Teacher Preparation and Certification Program
Table of ContentsPreface 2 Overview 3 Becoming a Tulane Teacher‐ The Core Principles 4 Advising and Program Planning 6 Program Options Secondary Content Focus Areas (6‐12) 8 Early Childhood Education (PK‐3) 10 Dance (K‐12) 12 Assessment of Candidates’ Skills Electronic Portfolios on TaskStream 14 PRAXIS Requirements 17 Early Field Experiences & Practica 20 Final Clinical‐‐‐Student Teaching/Internship 20 Governance of the Program Program Faculty & Staff 21 State and National Standards 25 Program Evaluation and Improvement 26 TPCP Advisory Council 26 Center for Public Service 26 Tulane University and TPCP Policies 27 Honor Code Grievance Procedures ‐ Rights of Petition & Appeal Non‐discrimination Policy Appendices: A. Danielson’s Framework for Teaching 29 B. Teacher Education Accreditation Council Quality Principles 30 C. National Assoc. for Education of Young Children (NAEYC) Standards 33 D. National Board for Professional Teaching Standards 34 E. ISTE National Educational Technology Standards (NETS for Teachers) 36 F. Resources for State & National Content Standards 38 G. Program Advising Plans 39 H. Checklists for Admission/PL2 Eligibility 42 I.
Applying for Waiver from Final Clinical 44
Welcome to the Teacher Preparation and Certification Program at Tulane University
Pursuing a career committed to optimizing student learning is indeed a dignified cause. Polls have ranked “educator” as one of the most esteemed careers in our country, even with the many challenges that are associated with our educational structure. Acquisition of the skills and knowledge involved in the art of teaching is one of the most interesting and enlightening ventures among all pursuits available to us. Knowledge of subject matter and competency in applying this knowledge in teaching and learning situations are real demands made on a successful instructor and can only be acquired through training, study and a wide range of experience. Students at Tulane University who choose the teaching certification route are commended for having chosen this path, and they are encouraged to aspire to the maximum achievement in their professional preparation.
Tulane University’s Teacher Preparation and Certification Program (TPCP) offers teacher education courses designed for students preparing to teach in PK‐3, 6‐12, and Dance K‐12. This handbook contains general information pertaining to teacher certification at Tulane University. Students are urged to read this handbook carefully for information needed to complete the programs. Readers may be referred to other sources for additional or complementary information. Tulane students are encouraged to consult this handbook and other sources regularly. While it is helpful to get information from friends or classmates, it is best to consult with a TPCP advisor to get answers to specific questions. TPCP students are assigned an education advisor based on their last name. Undergraduates are urged to also check with their Newcomb‐Tulane academic advisors about content majors and baccalaureate degree progress. Post‐graduate students also have access to an academic advisor in the School of Continuing Studies.
Your impact in the classroom and beyond will be difficult to assess empirically, even though today’s political program argues otherwise. Teacher Certification at Tulane offers you the opportunity to change and grow while providing a service to the community. The education staff and faculty believe that the person you are becoming is the key to your effectiveness as a prospective teacher. Preparation for teaching is a life‐long, dynamic journey. As your teachers, we are seeking to model this pilgrimage of openness and growth, both professionally and personally.
We welcome you on this pathway of growth. As you have questions or concerns which may not be addressed in this Handbook, please feel free to visit us in the Teacher Preparation and Certification Offices at 7039 Freret Street. We anticipate a pleasurable visit. Linda McKee Director, Tulane University Teacher Preparation and Certification Program
The object of education is to prepare the young to educate themselves throughout their lives.
OverviewTulane University is categorized as a small independent southern university, preparing students in eleven different schools and colleges ranging from liberal arts and sciences through a full array of professional schools. Tulane is committed to giving students a wealth of program choices rarely equaled among the nation’s independent universities. This approach to education has fostered a community of interdisciplinary educators committed to enriching the capacity of individuals, organizations, and communities. The Teacher Preparation and Certification Program (TPCP) is administratively located in the Newcomb‐Tulane College with some students enrolled in the School of Liberal Arts, others enrolled in the School of Science & Engineering, and others enrolled in the School of Continuing Studies. The program’s purpose is to develop compassionate, knowledgeable, influential educators who will act and lead with integrity and who are dedicated to fostering educational growth, creative expression, critical thinking, and community service. The TPCP strives to extend the University’s commitment to preparing prospective teachers by using an interdisciplinary approach designed to help candidates meet the needs of learners from all walks of life. The broad goals of the Teacher Preparation and Certification Program (TPCP) are: To recruit diverse classes of enthusiastic teacher candidates. To apply principles of modeling, practice, reflection, and educational research to help candidates create for themselves an ever‐expanding “toolbox” of skills and resources to serve diverse learners.
