Page 1

Education Binder


IMPORTANT DATES FOR FALL 2008- SPRING 2009 Freshmen and Sophomores: March 1 – Applications and portfolio due for Admission to Teacher Education Program. Last opportunity for Praxis I registration, 12/12/08 for January Praxis I.

Juniors and Seniors: March 1 – application packet and portfolio due for Student Teaching. If teaching in Fall – Last opportunity for Praxis II registration, 12/23/08 for January PraxisII. If teaching in Spring – Last opportunity for Praxis II registration, 10/17/08 for November Praxis II. November 15 - Graduation Applications are due for Spring 2009. January 15 - Graduation Applications are due for Summer 2009. July 15 - Graduation Applications are due for Fall 2009.

Advising Meetings: Tuesday, 10/14/2008 for students in EDU 101, 201, 202. 10:00 AM and 1 PM Wednesday, 10/15/2008 for students in EDU 300-Level Courses. 9:30 AM


Mission Statement

The primary mission of Thomas More College is to develop and sustain challenging undergraduate, graduate, and professional programs of study, marked by superior teaching and scholarship. Inspired by the teachings and traditions of the Catholic Church, and by our patron saint Thomas More, we challenge students to examine the ultimate meaning of life, their place in the world, and their responsibility to others. Our programs of study emphasize liberal arts, within a context of ethical concern and social responsibility. These programs of study are complemented by co-curricular services and programs intended to enhance lifelong learning, foster personal growth, and develop leadership.

The Education Department of Thomas More College carries out the mission of the College by preparing individuals for the teaching profession and related educational endeavors. Faculty members of the Education Department strive to provide learning environments in which individuals can demonstrate the knowledge, dispositions, and skills required to facilitate learning for all students in a diverse and globally interconnected society.


Education Binder Sections

X

IX Certifications

Future Employment

I

Degree Options II

VIII

Course Requirements

Continuous Assessment

Thomas More College Education Program

VII Kentucky Teacher Standards

III

Field Experiences

IV

VI Forms

Portfolio

Student Teaching

V

Note: Information in this binder is current as of the date students receive it. Changes in this information may be introduced by State requirements, Departments of Education, Thomas More College, and/or individual course instructors. Students are responsible for keeping their education binder current.

White Sheets- Apply to all levels: Elementary, Middle, and Secondary Education Programs Peach Sheets- Apply to Elementary Education Program Green Sheets- Apply to Middle School Education Program Yellow Sheets- Apply to Secondary Education Program


Thomas More College Education Program

Degree Options

Bachelor of Arts

Elementary Education

Middle School Education

Secondary Education

This program prepares students to teach in elementary classrooms P-5 (Grades may vary by state)

This program prepares students to teach in middle school classrooms 5-9 (Grades may vary by state)

This program prepares students to teach in secondary classrooms 8-12 (Grades may vary by state)

Educational Studies

This program prepares students for other educationrelated careers, not for teacher certification


Thomas More College Education Program

Course Requirements

Elementary Education

Core

=

Middle School Education

Core =

Secondary = Education

=

Education +

Core

Education

+

+

Education

+

Two Specialties

+

Content Major(s)


Thomas More College Education Program

Instructions for Course Registration

Schedule an appointment with your advisor

Bring the following to your advising appointment

1

TMC Education Program Binder

3

2

Updated Academic Progress Chart

4

Schedule of Classes

5

Registration Form

Tentative Schedule


TEACHER’S TOOL BOX During your education program at Thomas More College you will experience and observe a variety of instructional and assessment strategies in your college classes and field experiences. These strategies will become a part of your own personal “Teacher’s Tool Box.” You will carry it with you into your student teaching, your internship and future teaching positions. Each education major is required to create an electronic file for instructional and assessment strategies and methods. Candidates will keep a record of every strategy encountered. Each strategy must be labeled and described. For example: INSTRUCTIONAL STRATEGY FOR GROUPING The teacher hung five sheets of construction paper in different locations in the classroom. The colors were red, green, blue, yellow and purple. The teacher then distributed colored 3” x 3” squares of construction paper to the students. He told the students to move quickly and quietly to the section of the room near the large sheet of construction paper that matched their squares. He now had five groups, chosen randomly, to perform the task. Candidate tool boxes will be submitted one or more times in each education class.


