the
course. This must be done within six weeks after the beginning of the succeeding regular
academic semester.
2. If the matter cannot be resolved by consultation with the instructor, the teacher candidate
should use the departmental grade-appeal procedure. Every academic unit (school,
college or department) must have a set of appeal procedures that are to be made available
to teacher candidates on request. These procedures will specify the manner in which the
departmental review of the challenged grade will be conducted.
3. If the matter is not resolved at the departmental level, an appeal can be made to the
academic dean, in accordance with the school's or college's appeals process.
The decision of the dean will be communicated to the teacher candidate, the instructor
and the department.
- 23 -
4. If the matter is not resolved within the school or college, the teacher candidate may
appeal to the chancellor or designated representative. This appeal must be made within 10
consecutive calendar days after notification of the decision of the dean.
5. The chancellor or designated representative shall review the full record of the case and
appeal documents. At this level, the chancellor may appoint an ad hoc academic appeals
committee to review the record and provide advice on the matter.
The decision of the chancellor, or designated representative, is final and will be
communicated to the teacher candidate, the instructor, the department and the dean of the
school or college.
Teacher candidate(s) that feel discriminated against, based on race, color, religion, sex, sexual
orientation, national origin, age, disability or Vietnam-era veteran status, should refer to the
grievance policy for UMKC. You can find the description of the policy at
http://www.umkc.edu/helpline/grievances.asp. The general School of Education student
grievance/complaint policy appears in Appendix D of this handbook and is meant to provide due
process for students in cases when they wish to file a complaint against a faculty member or
another individual in the school.
Retroactive Withdrawal:
A teacher candidate may petition for Retroactive Withdrawal from a course(s) or from the
university (all courses taken during that semester), if circumstances of a serious and compelling
nature prevented the completion of course work and extenuating s prevent submission of a
regular withdrawal petition by the deadline on the Academic Calendar. In filing a petition for
retroactive withdrawal, withdrawal from all courses taken during the term in question is normally
expected since ‘extenuating circumstances’ are not course-specific. Please see the university
catalog for more information on this process at http://www.umkc.edu/catalog/pg2449.html.
Process for submitting a retroactive withdrawal petition:
1. Complete the petition for retroactive withdrawal form found on the Registrar’s website at
http://www.umkc.edu/registrar/forms/retroactive_withdrawal.pdf.
2. Attach supporting, official documentation with demonstrates serious and compelling
reasons (usually due to serious accident or illness) justifying the withdrawal and the
extenuating circumstances justifying its retroactive nature.
3. Submit the petition and documentation to the School of Education.
4. Once a decision is made, the School of Education will send all documentation to the
Registration and Records office for processing and inclusion in your UMKC teacher
candidate record.
5. Teacher candidates who submit a retroactive withdrawal are not typically
candidates for fee refunds.
- 24 -
In education there are many terms and acronyms used. To help everyone understand the various
terms throughout the handbook and in the field, this glossary will act as a quick guide for
reference.
American Association of Colleges for Teacher Education (AACTE): promotes the learning of
all PK-12 students through high-quality, evidence-based preparation and continuing education
for all school personnel.
Council for the Accreditation of Educator Preparation (CAEP): CAEP will offer four
options for accreditation, each dedicated to two goals: (1) to raise the performance of candidates
as practitioners in the nation’s P-12 schools and (2) to raise the standards for the evidence the
field relies on to supports its claims of quality.
College Basic Subjects Examination (CBASE): A test of general education that assesses
knowledge and skills in four subject areas: English, Mathematics, Science, and Social Studies.
Teacher candidates are required to pass the exam with a 235 or higher in each section.
Customers/Clients: Within the School of Education, customers may include members of the Pk20 community, alumni, community groups and individuals. They are the most important visitors
on our premises. They are not dependent on us. We are dependent on them. They are not an
interruption in our work. They are the purpose of it. They are not outsiders on our business. They
are a part of it. We are not doing them a favor by serving them. They are doing us a favor by
giving us an opportunity to do so (borrowed from Mahatma Gandhi).
Democracy: The School of Education supports Dewey’s assertion that “a society which makes
provisions for participation among all its members on equal terms and which secures flexible
readjustment of its institutions through interaction of the different forms of associated life is in so
far democratic. Such a society must have a type of education which gives individuals a personal
interest in social relationships and control, and the habits of mind which secure social changes
without introducing disorder." (Dewey,1916, p.99)
Department of Elementary and Secondary Education (DESE): The administrative arm of the
Missouri State Board of Education that works with the public education system in order to
regulate school-improvement activities and to assure that all citizens have access to a highquality public education.
Diversity: The School of Education is committed to embracing and celebrating the differences
and similarities of all students, faculty, staff, and stakeholders. This means creating an inclusive
and supportive environment for persons of diverse backgrounds. This includes, but is not limited
to: ethnicity, culture, gender identity, sexuality, socio-economic status, physical ability,
language, exceptionality, appearance or experiences. These commonalities and differences make
our community stronger, creating a rich and powerful collection of skills and talents which
enable us to both accomplish our mission and embody our values.
Education: The School of Education is committed to viewing the process of education
holistically and embraces Hiner’s (1990) notion that education is the entire process by which
“…human beings develop a sense of self and formulate their identities; learn the ways of society
- 25 -
so that they may function within it; and define and transmit their culture from generation to
generation (p. 159). Included in this definition is the recognition that culturally relevant theory
and pedagogy (Ladson-Billings, 2009) are the foundations for teaching and learning.
Fitness to Teach: The School of Education policy that looks at important human characteristics and
dispositions that all teachers should possess.
Institute for Urban Education (IUE): A School of Education cohort program preparing future teachers
to meet challenges in multicultural education and that are committed to teach in the Kansas City area.
Missouri Standards for Professional Educators (MoSPE): State standards established for
educators working with children and youth in P-12 settings.
Partner School/District: The School of Education has formalized a relationship with nine urban
local districts. These districts serve as ideal locations for our teacher candidates to begin their
practice in the classroom.
Post-bachelor: Teacher candidates who have completed an equivalent to a US bachelor’s
degree. The School of Education works with these teacher candidates to pursue certification.
Practicum: A course that is designed to give teacher candidates supervised practical application
within classrooms. The requirements for each practicum vary from program to program.
Praxis II: A test that measures knowledge of specific subject areas. The exam is required in the
State of Missouri for certification and varies depending on a teacher candidate’s subject area.
Social Justice: Social justice is both a process and a goal. The goal of social justice is full and
equal participation of all groups in a society that is mutually shaped to meet their needs. Social
justice includes a vision of society in which the distribution of resources is equitable and all
members are physically and psychologically safe and secure. [This must be] a society in which
individuals are both self-determining (able to develop their full capacities) and interdependent
(capable of interacting democratically with others). Social justice involves social actors who
have a sense of their own agency as well as a sense of social responsibility toward and with
others, their society and the broader world in which we live. These are conditions that should be
not only for our own society but also for every society in our interdependent global community
(Bell, 2010, p. 21).
Student Services Office: This office advises teacher candidates who have declared an education
or pre-education major and who seek admission to the teacher education program. The office
also assists teacher candidates in practicum placements, graduation, and application for teacher
certification.
Teacher Work Sample (TWS): The teacher work sample is a process that helps a teacher
candidate demonstrates a performance in carrying out key state/district requirements. Teacher
candidates have a formative and summative evaluation by faculty in order to show whether they
are ready to graduate and receive their certification.
Technology Learning Lab (TLL): The lab is located in room 129 of the School of Education.
The lab offers one-on-one technical assistance to School of Education teacher candidates,
faculty, and staff in a variety of applications.
- 26 -
Urban: Urban is meant to suggest relevance for communities characterized by human resilience,
human agency, and cultural and linguistic diversity. In addition, urban suggests population
density, extremes of socio-economic status, mobility, and immigration. It could include
inequitable conditions around education, housing, employment, healthcare, technology, safety,
and access to other needed resources (adapted from Parish, 1997; University of Southern
California, Rossier School).
Urban Education: Urban education honors the holistic nature of the educational process. Thus,
the School of Education embraces the theoretical and pedagogical ideals of cultural relevance in
urban schools. This means that the SOE recognizes the unique characteristics of urban
communities and engages in actions that promote human growth and development through
teaching and learning.