To assist candidates in understanding and adapting their skills to ensure that all learners have the opportunity to be successful.
To provide constant and substantial opportunity for candidates to learn, practice, reflect, and grow in both college and field settings.
The program was developed in accordance with the Louisiana Components of Effective Teaching and the standards for beginning teachers developed by the Interstate Teacher Assessment and Support Consortium (InTASC), and the rationale for the program’s structure can be explained best through them. The primary goal was to produce rigorous certification programs that balance the import of disciplinary content knowledge with the teaching skills and dispositions needed to apply that content knowledge in diverse educational settings. The program incorporates the rigor of a Bachelor’s degree with educational theory and methods coursework based on the best available research on teaching and learning.
Both individual courses and the program as a whole are anchored in various principles set forth in professional standards documents (e.g., the National Association for the Education of Young Children (NAEYC) , the National Board for Professional Teaching Standards (NBPTS), the Teacher Education Accreditation Council (TEAC), and various content specific organizations such as the National Council for the Teachers of English (NCTE). The program is still in its youth, and the faculty and staff are dedicated to continually assessing the program through both internal and external means, ensuring that future candidates will experience a constantly improving program. In August of 2005, the twelve certification programs offered at Tulane received state approval, and national accreditation was awarded by the Teacher Education Accreditation Council (TEAC) in April of 2011. TPCP also participates in the activities required for Tulane University’s accreditation through the Southern Association of Colleges & Schools (SACS). One of the most important components of the program is the wide variety of field experiences. Candidates spend a minimum of 180 hours in New Orleans classrooms before student teaching: field experience in one or more of TPCP’s partner schools is required for almost every education course and for several of the core psychology
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interact frequently with others with different cultural beliefs, appearances and lifestyles, both in college classrooms and in PK‐12 settings. Professional development activities in conjunction with a variety of organizations at Tulane and the greater metropolitan area (e.g. Tulane’s Center for Public Service, New Orleans Outreach, the Cowen Institute, and the Stone Center for Latin American Studies) are interwoven throughout the program. Candidates learn to examine their own assumptions and to become highly sensitive to issues of gender bias, racism, stereotyping and other forms of prejudice. Graduates of Tulane’s TPCP will not merely tolerate diversity, but will value and appreciate the richness of America’s culture and the importance of creating learning environments in which learners of all types can succeed.
Becoming a Tulane Teacher ‐ Advising/Program Planning
All candidates interested in earning certification must meet with a TPCP advisor before or during enrollment in the first TPCP course to develop a Program Advising Plan. (See Appendix G.) For Full‐Time Tulane Undergraduates:
Undergraduate students at Tulane who have declared their intent to seek certification and are enrolled in education courses have access to three advisors: a Newcomb‐Tulane advisor, an advisor from the Teacher Preparation & Certification Program, and an advisor from the major or content focus area (French, Dance, English, and so on). Undergraduates who have decided to earn a Louisiana teaching certificate usually begin the education coursework during the first semester of the sophomore year, and complete the professional courses by the end of the senior year. Undergraduates who begin the program coursework later in their degree programs can finish the courses as part‐time students after the baccalaureate degree program is finished. Undergraduates are not formally admitted to the program until the bachelor’s degree is completed. Any remaining coursework and the clinical (either student teaching or internship) are finished after the undergraduate degree is awarded.
Students who may not be able to complete the Tulane coursework and certification process, but who are interested in other alternate certification avenues (e.g., Teach for America or Master of Arts in Teaching degrees) may enroll in some TPCP coursework in preparation for those other certification programs, after receiving the permission of the course instructor.
