Alabama State University

Full text

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Alabama State University

College Of Education

ADVISEMENT HANDBOOK

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Table of Contents

Alabama University Mission Statement ...3

College of Education Mission ...4

Accreditations ...4

College of Education Conceptual Framework ...5

Conceptual Framework Outcomes: Expected Candidate Proficiencies ... 6

Outcome I: Reflective Practitioners must demonstrate: ... 6

Outcome 2: Change Agents ... 7

Outcome 3: Lifelong Learners ... 7

College of Education Dispositions ... 8

Statement of Ethical Commitment ...9

College of Education Program Overview ...10

Initial teacher preparation programs ... 11

Advance preparation programs ... 11

Teacher Education Center ...11

Advising Information ...12

General University and College Policies and Procedures ...13

Class Attendance ... 13

Disability Support Services ... 13

College Catalog ... 13

Motor Vehicle Operations ... 13

Bookstore ... 14

Courses Repeated for Credit ... 14

Auditing Courses ... 14

Applying for Certification ... 14

Applying for Graduation ... 15

TEACHER EDUCATION PROGRAM ...16

Procedures for Making Application to Teacher Education Programs ... 16

Teacher Education Checklist ... 16

Specific Minimum Requirements for Admission to TEP ... 16

Professional Internship Requirements ... 17

Graduation Requirements ... 17

Exit Examination ... 17

Preparation for the Exit Exam ... 18

APPENDIX A: IMPORTANT NUMBERS ...19

APPENDIX B: PROFESSIONAL EDUCATION PROGRAMS ...20

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Alabama State University Mission Statement

Alabama State University serves the surrounding community through human, cultural, and physical resources. Instruction, research, and public service are central to the mission of the university. The university maintains a commitment to serve candidates from diverse

academic, social, economic, ethnic, and geographical backgrounds and to develop

responsible leaders who are capable of and willing to seek solutions to human, social, and technological problems. In the official documents of the university, the mission is stated as follows:

The university is a regional, comprehensive, historically African American, state-supported university. In carrying out its mission, the university serves the city of Montgomery, the state, the nation, and the global community. Its major commitments are quality programs of undergraduate and graduate instruction, residential life, continuing education, public service, and research provided at the most reasonable cost to individual Candidates and taxpayers. The university will continue to strengthen its academic programs in education, business, and the liberal arts while giving even greater emphasis to the science programs at the graduate and undergraduate levels. The science emphasis is in recognition of the gross under-representation of minority professionals in this broad and important field throughout the nation. The university will also expand further its public service programs through

strengthening service to local and state political leaders, providing them with research-based guidance on policy, program approaches, and initiatives for addressing community problems. The university aims to develop and pursue these programs in a manner to ensure that eligible Candidates who desire to develop and expand their scholastic skills for personal,

occupational, or professional growth have the opportunity to do so, regardless of socio-economic status. Respect for the intellectual potential and dignity of Candidates as individual human beings, without regard to age, sex, race, color, cultural background, national origin, or disability shall be paramount.

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College of Education Mission

The College of Education (COE) seeks to prepare teachers, instructional support personnel, and other professionals to be decision makers who are equipped with the knowledge, skills, and dispositions necessary to ethically and effectively integrate theory and practice in carrying out their professions. These professionals will possess the understanding of our diverse culture, the technological capabilities, the intellectual rigor, and the critical thinking and problem solving skills required to make informed and responsible decisions, to engage in reflective assessment, to implement positive change, and to pursue learning as a lifetime endeavor.

As an integral part of the total university, the COE is committed to serving the communities in Alabama through assistance to their educational programs and related activities. As it works to carry out its mission, the COE is careful to ensure that initial and advanced programs for the preparation of teachers and other professional education personnel are aligned with the expectations of national, state, professional, and institutional standards. In sum, the College of Education prepares professional educators to become decision makers that

• are committed to developing the abilities of all learners through best practices, • are effective in integrating subject area content with appropriate teaching methods

and assessment strategies,

• infuse technology in various teaching strategies, and • understand and value diverse perspectives and experiences.

Accreditations

The university is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). Many individual university programs are accredited by their relevant professional organizations and associations. Teacher education programs in the College of Education are accredited by the National Council for Accreditation of Teacher Education (NCATE) in partnership with the Alabama State Department of Education (ALSDE). NCATE and ALSDE conduct joint continuing accreditation reviews of the unit’s programs.

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College of Education Conceptual Framework

EDUCATOR AS DECISION MAKER Description of the Conceptual Model

The Conceptual Framework of the College of Education, Educator as Decision Maker, provides coherence for the college’s professional education programs. It guides the systematic design and delivery of curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. The Conceptual Model presents a graphic illustration of the development of decision makers through these multiple dimensions of the college’s professional education programs.

The model consists of four interdependent, interrelated, and interacting components which the college faculty view as essential contexts for the shaping of informed, skilled, and responsible decision makers. The first component, the outer circle, represents the assumption that candidates bring to the university a prior context consisting of their own

values and vision, knowledge and skills, and cultural and societal influences. This prior

context serves as the foundation for the learning that takes place in the university’s educational programs.

The second component, the large inner circle, represents the setting in which the university and the college provide the education and training of prospective professional educators. This setting is the interactive context. It encompasses the general and professional areas in which the development of competence is necessary for informed and effective decision making. These areas are knowledge and ability, application through experience, and

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candidates to weave new learning into their existing knowledge base and thereby to broaden and deepen their understanding and experience.

The third component, indicated by the rotating arrows within the large inner circle, represents the decision making context which, in simplified terms, embraces a continuous cycle of planning, predicting, implementing, reflecting, evaluating, and revising. The candidates develop and refine their decision making ability within the context of their interactions with curricula, faculty, and other professionals.