Written English Proficiency Test (WEPT): Testing requirement for all UMKC teacher
candidates to demonstrate proficiency in academic writing. Check with the English department
for the details.
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APPENDIX A
Student Fitness to Teach Policy
The School of Education (SOE) offers a curriculum designed to academically prepare individuals
for the teaching profession. However satisfying the curriculum and testing requirements alone do
not make a candidate worthy for the University of Missouri-Kansas City (UMKC) to recommend
the candidate to the State of Missouri or the State of Kansas for teaching certification. All
teacher candidates in UMKC Teacher Certification Programs (TCPs) are expected to
demonstrate that they are prepared to teach children and youth. This preparation results from the
combination of successful completion of University coursework and the demonstration of
important human characteristics and dispositions that all teachers should possess.
A. Required Documentation
Upon admission to the TCP, all teacher candidates will receive a copy of this policy and
other related forms. The policy and forms may also be obtained during the initial meeting
with an academic advisor, and are available in the Student Services, Certification and
Field Placement offices, as well as on-line at the School of Education website
(www.umkc.edu/education/). This policy applies to all teacher candidates upon
enrollment in all professional education coursework and remains so until completion of
student teaching.
1. In December and April a reminder will be sent to faculty to use the on-line
referral form to record Fitness to Teach data (subsequently referred to as the
Fitness to Teach Checklist). Faculty may, however, complete the Fitness to Teach
Checklist at any time prior to or during the professional level courses. A
summary of the Checklist behaviors and dispositions is found on page 35.
2. The completion of this checklist will allow the School of Education faculty and
staff to identify teacher candidates who display knowledge and/or skills that are
satisfactory and identify those who may have some difficulties that raise concerns
about the candidate's chances of successfully finishing the program. All data
collected will be sent to the program coordinators and the Director of Teacher
Education or his or her designee.
B. Fitness To Teach Criteria
In addition to curriculum and testing requirements addressed in the UMKC catalog and/or
other UMKC or SOE policies, all teacher candidates will be screened throughout their
program according to the criteria addressed in this policy. If all criteria are not met
satisfactorily, teacher candidates may be denied full acceptance into the Teacher
Certification Program and/or denied the opportunity to student teach. Without
unconditional acceptance into the TCP and successful completion of student teaching or
its equivalent, the University does not recommend teacher candidates for any state
certification. All teacher candidates referred for review are expected to participate in the
process. Refusal to participate will not terminate the process.
1. Completed Criminal Background History Review
In accordance with Missouri Statute 168.133, RSMo, an examination of each
teacher candidate’s criminal background history will be conducted prior to
participation in preparation activities that occur in a field-based setting, including
student teaching. Criminal background history record information, which includes
both conviction and arrest records is obtained. Any school district or other school
field-based entity may deny placement of teacher candidates with a criminal
background. The teacher candidate’s clearance for fieldwork is the prerogative of
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the school district or participating entity and not the UMKC SOE. If a teacher
candidate is not accepted for a field-based placement, he/she will not meet
UMKC SOE requirements for recommendation for teacher certification.
2. Dispositions to Teach
All teacher candidates must demonstrate a commitment to teaching. The Fitness
to Teach Checklist is comprised of many dispositions but candidates must be able
to demonstrate initiative in placements, and in addition to developing a strong
knowledge base, must demonstrate enthusiasm for the content area and the age
level of students they teach (#8, #13, #14). [The items on the Fitness to Teach
Checklist are referred to in parentheses throughout this document.]
3. Academic Requirements
a. Scholastic Integrity
The teacher candidate must demonstrate honesty and integrity by being
truthful about background, experiences, and qualifications; doing one's
own work; giving credit for the ideas of others; and providing proper
citation of source materials. (#19)
b. Communication Skills
The teacher candidate must demonstrate sufficient written and oral skills
to comprehend information and communicate ideas and feelings.
(1) Written: Writes clearly, uses correct grammar and spelling.
Demonstrates sufficient skills in written English to understand content
presented in the program and to complete adequately all written
assignments, as specified by faculty. (#9)
(2) Oral: Communicates effectively with other teacher candidates, faculty,
staff, and professionals. Expresses ideas and feelings clearly and
demonstrates a willingness and an ability to listen to others. Demonstrates
sufficient skills in spoken English to understand content presented in the
program, to complete adequately all oral assignments, and to meet the
objectives of field placement experiences, as defined by the faculty. (#6,
#9)
c. Admission criteria are found in the UMKC Undergraduate Catalog.
4. Personal and Professional Requirements
a. A teacher candidate must not reveal confidential information concerning
teacher candidates unless disclosure serves professional purposes or is
required by law.
b. Teacher candidates must demonstrate interpersonal skills that are
required for successful professional teaching. (#7, #8)These skills
include:
(1) an openness to accepting and testing the results of unfamiliar ways of
teaching (#3);
(2) the ability to accept and act upon reasonable criticism, enthusiasm for
working collegially (#4);
(3) the ability to understand others' perspectives about teaching, and the
ability to separate personal and professional issues (#3, #5);
(4) the display of positive attitudes toward faculty, colleagues, and
students (#2, #14);
(5) the disposition to act always for the benefit of all students (#11, #12,
#15, #16).
c. The teacher candidate must not sexually harass others; make verbal or
physical threats; become involved in sexual relationships with their
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students, supervisors, or faculty; abuse others in physical, emotional,
verbal, or sexual ways (#10).
d. Teacher candidates must attend class and all field experiences as
expected. Punctuality is expected at all times (#1).
e. Teacher candidates must demonstrate positive personal hygiene (#20).
f. Teacher candidates must dress appropriately for their professional
contexts (#20).
g. Teacher candidates must adhere to the Department of Elementary and
Secondary Education ethical standards for professional educators (#19).
5. Cultural and Social Attitudes and Behavior
a. Teacher candidates must exhibit respect for superiors, peers, children
and youth (#10).
b. Teacher candidates should appreciate the value of diversity and look
beyond self in interactions with others; respect differences of race,
ethnicity, religion, and social class, national allegiance, and cultural
heritage. Teachers must not impose personal, religious, sexual, and/or
cultural values on others (#11, #15, #17).
c. Teacher candidates must exhibit acceptance of and provide
accommodations for exceptional learners (#12).
d. Teacher candidates must be able to work productively with their peers
(#2).
e. Teacher candidates must be able to speak in a manner appropriate to the
context of the classroom (#6).
f. Teacher candidates must demonstrate positive social skills in
professional and social interactions with faculty, colleagues, parents, and
students (#7).
6. Physical Skills
a. The teacher candidate must exhibit motor and sensory abilities to attend
and participate in class and practicum placements, with or without
accommodations as recommended by Student Disability Services.
b. No otherwise qualified teacher candidate shall, on the basis of disability,
be subjected to discrimination or excluded from participation in the
TCP. A teacher candidate with a disability may be protected by Section
504 of the Vocational Rehabilitation Act and the Americans with
Disabilities Act and be eligible for a reasonable accommodation that will
provide an equal opportunity to meet the academic criteria related to
professional behavior and scholastic performance.
c. Any otherwise qualified teacher candidate with a qualified disability
who requests a reasonable accommodation must notify Student
Disability Services and provide documentation as needed. Student
Disability Services makes recommendations for accommodations. A
SOE ad hoc committee will review academic performance criteria in
light of individual circumstances to explore issues of appropriate
accommodation. An initial assessment, subsequent plans, use of outside
experts (including Student Disability Services), and periodic checks
between the committee and the student are appropriate courses of action
in making accommodations.
7. Emotional and Mental Abilities
a. Stress Management
The teacher must demonstrate the ability to deal with current life
stressors through the use of appropriate coping mechanisms. He or she
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must handle stress effectively by using appropriate self-care and
developing supportive relationships with colleagues, peers, and others
(#7).
b. Emotional and Mental Capabilities
The teacher must use sound judgment. He or she must seek and
effectively use help for medical or emotional problems that interfere
with scholastic and professional performance (#5).
c. Cognitive Dispositions (#8, #13, #14, #18)
(1) Teachers must think analytically about educational issues.
(2) Teachers must be thoughtfully reflective about their practice.
(3) Teachers must be flexible, open to new ideas, and willing and able to
modify their beliefs and practices.
