School of Teacher Education Handbook 2025

School of Teacher Education

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Introduction to the School of Teacher Education Program

The Missouri Baptist University School of Teacher Education (SOTE) Program Student Handbook has been developed to guide you towards successful completion of both your coursework and program requirements. Additionally, the student handbook will help you, as a teacher-in-training, with successfully completing your course work and program requirements and developing competencies and dispositions necessary to practice as a professional educator in the state of Missouri. This handbook is not intended to replace or supersede any policies or information contained in the University Catalog. However, it does expand on policies, procedures, and other requirements that are important to your success in the School of Teacher Education program.

Accreditation

Missouri Baptist University is a member in good standing with the Association for Advancing Quality in Educator Preparation (AAQEP). All initial certification programs offered by Missouri Baptist University have been awarded accreditation by AAQEP through June 30, 2029. Accreditation signifies that a program prepares effective educators who continue to grow as professionals and has demonstrated the commitment and capacity to continue to do so.

School of Teacher Education Full-time Faculty and Staff

Dr. Tammy Cox, Dean of the College of Education

Dr. Kendra Ray, Associate Dean of the School of Teacher Education

Dr. Cassie Huckstep-Spangler, Coordinator of Remediation and Retention for the College of Education/Director of Assessment for the College of Education

Mr. Phil Ragusky, Director of Field Experiences

Dr. Kristy Roberts, Assistant Professor/Coordinator of Online Learning and Adjunct Development

Dr. Felicia Boyd, Assistant Professor

Mrs. Whitney Repple, Coordinator of Operations for the College of Education

Mrs. Angela McGowan, Teacher Certification Liaison/CPL Advisor

Ms. Kathleen Wendt, Director of Teacher Certification Advising

Ms. Hannah Lindzy, Undergraduate Education Advisor

Ms. Eliana Steele, Office Assistant for the College of Education

School of Teacher Education Mission Statement

The School of Teacher Education at Missouri Baptist University seeks to develop reflective, problem-solving, professional educators of excellence from a Christian perspective; to enhance the lives of students in the classroom intellectually, spiritually, physically, and socially; and to significantly influence students through the demonstrated integration of Christian faith and learning in the classroom, so that they may become positive change agents in a globally and culturally diverse society.

School of Teacher Education Program Guiding Principles

Through its Guiding Principles, the Missouri Baptist University Educator Preparation Program seeks to prepare candidates who:

1. Consistently demonstrate the content, pedagogical, and pedagogical content knowledge necessary to facilitate learning for all students, and to demonstrate the knowledge, skills, competencies, and dispositions defined as appropriate to their area of responsibility.

2. Analyze and reflect on their practice using a variety of assessment strategies, including action research, and are committed to continued professional development.

3. Observe and practice solutions to problems of practice in diverse clinical settings and with diverse PK-Grade 12 student populations.

4. Use their self-awareness and knowledge of diversity to create learning environments that support their belief that through active hands-and-mind-on learning, all students can learn challenging curricula.

5. Demonstrate and promote the strategic use of technology to enhance learning and professional practice.

6. Support schools, students, and community through leadership, service, and personal involvement.

7. Develop effective and supportive relationships that enhance communication among students, parents, and colleagues to facilitate learning.

8. Exhibit empathy for and sensitivity to students and colleagues.

9. Actively practice the profession’s ethical standards.

Drawing from a rich combination of broad-based experiences and academic preparation, the professional education faculty seeks to facilitate in each student:

1. The development of an educational posture which is child-centered, experientially and authentically based, and consistent with a Christian perspective;

2. The enhanced awareness of Christian moral and ethical responsibilities relative to education in a diverse and changing society;

3. The development of critical thinking and effective problem-solving skills through a variety of traditional technologically-based experiences;

4. The application of experiential and research-based theories into the pedagogical process.

This program fosters in students a reflective and problem-solving heuristic (model) so that Missouri Baptist University graduates are able to make informed decisions as professional educators. The program consists of a planned, integrated system (pattern) of coursework and authentic learning (field) experiences designed to enable the student to acquire a strong knowledge base and core of subject competencies, as well as to develop constructive social and personal attitudes to serve as a reflective professional in the education field. To that end, all students seeking state certification within the School of Teacher Education at Missouri Baptist University are expected to know and to be able to demonstrate their competency. Those seeking initial certification to teach must demonstrate their competency in nine (9) standards as adopted by the Missouri State Board of Education as a part of the Missouri Teacher Standards.

Missouri Teacher Standards

The Missouri Teacher Standards convey the expectations of performance for professional teachers in Missouri. The standards are based on teaching theory indicating that effective teachers are caring, reflective practitioners and life-long learners who continuously acquire new knowledge and skills and are constantly seeking to improve their teaching practice to provide high academic achievement for all students. Thus, these standards recognize that teachers continuously develop knowledge and skills. Therefore, the Missouri Teacher Standards employ a developmental sequence to define a professional continuum that illustrates how a teacher’s knowledge and skills mature and strengthen throughout the career. Teaching professionals are expected to supply good professional judgment and to use these standards to inform and improve their own practice.

Standard #1 Content knowledge aligned with appropriate instruction

The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.

Quality Indicator 1: Content knowledge and academic language

Quality Indicator 2: Student engagement in subject matter

Quality Indicator 3: Disciplinary research and inquiry methodologies

Quality Indicator 4: Interdisciplinary instruction

Quality Indicator 5: Diverse social and cultural perspectives

Standard #2 Student Learning, Growth and Development

The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.

Quality Indicator 1: Cognitive, social, emotional and physical development

Quality Indicator 2: Student goals

Quality Indicator 3: Theory of learning

Quality Indicator 4: Differentiated lesson design

Quality Indicator 5: Prior experiences, multiple intelligences, strengths and needs

Quality Indicator 6: Language, culture, family and knowledge of community values

Standard #3 Curriculum Implementation

The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district and state standards data.

Quality Indicator 1: Implementation of curriculum standards

Quality Indicator 2: Lessons for diverse learners

Quality Indicator 3: Instructional goals and differentiated instructional strategies

Standard

#4 Critical Thinking

The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.

Quality Indicator 1: Instructional strategies leading to student engagement in problem-solving and critical thinking

Quality Indicator 2: Appropriate use of instructional resources to enhance student learning

Quality Indicator 3: Cooperative, small group and independent learning

Standard

#5 Positive Classroom Environment

The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.

Quality Indicator 1: Classroom management techniques

Quality Indicator 2: Management of time, space, transitions, and activities

Quality Indicator 3: Classroom, school and community culture

Standard

#6 Effective Communication

The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom.

Quality Indicator 1: Verbal and nonverbal communication

Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences

Quality Indicator 3: Learner expression in speaking, writing and other media

Quality Indicator 4: Technology and media communication tools

Standard #7 Student Assessment and Data Analysis

The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction. The teacher monitors the performance of each student, and devises instruction to enable students to grow and develop, making adequate academic progress.

Quality Indicator 1: Effective use of assessments

Quality Indicator 2: Assessment data to improve learning

Quality Indicator 3: Student-led assessment strategies

Quality Indicator 4: Effect of instruction on individual/class learning

Quality Indicator 5: Communication of student progress and maintaining records

Quality Indicator 6: Collaborative data analysis

Standard #8 Professionalism

The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students.

Quality Indicator 1: Self-assessment and improvement

Quality Indicator 2: Professional learning

Quality Indicator 3: Professional rights, responsibilities and ethical practices

Standard #9 Professional Collaboration

The teacher has effective working relationships with students, families, school colleagues, and community members.

Quality Indicator 1: Induction and collegial activities

Quality Indicator 2: Collaborating to meet student needs

Quality Indicator 3: Cooperative partnerships in support of student learning

School of Teacher Education Disposition Assessment

In addition to the nine Missouri Teacher Standards, initial teacher certification candidates at Missouri Baptist University are expected to demonstrate proficiency in dispositions that are characteristic of effective educators. The Missouri Baptist University (MBU) School of Teacher Education (SOTE) identifies specific professional dispositions, defined as categorized descriptions of teacher behavior that affect positive influence in the professional setting and promote gains in P-12 student learning. Initial teacher certification candidates are expected to meet proficiency expectations for each of these defined dispositions as part of program completion in the MBU SOTE. Candidates will complete dispositions assessments at specific checkpoints in coursework during their program to measure their progress toward proficiency. In addition, at any time a SOTE instructor may require completion of a dispositions assessment if a dispositions concern arises in his/her course, whether in the university setting or in practicum experiences.

Candidates will be assessed on the following nine dispositions:

1. Demonstrates effective communication skills

2. Demonstrates professionalism

3. Demonstrates a positive and enthusiastic attitude

4. Exhibits an appreciation of and value for diversity

5. Is prepared to teach and learn

6. Collaborates effectively

7. Is a self-regulated learner and takes initiative

8. Exhibits the emotional intelligence to achieve personal goals

9. Reflects on teaching and learning

Candidates will complete a self-evaluation which will be followed by a faculty evaluation and conference at the beginning of the program in EDUC 303 Methods of Teaching and Differentiated Instruction and again near the end of the program in ETOP 423/523 Classroom and Behavior Management. Candidates will also be formally assessed on their dispositions by their cooperating teacher and university supervisor during field experiences and student teaching. If, at any time, a candidate demonstrates dispositions that have a negative impact on their ability to continue successfully within the SOTE, the candidate may be referred for intervention and/or remediation. Intervention/remediation activities may include, but are not limited to, reduced course load, retake of same course, and guided study. Intervention/remediation may also require enrollment in a 0-6 credit hour SOTE course: EDCL 370-376 Professional Development. If remediation is unsuccessful and the candidate is unable to demonstrate satisfactory improvement of the behaviors impacting their performance, the candidate may be prohibited from continuing in the Teacher Education Program.

Criteria for Full Admission to the School of Teacher Education Program

All candidates for Missouri State Teacher Certification must be formally admitted into the Teacher Education program at Missouri Baptist University. This process begins with the Teacher Education Admission Packet (TEAP) completed in conjunction with EDUC 201 Professional Growth and Folio Development I. Candidates must be formally admitted in order to enroll in EDUC 401 Professional Growth and Folio Development II and EDCL 411/511 Teaching Field Experience II (or EDCL 410/510 Field Experience II MEES Evaluation), which are prerequisites to Student Teaching.

The Teacher Education Admission Packet includes the Teacher Education Program Release/Waiver Form, Application for Admission to the Teacher Education Program, Initial Certification Dispositions Usage and Purpose Agreement, and Teacher Education Timeline Acknowledgment Form, along with submission of an autobiographical sketch. While a specific general education assessment is no longer required for admission, undergraduate candidates will need to submit any ACT, SAT, or other general education assessment scores with their TEAP.

GPA requirements for admission to the Teacher Education Program, approval to student teach, and recommendation for certification:

• 2.500 overall GPA (including all coursework from all colleges and universities attended) **

• 2.500 content area GPA with no grade lower than C for those pursuing middle, secondary, or K-12 content area certification **

• 3.000 professional education GPA with no grade lower than C for those pursuing middle, secondary, or K-12 content area certification (B or better for Gateway courses) **

• 3.000 program GPA (all courses in major) with no grade lower than C for those pursuing certification in early childhood, elementary, or special education (B or better for Gateway courses) **

Students may take the following 17 credit hours prior to completing the process for admission to the Teacher Education Program:

• EDUC 201 Professional Growth and Folio Development I (Must be taken no later than the second semester of the sophomore year or first semester of enrollment for students transferring with a class rank of junior or higher.)

• EDUC 200 Continuing Portfolio Development for Teacher Candidates (Must be enrolled concurrently with EDUC 201 - Professional Growth and Folio Development I.)

