TEACHER PREPARATION PROGRAM

Texas A&M University - Texarkana 1 TEACHER PREPARATION PROGRAM POLICIES AND PROCEDURES 2018-2019

Purpose 2 This document is designed for all Education stakeholders including University administration, faculty, staff, students, and school districts to support understanding of roles, priorities, policies, and procedures of the Teacher Preparation Program (TPP) at Texas A&M University-Texarkana.

Table of Contents 3 Slide 5: Slide 6: Slide 7: Slide 8: Slide 9: Slide 10: Slide 11: Slide 12: Slide 13: Slide 14: Slide 15: Slide 16: TPP: Core Values, Mission, and Vision. Who Does What? Accreditation and Accountability State Certification: Texas Education Agency Teacher Preparation Program: Certification Areas Certification Requirements 5-Point Process Point 1: Program Admission: Eligibility Point 1: Program Admission: Process Point 1: Program Admission: Policies Point 2: Program Coursework Point 3: Program Field Experiences Point 3: Program Field Experiences

Table of Contents 4 Slide 17: Slide 18: Slide 19: Slide 20: Slide 21: Slide 22: Slide 23: Slide 24: Slide 25: Slide 26: Slide 27: Slide 28: Point 3: Program Field Experiences: Para-to-Professional Point 4: TExES Test Preparation and Testing Point 4: TExES Test Preparation & Testing Policies Point 4: TExES Test Preparation and Testing Policies (con t) Point 5: Program Portfolio Point 5: Program Portfolio Evaluation Rubric Program Completion and Standard Certification Continued Teacher Support Removal from the Program Appeal Process Complaint Policy Faculty Information

TEACHER PREPARATION A&M-Texarkana Teacher Preparation Program 5 Core Values: Good teaching is complex Good teaching is deeply reflective. Good teaching can be replicated. Good teachers continually improve. Mission: Teach others to teach well. Vision: Teach well.

TEACHER PREPARATION Who Does What? 6 Common Question Topics Testing and eligibility requirements; Admission to co-teaching semesters; Certification requirements Admission appeals Contact Information Certification Coordinator Program Director (or designee) Course substitutions Course registration approvals Academic Advisor or College Dean or designee Course Instructor or Program Director

TEACHER PREPARATION Accreditation & Accountability 7 Accreditation/Oversight Agencies Southern Association of Colleges and Schools Commission on Colleges (SACS-COC) Texas Education Agency (TEA) Texas Higher Education Coordinating Board (THECB) Texas A&M System Board of Regents (TAMUS) http://empoweru.tamus.edu/

TEACHER PREPARATION State Certification: Texas Education Agency (TEA) 8 State Board of Education (SBOE) Commissioner of Education - Mike Morath Texas Education Agency (TEA) Texas Administrative Code (TAC) Educator Certification All things teacher certification. Probationary and Standard Certification. This department audits Educator Preparation Programs. Certification Tests (TExES) Register here for Content Subjects Pedagogy and Professional Responsibility State Standards Educator Standards for New Teachers and Texas Essential Knowledge and Skills (TEKS)

TEACHER PREPARATION Certification Areas 9 Early Childhood (EC) through 6 th Grade Core Subjects with endorsement available in Bi- Lingual, ESL, Special Education, or Early Childhood Grades 4-8 OR Grades 7-12 Chemistry English Language Arts and Reading History Life Sciences Mathematics Science Social Studies EC-12 Certifications Physical Education

