Teacher Education Handbook

Dear Prospective Students and Teacher Education Candidates:

Thank you for your interest in Teacher Education at Capital University. We welcome your inquiries about our program, and we invite you to speak with any of the faculty personally about the licensure programs and opportunities for you to become a teacher through Capital University.

This handbook serves as an orientation to and an overview of Teacher Education at Capital University. It contains a description of the Teacher Education Program, policies of the Education Department, and teacher licensure requirements that are aligned with state and national standards and well as those of the Specialized Professional Associations.

Further information regarding the Teacher Education Program at Capital University may be obtained by contacting the program coordinator, Mrs. Pat Morrisey, in the following ways:

Phone: (614) 236 - 6301

Fax: (614) 236 - 6774

e-mail: pmorrise@capital.edu

Web Site: www.capital.edu

U.S. Mail: Capital University

1 College and Main

Education Department

Columbus, OH 43209

Sincerely,

Shirley DeLucia, Ph.D.

Chair, Education Department

e-mail: sdelucia@capital.edu

Phone: (614) 236-6160

Capital University Teacher Education Program Accreditation

The teacher education program at Capital University is accredited by the National Council for the Accreditation of Teacher Education (NCATE) and the Ohio Department of Education, through which teacher licenses are issued. The university is also accredited by the North Central Association of Colleges and Secondary Schools and the Conservatory of Music by the National Association of Schools of Music.

Capital University Teacher Education Licensure Programs

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:

(P – 3) Early Childhood Education

(P – 3 and K – 12) Dual Licensure: Early Childhood Education / Intervention Specialist

(4 – 9) Middle Childhood Education (with concentration in at least two of the following areas)

• Language Arts
• Mathematics
• Social Studies
• Science

(7 – 12) Adolescent to Young Adult Education

• Integrated Language Arts
• Integrated Mathematics
• Integrated Social Studies
• Life Sciences
• Earth Science
• Chemistry
• Integrated Science: Biology Focus
• Integrated Science: Chemistry Focus
• Dual Licensure: Chemistry and Biology
• Dual Licensure: Chemistry and Physics
• Dual Licensure: Chemistry and Earth Science
• Dual Licensure: Earth Science and Physics
• Dual Licensure: Earth Science and Biology

(P – 12) Multi-Age Education

• Health Education
• Music Education
• Physical Education
• Visual Arts

(K – 12) Intervention Specialist (Mild/Moderate Needs)

Capital University Teacher Education Endorsement Programs

• (P – 12) Reading Endorsement (included in Early and Middle Childhood Education licenses; may be added to other licensure areas)
• ( 4 – 9) Middle Childhood Generalist Endorsement (may be added to Middle Childhood Education license)
• (K – 12) TESOL Endorsement

Capital University Teacher Education Program Mission

Teacher education candidates must be competent in subject-matter and pedagogical knowledge and theory. They must integrate and use their theoretical knowledge and pedagogical skills in caring ways to facilitate the learning of all students. They must demonstrate commitment to reflecting on and analyzing their work in advancing student learning. The Unit’s mission is to prepare competent, caring, committed professionals to teach , lead, and serve diverse communities of learners.

Capital University Teacher Education Program Goals

The university and the unit strive to offer a personalized learning environment with a focus on excellent teaching and advising. Faculty are committed to using multiple approaches to teaching and modeling caring and commitment. They assist students to develop as learners and professional educators. Unit faculty are dedicated to ongoing professional development around educational policies and practices so as to provide a meaningful professional development program for candidates. The unit faculty have established strong partnerships and collegial relationships with P-12 constituents and other professional colleagues. The following goals for candidates provide the foundation for the commitment and work of the unit:

• Demonstrate thorough knowledge and understanding of the subject(s) to be taught

• Engage in critical inquiry to impact professional practice

• Demonstrate an understanding of the teaching-learning relationship

• Demonstrate effective and culturally responsive practices to support the achievement of all students

• Utilize a variety of tools to clearly and effectively communicate

• Demonstrate effective use of technology in professional practice

• Demonstrate professional involvement

• Apply ethics and values in professional decision-making

Capital University Teacher Education Conceptual Framework

The unit in collaboration with their professional constituencies reviewed knowledge bases in the development of the conceptual framework. The following knowledge bases, including theories, research, wisdom of practice and education policies, support the philosophical elements in our work in preparing competent, caring, committed professional educators who use theory and reflection while working with, teaching, leading, and serving diverse communities of learners.

