Secondary Education STUDENT TEACHING HANDBOOK McKendree University SCHOOL OF EDUCATION Lebanon, Illinois

Secondary Education STUDENT TEACHING HANDBOOK McKendree University SCHOOL OF EDUCATION Lebanon, Illinois Jennifer Hope, PhD Allison Fahsl, PhD Director of Teacher Education Chair, School of Education 618-537-6885 618-527-6485 jmhope@mckendree.edu ajfahsl@mckendree.edu

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STUDENT TEACHING IN SECONDARY SCHOOLS THE STUDENT TEACHING PLACEMENT Prerequisites All required coursework Minimum cumulative GPA of 2.75 for undergraduate teacher candidates or 3.0 for graduate teacher candidates Acceptance into both the Teacher Education Program and Student Teaching Program Placement Placements are arranged by the Field Placement Coordinator in the semester prior to student teaching, based on the information provided in the teacher candidate s Application for Student Teaching.* Teacher candidates are expected to contact their designated Cooperating Teachers and set up appointments to meet and discuss the upcoming experiences. Within the first two weeks of a placement, a brief introductory Meet and Greet visit to the placement classroom including the Student Teacher, Cooperating Teacher, and University Supervisor should be arranged. * Every effort is made to accommodate a teacher candidate s first or second choice for placement, however this is not always possible. It is also important to note that teacher candidates are not permitted to complete student teaching in the school they attended OR in a school or district where relatives of the first or second degree are attending, employed, or in a position of authority over cooperating clinical teachers (i.e., principal, superintendent, or member of the Board of Education). 3

STUDENT TEACHER RESPONSIBILITIES Responsibilities of the Student Teacher include: 1. Report promptly each and every day to teaching assignments.* The student teaching experience is a minimum of sixteen weeks (80 total teaching days) in length. Teacher candidates are required to be in attendance* every day school is in session including teaching institutes, conference days, etc. Failure to comply with this policy will result in the extension of student teaching. The identification of the ending day of the assignment will be determined jointly by the Cooperating Teacher and the Supervisor. In the event of absence due to illness, injury, or family emergency, notify the Cooperating Teacher and the school per the reporting requirements of the school, and notify the University Supervisor as soon as possible. Provide documentation of the reason for absence to each of these parties upon return to the building.* * Unexcused tardiness and absences will not be tolerated. Three or more such instances unsupported by sufficient documentation will result in reduction of the final grade to no higher than a C or removal from the placement. 2. Follow Council on Teacher Education (COTE) guidelines for involvement in extra-curricular activities. Student teaching should be your first priority during this semester. The Policy concerning Extra-Curricular Activities While Student Teaching addresses the importance of student teaching and how this affects participation in athletics and other extracurricular activities. If you plan to engage in an extra-curricular activity at McKendree University or elsewhere during student teaching you are responsible for submitting the required form to secure approval, approval with conditions, or denial from the Council on Teacher Education. This form should be returned to the Director of Teacher Education who will inform you, in writing, of the decision made by the Council on Teacher Education. If your circumstances change (i.e., scheduling or leave and return times, practice times, rehearsals, work schedules, etc.) you must resubmit your petition to the Council on Teacher Education. Failure to adhere to this policy may result in removal from student teaching. 3. Submit a daily schedule in the form of the Five Day Report to the Field Placement office and University Supervisor for each placement. 4. Communicate regularly with the University Supervisor, and schedule in advance for required visits to the classroom. K-12 teacher candidates will be observed by a supervisor a minimum of four times. The Supervisor will consult with the student teacher regarding the best time(s) to observe his/her performance in the classroom. Although it is recommended that the majority of the visits be scheduled, university supervisors and McKendree faculty members reserve the right to check on student teacher progress at any time. 5. Contact the assigned content-area supervisor and schedule an observation of teaching. One lesson must be observed by the content-area supervisor during the semester. 4