The fourth component of the model, the center circle, represents the outcomes context. All of the other components lead to the achievement of this one goal—the development of the educator who is an informed and responsible decision maker. The Educator as Decision

Maker is a Reflective Practitioner, a Change Agent, and a Lifelong Learner. Conceptual Framework Outcomes: Expected Candidate Proficiencies

Candidates who complete COE professional education programs are proficient educators who make informed and responsible decisions. As decision makers, they are reflective practitioners, change agents, and lifelong learners who exhibit competence in the knowledge, skills, and dispositions reflected in the following outcomes.

Outcome I: Reflective Practitioners must demonstrate: Content Knowledge

1.1 Knowledge of the structure, important facts, central concepts, tools of inquiry, and theories associated with the teaching discipline or professional field as delineated in professional, state, and institutional standards.

1.2 Knowledge of the interaction of subject matter and effective teaching strategies to make learning understandable and meaningful to all students at particular instructional levels. (pedagogical content knowledge)

1.3 Knowledge of how to explain and present content in multiple ways that motivate and challenge all students. (pedagogical content knowledge)

1.4 Understanding of subject content and standards through inquiry, analysis, and synthesis. 1.5 Ability to use knowledge and reflection to select content and design instruction which

meets the needs of individual learners and addresses the scope and sequence of the curriculum.

Knowledge of Teaching and Learning

1.6 Knowledge of the foundations of education, of how children learn and develop, and of how families and communities impact student learning.

1.7 Knowledge of ways to develop meaningful learning experiences and manage student-centered learning environments that encourage critical thinking, problem solving, and effectively facilitate learning for all students.

1.8 Knowledge of ways to design and use formal, informal, and research-based assessment strategies that maximize the learning of all students.

1.9 Ability to use continuous reflection to examine, adjusts, and refines instructional practices and decisions to enhance student learning.

1.10 Knowledge of how student differences impact learning and academic performance--differences in culture, ethnicity, social and economic background, special needs, second language learning, exceptionalities, gender, and learning styles (diversity).

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1.11 Ability to create learning communities that encourage respect for students' individual differences and promote awareness, acceptance, and appreciation of the broad range of diversity in the classroom (diversity).

1.12 Ability to create interdisciplinary or cross-curricular learning activities that address students' prior knowledge and experience and that connect content to other subjects and to the real-world.

Skills in Communications, Mathematics, Technology

1.13 Ability to use effective oral and written communications, reading, and mathematics to foster supportive interaction and promote critical thinking, active inquiry, and problem solving in the learning experiences of each individual learner.

1.14 Ability to use and to teach the fundamentals of reading, writing, and oral communications across all content areas.

1.15 Ability to integrate appropriate instructional technology into the teaching of subject content to facilitate optimal learning for all students.

1.16 Ability to use technology for classroom management and research to support and enhance student learning.

1.17 Ability to use communication, mathematics, and technology skills to collect, analyze, and summarize data related to their work, reflect on and use the results to enhance learning for all students.

Outcome 2: Change Agents

Change Agents must demonstrate:

Collaboration for Improvement in Education

2.1 Collaboration with students (and parents/guardians if necessary), following assessment formal and informal and analysis of their learning, to adjust strategies and monitor performance in an effort to bring about positive change in learning as needed.

2.2 Continuous collaboration with colleagues, other professionals, parents, guardians, and community persons to create and maintain learning environments that assure academic development, that are safe and caring and that advocate justice and wellness for all students.

2.3 Continuous collaboration with colleagues to create and adopt research-based best practices to achieve ongoing classroom and school improvement.

2.4 Ability to engage productively in a variety of teamwork scenarios to support and improve education for all students.

2.5 Commitment to educational reform through the use of research-based strategies and data-driven program evaluation to support and influence educational change.

2.6 Ability to recognize when their dispositions may need adjusting and to make appropriate changes in their attitude and behavior.

Outcome 3: Lifelong Learners

Lifelong Learners must demonstrate: Professionalism

3.1 Active involvement in continuous professional research, learning, and self-improvement at all stages of their careers.

3.2 Appropriate professional dispositions as delineated in professional, state, and institutional standards while working with students, colleagues, families, and communities.

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3.3 Knowledge of and adherence to the roles and responsibilities of the profession, to the Alabama Educator Code of Ethics, to federal, state, and local laws and policies, and to professional ethics in general.

3.4 Knowledge and use of the current theories, resources, and emerging technologies in their field and in education generally.

5.5 Knowledge of the roles and responsibilities of the profession, of general legal and policy issues, of national and Alabama-specific initiatives for improving education.

College of Education Dispositions

As Reflective Practitioners, COE professional education candidates should:

1. Believe that all children can learn at high levels and persist in helping all children achieve success.

2. Reflect on teaching practices in the pursuit of excellence.

3. Use ongoing assessment to identify P-12 students' strengths and challenges.

As Change Agents, COE professional education candidates should:

4. Take pride in their work and work environment. 5. Meet ethical standards of practice.

6. Be voices for educational and social justice.

7. Value human diversity and help students learn to value one another.

As Lifelong Learners, COE professional education candidates should:

8. Join and participate in professional and educational organizations. 9. Keep abreast of new ideas in the field.

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Statement of Ethical Commitment1

The College of Education is a continually evolving, dynamic community composed of individuals dedicated to learning and teaching. Candidates, faculty, administrators, and staff fulfill important and often interchangeable roles and make unique contributions to the continued success of the College. This membership within the College is diverse, but all members are committed to the vision outlined in the college’s Mission Statement.

The College of Education faculty is committed to creating an environment in which all learners can reach their potential. This commitment includes: fostering an atmosphere where the open and critical exchange of ideas is encouraged and where the dignity of others

involved is acknowledged and honored; providing learning experiences that challenge intellectual capabilities and stimulate creative and independent thinking; modeling the spirit of inquiry and pursuit of knowledge; and demonstrating a commitment to sharing expertise and providing community and professional service.

