Ouachita Baptist University
Teacher Education
Candidate Handbook
2010-2011
Updated November 30, 2010
Any updates will be published on the OBU P-Drive
and on the School of Education Website
1
Ouachita Baptist University
Teacher Education
Candidate Handbook
2010-2011
Updated November 30, 2010
Any updates will be published on the OBU P-Drive
and the School of Education Website
2
3
Table of Contents (to return to contents contr+home)
Notes/Dates ..................................................................................................................................................... 10
Welcome! ........................................................................................................................................................... 11
Introduction ..................................................................................................................................................... 12
Teacher Education Council ............................................................................................................................. 13
Teacher Education Advisory Board ................................................................................................................ 14
The Teacher Education Program .................................................................................................................... 15
Vision .............................................................................................................................................................. 16
Mission............................................................................................................................................................ 16
Statement of Belief ......................................................................................................................................... 16
Conceptual Framework – The Five C’s .......................................................................................................... 17
The Conceptual Framework ............................................................................................................................ 18
Approved Programs ........................................................................................................................................ 24
General Information for All Candidates ......................................................................................................... 25
Early Childhood .......................................................................................................................................... 26
Middle School ............................................................................................................................................. 27
Secondary Education .................................................................................................................................. 29
Semester Planning Forms by Major/Checklists ............................................................................................. 30
Early Childhood Education (Grades P-4) ....................................................................................................... 31
Middle School Education- English and Social Studies (Grades 4-8) ............................................................. 32
Middle School Education - Math and Science (Grades 4-8) .......................................................................... 33
Secondary........................................................................................................................................................ 34
Biology (Grades 7-12) ................................................................................................................................ 35
Chemistry (Grades 7-12)............................................................................................................................. 36
English (Grades 7-12) ................................................................................................................................. 37
Kinesiology and Leisure Studies (Grades 7-12) ......................................................................................... 38
Mathematics (Grades 7-12) (Entering Fall of Odd # Year) ........................................................................ 39
Mathematics (Grades 7-12) (Entering Fall of Even # Year)....................................................................... 40
Social Studies (Grades 7-12) ...................................................................................................................... 41
Spanish (Grades 7-12)................................................................................................................................. 42
ART (Grades P-12) (Entering Fall Even Year) .......................................................................................... 45
ART (Grades P-12) (Entering Fall Odd Year) ............................................................................................ 46
Music Education – Vocal Music (Grades P-12) ......................................................................................... 47
Music Education – INSTRUMENTAL (Grades 7-12) ............................................................................... 49
Speech Communication and Theatre Arts (Grades 7-12) (Entering Fall Even Year) ................................ 51
Speech Communication and Theatre Arts (Grades 7-12) (Entering Fall Odd Year) .................................. 52
Endorsements and Minors ............................................................................................................................... 54
Fifth-Sixth Grade Endorsement ...................................................................................................................... 54
Minor in Education and Public Policy ............................................................................................................ 55
Minors in Department of Kinesiology and Leisure Studies............................................................................ 57
GATE 1- Admission to Teacher Education .................................................................................................... 60
Admission Requirements for Teacher Education ........................................................................................... 62
Application for Admission to Teacher Education Program ............................................................................ 63
Faculty Recommendation and Self-Evaluation Form ..................................................................................... 64
Field Experiences .............................................................................................................................................. 65
Dress Code for All Field Experiences ............................................................................................................ 66
Lesson Plans ...................................................................................................................................................... 68
Lesson Plan Rubric ......................................................................................................................................... 69
Lesson Plan Rubric - ECED ........................................................................................................................... 71
Lesson Plan Rubric - Middle Level ................................................................................................................ 75
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Lesson Plan Rubric – Biology and Chemistry ................................................................................................ 77
Lesson Plan Guide – Spanish Education ........................................................................................................ 79
Lesson Plan Reflection Form .......................................................................................................................... 80
Observation Guide for MSED 3013/SCED 3013 Yng Adlscnt Dev, Middle Lvl Phil, and Schl Org/Adlscnt
Dev, Sec Lvl Phil, and Schl Org. (Field Experience) ..................................................................................... 81
Rubric for Reflection of Field Exp. MSED 3013/ SCED 3013 Yng Adolescent Dev, Middle Lvl Phil, and
Schl Org/Adolescent Dev, Sec Lvl Phil, and Schl Org. ................................................................................. 82
GATE 2 – Admission to the Professional Semester ....................................................................................... 84
Admission Requirements to Professional Semester Student Teaching Internship ......................................... 86
Initial Portfolio Presentation and Interview Questions ................................................................................... 87
Suggested Items to Include in School of Education Initial Portfolio............................................................ 88
Early Childhood Education ............................................................................................................................. 89
Middle School Education ................................................................................................................................ 91
Secondary Education Biology or Chemistry................................................................................................... 95
Secondary English Language Arts .................................................................................................................. 96
Secondary Kinesiology/Leisure Studies – Teaching ...................................................................................... 97
Secondary Mathematics Education Program .................................................................................................. 99
Secondary Social Studies Education ............................................................................................................. 100
Secondary Spanish Education ....................................................................................................................... 101
Fine Arts........................................................................................................................................................ 102
Art Education ................................................................................................................................................ 103
Music Education Choral/Vocal or Instrumental ........................................................................................... 105
Speech Communication and Theatre Arts .................................................................................................... 107
Portfolio Presentation Rubric ........................................................................................................................ 110
Portfolio Presentation Early Childhood Portfolio Scoring Rubric ............................................................... 110
Portfolio Presentation Middle Level Scoring Rubric.................................................................................... 114
Portfolio Presentation for Art K-12 and Secondary 9-12 Rubric ................................................................. 122
Portfolio Presentation Biology & Chemistry Rubric .................................................................................... 125
Portfolio Presentation for Secondary Spanish Education (Revised)............................................................. 128
Initial Portfolio Presentation and Interview Evaluation Summary Form ..................................................... 132
Information for the Professional Semester ................................................................................................... 134
Student Teaching Internship ......................................................................................................................... 135
Student Teaching Internship Application Placement Procedures ................................................................. 136
Placement Procedures ................................................................................................................................... 137
Application for Admission to the Professional Semester of Student Teaching Internship........................... 138
Student Teaching Internship Placement Checklist of Criteria ...................................................................... 139
Candidate Information Form......................................................................................................................... 140
Candidate Information Form (continued) ..................................................................................................... 141
Student Teaching Internship Agreement ...................................................................................................... 142
Class Profile Summary ................................................................................................................................. 143
Class Profile summary (continued) ............................................................................................................... 144
Student Teaching Intern Absence Form ....................................................................................................... 145
Teaching Field Requirements by Content Area ........................................................................................... 146
Early Childhood Education Teaching Field Requirements ...................................................................... 147
Middle School Education Teaching Field Requirements: English/History ............................................. 148
Middle School Education Teaching Field Requirements: Math/Science ................................................. 149
Art Education Teaching Field Requirements ............................................................................................ 150
Choral Music Education Teaching Field Requirements ........................................................................... 151
Instrumental Music Education Teaching Field Requirements .................................................................. 151
Secondary Biology Teaching Field Requirements ................................................................................... 152
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Secondary Chemistry Teaching Field Requirements ................................................................................ 153
Secondary English Teaching Field Requirements .................................................................................... 154
Secondary Mathematics Teaching Field Requirements ............................................................................ 155
Secondary Social Studies Teaching Field Requirements.......................................................................... 156
Spanish Teaching Field Requirements...................................................................................................... 157
Cooperating Teacher Criteria ....................................................................................................................... 158
Guidelines concerning the Intern once Placements are secured ................................................................... 158
Schedule for Student Teacher Interns ........................................................................................................... 158
School Day Hours and other Responsibilities .............................................................................................. 158
Supervision and Evaluation .......................................................................................................................... 161
Teacher Work Sample Rubric ....................................................................................................................... 162
PATHWISE Classroom Observation System .............................................................................................. 165
University Supervisor Evaluation Form ....................................................................................................... 166
Early Childhood Intern Evaluation Form ..................................................................................................... 170
Middle School Intern Evaluation Form ........................................................................................................ 174
Content Evaluation Part E Addendums ........................................................................................................ 180
Biology Content – NSTA Standards ............................................................................................................. 181
Chemistry Content – NSTA Standards ......................................................................................................... 183
Kinesiology/Leisure Studies Content ........................................................................................................... 184
Mathematics Content .................................................................................................................................... 185
Social Studies Content – NCSS Standards ................................................................................................... 186
Spanish Content – ACTFL Standards ........................................................................................................... 187
Secondary Spanish Cooperating Teacher Rubric ......................................................................................... 189
Fine Arts Content –Standards ....................................................................................................................... 194
Music Education Content –MENC Standards .............................................................................................. 195
Cooperating Teacher Evaluation Form ......................................................................................................... 196
Student Teaching Internship Notebook/Portfolio and Information .............................................................. 200
GATE 3 – Completion of the Professional Semester ................................................................................... 202
Post Portfolio Presentation and Interview Questions.................................................................................... 205
Post Portfolio Presentation and Interview Evaluation Form......................................................................... 206
GATE 4 – Completion of the Program and Licensure Requirements ....................................................... 208
Appendix .......................................................................................................................................................... 210
Praxis Series Testing – Praxis II Content Test ............................................................................................. 211
Formal Complaint Form ................................................................................................................................ 212
Common Questions and Answers for Post-Graduation .............................................................................. 213
Rules governing the Code of Ethics for Arkansas Educators ..................................................................... 216
Acknowledgements for 2010-2011
Special appreciation is given to: Nona Anderson, Dr. Linda Ruth Bass, Dr. Joe Bradshaw, Darin Buscher, Kay Calvert, Dr. Jay
Curlin, Dr. Gary Gerber, Glenn Good, Dr. Craig Hamilton, Dr. Scott Holsclaw, Dr. Tim Knight, Dr. Kevin Motl, Dr. Doug Sonheim,
Dr. Jeff Sykes, and Tona Wright, for their assistance in providing the content for this Education Handbook. Special appreciation is
also given to Mrs. Genie Ashcraft for compiling and word processing the information.
Thank you to the OBU Print Shop.
Dr. Merribeth D. Bruning, Dean
Michael D. Huckabee School of Education
and Director of Teacher Education
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I have received a copy the Handbook of Teacher Education.
It is my understanding that I am responsible to know the information in this handbook.
ID#______________
Signature_______________________________
The date the handbook was received._________________
The Faculty Member who gave me the handbook was
________________________________________.
Note: Although every attempt has been made to provide an accurate handbook, please see your advisor to
register for classes each semester and to be kept informed of any changes that may occur.
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Notes/Dates
No later date than by 3rd Semester (1st Semester Sophmore)
I took Praxis I________________ and received passing scores on ________________ (date).
I applied for Admission to Teacher Education on __________________ (date).
I was accepted _____________________ (date).
No later date than by 6th Semester (end of Junior Semester)
I took Praxis II test _________________and received passing scores_______________ (date).
No later date than by 7th Semester (1st Semester Senior)
I applied for Internship/Student Teaching) ___________________ (date).
I was accepted for Internship/Student Teaching) _________________ (date).
No later date than by Mid-Semester of my 8th (Last Semester)
I took the PLT test ____________________________________(date).
My placements for Internship/Student Teaching were:
School
Cooperating Teacher
University Supervisor
1._____________________
____________________________
_______________________
2._____________________
____________________________
_______________________
I completed my OBU Teacher education program __________________ (date) and
Graduated ___________________ (date).
Other Information:
My advisor __________________ Phone __________________
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Ouachita Baptist University
Teacher Education
Welcome!
Dear Future Colleague:
Welcome to Teacher Education at Ouachita Baptist University! You have chosen to enter a challenging and
rewarding profession. You will make a difference in the lives of others. We want that difference to be a
positive one.
OBU is an institution that truly seeks to exhibit “Love of God and Love of Learning.” You will be supported
and challenged to grow personally and professionally. The faculty and staff of the School of Education and
Teacher Education Unit are dedicated to assisting you to become an excellent educator following the example
of the Master Teacher.
As you progress professionally through the Teacher Education program at Ouachita you will develop
competence by gaining knowledge, skills, and dispositions around the frame of the five “C‟s.” These are:
Competent, Creating, Cultivating, Caring and Collaborating in a Christ-centered environment. You will
work with faculty and children or youth with various teaching and learning styles or preferences and current
teaching tools. You will observe and teach individuals, small groups, and provide whole class instruction,
working in classrooms for various developmental levels. You will discover your own gifts and how to help
the children or youth you teach to discover and develop their gifts as well.
Your CORE classes provide an important foundation from which to build conceptual knowledge needed as
you create learning environments for others that enhance acquisition and retention of information. Depth in
subject knowledge together with depth in pedagogy skills will comprise your undergraduate preparation.
Research affirms that caring, competent teachers do make a positive difference in the lives of students and in
society. Your total academic program along with the relationships you will build during your time at OBU
will equip you to make that positive difference.
The Faculty and Staff of the Michael D. Huckabee School of Education and the Teacher Education Council
are delighted that you are here. We look forward to assisting you as you prepare to be “Teacher of the Year”
each year for the students in your classroom.
Blessings,
Merribeth D. Bruning, Dean
Michael D. Huckabee School of Education
and Director of Teacher Education
McClellan Hall
410 Ouachita Street
Arkadelphia, AR 71998
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Ouachita Baptist University
Teacher Education
Introduction
The Teacher Education Handbook was created to provide information regarding the requirements, policies,
and procedures that govern teacher education.
Please keep this Handbook as a reference throughout your involvement in the Teacher Education Program at
Ouachita Baptist University. The Teacher Education Unit includes all programs for teacher licensure in Early
Childhood, Middle School, and Secondary Education (7-12) English, Spanish, Math, Life Science-Biology,
Physical Science-Chemistry, Social Studies, Speech Communication Arts-Theatre, Kinesiology – Physical
Education, Art (K-12), and Music Education (Choral/Vocal K-12 or Instrumental 7-12).
If you have questions, please contact your advisor and/or one of the following:
Dr. Merribeth Bruning, Dean of the Huckabee School of Education
Director of Teacher Education;
Professional Licensure Officer:
870-245-5154; bruningm@obu.edu
Dr. Linda Bass, Chair of the Department of Education,
Director of Student Teaching
Director of the Wetherington Lab
870-245-5232; bassl@obu.edu
Dr. Mike Reynolds, Chair of the Department of Kinesiology and Leisure Studies:
870-245-5188; REYNOLDSM@OBU.EDU
The Michael D. Huckabee School of Education is made of two departments: The Department of Education
and the Department of Kinesiology and Leisure Studies. The Teacher Education Unit is comprised of the
Huckabee School of Education and faculty in other schools who assist in the preparation of teachers in other
content areas.
Other Department of Education Faculty
Other Department of Kinesiology and Leisure Studies Faculty
Mrs. Kathy Collins
Mrs. Carrie Sharp
Mrs. Caryn Gudde, Adjunct
Professor Tona Wright
Instructor Gary Crowder
Assist. Prof. Jim Dann
Instructor Sally Dann
Assist. Prof. David Sharp
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Ouachita Baptist University
2010-2011
Teacher Education Council
The Teacher Education Council comprises representatives from all licensure areas. This body approves
applicants for admission to teacher education, admission to the Professional Semester (Internship),
assists with Portfolio Interviews and is an integral part of decision-making for the Teacher Education
Program.
Members of the Teacher Education Council
Art – Assistant Prof. Summer Bruch
Education – Dr. Linda Bass
English – Dr. Jay Curlin
Kinesiology – Dr. Mike Reynolds
Math –Assistant Prof. Darin Buscher
Music/Choral/Vocal – Dr. Gary Gerber
Music/Instrumental – Dr. Craig Hamilton
Science – Prof. Glenn E. Good
Social Science – Dr. Kevin Motl
Spanish –Prof. Nona Anderson
Speech/Theatre – Dr. Scott Holsclaw
Director of Teacher Education
-Dr. Merribeth D. Bruning
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Ouachita Baptist University
2010-2011
Teacher Education Advisory Board
The Teacher Education Advisory Board is composed of area administrators of schools in which
candidates are regularly placed for field experience and internships and who are willing to meet two to
three times a year to assess concerns in education and make suggestions to the OBU Teacher Education
program.
Members of the Ouachita Baptist University
Teacher Education Advisory Board
Melinda Morris, Principal Central Elementary Arkadelphia, Arkansas
Nikki Thomas, Principal Peake Elementary Arkadelphia, Arkansas
Wanda O‟Quinn, Principal Perritt Primary Arkadelphia, Arkansas
Angela Garner, Principal Goza Middle School Arkadelphia, Arkansas
David Maxwell, Principal Arkadelphia High School, Arkadelphia, Arkansas
Dr. Jerry Guess, Superintendent Camden-Fairview, Arkansas
Mr. Pat Travis, Principal Bismarck High School, Bismarck, Arkansas
Scott Jones, Assistant Superintendent, Malvern
Jeanette Turner, Director of Curriculum & Instruction, Arkadelphia
Donnie Williams, An Arkadelphia Teacher of the Year from Arkadelphia High School
Danielle Wilson, OBU Education Presidential Scholar 2009-2010
T.C. Squires, OBU Math Education Presidential Scholar 2008-2009
Lauren Lefler, OBU Spanish Education Presidential Scholar 2007-2008
Jordan Henry, OBU Music Instrumental Education Candidate
Josiah Wheeler, OBU Music Vocal Education Candidate
Whitney Moore, OBU Early Childhood Candidate
Laura Hogue, OBU Middle School Candidate
Kristen James, OBU Kinesiology/Leisure Studies Student
Merribeth D. Bruning, Dean and Director of Teacher Education, OBU
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Ouachita Baptist University
Teacher Education
The Teacher Education Program
The Teacher Education Program at Ouachita Baptist University has the responsibility for planning and
conducting a program for prospective teachers that provides a balance of academic and field experiences.
The Department of Education serves as the administrative unit for the program, with the Director of Teacher
Education serving as its leader. The Teacher Education Council, made up of representatives from the
teaching fields, advises the program and sets policy in consultation with the Department.
The Arkansas Department of Education
The role of the Arkansas Department of Education is to provide leadership and encouragement to institutions
involved in teacher education. The Office of Teacher Quality interprets the regulations mandated by the State
Board of Education. Teacher preparation programs are continually monitored to insure that changes in state
licensure requirements are met and that students are prepared for the ever-changing role of the professional
teacher. Licensure information may be found on the department‟s web page: www.ArkansasEd.org
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Ouachita Baptist University
Teacher Education
Vision
Our vision is to equip and empower our candidates to become master teachers.
Ouachita Baptist University
Teacher Education
Mission
Our mission is to provide the curriculum and the environment that will prepare future teachers who:
 Are student-centered and see teaching as a ministry;
 Possess the knowledge, skills, and dispositions for being effective in diverse classrooms;
 Are life-long learners involved in their disciplines and professional development.
Ouachita Baptist University
Teacher Education
Statement of Belief
We believe OBU Teacher Education candidates:
 Love students and see teaching as a ministry;
 Have high expectations and want to serve as appropriate role models for their students;
 Be enthusiastic about their teaching fields, subjects, and methodologies; and possess the necessary human
relation skills and personal dispositions to be effective in diverse workplaces;
 Be life-long learners, through involvement in their disciplines and professional development.
We believe the OBU Teacher Education curriculum:
 Develop in each candidate general knowledge, technological knowledge, and content knowledge in their
chosen discipline;
 Equip each candidate through knowledge of educational research to plan curriculum appropriate to the
classroom, content, and course objectives;
 Equip each candidate with the skills to integrate his/her discipline with other disciplines.
We believe the OBU Teacher Education Clinical Experiences should:
 Provide practical applications for skills and techniques learned throughout the Teacher Education
Program;
 Are provided in the University classroom and in the public school classrooms with model cooperating
teachers to give candidates a realistic view of the teaching profession;
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 Demonstrate decision-making skills based on an understanding of human development and learning
theory, to meet the individual needs and cultural differences of students.
Ouachita Baptist University
Teacher Education
Conceptual Framework – The Five C’s
The Conceptual Framework of the Teacher Education Program at Ouachita Baptist University articulates the
underlying philosophy of the program. Courses are built from the Conceptual Framework which includes the
importance of the foundational role of the liberal arts. Candidates develop the knowledge, skills, and
dispositions required of a teacher through completion of the OBU program in their specific licensure area
which is designed around the conceptual framework. Assessment of the ability of candidates and their
readiness to teach is also based on the conceptual framework.
The Vision, Mission, Beliefs and Five C‟s of the Teacher Education Program communicate the expectations
for candidates, faculty and public school partners. All candidates should learn the basic elements of the
documents and should be able to communicate them to those who ask about the Teacher Education Program at
Ouachita Baptist University. The five C‟s are Competent, Creating, Cultivating, Caring and Collaborating.
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Ouachita Baptist University
Teacher Education Handbook
The Conceptual Framework
COMPETENT
1.0 The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she
teaches, can create learning experiences that make these aspects of subject matter meaningful for students,
and can link the discipline(s) to other subjects.
CREATING
2.0 The teacher plans curriculum appropriate to all students, to the content, and to the
course objectives.
CULTIVATING
3.0 The teacher plans instruction based upon human growth and development, learning
theory, and the needs of students.
CARING
4.0 The teacher exhibits human relation skills that support the development of human
potential.
COLLABORATING
5.0 The teacher works collaboratively with school colleagues, parents/guardians, and the
community to support students‟ learning and well-being.
At OBU these are embedded in the context of a Christ-centered community.
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Ouachita Baptist University
Conceptual Framework – The Five C’s
Teacher Education Program
COMPETENT
1.0
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches, can create
learning experiences that make these aspects of subject matter meaningful for students, and can link the discipline(s) to other
subjects.
1.1.0
KNOWLEDGE
1.1.1
The teacher knows how to apply major concepts, assumptions, debates, process of inquiry, and ways of knowing that are central to the
discipline(s) he/she teaches.
1.1.2
The teacher has a multicultural perspective of his/her discipline(s).
1.1.3
The teacher knows how to relate higher disciplinary knowledge to other subject areas.
1.1.4
The teacher understands how students‟ conceptual frameworks and their misconceptions of an area of knowledge can influence their
learning.
1.20
DISPOSITIONS
1.2.1
The teacher has enthusiasm for the discipline(s) he/she teaches and helps connect it to everyday life.
1.2.2
The teacher realizes that subject matter knowledge is not a fixed body of facts but is a complex and ever-evolving construct of ideas.
1.2.3
The teacher accepts multiple perspectives.
1.2.4
The teacher values interdisciplinary teaching and learning.
1.3.0
PERFORMANCE
1.3.1
The teacher keeps abreast of new ideas and understandings in higher discipline.
1.3.2
The teacher approaches the discipline critically and evaluates new claims and interpretations in the field.
1.3.3
The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to
students‟ prior understandings.
1.3.4
The teacher represents and uses a variety of viewpoints, theories, “ways of knowing,” methods of inquiry, and standards of evidence
characteristic of the discipline.
1.3.5
The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of
evidence characteristic of the discipline.
1.3.6
The teacher includes multicultural perspectives in his/her lessons and conveys to learners how knowledge is developed from the vantage
point of the culture.
1.3.7
The teacher creates interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from
several subject areas.
1.3.8
The teacher ensures that what is taught and what is learned is accurate.
1.3.9
The teacher communicates effectively through reading, writing, speaking, and listening, and assists students in doing the same.
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Ouachita Baptist University
Conceptual Framwork
Teacher Education
CREATING
2.0
The teacher plans curriculum appropriate to all students, to the content, and to the course objectives.
2.1.0
KNOWLEDGE
2.1.1
The teacher understands principles of curriculum design and knows how to plan lessons, units, and courses of study.
2.1.2
The teacher knows how to apply interdisciplinary approaches to curriculum design.
2.1.3
The teacher recognizes the continuum of learning within the K-12 curriculum of the discipline(s) he/she teaches.
2.1.4
The teacher knows how to ask questions to stimulate discussion as well as creative and critical thinking.
2.1.5
The teacher knows how to use various instructional technologies to address individual and group needs.
2.1.6
The teacher knows how to construct and appropriately use a variety of measures, such as observations, tests, and performance-based
assessments, to assess student growth and development.
2.2.0
DISPOSITIONS
2.2.1
The teacher is willing to respond with different approaches until students succeed.
2.2.2
The teacher is disposed to be a learner about organization, presentation, and assessment of content.
2.2.3
The teacher is inclined to use a variety of resources.
2.2.4
The teacher is open to and appreciates multiples respective of the disciplines and of the students.
2.2.5
The teacher is willing to explore and use technology as an instructional tool in the classroom.
2.2.6
The teacher is committed to improving practice based on a variety of assessments both formal and informal.
2.2.7
The teacher is committed to lifelong learning.
2.3.0
PERFORMANCE
2.3.1
The teacher plans lessons, units, and courses of study that are appropriate to the students, to the content, and to single discipline or
interdisciplinary course objectives.
2.3.2
The teacher adapts the curricula to accommodate individual student abilities and needs.
2.3.3
The teacher evaluates and utilizes teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness.
2.3.4
The teacher develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives.
2.3.5
The teacher effectively integrates the communication skills of reading, writing, listening and speaking into curricula.
2.3.6
The teacher asks questions to stimulate discussion as well as creative and critical thinking.
2.3.7
The teacher creates learning experiences that encourage critical and creative thinking, problem solving, and other higher order thinking
skills.
2.3.8
The teacher uses technology, as appropriate, to improve learning and instruction.
2.3.9
The teacher constructs and uses a variety of assessment techniques to assess student growth and development.
2.3.10
The teacher uses feedback and assessment to improve practice.
2.3.11
The teacher provides opportunities for students to acquire the skills necessary to become life long learners.
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Ouachita Baptist University
Conceptual Framwork
Teacher Education
CULTIVATING
3.0
The teacher plans instruction based upon human growth and development, learning theory, and the needs of students.
3.1.0
KNOWLEDGE
3.1.1
The teacher knows concepts of human growth and development.
3.1.2
The teacher can evaluate and know how to apply appropriate techniques and strategies based on different learning theories.
3.1.3
The teacher knows how to evaluate and use a variety of materials to support different instructional strategies.
3.1.4
The teacher understands how students‟ physical, social, emotional and cognitive development influences learning and applies these
factors when making instructional decisions.
3.1.5
The teacher is aware of expected developmental progression and ranges of individual variation within each domain (physical, social,
emotional and cognitive); the teacher can differentiate levels of readiness for learning and understands how development in any domain
may affect performance in another domain.
3.1.6
The teacher understands the importance of peers to intellectual development.
3.1.7
The teacher knows how to find information and services to support students.
3.2.0
DISPOSITIONS
3.2.1
The teacher is willing to provide and maintain a positive classroom environment.
3.2.2
The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
3.2.3
The teacher accepts the responsibility to create an environment that motivates students to learn by building on their strengths and
interests.
3.2.4
The teacher appreciates individual variations among students, shows respect for their self-confidence and competence.
3.2.5
The teacher is willing to find and use different teaching materials, teaching techniques, and strategies to meet the learning needs of
students.
3.2.6
The teacher recognizes that all students are capable of knowledge
3.3.0
PERFORMANCE
3.3.1
The teacher applies concepts of human growth and development to classroom instruction.
3.3.2
The teacher varies instruction using different learning techniques and strategies as appropriate for his/her students and the content.
3.3.3
The teacher selects, procures, and maintains appropriate materials to support different instructional strategies.
3.3.4
The teacher stimulates student reflection on prior knowledge, links new ideas to familiar ones, and makes connections to students‟
experiences.
3.3.5
The teacher provides opportunities for both individual and group learning.
3.3.6
The teacher finds and uses information and services to support students.
3.3.7
The teacher flexibly applies appropriate learning theories for individual students.
3.3.8
The teacher creates an environment that motivates students to learn by building on their strengths and interests.
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Ouachita Baptist University
Conceptual Framework
Teacher Education Program
CARING
4.0
The teacher exhibits human relation skills that support the development of human potential.
4.1.0
KNOWLEDGE
4.1.1
The teacher is familiar with students; the communities from which they come and other factors that shape their outlook, values and
orientation toward schooling.
4.1.2
The teacher understands how students‟ learning is influenced by individual experiences, talents, prior learning, as well as language,
culture, family, and community values.
4.1.3
The teacher understands the importance of treating others with respect and dignity.
4.1.4
The teacher knows how to communicate effectively with multiple audiences.
4.2.0
DISPOSITIONS
4.2.1
The teacher respects, accepts, and supports ALL students.
4.2.2
The teacher appreciates the importance of effective communication.
4.2.3
The teacher is committed to the expression of democratic values in the classroom and in school.
4.3.0
PERFORMANCE
4.3.1
The teacher promotes positive interpersonal relationships among students/parents/guardians and the community.
4.3.2
The teacher expresses empathy and warmth in interpersonal relationships.
4.3.3
The teacher treats all others with the same respect and dignity with which he/she expects to be treated.
4.3.4
The teacher communicates effectively with diverse populations among students, parents/guardians, peers, and community.
4.3.5
The teacher creates an environment that nurtures self-confidence, self-respect, and competence.
4.3.6
The teacher considers the development of character, aspiration, and civic virtues in making instructional decisions.
22
Ouachita Baptist University
Conceptual Framework
Teacher Education Program
COLLABORATING
5.0
The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning and
well-being.
5.1.0
KNOWLEDGE
5.1.1
The teacher understands the importance of reflecting on practice to improve instruction.
5.1.2
The teacher knows how to translate, evaluate, and apply current education research.
5.1.3
The teacher understands legal obligations as represented by statute, regulation, school board directive, court decision, or other policy.
5.1.4
The teacher understands the process of change.
5.1.5
The teacher understands schools as organizations within the larger community context.
5.1.6
The teacher understands the importance of family/guardian involvement.
5.1.7
The teacher understands how student groups function and influence people and how people influence students.
5.2.0
DISPOSITIONS
5.2.1
The teacher is committed to research, reflection assessment, and learning as an ongoing process.
5.2.2
The teacher appreciates the need for change in a dynamic organization.
5.2.3
The teacher believes that he/she can make an important contribution to enhancing the education of students and to school improvement.
5.2.4
The teacher is willing to collaborate in school improvement activities.
5.3.0
PERFORMANCE
5.3.1
The teacher reflects on his/her teaching to improve instruction.
5.3.2
The teacher utilizes research to improve instruction.
5.3.3
The teacher assumes responsibility for his/her own professional development.
5.3.4
The teacher fulfills his/her legal obligations as represented by statute, regulation, school board directive, court decision, or other policy.
5.3.5
The teacher works collaboratively for student and school improvement.
5.3.6
The teacher seeks and uses human, material, community, and financial resources to improve student learning and to improve the school.
5.3.7
The teacher is an advocate for student learning and school improvement.
5.3.8
The teacher develops and maintains a professional presence and maintains a professional growth plan.
23
Ouachita Baptist University
Teacher Education Program
Approved Programs
The OBU Teacher Education Unit offers programs leading to the Degree of Bachelor of Arts and to licensure
to teach in the public schools of Arkansas. The curricula in Education are designed to provide candidates with
a balanced program in:
 Interdisciplinary Studies
 Specialized Areas
 Professional Education
Candidates may make their career choices from the following Licensure areas:






Early Childhood Education (P-4)
o
Endorsement – 5th and 6th Grades
Middle School Education (4-8)
o
Emphasis in English/Language Arts and Social Studies
o
Emphasis in Mathematics and Science
Art Education (P-12)
Music Education – Choral (P-12)
Music Education – Instrumental (7-12)
Secondary Education (7-12)
o Biology
o Chemistry
o English
o Mathematics
o Kinesiology –Physical Education, Wellness and Leisure
o
Coaching Endorsement
o Social Studies
o Spanish
o Speech Communication and Theatre Arts
Endorsements and Minors are not required but may be added to licensure area.
24
Ouachita Baptist University
Teacher Education Program
General Information for All Candidates
NOTE: Applicants seeking admission to the Teacher Education Program or to the Professional Semester for
Internship must meet the licensure requirements that are in effect at the time of application. These
requirements will be published in the Teacher Education Handbook on-line and will supersede catalog
information.
The following pages include a sample course outline for each of the majors in the Teacher Education Program.
These programs of study are provided only to demonstrate how the requirements might be met in a timely
manner. Candidates and advisors may move courses from one semester to another as long as prerequisites are
met.
Each candidate will also complete a degree plan with his/her advisor upon completion of 59 semester hours.
The degree plan will provide a framework for completing the major in a timely manner and insure that all
requirements are met.
In addition to coursework, all candidates for licensure must complete the following test sequence.
TEST:
When to take the tests:
Praxis I – Reading, Writing, Math
Praxis II – Content Text
PLT – Professional Licensure Test
(Principles of Learning and
Teaching)
Second Semester Freshman
Second Semester Junior Year
First Semester Senior Year or not later than the Beginning
of the Internship Semester
How to register for the test:
Online: www.ets.org/praxis/register
OR
Contact:
Henderson State University
Airway Building (No exams Sunday or Monday)
(870) 230-5470
Arkadelphia, AR 71923
25
Ouachita Baptist University
Teacher Education Approved Programs
Early Childhood
A major in Early Childhood Education leads to a Bachelor of Arts degree and encompasses the courses and
test requirements leading to licensure to teach in pre-kindergarten through grade four in Arkansas. See pages
51-55 for other endorsements and minors.
B.A. Degree
A.
B.
C.
Interdisciplinary Studies Requirements
Area of Concentration Requirements:
PSYC 1013 General Psychology
MUED 2063 Music for Classroom Teachers
MATH 2033 Mathematics for Early Childhood Teachers I
MATH 3013 Math for EC Teachers II
NSCI 3003 Natural Science for Early Childhood Teachers
ECED 3013 Public School Art (or ART 3013)
KIN 3053 Methods and Materials in Health and Physical Education in the Elementary
School
PSCI 2013 American National Government or an approved elective
HIST 4163 Arkansas History
Professional Education Requirements:
EDFN 1001 Freshman Seminar
EDFN 2003 Foundations of Education
EDFN 2012 Instructional Technology
EDFN 2053 Child and Adolescent Development**
EDFN 4082 Teaching Exceptional Learners
EDFN 4123 Learning Theories and Assessment Practices
CORE 4031 Senior Seminar: Education (Taken concurrently w/EDFN4061, 4405, and 4415)
EDFN 4061 Seminar in Education (Taken concurrently w/CORE 4031, EDFN 4405, 4415)
EDFN 4405 and 4415, Student Teaching Internship (Taken concurrently w/CORE 4031, EDFN4061)
** PSYC 2033 may be substituted for ECED 2053 but ECED 2053 is the preferred course.
D.
Teaching Field Requirements
ECED
ECED
ECED
ECED
ECED
ECED
ECED
ECED
2033 Literature for Early Childhood/Middle School Classrooms
3023 Teaching of Social Studies
3093 Language and Literacy
3103 Foundations of Early Childhood Education
3123 Techniques in Early Childhood
4023 Reading and Writing in the Content Area
4043 Practicum in ECED and Classroom Management
4733 Pedagogy in Early Childhood Mathematics
NOTE: Applicants seeking admission to the Teacher Education Program or to the Professional Semester for Internship must meet
the licensure requirements that are in effect at the time of application. These requirements will be published in the Teacher
Education Handbook online version and will supersede catalog information.
26
Ouachita Baptist University
Teacher Education Approved Programs Please note that as of Fall, 2008
Candidate will be licensed in all four subject areas, but will still choose to specialize
in English Languag Arts/Social Studies or Mathematics/Science.
Middle School
The curricula in the Middle School Education area are designed to provide students with a balanced program
in methods and content leading to licensure to teach in grades 4-8.
B.A. Degree
A. Interdisciplinary Studies Requirements
B. Area of Concentration Requirements:
Candidates may still “specialize” in English LA/Social Studies or Math/Science. Candidates will receive licensure in all
four areas.
Middle School English and Social Studies*
ENGL
ENGL
ENGL
ENGL
2013 English Studies
2023 Advanced Grammar
3103 American Literature to 1865
3113 American Literature since 1865
Take two of these four:
ENGL 3223 Medieval and Renaissance English Literature
ENGL 3233 Seventeenth and Eighteenth-Century English Literature
ENGL 3243 Nineteenth-Century English Literature
ENGL 3253 Twentieth-Century English Literature
ENGL 4253 C.S. Lewis – recommended elective
HIST 1003 World Civilization to1600
HIST 1013 World Civilization since 1600
HIST 2003 United States History to 1877
HIST 2013 United States History since 1877
HIST 4163 Arkansas History
PSCI 2013 American National Government
GEOG 1003 Intro.to Human Geography or 2003 Natural Resources: Environment/Survival
PSYC 1013 General Psychology
Additional Content Requirements:
CORE 1033 Math for Liberal Arts or Math Elective
MATH 1073 Discrete Math
MATH 2053 Math for Middle School
MATH 4113 Methods in Middle School Math for Eng/SS emphasis
NSCI 2003 Earth Science
NSCI 3013 Natural Science for Middle School Teachers
C. Professional Education
EDFN 1001 Freshman Seminar
EDFN 2003 Foundations of Education
EDFN 2012 Instructional Technology
EDFN 2053 Child and Adolescent Development
EDFN 4082 Teaching Exceptional Learners
EDFN 4123 Learning Theories and Assessment Practices
27
MSED 2033 Literature for Early Childhood/Middle School Classrooms
MSED 3013 Young Adolescent Development, Middle Level Philosophy, and School Organization
MSED 3023 Teaching of Social Studies
MSED 3043 Middle School Methods and Classroom Management
MSED 3093 Language and Literacy
MSED 4023 Reading and Writing in the Content Areas
CORE 4031 Senior Seminar: Education (Taken concurrently w/EDFN4061, 4405, and 4415)
EDFN 4061 Seminar in Education (Taken concurrently with CORE 4031, EDFN 4405 and 4415)
EDFN 4405 and 4415 Student Teacher Internship (Taken concurrently with CORE4031, EDFN 4061 Seminar)
Area of Concentration Requirements:
Middle School Math and Science*
MATH 1073 Discrete Math I (replaces CORE 1033 Math for Liberal Arts)
MATH 2014 Calculus I
MATH 2063 Elementary Statistics
MATH 3003 Geometry
MATH 3083 History of Mathematics
MATH 4113 Methods in Middle School Math
BIOL 1014 General Biology (Zoology)
BIOL 1024 General Biology (Botany)
CHEM 1024 Introductory Chemistry
CHEM 1034 Introductory Organic & Biological Chemistry
NSCI 2003 Earth Science
NSCI 3013 Natural Science for Teachers
Additional Content Requirements:
ENGL 2013 English Studies
HIST 4163 Arkansas History
PSCI 2013 American National Government
PSYC 1013 General Psychology
Professional Education:
EDFN 1001 Freshman Seminar
EDFN 2003 Foundations of Education
EDFN 2012 Instructional Technology
EDFN 2053 Child and Adolescent Development
EDFN 4082 Teaching Exceptional Learners
EDFN 4123 Learning Theories & Assemssment Practices
CORE 4031 Senior Seminar: Education (Taken concurrently w/EDFN4061, 4405, and 4415)
EDFN 4061 Seminar in Education (Taken concurrently with CORE 4031, EDFN 4405 and 4415)
EDFN 4405 and 4415 Student Teacher Internship (Taken concurrently w/CORE4031, EDFN4061 Seminar)
MSED 2033 Literature for Early Childhood/Middle School Class
MSED 3013 Young Adolescent Development, Middle Level Philosophy, and School Organization
MSED 3023 Teaching Social Studies
MSED 3043 Middle School Methods & Classroom Management
MSED 3093 Language and Literacy
MSED 4023 Reading & Writing in the Content Area
NOTE: Applicants seeking admission to the Teacher Education Program or to the Professional Semester for Internship must meet
the licensure requirements that are in effect at the time of application. These requirements will be published in the Teacher
Education Handbook on-line and will supersede catalog information.
28
Ouachita Baptist University
Teacher Education Approved Program
Double Majors: Education and Content
Note: Music Education Candidates are not double majors.
These candidates complete Music Requirements for
Choral or Instrumental Music and the Education Requirements
Secondary Education
The curricula for secondary education teachers are designed to provide a balanced program of content and
pedagogy with a license to teach grades 7 – 12. Secondary education students will double major in their
content field and education.
B.A. Degree – Content Areas and Education; BME for Music Education
A.
Interdisciplinary Studies Requirements
B.
Related Requirements
SPCM 1003 Fundamentals of Public Speaking (This is waived for Music Education Majors only)
PSCI 2013 American National Government or an approved elective
KIN 2073 Health and Safety (For music and drama only, this waives Wellness)
C.
Professional Education Requirements:
EDFN 1001 Freshman Seminar (This is waived for Music Education Majors)
EDFN 2003 Foundations of Education
EDFN 2012 Instructional Technology
EDFN 2053 Child and Adolescent Development
EDFN 4082 Teaching Exceptional Learners
EDFN 4123 Learning Theories and Assessment Practices
SCED 3013 Adolescent Development, Secondary Level Philosophy, and School Organization
SCED 4033 Secondary School Methods and Classroom Management
CORE 4031 Senior Seminar: Education (Taken concurrently w/EDFN4061, 4405, and 4415)
EDFN 4061 Seminar in Education (Taken concurrently with CORE 4031, EDFN 4405 and 4415)
EDFN 4405 and 4415 Student Teaching/Internship (Taken concurrently with CORE 4031, EDFN 4061 Seminar)
D.
Subject Matter Requirements:- See check sheet
Each candidate must complete a content major that includes a teaching field of twenty-four
semester hours or more as outlined in the teaching field requirements. Please see the current
catalog and subsequent pages in this Handbook for a listing of the required courses for the content
major.
29
Ouachita Baptist University
Teacher Education Program
Semester Planning Forms by Major/Checklists
Checklist of Courses
For
Professional
Teacher Education
Programs
Leading to Licensure
30
2010-2011
Ouachita Baptist University
Department of Education
Bachelor of Arts Degree
Early Childhood Education (Grades P-4)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1012
__CORE 1043
__CORE 1023
__CORE 1113
__CORE 1022
__PSCI 2013
__EDFN 1001
Semester 2
Introduction to Liberal Arts
Composition I
Contemporary World
Survey of the Bible
Concepts of Wellness
American National Government
Freshman Seminar in Education
__EDFN 2003
__PSYC 1013
__CORE 1123
__CORE 1053
__CORE 2314
__EDFN 1001
TOTAL OF 17 HOURS
Praxis I
Foundations of Education
General Psychology
Interpreting the Bible
Composition II
Physical Science
Freshman Seminar(if not taken in semester 1)
TOTAL OF 16(17) HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__EDFN 2053
__CORE 2_23
__CORE 2113
__MATH 2033
__CORE 2324
__EDFN 2012
Semester 4
Child & Adolescent Development
Letters Course
American Civilization
Math for ECED Teachers I*
Life Science
Instructional Technology
__CORE
__CORE
__MUED
__ECED
__MATH
2213
2??3
2063
2033
3013
TOTAL OF 18 HOURS
Western Civilization
Sophomore Menu Choice
Music for Classroom Teachers
Lit for EC/MS Classroom Teachers
Math for ECED Teachers II
TOTAL OF 15 HOURS
α α α α α α α α α α α α α α α α α
α α α α α α α α α α α α α α
α α α α α
Semester 5
__CORE 3??3
__ECED 3103
__ECED 3093
__KIN 3053
__???? ???3
__CMDS 2023
Semester 6 Praxis II #10022
First Fine Arts Choice
Foundations of E C Ed (Fall Only)
Language and Literacy (Fall Only)
Methods/Material/PE/Elem Sch (Fall Only)
Foreign Language I
Communication Disorders (recommended)
__CORE 3??3
__NSCI 3003
__ECED 4023
__ART 3013
__ECED 3123
__???? ???3
TOTAL OF 18 HOURS
Second Fine Arts Choice
Natural Science for Teachers (Spring Only)
Reading & Writing in the Content Area (Spring Only)
Public School Art
Techniques in Early Childhood Educ (Spring Only)
Foreign Language II
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7
__EDFN
__ECED
__HIST
__ECED
__EDFN
__ECED
4123
4733
4163
3023
4082
4043
PLT
Semester 8
Learning Theories & Assessment Prac.
Pedagogy in EC Math (Fall only)
Arkansas History(Fall Only)
Teaching Social Studies (Fall Only)
Teaching Exceptional Learners
Practicum in EC Ed & Clrm mgt (Fall Only)
__EDFN 4061
__EDFN 4405
__EDFN 4415
__CORE 4031
TOTAL OF 17 HOURS
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
Senior Seminar
TOTAL OF 12 HOURS
*Math2033 satisfies CORE Math
Please see your advisor.
Total hours required for degree: 131
Total hours earned
Semester 1__ semester 2__ semester 3__ semester 4__ semester 5__ semester 6__ semester 7__ semester 8__
31
2010-2011
Ouachita Baptist University
Teacher Education - Department of Education
Bachelor of Arts Degree
(Eligible for Middle School Licensure in all 4 areas, with specialization in English/Lang Arts and Social Studies)
Middle School Education- English and Social Studies (Grades 4-8)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1012
__CORE 1043
__CORE 1023
__CORE 1113
__PSYC 1013
__MATH 1073
__EDFN 1001
Semester 2_______PRAXIS I
Introduction to Liberal Arts
Composition I
Contemporary World
Survey of the Bible
General Psychology
Discrete Math I (Fall) *
Freshman Seminar in Education
__CORE 1022
__CORE 2314
__CORE 1123
__ENG 2013
__GEOG 1003
__GEOG 2003
__EDFN 2012
__EDFN 1001
TOTAL OF 17/18 HOURS
Concepts of Wellness
Physical Science
Interpreting the Bible
English Studies ** (Spring only)
Human Geography OR
Natural Resources
Instructional Technology
Freshman Seminar in Education(if not taken Fall)
TOTAL OF 17/18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__EDFN 2003
__HIST 1003
__ENGL 2023
__ENGL 3103
__MATH 2053
__CORE ???3
Semester 4
Foundations of Education
World Civilization to 1600
Advanced Grammar
American Literature to 1865 (Fall)
Math for Middle School Teachers I
Sophomore Menu
__HIST 1013
__???? ???3
__ENGL 3113
__EDFN 2053
__MSED 2033
__MATH 3313
TOTAL OF 18 HOURS
World Civ. Since 1600 (Spring)
See additional courses below***
American Literature Since 1865 (Spring)
Child & Adolescent Development
Lit. for EC/MS Classrooms
Math for Middle School Teachers II
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 5
__MSED 3043
__???? ???3
__ENGL 3??3
__EDFN 4082
__HIST 2003
__MSED 3093
Semester 6__PRAXIS II #20146
Middle School Methods & Clsrm Mgt
Foreign Language I
English Literature Choice
Teaching Exceptional Learners
US History to 1877 (Fall)
Language and Literacy (Fall)
__CORE 3??3
__???? ???3
__ENGL 3??3
__HIST 2013
__NSCI 3003
__MSED 4023
TOTAL OF 17 HOURS
First Fine Arts Choice
Foreign Language II
English Literature Choice
US History since 1877 (Spring)
Natural Science for Teachers (Spring)
Reading & Writing in Content Area (Spring)
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7_________PLT
__EDFN 4123
__MSED 3013
__MATH 4113
__MSED 3023
__CORE 3??3
__HIST 4163
Semester 8_
Learning Theories & Assessment Prac.
Y/Adlsct Dvlmt, M/Lvl Phlsphy/Schl Org
Methods in MS Math
Teaching of Social Studies (Fall)
Second Fine Arts Choice
Arkansas History (Fall )
__CORE 4031
__EDFN 4061
__EDFN 4405
__EDFN 4415
TOTAL OF 18 HOURS
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
*Only if 23^ on ACT in math or 19-22 Must take College Algebra first, 18 or below Intermediate Algebra.
** Replaces CORE 1053 Composition II. ENGL 4253 C.S. Lewis recommended elective
***Additional Courses Required –NSCI 2003 Earth Science (Spring of even years), PSCI 2013 Am Natl Govt and CORE 2324 Life Science.
Please see your advisor.
Total hours required for degree: 146
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
32
2010-2011
Ouachita Baptist university
Teacher Education - Department of Education
Bachelor of Arts Degree
(Eligible for Middle School Licensure in all 4 areas, with specialization in Math and Science)
Middle School Education - Math and Science (Grades 4-8)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1012
__CORE 1013
__CORE 1023
__CORE 1113
__MATH 1073
__???? ???3
__EDFN 1001
Semester 2___________Praxis I
Introduction to Liberal Arts
Composition I
Contemporary World
Survey of the Bible
Discrete Math I* (Fall)
Foreign Language I
Freshman Seminar in Education
__CORE 1022
__CORE 1123
__???? ???3
__CORE 1053
__MATH 2014
__EDFN 2012
TOTAL OF 18 HOURS
Concepts of Wellness
Interpreting the Bible
Foreign Language II
Composition II
Calculus I
Instructional Technology
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__PSYC 1013
__CORE 2113
__EDFN 2003
__CHEM 1024
__BIOL 1014
Semester 4
General Psychology
American Civilization
Foundations of Education
Introductory Chemistry
General Biology (Zoology)
__EDFN 2053
__ENGL 2013
__CHEM 1034
__BIOL 1024
__MATH 2063
TOTAL OF 17 HOURS
Child and Adolescent Development
English Studies ( Spring only)
Introductory Organic & Biological Chemistry
General Biology (Botany)
Elementary Statistics (Spring)
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 5
__MSED
__CORE
__MSED
__MSED
__MATH
__MATH
3013
2213
2033
3093
3083
4113
Semester 6___PRAXIS II #20146
Y/Adlsct Dvpmt,M/Lvl Phil/Schl Org
Western Civilization
Lit. for ECED/Mid. Sch. Class
Language & Literacy
History of Mathematics (Fall even yr)
Methods in Mid Sch Math (Fall even yr)
__CORE 3??3
__MATH 3003
__EDFN 4082
__NSCI 3013
__MSED 4023
__CORE 21?3
TOTAL OF 18 HOURS
First Fine Arts Choice
Geometry (Spring odd yr)
Teaching Exceptional Learners
Natural Science for Teachers
Reading & Writing in the Content Area(Spring)
Letters Menu OR ENGL 3103/3113 Am Lit
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7________PLT
__EDFN 4123
__MSED 3043
__MSED 3023
__CORE 3??3
__HIST 4163
__PSCI 2013
Learning Theories & Assessment Prac
Middle School Methods & Clrm Mgt
Teaching Social Studies
Second Fine Arts Choice
Arkansas History (Fall)
American National Government
Semester 8_
__CORE
__EDFN
__EDFN
__EDFN
4031
4061
4405
4415
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 18 HOURS
TOTAL OF 12 HOURS
*Replaces CORE 1033 Math for Liberal Arts. *Only if 23^ on ACT in math or 19-22 Must take College Algebra first, 18 or below Intermediate
Algebra.
**Additional Courses Required: NSCI 2003 Earth Science and Sophomore Menu one of the following: CORE 2413, 2433 or 2443.
ENGL 4253 C.S. Lewis recommended elective (Spring)
Please see your advisor.
Total hours required for degree: 140
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
33
Ouachita Baptist University
Teacher Education Program
Secondary
Secondary
Education
34
2010-2011
Ouachita Baptist University
Teacher Education
SECONDARY EDUCATION
Bachelor of Arts Degree
Biology (Grades 7-12)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1003
__CORE 1043
__BIOL 1014
__CHEM 1004
__SPCM 1003
__EDFN 1001
Semester 2
College Algebra (or MATH 1034)
Composition I
Gen Biol - Zoology
General Chemistry I
Fundamentals of Public Speaking
Freshman Seminar in Ed.
__CORE 1023
__BIOL 1024
__CHEM 1014
__CORE 1012
__CORE 1022
__CORE 1053
TOTAL OF 18 HOURS
Praxis I
Contemporary World
Gen. Biol. - Botany
General Chemistry II
Introduction to Liberal Arts
Concepts of Wellness
Composition II
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__EDFN 2053
__CORE 1113
__???? ???3
__BIOL 2014
__EDFN 2003
__CORE ___3
Semester 4
Child and Adolescent Dev
Survey of the Bible
Foreign Language I
Human Anatomy and Physiology I
Foundations of Education OR
Sophomore Menu Choice
TOTAL OF 16 HOURS
__CORE 1123
__NSCI 2003
__???? ???3
__BIOL 2024
__EDFN 2003
__CORE ___3
__EDFN 2012
Interpreting the Bible
Earth Science
Foreign Language II
Human Anatomy and Physiology II
Foundations of Education OR
Sophomore Menu Choice
Instructional Technology
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__SCED 3013
__NSCI 3013
__NSCI 3961
__PHYS 1004
__CORE 3—3
__BIOL 3014
Semester 5
Semester 6 PRAXIS II#20235;20571;10234
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Methods in Science
Lab Practicum
Introductory Physics I
Fine Arts Choice I
Micro Biol
__CORE 2113
__CORE 21_3
__BIOL 3034
__PHYS 1014
__EDFN 4123
__BIOL 4001
TOTAL OF 18 HOURS
American Civilization or Fine Arts Choice II
Letters Menu
Ecology
Introductory Physics II
Learning Theories & Assessment Pract
Research
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7___SCI EXIT EXAM, PLT
__CORE 2213
__KIN 2073
__PSCI 2013
__BIOL 4064
__SCED 4033
__EDFN 4082
Western Civilization
Health and Safety
American National Government
Cell and Molecular Biol
Secondary Methods & Clsrm Mgt
Teaching Exceptional Learners
__CORE
__EDFN
__EDFN
__EDFN
TOTAL OF 18 HOURS
Semester 8
4031
4061
4405
4415
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
In Addition: CORE 3??3 Fine Arts Choice or CORE 2113 American Civilization
Please see your advisor.
Total hours required for degree: 140
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
35
2010-2011
Ouachita Baptist University
Teacher Education
SECONDARY EDUCATION
Bachelor of Arts Degree
Chemistry (Grades 7-12)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1012
__CORE 1043
__BIOL 1014
__EDFN 1001
__MATH 1034
__CHEM 1004
Semester 2_____PRAXIS I
Introduction to Liberal Arts
Composition I
Zoology
Freshman Seminar in Education
Pre-Calculus
General Chemistry I
__BIOL 1024
__CORE 1113
__CORE 1053
__CHEM 1014
__MATH 2014
TOTAL OF 18 HOURS
Botany
Survey of the Bible
Composition II
General Chemistry II
Calculus I
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__EDFN 2003
__CORE ???3
__SPCM 1003
__CHEM 3005
__PHYS 1004
__PHYS 2004
Semester 4
Foundations of Education
Sophomore Menu Choice
Fundamentals of Public Speaking
Organic Chemistry I
Introductory Physics I OR
University Physics I
TOTAL OF 18 HOURS
__EDFN 2053
__CHEM 3202
__CHEM 3015
__PHYS 1014
__PHYS 2014
__CORE 1022
Child & Adolescent Development
Advanced Chemical Calculations
Organic Chemistry II
Introductory Physics II OR
University Physics II
Concepts of Wellness
TOTAL OF 16 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__CORE 2113
__CORE 1123
__CHEM 3053
__EDFN 4123
__SCED 3013
__PSCI 2013
Semester 5
Semester 6_PRAXIS II #20571;20481;20483
American Civilization
Interpreting the Bible
Physical Chemistry I
Learning Theories & Assessment Prac
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
American National Government
__NSCI 2003
__CORE 1023
__CORE 2213
__CORE 21?3
__CHEM 4??3
__CHEM 4111
__CHEM 3272
TOTAL OF 18 HOURS
Earth Science
Contemporary World
Western Civilization
Letters Menu(Western or American)
Chem Choice Recommend CHEM4023Biochem
Chemistry Research Seminar *
Experimental Techniques of Chem. I
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7_________PLT
__KIN 2073
__CORE 3??3
__EDFN 4082
__NSCI 3013
__NSCI 3961
__SCED 4033
__???? ???3/4
Health and Safety
First Fine Arts Choice
Teaching Exceptional Learners
Methods in Science
Lab Practicum
Secondary Methods & Clsrm Mgt
See additional courses below**
Semester 8 _
__CORE
__EDFN
__EDFN
__EDFN
TOTAL OF 18/19HOURS
4031
4061
4405
4415
Senior Seminar in Education
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12HOURS
Please see your advisor.
*Must complete research CHEM 4801-4893 Research (Special Studies in Chemistry) prior to taking this course.
**MUST TAKE CHEM 2004 Quantitative Analysis, CORE 3??3 Fine Arts Choice, AND Six hours Foreign Language IN SUMMER TERMS/MAY
TERMS OR Test out of Foreign Language and Comp I
Total hours required for degree: 150
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
36
2010-2011
Ouachita Baptist University
Teacher Education
SECONDARY EDUCATION
Bachelor of Arts Degree
English (Grades 7-12)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1012
__CORE 1043
__CORE 1023
__CORE 1113
__SPCM 1003
__KIN 2073
__EDFN 1001
Semester 2_________PRAXIS I
Introduction to Liberal Arts
Composition I
The Contemporary World
Survey of the Bible
Fundamentals of Public Speaking
Health and Safety
Freshman Seminar in Education
__CORE 1022
__CORE 1033
__CORE 1123
__ENGL 2013
__CORE 2314
__CORE 2113
TOTAL OF 18 HOURS
Concepts of Wellness
Math for Liberal Arts
Interpreting the Bible
English Studies
Physical Science
American Civilization
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__???? ???3
__ENGL 2023
__???? ???3
__CORE 2213
__EDFN 2003
__EDFN 2053
Semester 4
World Lit. Requirement*
Advanced Grammar (Fall only)
Foreign Language I
Western Civilization
Foundations of Education
Child and Adolescent Development
__CORE 2324
__CORE 24_3
__CORE 3??3
__EDFN 2012
__???? ???3
__ENG 3303
TOTAL OF 18 HOURS
Life Science
Sophomore Menu Choice
First Fine Arts Choice
Instructional Technology
Foreign Language II
Chldns & Yng Adult Lit (Spring odd yr)
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__???? ???3
__ENGL 3103
__ENGL 32_3
__ENGL 4013
__SCED 4033
__EDFN 4082
Semester 5
Semester 6_PRAXIS II#10041;20042;20043
Foreign Language III
American Literature to 1865**
English Literature Menu
Special Methods in English (Fall even yr)
Secondary Methods and Clrm Mgt
Teaching Exceptional Learners
__ENGL
__ENGL
__ENGL
__ENGL
__????
__ENGL
3113
32_3
4903
3003
???3
4023
TOTAL OF 17 HOURS
(Includes Pedagogy)
American Literature Since 1865**
English Literature Menu
Senior Literature Seminar
Advanced Composition (Spring even yr)
Foreign Language IV
Hist of the Eng Language (Spring even yr)
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7
__CORE 3??3
__ENGL 4073
__ENGL 42_3
__PSCI 2013
__SCED 3013
__EDFN 4123
Semester 8
Second Fine Arts Choice
Literary Criticism
English Author Menu
Amer. Nat. Gov/ Approved Elective
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Learning Theories and Assessment Pract.
__EDFN
__EDFN
__EDFN
__EDFN
TOTAL OF 18 HOURS
4031
4061
4405
4415
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
* CORE 2223 Western Letters, ENGL 3793 Masterpieces of World Lit. OR an approved Lit. course in a Foreign Lanquage
**CORE 2123 American Letters w/substitute for ENGL 3103 or 3113.
Please see your advisor.
Total hours required for degree: 137
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
37
2010-2011
Ouachita Baptist University
Teacher Education – Department of Kinesiology
and Leisure Studies
SECONDARY EDUCATION
Bachelor of Arts
Physical Education, Wellness, and Leisure
Kinesiology and Leisure Studies (Grades 7-12)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE
__CORE
__CORE
__CORE
__KIN
__KIN
1012
1043
1033
1113
1003
1113
Semester 2
Introduction to Liberal Arts
Composition I
Math for Liberal Arts
Survey of the Bible
Foundations of Kinesiology & Leisure St.
Fundamental Motor Development
__KIN 2073
__CORE 1023
__CORE 1123
__CORE 1022
__CORE 1053
__KIN 1012
__EDFN 1001
TOTAL OF 17 HOURS
PRAXIS I
Health & Safety
Contemporary World
Interpreting the Bible
Concepts of Wellness
Composition II
First Aid
Freshman Seminar in Education
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__SPCM 1003
__KIN
???1
__CORE 2113
__EDFN 2053
__CORE 2314
__CORE ???3
Semester 4
Fundamentals of Public Speaking
Methods (activity)
American Civilization
Child & Adolescent Development
Physical Science
Sophomore Menu Choice
__CORE 2213
__CORE 22_3
__KIN 2093
__EDFN 2003
__CORE 2324
__KIN ???1
TOTAL OF 17 HOURS
Western Civilization
Letters Menu
Structural Basis
Foundations of Education
Life Science
Methods (activity)
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__KIN 4043
__SCED 3013
__EDFN 4123
__KIN ???1
__???? ???3
__KIN ???1
__EDFN 4082
__KIN ???2
Semester 5
Semester 6 PRAXIS II #20856;20092
Biomechanical Analysis
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Learning Theories & Assessment Prac
Methods (activity)
Foreign Language I
Methods (activity)
Teaching Exceptional Learners
Coaching Theory
__PSCI 2013
__ KIN 3023
__CORE 3??3
__KIN ???2
__KIN ???1
__KIN 3073
__???? ???3
TOTAL OF 18 HOURS
American National Government
Physiology of Exercise
First Fine Arts Choice
Coaching Theory
Methods (activity)
Adapted Physical Education
Foreign Language II
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7_______PLT
__SCED 4033
__KIN 4073
__KIN 4013
__EDFN 2012
__CORE 3??3
__KIN ???1
Secondary Methods & Clrm Mgt
Meth/Eval of Physical Education
Org/Admin. Of HPER Programs
Instructional Technology
Second Fine Arts Choice
Methods (activity)
Semester 8
__CORE 4031
__EDFN 4061
__EDFN 4405
__EDFN 4415
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 15 HOURS
TOTAL OF 12 HOURS
Please see your advisor.
Total hours required for degree: 131
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
38
2010-2011
Ouachita Baptist University
Teacher Education
SECONDARY EDUCATION
Bachelor of Arts Degree
Mathematics (Grades 7-12) (Entering Fall of Odd # Year)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
_ CORE 1012
__CORE 1023
__CORE 1043
__???? ???3
__CSCI 1033
__MATH 1073
__EDFN 1001
Semester 2
Introduction to Liberal Arts
Contemporary World
Composition I
Foreign Language I
Intro to Computer Science
Discrete Mathematics I*
Freshman Seminar in Education
__ MATH 2073
__ CORE 1053
__ ???? ???3
__CORE 2314
__ MATH 2014
TOTAL OF 18 HOURS
PRAXIS I
Discrete Mathematics II
Composition II
Foreign Language II
Physical Science
Calculus I
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__CORE 1113
__CORE ???3
__CORE 1022
__MATH 2024
__SPCM 1003
__EDFN 2003
Semester 4
Survey of the Bible
Sophomore Menu Choice
Concept of Wellness
Calculus II
Fundamentals of Public Speaking
Foundations of Education
__CORE 1123
__CORE 2213
__EDFN 2012
__MATH 3003
__EDFN 2053
__MATH 3034
TOTAL OF 18 HOURS
Interpreting the Bible
Western Civilization
Instructional Technology
Foundations of Geometry
Child and Adolescent Development
Calculus 3
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__CORE 2113
__MATH 2093
__MATH 3301
__MATH 3053
__PSCI 2013
__EDFN 4082
__EDFN 4123
Semester 5
Semester 6 PRAXIS II #10061;20063;20065
(Includes Pedagogy)
American Civilization
Linear Algebra
Junior Seminar I
Abstract Algebra I
American Natl Government
Teaching Exceptional Learners
Learning Theories & Assessment Prac.
__CORE 2324
__CORE 2223
__CORE 3??3
__MATH 3311
__MATH 3063
__SCED 3013
TOTAL OF 18 HOURS
Life Science
Letter Menu
First Fine Arts Choice
Junior Seminar II
Probability and Statistics
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7
__CORE 3??3
__KIN 2073
__SCED 4033
__MATH 3083
__MATH 4013
__MATH 4401
Semester 8
Second Fine Arts Choice
Health and Safety
Secondary Methods and Clrm Mgt
History of Mathematics
Methods in Secondary Math
Senior Seminar I
__CORE 4031
__EDFN 4061
__EDFN 4405
__EDFN 4415
TOTAL OF 16HOURS
* Replaces CORE 1033 Applied Math.
Senior Seminar
Seminar in Education
Student Teacher Intership I
Student Teacher Intership II
TOTAL OF 12 HOURS
Please see your advisor.
Total hours required for degree: 134
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
39
2010-2011
Ouachita Baptist University
Teacher Education
SECONDARY EDUCATION
Bachelor of Arts Degree
Mathematics (Grades 7-12) (Entering Fall of Even # Year)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
_ CORE 1012
__CORE 1023
__CORE 1043
__???? ???3
__CSCI 1033
__MATH 1073
__EDFN 1001
Semester 2
Introduction to Liberal Arts
Contemporary World
Composition I
Foreign Language I
Intro to Computer Science
Discrete Mathematics I*
Freshman Seminar in Education
__ MATH 2073
__ CORE 1053
__ ???? ???3
__CORE 2314
__ MATH 2014
TOTAL OF 18 HOURS
PRAXIS I
Discrete Mathematics II
Composition II
Foreign Language II
Physical Science
Calculus I
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__CORE 1113
__CORE 1022
__EDFN 2003
__MATH 2093
__MATH 2024
__SPCM 1003
Semester 4
Survey of the Bible
Concepts of Wellness
Foundations of Education
Linear Algebra
Calculus II
Fundamentals of Public Speaking
__CORE 1123
__CORE 2213
__MATH 3063
__MATH 3034
__EDFN 2012
__EDFN 2053
TOTAL OF 18 HOURS
Interpreting the Bible
Western Civilization
Probability and Statistics
Calculus 3
Instructional Technology
Child and Adolescent Development
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__CORE 2??3
__EDFN 4082
__EDFN 4123
__MATH 3083
__MATH 3301
__MATH 4013
__PSCI 2013
Semester 5
Semester 6 PRAXIS II #10061;20063;20065
(Includes Pedagogy)
Sophmore Menu Choice
Teaching Exceptional Learners
Learning Theories & Assessment Prac.
History of Mathmatics
Junior Seminar I
Methods in Secondary Math
American National Government
__CORE 2324
__CORE 3??3
__CORE 2113
__MATH 3311
__MATH 3003
__SCED 3013
TOTAL OF 18 HOURS
Life Science
First Fine Arts Choice
American Civilization
Junior Seminar II
Foundations of Geometry
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7
__CORE 3??3
__CORE 2223
__KIN 2073
__SCED 4033
__MATH 4401
__MATH 3053
Semester 8_
Second Fine Arts Choice
Letter Menu
Health and Safety
Secondary Methods & Clrm Mgt
Senior Seminar I
Abstract Algebra I
__CORE
__EDFN
__EDFN
__EDFN
4031
4061
4405
4415
TOTAL OF 16 HOURS
*Replaces CORE 1033 Applied Math
Please see your advisor.
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
Total hours required for degree: 134
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
40
2010-2011
Ouachita Baptist University
Department of Education
SECONDARY EDUCATION
Bachelor of Arts Degree
Social Studies (Grades 7-12)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1012
__CORE 1043
__CORE 1023
__CORE 1113
__SPCM 1003
__HIST 1003
__EDFN 1001
Semester 2______PRAXIS I
Introduction to Liberal Arts
Composition I
Contemporary World
Survey of the Bible
Fundamentals of Public Speaking
World History to 1600
Freshman Seminar in Education
__KIN 2073
__CORE 1033
__CORE 1123
__HIST 1013
__CORE 1053
__SOCI 1013
TOTAL OF 18 HOURS
Health and Safety
Math for Liberal Arts
Interpreting the Bible
World History Since 1600
Composition II
Social Problems
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__CORE 2314
__HIST 2003
__EDFN 2003
__ECON 2013
__PSCI 2033
__EDFN 2012
Semester 4
Physical Science
U.S. History to 1877
Foundations of Education
Principles of Macroeconomics
Arkansas Govt/Politics
Instructional Technology
__CORE 22_3
__HIST 2013
__CORE ???3
__LANG ???3
__EDFN 2053
__GEOG ???3
TOTAL OF 18 HOURS
Letters Menu
U.S. History since 1877
Sophomore Menu Choice
Foreign Language I
Child & Adolescent Development
Geography Course
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__CORE 2324
__HIST 3043
__LANG ???3
__HIST ???3
__EDFN 4082
__HIST 4163
Semester 5
Semester 6_PRAXIS II#10081;20082
Life Science
Research Seminar
Foreign Language II
World History course (Jr/Sr hours)
Teaching Exceptional Learners
Arkansas History (Fall)
__ EDFN 4213
__ HIST 47?3
__ SCED 4033
__ GEOG ???3
__CORE 3??3
__CORE 1022
TOTAL OF 18 HOURS
Learning Theories & Assessment Prct
Topical Seminar (4703-4793)
Secondary Methods and Classroom Mgmt.
Geography course
First Fine Arts Choice
Concepts of Wellness
TOTAL OF 17HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7_______PLT
__SCED 3013
__SSCI 4103
__SOCI 4023
__CORE 3??3
__HIST ???3
__PSCI 2013
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Special Methods in Social Science
Sociology of Childhood
Second Fine Arts Choice
Additional History Course
American National Government
Semester 8
__CORE
__EDFN
__EDFN
__EDFN
4031
4061
4405
4415
TOTAL OF 18HOURS
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
Please see your advisor.
Total hours required for degree: 137
Total hours earned
Semester 1__ semester 2__ semester 3__ semester 4__ semester 5__ semester 6__ semester 7__ semester 8__
41
2010-2011
Ouachita Baptist University
Department of Education
SECONDARY EDUCATION
Bachelor of Arts Degree
Spanish (Grades 7-12)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE
__CORE
__CORE
__CORE
__SPAN
__CORE
1012
1043
1023
1113
2033
1022
Semester 2______PRAXIS I
Introduction to Liberal Arts
Composition I
The Contemporary World
Survey of the Bible
Intermediate Spanish I
Concepts of Wellness
__SPCM
__CORE
__CORE
__SPAN
__EDFN
__CORE
1003
1033
1123
2043
1001
1053
TOTAL OF 16 HOURS
Fundamentals of Public Speaking
Math for Liberal Arts
Interpreting the Bible
Intermediate Spanish II *
Freshman Seminar in Education
Composition II
TOTAL OF 16 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__SPAN 31?3
__CORE 2314
__CORE 2113
__EDFN 2053
__EDFN 2003
Semester 4
Span Conv OR Short Stor (Elect)
Physical Science
American Civilization
Child & Adolescent Development
Foundations of Education
TOTAL OF 16 HOURS
__SPAN ???3
__CORE 21_3
__CORE 2324
__CORE 2213
__ KIN 2073
__EDFN 2012
Adv Gram/Comp OR Span Lit Fr (Elect) **
Letters Menu
Life Science
Western Civilization
Health and Safety
Instructional Technology
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__SPAN 3143
__SPAN 4003
__SPAN ???3
__CORE 23?3
__EDFN 4123
__CORE 3??3
Semester 5
Semester 6_PRAXIS II#5195;10841
Short Stories (Fall odd Yrs-Elec)
Span Am Lit (Fall Even Yrs-Elec)
Latin Am Culture & Civ (Elective)
Sophomore Menu Choice
Learning Theories & Assessment Prac
First Fine Arts Choice
__SPAN 4143
__SPAN 3133
__SPAN 4133
__PSCI 2013
__EDFN 4082
__CORE 3??3
TOTAL OF 18HOURS
(Pedagogy included)
Meths of Teaching Spanish (Spr Only)
Adv Gram & Comp (Spr Only)
Hisp Culture & civ (Spr Odd Yrs)
Am Natl Govt OR Approve Elective
Teaching Exceptional Learners
Second Fine Arts Choice
TOTAL OF 17HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7
__SCED 3013
__SPAN ???3
__SPAN 3163
__???? ???3
__SCED 4033
Semester 8
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Spanish Course (Elective)
Spanish Linguistics
Elective
Sec Methods & Clrm Mgt
__CORE 4031
__EDFN 4061
__EDFN 4405
__EDFN 4415
TOTAL OF 15HOURS
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
*Students who start with Elementary Spanish I and II will result in having to complete 36 hours of Spanish for an Education
Degree in Spanish.
**Spanish Literature from 1700(SPAN 4023) is offered in Spring of even-numbered years.
Please see your advisor.
Total hours required for degree: 128
Total hours earned
Semester 1__ semester 2__ semester 3__ semester 4__ semester 5__ semester 6__ semester 7__ semester 8__
42
43
Ouachita Baptist University
Teacher Education Program
Fine Arts
Fine Arts
44
2010-2011
Ouachita Baptist University
Teacher Education
Bachelor of Arts Degree
ART (Grades P-12) (Entering Fall Even Year)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1012
__CORE 1043
__CORE 1033
__CORE 1113
__ART 1003
__ART 1013
__EDFN 1001
Semester 2_______PRAXIS I
Introduction to Liberal Arts
Composition I
Math for Liberal Arts
Survey of the Bible
Visual Fundamentals I
Drawing I
Freshman Seminar in Education
__CORE 1022
__CORE 1023
__CORE 1123
__CORE 1053
__ART 2003
__EDFN 2003
Concepts of Wellness
Contemporary World
Interpreting the Bible
Composition II
Drawing II
Foundations of Education
TOTAL OF 18 HOURS
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__CORE 21_3
__CORE 2113
__???? ???3
__CORE 24?3
__EDFN 2053
__ART 2033
Semester 4
Letters Menu
American Civilization
Foreign Language I
Sophomore Menu
Child & Adolescent Development
Painting I
__CORE 2314
__CORE 2213
__???? ???3
__EDFN 2012
__ART 3003
__ART 2083
TOTAL OF 18 HOURS
Physical Science
Western Civilization
Foreign Language II
Instructional Technology
Painting II
Graphic Design I
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__ART 3043
__ART 2043
__ART 3103
__SCED 3013
__ART 3073
__PSCI 2013
Semester 5
Semester 6_PRAXIS II #20131;20132;10133
Intro to Art History I
Sculpture (Fall – Even Year)
Art Education Methods
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Painting III
American National Government
__ART 3053
__ART 3063
__CORE 3??3
__EDFN 4082
__CORE 2324
TOTAL OF 18 HOURS
Into to Art History II
Mixed Media
Fine Arts Menu
Teaching Exceptional Learners
Life Science
TOTAL OF 15 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7______PLT
__KIN 2073
__SCED 4033
__ART 2023
__EDFN 4123
__SPCM 1003
__ART 4041
Semester 8
Health & Safety
Secondary Methods & Clsrm Mgt
Ceramics (Fall – Odd Year)
Learning Theories & Asessment Prac
Fundamentals of Public Speaking
Senior Exhibition
__CORE 4031
__EDFN 4061
__EDFN 4405
__EDFN 4415
TOTAL OF 16 HOURS
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
Please see your advisor
Total hours required for degree: 132
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
45
2010-2011
Ouachita Baptist University
Teacher Education
Bachelor of Arts Degree
ART (Grades P-12) (Entering Fall Odd Year)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1012
__CORE 1043
__CORE 1033
__CORE 1113
__ART 1003
__ART 1013
__EDFN 1001
Semester 2_________PRAXIS I
Introduction to Liberal Arts
Composition I
Math for Liberal Arts
Survey of the Bible
Visual Fundamentals I
Drawing I
Freshman Seminar in Education
__CORE 1022
__CORE 1023
__CORE 1123
__CORE 1053
__ART 2003
__SPCM 1003
TOTAL OF 18 HOURS
Concepts of Wellness
Contemporary World
Interpreting the Bible
Composition II
Drawing II
Fundamentals of Public Speaking
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__EDFN 2003
__CORE 2113
__???? ???3
__CORE 24?3
__ART 2033
__PSCI 2013
Semester 4
Foundations of Education
American Civilization
Foreign Language I
Sophomore Menu
Painting I
American National Government
__CORE 2314
__EDFN 2053
__EDFN 2012
__???? ???3
__ART 3003
__ART 2083
TOTAL OF 18 HOURS
Physical Science
Child & Adolescent Development
Instructional Technology
Foreign Language II
Painting II
Graphic Design I
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__ART 3043
__ART 2023
__ART 3103
__CORE 2324
__ART 3073
__EDFN 4082
Semester 5
Semester 6_PRAXIS II#20131;20132;10133
Intro to Art History I
Ceramics (Fall – Odd Year)
Art Education Methods
Life Science
Painting III
Teaching Exceptional Learners
__ART
__ART
__CORE
__CORE
__SCED
3053
3063
3??3
2213
3013
TOTAL OF 18 HOURS
Into to Art History II
Mixed Media
Fine Arts Menu
Western Civilization
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
TOTAL OF 15 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7_____PLT
__KIN 2073
__SCED 4033
__CORE 20?3
__ART 2043
__EDFN 4123
__ART 4041
Semester 8
Health & Safety
Secondary Methods and Classroom Mgt.
Letters Menu
Sculpture (Fall – Even Year)
Learning Theories & Assessment Pract
Senior Exhibition
__CORE 4031
__EDFN 4061
__EDFN 4405
__EDFN 4415
TOTAL OF 16 HOURS
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
Please see your advisor
Total hours required for degree: 132
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8
46
2010-2011
Ouachita Baptist University
Teacher Education
Bachelor of Music Education
Music Education – Vocal Music (Grades P-12)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__MUAP 1070
__MUTH 1002
__MUTH 1022
__MUAP 1271
__MUAP 1??2
__MUAP 1??1
__CORE 1012
__CORE 1043
__CORE 1113
__MUEN 1??0.5
__MUAP 1080.5
Performing Arts Class
Aural Skills I
Theory I
Vocal Diction I
Principal Applied
Secondary Applied
Introduction to Liberal Arts
Composition I
Survey of the Bible
Ensemble (.5-1)
Piano Seminar (Piano Principals)
Semester 2________PRAXIS I
__MUAP 1070
__MUTH 1012
__MUTH 1032
__MUAP 1371
__MUAP 1??2
__MUAP 1??1
__MUHL 1312
__CORE 1123
__CORE 1053
__MUEN 1??0.5
__MUAP 1080.5
TOTAL OF 16.5/17.5 HOURS
Performing Arts Class
Aural Skills II
Theory II
Vocal Diction II
Principal Applied
Secondary Applied
Music Lit. I
Interpreting the Bible
Composition II
Ensemble (.5-1)
Piano Seminar (Piano Principals)
TOTAL OF 16.5/17.5 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__MUAP 1070
Performing Arts Class
__MUTH 2042
Aural Skills III
__MUTH 2062
Theory III
__MUAP 2??2
Principal Applied
__MUAP 2??1 Secondary Applied
__MUHL 2112
Music Lit. II
__EDFN 2003
Foundations of Education
__CORE 1033
Math for Liberal Arts
__CORE 2113
American Civilization
__MUED 1??0.5 Ensemble (.5-1)
__MUAP1080.5 Piano Seminar (Piano Principals)
Semester 4
__MUAP
__MUTH
__MUTH
__ MUAP
__ MUAP
__EDFN
__CORE
__CORE
__MUEN
__MUAP
1070
2052
2072
2??2
2??1
2053
2443
1023
1??0.5
1080.5
TOTAL OF 18.5/19.5 HOURS
Performing Arts Class
Aural Skills IV
Theory IV
Principal Applied
Secondary Applied
Child & Adol Dev (Preferred) or PSYC2033
Social Sci. Survey***(Soph Menu)
Contemporary World
Ensemble (.5-1)
Piano Seminar (Piano Principals)
TOTAL OF 16.5/17.5 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 5
__MUAP 1070
__MUHL 3153
__MUED 3101
__MUED 3113
__MUED 3092
__MUAP 3??2
__???? ???3
__MUED 3011
__MUEN 1??0.5
__MUAP 1080.5
Semester 6_PRAXIS II#20112;20111;10113
Performing Arts Class
Music History I
Choral Cond. I
Sec. Choral Meth ods
Elem. Music Methods
Principal Applied
Foreign Language I
Instrumental Perspectives
Ensemble (.5-1)
Piano Seminar (Piano Principals)
__MUAP 1070
__MUHL 3163
__MUED 3201
__MUHL 4272
__MUAP 3??2
__???? ???3
__CORE 2314
__KIN 2073
__MUEN 1??0.5
__MUAP1080.5
TOTAL OF 16.5/17.5 HOURS
** Substitutes for Concepts of Wellness requirement
Performing Arts Class
Music History II
Choral Cond. II
Cho. Lit/Arr.
Principal Applied
Foreign Language II
Physical Science
Health & Safety **
Ensemble (.5-1)
Piano Seminar (Piano Principals)
TOTAL OF 18.5/19.5 HOURS
(CONTINUED)
47
*** For PSCI 2013 Am. Natl Govt.
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7
__MUAP 1070
__MUEN 1??0.5
__MUED 4132
__CORE 2213
__EDFN 2012
__SCED 3013
__SCED 4033
__MUAP 4040
__MUAP 1080.5
Semester 8______PLT
Performing Arts Class
Ensemble (.5-1)
Vocal Pedagogy
Western Civilization
Instructional Tech
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Secondary Methods & Clrm Mgt
Senior Recital
Piano Seminar ( Piano Principals)
__MUAP 1070
__MUEN 1??0.5
__CORE 2324
__CORE 2??3
__EDFN 4082
__EDFN 4123
__MUAP1080.5
TOTAL OF 13.5/14.5 HOURS
Performing Arts Class
Ensemble (.5-1)
Life Science
Letters Menu
Teaching Exceptional Learners
Learning Theories & Assessment Prac
PianoSeminar(PianoPrincipals)
TOTAL OF 12.5-13.5 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 9
__EDFN
__CORE
__EDFN
__EDFN
4061
4031
4405
4415
Seminar in Education
Senior Seminar
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
Subject to change.
Please see your advisor.
Total hours required for degree: 141
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__Semester 6__ Semester 7__ Semester 8__ Semester 9__
48
2010-2011
Ouachita Baptist University
Department of Education
Bachelor of Music Education
Music Education – INSTRUMENTAL (Grades 7-12)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__MUAP 1070
__MUTH 1002
__MUTH 1022
__MUAP 1??2
__MUAP ???1
__MUEN 1??0.5
__MUEN 1??0.5
__CORE 1012
__CORE 1043
__CORE 1113
Performing Arts Class
Aural Skills I
Theory I
Principal Applied
Secondary Applied
Ensemble
Ensemble
Introduction to Liberal Arts
Composition I
Survey of the Bible
Semester 2_______PRAXIS I
__MUAP 1070
__MUTH 1012
__MUTH 1032
__MUAP 1??2
__MUAP ???1
__MUEN 1??0.5
__MUEN 1??0.5
__MUHL 1312
__CORE 1053
__CORE 1123
__CORE 1023
TOTAL OF 16 HOURS
Performing Arts Class
Aural Skills II
Theory II
Principal Applied
Secondary Applie d
Ensemble
Ensemble
Music Lit. I
Composition II
Interpreting the Bible
Contemporary World
TOTAL OF 19 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__MUAP 1070
__MUTH 2042
__MUTH 2062
__MUAP 2??2
__MUAP 2??1
__MUHL 2112
__MUED 2021
__MUED 2031
__MUED 2041
__MUEN 1??0.5
__MUEN 1??0.5
__EDFN 2003
Performing Arts Class
Aural Skills III
Theory III
Principal Applied
Secondary Applied
Music Lit. II
Woodwind Methods I
Brass Methods
String Methods
Ensemble
Ensemble
Foundations of Education
Semester 4
__MUAP 1070
__MUTH 2052
__MUTH 2072
__MUAP 2??2
__MUAP 2??1
__MUED 3081
__MUED 3161
__MUEN 1??0.5
__MUEN 1??0.5
__CORE 1033
__EDFN 2053
TOTAL OF 16 HOURS
Performing Arts Class
Aural Skills IV
Theory IV
Principal Applied
Secondary Applied
Woodwind Methods II
Percussion Methods
Ensemble
Ensemble
Math for Liberal Arts
Child & Adolescent Development or Psy 2033
TOTAL OF 16 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__MUAP 1070
__ MUAP 3??2
__MUEN 1??0.5
__MUEN 1??0.5
__MUHL 3163
__MUED 3121
__KIN 2073
__CORE 2314
__???? ???3
Semester 5
Semester 6_PRAXIS II#20112;20111;10113
Performing Arts Class
Principal Applied
Ensemble
Ensemble
Music History I
Inst. Cond. I
Health & Safety**
Physical Science
Foreign Language I
__MUAP 1070
Performing Arts Class
__MUAP 3??2
Principal Applied
__MUEN 1??0.5 Ensemble
__MUEN 1??0.5 Ensemble
__MUHL 3163
Music History II
__MUED 3221
Inst. Cond. II
__MUED 3001
Vocal Perspectives
__CORE 2??3
Letters Menu (2123 or 2223)
__CORE 2443
Social Science Sur.***
__???? ???3
Foreign Language II
TOTAL OF 17 HOURS
**For Concepts of Wellness
TOTAL OF 17 HOURS
***For PSCI 2013 Am. Natl. Govt.
49
(CONTINUED)
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7
__MUAP 1070
__MUAP 4??2
__MUEN 1??0.5
__MUEN 1??0.5
__CORE 2113
__CORE 2324
__SCED 3013
__EDFN 4123
Semester 8_______PLT
Performing Arts Class
Principal Applied
Ensemble
Ensemble
American Civilization
Life Science
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Learning Theories/Assessment Prac
__MUAP
__MUAP
__MUEN
__MUEN
__MUED
__CORE
__EDFN
__EDFN
__SCED
1070
4??2
1??0.5
1??0.5
4153
2213
2012
4082
4033
TOTAL OF 16 HOURS
Performing Arts Class
Principal Applied
Ensemble
Ensemble
Band Org/Marching Techniques
Western Civilization
Instructional Tech
Teaching Exceptional Learners
Secondary Methods & Clrm Mgt.
TOTAL OF 16 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 9
__CORE
__CORE
__EDFN
__EDFN
4031
4061
4405
4415
Senior Seminar: Education
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
Subject to Change.
Please see your advisor.
Total hours required for degree: 145
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__ Semester 9__
50
2010-2011
Ouachita Baptist University
Department of Education
SECONDARY SCHOOL EDUCATION
Bachelor of Arts Degree
Speech Communication and Theatre Arts (Grades 7-12) (Entering Fall Even Year)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1043
__CORE 1033
__CORE 1113
__CORE 1023
__THEA 1003
__EDFN 1001
Semester 2________PRAXIS I
Composition I
Math for Liberal Arts
Survey of the Bible
Contemporary World
Introduction to the Theatre
Freshman Seminar in Education
__THEA 1011
__CORE 1123
__CORE 1053
__COMM1033
__CORE 2324
__CORE 1012
TOTAL OF 16 HOURS
Theatre Performance Practicum
Interpreting the Bible
Composition II
Introduction to Mass Communication
Life Science
Introduction to Liberal Arts
TOTAL OF 16 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__EDFN 2003
__CORE 24?3
__???? ???3
__THEA 1021
__THEA 2003
__THEA 2013
__EDFN 2012
Semester 4
Foundations of Education
Sophomore Menu
Foreign Language I
Theatre Technical Practicum
Acting Workshop
Fundamentals of Stagecraft
Instructional Technology
__CORE 2123
__PSCI 2013
__SPCM 1003
__???? ???3
__SPCM 2043
__EDFN 2053
TOTAL OF 18 HOURS
Western Civilization
American National Government
Fundamentals of Public Speaking
Foreign Language II
Small Group Communication
Child/Adolescent Development
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 5
__THEA 4103
__THEA 3003
__THEA 4013
__SCED 3013
__EDFN 4123
__KIN 2073
Semester 6 PRAXIS II#10221;10640
Creative Drama for Clrm Tchr(course by conf)__CORE 2314 Physical Science
Play Directing
__SPCM 3073 Argumentaion & Debate
Theatre History I (FALL ODD YEAR)
__CORE 3??3 First Fine Arts Choice
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
__THEA 4023 Theatre History II
Learning Theories/Assessment Prac
__CORE 21_3 Letters Menu
Health and Safety
__SPCM 3091 Teaching Speech in the Sec Sch(course by conf)
TOTAL OF 18 HOURS
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7______PLT
__EDFN 4082
__SCED 4033
__THEA 3091
__SPCM 4821
__CORE 3??3
__SPCM 3033
__CORE 2113
Semester 8
Teaching Exceptional Learners
Secondary Methods and Classroom Mgt.
Teaching Theatre in the Sec Sch(course by cont)
Debate Practicum
Second Fine Arts Choice
Interpersonal Communication
American Civilization
TOTAL OF 16 HOURS
__CORE
__EDFN
__EDFN
__EDFN
4031
4061
4405
4415
Senior Seminar
Seminar in Education
Student Teacher Internship I
Student Teacher Internship II
TOTAL OF 12 HOURS
Please see your advisor.
Total hours required for degree: 131
Total hours earned
Semester 1__ semester 2__ semester 3__ semester 4__ semester 5__ semester 6__ semester 7__ semester 8__
51
2010-2011
Ouachita Baptist University
Department of Education
SECONDARY SCHOOL EDUCATION
Bachelor of Arts Degree
Speech Communication and Theatre Arts (Grades 7-12) (Entering Fall Odd Year)
Student Name: ___________________________________ID#:__________________
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 1
__CORE 1043
__CORE 1033
__CORE 1113
__COMM 1033
__THEA 1003
__EDFN 1001
Semester 2_______PRAXIS I
Composition I
Math for Liberal Arts
Survey of the Bible
Introduction to Mass Communication
Introduction to the Theatre
Freshman Seminar in Education
__CORE 1012
__CORE 1023
__CORE 1123
__CORE 1053
__THEA 1011
__PSCI 2013
__KIN 2073
TOTAL OF 16 HOURS
Introducation to Liberal Arts
Contemporary World
Interpreting the Bible
Composition II
Theatre Performance Practicum
American National Government
Health and Safety
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 3
__EDFN 2003
__ CORE 24?3
__???? ???3
__THEA 2003
__THEA 1021
__THEA 2013
Semester 4
Foundations of Education
Sophomore Menu
Foreign Language I
Acting Workshop
Theatre Technical Practicum
Fundamentals of Stagecraft
__CORE 2123
__CORE 22_3
__SPCM 1003
__???? ???3
__SPCM 2043
__EDFN 2053
TOTAL OF 16 HOURS
Western Civilization
Letters Menu
Fundamentals of Public Speaking
Foreign Language II
Small Group Communication
Child/Adolescent Development
TOTAL OF 18 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
__THEA 4013
__THEA 3003
__EDFN 4123
__SCED 3013
__CORE 2324
__EDFN 2012
Semester 5
Semester 6_PRAXIS II #10221;10640
Theatre History I (FALL ODD YEAR)
Play Directing
Learning Theories/Assessment Prac
Adlsct Dvlpmt, S/Lvl Phil /Schl Org
Life Science
Instructional Technology
__CORE 2314 Physical Science
__SPCM 3073 Argumentation & Debate
__CORE 3??3 First Fine Arts Choice
__CORE 2113 American Civilization
__THEA 4023 Theatre History II
__SPCM 3091 Teaching Speech in the Sec School(course by conf)
TOTAL OF 18 HOURS
TOTAL OF 17 HOURS
α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α α
Semester 7_______PLT
__THEA 4103
__SCED 4033
__THEA 3091
__SPCM 4821
__CORE 3??3
__SPCM 3033
__EDFN 4082
Semester 8
Creative Drama for Clrm Tchr(course by conf)
Secondary Methods and Classroom Mgt.
Teaching Theatre in the Sec Sch(course by conf)
Debate Practicum
Second Fine Arts Choice
Interpersonal Communication
Teaching Exceptional Learners
TOTAL OF 16 HOURS
__CORE 4031 Senior Seminar
__ EDFN 4061 Seminar in Education
__ EDFN 4405 Student Teacher Internship I
__ EDFN 4415 Student Teacher Internship II
TOTAL OF 12 HOURS
Please see your advisor.
Total hours required for degree: 131
Total hours earned
Semester 1__ Semester 2__ Semester 3__ Semester 4__ Semester 5__ Semester 6__ Semester 7__ Semester 8__
52
53
Ouachita Baptist University
Teacher Education
Endorsements and Minors
Education majors do not need an endorsement or a minor to meet the hour requirements for graduation.
However, several candidates desire to add to their degrees and areas of licensure. Therefore, they take
additional hours.
The School of Education does provide an Education in the Christian School minor; however, the courses
overlap the education majors. Therefore, the Christian School Minor is not an option for the Education Major.
However, education majors may take the course EDFN 2014 Education in the Christian School. Further,
anyone planning to take this minor must meet all of the testing and pre-requisites for the courses except
admission to teacher education.
The endorsement and minors available in the School of Education are listed below:
Fifth-Sixth Grade Endorsement
The Arkansas Department of Education is currently offering this additional level of licensure to meet an
educational “gap” in the state. It may be added to the Early Childhood licensure.
EDFN 2053 Child and Adolescent Development
(This class is already a requirement for Early Childhood
majors.)
MSED 3013 Young Adolescent Development, Middle Level Philosophy, and School
Organization
MSED 3043 Middle School Methods and Classroom Management
Praxis II Middle School Content Knowledge Test (#20146)
54
Minor in Education and Public Policy
This minor in education and public policy is focused on preparing students to serve in local, state, or
national policy-making positions. It is a total of 21 hours.
Policy-making positions exist in every local community, as well as at the state and national levels. Individuals
who fill these positions, whether elected or appointed, make decisions that impact the quality of life for the
citizens of that community, the state, or the nation. It is important for policymakers to understand the far
reaching effects of the policies they create. Policy-makers need to know how to analyze the broad impact of
their policies and how to access the best information available to make those decisions.
As OBU prepares students for service in a variety of areas, these students can also be prepared for public
service in full time public policy positions or through volunteer opportunities. A minor in education and public
policy provides students majoring in a variety of academic areas the opportunity to learn how to use their
talents and creative abilities to serve in the public policy arena. The minor in education and public policy is
designed to help students who are preparing for careers in diverse fields learn how to knowledgeably
participate in the policy-making process.
Minor Requirements and Concentration Area Electives
Students must complete 6 credit hours in education courses (specified below), 6 credit hours in political
science courses (specified below), 6 hours in a concentration area (options specified below), and 3 hours in a
field experience/seminar course (EDFN 4xx3 Education and Public Policy Field Experience) for a total of 21
credit hours.
Required Courses for the Minor in Education and Public Policy – 15 hours
Education – 6 hours
· EDFN 2003 Foundations in Education (fall, spring)
· EDFN 2053 Child and Adolescent Development (fall, spring)
Political Science – 6 hours
(Alternate courses in this section can be chosen to meet the concentration requirements.)
· PSCI 2013 American National Government (fall, spring) or PSCI 2033 Arkansas Government and
Politics (spring odd numbered years)
· PSCI 4033 Public Policy (fall even numbered years) or PSCI 4043 Public Administration (fall odd
numbered years)
Education and Public Policy Field Experience – 3 hours
· EDFN 4583 Education and Public Policy Field Experience (as needed)
Concentration Area Courses for the Minor in Education and Public Policy – 6 hours
Choose one of the following concentration areas and complete six hours in that area:
Business, Education, Political Science, Mass Communications, Speech Communication, or Sociology. If one of these areas is a
student‟s major field of study, the student must select a different concentration area for the Minor in Education and Public Policy.
Business Administration
· ACCT 2013 Principles of Accounting I (fall, spring)
· ECON 2013 Principles of Macroeconomics (fall, spring) or
ECON 2023 Principles of Microeconomics (fall; spring)
Mass Communications or Speech Communication – (Choose two courses; one must be upper level.)
· COMM or SPCM 1003 Fundamentals of Public Speaking (fall, spring) or
SPCM 3003 Advanced Public Speaking (fall)
· COMM 1033 Introduction to Mass Communications
55
· SPCM 2053 Speaking for Special Occasions (May of even numbered years)
· COMM or SPCM 2043 Small Group Communications (spring)
· SPCM 3023 Communication and Culture (fall, spring)
· COMM 3073 Public Relations Principles and Problems (spring)
Education – (Choose two courses.)
· SCED 4953 Contemporary Problems in American Education (on demand)
· LST 3013 Program Design and Management (fall) (prerequisites may be waived or permission granted by the
department chair)
· ECED 4893 Special Studies in Education (on demand) Political Science – (Choose two courses.)
Political Science– (Choose two courses.)
· PSCI 1013 Introduction to Politics (fall)
· PSCI 2003 State and Local Government and Politics (on demand)
· PSCI 2023 Philosophy and Methods of Political Science (fall)
· PSCI 3033 Constitutional Law (spring odd numbered years)
· PSCI 4013 American Political Thought (on demand)
Sociology – (SOCI 2023 is required; choose one additional course.)
· SOCI 2023 Introduction to Social Services (fall)
· SOCI 1013 Social Problems (spring)
or SOCI 3013 Social Psychology (also listed as PSYC 3013) (fall)
or SOCI 3023 Crime and Delinquency (fall)
or SOCI 3043 The Urban Community (spring)
or SOCI 4063 Multicultural Relations (fall)
56
Minors in Department of Kinesiology and Leisure Studies
‟07 Requirements for minor in COACHING: (21 hours)
KIN 1003 Foundations of Kinesiology and Leisure Studies
KIN 1113 Fundamental Motor Development
KIN 1012 First Aid
KIN 2093 Structural Basis of Human Movement
KIN 3023 Physiology of Exercise
KIN 4013 Organization and Administration of HPER Programs
And two courses from KIN 2022, 2032, 2042, 3032, 3042(Coaching Theory courses
*Arkansas requires a secondary standard teacher certificate
‟08 Requirements for minor in RECREATION MINISTRY: (22 hours)
KIN 1012 First Aid
KIN 3042 Coaching Team Sports
KIN 1051 Swimming & Aquatics or PEAC 2021 Lifequard Training
LST 2083 Outdoor Leisure Pursuits
LST 3013 Program Design and Management
LST 4842 Backpacking and Nature Awareness
CHMN 1023 Introduction to Christian Ministry
CHMN 2223 Introduction to Student Ministry
THEO 1003 Spiritual Formation
‟07 Requirements for a minor in HEALTH: (23 hours)
KIN 1012 First Aid
KIN 2073 Health and Safety
KIN 2063 Drug Education
KIN 3003 Health Methods and Materials
SOCI 3033 Marriage & Family
DIET 3043 OR 3053 Sports Nutrition or Nutrition
KIN 2093 Structural Basis of Human Movement
KIN 3023 Physiology of Exercise
‟07 Requirements for a minor in RECREATION: (20 hours)
LST 2083 Outdoor Leisure Pursuits
LST 3013 Program Design and Management
KIN 3073 Adapted Methods
KIN 4013 Organization and Administration of HPER Programs
LST 4842 Backpacking/Nature Awareness
KIN 1012 First Aid
KIN 1051 Swimming
And three additional hrs.from KIN 1101, 2101, 2121, 2131, 2191; PEAC 2831,2851,2861,2891.
57
‟07 Requirements for minor in KINESIOLOGY: (20 hours)
KIN 1003 Foundations of Kinesiology & Leisure Studies
KIN 1113 Fundamental Motor Development
KIN 2093 Structural Basis of Human Movement
KIN 3023 Physiology Of Exercise
KIN 3073 Adapted Methods
KIN 1012 First Aid
KIN 1051 Swimming
And two additional hrs from KIN 1101, 2101, 2121, 2131, 2191; PEAC 2831,2851,2861,2891.
58
59
Ouachita Baptist University
Teacher Education Program
GATE 1- Admission to Teacher Education
Gate 1
Admission
To
Teacher Education
and
Progress
Through the Program
60
GATE 1
ADMISSION TO TEACHER EDUCATION
AND PROGRESS THROUGH THE PROGRAM
High standards for entering and completing the Teacher Education Program are maintained. The Director of
Teacher Education and Office of the Dean of the Michael D. Huckabee School of Education begin and
continue the development of the record of each applicant based on data collected throughout the participation
of a candidate in the teacher education program.
The pre-service candidate must successfully pass through four gates in order to graduate and qualify for an
initial teaching license. The data collected prior to each gate is presented to the Teacher Education Council.
The Council approves, disapproves, or postpones admission of candidates to the appropriate gate.
A candidate who is denied admission to the next gate may apply again after completing at least one additional
semester and removing the deficiencies stated by the Teacher Education Council.
Candidates must be admitted to the Teacher Education Program and meet criteria at each gate to take
additional professional courses and to remain in the program. The application for Admission to Teacher
Education, Gate 1, and the recommendation form are on the next pages followed by the other three gates and
the criteria for each to complete the program.
61
Gate 1
(Generally during the Sophomore Year)
Admission Requirements for Teacher Education
Candidates must have a cumulative GPA or 2.5 on a 4.0 scale overall for admission and must maintain
the 2.5 GPA to take professional courses. A GPA of 2.5 in their Teaching Field must also be
maintained:
In addition, candidates must earn a grade of C or better in the following:
 Composition I
 Composition II
 Math for Liberal Arts/ ECED Math for Early Childhood Teachers I/MSED Math for Middle School Teachers I
(or higher level Math)
 EDFN 2003 Foundations of Education
 Begin to collect items for the Education Portfolio during the Foundations class
 Grade of “C” in all other professional courses attempted to date
___________________________________________________
___________________________________________________
 *Receive a positive recommendation from Faculty Advisor.
 *Receive two additional positive recommendations from faculty. (Faculty may be from inside or outside of
the unit) The forms that will be completed include items about professional dispositions.
 *Complete a self-assessment which covers the same items as the faculty recommendation form.
 Pass all sections of the Praxis I Exam. (HSU Testing Airway Building: 870-230-5470.
No exams Sunday or Monday or
www.ets.org for Test at a Glance.)
 Submit a copy of the Application and “Why I Want to Be a Teacher” essay written during
EDFN 2003 Foundations of Education to the Licensure Officer McC311.
 Submit a copy of transcript with the Application and essay.
*These should be sent directly to the Licensure Officer McC311 or OBU Box 3789.
NOTE: When the application is complete, the Office of Student Services has been contacted with no concerns from that
office, and the Teacher Education Council has agreed to admit the candidate to the Teacher Education program, the
Director of Teacher Education will send a letter stating that the candidate has earned acceptance into the Teacher
Education program.
62
Ouachita Baptist University
Teacher Education
Application for Admission to Teacher Education Program
ID #:_____________
Date: _____________
Name: _________________________________________
OBU Box#_________
Transfer: Yes______ No______
If yes, list college(s) ___________________________________________________
1.
2.
My present plans for teaching level and/or areas are (check one):

