Professional Education Faculty
Assessment Handbook
August 2015
Ithaca College
Professional Education Faculty
Assessment Handbook
The materials in this document are designed to supplement the Ithaca College Policy Manual
(http://www.ithaca.edu/policies/) and specific program information available from your
department chair and the ACTEC website (http://www.ithaca.edu/actec/).
Table of Contents
I. Conceptual Framework and Unit Governance ....................................................................................3
I.a. Introduction to Teacher Education at Ithaca College ............................................................................... 3
I.b. Vision and Mission: Ithaca College and the All-College Teacher Education “Unit” ........................ 3
I.c. Conceptual Framework: Goals and Standards ............................................................................................ 4
I.d. Unit Governance .................................................................................................................................................... 7
I.e. Plan for Evaluating Unit Operations ............................................................................................................... 9
II. Unit Assessment System ........................................................................................................................ 11
II.a. Unit Assessment System: Transition Points and Key Assessments ................................................ 11
II.b. Faculty Guide to Unit and Program Assessment in Taskstream ...................................................... 13
II.c. Ensuring That Assessments Are Fair, Accurate, and Consistent ...................................................... 14
II.d. System for Handling Candidates Who Have Not Met Unit Expectations ....................................... 15
II.e. Services and Supports Available to Candidates ..................................................................................... 16
III. Professional Qualities and Dispositions ......................................................................................... 17
III.a. Process For Evaluating Professional Qualities and Dispositions ................................................... 18
IV. Forms ........................................................................................................................................................... 20
IV.a. Template for Analysis of Unit Key Assessments ................................................................................... 21
IV.b. Conceptual Framework Addendum for Professional Education course syllabi ....................... 21
IV.c. Template for Additional Professional Disposition Rating (outside of cohort rating)............. 22
IV.d. Professional Improvement Contract ........................................................................................................ 25
V. Appendices .................................................................................................................................................. 26
V.a. ACTEC and Professional Education Unit Organizational Structure................................................. 26
V.b. Crosswalk of IC Program Standards with NYS Teaching Standards and Specialized
Professional Association Standards ................................................................................................................... 27
V.c. Crosswalk of IC Teacher Education Program Standards, NYS Teaching Standards, and
National Accreditation Standards ....................................................................................................................... 30
V.d. NCATE Unit Standards in Brief ..................................................................................................................... 32
V.e. Initial Certification Education Programs Unit Key Assessments Detailed by Program ........... 33
V.f. Advanced Certification Education Programs Unit Key Assessments Detailed by Program .... 39
V.g. Summary of Individual Program Assessments submitted for SPA/NCATE review ................... 41
V.h. Master List of Unit Professional Education Courses ............................................................................. 44
V.i. ACTEC Policy on Mentor/Cooperating Teachers for Student Teaching Internships ................. 49
V.j. 2015-2016 All-College Teacher Education Committee Member and Staff Contact Info ........... 50
V.k. Glossary ................................................................................................................................................................ 52
V.l. Helpful Websites ................................................................................................................................................. 56
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I. Conceptual Framework and Unit Governance
I.a. Introduction to Teacher Education at Ithaca College
Ithaca College maintains a longstanding commitment to educator preparation since its founding
in 1892 as the Ithaca Conservatory of Music. Today, Ithaca College provides robust programs
committed to excellence and equity in teacher education in three of the College’s five schools—
the schools of Music, Humanities and Sciences, and Health Sciences and Human Performance.
The All-College Teacher Education Committee (ACTEC), which reports to the provost and vice
president for educational affairs, governs teacher education across the schools and draws its
membership from each program. ACTEC has coordinated teacher education programs at Ithaca
College since 1966; in 2002–03 the committee initiated the development of a single conceptual
framework inclusive of the theoretical and philosophical perspectives common to all teacher
education programs on campus. Additional committee members include program coordinators
and the dean of each school in which a teacher education program is housed as well as those
faculty primarily responsible for teaching the courses common across programs. Leadership for
the committee is provided by the dean’s office of the School of Humanities and Sciences;
administrative support is provided by the Department of Education (Additional information on
the governance structure can be found in section I.d. and Appendix V.a).
All teacher education programs at Ithaca College are accredited by the National Council for
Accreditation of Teacher Education (NCATE). Additionally, SLPTC and Music Education are
accredited by their national professional associations (ASHA & NASM) and the undergraduate
programs in the School of H&S and the Department of HPPE are nationally recognized by their
specialized professional associations (SPAs). (See Appendix V.d for summary of NCATE
standards and SPAs listed in the glossary)
I.b. Vision and Mission: Ithaca College and the All-College Teacher Education “Unit”
INSTITUTION
Ithaca College’s vision and mission declare its intent to expand students’ academic and
professional understandings, to foster students’ commitment to be of service to others, and to
combine theory and practice.
Ithaca College Vision Statement
Ithaca College strives to become the standard of excellence for residential comprehensive
colleges, fostering intellect, creativity, and character in an active, student-centered learning
community.
Ithaca College Mission Statement
To provide a foundation for a lifetime of learning, Ithaca College is dedicated to fostering
intellectual growth, aesthetic appreciation, and character development in our students. The
Ithaca College community thrives on the principles that knowledge is acquired through
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discipline, competence is established when knowledge is tempered by experiences, and
character is developed when competence is exercised for the benefit of others.
TEACHER EDUCATION UNIT
Ithaca College’s professional education faculty in the schools of Music, Humanities and Sciences,
and Health Sciences and Human Performance prepare pre-service teachers to meet the goals of
knowledge, experience, and commitment to service articulated in the College’s mission
statement.
All-College Teacher Education Unit Vision Statement
We strive to prepare exemplary teachers and educational leaders who work collaboratively
with individuals and communities to create high-quality education for all.
All-College Teacher Education Unit Mission Statement
The All-College Teacher Education Unit at Ithaca College embraces the values of Knowledge,
Competence, and a Commitment to Service expressed in the Ithaca College Mission. Our mission
is to prepare teachers who possess knowledge and teaching competence in their respective
disciplines, who know how to work collaboratively and effectively with diverse communities of
students and families, and who are inspired and motivated by the belief that excellence and
equity in education are profoundly interdependent. To this end, Ithaca College teacher
educators guide candidates through carefully designed and supervised programs where theory,
research, and practice combine in order to provide them with solid foundations in the content,
professional, pedagogical, technological, relational, and cultural knowledge and experiences
needed in order to become engaged and effective teachers for all students in the 21st century.
I.c. Conceptual Framework: Goals and Standards
Students and faculty in Ithaca College teacher education programs participate in an active
learning community that emphasizes scholarship, teaching, and service. The teacher education
community fosters the acquisition and integration of liberal arts and professional knowledge
through disciplined study, critical thinking, research, and inquiry (Cochran-Smith & Zeichner,
2005). This knowledge, extended and refined by experience, develops teaching competence,
which, when exercised democratically in service to others, develops teachers who are informed
by a commitment to work effectively with and for all students, their families, and communities
(Ogulnick, 2000). Teacher education at Ithaca College thus reflects the institution’s longstanding
vision and commitment to excellence by valuing praxis—that is, the combination of theory and
performance (Freire, 1993)—and by nurturing the development of knowledge, competence, and
commitment to service. As a result, Ithaca College teacher education graduates possess a passion
for lifelong learning, a desire and ability to ignite this passion in others, and a commitment to
exercise this ability in democratic, culturally responsive teaching and service to others through
work with diverse students, families, and communities.
This philosophy is summarized in the Unit’s Conceptual Framework, a set of goals and standards
that the All-College Teacher Education Committee affirmed in 2005 (rev. 2007).
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THREE GOALS OF THE CONCEPTUAL FRAMEWORK
Knowledge. Ithaca College teacher education candidates will, through rigorous and disciplined
study in the liberal arts and professional programs, meet or exceed the New York State
learning standards and the New York State Regents requirements regarding content and
pedagogical knowledge in their respective areas of certification and meet or exceed the eight
common program standards that cross all Ithaca College teacher education programs.
Competence. Ithaca College teacher education candidates will develop competence in their
respective fields by taking their content and pedagogical knowledge into a variety of local and
regional public and private schools where, in carefully planned and supervised field
experiences, they will gain confidence in their own teaching and learning; learn to work
collaboratively in classrooms, schools, and communities; learn to work effectively with the
diversity of their students, their students’ families, and communities; learn to reflect critically
and systematically on their own teaching practice in order to improve it; learn to put their
students at the center of the learning process while maintaining standards of excellence; and
learn to value professional development and lifelong learning.
Commitment to Service. Ithaca College teacher education candidates will further develop their
newly acquired knowledge, competence, and leadership skills by engaging in critically
reflective practice; demonstrating, in their practice, a deep commitment to equity and
accountability; and modeling initiative and advocacy. Teacher education candidates will
develop the skills to build relationships with communities to support students’ learning.
These three goals are embedded in the eight Ithaca College Teacher Education Program Standards
(TEPS). These standards were developed in a collaborative process that incorporated input from
representatives from each teacher education program, who identified how their courses of study
addressed the three goals of the conceptual framework. This process insured that the standards
reflect the shared values and expectations of IC’s professional education faculty and
stakeholders. The standards have also been aligned with the New York State Teaching Standards,
the Specialized Professional Association Standards, and the NCATE Standards to enable the Unit
to assess the readiness of every teacher education candidate at Ithaca College (See Appendix V.b
and V.c for the alignment of TEPS with NYS and specialized association standards and national
association standards).
The framework’s shared vision and corresponding standards have guided the unit’s programs,
course development, teaching, assessments of candidate performance, scholarship, and program
evaluations in all three Schools in which teacher education programs are offered.
EIGHT STANDARDS OF THE CONCEPTUAL FRAMEWORK
1. Content Knowledge: Ithaca College teaching professionals demonstrate a rich, thorough
understanding of the content and skill knowledge, theories, and issues comprising their
disciplines.
2. Planning and Instruction/Implementation: Ithaca College teaching professionals are able to
plan and implement effective, developmentally appropriate lessons and curricula based upon
sound principles of content knowledge and skill development.
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3. Positive Learning Environment: Ithaca College teaching professionals create safe and
motivational learning environments that encourage all students to become actively involved.
4. Diversity: Ithaca College teaching professionals respect and possess knowledge of diversity
in its many forms and know how to use this competence to develop relationships, instruction,
schools, classrooms, communities, and experiences that help all students achieve their fullest
potential and function effectively and respectfully in a diverse world.
5. Technology: Ithaca College teaching professionals are able to effectively utilize technology to
enhance student learning and professional growth and development.
6. Assessment: Ithaca College teaching professionals demonstrate the ability to develop and
utilize a variety of assessment tools and techniques designed to evaluate student learning and
performance, provide feedback, and shape future lesson planning, programs, and curricula.
7. Collaboration and Outreach: Ithaca College teaching professionals foster positive
relationships with a variety of target groups (e.g., students, families, colleagues, local
community members, etc.) in order to promote and enhance the teaching and learning
environment.
8. Professional Development: Ithaca College teaching professionals engage in reflective practice
and continually seek to improve their knowledge base and effectiveness as teachers, make
positive contributions to the culture of their fields, and demonstrate the dispositions of an
emerging professional.