Academic Progress Chart: Education Courses Name:______________________________________________________ Student ID:____________________ Course Number 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

Course Title

Semester/Date

Grade


Academic Progress Chart: Core Courses Name:______________________________________________________ Student ID:____________________ Course Number 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

Course Title

Semester/Date

Grade


Academic Progress Chart: Content Courses Name:______________________________________________________ Student ID:____________________ Course Number 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

Course Title

Semester/Date

Grade


* Courses offered both semesters

Integrative Seminar *Student Teaching and Seminar

Senior Level

Clinical Seminar I Clinical Field Experience I *Educ’l Technology OR  Teaching Language Arts Teaching Math Teaching Reading School Music

Junior Level

Breaking Boundaries *Student Teaching and Seminar

Screening for Student Teaching

Clinical Seminar II Clinical Field Experience II *Educational Technology Teach. Except’l Learners OR above** Teaching Science Teaching Social Studies Teaching Art in Elementary School Health, Physical Ed. OR above

Interview for Admission to Teacher Ed. Program

Integrative Seminar *Stud. Teaching and Seminar

Senior Level

Clinical Seminar I Clinical Field Experience I *Educ’l Technology OR  Teaching Language Arts Teaching Math Teaching Reading School Music

Junior Level

*Human Growth and Dev. Children’s Literature *Defining Boundaries Rhetorical Grammar OR ACT English 28 Paper Work for Admission to Teacher Ed. Program

Early Childhood Educ. AND Practicum Teach. Except’l Learners OR below** Exploring Boundaries Health, Physical Ed. OR below

*Educational Psychology Children’s Literature *Defining Boundaries Rhetorical Grammar OR ACT English 28 Paper Work for Admission to Teacher Ed. Program

FALL Freshman Level

Sophomore Level

SPRING *Human Growth & Development *Defining Boundaries

FALL

0608

Breaking Boundaries OR above *Student Teaching and Seminar

Screening for Student Teaching

Clinical Seminar II Clinical Field Experience II *Educational Technology Teaching Exceptional Learners Teaching Science Teaching Social Studies Breaking Boundaries OR below Teaching Art in Elementary School Health, Physical Ed. OR above

Interview for Admission to Teacher Ed. Program

*Educational Psychology Early Child. Educ. AND Practicum Exploring Boundaries Health, Physical Ed. OR below

*Introduction to Education *Defining Boundaries

SPRING

Pattern 2: Introduction to Education in the Spring

*Introduction to Education *Defining Boundaries Sophomore Level

Freshman Level

Pattern 1: Introduction to Education in the Fall

TMC COURSE AND SCREENING SEQUENCES FOR ELEMENTARY EDUCATION MAJORS


FALL

* Courses offered both semesters

Integrative Seminar *Student Teaching and Seminar

Senior Level

School Music

Clinical Seminar I Clinical Field Experience I *Educ’l Technology OR  **Teaching Language Arts **Teaching Math Teaching Reading: 5-12

Junior Level

Paper Work for Admission to Teacher Ed. Program

*Educational Psychology Rhetorical Grammar OR ACT English 28

*Introduction to Education *Defining Boundaries Sophomore Level

Freshman Level

Integrative Seminar *Stud. Teaching and Seminar

Senior Level

School Music

Clinical Seminar I Clinical Field Experience I *Educ’l Technology OR **Teaching Language Arts **Teaching Math Teaching Reading 5-12

Junior Level

Paper Work for Admission to Teacher Ed. Program

*Human Growth and Dev. *Defining Boundaries Rhetorical Grammar OR ACT English 28

Sophomore Level

FALL Freshman Level

0608

Breaking Boundaries *Student Teaching and Seminar Teaching Art in El. School OR above

Screening for Student Teaching

Clinical Seminar II Clinical Field Experience II  *Educ’l Technology Exploring Boundaries OR above Teaching Exceptional Learners **Teaching Science **Teaching Social Studies Teaching Writing & Read. Teaching Art in El. School OR below

Interview for Admission to Teacher Ed. Program

*Educational Psychology Adolescent Literature (cycled course) Exploring Boundaries OR below

*Introduction to Education *Defining Boundaries

SPRING

Pattern 2: Introduction to Education in the Spring

** Methods courses are required in candidate’s content specialties

Breaking Boundaries *Student Teaching and Seminar Teaching Art in El. School OR above

Screening for Student Teaching

Clinical Seminar II Clinical Field Experience II Educ’l Technology Exploring Boundaries OR above Teach. Except’l Learners OR above **Teaching Science **Teaching Social Studies Teaching Writing & Reading Teaching Art in El. School OR below

Interview for Admission to Teacher Ed. Program

Adolescent Literature – (cycled course) Teach. Except’l Learners OR below Exploring Boundaries OR below

*Human Growth & Development *Defining Boundaries

SPRING

Pattern 1: Introduction to Education in the Fall

TMC COURSE AND SCREENING SEQUENCES FOR MIDDLE SCHOOL EDUCATION MAJORS


* Courses offered both semesters.

