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Teacher
Education Handbook
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This
handbook serves as an orientation to and overview of the Teacher
Education Program at Capital University. It contains a description
of the program, policies of the education department and licensure
requirements.
Further
information regarding the teacher education and/or teacher licensure
programs at Capital University may be obtained through the following
means.
Table
of Contents
Program
Accreditations
Program
Goal
Program
Objectives
Performance-Based
Program
Program
Philosophy
Program
Design
Exit
Proficiencies of Candidates
Assessment
of Exit Proficiencies of Candidates
Overview
of Licensure Programs
Admission
into Teacher Licensure Candidacy
Retention
in the Teacher Education Program
Admission
into Student Teaching
Due
Process
Requirements
for Licensure in Ohio
Licensure
Programs
Teacher
Placement Office
Degrees
Summary
of Tasks to be Completed for Licensure
Capital
Student Education Association
Phi
Delta Kappa
Pi
Lambda Theta
Course
Description
Program
Accreditation
The
Teacher Education Program at Capital University is accredited by
the National Council for the Accreditation of Teacher Education
(NCATE) and the Department of Education of the State of Ohio, through
which teacher licenses are issued. Accreditations also include North
Central Association of Colleges and Secondary Schools and National
Association of Schools of Music.
Program
Goal
The
goal of the Teacher Education Program at Capital University is to
Develop Competent, Caring and Committed Professional Educators
for Diverse Communities of Learners.
Program
Objectives
The
Teacher Education Program, administered through the Education Department
of the College of Arts and Sciences at Capital, has four overriding
objectives:
The
Teacher Education Candidate will build knowledge, dispositions and
skills to demonstrate competency in:
- acquiring,
processing and organizing content knowledge for student learning,
- establishing
an environment conducive to creating a community of learners,
- employing
multiple strategies for facilitating student learning, and
- developing
and participating as a professional.
Performance-Based
Program
As
called for in Ohio's Teacher Education and Licensure Standards,
Capital's Teacher Education Program is performance-based. Each candidate
must demonstrate competency in each of the following areas.
Subject
Matter: The candidate has a thorough understanding and knowledge
of subject matter and uses such knowledge to create learning experiences
for students.
Student
Learning: The candidate understand how students lean and develop,
and creates opportunities for each student's academic development.
Diversity
of Learners: The candidate understands differences in how
students learn and provides instruction to accommodate such diversity.
Planning
Instruction: The candidate plans instruction based on knowledge
of subject matter, of students, and of curriculum goals and models.
Instructional
Strategies: The candidate uses a variety of instructional
strategies that encourage each student to develop critical-thinking
and problem-solving skills.
Learning
Environment: The candidate creates a learning environment
that encourages active, engaged learning; positive interaction;
and self motivation for all students.
Communication:
The candidate effectively communicates in the classroom by using
a variety of communication skills, including verbal and nonverbal
techniques, technology, and media.
Assessment:
The candidate effectively uses formal and informal assessment
strategies to evaluate student progress.
Professional
Development: The candidate analyzes past experience and pursues
professional development opportunities to improve future performance.
Student
Support: The candidate works with parents / family members,
school colleagues, and community members to support student learning
and development.
Program
Philosophy
Teacher
education at Capital University is responsible for developing teacher
education candidates who are competent, caring, and committed
professional educators for communities of learners and who are
facilitators of learning for students of diverse multicultural backgrounds
and global perspectives in a host of different settings, many of
which are yet unknown.
It
is the belief that candidates must be capable of facilitating the
learning of individuals, as well as the learning of various groupings
of students by bringing them together as communities of learners
and thinkers for their own individual advancements and for the advancement
of society as a whole.
The
program is undergirded with the belief that teacher education candidates
bring with them rich, diversified backgrounds, knowledge, and experiences
which must be reflected upon and processed within communities of
learners and thinkers. Such reflection and processing allow a candidate
to make refinements and enhancements to those backgrounds, knowledge,
and experiences and to acquire new insights before becoming facilitators
of the learning of others. The program honors individuality while
building community.
The
program must model a broad range of different ways of learning and
thinking in order for teacher education candidates to make adaptations
from research and the wisdom of practice and to develop multiple
strategies for facilitating student learning in classrooms and schools
of the future.
