SOTE Handbook Sept 2026

School of Teacher Education

Teacher Education Program Student Handbook September 2026

Contents INTRODUCTION TO THE SCHOOL OF TEACHER EDUCATION PROGRAM ................................................................. 3 ACCREDITATION.............................................................................................................................................................3 SCHOOL OF TEACHER EDUCATION FULL-TIME FACULTY AND STAFF ..........................................................................................3 SCHOOL OF TEACHER EDUCATION MISSION STATEMENT ...................................................................................... 4 SCHOOL OF TEACHER EDUCATION PROGRAM GUIDING PRINCIPLES ..........................................................................................4 MISSOURI TEACHER STANDARDS ........................................................................................................................... 5 STANDARD #1 CONTENT KNOWLEDGE ALIGNED WITH APPROPRIATE INSTRUCTION ......................................................................5 STANDARD #2 STUDENT LEARNING, GROWTH AND DEVELOPMENT .........................................................................................5 STANDARD #3 CURRICULUM IMPLEMENTATION...................................................................................................................6 STANDARD #4 CRITICAL THINKING ....................................................................................................................................6 STANDARD #5 POSITIVE CLASSROOM ENVIRONMENT ...........................................................................................................6 STANDARD #6 EFFECTIVE COMMUNICATION .......................................................................................................................6 STANDARD #7 STUDENT ASSESSMENT AND DATA ANALYSIS ...................................................................................................7 STANDARD #8 PROFESSIONALISM .....................................................................................................................................7 STANDARD #9 PROFESSIONAL COLLABORATION ...................................................................................................................7 SCHOOL OF TEACHER EDUCATION DISPOSITION ASSESSMENT .............................................................................. 7 CRITERIA FOR FULL ADMISSION TO THE SCHOOL OF TEACHER EDUCATION PROGRAM ......................................... 8 SCHOOL OF TEACHER EDUCATION GATEWAY COURSES ........................................................................................................10 TEACHER EDUCATION INTERVIEWS ..................................................................................................................................10 DEGREE AND CURRICULUM INFORMATION ......................................................................................................... 11 PLANNED PROGRAM OF STUDY.......................................................................................................................................13 GOREACT ...................................................................................................................................................................13 FIELD EXPERIENCES ......................................................................................................................................................13 ADDITIONAL FIELD EXPERIENCE AND STUDENT TEACHING PLACEMENT GUIDELINES ..................................................................14 International Students........................................................................................................................................17 School of Teacher Education Spartan Academy .................................................................................................17 Background Checks for Field Experiences and Student Teaching Placement .....................................................18 Background Checks/Fingerprinting for Certification ..........................................................................................19 STUDENT TEACHING .....................................................................................................................................................20 Student Teaching Load Limit Policy ....................................................................................................................21 Substitute Teaching During Student Teaching ...................................................................................................21 Recency Rule for Student Teaching ....................................................................................................................21 CREDIT FOR PRIOR LEARNING (CPL) ................................................................................................................................21 PROGRAM COMPLETION REQUIREMENTS FOR INITIAL TEACHER CERTIFICATION ................................................ 22 EDUCATOR PREPARATION ASSESSMENTS ..........................................................................................................................22 PRAXIS .......................................................................................................................................................................23 MISSOURI EDUCATOR EVALUATION SYSTEM (MEES) .........................................................................................................23 APPLICATION FOR TEACHER CERTIFICATION .......................................................................................................................23 SCHOOL OF TEACHER EDUCATION ACADEMIC POLICIES ...................................................................................... 24 SOTE GRADING SCALE .................................................................................................................................................24