6. Be well-prepared for all teaching opportunities. One of the primary causes of ineffective teaching is the lack of proper planning and preparation to teach. 7. Submit lesson plans and weekly reflections to the University Supervisor for review in LiveText in a timely fashion. Lesson plans are due at least 48-week-day hours prior to a scheduled observation. 8. Confer regularly with the Cooperating Teacher to obtain feedback on the work being done. 9. Assume responsibilities and duties delegated by the Cooperating Teacher and/or school administrator. Be alert for opportunities to assist the Cooperating Teacher and gain the widest experience possible from the student teaching assignment. 10. Dress in appropriate and professional clothing that adheres to the school dress code. 11. Behave at all times as if under contract by the district/school of placement. Understand that confidentiality is an important part of professionalism. Do not share information you hear from other student teachers, students or parents in your assigned school, practicing teachers, administrators or your McKendree Supervisor. NOTE: In the event of a teachers' strike, student teachers are NOT to cross the picket line, according to McKendree University policy. In the event a strike should occur and appear to be of long duration, another placement will be obtained. At all times candidates are to act in a professional manner. 12. Prepare for, attend, and participate fully in each mandatory student teaching seminar. Seminar dates and times will be provided in the Student Teaching syllabus and communicated to the Cooperating Teacher and University Supervisor. Seminars are excused absences from the placement classroom. 5

STUDENT TEACHER EVALUATION Student teaching is a course for which you will earn a grade. In addition, you will be provided with valuable ongoing feedback related to your abilities in instructional planning, delivery, and assessment of student achievement as well as dispositions appropriate to the career of teaching. Formal assessment will be conducted by the assigned university supervisor, who is your main contact and support during student teaching. Student teaching grades are assigned by the university supervisor. Student Teaching grades are based on the following: Lesson Plan Assessments Performance Assessments Content Assessments Reflections Professionalism, especially o Attendance o Communication o Preparation for and meeting of deadlines ASSESSMENT TOOLS Each University Supervisor observation will include the use of the following assessment tools: Lesson plans will be formally observed and assessed using the assessment form: McKendree Lesson Plan Assessment-Spring 2014 in LiveText. Teacher candidates should create their lesson plans in LiveText using the McKendree University edtpa Lesson Plan Format. Lesson plans must be provided to the University Supervisor for review at least 2 business days prior to each observation visit. (For example, if you will be observed teaching a lesson plan on Monday, your lesson plan is due for review on Thursday.) It is good practice to send an email to your University Supervisor informing him/her when your submission has been made. The teacher candidate s classroom performance will be assessed using the assessment form: McKendree Performance Assessment-Spring 2014. The teacher candidate s mastery of the content taught in the observed lesson will be assessed using the assessment form: Content Assessment. Additional assessments completed during student teaching: Mid-term and Final Evaluation After the student teacher has completed approximately eight weeks in the assigned classroom and again at the end of the second placement, the Student teacher, Cooperating Teacher, and University Supervisor meet and discuss the strengths and areas for improvement that have been observed during the placement. Each of the three parties involved should complete the form for him/herself in advance to facilitate this conversation. edtpa (Teacher Performance Assessment) Teacher candidate classroom performance will also be assessed through completion of the edtpa, which includes four components: Context for Student Learning, Instructional 6

Planning, Instructional Delivery, and Assessment. Due dates and detailed instructions will be provided at the first Student Teaching Seminar. Dispositions Assessment Upon completion of each student teaching placement and at any time when the Cooperating Teacher or Supervisor observes dispositions that are concerns and need to be addressed, the teacher candidate s disposition will be assessed using: McKendree Dispositions Assessment. In addition, the Director of Teacher Education may be consulted regarding dispositional issues. 7

STUDENT TEACHING SCHEDULE First Phase: The Observation Period (1-2 Weeks) The early phases of the student teaching experience should be devoted largely to observation and the opportunity to participate in the out-of-class co-curricular or extracurricular activities assigned to the Cooperating Teacher. This observational phase should provide the teacher candidate with the opportunity to become acquainted with the school and the students and will usually last for one to two weeks. There are many preliminary opportunities in which teacher candidates should participate. For example, at the beginning of school there are always activities pertaining to the opening of the school. Often furniture must be arranged, books and other materials distributed, and records kept in grade books, file folders, etc. Also, the teacher candidate can assist in the preparation of teaching materials such as typing, reproduction, preparing bulletin boards, etc.; in general, help with instructional media and perhaps aid in some of the planning. During this preliminary phase, the teacher candidate should observe students in the classroom and attempt to get acquainted with the dynamics of the whole school. Student teachers can begin to nurture relationships with building administrators, other teachers, support staff, custodians, etc. It may also be possible for the teacher candidate to work with small groups of students during this time. In general, the focus of this period should be finding out as much about the students as possible-- achievement, intelligence, personality, interests, and perhaps the social background. The teacher candidate should become acquainted with instructional media, such as books and computer software which are available. Of special significance to observe is the way the teacher plans his/her daily work in relationship to available media and the level of students abilities. Classroom management challenges will, no doubt, arise. No set plan can be made in this area, but the teacher candidate should try to gain a general knowledge of classroom management procedures used by the teacher. There may be written policies, rules, and regulations, which directly affect teachers and teacher candidates in their work. Ask questions and become familiar with these policies. Thus, in this first phase the teacher candidate should: - become acquainted with the Cooperating Teacher. - observe the types of challenges that arise and how they are handled in the classroom. - become acquainted with the students; learn their names, something about their background, and their school records. - see how routines are followed. - study the textbooks, accompanying manuals, and courses of study available. - observe the relationship that exists between and among the Cooperating Teacher and pupils. - see how individual differences are compensated for in regular classroom procedures. In summary, experiences other than teaching in front of a class are of great significance and may be as important in terms of success as is actual classroom teaching. 8