This
philosophy, like the mission of the university, calls for "learning
to be an ongoing pursuit...diversity among its students...treating
students as individuals." The program is to reflect a "connection
between education mission and community" as advocated by Sorenson(1992).
The teacher education program at Capital University shall operate
as a purposeful community in which "faculty and students share academic
goals and work to strengthen teaching and learning," an open community
in which "civility is powerfully affirmed," a just community in
which the "sacredness of a person is honored and where diversity
is aggressively pursued," a disciplined community in which "individuals
accept their obligations to the group and where well-defined governance
procedures guide behavior for the common good," a caring community
in which "the well-being of each member is sensitively supported
and where service to others is encouraged," and a celebrative community
in which "the heritage of the institution is to be remembered and
where rituals affirming both tradition and change are widely shared"
(Boyer, 1990).
Program
Design
To
Develop Competent, Caring, and Committed Professional Educators
for Diverse Communities of Learners, teacher education candidates
must (1) be competent in subject-matter knowledge and "pedagogical
content knowledge" (Shulman, 1986), (2) integrate and use their
knowledge to caringly facilitate the learning of all students, and
(3) have the caring and commitment to competently analyze their
knowledge, dispositions, and skills to advance student learning.
Thus,
the teacher education program at Capital University is based on
a model of theory, practice and reflection as illustrated in the
following schematic design.
The
program design of theory, practice and reflection,
is achieved in the following ways:
on-campus coursework in general education, integrated content
knowledge, and integrated professional knowledge (theory),
on-campus and site-based integrated clinical experiences which
approximate real classroom and school life for communities of
learners (practice),
collaboratively designed and implemented diverse daily integrated
field-based experiences in learning settings for communities of
learners for extended periods of time at the different grade levels
and in the different subject-matter areas for which the teacher
education candidate is being licensed (practice), and
ongoing opportunities for thoughtful analysis of each of the above,
leading to growth as a professional educator (reflection).
Through
the development of theory (content and professional knowledge)
in coursework, the teacher education candidate gains a broad liberal
arts education, an in-depth and current integrated study of the
content to be taught, and a foundation of professional knowledge
on which to base decisions regarding the facilitation of student
learning. The theoretical base for the professional knowledge is
derived from established and contemporary research, the wisdom of
practice, and emerging education policies and practices.
On-campus
and site-based integrated clinical and diverse field-based experiences
are thoughtfully planned and orchestrated. These provide the teacher
education candidate with the opportunity to put into practice
the knowledge acquired, study under a variety of master teachers,
apply multiple strategies for facilitating the learning of all students
from different multicultural and global perspectives who are at
different stages of development, and communicate and collaborate
with teachers, parents, school staffs, and the larger community
in providing meaningful learning experiences for all students.
The
program allows for thoughtful integrated reflection of one's
ability to organize content knowledge for facilitating the learning
of all students, use professional knowledge in practice, explain
instructional choices based on research and best practice, assess
the strengths and weaknesses of learning experiences provided, and
evaluate one's readiness to fulfill the total role of a professional
educator. Such reflection is an ongoing process and permeates and
informs theory and practice.
Exit
Proficiencies of Candidates
As
previously noted, the Teacher Education Program at Capital University
is a performance-based program. Upon completion of the program,
teacher education candidates shall be expected to be competent,
caring, and committed professional educators capable
of:
A.
acquiring, processing, and organizing content knowledge for student
learning.
A.1
demonstrating a thorough understanding and knowledge of the subject-matter
area for which the candidate is to be licensed,
A.2
using their understanding of subject-matter knowledge to create
effective learning experiences for students of diverse populations
for the level the candidate is to be licensed,
A.3
demonstrating a clear understanding and utilization of the research-and
experience-based theories of how students learn and develop intellectually,
morally, personally, physically, and socially within social and
cultural contexts for the level the candidate is to be licensed,
A.4
demonstrating a clear understanding of the changes in family settings,
social contexts, threats to health and safety, and risk behaviors
in contemporary society that affect healthy development of the
students of the level for which the candidate is being licensed.