(4) Teachers must question and test their assumptions about teaching and
schooling.
C. Admission to Teacher Certification Programs at the UMKC SOE
1. Provisional Acceptance
All teacher candidates at UMKC will be provisionally admitted to Teacher
Certification Programs upon application and satisfaction of admission criteria.
2. Unconditional Acceptance
Unconditional acceptance to Teacher Certification Programs will be granted prior
to the student teaching (or internship) experience if the following conditions are
met: there are no outstanding negative Fitness to Teach reviews that a candidate
has not successfully remedied, the teacher candidate has earned a grade of "C" or
better in any and all professional education coursework, and has otherwise
completed all program requirements, including but not limited to completion of
standardized examinations and current criminal background investigations.
3. Probationary Acceptance
Teacher candidates will be placed on probationary status in the case of a Level 1
or 2 Formal Review. (See below.) Teacher candidates will remain on probationary
status until such time as they have successfully completed a remediation plan or a
decision to revoke candidacy has been made. If a teacher candidate successfully
completes a remediation plan and additional Fitness to Teach referrals arise, the
teacher candidate’s full program history will be reviewed.
D. Conditions for Completion of Student Teaching/Internship
Successful completion of teacher candidate teaching/internship is a condition for meeting
teacher certification requirements. Teacher candidates may attempt student
teaching/internship a maximum of two times. If the teacher candidate does not
successfully complete the second student teaching experience, they will not be eligible to
enroll in student teaching a third time. The teacher candidate may appeal to the Appeals
and Continuation Committee to be reinstated only in the case of documented extenuating
circumstances.
E. Review of Teacher Candidates at the UMKC SOE
All teacher candidates will be reviewed semi-annually in the form of aggregated Fitness
to Teach Checklist data. Patterns of concern identified in the review may result in formal
review (Level 1 or Level 2). Additionally, faculty may choose to refer a teacher
education candidate at any time by completing the Fitness to Teach Referral Form
Addressing Faculty Concerns.
- 31 -
Regardless of process, candidates referred for review are expected to participate in the
process. Refusal to participate will not terminate the process.
The level of review will depend on factors such as the nature, severity, frequency of the
incident or concern. For example, repeated violations may result in immediate Level 2
Formal Review. Violations of the UMKC SOE or host school district’s student code of
conduct will result in immediate Level 2 Formal Review.
1. Informal Review.
An informal review may involves a faculty member and a teacher candidate.
When a faculty member has concerns about a teacher candidate meeting any of
the fitness to teach criteria, the faculty member will:
a. discuss the concerns directly with the teacher candidate and seek to work
with the candidate to resolve the difficulties;
b. advise the appropriate department head and the dean or his or her
designee of the concern(s) in order to identify potential patterns and
issues related to the teacher candidate;
c. document dates and content of meetings with teacher candidates.
If a problem arises in the field, the mentor teacher of the host school district will
follow the same procedures. Depending on the nature of the concern, the mentor
teacher of the host school may discuss concerns directly with the UMKC faculty
member or Field Placement Director. The Field Placement Director may then
initiate additional conversation with teacher candidate individually or in
consultation with the mentor teacher, faculty advisor and/or university supervisor.
2. Formal Review: Level 1.
When a faculty member is sufficiently concerned about a teacher candidate's
fitness to teach, he or she will fill out the Fitness to Teach Referral Form
Addressing Faculty Concerns. These forms are to be turned in to the Director of
Teacher Education or his or her designee.
Additionally, when a problematic pattern is identified in the regularly scheduled
review of Fitness to Teach data (January and April/May) faculty may be
assembled by the Director of Teacher Education or designee to discuss the
identified pattern with involved faculty, and may initiate a Formal Review: Level
1. A Formal Review: Level 1 will consist of a three-way conference scheduled
with the instructor(s), the teacher candidate, and the dean or his or her designee.
During this conference, a plan for remediation will be developed. The nature and
content of the plan will depend on the specific situation. However, all remediation
plans will be stated in measurable, objective terms, include a reasonable timeline,
and be signed by all parties involved. If the candidate fails the remediation plan(s)
he/she will be placed on Level 2 Formal Review. If the candidate successfully
completes the remediation plan, probationary status will be removed. The
remediation plan may continue for more than one semester, depending on the
individual circumstances.
3. Formal Review: Level 2.
If a second incident or concern is reported on the same teacher candidate, a
second pattern of concern is identified on the same teacher candidate, the
candidate has failed a remediation plan during the Level 1 Review, or the
seriousness of the incident or concern warrant it, the Appeals and Continuation
Committee will be convened. This group (made up of faculty and student services
personnel) will meet to:
a. review the paperwork documenting concerns and progress,
b. interview the faculty members who have instructed the teacher
candidate,
- 32 -
c. interview the teacher candidate, and
d. make a determination regarding the teacher candidate's suitability to
continue in the program.
The teacher candidate is afforded due process throughout these proceedings.
Following a Level 2 review, a letter of appeal may be submitted to the dean for
consideration. The dean’s decision is final. The teacher candidate is afforded due
process throughout these proceedings. Following a Level 2 review, a letter of
appeal may be submitted to the dean for consideration. The dean’s decision is
final.
- 33 -
“Fitness to Teach” Process Flowchart
Instructor/cooperating teacher identifies
concern(s) during semester
If relatively minor, timely feedback is provided
If significant, an Informal Review will be held using the
to the student, using “Fitness to Teach” form as
“Fitness to Teach” form as a written record, signed by the
guideline but without requiring signed form
instructor/cooperating teacher and the student
Form is transmitted to appropriate Teacher Ed. Program Coordinator, Student
Services, and to Field Experiences Coordinator, if it is a field-related concern.
For pre-ed. students, the form is transmitted to the Assistant Dean/ Student
Services.
If there is sufficient immediate concern about candidate’s
fitness to teach, the form is referred to the Assoc. Dean
for Urban Teacher Education or his/her designee to
institute a Formal Review
Teacher Education Program Coordinator (including Program
Committee) and Student Services identifies a pattern of
concerning behavior over time
Formal Review, Level 1*
*Serious violations, such as child abuse or felonies of other types, will
be handled as student conduct issues.
- 34 -
If behavior can be remediated, a Formal Review,
Level 1, is instituted after which the teacher candidate
is on probation
Three-way conference with the Program Coordinator, teacher
candidate, and Assoc. Dean for Urban Teacher Education or
his/her designee
Written plan of remediation is developed in which
desired behavior is stated in measurable, objective
terms, including a reasonable timeline
Plan is signed by all parties
If remediation is successful, the
If the remediation is unsuccessful, the
probationary status is removed.
plan may be revised and continued for
one more semester, depending on
individual circumstances, or may lead to
a Formal Review, Level 2, to determine
candidate’s suitability to continue in
Teacher Education program
Appeals & Continuation Committee is
convened
Proceedings review paperwork, interview
instructors, interview teacher candidate,
and make a decision about continuation
Appeal may follow to the Dean,
whose decision is final
- 35 -
Fitness to Teach Checklist/Referral Form
Name of student________________________ Course __________ Date __________
Program:
(circle one)
Early childhood
Elementary
Middle School Secondary
Key: A = acceptable; D = developing; U = unacceptable
Disposition/Behavior
A
1. Demonstrates professional self-regulation.
K-12
D
a. Class attendance is regular and punctual.
b. Stays for entire class session.
c. Assignments are turned in on time.
2. Works productively with faculty, staff and peers (in class and out).
3. Understands others’ perspectives about teaching.
4. Accepts and acts upon constructive criticism.
5. Separates personal and professional issues.
6. Speaks in a manner appropriate to the learning environment.
7. Demonstrates appropriate social skills in professional and social
interactions with others.
8. Demonstrates a commitment to teaching.
9. Demonstrates appropriate command of both oral and written
communication.
10. Relationships with students, peers, supervisors, family members, staff
and faculty are emotionally, verbally and physically appropriate.