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ILLUSTRATION OF THE ITHACA COLLEGE TEACHER EDUCATION CONCEPTUAL FRAMEWORK
I.d. Unit Governance
ACTEC is responsible for unit operations in the areas of governance, planning, services and
procedures such as advising and admission, and resources that support the unit’s mission in
preparing candidates. Specifically, the charge of the committee is to:

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set general policy and procedures that ensure that all Ithaca College teacher education
programs meet or surpass the regulations of the New York State Education Department
and other related agencies and are in compliance with national accreditation standards;
review all new programs and substantial changes in curricular content related to policies
established by ACTEC;
monitor the unit assessment system for effectiveness and fairness and make
recommendations for the purposes of program improvement;
investigate and provide recommendations concerning ongoing developments in the field
of education; and
provide an annual review and “State of Teacher Education at Ithaca College Report” for
the provost and vice president for academic affairs.
In each of these areas, ACTEC works within the context of the College’s structures for ensuring
the quality of its programs and operations. Of particular note is a commitment to shared
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governance. In accordance with the College-wide curriculum process, ACTEC works
collaboratively with the faculties of the departments to ensure integration with the processes of
curricular proposal, review, and assessment set forth elsewhere in College policy.
Each of the unit heads—i.e., the deans of the three schools that offer teacher education
programs—has responsibility for unit operations in the areas of budget, personnel, and facilities
for the school’s respective programs. Deans are members of the College’s Institutional
Effectiveness and Budget Committee and thus are responsible for assessing resource needs and
making appropriate allocations to meet those needs. They also are responsible for staff and
faculty performance evaluations within their respective schools and play a pivotal role in the
College’s tenure and promotion process. When issues require broader input—as, for example,
when the need arises to update the Unit Calendar of Operations - ACTEC provides a forum for
discussion and resolution.
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I.e. Plan for Evaluating Unit Operations
Year-Round
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Faculty and departments assess candidates at the relevant transition points; program
coordinators and accreditation coordinator collect and input data for program and unit
improvement.
Departments gather course evaluation data.
Data from all sources are aggregated and disaggregated by ACTEC, the field experience
coordinator, and the accreditation coordinator, as appropriate, to be used for program
assessment reports, CAEP annual reports, Title II, PEDS, and other accreditation-related
reports.
Fall Semester
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Unit Head Team incorporates teacher education planning into the annual budget cycle.
Fall meeting of the Unit Education Advisory Committee & of Full ACTEC
Annual Program Assessment Reports of SLOs submitted to ACTEC by Nov 15.
December: ACTEC O.S. Data Retreat #1
Spring Semester
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January: Annual Meeting of the Teacher Education Unit (all professional education faculty)
Deans and departments conduct annual review of faculty.
[Tentative] January: ACTEC collects data on professional development activities and needs
from professional education faculty
Spring meeting of the Unit Education Advisory Committee & of Full ACTEC
April: annual NCATE/CAEP report submitted by accreditation coordinator
May: ACTEC O.S. Planning Retreat #2
Survey of alumni, employers, and community partners (every three years).
May & July: Exit survey of all graduating initial candidates
Summer

June ACTEC submits its “State of Teacher Education Report” to the provost
Preparation of SPA reports, as necessary
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EAC: Educational Advisory Council
ACTEC OS: All College Teacher Education Committee - Operations Subcommittee
(ACTEC OS meets weekly or bi-weekly throughout the academic year)
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II. Unit Assessment System
II.a. Unit Assessment System: Transition Points and Key Assessments
The All-College Teacher Education Unit employs an assessment system to ensure the quality of
all teacher education candidates. Building upon our past practice, New York State mandates,
recommendations from our 2004 RATE accreditation, and the requirements of our professional
organizations, ACTEC began to compile the current version of the unit assessment plan in April
2011. The unit-wide transition points for initial and advanced education programs were
approved by ACTEC in December 2011 (see tables on following page).
Our unit assessment system is comprised of specific unit key assessments (e.g., ePortfolios) that
provide information for use in monitoring candidate performance and managing and improving
programs. Unit key assessments are assessments that happen across the unit that candidates
must successfully complete to progress through individual programs and unit transition points.
Transition points are important times or “gates” within a program when we assess the
knowledge, skills and professional dispositions of our candidates to be sure they are ready to
proceed to the next stage of the program (i.e., student teaching). At each transition point,
professional education faculty members evaluate candidates’ completion of the requisite
assessments and, as appropriate, recommend them for progression to the next phase of the
program or for program completion. These transition points, and the key assessments that
comprise them, happen at different times during the academic year depending on the program.
For example, Admission to Professional Education for graduate students in either an initial
certification or advanced program overlaps with admission to the institution; for undergraduate
students, this transition point typically occurs during the sophomore year.
In the interest of transparency and fairness, these key assessments and transition points are
shared with candidates in their professional education courses, student teaching handbooks,
department websites, and during orientations, etc. The system is organized to give our
candidates clear expectations for the rigor and requirements of each program as well as to help
the programs track the progress of their candidates and intervene if candidates need support or
counseling out of a program if they cannot successfully meet expectations.
Program coordinators collect unit assessment data to share with ACTEC and the accreditation
coordinator. ACTEC analyzes this data during an annual planning retreat in order to help set the
agenda for the coming year and to ensure the continuous improvement of our programs. The
assessment data is used to examine how well candidates are meeting the eight TEPS within
programs and across the unit to continually refine assessments and improve programs.
Each program also has mapped a detailed version of each transition point assessment for its
candidates, showing alignment between the key assessments and the Ithaca College Teacher
Education Program Standards, through which the unit goals of developing knowledge,
competence, and a commitment to service are accomplished. (See Appendix V.e and V.f for a
program-by-program alignment between assessments and standards.) The coursework and
requirements included in this plan and necessary for completion of each education program
degree are described in detail in the Ithaca College Undergraduate Catalog and Graduate Catalog.
(See www.ithaca.edu/catalogs for links to each.)
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UNIT-WIDE TRANSITION POINTS FOR INITIAL CERTIFICATION EDUCATION PROGRAMS*
Key Assessments
Transition
Points
Admission to
Professional Education
Admission to
Student Teaching/
Externship
Completion of
Student Teaching/
Externship
Completion of
Program
Meet minimum GPA
requirements
Meet minimum GPA
requirements
Meet minimum
GPA requirements
Meet minimum
GPA requirements
Complete all required
coursework
Complete all
required
coursework
Complete all
required
coursework
Complete all
program
coursework
Demonstrate
proficiency in written
language
Complete
fieldwork/
clinical practicum
Meet expectations
of all student
teaching/
externship
evaluations
Final e-portfolio
review
Recommendation of
faculty
Meet expectations
of professional
qualities and
dispositions
evaluation
Meet expectations
of professional
qualities and
dispositions
evaluation
UNIT-WIDE TRANSITION POINTS FOR ADVANCED PROGRAMS*
Key Assessments
Transition Points
Admission to Program
Midpoint Assessment
Completion of Program
Meet minimum GPA
requirements
Complete all coursework
requirements
Compete all program
coursework
Complete all required
coursework
Meet expectations of
professional qualities and
dispositions evaluation
Meet expectations of
professional qualities and
dispositions evaluation
(Advanced HPPE programs
only)
(Advanced HPPE programs only)
Final e-portfolio review
Recommendation of
faculty
Complete comprehensive
exam requirements
*Appendix V.e and V.f contains charts illustrating how each program implements the unit assessment system
including alignment to the IC TEPS.
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II.b. Faculty Guide to Unit and Program Assessment in Taskstream
The College and teacher education programs began using Taskstream for program assessment in
the fall of 2013, and the majority of our unit key assessments and SPA program key assessments
are evaluated in the system to help streamline data collection and analysis. Program
coordinators and the accreditation coordinator also track candidate progress through transition
points using a Taskstream form.
Helpful Student & Faculty Guides:
To access your Taskstream account, login to
MyHome and click on the Taskstream icon
on the left:
ITS Training & Documentation for
Taskstream users:
http://www.ithaca.edu/its/traindoc/taskstr
eam/
ITS tutorial for how to grade a rubric in
Taskstream:
http://www.youtube.com/watch?v=Ku8q4i
l7HTQ&feature=youtu.be
ITS tutorial for how to upload and submit
assignments for students:
http://www.youtube.com/watch?v=HWUM
_6F9eDc
If you have any questions about training for
you or your students contact the ITS
Training & Documentation Coordinator at
atabone@ithaca.edu
For basic tech support (login issues,
compressing video etc.) please contact
Taskstream mentoring services at
help@taskstream.com or call the ITS
helpline at 274-1000
For questions regarding program DRFs
(student/faculty enrollment, unit or
program key assessments, rubrics, or the
Unit Transition Point Tracking form) contact
the accreditation coordinator at
mrumney@ithaca.edu
For questions regarding edTPA DRFs, the
Field Experience Tracking form, or Mentor
Teacher Student Teaching Eval forms
contact the field experience
coordinator/edTPA coordinator at
ehess@ithaca.edu
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II.c. Ensuring That Assessments Are Fair, Accurate, and Consistent
Because professional responsibility, collaboration, reflective practice, and equity are core values
of Ithaca College’s teacher education programs, being transparent about the unit assessment
system is of prime importance. We wish to ensure that we are applying standards fairly and
assessing candidates impartially across the unit consistently.
There are several ways this happens. For example, candidates are asked to participate in the
assessment process by submitting self-evaluations when suitable and assessment rubrics are
posted in Taskstream for unit and SPA key assessments. All program requirements and
transition point assessments are available on the ACTEC and departments’ websites. Multiple
faculty members are engaged in transition point assessments and professional qualities and
dispositions ratings, and assessment software is utilized to ensure consistency in the entering,
analysis, and reporting of candidate performance data. Consistent with College policy as stated in
the catalog, candidates and faculty members throughout the College’s teacher education
programs have opportunities to request that concerns and/or petitions be reviewed.
In order for the candidate assessments to be fair, accurate, and consistent, the unit focused
efforts on developing assessment rubrics that can be applied to all candidates. First, each
program designed assessments for the eight TEPS; next, program coordinators met together to
develop common descriptors for rubrics and built these into the assessment software used by IC.
Professional education faculty require candidates to upload assignments into the assessment
platform, so that these rubrics can be applied consistently across assignments, and data can be
generated for the whole unit. Reports drawn from this assessment data are shared annually
during faculty meetings and are included in annual department self-assessment reports; they
also are shared with each program’s dean’s office.
Additionally, the following strategies are also used to ensure fairness and equity in assessment
across the unit:
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Alignment of unit assessments and class assignments to standards
Indicating standards assessed on syllabi, assignments and evaluations (see form IV.b &
ACTEC website for syllabi addendum template)
Including the professional qualities and dispositions process and instruments in student
teaching handbooks and department websites, and providing them to students enrolled in
education courses
Preparation of cooperating mentor teachers and candidates that includes three way
conferences prior to placement to review all procedures and requirements and to discuss the
timeline of responsibilities
Continued contact and communication between candidates, college supervisors, and
cooperating mentor teachers throughout student teaching placements
Publishing guidelines for candidate, mentor teacher, and college supervisor responsibilities
in student teaching handbooks, which are also posted on department websites
The ACTEC Policy on Mentor/Cooperating Teachers (see appendix V.i)
Multiple observations of candidates by college supervisors and cooperating mentor teachers.