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FACULTY MENTORING AND STUDENT SUPPORT SYSTEM ......................................................................................................24 Tier 1: Faculty Mentoring ...................................................................................................................................24 Tier 2: Targeted Support ....................................................................................................................................25 Tier 3: Professional Development Remediation .................................................................................................25 Initiation of Professional Development Remediation .........................................................................................25 Professional Development Course Enrollment ...................................................................................................25 Course Components and Requirements .............................................................................................................26 Monitoring and Evaluation ................................................................................................................................26 Outcomes of Professional Development Remediation .......................................................................................26 Student Acknowledgment ..................................................................................................................................26 Modifications .....................................................................................................................................................27 Special Note .......................................................................................................................................................27 SENIOR PERMISSION .....................................................................................................................................................27 SOTE COURSE RECOMMENDATIONS FOR SENIOR PERMISSION .............................................................................................28 ACADEMIC HONESTY AND INTEGRITY .................................................................................................................. 28 POLICY ON ATTENDANCE ..................................................................................................................................... 29 GRADE APPEAL POLICY ........................................................................................................................................ 30 APPENDICES......................................................................................................................................................... 32 APPENDIX A: TEACHER EDUCATION TIMELINE ...................................................................................................................32 APPENDIX B: SOTE PROFESSIONAL EDUCATOR DISPOSITIONS ..............................................................................................38 APPENDIX C: MBU SOTE LESSON PLAN TEMPLATE ...........................................................................................................42 Lesson Plan Format ............................................................................................................................................42 Lesson Plan Rubric ..............................................................................................................................................47 APPENDIX D: COMMON ACRONYMS USED IN TEACHER EDUCATION ......................................................................................49 APPENDIX E: WHO TO CONTACT.....................................................................................................................................50 APPENDIX F: FIELD EXPERIENCE AND STUDENT TEACHING PLACEMENT PRACTICES....................................................................52 APPENDIX G: JOB SEARCH INFORMATION .........................................................................................................................56 APPENDIX H: UPDATING FROM INITIAL PROFESSIONAL TO CAREER CONTINUOUS CERTIFICATE....................................................58 STUDENT HANDBOOK AGREEMENT ..................................................................................................................... 59

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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. Amanda Britain, Assistant Professor/Director of Assessment Dr. Felicia Boyd, Assistant Professor Dr. Kristy Roberts, Assistant Professor/Coordinator of Online Learning and Adjunct Development Dr. Mary Saale, Assistant Professor/Director of Field Experiences Mrs. Patty Stockton, Administrative Assistant to the Dean of 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, Budget Coordinator for the College of Education

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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.

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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 5

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

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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.

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Candidates will be assessed on the following nine dispositions: 1.

2.

3.

4.

5.

6.

7.

8.

9.

Demonstrates effective communication skills Demonstrates professionalism Demonstrates a positive and enthusiastic attitude Demonstrates a value for diversity through inclusive and equitable practices Is prepared to teach and learn Collaborates effectively Is a self-regulated learner and takes initiative Exhibits the emotional intelligence to achieve personal goals 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.

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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 203 Teaching in a Diverse Society • EDCL 211 Teaching Field Experience I † ‡ • EDUC 210 Field Experience I Seminar (must be taken concurrently with EDCL 211 Teaching 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 9

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 10

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: Certification Subject Area Early Childhood (PK-3) Elementary (1-6) Middle School (5-9) Business Education Language Arts Social Studies Mathematics Science Speech/Theatre Secondary (9-12) Biology Business Education

Grade Level Stand Alone/Add-on Birth-Grade 3 SA/AO 1-6 SA/AO 5-9 SA/AO 5-9 SA/AO 5-9 SA/AO 5-9 SA/AO 5-9 SA/AO 5-9 SA/AO 9-12 SA/AO 9-12 SA/AO 11

Certification

K-12

Special Education

Subject Area Chemistry Driver Education 1 English General Science Mathematics Marketing Education Social Sciences Speech/Theatre Health Music: Vocal or Instrumental Physical Education Library Media Specialist 2 Literacy Specialist 3 Early Childhood Cross-Categorical Disabilities

Grade Level 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 K-12 K-12

Stand Alone/Add-on SA AO SA/AO SA/AO SA/AO AO (with Business Education) SA/AO SA/AO SA/AO SA

K-12 K-12

SA/AO AO

K-12 Birth-Grade 3 K-12

AO SA/AO SA/AO

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

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.

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

Subject Area

Grade Level

Stand Alone/Add-on

Student Services

Counselor (non-certification)

K-12

SA

Counselor

K-12

SA

Psychological Examiner4

K-12

AO

School Leader5

K-12

SA

Special Education Director6

K-12

SA

Superintendent7

K-12

SA

Administration

4 5

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

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

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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 React GoReact 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)

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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.