Early childhood (Pre-Kindergarten through Grade 4)

Middle school: Math and Science (Grades 4 – 8)

Middle School: English/Language Arts and Social Studies (Grades 4 – 8)

Secondary (Grades 7 – 12): Please specify teaching field:_______________________________
I plan to qualify for the following degree: (Circle at least one).
BA
BME (Music)
3.
List experience working with children and youth. (Church, camps, community programs,
etc.) Please give dates.
4.
List any two of your university instructors at OBU who know your academic ability and
potential to be a good teacher well enough to write a recommendation for you in addition to your
advisor.
1.________________________2. ________________________3. _________________________
(alternate)
Faculty Advisor:________________________________________________________________
5.
Attach to this form a 200-word essay (word processed) describing why you want to be a teacher.
(This is written when candidate is enrolled in EDFN 2003 Foundations of Education)
* Submit the application, self- evaluation, transcript and essay to the Licensure Officer McC311.

DO NOT WRITE BELOW THIS LINE
Action of the Teacher Ed Council:________________________________________________________
63
Date:________________________ Director of Teacher Education _____________________________
Ouachita Baptist University
Teacher Education
Admission to the Teacher Education Program
Faculty Recommendation and Self-Evaluation Form
Name of
Candidate__________________________________________________________Date_______________
□ Faculty Information
Name of faculty member reporting___________________________________________________________
In what capacity have you worked with this student?____________________________________________
Please rate the student listed above. Your rating is one of several criteria used to determine whether or not the
student will be admitted to the Teacher Education Program.
□ Self-Evaluation – Please rate yourself as you consider your readiness and dispositions for admission to
teacher education.
Above Average
Average
Below Average
Unknown
Demonstrated
academic ability
Soundness of
Judgment
Dependability
Spoken
communication
skills
Written
communication
skills
Resourcefulness
& Initiative
Human
relations skills
Signature:__________________________________________Date________________________________
Thank you very much!
Please return with the application to the Licensure Officer, 3rd floor McClellan Hall or OBU Box 3789.
64
Field Experiences
An essential component of the Teacher Education Program is the application of knowledge, research, and
theory in public school classrooms. The program provides three levels of field experiences with increasing
complexity and participation.
Field Experience in schools begins in the EDFN 2003 Foundations of Education course. Each candidate
observes a total of appromimately 20 hours during the semester in classrooms in at least three developmental
levels. Candidates write reflections about their observations as a means of processing what they are learning.
As you continue through the program you will have other field experiences: ECED 4043 Practicum in
Early Childhood Education and Classroom Management 50 hours and SCED/MSED 3013 Adolescent
Development, Secondary Level Philosophy, and School Organization and Young Adolescent Development,
Middle Level Philosophy, and School Organization 50 hours (Middle/Secondary School). Candidates in these
courses are assigned to a teacher for approximately five hours each week. A variety of small and large group
teaching opportunities are provided through the experience.
In addition to the opportunities described above, many courses have specific field experiences that are a part
of the curriculum. These range from one-on-one and small-group instruction to team-teaching with whole
groups of students. Some classes also present Family Night activities in the local schools, assist with
volunteer opportunities such as Special Olympics, as well as assist in community and church functions for
children and youth.
During the above field experiences, candidates begin to reflect on their own teaching and professional
practices. Reflections at this level represent the ability of candidates to analyze the lesson, and to assess the
degree to which students have learned. Candidates learn to suggest improvements or modifications that would
improve student learning.
The Professional Semester is the Student Teaching Internship experience which constitutes a minimum of a
twelve-week comprehensive placement in the public schools. During the semester, the candidates each
complete a minimum of two placements of approximately equal length covering the range of ages and grades
they will be licensed to teach. Candidates adhere to the schedule of the cooperating teacher; attend faculty
meetings, staff development workshops, parent-teacher conferences, and other professional assignments.
At this level, reflections provide the framework for continuous growth and development. They address all
aspects of instruction and professional responsibility. The ability of candidates to identify the needs for
change in disposition, or the need for acquisition of knowledge or skill, is assessed during the internship
semester.
65
Dress Code for All Field Experiences
While the college classroom environment allows pre-service teachers to dress as students, the public school
classroom environment demands that candidates dress professionally. Presenting oneself as an authority
figure in the classroom requires confidence, assertiveness, and clothing that can distinguish pre-service
teachers/candidates from the students with whom they work. The following guidelines for appropriate
appearance in the public school are drawn from local school dress codes and expectations. The dress code
is in effect and applicable to all field experiences.
Ouachita Baptist University
Teacher Education
PROFESSIONAL DRESS FOR OBU STUDENTS
IN FIELD EXPERIENCES and STUDENT TEACHERINTERSHIPS
Suggested appropriate attire:
(Clothing that is neither too tight nor too baggy and modest.)
Dress shirt and dress slacks
Dresses/skirts (at least to knee)
Sweaters or blouses
Comfortable Dress Shoes (not athletic)
Hair well groomed
Cosmetics – conservative
Conservative Jewelry
Please none of the following:
No shorts, sweats, wind suits, jeans
No mini-skirts (You may be sitting on the floor)
No midriffs – (Shirts should cover all tummy & back skin while sitting or standing)
No flip-flops
No tongue, nose, chin, navel, eyebrow, or lip piercings
No low cut shirts/blouses (Lean over in front of a mirror to check)
No sleeveless shirts/blouses
No slogans or suggestive graphics
No caps
If there are tattoos, they must be covered
66
67
Ouachita Baptist University
Teacher Education Program
Lesson Plans
Lesson Planning
And
Reflection Rubric
68
Ouachita Baptist University
Teacher Education
Lesson Plan Rubric
Name __________________________
Lesson _________________________
Date
_______________________
Semester _______________________
Criteria
Unacceptable Acceptable
1
2
Objectives
Objectives
are not clearly stated
and not measurable.
Observable learner objectives are
included on the plan.
*measurable*verbs*evidence*actions*
A-2, C-1, C-4 Pathwise
Objectives
clearly stated and
are measurable.
but no higher
order thinking
objectives.
1
Frameworks
Appropriate Arkansas Frameworks are
included on the plan including
framework code and description.
Frameworks are not
appropriate or
omitted.
2
Frameworks
noted are
acceptable.
Target
3
Learning goals are
specifically stated as learning
outcomes (objectives), reflect
several types of learning and
address higher order thinking
skills. Learning goals are
developmentally appropriate
and aligned with assessment.
3
Frameworks noted are
appropriate standards that
align with stated measurable
objectives, i.e. learning goals,
for students.
A-2, A-4 Pathwise
SPA Standards
Identify the Standard(s) addressed in
the lesson for the subject area
1
2
3
No standard is listed
on lesson plan.
One appropriate
standard is listed
on lesson plan.
Specific standards are applied
to coordinating aspects
throughout the lesson plan.
1
Materials/Resources
Necessary materials and resources for
the lesson are included in the plan.
A-4 Pathwise
Materials are not
appropriate or only 1
or no resources are
included in the plan
and are not
appropriate.
2
Materials are
appropriate.
1
Introduction
Plan includes a clear introduction that
builds on or establishes students‟ prior
knowledge. *brain ready*
Not appropriate for
context of content
and students.
2
Introduction is
appropriate for
context of
content and
students.
3
Materials are varied and
explicitly linked to learning
goals.
3
Introduction links to prior
knowledge of students and
captures students‟ attention
while establishing the purpose
for the content of lesson.
B-3, C-1, C-5 Pathwise
1
Procedures
Plan includes the procedures that the
teacher will take to ensure learning for
the students.
Description of
procedures is not
specific .
2
3
Details of the
flow of the
lesson including
one strategy are
stated on lesson
plan.
All lessons, activities,
assignments, and resources are
explicitly linked to learning
goals. Content appears to be
accurate and logically
organized within the unit of
instruction. A variety of
instructional procedures,
including technology, are used
with attention to student‟s
assessed prior knowledge.
Time elements and questions
may be included.
B-3, B-4, C-2, C-5 Pathwise
69
Comment
Culmination
Plan explains how the lesson will end.
1
2
3
Culmination only
addresses one
objective or omitted.
Conclusion
includes
restatement of
lesson objectives.
Conclusion of lesson includes
restatement of what has been
learned and why as well as
connections to future learning.
C-1, C-4, C-5 Pathwise
1
Assessment
Plan includes assessment(s) that match
objectives.
*MUST match objectives
Assessment does not
match objectives and
does not show
specific progress of
students.
2
Assessment
matches some
objectives.
A-3, A-5 Pathwise
Criteria
Extensions
Plan includes interdisciplinary
extension ideas and/or possible time
fillers that extend student thinking.
1
Lacks appropriate
interdisciplinary
ideas.
2
Has appropriate
interdisciplinary
ideas included.
3
Each learning goal is assessed;
assessment criteria are clear
and are aligned with learning
goals in content and
complexity. Multiple forms of
valid assessment are planned
throughout the instructional
sequence; adaptations are
provided as appropriate to
meet individual needs.
3
Comment
Interdisciplinary ideas that
involve visual, auditory and
tactile strategies are included
as well as H.O.T. strategies.
C-3 Pathwise
1
Accommodations
Plan considers necessary adjustments
that need to be made for special needs
students.
*not just students with
IEP*appropriate*varied*
Does not indicate or
only partially
indicates awareness
of student learning
preferences and
needs.
2
Indicates
awareness of
student learning
preferences and
needs.
A-1, A-2, D-2 Pathwise
3
Most instructional decisions
are pedagogically sound with
attention to individualization
based on student‟s needs and
instructional learning goals.
An explanation is included
regarding why/how noted
modifications would improve
student progress.
[Scores of 24 -30 are passing; below 24, students must redo the lesson plan. This is an 80% passing rate.]
70
Ouachita Baptist University
Teacher Education
Lesson Plan Rubric - ECED
Name ________________________________________ Date _________________________________
Lesson _______________________________________ Semester ______________________________
Assessment Item
Unacceptable (1)
Acceptable (2)
Objectives
Observable learner
objectives are
included on the plan.
*measurable*action
verbs*evidence*
Objectives are
unclear OR stated in
a way that makes
appropriate
assessment unlikely.
Most objectives are
clearly stated using
measurable action
verbs that can be
assessed.
All objectives are clearly stated using
measurable action verbs that can be
assessed.
Frameworks noted
are inappropriate or
omitted.
Frameworks noted
are acceptable.
Frameworks noted are most appropriate.
NAEYC Standards
noted are
inappropriate or
omitted.
NAEYC Standards
noted are
acceptable.
NAEYC Standards noted are most
appropriate.
Materials/resources
are inappropriate
OR several
necessary
materials/resources
are excluded from
the list.
Materials/resources
are appropriate and
include student
materials OR
professional
resources.
Materials/resources list is all-inclusive,
appropriate, and includes both student
materials and professional resources.
The linkage of the
introduction to the
remainder of the
lesson lacks clarity.
Introduction
assesses student
background
knowledge and
experience.
Introduction thoroughly and specifically
assesses student background knowledge
and experience.
NAEYC Standards:
4d
Frameworks
Appropriate
Arkansas
Frameworks are
included on the plan
including framework
code and description.
NAEYC Standards:
4d
NAEYC Standards
Identify the
Standard(s)
addressed in the
lesson.
Materials/Resources
All necessary
materials and
resources for the
lesson are included in
the plan.
NAEYC Standards:
4d
Introduction
Plan includes a clear
introduction that
builds on or
establishes students‟
prior knowledge.
71
Target (3)
*brain ready*
NAEYC Standards:
4b, 4c
Procedures
Plan includes
procedures that the
teacher will
implement to ensure
student learning.
*multiple
intelligences*
NAEYC Standards:
4b, 4c
Culmination
Plan explains the
closure of the lesson.
NAEYC Standards:
4b, 4c
Assessment
Plan includes
assessment(s) that
match objectives.
NAEYC Standards:
3a
Extensions
Plan includes
interdisciplinary
connections that
extend student
thinking.
*Bloom‟s
Taxonomy*
NAEYC Standards:
4b, 4c
Accommodations
Plan considers
necessary
adjustments that need
to be made for
learners with special
needs.
Procedures include
one teaching
strategy that may be
appropriate for
some students.
Procedures include Procedures include a variety of teaching
at least two teaching strategies that seek to ensure learning
strategies that seek
for all students.
to ensure learning
for most students.
Closure lacks clarity Closure ties the
within the lesson
lesson together in a
context.
summative format.
Closure clearly and appropriately ties
the lesson together in a summative
format.
Assessment does
not match
objectives OR little
or no data are
submitted.
Assessment loosely
matches all
objectives. Data are
in a usable format
to inform future
decision-making.
Assessment clearly matches all
objectives. Data are all-inclusive and in
a usable format to inform future
decision-making.
Plan lacks linkage
to additional content
areas and uses verbs
associated with the
understanding or
knowledge levels of
Bloom‟s
Taxonomy.
Plan includes links
to one or two
additional content
areas and uses verbs
associated with the
application or
analysis levels of
Bloom‟s
Taxonomy.
Plan includes links to more than two
additional content areas and uses verbs
associated with the synthesis or
evaluation levels of Bloom‟s
Taxonomy.
Plan lacks
appropriate
accommodations for
learners with special
needs.
Plan
accommodates,
using appropriate
strategies, for
learners with
special needs.
Plan accommodates, using multiple,
appropriate strategies, for learners with
special needs.
NAEYC Standards:
1c
72
Lesson Planning Information – Middle Level
In this assessment, middle level teacher candidates are asked to understand the major concepts, principles, theories, and research
related to young adolescent development; provide opportunities that support student development and learning and use this
knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and
academically rigorous. (NMSA Standard 1)
Additionally, middle level teacher candidates must demonstrate a comprehensive understanding of the concepts, principles, theories,
and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and
schools. (NMSA Standard 2)
Third, middle level candidates shall demonstrate that they can analyze local, state, and national curriculum standards based on their
knowledge of content and early adolescent development. They consistently design curriculum and select materials that are
integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. (NMSA Standard 3)
Fourth, middle level candidates must prove that they frequently demonstrate the ability to use specific content teaching and
assessment strategies and integrate state-of-the-art technologies and literacy in their teaching fields. (NMSA Standard 4)
Fifth, middle level candidates exhibit proof that they actively engage students in independent and collaborative inquiry. They
consistently select instructional strategies that are challenging, culturally sensitive, and developmentally responsive. (NMSA
Standard 5)
Sixth, middle level candidates provide proof that they assess student achievement using multiple strategies that focus on the key
concepts found within the critical knowledge base, and they are able to articulate their criteria for strategy selection. (NMSA
Standard 3)
Finally, middle level candidates provide evidence that they create positive, productive learning environments where developmental
differences are respected and supported, and individual potential is encouraged. (NMSA Standard 1)
Middle Level Teacher Candidates need to do the following:
write and execute a lesson plan including objectives that are clearly stated using measurable action verbs that can be
assessed and are aligned to NMSA Standards, the Arkansas Department of Education Frameworks. and OBU
Conceptual Frameworks.
detail, in your plan, a materials/resources list that is all-inclusive, appropriate, and includes both student materials and
professional resources.
include in your plan an introduction that thoroughly and specifically assesses student background knowledge and
experiences; procedures that include a variety of teaching strategies that seek to ensure learning for all students; and a
culmination that clearly and appropriately ties the lesson together in a summative format.
plan assessment measures that clearly match all objectives; data collected are inclusive of all students and in a usable
format to inform future decision-making.
incorporate opportunities to extend student learning/thinking by including links to more than two additional content areas
and using verbs associated with the synthesis or evaluation levels of Bloom’s Taxonomy.
meet the needs of all middle level students by making accommodations, using multiple, appropriate strategies, for
learners with special needs (differing abilities, cultural or linguistic differences, and/or gender specific learning needs.
NMSA Standards Assessed
Standard 1 Middle level teacher candidates understand the major concepts, principles, theories, and research related to young
adolescent development, and they provide opportunities that support student development and learning.
73
Standard 2 Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the
philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these
organizational components.
Standard 3 Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to
middle level curriculum and assessment, and they use this knowledge in their practice.
Standard 4 Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of
content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’
competence in subject matter and skills.
Standard 5 Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to
effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the
varying abilities and learning styles of all young adolescents.
Your Lesson Plan must respond directly to each of the following steps and questions:
Step One: Teaching Cycle and Extensions (NMSA Standards 1, 2, and 3)
1. Does the lesson plan thoroughly and specifically assess student’s background knowledge and experience; include procedures that
integrate a variety of teaching strategies that ensure learning for all students; and link to additional content areas?
Be sure that your lesson plan demonstrates the following approaches and strategies with competence: fostering oral
language and communication, drawing from a continuum of teaching strategies, focusing on children’s characteristics, needs, and
interests, supporting learning through technology, and using integrative approaches to curriculum. Your lesson plan will indicate a
synthesis of knowledge regarding the theories and research underlying the early childhood’s focus on content, as well as take into
account developmental and individual differences, as shown through articulation of priorities for high quality, meaningful experiences
in multiple content areas. (NMSA Standards 1, 2, and 3)
Step Two: Assessment (NMSA Standard 3)
2. Does your assessment clearly match all learning objectives? Have data been collected, which will be used to inform future
educational decision making, to reflect the performance of ALL learners?
The assessment procedures that you have identified will demonstrate alignment between goals, curriculum, teaching
strategies, and the chosen assessment(s). (NMSA Standard 3)
Step Three: Accommodations (NMSA Standard 1)
3. Does the plan account for developmental and individual differences by making accommodations using multiple, appropriate
strategies for all learners?
The accommodations chosen will reflect a synthesis of knowledge regarding the essentials of developmental research and
principles used for creating effective learning environments. The environments created will be able to support young adolescents’
health, respect their culture and individuality, promote positive development, and challenge middle school students to gain new
competencies. (NMSA Standard 1)
Step Four: Professional Resources (NMSA Standards 1, 2, and 3)
4. Have you written objectives, aligned with the Arkansas Department of Education Frameworks, which are clear and use
measurable action verbs to ensure accurate assessment? Is your materials/resource list all inclusive of both student friendly and
professional resources?
The alignment demonstrated will be a synthesis of knowledge in curriculum design with successful focus on building
academic and social competence. The plan will be able to demonstrate curriculum development that is characterized by the use of
high
quality professional resources that both inform and supplement your understanding. (NMSA Standards 1, 2, and 3)
74
Ouachita Baptist University
Teacher Education
Lesson Plan Rubric - Middle Level
Candidate___________________________________
Date _____________________________
Unit Title ___________________________________
Lesson Title_______________________
Course _____________________________________
Semester _________________________
Assessment Item
Objectives, Frameworks,
Materials, and Resources
Middle level teacher candidates
understand the major concepts,
principles, theories, and research
related to young adolescent
development, and they provide
opportunities that support student
development and learning. They use
this knowledge to provide all young
adolescents with learning
opportunities that are developmentally
responsive, socially equitable, and
academically rigorous. (NMSA
Standard 1)
Middle level teacher candidates
demonstrate a comprehensive
understanding of the concepts,
principles, theories, and research
underlying the philosophical and
historical foundations of
developmentally responsive middle
level programs and schools. (NMSA
Standard 2)
Middle level candidates analyze local,
state, and national curriculum
standards based on their knowledge
of content and early adolescent
development. They consistently
design curriculum and select
materials that are integrative,
challenging, and grounded in the
ideas, interests, and experiences of
all young adolescents. (NMSA
Standard 3)
Introduction, Procedures,
Culmination, Extensions
Middle level candidates work
successfully within developmentally
Unacceptable (1)
Acceptable (2)
Objectives
Objectives are unclear
OR stated in a way that
makes appropriate
assessment unlikely.
No NMSA Standards
are functionally aligned
with the lesson plan
objectives.
Frameworks
No Arkansas
Frameworks are
functionally aligned with
the lesson plan
objectives.
No NMSA Standards
are functionally aligned
with the lesson plan
objectives.
Materials and resources
Materials/resources are
inappropriate OR
several necessary
materials/resources are
excluded from the list
Target (3)
Some objectives are
clearly stated using
measurable action
verbs that can be
assessed.
Some NMSA Standards
are functionally aligned
with the lesson plan
objectives.
All objectives are clearly
stated using measurable
action verbs that can be
assessed.
All NMSA Standards are
functionally aligned with
the lesson plan objectives.
Some Arkansas
Frameworks are
functionally aligned with
the lesson plan
objectives.
Some NMSA Standards
are functionally aligned
with the lesson plan
objectives.
All Arkansas Frameworks
are functionally aligned
with the lesson plan
objectives.
All NMSA Standards are
functionally aligned with
the lesson plan objectives.
Some materials/resources are appropriate
and include student
materials OR
professional resources.
Materials/re- sources list is
all-inclusive, appropriate,
and includes both student
materials and professional
resources
Introduction
The linkage of the
Introduction
75
Introduction thoroughly and
responsive structures to maximize
student learning. (NMSA Standard 2)
Middle level candidates frequently
demonstrate the ability to use specific
content teaching and assessment
strategies and integrate state-of-theart technologies and literacy in their
teaching fields. (NMSA Standard 4)
Middle level candidates actively
engage students in independent and
collaborative inquiry. They
consistently select instructional
strategies that are challenging,
culturally sensitive, and
developmentally responsive.(NMSA
Standard 5)
Additional information to include:
Plan includes a clear introduction that
builds on or establishes students’
prior knowledge; includes procedures
that the teacher will employ to ensure
student learning; and includes
interdisciplinary connections that
extend students’ thinking.
introduction to the
remainder of the lesson
lacks clarity.
assesses student
background
knowledge and
experience.
specifically assesses student
background knowledge and
experience.
Procedures include
at least two
teaching strategies
that seek to ensure
learning for most
students.
Procedures include a variety
of teaching strategies that
seek to ensure learning for all
students.
Closure ties the
lesson together in a
summative format.
Closure clearly and
appropriately ties the lesson
together in a summative
format
Plan includes links
to one or two
additional content
areas and uses
verbs associated
with the application
or analysis levels of
Bloom’s Taxonomy
Plan includes links to more
than two additional content
areas and uses verbs
associated with the synthesis
or evaluation levels of
Bloom’s Taxonomy
Procedures
Procedures include one
teaching strategy that
may be appropriate for
some students.
Culmination/closure
Closure lacks clarity
within the lesson
context.
Extensions
Plan lacks linkage to
additional content areas
and uses verbs
associated with the
understanding or
knowledge levels of
Bloom’s Taxonomy.
Assessment
Middle level candidates assess
student achievement using multiple
strategies that focus on the key
concepts found within the critical
knowledge base, and they are able to
articulate their criteria for strategy
selection. (NMSA Standard 3)
Assessment does not
match objectives OR
little or no data are
submitted.
Assessment loosely
matches all
objectives. Data
are in a usable
format to inform
future decisionmaking.
Assessment clearly matches
all objectives. Data are allinclusive and in a usable
format to inform future
decision-making
Accommodations
Plan lacks appropriate
accommodations for
learners with special
needs.
Plan
accommodates,
using appropriate
strategies, for
learners with special
needs.
Plan accommodates, using
multiple, appropriate
strategies, for learners with
special needs
Middle level candidates create
positive, productive learning
environments where developmental
differences are respected and
supported, and individual potential is
encouraged. (NMSA Standard 1)
Additional information to include:
Necessary adjustments that need to
be made for learners with special
needs.
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Ouachita Baptist University
Teacher Education
Lesson Plan Rubric – Biology and Chemistry
Name ______________________________
Lesson _____________________________
Criteria
Objectives
Observable learner objectives
are included on the plan.
*measurable*verbs*evidence*
actions*
Frameworks
Appropriate Arkansas
Frameworks are included on
the plan including framework
code and description.
SPA Standards
Identify the Standard(s)
addressed in the lesson for the
subject area
Materials/Resources
Necessary materials and
resources for the lesson are
included in the plan.
Introduction
Plan includes a clear
introduction that builds on or
establishes students‟ prior
knowledge. Sets historical
context. *brain ready*
Safety/Welfare
Considerations
Plan considers legal and ethical
precedents for the welfare of
students; establishes
procedures of the safe labeling,
handling, storage, and disposal
of chemicals and other
materials; maintains up-to-date
MSDS for all materials used,
and communicates hazards to
students; explains and
enforces safety procedures;,
making needed emergency
actions known to all students;
and attends to, obeys, and
enforces rules for the safe,
proper, and ethical treatment of
animals.
Procedures
Plan includes the procedures
that the teacher will take to
ensure learning for the
students. Stresses inquiry
method.
Date _________________
Semester _____________________
1
2
3
Comment
Objectives are not
clearly stated and not
measurable.
Objectivesclearly stated
and are measurable. but
no higher order thinking
objectives.
Frameworks are not
appropriate or
omitted.
Frameworks noted are
acceptable.
Learning goals are specifically stated as
learning outcomes (objectives), reflect
several types of learning and address higher
order thinking skills. Learning goals are
developmentally appropriate and aligned
with assessment.
Frameworks noted are appropriate standards
that align with stated measurable objectives,
i.e. learning goals, for students.
No standard is listed
on lesson plan.
One appropriate
standard is listed on
lesson plan.
Specific standards are applied to coordinating
aspects throughout the lesson plan.
Materials are not
appropriate or only 1
or no resources are
included in the plan
and are not
appropriate.
Not appropriate for
context of content
and students.
Materials are
appropriate.
Materials are varied and explicitly linked to
learning goals.
A-4 Pathwise
Introduction is
appropriate for context
of content and students.
Introduction links to prior knowledge of
students and captures students‟ attention
while establishing the purpose for the content
of lesson.
B-3, C-1, C-5 Pathwise
A-2, C-1, C-4 Pathwise
A-2, A-4 Pathwise
Includes historical context.
Has not responsibly
followed legal/ethical
precedents for
welfare of students.
Does not establish
and follow chemical
safety procedures.
Does not provide
MSDS or
communicate hazards
to students. Does not
enforce safety
procedures. Does not
know or fails to
respond to
emergency
procedures. Does not
enforce rules for
welfare of animals.
Generally follows
legal/ethical precedents
for welfare of students.
Establishes and follows
chemical safety
procedures. Provides
MSDS and
communicate hazards to
students. Enforces
safety procedures.
Knows and responds to
emergency procedures.
Enforce rules for
welfare of animals.
Consistently follows legal/ethical precedents
for welfare of students.
Establishes and follows chemical safety
procedures. Provides MSDS
and communicate hazards to students and
other teachers. Consistently enforces and
explains safety procedures, making safety an
obvious priority. Knows and responds to
emergency procedures, ever vigilant to
preventing incidents. Enforces and explains
rules for welfare of animals.
E5
Description of
procedures is not
specific.
Details of the flow of
the lesson including one
strategy are stated on
lesson plan. Inquiry
method clearly
established.
All lessons, activities, assignments, and
resources are explicitly linked to learning
goals. Content appears to be accurate and
logically organized within the unit of
instruction. A variety of instructional
procedures, including technology, are used
with attention to student‟s assessed prior
knowledge. Guided inquiry questions are
used throughout. Time elements and
questions may be included.
B-3, B-4, C-2, C-5 Pathwise
77
Culmination
Plan explains how the lesson
will end.
Assessment
Plan includes assessment(s)
that match objectives.
*MUST match objectives
Extensions
Plan includes interdisciplinary
extension ideas and/or possible
time fillers that extend student
thinking.
Accommodations
Plan considers necessary
adjustments that need to be
made for special needs
students.
*not just students with
IEP*appropriate*varied*
Culmination only
addresses one
objective or omitted.
Conclusion includes
restatement of lesson
objectives.
Assessment does not
match objectives and
does not show
specific progress of
students.
Assessment matches
some objectives.
Lacks appropriate
interdisciplinary
ideas.
Has appropriate
interdisciplinary ideas
included.
Does not indicate or
only partially
indicates awareness
of student learning
preferences and
needs.
Indicates awareness of
student learning
preferences and needs.
Conclusion of lesson includes restatement of
what has been learned
and why as well as connections to future
learning.
Each learning goal is assessed; assessment
criteria are clear and are aligned with
learning goals in content and complexity.
Multiple forms of valid assessment are
planned throughout the instructional
sequence; adaptations are provided as
appropriate to meet individual needs.
Interdisciplinary ideas that involve visual,
auditory and tactile strategies are included as
well as H.O.T. strategies.
C-1, C-4, C-5 Pathwise
Most instructional decisions are
pedagogically sound with attention
to individualization based on student‟s needs
and instructional learning goals.
An explanation is included regarding
why/how noted modifications would improve
student progress.
A-1, A-2, D-2 Pathwise
A-3, A-5 Pathwise
C-3 Pathwise
[Scores of 24 -30 are passing; below 24, students must redo the lesson plan. This is an 80% passing rate.]
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Ouachita Baptist University
Teacher Education
Lesson Plan Guide – Spanish Education
Date:
Course:
Grade Level/s:
CONTEXT/THEME:
OBJECTIVES:
GOAL AREAS/STANDARDS USED:
COMMUNICATION:
Interpersonal:
Interpretive:
Presentational:
CULTURES:
Products:
Practices:
Perspectives:
CONNECTIONS:
COMPARISONS:
COMMUNITIES:
PREREQUISITE SKILLS & POSSIBLE ADAPTATIONS for DIVERSE NEEDS:
ANTICIPATORY SET: (Activation of prior knowledge, input…)
MATERIALS:
LEARNING EXPERIENCES/ACTIVITIES: (Guided and Independent Practice)
CULMINATION & ASSESSMENT:
REFLECTION: (to be turned in after lesson is taught)
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Ouachita Baptist University
Teacher Education
Lesson Plan Reflection Form
(To be completed by candidate after each formal lesson plan presentation)
Name________________________________Grade Level__________Subject_______________
Date of Lesson_________________________Actual Length of Lesson_____________________
Respond to each of the following bullets after implementing your lesson plan.
After completing your reflections, e-mail the document to your OBU instructors.
GENERAL REFLECTION
Your reflection/self assessment must address all the categories as follows:
I. What I planned - Describe what you planned for your lesson and why.
II. What happened when the lesson was implemented in the classroom – Consider the following
questions:
How did the activity proceed?
How did the students respond?
How do you feel about the lesson or activity?
What level of success did students experience? Present data from any informal/formal
assessments.
What level of success did you feel?
What concerns or questions still remain?
Considering the modifications to meet students‟ needs, how successful do you feel the
modifications were?
How successful were students during the lesson?
III.
Changes for future implementation:
What changes would you make before attempting this activity or method again?
Overall, how successful was this lesson?
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Ouachita Baptist University
Teacher Education
Observation Guide for MSED 3013/SCED 3013 Yng Adlscnt Dev, Middle Lvl Phil, and
Schl Org/Adlscnt Dev, Sec Lvl Phil, and Schl Org. (Field Experience)
Name _____________________________________
Major _____________________________________
Date ___________________________
Semester ________________________
Directions to Candidates: After the completion of at least 45 of the required 50 hours of Field Experience Observation,
reflect on your experience by writing a narrative summary of what you have learned as you have observed and taught.
Include the following headings:
I. Observation
A. Room Arrangement(s)
1. Briefly discuss the physical attributes of the room.
2. Briefly discuss the functionality of the room.
B. Classroom Management Strategies
1. Evidence of any theorists
2. Individual or School Management Systems
C. Kinds of Materials Implemented in Instruction
1.
2.
3.
4.
Manipulatives
Models
Visual Aids – Non Tech
Technology Tools
Video, etc.
Overhead Projector
Smart Board
Audio
II. Lesson Plan Implementation
A. Attach a copy of your “best” lesson.
B. Provide a detailed reflection of the experience. Include what happened just prior to your
lesson presentation and just after the lesson.
C. Reflect further on why this lesson was your “best” and what you might do if you teach it
again.
D. Identify evidence of appropriate Pathwise criteria.
III. Overall Summary of Field Experience.
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Ouachita Baptist University
Teacher Education
Rubric for Reflection of Field Exp. MSED 3013/ SCED 3013 Yng Adolescent Dev,
Middle Lvl Phil, and Schl Org/Adolescent Dev, Sec Lvl Phil, and Schl Org.
Name of School______________________ Name of Teacher_________________________
Grade Level(s)_______________________ Subject(s) _______________________________
Write a reflection about your field experience. Include items as noted below.
Circle the number of the evaluation of each lettered item.
I. Observation
Criteria
Unacceptable
Acceptable
1
A. Room
Arrangement
B. Classroom
Management
Strategies
C. Materials
Target
2
Lack of
Described room
meaningful
arrangement with
description of
some detail and
room arrangement one comment
and/or no
concerning
implications for
implications for
instruction.
instruction.
1
2
Some mention of
Noted classroom
management
management
strategies but no
strategies but no link
further links.
to theorist, but noted
management system
(teacher or School).
3
Described room
arrangement with
sufficient detail and at
least two implications
for instruction.
1
Lack of
identification of
materials used
and/or lack of
mention of other
materials/items
that could be used
to enhance
instruction.
3
Identified types of
Materials used and able
to assess why these were
good choices for the
lesson observed and/or
suggest other
materials/items that
would further enhance
the lesson.
2
Identified types of
materials used but no
assessment of choices
given and only one
additional material/
item mentioned that
could enhance
instruction.
82
3
Noted classroom
management strategies
and correctly identified
evidence of a theorist or
management system.
II. Lesson Plan
Implementation
Criteria
A. Lesson Plan
B. Description of the
events prior, during,
and after the lesson
C. Reflection on
“Best “Lesson
D. Pathwise Criteria
III. Overall
Summary of Field
Experience
Unacceptable
1
No plan
Acceptable
2
Plan attached
Description of
prior or post
teaching events
lacking.
Description of two
parts of the
experience:
Prior to lesson
during lesson
Post lesson
1
2
Unable to/ or did
Articulated why the
not articulate why lesson was chosen
the lesson was
but minimal personal
chosen.
criteria given that
was used for
selection.
1
2
Pathwise criteria
Pathwise criteria
from one domain
from three of four
or no domains
domains
1
2
Summary has
Summary is written
more than 7 errors in standard English
and five or fewer
with 4-6 minor
criteria addresses. errors and 6 of 7
criteria addressed.
83
Target
3
Plan attached and neatly
word processed
Description of the
experience included
what happened
Prior to lesson
during lesson
Post lesson
3
Articulated why the
lesson was chosen and at
least three personal
criteria used to select
this lesson.
3
Pathwise criteria noted
from all four domains
3
Summary is written in
standard English with
0-3 minor errors and
addresses all 7 criteria
addressed.
Ouachita Baptist University
Teacher Education
GATE 2 – Admission to the Professional Semester
Gate 2
Admission
To the
Professional Semester
For
Student Teaching
Internship
84
85
GATE 2- Admission to Student Teaching Internship
Admission Requirements to Professional Semester Student Teaching Internship
To move through the second gate one semester prior to the Professional semester, candidates must:
 Complete and submit an application for admission to the Professional Semester to the
Director of Student Teaching Internships.
 Maintain a 2.5 GPA overall
 Maintain a 2.5 GPA in the Teaching Field
 Maintain a 2.5 GPA in the Professional Requirements
 Complete and pass all required Praxis II Subject Area Assessments for the appropriate teaching field.
*Note: Praxis II examinations are only on selected dates. Please check the ets.org website or see the
Praxis sheets available in the Wetherington Center for test dates. HSU Testing Center also has it.
Remember that it can take four to six weeks to receive your scores. See APPENDIX for Praxis Tests
required.
 Successfully complete an Initial Portfolio Presentation and Interview evaluated by an education
panel comprised of Department of Education faculty, Teacher Education faculty and public
school personnel. Candidates will address knowledge, skills and disposition for each portion of
the conceptual framework i.e. the 5C‟s: Competent, Creating, Cultivating, Caring and
Collaborating and the appropriate content standards.
 Receive approval from the Teacher Education Council (TEC) for the professional semester.
 Receive a letter from the Director of Student Teacher Internships stating the application is approved.
.
86
Initial Portfolio Presentation and Interview for
Admission to the Professional Semester for Student Teaching Internship
PRESENTATION OF THE PORTFOLIO
for ADMISSION to Professional Semester to Student Teaching Internship
Each candidate will present his/her portfolio to a committee of faculty from the Education Departement,
Teacher Education Unit, and public school personnel. Through the presentation, the student will demonstrate
achievement of the knowledge, skills, and dispositions associated with each of the five C‟s: Competent,
Creating, Cultivating, Caring, and Collaborating as well as the content standards for the appropriate licensure
area.
Initial Portfolio Presentation and Interview Questions
(Admission to the Professional Semester – Student Teaching Internship)
After the candidate presents the portfolio evidence, then the panel will interview the candidate. Lesson
planning must be included as part of the evidence. Suggested items for the Initial Portfolio Presentation and
Interview may be selected from the list for the appropriate discipline given on the pages that follow.
Questions for Candidates Seeking Admission to the Professional Semester for Student Teaching
Internship
1. What is you philosophy of teaching?
2. How do you plan to blend or adapt that philosophy with that of the school/cooperating
teacher?
3. What do you perceive to be your greatest teaching strength? Weakness?
4. What is your philosophy of classroom management? What if your cooperating teacher/school
has a different one?
5. What have you learned about modifying your lessons to meet the special needs of students?
How do you plan to use that information during your internship?
6. What do you hope to gain from the student teaching experience?
7. How have you changed/grown in your philosophy of education since Foundations of
Education?
There may be additional questions from the Interview Team for each licensure area.
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Ouachita Baptist University
Teacher Education
Suggested Items to Include in School of Education Initial Portfolio
Suggested Items for the
Initial Portfolio
Presentation and Inteview
For each Discipline
(Major/Licensure Area)
88
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Early Childhood Education
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not required that your
have each of these items. However, you are required to include sample lesson plans and items marked with an asterisk for your
presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I want to be a Teacher”
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2053 Child and Adolescent Development
Child Study Project
Reflection from Field Observations
Article Reviews
ECED 2033 Children’s Literature
Lesson Plan and Reflection with evaluation instrument
Author Study
ECED 3023 Social Studies Methods
Lesson Plan and Reflection with evaluation instrument
Unit plan
*Statement of Belief Regarding the Multicultural Dimensions of Teaching
ECED 3093 Language and Literacy
*Case Study and elements in case study including assessments, etc.
Unit plan
Lesson Plan and Reflection with evaluation instrument
Teacher Evaluation
Family Night activity plan/photos/reflections
Conference Handouts
ECED 3123 Techniques in Early Childhood Education
*Lesson Plan and Reflection with evaluation instrument
Summary of Experience with Families
ECED 3103 Foundations of Early Childhood Education
Lesson Plan and Reflection with evaluation instrument
Video Viewing Guides from NAEYC video series
Summary of Experience with Families
Conference Handouts
*Unit plan
Field Experience Portfolio with evaluation instrument
Debate written response and evaluation rubric
MATH 2033, 3013; Math Content and ECED 4733 Methods courses
Examples from Content Courses
*Lesson with manipulative materials
89
Continued
ECED 4023 Reading and Writing in the Content Areas
*Lesson Plan and Reflection with evaluation instrument
Unit plan
Peer Teach Lesson Plan and peer evaluations
ECED 4043 Early Childhood Practicum and Classroom Management
*Family Handbook
Unit plan
Lesson Plan and Reflection with evaluation instrument
*Teacher Work Sample
Teacher Evaluation
Self evaluations, professor evaluations, teaching DVDs
Conference Handouts
Family Night activity plan/photos/reflections
NAEYC statements and reflections
Philosophy of Classroom Management paper
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
*Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and
Evaluation. If you have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
Revised 10/5/2010
90
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Middle School Education
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not
required that you have each of these items.However, you are required to include sample lesson plans and items marked with
an asterisk for your presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-Media Presentation
Application for Program and Essay “Why I want to be a Teacher”
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2053 Child and Adolescent Development
Child Study Project
Reflection from Field Observations
Article Reviews
ECED 2033 Children’s Literature
Lesson Plan and Reflection with evaluation instrument
Author Study
MSED 3093 Language and Literacy
*Case Study and elements in case study including assessments, etc…
Unit plan
Lesson Plan and Reflection with evaluation instrument
Teacher Evaluation
Family Night activity plan/photos/reflections
Conference Handouts
HIST/GEOG Content Courses
*Projects
MSED 3023 Social Studies Methods
Lesson Plan and Reflection with evaluation instrument
Unit plan
*Statement of Belief Regarding the Multicultural Dimensions of Teaching
ENGL 2023, 3113, etc. English Content Courses
*Exercise from Advanced Grammar
*English Literature Choice Project
MATH 2053, Math 2063, 3083, 3103 Content and Math 4113 or MSED 4733 Methods in Middle School
Mathematics
*Examples from Content Courses
*Lesson with manipulative materials
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Continued
MSED 4023 Reading and Writing in the Content Areas
Lesson Plan and Reflection with evaluation instrument
*Unit plan
Peer Teach Lesson Plan and peer evaluations
MSED 3013 Young Adolescent Development, Middle Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
MSED 3043 Middle School Methods and Classroom Management
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
(Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
Science Content in Biology and/or Chemistry
*Lab Reports
Projects
NSCI 3013 Natural Science for Teachers
*Lesson Plan
Revised 10/5/2010
92
93
Ouachita Baptist University
Teacher Education
Secondary
Secondary
Education
94
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
– Science Education Program
Secondary Education Biology or Chemistry
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not
required that you have each of these items.However, you are required to include sample lesson plans and items marked
with an asterisk for your presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I Want to Be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
(Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Development, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
SCED 4033 Secondary Methods and Classroom Management
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
NSCI 3013 – Science Methods
*Inquiry Lesson Plan
*Science in the Community Project
BIOL/CHEM Chemistry/Biology
*Lab reports
*Projects
*Research Presentations – Photos and short narrative of Poster Presentation
Revised 10/5/2010
95
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Secondary English Language Arts
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not
required that you have each of these items.However, you are required to include sample lesson plans and items marked with
an asterisk for your presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I Want to Be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Development, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
SCED 4033 Secondary Methods and Classroom Management
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
ENGL 4013 Special Methods in English
*Lesson Plans (Three minimum required for course and implemented: English Grammar, Composition, and Literature)
*Reflection
Revised 10/5/2010
96
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Secondary Kinesiology/Leisure Studies – Teaching
Physical Education, Wellness, and Leisure
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not
required that you have each of these items. However, you are required to include sample lesson plans and items marked with
an asterisk for your presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I Want to Be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices.
Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Development, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
SCED 4033 Secondary Methods and Classroom Management
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
KIN 3023 Physiology of Exercise
*Sport Training Program
KIN 3073 Adapted Physical Education Methods
*Reflection from Special Olympics participation
*An Example of Journal Entries from Field Experience (Arkadelphia Development Center)
97
KIN 4013 Organization and Administration of HPER Programs
*Administrative Handbook
*Individual Web Page and Power Point Presentation
KIN 4043 Biomechanical Analysis
*Sport Skill Analysis Project
KIN 4073 Meth/Eval of Physical Education
Lesson Plan
*Unit Plan
*Peer-Teaching/Lesson Presentation
Revised 10/5/2010
98
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Secondary Mathematics Education Program
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not
required that you have each of these items.However, you are required to include sample lesson plans and items marked with
an asterisk for your presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I Want to Be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Development, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
SCED 4033 Secondary Methods and Classroom Management
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
MATH - Mathematics Content Courses
*Proofs
*Problem sets
*History of Mathematics Poster Project
Presentations and Papers
MATH 4013 Methods in Secondary Math
Lesson Plan
*Unit plan
Revised 10/5/2010
99
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Secondary Social Studies Education
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not required that you
have each of these items. However, you are required to include sample lesson plans and items marked with an asterisk for your
presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I want to be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Development, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
SCED 4033 Secondary Methods and Classroom Mangaement
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
Social Studies Content Courses
*Projects at least 3
SSCI 4103 Secondary Social Studies Methods
Lesson Plan
*Unit plan
Revised 10/5/2010
100
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Secondary Spanish Education
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not required that you
have each of these items. However, you are required to include sample lesson plans and items marked withan asterisk for your
presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I want to be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices.
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Development, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
SCED 4033 Secondary Methods and Classroom Management
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
Spanish Content Courses
SPAN 3123 Conversation
*Cross-Disciplinary Project on Music OR
SPAN 4133 Hispanic Culture and Civilization
*City Brochure Project with Written and Oral Reports and Technology
SPAN 3163 Spanish Linguistics
*Spanish Language speech sample for linguistics analysis
SPAN 4003 Spanish American Literature
Critical Paper on Latin American Author or Poet
SPAN 4143 Methods of Teaching Spanish
Lesson plans
*Unit plan
Revised 10/5/2010
101
Ouachita Baptist University
Teacher Education
Fine Arts
Suggested Portfolio Items
Initial Portfolio Interview and Presentation
Fine Arts Education
Art P -12
Music – Vocal P-12
Music – Instrumental 7-12
Speech Communication and Theatre Arts 7-12
102
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Art Education
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not
required that you have each of these items.However, you are required to include sample lesson plans and items marked with
an asterisk for your presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I want to be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Deelopment, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflectiona dn Rubric
SCED 4033 Secondary Methods and Classroom Management
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
ART 1003 Visual Fundamentals 1
Final project/Photograph
ART 2003 Drawing II
Final Drawings/Photograph
ART 3003 Advanced Painting
Final Painting/Photograph
ART 2043/3053 Art History 1 and 2
*Final History Paper of Project
103
ART 3103 Art Education Methods
*Lesson Plan
*Unit Plan
ART 4041 Senior Exhibit
*Photographs of Exhibit in its final form
Revised 10/5/2010
104
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Music Education Choral/Vocal or Instrumental
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not
required that you have each of these items. However, you are required to include sample lesson plans and items marked with
an asterisk for your presentation.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I want to be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Delvelopment, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
SCED 4033 Secondary Methods and Classroom Management
*Thematic Unit Plan (Content Specific)
*Classroom Management Plan
105
BME – CHORAL/VOCAL MAJORS
MUED 3092 Elem. Music Methods