Monitoring of the unit assessment system for fairness by ACTEC as part of their regular
evaluation of data and processes
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II.d. System for Handling Candidates Who Have Not Met Unit Expectations
In the event that a candidate fails to satisfactorily complete the assessments, a number of
procedures are in place to ensure that the candidate has opportunity for review and remediation,
as appropriate. If a candidate fails to satisfactorily meet expectations on one or more of the
required assessments at a transition point, the appropriate program faculty committee notifies
the candidate, identifying the outcome of the review and the nature of the performance concerns.
During a conference with the candidate, the faculty committee articulates conditions that must
be met prior to subsequent review. A professional improvement contract is generated on the
basis of this meeting and is signed by the candidate and faculty present; the contract must
include a date by which the follow-up review will occur and by which the conditions must be
met. If the concerns are deemed to be minor, the faculty committee may decide to allow the
candidate to progress to the next phase of the program conditionally. If the subsequent review is
satisfactory, the candidate may continue in the program. If the results of the subsequent review
fail to demonstrate that the candidate has met the conditions, then he or she will not be
permitted to progress.
Candidates who disagree with the results of a transition point review or a subsequent review
may follow the College procedure related to petitions in order to have the decision reconsidered.
In accordance with College procedure, the candidate should first communicate his or her
concerns about the outcome of the review to the faculty review committee. If a satisfactory
resolution is not developed in collaboration with the faculty committee, the candidate should
follow the procedure identified in the Ithaca College Catalog, as follows.
FOR UNDERGRADUATE STUDENTS:
Each currently enrolled undergraduate student has the right to petition the provost to waive any
of the all-College academic regulations and to review any other academic problem that has not
been resolved first by the instructor, or subsequently by the department chair, and then by the
dean.
The student should submit a written petition to the dean with a copy to the department chair
and the faculty member involved. The dean sends the petition to the provost, along with his or
her recommendation. Each petition is considered by the provost on an individual basis and is
decided based on the facts that pertain to the individual student’s situation. When it is
appropriate and feasible, the provost consults with the individuals involved before making a final
decision.
FOR GRADUATE STUDENTS:
Each currently enrolled graduate student has the right to petition to waive any of the all-College
academic regulations and to review any academic problem that has not been resolved first by the
instructor or subsequently by the chair, and then by the dean of the school.
To petition for either purpose, the student submits a written petition to the School dean, with
copies to the graduate chair, and the faculty member involved. The School dean sends the
petition to the provost, along with his or her recommendation. Each petition is considered by the
provost on an individual basis and is decided based on the facts that pertain to the particular
15
student’s situation. Where appropriate and feasible, the provost will consult with the individuals
involved before making a final decision. While a decision on appeal is pending, the student may
continue to take courses in the program, except for clinical or fieldwork courses.
II.e. Services and Supports Available to Candidates
At Ithaca College we pride ourselves on the many support services available to all students,
including teacher education candidates. All students at the College are assigned a faculty advisor
in their major course of study to assist with their educational path, and each dean’s office has
professional staff dedicated to coordinating that effort across departments. Tutoring is available
to students through several entities on campus, including Tutoring Services, the Writing Center,
and the Math Tutorial Room. For students with documented disabilities, the Office of Student
Accessibility Services provides consultation, advocacy, and testing accommodations. The three
centers that comprise the Office of Counseling and Wellness - the Center for Counseling and
Psychological Services, the Center for Health Promotion, and the Center for LGBT Education,
Outreach and Services—offer professional relationships and support services that empower
diverse individuals and groups to achieve mental health, wellness, and educational goals. Finally,
the Office of Career Services assists students with choosing a major, exploring career paths, and
searching for employment.
Each teacher education program provides support specific to its disciplines and curricula to
ensure that every candidate has the opportunity to meet the high standards set by the unit. And,
like other departments at the College, education programs partners with the Office of Student
Accessibility Services to ensure that candidates with documented disabilities receive the
accommodations to which they are entitled.
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III. Professional Qualities and Dispositions
A hallmark of teacher preparation at Ithaca College is our expectation of the professionalism
needed to support learning and development for all students. Professional qualities and
dispositions refer to attitudes, values, and beliefs demonstrated through both verbal and nonverbal behaviors as educators interact with students, families, colleagues, and communities.
These positive behaviors support student learning and development.
For initial programs, the assessment of professional dispositions takes place at the second and
third transition points of the unit assessment system and involves the systematic review of every
candidate for areas of concern. The instrument, drawn from the unit mission statement and
conceptual framework, includes 15 common items, categorized under three main headings;
individual programs may add to these items to reflect the unique character of their disciplines
and to meet the requirements of other professional associations. The Professional Qualities and
Dispositions process and instruments are shared with students and cooperating mentor
teachers, published in student teaching handbooks and posted on department websites.
Ithaca College’s Professional Dispositions for teacher education candidates are as follows:
I. Professional Responsibility Overall Rating:
1. Maintains a professional appearance; dresses according to program and school guidelines.
2. Arrives on time for classes, field-based experiences, and meetings.
3. Prepares fully for classes, field-based experiences, and meetings; submits assignments and
reports on time.
4. Demonstrates high expectations that are developmentally, culturally, and pedagogically
appropriate for each individual learner.
5. Abides by college, school, department, program, field placement, and professional
association
policies and procedures.
II. Collaboration and Communication Overall Rating:
1. Fosters positive relationships & collaborates with a variety of target groups (e.g.: students,
families, colleagues, local community members, etc.) as appropriate.
2. Treats others with dignity, respect, & fairness.
3. Speaks and writes clearly, effectively, & appropriately.
4. Maintains professionally appropriate etiquette in all forms of electronic communication.
5. Respects privacy & confidentiality of information where appropriate.
III. Professional Development and Reflective Practice Overall Rating:
1. Engages in reflective practice.
2. Responds well to feedback.
3. Demonstrates resourcefulness in teaching.
4. Engages in positive problem solving when challenges arise.
5. Seeks out & participates in professional development opportunities.
III.a. Process For Evaluating Professional Qualities and Dispositions
The evaluation of Professional Qualities and Dispositions occurs two times for every candidate in
the unit assessment plan: at the Admission to Student Teaching/Externship transition point, and
at the Completion of Student Teaching/Externship transition point. Each of the three above listed
categories—I. Professional Responsibility, II. Collaboration and Communication, and III.
Professional Development and Reflective Practice—is rated as met or not met. A candidate must
meet expectations for each item listed under each category to receive a rating of met for that
overall category.
The process begins with the review of each cohort at the transition point for areas of concern by
the professional education faculty at a department meeting, professional dispositions subcommittee meeting, program retreat etc. using a Taskstream rubric. All candidates for whom
there are no areas of concern identified are deemed to be meeting expectations in each category,
with no further action taken. Any candidates not meeting all expectations are identified within
the Taskstream rubric and the specific area(s) of concern are also noted in the rubric. The
individual rating form (IV.c) found within this handbook and on the ACTEC website may be used
as well at any time in a candidate’s career to articulate an area of concern also. The specific
area(s) of concern are indicated on the individual form by the evaluators, along with any
appropriate commentary, and is shared with the candidate. If an additional rating form beyond
the two unit assessment points is used and necessitates a contract, please follow the
communication strategy outlined below.
Upon the identification of an area of concern, a program representative will consult with faculty,
community partners, and site supervisors as needed to develop a professional improvement
contract. The contract will indicate any areas of concern, the specific actions to be taken by the
candidate and any applicable supports such as professional advising or counseling, as well as a
timeline for action and follow up review (see form IV.d for template). The candidate and the
appropriate program representative meet to discuss the concerns and plan to remedy them; at
that meeting, they each sign the contract. This contract should be attached to the candidate’s
professional disposition rating rubric in Taskstream. If a contract needs to be drawn up prior to
or after the cohort rating it should be attached to the candidate’s unit assessment tracking form
in the Taskstream Teacher Education DRF.
If the area of concern is improved upon and the follow up review is satisfactory the candidate
continues in the program as planned. If a candidate does not adequately meet expectations of the
follow up review, the candidate will be removed from the program. Progress and follow up
actions should be noted in a candidate’s Unit Assessment Tracking form in Taskstream.
Communication Strategy for Candidates of Concern
a) Program coordinators will notify the Accreditation Coordinator of any candidate on a
contract and attach the contract to the candidate's Taskstream record. Do not release
Taskstream evaluations to candidates until a meeting has been held to discuss the
expectations of any contracts drawn up.
b) Prior to confirming candidates’ field placements, the Field Experiences Coordinator
will review the candidates on contracts and communicate with the program
coordinators if there are any candidates who rise to the level of a concern that could
have an impact on field experience.
18
c) EDUC faculty who teach EDUC 21010 Educational Psychology, EDUC 22900 Second
Language Acquisition, EDUC 23900 Educating Candidates with Special Needs, EDUC
34000 Social and Cultural Foundations of Education, and EDUC 21910 Early Field
Experience and faculty and staff who coordinate Zero Credit workshops will notify the
Chair of the Education Department if there are any candidates who raise significant
concerns related to professional dispositions.
d) If the candidate of concern is outside of H&S, the Education Department chair will
relay the information about the candidate of concern to the appropriate program
coordinator. The chair and the program coordinator will together determine if a
contract is appropriate.
e) Program coordinators will notify the Accreditation Coordinator if candidates are
removed from contracts.
19
Professional Dispositions Evaluation Schedule
Each program evaluates a cohort twice. For Initial Programs this is centered around when
candidates student teach (once for the Admission to Student Teaching/Externship Transition
point and once for the Completion of Student Teaching/Externship).
When Initial Programs’ Student Teaching placements typically happen:
Health Promotion & Physical Education Programs (HPPE): Fall or Spring Semester of Senior year
Humanities & Sciences Undergraduate Programs (H&S UG): Spring of Senior year
Humanities & Sciences Graduate Programs (H&S Grad): Spring semester of program
Music Education Programs (MUED): Junior Student teaching happens throughout Fall & Spring of Junior
year, Senior Student teaching occurs during either block 1, 2 or 4 of Senior year
Speech-Language Pathology with Teaching Certificate program (SLPTC): Fall 2 for Integrated Students,
Spring 2 for Traditional Students
Fall Semester
August
Spring Semester
January
1st
H&S UG Senior cohort
(Prior to Spring Student Teaching)
1st H&S GR
(Prior to Spring Student Teaching)
September
October
February
1st HPPE GR
November
December
1st HPPE UG Senior Cohort Candidates
that have Spring Student Teaching
placements (at completion of
Curriculum & Methods Course)
2nd HPPE UG Senior Cohort Candidates
(After Fall Student Teaching)
March
April
2nd HPPE GR
May
1st HPPE UG Junior Cohort Candidates that
have Fall Student Teaching placements (at
completion of Curriculum & Methods Course)
2nd HPPE UG Senior Cohort Candidates (After
Spring Student Teaching)
2nd
2nd H&S UG Senior Cohort
(After Spring Student Teaching)
1st
2nd H&S GR
(After Spring Student Teaching)
SLPTC Integrated students
(Fall 2)- Completion of Externship
SLPTC traditional students
Admission to Externship (Prior to
Spring Externships)
1st MUED Sophomore cohort
(Prior to Junior Student Teaching)
2nd MUED JR cohort
(After Junior Student teaching and prior to
Senior Student Teaching)
1st SLPTC Integrated students Admission to
Externship (Prior to Fall Externships)
2nd SLPTC Traditional Students (2nd spring)
Completion of Externship
IV. Forms
All the forms below may also be found on http://www.ithaca.edu/actec/.