Second Phase: The Initial Teaching Period (Weeks 2-8) In Phase II, usually beginning with the second or third week, the teacher candidate begins to teach one or two subjects for just a part of the day. The teacher candidate should pay special attention to the constructive criticism that the Cooperating Teacher provides, if not each day, then on a regular, frequent basis. The Cooperating Teacher will continue to teach lessons to provide the teacher candidate the opportunity to observe the master teacher at work and to gain perspective on his/her own work as a teacher. An old adage is "Those who do not plan, plan to fail." Before appearing before a class, the teacher candidate should plan the lessons carefully; how detailed the lesson plan should be will depend upon the individual. For example, knowledge of the subject matter will determine how detailed the notes should be. Several days before actually teaching the lessons, the teacher candidate should present plans to the Cooperating Teacher and ask for suggestions in terms of additions, corrections, etc. Once a plan is agreed upon, the teacher candidate should be given the opportunity to perform as a teacher. Conferences should then be scheduled for discussion of the performance. The frequency of these conferences will depend upon the feeling of need by either the teacher candidate or the Cooperating Teacher. In all conferences, the Cooperating Teacher serves as a consultant, moving in the direction of helping the candidate to become self-sufficient in performance. The Cooperating Teacher can plan with the teacher candidate, but once in front of the class, the student teacher is on his/her own, unless a dire emergency should arise. In other words, the teacher candidate must be given the opportunity to succeed or fail on his/her own. For several weeks the teacher candidate should be given the opportunity to teach each of the subjects, while still teaching just part of the day. This gives the teacher candidate the opportunity to sample the teaching of each subject without the added pressure of teaching the entire day. It should also allow the teacher candidate time to develop one or more units in more depth than is usually possible by teacher candidates or beginning teachers when teaching all day. The teacher candidate will then have time to create bulletin boards, arrange a field trip and/or a guest speaker, etc. Thus, weeks two (or three) through about eight (or nine) should be spent teaching some of each of the subjects (a module, chapter, unit, etc.), starting with only one or two together and, as success warrants, gradually assuming more responsibility for teaching the class. Third Phase: The Intensive Teaching Period (Weeks 9-12) By week nine or ten the teacher candidate should be ready to assume full responsibility for the class for the entire day. This "intensive" time should last a minimum of four weeks (20 teaching days). Student Teachers are expected to follow planning and conferencing practices from the Initial Period to maintain communication with and support from the Cooperating Teacher. However, during the school day, the Student Teacher is responsible for every aspect of classroom function and instruction. Student Teachers deemed by the University Supervisor and/or the Cooperating Teacher to be in need of additional experience in this phase may be required to extend the intensive period. Fourth Phase: Winding Down Period (Weeks 13-16) Following the "intensive" weeks, the Cooperating Teacher will gradually resume his/her control over the class, perhaps first recovering those subjects the teacher candidate has been teaching the longest and co-teaching some subjects with the teacher candidate. The teacher candidate will then have time to reevaluate his/her teaching, observe other teachers in other rooms and in other grades, and/or facilitate more in-depth units, bulletin boards, learning centers, etc. 9