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

Building Pre-K or Elementary School

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

Elementary School

Student Teaching may be completed in Pre-K-Grade 3

Pre-K or Elementary School

(preferably in a grade level not already completed in field experience)

Elementary Education

One Field Exp. must be completed in grades 1-3 One Field Exp. must be completed in grades 4-6

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

Early Childhood/Elementary

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

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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)

Pre-K or Elementary School

Certification Area

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

Student Teaching must be completed in grades 1-3 Elementary/Special Ed.: One Field Exp. must be Cross-Categorical Disabilities completed in a general elementary education classroom, grades 1-6

Building 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

Middle or High School

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

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

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Certification Area Middle School

Grade Levels Grades 5-9

Building 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 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)

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 (45 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)

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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: • 33% Free & Reduced Lunch • 33% 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

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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.

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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 $44.00. 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: https://dese.mo.gov/educator-quality/certification/fingerprinting-backgroundcheck.

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

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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 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.

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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 21

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; • Satisfactory formative evaluations; 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).

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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 during one of the Student Teaching Professional Development Seminars.

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-of23

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 A 93-100% B 85-92% C 75-84% D 65-74% F Below 65%

Graduate Grading Scale 93-100% 85-92% 75-84% 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.

Faculty Mentoring and Student Support System The School of Teacher Education is committed to supporting students in developing the academic skills, professional dispositions, and personal well-being necessary for success as future educators. To promote student growth, every education major is assigned a faculty mentor and participates in a three-tier system of support designed to provide increasing levels of guidance and intervention as needed.

Tier assignments, mentor assignments, and all documentation are housed in FERPA-compliant folders in the SOTE SharePoint site. Student confidentiality is prioritized.

Tier 1: Faculty Mentoring All declared education majors who are actively enrolled in education coursework are assigned a faculty mentor. Faculty mentors provide encouragement, monitor student progress, communicate with advisors and other School of Teacher Education faculty as appropriate, and serve as a consistent point of contact throughout the student's program.

Most students will remain in Tier 1 throughout their teacher preparation program while demonstrating satisfactory academic progress and professional dispositions.

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Tier 2: Targeted Support When concerns arise regarding a student's academic performance, attendance, communication, field experiences, professional dispositions, or overall success, the School of Teacher Education may place the student into Tier 2 support.

Students entering Tier 2 will meet with School of Teacher Education representatives to discuss identified concerns and establish a plan for increased support. During this period, faculty mentors provide more frequent communication, monitor student progress in collaboration with instructors and advisors, and work with the student to address identified areas of concern.

Student progress is reviewed regularly by the School of Teacher Education with the goal of helping the student successfully return to Tier 1.

Tier 3: Professional Development Remediation If concerns persist despite Tier 2 interventions, the School of Teacher Education may implement formal professional development remediation through Tier 3.

Initiation of Professional Development Remediation Concerns may be brought to the attention of the School of Teacher Education by faculty members, staff, university supervisors, cooperating teachers, or advisors. After reviewing the student's progress and previous interventions, the School of Teacher Education may determine that formal remediation is necessary.

The student will meet with School of Teacher Education representatives to review the identified concerns, discuss expectations for continued participation in the program, and develop a written remediation agreement outlining required outcomes and expectations. The agreement must be acknowledged by the student before remediation begins.

Professional Development Course Enrollment Students participating in Tier 3 remediation will be enrolled in EDCL 371-376: Professional Development. The course may be taken for 1-6 credit hours, as determined by the School of Teacher Education based on the individual student's needs and remediation plan.

Students may enroll in Professional Development Remediation up to two times during their program. A second enrollment would most often be used in cases where a student enrolls in the Professional Development course during the 2nd 8-weeks of a semester. If the student has demonstrated progress but needs more time before returning to Tier 2, a second semester in remediation may be considered.

This is a Gateway course - a special distinction given for certain SOTE courses - that requires a B or better (85% or above) in order to pass and to continue in the program.