The College of Education candidates are committed to preparation and professional

development as successful leaders in there field. These individuals recognize that years spent in formal education provide an invaluable knowledge base upon which later experiences can be built. The commitment to preparation necessitates a willingness to take responsibility for one’s learning and a desire to engage in an active process where dialogue, scholarship, and experience are vital. The entire College of Education will benefit when students contribute their personal experiences and insights as well as their creative and inspiring minds to the community of learning.

College of Education administrators, faculty, and staff provide the support systems in which the teaching and learning environment thrives. As members of the learning community, these individuals are committed to facilitating the mission of the College through wide-ranging responsibilities including technical support, management, leadership, and service. The College community is committed to work towards equity and economics and social justice. It honors and seeks both intellectual and individual diversity. Differences of opinion, theory, politics, religion, creed, gender, color, race, ethnicity, age, sexual

orientation, family or cultural background, national origin, marital or economic status, and physical ability are viewed as enrichments of the College’s culture and climate. It also provides opportunities for the growth of its members. In the College, all members are treated with respect, kindness, fairness, understanding, and are afforded the opportunity to flourish within an emotionally supportive and intellectually challenging environment.

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College of Education Program Overview

The College of Education (COE) offers 19 programs at the baccalaureate level, 17 at the master’s level, 11 at the education specialist level, and one at the doctoral level. An alternative fifth-year program leading to the master’s degree in education and teacher

certification is designed for candidates who did not complete a teacher education program at the undergraduate level. Some courses in the unit’s programs are offered on-line. Table 2 lists all programs offered by the college that prepare candidates for careers in P-12 schools. As previously indicated, Alabama is a NCATE partnership state; therefore, the Alabama State Department of Education (ALSDE) and NCATE jointly review and approve College of Education programs for accreditation.

Programs in the COE are administered through four departments: the Department of

Curriculum and Instruction; the Department of Health, Physical Education, and Recreation; the Department of Foundations and Psychology, and the Department of Instructional Support Programs. Each department is headed by a department chair who reports to the dean of the college. The Department of Curriculum and Instruction offers programs in early childhood education, elementary education, secondary education, and special education/collaborative teacher. The Department of Health, Physical Education, and Recreation offers programs in health education and physical education and non-teaching programs in recreation

management and recreation therapy. The Department of Foundations and Psychology offers educational foundations courses for teacher candidates and non-teaching programs in

psychology. The Department of Instructional Support Programs offers graduate programs in education administration, library education/media, general counseling and school counseling, and a doctoral program in educational leadership, policy, and law. Initial and advanced programs in music are offered in the College of Visual and Performing Arts.

The director of off-campus sites, the director of professional laboratory experiences, the certification officer, the director of the Teacher Education Center, the director of the Early Childhood Center, and the director of the Central Alabama Regional In-service Center report directly to the dean of the college. Currently, graduate courses are offered at three official off-campus sites-- Birmingham, Brewton, and Mobile, Alabama. Candidates enrolled in these courses must meet the same academic requirements and deadlines as candidates attending classes in Montgomery. Degree-seeking candidates can take no more than 50% of their required courses in any program at off-campus sites.

The Early Childhood Center provides social and educational experiences for children 3 ½ to 8 years old while serving as a setting for observation and participation experiences for undergraduate and graduate candidates. The Teacher Education Center is a key support unit for the college. It manages activities associated with the preparation of prospective

candidates for admission to teacher education, and provides assistive instruction and other support for candidates. The Central Alabama Regional In-service Center provides

professional development activities for teachers and administrators in the service area. The college’s Curriculum Resource Center is located in the Levi Watkins Library and Learning Resources Center.

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More specifically, the COE offers two types of programs that are reviewed for accreditation purposes by NCATE and the Alabama State Department of Education (ALSDE): initial teacher preparation programs and advanced preparation programs.

Initial teacher preparation programs are those programs at the baccalaureate and

post-baccalaureate levels that prepare candidates for their first certification to teach. The programs enroll qualified undergraduate candidates pursuing the baccalaureate degree and alternative fifth-year graduate candidates seeking certification to teach. At program completion, undergraduates are eligible to apply for Alabama Class B certification and graduates may apply for Class A certification.

Advance preparation programs are continuing teacher preparation programs at the master’s

and educational specialist levels and instructional support/other professional school personnel programs at the master’s, educational specialist, and doctoral levels. Advanced programs also include non-degree certification programs (Class “A” and “AA” certification only) offered at the graduate level. Advance instructional support/other professional school personnel programs included educational administration, school counseling, library education media, and the doctoral program in educational leadership, policy, and law; which does not lead to certification.

Teacher Education Center

The major objective of the Teacher Education Center (TEC) is to enhance the preparation of students for admission to teacher education by utilizing the resources in the TEC. The TEC offers services to students who are interested in majoring in teacher education. The center offer a teacher education class, free workshops, individual tutoring sessions, and a variety of electronic programs to assist candidates and potential majors.

The TEC provides information about the requirements for becoming a teacher and tutoring regarding those requirements. More specifically, the Center provides assistance with the Alabama Basic Skills Test; math, writing, reading and comprehension; the English

Proficiency Exam; ways to increase your grade point average; and writing the philosophy of education essay.

EDU 100: Preparation for Admission to Teacher Education is offered under the auspices of the TEC. This is required for all students interested in a teacher education major. The TEC has a resource library that includes dictionaries, thesauruses, TEC designed booklets and handouts, books, journals, and other publications for student use.

The TEC provides a computer laboratory with Macintosh and Gateway computer hardware, software, and Internet connectivity. The Microsoft Office Suite, Printshop Premier Edition, 5.0; Corel WordPerfect, and PowerPrep, GRE preparation software are just some of the software available to users. College of Education students may also use the laminating machine and stencil markers for their class projects. When students are ready to apply for admission to the teacher education program and student teaching, an online template is available in the Center.