These “guest” seats are contingent upon availability: TPCP students
have first priority. Advisors in the Teacher Preparation & Certification Program are willing to answer questions and provide support to any Tulane student interested in teaching. For Part‐Time Post‐Baccalaureate Students: Candidates with a baccalaureate degree (from Tulane or elsewhere) who enroll in the TPCP courses as part‐time students through the School of Continuing Studies also need to maintain a close on‐going relationship with their TPCP advisor. Many of these individuals have full‐time jobs while they are working on achieving certification. It requires at least four semesters for most of these students to complete the preliminary professional coursework, followed by the clinical internship year. The TPCP faculty and staff work closely with students and certification specialists in the Louisiana State Education Department to ensure the successful completion of the licensure requirements in a timely fashion. Post‐grads with degrees from outside the US will need to have their international credentials evaluated by World Education Services‐‐‐this process is explained @ http://www.wes.org/ Transfer of Credits from other Programs Candidates who wish to transfer credits from other certification programs will need to provide course descriptions and syllabi of coursework completed elsewhere. Any course considered for transfer credit must be less than ten years old. The Request for Transfer of Credits form (available on the TPCP website) along with the course syllabi should be given first to the Assessment Coordinator who will forward them to the appropriate instructor for
review and then to the Program Director who must give the final approval. The TPCP will accept NO MORE THAN NINE HOURS OF TRANSFER CREDIT. Candidates who wish to apply for an exemption to this limit must submit a written request to the Program Director: each case will be considered on an individual basis based on the course(s) and other extenuating circumstances. Post‐baccalaureate candidates may wish to become eligible for a Practitioner’s License Type 2 (PL 2) so they may teach full‐time while they finish the certification program. Eligibility requires completion of the Praxis I, Praxis II Content exams, EDLA 2000, the level 1 E‐folio, completion of 80 clock hours of focused field experience (EDUC 3250 and EDUC 3260), two letters of reference, and a completed background check before full admission to the program. Full admission to the program is necessary before receiving the PL2 eligibility letter. (See Appendix I for the full admission process which leads to PL2 eligibility OR contact the Coordinator for Assessment/ Accreditation for additional information.)
Maintaining the Required GPA for Program Progression
The grades for all TPCP candidates are reviewed every semester: candidates are required to maintain a minimum cumulative education GPA of 3.0 with no grades below a “C.”
A grade of “D” or “F” in any TPCP course
results in the candidate receiving a notification that he/she will not be allowed to enroll in any further
TPCP courses. Candidates who are having difficulty in meeting course requirements should meet with the course professor and with their program advisor to determine a plan to address problems. In most instances, the candidate can drop the course and then retake it at a later time. The dates for withdrawing with refunds and without refunds are included on each semester’s academic calendar: it is the student’s responsibility to initiate the drop form by the appropriate deadline. The add/drop forms are available in the TPCP office, the undergraduate Academic Advising Center and the School of Continuing Studies office.
The awarding of an “incomplete” or “I” in any TPCP course is governed by university policy and should only be awarded when an unforeseen or emergency situation prevents a candidate from completing the final project/exam AND when the work can be completed within a 30‐day period. The grade change form removing the incomplete must be submitted by the 30 day deadline or the ‘I” reverts to an “F.” If unforeseen circumstances (e.g. medical or other emergencies) prevent the student from completing work before the one month deadline, a “Request to Extend Incomplete” form must be requested by the candidate and approved by the course instructor and the appropriate dean. Both forms are available in the TPCP office and must be signed by the professor, the program director, and the Dean of the School or College (the Dean or Assistant Dean of Newcomb‐Tulane for undergraduates and the Dean or Assistant Dean of the School of Continuing Studies for post‐graduates).
TPCP Course Descriptions
Course descriptions for all TPCP courses are available on the TPCP website @ http://tulane.edu/teacher and in the online Tulane University Catalog @ http://catalog.tulane.edu/