11. Demonstrates an ability to work with ethnically diverse populations.
12. Demonstrates an ability to work with exceptional learners.
13. Demonstrates initiative.
14. Demonstrates enthusiasm for his/her content area.
15. Exhibits a belief that all children can learn.
16. Holds all students to high expectations.
17. Treats all students fairly according to their needs.
18. Demonstrates commitment to lifelong learning/professional growth.
19. Demonstrates scholastic integrity.
20. Demonstrates appropriate personal hygiene habits and dress.
Notes:
Student Signature: ________________________________________ Date: ______________
Faculty/Mentor Teacher Signature: __________________________________________
Course Number & Title: ___________________________________ Semester: ___________
- 36 -
U
Developing
Behaviors
Unacceptable
Behaviors
SOE Value
Disposition
Consistently is on-time and
present, stays for entire class
session, assignments are turned in
on time and is engaged.
Most of the time is on-time and
present, stays for entire class
session, assignments are turned in
on time and is engaged.
Frequently does not make contact
when absent or not punctual,
leaves early or comes in late,
assignments are not turned in on
time and is not engaged.
Academic Excellence
Self-regulation
Consistently works
productively with faculty,
staff and peers and
positively with students by
contributing to learning
and being focused on and
accountable for tasks.
Most of the time works
productively with faculty,
staff and peers and
positively with students.
Frequently has difficulty
working productively with
faculty, staff and peers
and positively with
students.
Skilled and
knowledgeable
professionals working
collaboratively.
Positive attitude toward
others
3. Demonstrates
understanding about
others’ teaching
perspectives.
Consistently understands
others’ perspectives about
teaching in a
nonjudgmental way by
listening to, sharing with,
and supporting the efforts
of others with empathy.
Most of the time
understands others’
perspectives about
teaching in a
nonjudgmental way.
Frequently has difficulty
understanding others’
perspectives about
teaching in a
nonjudgmental way.
Democracy, diversity and
social justice.
Empathy
4. Accepts and acts
upon constructive
criticism.
Consistently is able to
accept and act upon
reasonable criticism
with a positive attitude.
Most of the time is able
to accept and act upon
reasonable criticism
with a positive attitude.
Frequently has difficulty
accepting and acting
upon reasonable
criticism with a positive
attitude.
Inquiry leading to
reflective decisionmaking and problem
solving.
Diplomacy
Indicators
Acceptable
Behaviors
1.Demonstrates professional selfregulation.
2. Works productively
with faculty, staff and
peers (in class and out).
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Consistently separates
personal and professional
issues focusing on
professional task and
responsibilities.
Skilled and knowledgeable
professionals working
collaboratively.
Resourcefulness
Professionalism
Consistently
communicates in a
manner appropriate to
the learning
environment by using
the appropriate volume,
tone and language for
the context.
Most of the time will
communicate in a
manner appropriate to
the learning
environment context.
Frequently has difficulty
communicating in a
manner appropriate to
the learning
environment context.
Caring and safe
environment.
Respect
Consistently demonstrates
interpersonal skills that are
required for successful
professional teaching,
including
cooperation/collaboration,
discussion participation and
conflict resolution.
Most of the time will
demonstrate interpersonal
skills that are required for
successful professional
teaching.
Frequently has difficulty
demonstrating interpersonal
skills that are required for
successful professional
teaching.
Skilled and knowledgeable
professionals working
collaboratively.
Professionalism
8. Demonstrates a
commitment to teaching.
Consistently the
commitment to teaching is
demonstrated by
thoughtful reflection,
analytical thinking and
quality engagement in the
school setting and
coursework.
Most of the time
commitment to teaching is
demonstrated by
thoughtful reflection and
analytical thinking.
Frequently has difficulty
demonstrating thoughtful
reflection and analytical
thinking.
Inquiry leading to
reflective decision-making
and problem solving.
Professionalism
Dedication
9. Demonstrates
appropriate command of
both oral and written
communication.
Consistently demonstrates
appropriate command of
both oral and written
communication in the
school setting and
coursework.
Most of the time will
demonstrate appropriate
command of both oral and
written communication.
Frequently has difficulty
demonstrating appropriate
command of both oral and
written communication.
Academic Excellence
Skills
Frequently has difficulty
separating personal and
professional issues to focus
on experience, lets personal
issues interfere with
experience.
Most of the time will
separate personal and
professional issues to focus
on experience, seeks help if
necessary.
5. Separates personal and
professional issues.
6. Speaks in a manner
appropriate to the
learning environment.
7. Demonstrates appropriate
social skills in professional
and social interactions with
others.
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Relationships with students, peers,
supervisors, family members, staff and
faculty are emotionally, verbally and
physically appropriate on a consistent
basis.
Is working to build appropriate
relationships with students, peers,
supervisors, family members, staff and
faculty.
Frequently has difficulty with
relationships with students, peers,
supervisors, family members, staff and
faculty that are emotionally, verbally and
physically inappropriate.
Skilled and knowledgeable professionals
working collaboratively.
Respect
11. Demonstrates an ability to
work with ethnically diverse
populations.
Consistently demonstrates an
appreciation of and ability to
work with diverse populations
by ensuring that teaching and
learning are student centered.
Most of the time demonstrates
ability to work with diverse
populations.
Frequently has difficulty
demonstrating ability to work
with diverse populations.
Democracy, diversity and
social justice.
Respect
12. Demonstrates an ability
to work with exceptional
learners.
Consistently demonstrates an
appreciation of and ability to
work with exceptional
learners by ensuring that
teaching and learning are
student centered..
Most of the time
demonstrates ability to work
with exceptional learners.
Frequently has difficulty
demonstrating ability to work
with exceptional learners.
Democracy, diversity and
social justice.
Respect
13. Demonstrates
initiative.
Consistently demonstrates
flexibility and is open to
new ideas, willing and
able to modify beliefs and
practices. Is able to take
action through one’s own
agency
Most of the time is
flexible, accepting, and
open to trying new ideas.
Frequently has difficulty
accepting and trying new
ideas.
Democracy, diversity and
social justice.
Flexibility
10. Relationships with students, peers,
supervisors, family members, staff and
faculty are emotionally, verbally and
physically appropriate.
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Enthusiasm
Caring and safe environment.
Perseverance
Resiliency
Consistently
demonstrates high
expectations for students
by scaffolding instruction
and maintaining
academic rigor.
Most of the time
demonstrates high
expectations for students.
Frequently has difficulty
demonstrating high
expectations for students.
Academic Excellence
Social Justice
Respect
Resiliency
18.a. Demonstrates commitment to lifelong
learning.
Consistently demonstrates ongoing process
of learning by questioning and testing
assumptions about teaching and education
through reflection and dialogue.
Most of the time will demonstrate ongoing
process of learning by questioning and
testing assumptions about teaching and
education.
Frequently has difficulty demonstrating the
ongoing process of learning by questioning
and testing assumptions about teaching and
education.
Academic Excellence
Advocacy
Curiosity
Frequently has difficulty
demonstrating enthusiasm for
educational field/content area
and age level of student.
Most of the time implements
differentiated learning strategies
so all children can learn.
Frequently has difficulty
implementing differentiated
learning strategies so all children
can learn.
14. Demonstrated enthusiasm
for his/her content area.
Consistently demonstrates
enthusiasm for educational
field/content area and age level
of student by engaging work and
interactions with a positive
attitude.
Most of the time demonstrates
enthusiasm for educational
field/content area and age level
of student.
Caring and Safe Environment
Consistently implements
differentiated learning strategies
so all children can learn.
16. Holds all students to
high expectations.
Academic Excellence
15. Exhibits a belief that all
children can learn. AND
17. Treats all students fairly
according to their needs.
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Initiative
Advocacy
Academic Excellence
Frequently does not revise
practice using current research.
Integrity
Self Respect
Demonstrates appropriate
personal hygiene habits
and dress.
Caring and Safe
Environment
Produces high quality
work; gives credit to
sources
Academic Excellence
Consistently revises practice
using current research by
reading professional literature,
engaging in professional
development and participating
in professional organizations.
19. Demonstrates
scholastic integrity.
20. Demonstrates respect
for the teacher’s role and
school environment.
Some of the time will revise
practice using current research.
18. b. Demonstrates
commitment to professional
growth.
- 41 -
APPENDIX B
Early Childhood Technical Standards
Technical Standards have been established to provide guidance to teacher candidates as to skills and abilities
required to function successfully in the program and ultimately in the Early Childhood Education profession.