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Advising Information

The advising process for the College of Education is based on the theme: Educator as Decision Maker. This theme comes from our conceptual framework that emphasizes

decision making and the accountability that accompanies empowered individuals. Therefore, advising in the College of Education is based on the following premises:

• Advising is a service provided by the University to facilitate the candidate’s progress toward program completion.

• The ultimate responsibility for program completion rests with the candidate.

• Advisors and candidates will have a duplicate, signed record of the student’s advising history (i.e., program checklist).

• Advisors are responsible for making reasonable time available for candidates for advising via office hours and individual appointments.

• Candidates who have not pursued advisements in a timely manner will not expect special consideration or treatment by the advisor.

Advisees are responsible for the following procedures:

• Become familiar with ASU’s policies and procedures, and keep personal copies of your schedules, forms, grades, tests, and other important information regarding your academic progress.

• Plan ahead. Ask questions when necessary.

• Prepare a list of questions or concerns before meeting with your advisor. • Have a tentative schedule of courses and list alternatives.

• Make a point to be knowledgeable about what affects you.

• Take the initiative to contact your advisor. Remember that your advisor has a busy schedule, so plan to make an appointment prior to registration.

• Pick-up two (2) copies of the Advisement Record Form from the departmental secretary and complete the top portion of both forms.

• Assess your progress on the Professional Educator Self-Assessments Record document. • Update your Graduation Requirement/Curriculum Worksheet. Make sure you follow

your program checklist and record your grades in the space provided after completing courses.

• Meet with your advisor during the week before early registration to complete the Schedule Request Form.

• Maintain a detailed account of decisions made with your advisor during advising sessions by recording them on the Advisement Record Form.

• Sign both copies of the Advisement Record Form. Keep one copy for your Personal Advisement Folder and leave the other with your advisor for your official advisement folder.

• Request that your advisor remove the advisor hold during your advising session. • Ask for advisor’s signature and proceed to Acadome for processing or register on-line.

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General University and College Policies and Procedures Class Attendance

Regular and punctual class attendance is expected. However, the University recognizes that students may be faced with circumstances warranting absence from attending class. Official excuses are issued by the University Counseling Center and are granted for the following reasons only: (a) “verified” illness; (b) death in immediate family; with proof (e.g., statement from funeral home, death certificate, obituary); (c) University-authorized business; (d) military duty; (e) civic duty (i.e., time for voting or serving on jury duty, not court

appearances for misconduct); and (f) counselor-excused verification. Professors will address their individual class attendance policies with their classes and they will also include their policies in their course syllabus.

Disability Support Services

ASU offers a variety of support services for candidates with disabilities. These services are provided to help candidates make the best possible use of the University’s comprehensive academic resources. Candidates with disabilities are encouraged to become active

participants in the University community and to develop a sense of independence that will help them gain the leading edge when entering the job market. The University is committed to the identification and removal of any and all existing barriers that prevent disabled candidates from enjoying rights and privileges, advantages or opportunities enjoyed by nondisabled candidates. In order to receive disability accommodations, candidates must present current documentation of your disability to the ADA liaison located in the University Counseling Center, 109 McGehee Hall, (334) 229-4382.

College Catalog

The ASU Undergraduate and Graduate Catalogs are the most important books that you will own. Not only does it list graduations requirements, but it also gives you course descriptions and outlines what prerequisites you must have before taking certain classes, etc. You will be held responsible for the catalog contents whether you read it or not. You may get a copy of the Undergraduate Catalog from the Registrar’s Office2, located 17 Councill Hall; and the Graduate Catalog3 from the Graduate School, 101 Councill Hall.

Motor Vehicle Operations

Students who operate motor vehicles on the campus are required to register each vehicle with the Police and Security Department and to obey all parking and traffic regulations. Vehicles that are not registered with ASU will be ticketed, towed and/or immobilized at the

owner’s/operator’s expense. The five principal parking and traffic flow regulations are described below: (a) between the hours of 7:30 a.m. and 5:30 p.m., students must park in areas designated for students; (b) restrictions pertaining to parking in reserved and

handicapped areas will be strictly enforced; (c) Parking on campus is prohibited after 1:00 a.m., except for registered vehicles of campus residents and patrons at University-approved events. However, motor vehicles may be parked for brief periods for loading and unloading passengers in designated areas; (d) entrance to and exit from the University will be through

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You may download a copy of the Undergraduate Catalog from:

http://www.alasu.edu/records/applications/documentlibrary/18673%20ASU%202004-2006%20LR.pdf

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You can download a electronic copy from the following address:

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designated areas from dusk to dawn; and (e) All visitors who drive to the University campus and expect to park for any purposes must report to the Police and Security Department and must be issued a visitor’s permit. Accordingly, students expecting visitors who drive vehicles must advise such individuals to report to the Police and Security Department to receive a parking permit.

Bookstore

The University Bookstore is located at 1235 Carter Hill Road on the southwest section of the campus and offers for sale all required textbooks and reference books, a wide variety of school and art supplies, office supplies, greeting cards, souvenirs, imprinted clothing and toiletries. All major credit cards are honored for charge sales.

Courses Repeated for Credit

A student may repeat a course that he or she has failed to complete or to pass. A student who has a grade of “D’’ in a course may also repeat the course with the approval of the dean of the college involved. Whenever a course is repeated, it may be counted only once toward graduation; and the last grade earned is used in computing the cumulative grade point average. However, all grades earned are listed on the student’s permanent record.

Auditing Courses

Auditing a class means that you take the class but you do not get a grade. A candidate who wishes to audit a course must enroll as an auditor at the time of registration. No credit is earned and no examination for credit may be subsequently applied for when a course is audited. Students who enroll as auditors may not change to credit status after the final date of the program change period. You should check with both your advisor and the instructor prior to registering for the course because not all classes can be audited.

Applying for Certification

Candidates seeking teacher certification must apply by completing and submitting the appropriate application and documentation. This is not the same as filing or applying for graduation, so please do not confuse the two.