20
IV.a. Template for Analysis of Unit Key Assessments
ACTEC UNIT KEY ASSESSMENT REPORT
School:
Department:
Program(s):
Semester and Year Administered:
Name of Unit Key Assessment:
Course Administered (if applicable):
Program and/or Professional Standards Assessed:
Brief Description of Assessment:
Assessment Outcomes with Data Chart(s):
Analysis of Results: (e.g., candidate strengths, weaknesses, trends observed; interpretation of
what these results mean for the program)
Use of Assessment Results for Continuous Improvement:
(Describe how ACTEC and/or program faculty can use these data to improve candidate
performance and the program. What actions are being taken or are planned as a result of this
assessment?)
last rev. August 2013
IV.b. Conceptual Framework Addendum for Professional Education course syllabi
We will include this language on syllabi to be transparent about expectations for our students
regarding the updated NYS teaching standards and be sure we are referring to the Conceptual
Framework’s goals and program standards across campus consistently. This addendum can be
pasted to the end of a syllabus for professional education courses.* Please see the sample below
and include:
21
•The two paragraphs explaining the ACTEC mission and Unit Conceptual Framework
•The Ithaca College Teacher Education Program Standards (Please bold the relevant
standards aligned to your professional ed course.)
•The corresponding NYS teaching standards. (See the alignment map provided at end of
this document for the NYS standards. Also, not every single aligned NYS standard may be
addressed in a particular course; please include those that make sense for yours.)**
*See master list of professional education courses in appendix V.h that follows
**See NYSED's website for the current New York State Teaching Standards and for additional
information regarding the standards:
www.highered.nysed.gov/tcert/resteachers/teachingstandards.html
--------------------------------------------------------------------------------------------------------------------------------------------All-College Teacher Education Mission
The All-College Teacher Education Unit at Ithaca College embraces the values of Knowledge, Competence,
and Commitment to Service. Our mission is to prepare teachers who possess knowledge and teaching
competence in their respective disciplines, who know how to work collaboratively and effectively with
diverse communities of students and families, and who are inspired and motivated by the belief that
excellence and equity in education are profoundly interdependent. To this end, Ithaca College teacher
educators guide candidates through carefully designed and supervised programs where theory, research,
and practice combine in order to provide them with solid foundations in the content, professional,
pedagogical, technological, relational, and cultural knowledge and experiences needed in order to become
engaged and effective teachers for all students in the 21st century.
The values and commitments found in the Unit’s Conceptual Framework are embedded in the following
Ithaca College Teacher Education Program Standards. These eight Standards, when aligned with the New
York State Teaching Standards and the Specialized Professional Association Standards, ensure that the
All-College Teacher Education Unit’s goals of Knowledge, Competence, and Commitment to Service are
attained. The Ithaca College Teacher Education Program Standards reflect the shared values and
expectations of our teacher education faculty and stakeholders and are used to assess the readiness of
every teacher education candidate at Ithaca College.
[Include the Ithaca College Teacher Education Program Standards here]
[List the New York State Teaching Standards addressed in this course]
[OPTIONAL example for indicating course alignment of standards]
Aligned Standards
IC TEPS
NYS Teaching Standards
ASHA, NASPE, NASM, etc. as
applies
Standard 3 - Positive Learning
Environment
I.1, III.1, IV.1, IV.2, IV.3, IV.4
Etc.
IV.c. Template for Additional Professional Disposition Rating (outside of cohort rating)
This template should be used as needed to assess the candidate outside of the typical cohort rating time,
or for an informal self- evaluation. (The transition point cohort ratings are completed in Taskstream.) It is
expected that departments will meet with all candidates who do not meet expectations and provide them
22
with a professional improvement contract (IV.d). The completed template and contract should be
attached to a candidate’s unit assessment tracking form in the Teacher Education DRF within Taskstream.
Teacher Education Program Professional Qualities and Dispositions Rating Form
Student____________________________
Program______________________________
Evaluator __________________________
Date_________________________________
This form can be used for an area of concern at any point of the program.
Directions: Please assess these attributes and indicate which specific area(s) are of concern by
indicating not met. A candidate must meet expectations for each item listed to receive a rating of
met for the overall disposition.
I. Professional Responsibility
Please indicate
Not Met
in any areas of
concern below:
1. Maintains a professional appearance; dresses according to program and
school guidelines.
2. Arrives on time for classes, field-based experiences, and meetings.
3. Prepares fully for classes, field-based experiences, and meetings; submits
assignments and reports on time.
4. Demonstrates high expectations that are developmentally, culturally,
and pedagogically appropriate for each individual learner.
5. Abides by college, school, department, program, field placement, and
professional association policies and procedures.
Overall Rating for I. Professional Responsibility
Met / Not Met
Comments:
II. Collaboration and Communication
Please indicate
Not Met
in any areas of
concern below:
1. Fosters positive relationships and collaborates with a variety of target
groups (e.g.: students, families, colleagues, local community members, etc.)
23
as appropriate.
2. Treats others with dignity, respect, and fairness.
3. Speaks and writes clearly, effectively, and appropriately.
4. Maintains professionally appropriate etiquette in all forms of electronic
communication.
5. Respects privacy and confidentiality of information where appropriate.
Overall Rating for II. Collaboration and Communication
Met / Not Met
Comments:
III. Professional Development and Reflective Practice
Please indicate
Not Met
in any areas of
concern below:
1. Engages in reflective practice.
2. Responds well to feedback.
3. Demonstrates resourcefulness in teaching.
4. Engages in positive problem solving when challenges arise.
5. Seeks out and participates in professional development opportunities.
Overall Rating for III. Professional Development and Reflective Practice
Met / Not Met
Comments:
24
IV.d. Professional Improvement Contract (to be used for Professional Disposition concerns
or other issues requiring remediation)
Professional Improvement Contract
[Indicate Program Name]
Student: ____________________________________________
Department Chair, Program Coordinator, or Faculty Member:
___________________________________________________
Knowledge, Skill, or Professional Qualities Area(s) of Concern:
Remedial Action Plan:
Timeline for Action and Next Review:
Date Plan Initiated: ___________________________
Department Chair, Program Coordinator or Faculty Signature as appropriate:
____________________________________________
I understand that I must successfully complete the action plan explained above in order to continue in my
teacher education program.
Student Signature: ____________________________
-----------------------------------------------------------------------------------------------------------------------------------Date Plan Successfully Completed: ____________
Department Chair, Program Coordinator, or Faculty Signature:________________________________
Cc: advisor, accreditation coordinator
Attach to candidate’s Taskstream tracking form.
25
V. Appendices
V.a. ACTEC and Professional Education Unit Organizational Structure
Provost
All-College Teacher Education Committee (ACTEC)
Chair: H&S Associate Dean (designee of the H&S Dean)
Unit Head Team
School of Health Sciences &
Human Performance
Unit Head: Dean
School of
Humanities & Sciences
Primary Unit Head: Dean
Department of Health Promotion
& Physical Education
Department of Education
Initial Certification Programs:
•Adolescence Education MAT
•Childhood Education MS
•Health Education BS
•Physical Education BS
•Health & Physical Education BS
Advanced Certification
Programs:
•Health Education MS
•Physical Education MS
Department of Speech Language
Pathology & Audiology
Initial Certification Program:
•Speech-Language with Teacher
Certification MS
Initial Certification Programs:
Academic Department-based
Programs with Initial
Certification:
•Art Education BA
•Biology BA
•Chemistry BA, BS
•English BA
•French BA
•German BA
•Mathematics BA
•Mathematics-Computer Science
BS (new admission suspended)
•Physics BA
•Social Studies BA
•Spanish BA
School of
Music
Unit Head: Dean
Department of Music Education
Initial Certification Programs:
•Music Education BM
•Performance & Music
Education BM
Advanced Certification
Programs:
•Music Education MM
•Music Education MS
26
V.b. Crosswalk of IC Program Standards with NYS Teaching Standards and Specialized Professional Association Standards
Ithaca College Teacher
Education Program
Standards
Standard 1: Content
Knowledge
Ithaca College teaching
professionals demonstrate a
rich, thorough
understanding of the content
and skill knowledge,
theories, and issues
comprising their disciplines.
Standard 2: Planning and
Instruction/Implementation
Ithaca College teaching
professionals are able to
plan and implement
effective, developmentally
appropriate lessons and
curricula based upon sound
principles of content
knowledge and skill
development.
Standard 3: Positive Learning
Environment
Ithaca College teaching
professionals create safe and
motivational learning
environments that
encourage all students to
become actively involved.
New York State
Teaching
Standards
2011
II.1, II.2, II.5
AAHE
2008
ACEI
2007
ACTFL
2002
NAEA
2009
NASPE
2008
NCTE
2012
NCTM
2012
NCSS
2004
NSTA
2003
I.A, II.A,
III.B, III.C,
III.D, V.A,
V.B, V.C
1.0, 2.1,
2.2, 2.3,
2.4, 2.5,
2.6, 2.7,
3.1, 3.2,
3.3, 3.4,
3.5, 5.1
1a, 1b, 2a,
2c, 3a, 3b,
4a, 4b
I, II, IV,
V
3.1, 3.2, 4.1
I.1, II.2,
III.1, III.6,
V, VI.2
3b, 4a
1.1, 1.2,
1.3, 1.4,
1.5, 1.6,
1.7, 1.8,
1.9, 1.10,
2.1, 2.2,
2.3, 2.4,
2.5
1a, 1b,
1c, 1d,
1e, 2,
2b, 3,
4, 5,
6, 7
I.3, I.4, I.6, II.3,
II.4, II.6, III.2,
III.3, III.4, III.5,
III.6
I.A, III.B,
III.D, IV.A,
IV.B, V.A,
V.B, V.C
1.0, 2.1,
2.2, 2.3,
2.4, 2.5,
2.6, 2.7,
3.1, 3.2,
3.3, 3.4,
3.5, 4.0
1a, 1b, 1c,
2a, 2b, 2c,
3a, 3b, 4a,
4b, 4c
I, II, III,
IV, V
4.1
I.2, III.1,
III.2, III.3,
III.5, IV.1,
IV.3, IV.4,
V.1, V.2,
V.4, VI.1
3a, 3c, 3e,
3g, 4b, 4e,
6c
1.1, 1.2,
1.3, 1.4,
1.5, 1.6,
1.7, 1.8,
1.9, 1.10,
2.1, 2.2,
2.3, 2.4,
2.5
2, 3a, 3b,
5a, 5b, 5c,
5d, 5e, 6,
6a, 8b
I.1, III.1, IV.1,
IV.2, IV.3, IV.4
IV.B, IV.C
1.0, 2.1,
3.1, 3.2,
3.3, 3.4,
3.5, 5.1,
5.2
1a, 1b, 1c,
2a, 2b, 2c,
3a, 3b,
I, II
4.4, 4.5, 4.6
I, II, IV.2,
V, V.2,
VI.1
3a, 3b, 3d,
3e, 3g, 4a,
4d, 5a, 5b
2, 3, 5a,
5b, 5c, 5d,
5e, 5f, 9a,
9c,
27
Ithaca College Teacher
Education Program
Standards
Standard 4: Diversity
Ithaca College teaching
professionals respect and
possess knowledge of
diversity in its many forms
and know how to use this
competence to develop
relationships, instruction,
schools, classrooms,
communities, and
experiences that help all
students achieve to their
fullest potential and function
effectively and respectfully
in a diverse world.