Applicants who feel they may not be able to meet one or more of the technical standards should contact department
faculty to discuss individual cases. The Early Childhood Education program faculty will seriously consider all
academically qualified candidates provided that the technical standards can be met with or without reasonable
accommodations. No essential technical standards will be waived or modified.
Teacher candidates in the early childhood program must have sufficient strength, stamina, motor coordination and
sensory capabilities to perform the following:













Standing for sustained periods of time, walking, running, bending, and sitting on the floor and on child-size
furniture to meet children's needs and accomplish tasks;
Frequent lifting, moving and transferring children, especially infants and toddlers;
Sufficient visual and hearing acuity to ensure a safe environment; and ability to respond quickly to
children, colleagues, and professional partners in the event of emergency;
Sufficient verbal ability to express and exchange information and ideas as well as to interpret important
instructions to children, colleagues, professional partners, and parents;
Sufficient skills in written expression to accurately record children's daily progress and milestones as well
as medications administered, accident and suspected child abuse/neglect reports, etc.;
Ability to work with frequent interruptions, to respond appropriately to unexpected situations including
situations requiring immediate crisis response and role responsibility exchange; to demonstrate safe and
required care for children, families, colleagues and the workplace as a whole; and to cope with substantial
variations in workload and stress levels;
Ability to consistently attend and participate in classes and practica in a timely manner;
Ability to demonstrate and maintain organizational skills and time management in classes and at the
practicum site;
Ability to respond to children's personal needs, including changing diapers, in a manner that safeguards the
health and safety of the student, children, and staff;
Ability to work in a professional and respectful manner with a diverse range of children including children
of different races, cultures, religions, and ethnicities as well as children with a wide range of disabling
conditions;
Ability to abide by Fitness to Teach Policy;
Ability to maintain proper boundaries in both the school and home environments; and
Ability and disposition to adhere to and practice the Code of Ethical Conduct set forth by the National
Association for the Education of Young Children.
UMKC early childhood program faculty reserve the right to amend its technical standards at any time and impose
them on all current teacher candidates.
Character Expectations
The health and safety of young children are of paramount concern to the early childhood program faculty.
Applicants for positions in early childhood programs should be aware that background checks though the Missouri
Department of Health and FBI must be completed prior to participating in school settings. Teacher candidates, who
have been in difficulty with the law, depending upon the nature of the problem, may not be eligible for practicum
experiences. Teacher candidates are advised that such matters will be discussed during admissions so that future
goals will not be compromised.
I have read and understand the above technical standards, and I hereby certify that I believe that I am able to meet
these standards if I become an early childhood teacher candidate at the University of Missouri-Kansas City School
of Education.
Check One: Yes ___ No ____
Signature_____________________________________________ Date___________________
Adapted with permission from the Health Considerations and Technical Standards of the Early Childhood
Program, NHTI Catalogue 2007-2008 Concord, New Hampshire; www.nhti.edu.
- 42 -
Elementary Certification Program: Technical Standards
These are the technical standards for all teacher candidates who enter the elementary certification programs offered
by the UMKC School of Education. These standards have been established to provide teacher candidates with
information about the skills and abilities required to function in the preparation program and in the profession.
Applicants to these programs who feel they may not be able to meet one or more of these standards should contact
their faculty advisor and/or program coordinator to discuss their concerns. The faculty of the elementary program
will consider all academically qualified applicants provided that the technical standards can be met by the applicant
with or without reasonable accommodations. None of the professional standards listed below will be waived or
modified for any applicant.
Teacher candidates in the elementary certification program must:


















be able to perform their teaching responsibilities for extended periods of time
be able to move easily in classroom environments
be able to perform typical light lifting and other physical motions
have sufficient visual and auditory acuity to ensure a safe classroom and school environment and
respond quickly in emergency situations
have sufficient verbal and writing ability to express and exchange information and ideas and to convey
all important information and directions to students, colleagues, families and the community
have sufficient ability in written expression for all instructional activities such as modeling writing for
students
have sufficient written ability to accurately record student data, and accurately fill out forms and other
required documents.
have the ability to work with frequent interruptions and respond to appropriately to unexpected
situations, including situations that require immediate crisis response
have the ability to cope with variations in workload and stress levels
have the ability to calmly face and respond to conflicts
be willing and able to respond to students’ emotional and psychological needs in appropriate ways
have the ability to control and express personal emotions and responses appropriately
have the ability to consistently attend and participate in classes and various practicum experiences in a
timely manner
consistently demonstrate time management and organizational skills in all classes and practicum sites
have the ability to work in an accepting manner with people who come from a wide range of diversity
such as race, religion, culture, and sexual orientation.
abide by the Fitness to Teach policy
be able to maintain proper boundaries and relationships among home, school and community
have the ability and disposition to abide by the Code of Ethical conduct as set forth by the National
Education Association.
The physical and emotional safety and academic progress of all teacher candidates in the university setting and in
the K-12 practicum settings are the concern of the faculty of the School of Education Teacher Education programs.
Applicants for the elementary certification program should be aware that background checks through the Missouri
Department of Health and the FBI must be completed prior to participating in practicum experiences in school
settings. Applicants who have been in difficulties with the law, depending on the nature of the problem, may not be
eligible for practicum experiences and therefore admission to the teacher education program. Applicants are advised
that such matters will be discussed during admissions so that future goals will not be compromised.
Applicant Verification: I have read and understand the above professional standards and hereby verify that I
believe that I am able and willing to meet these standards if I am accepted for admission to the teacher education
program at UMKC.
Yes__________
No ________________
Signature______________________________________________ Date_____________
- 43 -
Middle School, Secondary School and K-12 Certification Programs: Technical Standards
These are the technical standards for all teacher candidates who enter middle school, secondary school or K-12
certification programs offered by the UMKC School of Education. These standards have been established to provide
teacher candidates with information about the skills and abilities required to function in the preparation program and
in the profession. Applicants to these programs who feel they may not be able to meet one or more of these
standards should contact their faculty advisor and/or program coordinator to discuss their concerns. The faculty of
the middle school, secondary, and K-12 programs will consider all academically qualified applicants provided that
the technical standards can be met by the applicant with or without reasonable accommodations. None of the
professional standards listed below will be waived or modified for any applicant.
Teacher candidates in the middle school, secondary, and K-12 certification programs must:

















be able to perform all teaching responsibilities required of them
be able to move easily in classroom environments
be able to perform typical light lifting and other physical motions
have sufficient visual and auditory acuity to ensure a safe classroom and school environment and
respond quickly in emergency situations
have sufficient verbal and writing ability to express and exchange information and ideas and to convey
all important information and directions to teacher candidates and colleagues
have sufficient ability in written expression to model writing for students, use writing for all
instructional activities, accurately record student data, and accurately fill out forms and other required
documents.
have the ability to work with frequent interruptions and respond appropriately to unexpected situations,
including situations that require immediate crisis response
have the ability to cope with variations in workload and stress levels
have the ability to calmly face challenges to authority by students and others
be willing and able to respond to students’ emotional and psychological needs in appropriate ways
have the ability to control and express personal emotions and responses appropriately
have the ability to consistently attend and participate in classes and practicum experiences in a timely
manner
consistently demonstrate time management and organizational skills in all classes and practicum sites
have the ability to work in an accepting manner with people who come from a wide range of diversity
in race, religion, culture, and sexual orientation.
abide by the Fitness to Teach policy
be able to maintain proper boundaries and relationships among home, school and university
environments
have the ability and disposition to abide by the Code of Ethical Conduct as set forth by the National
Education Association.
The physical and emotional safety and academic progress of all teacher candidates in the university setting and in
the K-12 practicum settings are the concern of the faculty of the School of Education Teacher Education programs.
Applicants for the middle school, secondary school, and K-12 certification programs should be aware that
background checks through the Missouri Department of Health and the FBI must be completed prior to participating
in practicum experiences in school settings. Applicants who have been in difficulties with the law, depending on the
nature of the problem, may not be eligible for practicum experiences and therefore admission to the teacher
education program. Applicants are advised that such matters will be discussed during admissions so that future goals
will not be compromised.
Applicant Verification: I have read and understand the above professional standards and hereby verify that I
believe that I am able and willing to meet these standards if I am accepted for admission to the teacher education
program at UMKC.