*Lesson Plan
Reflection
MUED 3101, 3201 Choral Conducting 1 & 2
Video or DVD of conducting lessons
MUED 3113 Secondary Choral Methods
Music Lesson Plans
*Philosophy of Music Education
MUHL 3153 and 3163 Music History
*Research Paper
MUHL 4272 Choral Literature and Arranging
Choral Arrangements
*Music Lesson Plans
MUAP 4040 – Recital
Recording
Program
BME- INSTRUMENTAL MAJORS
MUED 3121 and 3221 Instrumental Conducting 1 and 2
Video or DVE of Conducting Lessons
Score Study
MUED 2021, 2031, 2041, 3161, 3081 Methods Courses
*Lesson Plans
Repertoire Lists
MUHL 3153 and 3163 Music History
*Research Paper
MUED 4153 Band Org/Marching Techniques
Notebook
*Lesson Plans
*Philosophy of Music Education
Band Parents Handbook
Band Handbook
Marching Show
Resume
MUAP 4040 Recital
Recording
Program
Revised 10/5/2010
106
2010-2011
Suggested Items to Include in School of Education “Purple” Portfolio
Speech Communication and Theatre Arts
This list will give you an idea of the kinds of work samples that can be included in your purple portfolio. It is not
required that you have each of these items. However, you are required to include sample lesson plans and items marked with
an asterisk for your presentation.
.
Initial Portfolio Interview and Presentation
EDFN 2003 Foundations of Education
Philosophy of Education
Summary of Field Experiences
Reflections/observation logs from Field Experiences
*Candidate Lesson Plan and Multi-media Presentation
Application for Program and Essay “Why I Want to Be a Teacher”
Lesson Plans illustrating the usage of Google Earth, Google Maps, Inspiration, Kidspiration, and Web Quest
EDFN 2012 Instructional Technology
Excel grade sheets
Mail merge demonstration (letter)
Microsoft Publisher Brochure
Individual and School Web Page Demonstration (FrontPage)
Power Point lesson plans including hyperlinks
EDFN 2053 Child and Adolescent Development
Child/Adolescent Case Study
Reflection from Field Experience
EDFN 4082 Teaching Exceptional Learners
Professional Reading (one of four articles)
*Statement of Belief Regarding the Inclusion of Students with Special Needs
Modified Lesson Plans
Community Service requirement
EDFN 4123 Learning Theories and Assessment Practices
Formerly the material from this class was covered in Learning Theories and Teaching Practices and Measurement and Evaluation. If you
have had only one of the former classes you must still take the new class.)
Theory Research
*Assessment samples
Class Presentation
SCED 3013 Adolescent Development, Secondary Level Philosophy, and School Organization
*Lesson Plan and Reflection with evaluation instrument
*Field Experience Reflection and Rubric
SCED 4033 Secondary Methods and Classroom Management
*Thematic Unity Plan (Content Specific)
*Classroom Management Plan
COMM 1033 Introduction to Mass Communication
107
THEATRE ARTS AREA
THEA 1003 Introduction to the Theatre
What is Art? Paper
THEA 1011 Threatre Practicum
Production Journal
THEA 2003 Acting Workshop
Acting Journals
THEA 2013 Fundamentals of Stagecraft
*Final Design Project
THEA 3003 Play Directing
Directing Notebook
Promptbook for One Act
THEA 3091 Teaching Theatre in the Secondary School
Lesson plans for a yearly Classroom in Theatre
THEA 4013/4023 Theatre History 1 and 2
*Final History Research Paper/project
THEA 4103 Creative Drama for Classroom Teachers
Video of working with children/youth in classroom setting
SPEECH COMMUNICATION AREA
SPCM 1003 Fundamentals of Speech
Video of final speech
SPCN 2043 Small Group Communication
*Discussion Outlines
SPCN 3033 Interpersonal Communication
*Conversation Analysis Paper
SPCM 3073 Argumentation and Debate
Video of Debate
SPCM 3091 Teaching Speech in the Secondary Schools
Lesson plans for a year long class in Speech Communication.
Yearly evaluations that are placed in student files…(Copies)
Letters and Interview
Revised 10/5/2010
108
109
Portfolio Presentation Rubric
Initial and Post Portfolio Presentation and Interview
Portfolio Presentation Early Childhood Portfolio Scoring Rubric
Name_________________________ Interviewer________________
□ Initial Portfolio Presentation & Interview
Date:
Semester/Year __________________ Licensure Area ______________ □ Post Internship Presentation & Interview
Date:
Students will be assessed using the following rubric. Suggested documents from which evidenced could be collected include:
child study project, Foundations of Early Childhood Education (FECED) debate packet, units, lesson plans, reflections,
professional readings, philosophy of education paper, author study, FECED student portfolio, reflections from family nights,
statement of belief regarding the inclusion of students with disabilities, statement of the multicultural dimension of teaching, and
classroom teacher evaluations. The items marked with an asterisk (*) on the list of suggested items, in the Teacher Education
Handbook, will be evaluated for alignment by an ECED content specialist.
The interview panel will be looking for two pieces of evidence per “C” (OBU Conceptual Framework) that support the student‟s
knowledge of: the understanding of children‟s characteristics and needs, multiple interacting influences on children‟s
development, creating appropriate environments, the complex characteristics of children‟s families and communities, an
understanding of the goals, benefits, and uses of student assessment, the use of multiple forms of assessment, understanding of
developmentally effective teaching practices, use of self-reflection, knowledge and use of ethical guidelines and professional
standards, and an evidence of collaborative partnerships.
Please CIRCLE each category or row for a score of 1, 2, or 3.
NAEYC
Standards
Unacceptable (1)
Acceptable (2) Target (3)
Evidence
1. Promoting
Child
Development and
Learning
2. Building
Family and
Community
Relationships
4. Teaching and
Learning
Candidates fail to
show the integration
of their
understanding of and
relationships with
children and families
to design, implement,
and evaluate
experiences that
promote positive
development and
learning for all
children.
Candidates
integrate their
understanding of
and relationships
with children and
families to design,
implement, and
evaluate
experiences that
promote positive
development and
learning for all
children.
1. (Required) Family Night (or
Community Activity) Lesson Plan
with photos and Reflection
Document
1a, 2a, 2b, 4a
OBU
Conceptual
Framework
Candidates show
multiple forms of
the integration of
their understanding
of and relationships
with children and
families to design,
implement, and
evaluate experiences
that promote
positive
development and
learning for all
children.
Competent
110
2. Candidate selected evidence
that is aligned to both NAEYC
Standards and OBU Conceptual
Frameworks.
4. Teaching and
Learning
4a, 4c, 4d
OBU
Conceptual
Framework
Creating
1. Promoting
Child
Development and
Learning
1a, 1c
OBU
Conceptual
Framework
Cultivating
1
Candidates fail to
provide evidence
regarding their use of
developmentally
appropriate teaching
practices through
lesson plans that
promote positive
development and
learning for all
children.
2
Candidates
provide evidence
regarding their
use of
developmentally
appropriate
teaching practices
through lesson
plans that promote
positive
development and
learning for all
children.
3
Candidates provide
multiple forms of
evidence regarding
their use of
developmentally
appropriate teaching
practices through
lesson plans that
promote positive
development and
learning for all
children.
1
Candidates fail to
provide evidence of
using their
knowledge regarding
the characteristics of
children and multiple
interacting influences
on development to
create environments
that are healthy,
respectful, supportive
and challenging for
all children.
2
Candidates
provide evidence
of using their
knowledge
regarding the
characteristics of
children and
multiple
interacting
influences on
development to
create
environments that
are healthy,
respectful,
supportive and
challenging for all
children.
2
Candidates
provide evidence
of a variety of
meaningful
assessment
techniques that
showcase the
child‟s
development and
learning.
3
Candidates provide
multiple forms of
evidence of using
their knowledge
regarding the
characteristics of
children and
multiple interacting
influences on
development to
create environments
that are healthy,
respectful,
supportive and
challenging for all
children.
1
Candidates fail to
provide evidence of a
variety of meaningful
assessment
techniques that
showcase the child‟s
development and
learning.
3
Candidates provide
multiple forms of
evidence of a variety
of meaningful
assessment
techniques that
showcase the child‟s
development and
learning.
111
1. (Required) Lesson Plan and
Reflection with Evaluation
Instrument (including
accommodations and extensions)
2. Candidate selected evidence
that is aligned to both NAEYC
Standards and OBU Conceptual
Frameworks.
1. (Required) Lesson Plan and
Reflection with Evaluation
Instrument
2. Candidate selected evidence
that is aligned to both NAEYC
Standards and OBU Conceptual
Frameworks.
1. (Required) Unit Plan
showcasing a variety of assessment
techniques and evidence of family
communication
2. Candidate selected evidence
that is aligned to both NAEYC
Standards and OBU Conceptual
Frameworks.
1. Promoting
Child
Development and
Learning
2. Building
Family and
Community
Relationships
4. Teaching and
Learning
1c, 2a, 2b, 4a
OBU
Conceptual
Framework
1
Candidates fail to
show evidence of
their knowledge
about, understanding
of, and value placed
upon the importance
and complex
characteristics of
children‟s families
and communities.
Candidates fail to
synthesize this
knowledge as they
create respectful,
reciprocal
relationships that
support and empower
families.
2
Candidates know
about, understand,
and value the
importance and
complex
characteristics of
children‟s families
and communities.
Candidates
synthesize this
knowledge as they
create respectful,
reciprocal
relationships that
support and
empower families.
1
Candidates fail to
show an identity with
the early childhood
profession as they
reflect upon ethical
standards and
practice and engage
in continuous,
collaborative learning
to inform practice.
One or fewer forms
of evidence are
presented as
documentation
2
Candidates show
an identity with
the early
childhood
profession as they
reflect upon
ethical standards
and practice and
engage in
continuous,
collaborative
learning to inform
practice. Two
forms of evidence
are presented as
documentation
Caring
5. Becoming a
Professional
5a, 5c, 5d
OBU
Conceptual
Framework
Collaborating
3
Candidates show,
with a variety of
evidence, their
knowledge about,
understanding of,
and value placed
upon the importance
and complex
characteristics of
children‟s families
and communities.
Candidates
synthesize this
knowledge as they
create multiple
respectful and
reciprocal
relationships that
support and
empower families.
3
Candidates show an
in-depth identity
with the early
childhood
profession as they
reflect meaningfully
upon ethical
standards and
practice and
frequently engage in
continuous,
collaborative
learning to inform
practice. More than
two forms of
evidence are
presented as
documentation.
112
1. (Required) Family Night (or
Community Activity) Activity Plan
with photos and Reflection
Document
2. Candidate selected evidence
that is aligned to both NAEYC
Standards and OBU Conceptual
Frameworks.
1. (Required) Teaching
Exceptional Learners Final
Community Service Reflection
2. (Required) Lesson Plan and
Reflection ~or~ Language and
Literacy Case Study
3. Evidence of Professional
Development Opportunity –
Conference, Pre-K ELLA, etc…
1. Promoting
Child
Development and
Learning
Unacceptable (1)
Candidate‟s
definition of DAP
lacks consistency
with established
standards.
Acceptable (2)
Candidate‟s
definition of DAP
is consistent with
established
standards.
1
Candidate fails to
describe a scenario in
which planning is
modified to provide
unique experiences.
2
Candidate
describes
scenario(s) in
which planning is
appropriately
modified to
provide unique
experiences.
Candidate fails to
show evidence of
growth over time in
lesson planning.
Candidate shows
evidence of
growth over time
in lesson
planning. Specific
modifications are
cited that indicate
growth in
planning
appropriately.
2
Oral
communication
lacks the repeated
use of “uhs”, “you
knows”, and
“like”, etc…
2
Effective
presentation of
ideas, eye contact,
audible voice.
1c
1. Promoting
Child
Development and
Learning
4. Teaching and
Learning
1a, 1c, 4c, 4d
1. Promoting
Child
Development and
Learning
4. Teaching and
Learning
1a, 1c, 4c, 4d
1
Oral communication
includes the use of
“uhs”, “you knows”,
and “like”, etc…
1
Ineffective
presentation of ideas,
eye contact, audible
voice.
1
Dress, posture, and
confidentiality are
inappropriate for job
interview.
2
Dress, posture,
and
confidentiality are
appropriate for
job interview.
Target (3)
Candidate‟s
definition of DAP is
consistent with
established
standards. Student
makes insightful
connections between
theory and practice.
3
Candidate describes,
in explicit detail,
multiple scenarios in
which planning is
appropriately
modified to provide
unique experiences
in each setting.
Evidence
Candidate shows
multiple pieces of
evidence of growth
over time in lesson
planning. Several
specific
modifications are
cited that indicate
growth in planning
appropriately.
3
Oral communication
is void of the use of
“uhs”, “you knows”,
and “like”, etc…
3
Extraordinarily
effective
presentation of
ideas, eye contact,
audible voice.
3
Dress, posture, and
confidentiality
exceed expectation
for job interview.
Revised 4/5/2010 & 11/2/2010
113
Portfolio Presentation Rubric
Initial and Post Portfolio Presentation and Interview
Portfolio Presentation Middle Level Scoring Rubric
Candidate_______________________Interviewer_______________ Initial Portfolio
Date
Semester/Year ___________________Date ____________________ Post Portfolio
Date
Middle level teacher candidates will be assessed using the following rubric. Suggested documents from which evidence could be collected include: Foundations
of Education Lesson Plan, Reflection, and Evaluation; Philosophy of Education paper; Child and Adolescent Development Child Case Study; Language and
Literacy Unit Plan; Family Night Activity; Conference and Workshop information; Social Studies Statement of Belief Regarding the Multicultural Dimensions of
Teaching; Reading and Writing in the Content Areas Lesson Plan, Reflection, and Evaluation; Middle School Methods Unit Plan; Middle School Classroom
Management Plan; Teaching Exceptional Learners Statement of Belief Regarding the Inclusion of Students with Special Needs; Community Service; Learning
Theories and Assessment Practices Unit, and content-specific lesson plans, reports, and projects. The items marked with an asterisk (*) on the list of suggested
items in the Teacher Education Handbook will be evaluated for alignment by an OBU Middle School content specialist.
The interview panel will be looking for two pieces of evidence per “C” (OBU Conceptual Framework) that support the student’s knowledge of: the understanding
of young adolescent’s characteristics and needs, multiple interacting influences on young adolescent’s development, creating appropriate environments, the
complex characteristics of middle student’s families and communities, an understanding of the goals, benefits, and uses of student assessment, the use of
multiple forms of assessment, understanding of developmentally effective teaching practices, use of self-reflection, knowledge and use of ethical guidelines and
professional standards, and an evidence of collaborative partnerships.
NMSA
OBU
Standards Conceptual
Framework
3, 4, 5
Competent
Unacceptable (1)
Middle level
candidates
assess student
achievement
using no strategy
that focuses on
the key concepts
found within the
critical knowledge
base, and they
are able to
articulate their
criteria for
strategy
selection.
(NMSA Standard
3)
Middle level
candidates do
not demonstrate
the ability to use
specific content
teaching and
assessment
strategies and
integrate state-ofthe-art
technologies and
literacy in their
teaching fields.
Acceptable (2)
Middle level
candidates
assess
student
achievement
using one
strategy that
focuses on
the key
concepts
found within
the critical
knowledge
base, and
they are able
to articulate
their criteria
for strategy
selection.
(NMSA
Standard 3)
Middle level
candidates
seldom
demonstrate
the ability to
use specific
content
teaching and
assessment
114
Target (3)
Middle level
candidates
assess
student
achievement
using
multiple
strategies
that focus on
the key
concepts
found within
the critical
knowledge
base, and
they are able
to articulate
their criteria
for strategy
selection.
(NMSA
Standard 3)
Middle level
candidates
frequently
demonstrate
the ability to
use specific
content
teaching and
Candidate’s
Evidence
1. (Required)
Lesson Plan with its Reflection
and Evaluation Instrument
2. (Required) Candidate- selected
evidence that is aligned to
both NMSA Standards and
OBU Conceptual Frameworks.
(NMSA Standard
4)
Middle level
candidates do
not engage
students in
independent and
collaborative
inquiry. They do
not select
instructional
strategies that are
challenging,
culturally
sensitive, and
developmentally
responsive.
(NMSA Standard
5)
1, 3, 5
Creating
Middle level
teacher
candidates do
not create and
maintain
supportive
learning
environments that
promote the
healthy
development of
some young
adolescents.
They do not
respond positively
to the diversity
found in young
adolescents and
use that diversity
in planning and
implementing
curriculum and
instruction.
strategies and
integrate
state-of-theart
technologies
and literacy in
their teaching
fields. (NMSA
Standard 4)
Middle level
candidates
seldom
engage
students in
independent
and
collaborative
inquiry. They
seldom
select
instructional
strategies that
are
challenging,
culturally
sensitive, and
developmenta
lly responsive.
(NMSA
Standard 5)
Middle level
teacher
candidates
create and
maintain
supportive
learning
environments
that promote
the healthy
development
of some
young
adolescents.
They
sometimes
respond
positively to
the diversity
found in
young
adolescents
and use that
115
assessment
strategies
and integrate
state-of-theart
technologies
and literacy
in their
teaching
fields.
(NMSA
Standard 4)
Middle level
candidates
actively
engage
students in
independent
and
collaborative
inquiry.
They
consistently
select
instructional
strategies
that are
challenging,
culturally
sensitive,
and
development
ally
responsive.
(NMSA
Standard 5)
Middle level
teacher
candidates
create and
maintain
supportive
learning
environment
s that
promote the
healthy
development
of all young
adolescents.
They
respond
positively to
the diversity
found in
young
adolescents
and use that
diversity in
1. (Required)
Unit Plan showcasing a variety of
learning and teaching styles,
assessment techniques, and
reflections on improving instruction
and student performance.
2. (Required)
Candidate-selected evidence that
is aligned to both NMSA Standards
and OBU Conceptual Frameworks.
(NMSA Standard
1)
Middle level
candidates do
not analyze local,
state, and
national
curriculum
standards based
on their
knowledge of
content and early
adolescent
development.
They do not
design curriculum
and select
materials that are
integrative,
challenging, and
grounded in the
ideas, interests,
and experiences
of all young
adolescents.
(NMSA Standard
3)
Middle level
candidates do
not create
equitable, caring,
and productive
learning
environments.
They do not link
an array of formal
and informal
assessments to
instruction, and
they sometimes
use this
information to
adjust future
lesson plans.
(NMSA Standard
5)
diversity in
planning and
implementing
curriculum
and
instruction.
(NMSA
Standard 1)
Middle level
candidates
sometimes
analyze local,
state, and
national
curriculum
standards
based on their
knowledge of
content and
early
adolescent
development.
They
sporadically
design
curriculum
and select
materials that
are
integrative,
challenging,
and grounded
in the ideas,
interests, and
experiences
of all young
adolescents.
(NMSA
Standard 3)
Middle level
candidates
sometimes
create
equitable,
caring, and
productive
learning
environments.
They
sometimes
link an array
of formal and
informal
assessments
to instruction,
and they
sometimes
use this
116
planning and
implementing
curriculum
and
instruction.
(NMSA
Standard 1)
Middle level
candidates
analyze
local, state,
and national
curriculum
standards
based on
their
knowledge of
content and
early
adolescent
development
. They
consistently
design
curriculum
and select
materials
that are
integrative,
challenging,
and
grounded in
the ideas,
interests,
and
experiences
of all young
adolescents.
(NMSA
Standard 3)
Middle level
candidates
create
equitable,
caring, and
productive
learning
environment
s. They link
an array of
formal and
informal
assessments
to instruction,
and they
consistently
use this
information
1, 2, 7
Cultivating
Middle level
teacher
candidates do
not understand
the major
concepts,
principles,
theories, and
research related
to young
adolescent
development, and
they do not
provide
opportunities that
support student
development and
learning. They
do not use this
knowledge to
provide all young
adolescents with
learning
opportunities that
are
developmentally
responsive,
socially equitable,
and academically
rigorous. (NMSA
Standard 1)
Middle level
teacher
candidates do
not demonstrate
comprehensive
understanding of
the concepts,
principles,
theories, and
research
underlying the
philosophical and
historical
foundations of
developmentally
responsive
middle level
programs and
schools. (NMSA
Standard 2)
Middle level
information to
adjust future
lesson plans.
(NMSA
Standard 5)
to adjust
future lesson
plans.
(NMSA
Standard 5)
Middle level
teacher
candidates
seldom
understand
the major
concepts,
principles,
theories, and
research
related to
young
adolescent
development,
and they
seldom
provide
opportunities
that support
student
development
and learning.
They seldom
use this
knowledge to
provide all
young
adolescents
with learning
opportunities
that are
developmenta
lly responsive,
socially
equitable, and
academically
rigorous.
(NMSA
Standard 1)
Middle level
teacher
candidates
understand
the major
concepts,
principles,
theories, and
research
related to
young
adolescent
development
, and they
provide
opportunities
that support
student
development
and learning.
They use this
knowledge to
provide all
young
adolescents
with learning
opportunities
that are
development
ally
responsive,
socially
equitable,
and
academically
rigorous.
(NMSA
Standard 1)
Middle level
teacher
candidates
demonstrate
seldom
comprehensiv
e
understanding
of the
concepts,
principles,
theories, and
research
underlying the
117
Middle level
teacher
candidates
consistently
demonstrate
comprehensi
ve
understandin
g of the
concepts,
principles,
theories, and
research
underlying
the
1. (Required)
Middle Level Student Case Study
2. (Required)
Candidate selected evidence that
is aligned to both NMSA Standards
and OBU Conceptual Frameworks.
1, 6
Caring
teacher
candidates do
not demonstrate
a comprehensive
understanding of
the skills of
research/databased decision
making and their
service
responsibilities to
school reform and
the greater
community.
(NMSA Standard
7)
philosophical
and historical
foundations of
developmenta
lly responsive
middle level
programs and
schools.
(NMSA
Standard 2)
Middle level
teacher
candidates do
not develop
close, mutually
respectful
relationships with
all young
adolescents that
support their
intellectual,
ethical, and social
growth.
(Standard 1)
Middle level
teacher
candidates
seldom
develop
close,
mutually
respectful
relationships
with all young
adolescents
that support
their
intellectual,
ethical, and
social growth.
(Standard 1)
Middle level
candidates do
not value and
appreciate all
young
adolescents
regardless of
family
circumstances,
community
Middle level
teacher
candidates
seldom
demonstrate
a
comprehensiv
e
understanding
of the skills of
research/data
-based
decision
making and
their service
responsibilitie
s to school
reform and
the greater
community.
(NMSA
Standard 7)
Middle level
candidates
seldom value
and
appreciate all
young
adolescents
118
philosophical
and historical
foundations
of
development
ally
responsive
middle level
programs
and schools.
(NMSA
Standard 2)
Middle level
teacher
candidates
demonstrate
a
comprehensi
ve
understandin
g of the skills
of
research/dat
a-based
decision
making and
their service
responsibiliti
es to school
reform and
the greater
community.
(NMSA
Standard 7)
Middle level
teacher
candidates
develop
close,
mutually
respectful
relationships
with all
young
adolescents
that support
their
intellectual,
ethical, and
social
growth.
(Standard 1)
Middle level
candidates
value and
appreciate all
young
adolescents
1. (Required) Statement of Belief
Regarding the Inclusion of
Students with Special Needs
2. (Required) Candidate-selected
evidence that is aligned to both
NMSA Standards and OBU
Conceptual Frameworks.
1, 2, 5, 6
Collaborating
environment,
health, and/or
economic
conditions.
(NMSA Standard
6)
regardless of
family
circumstance
s, community
environment,
health, and/or
economic
conditions.
(NMSA
Standard 6)
regardless of
family
circumstance
s, community
environment,
health,
and/or
economic
conditions.
(NMSA
Standard 6)
Middle level
teacher
candidates do
not engage
young
adolescents in
activities related
to their
interpersonal,
community, and
societal
responsibilities.
(NMSA Standard
1)
Middle level
teacher
candidates
seldom
engage young
adolescents
in activities
related to
their
interpersonal,
community,
and societal
responsibilitie
s. (NMSA
Standard 1)
Middle level
teacher
candidates
engage
young
adolescents
in activities
related to
their
interpersonal
, community,
and societal
responsibiliti
es. (NMSA
Standard 1)
Middle level
teacher
candidates
seldom
effectively
articulate and
implement
developmenta
lly responsive
practices,
such as
teaming,
advisory,
extracurricular, and
service
learning.
They seldom
understand
the reasons
these
practices
work to foster
adolescent
development
academically,
Middle level
teacher
candidates
effectively
articulate
and
implement
development
ally
responsive
practices,
such as
teaming,
advisory,
extracurricular,
and service
learning.
They
understand
the reasons
these
practices
work to
foster
adolescent
Middle level
teacher
candidates do
not effectively
articulate and
implement
developmentally
responsive
practices, such as
teaming,
advisory, extracurricular, and
service learning.
They do not
understand the
reasons these
practices work to
foster adolescent
development
academically,
socially,
emotionally, and
physically and
make instruction
al decisions
based on these
reasons. (NMSA
119
1. (Required) Service Learning
Project that includes evidence of
collaboration, lesson planning,
implementation, partnering with
families and community, and
reflection.
2. (Required) Candidate-selected
evidence that is aligned to both
NMSA Standards and OBU
Conceptual Frameworks.
Standard 2)
Middle level
teacher
candidates do
not initiate and
value
collaboration with
others to improve
instruction and
assessment.
(NMSA Standard
5)
Middle level
teacher
candidates do
not demonstrate
a comprehensive
understanding of
the major
concepts,
principles,
theories, and
research related
to working
collaboratively
with family and
community
members. They
do not effectively
use this
knowledge to
maximize the
learning of all
young
adolescents.
(NMSA Standard
6)
socially,
emotionally,
and physically
and make
instruction al
decisions
based on
these
reasons.
(NMSA
Standard 2)
Middle level
teacher
candidates
seldom
initiate and
value
collaboration
with others to
improve
instruction
and
assessment.
(NMSA
Standard 5)
Middle level
teacher
candidates
seldom
demonstrate
a
comprehensiv
e
understanding
of the major
concepts,
principles,
theories, and
research
related to
working
collaboratively
with family
and
community
members.
They seldom
effectively use
this
knowledge to
maximize the
learning of all
young
adolescents.
(NMSA
Standard 6)
120
development
academically
, socially,
emotionally,
and
physically
and make
instruction al
decisions
based on
these
reasons.
(NMSA
Standard 2)
Middle level
teacher
candidates
initiate and
value
collaboration
with others to
improve
instruction
and
assessment.
(NMSA
Standard 5)
Middle level
teacher
candidates
demonstrate
a
comprehensi
ve
understandin
g of the
major
concepts,
principles,
theories, and
research
related to
working
collaborativel
y with family
and
community
members.
They
effectively
use this
knowledge to
maximize the
learning of all
young
adolescents.
(NMSA
Standard 6)
Questions
Speech,
Grammar,
Clarity
Communication
Professionalism
Unacceptable (1)
Oral communication
includes the use of
“uhs”, “you knows”,
and “like”, etc…
Ineffective
presentation of ideas,
eye contact, audible
voice.
Acceptable (2)
Oral
communication
lacks the repeated
use of “uhs”, “you
knows”, and “like”,
etc…
Effective
presentation of
ideas, eye contact,
audible voice.
Dress, posture, and
confidentiality are
inappropriate for job
interview.
Dress, posture,
and confidentiality
are appropriate for
job interview.
121
Target (3)
Oral
communication is
void of the use of
“uhs”, “you
knows”, and “like”,
etc…
Extraordinarily
effective
presentation of
ideas, eye
contact, audible
voice.
Dress, posture,
and confidentiality
exceed
expectation for job
interview.
Evidence
Portfolio Presentation Rubric
Initial and Post Portfolio Presentation and Interview
Portfolio Presentation for Art K-12 and Secondary 9-12 Rubric
Name_______________________________Interviewer_________________________ □ Initial Portfolio Presentation & Interview
Date: _____________________
Semester/Year ____________________________ Licensure Area ___________________ □ Post Internship Presentation & Interview
Date: ____________________
Candidates will be assessed using the rubric given below. Lesson plans must be included in your licensure area.Other suggested
artifacts from which evidence could be collected include and are not limited to: For Initial Portfolio Presentation and Interview
- child study project, units of instruction in the designated content area, reflections, professional readings, philosophy of education
paper, statement of belief regarding the inclusion of students with disabilities, statement of the multicultural dimension of teaching,
and field experience artifacts or notes. [For the Post Internship Presentation and Interview – Student Teaching Notebook with
Lesson Plans, Teacher Work Sample, evaluations of teaching, etc.]
The interview panel will be looking for two pieces of evidence per “C” (OBU Conceptual Framework) that support the candidate‟s
knowledge of early childhood, middle childhood and adolescent development, multiple interacting influences and aspects of
development, creating appropriate environments, the context for development, evidence of content knowledge, incorporation of
technology tools, an understanding of the goals, benefits, and uses of student assessment, the use of multiple forms of assessment,
understanding of effective teaching practices, use of self-reflection, knowledge and use of ethical guidelines and professional
standards, and an evidence of collaborative partnerships.
Circle number for each category on the evaluation for each “C”
Content
Standards
Conceptual
Framework
Unacceptable
Acceptable
Target
Evidence
*Subject –
Candidates:
You may get the
Standards for
your area in the
Education
Office
Competent
Creating
1
2
3
The teacher lacks
understanding of
the central
concepts, tools
of inquiry, and
structures of the
discipline he/she
teaches, creates
learning
experiences that
lack meaning for
students, and can
link the
disciplines to one
other subject.
The teacher
understands
the central
concepts, tools
of inquiry, and
structures of
the discipline
he/she teaches,
can create
learning
experiences
that make these
aspects of
subject matter
meaningful to
students, and
can link the
disciplines to
other subjects.
The teacher
thoroughly
understands the
central concepts,
tools of inquiry,
and structures of
the discipline
he/she teaches,
can create rich
learning
experiences that
make these
aspects of subject
matter
meaningful to
students, and can
link the
disciplines to
multiple subjects.
1
2
3
The teacher
plans curriculum
that lacks
appropriateness
to the students,
to the content, or
to the course
objectives.
The teacher
plans
curriculum
appropriate to
the students, to
the content,
and to the
course
objectives.
The teacher plans
meaningful
curriculum
developmentally
appropriate to the
students, to the
content, and to
the course
objectives.
122
1.
2.
1.
2.
Cultivating
Caring
Collaborating
1
2
3
The teacher
plans instruction
based upon
human growth
and
development,
learning theory,
or the needs of
students. (Added
Spring,2008):
No evidence of
Teacher Work
Sample
The teacher
plans
instruction
based upon
human growth
and
development,
learning
theory, and the
needs of
students.
(Added
Spring,2008):
Includes
Teacher Work
Sample
The teacher plans
effective,
meaningful
instruction based
upon human
growth and
development,
learning theory,
and the needs of
students. (Added
Spring,2008):
Include well
constructed
Teacher Work
Sample
1
2
3
The teacher lacks
human relations
skills that
support the
development of
the human
potential.
The teacher
exhibits human
relations skills
that support the
development
of the human
potential.
The teacher
exhibits
exemplary
human relations
skills that
support the
development of
the human
potential.
1
2
3
The teacher
works
collaboratively
with school
colleagues,
parents/guardian
s, or the
community to
support students‟
learning and
well-being.
The teacher
works
collaboratively
with school
colleagues,
parents/guardia
ns, and the
community to
support
students‟
learning and
well-being.
The teacher
works in
positive,
meaningful
collaboration
with school
colleagues,
parents/guardians
, and the
community to
support students‟
learning and
well-being.
123
1.
2.
1.
2.
1.
2.
Questions
Based on the
evidence
presented during
this interview for
this content
area…See
separate list.
A. Shows
evidence of
growth in lesson
planning. Provide
specific evidence
of ways in which
you have changed
your planning to
reflect the needs
of your students.
Unacceptable
1
Acceptable
2
Target
3
Student shows
evidence of
growth over time
in lesson
planning, or a
specific
modification is
cited that
indicates growth
in planning
appropriately.
Student shows
evidence of
growth over
time in lesson
planning.
Specific
modifications
are cited that
indicate growth
in planning
appropriately.
Student shows
multiple pieces
of evidence of
growth over
time in lesson
planning.
Several specific
modifications
are cited that
indicate growth
in planning
appropriately.
1
B. Speech,
Grammar, Clarity
Oral
communication
includes the use
of “uhs”, “you
knows”, and
“like”, etc…No
vocal inflection
1
C.Communication
D.Professionalism
Ineffective
presentation of
ideas, eye
contact, audible
voice.
2
3
Oral
Communication
lacks the
repeated use of
“uhs”, “you
knows”, and
“like”, etc
Oral
communication
is void of the
use of „uhs”,
“you knows”,
and “like”, etc
2
3
Effective
presentation of
ideas, eye
contact, audible
voice.
Extraordinarily
effective
presentation of
ideas, eye
contact, audible
voice.
1
2
Dress, posture,
and confidence
are inappropriate
for job interview.
Dress, posture,
and confidence
are appropriate
for job
interview.
* SPA Standards to be used for each subject area.
124
3
Dress, posture,
and confidence
exceed
expectation for
job interview.
Evidence
Portfolio Presentation Rubric
Portfolio Presentation Biology & Chemistry Rubric
Name_________________________Interviewer________________□ Initial Portfolio Presentation & Interview
Semester/Year _________Licensure Area ____________________
□ Post Internship Presentation & Interview
This Addendum is used for evaluation of portfolios for students in Biology and Chemistry. Adapted from Brownstein
et al. NSTA
Student must score acceptable or target for each standard.
Standard
A. The candidate is
able to successfully
convey to students
the major science
concepts, principles,
theories, laws, and
interrelationships of
their fields of
licensure.
Unacceptable
1
Acceptable
2
Target
3
The data show
that K-12 students’
have not positively
changed their
understanding of
major science
concepts,
principles,
theories,
laws, and
interrelationships
as a
result of
instruction by the
candidate.
Student
knowledge of
science
does not go
beyond
memorization.
Candidate did not
collect, organize,
and analyze data
in a manner that
could be
interpreted.
The data show that
K-12 students’
understandings of
major science
concepts,
principles, theories,
laws, and
interrelationships
have positively
changed as a
result of instruction
by the
candidate.
Content learning
was reflected in a
level
of understanding
beyond
memorization.
Candidate
collected,
organized, and
analyzed data in a
manner that could
be
interpreted.
The data show
that K-12
students’
understandings of
major science
concepts,
principles,
theories, laws,
and
interrelationships
have positively
changed as
a result of
instruction by the
candidate. The
students’ have
made a change in
their
understanding
and are able to
reflect on their
own changes in
understanding.
Content learning
was reflected in a
level of
understanding
beyond
memorization.
Candidate
collected,
organized,
analyzed and
interpreted data.
125
Evidence
C. Nature of
Science (as defined
in the National
Science Education
Standards)
D. The candidate
engages students
effectively in
scientific inquiry and
investigations.
See 2003 NSTA
Standards’ pages
17-19.
1
The data show
that K-12 students’
have not positively
changed their
understanding of
the nature of
science as a result
of instruction by
the candidate.
Student
knowledge of
science
does not go
beyond
memorization.
Candidate did not
collect, organize,
and analyze data
in a manner that
could be
interpreted.
2
The data show that
K-12 students’
understandings of
the nature of
science have
positively changed
as a result of
instruction by the
candidate.
Content learning
was reflected in a
level
of understanding
beyond
memorization.
Candidate
collected,
organized, and
analyzed data in a
manner that could
be
interpreted.
1
Provides minimal
to no evidence
that students
develop concepts
and relationships
from their
observations,
data, and
inferences
as a result of
inquiry-based
instruction by the
candidate.
Student
knowledge of
science
does not go
beyond
memorization.
Candidate did not
collect, organize,
and analyze data
in a manner that
could be
interpreted.
2
Provides evidence
that shows
students
observe, ask
questions, design
inquiries,
and collect and
interpret data in
order to
develop concepts
and relationships
from
empirical
experiences as a
result of
inquiry-based
instruction by the
candidate.
Content learning
was reflected in a
level
of understanding
beyond
memorization.
Candidate
collected,
organized, and
analyzed data in a
manner that could
126
3
The data show
that K-12
students’
understandings of
the nature of
science have
positively changed
as a result of
instruction by
the candidate.
The students’
have made a
change in their
understanding
and are able to
reflect on their
own changes in
understanding.
Content learning
was reflected in a
level of
understanding
beyond
memorization.
Candidate
collected,
organized,
analyzed and
interpreted data.
3
Provides multiple
authentic and
creative
examples that
demonstrate
students observe,
ask questions,
design inquiries,
and collect
and interpret data
in order to
develop
concepts and
relationships from
empirical
experiences as a
result of inquirybased
instruction by the
candidate. The
students’
have made a
change in their
understanding
and are able to
reflect on their
own changes in
understanding.
Content learning
be
interpreted.
E. The candidate
engages students
successfully in the
analysis of
problems, including
considerations of
risks, costs, and
benefits of
alternative solutions;
relating these to the
knowledge, goals
and values of the
students. See 2003
NSTA Standards p.
19-21
1
2
The data show
that K-12 students’
have not
conducted
inquiries into
the factual basis of
contemporary
science- and
technology-related
issues of interest
to the general
society as a result
of instruction by
the candidate.
Student
knowledge of
science
does not go
beyond
memorization.
Candidate did not
collect, organize,
and analyze data
in a manner that
could be
interpreted.
The data show that
K-12 students’
analyze problems;
consider risks,
costs,
and benefits of
alternative
solutions; and
relate science and
technology issues
to
the lives of
students as a result
of
instruction by the
candidate.
Content learning
was reflected in a
level
of understanding
beyond
memorization.
Candidate
collected,
organized, and
analyzed data in a
manner that could
be
interpreted.
127
was reflected in a
level of
understanding
beyond
memorization.
Candidate
collected,
organized,
analyzed and
interpreted data.
3
The data show
that K-12
students’ analyze
problems;
consider risks,
costs, and
benefits
of alternative
solutions; and
relate science
and technology
issues to the lives
of students
as a result of
instruction by the
candidate.
The students’
have made a
change in their
understanding
and are able to
reflect on their
own changes in
understanding.
Content learning
was reflected in a
level of
understanding
beyond
memorization.
Candidate
collected,
organized,
analyzed and
interpreted data.
Portfolio Presentation and Interview Rubric
Portfolio Presentation for Secondary Spanish Education (Revised)
Name_______________________________Interviewer_________________________□ InitialPortfolioPresentation
& Interview
Semester/Year _______________________Licensure Area ____________________□ Post Internship Portfolio
Presentation & Interview
Candidates will be assessed using the rubric given below. Initial Portfolio Presentation: Suggested artifacts from which
evidence could be collected include the following projects: *Conversation SPAN 3123: Cross-Disciplinary Project on Music;
Spanish American Literature: SPAN 4003: Critical Paper on Latin American Author or Poet; *Hispanic Culture and
Civilization SPAN 4133: City Brochure Project with Written and Oral Reports and Technology or other Project with technology;
*Spanish Linguistics SPAN 3163: Spanish Language Speech Sample for Linguistics Analysis; Advanced Grammar and
Composition: Composition Illustrating Advanced Writing Skills; *Methods of Teaching Spanish SPAN 4143: Lesson Plan. For
the Post-Internship Portfolio Presentation-*Lesson plans; *Unit Plan; *Teacher Work Sample with Pre- and Post-Assessments.
(The asterisk indicates requirement.)
Initial Portfolio Presentation: The interview panel will be looking for examples of candidate‟s ability to *plan instruction;
*knowledge of Spanish linguistics; *Hispanic culture/literature; *writing skills; *ability to link Spanish to other subject areas; *use
of technology; *speaking skills. Post-Internship Portfolio Presentation: From Teacher Work Sample will look at examples of
candidate‟s ability to *write lesson plans and unit plans; samples of *pre-and *post-assessment with rubrics; *modifications for
specific students; *Student Survey of Teacher Effectiveness and your *self-assessment. (The asterisk indicates requirement.)
Circle number of the evaluation for each element.
ACTFL
Standards
Spanish
OBU
Conceptual
Framework
Standard 1.a
Candidate
demonstrates a high
level of proficiency in
the target language.
1.b. S/He knows the
linguistic features of
the target language
system &
accommodates for
gaps in his/her
knowledge of the
system. 2a. Candidate
demonstrates
understanding of the
connections among
the perspectives of a
culture & its practices
& products and
integrates this
standards-based
cultural framework for
foreign language into
instruction.
3.a. S/He exhibits
an understanding of
language
acquisition at
various
Competent
1.0 Candidate
understands the
central
concepts, tools
of inquiry, &
structures of the
discipline s/he
teaches, can
create learning
experiences that
make subject
matter
meaningful for
students, and
can link the
discipline to
other subjects.
Makes subject
matter
meaningful.
Unacceptable
Acceptable
Target
1
2
3
Candidate generally
handles the tasks
pertaining to the
Advanced low level,
but hesitation &
errors may be
evident, and gaps in
communication may
occur. S/he is aware
of language
acquisition theories,
but illustrates little
ability to connect
theory to practice.
His/her experience
with target culture
has been limited to
travel/tourism or
instruction. S/He
integrates into
instruction discrete
pieces of
information from
other subject areas.
Candidate speaks
at the Advanced
low level and is
generally
understood by
native speakers.
S/He
understands &
can explain the
major features of
the target
language
grammar system.
S/He exhibits
understanding of
the relationship
among the
perspectives,
practices, &
products of the
target culture;
exhibits
understanding of
language
acquisition
theories,
including use of
target language
input &
Candidate communicates
successfully in the 3 modes
of communication, & is
readily understood by
native speakers
unaccustomed to dealing
with non-natives. S/He has
a good understanding of
the target language system
& can describe the
structure, function &
meaning of target language
discourse; S/He explains
pragmatic &
sociolinguistic features.
Candidate integrates
culture into instruction &
uses culture as the content
for language instruction;
gives students the tools for
analyzing ways in which
cultural products, practices,
& perspectives are
connected in target culture.
S/He exhibits ease &
flexibility in applying
language acquisition
theories to instructional
practice & uses a wide
128
Evidence
1.
2.
negotiation of
meaning. S/He
draws on his/her
knowledge of
theories, as they
apply to learners
at various
developmental
levels. Integrates
concepts from
other subject
areas such as
math, art, music,
& science.
developmental
levels & creates a
supportive classroom learning
environment with
target language
input & includes
opportunities for
meaningful
interaction. 2c
Candidate integrates
knowledge of other
disciplines into
foreign language
instruction .
Standard 4.a.
Candidate uses the
goal areas, state
standards, & the
Standards for Foreign
Language Learning to
design curriculum.
4.b.Candidates
integrate the
Standards for Foreign
Language Learning &
their state standards
into language
instruction.3.a. S/He
demonstrates an
understanding of
language acquisition
at various
developmental levels
to create a supportive
classroom learning
environment; develops
a variety of
instructional prac-tices
that reflect language
outcomes & addresses
the needs of diverse
language learners.
Standard 3.a.
Candidate
demonstrates an
understanding of
language acquisition
at various
developmental levels.
3b S/He provides a
range of learning
opportunities for
learners of various
ages, developmental & linguistic levels, language
back-grounds, &
learning styles &
exhibits ability to
adapt language
Creating
The teacher plans
curriculum
appropriate to all
students, to the
content and to
course objectives.
The teacher plans
instruction based
upon human
growth &
development,
learning theory &
the needs of
students.
\
creates a supportive
learning environ- ment
that includes target
language input &
opportunities for
negotiation of meaning
& meaningful
interaction.
1
2
3
Candidate applies
goal areas &
standards to
planning to the
extent that the
instructional
materials do so.
S/He is aware of
language acquisition
theories but shows
little knowledge of
connecting theory to
practice. Little
variety of
instructional
practices are used &
do not reflect needs
of all students nor
language outcomes.
Candidate
integrates state &
national
standards into
curricular
planning &
design standardsbased activities.
Candidate uses
knowledge of
language
acquisition to
create a
supportive
classroom
learning
environment
with
comprehensible
target language
output,
opportunities for
negotiation of
meaning &
meaningful
interaction.
The goal areas & standards
of the Standards of
Foreign Language
Learning & state standards
are the focus of all
classroom activities. S/He
articulates a rationale for
using national & state
standards as the basis for
curriculum development.
Candidate uses the interpersonal-interpretivepresentational frame- work
as the basis for planning &
implement- ting classroom
commu- nication. S/He
exhibits originality in the
planning, creation &
implementation of
instructional strategies that
reflect language acquisition
theories. All classroom
interaction reflects
engaging contexts that are
personalized to the
interests of students &
reflect curricular goals.
Candidate does
not teach students
expressions in the
target language for
negotiating
meaning.
Cultivating
variety of strategies to
meet linguistic needs of
students at various
developmental levels;
1
2
3
Candidate recognizes that students
have different
physical, cognitive,
emotional, and
social developmental
characteristics &
recognize the need
to tailor instruction
to accommodate
his/her students‟
developmental
needs, but he/she
attempts to address
these differences by
using a limited
variety of
instructional
strategies. Few
Candidate
understands how
language
acquisition
occurs at various
developmental
levels & design
teaching
strategies that
facilitate
language
acquisition. S/He
seeks
information
regarding
students‟
language levels,
language
backgrounds &
Candidate plans
instruction according to the
physical, cognitive,
emotional, & social
developmental needs of
students. S/He uses his/her
knowledge of acquisition
at developmental levels to
meet the linguistic needs of
students at various
developmental levels; s/he
consistently uses
information about students‟
language levels, language
backgrounds, and learning
styles to plan a wide range
of learning opportunities.
Candidate plans/
implements activities that
129
1.
2.
1.
2.
instruction to
address students‟
multiple ways of
learning & to meet
their special needs.
Standard 3.a.
Caring
Candidate builds
lessons around topics
drawn from a variety
of subject areas in
which they integrate
language, culture, &
students interests.
S/He pro-vides
opportunities for
students to use the
language to express
meaning. Candidate
possesses the
dispositions necessary
for creating a
supportive classroom
environment that is
reflective of student
needs. They offer
encouragement &
affirmation of their
students‟ progress in
the target language.
The teacher
exhibits human
relations skills
that support
human potential.
Standard 6b.
Collaborating
Candidate knows the
value of foreign
language learning to
the overall success of
all students &
understands that s/he
will need to become
an advocate with
students, colleagues,
parents, & members
of the community to
promote the field.
5c. Candidate is able
The teacher works
collaboratively
with school
colleagues,
parents/
guardians, & the
community to
support students‟
learning and wellbeing.
opportunities are
given for students to
use the target
language to express
meaning; focuses on
1 mode of
communication at a
time.
learning styles &
plans a variety of
instructional
activities &
techniques to
address student
differences;
uses some
strategies to help
students
understand oral
& written input
& provides
opportunities for
them to negotiate
meaning with
others.
promote critical thinking &
problem solving & rewards
students for engaging in
those activities; plans
alternative classroom
activities to accommodate
students‟ special needs.
1
2
3
Candidate shows
awareness of the
connection between
student learning and
the use of
instructional
strategies, but they
avoid spontaneous
interaction with
students in the target
language. S/He does
not regularly
negotiate meaning
with students.
Feedback to students
focuses only on
linguistic accuracy
and very little on the
meaning of their
messages.
Candidate does not
give regular help to
students for
understanding oral &
written input.
Candidate
designates
certain times for
spontaneous
interaction with
students in the
target language.
S/He tailors
language use to
students‟
developing
proficiency
levels & uses a
variety of
strategies to help
students
understand oral
& written input
and teaches
students a variety
of ways to
negotiate
meaning with
others; majority
of activities &
tasks are
standards-based
& have
meaningful
contexts that
reflect students‟
interests.
Meaningful classroom
interaction is at the heart of
language instruction.
Candidate engages students
in communicative &
interesting activities &
tasks on a regular basis. All
classroom interaction
reflects engaging contexts
that are personalized to the
interests of students &
reflect curricular goals.
Feedback to students
focuses not only on
linguistic accuracy but also
on the meaning of their
messages; candidate
recognizes that errors
occur as part of the
language acquisition
process, & they encourage
students to take risks in
using the target language.
1
2
3
Candidate believes
that foreign language
study benefits
mostly a particular
group of students
and does not
articulate the
multiple benefits of
foreign language
learning to multiple
audiences.
S/He identifies
stakeholders and
their roles and
Candidate
believes that all
students should
have
opportunities to
learn a foreign
language and
chooses
appropriate data
sources to
develop products
in support of
foreign language
learning for
Candidate develops and
articulates a rationale for
foreign language learning
that includes the cognitive,
academic, & affective
benefits to students &
society. S/He synthesizes
findings of multiple
sources of data to prepare a
coherent rationale for
foreign language learning
for diverse audiences. S/He
advocates for foreign
language opportunities for
130
1.
2.
1.
2.
to describe what
his/her students can do
and begin to develop
that message for the
various publics.
Candidates convey
this information to
administrators, parents
& the community in
ways important to
these stakeholders.
Questions
Speech,
Grammar,
Clarity
Communicatio
n
Professionalis
m
interests in
assessment of
student progress, but
does not clearly
convey this
information to
parents or the
community, or finds
shortcut ways to
report student
learning results.
designated
audiences. S/He
also interprets &
reports
accurately the
progress students
are making in
terms of
language
proficiency and
use the
performances to
illustrate both
what students
can do & how
they can
advance. S/He
reports student
progress to
parents, using
appropriate
terminology &
sharing examples
that illustrate
student learning.
all students. Candidate
communicates to audiences
in the school & community
how assessment reflects
language proficiency &
cultural experiences. S/He
reports assessment results
in a way that is tailored to
particular groups of
stakeholders.
Unacceptable (1)
Acceptable (2)
Target (3)
Oral
communication
includes the use
of “uhs”, “you
knows”, and
“like”, etc…
Ineffective
presentation of
ideas, eye contact,
audible voice.
Oral
communication
lacks the repeated
use of “uhs”,
“you knows”, and
“like”, etc…
Oral communication is
void of the use of “uhs”,
“you knows”, and “like”,
etc…
Effective
presentation of
ideas, eye
contact, audible
voice.
Dress, posture,
and
confidentiality are
appropriate for
job interview.
Extraordinarily effective
presentation of ideas, eye
contact, audible voice.
Dress, posture,
and
confidentiality are
inappropriate for
job interview.
131
Dress, posture, and
confidentiality exceed
expectation for job
interview.
Evidence
Student Teaching Internship
Initial Portfolio Presentation and Interview Evaluation Summary Form
Date of Interview
Candidate
Semester
 Admission to Student Teaching Internship
Level:
Check: __ECED
___ ART
__MSED
__SCED Content Area ____________
__MUED Choral/Vocal or Instrumental
Strengths:
Suggestions for improvements:
Signatures of interviewers:
[Note: This form is to be attached to the Portfolio Rubric and submitted to the Director of Student Teacher
Internship at the conclusion of the Initial Portfolio Presentation and Interview.]
132
133
Ouachita Baptist University
Teacher Education
Information for the Professional Semester
Information
For the
Professional Semester
Student Teaching
Internship
134
Upon Admission to the Professional Semester,
Candidates will be placed for their student teaching
internship in an area school district.
THE PROFESSIONAL SEMESTER
Student Teaching Internship
The Professional Semester includes two placements for the student teaching internship and two additional
courses, CORE 4031 Senior Seminar and EDFN 4061 Seminar in Education.