Standard 5: Technology
Ithaca College teaching
professionals are able to
effectively utilize technology
to enhance student learning
and professional growth and
development.
Standard 6: Assessment
Ithaca College teaching
professionals demonstrate
the ability to develop and
utilize a variety of
assessment tools and
techniques designed to
evaluate student learning
and performance, provide
feedback, and shape future
lesson planning, programs,
and curricula.
Standard 7: Collaboration &
Outreach
Ithaca College teaching
professionals foster positive
relationships with a variety
of target groups (e.g.,
students, families,
colleagues, local community
members, etc.) in order to
promote and enhance the
teaching and learning
environment.
New York State
Teaching
Standards
2011
I.2, I.3, I.5, II.4,
III.3
AAHE
2008
ACEI
2007
ACTFL
2002
NAEA
2009
III.B, IV.A,
IV.B, IV.C
1.0, 2.1,
3.1, 3.2,
3.4, 3.5,
4.0, 5.2
3a, 3b, 6b
II, III, V
3.5, 3.6,
5.1, 5.2
IV.4, V.2,
V.3, VI,
VI.2
3c, 4c, 4d
1.1
5b, 5e
II.3, II.6, III.5,
VII.4
III.B, III.D,
IV.A, IV.B,
IV.D, V.A,
V.B, V.C,
V.D
1.0, 2.1,
2.2, 2.3,
2.4, 2.5,
2.6, 2.7,
3.1, 3.4,
3.5
1a, 1c, 2a,
4b, 4c
VI
3.6, 5.1, 5.2
I.2, II.1,
II.3, IV.1,
V.4
3c, 4e
1.8
5d
V.1, V.2, V.3, V.4,
V.5
IV.D, V.C,
V.D
1.0, 2.1,
2.2, 2.3,
2.4, 2.5,
2.6, 2.7,
4.0
5a, 5b, 5c
V, VII
5.1, 5.2, 5.3
III.2,
III. 4, IV.2,
V, V.3
3f, 3g, 5a, 5c
VI.1, VI.2, VI.3,
VI.4, VI.5
VI.C, VII.B,
VII.C, VII.D,
VIII.B
1.0, 3.1,
3.2, 5.1,
5.2
X, XI
NASPE
2008
NCTE
2012
VII, VII.1,
VII.2
NCTM
2012
NCSS
2004
NSTA
2003
8a, 8b, 8c
9a, 9b, 9c,
10d
28
Ithaca College Teacher
Education Program
Standards
Standard 8: Professional
Development
Ithaca College teaching
professionals engage in
reflective practice and
continually seek to improve
their knowledge base and
effectiveness as teachers,
make positive contributions
to the culture of their fields,
and demonstrate the
dispositions of an emerging
professional.
New York State
Teaching
Standards
2011
VII.1, VII.2, VII.3,
VII.4
AAHE
2008
IV.D, VIII.D
ACEI
2007
5.1
ACTFL
2002
1a, 1b, 1c,
2b, 2c, 6a,
6b
NAEA
2009
XI, XII,
XIII
NASPE
2008
6.1, 6.3
NCTE
2012
VII.2
NCTM
2012
6a, 6b, 6c
NCSS
2004
NSTA
2003
10a, 10b,
10c,
29
V.c. Crosswalk of IC Teacher Education Program Standards, NYS Teaching Standards, and National Accreditation Standards
Ithaca College Teacher Education Program Standards
New York State
Teaching
Standards
ASHA 2014
NASM 2012
2011
Standard 1: Content Knowledge
Ithaca College teaching professionals demonstrate a rich,
thorough understanding of the content and skill knowledge,
theories, and issues comprising their disciplines.
II.1, II.2, II.5
IV A, B, C
VII: A, B, C, D, F
VI: B, C,
J-3(a), (b)
Standard 2: Planning and Instruction/
Implementation
Ithaca College teaching professionals are able to plan and
implement effective, developmentally appropriate lessons and
curricula based upon sound principles of content knowledge and
skill development.
I.3, I.4, I.6,
II.3, II.4,
II.6, III.2,
III.3, III.4,
III.5, III.6
IV D
VB
Standard 3: Positive Learning Environment
Ithaca College teaching professionals create safe and motivational
learning environments that encourage all students to become
actively involved.
I.1, III.1,
IV.1, IV.2,
IV.3, IV.4
VB
J-3(a), (b)
Standard 4: Diversity
Ithaca College teaching professionals respect and possess
knowledge of diversity in its many forms and know how to use
this competence to develop relationships, instruction, schools,
classrooms, communities, and experiences that help all students
achieve to their fullest potential and function effectively and
respectfully in a diverse world.
I.2, I.3, I.5,
II.4, III.3
IV B, C, D
V F, B
VI: A-1,
Standard 5: Technology
Ithaca College teaching professionals are able to effectively utilize
technology to enhance student learning and professional growth
and development.
II.3, II.6,
III.5, VII.4
IV B, C, D
VII: E.
VII: A, B, C, D, F
VI: B, C,
J-3(a), (b), (c)
J-3(a), (b)
J-3(a), (b)
30
Ithaca College Teacher Education Program Standards
New York State
Teaching
Standards
ASHA 2014
NASM 2012
2011
Standard 6: Assessment
Ithaca College teaching professionals demonstrate the ability to
develop and utilize a variety of assessment tools and techniques
designed to evaluate student learning and performance, provide
feedback, and shape future lesson planning, programs, and
curricula.
Standard 7: Collaboration & Outreach
Ithaca College teaching professionals foster positive relationships
with a variety of target groups (e.g., students, families, colleagues,
local community members, etc.) in order to promote and enhance
the teaching and learning environment.
V.1, V.2, V.3,
V.4, V.5
IV D
V F, B
J-3(a), (b)
VI.1, VI.2,
VI.3, VI.4,
VI.5
VB
J-3(a), (b)
Standard 8: Professional Development
Ithaca College teaching professionals engage in reflective practice
and continually seek to improve their knowledge base and
effectiveness as teachers, make positive contributions to the
culture of their fields, and demonstrate the dispositions of an
emerging professional.
VII.1, VII.2,
VII.3, VII.4
IV E, F, G
VB
VI: A-6,
J-3(a), (b)
31
V.d. NCATE Unit Standards in Brief
Conceptual Framework
The conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to
work effectively in P–12 schools. It provides direction for programs, courses, teaching, candidate
performance, scholarship, service, and unit accountability. The conceptual framework is knowledge
based, articulated, shared, coherent, consistent with the unit and institutional mission, and continuously
evaluated.
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Candidates preparing to work in schools as teachers or other school professionals know and demonstrate
the content knowledge, pedagogical content knowledge and skills, pedagogical and professional
knowledge and skills, and professional dispositions necessary to help all students learn. Assessments
indicate that candidates meet professional, state, and institutional standards.
Standard 2: Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate
and graduate performance, and unit operations to evaluate and improve the performance of candidates,
the unit, and its programs.
Standard 3: Field Experiences and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and clinical practice so
that teacher candidates and other school professionals develop and demonstrate the knowledge, skills,
and professional dispositions necessary to help all students learn.
Standard 4: Diversity
The unit designs, implements, and evaluates curriculum and provides experiences for candidates to
acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all
students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to
diversity. Experiences provided for candidates include working with diverse populations, including
higher education and P–12 school faculty, candidates, and students in P–12 schools.
Standard 5: Faculty Qualifications, Performance, and Development
Faculty are qualified and model best professional practices in scholarship, service, and teaching,
including the assessment of their own effectiveness as related to candidate performance. They also
collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty
performance and facilitates professional development.
Standard 6: Unit Governance and Resources
The unit has the leadership, authority, budget, personnel, facilities, and resources, including information
technology resources, for the preparation of candidates to meet professional, state, and institutional
standards.
32
V.e. Initial Certification Education Programs Unit Key Assessments Detailed by Program
HPPE Undergraduate Programs
Blue italicized text indicates when assessment data is collected by Program Coordinators.
All-College Language in Bold Type
Health Promotion and Physical Education UG Programs’ assessment
details
Transition
Points: HPPE
B.S.
Summary of
all transition
point
assessments:
Admission to Professional
Education
2.5 cumulative GPA
Admission to Student Teaching*
Completion of Student Teaching*
Completion of Program*
May Sophomore year
2.5 cumulative & 2.75 minimum
GPA within professional content
and pedagogy core
2.75 minimum GPA within
professional content and
pedagogy core
2.75 minimum GPA within
professional content and
pedagogy core
Completion of required
coursework
Completion of all coursework
requirements: C or better in all
*Completion of all coursework
requirements:
Completion of all courses in
major
May Sophomore year
pedagogy core courses
Demonstrate proficiency in
written language:
for Seminar in Health Ed or Phys
Ed
Student Teaching in HE &/or PE
*Collect all the above May of
Senior Yr
Completion of Field Work
Teaching Philosophy Statement
*Recommendation of faculty:
Sophomore e-portfolio
review/interview
PHED 23000 Teaching Physical
Activities in Elementary PE,
Health Ed majors by Health Ed
Faculty member
*Collect all the above May Junior
year
1st Professional Qualities &
Dispositions evaluation
May of Junior year for Fall
Student Teachers, Dec of Senior
year for Spring Student
Teachers
Final e-portfolio evaluation
Meets expectations of all Student
Teaching evaluations: College
Supervisor evaluation
End of Student Teaching
Semester Senior year
*Collect all the above end of
Student Teaching Semester Senior
year
2nd Professional Qualities and
Dispositions
Dec of Senior year for Fall Student
Teachers, May of Senior year for
Spring Student Teachers
Collect Freshman-Sophomore
year.
Complete Taskstream form by
end of June Spring semester of
Junior year.
Complete Taskstream form by end
of June Spring semester of Senior
year.
Complete Taskstream form by
end of June Spring semester of
Senior year.
Complete Taskstream form by
end of June Spring semester of
Sophomore year.
33
Undergraduate H&S Education Programs
Blue italicized text indicates when assessment data is collected by Program Coordinators.
All-College Language in Bold Type
Humanities & Sciences UG programs’ assessment details
Transition
Points: H&S
B.A. & B.S.
Summary of
all transition
point
assessments:
Admission to Professional
Education*
3.0 minimum GPA within the
major and 3.0 overall minimum
GPA
Completion of all coursework
requirements:
B or better in all Education
courses
Demonstrate proficiency in
written language: Student must
submit writing samples
Admission to Student Teaching*
Completion of Student Teaching *
Completion of Program*
3.0 minimum GPA within the
major
3.0 minimum GPA within the
major
3.0 minimum GPA within the
major
Completion of all coursework
requirements:
B or better in all Education
courses, successful completion
of all Education courses
excluding the Professional
Semester in Education and the
Seminar in Reflective Practice
Completion of all coursework
requirements:
B or better in all Education
Courses
Completion of all coursework
for program:
B or better in all Education
Courses
Meets expectations of all Student
Teaching/ Externship
evaluations:
College Supervisor evaluation
Final E-Portfolio Review
Completion of fieldwork
Recommendation of faculty:
Interview with area advisors—
focused on Standards 7 and 8—
and on evaluation of writing
samples and content area
professors’ evaluations
Professional Qualities and
Disposition evaluation
*Collect all the above before
review (typically Spring
Sophomore year).