SECONDARY CONTENT AREA FOCUS (6‐12)All candidates interested in earning certification must meet with a TPCP advisor to develop a Program Advising Plan—this should be completed before or during enrollment in the first TPCP course. (See Appendix G.) 1. Students major in a content field and earn a degree in the field (e.g., BA in English)** Content Field Certification Area English English Mathematics Mathematics Chemistry Chemistry Ecology & Evolutionary Biology Biology Cellular & Molecular Biology Biology Physics Physics French French Spanish Spanish Italian Italian German German Economics, History, Social Studies Political Science, Sociology (** In Louisiana, candidates in certification‐only programs demonstrate content knowledge through the Praxis tests, NOT by credit hours earned within an undergraduate content major. If a history major passes the Praxis II content tests in English, that person may work towards an English Language Arts license.) 2. Students complete coursework for Secondary Certification Knowledge of the Learner and the Learning Environment (13 ‐14 hours) EDLA 2000 Education in a Diverse Society (3) EDLA 2890 Service Learning in Public Schools (1) for undergraduates OR EDUC 3250 Focused Field Experience I (1) for post‐graduates (taken with EDLA 2000) PSYC 3200 Educational Psychology (3) (OR equivalent transferred course) PSYC 3390 Adolescent Psychology (3) (OR equivalent transferred course) EDUC 3400 Classroom Management/Instructional Design & Assessment (3) EDUC 3260 Focused Field Experience II (1) (for post‐graduates seeking PL2 eligibility) Methodology and Teaching (10 hours) EDUC 3802 Methods of Secondary Reading Instruction (3) EDUC 3820 Practicum in Secondary Reading (1) (taken with EDUC 3800) EDUC 5010 Methods I of Secondary Instruction (3) Offered in Fall only EDUC 5090‐5130 Methods II of Secondary Instruction (3) Offered in Spring only (Students select the Methods II class for their content area) EDUC 5090 Social Studies Methods EDUC 5100 Science Methods EDUC 5110 English Methods EDUC 5120 Mathematics Methods EDUC 5130 Foreign Language Methods 2. AFTER completion of baccalaureate degree and above courses, students finish a final clinical experience (6 hours): EDUC 6930 (6) Student Teaching in Secondary Schools OR EDUC 6940 (3) Internship A & EDUC 6950 (3) Internship B in Secondary Schools
3. In addition to coursework, students must complete: ***PRAXIS I tests (PPST) OR submit ACT Composite score of 22 or above OR submit SAT Math/Verbal score of 1030 or above OR hold a graduate degree. ***PRAXIS II tests in their content area ***PRAXIS II Principles of Teaching & Learning (PLT) (7‐12) (#0624 OR #5624) 4. After completion of coursework, PRAXIS exams, and student teaching or internship, successful candidates can be recommended for level 1 certification in Louisiana. 5. Sequencing of SECONDARY TPCP courses: Several of the courses required for Secondary program completion are only offered once a year (either Fall only or Spring only). Candidates interested in earning the secondary teaching certification should meet with a TPCP advisor as soon as they enroll in EDLA 2000 (if not before) to plan out a program of studies to ensure that prerequisites are met. Candidates must register for the corresponding within‐course service learning component or focused field experience hours. Please check the course description section of this handbook for additional information.
In addition, most TPCP courses have extensive service learning/field experience requirements. Candidates may not enroll for coursework that requires more than 80 hours of field experience without special permission from the program director. Post‐graduate practitioners who are currently teaching full‐time complete the field experience/practicum hours in their classrooms. Suggested Program of Study for Secondary Content Area Focus: Year 1: EDLA 2000/ EDLA 2890 or EDUC 3250 (40 hours field experience) Offered Fall and Spring EDUC 3400 Offered Fall and Spring (Pre‐requisite: 2000/2890 or 3250 but may be taken concurrently with instructor permission) EDUC 3260 Focused Field Experience II (in conjunction with EDUC 3400 as necessary) PSYC 3200 (service learning determined by PSYC professor) OR PSYC 3390 (service learning determined by PSYC professor) EDUC 3802/3820 (40 hours of practicum in EDUC 3820) Offered Fall and Spring (Pre‐requisites: EDLA 2000, EDLA 2890 OR EDUC 3250, EDUC 3400, EDUC 3260) Year 2: EDUC 5010 (50 hours practicum) Offered Fall only (Pre‐requisites: EDLA 2000/2890 or 3250, EDUC 3400, EDUC 3260 (as necessary), EDUC 3802/3820. PSYC 3200 strongly recommended) PSYC 3200 (service learning determined by PSYC professor) OR PSYC 3390 (service learning determined by PSYC professor) EDUC 5090‐5130 (50 hours practicum) Methods II for Secondary Education Offered Spring only (Pre‐requisites: EDLA 2000/2890 or EDUC 3250, EDUC 3400, EDUC 3260 ( as necessary), EDUC 3802/3820, EDUC 5010, PSYC 3200 and PSYC 3390) Year 3: (Post‐Baccalaureate) EDUC 6930 Student Teaching in Secondary Schools 1 semester Fall OR Spring (6 hrs)
OREDUC 6940 SEC Internship A Fall (3 hrs.) AND EDUC 6950 SEC Internship B Spring (3 hrs.)