• EDUC 203 Teaching in a Diverse Society

• EDCL 211 Teaching Field Experience I † ‡

• EDUC 210 Field Experience I Seminar (must be taken concurrently with EDCL 211Teaching Field Experience I)

• EDUC 303 Methods of Teaching and Differentiated Instruction †

• ECTA 323 Curriculum, Assessment, and Data-Based Decision Making

• EDUC 373 Technology and Instructional Media (OR EDUC 573 Applications of Technology for graduate students)

• EDPS 313 Psychology of Learning & Development

In accordance with School of Teacher Education policies, students who are not admitted to the Teacher Education Program are not permitted to register for 400/500-level education classes without written approval from the Associate Dean of the School of Teacher Education (or designee) as noted on the Teacher Education Program Admission Probation Form (for those who have a GPA that falls below the standard or who have earned less than a B in one or more Teacher Education Gateway Courses or who have been recommended for remediation) or on the Teacher Education Provisional Admission Form (for those who do not yet have a GPA in one or more areas or who have not completed all Teacher Education Gateway Courses). **

†Requires enrollment in EDAS React - GoReact as co-requisite/prerequisite

‡ Students who transfer in a course for EDCL 211 with a grade of B or better, but who do not have a MEES evaluation (or equivalent), must take EDCL 220 Transfer Field Experience

Students who transfer in a course for EDCL 211 with a grade of C or lower must take EDCL 211 at MBU.

**Candidates who have not met the GPA requirements for admission – or who have not achieved a B or better on the Gateway courses EDUC 201, EDCL 211 (or CR on EDCL 220), and/or EDUC 303) – may also be permitted to take education courses at the 400-level provided

they have completed a Teacher Education Program Admission Probation Form or Teacher Education Provisional Admission Form and have been approved to continue. Approval to continue for either the GPA or Gateway course grade issues must be approved on a semester-bysemester basis.

All candidates must be fully admitted before they will be allowed to register for EDCL 411/511 Teaching Field Experience II (or EDCL 410/510 Field Experience II MEES Evaluation) and EDUC 401 Professional Growth and Folio Development II, which are prerequisites to Student Teaching.

School of Teacher Education Gateway Courses

• EDUC 201 - Professional Growth and Folio Development I

• EDCL 211 - Teaching Field Experience I

• EDCL 220 - Transfer Field Experience (required for students transferring in a course equivalent to EDCL 211 with a grade of B or better but without a MEES evaluation or equivalent from a cooperating teacher or field supervisor) *

• EDUC 303 - Methods of Teaching and Differentiated Instruction

• EDCL 370-376 Professional Development (Course is only required for candidates recommended for remediation.) **

• EDUC 401 - Professional Growth and Folio Development II

• EDCL 411/511 - Teaching Field Experience II (or EDCL 410/510 Field Experience II MEES Evaluation*)

• ETOP 423/523 Classroom and Behavior Management

A grade of B or better is required for these courses with the opportunity to repeat the course once to achieve the minimum grade.

*Since EDCL 220 and EDCL 410/510 are zero-credit courses, the grading scale to achieve a CR will be aligned with a grade of B for these courses

**If the candidate is enrolled in EDCL 370, a zero-credit course, the grading scale to achieve a CR will be aligned with a grade of B for EDCL 371.

Teacher Education Interviews

All students seeking teacher certification must complete two interviews which are a component of the Assessment Phases for the Teacher Education Program. The first interview is for admission into the program. A student must be admitted into the Teacher Education Program in order to continue with 400/500-level education classes. Once accepted into the Teacher Education Program, all students must complete a portfolio exit/student teaching interview at least one semester prior to student teaching. This includes students receiving credit for prior learning (CPL) to satisfy any portion of the student teaching requirement.

Students enrolled in EDUC 201 Professional Growth & Folio Development I must submit their complete Teacher Education Admission Packet in order to schedule their admission (entrance) interview. Students who do not pass the admission interview must schedule to reinterview. Those who pass the admission interview and meet all grade and GPA requirements are eligible to be

fully accepted into the Teacher Education Program. Candidates who have not met the GPA requirements for admission – or who have not achieved a B or better on the Gateway courses EDUC 201, EDCL 211 (or CR on EDCL 220), and/or EDUC 303) – may also be permitted to take education courses at the 400-level provided they have completed a Teacher Education Program Admission Probation Form or Teacher Education Provisional Admission Form and have been approved to continue. Approval to continue for either the GPA or Gateway course grade issues must be approved on a semester-by-semester basis. All candidates must be fully admitted before they will be allowed to register for EDCL 411/511 Teaching Field Experience II (or EDCL 410/510 Field Experience II MEES Evaluation) and EDUC 401 Professional Growth and Folio Development II, which are prerequisites to Student Teaching.

Students will complete their portfolio exit/student teaching interview in conjunction with EDUC 401 Professional Growth & Folio Development. Those who do not pass the student teaching interview must successfully re-interview before being placed for student teaching or submitting their folio for CPL evaluation.

Degree and Curriculum Information

The undergraduate degree programs offered by the School of Teacher Education, with the exception of Child Development, are designed to meet Missouri State Teacher Certification requirements. The Child Development major is intended for those individuals who desire to work in settings not requiring state teacher certification, such as daycare centers and non-public preschools. Minors are offered in Library Media Specialist and Literacy. An undergraduate Trauma Informed Educator Certificate is also available.

The Master of Arts in Teaching degree is available with initial post-baccalaureate certification, temporary authorization certification, or add-on certification options. The Graduate Certificate in Trauma Informed Educator and Graduate Certificate in Library Media Specialist are also offered at the graduate level.

The Missouri Baptist University Teacher Education Program prepares professional educators for certification in both public and private educational settings in the following areas:

1 Teacher must be certificated in another elementary, middle school, or secondary teaching field.

2 Students already certified in another area may add a Library Media Specialist endorsement by completing four required courses (12 credit hours) and passing the state-mandated content assessment.

3 A valid Missouri teacher’s certificate in another elementary, middle, or secondary teaching field, two (2) years of classroom teaching experience, passing score on the state-mandated content assessment, and recommendation from an educator preparation program are required.

Missouri Baptist University also offers graduate programs for advanced licensure in the following areas:

4 A valid Missouri teacher’s certificate or student services certificate is required.

5 A valid Missouri teacher’s certificate plus three (3) years of classroom teaching experience are required.

6 Certification in special education or student services, a Master of Educational Administration degree, and a minimum of three (3) years teaching experience in special education or student services are required.

7 A minimum of one (1) year of experience as a building- or district-level administrator at a public or accredited non-public school is required.

Planned Program of Study

Once students are admitted to the university, they must meet with their School of Teacher Education advisor to develop a planned program of study and register for classes.

GoReact

The Missouri Baptist University School of Teacher Education (SOTE) utilizes GoReact software in its initial teacher certification programs. GoReact is used by initial certification candidates throughout their education coursework. A one-time course registration for EDAS ReactGoReact provides students access to this platform that may be used in coursework but will especially be used to supplement field evaluations through EDCL 211, EDCL 220, EDCL 411/511 (or EDCL 410/510), ECCL 466 (for Child Development majors), and student teaching. A one-time special fee is assessed in this EDAS GoReact course to be enrolled in the software tool for the duration of time in the SOTE program.

Field Experiences

Field experiences are systematically selected to provide opportunities for education students to observe, plan and practice in a variety of settings appropriate to the professional roles for which they are preparing. These experiences are accompanied by professional feedback to students from cooperating teachers and field supervisors in order to encourage best practices. Courses are designed to give students the opportunity to prepare for all teaching responsibilities under the supervision of a member of the School of Teacher Education faculty and a cooperating school professional. The purposes of these experiences are to nurture intellectual and leadership capacity; to promote continuous improvement of teaching skills, knowledge of subject matter and pedagogy; to encourage the use of best available research and practices; to improve understanding of how students differ developmentally and culturally; to increase expertise in teaching strategies and use of technologies; and to engage in continuous reflective evaluation of performance. The student will have the opportunity to develop positive interpersonal relationships with various individuals that comprise the learning community. The Director of Field Experiences must approve all field experience and student teaching assignments. All students need to be aware of MBU’s Student Teacher Placement Practices before submitting a Field Experience Request Form. (See Appendix F)

Additional Field Experience and Student Teaching Placement Guidelines

Field Experience and Student Teaching candidates will be placed in a state or nationally accredited public or private school in building/classroom settings which match the grade level(s)/subject area(s) for which they are seeking certification as follows:

Certification Area

Early Childhood/Early Childhood Special Ed.

Elementary Education

Grade Levels Building

One Field Exp. must be completed in Pre-K/K

One Field Exp. must be completed in grades 1-3

Student Teaching may be completed in Pre-K-Grade 3 (preferably in a grade level not already completed in field experience)

One Field Exp. must be completed in grades 1-3

One Field Exp. must be completed in grades 4-6

Pre-K or Elementary School

Elementary School

Pre-K or Elementary School

Early Childhood/Elementary

Student Teaching may be completed in any grade 1-6 (preferably in a grade level not already completed in field experience)

Elementary School

Elementary School

(Fifth/Sixth Grades taught in an Intermediate building may be appropriate for an Elementary Education student teaching placement if the subjects are not departmentalized; Sixth grade that is taught in a middle school building is not appropriate for an Elementary Education field experience/student teaching placement)

Elementary School (Fifth/Sixth Grades taught in an Intermediate building may be appropriate for an Elementary Education student teaching placement if the subjects are not departmentalized; Sixth grade that is taught in a middle school building is not appropriate for an Elementary Education field experience/student teaching placement)

One Field Exp. must be completed in Pre-K-Grade 3

Pre-K or Elementary School

Certification Area Grade Levels Building

One Field Exp. must be completed in grades 4-6

Elementary/Special Ed.: Cross-Categorical Disabilities

Student Teaching must be completed in grades 1-3

One Field Exp. must be completed in a general elementary education classroom, grades 1-6

Elementary School

(Fifth/Sixth Grades taught in an Intermediate building may be appropriate for an Elementary Education student teaching placement if the subjects are not departmentalized; Sixth grade that is taught in a middle school building is not appropriate for an Elementary Education field experience/student teaching placement)

Elementary School

Elementary School

(Fifth/Sixth Grades taught in an Intermediate building may be appropriate for an Elementary Education student teaching placement if the subjects are not departmentalized; Sixth grade that is taught in a middle school building is not appropriate for an Elementary Education field experience/student teaching placement)

One Field Exp. must be in a middle or high school Special Education classroom

Student Teaching must be completed in a general education elementary classroom, grades 1-6 and a Special Education classroom, grades K-12

Middle or High School

Elementary School

(Fifth/Sixth Grades taught in an Intermediate building may be appropriate for an Elementary Education student teaching placement if the subjects are not departmentalized; Sixth grade that is taught in a middle school building is not appropriate for an Elementary Education field experience/student teaching placement)

AND any appropriate Elementary, Middle, or High School Special Education classroom

Certification Area

Middle School

Grade Levels Building

Grades 5-9

High School

K-12 (Health, Music, PE, Special Ed.)

Grades 9-12

Grades K-12 (students must have experiences in all levels elementary, middle, and high school spread across all field experiences and student teaching)

Middle School

(Fifth and Sixth Grades taught in an Intermediate building may be appropriate if the subjects are departmentalized; Ninth grade taught in a high school building is not appropriate for a middle school field experience/student teaching placement)

High School

Elementary, Middle, and High School

Students enrolled through one of the university’s physical campus locations (not through an online certification program) must complete their field experiences/student teaching with a Missouri Baptist University partner district or with a Missouri school district located within a 75mile radius of the main campus. Requests for placements outside of this geographic region due to a teaching contract offer will be considered on a case-by-case basis and must be approved by the Dean of the College of Education.