CORE 4031 Senior Seminar (1 hour) – This is a course designed to integrate the Interdisciplinary Studies with
the professional course of study. Candidates will be introduced to models of service-learning and action
research. They will develop a proposal for a project to be completed during the internship experience. The
projects will be presented as a part of the Post-Professional Portfolio Presentation and Interview.
EDFN 4061 Seminar in Education (1 hour) – This is a case study-based course that examines problems in
education as well as instruction in the policies and procedures related to the internship. Legal issues for
classroom teachers will be discussed. Candidates will research a legal issue and write a paper as part of the
course.[CAC-W]
The Student Teaching Internship is a minimum of twelve-weeks of comprehensive field experience in the
public schools. Candidates complete two placements of approximately equal length covering the range of
ages and grades/subjects they will be licensed to teach. Candidates are not to be enrolled in any other
courses during the Professional Semester. They may not be working on uncompleted correspondence
courses, nor may they begin such courses during the semester. The student teaching internship is considered a
full-time commitment.
Candidates must also submit to and clear a criminal background check. The sheriff and deputies will
conduct the fingerprinting on campus during or just prior to the internship semester before to going to the
assigned school.
135
Ouachita Baptist University
Teacher Education
Student Teaching Internship Application Placement Procedures
To:
Internship Applicants
From:
Director of Student Teaching Internships
Subject:
Instructions for Internship Application Placement Procedures
Please complete the following steps in preparing your application for internship:

Read the placement procedures.