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Course Components and Requirements Professional Development Remediation is individualized to address each student's specific areas of need. Requirements may include, but are not limited to: •

Regular meetings with the assigned faculty mentor to review progress, provide accountability, and develop professional skills.

•

Completion of reflective assignments, readings, videos, written responses, or other learning activities designed to address identified concerns.

•

Targeted field-based experiences or other professional learning activities, when appropriate.

•

Demonstration of growth through the application of strategies, professional behaviors, and successful completion of the expectations outlined in the remediation agreement.

Monitoring and Evaluation Throughout Tier 3 remediation, student progress is reviewed regularly by the School of Teacher Education. The assigned faculty mentor communicates with instructors, advisors, and other appropriate personnel to monitor progress and provide ongoing support. Progress is also closely monitored by the Associate Dean.

At the conclusion of the remediation period, the School of Teacher Education will evaluate the student's progress toward the established outcomes and determine the appropriate next steps.

Outcomes of Professional Development Remediation Based on the student's progress, one of the following actions may occur: •

Return to Tier 1 faculty mentoring.

•

Continued participation in Tier 2 targeted support.

•

Continued enrollment in Tier 3 Professional Development Remediation.

•

Dismissal from the School of Teacher Education.

Successful completion of Professional Development Remediation is required for continued enrollment in the educator preparation program. Failure to meet the terms of the remediation agreement or demonstrate satisfactory progress may result in dismissal from the program.

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.

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Modifications The School of Teacher Education reserves the right to modify mentoring, support plans, or remediation agreements as appropriate to best meet the student's needs while maintaining the professional standards and expectations of the educator preparation program. Decisions are made by the SOTE full-time faculty team and faculty mentor. Final decisions are determined by the Associate Dean of the School of Teacher Education. If needed, appeals may be made to the Dean of the College of Education.

Special Note Not every student issue of concern qualifies for the remediation process. Any decision to forego the remediation process will be made by the Dean of the College of Education in consultation with the Associate Dean.

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 27

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 Academic dishonesty jeopardizes the academic integrity of the University and is not in keeping with Christian principles. It is considered to be a serious offense. Missouri Baptist University expects students to attach their names only to work or research which they have done themselves. Materials and sources must be properly documented. Students must prepare original work and research, present their own reports and papers, and take examinations without any assistance or aids not expressly permitted in the testing procedure.

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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.

The use of any generative artificial intelligence (AI) tool, unless explicitly permitted in writing in the course syllabus or assignment instructions, is prohibited at Missouri Baptist University.

Using generative AI tools (including but not limited to ChatGPT, Google Gemini, Microsoft Copilot, Grammarly’s AI features, or other similar tools) to create, alter, or complete coursework without explicit written instructor permission constitutes academic misconduct. Students whose first language is not English should not use AI tools to translate their work into English. Speak with your professor if language becomes a barrier to doing coursework. Faculty may use detection tools and professional judgment when evaluating suspected violations; findings must be supported by adequate evidence and are subject to review.

Academic dishonesty may 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. Sanctions are proportional to the nature and circumstances of the violation. Detailed procedures governing reporting, review, appeal, and expungement are established by the Office of the Provost.

The academic honesty policy is located in The Student Handbook. Violations of the academic honesty policy may result in accountability through the Student Code of Conduct process. https://www.mobap.edu/student-life/dean-of-students-office/.

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 25% of the total class meetings may receive an automatic F for the course. The table below outlines the maximum number of class periods which can be missed. However, the exact number of absences allowed may vary once non-class days are factored in for reasons such as holidays, in-service days, etc. Please consult the instructor regarding specific course attendance policies for each course. These guidelines apply to both undergraduate and postbaccalaureate/graduate students.

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Course Length 8-week face-to-face night or online course 16-week face-to-face night or online course 16-week T/R face-to-face day course 16-week M/W/F face-to-face day course

Maximum Number of Absences Permitted 2 3 7 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.

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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.