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PK‐3) rtification mu e or during en uate major** ychology, or didates MUST ommended t nd (coursewo a, candidates in II tests, NOT b asses the ECE k for Early Ch arning Enviro Diverse Socie ng in Public Sc Experience I ( nagement/ In Experience II gy (3) (OR eq racy (3) eaching Early arly Childhoo Adolescent L arly Childhoo aching Math a eate degree, g in Early Chi A in Early Ch ates must com submit ACT C of 1030 or abo ntary Curriculu eaching & Le ust meet with nrollment in t *: A) the Tu C) any bacca T pass the PRA that undergra ork in world a n certification‐ by credit hours Praxis II conten hildhood (PK‐ onment ety (3) chools for und (1) for postgr structional D (1) as necess quivalent tran ( Childhood Re od Reading (1) Literature (3) d Education – and Science i candidates fi ldhood hildhood & ED mplete: Composite sc ove OR hold a um (#0014 O arning for Ea h a TPCP adv the first TPCP ulane coordin alaureate con AXIS II test in aduates comp and U.S. histo ‐only programs s earned within nt test (0014), ‐3) certificatio (10‐11 hours dergraduates raduates (ta Design & Asse sary for postg nsferred cour (10 hours) eading (3) ) (taken with (6 hours) –Language Ar n Early Childh inish a clinica DUC 6920 (3) core of 22 or a a graduate de R #5014) rly Childhood visor to devel P course. nate major in ntent major. elementary c plete general ory, geograph s demonstrate n an undergrad that person m on: s) s OR aken with EDL ssment (3) graduates rse) EDUC 3800) rts, Social Stu hood (3) al capstone: Internship B above OR su egree. d (#0621 OR # op a Program n Psychology‐ content, it is coursework y, science, et e content know duate content may work towa LA 2000) udies & Huma B in Early Ch ubmit SAT #5621) m Advising ‐ Early tc.). wledge major. rds an Early anities (3) ildhood
5. After completion of coursework, PRAXIS exams, and student teaching, successful candidates can be recommended for level 1 certification in Louisiana. 6. Sequencing of TPCP Early Childhood Courses: Several of the courses required for Early Childhood Education program completion are only offered once a year (either Fall only or Spring only). Candidates interested in earning the ECE teaching certification should meet with a TPCP advisor as soon as they enroll in EDLA 2000 (if not before) to plan out a program of studies to ensure that prerequisites are met. Undergraduates must register for the corresponding within‐course service learning component. Please check the course description section of this handbook for additional information.
The majority of the TPCP courses have extensive service learning field experience requirements. ECE undergraduates will also have extensive service learning/field experience requirements in their psychology courses. Candidates may not enroll for coursework that requires more than 80 hours of field experience without special permission from the program director. For undergraduates in the PSYC‐ ECE coordinate major, this includes BOTH the service learning hours from psychology AND the TPCP courses. Suggested Program of Studies: Year 1: EDLA 2000/ EDLA 2890 or EDUC 3250 (40 hours service learning) Offered Fall and Spring EDUC 3000 (20 hours service learning) Offered Fall only (Pre‐requisites: EDLA 2000, EDLA 2890 or EDUC 3250 but may be taken concurrently with instructor permission) EDUC 3400 Offered Fall and Spring (Pre‐requisites: 2000/2890 or EDUC 3250 but may be taken concurrently with 2000/2890‐3250 with instructor permission EDUC 3260 Focused Field Experience II (1) For post graduates as necessary PSYC 3210 (service learning determined by PSYC professor) EDUC 3801/3810 (40 hours of practicum in EDUC 381‐Reading methods) Offered Fall and Spring (Pre‐requisites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3400, EDUC 3260 ( as necessary) and EDUC 3000) Year 2: EDUC 3500 ( 50 hours practicum) Offered Fall only (Pre‐requisites: EDLA 2000/289 or 3250, EDUC 3400, EDUC 3260 as necessary, EDUC 3000, EDUC 3801/3810 with PSYC 3210 strongly recommended EDLA 3160 (20 hours service learning) Offered Spring Only EDUC 3900 (50 hours practicum) Offered Spring Only (Pre‐requisites: EDLA 2000/2890 or 3250, EDUC 3400, EDUC 3260 as necessary, EDUC 3000, EDLA 3160, EDUC 3801/3810, EDUC 3500, PSYC 3210) Year 3: (Post‐Baccalaureate) EDUC 6900 Student Teaching in Early Childhood 1 semester (6 hrs) Offered Fall & Spring OR EDUC 6910 ECE Internship A (3 hrs.) Fall AND EDUC 6920 ECE Internship B (3 hrs.) Spring