The goals for the unit are described to reflect the philosophical elements.

• Demonstrate thorough knowledge and understanding of the subject(s) to be taught

Candidates are expected to integrate theory, practice, and reflection as a model for best practice. Course work in general liberal education, integrated content knowledge, and integrated professional knowledge is the essential theoretical basis for effective practice. 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, field-based, and clinical settings offer communities of learners with whom the teacher education students work to establish best practices. Collaboratively designed and implemented diverse, daily, integrated field-based experiences are at different grade levels and in different subject-matter areas for which the teacher education candidate is being licensed. Ongoing opportunities for thoughtful analysis leading to growth as professional educators are the key reflection components of the process.

Content knowledge is gained through both university coursework and experience in the field. Candidates’ courses of study, which include specific content courses and content-related pedagogy courses, reflect the licensing requirements for the state of Ohio as well as the academic content standards for the subjects and grades they will be teaching. Field experiences allow candidates to understand how content is developed into units of study and individual lessons.

Opportunities for thoughtful analysis leading to growth as professional educators are a key reflection component of the educational process for faculty and candidates in the education department at Capital University. Reflecting on one’s abilities to organize content knowledge for facilitating the learning of all students, to use professional knowledge in practice, to assess strengths and weaknesses of learning experiences, and to evaluate one’s readiness to fulfill the total role of a professional educator are ongoing processes that link theory, practice, and reflection.

• Enagage in critical inquiry to impact professional practice

As educators, critical inquiry is a method by which practice is continually improved. Candidates engage in informal inquiry projects through a variety of courses, and they carry out two research projects in conjunction with their field experiences. In the first field experience, the research focus is the nature of the P-12 students in the classroom. Capital students ask a question related to the theory they have learned in development classes and design a research study to answer the question, presenting their results to classmates, and for some, the University community as part of the Undergraduate Research Symposium. In their student teaching semester, candidates center their research on improving their own practice and collecting data to understand the impact on student achievement.

Critical inquiry is framed by the knowledge bases, purposes, and candidate proficiencies identified in the Praxis III Domains and Framework for Defining Teaching, the INTASC standards, and the Ohio Department of Education Performance-Based Licensure Criteria. Standards and frameworks like these are designed around research in education. Aligning inquiry with professional, state, and institutional standards is critical for our teacher education program and critical for our graduates as they move into educational settings where they must engage in ongoing professional development to meet the needs of their students and the profession. The demands for quality in all aspects of education means that the Capital University teacher education program be systematic in integrating inquiry with performance standards, graduating students who will be both reflective and highly qualified to positively impact student learning.

• Demonstrate an understanding of the teaching-learning relationship

Candidates are expected to use interdisciplinary, multi-sensory, varied teaching approaches resulting from valuing individual differences in learning to support the academic achievement of all students. The size and nature of the Capital University Education Department lends itself to interdisciplinary team planning and teaching. Historically, some of the education courses at the sophomore and junior level have been grouped together with accompanying field-based experiences and have been termed the “sophomore and junior block.” This approach of faculty working closely together to establish integrated experiences serves as a model for Capital students as they, in turn, work together in courses to develop skills to effectively meet all students’ needs. Attention to multiple strategies for teaching and assessing student learning are expectations for faculty and for students in field-based experiences.

The program is built on the belief that teacher education candidates bring with them rich, diversified backgrounds, knowledge, and experiences that must be reflected upon and processed within communities of learners and thinkers. Such reflection and processing allow a candidate to make refinements and enhancements before becoming a facilitator for the learning of others. Our program honoring individuality while building community takes a student-centered approach that serves as a model for our graduates to establish student-centered approaches in their classrooms. Valuing individual differences is a critical element in our Conceptual Framework and in the context of building learning communities.