Integrative Seminar *Student Teaching and Seminar

Senior Level

Major and Core Courses

Clinical Seminar I Clinical Field Experience I *Educ’l Technology OR  Teaching Reading, 5-12

Paper Work for Admission to Teacher Ed. Program Junior Level

ACT English 28 NSC: Natural Science (1 lab required) ECO / POS / SOC 105 Content and Core Courses

Rhetorical Grammar OR

*Educational Psychology *Defining Boundaries OR above

Sophomore Level

Freshman Level *Introduction to Education Options: ENG 150 (ENG 210 for Eng. Majors) COM 105 HIS 101/102 OR ----- PSY 105 Foreign Language Content Major Course

*Student Teaching and Seminar Breaking Boundaries OR above Major Course OR Core Course

Integrative Seminar *Student Teaching and Seminar

Senior Level

Major and Core Courses

*Educ’l Technology OR  Clinical Seminar I Clinical Field Experience I Teaching Reading, 5-12

Paper Work for Admission to Teacher Ed. Program Junior Level

Interview for Admission To Teacher Ed. Program Clinical Seminar II Clinical Field Experience II *Educational Technology Breaking Boundaries OR below Teach. Excep. Learners OR above Teaching Writing and Reading Major Courses Screening for Student Teaching

*Human Growth and Dev. *Defining Boundaries Rhetorical Grammar OR ACT English 28 NSC: Natural Science (1 lab required) ECO / POS / SOC 105 Content and Core Courses

Sophomore Level

0608

Breaking Boundaries *Student Teaching and Seminar Major Course OR Core Course

Interview for Admission to Teacher Ed. Program Clinical Seminar II Clinical Field Experience II *Educational Technology Exploring Boundaries Teach. Exceptional Learners Teaching Writing and Reading Major Courses Screening for Student Teaching

*Educational Psychology Exploring Boundaries OR below NSC: Natural Science (1 lab required) THE/PHI Content Major Course(s) Other Core Courses

*Introduction to Education *Defining Boundaries OR next fall HIS 101/102 (if not taken earlier) PSY 105 Foreign Language Content Major Course(s)

Pattern 2: Introduction to Education in the Spring

Teach. Except’l Learners OR below Exploring Boundaries NSC: Natural Science (1 lab required) THE/PHI Content Major Course(s) Other Core Courses

*Human Growth & Development *Defining Boundaries OR next fall ENG: Literature HIS 101/102 (if not taken earlier) Foreign Language Content Major Course(s)

Pattern 1: Introduction to Education in the Fall

RECOMMENDED COURSE & SCREENING SEQUENCES FOR SECONDARY EDU. MAJORS GENERAL EDUCATION AND PROFESSIONAL EDUCATION


3-6

2, 1

3, 3

3/4 3/4

3

Foreign Language

Health, PE

Math

Natural Science

Philosophy

Social Studies

3 3

Fine Arts

3 3 3 3 3 3

3

3

Speech

ECO GEO POS PSY

HIS

PHI

NSC/BIO NSC/CHE/ PHY

MAT

PHE

ART MUS

COM

ENG

FYS

3

3 3 3

DEPT.

CREDIT

English

AREA

101 114 105 210 205 105

121, 122

105

221 231

321/ 322CW/ 323CW/ 362CW 105

320

150

NO.

World Civilizations I US History I Principles of Economics Introductory Geography American Government General Psychology

Metaphysics & Epistemology: 205, 220, 225, 325, 327, 330, 401 Values & Ethics: 215, 230, 235, 337, 417

Biological Science } at least one Physical Science } must have a lab

Concepts of Math for Elem. Teachers I*, II (*Pre-requisite: ACT Math 18 or GEC Algebra course.)