D A P c 1 T m s c s C P
C2 3 D s 4 DANCE (K‐12) All candidates Program Advi course. (See 1. Students m The BA degre majors, cours structure of community co standards in t Candidates w Preparation a
Content test2. Students co Knowledge EDLA EDLA EDUC PSYC PSYC EDUC EDUC Methodolo EDUC DANC EDUC EDUC PSYC EDUC 3. AFTER com Dance (K‐12) secondary set 4. In additio *** Curre *** ) s interested i ising Plan—th Appendix H.) major in Danc ee in Dance
es in Ballet a the program ontact in bot the field (such ill work with and Certifica
t in Dance.omplete cour e of the Learn 2000 2890 C 3250 3210 3390 C 3400 C 3260 gy and Teach C 3500 C/EDUC 3610 C 3800 C 3820 3200 C 5140 mpletion of ba ED OR EDUC 697 candidates w tting (7‐12) fo n to coursew PRAXIS I test Math/V ntly, there is PRAXIS II P in earning ce his should be ) ce and earn a requires 40 c nd/ or Mode m addresses h areas. The h as the Natio both an advi ation progra
s who have
by professorrsework for ( ner and the Le Educatio Service L Focused Child Psy Adolesce Classroom Focused ing Method Dance Method Practic Educat Metho accalaureate UC 6960 (6) S 70 Internship will be assigne or the other h work, students ts (PPST) OR s Verbal score o no required rinciples of Te rtification mu e completed b a degree in th credits in the
rn Dance, as s both curri e courses in t onal Dance As sor in the De m to ensure
rs in TulaneK‐12) certific earning Enviro n in a Diverse Learning in Pu Field Experie ychology (3) ent Psycholog m Manageme Field Experie ds I of Early C Practicum (1 ds of Reading um in Second tional Psycho ds II of Secon degree, stud Student Teach A in Dance (3 d to an eleme half. s must comp submit ACT C of 1030 or ab PRAXIS II in t eaching & Lea ust meet with before or dur he field: e discipline i well as cours iculum‐based he K‐12 Danc ssociation and epartment of
e that all r
grees in da
e’s Dance pation: onment (1 e Society (3) ublic Schools nce I (1) ( tak (OR equival y (3) (OR eq ent/Instructio nce II (1) As (14 ho Childhood Inst ) (taken with g Instruction dary Reading logy (3) (OR ndary Instruct dents finish a hing Semeste 3) AND EDU entary setting lete: Composite sco ove OR hold the content a arning ( #062 h a TPCP adv ring enrollme ncluding core ses in Dance d and discip ce Certificatio d the Nationa Theatre and equirements
ance from o
rogram sinc3‐14 hours) (1) (taken w ken with EDLA lent transferr quivalent tra onal Design & necessary for ours) truction (3) EDUC 350) (3) (1) (taken wit equivalent tr tion: Content a clinical caps er in Dance C 6980 (3) In g (K‐6) for ha ore of 22 or a a graduate de area for danc 24 OR # 5624 visor to devel ent in the firs e courses fo History and D pline‐based t on Program a al Association Dance and a for certific
ce there is
with EDLA 200 A 2000 for po red course) nsferred cou & Assessment r postgraduat th EDUC 380) ransferred co Field ‐Dance stone: ternship B in lf of the final above OR sub egree. ce. 4) op a st TPCP r all Theatre Dance Compo teaching me are aligned w n of Schools o an advisor in t ation are m
currently n00 by undergr ostgraduates rse) (3) tes ) ourse) e (3) Dance clinical and t bmit SAT and Dance osition. The thods with with national of Dance). the Teacher met.
o Praxis II
5. After completion of coursework, PRAXIS exams, and student teaching, successful candidates can be recommended for level 1 certification in Louisiana. 6. Sequencing of DANCE (K‐12) TPCP courses: Several of the courses required for DANCE (K‐12) program completion are only offered once a year (either Fall only or Spring only). Students interested in earning the DANCE K‐12 teaching certification should meet with a TPCP advisor as soon as they enroll in EDLA 2000 (if not before) to plan out a program of studies to ensure that prerequisites are met. Students must register for the corresponding within‐course service learning component. Please check the course description section of this handbook for additional information.