*Collect all the above by end of
Fall of Senior year.
*Collect all the above by end of
Senior year.
Complete Taskstream form by
end of Jan after Fall semester
Senior year.
Complete Taskstream form by
Complete Taskstream form by
end of June after Spring semester end of June after Spring
Senior year.
semester Senior year.
Complete Tasktream form by
end of April for each group
under review (mixed cohorts)
for all the above items.
Professional Qualities and
Disposition evaluation
*Collect all the above by end of
Senior year.
34
Graduate H&S Education Programs
Blue italicized text indicates when assessment data is collected by Program Coordinators.
All-College Language in Bold Type
Humanities & Sciences UG programs’ assessment
details
Transition
Points: H&S
M.S. & M.A.T.
Admission to Professional
Education*
3.0 minimum GPA within the
major and 3.0 overall minimum
GPA
Completion of all coursework
requirements:
B or better in all Education
courses and have completed
early field experience and any
prerequisite courses
Demonstrate proficiency in
written language: Written
statement of purpose
Recommendation of faculty:
Interview, written statement,
transcript review
Summary of *Collect all the above during
all transition admission (March-April).
point
assessments: Complete Taskstream form in
May after admissions are
complete for incoming cohort.
Admission to Student Teaching*
Completion of Student Teaching*
Completion of Program*
3.0 minimum GPA within the
major
3.0 minimum GPA within the
major
3.0 minimum GPA within the
major
Completion of all coursework
requirements:
B or better in all Education
courses, successful completion
of all Education courses
excluding the Professional
Semester in Education and the
Seminar in Reflective Practice
Completion of all coursework
requirements:
B or better in all Education
Courses
Completion of all coursework for
program:
B or better in all Education
Courses
Meets expectations of all Student
Teaching/ Externship
evaluations:
College Supervisor evaluation
Final E-Portfolio Review
Completion of fieldwork
Professional Qualities and
Disposition evaluation
Professional Qualities and
Disposition evaluation
*Collect all the above by end of
Fall semester.
*Collect all the above by end of
Spring semester.
*Collect all above after 2nd
Summer I Session.
Complete Taskstream form by
end of Jan after Fall semester.
Complete Taskstream form by
end of June after Spring
semester.
Complete Taskstream form by
end of July after last Summer I
term.
35
Undergraduate Music Education Programs
Blue italicized text indicates when assessment data is collected by Program Coordinators.
All-College Language in Bold Type
Music UG Programs’ assessment detail
Transition
Points:
Music B.M.
Admission to Professional
Education*
Admission to [Senior] Student
Teaching*
Completion of Student
Teaching*
Completion of Program*
Sophomore Profile with 2.3
minimum GPA & 3.0 overall
average GPA for all MUED and
PFMJ courses completed
Completion of all coursework
requirements: C- or better in
Basic Music Skills class
2.7 minimum GPA
2.7 minimum GPA
2.7 minimum GPA
Completion of all coursework
requirements: C+ or better in all
content & pedagogy course work
Completion of all coursework
requirements
Completion of all coursework
requirements
Pass Fundamentals of Music
Theory
C+ or better in Junior Student
Teaching
Complete Freshman and
Sophomore e-folio requirements
Completion of all proficiencies on all
secondary instruments
Completion of Field Work
Completion of Junior year e-folio
requirements
Recommendation of faculty: Senior
Student Teaching application
interview
Meets expectations of all
Student Teaching evaluations:
College Supervisor evaluation
Completion of e-folio
assessments
Submit edTPA in Taskstream
Demonstrate proficiency in
written language
*Collect all the above FreshmanSophomore year.
Summary of Complete Taskstream form by
all transition end June of Sophomore year.
point
assessments:
Professional Qualities and
Dispositions evaluation
1st & 2nd of 3 ratings
Professional Qualities and
Dispositions evaluation
3rd of 3 ratings
May Dept retreat
May Dept retreat
*Collect all the above by end of
Spring of Junior year.
Complete Taskstream form by end
of June Junior year.
*Collect all the above by end of
Senior year.
Complete Taskstream form by
end of June Senior year.
(Collected via Taskstream
assignments throughout
program coursework)
*Collect all the above by end
of Senior year.
Complete Taskstream form
by end of June Senior year.
36
SLPTC Graduate Programs: Traditional Students
Blue italicized text indicates when assessment data is collected by Program Coordinators.
Transition
Points:
SLPTC
M.S.
Admission to Professional
Education/Program
All-College Language in Bold Type
Speech-Language Pathology with Teacher Certification
Grad program’s assessment detail
Traditional Students:
3.0 minimum cumulative and
semester GPA
Admission to Student
Teaching/Externship•
Completion of Student
Teaching/Externship•
3.0 minimum cumulative and
semester GPA
3.0 minimum cumulative and
semester GPA
3.0 minimum cumulative and
semester GPA•
Completion of all coursework
requirements:
Completion of all coursework
requirements:
Summative letter grades of B or
better for externship/ student
teaching
Completion of all coursework
requirements:
Successful completion of
coursework and clinical
experiences
Transcript Review
B or better in all courses
2 Letters of recommendation
Semester Review
Review of GRE scores
Review of KASA documentation
Collect during admission (by
March)
Summary of Complete Taskstream form for
all transition both SLPTC and SLP candidates
point
January (after Dec 1 of Fall 1).
assessments:
Externship/Student Teaching
final evaluation by supervisor
•Collect all the above Dec of Fall
2
Professional Qualities and
Disposition evaluation
•Collect all the above May of
Spring 2 for
Final Review of E-Portfolio
Completion of clinical
practicums I-IV
Writing Screening
Aug on campus
Completion of Program*
Dec of Fall 2
Professional Qualities and
Disposition evaluation
•Collect all the above May of
Spring 2
Midterms Fall 2
Complete Taskstream form for
both SLPTC and SLP candidates
in January (after Fall 2).
Complete Taskstream form for
both SLPTC and SLP candidates
in September (after Spring 2* is
completed).
Complete Taskstream form for
both SLPTC and SLP candidates
in September (after Spring 2*
completes).
*End of last term = May of Spring 2 for Traditional candidates and December of third semester/Fall 2 for Integrated candidates
37
SLPTC Graduate Programs: Integrated Students
Blue italicized text indicates when assessment data is collected by Program Coordinators.
All-College Language in Bold Type
Speech-Language Pathology with Teacher Certification
Grad program’s assessment detail
Transition
Points:
SLPTC M.S.
Admission to Professional
Education/Program
Integrated Students:
(Application for admission in
junior year)
3.5 minimum GPA
Transcript Review
Admission to Student
Teaching/Externship•
3.0 minimum cumulative and
semester GPA
3.0 minimum cumulative and
semester GPA•
Completion of all coursework
requirements:
Completion of all coursework
requirements:
Summative letter grades of B or
better for externship/ student
teaching
Completion of all coursework
requirements:
Successful completion of
coursework and clinical
experiences
B or better in all courses
Semester Review
Transcript Review
Review of KASA documentation
Collect during admission (by
March)
Completion of clinical
practicums I-III
Writing Screening
Professional Qualities and
Disposition evaluation
Aug on campus
Summary of Complete Taskstream form Oct
all transition after Add/Drop of Fall 1.
point
assessments:
Completion of Program*
3.0 minimum cumulative and
semester GPA
Auto-admits:
3.5 minimum GPA
Completion of Student
Teaching/Externship•
•Collect all the above May
Spring 1, prior to Summer
Externships
Collect during Spring 1 and
Summer Session I. Complete
Taskstream tracking form by
end of June Spring I.
Externship/Student Teaching
Final Evaluation by supervisor
•Collect all the above Dec of
third semester/Fall 2
Final Review of E-Portfolio
May of Spring 1
Professional Qualities and
Disposition evaluation
•Collect all the above Dec of
third semester/Fall 2
Complete Taskstream tracking
form by end of Jan after Fall 2*.
Complete Taskstream tracking
form by end of Jan after Fall 2*.
*End of last term = May of Spring 2 for Traditional candidates and December of third semester/Fall 2 for Integrated candidates
38
V.f. Advanced Certification Education Programs Unit Key Assessments Detailed by Program
HPPE Graduate Programs
Blue italicized text indicates when assessment data is collected by Program Coordinators.
Transition
Points:
HPPE M.S.
Admission to College/Program*
All-College Language in Bold Type
Health Promotion and Physical Education Grad
Programs’ assessment detail
3.0 minimum GPA
Coursework:
Transcript Review
Initial Certification in Physical
Education/Health Education•
2 Letters of recommendation
*Collect all the above during
admission (March-April)
Midpoint Assessment
(Occurs at end of first semester)
Completion of Program
3.0 minimum GPA (coursework)
3.0 minimum GPA
End of first semester
End of last term
1st Professional Qualities and
Disposition evaluation
Successful completion of all required
courses
October/Department Meeting
End of last term
2nd Professional Qualities and
Disposition evaluation
April/Department Meeting
Pass Comprehensive Exam/Thesis
End of last term
E-portfolio
End of last term
Summary of Complete Taskstream form in May
Complete Taskstream form by end of
Complete Taskstream form by end of
all
after admissions are complete for
Jan after Fall semester.
July after Summer I term.
transition incoming cohort.
point
assessment
s:
•Note: Teacher Ed and non-Teacher Ed candidates must be tracked per NCATE Onsite visit Nov. 2013
39
Music Education Graduate Programs
Transition
Points:
Music M.S.