SUGGESTED TEACHING SCHEDULE FOR SECONDARY TEACHER CANDIDATES This a suggested plan. The actual plan is to be worked out with the Cooperating Teacher(s). Individual situations will vary somewhat. Week 1 Weeks 2-3 Get acquainted. OBSERVE IN THE CLASSROOM; learn about school policies regarding discipline and rules, extra-curricular activities, classroom routines, textbooks, lesson plans, record keeping, and grading policies; at the teacher s discretion, assist with activities. Complete Context for Student Learning. In addition to the above, BEGIN helping individuals or small groups, ASSIST with teaching duties or teach some individual lessons, PREPARE lesson plans for the Cooperating Teacher s approval. Assume responsibility for TEACHING ONE FULL CLASS EACH DAY. If there are several sections with one preparation, the Cooperating Teacher might model and the student follow that lead in the repeated sections. Week 4 Weeks 5 8 ADD THE SECOND AND/OR THIRD CLASS. Assume the major responsibility for lesson plans for the preparations. Plan for edtpa learning segment (edtpa Task 1) Continue to add additional classes. WORK UP TO TEACHING A FULL DAY. Teach (record) and assess learning segment, and complete edtpa Task 2. Weeks 9-12 INTENSIVE TEACHING PERIOD. Complete edtpa Task 3. Weeks 13-15 Week 16 Student may continue intensive, or may begin letting first preparation classes go back to the Cooperating Teacher. Wind down; release all classes back to the classroom teacher. If possible, visit some other classrooms within the same school to observe and have time to reflect upon the experience. The above timetable is intended as a general guideline for the 16 weeks of student teaching. It should be adapted jointly by each Cooperating Teacher and Teacher Candidate to fit their particular class, the subject matter, and the skills and abilities of the student teacher. At all times the primary concern should be the classroom students, their learning and welfare. The needs of the teacher candidate and the requirements of this course are secondary. 10

CHECKLIST OF THINGS TO DO WHILE STUDENT TEACHING Apply for Graduation in Registrar s Office one semester prior to anticipated completion Request current transfer transcripts be sent to McKendree Registrar s Office (only if you have not done so previously you don t need to do this again if the Registrar already has a current transfer transcript on file.) You should check with the Registrar s Office to see if all transcripts have been received. Secure one copy of ALL transcripts issued to student (to photocopy and submit with applications to school districts and an unofficial McKendree transcript for your Placement File). In addition, you will need one official copy from McKendree and an official copy from each school from which you took courses that will apply to your entitlement or endorsements. You will be mailing these to the Illinois State Board of Education at the end of the semester. (When requesting the McKendree official transcript, please indicate that you want the final transcript which will reflect completion of all courses taken during the current semester and posting of your degree if this applies to your situation.) Complete all requirements for Student Teaching o Complete and submit Five Day Report o Submit weekly reflections in LiveText. o Submit five lesson plans for review by University Supervisor in LiveText (for observations). o Schedule and teach five lessons for observation by University Supervisor. o Schedule and complete mid-term and final evaluation meetings with University Supervisor and Cooperating Teacher. o Attend all Student Teaching Seminars. o Complete and submit edtpa. 11

THE COOPERATING TEACHER The student teacher is to be under the active supervision of a licensed Cooperating Teacher at all times. The Cooperating Teacher must be present in the building and accessible to the Student Teacher at all times. A minimum of three years of teaching experience and ratings of proficient or above on the most recent evaluation are requirements of the Cooperating Teacher. (Per Illinois Administrative Code 23 Section 25.620) The Cooperating Teacher is the person directly responsible for mentoring and supervising the student teacher/teacher candidate. Therefore, the guidance of the learning activities for the teacher candidate is left in his/her hands. However, if considered desirable or needed, they should feel free to confer with the University Supervisor(s) regarding all activities. Naturally, it is impossible for the University Supervisor(s) to be present at all times. Therefore, the Cooperating Teacher should take the initiative regarding the student teaching experience. However, there are generally accepted overall procedures in terms of the organizational pattern which are followed by most cooperating teachers. The Certification Board of Illinois, the Illinois Association of School Administrators, and others have spelled these out. The recommended pattern in most instances is very similar. 1. Introduce the teacher candidate as your fellow teacher who, therefore, deserves the same respect from the students. 2. If possible, provide the teacher candidate with a desk. 3. Explain daily routines and forms; provide a tour of the building and services provided for the students. 4. Always state where you will be when you leave the room for brief periods. 5. Schedule a time each week to do weekly planning together and to afford the teacher candidate an opportunity to share ideas and activities. 6. After each of the student teacher's lessons, help him/her evaluate the performance, become reflective, and hear your perceptions. Be specific and positive. 7. Keep the communication lines open. Sometimes a journal helps facilitate this process. Please contact the University Supervisor immediately if you have questions or serious concerns. Don't wait until the end of the experience. 12