To apply for certification, candidates must have successfully completed a State Department of Education approved program prior to submitting the application. This means that the candidate must have completed all coursework, passed the necessary examinations, and met all other degree and university requirements.

Points to Remember Regarding the Certification Process:

1. Earning a degree in education does not mean that you are automatically

recommended to the State Department of Education for issuance of a certificate. 2. Making application for certification is the student’s responsibility.

3. Check the bulletin boards for deadline dates for filing certification applications. 4. Applications are available in CH 235 in the Office of Teacher Certification.

5. All applications must include a fee of $20.00 and an additional $49.00 is required for fingerprinting. Each of these application fees must be a separate money order or cashier’s check, and made payable to the State Department of Education.

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6. The application and fees will be accepted by the secretary in the Certification Office. Please retain copies of your completed application and your money order or cashier’s check.

7. Please complete your application for certification in its entirety. If you are in doubt about certain portions of the application, please contact the Office of Teacher Certification here at ASU for answers. Failing to complete the application in its entirety could result in missing out on an employment opportunity.

Processing the Application for Certification

Once a student submits his or her application for certification, the Certification Officer will process your application and recommend you for certification to the Dean of the College of Education. The application is then forwarded to the Office of Records and Registration who will process and add the candidate’s transcript to the certification packet and then forward it to the Alabama State Department of Education. The certification process – including

issuance of the certificate by the State Department of Education – takes approximately four (4) to six (6) weeks after submission.

Applying for Graduation

All students must apply for graduation. This is not an automatic process. You must file for graduation even if you do not plan to participate in a commencement exercise. Please follow these steps when filing for graduation:

You may pickup a Graduation Application form from the Office of Student Affairs (MH, Room 108). The deadline is listed in the University Calendar.

• Indicate on the application what courses you are currently taking and what courses you plan to take the following semester.

• Have advisor review the application, evaluate your curriculum sheet, and sign both documents.

• Obtain the necessary signatures for both forms.

• Take the application to cashier’s office in basement of Council Hall. Once you pay the application fee, the cahier will stamp and validate the form. Retain a copy of the form and cahier’s receipt for your records.

• Take the application to the Office of Teacher Certification in Council Hall, Room 235. That office will be responsible for completing the rest of the graduation application process.

• Be sure to complete the application in it entirety. Failing to do so may result in serious problems during the graduation clearance process.

Please note that in order to graduate in the spring commencement, you must file for graduation in September. To march in the summer commencement, you must submit your application early in June. Please remember to follow the dates listed in the University Calendar. Make every attempt to participate in graduation exercises. It is worth the time and effort. You earned it!!!!

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TEACHER EDUCATION PROGRAM

The Teacher Education Program (TEP) is the pre-professional program for students preparing for certification as teachers in the State of Alabama. There are certain

requirements and expectations for admission to TEP that must be met. The professional education courses are limited to those individuals who are admitted to the TEP. Teacher education programs offered by the College of Education can be found in Appendix B.

Procedures for Making Application to Teacher Education Programs

All students who expect to complete a teacher certification program must be formally admitted the TEP two semesters prior to the date the candidate expects to begin their internship. The student will not be allowed to enroll in more than 13 semester hours of professional studies courses prior to their admission to TEP. The following is a listing of the courses that students may enroll in prior to admission to TEP:

EDU 100: Prep for Admission to TEP EDU 321: Instructional Technology for Educators SED 170: Diverse Students in Inclusive Schools REA 478: Reading in the Content Areas

EDU 300: Foundations of Education

The student must file a formal application for admission to TEP. TEP applications are available in Councill Hall 235 (See the secretary in the Office of Teacher Certification). The deadline for applications is the Friday following midterm examinations. Because the

application process is complex, candidates must meet with his or her advisor at least two weeks prior to the deadline. There will be no exceptions to this policy.

Teacher Education Checklist4 Specific Minimum Requirements for Admission to TEP

____ Earn a cumulative grade point average of 2.5 or above

Complete the following courses and credit hours with a grade of C or above: ____ EDU 100- Preparation to Teacher Education

____ EDU 300- Foundation of Education ____ 24-48 semester hours

____ Pass the Alabama Prospective Teacher Test Date passed: ___________________ (The APTT should be taken after passing EDU 100)

____ Background Check ($49.00 money order/cashier’s check)

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See Appendix D and E: Initial and Advanced TEP Program Candidate Assessment Levels, Transition Points, and Criteria.

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• Junior and senior level courses from junior or community colleges will not be accepted as transfer credit.

• Courses in which students receive a grade of “D” or “F” must be repeated.

• Candidates who cumulative GPA falls below 2.5 will be placed on alert status and may not take any further professional education courses until removed from alert status.

• Candidates who remain on alert status for two (2) semesters will be placed on final caution and advised to change their major.

Professional Internship Requirements

Candidates must file an application for Internship two (2) semesters prior to when the student plans to begin the clinical experience. Admission to TEP changes the student’s status to that of candidate. Candidates must complete the following:

____ Complete and submit an internship application ____ Complete the required Criminal Background Check

Have a minimum grade point average in each of the following areas:

____ Cumulative grade point average ____ Teaching field

____ Professional studies

____ Must have a passing score on the Praxis II

Note: All course substitutions must be approved by the Certification Office. Graduation Requirements

____ 2.5 Cumulative grade point average

____ Complete a minimum of 122 semester hours ____ Earn a grade of C or above in all course work ____ File an application for graduation

____ Pass the COE Exit Examination Date Passed:

• Candidates in the Fifth-year Program must complete a six semester hour teaching internship. A three-semester hour seminar will also be scheduled during the internship semester.

• Candidates desiring an additional certification must complete a three-semester hour teacher internship for a minimum of 150 clock hours.