TEACHER PREPARATION Certification Completion 5-Point Process 10

Point 1: PROGRAM ADMISSION Eligibility 11 Students are eligible to apply to TPP when they meet the following: Junior status or higher 2.8 Cumulative or last 60 hours GPA Minimum scores on THEA: Writing 220, Math 230, Reading 240 Required Credit Hours (no grades below a "C") for Certification Area EC-6 Certifications: 12 SCH from four of the following - 3 SCH in English prefix (not ENG 1301 or 1302); 3 SCH from Math prefix; 3 SCH from BIO, PHYS or CHEM prefix; 3 SCH from GOVT or HIST prefix; 3 SCH from ARTS, DRAM, MUS or ITED 4-8 Certifications in English, History or Social Studies: 12 SCH from Content Area 4-8 Certifications in Science or Math: 15 SCH from Content Area 7-12 Certifications in English, History or Social Studies: 12 SCH from Content Area 7-12 Certifications in Science or Math: 15 SCH from Content Area EC-12 in Physical Education: 12 SCH from Content Area

Point 1: TPP Admission Process 12 1. Complete Online Application to Teacher Preparation Program (https://tamut.tk20.com) following directions on TK-20 Quick Guide 2. Attend the mandatory orientation and complete the following items. Writing Sample Oral Interview 3. Admittance is based on candidate meeting 1) eligibility requirements and 2) minimum score on writing sample and oral interview 4. Student admission status will be notified via ACE email from the Certification Coordinator. 5. Students must accept offer of admission as instructed in the email.

Point 1: TPP Admission Policies 13 Students apply on https://tamut.tk20.com during September and February and are required to attend TPP Orientation upon submitting application (see TPP Calendar on Education department Web site). Full-time faculty are encouraged to participate in one orientation per semester. Students denied due to GPA,THEA or insufficient credit hours may request their application be reviewed at the end of the semester. Requests must be made to Certification Coordinator by Dec. 15 or July 15 after semester completion.

Point 2: Program Coursework 14 Because Student Learning Outcomes (SLOs) in certification courses meet TEA requirements, Instructors may not change course SLOs without formal approval. Students follow degree plan located in DegreeWorks Students follow curriculum maps on website or completion plans from TPP advising for course progression. Course substitutions may be made by Faculty Advisor or College Dean or designee. Academic Advisor or designee provide course advising for degree and TPP Director or designee provide course advising for certification. Secondary students must be admitted into the TPP prior to enrolling in ED 321, effective Spring 2019.

Point 3: Program Field Experiences 15 Junior Year Lab School Course: Day Sections: Course held on PK-12 Campuses. 11 Observation hours part of course. Traditional Courses: Evening Sections offered as needed. 11 Observation hours required in addition to course hours. Senior Year Consists of a Field-Based Semester and Student Teaching Semester Co-Teaching Pathway: Candidate assigned to one class entire year. Block 1- In school, 6 hours/week Block 2 In school all day for 72 days

Point 3. Program Field Experiences 16 Junior Year: For preparation purposes, students will be required to participate in a minimum of 22 hours of observation/field experience during their junior year as follows: ED 311 11 hours. Field Experiences are designed to have students identify pedagogical concepts within the actual classroom to 1) actively participate on a professional level in discussions with peers and school personnel, 2) provide weekly reflections synthesizing observations, interactions, discussions and required readings, 3) develop lesson plans using different models (e.g. Madeline Hunter, 5E) elaborating on how they would differentiate lessons and plan for re-teaching based on learner needs, 4) manage a portfolio organized by TEA teacher competencies containing work in both classes that includes Cornell reading notes of chapters, handouts and activities and more. Faculty for the course above is responsible for observation hours & reflection. Observation logs are to be submitted to Certification Coordinator upon completion of the course. Students will complete additional observation hours as required by courses (e.g. 16 hours required for EDUC 1301). Block 1 (First Semester of Senior Year): Students are eligible for Block 1, Co-Teaching Field Experience, when they have completed: 1) Admission to TPP 2) Completed ED 311 3) Notice of Intent for Block 1 on Tk20 to be completed in September or February the semester prior to Block 1 4) Acceptance by assigned school district following interview. 5) No grade below C in upper division courses in major or professional development area Upon placement in Block 1, students are required to 1) attend Co-Teaching Training Workshop with assigned Co-Teacher, 2) maintain a log of observation hours, 3) complete all course requirements as outlined in ED 495 syllabus and Block 1 handbook. Block 2 (Final Semester of Senior Year): Students are eligible for Block 2 when they have successfully completed Block 1, passed all tests required for their selected certification and have no grade below a C in upper division course work. Students completing Block 2 are required to complete all course requirements as outlined in ED 496 syllabus and Block 2 handbook.