Students must complete and submit specific applications for Field Experience courses. Courses that require applications include:

EDCL 211

Teaching Field Experience I (30 hours)

EDCL 220 Transfer Field Experience (15 hours)

EDCL 411/511 Teaching Field Experience II (45 hours)

ECCL 466 Child Development Practicum (180 hours)

Applications for these field experience placements will be emailed to students approximately two months prior to the start of the semester and must be submitted by no later than the final deadline after the semester begins Students who submit their applications and all required additional documents by the first deadline (prior to the start of the semester) will have a greater chance of being placed at their first or second choice of schools/districts. Students who do not submit their application by the final deadline will have to wait until the following semester to complete the course. Application deadlines are as follows:

Fall Semester: August 1 (for preferred placements), September 15 (final deadline)

Spring Semester: November 1 (for preferred placements), January 30 (final deadline)

Students must complete Teaching Field Experience I (or Transfer Field Experience) in a diverse placement. Therefore, for this initial field experience students must indicate their preferences for placement from a specific list of partner districts that have diverse student populations. Sites are reviewed and selected annually by the Director of Field Experiences based on having one of the following “diverse” student populations. At least:

• 30% Free & Reduced Lunch

• 30% Non-White

• 25% ELL

• 25% IEP

MBU requires that students have liability insurance through S-MSTA when they are in the classroom observing or student teaching. S-MSTA membership includes $2,000,000 in liability insurance. There is no cost for membership. Students need to apply online at http://www.msta.org/join/ for the annual membership (July 1-July 1). Proof of membership must be submitted to the Field Experiences Office on the Main campus prior to beginning any observations, field experience, or student teaching.

International Students

In order for F-1 international students to participate in any off-campus field experience, internship, practicum, or sponsored research, they must apply for CPT (Curricular Practical Training) through the Office of International Experiences. This includes courses with embedded field experiences that are interactive rather than merely observational in nature. Students enrolled in courses under the CPT guidelines must complete a CPT Application Form with their advisor and submit it to the Office of International Experiences. CPT must be authorized and notated on the student’s form I-20 before any off-campus work may take place. Students should consult with their advisor and the director of International Experiences if there is any question whether a course might meet the criteria for CPT.

School of Teacher Education Spartan Academy

Early Childhood, Elementary, Middle School, Secondary, and K-12 teacher certification candidates may apply to complete Field Experience II and Student Teaching in a Missouri Baptist University Spartan Academy partner school. Students who are accepted for the SOTE Spartan Academy program will agree to the following:

• Forego the traditional Missouri Baptist University academic calendar and follow the district school calendar for both semesters.

• Attend the regular school day for the two required days during the Field II experience, spending time in various classrooms at the site.

• Attend the co-requisite seminar course for Field Experience II.

• Attend the regular school day five days a week during the student teaching semester.

• Will have opportunities to participate in school and district-based professional learning, participate in grade level and data team meetings, attend parent teacher conferences and

Individual Education Plan meetings, and substitute for the school/district (if eligible for a substitute certificate), among others.

SOTE Spartan Academy gives students the opportunity to experience a complete school year from beginning to end. Students will work with and support teachers who have a variety of teaching styles and methods that will enhance the student’s development as a teacher, while supporting student learning and achievement.

Information can be obtained from the student’s advisor or the Director of Field Experiences.

Background Checks for Field Experiences and Student Teaching Placement

A completed background check is required by most school districts prior to beginning observations in all field experiences* and for student teaching. All students participating in a field experience or student teaching are required to request a background check through the Family Care Safety Registry of the Department of Health and Senior Services. A new FCSR background check is required each semester.

Family Care Safety Registry

Missouri’s Family Care Safety Registry (FCSR) was established by law to promote family and community safety. The registry helps to protect children, seniors, and the disabled by providing access to background information. Background information consists of Missouri data only and is accessed through the following state agencies:

• State criminal background records maintained by the Missouri State Highway Patrol

• Sex Offender Registry information maintained by the Missouri State Highway Patrol

• Child abuse/neglect records maintained by the Missouri Department of Social Services

• The Employee Disqualification List maintained by the Missouri Department of Health and Senior Services

• The Employee Disqualification Registry maintained by the Missouri Department of Mental Health

• Child-care facility licensing records maintained by the Missouri Department of Health and Senior Services

• Foster parent licensing records maintained by the Missouri Department of Social Services

The DHSS provides convenient registration via the internet at http://health.mo.gov/safety/fcsr/

First-time registrants:

1. Upon entering the DHSS website, click the “Register Online” link and follow all instructions. A social security number and valid credit or debit card are required. “Under Type of Worker,” click on “Voluntary.”

2. The registration cost of $15.00 is the responsibility of the student requesting the background check. Debit and credit cards are the forms of payment accepted. There is a $0.55 processing fee.

3. If an emailed copy is requested, it will usually be sent within 15 minutes.

4. It is the student’s responsibility to submit a copy to the Teacher Education Office.

If you are already registered:

1. A person needs to register only one time. Click on the link, “Is A Person Already Registered?” and type in the Social Security number to verify that a person is registered with the Family Care Safety Registry.

2. Requests for updated background screenings may be made by phone using the toll-free access line, 1-866-422-6872, between 8:00 a.m. and 3:00 p.m., Monday through Friday.

*To expedite placement, all students should complete the background check process before the start of the semester in which they will be participating in a field experience or at the time of the Folio exit interview. Questions related to background checks for student teaching should be directed to the Teacher Certification and Compliance Liaison/CPL Advisor. If the background check is required for Field Experience I or II, please email hannah.lindzy@mobap.edu. If the background check is required for a course other than field experience or student teaching, please contact the instructor for that course.

Background Checks/Fingerprinting for Certification

An FBI background check must be completed before the state of Missouri will issue a professional teaching certificate. School Districts will also require background check information for student teaching and before gainful employment. If you have any concerns regarding your background check information, you are responsible to investigate the process with the Missouri Department of Elementary and Secondary Education. To complete a criminal history check and clearance, candidates must first register with the Missouri Automated Criminal History Site (MACHS). MACHS is located at: www.machs.mo.gov. Those without access to the Internet may contact IDEMIA directly at 1844-543-9712 to have a Fingerprint Services Representative conduct this registration on their behalf. The four-digit registration number to use for DESE, by those are not currently employed by a Missouri school district, is 2300. (Those who are employed, or are in the process of being hired, should contact the school district for the appropriate registration code.) An expanded number of fingerprint services sites and expanded hours of operation to include evening and weekend hours are available online at https://www.identogo.com/.

Fingerprints captured electronically are more accurate and the results can be expected within three weeks. The cost of electronic fingerprinting with IDEMIA is currently $43 50. The results of the criminal history check and clearance are valid for one year after the clearance date posted on the DESE website. You can find more information on the fingerprint process at the following website: http://www.dese.mo.gov/eq/cert/eq-cert-fingerprint-background.htm.

Questions may also be addressed to DESE Conduct and Investigations at 573-522-8315 or 573-522-8761.

Candidates will be responsible for the background check; DESE will not process the request for certification until the results of the Background Check are received

For additional information related to Field Experiences, please see https://www.mobap.edu/academics/college-of-education/school-of-teacher-education/fieldexperiences/

Student Teaching

The capstone of the Teacher Education Program, student teaching, consists of a full semester of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking certification in a single content area will complete one sixteen-week teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach for twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Teacher Certification and Compliance Liaison/CPL Advisor or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher and have the opportunity and responsibility to lead the class over an extended period of time.

Candidates (including candidates seeking CPL credit) must be formally admitted to the Teacher Education program and must successfully complete the student teaching interview during EDUC 401: Professional Growth and Folio Development II for approval to student teach. Students will complete the student teaching application with their advisor following the student teaching interview. Applications for student teaching must be submitted to the Teacher Certification Liaison/CPL Advisor by November 1 for Spring Student Teaching and by April 1 for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to ensure the appropriateness of the length and location of the placement with regard to the candidate’s certification area(s) and the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification (see the table in the Field Experiences section of this Handbook). All other education courses (including gateway courses) must have been completed satisfactorily prior to beginning student teaching.

All student teaching and CPL candidates must attend a mandatory Student Teaching/CPL Orientation held approximately one month prior to the beginning of student teaching.

Student Teaching Load Limit Policy

Students may not be registered for more than 16 credit hours during the semester in which they are enrolled in student teaching or CPL Student Teaching Evaluation. Music Education majors may not be enrolled in any ensemble during their student teaching semester. Candidates on a provisional teaching certification cannot be registered for more than 15 credit hours.

Substitute Teaching During Student Teaching

Teacher candidates may be paid as a substitute for the cooperating teacher in his/her absence, if permissible by the school district. The teacher candidate must have a valid substitute certificate and have completed all other requirements of the district to be paid as a substitute. Teacher candidates who will be completing a portion or all of their student teaching in conjunction with a maternity or other extended leave of absence of the regular classroom teacher must be assigned another qualified mentor teacher in the building who will serve as the cooperating teacher during the regular classroom teacher’s absence.

Recency Rule for Student Teaching

Candidates returning to complete their teacher certification program more than five years after completing the student teaching requirement may be required to complete an additional internship. This will be determined on a case-by-case basis, taking into consideration whether candidates have been working in a classroom in any capacity during the five years since they student taught (or petitioned for CPL credit for student teaching) and whether it is necessary to collect Missouri Educator Evaluation System (MEES) summative evaluation data. Those that do need to complete an internship must have passed all content assessment(s) required for the certification area(s) for which recommendation is being sought prior to being placed for the internship.

For additional information related to Student Teaching, please see: https://www.mobap.edu/academics/college-of-education/school-of-teacher-education/studentteaching-and-mees/

Credit for Prior Learning (CPL)

Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/ or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL application (which can be obtained from their advisor) and conference with the Teacher Certification and Compliance Liaison/CPL Advisor at least two semesters prior to the anticipated student teaching semester. Students must have passed the Folio exit interview before CPL credit may be awarded. Students pursuing credit for the full 16 weeks of student teaching through CPL will be

observed teaching a minimum of three lessons by an MBU university supervisor during their final semester. Candidates will actively participate in the classroom and complete required assignments, with the guidance of the classroom mentor teacher and university supervisor. All students, including those receiving credit for prior learning, will be concurrently enrolled in EDTR 413/513 Trauma Informed Classroom I and EDUC 470 Student Teaching Professional Development Seminar.

Program Completion Requirements for Initial Teacher Certification

All candidates seeking Missouri teacher certification must complete all of the following requirements in order to be recommended for certification (undergraduate degree candidates must also complete all of the following requirements before any professional education degrees will be conferred):

1. Successful completion of the Professional Development Folio the semester prior to student teaching.

2. Successful completion of certification program required coursework.

3. An overall cumulative grade point average of at least 2.50 on a 4.0 scale, including a minimum 2.50 GPA within the content area with no grade lower than a C (for middle, secondary, and K-12 content programs) and a minimum 3.0 GPA in professional education courses with no grade lower than a C (or B or better for Gateway Courses), or a program GPA of 3.00 (all courses in the major) with no grade lower than a C for early childhood, elementary, and special education certifications (or B or better for Gateway Courses).

4. A passing score on the state mandated content assessment(s) in the certification area(s) being sought

5. Successful completion of Student Teaching, which includes the following:

• Satisfactory Disposition assessments from the cooperating teacher and university supervisor; and

• A passing composite score on the Missouri Educator Evaluation System (MEES) summative performance evaluation.

Educator Preparation Assessments

All candidates seeking initial teacher certification in the state of Missouri must receive a passing score on the state mandated content assessment(s) in the certification area(s) being sought as well as a passing composite score on the Missouri Educator Evaluation System (MEES) summative performance evaluation.

Students will be required to complete any new assessments that are implemented during the course of their certification program as required by the Missouri Department of Elementary and Secondary Education (DESE).

Praxis

The Praxis exam replaced the Missouri Content Assessments (MoCA) as the content area exams required for certification beginning July 1, 2024. However, MoCA exams passed as of June 23, 2024, will continue to be valid. The one exception to this is the Elementary Multi-Content exam. If only one subtest of the EMC MoCA has been passed by June 23, 2024, then a candidate for certification in Elementary Education will have to pass the entire Praxis Elementary Education battery of tests. (Even if both Elementary Education MoCA subtests were passed as of 6/23/2024, all candidates seeking certification in Elementary Education must also pass Praxis 7002 Elementary Education: Teaching Reading effective 7/30/2025).