Exit Examination

All students completing requirements for “B” level certification are required to take the COE Exit Examination. The examination will include (1) writing a 300 word essay on your

philosophy of education, (2) developing an acceptable professional portfolio during student teaching, and (3) making a passing grade of “B” or “A” in student internship.

The written philosophy of education is generally completed at the mid-term of the student teaching semester and requires the development of an essay related to questions provided under the auspices of the University Testing Center. The nature of the questions will be

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discussed during the pre-student teaching seminar. Related study materials will also be distributed. Students may also use the resources of the Teacher Education Center. The evaluation of each essay will be done by at least two College of Education faculty members from a professional education area and will be reported as either Pass or Fail. Candidates not receiving a passing score will be eligible to retake the examination once during the semester. Candidates must register to retake the examination and are required to receive remediation under the guidance of the Teacher Education Center. If a passing score is still not achieved, the affected student can retake the examination during regular testing periods in subsequent semesters. Those candidates completing their internship out- of-state should make arrangements to complete the philosophy of education essay the semester prior to student internship.

Preparation for the Exit Exam5

• The exam must be taken during the internship Mid-Semester Seminar. • The exam is administered through the ASU Testing Center.

• The assessment of the teaching Portfolio is done by the Cooperating Teacher and the University Supervisor.

• Study sessions are scheduled during the semester by the Teacher Education Center (TEC)

5

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APPENDIX A: IMPORTANT NUMBERS

Office Telephone #

Academic Advisement Center Trenholm Hall 200

(334) 229-4149 Academic Affairs, Vice-President

Councill 118 (334) 229-4231 Alumni Affairs 1023 Tuscaloosa Street (334) 229-4280 University Bookstore (334) 229-4143

Bursar’s Office/Cashier’s Office Councill Hall 22 (334) 229-4695 Campus ID Station (334) 229-4751 Career Services Kilby Hall (334) 229-4156 Central Alabama Regional In-Service Center

LW Learning Center 508

(334) 229-4107 Counseling Center

McGehee109

(334) 229-4382

Dean, College of Education (334) 229-4250

Departments

Curriculum and Instruction Councill Hall 201

(334) 229-4485 Foundations and Psychology

208 McGehee Hall

(334) 229-4853 Health and Physical Education Acadome

W-245 J.L. Reed Acadome

(334) 229-4504 Instructional Support Programs

Councill Hall

334-229-6829 Library Educational Media

LW Learning Center 531

(334) 229-4116 Records and Registration

Councill Hall 17

(334) 229-4243 Graduate Studies

Councill Hall 101

(334) 229-4275

Veterans Services Officer (334) 2294292

Financial Aid

#1, G. W. Trenholm Hall

(334) 229-4862 Teacher Certification Office

Councill Hall 235

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APPENDIX B: PROFESSIONAL EDUCATION PROGRAMS

Table 1: College of Education Professional Education Programs

Program Name Degree Award Level Program Level

Biology B.S. M.Ed. Ed.S. Initial Advanced Advanced Business Education B.S. Initial Chemistry B.S. Initial Collaborative Teacher K-6 and K-12 B.S. M.Ed. Initial Advanced Early Childhood Education B.S. M.Ed. Initial Advanced Education Administration Cert M.S. Ed.S. Ed.D. Advanced Advanced Advanced Advanced Elementary Education B.S. M.Ed. Ed.S Initial Advanced Advanced English Language Arts B.S. M.Ed. Initial Advanced

General Science B.S. Initial

Health Education B.S. M.Ed. Initial Advanced History B.S. M.Ed. Ed.S. Initial Advanced Advanced Library Media M.Ed. Ed.S. Advanced Advanced Mathematics B.S. M.Ed. Ed.S Initial Advanced Advanced Music(Vocal

Choral and Instrumental)

B.S. M.Ed. Initial Advanced Physical Education B.S. M.Ed. Initial Advanced

Reading Specialist M.Ed. Advanced

School Counseling M.Ed.

Ed.S. Advanced Advanced Social Science B.S. M.Ed. Ed.S Initial Advanced Advanced Spanish B.S. Initial

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APPENDIX C: ALABAMA EDUCATOR CODE OF ETHICS Introduction

The primary goal of every educator in the state of Alabama must, at all times, be to provide an environment in which all students can learn. In order to accomplish that goal, educators must value the worth and dignity of every person, must have a devotion to excellence in all matters, must actively support the pursuit of knowledge, and must fully participate in the nurturance of a democratic citizenry. To do so requires an adherence to a high ethical standard.

The Alabama Educator Code of Ethics defines the professional behavior of educators in Alabama and serves as a guide to ethical conduct. The code protects the health, safety and general welfare of students and educators; outlines objective standards of conduct for professional educators; and clearly defines actions of an unethical nature for which disciplinary sanctions are justified.

Code of Ethics Standards

Standard 1: Professional Conduct

An educator should demonstrate conduct that follows generally recognized professional standards. Ethical conduct includes, but is not limited to, the following:

• Encouraging and supporting colleagues in the development and maintenance of high standards.

• Respecting fellow educators and participating in the development of a professional and supportive teaching environment.

• Engaging in a variety of individual and collaborative learning experiences essential to developing professionally in order to promote student learning.

• Unethical conduct is any conduct that impairs the certificate holder’s ability to function in his or her employment position or a pattern of behavior that is detrimental to the health, welfare, discipline, or morals of students. Unethical conduct includes, but is not limited to, the following:

• Harassment of colleagues.

• Misuse or mismanagement of tests or test materials. • Inappropriate language on school grounds.

• Physical altercations.

• Failure to provide appropriate supervision of students. Standard 2: Trustworthiness

An educator should exemplify honesty and integrity in the course of professional practice. Ethical conduct includes, but is not limited to, the following:

• Properly representing facts concerning an educational matter in direct or indirect public expression.

• Advocating for fair and equitable opportunities for all children.

• Embodying for students the characteristics of intellectual honesty, diplomacy, tact, and fairness.