COOPERATING TEACHER ASSESSMENT RESPONSIBILITIES The following assessments are conducted by the Cooperating Teacher using rubrics found in LiveText. (Directions for use of the LiveText system can be found on the following page.) The assessments conducted by the Cooperating Teacher are an integral part of the overall assessment system of the McKendree University Teacher Education Program as required by Illinois accreditation standards. The assessment rubrics are linked to the McKendree University Teacher Education Unit Conceptual Framework and Illinois Professional Teaching Standards. The Cooperating Teacher and University Supervisor may use other additional evaluation tools such as scripting, descriptive evaluations, notes, etc. Performance Assessment - The University Supervisor only sees the student teacher teaching a lesson five times, but the Cooperating Teacher will see the candidate every day and therefore may be able to point to strong points possessed by the student teacher, and to other items as areas for improvement. A mid-term and final assessment of Student Teacher performance is completed formally in LiveText. A Mid-term Performance Assessment should be completed after the student teacher has completed eight weeks in the classroom. A Final Performance Assessment should be completed at the end of the student teaching experience. Dispositions Assessment Upon completion of student teaching and at any time when the Cooperating Teacher or Supervisor observes dispositions that are concerns and need to be addressed, the teacher candidate s disposition will be assessed using: McKendree Dispositions Assessment. Please contact the University Supervisor immediately if you have questions or serious concerns. Don't wait until the end of the experience. ADDITIONAL LIVETEXT REQUIREMENTS: Cooperating Teacher Resume and Classroom Demographic Form please complete these forms in LiveText. In addition to formal assessment via LiveText, it is recommended that the Student Teacher, Cooperating Teacher, and University Supervisor meet twice in the semester to discuss Teacher Candidate progress. Mid-term and Final Evaluation Meetings - At midterm and again at the completion of student teaching, the Student Teacher, Cooperating Teacher and University Supervisor meet and discuss the strengths and areas of improvement that have been observed during the first half of the placement. The Mid-term and Final Evaluation documents will be provided by the University Supervisor. 13

Cooperating Teacher LiveText Responsibilities Student Teacher Assessing a teacher candidate requires the completion of the following in LiveText: Performance Assessment Student Teachers (one at mid-term and one at final) Classroom Demographics Form Disposition Assessment Cooperating Teacher Resume The Performance Assessment and Disposition Assessment are to be completed at the end of the field experience. Please review the Performance Assessment with the field student. Print a copy before you hit submit to share with your McKendree student. (See print directions below in #5.) 1. Access LiveText by navigating to www.livetext.com or by following the LiveText link from the McKendree University website (www.mckendree.edu) under the Faculty and Staff option. 2. Near the upper right of the LiveText home page is an account login dialogue; enter Login information: Username: mckendree Password: studentteacher 3. After logging in, click the Documents tab near the top of the screen. This should reveal the necessary assessments under the My Work label. 4. Click on the desired assessment title (e.g. Classroom Demographic Form ). This will open a document with a link to the assessment form. Click on this link to open the form. 5. Complete the assessment form. To print out a copy for your student, go to File in your web browser and click Print. Click Submit Form at the bottom of the form when finished. 6. Click on the Documents tab to return to the list of forms to be completed. Most of all: Thank you so much for your efforts! For questions, please email livetext@mckendree.edu Revised: 4/6/2011 14

THE UNIVERSITY SUPERVISOR The University Supervisor is responsible for supporting and assessing the performance of the teacher candidate during field experiences, including student teaching. These individuals have years of experience in the field and provide valuable insight and mentoring opportunities for the student teacher. Responsibilities of the university supervisor include: Service as the main point of contact with McKendree University for the teacher candidate and the cooperating teacher during student teaching. The University Supervisor will provide contact information at the initial Meet and Greet meeting and will be readily available for consultation with the cooperating teacher and the teacher candidate. Review of weekly reflections. The university supervisor will regularly check submission and content of teacher candidate reflections in LiveText and use the reflection as a point of communication regarding successes, challenges, and progress in the classroom. Review of lesson plans. The supervisor will review lesson plans submitted in LiveText in advance of a scheduled observation to verify proper planning and provide feedback to improve the instructional outcomes of the lesson. Observation of instruction. The supervisor will observe the student teacher s delivery of a minimum of five full-length lessons. Observations should involve as many different subject areas as possible. The Supervisor will also discuss progress, areas of concern, the lesson observed, etc., with both the Cooperating Teacher and the teacher candidate, either jointly or individually, during each visit. Assessment of performance. The Supervisor is responsible for the prompt completion of all required assessments following each observation (lesson plan and performance) as well as mid-term and final evaluations of performance and dispositions assessments. Assignment of the final grade for student teaching using McKendree University grade system. Grades will be assigned according to criteria in the Student Teaching Syllabus. 15