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Appendices Appendix A: Teacher Education Timeline Task Enroll in EDAS GoReact

Required Completion Timeline In conjunction with enrollment in first field experience course and/or EDUC 303 Methods of Teaching & Differentiated Instruction Enroll in EDUC 201 Professional Growth and Folio Must be enrolled in these classes not Development I (EDUC 201 is a Teacher Education later than the second semester of the Program Gateway Course and requires a grade of B or sophomore year or first semester of better for full admission to the Teacher Education enrollment for students transferring Program. It may be repeated once.) with junior standing or better. EDUC 201 must be in progress or completed prior to first (admission) interview.

Complete autobiographical sketch and introduction to EDUC 201 Professional Growth and School of Teacher Education (SOTE) Professional Folio Development I Dispositions assessment instrument and review process, including signing Initial Certification Dispositions Usage and Purpose Agreement* Revisit SOTE Professional Dispositions assessment Throughout program as needed instrument and review process, including signing Initial Certification Dispositions Usage and Purpose Agreement* Complete EDUC 303 Methods of Teaching and All candidates except for Music Differentiated Instruction, including instructor and self Education majors should be enrolled SOTE Professional Dispositions assessment * in this class prior to first interview. As (EDUC 303 is a Teacher Education Program Gateway part of this course, candidates will Course and requires a grade of B or better for full complete their first dispositions selfadmission to the Teacher Education Program. It may be assessment, have their instructor repeated once.) 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 EDCL 211 Teaching Field Experience I, Complete at least two semesters prior including Cooperating Teacher SOTE Professional to student teaching. (Music Education Dispositions assessment* (EDCL 211 is a Teacher candidates enroll in EDCL 211 in Education Program Gateway Course and requires a conjunction with MUED 313.) As part grade of B or better for full admission to the Teacher of this course, the candidate’s Education Program. It may be repeated once.)

Cooperating Teacher will complete a 32

Task

Required Completion Timeline dispositions assessment on the candidate.

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* Complete prior to first interview in conjunction with EDUC 201 FIRST INTERVIEW: Approval for admission In conjunction with enrollment • All items listed above must be completed before in EDUC 201 for all students: interview is scheduled.

• Candidates with less than a 2.50 overall cumulative GPA • In addition, a 2.50 overall cumulative GPA as well as or content area GPA or less than a content area GPA of 2.50 (K-12, middle, or 3.00 in professional education secondary) and professional education GPA of 3.00 must have an approved plan to are required for admission (with no grades below a raise GPA. The GPA “C” in professional education or content area requirement must be met to be requirements or “B” for Gateway Courses). 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.

Faculty Vote and Formal Approval for Admission An email will be sent to students with notice of formal faculty approval for admission Graduation/Certification Check Second semester sophomore year or first semester for transfer students Complete ETOP 423/523 Classroom & Behavior Complete prior to student teaching, Management (ETOP 423/523 is a Teacher Education generally the semester before.

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 Required before candidate to date are reviewed, with follow up as needed with the begins EDCL 411/511 Teaching Field candidate for any identified areas of question/concern* Experience II. Candidate must be fully admitted to the Teacher Education Program to enroll in EDCL 411/511.

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Task Required Completion Timeline Complete EDCL 411/511 Teaching Field Experience Complete prior to student teaching, II (or EDCL 410/510 CPL Field Experience II MEES generally the semester before. (Music Evaluation for those approved for credit for prior Education majors enroll in EDCL learning), including Cooperating Teacher and University 411/511 the semester prior to student Supervisor SOTE Professional Dispositions teaching.) As part of this course, the assessments.* candidate’s Cooperating Teacher and (EDCL 411/511 is a Teacher Education Program University Supervisor will each Gateway Course and requires a grade of B or better to complete a dispositions assessment on progress to the student teaching semester. It may be the candidate as course assignments. repeated once.)

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 Complete prior to student teaching, Development II* generally the semester before.

(EDUC 401 is a Teacher Education Program Gateway Course and requires a grade of B or better to progress Candidate must be fully admitted to to the student teaching semester. It may be repeated the Teacher Education Program to once.) enroll in this course.

Final Professional Development Folio Evaluation * The final Professional Development Complete final draft of reflections for all 9 Missouri Folio Evaluation must be “Pass” or Teacher Standards in conjunction with EDUC 401 “Pass with Distinction” prior to the Professional Growth and Folio Development II. student teaching semester.