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• Falsifying, misrepresenting, omitting, or erroneously reporting professional

qualifications, criminal record, or employment history when applying for employment or certification.

• Falsifying, misrepresenting, omitting, or erroneously reporting information submitted to federal, state, and/or other governmental agencies.

• Falsifying, misrepresenting, omitting, or erroneously reporting information regarding the evaluation of students and/or personnel.

• Falsifying, misrepresenting, omitting, or erroneously reporting reasons for absences or leaves.

• Falsifying, misrepresenting, omitting, or erroneously reporting information submitted in the course of an official inquiry or investigation.

Standard 3: Unlawful Acts

An educator should abide by federal, state, and local laws and statutes. Unethical conduct includes, but is not limited to, the commission or conviction of a felony or of any crime involving moral turpitude. As used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere, regardless of whether an appeal of the conviction has been sought or a situation where first offender treatment without adjudication of guilt pursuant to the charge was granted.

Standard 4: Teacher/Student Relationship

An educator should always maintain a professional relationship with all students, both in and outside the classroom.

Ethical conduct includes, but is not limited to, the following:

• Fulfilling the roles of trusted confidante, mentor, and advocate for students’ growth. • Nurturing the intellectual, physical, emotional, social, and civic potential of all students. • Providing an environment that does not needlessly expose students to unnecessary

embarrassment or disparagement.

• Creating, supporting, and maintaining a challenging learning environment for all students.

• Unethical conduct includes, but is not limited to, the following:

• Committing any act of child abuse, including physical or verbal abuse. • Committing any act of cruelty to children or any act of child endangerment. • Committing or soliciting any unlawful sexual act.

• Engaging in harassing behavior on the basis of race, gender, national origin, religion, or disability.

• Soliciting, encouraging, or consummating an inappropriate written, verbal, or physical relationship with a student.

• Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to consume alcohol or illegal/unauthorized drugs.

Standard 5: Alcohol, Drug and Tobacco Use or Possession

An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice and should never use illegal or unauthorized drugs. Ethical conduct includes, but is not limited to, the following:

• Factually representing the dangers of alcohol, tobacco and illegal drug use and abuse to students during the course of professional practice.

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Unethical conduct includes, but is not limited to, the following:

• Being under the influence of, possessing, using, or consuming illegal or unauthorized drugs.

• Being on school premises or at a school-related activity involving students while documented as being under the influence of, possessing, or consuming alcoholic

beverages or using tobacco. A school-related activity includes, but is not limited to, any activity that is sponsored by a school or a school system or any activity designed to enhance the school curriculum such as club trips, etc., where students are involved. Standard 6: Public Funds and Property

An educator entrusted with public funds and property should honor that trust with a high level of honesty, accuracy, and responsibility.

Ethical conduct includes, but is not limited to, the following:

• Maximizing the positive effect of school funds through judicious use of said funds. • Modeling for students and colleagues the responsible use of public property. • Unethical conduct includes, but is not limited to, the following:

• Misusing public or school-related funds.

• Failing to account for funds collected from students or parents.

• Submitting fraudulent requests for reimbursement of expenses or for pay.

• Co-mingling public or school-related funds with personal funds or checking accounts. • Using school property without the approval of the local board of education/governing

body.

Standard 7: Remunerative Conduct

An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. Ethical conduct includes, but is not limited to, the following:

• Insuring that institutional privileges are not used for personal gain.

• Insuring that school policies or procedures are not impacted by gifts or gratuities from any person or organization.

• Unethical conduct includes, but is not limited to, the following:

• Soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local governing body.

• Accepting gifts from vendors or potential vendors for personal use or gain where there appears to be a conflict of interest.

• Tutoring students assigned to the educator for remuneration unless approved by the local board of education.

Standard 8: Maintenance of Confidentiality

An educator should comply with state and federal laws and local school board policies relating to confidentiality of student and personnel records, standardized test material, and other information covered by confidentiality agreements.

Ethical conduct includes, but is not limited to, the following:

• Keeping in confidence information about students that has been obtained in the course of professional service unless disclosure serves professional purposes or is required by law. • Maintaining diligently the security of standardized test supplies and resources.

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Unethical conduct includes, but is not limited to, the following:

• Sharing confidential information concerning student academic and disciplinary records, health and medical information, family status/income, and assessment/testing results unless disclosure is required or permitted by law.

• Violating confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing or distributing test items or answers, discussing test items, and violating local school system or state directions for the use of tests or test items.

• Violating other confidentiality agreements required by state or local policy. Standard 9: Abandonment of Contract

An educator should fulfill all of the terms and obligations detailed in the contract with the local board of education or educational agency for the duration of the contract.

Unethical conduct includes, but is not limited to, the following:

• Abandoning the contract for professional services without prior release from the contract by the employer;

• Refusing to perform services required by the contract. Reporting

Educators are required to report a breach of one or more of the Standards in the Alabama Educator Code of Ethics as soon as possible, but no later than sixty (60) days from the date the educator became aware of the alleged breach, unless the law or local procedures require reporting sooner. Educators should be aware of their local school board policies and

procedures and/or chain of command for reporting unethical conduct. Complaints filed with the local or state school boards or with the State Department of Education Teacher

Certification Section, must be filed in writing and must include the original signature of the complainant.

Alabama Administrative Code 290-3-2-.05

(1)-5-c Each Superintendent shall submit to the State Superintendent of Education within ten calendar days of the decision, the name and social security number of each employee holding an Alabama certificate or license who is terminated, or nonrenewed, resigns, or is placed on administrative leave for cause, and shall indicate the reason for such action.

Disciplinary Action

Disciplinary action shall be defined as the issuance of a reprimand or warning, or the

suspension, revocation, or denial of certificates. “Certificate” refers to any teaching, service, or leadership certificate issued by the authority of the Alabama State Department of

Education.