• Demonstrate effective and culturally responsive practices to support the achievement of all students

Candidates are expected to have knowledge of and respect for diversity and use culturally responsive teaching as key components in preparing teachers who respond to the educational needs of all students. Building an awareness of the impacts on learning of diverse cultural backgrounds, learning styles, multiple intelligences, core values, socio-economic status levels, and religious and language backgrounds is an important step in preparing our teacher education candidates to establish learning environments a nd facilitate learning for all students. Attention to culturally responsive teaching is a foundational principle in our courses and field-based experiences, and developing competent, caring, and committed teacher education candidates capable of facilitating the learning of all students is the role of all teacher education faculty across the entire program.

• Utilize a variety of tools to clearly and effectively communicate

Candidates must be able to clearly effectively communication to their students, to colleagues, to parents, and to the public through a variety of means, both oral and written. Effective communication as evidenced by performance in General Education classes that deal specifically with writing and oral skills as well as passage of the Praxis I exam in writing are pre-requisites for entry into the teacher education program. Once in the program, candidates are assessed in their field experiences by both their cooperating teachers and field supervisors in their ability to clearly and effectively articulate learning goals for lessons to their students, to build professional relationships to share insights with colleagues, and to communicate effectively with parents and guardians about student learning.

In addition, candidates must be familiar with the backgrounds of their students and skilled in using a variety of registers in order effectively communicate with individuals from diverse populations, a skill directly related to cultural competence.

• Demonstrate effective use of technology in professional practice

Candidates are expected to use technology as a vital element in education. The Capital University Teacher Education Department is committed to preparing candidates who are able to use educational technology to help students learn. All teacher education candidates document, through performance-based assessment, their novice and practitioner level proficiencies on Ohio School-Net, ensuring that they have the competencies and skills to effectively utilize technology in teaching.

• Demonstrate professional involvement

Candidates benefit from connections within the community and partnerships with schools that enhance the Capital University Teacher Education Program. Connections with the community provide multiple bridges for Capital teacher education faculty and students to build rich understandings of diversity. Extending oneself to be of service to others is a philosophical underpinning of Capital University, and while service is not a formal requirement in the teacher education program, the portfolios of teacher education candidates contain much evidence of their service projects to schools and communities. Students speak to the power of service projects for building their skills in working with students, parents, and community leaders. Many school-based programs involving volunteers in schools provide opportunities for teacher education candidates to work with diverse programs in addition to the formal field-based experiences required in the program. Partnerships with schools and other related community agencies allow Capital University faculty to gain important insights into the current educational initiatives for which our graduates must be prepared.

Community and school partnerships are documented to enhance students’ success The National Board for Professional Teaching Standards highlights the significance of collaboration with families, schools, and communities as teachers perform at the highest levels of professionalism Partnerships with schools and other related community agencies allow Capital University faculty and students to gain important insights into the current educational initiatives.

Participation in professional organizations and presentations at professional conferences are also ways in which candidates demonstrate involvement in their profession beyond the classroom.

• Apply ethics and values in professional decision-making

Candidates are expected to demonstrate professional attributes that represent the ethics and values associated with the teaching prof ession. Professional attributes are assessed in all teacher education courses and field-based and clinical experiences because the literature and wisdom of practice affirm that professional dispositions are critical in educational practice. Every semester , a department meeting focuses on discussion of students making exemplary progress and those needing interventions in areas of professionalism. The elements in the mission of the program -- competence, caring, and commitment -- are taken very seriously. Faculty gather and record evidence of competence, caring, and commitment on the part of individual students. These data are analyzed regularly and systematically in order to inform faculties’ practices. In addition, there are elements of imagination, crea tivity, and wonder that the faculty endeavor to encourage in students.

Alignment of Capital University’s Teacher Education Performance-Based Program with the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards.

As called for in Ohio's Teacher Education and Licensure Standards, Capital's Teacher Education Program is performance-based. The Ohio Department of Education has adopted the INTASC Standards as the performance indicators. Capital’s Teacher Education Program Goals are directly aligned with these INTASC Standards. Each Teacher Education candidate must demonstrate competency in each of the following areas.