For more information about the current Praxis tests required in Missouri, including cost, passing scores, and test preparation materials available, please see: https://www.mobap.edu/resources/education-program-assessments/

Missouri Educator Evaluation System (MEES)

As required by the Missouri Department of Elementary and Secondary Education, Missouri Baptist University collects performance data for all candidates during the student teaching semester using the Missouri Educator Evaluation System (MEES) rubric. Candidates for certification must achieve a passing composite score on their Missouri Educator Evaluation System (MEES) summative evaluation from their cooperating teacher and field supervisor completed during student teaching (or in conjunction with EDCL 4700 CPL Student Teaching MEES Evaluation for students petitioning for credit for prior learning) before being recommended for certification. The minimum score to be eligible for recommendation for certification is 42.

Application for Teacher Certification

Upon completion of all required coursework and assessments, including appropriate degreeconferrals for undergraduate students, candidates should apply for their Missouri Initial Professional Certificate (IPC). It is the student’s responsibility to submit an application through their Missouri DESE profile page Information about how/when to submit this application will be shared with students at the Student Teaching Professional Development Day

It is imperative that students complete the application for their Missouri certificate immediately upon completion of their program. As state-mandated certification requirements change in the future, you may be required to complete additional requirements (including coursework, new assessments, and/or student teaching) for certification if you wait to apply at a later date.

Students who wish to be certified in states other than Missouri must first meet Missouri requirements for certification. Obtaining certification through reciprocity in other states is often easier when you are able to first provide evidence of certification in Missouri. Questions regarding certification requirements in other states should be directed to your advisor. Out-of-

state Verification of Program Requirements and other application forms should be directed to the Teacher Certification and Compliance Liaison/CPL Advisor for completion.

School of Teacher Education Academic Policies

SOTE Grading Scale

The SOTE uses the following grading scale for all professional education classes

Undergraduate Grading Scale Graduate Grading Scale

A 93-100% 93-100%

B 85-92% 85-92%

C 75-84% 75-84%

D 65-74%

F Below 65%

F Below 75%

Zero (0)-Credit courses receive a grade of CR (Credit) or NC (No Credit). Candidates must earn a grade of CR for these courses in order to fulfill the requirement. The grading scale to achieve a CR for SOTE Gateway courses is aligned with a grade of B.

Remediation Policy

Professional Development Remediation

The School of Teacher Education is committed to supporting students in developing the professional dispositions necessary for effective teaching. When concerns regarding a student's professional development arise, the School of Teacher Education may implement a remediation process designed to address identified areas of need and support student growth.

Initiation of Professional Development Remediation

Student concerns may be brought to the attention of the School of Teacher Education by faculty members and/or staff. Once a concern is identified, it will be discussed at a School of Teacher Education meeting to determine whether professional development remediation is necessary and appropriate.

Professional Development Course Enrollment

Students requiring professional development remediation will be enrolled in EDCL 370-376: Professional Development. The course may be taken for 0-6 credit hours, as determined by the School of Teacher Education based on the individual student's needs and circumstances.

Students may be enrolled in professional development remediation up to two times during their program. In cases where a student demonstrates progress after completing one or two

professional development courses but would benefit from additional transitional support, the student may be enrolled in a 0-credit hour professional development course.

Course Components and Requirements

The professional development course is structured around three primary components designed to address individual student needs:

• Weekly Attendance and Participation - Students are required to attend all scheduled meetings with the Coordinator of Remediation and Retention. This component requires punctuality, professional communication, active engagement in discussions and activities, and consistent preparation for sessions.

• Assignments - Students will complete various assignments tailored to their professional development needs. This may include, but is not limited to, weekly journal reflections on progress, articles, and videos. Additional assignments may be determined by the instructor based on individual student learning and professional development needs.

• Application of Learning - This component focuses on the practical implementation of learned strategies and techniques. Students must demonstrate evidence of growth in targeted professional disposition areas, reflect on the effectiveness of implemented strategies, and demonstrate measurable improvement in identified areas of professional development.

Monitoring and Evaluation

The Coordinator of Remediation and Retention will oversee the remediation process and maintain communication with the School of Teacher Education faculty and the student's advisor regarding progress. The coordinator will be granted observer access to the student's School of Teacher Education courses in Canvas to monitor the application of professional development strategies in real-world settings.

The Associate Dean of the School of Teacher Education, along with the Coordinator of Remediation and Retention, will determine the achievement of desired outcomes to continue in the School of Teacher Education. The Coordinator of Remediation and Retention will determine whether students meet the established terms and standards of the remediation agreement.

Consequences and Program Continuation

Successful completion of professional development remediation is required for continuation in the School of Teacher Education program. Failure to meet the terms and standards identified in the remediation agreement may result in dismissal from the program.

Modifications to remediation agreements may be made as necessary and appropriate to better serve individual student professional development needs, ensuring that support is tailored to promote student success while maintaining program standards.

Student Acknowledgment

Students entering professional development remediation must acknowledge their understanding of the requirements and consequences through a formal agreement process. This ensures clarity regarding expectations and demonstrates the student's commitment to professional growth and program completion.

Senior Permission

Undergraduate candidates may take designated, dually-listed courses (400/500) during their senior year. Missouri Baptist University undergraduate, senior-level students with a GPA of 3.0 or higher may take up to twelve (12) hours of graduate credit; they may take no more than six (6) hours in any one semester (or 3 hours per 8-week session). Students must complete a Senior Permission form via Formstack, available online under Electronic Forms at https://www.mobap.edu/academics/records-registrar/undergraduate-forms/ during the first two weeks of each semester or 8-week session, which must be signed by their academic advisor. To be eligible for Senior Permission, students will have completed a total of 90 hours of undergraduate work and cannot exceed a total of nineteen (19) hours in the semester in which they are taking Senior Permission courses. These hours may count toward a master’s degree if they meet the specific requirements for the program. Credits earned as Senior Permission must be applied toward a master’s program within seven years.

The following guidelines apply to Senior Permission students:

1. Senior-level students (those who have earned at least 90 semester hours of credit), with a cumulative grade point average of 3.000, may request permission to take up to 12 hours of graduate credit with a maximum of 6 hours per semester (or 3 hours per 8-week session). Students may not be enrolled for more than 19 hours during any semester in which a senior permission course is taken.

2. Seniors will register for any dually listed (400/500) course as undergraduates (for 400level courses) and will be charged undergraduate tuition.

3. Seniors must complete the Senior Permission Form via Formstack, available online under Electronic Forms at https://www.mobap.edu/academics/records-registrar/undergraduateforms/ during the first two weeks of each semester or 8-week session, which must be signed by their academic advisor.

4. The Records Office will notify students and their instructors by the end of the second week of day classes, or by the second class session for evening classes, if they have met the eligibility requirements and have been approved to complete the course for graduate credit. Students who elect not to pursue graduate credit after approval has been granted must notify the Records Office in writing.

5. At the end of each semester, instructors will notify the Records Office of those students who have successfully completed graduate-level requirements. The Vice President for Graduate Affairs will approve those students to receive graduate credit, and the undergraduate course will be updated to the graduate course on the transcript at that time.

6. These hours may count toward a master’s degree if they meet the specific requirements for the program the student is pursuing. Credits earned as Senior Permission must be applied toward a master’s program within seven years.

SOTE Course Recommendations for Senior Permission

• Students interested in pursuing the Trauma Informed Educator Certificate program, Master of Arts in Teaching degree, or the Master of Science in Education degree after graduation need to apply for Senior Permission for EDTR 413/513 Trauma Informed Classroom I which is taken during the Student Teaching semester.

• Students interested in pursuing Literacy Specialist certification after graduation should consider applying for Senior Permission for at least two of the following literacy courses: EDRD 423/523 Integration of Literacy in Content Areas: Seminar and Field Experience, EDRD 433/533 Foundations of Literacy Instruction for Early Childhood/Elementary: Seminar and Field Experience, EDRD 443/543 Analysis and Correction of Reading Disabilities, or EDRD 463/563 Reading and Writing Strategies for Middle and Secondary Content Areas

• Students majoring in Early Childhood Special Education or Special Education CrossCategorical Disabilities Mild/Moderate who are interested in pursuing certification as a School Psychological Examiner in conjunction with the Master of Arts in Teaching degree after graduation need to apply for Senior Permission for EDSP 463/563 Individual Diagnostic Assessment

• Students majoring in Special Education Cross-Categorical Disabilities Mild/Moderate who are interested in pursuing certification as a Special Education Director after graduation should apply for Senior Permission for EDSP 433/533 Introduction and Methods of Teaching and Inclusion for Students with Cross-Categorical Disabilities and Field Experience

Academic Honesty and Integrity

In keeping with school policy and our Christian heritage, academic honesty is strictly enforced. Unless an assignment is specifically designated as a group project, all assignments are to be the student’s own work. Academic dishonesty includes but is not necessarily confined to plagiarizing; cheating on examinations; submitting counterfeit reports, tests, or papers; stealing tests or other academic materials; knowingly falsifying academic records or documents such as transcripts; and submitting the same work to more than one class without consent of the instructors involved. Academic dishonesty of any nature will result in disciplinary action which may include receiving a failing grade on the work in question, failure in the course, or dismissal from the University. Academic dishonesty is a part of the Student Conduct Code. Additional information including definitions of the aforementioned academic dishonesty violations, adjudication procedures, and potential sanctions are available in the Spartan Virtues located at https://www.mobap.edu/student-life/dean-of-students-office/

Policy on use of AI

The use of any generative artificial intelligence (AI) tool, unless explicitly stated in the assignment instructions and on the syllabus, is prohibited at Missouri Baptist University. Using generative AI tools (including but not limited to ChatGPT, Grammarly, or other similar tools) to create, alter, or complete coursework, without explicit instructor permission is considered to be academic misconduct that may result in disciplinary action. Faculty may use third-party tools, their professional judgment, or both to detect work that they believe to be produced or enhanced with generative AI.

Policy on Attendance

Student participation is essential in a professional learning environment. Students are expected to demonstrate application of knowledge and competencies and display critical dispositions in all of their professional education courses. For these reasons, the School of Teacher Education faculty expect students’ participation in all courses.

Participation in online (asynchronous) courses requires students to participate in the learning environment multiple times throughout the week. For online (asynchronous) courses, documented attendance will be determined by completing weekly class assignments. Students failing to complete at least one academic activity, such as assignments, quizzes, exams, or discussions in an online class during a given week, will be counted as absent.

Students who incur absences (including both excused and unexcused absences) which exceed more than 25% of the total class meetings will receive an automatic F for the course. The table below outlines the maximum number of class periods which can be missed. Additional absences beyond the maximum will result in an automatic F for the course. These guidelines apply to both undergraduate and post-baccalaureate/graduate students.

Course Length Maximum Number of Absences Permitted

8-week face-to-face night or online course 2

16-week face-to-face night or online course 3

16-week T/R face-to-face day course 7

16-week M/W/F face-to-face day course 11

● Please notify the instructor, in advance, if you know you will be absent from class.

● For absences due to school/athletic events, illness, emergencies, or other unforeseen circumstances, these same stipulations apply.

● Arriving late or leaving early may also result in the loss of participation points and/or may be accrued to count as the equivalent to one class period “absence.”

● You are responsible for the material for any missed class. Your instructor is not responsible for making sure you get caught up with what you missed. It is your responsibility to gather and know the material presented during your absence.

● All assignments are due on the dates indicated on the syllabus or in the course Canvas shell. Other penalties (including an assignment grade of F) may occur for late assignments, at the discretion of the instructor.

Grade Appeal Policy

If a student believes he or she has received a course grade that is not reflective of the quality of work put forth in accordance with the expectations outlined in the course syllabus, the following procedure provides a way for that student to appeal the grade and address his or her concerns. However, the student should not assume that any grade appeal will be successful. The first step is to contact the instructor upon posting of the final course grade. Final course grades are posted online through myMBU Access the week following the end of the course. In the event that the instructor is no longer employed by the University, the grade appeal will be determined by the Associate Dean. This first step should be completed by the student in writing by letter or e-mail to both the instructor and the Associate Dean no later than 30 days after the beginning of the semester following the one in which the disputed final grade was received (30 days into the Spring semester for a Fall or Winter course or 30 days into the Fall semester for a Spring or Summer course). The appeal must be factually based and the evidence for the appeal clearly explained. An appeal may be based on one of the following standards: (1) the recorded grade is an error or (2) the grade determination was not reflective of the quality of work put forth in accordance with the expectations outlined in the course syllabus. These are the only legitimate grounds for an appeal. Students may not appeal an individual test, assignment, or project grade. Upon receipt of the appeal, the instructor has fourteen (14) days to evaluate and respond in writing. The instructor’s response need only notify the student as to whether the appeal has been sustained or denied. If the instructor determines that the grade should be changed, the instructor will file a Change of Grade Form with the Records Office. A copy of that communication will be provided to the student and to the Associate Dean.