FOLIO EXIT INTERVIEW: Approval for student At least one semester before student teaching 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.

Complete background check(s) and any additional • Family Care Safety Registry district-specific requirement for student teaching (FSCR) background check is a coplacement requisite for student teaching and is required for all candidates.

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Task

Placement Deadlines for Student Teaching

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

Complete all coursework

Enroll in EDUC 470 Student Teaching Professional Development Seminar and EDTR 413/513 Trauma Informed Classroom I with either Student 35

Required Completion Timeline • 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) 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.)

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 beginning the Student Teaching semester.)

Final Semester

Task Required Completion Timeline 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 Student Teaching or EDCL 4700 CPL Evaluation System (MEES) summative evaluation Student Teaching MEES Evaluation (required for conferral of professional education degrees and completion of certification program requirements) • Create job profile on the official MO Teacher Job When enrolled in EDUC 470 Student Board https://app.hirenimble.com/connect/missouri Teaching Professional Development • Create job profile using AppliTrack (district specific Seminar websites) • Create job profile on Missouri REAP http://www.moreap.net/ Application for Certification After successful completion of all https://apps.dese.mo.gov/DESEApplicationsSignin/Index coursework, including student teaching, and passing all required exit assessments Commissioning Service 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 (EDCL 571-576 for graduate students), 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 36

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.

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Appendix B: SOTE Professional Educator Dispositions Disposition 1 – Demonstrates effective communication skills

2 – Demonstrates professionalism

Coursework Indicators Fieldwork Indicators • Presents effectively in front • Presents effectively in front of class of class • Uses proper • Uses proper grammar/mechanics in grammar/mechanics in speaking speaking • Has good tone, pitch, and • Has good tone, pitch, and volume volume • Writing contains correct • Has good “teacher grammar/mechanics presence” • Writing is well organized • Communicates at an ageand uses APA correctly appropriate level for when appropriate students • Writing contains correct grammar/mechanics • Exhibits regular • Exhibits regular punctuality punctuality and attendance and attendance • Communicates about • Meets relevant deadlines absences ahead of time • Responds to (when possible) or as communications in a timely quickly as possible fashion afterwards • Interacts with school • Turns in assignments on personnel appropriately and time respectfully • Interacts with faculty and • Interacts with students staff appropriately and appropriately and respectfully, addressing professionally them appropriately • In-person and written • Interacts with peers communication is appropriately and respectful and professional professionally • Attire is respectful and • Responds to appropriate for the setting communications in a • Maintains professional timely fashion boundaries appropriately • In-person and written • Keeps inappropriate communication is personal life issues out of respectful and professional the classroom/workplace • Attire is respectful and • Refrains from using appropriate for the setting personal devices • Keeps appointments excessively or inappropriately • Respects confidentiality 38

Disposition 3 – Demonstrates a positive and enthusiastic attitude

4 – Demonstrates a value for diversity through inclusive and equitable practices

5 – Is prepared to teach and learn

Coursework Indicators Fieldwork Indicators • Is intrinsically motivated to • Is intrinsically motivated to succeed succeed • Initiates interaction when • Initiates interaction when appropriate, both in and out appropriate of class • Is attentive and engages • Is attentive and engages well in class activities and well in class discussion school meetings • Takes pride in his/her • Takes pride in his/her work, work, demonstrating a demonstrating a personal personal standard of standard of excellence excellence • Displays a positive attitude • Displays a positive attitude in posture, facial in posture, facial expressions, and other nonexpressions, and other nonverbal communication verbal communication • Engages with a range of • Uses inclusive participation peers beyond strategies to distribute familiar/preferred groups opportunities among students • Actively includes peers in • Monitors student discussions and group work participation and adjusts interactions to engage a • Demonstrates respectful broad range of learners communication with all classmates, including those • Differentiates instruction to with differing perspectives support varied learning or backgrounds needs and readiness levels • Engages constructively • Demonstrates respectful with diverse perspectives and affirming interactions with all students • Contributes to an inclusive learning environment • Incorporates inclusive and representative language, examples, or materials when appropriate • Establishes and maintains a classroom environment that supports safe and equitable participation • Participates actively • Participates actively • Asks and answers • Asks and answers questions questions demonstrating demonstrating authentic authentic interest interest • Comes to class prepared • Comes to class prepared and with needed materials and with needed materials 39