Point 3. Program Field Experiences Para-to-Professional Beginning in Spring 2019, Students who have been employed with an ISD as a CERTIFIED EDUCATIONAL AIDE for one year prior to application, are eligible to participate. Site coordinator and campus administrator will grant permission for placement. Candidates and mentor teacher will attend the co-teaching training to establish an understanding of the model. Candidates will register for Block 1 first semester and Block 2 second semester. Candidates will complete a minimum of 490 clock hours of clinical teaching in a classroom with a cooperating teacher over the course of two semesters. Candidates will be observed by an assigned University Field Supervisor two times in the first semester and three times in the second semester. Formal observations will also be completed by the cooperating teacher. The Candidate will conduct four Instructional Leadership Team (ILT) member meetings two in the first semester and three in the second. Candidates will submit reflections to the University Field Supervisor each semester. Candidate will follow all requirements listed in the syllabi and handbook s for ED 495, Block 1 and ED 496, Block 2. Candidate must successfully complete Block 1 and Block 2 semesters as well as the other program criteria to be eligible for certification. 17

Point 4. TExES Test Preparation and Testing Minimum of two tests required by TEA (PPR & Content Tests) Junior Year, 1 st Semester: Candidates may register for PPR Test preparation session with TPP Office once admitted to program. Students register for PPR (TExES # 160) upon completion of successful test preparation. 18 Junior Year, 2 nd Semester: Candidates may register for Content Test preparation with TPP Office once admitted to program. Students register for Content (TExES) upon completion of successful test preparation. Senior Year, 1 st Semester: Candidates must pass all tests required for certification prior to beginning Block 2 - Student Teaching. Computer-based TExES Tests are offered several times a month in approved testing centers.

Point 4. TExES Test Preparation & Testing Policies Teacher Candidates are eligible to register for a TExES Certification Exam upon the completion of the following: Admission to the TPP program Successful completion of a test preparation workshop conducted by faculty at either Main campus or NTCC with a score of 80% on each area required for certification (content and PPR) 19 Undergraduate certification students are responsible for meeting all test preparation and testing requirements for certification prior to Block 2 Student Teaching. If candidate does not meet testing requirements, candidate may change major or earn a BSIS degree without certification by substituting ED 495 with a non-field experience course. Student may apply for certification through Alternative Certification and take Pre-Admission Content Test (PACT) as part of admission process if they were not previously approved by TAMU-T for a TExES certification test. In accordance with TEA rules, students are limited to a maximum of five attempts on any certification exam.

Point 4. TExES Test Preparation & Testing Policies 20 Any candidate in the A&M Texarkana TPP must score 80% or above on all required practice tests before released to register for TExES exams. Candidates taking Core Exams (EC-6 and 4-8) must score with 80% on each domain. Candidates not successful on TExES examination, must make an appointment with any education instructor to create a new study plan to supplement the plan created at the test preparation workshop. The student presents the TEA examination score report and the instructor guides the student through an item analysis to identify areas of strengths and areas for improvements by competency. The test profile is used to construct a study plan and locate resources to enhance readiness for the next attempt. The study plan is forwarded to the Certification Coordinator as well as copied for the students use. Practice retests will be administered in a testing center, workshop, or by appointment with a faculty member. Only representative tests are accepted as valid scores.