& M.M
Admission to College/Program
(Collect data after admission)
3.0 minimum GPA
Midpoint Assessment
Successful completion of Portfolio and
Presentation II (coursework)
Completion of Program
(Collect data upon graduation)
Successful completion of Portfolio and
Presentation II
All-College Language in Bold Type
Music Grad Programs’ assessment detail
Transcript Review of coursework
Initial Certification in Music Education
Writing Sample
3 letters of recommendation
Audition
Complete Music History & Literature
requirement by Comprehensive Exam or
coursework
Complete Music Theory requirement by
Comprehensive Exam or coursework
Pass Sightsinging Comprehensive Exam
40
V.g. Summary of Individual Program Assessments submitted for SPA/NCATE review
Required Assessment for Program
Review
Program
Level
SPA
Adolescence
Ed: Biology,
Chemistry, &
Physics
Grad
/UG
NSTA
2004
Standard
s
Assessment
#1
NYSTCE:
Biology,
Chemistry
or Physics
CST
Grad
/UG
NCTE
NYSTCE:
English CST
2012
Standard
s
Content
Planning
Student Teaching
Assessment
#5
Effect on
Student
Learning
Science
Transcript
Analysis
(GRAD)
Assessment #6
Varies by
Program
Assessment
#7
Assessme
nt #8
Varies by
Program
Varies by
Program
Unit Plan with
Science
Addendum
Student
Teaching
Evaluation by
College
Supervisor
Positive
Impacts on
Student
Learning
Portfolio
Welfare/Ethica
l/Legal/Safety
Portfolio
Research
Report
Nature of
Science
Portfolio
Grad
/UG
NCTM
2003
Standard
s
English Transcript Analysis
(GRAD)
Unit Plan
Student
Teaching
Evaluation by
College
Supervisor
edTPA
ePortfolio
n/a
n/a
Lesson Plans
and Reflection
Student
Teaching
Evaluation by
College
Supervisor
Unit Plan
Analysis and
Reflection
Math
Transcript
Analysis
(GRAD)
n/a
n/a
English GPA
(UG)
Grades 7-12
Grades 7-12
Assessment #4
Science GPA
(UG)
English
Adolescence
Education:
Math
Assessment #3
Licensure
Exam/
Content
Grades 7-12
Adolescence
Education:
Assessment #2
NYSTCE:
Liberal Arts
& Sciences
Test (LAST)
&
NYSTCE:
Mathematics
CST
Math GPA (UG)
Assessment
of Teaching
SkillsWritten
(ATS-W)
41
Required Assessment for Program
Review
Program
Level
SPA
Adolescence
Education:
Social Studies
Grad
/UG
NCSS
2004
Standard
s
Grades 7-12
Assessment
#1
Assessment #2
Assessment #3
Assessment #4
Content
Planning
Student Teaching
Licensure
Exam/
Content
NYSTCE:
Social
Studies CST
Assessment
#5
Effect on
Student
Learning
Social Studies
Transcript
Analysis
(GRAD)
Assessment #6
Varies by
Program
Assessment
#7
Assessme
nt #8
Varies by
Program
Varies by
Program
Unit Plan
Student
Teaching
Evaluation by
College
Supervisor
edTPA
ePortfolio: IC
Standard 1, 4, 5
n/a
n/a
Social Studies
GPA (UG)
Adolescence
Education:
French,
German,
Spanish
Grad
for Fr
& Sp
only/
UG
ACTFL
NYSTCE:
French,
German, or
Spanish
CST
Professional
Development
Portfolio
Unit Plan
Student
Teaching
Evaluation by
College
Supervisor
edTPA
Oral
Proficiency
Interview
(OPIc)
Professional
Development
Portfolio
ePortfoli
oIC
Standard
8
Childhood
Education:
Grades 1-6
Grad
/UG
ACEI
NYSTCE:
Multisubject CST
Lesson Plan
Collection
edTPA - Task
1
Student
Teaching
Evaluation by
College
Supervisor
edTPA
ePortfolio
Theory Into
Practice
Project
n/a
Health
Education:
Grades K-12
UG
AAHE
NYSTCE:
Course Grades
Unit Plan
edTPA
n/a
Health
Education
CST
Coordinated
School Health –
School Site
Visit and
Health
Resource
Assignment
Health
ePortfolio
2008
Standard
s
Student
Teaching
Evaluation by
College
Supervisor
Physical
Education:
Grades K-12
UG
NASPE
NYSTCE:
Physical
Education
CST
Course
Grades,
Fitness &
Motor Skills
assessments
Unit Plan
Student
Teaching
Evaluation by
College
Supervisor
edTPA
Commitment
To the
Profession
Statement
n/a
n/a
2002
Standard
s
Grades 7-12
2007
Standard
s
2008
Standard
s
42
Required Assessment for Program
Review
Program
Level
SPA
Art
Education
UG
(NAEA)
Grades K-12
Assessment
#1
Assessment #2
Assessment #3
Assessment #4
Content
Planning
Student Teaching
Licensure
Exam/
Content
NYSTCE:
Visual Arts
CST
Assessment
#5
Effect on
Student
Learning
Senior Art
Show
Multi-Cultural
Unit Plan
Student
Teaching
Evaluation by
College
Supervisor
edTPA
Assessment #6
Varies by
Program
Art Teaching
Portfolio
Assessment
#7
Assessme
nt #8
Varies by
Program
Varies by
Program
n/a
n/a
(not
submitted to
SPA)
43
V.h. Master List of Unit Professional Education Courses
CURRENT ITHACA COLLEGE UNDERGRADUATE AND GRADUATE CATALOG.
UG HPPE PROFESSIONAL EDUCATION COURSES
HLTH 36000
Curriculum and Materials in Health Education
HLTH 42000
Teaching Strategies in Health Education
HLTH 43900
Assessment in Health Education
HLTH 44100
Student Teaching in Health Education
HLTH 44800
Seminar in Health Education
PHED 10100
Teaching Strategies in Physical Education
PHED 33200
Curriculum and Methods: Elementary School PE
PHED 33300
Curriculum and Methods: Secondary School PE
PHED 43900
Assessment in Physical Education
PHED 44100
Student Teaching in Physical Education
PHED 44800
Professional Seminar
44
UNDERGRADUATE H&S PROFESSIONAL EDUCATION COURSES
*Courses marked with an asterisk serve the needs of candidates in programs across the unit.
EDUC 10200
Reading Foundations*
EDUC 20200
Literacy Education for the Middle/Secondary School Teacher
EDUC 20100
Technology for the Middle/Secondary School Teacher
EDUC 21010
Educational Psychology*
EDUC 21800
Introduction to Pedagogy and Practice
EDUC 21910
Early Field Experience: Theory and Practice*
EDUC 22900
Second Language Acquisition: Its Nature and Meaning for Educators*
EDUC 23900
Educating Students with Special Needs in Diverse Classrooms*
EDUC 34000
Social and Cultural Foundations of Education*
EDUC 40800
Professional Development Seminar
EDUC 40510
Pedagogy and Practice for the Mathematics Teacher
EDUC 40910
Pedagogy and Practice in the Teaching of Social Studies
EDUC 41010
Pedagogy and Practice for the Science Teacher
EDUC 41110
Pedagogy and Practice for the English Teacher
EDUC 41310
Pedagogy and Practice of Teaching Languages Other Than English
EDUC 41410
Pedagogy and Practice for the Art Teacher
EDUC 41210
Seminar in Reflective Practice
EDUC 49810
Professional Semester in Education
EDUC 19210
Child Abuse Identification and Prevention*
EDUC 19220
Drug and Alcohol Abuse: Identification and Prevention*
EDUC 19230
School Violence Prevention*
EDUC 19240
Harassment, Bullying, and Discrimination in Schools: Prevention and
Intervention*
45
GRADUATE H&S PROFESSIONAL EDUCATION COURSES:
MAT Program
COMM 56600 Educational Technology for Middle and Secondary Educators
EDUC 50000 Professional Development Seminar
EDUC 50100 Literacy Development and Second Language Acquisition
EDUC 50300 The Exceptional Child and the Classroom
EDUC 50810 Pedagogy and Practice across the Disciplines
EDUC 51210 Seminar in Reflective Practice
EDUC 51110 Pedagogy and Practice for the English Teacher
EDUC 51310 Pedagogy and Practice of Teaching Languages Other Than English
EDUC 50510 Pedagogy and Practice for the Mathematics Teacher
EDUC 51010 Pedagogy and Practice for the Science Teacher
EDUC 50910 Pedagogy and Practice in the Teaching of Social Studies
EDUC 60500 Foundations of Language, Literacy, and Culture
EDUC 60000 Professional Semester in Education
Childhood Education Program
EDUC 50000 Professional Development Seminar
EDUC 50100 Literacy Development and Second Language Acquisition
EDUC 50300 The Exceptional Child and the Classroom
EDUC 51210 Seminar in Reflective Practice
EDUC 60000 Professional Semester in Education
EDUC 60500 Foundations of Language, Literacy, and Culture
EDUC 61000 Teaching and Learning in Diverse Elementary Schools
EDUC 62000 Curriculum and Instruction in Elementary School Social Studies
EDUC 63000 Curriculum and Instruction in Elementary School Science
EDUC 64000 Curriculum and Instruction in Elementary School Mathematics
EDUC 65000 Curriculum and Instruction in Elementary School Language Arts and Literacy
COMM 56500 Educational Technology for Childhood Educators
ART 52500
Integrating Visual Art in the Elementary School Curriculum
MUED 65000 Music for Elementary Classroom Teachers
46
UG MUSIC PROFESSIONAL EDUCATION COURSES:
MUED 10100 Introduction to Music Education - Career Orientation
MUED 10200 Music Field Experience I
MUED 20100 Music Field Experience II
MUED 20200 Current Topics in Music Education - Career Orientation
MUED 26700 Music Education for Children
MUED 28000 Contemporary Ensembles in the Public Schools: Vocal-Choral
MUED 28100 Contemporary Ensembles in the Public Schools: Instrumental-Band
MUED 28200 Contemporary Ensembles in the Public Schools: Instrumental-Orchestra
MUED 30100 Choral Conducting
MUED 30200 Choral Conducting
MUED 30300 Instrumental Conducting
MUED 30400 Instrumental Conducting
MUED 34700 String Pedagogy
MUED 37500 Wind Instrument Pedagogy
MUED 36100 Teaching Vocal — General Music
MUED 36200 Teaching Instrumental Music
MUED 36800 General and Choral Music in the Secondary School
MUED 36900 Junior Student Teaching: Vocal
MUED 37100 Junior Student Teaching: Instrumental
MUED 38000 Junior Student Teaching and Rehearsal Techniques Lab: Vocal-Choral
MUED 38100 Junior Student Teaching and Rehearsal Techniques Lab: Instrumental-Band
MUED 38200 Junior Student Teaching and Rehearsal Techniques Lab: Instrumental-Orchestra
MUED 46800 Senior Student Teaching: Vocal
MUED 46900 Senior Student Teaching: Instrumental
MUED 47000 Music Education Capstone and Portfolio
47
Graduate SLPTC PROFESSIONAL EDUCATION COURSES:
SLPG 54700 Fluency Development and Disorders
SLPG 55300 Voice and Related Disorders
SLPG 55400 Neurological Bases of Communication and Motor Speech Disorders
SLPG 55900 Clinical Phonology
SLPG 60500 Communication Disorders Assessment Lab
SLPG 61000 Early Intervention for Children with Communication Disorders
SLPG 62000 Speech-Language Pathology in Educational Settings
SLPG 62100 Autism Spectrum Disorders
SLPG 64000 Audiology and Assistive Technology/Listening Devices
SLPG 64100 Facilitating Spoken-Language Learning in Deaf and Hard-of-Hearing Children
SLPG 64900 Augmentative and Alternative Communication
SLPG 65100 Adult Aphasia and Related Disorders
SLPG 65200 Language Disorders in Children Ages 3 to 21
SLPG 65600 Dysphagia
SLPG 65700 Research Methods and Analysis
SLPG 66100 Clinical Practicum I
SLPG 66101 Seminar in Professional Practice I
SLPG 66200 Clinical Practicum II
SLPG 66300 Clinical Practicum III
SLPG 66400 Clinical Practicum IV
SLPG 66401 Seminar in Professional Practice II Block 1
SLPG 66500 Professional Externship in Speech-Language Pathology Block I (or)
SLPG 69800 Professional Experience in Education I - Block I and Block II
SLPG 66501 Professional Externship in Speech-Language Pathology Block II (or)
SLPG 69801 Professional Experience in Education II - Block II
48
V.i. ACTEC Policy on Mentor/Cooperating Teachers for Student Teaching Internships
(09/07/12)
All mentor/cooperating teachers must be certified in the discipline and be tenured or hold national
certification. Requests for exceptions to this policy must be made in writing to the program coordinator
with a rationale. The committee also agrees that, while the requirements listed above are baseline
requirements, we all look for teachers in both rural and urban schools who demonstrate a variety of
successful teaching skills and strategies and have experience working with a variety of students and
grade levels.