ADDITIONAL POLICIES GOVERNING THE STUDENT TEACHER McKendree University recognizes that the student teacher is a guest in the assigned school. However, it is also recognized that when the student teacher takes over a class, he/she is the teacher and the growth and progress of each respective member of the class depends upon the student teacher's ability to perform successfully. Therefore, the decision as to when a student teacher takes over a class is left to the Cooperating Teacher and any personnel in the school concerned with this decision. It is recognized that the University calendar and the school calendar where the student teacher is assigned may not coincide. Therefore, McKendree student teachers are required to observe the calendar of the school to which they are assigned. In every instance, student teachers are to observe holidays as granted by the assigned school, and not those of McKendree University. Furthermore, all student teachers are expected to report in and leave at the same time as regular teachers. This is spelled out in the statutes. Student teachers cannot be paid to teach during the student teaching experience (Illinois Admin. Rules 25.620). If the teacher is absent, the school needs to provide a substitute teacher, even if the student teacher is more qualified to teach the class. The student teacher may teach, but a substitute teacher must be present. A summary: Student teachers are implicitly under the governing policies of the school as stated in the policies, rules and regulations manual of the school system. 16

Excerpts from the McKendree University Teacher Education Unit Conceptual Framework Introduction: McKendree University offers programs in initial and advanced preparation of education professionals that allow applicants the opportunity to prepare for initial and advanced certification in the State of Illinois. Applicants may choose to major in Elementary Education to teach in grades K-9, or Secondary Education programs in Business, Marketing and Computing, English Language Arts, Health, Mathematics, Science (Biology or Chemistry Emphasis) or Social Science (History, Political Science or Psychology Emphasis) for grades 6-12. Applicants majoring in Music Education, Physical Education and Visual Arts may choose to complete the special program for certification at grade levels K- 12. Applicants majoring in Special Education have the option of completing the certification requirements for Age 3 to Age 21. Applicants in the Educational Leadership advanced program have the option of completing certification requirements for General Administrative (Principal). The Education Unit at McKendree believes that the education of all candidates occurs most successfully in the context of a liberal arts program, a broad background of courses in general education is required of all undergraduate majors. The Education Unit also believes that candidates who are interested in a teaching career must develop the necessary skills of teaching through a sequence of professional educational courses in theory and methodologies. A series of clinical experiences in a variety of diverse school settings helps candidates transfer university classroom instruction into practical teaching skills. Teacher Education Unit Mission and Vision: It is the mission of the School of Education Unit at McKendree University to prepare teachers and other education professionals as lifelong learners (analytical abilities, research capabilities, lifelong learning), caring practitioners (creativity, service to community, mutual respect), and knowledgeable professionals (academic excellence, knowledge, analytical abilities, development of the whole person). The mission of the School of Education Unit at McKendree University is linked to and inspired by the mission and purposes of the University. The dispositions of a candidate completing the program also are grounded in the mission of McKendree University. The unit s mission however, offers a version more particular to the preparation of education candidates. McKendree University s Education program prepares candidates for meaningful careers in the field of education. Building upon a solid liberal arts foundation, the Education Program assists candidates in developing knowledge, skills, and dispositions necessary to become effective and caring educators in P-12 schools. This mission is realized for all candidates through attainment of fourteen dispositions that are aligned with state and national standards. 17