Yes__________
No ________________
Signature______________________________________________ Date_____________
- 44 -
APPENDIX C
Academic Appeal
Name: _____________________________________________________Date: ____________
(Last)
(First)
(Middle)
Current Address: ______________________________________________________________
City: _____________________________
State: __________
Zip: ____________
Telephone: ________________________
UMKC Email: ____________________________
(response will be sent to your UMKC email)
Student ID#: _______________________
Classification:
 Undergraduate
 Undergraduate, Post-Bachelor
 Master’s
 Educational Specialist
Emphasis:
 Certification Area:______________________
 Counseling and Guidance
 Curriculum and Instruction
 Reading Education
 Special Education
 Education Administration
Please refer to all policies and procedures found both in the UMKC Catalog
(http://www.umkc.edu/catalog) and your School of Education department handbook before writing your
petition.
Process for submitting an academic appeal:
1. Complete the academic appeal form.
2. Provide a typed explanation of reason(s) for this appeal and the exception you are requesting. Your
request will be reviewed by a committee of faculty and staff.
3. Attach supporting documentation (see reverse) which demonstrates compelling reasons justifying
your petition. You need to provide sufficient information upon which the committee can render a
decision.
4. Submit all supporting documents to School of Education Student Services, room 129 with your
petition.
5. Typically petitioners receive a response within two weeks. You will be informed via your UMKC
email account of the decision.




Course Substitution/Waiver
Break in Residency
Eligibility to Continue
Other (specify below):
 Concurrent enrollment:
School______________________________
Course(s)____________________________
For Office Use Only
Date: ______________ Signature: _____________________________
School of Education Petition Committee
�Petition approved as requested
�Petition denied
�Petition approved with the following conditions: ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
- 45 -
Do not use this form for Retroactive withdrawal, Refunds, or Graduation Exception. You can find
those forms on the Registrars website at http://www.umkc.edu/registrar/forms-resources/.
Reasons to petition:

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
Substitute a course or ask for waiver of specific requirement.
Break residency requirement for graduation (final 30 hours of degree program is to be completed at
UMKC).
Continue or return to school following probation or ineligibility.
Return to the School of Education Professional Program.
Reasons petition may be denied:

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

Petitioning to change a grade because you are not satisfied with the grade earned.
Not meeting requirements for entrance/continuation in the academic program.
Neglecting to formally withdraw from courses or abide by deadlines to withdraw.
Non-academic activities which restricted your time for academic requirements.
Illness or stress due to accidents, deaths, family crises prior to deadline to withdraw.
Lack of documentation supporting your petition.
Incomplete or unclear petitions will not be considered by the Committee.
Documentation:


Petitions for course substitution/waivers should include a course syllabus and/or course description of
substitute course.
If you experienced extreme and/or unusual circumstances that were “beyond your control”, you need
to address this and provide either emails, doctor notes, or any other official documentation that will
support your case.
- 46 -
APPENDIX D
UMKC School of Education General Grievance/Complaint Policy
The general grievance/complaint policy of the UMKC School of Education (SOE) is intended to provide
an effective means for due process for students in cases when they wish to file a complaint against a
faculty member or another individual in the School. The process is in alignment with the School’s core
value of “creating a caring and safe environment” for learning. The general policy is posted on the
School’s website as part of the discussion board feature, in the Teacher Education handbook for
undergraduates as well as in graduate handbooks, and is also shared with students expressing complaints.
This general grievance/complaint policy is replaced by more specific policies in certain instances:
o By the UMKC policy on discrimination grievances and sexual harassment when there is alleged
discrimination in:
o Recruitment and admission to UMKC;
o Admission to, and treatment while enrolled in, an educational program;
o Employment as a student employee on campus; or
o Other matters of significance relating to campus living or student life, including, but not
limited to: assignment of roommates in residence halls, actions of fraternities and
sororities, memberships in or admission to clubs or organizations, student health services
and financial aid awards.
o By the SOE grade grievance policy when there is alleged “capricious grading” within
coursework.
o By the procedures of the Appeals & Continuation Committee of the Teacher Education
Coordinating Committee when a student is recommended for dismissal from the Teacher
Education program. Graduate divisional policies pertain in situations where graduate students are
recommended for dismissal from their program.
The process for addressing general grievances/complaints is as follows:
1. In the event of a complaint, the student should first speak or communicate in writing with the
professor, instructor or staff person with whom the student has the grievance.
2. If the complaint or problem is not resolved, the student is instructed to speak or communicate in
writing with the appropriate division chair. The division chair will gather information on the
nature of the complaint and will also consult the faculty or staff person involved for additional
information. Every effort will be made to develop a solution quickly, generally within a month of
the original complaint, and to convey the suggested solution to both the student and the faculty or
staff person.
3. If the complaint still had not been resolved at the divisional level, it will be reviewed by the Dean
of the SOE or his/her designee. The Dean may ask that additional information be submitted. Once
all the information has been gathered, the Dean or designee will made a decision in alignment
with current School and University policies.
4. In the unlikely event that a complaint is not resolved in Steps 1-3, the student has the right to
appeal the decision to the Chancellor or his/her designated representative.
- 47 -
APPENDIX E
Grade Appeal Procedure
The grade appeal procedure in the School of Education is designed to assure students an orderly process
for appeal and review of allegedly capricious assignment of grades and to assure instructors of their
responsibility and authority for evaluations of student performed established for each course in which
they are enrolled.
The School of Education grade appeal procedure is available only for review of allegedly capricious
grading and not for review of course academic standards or the judgment of instructors in assessing the
quality of students’ work.
Capricious grading, as that term is used here, consists only of any of the following:
1. the assignment of a grade to a particular student on some basis other than the performance in the
course;
2. the assignment of a grade to a particular student by imposing more exacting or demanding
standards than were applied to other students in the course (Note: this does not preclude
instructors from setting more demanding standards for those taking undergraduate level courses
for graduate credit);
3. the assignment of a grade by a substantial departure from the instructor’s previously announced
standards.
In general, students are encouraged to discuss any academic matter informally with their instructors, with
division chairpersons, or with the academic dean.
The following procedure should be initiated only when the student believes the course grade was
capriciously assigned, and after the results of informal consultation are considered unsatisfactory. This
appeal procedure must be initiated within six weeks after the start of the next regular semester or term.
Once the appeal process is initiated, every effort should be taken to assure that both the student and
faculty member are apprised of the appeal process and that each step is pursued in a timely fashion. This
process must be completed within one semester following the term in which the appeal was initiated.
Additional time may be required in the event a faculty member is on leave or a non-regular faculty
member is involved.
Step 1: Students should discuss a course grade which they consider capricious first with the
instructor of the course. If anyone other than that instructor is first approached, the
student should be referred to that instructor unless there are compelling reasons to the
contrary. In the latter instance, the student should be referred to the chairperson of that
division. If a grade appeal is made against a division chairperson, then the senior member
of the division would assume the role of chairperson for the purpose of the appeal.
Step 2: If the matter cannot be resolved by consultation with the faculty member in a reasonable
length of time (no longer than 45 days), the student should confer with the appropriate
divisional chairperson and present in writing all applicable facts and allegations. The
chairperson must notify the faculty member in writing of the complaint and provide the
- 48 -
faculty member with a copy of the student’s written statement. The faculty member will
provide the chairperson with a written explanation of the disputed grade. The chairperson
will review the case and render a written decision to both the student and faculty member.
Step 3: If either the student or faculty member is dissatisfied with the chairperson’s decision, one
or both can make a written appeal to the Dean. The Dean may render a decision or may
refer the appeal to the Grievance Committee for review and for a recommendation. The
outcome will be communicated to the student, chairperson, and the faculty member
involved.
Step 4: If the matter is not resolved within the School of Education, the campus procedure
(UMKC Procedure for the Appeal of Grades) will apply and the student may appeal to
the Provost or his/her designated representative. The appeal must be made within ten (10)
calendar days after the notification of the decision of the Dean.