A.5
demonstrating a comprehensive understanding of the factors which
influence the development of students' perceptions and actions
for the level the candidate is to be licensed, including biological,
familial, social, economics, nutritional, hygienic, cultural,
linguistic and educational contexts,
A.6
demonstrating a comprehensive understanding of the needs and characteristics
of students from diverse multicultural and global perspectives
for the level the candidate is to be licensed,
A.7
demonstrating a clear understanding and impact of the social issues
related to schooling for the level the candidate is to be licensed,
including substance abuse, child abuse, homelessness, teen pregnancies,
A.8
identifying the legal responsibilities of a teacher for all populations,
A.9
demonstrating a comprehensive understanding of why it is important
to become familiar with students' backgrounds, knowledge, and
experiences,
A.10
describing procedures used to obtain information about students'
backgrounds, knowledge, and experiences,
A.11
demonstrating a clear understanding of the backgrounds, knowledge
and experiences of the students with whom the candidate has worked
in field-based experiences,
A.12
identifying current trends and research findings in curriculum
for the subject-matters area(s) and age / grade levels for which
the candidate is being licensed,
A.13
articulating clear learning goals that are differentiated for
groups and individual students and providing well thought out
explanations of why such learning goals are appropriate for students,
A.14
accurately explaining the interdisciplinary nature of knowledge,
while drawing upon the resources inherent in separate subjects,
and how the content of a lesson is related to the content of previous
and /or future lessons and how a lesson fits within the structure
of a discipline,
A.15
creating opportunities for each student's academic development
and structuring instruction based on knowledge of the subject-matter;
changing experiences, skills, strategies, and interests of students;
needs and characteristics of diverse populations; community; and
curriculum goals and models,
A.16
selecting multiple teaching strategies; learning activities; and
instructional materials, resources, and technologies that are
aligned with the goals of a lesson and that allow for differentiated
learning experiences for groups and individual students,
A.17
providing sound explanations of why the teaching strategies; learning
activities; and instructional materials, resources, and technologies
selected are appropriate for students,
A.18
developing plans for systemically evaluating and being accountable
for the continuous intellectual, moral, personal, physical, and
social development of students through the use of multiple formal
and informal assessment strategies that are aligned with the goals
of a lesson and that are appropriate for students, and
A.19
describing how the results of assessments may be used in planning
future instruction.
B.
establishing an environment conducive to creating a community of
student learners
B.1
creating a learning environment that demonstrates fairness in
the treatment of students and that actively encourages fairness
among students,
B.2
encouraging all students to be actively engaged in learning and
positive social interactions and to be self-motivated,
B.3
effectively communicating in a classroom by using a variety of
communication skills, including verbal and nonverbal techniques,
technology, and media communications for fostering active inquiry,
collaboration, and supportive interactions in the classroom,
B.4
successfully establishing rapport in ways that are appropriate
to students' diverse backgrounds and needs,
B.5
actively encouraging all students to meet challenging learning
expectations,
B.6
making appropriate responses to disruptive behaviors with reasonable
success in ways that demonstrate respect for students, and
B.7
using the physical environment of a classroom as a resource for
facilitating learning and making provisions to accommodate all
students, including those with special needs and from diverse
multicultural and global perspectives.
C.
employing multiple strategies for facilitating student learning
C.1
providing accurate information which all students appear to fully
understand about the learning goals for lessons and units of instruction,
C.2
providing clear and accurate information about instructional procedures
for a lesson, ensuring that all students understand and can carry
out the instructional procedures,
C.3
creating learning experiences and providing instruction which
build on, incorporate, and accommodate students' prior experiences,
exceptionalities, ideas, interests, questions, and cultural backgrounds
based on membership in ethnic, racial, gender, language, socioeconomic,
community, and family groups, in the exploration of curriculum
and pursuit of knowledge and helping all students achieve high
levels of learning,
C.4
utilizing multiple grouping strategies that emphasize interdependence,
cooperation, and individual responsibilities,
C.5
creating logical and coherent lessons and units of instruction
which integrate subject-matter content, professional and pedagogical
knowledge, and multiple skills into learning experiences that
make the central concepts, tools of inquiry, and structures of
the content area accurate and comprehensible to all students,
including those from diverse multicultural and global perspectives,
C.6
using multiple approaches and instructional strategies which honor
individual differences among learners and that are specifically
designed to actively encourage all students to think independently,
creatively, and critically about the content being taught and
to cultivate skills in recognizing when and where to use, and
in using, critical thinking, problem solving, and performance
skills,
C.7
monitoring individual students' and groups of students' understanding
of content, making appropriate instructional adjustments as necessary,
and providing students with substantive and specific feedback,
C.8
providing all students with activities of instructional value
for an entire instructional period and pacing the activities appropriately
throughout an instructional period, and
C.9
performing noninstructional procedures efficiently.