A graduate of McKendree University s education program: 1. Respects cultures, values, beliefs, and talents of all people. (McKendree University mission statement purposes 2, 5) 2. Believes that all students can learn. (McKendree University mission statement purposes 1, 2, 3, 5) 3. Values the importance of diversity in an ever changing world. (McKendree University mission statement purposes 1, 2) 4. Values the use and application of technology in teaching and learning. (McKendree University mission statement purpose 3) 5. Appreciates the responsibility of educators to motivate and affect student learning. (McKendree University mission statement purposes 1,5) 6. Reflects professional ethics that are mirrored in McKendree University s tradition of Christian values. (McKendree University mission statement purposes 1, 2, 5) 7. Believes that professional development is essential for growth in teaching, learning, and service. (McKendree University mission statement purposes 1, 2, 3, 5) 8. Is committed to a career in education that is based upon lifelong reflection. (McKendree University mission statement purposes 1, 2, 5) 9. Values the contextual and interactive roles between the profession and the community. (McKendree University mission statement purposes 1, 2, 3, 4, 5) 10. Believes that educators must be effective oral and written communicators. (McKendree University mission statement purposes 1, 2, 3) 11. Values the tenets and responsibilities of the education profession by dressing appropriately. (McKendree University mission statement purposes 1, 5) 12. Values the tenets and responsibilities of the education profession by meeting attendance requirements. (McKendree University mission statement purposes 1, 5) 13. Values the tenets and responsibilities of the education profession by completing professional responsibilities promptly. (McKendree University mission statement purposes 1, 5) 14. Values the tenets and responsibilities of the education profession by conducting one s self in a professional manner. (McKendree University mission statement purposes 1, 5) Supported by its mission of the unit, it is the vision of the School of Education Unit at McKendree University that in its preparation of educators who are knowledgeable professionals, caring practitioners, and lifelong learners, the Unit will provide the leadership to enable graduates to meet the ever changing diverse demands placed upon the schools in the region it serves. Teacher Education Unit Philosophy: School of Education Unit Philosophy, Core Beliefs, Purpose and Outcomes: The philosophy of the School of Education Unit at McKendree University encompasses the basic concepts of many educational philosophies. However, traditions and approaches found within the School of Education Unit are rooted primarily in a progressivist experience with teaching and learning that is based upon the approach of John Dewey. Along with Dewey, the unit believes that learning is an active, social process of inquiry linked to changing events and human experiences. Because of this, the School of Education program at McKendree University uses an experiential approach that enables candidates to increase their ability to grow and adapt to a constantly changing and dynamic society. The School of Education Unit believes that the educators it prepares: 18

1. Have a strong foundation in content knowledge. 2. Acquire and use specific skills to enhance teaching and learning. 3. Apply the use of current technology to teaching and learning. 4. Are effective communicators. 5. Are prepared to lead, practice, and serve within a diverse society. 6. Exhibit dispositions appropriate to the profession. 7. Practice personal reflection on their teaching profession. 8. Are collaborative professionals. 9. Are active members of the community. In light of these beliefs, it is the philosophy of the school to use an approach that prepares educators who are professionals with a strong foundation in knowledge, who practice the profession in a caring manner and consider learning to be a basic foundation to their lifelong experience. Thus, primary purposes and goals of the Unit are to (1) prepare educators for P- 12 public, private and parochial schools as identified in the units Conceptual Framework, (2) who display the characteristics identified in dispositions, (3) who are prepared in competencies identified by the Unit which meet the expectation of state and national standards. The core standards are listed with the competencies below. With the addition of graduate studies in education, the purpose of the Unit is further expanded to develop these dispositions and competencies as they relate to the professional development of experienced teachers and through advanced level programs. Thus, as stated in the vision for the Unit, the primary goal of the McKendree University School of Education Unit is to prepare educators who are able to address the educational needs of the region it serves at all levels. In light of this, the Unit purpose and goal is to prepare candidates who meet these outcomes and competencies: Knowledgeable Professional Illinois Professional Teaching Standards (Lebanon, IL Campus): 1. Possess content and pedagogical knowledge. (INTASC/IPTS 1,4,7 ILCCS 1,4 ISLLC 1, 2)* 2. Create learning experiences that make content meaningful to all learners. (INTASC/IPTS 1,2,3,4,5,6,7,8,10,11 IL-CTECH 3 IL-CCS 1,2,3,4,5,6,8,9 ISLLC 1,2,3) 3. Integrate theory and practice in design and delivery of lessons. (INTASC/IPTS 1,4,78 Il-CLA 1,2 IL-CTECH 3 IL-CCS 1,3,4 ISLLC 2) 4. Understand instructional planning and design and deliver instruction based on the discipline, student needs, community expectations, and curricular goals. (INTASC/IPTS 1,2,3,4,5,6,7,8,10,11 IL-CLA 1,3 ILCTECH 2,3,6 IL-CCS 1,2,3,4,5,6,8,9 ISLLC 1) 5. 5. Understand formal and informal assessment and utilize them to support student development. (INTASC/IPTS 2,3,4,6,8 IL-CAS 3 IL-CCS 2,3,4,6 ISLLC 3) 6. Apply appropriate technology, media, and materials in instructional design and practice. (INTASC/IPTS 4,6,8, IL-CTECH 1,3,5,6,8 IL-CCS 3,4 ISLLC 3) 19