If the instructor denies the appeal, the student may next appeal to the Associate Dean responsible for the course within fourteen (14) days of receiving the instructor’s decision. If the course instructor is the Associate Dean, or if the Associate Dean reviewed the original appeal because the instructor is no longer with the University, the appeal would be to the Dean. To initiate the second-level appeal, the student must submit the following items to the Associate Dean (or the Dean, when appropriate) and to the Records Office: signed Grade Appeal Form, the instructor’s written denial, and an explanation with supporting evidence as to why the denial is deemed to be unjustified. The Grade Appeal Form is available in the Records Office and can be downloaded from the MBU website.

The Associate Dean will consider the grade appeal and review the points of disagreement and thereby determine whether the grade was recorded in error, or whether the award of the grade was not reflective of the quality of work put forth in accordance with the expectations outlined in the course syllabus.

The Associate Dean will render judgment as to whether the grade that has been assigned is the accurate grade. The Associate Dean’s decision will be the final determination of the grade

Appendices

Appendix A: Teacher Education Timeline

Task Required Completion Timeline

Enroll in EDAS GoReact

Enroll in EDUC 201 Professional Growth and Folio Development I and EDUC 200 Continuing Portfolio Development/Teacher Candidates (EDUC 201 is a Teacher Education Program Gateway Course and requires a grade of B or better for full admission to the Teacher Education Program. It may be repeated once.)

Complete autobiographical sketch and introduction to School of Teacher Education (SOTE) Professional Dispositions assessment instrument and review process, including signing Initial Certification Dispositions Usage and Purpose Agreement*

In conjunction with enrollment in first field experience course and/or EDUC 303 Methods of Teaching & Differentiated Instruction

Must be enrolled in these classes not later than the second semester of the sophomore year or first semester of enrollment for students transferring with junior standing or better. EDUC 201 must be in progress or completed prior to first (admission) interview.

EDUC 201 Professional Growth and Folio Development I Revisit SOTE Professional Dispositions assessment instrument and review process, including signing Initial Certification Dispositions Usage and Purpose Agreement*

Complete EDUC 303 Methods of Teaching and Differentiated Instruction, including instructor and self SOTE Professional Dispositions assessment * (EDUC 303 is a Teacher Education Program Gateway Course and requires a grade of B or better for full admission to the Teacher Education Program. It may be repeated once.)

Throughout program as needed

Complete EDCL 211 Teaching Field Experience I, including Cooperating Teacher SOTE Professional Dispositions assessment* (EDCL 211 is a Teacher Education Program Gateway Course and requires a grade of B or better for full admission to the Teacher Education Program. It may be repeated once.)

All candidates except for Music Education majors should be enrolled in this class prior to first interview. As part of this course, candidates will complete their first dispositions selfassessment, have their instructor complete a dispositions assessment, and will have a meeting to review and compare those two results. (Music Education candidates will complete self-assessment in conjunction with MUED 313 Early Childhood/Elementary School Music Methods.)

Complete at least two semesters prior to student teaching. (Music Education candidates enroll in EDCL 211 in conjunction with MUED 313.) As part of this course, the candidate’s Cooperating Teacher will complete a

Task Required Completion Timeline

Students who transfer in a course equivalent to EDCL 211 who do not have a MEES evaluation (or equivalent) must take EDCL 220 Transfer Field Experience and earn a grade of CR. (EDCL 220 is a Teacher Education Program Gateway Course and requires a grade of CR for full admission to the Teacher Education Program. It may be repeated once.)

Submit Teacher Education Admission Packet*

FIRST INTERVIEW: Approval for admission

• All items listed above must be completed before interview is scheduled.

• In addition, a 2.50 overall cumulative GPA as well as a content area GPA of 2.50 (K-12, middle, or secondary) and professional education GPA of 3.00 are required for admission (with no grades below a “C” in professional education or content area requirements or “B” for Gateway Courses).

dispositions assessment on the candidate.

Faculty Vote and Formal Approval for Admission

Graduation/Certification Check

Complete ETOP 423/523 Classroom & Behavior

Management (ETOP 423/523 is a Teacher Education Program Gateway Course and requires a grade of B or better to progress to the student teaching semester. It may be repeated once.)

Completed SOTE Professional Dispositions assessments to date are reviewed, with follow up as needed with the candidate for any identified areas of question/concern*

Complete prior to first interview in conjunction with EDUC 201

In conjunction with enrollment in EDUC 201 for all students:

• Candidates with less than a 2.50 overall cumulative GPA or content area GPA or less than 3.00 in professional education must have an approved plan to raise GPA. The GPA requirement must be met to be fully admitted.

• Students who have not achieved a final grade of B or better in the Gateway courses EDUC 201, EDUC 303, and EDCL 211 (or a CR in EDCL 220) may be accepted for probationary admission only.

An email will be sent to student with notice of formal faculty approval for admission

Second semester sophomore year or first semester for transfer students

Complete prior to student teaching, generally the semester before.

Required before candidate begins EDCL 411/511 Teaching Field Experience II Candidate must be fully admitted to the Teacher Education Program to enroll in EDCL 411/511.

Task Required Completion Timeline

Complete EDCL 411/511 Teaching Field Experience II (or EDCL 410/510 CPL Field Experience II MEES Evaluation for those approved for credit for prior learning), including Cooperating Teacher and University Supervisor SOTE Professional Dispositions assessments.*

(EDCL 411/511 is a Teacher Education Program Gateway Course and requires a grade of B or better to progress to the student teaching semester. It may be repeated once.)

Complete prior to student teaching, generally the semester before. (Music Education majors enroll in EDCL 411/511 the semester prior to student teaching.) As part of this course, the candidate’s Cooperating Teacher and University Supervisor will each complete a dispositions assessment on the candidate as course assignments. Candidate must be fully admitted to the Teacher Education Program to enroll in EDCL 411/511 or EDCL 410/510.

Complete EDUC 401 Professional Growth and Folio Development II*

(EDUC 401 is a Teacher Education Program Gateway Course and requires a grade of B or better to progress to the student teaching semester. It may be repeated once.)

Final Professional Development Folio Evaluation *

Complete final draft of reflections for all 9 Missouri Teacher Standards in conjunction with EDUC 401 Professional Growth and Folio Development II.

Complete prior to student teaching, generally the semester before.

Candidate must be fully admitted to the Teacher Education Program to enroll in this course.

The final Professional Development Folio Evaluation must be “Pass” or “Pass with Distinction” prior to the student teaching semester. Candidates must achieve a passing grade of CR in EDUC 200 Continuing Portfolio Development/Teacher Candidates for program completion.

FOLIO EXIT INTERVIEW: Approval for student teaching

At least one semester before student teaching in conjunction with EDUC 401 Professional Growth and Folio Development II:

• For August (fall semester) student teaching, Folio exit interviews are scheduled from mid-February through March.

• For January (spring semester) student teaching, Folio exit interviews are scheduled from mid-September through October. Any request for Credit for Prior Learning (CPL) must be submitted no later than the time of the Folio exit interview.

Task Required Completion Timeline

Complete background check(s) and any additional district-specific requirement for student teaching placement

• Family Care Safety Registry (FSCR) background check is a corequisite for student teaching and is required for all candidates.

• See the handout School Districts That Require Additional Information for Student Teaching Placement for districtspecific requirements

• Complete FBI Fingerprint Background Check before the end of student teaching semester (required by DESE for certification; see handout Help Guide for DESE’s Online Certification System)

Placement Deadlines for Student Teaching

Take DESE-required content assessment(s) for each area in which certification is being sought.

Must have passed the Folio exit interview by April 1st for Fall placements or by November 1st for Spring placements. Placement requests will NOT be sent out until the Folio exit interview has been passed.

Any request for Credit for Prior Learning (CPL) must be approved by the above deadlines.

Complete prior to student teaching (Passing score required for conferral of professional education degrees and completion of certification program requirements.)

Complete all coursework

Prior to student teaching (Students will not be allowed to student teach if all education courses have not been satisfactorily completed with a final grade of C or CR or better (or B or better for Gateway Courses).

Music Education majors must successfully pass the hearing for their Senior Recital before they can be approved for their Student Teaching semester and must complete the Senior Recital before

Task Required Completion Timeline beginning the Student Teaching semester.)

Enroll in EDUC 470 Student Teaching Professional Development Seminar and EDTR 413/513 Trauma

Informed Classroom I with either Student

Teaching or EDCL 4700 CPL Student Teaching MEES

Evaluation, including Cooperating Teacher and University Supervisor Professional Dispositions assessment*

Achieve passing composite score on Missouri Educator Evaluation System (MEES) summative evaluation

Final Semester

• Create job profile on the official MO Teacher Job Board https://app.hirenimble.com/connect/missouri

• Create job profile using AppliTrack (district specific websites)

• Create job profile on Missouri REAP http://www.moreap.net/

Application for Certification https://apps.dese.mo.gov/DESEApplicationsSignin/Index

Commissioning Service

Student Teaching or EDCL 4700 CPL

Student Teaching MEES

Evaluation (required for conferral of professional education degrees and completion of certification program requirements)

When enrolled in EDUC 470 Student Teaching Professional Development Seminar

After successful completion of all coursework, including student teaching, and passing all required exit assessments

Held at the end of the Spring semester prior to Commencement.

*Related to School of Teacher Education Professional Dispositions Assessment

The Missouri Baptist University (MBU) School of Teacher Education (SOTE) identifies specific professional dispositions, defined as categorized descriptions of teacher behavior that affect positive influence in the professional setting and promote gains in P-12 student learning. Initial teacher certification candidates are expected to meet proficiency expectations for each of these defined dispositions as part of program completion in the MBU SOTE. Candidates will complete dispositions assessments at specific checkpoints in coursework during their program to measure their progress toward proficiency. In addition, at any time a SOTE instructor may require completion of a dispositions assessment if a dispositions concern arises in his/her course, whether in the university setting or in practicum experiences.

If an instructor determines that a disposition is at the “Needs Improvement” or “Unacceptable” level and requires further intervention, the candidate will be referred to the MBU SOTE full-time faculty for intervention and/or remediation. Intervention/remediation activities may include, but are not limited to, reduced course load, retake of same course, and guided study.

Intervention/remediation may also require enrollment in a 0-6 credit hour SOTE course: EDCL 370-376 Professional Development, which is a Gateway Course and requires a grade of B or better to successfully complete intervention/remediation. (It may be repeated once.) As acknowledged when candidates sign the SOTE Initial Certification Dispositions Usage and Purpose Agreement during their EDUC 201 Professional Growth and Folio Development I course, candidates are aware that their professional dispositions will be assessed throughout the Teacher Education Program and will have a bearing on decisions made regarding eligibility to complete the program in a successful manner.