- 49 -
APPENDIX F
Process for Fingerprinting
The process for obtaining an FBI Background check requires that one set up an appointment with
MorphoTrust USA. This is required of all students working within schools and is required to
apply for initial teaching licensure. Follow these steps:
1. Go to http://www.machs.mo.gov to schedule an appointment.
2. Be prepared to provide the following information
o Registration Number: 2305
o ORI Number: MO920320Z
o OCA Number: 116117
o Agency Name Used: University of MO-Kansas City
3. Pay $44.80 by money order or check at this appointment time. Payment may also be
made by credit card on the website.
4. Results take about 2 weeks and will be made available to UMKC and the Department of
Elementary and Secondary (DESE) through your Profile on the DESE website. Results
are valid for 1 year.
5. You may check your results by accessing the DESE web-based application. The School
of Education WILL NOT RECEIVE YOUR FBI BACKGROUND RESULTS.
6. If you have any questions, you may contact the DESE Educator Certification at (573)
751-0051 or (573) 522-8316.
More information about the Background/Fingerprint check can be found at
http://dese.mo.go/divteachqual/teachcert/bcindex.html.
You will need to check your results by accessing the DESE web-based application. The School
of Education WILL NOT RECEIVE YOUR RESULTS. To access the application you will need
to follow these steps:
1. Go to https://k12apps.dese.mo.gov/webLogin/login.aspx
2. If this is the first time you are registering, click “Register” and follow the on screen
instructions. If you have already registered type in your user name and password.
3. Click on “Licensure (Educator Certification System)”
4. You will find your results of your background check under “Fingerprint Information”.
You will need to maintain your log-in information and to update your contact information with
DESE if you are pursuing a licensure program.
- 50 -
APPENDIX G
Teacher Education Professional Organizations
American Association of Colleges for Teacher Education
(http://www.aacte.org) promotes the learning of all PK-12 students through high-quality,
evidence-based preparation and continuing education for all school personnel.
American Association of Teachers of French (http://www.frenchteachers.org)
promotes the study of French by facilitating the implementation of national and state standards in
the classroom, improving the training of French teachers by encouraging minimum levels of
language and cultural proficiency, and exposure to the French-speaking world through study
abroad opportunities.
American Association of Teachers of German (http://www.aatg.org) mission is
based upon the belief that bringing language, literatures, and cultures of the German-speaking
world to all Americans is a vital humanistic endeavor which serves essential national interests.
American Association of Teachers of Spanish and Portuguese
(http://www.aatsp.org) promotes the study and teaching of Hispanic, Luso-Brazilian, and
other related languages, literatures, and cultures at all educational levels. Through an exchange
of pedagogical and scholarly information, the AATSP encourages heritage and second-language
study and supports projects to that end.
American Council on the Teaching of Foreign Languages (http://actfl.org) is the
national organization dedicated to the improvement and expansion of the teaching and learning
of all languages at all levels of instruction. The ACTFL focuses on issues that are critical to the
growth of both the profession and the individual teacher.
American Federation of Teachers (http://www.aft.org) is a 940,000-member union of
public and professional employees, including public and private school teachers,
paraprofessionals and school-related personnel (PSRPs), higher education faculty and
professionals, employees of state and local governments, nurses and health professionals.
Association for Childhood Education International (http://www.acei.org) is a
global community of educators and advocates who unite knowledge, experience, and
perspectives in order to exchange information, explore innovation, and advocate for children.
Association for Supervision and Curriculum Development (http:
//www.acsd.org) is an international, nonprofit, nonpartisan education association committed
to the mission off or going covenants in teaching and learning for the success of all.
- 51 -
Council for Exceptional Children (http://www.cec.sped.org) is the largest
international professional organization dedicated to improving the educational success of
individuals with disabilities and/or gifts and talents. CEC advocates for individuals with
exceptionalities, and helps professionals obtain conditions and resources necessary for effective
professional practice.
International Society for Technology in Education (http://www.iste.org)
promotes appropriate uses of technology to support and improve teaching and learning.
Missouri State Teachers Association (http://www.msta.org) serves more than 44.000
educators and is dedicated to educating the state’s children. Members of MSTA set the policy
and priorities of their professional association to meet the needs of Missouri educators.
National Art Education Association (http://www.naea-reston.org) is a non-profit,
educational organization, promoting art education through professional development, service,
advancement of knowledge, and leadership.
National Association for the Education of Young Children
(http://www.naeyc.org) is an organization that is dedicated to improving the well-being of all
young children, with particular focus on the quality of educational and developmental services
for all children from birth through age 8.
National Council for Accreditation of Teacher Education
(http://www.ncate.org) is the profession’s mechanism to help establish high quality teacher
preparation through a performance-based process of accreditation to ensure the quality of
teaching and teacher preparation today, tomorrow, and for the next century.
National Council for Geographic Education (http://www.ncge.org) works to
enhance the status and quality of geography teaching and learning. The NCGE promotes the
importance and value of geographic education, enhances the preparation of geographic educators
with respect to their knowledge of content, techniques, and learning processes.
National Council for the Social Studies (http://www.socialstudies.org) is devoted
to the support of social studies education. Founded in 1921, NCSS engages and supports
educators in strengthening and advocating social studies.
National Council of Teachers of English (http://www.ncte.org) the world's largest
subject-matter educational association, is devoted to improving the teaching of English and the
language arts at all levels of education. NCTE has 90,000 members and subscribers in the United
States and other countries.
National Council for Teachers of Math (http://www.nctm.org) with more than
110,000 members is the largest non-profit professional association of mathematics educators in
the world.
- 52 -
National Education Association (http://www.nea.org) is America’s oldest and largest
organization committed to advancing the cause of public education. NEA claims over 2.3 million
members who work at every level of education, from pre-school to university graduate programs.
National Middle School Association (http://www.nmsa.org) serves as a voice for
professionals, parents, and others interested in the educational and developmental needs of young
adolescents (youth 10-15 years of age). NMSA is the only national educational association
exclusively devoted to improving the educational experiences of young adolescents.
National Parent and Teacher Association (http://www.pta.org) is the oldest and
largest volunteer association in the United States working exclusively on behalf of children and
youth. Members include parents, teachers, students, and other child advocates.
National Science Teachers Association (http://www.nsta.org) founded in 1944 and
headquartered in Arlington, Virginia, is the largest organization in the world committed to
promoting excellence and innovation in science teaching and learning for all.
Teachers of English to Speakers of Other Languages (http://www.tesol.org)
develops and maintains professional expertise in English language teaching and learning for
speakers of other languages worldwide.
United Federation of Teachers (http://www.uft.org) with some 125,000 members is
the largest union local in the United States. It represents more than 68,000 teachers and
16,000classroom paraprofessionals. The union also includes a Retired Teachers Chapter of more
than 32,000 members.
- 53 -
APPENDIX H
Auxiliary Services
TECHNOLOGY SERVICES
UMKC TECHNOLOGY SERVICES
UMKC Computing Resources
Available resources include but are not limited to: an email account, file storage, personal
student web pages, and access to the equipment in IS-managed computer labs, including 100
pages of free printing per week! Please visit our Available Resources page for a more thorough
listing of available UMKC computer resources
In order to access computer resources at UMKC, you must first activate your Exchange account.
Exchange accounts and associated services are only available to currently enrolled UMKC
students who have paid their fees. Within two business days after you have paid your fees, your
Exchange account will become available for activation. Once you have successfully completed
the account activation procedure, you can immediately access your email. Access to data storage
and printing will be granted within another two business days. Please visit our Accessing Your
Resources page for information on how to access UMKC computer resources.
The School of Education has a large computer lab in room 129 of the Education Building, which
is open for all UMKC students. For locations of all UMKC-IS supported labs and other labs, see
http://www.umkc.edu/is/Labs/hoursLocations/.
UMKC E-mail Account
All students have an automatically generated UMKC email account. This is the official means of
communication from the University to students. It is imperative that you check your UMKC email account weekly. You can create a personalized email address to use in conjunction with
your automatically generated address here: http://www.umkc.edu/current/emailname.asp
Help Line: (816)235-2000 or www.umkc.edu/is/support
The UMKC Information Services Call Center serves as the front-line, technical support contact
for the university. The main purpose of the Call Center is to provide exceptional technical
support to current students, faculty and staff by resolving computer-related issues. Call Center
assistance is available for UMKC students and affiliates with web, email, and Residence Hall
networking issues. Limited support for home computers is also available. The Call Center is
located at 4825 Troost, Room 102 and the phone number is 816.235.2000.