Subject Matter: Candidate has a thorough understanding and knowledge of subject matter and uses such knowledge to create learning experiences for students.

Student Learning: Candidate understands how students learn and develop, and creates opportunities for each student's academic development.

Diversity of Learners: Candidate understands differences in how students learn and provides instruction to accommodate such diversity.

Planning Instruction: Candidate plans instruction based on knowledge of subject matter, of students, and of curriculum goals and models.

Instructional Strategies: Candidate uses a variety of instructional strategies that encourage each student to develop critical-thinking and problem-solving skills.

Learning Environment: Candidate creates a learning environment that encourages active, engaged learning; positive interaction; and self-motivation for all students.

Communication: Candidate effectively communicates in the classroom by using a variety of communication skills, including verbal and nonverbal techniques, technology, and media.

Assessment: Candidate effectively uses formal and informal assessment strategies to evaluate student progress.

Professional Development: Candidate analyzes past experience and pursues professional development opportunities to improve future performance.

Student Support: Candidate works with parents / family members, school colleagues, and community members to support student learning and development.

Admission to Teacher Education at Capital University

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 prescribed standards. A student seeking admission to Teacher Education at Capital University is required to complete an Application for Admission to Teacher Education. Application forms are available in the education department office. (See Appendix B for a sample of the Application for Admission to Teacher Education form.) Students must meet the following standards prior to acceptance:

• Pass the three sections of Praxis I: Academic Skills Assessment with the following scores, or achieve specified ACT equivalents in each individual section:
  • Mathematics 172 (27 ACT)
  • Reading 173 (27 ACT)
  • Writing 172 (27 ACT)
• Successfully complete EDUC 211 and/or EDUC 221 and/or MUS 242 with a grade of C or better
• Achieve and maintain a cumulative grade point average of 2.500 or above
• Achieve a cumulative grade point average of 2.500 or above within content areas for licensure, and maintain consistent progress in the chosen academic program.
• Demonstrate proficiency in oral and written communication and mathematics as measured through attaining a grade of C or higher in all courses required to meet General Education Goals 1, 2 and 3
• Possess appropriate professional attributes and dispositions as evidenced through field-based and clinical experiences
• Verify good moral character, including a signed statement indicating no guilty plea or conviction to an offense set forth in the Ohio Revised Code.

Admission to Student Teaching at Capital University

The Application for Admission to Student Teaching, including a personal data sheet, must be completed no later than March 15 for students wishing to student teach Fall Semester and October 15 for students wishing to student teach Spring Semester. Application forms are available in the education department office. (See Appendix C for a sample of the Application for Admission to Student Teaching form.) In order to student teach, students must meet the following requirements:

• Be admitted to Teacher Education
• Achieve and maintain a minimum GPA of 2.500 in their major, as well as an overall GPA of 2.500
• Verify good moral character, including a signed statement indicating no guilty plea or conviction to an offense set forth in the Ohio Revised Code.

A fee, paid to the University, is charged for the student teaching experience. This fee is used to provide services to school districts in exchange for services of cooperating teachers. Please note: A student who is on university disciplinary probation may not student teach. All students must obtain a BCI criminal background check prior to the beginning of student teaching.

Retention in the Capital University 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, including evaluations of professional attributes, are also necessary indicators of progress. If a student is not making satisfactory progress as described above, the student will be notified of her / his removal from the teacher education program. The student may apply for readmission upon meeting the requirements for admission to Teacher Education.

Capital University Teacher Education Program Exit Proficiencies for Candidates

The Capital University Teacher Education Program is performance-based. Teacher Education students and candidates are regularly and systematically assessed throughout the program through coursework, field-based experiences, and clinical experiences in their progress toward the eight Education Program Goals. Upon completion of the program, Teacher Education candidates must demonstrate the following knowledge, skills, and dispositions associated with the domains of Praxis III, the entry year performance-based assessment adopted by the State of Ohio. The eight Education Program Goals have been directly aligned with the following domains of Praxis III emphasized throughout program coursework, field-based experiences, and clinical experiences.