Complete the application which should include the following:
a.
b.
c.
d.
e.
f.
g.
Application for Admission to the Professional Semester for Student Teaching Internship
Student Teaching Internship Placement Checklist of Criteria
Candidate for Student Teaching Internship Information Form
The Teaching Field Requirement for the Area of Certification Form (in McC311 office)
Student Teaching Internship Agreement
A current working copy of your transcript (NOT an official copy)
Attach three different small photographs of yourself

Submit a copy to the Director of Student Teaching Internships no later than midterm of the
semester preceding the Professional Semester, or the date requested by the Director.

Complete an Initial Portfolio Presentation and Interview at a designated time to a team of education
professors. Time and date will be announced.
136
STUDENT TEACHING INTERNSHIP
Placement Procedures
On the application for the Professional Semester Student Teaching Internship, candidates indicate their first,
second, and third choices for placement. The Director of Student Teaching Internships will compile these
choices for all applicants. Placement letters will be sent to the first choice whenever possible. Using the
criteria provided and the input from the university, the school district will place the candidates with the
cooperating teacher. If a district is unable to place a student teacher intern, the process will be repeated with
the next choice of districts. Candidates are not to contact prospective cooperating teachers in an effort
to secure their own placements.
Placements are made with the following criteria in mind:
 Each candidate will be placed in the public school which offers the best learning environment
according to these criteria:
o Knowledge of the cooperating school, its philosophies and practices;
o Proximity of the requested placement to other student teacher interns; (When possible, two or
more candidates will be placed in the same school in order to facilitate the building of a
supportive network of peers.)
o Where you do not have a spouse or other family member(s) employed in the same building
as your internship request;
o Availability of a university supervisor to visit the requested site.
 Candidates will be placed in one of the three school systems requested on the application without
further consultation, however if none of these are available, candidates will be consulted.
 Assignments within school systems will be requested by level, as opposed to specific grade or teacher.
(ie. early childhood, middle school, or secondary subject area.)
 Assignment of candidates within the school system is made by the cooperating school administrator
and the Director of Student Teaching Internships using the established criteria.
 Assignments will be announced as soon as all candidates have been placed.
 Assignments may be changed when unexpected hardships occur. Evidence of such hardships should
be presented in writing to the Director of Teacher Education for consideration by the Teacher
Education Council and Director of Student Teacher Education.
EXCEPTIONS TO PLACEMENT PROCEDURES
There may be times that candidates need to be placed in schools other than those named on the Professional
Semester application. In those cases, the candidate may write a letter to the Director of Teacher Education
and the Teacher Education Council to request an exception. The letter should detail the exception being
requested, as well as any information that would be helpful to the Council in understanding the unusual
circumstances that necessitate the variation from the policy. Candidates will be notified of the decision of
the Council. Additional fees to help defray costs maybe needed if the change is approved.
137
Ouachita Baptist University
Teacher Education
Application for Admission to the Professional Semester of Student Teaching
Internship
Date and Time Application submitted: ______________________________________________
Candidate: ____________________________________________________________________
Internship Semester: Fall: ___________
Spring: ___________
Year: _________________
OBU Box: _________________________ Telephone _________________________________
Expected Date of Graduation: _____________________________________________________
Degree:
B.A. _____________________ B.M.E. _______________________________
Academic Advisor:______________________________________________________________
Teaching Level: Early Childhood _______________ Middle School ____________________
Secondary____________________
Teaching Field(s): _________________
Indicate your first, second and third preferences for your school placement from the list below
where you do NOT have a family member(s) employed in the same building as your internship
request:
__Arkadelphia
__Benton
__Bryant
__Bismarck
__Gurdon
__ Hope
__Hot Springs
__Lake Hamilton
__Lakeside
__Little Rock
__Magnet Cove __ Malvern
__North Little Rock
__Ouachita
__ Prescott
__ Camden-Fairview
__Pulaski County
Explain any special circumstances that should be taken into consideration in making the placement.
I agree to accept placement in any one of the three schools marked above.
Signature of Candidate
Date
138
Ouachita Baptist University
Teacher Education
Student Teaching Internship Placement Checklist of Criteria
Name of Candidate ___________________________________
Admitted to Teacher Education Program
Total credit hours completed (Minimum 89 Hours):
Total hours completed in teaching field (Minimum 75%)
Overall GPA (Minimum 2.5):
Teaching field GPA (Minimum 2.5):
 Yes  No
___________________
___________________
__________________
___________________
Grade of C or higher in all Professional Education Courses
 Yes  No
Grade of C or higher in the following courses: (indicate Grade in each)
CORE 1013 Composition I
CORE 1053 Composition II
MATH for the Liberal Arts or MATH 1073 Discrete Math OR
MATH 2033 Math for ECED Teachers
EDFN 2003 Foundations of Education
___________________
___________________
___________________
___________________
Passing scores on Praxis I
Reading score:
___________________
Writing score:
___________________
Math score:
___________________
Passing score on Praxis II
Subject Area Assessment(s) scores:
___________________
___________________
___________________
To best of my knowledge the information given in this application is
complete and accurate.
______________________________________
Signature of Candidate/Date
For Office Use Only
Department chairperson recommendation:
Department:
________________________________________
Signature/Date: _________________________________________
Dean of Students recommendation:
Signature/Date: _________________________________________
139
Ouachita Baptist University
Teacher Education
Student Teaching Internship
Candidate Information Form
Name: _____________________________________________________________
Address: ___________________________________________________________
Phone: _____________________________________________________________
Nearest Relative: _____________________________________________________
Relationship to Candidate: _____________________________________________
Address of Relative: _________________________________________________
_________________________________________________
Phone of Relative:
_________________________________________________

Teaching Field(s):
List your experience working with children and/or youth.
List your activities, memberships, and leadership positions.
List your talents or skills that may be assets in teaching.
140
Ouachita Baptist University
Teacher Education
Student Teaching Internship
Candidate Information Form (continued)
What are your hobbies?
List your work experience.
Employer
Type of Work
What are your plans upon graduation?
Why do you want to be a teacher?
Describe your preparedness for teaching in a diverse classroom.
In what ways will you incorporate technology into your classroom?
141
Ouachita Baptist University
Teacher Education
Student Teaching Internship Agreement
I, ________________________________________, understand and agree to the following conditions for the
Student Teaching Internship Professional semester:
1. Placements made in one of the three schools listed on the application will be final. No changes will
be made once cooperating teachers have been notified. If placements are not available in one of the
three districts indicated on the application, the candidate will be consulted before an alternate
placement will be made.
2. Candidates will follow the schedule of the cooperating school. Holidays will be taken with the
school, not with the University.
3. Candidates will assume the schedule and responsibilities of the cooperating teacher including
assigned duties, supervision and professional development. Failure to attend faulty meetings,
professional development workshops and parent/teacher conferences will result in make-up days
being assigned.
4. Candidates will report ALL absences to their University Supervisor. The MINIMUM number of
days required for passing student teaching is 60. There are at least 62 days available including
professional development and parent/teacher conference days. There are days reserved for job
interview and personal illness. These days must not be viewed as “cuts”. Candidates missing more
than the allowed two days will return to the assigned school after graduation in order to make up the
missed days.
5. Candidates will follow the dress code and exhibit professional dispositions as discussed throughout
the OBU teacher education program.
__________________________________
Signature of the Candidate
for Student Teaching Internship
__________________________
Date
142
Ouachita Baptist University
Teacher Education
Class Profile Summary
Name of Candidate: ______________________________________________________________
Grade Taught: _______________________________________________________
Subject Taught: ______________________________________________________
1.
How many students will be observed?
______Male students
______Female students
______Total number of students
2.
What is the age range of the students being taught? ________________________________
3.
How many have the following exceptionalities?
______Blind or visually impaired
______Deaf or hearing impaired
______Developmentally disabled
______Emotionally or behaviorally disabled
______Gifted
______Learning disabled
______Physically disabled
______Other (please specify) __________________________________________________
What modifications are required on their I.E.P‟s? Please list students using a code name and their
modifications on an additional sheet of paper and attach to this form.
4.
With respect to the following, how would you describe your students?
______African American or Black, non-Hispanic
______Asian, Asian American, or Pacific Islander
______Mexican American or Chicano
______Native American, Inuit, or Aleut
______Puerto Rican
______Other Hispanic
______White, non-Hispanic
______Other (please specify) ___________________________________________________
143
Ouachita Baptist University
Teacher Education
Class Profile summary (continued)
5.
How do you become familiar with the cultural and content background of your students?
6.
Do you communicate with the parents or guardians of students in the class? If so, how and for
what reasons? How does the cooperating teacher communicate with the parents or guardians of
students in the class? For what reasons?
7.
Is there anything about the learning environment that you think might affect your students or the
scheduled observation?
8.
What are procedures, rules, and expectation for student behavior in this class?
144
Ouachita Baptist University
Teacher Education
Student Teaching Intern Absence Form
Name of Candidate: ____________________________________________________________________
School: _______________________________________________________________________________
Name of Cooperating Teacher: ___________________________________________________________
Name of University Supervisor: ___________________________________________________________
Date of Absence: _______________________________________________________________________

Full day of absence

Partial day absence (from___:___ to ___:___)

Other (please specify)__________________________________________
Reason for absence:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________
Signature
145
______________________________
Date
Ouachita Baptist University
Teacher Education
Teaching Field Requirements by Content Area
Teaching Field Requirement
By
Content Area
146
Early Childhood Education Teaching Field Requirements
DEPT
COURSE #
COURSE NAME
HOURS
ECED
ECED
ECED
ECED
ECED
ECED
ECED
ECED
2033
3023
3093
3103
3123
4023
4043
4733
Lit. for Early Childhood/Middle School Class
Teaching Social Studies
Language and Literacy
Foundations in Early Childhood Education
Techniques in Early Childhood Education
Reading and Writing in the Content Area
Practicum in Early Childhood Education
Pedagogy in EC Math
3
3
3
3
3
3
3
3
ADDITIONAL CONTENT REQ.
MUED
MATH
MATH
NSCI
ECED
KIN
2063
2033
3013
3003
3013
2053
Music for Classroom Teachers
Mathematics for Early Childhood Teachers I
Mathematics for Early Childhood Teachers II
Natural Science for Early Childhood Teachers
Public School Art ( or ART 3013)
Methods & Materials in Health & P.E. in the Elem Sch.
*PSYCH 2033 may be substituted for ECED 2053
147
3
3
3
3
3
3
GRADE
Q.P.
Middle School Education Teaching Field Requirements: English/History
AREA OF CONCENTRATION IN MIDDLE SCHOOL EDUCATION – GRADES 4-8
DEPT
ENGL
ENGL
ENGL
ENGL
*ENGL
*ENGL
*ENGL
*ENGL
ENGL
HIST
HIST
HIST
HIST
HIST
PSCI
PSYC
**GEOG
**GEOG
NSCI
MATH
MATH
COURSE #
2013
2023
3103
3113
3223
3233
3243
3253
4253
1003
1013
2003
2013
4163
2013
1013
1003
2003
3003
2053
4113
COURSE NAME
English Studies
Advanced Grammar
American Lit. to 1865
American Lit. since 1865
Medieval and Renaissance Eng. Lit.
17th and 18th Century Eng. Lit.
19th Century Eng. Lit.
20th Century Eng. Lit.
C.S. Lewis – recommended elective
World Civilization to 1600
World Civilization since 1600
United States History to 1877
United States History since 1877
Arkansas History
American National Government
General Psychology
Introduction to Human Geography.
Nat. Resources: Environment and Survival
Natural Science for EC/MS Teachers
Math for MS Teachers
Methods in MS Math for Eng/SS emph
HRS
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
ADDITIONAL CONTENT REQ.
MATH
MATH
MATH
MATH
NSCI
1073
2053
3313
4113
2003
Discrete Mathematics
Math for MS Teachers I
Math for MS Teacher II
Methods in MS Math
Earth Science
* 6 hours from any of the selected classes
** 3 hours from an of the selected classes
148
3
3
3
3
3
GRADE
Q.P.
Middle School Education Teaching Field Requirements: Math/Science
AREA OF CONCENTRATION IN MIDDLE SCHOOL EDUCATION – GRADES 4-8
DEPT
CHEM
CHEM
NSCI
NSCI
BIOL
BIOL
MATH
MATH
MATH
MATH
MATH
MATH
CORE
CORE
ENGL
MSED
CORE
CORE
HIST
PSCI
COURSE #
1024
1034
2003
3013
1014
1024
1073
2014
2063
3003
3083
4113
COURSE NAME
General and Organic Chemistry
General and Biological Chemistry
Earth Science
Natural Science for MS Teachers
General Biology (Zoology)
General Biology (Botany)
Discrete math I
Calculus I
Elementary Statistics
Foundations of Geometry
History of Mathematics
Methods in Middle Sch Math
HRS
4
4
3
3
4
4
3
4
3
3
3
3
1043
1053
2013
2033
2123
2113
4163
2013
Additional Content Req.
Composition I
Composition II
English Studies
Literature for EC/MS
American Letters
American Civilization
Arkansas History
American National Government
3
3
3
3
3
3
3
3
149
GRADE
Q.P.
Art Education Teaching Field Requirements
DEPT
ART
ART
ART
ART
ART
ART
ART
ART
ART
ART
ART
ART
ART
ART
COURSE #
1003
1013
2003
2023
2033
2043
3003
3023
3043
3053
3063
3073
3103
4040
COURSE NAME
Visual Fundamentals I
Drawing I
Drawing II
Ceramics & Pottery I
Painting I
Sculpture
Painting II
Graphic Design I
Intro to Art History I
Intro to Art History II
Mixed Media
Painting III
Arts Education Methods
Senior Exhibit
NOTE: Changes Pending
150
HRS
3
3
3
3
3
3
3
3
3
3
3
3
3
3
GRADE
Q.P.
Choral Music Education Teaching Field Requirements
DEPT COURSE #
MUED
3092
MUED
3113
MUED
3011
MUED
3101
MUED
3201
MUED
4132
MUHL
4272
MUAP
4040
COURSE NAME
Elementary Music Methods and Materials
Secondary Choral Methods and Materials
Instrumental Perspectives
Choral Conducting 1
Choral Conducting 2
Vocal Pedagogy
Choral Literature and Arranging
Recital
HOURS
2
3
1
1
1
2
2
0
12
GRADE
Q.P.
GRADE
Q.P.
Instrumental Music Education Teaching Field Requirements
DEPT COURSE #
MUED
2021
MUED
2031
MUED
2041
MUED
3001
MUED
3081
MUED
3121
MUHL
3221
MUED
3092
MUED
3161
MUED
4153
MUAP
4040
Total
COURSE NAME
Woodwind Methods1
Brass Methods
String Methods
Vocal Perspectives
Woodwind Methods 2
Instrumental Conducting 1
Instrumental Conducting 2
Elementary Music Methods
Percussion Methods
Band Organization / Marching Techniques
Recital
151
HOURS
1
1
1
1
1
1
1
2
1
3
0
13
Secondary Biology Teaching Field Requirements
DEPT
BIOL
BIOL
BIOL
BIOL
BIOL
BIOL
*BIOL
*BIOL
*BIOL
NSCI
NSCI
NSCI
CHEM
CHEM
PHYS
PHYS
MATH
MATH
**MATH
COURSE#
1014
1024
2014
2024
3034
4001
3014
4054
4064
2003
3013
3961
1004
1014
1004
1014
1003 OR
1034
2063
COURSE NAME
Zoology
Botany
Human Anatomy & Physiology I
Human Anatomy & Physiology II
Ecology
Experimental Research
Microbiology
Genetics
Cell and Molecular Biology
Earth Science
Meth. In NS for Mid. & Sec.
Laboratory Practicum
General Chemistry I
General Chem. II
Intro. to Physics I
Intro. to Physics II
College Algebra
Pre-calculus Math
Elementary Statistics
*2 courses from any of the selected courses
**Strongly suggested for pursuing a Biology major or minor
152
HRS
4
4
4
4
4
1
4
4
4
3
3
1
4
4
4
4
3
4
3
GRADE
Q.P.
Secondary Chemistry Teaching Field Requirements
DEPT
BIOL
BIOL
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
*CHEM
{PHYS
{PHYS or
(PHYS
(PHYS
NSCI
NSCI
NSCI
MATH
MATH
COURSE #
1014
1024
1004
1014
2004
3005
3015
3053
3272
4023
4111
1004
1014
2004
2014
2003
3013
3961
2014
3202
COURSE NAME
Zoology
Botany
General Chemistry
General Chemistry II
Quantitative Analysis
Organic Chemistry
Organic Chemistry II
Physical Chemistry
Exp. Techniques Chem.1
Biochemistry
Chemistry Research Seminar
Inro. To Physics I
Intro. to Physics II
University Physics I
University Physics II
Earth Science
Meth. In NS for Mid & Sec
Laboratory Practicum
Calculus I
Advanced Chemical Calculation
HRS
4
4
4
4
4
5
5
3
2
3
1
4
4
4
4
3
3
1
4
2
GRADE
* requirement can be met by taking CHEM 4801-4893
for a miniumum of one credit hour (three hours lab per week for one semester)
or by participating in a summer undergraduate research participation program
at OBU or another university or research institute.
153
Q.P.
Secondary English Teaching Field Requirements
DEPT
ENGL
ENGL
ENGL
ENGL
ENGL
*ENGL
*ENGL
*ENGL
*ENGL
ENGL
**CORE
ENGL
ENGL
ENGL
***ENGL
***ENGL
***ENGL
ENGL
****
****
****
****
COURSE #
2013
2023
3003
3103
3113
3223
3233
3243
3253
3303
2223
4013
4023
4073
4223
4233
4243
4903
___3
___3
___3
___3
COURSE NAME
English Studies
Advanced Grammar
Advanced Composition
Amerian Lit. to 1877
American Lit. since 1877
Medieval & Renaissance Eng. Lit.
17th & 18th Century English Lit.
19th Century English Lit.
20th Century English Lit.
Children's & Young Adult Lit.
Western Letters
Special Methods in English
History of English Language
Literary Criticism
Shakespeare
Chaucer
Milton
Senior Literature Seminar
your choice of foreign language
your choice of foreign language
your choice of foreign language
your choice of foreign language
*6 hours from any of the selected classes
**or an approved literature course in a foreign language OR
ENGL 3704-3793 Masters of World Literature
***3 hours from any of the selected classes
****4 semesters of a foreign language is required
154
HRS
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
GRADE
Q.P.
Secondary Mathematics Teaching Field Requirements
DEPT
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
*CHEM
*PHYS
CSCI
COURSE #
1073
2014
2024
2073
3003
3034
3053
3063
3083
3093
3301
3311
4013
4401
1004
2004
1033
COURSE NAME
Discrete Mathematics I
Calculus I
Calculus II
Discrete Mathematics II
Foundations of Geometry
Calculus III
Abstract Algebra I
Probability & Statistics
History of Mathematics
Linear Algebra
Junior Mathematics Seminar I
Junior Mathematics Seminar II
Methods in Secondary Math
Senior Mathematics Seminar I
General Chemistry I
University Physics I
Intro to Computer Science
* Choose one course
155
HRS
3
4
4
3
3
4
3
3
3
3
2
2
3
2
4
4
3
GRADE
Q.P.
Secondary Social Studies Teaching Field Requirements
Plan One: History
DEPT
HIST
COURSE #
1003
COURSE NAME
World Civ. To 1600
HRS
3
HIST
1013
World Civ since 1600
3
HIST
2003
US History to 1877
3
HIST
2013
US History since 1877
3
HIST
3043
Research Seminar
3
HIST
4163
Arkansas History
3
HIST
4703-4793
Topical Seminar
3
HIST
Elective
Elective
3
SSCI
4103
Special Meth. In Social Studies
3
PSCI
2013
American National Govt.
3
PSCI
2033
Ark. Govt. & Politics
3
ECON
2013
Principles of Macroeconomics
3
GEOG
1003
Intro. to Human Geography
3
GEOG
2003
Natural Resources: Env. & Survival
3
SOCI
1013
Social Problems
3
SOCI
4023
The Sociology of Childhood
3
*History courses must total 27 hours;
3Jr/Sr hours must be taken in an approved World History Course
156
GRADE
Q.P.
Spanish Teaching Field Requirements
DEPT
SPAN
SPAN
SPAN
SPAN
SPAN
SPAN
SPAN
SPAN
*SPAN
*SPAN
*SPAN
*SPAN
COURSE #
1013
1023
2033
2043
3133
3163
4133
4143
___3
___3
___3
___3
COURSE NAME
Elementary Spanish I
Elementary Spanish II
Intermediate Spanish I
Intermediate Spanish II
Advanced Grammar and Composition
Linguistics
Hispanic Culture and Civilization
Methods of Teaching Spanish
your choice
your choice
your choice
your choice
HRS
3
3
3
3
3
3
3
3
3
3
3
3
GRADE
Q.P.
*30 hours above the Elementary Spanish I and II and Jr/Sr level with 6 hours in one of Ouachita's approved
study abroad programs.
157
Cooperating Teacher Criteria
CRITERIA FOR SELECTING COOPERATING TEACHERS
The following criteria are to be met in selecting Cooperating Teachers:
 Teacher is certified in the field in which he/she is teaching;
 Teacher has three years of teaching experience (strongly preferred);
 Teacher has participated in and demonstrates the competencies presented in Pathwise training;
 Teacher demonstrates current best practices in the classroom;
 Teacher is willing to observe the Student Teacher Intern and provide feedback that will assist in
growth and improvement.
While there are no perfect classrooms, Cooperating Teachers do serve as models for pre-service teachers in
instruction, classroom management, and other areas of professional life. As candidates observe these aspects
of teaching, they are also encouraged to develop their own style with the support and advice of the
Cooperating Teacher and University Supervisor. Ultimately, however, candidates are asked to respect the
authority and responsibility of the teacher and other school personnel in determining what best meets the
learning needs of the students. In very few situations, interns will be changed to a different placement in
order to provide the appropriate environment for student teaching internship. Such a decision will be made
in consultation with the public school.
Guidelines concerning the Intern once Placements are secured
Student Teacher Interns are required to complete a minimum of sixty days in order to successfully finish the
course. Candidates should be absent only for emergencies. The candidate is responsible for reporting
absences to (1) the Office of the Principal, and (2) to the University Supervisor. Absenteeism beyond the
number of days allowed will require the candidate to (1) accept an “I” (incomplete) in student teaching or (2)
complete make-up days if fewer than sixty days of attendance have been recorded. Absences will be
recorded on the Student Teaching Internship Absence Documentation form provided.
Schedule for Student Teacher Interns
Student Teacher interns are expected to follow the schedule of the cooperating school to which they are
assigned. This includes Professional Development, Thanksgiving Holiday, Spring Break, etc.
School Day Hours and other Responsibilities
Generally, the school day starts at 7:55 a.m. and ends at 3:30 p.m. The daily schedules may vary from
school to school. Candidates are expected to follow the schedule of the cooperating teacher. This includes
after-school meetings. The University Supervisor must approve any change in the daily schedule.
158
CLASSROOM RESPONSIBILITIES – GRADUALLY INCREASE
Candidates are expected to begin the Student Teacher Internship experience with a few days of observation
so they may learn the schedule and procedures used in the assigned classroom. During this time, candidates
may be used to call roll, distribute papers, review assignments and other basic classroom tasks. The
candidates should focus on learning names of students and appropriate disciplinary procedures.
Beginning in Week Two, the candidate should be given one subject or class to prepare, instruct and evaluate.
In Week Three, another class or subject should be added. Additional classes or subjects should be added
until the candidate has gradually taken the full responsibility for the classroom preparation, instruction and
assessment. It is recommended that the cooperating teacher provide the candidate with a calendar showing
when the various absences will be added to the schedule. Most candidates will have at least two weeks of
“solo” teaching.
CLASSROOM OBSERVATION
Student Teacher Interns are to request permission to observe in several different classrooms during the
professional semester experience. The cooperating teacher and/or principal may develop a classroom
visitation schedule. Interns are expected to take advantage of opportunities to learn through observation.
STAFF DEVELOPMENT
Student Teacher Interns are expected to participate in all staff development programs, parent-teacher
conferences, and other professional activities of the school.
SUBSTITUTE TEACHING
It is strongly preferred that Student Teacher Interns not substitute teach due to liability concerns. Student
Teacher Interns may, however, be allowed to assume individual responsibility for classroom teaching only if
the following criteria have been met:




The principal approves the assignment
The Student Teacher Intern has demonstrated the ability to successfully assume full
teaching responsibilities
The Student Teacher Intern has strong classroom management skills
Another teacher or administrator is designated for the Student Teacher Intern to call
on, if necessary.
The Student Teacher Intern should not be used as a substitute in classrooms other than the one to which
he/she is assigned for student teaching internship. Student Teacher Interns are not allowed to receive pay for
substitute teaching during professional semester.
159
DRESS CODE – AS DURING FIELD EXPERIENCES
Reminder: Candidates are expected to dress professionally during the Student Teacher Internship. Wind
suits, sweats, shorts and jeans are generally not acceptable. Many schools have spirit days or casual days
when jeans or other casual attire are acceptable. Remember that clothing is one way to communicate the role
of the individual to students. If there are piercings, note that tongue, nose, eyebrow, and navel rings are to be
removed before going to school or school events. If there are Tattoos, they are to be covered by clothing.
PROFESSIONAL BEHAVIOR
Candidates are expected to demonstrate professionalism in their conversations regarding their classroom
experiences. When people ask about the internship, be sure that no inappropriate comments are made about
a cooperating teacher, students or parents. If a candidate needs to discuss problems with the internship
experience, an appointment with the University Supervisor, the Director of Student Teaching Internship,
academic advisor, or Director of Teacher Education should be scheduled. Candidates are asked to analyze
and reflect on experiences. This activity is not to be a gripe session.
Candidates are to sit and stand in a way that (and note where they sit and stand) communicates
professionalism.
As candidates develop relationships with students, remember to keep an appropriate “professional distance.”
It is strongly recommended that candidates not give home phone numbers and e-mail addresses to students,
nor share Facebook, etc with students. All communication with students/minors must be of the highest
professional caliber. Do not use e-mail or the phone to discuss other pupils or teachers with a student.
In many of the recent cases of sexual relations between students and teachers, inappropriate phone calls and
e-mails were the beginnings of the relationships. Often this contact begins innocently enough and then
becomes out of control. Know the limits and stick to them. Inappropriate communication will result in
removal from the internship experience.
Note: Facebook, Xanga, MySpace and any other websites or blogs in which you participate should be
reviewed for any unprofessional content. Be especially aware of content that represents a violation of
University policy or the policy of the school district to which you are assigned. Candidates who post
unprofessional information or information in violation of University or school policy will be removed from
the internship experience.
160
Supervision and Evaluation
The Director of Student Teaching Internships will assign a University Supervisor to each candidate. The
Supervisor will make a minimum of four official observation visits. During each of these visits, the
Supervisor will watch the lesson. A post observation conference will be conducted in which the candidate
will reflect on the lesson. The conference will also serve as the opportunity for the candidate and supervisor
to assess the progress of the candidate toward attaining a rating of 3 on each of the nineteen Pathwise
criteria. While the conference will often include the cooperating teacher, the supervisor may choose to talk
with the teacher in a separate meeting. At least one of the observations will be recorded (video camera). One
or more visits will also be made by a university faculty member in the content area.
Candidates must also submit to and clear a criminal background check. This includes a state police check, FBI
check and Child Maltreatment Central Registry check. The sheriff and deputies will conduct the fingerprinting
on campus during or just prior to the student teaching internship semester or prior to going to the school
assigned.
161
Ouachita Baptist University
Teacher Education
Teacher Work Sample Rubric
Name _________________________________ Date______________________________________
Major _________________________________ Semester__________________________________
Directions: Candidates are to choose and plan a mini-unit that is appropriate for the developmental level of their students
during their internship placements and that demonstrates content knowledge. They complete a pre-assessment, teach the
lessons for the unit as planned, and administer a post-assessment to measure the learning of the students. The candidates
reflect on the effectiveness of their lesson plans and their teaching. Then candidates design further instruction based on
data from assessments and reflections. They compile the lesson plans, student samples used for assessment, reflection,
and redesigned lesson plans into a folder and submit the Teacher Work Sample (TWS) packet to the course instructor for
EDFN 4061 who will evaluate the teacher work sample using the rubric given below. Candidates are to include the TWS
in their Post Student Teaching Internship Portfolio Presentation and Interview.
Circle the number of the evaluation for each category.
Requirement
Contextual
Factors
The candidate uses
information about
the learningteaching context
and student
individual
differences to set
learning goals and
plan instruction and
assessment.
Learning Goals
The candidate sets
significant,
challenging, varied,
and appropriate
learning goals.
Unacceptable
1
Acceptable
2
Target
3
Candidate displays a
lack of, or minimal
understanding of the
characteristics of the
community, school,
classroom, and of
individual students
(including knowledge
regarding the ways in
which students learn)
that may affect learning.
Candidate provides few
or no implications for
instruction and
assessment based on
assessment of student‟s
prior knowledge and of
individual differences.
Candidate displays a
general understanding
of the characteristics
of the community,
school, classroom, and
of individual students
(including knowledge
regarding the ways in
which students learn)
that may affect
learning. Candidate
provides general
implications for
instruction and
assessment based on
assessment of
student‟s prior
knowledge and of
individual differences.
Candidate displays a
comprehensive
understanding of the
characteristics of the
community, school,
classroom, and of
individual students
(including knowledge
regarding the ways in
which students learn)
that may affect learning.
Candidate provides
specific implications for
instruction and
assessment based on
assessment of student‟s
prior knowledge and of
individual differences.
1
2
3
Learning goals are stated
as activities rather than
learning outcomes and
reflect only one type of
learning. Learning goals
are developmentally
inappropriate and lack
alignment to student‟s
prior knowledge and to
national and state
standards.
Learning goals are
generally stated as
learning outcomes
(objectives), but fail to
reflect a variety of
learning styles and/or
exclude higher order
thinking skills.
Learning goals are less
than appropriate and
fail to align with
assessment of
student‟s prior
knowledge and/or to
national and state
standards.
Learning goals are
specifically stated as
learning outcomes
(objectives), reflect
several types of learning
and address higher order
thinking skills. Learning
goals are
developmentally
appropriate and aligned
with assessment of
student‟s prior
knowledge and to
national and state
standards.
162
SPA Alignment
Assessment
Plan
The candidate uses
multiple
assessment modes
and approaches
aligned with
learning goals to
assess student
learning before,
during, and after
instruction.
Design for
Instruction
The candidate
designs instruction
for specific
learning goals,
student
characteristics and
needs, and learning
contexts.
Instructional
DecisionMaking
The candidate uses
regular and
systematic
evaluations of
student learning to
make instructional
decisions.
Unacceptable
1
Acceptable
2
Target
3
Pre-assessment and post
assessment are unclear
or alignment to each
other and learning goals
is lacking. Method of
assessment is unclear
and lacks alignment to
learning goals. One
form of assessment is
planned throughout the
instructional sequence;
assessments are not
adapted to meet
individual needs.
Pre-assessment and
post assessment are
evident and somewhat
aligned to each other
and to learning goals.
Some learning goals
are assessed;
assessment criteria are
unclear and are not
aligned with learning
goals in content and
complexity. Multiple
forms of assessment
are planned but none
are performance
based; some
adaptations are
provided as
appropriate to meet
individual needs.
Pre-assessment and post
assessment are evident
and fully aligned to each
other and to learning
goals.
Each learning goal is
assessed; assessment
criteria are clear and are
aligned with learning
goals in content and
complexity. Multiple
forms of valid
assessment are planned
throughout the
instructional sequence;
adaptations are provided
as appropriate to meet
individual needs.
1
2
3
Few or no lessons,
activities, assignments,
and resources are linked
to learning goals.
Content appears to be
inaccurate and is
disorganized within the
unit of instruction. Little
variety of instructional
procedures exists with
no attention given to
student‟s assessed prior
knowledge. Technology
is not used or is used
inappropriately.
Some lessons,
activities, assignments,
and resources are
linked to learning
goals. Content
appears to be accurate
but lacks organization
within the unit of
instruction. A few
instructional
procedures, including
an ineffective use of
technology, are used
with attention to
student‟s assessed
prior knowledge.
All lessons, activities,
assignments, and
resources are explicitly
linked to learning goals.
Content appears to be
accurate and logically
organized within the unit
of instruction. A variety
of instructional
procedures, including
effective use of
technology, are used
with attention to
student‟s assessed prior
knowledge.
1
2
3
Instructional decisions
are inappropriate with
little attention given to
individualization based
on student‟s needs and
instructional learning
goals. Candidate makes
no modifications to
instructional practice.
Some instructional
decisions are
pedagogically sound
with attention to
individualization
based on student‟s
needs and instructional
learning goals. A
vague explanation is
included regarding
why/how noted
modifications would
improve student
progress, but
explanation is not
based on the analysis
of student learning
and/or best practice.
Most instructional
decisions are
pedagogically sound
with attention to
individualization based
on student‟s needs and
instructional learning
goals. An explanation is
included regarding
why/how noted
modifications would
improve student
progress.
163
Analysis of
Student
Learning
The candidate uses
assessment data to
profile student
learning and
communicate
information about
student progress
and achievement.
Unacceptable
1
Acceptable
2
Target
3
Presentation of
assessment data for pre
and post assessment is
unclear and difficult to
understand. Analysis is
not aligned with learning
goals and fails to provide
a profile of student
learning for class and/or
individuals. Conclusions
are missing or are
unsupported by the data.
Presentation of
assessment data for
pre and post
assessment is
somewhat clear and is
understandable.
Analysis is aligned
with learning goals
and provides a profile
of student learning for
class and for
individuals.
Appropriate
conclusions are drawn
from, but are not fully
supported by the data.
Presentation of
assessment data for
formal or informal pre
and post assessment is
clear and easy to
understand. Analysis is
fully aligned with
learning goals and
provides a
comprehensive profile of
student learning for class
and for individuals.
Appropriate conclusions
are drawn from the data.
1
2
3
Can somewhat explain
how strategies used
were appropriate and
had a positive effect
on aspects of student
learning and explores
a single hypothesis for
why learning goals
were met or unmet;
reflection shows a
partial sense of
responsibility for the
successes and failures
of the lesson, but lacks
strategies for
improvement. A
connection is made
between learning
goals, instruction,
and/or assessment
results; a plan for
redesigning the lesson
is provided excluding
an explanation of
why/how the plan
would improve student
learning. The
reflection includes
what the candidate has
learned, but fails to
address how this
information influences
future planning and
teaching.
Can accurately explain
how strategies used were
appropriate and had a
positive effect on aspects
of student learning and
explores multiple
hypotheses for why
learning goals were met
or unmet; reflection
shows a sense of
responsibility for the
successes and failures of
the lesson and gives
possible strategies for
improvement. A logical
connection is made
between learning goals,
instruction, and
assessment results; a
plan for redesigning the
lesson is provided
including an explanation
of why/how the plan
would improve student
learning. The reflection
includes what the
candidate has learned
and how this information
influences future
planning and teaching.
Reflection and Can not explain how
Self-Evaluation strategies used were
The candidate
reflects on his or
her instruction and
student learning in
order to reinforce
positive teaching
practices and to
improve teaching
practice.
appropriate and did not
have a positive effect on
aspects of student
learning. No hypothesis
is formed regarding why
learning goals were met
or unmet; reflection fails
to show a sense of
responsibility for the
successes and failures of
the lesson. No
connection is made
between learning goals,
instruction, and
assessment results; a
plan for redesigning the
lesson is excluded. The
reflection excludes what
the candidate has learned
and how this information
influences future
planning and teaching.
164
PATHWISE Classroom Observation System
Built on a framework of essential teaching skills as defined by professional educators, the PATHWISE
Classroom Observation System is an assessment tool for the evaluation of the classroom performance of
student teacher interns and first-year teachers.
The PATHWISE system is grounded in 19 essential teaching criteria, a foundation supported by significant
research and the consensus of hundreds of professional educators from around the country. The assessment
system is modeled after an active and constructivist view of learning and teaching in which the students‟ life
experiences and prior knowledge are regarded as important instructional resources. And, because effective
teaching requires a familiarity with the diversity of experience and cultural backgrounds students bring to the
classroom, the PATHWISE system is infused with a multicultural perspective.
The Domains
As a way of organizing the complex world of teaching, the 19 PATHWISE criteria have been divided into
four domains:
 Organizing Content Knowledge for Student Learning
 Creating an Environment for Student Learning
 Teaching for Student Learning
 Teacher Professionalism
A flexible system that is responsive to an individual‟s personal teaching style, the PATHWISE system gives all
prospective and new teachers an opportunity to demonstrate their abilities naturally, in a variety of ways. It is a
constructive assessment that fosters growth and the professional development of student and first-year teachers by
recognizing their strengths as well as their weaknesses. (PATHWISE Classroom Observation System, Orientation
Guide: ETS, 2995; p. 3)
165
Ouachita Baptist University
Teacher Education
Student Teaching Intern
University Supervisor Evaluation Form
Name_____________________________________________ Date________________________________
Cooperating Teacher ________________________________ Grade/Subject _______________________
University Supervisor ____________________________________________________________________
A ranking of 3 indicates that the candidate has mastered his/her criterion at the level of a beginning
teacher. The goal is for the intern to achieve a rating of 3 in each category by the completion of the
internship.
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
A1: Become familiar with
students’ background
knowledge and experiences.
A2: Articulate clear
learning goals for the lesson
that are appropriate for the
student.
A3: Demonstrate an understanding of the connection
between past, present and
future content.
A4: Select methods,
activities and materials that
are aligned with the lesson.
A5: Select evaluation
procedures that are
appropriate for students
and aligned with the goal.
Summary and
Recommendations for
Domain A
166
Evidence
Student Teaching Intern Evaluation Form
University Supervisor
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
B1: Create a climate
that promotes fairness.
B2: Establish and
maintain rapport with
students.
B3: Communicate
challenging learning
expectations to each
student.
B4: Establish and
maintain consistent
standards of behavior.
B5: Make the physical
environment as safe and
conducive to learning as
possible.
Summary and
Recommendations for
Domain B
167
Evidence
Student Teaching Intern Evaluation Form
University Supervisor
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
C1: Make learning goals
and instructional procedures
clear to students.
C2: Make content
comprehensible to students.
C3: Encourage students to
extend thinking.
C4: Monitor students’
understanding through a
variety of means, provide
feedback to students to assist
learning, and adjust learning
activities as the situation
demands.
C5: Use instructional time
effectively.
Summary and
Recommendations for
Domain C
168
Evidence
Student Teaching Intern Evaluation Form
University Supervisor
Criteria/Rating
Inacceptable
Acceptable
Target
1
2
3
Evidence
D1: Reflect on the extent to
which learning goals were
met.
D2: Demonstrate a sense of
efficacy.
D3: Build professional
relationships with colleagues
to share teaching insights and
to coordinate learning
activities.
D4: Communicate with
parents or guardians about
student learning.
Summary and
Recommendations for
Domain D
Comments:
I recommend this student teacher be given the following grade:
Satisfactory
Unsatisfactory
Student Teacher _________________________________________ Date _____________________
University Supervisor ____________________________________ Date _____________________
169
Ouachita Baptist University
Teacher Education
~ Initial Evaluation
Final Evaluation (check one)
~ University Supervisor ~ Cooperating Teacher (check one)
Early Childhood Intern Evaluation Form
Name__________________________________Date_____________________________
Cooperating Teacher _____________________Grade/Subject__________________
University Supervisor_____________________________________________________
A ranking of 3 indicates that the intern has mastered his/her criterion at the level of a beginning teacher. The goal is for the intern to
achieve a rating of 3 in each category by the completion of the internship; however, the minimum cumulative passing score is a total of
45; a minimum of ten points in each Domain A, B, and C and a minimum of eight points in Domain D.
Criteria/Rating
A1: Become familiar
with students’
background
knowledge and
experiences.
Unacceptable (1)
Acceptable (2)
Target (3)
The teacher demonstrates a
lack of understanding of why
it is important to become
familiar with background,
does not know how to find out
this information, lacks
familiarity with students‟
backgrounds.
The teacher demonstrates
some understanding of the
importance of background
information and describes
one procedure used to
obtain information, has
some familiarity with
backgrounds of students in
the class.
The teacher does not articulate
clear learning goals OR the
teacher has chosen goals that
are inappropriate for the
students.
The teacher articulates
clear learning goals that
are appropriate for the
students.
The teacher does not explain
how the content of this lesson
relates to the content of
previous or future lessons OR
the explanation given is
illogical or inaccurate.
The teacher accurately
explains how the content
of this lesson relates to the
content of previous or
future lessons.
The teacher demonstrates a
comprehensive understanding
of why it is important to
become familiar with students‟
background experiences,
describes several sources of
information, and demonstrates
a clear understanding of
students‟ background
knowledge and experience.
The teacher articulates clear
learning goals and provides a
well-thought-out explanation of
why they are appropriate for the
students OR the teacher
articulates clear learning goals
that are appropriate to the
students and are differentiated
for groups or individual students
in the class.
In addition to the requirements
for level 2.0, the teacher
accurately explains how the
content of this lesson fits within
the structure of the discipline.
The teacher chooses methods
activities, or materials that are
unrelated to the goals of the
lesson or the students.
The teacher chooses
methods activities, or
materials that are aligned
with the goals of the lesson
and that are appropriate to
the students in general.
NAEYC 1b, 2a, 2c, 4a
A2: Articulates clear
learning goals for the
lesson that are
appropriate for the
student.
NAEYC 3b, 4b, 4c, 4d
A3: Demonstrate an
understanding of the
connection between
past, present and
future content.
NAEYC 4c, 4d
A4: Select methods,
activities and
materials that are
aligned with the
lesson.
NAEYC 1a, 1c, 4b, 4d
170
In addition to the requirements
for level 2.0, the teacher chooses
methods, activities, and
materials that allow a
differentiated learning
experience for individual or
groups of students OR the
teacher provides a sound
explanation of why the single
method of learning activity is
appropriate for all students.
Evidence
A5: Select evaluation
procedures that are
appropriate for
students and aligned
with the goal.
The teacher has not provided
for systematically evaluating
student learning OR the
evaluation planned is clearly
inappropriate either to the
goals of the lesson or to the
students.
The teacher has a plan for
systematically evaluating
student learning that is
aligned with the goals of
the lesson and appropriate
to the students.
In addition to the requirements
for level 2.0, the teacher can
describe how he or she will use
the results of the evaluation in
planning future instruction.
NAEYC 3a, 3b, 3c
Total Points
Accumulated
for Domain
A _____
Summary /
Recommendations for
Domain A
The teacher is unfair in the
treatment of students OR the
teacher tolerates obviously
unfair behavior among
students.
The teacher is fair in the
treatment of students and
does not accept obviously
unfair behavior among the
students.
The teacher is fair in the
treatment of students and
actively encourages fairness
among students.
The teacher does not attempt
to establish rapport with
students OR the teacher‟s
attempts are inappropriate.
The teacher establishes a
basic level of rapport with
the students.
The teacher successfully
establishes rapport in ways that
are appropriate to students‟
diverse backgrounds and needs.
The teacher does nothing
to communicate to any
student that he or she is
incapable of meeting
learning expectation.
The teacher actively encourages
students to meet challenging
learning expectations.
NAEYC 1a, 1c, 4b
The teacher communicates
explicitly or implicitly to
individuals, groups within the
class, or to the class as a
whole that they are incapable
of learning or that the
teacher‟s expectations for
their learning are very low.
B4: Establish and
maintain consistent
standards of
behavior.
The teacher makes no attempt
to respond to disruptive
behavior OR the teacher‟s
response to disruptive
behavior does not demonstrate
respect for the students.
The teacher makes
appropriate attempts to
respond to disruptive
behavior in ways that
demonstrate respect for the
students OR there is no
disruptive behavior during
the lesson.
In addition to the requirements
for level 2.0, the teacher
responds to minor misbehavior
consistently and with reasonable
success in ways that demonstrate
respect for students OR student
behavior during the lesson is
consistently appropriate.
The teacher allows the
physical environment to be
unsafe OR interfere with
learning.
The teacher creates a
physical environment that
is safe and does not
interfere with learning.
The teacher uses the physical
environment as a resource to
facilitate learning. Provisions
are made to accommodate all
students, including those with
special needs. If the teacher
does not control the physical
environment, he or she
effectively adjusts the activities
to the existing physical
environment.
B1: Create a climate
that promotes
fairness.
NAYEC 1a, 1c
B2: Establish and
maintain rapport
with students.
NAEYC 1a, 1c
B3: Communicate
challenging learning
expectations to each
student.
NAEYC 1a, 1c
B5: Make the
physical environment
as safe and conducive
to learning as
possible.
NAEYC 1c
Total Points
Accumulated
for Domain
B _____
Summary /
Recommendations for
Domain B
171
C1: Make learning
goals and
instructional
procedures clear to
students.
The teacher provides the
students with no information,
confusing information, or
inaccurate information about
the learning goals or the
instructional procedures for
the lesson.
The students receive
accurate information about
the learning goals. The
teacher provides the
students with clear,
accurate information about
the instructional
procedures for the lesson,
and most of the students
seem to understand.
In addition to the requirements
for level 2.0, the students seem
to understand the learning goals
fully. The teacher ensures that
all students, including those who
may initially have trouble,
understand and can carry out the
instructional procedures for the
lesson.
The content appears to be
incomprehensible to the
students OR the lesson
contains substantive
inaccuracies.
The content is accurate and
appears to be
comprehensible to the
students.
In addition to the requirements
for level 2.0, the lesson as a
whole has a logical and coherent
structure.
The teacher discourages
students from thinking
independently, creatively, or
critically.
The teacher encourages
students to think
independently, creatively,
or critically in the context
of the content being
studied.
The teacher uses activities and
strategies that are specifically
designed to actively encourage
students to think independently,
creatively, or critically about the
content being taught.
The teacher makes no attempt
to determine whether students
are understanding the content
and gives them no feedback.
The teacher monitors
individual students‟
understanding of the
content. The students
receive feedback as
necessary.
The teacher monitors individual
students‟ or groups of students‟
understanding of the content and
makes appropriate instructional
adjustments, if necessary. If
appropriate, students receive
substantive and specific
feedback.
Substantial amounts of
instructional time are spent on
activities of little instructional
value OR the pacing of the
lesson is inappropriate to the
content and/or the students.
The pacing of the lesson is
appropriate for most of the
students. Noninstructional procedural
matters do not occupy an
excessive amount of time.
The teacher provides students
with activities of instructional
value for the entire instructional
time and paces them
appropriately. Any necessary
non-instructional procedures are
performed efficiently.
NAEYC 1a, 1c
C2: Make content
comprehensible to
students.
NAEYC 1c, 4b, 4c, 4d
C3: Encourage
students to extend
thinking.
NAEYC 1c, 4b, 4c, 4d
C4: Monitor
students’
understanding
through a variety of
means, provide
feedback to students
to assist learning, and
adjust learning
activities as the
situation demands.
NAEYC 1b, 1c, 3a,
3b, 3c, 4b, 4c, 4d
C5: Use instructional
time effectively.
NAEYC 1c
Total Points
Accumulated
for Domain
C _____
Summary /
Recommendations for
Domain C
172
D1: Reflect on the
extent to which
learning goals were
met.
The teacher cannot accurately
identify strengths and
weaknesses of the lesson in
relation to the learning goals.
The teacher accurately
describes the strengths and
weaknesses of the lesson
in relation to the learning
goals and describes, in
general terms, how he or
she could use the
experience from this
lesson in future instruction.
In addition to the requirements
for level 2.0, the teacher
supports his or her judgments
with specific evidence from the
observed lesson.
The teacher makes no attempt
to find ways to help students
who are not meeting the
learning goals.
The teacher attempts to
find ways to help specific
students who are not
meeting the learning goals,
but cannot suggest any
specific, practical actions
that he or she has not
already tried.
The teacher suggests specific,
practical actions that he or she
intends to take to help specific
students who are not meeting the
learning goals.
The teacher demonstrates no
knowledge of resources
available through colleagues
in the school district OR the
teacher is aware of such
resources, but does not
attempt to use them, despite
an obvious need.
The teacher demonstrates
knowledge of resources
and attempts to consult
with colleagues when
necessary on matters
related to learning and
instruction.
In addition to the requirements
for level 2.0, the teacher
collaborates with colleagues
outside of his or her own
classroom to coordinate learning
activities or to address other
concerns related to teaching.
The teacher demonstrates no
knowledge of forms of
communication that she or he
can use to communicate with
parents or guardians OR the
teacher makes no attempt to
communicate with parents or
guardians, even when it is
clearly necessary to do so.
The teacher demonstrates
knowledge of forms of
communication that she or
he can use to communicate
with parents or guardians
of students for various
purposes.
In addition to the requirements
for level 2.0, the teacher
describes situations in which she
or her has communicated or
would communicate with
parents or guardians regarding
specific students and indicates
the forms of communication she
or he has used or would use.
NAEYC 1c, 5c, 5d
D2: Demonstrate a
sense of efficacy.
NAEYC 5c, 5d
D3: Build
professional
relationships with
colleagues to share
teaching insights and
to coordinate learning
activities.
NAEYC 5c, 5d
D4: Communicate
with parents or
guardians about
student learning.
NAEYC 1b, 2a, 2b,
2c, 4a, 5c
Total Points
Accumulated
for Domain
D _____
Total Points
Accumulated
for Rubric
__________
Summary /
Recommendations for
Domain D
Total
Additional Comments:
Student Teacher __________________________________________Date____________________
Cooperating Teacher/
University Supervisor _____________________________________Date ____________________
173
Ouachita Baptist University
Initial Evaluation
Final Evaluation (check one)
University Supervisor Cooperating Teacher (check one)
Middle School Intern Evaluation Form
Candidate’s Name__________________________
Date___________________
Cooperating Teacher ________________ Grade/Subject _______________________
University Supervisor ____________________________________________________
A ranking of 3 indicates that the intern has mastered his/her criterion at the level of a beginning teacher. The goal is for
the intern to achieve a rating of 3 in each category by the completion of the internship; however, the minimum cumulative
passing score is a total of 45; a minimum of ten points in each Domain A, B, and C and a minimum of eight points in
Domain D.
Criteria/Rating
A1: Become familiar
with students’
background
knowledge and
experiences.
NMSA Standards 1
and 3
A2: Articulates clear
learning goals for the
lesson that are
appropriate for the
student.
Unacceptable (1)
Acceptable (2)
Target (3)
The teacher
demonstrates a lack of
understanding of why
it is important to
become familiar with
background, does not
know how to find out
this information, lacks
familiarity with
students‟ backgrounds.
The teacher
demonstrates
some
understanding of
the importance of
background
information and
describes one
procedure used to
obtain
information, has
some familiarity
with backgrounds
of students in the
class.
The teacher
demonstrates a
comprehensive
understanding of why
it is important to
become familiar with
students‟ background
experiences, describes
several sources of
information, and
demonstrates a clear
understanding of
students‟ background
knowledge and
experience.
The teacher does not
articulate clear
learning goals OR the
teacher has chosen
goals that are
inappropriate for the
students.
The teacher
articulates clear
learning goals that
are appropriate for
the students.
The teacher articulates
clear learning goals
and provides a wellthought-out
explanation of why
they are appropriate
for the students OR the
teacher articulates
clear learning goals
that are appropriate to
the students and are
differentiated for
groups or individual
students in the class.
The teacher does not
explain how the
content of this lesson
relates to the content
of previous or future
lessons OR the
explanation given is
illogical or inaccurate.
The teacher
accurately
explains how the
content of this
lesson relates to
the content of
previous or future
lessons.
In addition to the
requirements for level
2.0, the teacher
accurately explains
how the content of this
lesson fits within the
structure of the
discipline.
NMSA Standards 2
and 4
A3: Demonstrate an
understanding of the
connection between
past, present and
future content.
NMSA Standard 4
174
Evidence(s)
A4: Select methods,
activities and
materials that are
aligned with the
lesson.
The teacher chooses
methods activities, or
materials that are
unrelated to the goals
of the lesson or the
students.
The teacher
chooses methods
activities, or
materials that are
aligned with the
goals of the lesson
and that are
appropriate to the
students in
general.
The teacher has not
provided for
systematically
evaluating student
learning OR the
evaluation planned is
clearly inappropriate
either to the goals of
the lesson or to the
students.
The teacher has a
plan for
systematically
evaluating student
learning that is
aligned with the
goals of the lesson
and appropriate to
the students.
NMSA Standards 1,
2, 4
A5: Select
evaluation
procedures that are
appropriate for
students and aligned
with the goal.
NMSA Standards 1
and 4
In addition to the
requirements for level
2.0, the teacher
chooses methods,
activities, and
materials that allow a
differentiated learning
experience for
individual or groups of
students OR the
teacher provides a
sound explanation of
why the single method
of learning activity is
appropriate for all
students.
In addition to the
requirements for level
2.0, the teacher can
describe how he or she
will use the results of
the evaluation in
planning future
instruction.
Total Points
Accumulated for
Domain A _____
Summary /
Recommendations
for Domain A
B1: Create a climate
that promotes
fairness.
NMSA Standards 1
and 5
B2: Establish and
maintain rapport
with students.
NMSA Standard 1
B3: Communicate
challenging learning
expectations to each
student.
NMSA Standards 1,
3, 5
The teacher is unfair in
the treatment of
students OR the
teacher tolerates
obviously unfair
behavior among
students.
The teacher is fair
in the treatment of
students and does
not accept
obviously unfair
behavior among
the students.
The teacher is fair in
the treatment of
students and actively
encourages fairness
among students.
The teacher does not
attempt to establish
rapport with students
OR the teacher‟s
attempts are
inappropriate.
The teacher
establishes a basic
level of rapport
with the students.
The teacher
successfully
establishes rapport in
ways that are
appropriate to
students‟ diverse
backgrounds and
needs.
The teacher
communicates
explicitly or implicitly
to individuals, groups
within the class, or to
the class as a whole
that they are incapable
of learning or that the
teacher‟s expectations
for their learning are
very low.
The teacher does
nothing to
communicate to
any student that
he or she is
incapable of
meeting learning
expectation.
The teacher actively
encourages students to
meet challenging
learning expectations.
175
B4: Establish and
maintain consistent
standards of
behavior.
NMSA Standards 2
and 5
The teacher makes no
attempt to respond to
disruptive behavior
OR the teacher‟s
response to disruptive
behavior does not
demonstrate respect
for the students.
The teacher
makes appropriate
attempts to
respond to
disruptive
behavior in ways
that demonstrate
respect for the
students OR there
is no disruptive
behavior during
the lesson.
The teacher allows the
The teacher
creates a physical
environment that
is safe and does
not interfere with
learning.
B5: Make the
physical environment
physical environment to be unsafe OR
as safe and conducive interfere with learning.
to learning as
possible.
NMSA Standard 2
In addition to the
requirements for level
2.0, the teacher
responds to minor
misbehavior
consistently and with
reasonable success in
ways that demonstrate
respect for students
OR student behavior
during the lesson is
consistently
appropriate.
The teacher uses the
physical environment
as a resource to
facilitate learning.
Provisions are made to
accommodate all
students, including
those with special
needs. If the teacher
does not control the
physical environment,
he or she effectively
adjusts the activities to
the existing physical
environment.
Summary /
Recommendations
for Domain B
C1: Make learning
goals and
instructional
procedures clear to
students.
NMSA Standards 1
and 3
C2: Make content
comprehensible to
students.
NMSA Standards 1
and 3
Total Points
Accumulated for
Domain B _____
The teacher provides
the students with no
information, confusing
information, or
inaccurate information
about the learning
goals or the
instructional
procedures for the
lesson.
The content appears to
be incomprehensible to
the students OR the
lesson contains
substantive
inaccuracies.
The students
receive accurate
information about
the learning goals.
The teacher
provides the
students with
clear, accurate
information about
the instructional
procedures for the
lesson, and most
of the students
seem to
understand.
The content is
accurate and
appears to be
comprehensible to
the students.
176
In addition to the
requirements for level
2.0, the students seem
to understand the
learning goals fully.
The teacher ensures
that all students,
including those who
may initially have
trouble, understand
and can carry out the
instructional
procedures for the
lesson.
In addition to the
requirements for level
2.0, the lesson as a
whole has a logical and
coherent structure.
C3: Encourage
students to extend
thinking.
The teacher
discourages students
from thinking
independently,
creatively, or critically.
NMSA Standard 5
C4: Monitor
students’
understanding
through a variety of
means, provide
feedback to students
to assist learning,
and adjust learning
activities as the
situation demands.
NMSA Standards 1,
3, 5
C5: Use
instructional time
effectively.
NMSA Standards 2
and 5
The teacher makes no
attempt to determine
whether students
understand the content
and gives them no
feedback.
Substantial amounts of
instructional time are
spent on activities of
little instructional
value OR the pacing of
the lesson is
inappropriate to the
content and/or the
students.
The teacher
encourages
students to think
independently,
creatively, or
critically in the
context of the
content being
studied.
The teacher
monitors
individual
students‟
understanding of
the content. The
students receive
feedback as
necessary.
The teacher uses
activities and strategies
that are specifically
designed to actively
encourage students to
think independently,
creatively, or critically
about the content being
taught.
The teacher monitors
individual students‟ or
groups of students‟
understanding of the
content and makes
appropriate
instructional
adjustments, if
necessary. If
appropriate, students
receive substantive and
specific feedback.
The pacing of the
lesson is
appropriate for
most of the
students. Noninstructional
procedural matters
do not occupy an
excessive amount
of time.
The teacher provides
students with activities
of instructional value
for the entire
instructional time and
paces them
appropriately. Any
necessary noninstructional
procedures are
performed efficiently.
Total Points
Accumulated for
Domain C _____
Summary /
Recommendations
for Domain C
D1: Reflect on the
extent to which
learning goals were
met.
NMSA Standards 2
and 5
The teacher cannot
accurately identify
strengths and
weaknesses of the
lesson in relation to the
learning goals.
The teacher
accurately
describes the
strengths and
weaknesses of the
lesson in relation
to the learning
goals and
describes, in
general terms,
how he or she
could use the
experience from
this lesson in
future instruction.
177
In addition to the
requirements for level
2.0, the teacher
supports his or her
judgments with
specific evidence from
the observed lesson.
D2: Demonstrate a
sense of efficacy.
The teacher makes no
attempt to find ways to
help students who are
not meeting the
learning goals.
The teacher
attempts to find
ways to help
specific students
who are not
meeting the
learning goals, but
cannot suggest
any specific,
practical actions
that he or she has
not already tried.
The teacher suggests
specific, practical
actions that he or she
intends to take to help
specific students who
are not meeting the
learning goals.
The teacher
demonstrates no
knowledge of
resources available
through colleagues in
the school district OR
the teacher is aware of
such resources, but
does not attempt to use
them, despite an
obvious need.
The teacher
demonstrates no
knowledge of forms of
communication that
she or he can use to
communicate with
parents or guardians
OR the teacher makes
no attempt to
communicate with
parents or guardians,
even when it is clearly
necessary to do so.
The teacher
demonstrates
knowledge of
resources and
attempts to
consult with
colleagues when
necessary on
matters related to
learning and
instruction.
The teacher
demonstrates
knowledge of
forms of
communication
that she or he can
use to
communicate with
parents or
guardians of
students for
various purposes.
In addition to the
requirements for level
2.0, the teacher
collaborates with
colleagues outside of
his or her own
classroom to
coordinate learning
activities or to address
other concerns related
to teaching.
In addition to the
requirements for level
2.0, the teacher
describes situations in
which she or her has
communicated or
would communicate
with parents or
guardians regarding
specific students and
indicates the forms of
communication she or
he has used or would
use.
NMSA Standard 3
D3: Build
professional
relationships with
colleagues to share
teaching insights and
to coordinate
learning activities.
NMSA Standard 7
D4: Communicate
with parents or
guardians about
student learning.
NMSA Standard 6
Total Points
Accumulated for
Domain D _____
Total Points
Accumulated for
Rubric __________
Summary /
Recommendations
for Domain D
Total
Comments:
Required signatures:
______________________________
Student Teacher Intern/Date
___________________________________________
Ouachita Baptist University Supervisor/Date
__________________________________________
Cooperating Teacher/Date
178
179
Ouachita Baptist University
Teacher Education
Content Evaluation Part E Addendums
Content
Evaluation
Part E
180
Student Teaching Internship Evaluation Form Addendum
Biology Content – NSTA Standards
Name ______________________________ Date ______________________Semester __________________
Criteria/Rating
Unacceptable Acceptable
1
2
E1: Candidate can clearly articulate
ideas, concepts and applications of
science, relating them to other
disciplines.
NSTA Stds 1-4
E2: Engages students by selecting
materials, methods and
demonstrations that are appropriate to
learning scientific concepts.
NSTA Stds 2, 3, 5 & 6
E3: Encourages students to think
creatively based on the methods and
limitations of science, i.e. the nature of
science and scientific inquiry
Technology was used appropriately as
a tool to enhance the conceptual
understanding
NSTA Stds 2-4, 6 & 7
E4: Encourages students to realize the
relationships between the science and
the community as we as issues that
affect the community.
181
Target
3
Evidence
E5a: Practices legal and ethical
responsibilities of science teachers for
the welfare of students.
E5b: Practices safe and proper
techniques for preparation, storage,
dispensing, supervision, and disposal
of all materials used in science
instruction.
E5c: Follows emergency procedures,
maintains safety equipment, and
ensures safety procedures appropriate
for the activities and the abilities of
students.
E5d: Treats living organisms used in
the classroom or found in the field in a
safe, humane, and ethical manner.
E5e: Respects legal restriction on the
collection, keeping, and use of living
organisms.
NSTA Std. 9
Summary/Recommendations for
Domain E
NSTA Stds 3, 4 & 7
182
Student Teaching Internship Evaluation Form Addendum
Chemistry Content – NSTA Standards
Name ___________________________
Criteria/Rating
Date ________________ Semester _________________________
Unacceptable
1
Acceptable
2
E1: Demonstrate knowledge and/or
present content of science that is
scientifically correct.
NSTA Standard 1 and/or 2
E2: Engage students effectively in
various methods of scientific inquiry
and in active learning through
scientific inquiry.
NATA: Standard 3
E 3: Create a community of learners
by a variety of actions and groupings.
NSTA: Standard 5
E4: Construct and utilize various
effective assessment strategies.
NSTA: Standard 8
E5a: Practices legal and ethical
responsibilities of science teachers for
the welfare of students.
E5b: Practices safe and proper
techniques for preparation, storage,
dispensing, supervision, and disposal
of all materials used in science
instruction.
E5c: Follows emergency procedures,
maintains safety equipment, and
ensures safety procedures
appropriate for the activities and the
abilities of students.
NSTA Standard 9
183
Target
3
Evidence
Student Teacher Internship Evaluation Form Addendum
Physical Education, Wellness, Leisure Studies – State Standards
Kinesiology/Leisure Studies Content
Name_________________________
Date __________________Semester _____________________
NOTE: Specific content will be provided by your university content specialist prior to the evaluation
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
E 1. Candidate can clearly
articulate ideas, concepts and
applications of physical education.
Stds: 1,3
E 2: Candidate engages students
by selecting materials, methods
and demonstrations that are
appropriate to learning cognitive,
affective and psychomotor skills.
Std: 3
E 3: Candidate encourages
students to think creatively based
on the methods and limitations of
the subject matter.
Std: 2
E4: Technology was used
appropriately as a tool to enhance
conceptual understanding
Std: 2
E 5: Candidate/intern answers
students questions with confidence
that demonstrates intern knows
the content to respond accurately
and appropriately with sensitivity
to diverse learners.
Std: 4
Summary/Recommendations for
Domain E
184
Evidence
Student Teaching Internship Evaluation Form Addendum
Mathematics Content
Name
Criteria/Rating
Date
Semester
Unacceptable
Acceptable
Target
1
2
3
E1: Content presented was
mathematically correct
NCTM: 9, 10, 11, 12, 13, 14, 15
One of these based on content being
taught.
E2: Strategies and/or
manipulatives used were
appropriate for the content.
NCTM: 3, 4
E3: Technology was used
appropriately as a tool to
enhance the conceptual
understanding.
NCTM: 6
E4: Candidate/intern answers
student questions with
confidence that demonstrates
intern knows the mathematics
to respond accurately and
appropriately.
NCTM: 7, 8
Summary/Recommendations
for Domain E
185
Evidence
Student Teaching Internship Evaluation Form Addendum
Social Studies Content – NCSS Standards
Name
Criteria/Rating
Date
Semester
Unacceptable
Acceptable
Target
1
2
3
E1: Content presented was
factually correct and consistent
with professionally acceptable
interpretive methodology.
NCSS: 1.1 -1.10
E2: Strategies were
appropriate for the content, and
communicated both factual
accuracy and meaning.
NCSS: 3.1, 3.2
E3: Technology was used
appropriately as a tool to
enhance the conceptual
understanding.
NCSS: 3.1, 3.2
E4: Candidate/intern answers
student questions with
confidence that demonstrates
intern knows the Social Studies
content to respond accurately
and appropriately.
NCSS: 1.1-1.10; 3.1
Summary/Recommendations
for Domain E
186
Evidence
Student Teaching Internship Evaluation Form Addendum
Spanish Content – ACTFL Standards
Name
Criteria/Rating
E1: ACTFL standard 1.a.
Exhibits a satisfactory level of
proficiency in the target
language.
(Pathwise D2.)
Date
Unacceptable
Acceptable
Target
1
2
3
E2: ACTFL standard 3.a.
Provides a supportive classroom environment that
encourages language learning
and acquisition.
(Pathwise B5.)
E3: ACTFL standard 4.b.
Integrates state and national
standards into instructional
practices.
(Pathwise A4; B4)
E4: ACTFL standard 3.a.
Offers a variety of learner
activities that are meaningful
and interactive and are likely to
be found in target language
contexts.
(Pathwise A1; A2; C2)
E5: ACTFL standard 3.a.
Helps learners develop
strategies for negotiating
meaning among themselves and
with the teacher.
(Pathwise B1; B2)
E6: ACTFL standard 3.b.
Presents and practices
vocabulary in context.
(Pathwise C1)
187
Evidence
Semester
E7: ACTFL standard 1.b.
Teaches grammar in context
with emphasis on its
importance in gaining the
necessary skills for effective
communication.
(Pathwise C1)
E8: ACTFL standard 3.a.
Provides target language input
that maximizes learner
comprehension and usage of the
target language.
(Pathwise C2)
E9: ACTFL standard 2.a.
Integrates culture framework
outlined in standards for
foreign languages, with
appropriate use of technology
at times.
(Pathwise C3)
E10: ACTFL standard 2.c.
Engages students in activities
that help them connect with
other disciplines, with
appropriate use of technology
at times.
(Pathwise C3)
E11: ACTFL standard 5.a.,5.b.
Assesses and reports students’
progress in appropriate and
helpful ways.
(Pathwise C4)
E12: ACTFL standard 6.a. 6.b.
Participates effectively in
multiple professional
communities, as well as in the
school and surrounding
community setting.
(Pathwise D3)
Summary/Recommendations
for Domain E
188
Ouachita Baptist University Teacher Education
Student Teaching Intern Evaluation Form
Secondary Spanish Cooperating Teacher Rubric
Name_____________________________________________ Date________________________________
Cooperating Teacher ________________________________ Grade/Subject _______________________
University Supervisor ___________________________________________
Based on your observation of the student teacher‟s performance in the classroom and in the school setting, please assess his/her capabilities as an
entry level teacher of Spanish by checking the appropriate box.
Unacceptable (UN) Acceptable (ACC) Target (TAR) Lacking Opportunity to Assess (LOTA)
UN
ACC
TAR
LOTA
1. Exhibits a satisfactory level of proficiency in the
target language.




2. Provides a supportive classroom environment that
encourages language learning and acquisition.




3. Integrates state and national standards into
instructional practices.




4. Offers a variety of learner activities that are
meaningful and interactive and are likely to
be found in target language contexts.




5. Helps learners develop strategies for negotiating
meaning among themselves and with the teacher.




6. Presents and practices vocabulary in context.




7. Teaches grammar in context with emphasis on its
importance in gaining the necessary skills for effective
communication.




8. Provides target language input that maximizes
comprehension and usage of the target language.




9. Integrates the cultural framework as outlined in the
standards for foreign languages.




10. Engages students in activities that help them connect
with other disciplines.

11. Assesses and reports students‟ progress in appropriate
and helpful ways.




12. Participates effectively in multiple professional
communities as well as in the school and surrounding
school and community setting.
Overall Rating








189



Scoring Guide for Student Teacher Intern Evaluation
Cooperating Teacher
Spanish Education (Grades 9-12)
(Pilot - Spring 2009)
*Please take into consideration the following criterion (knowledge, dispositions, and teaching skills) as you rate
the teacher candidate’s performance and competencies.
1. Exhibits a satisfactory level of proficiency in the target language.
Knows the target language system (grammar, syntax, semantics,
phonology and morphology).
Is able to distinguish and correct students‟ oral and written errors.
Demonstrates effective communicative skills in the three modes of communication:
interpretive, and presentational.
Speaks the target language with a high level of proficiency and accuracy.
Uses the target language as effectively and as much as possible in the classroom.
Seeks opportunities to strengthen and develop target language proficiency.
interpersonal,
2. Provides a supportive classroom environment that encourages language learning
and acquisition.
Understands how language acquisition occurs at various levels of development.
Demonstrates understanding of the physical, cognitive, emotional, and social development of students.
Reflects knowledge of language acquisition theories through his/her originality in planning, creating, and
implementing effective instructional activities.
Designs lessons that center on topics that are relevant and interesting to students.
Offers frequent opportunities for learners to use the target language meaningfully in pairs, groups, with the
teacher, (and with native speakers, if possible).
Assists students in developing strategies for listening and reading comprehension.
Interacts spontaneously with students in the target language and maximizes use of the language at all levels
of instruction.
Shows respect and support when students take risks in using the target language.
Designs and implements a variety of instructional models and techniques to accommodate learner
differences.
Acts as an enthusiastic facilitator of learning in creating a classroom environment that is student-centered
and non-threatening.
3. Integrates state and national standards into instructional practices.
Uses the state and national standards in communicating to others the importance/significance of studying a
foreign language.
Designs units and daily lesson plans based on the 5 goal areas –Communication, Cultures, Connections,
Comparisons, and Communities-and 11 standards.
Provides classroom activities that always address specific goal areas and standards.
Uses instructional materials that are in alignment with the standards.
Engages students in communicative activities based on the interpersonal, interpretive, and presentational
frameworks of the standards.
Provides opportunities for learners to explore the connections between the perspectives of a culture and its
practices and products.
Connects foreign language instruction with other subject areas so that students may acquire new
information from those disciplines.
190
Assists students in investigating the culture of the target language in order to promote cross-cultural
understanding.
Uses a variety of strategies for teaching culture that involve experiential and
process learning as much as possible.
Makes maximum use of materials for teaching culture.
Integrates technology for cultural instruction, as well as for other types of instruction.
4. Offers a variety of learner activities that are meaningful and that address at least
one or more of the 5 C’s.
Provides opportunities for learning and interaction through use of paired and small and large group
activities.
Knows the difference between rote and meaningful learning.
Understands the role of meaningfulness and organization of background knowledge in promoting student
learning and acquisition.
Provides a variety of interesting activities that deal with functions likely to be encountered in the target
culture.
Provide opportunities for learners to interpret authentic oral and printed texts, including literary and cultural
texts.
Designs activities for students to use writing for interpersonal and presentational communication.
Seeks information about students‟ needs in order to adapt instruction accordingly.
Identifies multiple ways of learning, and designs and implements activities which address diverse learner
needs and learning styles.
Incorporates interpersonal and presentational activities that are based on meaningful and relevant contexts.
Provides feedback that focuses on the meaning of student messages and not only on grammatical accuracy.
5. Helps learners develop strategies for negotiating meaning with each other and with the teacher.
Encourages students to communicate with the language as early as possible after productive skills had been
introduced.
Teaches negotiation strategies such as paraphrasing through circumlocution, using gestures and asking
others to repeat or speak more slowly.
Provides opportunities for learners to negotiate meaning in classroom activities.
Assumes the role of facilitator of language learning.
Is willing to learn along with students in appropriate classroom activities.
Encourages and affirms students‟ progress in the target language.
Varies activities and strategies according to learner preferences and needs.
6. Presents and practices vocabulary in context.
Selects vocabulary that relates to a real-world context/theme or unit of study.
Presents vocabulary within a functional framework.
Introduces vocabulary through visuals, props, and other materials.
Helps students internalize new words through active participation in manipulation of objects, TPR
activities, personalized questioning, and discussion.
Presents a text such as a story, an authentic short reading or a taped conversation, a piece of realia (a
postcard, a letter…), or any verbal input given by the teacher.
Uses comprehensive checks of new vocabulary through guided questions.
Designs contextualized procedures and activities to further vocabulary use and recycling.
191
7. Teaches grammar in context with emphasis on the importance of gaining the
necessary skills for effective communication.
Demonstrates knowledge of the grammar system of the target language.
Can explain the rules of the target language and can provide target language examples of these rules.
Knows that it takes time and much practice for students to internalize and use accurately the
language system.
Introduces and practices grammar in meaningful, real-world contexts.
Presents grammar in a natural way through an authentic text or one created by the teacher that
would likely be found in the target culture.
Provides opportunities for students to practice language structures in meaningfully ways.
Uses grammatical structures from the textbook as necessary in communication.
Identifies significant changes in the target language that have occurred over time (e.g. introduction of new
words, spelling conventions…), and uses this information in instruction.
Uses multiple ways of error correction : elicitation, teacher repetition of errors, peer correction and selfcorrection.
8. Provides target language input that maximizes learner comprehension and usage of target
language.
Uses the target language in the classroom as much as possible.
Provides language input that is appropriate to the developing proficiency levels of students.
Assists students in understanding target language input through context, background knowledge, extralinguisitic clues, etc…
Provides a classroom environment for target language instruction that is non-threatening, yet motivating.
Uses the target language to create content-based language lessons (e.g. cultural context)
9. Integrates into instructional practices the cultural frameworks as outlined in the standards for
foreign language learning.
Recognizes that language and culture are inseparable.
Acquires experiential and textual knowledge of the connections between the perspectives of a culture and its
practices and products.
Integrates this cultural knowledge into instructional practices that explore daily patterns of living, as well as
how individuals interact within their social community.
Engages students in exploring the target culture through authentic materials found in the community or by
means of technology.
Uses group activities such as discussion, brainstorming, and role-play for cultural instruction.
Integrates the teaching of culture with activities that involve the three modes of communication:
interpersonal, interpretive, and presentational
Assists students in investigating cultural comparisons and provides classroom activities that promote
student awareness of their own culture.
Provides activities that help students recognize the dangers of stereotyping and that encourage the
development of empathy for the people of the target culture.
10. Engages students in activities that help them connect with other disciplines.
Understands how to integrate content from other subject areas into the foreign language curriculum (math,
history, art, music, science…).
Teaches strategies for learning the content of other disciplines through the foreign language.
192
Finds content area sources that are appropriate for the age of students, the level of instruction, interests of
students, and program goals.
Seeks opportunities to collaborate with colleagues from other disciplines.
Works with students to learn new information and new perspectives across disciplines, as well as those that
represent the target culture and uses technology effectively for these purposes.
11. Assesses and reports students’ progress in appropriate and helpful ways.
Knows how to assess students in a variety of ways (e.g. formative and summative assessment) that are
age-and level-appropriate.
Believes that assessment is a continual process which informs class instruction.
Understands how to assess, orally and in writing, the three modes of communication: interpersonal,
interpretive, and presentational.
Shows familiarity with performance guidelines such as state guidelines, ACTFL Program Guidelines for
K-12 Learners, the ACTFL Proficiency Guidelines- Speaking (1999),
and the ACTFL Proficiency Guidelines-Writing (2001).
Designs assessment that measures students‟ performance in an integrated context (interpretive,
interpersonal, and presentational tasks built around a theme).
Designs assessments that apply the cultural framework to authentic materials.
Reflects on results of assessment and adjusts instruction to meet the needs of learners.
Reports students‟ progress to illustrate to them what they can do and how they can advance in terms of
language proficiency and cultural knowledge.
Communicates students‟ progress to parents so they will understand how assessment reflects language
proficiency and cultural understanding.
12. Understands the importance of participating in the professional community.
Knows the importance of on-going professional growth.
Understands the value of personal involvement in a professional community.
Identifies the different communities that support him/her in different ways.
Seeks professional growth through reading professional journals, participation in conferences,
interaction with mentors and colleagues, and reflection on learning, teaching, and assessment.
Assumes the responsibility of seeking ways to strengthen his/her own linguistic and cultural competencies
and of improving pedagogical practices.
Understands the importance of promoting foreign language learning in the community and in the school
setting, because of its value to the overall success of all students.
Develops and articulates a rationale for foreign language learning that includes the affective, cognitive,
and academic benefits to students and society as a whole.
Accesses appropriate sources of data to strengthen advocacy of foreign language learning for the various
audiences in the community.
193
Student Teaching Internship Evaluation Form Addendum
Fine Arts Content –Standards
Name
Date
Major
Semester
Note: For Art Education, and Speech Communication/Theatre Arts, specific content will be provided by your
university content specialist prior to the evaluation.
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
E1: Content presented was
correctly
Standards:
E2: Strategies and/or materials
appropriate for the content.
Standards:
E3: Technology was used
appropriately as a tool to
enhance the conceptual
understanding.
Standards:
E4: Candidate/intern answers
student questions with
confidence that demonstrates
intern knows the content to
respond accurately and
appropriately with sensitivity to
diverse learners.
Standards:
Summary/Recommendations
for Domain E
194
Evidence
Student Teaching Internship Evaluation Form Addendum
Music Education Content –MENC Standards
Name
Date
Criteria/Rating
Major
Semester
Unacceptable
Acceptable
Target
1
2
3
E1: Lesson engages students in
singing or performing on instruments,
alone and with others.
Standards: MENC 1,2
E2: Lesson uses strategies and/or materials
which engage students in :
a. improvising melodies, variations,
and accompaniments
b. composing and arranging music
within specified guidelines
c. reading and notating music
d. listening to, analyzing, and
describing music
e. evaluating music and music
performances.
Technology was used appropriately as
a tool to enhance the conceptual
understanding.
Standards: MENC 3,4,5,6,7
E3: Encourages students to realize
the relationship between music, the
other arts, disciplines outside the arts, and
music in relation to history and culture.
Standards: MENC 8,9
E4: Candidate/intern demonstrates knows
the content and responds accurately and
appropriately with sensitivity to diverse
learners.
Summary/Recommendations for Domain E
195
Evidence
Ouachita Baptist University
Teacher Education
Student Teaching Intern
Cooperating Teacher Evaluation Form
Name_____________________________________________ Date________________________________
Cooperating Teacher ________________________________ Grade/Subject _______________________
University Supervisor ____________________________________________________________________
A ranking of 3 indicates that the intern has mastered his/her criterion at the level of a beginning
teacher. The goal is for the intern to achieve a rating of 3 in each category by the completion of the
internship.
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
A1: Become familiar with
students’ background
knowledge and experiences.
A2: Articulate clear learning
goals for the lesson that are
appropriate for the student.
A3: Demonstrate an understanding of the connection
between past, present and
future content.
A4: Select methods, activities
and materials that are aligned
with the lesson.
A5: Select evaluation
procedures that are appropriate
for students and aligned with
the goal.
196
Evidence
Student Teaching Intern Evaluation Form
Cooperating Teacher
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
B1: Create a climate that
promotes fairness.
B2: Establish and maintain
rapport with students.
B3: Communicate challenging
learning expectations to each
student.
B4: Establish and maintain
consistent standards of
behavior.
B5: Make the physical
environment as safe and
conducive to learning as
possible.
Summary/Recommendations
for Domain B
197
Evidence
Student Teaching Intern Evaluation Form
Cooperating Teacher
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
C1: Make learning goals and
instructional procedures clear
to students.
C2: Make content
comprehensible to students.
C3: Encourage students to
extend thinking.
C4: Monitor students’
understanding through a
variety of means, provide
feedback to students to assist
learning, and adjust learning
activities as the situation
demands.
C5: Use instructional time
effectively.
Summary/Recommendations
for Domain C
198
Evidence
Student Teaching Intern Evaluation Form
Cooperating Teacher
Criteria/Rating
Unacceptable
Acceptable
Target
1
2
3
Evidence
D1: Reflect on the extent to which
learning goals were met.
D2: Demonstrate a sense of
efficacy.
D3: Build professional
relationships with colleagues to
share teaching insights and to
coordinate learning activities.
D4: Communicate with parents or
guardians about student learning.
Summary/Recommendations for
Domain D
Comments:
I recommendation this student teacher be given the following grade: Satisfactory
Unsatisfactory
Student Teacher ___________________________________________Date _________________________
Cooperating Teacher _______________________________________Date _________________________
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Ouachita Baptist University
Teacher Education
Student Teaching Internship Notebook/Portfolio and Information
Throughout your internship experience, you will be expected to complete many tasks. Each time you complete
one of these tasks, you should record evidence in your internship notebook. This notebook/portfolio should
include a complete record of your activities as an intern. Entries should be made daily.
The Title Page should include:






Title page, including your name
Subject and grade level taught
School name and address
Name of school principal
Name of cooperating teachers
Name of university supervisor
Following the Title Page, as listed above, your Student Teaching Notebook/Portfolio should include the
following items:
 Table of contents.
 Your philosophy of education.
 Pathwise observation forms from your supervisor‟s visits.
 A written lesson plan for each lesson you teach (dated).
instructional skills should be used.
The lesson plan format provided in
 Teacher Work Sample
 Daily reflective journal entries. This section should be written in narrative form and should
demonstrate your ability to reflect on the extent to which the learning goals were met. You should also
reflect on your students‟ behavior and your relationships with them. Reflect on your relationship with
your cooperating teacher and other staff members.
 A 200 or more word self-evaluation of your student teaching experience.
 A seating chart or roster for each class you teach.
 A completed Class Profile Summary form for each class you teach.
 An Appendix.
The notebook/portfolio should be available to the University Supervisor each time he or she visits.
All materials in the notebook/portfolio are to be labeled, placed in the proper section, bound, and neatly
organized. The university supervisor will check the final notebook.
Notebooks/Portfolios are to be turned to the Director of Student Teaching/Internship by the designated date.
Materials from the notebook portfolio will be used as evidence for the Initial and Post Student Teacher
Portfolio Presentations.
200
Ouachita Baptist University
Teacher Education
STUDENT TEACHING INTERNSHIP NOTEBOOK/PORTFOLIO Rubric
Unacceptable*
1
ITEM
Acceptable
2
Target
3
Title page
Table of Contents
Student Teacher’s Philosophy of Education
Pathwise Observation Reports (6)
Lesson Plans (1 for each lesson taught)
A Teacher Work Sample
Daily Reflective Journal Entries (Dated)
Self-Evaluation of Student Teaching
Class Rosters and/or Seating Charts
Class Profile Summary Form(s)
Appendix
*An unacceptable rating on any item will require that item to be re-submitted.
Name ________________________ Date _______________ Major ____________ Semester ________
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Ouachita Baptist University
Teacher Education
GATE 3 – Completion of the Professional Semester
Gate 3
Completion
Of the
Professional Semester
202
203
GATE 3 – Post Student Teaching Internship
Completion of the Professional Semester Student Teaching Internship (Senior)
Upon completion of the Professional Semester Student Teaching Internship, candidates must:
 Present passing scores on the Praxis II – Principles of Learning and Teaching Exam (must be
completed with passing scores before a grade can be recorded in the EDFN 4061 Seminar in
Education course)
 Earn a positive evaluation from the University Supervisor for any and all internship assignments
 Earn a positive evaluation from Cooperating Teacher(s) in the internship assignment
 Complete a self-evaluation of the Internship Semester
 Complete a Post Internship Professional Portfolio Presentation and Interview (drawn from the
Internship Notebook/Portfolio with additional materials listed below) demonstrating
competence as outlined in the conceptual framework evaluated as successful by an education
panel comprised of education faculty, Teacher Education Faculty, and P-12 public school
faculty/administrators
 Complete a form/survey or free write of anonymous feedback on the Teacher Education Program
at the conclusion of the EDFN 4061 Education Seminar
 Receive a Certificate of Completion of the Student Teacher Internship with signatures from the
Director of Student Teaching Internship, the Director of Teacher Education and Dean of the
Michael D. Huckabee School of Education.
Post Student Teaching Internship Portfolio Presentation and Interview
All items required unless otherwise noted.
CORE 4031 Senior Seminar
Service Learning Course Project
EDFN 4061 Seminar in Education
Legal Issues paper
Case Study
Reflections from Internship
Teacher Work Sample completed during Internship, assessed in EDFN 4061
EDFN 4405, 4415 Internship
Lesson Plans
Teacher Work Sample – Art Education Lesson
Early Childhood and Middle School Level Lesson
English Grammar, Composition, or Literature
Kinesiology Lesson Plan
Music Theory, History, Rehearsal plan, etc. (collect during the internship experience)
Science Lesson in Biology or Chemistry
Social Studies Lesson
.
Spanish a CrossDisciplinary Project lesson or Post Assessment (Unit Exam)
Pathwise Evaluations by University Supervisor and Cooperating Teacher (If available)
204
Professional Student Teaching Internship
Completion of Internship
Post Portfolio Presentation and Interview Questions
Questions for Candidates Completing the Professional Semester Student Teaching Internship
1. How have you grown/changed as a result of your experience in the Teacher Education
Program?
2. How has your philosophy changed from Foundations of Education to the Internship?
3. What is your philosophy of classroom management?
4. What is your strongest asset as a teacher? What is your greatest weakness?
5. What do you do to modify your lessons to teach all students?
6. Describe the different methods of teaching you have used.
7. How have you been able to work with parents? What ideas do you have for doing this in
your own classroom?
8. What have you learned about incorporating technology in the classroom?
9. What have you learned about the connections of your grade level/subject to other ones
(earlier/later)?
10. How have you benefited from keeping the notebook/portfolio?
There may be additional questions from the interview Team.
Please see Portfolio Rubrics on pages 104-112.
205
Student Teaching Internship
Post Portfolio Presentation and Interview Evaluation Form
Date of Interview
Candidate
Semester
 Completion of Student Teaching Internship
Level:
Check: __ECED
__ ART
__MSED
__SCED Content Area ____________
__MUED Choral/Vocal or Instrumental
Strengths:
Suggestions for improvements:
Signatures of interviewers:
[Note: This form is to be attached to the Portfolio Rubric and submitted to the Director of Student Teacher
Internship at the conclusion of the Post Student Teacher Internship Portfolio Presentation and Interview. It
will then be forwarded to the Director of Teacher Education.]
206
207
Ouachita Baptist University
Teacher Education
GATE 4 – Completion of the Program and Licensure Requirements
Gate 4
Completion
of the
Program
And
Licensure Requirements
208
GATE 4 – Completion of Program & Licensure
Completion of Program and Licensure Requirements
(Senior)
Candidates who have successfully completed the Professional Semester, Post Portfolio Presentation and
Interview as well as items for Gate 3, must complete Gate 4 by providing:
 Passing score on the Praxis II – Principles of Learning and Teaching Exam
 Completion of licensure forms submitted to the OBU Licensing Officer
 Completion of all coursework for graduation
 Final check with the appropriate subject area School Dean and the Director of Teacher Education
 Final Graduation check in the Office of the Registrar
COMPLETION OF THE TEACHER EDUCATION PROGRAM
In order to successfully complete the Teacher Education Program, each candidate must pass the PRAXIS II,
Principles of Learning and Teaching (PLT) exam and must demonstrate competence in each of the nineteen
criteria of the Pathwise system during the student teaching internship.
An additional requirement for program completion is the presentation of the post student teaching internship
professional portfolio to a committee of educators, Gate 3. This portfolio should demonstrate the
achievement of the candidate in the 5 Cs of the Conceptual Framework at the level of a beginning teacher.
This should include the service-learning or action research project completed for core requirements. This
should also demonstrate content competence. The professional portfolio should be suitable for presentation
to a prospective employer.
OBTAINING LICENSE TO TEACH
All candidates completing a BA (teaching emphasis) or B.M.E. (Music) degree at Ouachita Baptist
Univeristy qualify for an initial teaching license in the State of Arkansas in his or her teaching field. The
license is valid for one to three years and is replaced by a five-year permanent license when the Praxis III
assessment is successfully completed.
Candidates desiring to teach in another state must receive their Arkansas license and then apply for a license
through the education agency of that state. Many states have a reciprocal agreement with Arkansas and will
merely require an application in order to issue a license. Other states require applicants to meet the initial
licensing requirements, including exams and/or specific course work. In these cases, the other state usually
issues a temporary license (1 year) until the criteria have been met.
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Ouachita Baptist University
Teacher Education
Appendix
Appendix
210
Praxis Series Testing – Praxis II Content Test
License
Grade Levels
Session/Test
Code
Name of Test
Current Passing Score
Art
P-8/ 7-12
Drama/Speech
P-8/ 7-12
Early Childhood
English
P-4
7-12
20131
20132
10133
10221
10640
10022
10041
20042
20043
Art Making
Art Cont.Trad. Crit.& Aesthetics
Art:Content Knowledge
Speech Communication
Theatre
Early Childhood Content Knowledge
Eng. Lang Lit & Comp: Cont Know
Eng. Lang Lit & Comp: Essays
Eng. Lang Lit & Comp: Pedagogy
146
140
157
141
580
157
159
150
145
Mathematics
7-12
10061
20063
20065
20146
20146
20112
20111
10113
20856
20092
20235
20571
10234
20571
20481
20483
10081
20082
10191
20192
20194
125
144
135
144
144
150
145
150
144
150
142
145
146
145
145
145
155
140
155
141
160
5195
10841
Mathematics:Content Knowledge
Math:Proofs, Models, & Prbl
Mathematics: Pedagogy
Middle School: Cont Knowledge
Middle School: Cont Knowlede
Music: Analysis
Music: Concepts & Processes
Music: Content Knowledge
Hlth& Phy Ed.:Content Knowledge
Phy.Ed/MymtFrms-Analy & Des
Biology: Content Knowledge
Earth Science: Content Knowledge
Life Science: Pedagogy
Earth Science: Content Knowledge
Physical Science: Cont Knowledge
Physical Science: Pedagogy
SS: Content Knowledge
SS: Analytical Essays
Spanish: Content Knowledge
Spanish: Prod Lang Skills
Spanish: Pedagogy
Revised 7/30/2010
Spanish: World Language*
World Language Pedagogy
20146
10091
Middle School Content Knowledge
Physical Ed: Content Knowledge
144
149
Mid Sch. Math/Science
Mid Sch.Lang Arts/Soc St
Music Instrumental &
Vocal
P-8/7-12
Physical/Education
Wellness and Leisure
Science - Life/Earth
P-8/7-12
Science - Physical/Earth
7-12
Social Studies
7-12
Spanish
P-8/7-12
Endorsements
Grade 5& 6 end for P-4
Coaching
(Must have Teaching Field)
7-12
5-6
7-12
Also see the Praxis website: www.ets.org
*Test codes beginning with (5) are computer delivered only. Check for testing dates.
211
168
158
FORMAL COMPLAINT POLICY
Although program personnel make every effort to resolve conflict collaboratively, occasionally a candidate
needs a mechanism for having a complaint or concern addressed formally. Candidates who have exhausted
all means of resolving a problem with the party (ies) involved may file a formal complaint, in writing, with
the Director of Teacher Education. The Director of Teacher Education will present the complaint to the
Teacher Education Council for consideration. The Council will inform the student of its decision. If the
issue is still not resolved, the student may submit the complaint to the Vice President for Academic Affairs.
The VPAA‟s action will be reported to the student and the Teacher Education Council. The final appeal
shall be to the President of the University.
Ouachita Baptist University
Teacher Education
Formal Complaint Form
Name: ______________________________________
Date:
______________________________________
Student ID#:__________________________________
Phone: _____________________________________
OBU Box #___________________________________
E-mail _____________________________________
In the space provided below, please explain, in detail, the nature
of the problem, the party(ies) involved, and the attempts to resolve
the problem. Please attach other sheets as needed, including any
documentation that might be helpful in consideration of the complaint.
212
Common Questions and Answers for Post-Graduation
1. What is my responsibility as a teacher for suspected abuse?
Act 703 was passed in the Arkansas Legislature making teachers responsible for reporting abuse.
See below:
ACT 703
The Arkansas State Legislature recently passed ACT 703 which makes teachers responsible for
reporting child abuse even more directly than in the past.
These are the portions of the ACT that affect teacher education. All teachers need to be aware of their
responsibility to protect children and youth.
SECTION 3. Arkansas Code Title 6, Chapter 61, Subtitle 1 is amended to add an additional section to read as follows:
6-21-131. Training for mandatory reporters.
For each degree program at an institution of higher learning in this state that is a prerequisite for licensure or
certification in a profession in which the professional is a child maltreatment mandated reporter under the Child
Maltreatment Act, § 12-1-2-501 et seq., the Department of Higher Education shall coordinate with all the higher
education institutions to
ensure that before receiving a degree each graduate receives, including without limitation, training in:
(1) Recognizing the signs and symptoms of child abuse and neglect;
(2) The legal requirements of the Child Maltreatment Act, §12-1-2-501 et seq., and the duties of mandated
reporters under the act; and
(3) Methods for managing disclosures regarding child victims.
SECTION 9. Arkansas Code § 12-12-507(b), concerning reports of 36 suspected abuse or neglect, is amended to read
as follows:
(1) When any individual listed in subdivision (b)(4) of this section has reasonable cause to suspect that a child
has been subjected to child maltreatment or has died as a result of child maltreatment or observes a child being
subjected to conditions or circumstances that would reasonably result in child maltreatment, he or she shall
immediately notify the child abuse hotline by telephone call, facsimile transmission, or online reporting.
(2) The Child Abuse Hotline shall review the information received under subdivision of this section to
determine if the information rises to the minimum standards for investigation under this subchapter.
(3)(A) Facsimile transmission and online reporting may be used in non-emergency situations by an identified
reporter who provides the following contact information:
(i) Name and phone number; and
(ii) In the case of online reporting, the email address of the identified reporter.
(B) The hotline shall provide confirmation of the receipt of a facsimile transmission
facsimile transmission or via online receipt.
via a return
(C) A mandated reporter who wishes to remain anonymous shall make the report through the child abuse
hot line toll-free telephone system.
213
(4) The following individuals are mandated reporters under this subsection:
(1) Any child care worker or foster care worker;
(2) A coroner;
(3)A day care center worker;
(4) A dentist;
(5) A dental hygienist;
(6) A domestic abuse advocate;
(7) A domestic violence shelter employee;
(8) A domestic violence shelter volunteer;
(9) An employee of the Department of Health and Human Services;
(10) An employee working under contract for the Division of Youth Services of the Department of
Health and Human Services;
(11) Any foster parent;
(12) A judge;
(13)A law enforcement official;
(14) A licensed nurse;
(15) Any medical personnel who may be engaged in the admission, examination, care, or treatment of
persons;
(16) A mental health professional;
(17) An osteopath;
(18) A peace officer;
(19) A physician;
(20) A prosecuting attorney;
(21) A resident intern;
(22) A school counselor;
(23) A school official;
(24) A social worker;
(25) A surgeon;
(26) A teacher;
SECTION 10. Arkansas Code § 12-12-507(c), concerning prohibitions on interference with reports of child abuse, is
amended to read as follows:
(1) No privilege or contract shall prevent anyone from reporting child maltreatment when he or she is a
mandated reporter as required by this section.
(2) No school, Head Start program, or day care facility shall prohibit an employee or volunteer from directly
reporting child maltreatment to the child abuse hotline.
(3) No school, Head Start program, or day care facility shall require an employee or volunteer to obtain
permission or notify any person, including an employee or supervisor, before reporting child maltreatment to
the child abuse hotline.
SECTION 13. Arkansas Code Title 16, Chapter 10, Subchapter 1 is amended to add an additional section to read as
follows:
16-10-138. Mandatory reporter training.
(a) The Administrative Office of the Courts shall develop a web based curriculum concerning
mandatory reporter training that will include without
limitation:
(1) The signs and symptoms of abuse;
(2) Training on the specifics that are required to be reported under law and rules; and
214
(3) The managing of disclosures.
(b) The Department of Health and Human Services shall serve as the host for the web based
curriculum developed by the Administrative Office of the Courts.
2.
What is the purpose of the Code of Ethics for Arkansas Educators?
See the “rules Gobverning the Code of Ethics for Arkansas Educators” adopted June, 2008 on the
following pages.
215
ARKANSAS DEPARTMENT OF EDUCATION
Rules governing the Code of Ethics for Arkansas Educators
June 9, 2008
1.00 Title
1.01
These rules shall be known as the Arkansas State Board of Education Rules Governing the Code
of Ethics for Arkansas Educators.
2.00 Regulatory Authority
2.01
These rules are promulgated pursuant to the State Board of Education‟s authority under Ark. Code
Ann. §§ 6-11-105, 6-17-401, 6-17-410, 6-17-422 (Act 846 of 2007) and 25-15-201 et seq.
3.00 Purpose
3.01
The purpose of the Rules Governing the Code of Ethics for Arkansas Educators (Code) is to
define Standards of professional conduct and to outline procedures for investigations and
enforcement of the Code.
3.02
The professional, ethical educator contributes to the development and maintenance of a supportive
student-centered learning community that values and promotes human dignity, fairness, care, the
greater good and individual rights. These values are the ethical premises for the Standards of
professional behavior and ethical decision-making established in this Code of Ethics for Arkansas
Educators. By establishing Standards of ethical conduct, this code promotes the health, safety, and
general welfare of students and educators and ensures the citizens of Arkansas a degree of
accountability within the education profession.
4.00 Definitions
For the purposes of these rules, the following terms mean:
4.01
Complaint is any validated, written and signed statement from the Arkansas Department of
Education, local school board, the Arkansas State Board of Education, or public school
superintendent of this state filed with the Professional Licensure Standards Board alleging that an
educator has breached one or more of the Standards in the Code of Ethics for Educators.
4.02
Conviction includes a plea of guilty or a plea of nolo contend ere, or a finding or verdict of guilty,
regardless of whether an appeal of the conviction has been sought, or a criminal conviction has
been sealed or expunged; a situation where first offender treatment without adjudication of guilt
pursuant to the charge was granted; and a situation where an adjudication of guilt or sentence was
otherwise withheld or not entered on the charge or the charge was otherwise disposed of in a
similar manner in any jurisdiction.
4.03
Denial is the refusal to grant a teaching license to an applicant for a teaching license.
4.04
Dispositions are the values, commitments, and professional ethics that influence behaviors toward
students, families, colleagues and communities and affect student learning, motivation, and
development as well as the educator‟s own professional growth. Dispositions are guided by
beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social
justice.
216
5.00
4.05
Educator is a teacher, school or school system administrator or other education personnel who
has been issued a teaching license by the Arkansas State Board of Education. For the purposes of
the Code, educator also refers to a licensed student intern,
4.06
Monitoring is at a minimum a semi-annual appraisal of the educator‟s conduct by the
Professional Licensure Standards Board through contact with the educator and his or her
employer. As a condition of monitoring, an educator may be required to submit a criminal
background check or other requested information. The Arkansas State Board of Education
specifies the length of the monitoring period.
4.07
Probation is the placing of conditions, requirements or circumstances on the status of a teaching
license for a period of time established by the Arkansas State Board of Education. Generally, a
license under probation must sufficiently satisfy such conditions, requirements or circumstances
in order to maintain or be reinstated to the original non-probationary teaching license status.
4.08
Reprimand is a written admonishment from the Arkansas State Board of Education to the license
holder for his or her conduct. The written reprimand cautions that further unethical conduct will
lead to a more severe action and shall become a permanent entry in the licensure file of the
educator and is associated with a monetary fine of the educator.
4.09
Revocation is the permanent invalidation of any teaching license held by the educator.
4.10
School-sponsored activity is any event or activity sponsored by the school or school system
which includes but is not limited to athletic events, booster clubs, parent-teacher organizations, or
any activity designed to enhance the school curriculum (i.e., foreign language trips, etc.) whether
on school-campus or not.
4.11
Student is any individual enrolled in the state‟s public or private schools from pre-kindergarten
through grade 12.
4.12
Suspension is the temporary invalidation of any teaching license for a period of time specified by
the Arkansas State Board of Education.
4.13
Teaching License refers to any teaching, service, or leadership certificate, license, or permit
issued by authority of the Arkansas State Board of Education.
4.14
Warning is a written communication from the Arkansas State Board of Education to the license
holder that his or her conduct is unethical. The warning cautions that further unethical conduct
will lead to a more severe action and shall become a permanent entry in the licensure file of the
educator.
Standards of Professional Conduct
The Standards of Professional Conduct are set forth as follows:
5.01
Standard 1: An educator maintains a professional relationship with each student, both in
and outside the classroom.
5.02
Standard 2: An educator maintains competence regarding skills, knowledge, and
dispositions relating to his/her organizational position, subject matter, and/or pedagogical
practice.
217
6.00
5.03
Standard 3: An educator honestly fulfills reporting obligations associated with professional
practices.
5.04
Standard 4: An educator entrusted with public funds and property honors that trust with
honest, responsible stewardship.
5.05
Standard 5: An educator maintains integrity regarding the acceptance of any gratuity, gift,
compensation or favor that might impair or appear to influence professional decisions or
actions and shall refrain from using the educator’s position for personal gain.
5.06
Standard 6: An educator keeps in confidence secure standardized test material as well as
information about students and colleagues obtained in the course of professional service
unless disclosure serves a professional purpose or is allowed or required by law.
5.07
Standard 7: An educator refrains from using, possessing and/or being under the influence of
alcohol, tobacco, or unauthorized drugs while on school premises or at school-sponsored
activities involving students.
Disciplinary Action.
6.01



The Professional Licensure Standards Board (Board) is authorized to recommend to the State
Board probation, suspension, revocation or denial of a teaching license or the issuance of a
reprimand or warning after an investigation is held after notice and an opportunity for a hearing
are provided to the license holder. The Board is also authorized to recommend other avenues to
assist the educator via training, coursework or rehabilitative treatment. (All costs would be
assumed by the educator.) The State Board of Education may direct the Arkansas Department of
Education to monitor progress toward the completion of any corrective action. Any of the
following shall be considered cause for recommendation of disciplinary action against the holder
of a teaching license:
An initial determination that there is probable cause to believe a breach of any of the Standards of
the Code of Ethics in Section 5.00 or any conduct described in the offenses set forth in A.C.A. §§
6-17-410 (c) (1) – (34) has occurred.
A failure to comply with the payment of any imposed fines.
Disciplinary action against a teaching license/certificate in another state on grounds consistent
with unethical conduct specified in Section 5.00 or as stated in the bullets above in 6.01 of these
rules.
6.02
An individual whose license has been revoked, denied or suspended may not serve as a volunteer
or be employed as an educator, paraprofessional, aide, substitute teacher or in any other position
during the period of his or her revocation, suspension or denial for a violation of the Arkansas
Code of Ethics for Educators.
6.03
The Arkansas State Board of Education shall notify local and state officials of all disciplinary
actions. In addition, suspensions and revocations are reported by the Arkansas Department of
Education to national officials, including the National Association of State Directors of Teacher
Education and Certification (NASDTEC) Clearinghouse.
218
7.00
Procedures for the Investigative Process and Final Determination of Alleged Ethics Violations
7.01
8.00
In considering and investigating complaints brought before it, the Professional Licensure
Standards Board shall follow the procedures set forth in Appendix A to these rules, which are
hereby fully incorporated into these rules as if fully set forth herein.
Fines and Fees
8.01
The State Board of Education, for violations of these Standards of Professional Conduct in all
areas and as authorized by Ark. Code Ann. § 6-17-422 (Act 846 of 2007:
a. May impose fines up the amounts listed in Appendix B to these rules, which is attached and is
hereby fully incorporated into these rules as if fully set forth herein.
b. Shall impose fees for action taken pertaining to an educator‟s license as set forth in the
attachment Appendix B.
c. Shall use the revenue collected by the State Board of Education from the fees and fines
imposed per Appendix B of these Rules for the operation of the Professional Licensure
Standards Board.
Appendix A
Procedures for the Investigative Process
and Final Determination of Alleged Ethics Violations
1.
Complaint Received by the PLSB:
A complaint will be deemed a request to investigate. Except as provided in section iv. below, a request for
investigation may be a written and validated signed statement of allegations filed with the Arkansas Department
of Education, local school board, the Arkansas State Board of Education, or public school superintendent of this
state which may be filed with the Professional Licensure Standards Board (PLSB). The request for investigation
will be validated (i.e., verified as actually being submitted by the requestor) by the agency listed above with
which it is filed and forwarded as a complaint by that agency to the PLSB. When appropriate, the PLSB will
provide a copy of the complaint to the superintendent or the president of the local school board (if the educator in
question is the superintendent of the district) where the educator is employed.
i.
ii.
iii.
iv.
2.
The Ethics Review Sub-Committee determines whether to investigate.
Letter sent to complainant about disposition of complaint.
Letter sent to Superintendent or President of the local school board if appropriate about
disposition of complaint.
The following will automatically go to the sub-committee to open an investigation:
a)
An affirmative answer concerning criminal or ethical violations on a licensure application.
b)
Confirmation from the Arkansas State Police or the FBI, regarding criminal convictions.
Investigation Initiated by Professional Licensure Standards Board (PLSB)
i.
ii.
iii.
A letter will be sent to the educator requesting information/statement.
An Investigation is conducted.
An Investigative Summary will be sent to the Ethics Sub-Committee.
219
3.
Probable Cause Determination Made
i.
4.
Proposed Action or Hearing Offered
i.
ii.
iii.
6.
The Ethics Sub-Committee determines if probable cause exists to take a recommendation to the
State Board of Education for disciplinary action and, if so, what action.
A letter sent notifying the educator and the school district, if appropriate, of proposed PLSB
action and the reason for the proposed action.
Educator may consent to the proposed action or may request a hearing before the Ethic SubCommittee of the PLSB.
If an educator does not respond in thirty (30) days, the proposed action becomes a final decision
recommended for Arkansas State Board of Education (SBE) action.
5.
PLSB Evidentiary Hearing
i.
If the educator requests a hearing, an evidentiary hearing will be held before the Ethics SubCommittee of the PLSB within ninety (90) days, but no earlier than thirty (30) days, from the
date that the PLSB receives the educator‟s hearing request. Either party may request additional
time subject to the subcommittee‟s approval
ii.
A decision by the Sub-Committee will be made.
iii.
The educator will be notified in writing of the Sub-Committee‟s decision. The educator may
accept the initial decision or request a hearing before the SBE.
Evidentiary Hearing Procedures of the PLSB Sub-Committee
i.
The educator shall be notified in writing of the date, time and location of the Ethics SubCommittee of the Professional Licensure Standards Board (PLSB) meeting at which his/her case
will be considered. The notice will also state a deadline by which the educator must submit items
to the sub-committee for consideration.
ii.
A representative of the PLSB and the educator (or his/her attorney) shall have up to twenty-five
(25) minutes each to present their cases to the sub-committee. The chairperson of the subcommittee may grant additional time to either or both parties, if necessary.
iii.
Each party will have the opportunity, should it so choose, to make an opening statement. The
statement shall be no longer than five (5) minutes in length; any such times used for an opening
statement shall be deducted from the time allowed for case presentation listed in ii. above.
iv.
The representative of the PLSB shall present its case (and opening statement, if it so chooses) to
the hearing subcommittee of the Board first.
v.
Any written documents, photographs or any other items of evidence may be presented to the
hearing subcommittee with the permission of the Chairperson. The items of evidence shall be
marked as either “PLSB Exhibit Number 1(et seq.)” or “Educator‟s Exhibit Number 1 (et seq.).”
After an item of evidence has been allowed to be presented to the hearing subcommittee by the
Chairperson, the introducing party shall give one (1) copy to the court reporter for the record and
one (1) copy to the Chairperson.
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vi.
After one party has questioned a witness, the other party shall have the same opportunity.
vii.
Members of the hearing subcommittee shall also have the opportunity to ask questions of any
witness or any party.
viii.
While the scope of each party‟s presentation ultimately lies within the chairperson‟s discretion,
case presentation should be arranged in such a way as to avoid redundant testimony.
ix.
After the educator has presented his/her case, the chairperson may allow each party to present
limited rebuttal testimony.
x.
After the rebuttal evidence has been presented, the educator shall have up to five (5) minutes to
present a closing statement, if desired.
xi.
After the educator has made a closing statement, or waived the opportunity for the same, the
representative of the PLSB shall have up to five (5) minutes to make his/her closing statement, if
desired.
xii.
After closing statements have been made (or the opportunity to make them has been waived), the
hearing subcommittee may orally announce its decision. Alternatively, the hearing subcommittee
may take the case under advisement and render a written decision at a later time.
xiii.
A written decision reflecting the hearing subcommittee‟s final decision and recommendation shall
be promptly prepared by the PLSB for the chairperson of the hearing subcommittee‟s signature. A
copy of the decision and recommendation shall be timely transmitted to the educator, the PLSB
and the SBE.
xiv.
The educator shall have thirty (30) days from the receipt of the decision and recommendation to
appeal the sub-committee‟s decision to the SBE. Should the educator not file an appeal to the SBE
within the above-referenced thirty (30) day time period, the decision of the sub-committee shall
become non-appealable.
LIST OF APPLICABLE FINES
Action Taken
Permanent Revocation of License
Suspension of License
Probation of License
Written Reprimand by State Board of
Education
Written Warning by State Board of
Education
Maximum Fine Amount
$0
$100
$75
$50
$0
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Appendix B
LIST OF APPLICABLE FEES
License Issued
One-Year Provisional
Teacher‟s License
Three-Year Initial
Teacher‟s License
Five-Year Standard
Teacher‟s License
New or Renewal
New
Renewal
New
Fee Amount
$0.00
$0.00
$0.00
New
Renewal
$100.00
$100.00
Five-Year Vocational
Permit
New
Renewal
$100.00
$100.00
New
$35.00
New
$0.00
Not Applicable
$0.00
Not Applicable
$50.00
Not Applicable
$50.00
One-Year Professional
Teaching Permit
Lifetime Teacher‟s License
(Must be 65 years of age.)
Adding Area or Level to
Existing License
Adding Degrees to Existing
License (If not occurring at
the time of renewal)
Duplicate License
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Appendix C
Explanations and Guidelines to Clarify the Intent of
The Standards of Professional Conduct
The purpose of Appendix C is to provide greater clarity and intent of each professional standard listed in Section
5.00 of this rule. Therefore, Appendix C is not designed to supersede the required standard of professional
conduct but rather to provide some rationale of the intent and purpose and thus the proper application of each
professional standard of conduct. It is recognized that Appendix C is a general application of the intent and
purpose of each professional standard and is considered a guide and not all inclusive of each and every
interpretation and application of a professional standard of conduct as required in Section 5.00.
Furthermore, it is recognized that unless specifically stated in a professional standard of conduct listed in Section
5.00 of this rule or specifically required in Appendix C‟s interpretation of a particular standard of conduct, the
alleged unethical conduct by a licensed educator may be considered by the Professional Licensure Standards
Board regardless of the mental intent related to the alleged unethical action or omission. However, the
Professional Licensure Standards Board may consider the mental intent or capacity of the licensed educator,
along with other relevant factors, when determining whether a violation exists and what, if any, disciplinary
action to recommend to the Arkansas State Board of Education for alleged violations of this code of ethics.
Standard 1
An educator maintains a professional relationship with each student, both in and outside the
classroom.
This standard goes to the core of a professional educator‟s expected conduct and relationship with all students and
transcends criminal behavior or other actions which violate law. The professional relationship with students is
such behavior and action which promotes at all times the mental, emotional, and physical health and safety of
students. An educator should show respect for and not demean, embarrass, or harass students absent some
reasonable educational or disciplinary purpose and never as prohibited by law. A professional relationship is one
where the educator maintains a position of teacher/student authority with students even while expressing concern,
empathy, and encouragement for students. In that position of authority, an educator may nurture the student‟s
intellectual, physical, emotional, social and civic potential. An educator may display concern and compassion for
a student‟s personal problems and, when appropriate, refer the student for school counseling or other help.
Standard 2
An educator maintains competence regarding skills, knowledge, and dispositions relating to
his/her organizational position, subject matter, and/or pedagogical practice.
This standard addresses the professional educator‟s obligation to implement best practices and maintain
competence in skills and knowledge. An educator has many dispositions that are required in the course of
instruction such as ensuring that students have access to varying points of view and that instruction reflects
current subject matter.
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Standard 3
An educator honestly fulfills reporting obligations associated with professional practices.
This standard covers those situations where there is an intentional or knowing attempt to deceive or mislead an
educational entity. Honest errors or mistakes or inaccuracies are not intended to be encompassed by this standard.
To uphold this standard an educator should be honest when reporting data and information to the Arkansas
Department of Education, the Arkansas Bureau of Legislative Audit, the Arkansas State Board of Education, and
other state and federal governmental agencies. Honestly reporting grades is also a part of this standard. It is also
important that an educator honor this standard when giving information to recommend an individual for
employment promotion or licensure as well as when reporting professional qualifications, criminal history,
college credits and degrees, awards, and employment history. Similarly the failure to timely submit information
covers those situations where there is a knowing failure to submit or provide information. This standard covers
those situations described in Ark. Code Ann. § 6-17-410(d) (1) (A) (vii) and (viii) that involve knowingly
submitted false or misleading information or knowingly falsifying or directing another to falsify a grade.
Standard 4
An educator entrusted with public funds and property honors that trust with honest,
responsible stewardship.
An educator must be a good steward of public funds, personnel and property dedicated to school related purposes.
The use and accounting for these resources under the educator‟s control must comply with state and federal laws
that regulate the use of public funds and property. The use of such resources for personal gain, other than
incidental personal benefit for which there is no public education purpose would not be in keeping with the intent
of this standard.
Standard 5
An educator maintains integrity regarding acceptance of any gratuity, gifts, compensation
or favor that might impair or appear to influence professional decision or actions and shall
refrain from using the educator’s position for personal gain.
The standard is intended to prohibit that conduct which is solely for personal gain and creates an appearance of a
conflict of interest in the role as an educator. The standard of conduct called for by this section involves an
examination of the total circumstances surrounding the gratuity, gift, compensation, or favor. Factors to consider
include the value of the gratuity, gift or favor, the reasonableness of any compensation; the timing of the gratuity,
gift, compensation, or favor; and the relationship between the educator and the person from whom the gratuity,
gift, compensation, or favor comes. Pursuant to Ark. Code Ann. § 6-24-113 an educator may accept awards and
grants as provided for therein. Ark. Code Ann. § 6-24-112 contains some specific prohibited transactions
involving gratuities or offers of employment. The second part of this standard requires that the educator does not
use the position for personal gain.
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Standard 6
An educator keeps in confidence secure standardized test material as well as information
about students and colleagues obtained in the course of professional service unless
disclosure serves a professional purpose or is allowed or required by law.
At times educators are entitled to and/or for professional reasons need access to certain student records, other
educators‟ records, and standardized testing materials. Much of this information is confidential, and the educator
should maintain that confidence unless the disclosure serves some legitimate educational purpose as allowed or
required by law. The Federal Education Rights and Privacy Act (FERPA) addresses the confidentiality of certain
student records. Such federal and state laws permit disclosure of some student information and restrict the
disclosure of other student information. Educators should respect and comply with these and other similar
confidentiality laws. Confidential student information may include student academic and disciplinary records,
health and medical information, family status and/or income, assessment/testing results, and Social Security
information. When standardized tests are administered, educators should maintain the confidentiality of those
parts of the standardized test materials that are to remain confidential such as actual test items and test booklets in
accordance with state law, regulation, and testing policy. Supervisors may be entitled to access to other educators‟
personnel records and should maintain the confidentiality of those records.
Standard 7
An educator refrains from using, possessing and/or being under the influence of alcohol,
tobacco, or unauthorized drugs while on school premises or at school-sponsored activities
involving students.
This standard sets forth the expectation of the professional educator concerning using, possessing, or being under
the influence of the listed substances while on school premises or at school-sponsored activities involving
students or being in violation of state law governing the using, possessing or being under the influence of alcohol,
tobacco, or unauthorized/illegal drugs while on school property or at school-sponsored activities involving
students.
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3. How do I find the licensure requirements for other states?
Find the website for the Department of Education. Some are given below:
ARKANSAS
http://ArkansasEd.org.
TEXAS
http://www.tea.state.tx.us/
OKLAHOMA
http://sde.state.ok.us/home/defaultie.html
MISSOURI
http://dese.mo.gov/
TENNESSEE
http://tn.gov/education/
LOUISIANA
http://www.doe.state.la.us/lde/index.html
MISSISSIPPI
http://www.mde.k12.ms.us/
COLORADO
http://www.cde.state.co.us/
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4. How do I apply for Graduate School?
Beyond an Undergraduate Degree
The degree that follows a Bachelor‟s degree is a Masters Degree. To earn a Masters Degree requires admission to graduate
school. It generally takes a minimum of two years full-time or 45-60 semester hours beyond the undergraduate degree. There are
many things to consider when beginning a graduate program. First, you need to determine your areas of interest, as well as both
personal and professional goals for your study. Then, you need to determine where you want to study and how to finance your
graduate work. Be especially careful if you consider an on-line program. Check to be certain it is fully accredited.
Philosophy and Specialization
It is beneficial to check the philosophy and emphasis of various graduate programs. Some programs are stronger in a particular
area, such as reading or language arts. Read as much as possible about the program. Make an appointment to visit the campus and
talk with someone in Graduate Admissions as well as someone from the program you are considering.
Application and Admission to Graduate Study
Admission requirements vary from university to university. Most graduate school programs require an entrance examination such
as the Graduate Record Exam (GRE). Information about this examination can be found at ets.org and the Graduate Record Exam
link. There are testing centers throughout the USA. It can be beneficial to prepare for the GRE by purchasing a text to help you
study for the examination. Some places offer classes to prepare for the GRE, as well.
In addition to particular scores on the GRE, graduate programs do look at the undergraduate GPA of candidates seeking
acceptance. You will need official transcripts from your undergraduate university. These must be requested and sent directly from
your undergraduate university to the graduate program of the university to which you are applying. Information is online for
graduate programs. It is good to read it carefully before contacting the graduate program personnel. This will help you prepare
appropriate questions to ask and save time for you and for the university representatives.
It is good to be aware that admission into some graduate programs is very competitive. It is not always guaranteed that you will be
admitted to the program, particularly on the first application. Be sure to do your homework before applying to determine the best
responses to application questions, requested materials, etc. It is also important that your application packet is complete in every
way before submitting it. It is wise to make copies of all that you send with dates, etc. Remember that if references are needed,
please ask those who can best represent your ability to be a successful graduate student if they are willing to provide a
recommendation for you. Give them all needed materials, included addressed and stamped envelopes, with plenty of time to
complete and mail in before your deadline.
Financing Your Graduate School Education
Many people work/teach while completing a graduate program. Some individuals decide to attend graduate school full-time.
Many universities have assistantships that help defray the cost of graduate school. In exchange for tuition costs or partial costs,
and sometimes a small stipend, the graduate assistant is employed by the graduate program or other programs in the university
while they take nine hours of course work per semester. Be sure to check on the availability of assistantships and what would be
expected. A few school corporations will help pay for graduate work.
Additional Graduate School
After you earn a masters degree, there are Education Specialist degrees, and doctoral degree programs, or “terminal degrees” such
as PhD (Doctor of Philosophy); EdD (Doctor of Education; DA (Doctor of Arts); DMA (Doctor of Musical Arts). The Masters of
Fine Arts is considered a terminal degree, as well.
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