In addition, the majority of the TPCP courses have extensive service learning field experience requirements. Students may not enroll for coursework that requires more than 80 hours of field experience without special permission from the program director. Suggested Program of Studies: Year 1: EDLA 2000/ EDLA 2890 or EDUC 3250 (40 hours service learning) Offered Fall and Spring EDUC 3400 Offered Fall and Spring (Pre‐requisite: 2000/2890 or 3250 but may be taken concurrently with 2000 with instructor permission) PSYC 3200 (service learning determined by PSYC professor) (OR equivalent transferred course) OR PSYC 3390 (service learning determined by PSYC professor) (OR equivalent transferred course) EDUC 3802/3820 (40 hours of practicum in EDUC 3820) Offered Fall and Spring (Pre‐requisites: EDLA 2000, EDLA 2890 OR EDUC 3250, EDUC 3400, EDUC 3260) Year 2: EDUC 3500 (50 hours practicum) Methods I for ECE Offered Fall only (Pre‐requisites: EDLA 2000, 2890 or 3250, EDUC 3400, EDUC 3802/3820 with PSYC 3200 strongly recommended) EDUC‐DANC 3610 (40 hours practicum) Taken concurrently with EDUC 3500 OR with EDUC 3400 EDUC 5140 (50 hours practicum) Methods II for Secondary Dance Education Offered Spring only (Pre‐requisites: EDLA 2000/2890 or 3250, EDUC 3400, EDUC 3802/3820, EDUC 350, EDUC 3610, PSYC 3200 and PSYC 3390) Year 3: (Post‐Baccalaureate) EDUC 6960 Student Teaching in Dance (K‐12) 1 semester (6 hrs.) Either Fall or Spring OR EDUC 6970 Internship in Dance (K‐12) (3 hrs.) Fall AND EDUC 6980 Internship in Dance (K‐12) (3 hrs.) Spring
BI o i le a t E k f r s d e t S a i c w t n P c l i A b A R M S S t T R
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course MUSTas classroom program requ the Coordina mission/PL2 E ete the same didates worki ccalaureate c ication 90 OR EDUC 3 ses Minimum ester student t to EDLA 200 usually in con or Assessmen tudent in Lev ompleted on‐ /2890/3250 ( line by stude
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sed for both vities (e.g., P successfully E‐folio are a ts are given in ourses and o
ctive TaskSthile they com rly on to obt essment/Accr of the electro practitioner’s ompletion of e GPA: 2.5 n EDLA 2000, o complete t h their enrollm ation as neces ent) n‐line by stud ective journa ons. The rub ors immediat
ent a candid ly documente ectronic portf on, GPA, and ledge and p apers, reflecti s will follow a h purposes: c PRAXIS tests, completed f vailable on t nstructions, t on an individu
ream subscrmplete the c ain the LA Pr reditation fo nic folio, the s license. Th the various e , 2890 or 325 he Level 1 E‐F ment in EDUC ssary. dent)
als, unit and rics used to te access to date’s skills, ed from the folio system PRAXIS test professional ive journals, as they build course level , structured for program he program utorials and ual basis as
ription.certification ractitioner’s r additional timing may he Program e‐folios. 50 Folio during C 3250).
Program Handbook & Field Experience Handbook check EDLA 2000 PowerPoint presentation Lesson Plan & Reflection from EDLA 2890 or EDUC 3250 microteaching Items submitted/verified by TPCP faculty & staff for Level 1 E‐folio: Declaration of Intent to Seek Certification Form (completed on‐line and verified by Program Specialist) GPA’s (verified by Assessment Coordinator) Instructional Skills Evaluation of EDLA 2890/EDUC 3250 microteaching ( faculty) Presentation Evaluation Rubric (EDLA 2000 faculty) Field Experience/ Service Learning Hours (verified by Assessment Coordinator) After the level 1 E‐folio is complete (with all candidate & faculty artifacts included and all program requirements verified), the E‐Folio will be reviewed by at least two TPCP instructors. Students who do not meet one or more of the Level 1 E‐folio requirements (GPA’s, acceptable evaluations of required work products, etc.) will be placed on a professional development/prescriptive plan and given ONE opportunity to resubmit the level 1 E‐folio after deficiencies have been remediated. TPCP E‐Folio LEVEL 2 Professional Coursework Required Courses: For all TPCP students: EDUC 3400, EDUC 3260 (as necessary) For ECE: EDUC 3000, EDLA 3160, EDUC 3801/3810, EDUC 3500 For DANC: EDUC 3500, DANC 3610, EDUC 3802/3820, PSYC 3200 For SEC: EDUC 5010, EDUC 3802/3820, PSYC 3200 Minimum Education GPA: 3.0 Minimum Cumulative GPA: 2.5 Submission Deadline: NO LATER than first day of class of the semester immediately following completion of final level 2 course (usually EDUC 3500 or EDUC 5010) Required Artifacts to be submitted/completed by student in Level 2 E‐folio: Technological Literacy Self‐Evaluation (completed on‐line) Field Experience Summary Form (for all level 2 courses‐‐completed on‐line) Field Experience Evaluation (completed on‐line by student) Program Handbook & Field Experience Handbook check UbD Unit Plan overview from Methods I (3500 or 5010) Microteaching sample (Lesson plan from Methods I (3500 or 5010) and reflection Reading lesson analysis & reflection (from EDUC 3810/3820) Technology product (from 3400, 3000, 3801 or 3802, 3500 OR 5010) Items submitted/verified by TPCP faculty & staff for LEVEL 2 E‐Folio: PRAXIS I (PPST) (scores/ exemptions verified by Assessment Coordinator) Professional Dispositions Evaluation from mentor teacher (EITHER 3500/5010 OR 3810/3820) (Candidate provides form to mentor teacher who returns completed evaluation to Assessment Coordinator for entry into TaskStream) Professional Dispositions Evaluation from Instructor (EITHER 3500/5010 OR 3810/3820) Technological Literacy Evaluation (from EITHER 3500/5010 OR 3810/3820 faculty) Field Experience Service Learning (hours verified by Assessment Coordinator) Instructional Skills Evaluation of Methods I microteaching (3500 or 5010 faculty) Modified UbD Unit Evaluation Rubric (3500 or 5010 faculty) Evaluation of reading lesson analysis (3810/3820 faculty) GPA’s (checked by Assessment Coordinator)
After the level 2 E‐folio is complete (with all candidate & faculty artifacts included and all program requirements verified), the E‐Folio will be reviewed by at least two TPCP instructors. Students who do not meet one or more of the Level 2 E‐folio requirements (Praxis I, GPA’s, acceptable professional dispositions evaluations, etc.) will be placed on a professional development/prescriptive plan and allowed one additional chance to resubmit the E‐ folio after deficiencies have been remediated. TPCP E‐Folio LEVEL 3 Admission to Final Clinical Required Courses: For ECE: EDUC 3900, PSYC 3210, All Level 1 & 2 courses For SEC: EDUC 5090‐5130 (content Methods II), PSYC 3390, all Level 1 & 2 courses For DANC: DANC 5140, PSYC 3390, all Level 1 & 2 courses For undergraduates, enrollment in all content area courses and degree requirements Education Minimum GPA: 3.0 Minimum Cumulative GPA: 2.5 Submission Deadline: NO LATER than May 30th of the semester enrolled in Methods II The evaluation of the Level 3 E‐folio will occur as final pre‐clinical coursework is being completed (during the last semester of the candidate’s program coursework) and will verify the candidate’s preparation for the student teaching semester or internship year. Students must receive a rating of “proficient” or higher for all Level 3 work to be placed in a student teaching assignment or internship. Students who do not meet the program standards will receive remediation and be allowed ONE additional chance to successfully complete the requirements.
Since completion of the necessary Praxis II content exams are required for this E‐Folio, undergraduate students should register for the January or March administration of the Praxis to allow sufficient time for the score reports to be mailed and verified. Required Artifacts to be submitted/completed by student in Level 3 E‐Folio: Field Experience Summary Form (for Level 3 courses‐completed on‐line by student) Field Experience Evaluation (completed on‐line by student) Application to Student Teaching/Internship (completed and submitted to Program Director) Full UbD Unit with all daily plans and materials from Methods II (3900 or 5090‐5140) Microteaching sample from Methods II (Lesson plan & reflection) Edited 4‐5 minute video clip from microteaching showcase lesson Professional resume Philosophy of Education Statement Level 3 Interview Scheduled & Completed Items submitted/verified by TPCP faculty & staff for LEVEL 3 E‐Folio Level 3 Interview Evaluations Professional Dispositions Evaluation from Methods II mentor teacher(s) PRAXIS II content area tests (scores verified by Assessment Coordinator) Professional Dispositions Evaluation from Methods II faculty Technological Literacy Evaluation from Methods II faculty Instructional Skills Evaluation of Methods I microteaching (3900 or 5090‐5140 faculty) UbD Unit Evaluation (3900 or 5090‐5140 faculty) GPA’s and course completion (checked by Assessment Coordinator) Field Experience ‐Service Learning (hours verified by Assessment Coordinator) All program admission requirements and the Level 3 E‐Folio must be verified before any candidate will be given permission to enroll in the final clinical (either student teaching or internship).