D.
developing and participating as a professional
D.1
demonstrating an understanding, and the impact on schooling, of
the social, historical, and philosophical foundations of education;
the moral, social, and political dimensions of classrooms, teaching,
and schools; and technological and societal changes,
D.2
demonstrating an understanding of professional ethics, school
law and educational policy as it relates to their role as competent,
caring, and committed professional educators,
D.3
identifying current trends and research findings in education,
D.4
articulating the roles and functions of school-related personnel,
D.5
accurately describing specific evidences of strengths and weaknesses
of a lesson in relation to the learning goals of the lesson and
describing how such data could be used in planning future lessons,
D.6
conducting inquiry and research for the purpose of addressing
the needs of individual students and groups of students and enhancing
their effectiveness as facilitators of student learning,
D.7
suggesting specific, practical actions that could be used to help
specific students who are not meeting the learning goals of a
lesson,
D.8
demonstrating knowledge of resources and strategies and identifying
examples of consulting with colleagues within the framework of
the entire school community about matters related to supporting
student learning, development and instruction, and of collaborating
with colleagues to coordinate learning activities, including interdisciplinary
teams,
D.9
demonstrating a clear understanding of the rationale for, the
role of teachers in, and the function of teacher-based guidance
programs, flexible grouping and scheduling programs, and activity
programs,
D.10
demonstrating an understanding of the responsibilities, structure,
and activities of the profession and avenues for and an openness
to pursuing professional development opportunities to improve
future performance as a competent, caring, and committed professional
educator,
D.11
collaborating with colleagues to improve schools and advance knowledge
and practice in their fields,
D.12
demonstrating knowledge and providing examples of forms of communication
that can be used to clearly communicate with parents and guardians
of students, resource persons, and community groups for various
purposes, including the support of student learning and development
and achieving common goals for students.
Assessment
of Exit Proficiencies of Candidates
Candidates
will each be assessed throughout the program through coursework
and clinical and field-based experiences as to the degree to which
they meet the exit proficiencies of the program. All exit proficiencies
must be satisfactorily met prior to being recommended for licensure.
Capital
University is authorized by the State Department of Education of
the State of Ohio to recommend candidates completing a prescribed
program(s) for a two-year provisional teaching license in the following
areas:
•Early
Childhood Education
•Middle
Childhood Education (with concentration in any two of the
following areas)
Reading
and Language Arts
Mathematics
Social Studies
Science
•Adolescent
to Young Adult Education (with completion of a designated
university major)
Integrated
Language Arts
Integrated Mathematics
Integrated Social Studies
Integrated Science
Life Science
•Multi-Aged
Education (with completion a designated university major)
Drama
/ Theatre
Health
Music
Physical Education
Visual Arts
•Intervention
Education Specialist (mild / moderate needs )
In
addition, a Reading Endorsement is available for teaching reading
at the grade levels of the candidate's teaching licensure.
Each
candidate for licensure is obligated to plan, with an advisor, a
program of studies to fulfill university and departmental major
and licensure requirements.
A
student seeking admission to Teacher Licensure Candidacy at Capital
University is required to complete an application for Teacher Licensure
Candidacy and meet the following standards prior to acceptance:
- be
at the sophomore level of studies;
- successfully
completed EDUC 201 and / or MUS 242;
- achieve
a cumulative grade point average of 2.500 or above;
- demonstrate
proficiency in oral and written communication and mathematics
as measured through the passage of the Praxis I: Academic Skills
Assessment and a grade of C or higher in General Education Goals
1, 2 and 7;
- possess
appropriate interpersonal skills and motivation as evidenced
through clinical and field-based experiences; and
- be
of good moral character as verified by the student that he /
she as never been convicted or pled guilty to an offense set
forth for teacher applicants in the Ohio Revised Code.