Point 5. Program Portfolio 21 Undergraduate teacher candidates are required to complete the program with a portfolio to document their preparation. This is a requirement of their Student Teaching course (i.e. ED 495,ED 496). Students should keep electronic copies of all work completed throughout the program (e.g. papers, discussion posts, etc.). It is recommended that students organize their work in electronic folders assigned for each of their education courses (ED, SPED, RDG, ITED). Candidates who do not have documentation of preparation from coursework (e.g. course waived due to transfer) must meet with TPP Director to determine appropriate manner to document coursework of those course(s) in Portfolio. Education course syllabi will identify a minimum of two assignments in the course for portfolio submission. Courses required to identify assignments are listed on Program Portfolio Rubric (see next slide). The Program Portfolio is due in Tk20 at the end the last semester prior to completion of coursework (December or May). Specific portfolio information requirements will be provided at Student Teaching Orientation. Students are encouraged to manage their portfolio throughout their career as a professional educator. Tk20 allows A&M-Texarkana candidates and graduates to prepare a Professional Portfolio that can be accessed up to 7 years from the date of purchase.

Point 5. Program Portfolio Evaluation Rubric 22 Submission Point Content for Submission Met: Advanced 1. Candidate Introduction: Student Teaching/Last Intern Semester Cover Sheet, Resume, Philosophy of Teaching and Ethics Statement, TPP Survey* SLO 1, 2, 3, 4, 7 2. ED 311/ED 530 Child Development, Learning Theories, Motivation SLO 1, 2, 3, 4, 6 3. ED 321/ED 508 Curriculum Development & Lesson Planning SLO 1, 2, 3, 4, 6 4. ED 331/ED 506 Classroom Management and Motivation SLO 1, 2, 3, 4, 6 5. ED 435 OR ED 486/487; ED 557 6. ITED 350/ ITED 511 TEKS Organization, TEKS Content, Pedagogy & Instructional Strategies SLO 1, 2, 3, 4, 5, 6 Instructional Technology SLO 1, 2, 3, 4, 6 7. All Reading Courses Reading Instruction and Strategies students with Dyslexia SLO 1, 2, 3, 4, 6 8. SPED 410/SPED 540 9. SPED 418/SPED 417/ED 557 10. PPR Test Preparation Seminar Point Totals Cultural and Linguistically Diverse Students; Special Populations; Dyslexia Characteristics & Identification SLO 1, 2, 3, 4, 6 Classroom Assessment and Differentiated Instruction SLO 1, 2, 3, 4, 6, 7 PPR Test Study Plan, Content Test Study Plan, SLO 1, 2, 3, 4, 5, 6, 7 (3pts) Program Director exemplary exemplary exemplary exemplary exemplary exemplary exemplary exemplary exemplary PPR and Content Plans are submitted and complete Met: Proficient (2pts) Program Director acceptable acceptable acceptable acceptable acceptable acceptable acceptable acceptable acceptable PPR and Content Plans are submitted, yet not completed Not Met: Developing (1pt) One or more required items is missing or incomplete. One or more required items is missing or incomplete. One or more required items is missing or incomplete. One or more required items is missing or incomplete. One or more required items is missing or incomplete. One or more required items is missing or incomplete. One or more required items is missing or incomplete. One or more required items is missing or incomplete. One or more required items is missing or incomplete. Not all plans for completing certification tests is submitted Not Met: Not Observed *Survey Based on TEA Principal Survey

Program Completion and Standard Certification 23 Teacher candidates apply for Standard Certification in the last month of their final semester. The Teacher Preparation Program will recommend Teacher Candidates for Standard Certification when the candidate has completed the following: Required course work for certification Undergraduates earn Bachelor s Degree (Refer to Degree Plan) Alternative Certification students complete required courses for certification ( no grade below a C ) Successful Completion of Student Teaching o Students who receive a U in Block 2 are not eligible for admittance into a different certification area. Passed Certification Tests (PPR and Content) for area seeking certification Approved Portfolio Complete Texas Education Agency Application for Standard Certification

Continued Teacher Support 24 A&M-Texarkana Teacher Graduates who have received Standard Certification may receive additional support for their 1 st and/or 2 nd year in the classroom. Under our continued support, we offer this service to our district partners and recent graduates. With this service, the university, district and teacher work together to continue to support educators new to the profession. Teacher, Campus Administrator, and TPP Director work together to develop goals and implementation of the plan. Cost of service is $500 per semester for continued University supervision and support. Payment plan is set up by the Teacher Preparation Program office in conjunction with Business Office.