• Domain A: Acquires, Processes, and Organizes Content Knowledge for Student Learning
• Domain B: Establishes Environments Conducive to Creating Communities of Student Learners
• Domain C: Employs Multiple Strategies for Facilitating Student Learning
• Domain D: Develops and Participates as a Professional

Professional attributes such as attendance, punctuality, oral and written expression, reliability, self-initiative, and collegiality are also emphasized throughout program coursework, field-based experiences, and clinical experiences. See Appendix A for the complete Capital University Professional Attributes Form.

Capital University Policy on Due Process

A student is notified, in writing, by the chair of the Student Assessment and Monitoring Committee of admission or denial into Teacher Education and Student Teaching. If a student is not accepted, an individual conference will be scheduled at the student’s request. 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 Student Assessment and Monitoring Committee.

Requirements for Licensure in Ohio

Capital University is authorized by the Ohio Department of Education to recommend a candidate for a two-year provisional teaching license upon the following conditions:

• Completing all requirements for the bachelor degree and licensure program, including satisfactorily meeting all exit proficiencies and obtaining university recommendation
• Completing student teaching with a grade of C or higher
• Passing Praxis II Examinations required by the State of Ohio
• Verifying good moral character through fingerprinting and BCI and FBI background checks as required by Ohio Revised Code
• Signing the following statement:

"I have never pled guilty to or been convicted to any felony, any violation of section 2907.04 or 2907.06 of division (A) or (C) of section 2907.07 of the Ohio Revised Code, any offense of violence, theft offense, or drug abuse that is not a minor misdemeanor, or any substantially comparable ordinance of a municipal corporation or of another state."

Degrees Awarded by Capital University

Those teacher education candidates completing the requirements for an undergraduate degree will be awarded the Bachelor of Arts (BA) degree, with the exception of Music Education graduates who will be awarded the Bachelor of Music (BM) degree. Those candidates who already possess an undergraduate degree and are seeking licensure will not be awarded a degree, but will be recommended for licensure.

Summary of Tasks to be Completed for Licensure

Freshman Year

Demonstrate proficiency in oral and written communication and mathematics as measured through attaining a grade of C or higher in all courses required to meet General Education Goals 1, 2 and 3

Pass the three sections of Praxis I: Academic Skills Assessment with the following Scores, or achieve specified ACT equivalents in each individual section:

• Mathematics 172 (317 CBT) (27 ACT)
• Reading 173 (320 CBT) (27 ACT)
• Writing 172 (318 CBT) (27 ACT)

Sophomore Year

Successfully complete EDUC 211 and/or EDUC 221 and/or MUS 242 with a grade of C or better

Achieve a cumulative GPA of 2.500 or above

Possess appropriate professional attributes and dispositions as evidenced through field-based and clinical experiences

Apply and be accepted for admission to Teacher Education

Junior Year

Apply and be accepted for admission to student teaching, prior to the posted deadlines of February 15 for Fall Semester and October 15 for Spring Semester

Register for required Praxis II tests (content area(s) and Principles of Learning & Teaching)

Maintain a minimum GPA of 2.500 in their major and a cumulative GPA of 2.500 or above

Senior Year

Pass Praxis II Tests (content area(s) and Principles of Learning & Teaching)

Complete student teaching with a grade of C or better

Maintain a minimum GPA of 2.500 in their major and a cumulative GPA of 2.500 or above

Capital University Education Society (CUES)

The Capital University Education Society (CUES) is a pre-professional student organization dedicated to the advancement of all students in Teacher Education at Capital University. All Teacher Education students are strongly encouraged to join this organization. CUES provides a link with the Ohio Student Education Association (OSEA), an organization affiliated with the Ohio Education Association (OEA), a professional organization of Ohio's classroom teachers. Liability insurance, essential for field-based and clinical experiences, is obtained through membership in OSEA. Those students interested in more information about CUES may contact the Education Department Office, the student officers, Teacher Education faculty CUES advisors, or click on the Education Dept./ CUES link from the Capital University homepage.