Students
of any race, color, national and ethnic origin or gender identity
may be accepted into the Teacher Education Program at Capital University
upon meeting the above standards.
Due
Process
A
student is notified, in writing, by the chair of the Teacher Education
Council of admission or denial into Teacher Licensure Candidacy
and Student Teaching. If a student is not accepted, an individual
conference will be scheduled with the student, if requested. At
the conference, the student will be advised as to the basis for
not being accepted. If the student wishes to submit new or additional
information that had not been considered when her / his application
was reviewed, he / she may submit an appeal, in writing, to the
Teacher Education Council.
Retention
in the Teacher Education Program
Satisfactory
progress towards completion of licensure is demonstrated by a minimum
grade point average of 2.500 overall and in education courses, including
PSYCH 201 and methods courses with MUS and HSPTS prefixes. Satisfactory
evaluations in field-based experiences are also necessary indicators
of progress.
If
a student is not making satisfactory progress as described above,
the student will be notified of their removal from the Teacher Education
Program. The student may apply for readmission upon meeting the
requirements for Admission to Teacher Licensure Candidacy.
Requirements
for Licensure in Ohio
Capital
University is authorized by the State Department of Education of
the State of Ohio to recommend a candidate for a two-year provisional
teaching license upon:
- completing
all requirements for the bachelor degree and licensure program,
including satisfactorily meeting all exit proficiencies,
- completing
student teaching with a grade of C or higher,
- passing
Praxis II Examinations required by the State of Ohio,
- verifying
they are of good moral character through fingerprinting and
BCII and FBI background checks as required by Ohio Revised Code.
The
education department houses a teacher placement office within the
department. The purpose of this office is to maintain credential
files for teacher education graduates to use in the process of seeking
employment and to keep in communication with graduates, as requested,
regarding teaching vacancies. Candidates will obtain needed information
about the services of this office once they have been admitted into
student teaching.
Degrees
Those
candidates completing the requirements for an undergraduate degree
will be awarded the Bachelor of Arts (BA) degree, except for those
who graduate in Music Education. Those candidates will be awarded
the Bachelor of Music (BM) degree. Those candidates who already
possess an undergraduate degree and are seeking only licensure will
not be awarded a degree, but will only be recommended for licensure.
Summary
of Tasks to be Completed for Licensure
•
Freshmen Year
•
obtain a C or better for General Education Goal 1
•
obtain a C or better for General Education Goal 2
•
obtain a C or better for General Education Goal 7
•
pass Praxis I Mathematics Test with as score of 177 of higher
•
pass Praxis I Reading Test with as score of 177 of higher
•
pass Praxis I Writing Test with as score of 174 of higher
•
Sophomore Year
•
make application for admission to teacher licensure candidacy
•
Junior Year
•
make application for admission to student teaching
•
Senior Year
•
pass State of Ohio required Praxis II Tests
Capital
Student Education Association
The
Capital Student Education Association is a student organization
advised by the education department. A subgroup of the Ohio Student
Education Association, the organization is affiliated with the Ohio
Education Association, a professional organization of Ohio's classroom
teachers. CSEA is a pre-professional organization dedicated to the
advancement of all students in teacher education at Capital University.
It provides programs on topics to assist teacher education candidates
in growing professionally. Any student planning to major or majoring
in education is strongly encouraged to join the organization. Liability
insurance, essential for field-based experiences is automatically
obtained through membership. Those student interested in more information
about CSEA may contact the Education Department Office.
Phi
Delta Kappa
Phi
Delta Kappa at Capital University is associated with the national
organization by the same name. Its purpose at Capital is to recognize
student teachers and allow them the opportunity to be a part of
a professional association with a mission for promoting public education.
The organization also provides candidates with the opportunity to
apply for research and scholarship awards and grants. Those student
interested in more information about Phi Delta Kappa may contact
the Education Department Office.
Pi
Lambda Theta
Pi
Lambda Theta is an international honorary through which Capital
University Teacher Education students who are at least second semester
sophomore standing and who have at least an overall grade point
average of 3.500 are recognized.
Abridged
descriptions of all courses offered through the Education Department
may be found in the Undergraduate Bulletin of the University. Unabridged
descriptions of these courses are available in the Education Department
Office.
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