Appendix B: SOTE Professional Educator Dispositions

Disposition Coursework Indicators

1 – Demonstrates effective communication skills

2 – Demonstrates professionalism

• Presents effectively in front of class

• Uses proper grammar/mechanics in speaking

• Has good tone, pitch, and volume

• Writing contains correct grammar/mechanics

• Writing is well organized and uses APA correctly when appropriate

• Exhibits regular punctuality and attendance

• Communicates about absences ahead of time (when possible) or as quickly as possible afterwards

• Turns in assignments on time

• Interacts with faculty and staff appropriately and respectfully, addressing them appropriately

• Interacts with peers appropriately and professionally

• Responds to communications in a timely fashion

• In-person and written communication is respectful and professional

• Attire is respectful and appropriate for the setting

• Keeps appointments

Fieldwork Indicators

• Presents effectively in front of class

• Uses proper grammar/mechanics in speaking

• Has good tone, pitch, and volume

• Has good “teacher presence”

• Communicates at an ageappropriate level for students

• Writing contains correct grammar/mechanics

• Exhibits regular punctuality and attendance

• Meets relevant deadlines

• Responds to communications in a timely fashion

• Interacts with school personnel appropriately and respectfully

• Interacts with students appropriately and professionally

• In-person and written communication is respectful and professional

• Attire is respectful and appropriate for the setting

• Maintains professional boundaries appropriately

• Keeps inappropriate personal life issues out of the classroom/workplace

• Refrains from using personal devices excessively or inappropriately

• Respects confidentiality

Disposition Coursework Indicators

3 – Demonstrates a positive and enthusiastic attitude

4 – Exhibits an appreciation of and value for diversity

• Is intrinsically motivated to succeed

• Initiates interaction when appropriate, both in and out of class

• Is attentive and engages well in class discussion

• Takes pride in his/her work, demonstrating a personal standard of excellence

• Displays a positive attitude in posture, facial expressions, and other nonverbal communication

• Does not use racial or gender stereotypes

• Demonstrates sensitivity to all diversities/differences

• Remains open to differing personalities and opinions

• Does not demean others

Fieldwork Indicators

• Is intrinsically motivated to succeed

• Initiates interaction when appropriate

• Is attentive and engages well in class activities and school meetings

• Takes pride in his/her work, demonstrating a personal standard of excellence

• Displays a positive attitude in posture, facial expressions, and other nonverbal communication

• Does not use racial or gender stereotypes

• Demonstrates sensitivity to all diversities/differences

• Remains open to differing personalities and opinions

• Does not demean others

• Fosters a safe classroom with zero tolerance of negativity to others

• Demonstrates a desire and ability to meet the needs of students with special needs without singling them out

5 – Is prepared to teach and learn

• Participates actively

• Asks and answers questions demonstrating authentic interest

• Comes to class prepared and with needed materials

• Appears to be striving to do his/her best, refraining from mediocrity or cutting corners

• Accepts constructive feedback and works to implement and grow from that feedback

• Participates actively

• Asks and answers questions demonstrating authentic interest

• Comes to class prepared and with needed materials

• Appears to be striving to do his/her best, refraining from mediocrity or cutting corners

• Accepts constructive feedback and works to implement and grow from that feedback

Disposition Coursework Indicators

• Refrains from using electronic devices excessively or inappropriately in/during class

Fieldwork Indicators

• Is able to alter lessons in progress based on student needs

6 – Collaborates effectively

7 – Is a selfregulated learner and takes initiative

• Negotiates respectfully, showing sensitivity to the feelings of others

• Demonstrates a positive reaction to group work

• Help facilitate less motivated or struggling group members

• Refrains from taking over or dominating group work

• Respects hierarchy between faculty and students

• Contributes productively to group discussion and/or work

• Takes initiative to find solutions and solve problems

• Actively seeks out opportunities to learn and gain experience, demonstrating intrinsic motivation

• Can regulate emotions and remain calm in stressful situations

• Does not make excuses or blame others

• Engages in discussions and activities without having to be prompted

• Actively initiates interactions with professors, staff, and peers

• Attends and appropriately contributes to collaborative meetings – curriculum, grade level, assessment, PLC, IEP, etc.

• Collaborates appropriately and respectfully with cooperating teacher and/or university supervisor

• Negotiates respectfully, showing sensitivity to the feelings of others

• Contributes productively to group discussion and/or work without having to always be told what to do

• Takes initiative to find solutions and solve problems

• Actively seeks out opportunities to learn and gain experience, demonstrating intrinsic motivation

• Can regulate emotions and remain calm in stressful situations

• Does not make excuses or blame others

• Engages in discussions and activities without having to be prompted

• Actively initiates interactions with students and colleagues

8 – Exhibits the emotional intelligence to

• Demonstrates appropriate maturity

• Demonstrates strong time management skills and the

• Demonstrates appropriate maturity

• Demonstrates strong time management skills and the

Disposition Coursework Indicators Fieldwork Indicators achieve personal goals ability to prioritize responsibilities

• Manages high-demand tasks well

• Exhibits grit and perseverance, refraining from shutting down when stressed or overwhelmed ability to prioritize responsibilities

• Manages high-demand tasks well

• Exhibits grit and perseverance, refraining from shutting down when stressed or overwhelmed

9 – Reflects on teaching and learning

• Welcomes and asks for feedback

• Seeks to improve

• Is self-aware regarding personal strengths and areas for growth

• Consistently demonstrates personal standards of excellence

• Welcomes and asks for feedback

• Seeks to improve

• Demonstrates the ability to implement feedback as evidenced by growth

• Is self-aware regarding personal strengths and areas for growth

• Consistently demonstrates personal standards of excellence

Appendix

C: MBU SOTE Lesson Plan Template

Lesson Plan Format

Author:

Content Area:

Topic:

Applicable Content Standards

Grade Level:

Write out the Missouri Learning Standards and / or other applicable state / national standards being addressed by this lesson.

Write the reference number followed by the text of the standard. For example: MLS.Math.8.EEI.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.

Lesson Purpose / Enduring Understanding

What “big idea” do you want students to understand after the lesson is done? This can be specific to the content of the lesson but can also extend into more overarching ideas that address the importance and relevance for learning.

The sentence stem – Students will need to understand that… must be used. For example: Students will need to understand that using writer’s craft will help them engage their reader.

Students will need to understand that:

•

•

Essential Question(s)

Essential questions (EQs) are the all-encompassing guiding questions for the lesson (usually 12 questions) and are directly related to the lesson purpose. EQ(s) should:

• be written in student-ready language to allow the question(s) to be discussed and revisited by the students.

• be intriguing and motivating.

• probe for deeper meaning and may be a springboard for further inquiry.

• be open ended, without a single “correct” answer. For example: How can literature serve as a vehicle for social change?

Lesson Vocabulary

What content vocabulary do students need to learn, know, or use for this lesson? Include terms and an age-appropriate, technically correct definition for each term.

Learning Objective(s)

Objectives should be specific, observable, concrete, and measurable and should state WHAT students should be able to know / do by the end of the lesson. Objectives begin with the phrase “Students will be able to" followed by an action verb. Do not use words like “understand” or “know” – what will students do to demonstrate that they understand or know? Objectives should be closely aligned to the content standards. For example:

Students will be able to:

1. subtract two-digit numbers with regrouping

Students will be able to:

Assessments (Formative and Summative)

How will you know students have gained the knowledge and skills needed to meet your lesson objectives and master your content?

Formative assessment(s): These take place during the lesson – can be formal or informal

Examples: discussions, observations, thumbs up/down, fist-to-five, activities/worksheets/graphic organizers completed by students during the lesson

Summative assessment(s): These take place after the lesson to make a final determination of student learning – should be formal

Examples: exit tickets, quizzes, independent work to be turned in

For each assessment, identify the learning objective number(s) being addressed by that assessment – for example, (LO #1)

Formative assessment(s):

Summative assessment(s):

Resources, Materials, and Technology Needed for Lesson

Individually list all books, manipulatives, handouts, and other concrete materials that will be utilized, including the number needed for each material (e.g. 1 per student, 1 per small group, 1 for teacher)

Additionally, identify each technology-related resource that will be used by students or the teacher. Provide links where appropriate (videos, online resources, slideshows to be used during the lesson, etc)

Lesson Procedures

How will YOU, as the teacher, execute this lesson? Write out, step by numbered step, exactly what a teacher needs to do to successfully complete this lesson. Outline the logistics of the lesson, focusing on environment setup and activity management, including how you will keep students actively engaged and how you will transition from one activity to the next. This should be detailed and specific enough that someone could execute the lesson in a classroom based solely on your descriptions and details. Include estimated timings for each segment of the lesson. For teacher to prepare before the lesson:

Introduction/Hook (# minutes):

Lesson (# minutes):

Wrap up / conclusion (# minutes):

Teaching Models and Instructional Strategies Used

List and explain each teaching model (direct instruction, cooperative learning, concept attainment, inquiry, etc.) used throughout the lesson. Additionally, list and explain each instructional strategy (stations, partner/small group work, games, etc) throughout the lesson.

Explain how each one supports student learning and meets the lesson objectives.

Learner Diversity – Differentiation / Scaffolding / Extensions

How will your lesson address the needs of diverse learners in the classroom?

Differentiation in Content: The information students learn or the ways students access the information – Describe how the content will change for supporting struggling students and increase in rigor for students who need to be challenged.

Differentiation in Process: How students take in and make sense of the content – Describe how the learning process will change for supporting struggling students and increase in rigor for students who need to be challenged.

Differentiation in Product: How students show what they know, understand, and can do –Describe how the product will change for supporting struggling students and increase in rigor for students who need to be challenged. Additionally, options for student choice (regardless of academic readiness) can be considered.

Differentiation in Classroom Environment: The climate or tone of the classroom – Describe how grouping students or other classroom environment factors will change for supporting all students (including those with social, emotional, or behavioral challenges).

English Language Learner considerations: What modifications or scaffolds will be provided for ELL students.

Examples should be specific and practical. Do not include vague or potentially impractical options such as one-on-one support, partnering struggling students with strong students, or using Google Translate (just to name a few)

Differentiation in Content:

Differentiation in Process:

Differentiation in Product:

Differentiation in Classroom Environment:

ELL considerations:

Reflective Questions (When lesson is taught)

Being a reflective practitioner is important. Reflect on the following questions after the lesson has been taught. Questions can also be considered more theoretically if not taught.

• What variable did you have to consider when planning this lesson?

• Did anything go differently than you had planned?

• What would you change about the lesson if you taught it again?

• How did you gear up or gear down the lesson? Was it effective?

• Reflect on your assessment plan for the lesson. Was it effective?

• Explain how your classroom management played a role in the students’ learning.

• How will you use what you learned as a future educator?

Lesson

Plan Rubric

Missouri Baptist University

CATEGORY Meets or Exceeds Expectations Partially Meets Expectations Below Expectations

Heading (3%) The required Missouri Baptist University (MBU) College of Education Lesson Plan Design has been used and heading includes all required information.

Applicable Content Standards (8%)

Lesson Purpose / Enduring Understanding (5%)

Essential Question(s) (EQs) (5%)

Standards include appropriately selected Missouri Learning Standards and / or other state / national standards. Both standard reference number and complete standard text are included.

The lesson purpose is included and indicates the overarching importance of the lesson. It begins with the phrase: "Students will need to understand that …”, followed by a complete sentence.

One or two open-ended essential questions directly related to the lesson purpose are written in student-ready language and are designed to motivate and provoke meaningful discussion.

Lesson Vocabulary (4%)

Learning Objectives (Goals) (10%)

Assessments (Formative and Summative) (15%)

Vocabulary specific to the lesson is listed with age-appropriate definitions. Definitions are technically correct.

Objectives start with "Students will be able to…." followed by an action verb and description. Objectives are concrete and measurable.

A brief overview of both the formative and summative assessment(s) for this lesson is provided. Each assessment is mapped to one or more lesson learning objectives. All learning objectives are cross referenced to one or more assessments. Assessments are varied, appropriately measure student learning at different points in the lesson and engage students.

The required Missouri Baptist University (MBU) College of Education Lesson Plan Design has been used and heading includes most of the required information.

The appropriate standards are included but may not include the proper reference number and/or the standards are not written out in their entirety.

The lesson purpose is provided but does not address the overarching importance of the lesson. The purpose is not written in the proper form.

The essential questions are not related to the lesson purpose or are not open-ended, thoughtprovoking questions designed to create meaningful discussion.

Vocabulary is listed, but without correct, age-appropriate definitions.

Objectives are listed and lesson appropriate but are not written in the required format and/or are not concrete and measurable.

An overview of the formative and summative assessments is provided, but assessments are not appropriate for the lesson and / or are not mapped to specific lesson learning objectives.

The required Missouri Baptist University (MBU) College of Education Lesson Plan design was not used, OR the heading does not include all required information.

Not all of the appropriate standards and / or inappropriate standards are included in the lesson plan.