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 members with the opportunity to apply for research and scholarship awards and grants. Those students interested in more information about Phi Delta Kappa may contact the Education Department Office or a Teacher Education faculty advisor.

Pi Lambda Theta

Pi Lambda Theta is an international honorary that invites 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. The organization provides members with the opportunity to attend local chapter programs and apply for research and scholarship awards and grants.

Appendix A:

Capital University Professional Attributes Form

Teacher Education Candidate's Name: ______________________________

Capital University Teacher Education Program

Professional Attributes Assessment

The philosophy and mission of the Capital University Teacher Education Program is "Developing competent, caring and committed professional educators to teach, lead, and serve diverse communities of learners." The teacher education faculty expect teacher education candidates to demonstrate a number of professional attributes. This assessment tool will provide advisors and members of the Teacher Education Council with information about teacher education candidates' professionalism beyond their academic preparation.

Attendance

_____ Exemplary attendance

_____ Rarely absent

_____ Frequently absent

Punctuality

_____ Always on time

_____ Generally punctual

_____ Frequently late

Oral Expression

_____ Expressive

_____ Articulate

_____ Makes frequent grammatical errors

_____ Inarticulate

Takes Pride and Ownership in the Quality of Work Completed

_____ Always

_____ Usually

_____ Rarely

Written Expression

_____ Frequently and effectively communicates

_____ Organizes and clearly expresses ideas

_____ Unclear and disorganized

_____ Frequent misspellings and/or grammatical errors

Tact, Judgment

_____ Highly sensitive to others' feelings and opinions, diplomatic

_____ Perceives what to do or say in order to maintain good relations with others and responds accordingly

_____ Limited sensitivity and diplomacy

_____ Thoughtless, insensitive to other's feelings and opinions

Reliability/Dependability

_____ Self-starter: Perceives needs and attends to them immediately

_____ Responsible: Attends to assigned tasks or duties on schedule without prompting

_____ Sometimes needs to be reminded

_____ Sometimes fails to complete assigned tasks and duties

_____ Frequently fails to complete assigned tasks and duties

Self-lnitiative / lndependence

_____ Creative and resourceful: Independently implements plans

_____ Works effectively with limited supervision

_____ Passive: Depends on others for direction, ideas and guidance

Collegiality

_____ Demonstrates an appreciation of the value of working with a diversity of professionals

_____ Demonstrates ability to work effectively with a team

_____ Reluctant to share ideas and materials with others

Interaction with Students

_____ Actively seeks opportunities to work with students

_____ Relates easily and positively with students

_____ Hesitant to work with students

_____ Is sometimes antagonistic towards students

_____ Is frequently antagonistic towards students

Response to Feedback

_____ Solicits suggestions and feedback from others; Demonstrates as eagerness to continue to learn

_____ Receptive and adjusts performance accordingly

_____ Receptive but doesn't implement suggestions

_____ Defensive: Unreceptive to feedback

Desire to Improve Teaching Performance

_____ Willing to take personal responsibility for one's views and actions

_____ Continually seeks new and better ways of teaching

_____ Makes some effort to improve teaching performance

_____ Makes no effort to improve teaching performance

Student’s Learning Potential

_____ Uses instructional strategies that provide opportunities to attain "higher order" learning outcomes

_____ Accepts responsibility for all student learning

_____ Makes negative comments about students' ability to learn

Professional Ethics and Demeanor

Unable to Judge Yes No Desires to make a positive contribution to the profession

Unable to Judge Yes No Maintains high ethical and professional standards (e.g., does

not share confidential information)

Unable to Judge Yes No Is aware of district policies and normative practices and

responds to these guidelines in appropriate ways

Unable to Judge Yes No Maintains a professional appearance

Comments:

______________________________ ________________________________ __________

Signature Position Date

Document Prepared October 1996

Document Revised March 2002

Teacher Education Handbook

Prepared August 1998

Revised June 2001

Revised August 2002

Revised January 2003

Revised July 2004

Revised March 2005