Disposition

6 – Collaborates effectively

7 – Is a selfregulated learner and takes initiative

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

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

•

• •

• •

• •

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

Disposition

8 – Exhibits the emotional intelligence to achieve personal goals

9 – Reflects on teaching and learning

Coursework Indicators • Engages in discussions and activities without having to be prompted • Actively initiates interactions with professors, staff, and peers • Demonstrates appropriate maturity • Demonstrates strong time management skills and the ability to prioritize responsibilities • Manages high-demand tasks well • Exhibits grit and perseverance, refraining from shutting down when stressed or overwhelmed • Welcomes and asks for feedback • Seeks to improve • Is self-aware regarding personal strengths and areas for growth • Consistently demonstrates personal standards of excellence

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Fieldwork Indicators • Engages in discussions and activities without having to be prompted • Actively initiates interactions with students and colleagues • Demonstrates appropriate maturity • Demonstrates strong time management skills and the ability to prioritize responsibilities • Manages high-demand tasks well • Exhibits grit and perseverance, refraining from shutting down when stressed or overwhelmed • 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:

Grade Level:

Topic:

Applicable Content Standards 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?

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• •

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 43

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: 1.

Introduction/Hook (# minutes): 1.

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Lesson (# minutes): 1.

Wrap up / conclusion (# minutes): 1.

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.

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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?

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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%)

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.

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.

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

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 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.

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

Candidate reveals below average understanding of the lesson purpose.

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

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

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

Vocabulary for the lesson is not listed or is incomplete.

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.

Objectives are not included or not appropriate for the lesson.

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.

Lesson Purpose / Enduring Understanding (5%)

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

Lesson Vocabulary (4%) Learning Objectives (Goals) (10%) Assessments (Formative and Summative) (15%)

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

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Appropriate formative and summative assessments are not included.

CATEGORY

Lesson Procedures (15%)

Teaching Models and Instructional Strategies Used (10%)

Meets or Exceeds Expectations needed. Technology resources are also included and linked when appropriate.

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.

Learner Diversity Differentiation / Scaffolding / Extensions (15%)

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.

Reflective Questions (5%)

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.

Partially Meets Expectations

Below Expectations

Section includes some information about how resources will be shared, how the 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.

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.

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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

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Appendix E: Who to Contact Dr. Tammy Cox, Dean of the College of Education tammy.cox@mobap.edu , FLD -315, 314-744-7694

–

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

,

kendra.ray@mobap.edu , FLD -349, 314-485-8461 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. Patty Stockton, Administrative Assistant to the Dean of the College of Education – patricia.stockton@mobap.edu, FLD-314, 314-392-2332 (OCP programs in Early Childhood Education, Elementary Education, Early Childhood Special Education, and Special Education Cross-categorical Disabilities K-12) • 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 50

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: Dr. Mary Saale, Director of Field Experiences – mary.saale@mobap.edu, FLD-340, 314-392-2258 • 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. Kendra Ray, Associate Dean of the School of Teacher Education – Kendra.ray@mobap.edu, FLD-349, 314-485-8461 (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: • Dr. Mary Saale, Director of Field Experiences – mary.saale@mobap.edu, FLD-340, 314392-2258 • 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

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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, 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 mid-semester. [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 52

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 K-12 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 53

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, selfimposed 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 54

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 makeup 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.

Field Placement Appeal Policy: Students may be provided an appeal opportunity in the event that they are dismissed from a field placement (EDCL 211, EDCL 411/511, or student teaching) or fail to meet the MBU and/or DESE requirements for successful completion of student teaching. This appeal process is overseen by a committee comprised of the Dean of the College of Education, the Associate Dean of the School of Teacher education, and the Director of Field Experiences.

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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 56

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.

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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).

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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: ___________________

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