Candidate reveals below average understanding of the lesson purpose.

The essential questions are not included OR are not related to lesson purpose and will not provoke meaningful discussion.

Vocabulary for the lesson is not listed or is incomplete.

Objectives are not included or not appropriate for the lesson.

Appropriate formative and summative assessments are not included.

Resources, Materials, and Technology Needed for Lesson (5%)

Bullet points are used to list ALL resources such as books, manipulatives, worksheets, and other materials that will be utilized in the lesson, including quantities needed. Technology resources are

The list of resources needed for the lesson are listed. However, the list is not complete and / or quantities of materials are not listed.

Not included or significantly lacking in detail.

CATEGORY Meets or Exceeds Expectations Partially Meets Expectations Below Expectations

also included and linked when appropriate.

Lesson Procedures (15%)

Teaching Models and Instructional Strategies Used (10%)

This section clearly states how the lesson will be broken down into instructional phases and numbered steps within those phases, including approximate time for each phase, the transition points in the lesson, and what is expected from students during transition points. Procedures are specific and thorough. Plan also indicates how the classroom environment will be set up to facilitate and support the activities, including how students will be arranged for the activities.

This section lists and explains each teaching model and instructional strategy used throughout the lesson. Sufficient variety is evident to support the diverse needs of learners. Strong explanations are provided for how each model and strategy supports student learning and meets lesson objectives.

Section includes some information about howresources will be shared, howthe lesson will be broken into phases / steps, and how the classroom will be arranged to support the activities. However, more detail is needed for another teacher to be able to successfully execute the lesson.

Not included or section has provided very limited information.

Learner DiversityDifferentiation / Scaffolding / Extensions (15%)

Reflective Questions (5%)

Diverse learner needs are addressed in each area – content, process, product, classroom environment, and ELL considerations. The strategies are specific, practical, and demonstrate a variety of ways in which learner diversity needs can be met.

When a lesson has been taught, the student sufficiently reflects upon the required questions, considering both the strengths and areas of improvement should the lesson be taught again or in future lessons.

This section includes a partial list of teaching models and instructional strategies but demonstrates insufficient understanding of the need for variety to meet diverse learning styles OR the explanations for how these support student learning and meet the lesson objectives are lacking.

Diverse learner needs are considered. However, the plan is not specific and practical in the supports that would be provided to students OR insufficient understanding of the difference between content, process, product, classroom environment, and/or ELL supports in demonstrated.

Reflection exists but lacks in specificity and/or demonstrates a need for growth as a reflective practitioner.

This section is missing or is significantly lacking in detail OR what exists demonstrates a lack of understanding about teaching models and/or instructional strategies – how to use them, how they support student learning, and/or how they meet lesson objectives.

It is not clearly stated how diverse learner needs are to be considered in supporting students in content, process, product, classroom environment, and/or ELL student needs.

No reflection is included.

Appendix D: Common Acronyms Used in Teacher Education

AAQEP – Association for Advancing Quality in Educator Preparation: https://aaqep.org/accreditation

COE – College of Education https://www.mobap.edu/academics/college-of-education/

DESE – Missouri Department of Elementary and Secondary Education: http://dese.mo.gov/

EDA – Education Dispositions Assessment

EPP – Educator Preparation Program (such as MBU School of Teacher Education)

ETS – Educational Testing Services provides Praxis exams required by DESE to fulfill the content assessment requirement for certification https://praxis.ets.org/staterequirements/missouri-tests.html.

FCSR – Family Care Safety Registry: Name search background check required for field experience and student teaching placement https://health.mo.gov/safety/fcsr/

KDP – Kappa Delta Pi: international honor society in education, with a national membership of undergraduate and graduate students, university faculty and administrators, classroom teachers, school administrators, retired educators, Laureate members, and honorary members. http://www.kdp.org/

MACHS – Missouri Automated Criminal History System https://dese.mo.gov/educatorquality/certification/fingerprinting-background-check

MEES – Missouri Educator Evaluation System: http://dese.mo.gov/educator-growthtoolbox/model-evaluation-system

MoSPE – Missouri Standards for the Preparation of Educators: Standards for Educator Preparation Programs https://dese.mo.gov/educator-quality/educator-preparation/mo-standards-preparationeducators

S-MSTA – Student Missouri State Teachers Association: Annual membership is free and provides liability insurance required for field experiences and student teaching. http://www.msta.org/

SOTE – School of Education https://www.mobap.edu/academics/college-of-education/schoolof-teacher-education/

SSA – SOTE Spartan Academy: An education internship in a partner school replacing the traditional Teaching Field Experience II/Student Teaching model.

TEAP – Teacher Education Admission Packet

TEP – Teacher Education Program

Appendix E: Who to Contact

If you have questions about requirements for your degree or certification, registering for classes or adjusting your course schedule, or completing a graduation check, contact your academic advisor:

• Ms. Kathleen Wendt, Director of Teacher Certification Advising –kathleen.wendt@mobap.edu, FLD-313, 314-392-2324 (Middle, Secondary, and K-12 content areas on Main campus; all certification areas at Regional Learning Centers)

• Ms. Hannah Lindzy, Undergraduate Education Advisor – hannah.lindzy@mobap.edu, FLD 352, 314-392-2220 (Early Childhood Education, Elementary Education, Early Childhood Special Education, and Special Education Cross-categorical Disabilities K-12, Main campus and OCP)

• Mrs. Grace Green, Graduate Advisor – grace.green@mobap.edu, Graduate Office, 314-744-5381

If you have questions about assessments required to complete your degree and/or certification:

• Ms. Kathleen Wendt, Director of Teacher Certification Advising –kathleen.wendt@mobap.edu, FLD-313, 314-392-2324

• Mrs. Angela McGowan, Teacher Certification Liaison/CPL Advisor –angela.mcgowan@mobap.edu, FLD-314, 314-744-5323

If you have questions about your Teacher Education Admission Packet (TEAP) or to schedule your admission interview:

• If you are having issues completing your TEAP: Ms. Kathleen Wendt, Director of Teacher Certification Advising – kathleen.wendt@mobap.edu, FLD-313, 314-392-2324

• If you have submitted your TEAP and are ready to schedule your admission interview: Ms. Hannah Lindzy, Undergraduate Education Advisor – hannah.lindzy@mobap.edu, FLD 352, 314-392-2220

For information regarding Credit for Prior Learning (CPL):

• Mrs. Angela McGowan, Teacher Certification Liaison/CPL Advisor –angela.mcgowan@mobap.edu, FLD-314, 314-744-5323

If you have questions about field experience requirements, SOTE Spartan Academy, or field experience placement, contact the Field Experience Office:

• Field Experience Requirements or Spartan Academy: Mr. Phil Ragusky, Director of Field Experiences – philip.ragusky@mobap.edu, FLD-312, 314-392-2239

• Placement: Ms. Hannah Lindzy, Undergraduate Education Advisor –hannah.lindzy@mobap.edu, FLD-352, 314-392-2220

If you have questions about your Professional Development Folio:

• If you are enrolled in EDUC 201 Professional Growth and Folio Development I: Dr. Tammy Cox, Dean of the College of Education – tammy.cox@mobap.edu, FLD-315, 314-744-7694 (Main campus) or Dr. Cassandra Huckstep-Spangler, Coordinator of Remediation and Retention for the College of Education – cassandra.huckstepspangler@mobap.edu, FLD-353, 314-392-2314 (OCP or RLC)

• If you are enrolled in EDUC 401 Professional Growth and Folio Development II: Dr. Felicia Boyd, Assistant Professor of Education, felicia.boyd@mobap.edu, FLD-351, 314-392-2315 (all sections).

Dr. Boyd will schedule your folio exit/student teaching interview when you are enrolled in EDUC 401.

If you have questions about student teaching requirements or placement:

• Mr. Phil Ragusky, Director of Field Experiences – philip.ragusky@mobap.edu, FLD-312, 314-392-2239

• Mrs. Angela McGowan, Teacher Certification Liaison/CPL Advisor – FLD-314, angela.mcgowan@mobap.edu, 314-744-5323

If you have questions about applying for your teaching certificate:

• Mrs. Angela McGowan, Teacher Certification Liaison/CPL Advisor – FLD-314, angela.mcgowan@mobap.edu, 314-744-5323

Appendix F: Field Experience and Student Teaching Placement Practices

Students requesting field experience and student teacher placements through Missouri Baptist University are hereby advised of the following field experience and student teacher placement practices. The participant’s understanding of and adherence to these practices will enhance the placement process for the student, the school districts, and the School of Teacher Education (SOTE) staff responsible for securing the placements.

1. Preparation for Student Teaching begins long before students ever reach the “student teaching” semester. Students should be aware that school district administrators carefully review students’ transcripts and philosophies of education as part of the placement process. A few school districts now have a minimum GPA requirement of 3.0-3.5 for student teaching candidates. Students’ requests for student teacher placement have been denied as a result of even just a few D’s and F’s on their transcripts, even when those courses were repeated and/or if they did not apply to the students’ education major. Students are highly encouraged to be responsible for maintaining academic excellence in all coursework. This is especially important for professional education, field experience, and major content area requirements (for K-12, middle, or secondary majors), as a 2.500 GPA in content area courses and a 3.000 GPA in professional education courses are required for certification.

2. Missouri Baptist University strongly believes that the student teaching experience is vital to the student’s authentic preparation for professional practice; therefore, students must be able to commit to student teaching for an entire school day, Monday-Friday, for a full semester. Students seeking certification in a single content area will complete one full semester teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Director of Field Experiences. Students will be enrolled online in EDTR 413/513 Trauma Informed Classroom I concurrently with student teaching or EDCL 4700 CPL Student Teaching MEES Evaluation. All students are also expected to attend EDUC 470 Student Teaching Professional Development Seminar, which is scheduled for one Monday during the semester

3. Students must be fully admitted to the Teacher Education Program, have a 3.00 GPA in professional education and 2.50 in content areas (or higher for those districts which require a higher GPA for student teacher placement), and pass the portfolio exit/student teaching interview by April 1 for Fall placements and by November 1 for Spring placements. Failure to be fully approved for student teaching by these dates will result in the student’s application for student teaching being moved to the following semester, which may delay the student’s graduation date, and/or eligibility for teacher certification. These deadlines are crucial to give the SOTE staff appropriate time to request and confirm student teacher placements for students. For optimal placements, students are encouraged to complete all requirements to be approved for student teaching as early as possible in the semester prior to student teaching, as many districts reach their capacity for student teacher requests by midsemester. [Certain districts and/or schools (including Parkway, Festus R-VI, and Hillsboro Primary) have established specific deadline dates for applications. Students should consult the School Districts That Require Additional Information for Student Teaching Placement for more information.] Please be aware that students must have an overall cumulative GPA of 2.50 as well as a content area GPA of 2.50 and a professional education GPA of 3.00 for middle, secondary, or K-12 content areas or a 3.00 program GPA for early childhood, elementary, or special education (with no grades below a “C”, or below a “B” for Gateway Courses) in order to be fully admitted and placed for student teaching.

4. Students must complete Teaching Field Experience I and Teaching Field Experience II in two different districts. Early Childhood Stand-Alone candidates must complete one Field Experience in grades Pre-K/K and one Field Experience in grades 1-3. Elementary Education candidates must complete one Field Experience in grades 1-3 and one Field Experience in grades 4-6. Students seeking certification in both Early Childhood and Elementary Education should complete one Field

Experience in Pre-K/K OR Grades 1-3 and one Field Experience in grades 4-6. Those seeking K-12 or dual certification should complete Field Experiences in Elementary and Middle/Secondary for K12 certification and in appropriate grade levels/subjects for each area of dual certification. Students enrolled in EDCL 211 Teaching Field Experience I must be concurrently enrolled in EDUC 210 Field Experience I Seminar. Students enrolled in EDCL 411/511 Teaching Field Experience II or EDCL 410/510 CPL Field Experience II MEES Evaluation must be concurrently enrolled in EDUC 410/510 Field Experience II Seminar. Successful completion of both seminar courses with a final grade of CR is required for degree completion and/or satisfaction of certification requirements. Candidates who transfer in a course equivalent to EDCL 211 Teaching Field Experience I will be required to enroll in EDCL 220 Transfer Field Experience concurrently with EDUC 201 Professional Growth and Folio Development I. Students may be exempt from EDCL 220 Transfer Field Experience if they can produce documentation of a MEES evaluation or other cooperating teacher or university supervisor evaluation of a lesson or lessons they taught during their field experience course. Students who transfer in a course equivalent to EDCL 211 with a grade of “C” or below must repeat EDCL 211 at MBU to earn a grade of B or better, as this is a Gateway Course.