Health and Physical Education

(or proficiency)

Teaching Art in Elementary School School Music

Literature, Writing, and Research Literature Rhetorical Grammar OR ACT English 28 AND choose 1: Advanced Composition Creative Writing: Poetry Creative Writing: Fiction Creative Writing: Non-Fiction Fundamentals of Speech (OR a higher numbered COM course)

Freshman Year Seminar

TITLE

0708

Signatures: Student______________________________________ Advisor__________________________________ Date__________

CURRICULUM CONTRACT: COURSES REQUIRED by THOMAS MORE COLLEGE for ELEMENTARY SCHOOL (P-5) TEACHER CERTIFICATION PROGRAM


2 3 3 3 1 3 1 2 2 1 1 3

Education

310 317 325 326 327 328 332 407 410 425

101 201 202 205 210 215 216 301 302 303 304 305

425 Introduction to Education Human Growth & Development Educational Psychology A Children’s Literature Defining Boundaries Early Child. Ed. (taken with EDU 216) Early Child. Practicum (with EDU 215) Clinical Seminar I A Clinical Seminar II A Clinical Field Experience I A Clinical Field Experience II A Educational Technology (Pre-requisite: CIS 111 or competency) Exploring Boundaries Teaching Exceptional Learners Teaching Language Arts A Teaching Social Studies A Teaching Science A Teaching Mathematics A Teaching Reading Student Teaching and Seminar A** Breaking Boundaries Integrative Seminar

Sacred Scripture: 205, 207, 305, 306* Systematic: 201, 218, 219, 309, 317, 405, 406* Social Issues

Credits needed to graduate

EDU

THE

**Requires completion of a professional portfolio documenting fulfillment of KY and TMC New Teacher Standards. *Highly recommended for elementary school religion teachers: THE 201, 205, 207, 309, 406; THE 124 Catechetics Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: 2.75 in cumulative, general education, and professional education (one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667. 0708

128

1 2 2 2 3 2 4 13 1 3

3 3 3

Theology

Student__________________________________

Side 2: CURRICULUM CONTRACT: COURSES REQUIRED by THOMAS MORE COLLEGE for ELEMENTARY SCHOOL (P-5) TEACHER CERTIFICATION PROGRAM


MIDDLE SCHOOL (5-9) EXTENSION FOR ELEMENTARY CERTIFICATION CANDIDATES Candidates for elementary (P-5) certification may add an extension for teaching middle grades (5-9) by completing the following: 1. EDU courses: EDU 202 Educational Psychology B

1 credit

EDU 301 Clinical Seminar IB

1 credit

EDU 325B/326B/327B/328B (relevant methods)

1 credit

EDU 337 Teaching Reading: 5-12

3 credits

EDU/ENG 420 Teaching Writing & Reading Across the Curriculum

3 credits

2. Field work at the junior level including a middle school placement. Ordinarily candidates will complete two 30-hour placements at the P-5 grade level and one 30-hour placement at the 5-9 grade level. Total: 90 hours. 3. Student teaching including a middle school placement. Ordinarily candidates will complete one placement of eight (8) weeks in the P-5 range and a placement of seven (7) weeks in the 5-9 range. 4. Twenty-four (24) credits in one teaching area chosen from the approved pattern for English-communication or mathematics or science or social studies. (See advising sheet for middle grade content specialties.)

5.

Passing scores on the relevant Praxis II content test required by KY certification in Middle School subjects: Eng. Lang. Arts #10049 (157), Math #20069 (148), Science, #10439 (139), Social Studies #20089 (149). Candidates who have passed the Principles of Learning and Teaching at the elementary level do NOT have to take the PLT at the middle grade level.

0608


MIDDLE SCHOOL (5-9) EXTENSION FOR ELEMENTARY CERTIFICATION CANDIDATES Student: ____________________________ Advisor: ____________ Date: _____ ____

EDU 202 Educational Psychology B

1 credit

____

EDU 301 Clinical Seminar IB

1 credit

____

EDU 325B/326B/327B/328B (relevant methods)

1 credit

____

EDU 337 Teaching Reading: 5-12

3 credits

____

EDU/ENG 420 Teaching Writing & Reading Across the Curriculum

3 credits

____

Field work at the junior level including a middle school placement: Ordinarily two 30-hour placements at the P-5 grade level and one 30-hour placement at the 5-9 grade level. Total: 90 hours. _________________________________________________ _________________________________________________ _________________________________________________

____

Student teaching including a middle school placement: Ordinarily a placement of eight (8) weeks in the P-5 grade range and a placement of seven (7) weeks in the 5-9 grade range. Total: 15 weeks. _________________________________________________ _________________________________________________

____

Twenty-four (24) credits in one teaching area chosen from the approved pattern for English-communication or mathematics or science or social studies. (See advising sheet for middle grade content specialties.)