49
V.j. 2015-2016 All-College Teacher Education Committee Member and Staff Contact Information.
Name
Title
Department
Phone
Email
Andersson,
Luanne
Associate
Professor, Chair
Speech Language
Pathology and
Audiology
(607)2741890
landersson@ithaca.edu
Auyash, Stewart
Associate
Professor, Chair
Health Promotion
and Physical
Education
(607)2741312
auyash@ithaca.edu
Constantinou,
Phoebe
Associate
Professor
Health Promotion
and Physical
Education
(607)2745791
pconstantinou@ithaca.edu
Hanrahan, Linda
Associate
Professor, Chair
Graduate
Programs
Education
(607)2743147
lhanrahan@ithaca.edu
Isbell, Dan
Associate
Professor, Chair
Music Education
(607)2743688
disbell@ithaca.edu
Makepeace, Nia
Assistant
Professor
Education
(607)2745164
nmakepeace@ithaca.edu
Martin, Peter
Assistant
Professor,
Chair
Education
(607)2741076
pmartin@ithaca.edu
Michel, Teresa
Instructor
Education
(607)2741422
tmichel@ithaca.edu
Paulnack, Karl
Dean, Unit Head
School of Music
(607)2743343
kpaulnack@ithaca.edu
Petrosino, Linda
Dean, Unit Head
School of Health
Science & Human
Performance
(607)2743265
lpetrosino@ithaca.edu
Richardson,
Michael
Interim Dean, Unit
Head
School of
Humanities &
Sciences
(607)2743102
mrichardson@ithaca.edu
50
Professor, Chair
Subramaniam, Raj
Graduate Program
Health Promotion
and Physical
Education
(607)2743659
psubramaniam@ithaca.edu
Waller, Jana
Clinical Instructor,
Assistant Chair
Speech Language
Pathology and
Audiology
(607)2743733
jwaller@ithaca.edu
West, Chad
Assistant
Professor
Music Education
(607)2741170
cwest@ithaca.edu
Zabusky, Stacia
Associate Dean for
Curriculum &
Undergraduate
Programs, ACTEC
Chair
School of
Humanities &
Sciences
(607)2743102
szabusky@ithaca.edu
Hess, Emily
Coordinator of
Field Experiences
& edTPA
(607)2747356
ehess@ithaca.edu
Ferguson, Bonita
Teacher Education
Certification
Specialist
(607)2741488
bferguson@ithaca.edu
Rumney, Mai An
Accreditation
Coordinator
(607)2745163
mrumney@ithaca.edu
51
V.k. Glossary
ACTEC: All College Teacher Education Committee, coordinating body for teacher education programs at
Ithaca College. The Ithaca College Professional Education unit is overseen by the All-College Teacher
Education Committee (ACTEC), a committee of the provost and vice president for academic affairs. Each
Teacher Education program on campus is represented by a program coordinator and the dean of the
School in which it falls; additionally, the faculty primarily responsible for teaching the courses in common
across programs are members. Leadership for the committee is provided by the dean’s office of the
School of Humanities and Sciences, and administrative support is provided by the School of Humanities
and Sciences. ACTEC is responsible for unit operations in the areas of governance, planning, services and
procedures such as advising and admission, and resources that support the unit’s mission in preparing
candidates.
Advanced Programs: Programs for the continuing education of teachers who have previously completed
initial preparation. At IC this includes the graduate programs in Health, Physical, and Music Education.
ALST: Academic Literacy Skills Test. One of the four teacher certification tests New York candidates must
pass as part of initial certification that are administered by NY State Education Department.
Candidate: Individuals that have successful met requirements to progress in IC’s teacher education
programs.
Conceptual Framework. An underlying structure in a professional education unit that gives conceptual
meaning to the unit's operations through an articulated rationale and provides direction for programs,
courses, teaching, candidate performance, faculty scholarship and service, and unit accountability.
ACTEC’s conceptual framework consists of the 8 IC teacher education program standards which are
embedded in the 3 goals of knowledge, competence, and commitment to service.
Cooperating/Mentor Teacher: Licensed practitioners in P-12 schools who provide instruction,
supervision, and direction for candidates during student teaching assignments.
CST: Content Specialty Test. One of the four teacher certification tests New York candidates must pass as
part of initial certification that are administered by NY State Education Department.
DRF: Direct Response Folio. A DRF is the place in TaskStream where each program’s key assessments and
rubrics are housed. This is also where each program’s authors (candidates) are enrolled and where their
scores are entered by evaluators (faculty).
EAC: Educational Advisory Committee. Membership consists of professional education faculty and
mentor teachers and administrators from community schools. Our Unit EAC meets once per semester.
EAS: Educating All Students Test. One of the four teacher certification tests New York candidates must
pass as part of initial certification that are administered by NY State Education Department.
edTPA: Teacher Performance Assessment. One of the new teacher certification tests New York candidates
must pass as part of initial certification starting in 2014.
HPPE: Health Promotion and Physical Education. Department within School of Health Sciences and
Human Performance that houses the Health Education program (B.S. and M.S), the Physical Education
program (B.S. and M.S.), and Health and Physical Education program (B.S.).
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H&S: School of Humanities and Science
HSHP: School of Health Sciences and Human Performance
IC: Ithaca College
Initial Programs: Programs that prepare candidates for their first teaching license. At IC this includes the
undergraduate programs in Health and Physical Education, the UG Humanities and Sciences education
programs, the H&S MAT program and Childhood Education Masters, the UG Music education programs,
and the Speech Language Pathology with Teacher Certification grad program.
Mentor teacher: See Cooperating/Mentor Teacher
MUED: Music Education
NAfME: National Association for Music Educators
NCATE: National Council for Accreditation of Teacher Education
NYSED: New York State Education Department
NYSTCE: New York State Teacher Certification Examinations
NYSSMA: New York State School Music Association
Professional Education Faculty: Individuals employed by the college, who teach one or more courses in
education, provide services to candidates, supervise clinical experiences, or administer some portion of
the unit.
Professional Qualities and Dispositions: Professional attitudes, values, and beliefs demonstrated through
both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and
communities. These positive behaviors support student learning and development.
SLPTC: Speech-Language Pathology with Teaching Certification (formally known as TSSLD) housed
within the School of HSHP
Student: Individuals enrolled in P-12 schools.
TEC: Teacher Education Committee; coordinates the teacher education programs within H&S.
TEPS: IC Teacher Education Program Standards (eight standards that all teacher education candidates
across campus must meet).
Transition Point: Key points in a program when a unit assesses candidate knowledge, skills, and
professional dispositions to determine if candidates are ready to proceed to the next stage in a program.
IC’s unit assessment system has 4 transition points; Admission to Professional Education, Admission to
Student Teaching/ Externship, Completion of Student Teaching/Externship, Completion of Program.
SPAs: Specialized Professional Associations; SPAs that review individual IC programs include:
AAHE: American Association for Health Education
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ACEI: Association for Childhood Education International
ACTFL: American Council on the Teaching of Foreign Languages
ASHA: American Speech-Language-Hearing Association
NAEA: National Art Education Association
NASM: National Association of Schools of Music
NASPE: National Association for Sport and Physical Education
NCTE: National Council of Teachers of English
NCTM: National Council of Teachers of Mathematics
NCSS: National Council for the Social Studies
NSTA: National Science Teachers Association
SPA Key Assessments: Program embedded assessments that evaluate individual Specialized Professional
Association (SPA) standards and provide accreditation data.
SPA Report: Program reports submitted as part of the NCATE accreditation process to each disciplines’
respective professional association. The IC programs that submit SPA reports are:
Biology with Teaching Option B.A., Adolescence Education M.A.T. Biology 7-12, Chemistry with
Teaching Option B.A. & B.S., Adolescence Education M.A.T. Chemistry 7-12, Physics with Teaching
Option B.A., Adolescence Education M.A.T Physics 7-12- NSTA
Childhood Education M.S.- ACEI
English with Teaching Option B.A., Adolescence Education M.A.T. English 7-12- NCTE
French with Teaching Option B.A. and Adolescence Education M.A.T. French 7-12, German with
Teaching Option B.A., Spanish with Teaching Option B.A., Adolescence Education M.A.T. Spanish 712- ACTFL
Heath Education B.S.- AAHE
Physical Education B.S.- NASPE
Mathematics with Teaching Option B.A., Adolescence Education M.A.T. Mathematics 7-12- NCTM
Social Studies with Teaching Option B.A., Adolescence Education M.A.T. Social Studies 7-12- NCSS
Unit: The college, school, department, or other administrative body in colleges, universities, or other
organizations with the responsibility for managing or coordinating all programs offered for the initial and
advanced preparation of teachers and other school professionals, regardless of where these programs are
administratively housed in an institution. Also known as the “professional education unit.” The IC
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education unit is represented by ACTEC which consists of the teacher education programs within the
Schools of Health Sciences and Human Performance, Humanities and Sciences, and Music.
Unit Key Assessments: Assessments across the unit that candidates must successfully complete to
progress through individual program and unit transition points. Data from these assessments are used
track candidates’ progress thought the unit assessment system and provide information for national
accreditation at the unit level.
Unit Assessment System: A comprehensive and integrated set of evaluation measures that provides
information for use in monitoring candidate performance and managing and improving unit operations
and programs for the preparation of professional educator
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V.l. Helpful Websites
NEW YORK STATE EDUCATION SITES:
Engage NY: http://engageny.org/
New York State Teacher Certification Examinations (NYSTCE) Homepage:
http://www.nystce.nesinc.com/index.asp
New York State Teaching Standards:
http://www.highered.nysed.gov/tcert/resteachers/teachingstandards.html
ITHACA COLLEGE SITES:
ACTEC Homepage: http://www.ithaca.edu/actec/
ACTEC Mentor/Cooperating Teaching Information: http://www.ithaca.edu/actec/mentorinfo/
Department of Education http://www.ithaca.edu/hs/depts/education/
Department of Health Promotion and Physical Education:
http://www.ithaca.edu/hshp/depts/hppe/tpphppe/
Department of Music Education: http://www.ithaca.edu/music/education/
Department of Speech-Language Pathology and Audiology http://www.ithaca.edu/hshp/depts/slpa/
Ithaca College Catalogs: http://www.ithaca.edu/catalogs/index.php
Ithaca College Library Home page: http://www.ithacalibrary.com/
OTHER:
Taskstream Tech support: 1-800-311-5656 or email help@taskstream.com
NCATE Homepage: http://www.ncate.org/Home/tabid/680/Default.aspx
CAEP Homepage: http://caepnet.org/
Current accreditation and program recognition status for programs that submit SPA reports:
http://caepnet.org/provider-details/ncate?i=Ithaca+College&c=Ithaca&s=NY
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