5. Students enrolled through one of the university’s physical campus locations (not through an online certification program) must complete their field experiences/student teaching with a Missouri Baptist University partner district or with a Missouri school district located within a 75-mile radius of the main campus. Requests for placements outside of this geographic region due to a teaching contract offer will be considered on a case-by-case basis and must be approved by the Dean of the College of Education.

6. Students who will complete the traditional Field Experience II and student teaching must complete their student teaching in a district different from their Field Experience I and II placements. Students will be placed in the most highly diverse settings possible within MBU’s geographic service area and should carefully plan Field Experience and Student Teaching assignments accordingly. Students will not be permitted to complete all of their Field Experience/ Student Teaching in the same district due to their children’s enrollment in that district or non-academic contractual employment in that district (such as coaching, before or afterschool employment, bus driving duties, etc.). Students should consider these obligations and make preparations as needed well in advance of applying for student teaching, so that they are prepared for the various “life” adjustments that may be required during their student teaching experience. Students may ONLY complete all of their student teaching in the same district if they are employed by the district as a paraprofessional or on a Temporary Authorization or Provisional Certificate. In these cases, the student will be responsible for demonstrating sufficient experiences working with diverse populations. In rare cases, the SOTE staff may approve a student to complete his/her student teaching in the same district and/or same classroom ONLY if all other attempts to place the student elsewhere have failed. In such cases, the SOTE staff will first examine the diverse experiences the student has already accumulated to determine if the student has had sufficient opportunities to work with diverse populations. Therefore, it is vital that students carefully plan all field experiences prior to student teaching, both formal (Teaching Field Experience I and II) and informal (those field experiences embedded in other courses), to include diverse populations so that alternative accommodations can be considered, if necessary, during student teaching.

7. Students who apply and are accepted to complete the School of Teacher Education Spartan Academy will complete Field Experience II and student teaching in the same district in consecutive semesters. SOTE Spartan Academy students will follow the calendar of the district rather than the Missouri Baptist University calendar and will commit to two full days per week for the field experience and the traditional five days per week during student teaching. Students will select from the approved partner schools as outlined in the SOTE Spartan Academy application.

8. Placement requests will be submitted to only ONE district at a time. Students should be aware that a verbal “approval” from a potential cooperating teacher for placement does not guarantee official

approval of the placement from the principal or district central office. The SOTE staff is responsible for contacting the appropriate district personnel in writing to officially request student teacher placements. Due to the busy schedules of school administrators who partner with Missouri Baptist University in student teacher placements, it can take a MINIMUM of three to four weeks to confirm a single placement. If a district is not able to place a student teacher, the process begins all over again with a new district, thereby once again, extending the time it may take to confirm a placement. Students will be notified via email when a placement has been confirmed. Once students have been informed of their confirmed placement(s), they are expected to contact the cooperating teacher and building principal as soon as possible, well in advance of the start date, to get acquainted and to begin making any preparations (at the cooperating teacher’s discretion) for the student teaching experience.

9. Once the SOTE staff has submitted a student teaching request to a district, requests from students to make a change to their placement may not be considered until/unless the original district indicates that they are not able to accommodate the request. After a placement is confirmed, requests from students to make a change to their placement will not be considered, except in very rare circumstances, which will be reviewed on a case-by-case basis. If students encounter unforeseen circumstances which they believe will prevent them from fulfilling their student teaching in the district assigned, they have the option to choose to withdraw from student teaching. However, that does not constitute a necessity for the SOTE to reassign the student to another district in that same semester. Voluntary, self-imposed withdrawal or dismissal by the school district from a student teaching placement may result in the student’s forfeiture of eligibility to complete student teaching in that semester and may require that the student reapply for student teaching in a subsequent semester, if more adequate time is needed to devote to securing a new placement for the student. All requests for reassignment must be discussed in person with the Director of Field Experiences before any further action regarding reassignment will be taken. Please note that proximity of the placement to the student’s home/daycare provider is NOT considered a valid reason for withdrawal from a confirmed placement. While the SOTE staff will make every effort to place students as close to their residences/daycare facilities/children’s schools as possible, due to shortages in districts with available openings for student teachers, it is not always possible to place students in neighboring school districts. Students should be prepared to travel up to 30-45 minutes to and from student teaching.

10. All students are REQUIRED to attend Student Teaching Orientation held on the Main Campus (usually the end of July/beginning of August for Fall semester student teachers and during Fall semester finals week in December for Spring semester student teachers) prior to beginning their student teaching. Letters are mailed to students approximately one month prior to the Student Teaching Orientation date informing students of the date, time, and location of the meeting. Students who cannot attend the established orientation, should notify the Director of Field Experiences as soon as possible and will be required to attend a make-up orientation, scheduled by the Director of Field Experiences, before they may begin student teaching. Failure to attend the initial orientation meeting may result in the student having to delay the start date of his/her student teaching; therefore, extending the ending date (which may occur after the semester officially concludes and/ or graduation).

Missouri Baptist University is committed to providing pre-service students with a quality student teaching experience and desires to make the placement process as smooth as possible for all parties involved. Please understand that we strive to maintain positive relationships with the partnering school districts and value their time, effort, and hospitality involved in this process as well. It is only through their cooperation that field experience and student teaching placements are possible. These practices are as much to respect the school districts’ needs for timely requests and quality candidates as they are to accommodate the needs of the SOTE students. If students should have any questions regarding field experiences, student teaching, and/or the placement process, please feel free to contact the Director of Field Experiences. MBU desires for all student teachers to be successful, and that begins with mutual collaboration in the placement process to ensure quality placements for all students.

Appendix G: Job Search Information

Eligibility Letters

When applying for teaching positions before your teaching certificate has been issued, you will need an eligibility letter, which will include information regarding your pending certification status and the certificate for which MBU will be recommending you upon completion of your program. Please email your request for an eligibility letter to kathleen.wendt@mobap.edu with the words “eligibility letter” in the subject line. If you need a letter sooner than the first week in February, please include the date on the subject line as well.

Career Development: https://www.mobap.edu/student-life/wellness-success/careerdevelopment/students/

The Career Development Office is located in the Jung-Kellogg Learning Center, room LC 107. They can be reached at career@mobap.edu The following resources are available to assist your job search:

• https://www.mobap.edu/resources/resume-interview-guide/ includes downloads for resume template, cover letter template, and reference template as well as helpful information for building your resume, asking people to serve as professional references, interview tips, and thank you notes.

Official Educator Job Board for the State of Missouri

In January 2025, DESE launched a new job search tool for teachers and teacher candidates looking for jobs in Missouri schools. The tool aggregates job postings statewide, helps teachers identify jobs that meet their criteria, and allows them to connect with principals for informational conversations before formally applying. Candidates can create a profile and then begin their search at https://app.hirenimble.com/connect/missouri.

Other Job Search Websites

• Handshake is MBU’s online career platform where you can search for jobs and internships, learn about events, and schedule appointments with a Career Development staff member (International students are encouraged to schedule appointments with Marie Tudor).

o Full-time undergraduate students, go to https://mobap.joinhandshake.com/login to claim your account.

o Graduate and part-time students, go to https://s38598.pcdn.co/wpcontent/uploads/2022/10/Handshake-Grad-PT-Instructions-1.pdf, for instructions on creating your account.

o For questions regarding Handshake, please email career@mobap.edu or to access Handshake’s online help center for students go to https://support.joinhandshake.com/hc/en-us/categories/202711128-Student-Alumni

• MOREAP (Missouri Public School District Jobs)

MOREAP provides services to public schools across Missouri. Visit http://www.moreap.net/reapabout.php to view teaching jobs. In addition to Missouri, REAP also serves Connecticut, Iowa, Kentucky, Michigan, New Mexico, Ohio, Pennsylvania, and Texas.

• MO Teaching Jobs

Missouri Teaching Jobs posts teaching positions available in the State of Missouri. Go to http://www.moteachingjobs.com/ to view the listings.

• K-12 Job Spot

Go to https://www.k12jobspot.com/. This is a national database. You can narrow your search by entering your zip code or location.

Appendix H: Updating From Initial Professional to Career Continuous Certificate

MBU will be recommending you for an Initial Professional Certificate (IPC). The classification, Initial Professional Certificate (IPC) or Initial Career Education Certificate (ICEC), is valid for four years from the date of issuance. Any additional areas(s) of certification issued during the valid dates of this classification will fall under the same classification regardless of the certificate effective date. Therefore, all areas of certification under the IPC classification will have the same expiration date.

During the four years that you hold this classification, you need to complete the following requirements before you can upgrade to a Career Continuous Professional Certificate (CCPC) or Continuous Career Education Certificate (CCEC), both valid for 99 years:

1. Complete four years of Department of Elementary and Secondary Education (DESE) approved teaching experience.

Approved teaching experience includes at least half-time, contracted employment in Missouri’s public schools or Missouri's accredited nonpublic schools. Experience will be accepted when earned in Missouri nonpublic schools accredited by AdvancEd, Middle States Association of Colleges and Schools, New England Association of Schools and Colleges, Northwest Association of Schools and Colleges, Western Association of Schools and Colleges, Southern Association of Colleges and Schools, National Federation of Nonpublic School State Accrediting Association, Independent Schools Association of the Central States, National Lutheran School Accreditation, or Missouri Accreditation of Programs for Children and Youth.

Substitute teaching and serving as a teacher’s aide or assistant cannot be counted toward teaching experience.

2. Participate in a district-provided mentoring program for two years. Your school will assign an appropriate teacher to be your mentor;

3. Successfully complete 30 contact hours of professional development for an IPC upgrade; successfully complete 90 contact hours of professional development for an ICEC upgrade. This may include college credits (One semester hour equals 15 contact hours of professional development);

4. Participate in a beginning teacher assistance program offered by a Missouri college or university, Regional Professional Development Center (RPDC), or professional teacher organization such as MNEA, MSTA, MAESP, or MOASSP;

5. Successfully participate in your employing school's annual Performance Based Teacher Evaluation process; and

6. Develop and implement a professional development plan that is on file with the district.

For more information, go to: https://dese.mo.gov/educator-quality/certification/upgrading-initialcertificate-career-certificate. What classes can I teach with my certificate?

Appropriate certification for teaching assignments is determined and monitored by the Office of Quality Schools. You can also consult the department’s Core Data and Missouri Student Information System Reference Manual (see Exhibit 10).

Missouri Baptist University, School of Teacher Education

Student Handbook Agreement

I _______________________________________ (Print Name) have read the entire Student Handbook provided to me by the Missouri Baptist University School of Teacher Education. I understand all of the contents contained in this handbook and agree to be compliant with the conditions and expectations of being a student in the Missouri Baptist University School of Teacher Education program. I understand that this handbook is merely a guide and is subject to change at the University’s and/or Program’s discretion. I understand that this handbook may be modified from time to time as University or Program policies, procedures and guidelines are implemented or changed, and that it is my responsibility to review the handbook each semester in order to remain current with its contents.

Finally, while Missouri Baptist University School of Teacher Education faculty and staff are readily available to and willing to assist me through my initial certification program, I understand that ultimately, it is my responsibility to act in accordance with the procedures and policies outlined in the handbook, to communicate with my advisor to plan (and revise as needed) my program of study, to adhere to student dispositions, to submit applications and additional requirements as needed for field experience/student teaching placement in a timely manner, to attend and be an active and engaged participant in all classes/field experiences, and to apply for initial certification upon successful completion of the program.

Student’s Signature: ____________________________________________________________

Student ID:_______________

Date: ___________________