Alabama Administrative Code 290-3-2-.05

(1) Authority of the State Superintendent of Education (a) The Superintendent shall have the authority under existing legal standards to:

1. Revoke any certificate held by a person who has been proven guilty of immoral conduct or unbecoming or indecent behavior in Alabama or any other state or nation in accordance with Ala. Code §16-23-5 (1975).

2. Refuse to issue a certificate to an applicant whose certificate has been subject to adverse action by another state until after the adverse action has been resolved by that state.

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3. Suspend or revoke an individual’s certificate issued by the Superintendent when a certificate or license issued by another state is subject to adverse action.

4. Refuse to issue, suspend, or recall a certificate for just cause.

Any of the following grounds shall also be considered cause for disciplinary action: Unethical conduct as outlined in the Alabama Educator Code of Ethics, Standards 1-9. • Order from a court of competent jurisdiction.

• Violation of any other laws or rules applicable to the profession. • Any other good and sufficient cause.

An individual whose certificate has been revoked, denied, or suspended may not be

employed as an educator, paraprofessional, aide, or substitute teacher during the period of his or her revocation, suspension, or denial.

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APPENDIX D: INITIAL TEP PROGRAM CANIDATE ASSESSMENT LEVELS, TRANSITION POINTS, CRITERIA

Class B Programs Alternative A Masters Programs Level 1:

Prior Context

EDU 100 Preparation for Admission to TEP, Minimum grade of C

Dispositions Assessment

APTTP – Basic Skills, passing score 24 – 48 credit hours

Minimum cumulative GPA 2.5 EDU 300 Foundations of Education, Minimum grade of C

Application for admission to TEP

Baccalaureate degree from a regionally accredited institution

Official transcripts

Two letters of recommendation Minimum cumulative GPA 2.5 GRE or MAT score, GWCT

39 (or more) credit hours undergraduate teaching field

EDU 500 Preparation for Admission to TEP,

Minimum grade of C 12 credit hours graduate courses APTTP – Basic Skills, passing score Dispositions Assessment

Application for admission to Candidacy (TEP)

Transition Point 1

Admission to Teacher Education Program Admission to Candidacy (TEP) Level 2: Interactive Context and Decision Making Context

APTTP – Praxis, passing score Dispositions Assessments

Complete all coursework with GPA – 2.5 cumulative, teaching field and professional studies

Complete application for admission to Clinical Practice

APTTP – Praxis, passing score Dispositions Assessments

Complete all coursework with GPA – 3.0 cumulative, teaching field and

professional studies

Complete application for admission to Clinical Practice

Transition Point 2

Admission to Clinical Practice Admission to Clinical Practice

Level 3: Interactive and Decision Making

Contexts

Clinical Practice Evaluations Dispositions Assessments Portfolio

COE Exit Exam

Minimum cumulative GPA 2.5

Clinical Practice Evaluations Dispositions Assessments Portfolio

Comprehensive Exam Minimum cumulative GPA 3.0

Transition Point 3

Exit Clinical Practice Exit Clinical Practice

Level 4: Outcomes

Context

Graduation Exit Survey Minimum cumulative GPA 2.5 Certification Application

Graduation Exit Survey Minimum cumulative GPA 3.0 Certification Application

Transition Point 4

Program Completion (Graduation) Program Completion (Graduation)

Level 5 Outcomes Context Alumni Surveys Employers Surveys BTAP PEPE Alumni Surveys Employers Surveys BTAP PEPE

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APPENDIX E: ADVANCED PROGRAM CANDIDATE ASSESSMENT LEVELS, TRANSITION POINTS, CRITERIA

MED, Ed.S. Programs Ed. D. Program Level 1:

Prior Context

Baccalaureate degree from a regionally accredited institution

Official transcripts

Two letters of recommendation Minimum cumulative GPA 2.5 GRE or MAT score, GWCT Verification of Certification 12 credit hours graduate courses Complete application for admission to Candidacy

Dispositions Assessment

Bachelor’s & Master’s degree from a regionally accredited institution Official transcripts

Two letters of recommendation

Minimum cumulative GPA 3.0 undergraduate 3.50 graduate

GRE (minimum 1000)or MAT (minimum 50) Writing Sample

Interview (dispositions included) Vita

Complete application for admission

Transition Point 1

Admission to Candidacy Admission to Candidacy

Level 2: Interactive Context And Decision-Making Context

Complete all coursework with minimum cumulative GPA

3.00 – A 3.25 – AA 3.25 – Ed.S.

Praxis II (as applicable)

54 credit hours coursework

Complete all coursework with minimum cumulative GPA 3.50

Minimum grade of B in each course Dispositions Assessment

Transition Point 2

Admission to Clinical Practice (or equivalent)

Admission to Clinical Practice

Level 3: Interactive and Decision Making

Contexts

Complete minimum 21 grad. credits Cumulative GPA:

3.00 – A 3.25 – AA 3.25 – Ed.S.

Clinical Practice Evaluations (as applicable)

Praxis II – passing score (as applicable) Application for Comprehensive Exam Thesis Proposal Defense or Field Study

Clinical Practice Evaluations Field Applications Portfolio Comprehensive Examination Dissertation Proposal Defense

Transition Point 3

Exit Clinical Practice (if applicable) Exit Clinical Practice

Level 4: Outcomes

Context

Graduation Exit Survey

Minimum required cumulative GPA 3.0 Certification Application (if applicable) Comprehensive Exam

Field Study (AA) Thesis (Ed.S)

Graduation Exit Survey

Minimum required cumulative GPA 3.50 Dissertation External Reviews

Dissertation Defense and

Graduate School Acceptance of Dissertation

Transition Point 4

Program Completion (Graduation) Program Completion (Graduation)

Level 5: Outcomes Context Alumni Surveys Employers Surveys APTTP - PEPE Alumni Surveys Employers Surveys APTTP - PEPE

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