Hours of operation for both walk-in and telephone support are as follows:
Monday - Thursday
7:00 AM - 7:00 PM
Friday
7:00 AM - 5:00 PM
Saturday and Sunday
Closed
- 54 -
NOTE: An answering service is available after hours to report network outages or other IT
emergencies.
The Call Center can also be reached via email at callcenter@umkc.edu, by fax at 816.235.6503,
or at http://www.umkc.edu/is/comments_or_problems.asp.
SOE TECHNOLOGY SERVICES
Technology Learning Lab (TLL): (816)235-2250
The Technology Learning Lab is located in the STAR Center in room 129 in the Education
Building. The TLL is operated by the School of Education specifically for Education students. It
offers specialized equipment for scanning, digital video and digital video editing. In addition,
one-on-one assistance with software applications, electronic portfolio construction and
technology integration techniques for the classroom is available. Customized training is provided
with an appointment and on a first-come, first-served basis. For more information, visit
http://education.umkc.edu/tll
Hours are:
Monday through Thursday, 8 AM – 8 PM
Friday, 8 AM – 4 PM
OTHER STUDENT SERVICES
Career Services: (816)235-1636
Contact: Sandi Dale 816-235-5558
http://www.career.umkc.edu/
The Career Services Office, located at 5000 Holmes, offers a variety of career and job-related
services to students and alumni. A part-time job database is available for students seeking
supplemental income throughout the year, including many childcare and nanny positions. In
addition, students can receive resume, interview, and job search assistance. During a student's
final year, on-campus interviews are held on campus, and a full-time database is available online
listing positions with local school districts. Most services are free, others such as registration
with the office during the last year are offered at a minimal charge.
Cashiers Office: (816)235-1365
http://www.umkc.edu/adminfinance/finance/cashiers/
To avoid being dropped for non-payment, a minimum payment must be made to your tuition and
fees by the Friday before classes start. Fees can be paid in one of multiple ways:
Online
http://pathway.umkc.edu (check or credit, MasterCard or Discover only)
In person
Cashier’s window, 1st floor of the Administrative Center (cash or check)
Drop box, 1st floor of the Administrative Center (check)
Copying Services
http://www.umkc.edu/rooprints/
Law Library
Royall Hall, Room 102
Hospital Hill (426 Dental School)
(816)235-5274
(816)235-5299
(816)235-5271
- 55 -
Services include: High Speed Duplicating, Color Copies, Lab & Course Manuals/Packets,
Forms, Brochures, Newsletters, Memo Pads, Laminating, Self Service Copiers, Free Pickup and
Delivery and Finishing Services. Photocopying machines are located on campus, including the
student lounge/study area in Room 28 on the ground level of the School of Education. Other
services may be available; it is best to check the website for specifics.
Counseling, Health, and Testing Center 4825 Troost, 2nd floor
Testing Center
(816)235-1635http://www.umkc.edu/chtc/testing/
National testing programs for admission and licensure and certification programs are
available to all interested individuals. The Center maintains current registration materials
for many of the exams administered, which may be picked up during office hours. If the
Center does not offer the examination you need, we will assist you in identifying a
source. Students who are seen at the University Counseling and Testing Center, or
community members who are clients at the Community Counseling Center may be tested,
as deemed appropriate by their counselor. A full range of psychological and career testing
is available.
Counseling Center
(816)235-1636http://www.umkc.edu/chtc/counseling/
The center, offers a comprehensive set of services to students, faculty, and staff. These
services range from individual counseling for personal concerns to standardized
educational testing (e.g., ACT, GRE, MCAT).
Health and Wellness (816)235-6133http://www.umkc.edu/chtc/health/
Services include: assessment of acute symptoms/illnesses and chronic illnesses and
treatment or referral as appropriate; first aid (non-emergency), physical examinations,
pregnancy testing and counseling, contraceptive counseling/information, STD testing,
tuberculosis testing, well-woman exams by appointment, allergy shots, blood pressure
checks, immunizations, education, flu shots, HIV testing.
Math and Science Resource Center (816)235-1167
http://www.umkc.edu/cad/msrc/
The Math and Science Resource Center (MSRC) is dedicated to providing individual attention to
math and science students, and to increasing retention efforts. The MSRC is staffed by trained
part-time tutors who offer free assistance to UMKC students. Students may work individually or
in small groups with tutors. Textbooks, solution manuals, videotapes, content-specific handouts
and study guides are also available.
Records and Registration Office
Registration: (816)235-1125
http://pathway.umkc.edu
Registration begins in November for the Spring semester and April for the Summer and Fall
semesters each year. Students are e-mailed their “appointment date” to their UMKC e-mail
address. This is the earliest date they can register for the given semester. Students should make
an appointment to meet with their academic advisor prior to their appointment date so they may
register at the earliest possible time.
Students may register in one of three ways:
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Online
In-person
http://pathway.umkc.edu
115 Administrative Center (AC)
Records: (816)235-1122
Students may order transcripts through the Records office. There are three options when it comes
to ordering transcripts. You may come in person to 5115 Oak Street, Room 115; or mail your
request to UMKC Transcripts, 5100 Rockhill Road, KCMO 64110; or send your request by fax
to (816)235-5513. There is a nominal cost of $7 per transcript.
Student Involvement (816)235-1407
www.umkc.edu/stulife
Student Involvement provides services and programs that are responsive to student development
including the social, cultural, recreational, educational, intellectual, and life-long learning needs
of the campus and surrounding community.
Student Mentoring Office (816)235-5993
http://education.umkc.edu/Resources/StudentLifeCoach.html
The Student Mentoring Office is located in Room 18 at the Education Building. Staffed by
counseling doctoral students known as Life Coaches, the office provides a place where students
can find help in balancing the needs of both school life and home life. Hours of the Student
Mentoring Office changes from semester, but one-on-one appointments can also be made, and email mentoring is also available. You can find more information on their webpage.
Students with Disabilities Services (816) 235-5696
http://www.umkc.edu/disability/
The Office of Services for Students with Disabilities is here to help educate and support the
UMKC community to understand the unique challenges, myths and stereotypes faced by people
with disabilities; recognize the unique contributions that people with disabilities make to society,
and accept and engage people with disabilities in the daily flow of life. If you are a student with a
disability, the office can work with you and your professors to provide reasonable
accommodations which will allow you to demonstrate your ability, knowledge, and skills.
Swinney Recreation Center (816)235-1556
www.umkc.edu/src
The University’s Recreation Center is located west of the University Center. It offers an indoor
track (1/8 mile) and a 25-meter pool. Weight-lifting apparatus is available and the facility
includes courts for racquetball and squash. Aerobics classes are offered as are a variety of
intramural sports. You will need your UMKC Student ID to access recreation services.
UMKC Bookstore (816)235-BOOK (2665)
http://www.umkcbookstore.com/
The UMKC Bookstore is located in the Student Union. Hours of operation are consistent during
academic semesters but may vary at other times. Aside from selling all required textbooks, the
Bookstore maintains a large inventory of miscellaneous books, office supplies, gifts, UMKC
apparel, and graduation announcements, rings, caps, and gowns.
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Veteran Affairs (816)235-1125
http://www.umkc.edu/registrar/registration/veterans-benefits.asp
The UMKC VA office is located in the Registration and Records Office. The office provides
veterans with forms to apply for educational benefits and to certify enrollment status of veterans
to the Veterans Administration.
Writing Center (816)235-1146
http://cas.umkc.edu/writingcenter/AboutUs/Contact.asp
The Writing Center provides one-to-one tutoring that students can share their writing and
thoughts and in turn consistently receive meaningful attention, criticism, and instruction from the
writing staff. The center also offers study space for students to work on papers or get access to a
computer lab.
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For additional information about degree programs, teacher certification requirements, or
questions about the policies and regulations at the UMKC School of Education, contact the
Student Services Office at:
UMKC School of Education
Student Services, STAR Center Room 129, 615 E. 52nd St.
Kansas City, MO 64110-2401
Phone: 816-235-2234
http://education.umkc.edu or email education@umkc.edu
Academic Year Office Hours:
8:00 a.m. – 5:00 p.m.
8:00 a.m. – 4:00 p.m.
Monday thru Thursday
Friday
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