Removal from Program 25 Any candidate who violates the Educator Code of Ethics and/or University Policies may be terminated from the program. A student who fails to successfully complete both semesters of clinical teaching is removed from the program and is not eligible to reapply in a different certification area. Students who do not meet program requirements will be dropped from the program. Students who choose to leave the program after they have been granted test permission cannot reenter any initial certification program at A&M- Texarkana.

Appeal Processes At times, reasonable appeals for admission are appropriate based on individual circumstances. 26 All appeals should be directed to TPP Director or designee for consideration. TPP Director bring appeal forward to committee of Education Faculty for a vote (see table below for procedure). TPP Director is responsible for communicating appeal status to Certification Coordinator and student via TAMUT/ACE email. Appeal Notification TPP Standards Faculty Approval Notification to Certification Coordinator Written appeal received by TPP Director in timely manner? YES Does Student have compelling justification for appeal? YES Do faculty (3 or more) agree with appeal? YES Director provides CC written rationale for admission to TPP NO NO NO Appeal Denied Appeal Denied Appeal Denied

Complaint Policy As defined by TAC 228.70: a candidate or former candidate in an Educator Preparation Program (EPP), an applicant for candidacy in an EPP, an employee or former employee of an EPP, a cooperating teacher, a mentor, a Director of Educator Preparation Services in a school district, charter school, or private school may submit, in accordance with subsection (c)(1) of this section, a complaint about an EPP for investigation and resolution. Any of the persons previously mentioned may seek resolution without fear of retribution. Any current student at Texas A&M University- Texarkana must follow the current university policy listed in the student section of the University Rules and Procedures. Formal Process for complaints against the TPP at Texas A&M-Texarkana must be submitted in accordance with the following procedures. 1. An individual files a complaint by submitting a written letter regarding the complaint to the Teacher Prep Program in writing. College Dean or designee will be available to answer questions regarding the submission of the complaint and provide assistance as needed. 2. College Dean or designee will coordinate the investigation of the complaint. The investigating officer will retain the original complaint submission. 3. The designated administrator will review the complaint and provide a written decision to the complainant and the Executive Officer overseeing the office or department named in the complaint within fifteen (15) business days of the administrator s receipt of the complaint. 27 If additional time is needed for investigation and consideration of the complaint, the administrator will notify the complainant and their Executive Officer of the need for an extension and the date by which a decision will be made. Absent unusual circumstances, the extension should not be for more than fifteen (15) additional business days. The designated administrator will provide a written decision to the complainant and the Executive Officer overseeing the office or department named in the complaint within five (5) business days of receiving the decision. Appeals Process An individual may appeal the decision of the designated administrator within five (5) business days after receipt of the written decision. Appeals must be in writing and submitted to the office of the Executive Officer who oversees the department, office or College named in the complaint. The Executive Officer will review the original complaint and the written appeal, and may conduct an additional investigation.

Faculty Information 28 Faculty who supervise clinical teachers will be compensated mileage at the yearly state rate. Mileage is calculated from the student s home campus(main or NTCC) to assignment school. Faculty must follow TAMU-T/Concur travel guidelines for reimbursement. For faculty workload purposes, a set of student teachers is similar to 3 SCH. A set of student teachers is comprised of six teacher candidates. Under six candidates, faculty will be reimbursed according to field supervisor fee schedule. Field Supervisors (faculty and adjuncts) are responsible for completing all required paperwork for supervision of student teachers by the identified deadlines. All hard copies of paperwork are submitted to Certification Coordinator upon conclusion of the clinical teacher s semester.