Caring Practitioner Illinois Professional Teaching Standards (Lebanon, IL Campus): 7. Respect cultures, values, beliefs, and talents of all people. (INTASC/IPTS 2,3,5,6,7,8,9 IL-CTECH 4 IL-CCS 2,3,4,5,6,7 ISLLC 2,4,5,6) 8. Understand that self-esteem influences achievement. (INTASC/IPTS 2,5,6,7,8.9,11 IL-CCS 2,3,4,5,6,7 ISLLC 1,2,5) 9. Recognize and address cultural differences in communication. (INTASC/IPTS 2,3,5,7,8,9,11 IL-CLA 1,2,3,5 IL-TECH 6 IL-CCS 2,3,5,7 ISLLC 2,4,6) 10. Establish communication and productive relationships with students, parents, colleagues, and other community members. (INTASC/IPTS 3,5,6,7.8,9,10,11 IL-CLA 3 IL-CTECH 5,6 IL-CCS 3,4,5,6,7,8,9 ISLLC 1,2,3,4) 11. Exhibit appreciation of the responsibility of educators. (INTASC/IPTS 8,10,11 IL-CCS 3,7,8 ISLLC 2,5) 12. Apply pedagogical theory to diverse educational settings. (INTASC/IPTS 2,3,5,6,8 IL-CCS 2,3,5 ISLLC 1,3) 13. Use technology as a tool to meet the diverse needs of students. (INTASC/IPTS 3,5,6,9 IL-CTECH 1,2,3,4,5,8 IL-CCS 5,7 ISLLC 3) 14. Practice professional ethics which are mirrored in McKendree University s tradition of Christian values. (IPTS 11 ISLLC 2,5,6) Lifelong Learner Illinois Professional Teaching Standards (Lebanon, IL Campus): 15. Understand, apply, and integrate research into teaching and learning. (INTASC/IPTS 4,10 IL-CCS 4,7,8,9 ISLLC 2,3) 16. Use various resources and technology as tools for professional growth. (INTASC/IPTS 4,10, IL-CTECH, IL-CAS IL-CCS 4,7 ISLLC 2,3) 17. Possess knowledge of schools as a social and political system. (INTASC/IPTS 5,9 ISLLC 1,5 IL-CCS 7,8,9 ISLLC 2,3,4,6) 18. Illustrate a commitment to teaching, learning, and service through professional development. (INTASC/IPTS 10, IL-CAS IL-CCS 7,8,9 ISLLC 2,6) 19. Recognize that careers in education require lifelong reflection. (INTASC/IPTS 10, IPTS 11 IL-CCS 7 ISLLC 2,5,6) Recognize the contextual and interactive roles between the profession and the community. (INTASC/IPTS 9 IL-CCS 7,8,9 ISLLC 2,3,4,6) * IPTS Illinois Professional Teaching Standards for All Teachers INTASC Interstate New Teacher Assessment and Support Consortium IL-CAS Illinois Content Area Standards IL-CLA Illinois Core Language Arts Standards for All Teachers IL-CTECH Illinois Core Technology Standards for All Teachers IL-CCS Illinois Common Core of Standards for All Special Educators ISLLC Interstate School Leaders Licensure Consortium 20

Dispositions: In keeping with the mission of McKendree University, education students placed in their clinical experiences are expected to display the following dispositions associated with exemplary classroom instruction. 1. Respects cultures, values, beliefs, and talents of all people 2. Believes that all students can learn 3. Values the importance of diversity in an ever changing world 4. Values the use and application of technology in teaching and learning 5. Appreciates the responsibility of educators to motivate and affect student learning 6. Reflects professional ethics that are mirrored in McKendree University s tradition of Christian values 7. Believes that professional development is essential for growth in teaching, learning, and service 8. Is committed to a career in education that is based upon lifelong reflection 9. Values the contextual and interactive roles between the profession and the community 10. Believes that educators must be effective oral and written communicators 11. Values the tenets and responsibilities of the education profession by dressing appropriately 12. Values the tenets and responsibilities of the education profession by meeting attendance requirements 13. Values the tenets and responsibilities of the education profession by completing professional responsibilities promptly 14. Values the tenets and responsibilities of the education profession by conducting one s self in a professional manner 21