____

Passing scores on the relevant Praxis II content test required by KY certification in Middle School subjects: Eng. Lang. Arts #10049 (157), Math #20069 (148), Science, #10439 (139), Social Studies #20089 (149). 0608


MIDDLE SCHOOL (5-9) EXTENSION FOR SECONDARY CERTIFICATION CANDIDATES Candidates for secondary (8-12) certification may add an extension for teaching middle grades (5-9) by completing the following: 1. EDU courses: EDU 202 Educational Psychology B

1 credit

EDU 301 Clinical Seminar IB

1 credit

EDU 325B/326B/327B/328B (relevant methods)

1 credit

EDU 337 Teaching Reading: 5-12

3 credits

EDU/ENG 420 Teaching Writing & Reading Across the Curriculum

3 credits

2. Field work at the junior level including a middle school placement. Ordinarily candidates will complete two 30-hour placements at the 8-12 level and one 30hour placement at the 5-9 level. Total: 90 hours. 3. Student teaching including a middle school placement. Ordinarily candidates will complete a placement of eight (8) weeks in the 8-12 grade range and a placement of seven (7) weeks in the 5-9 grade range. 4. A major in one of the content areas approved by KY for middle grades: English-communication, math, science, or social studies. 5. Candidates who have passed the relevant Praxis II content tests for secondary certification do NOT have to take the Praxis II middle grade content test in the SAME CONTENT AREA. Candidates who have passed the Principles of Learning and Teaching at the secondary level do NOT have to take the PLT at the middle grade level. 0608


MIDDLE SCHOOL (5-9) EXTENSION FOR SECONDARY CERTIFICATION CANDIDATES Student: ____________________________ Advisor: ____________ Date: _____ ____

EDU 202 Educational Psychology B

1 credit

____

EDU 301 Clinical Seminar IB

1 credit

____

EDU 325B/326B/327B/328B (relevant methods)

1 credit

____

EDU 337 Teaching Reading: 5-12

3 credits

____

EDU/ENG 420 Teaching Writing & Reading Across the Curriculum

3 credits

____

Field work at the junior level including a middle school placement: Ordinarily two 30-hour placements at the 8-12 level and one 30-hour placement at the 5-9 level. Total: 90 hours. _________________________________________________ _________________________________________________ _________________________________________________ Student teaching including a middle school placement: Ordinarily a

____

placement of eight (8) weeks in the 8-12 range and a placement of seven (7) weeks in the 5-9 range. Total: 15 weeks. _________________________________________________ _________________________________________________ A major in one of the content areas approved by KY for middle grades:

____

English-communication, math, science, or social studies. Passing scores on the relevant Praxis II content tests required for KY

____

certification in high school subjects. 0608


CURRICULUM CONTRACT COURSES REQUIRED by THOMAS MORE COLLEGE for MIDDLE SCHOOL (5-9) TEACHER CERTIFICATION PROGRAM Signatures: Student __________________________ Advisor__________________________ Date _________ AREA English Speech Fine Arts

CREDIT

COURSE NUMBER AND TITLE

3

FYS

Freshman Year Seminar

3 3 3 3

ENG

150 320

COM

105

Literature, Writing, and Research Rhetorical Grammar OR ACT English 28 Literature Fundamentals of Speech (or a higher numbered COM course)

3 3

ART MUS

221 231

Teaching Art in Elementary School School Music

Foreign Language 3-6

(or proficiency)

Math

3

Natural Science

3/4 3/4

Philosophy

3 3

PHI

Social Science

3 3 3

HIS 102 World Civilizations II **** PSY 105 General Psychology ECO/SOC105 Principles of Economics OR Principles of Sociology

Theology

3 3 3

THE

2 3 3 3 1 2 2 1 1 3 1 2 2 2 2 2 3 13 1 3 3 128

EDU

Education

MAT

121

Concepts of Math, Elem. Teachers I (Recommended: MAT 122) Prerequisite: ACT Math 18 or GEC Algebra NSC/BIO Biological Science} at least one NSC/CHE/PHY Physical Science } must have a lab Metaphysics & Epistemology: 205, 220, 225, 325, 327, 330, 401 Values & Ethics: 215, 230, 235, 337, 417

425

Sacred Scripture: 205, 207, 305, 306* Systematic Theology: 201, 218, 219, 309, 317, 405, 406* Social Issues

101 Introduction to Education 201 Human Growth & Development 202 Educational Psychology B 207 Adolescent Literature** 210 Defining Boundaries 301 Clinical Seminar I B 302 Clinical Seminar II B 303 Clinical Field Experience I B 304 Clinical Field Experience II B 305 Educational Technology (Pre-req.: CIS 111 or competency) 310 Exploring Boundaries 317 Teaching Exceptional Learners 325 Teaching Language Arts B** 326 Teaching Social Studies B** 327 Teaching Science B** 328 Teaching Mathematics B** 337 Teaching Reading: 5-12 407 Student Teaching & Seminar B*** 410 Breaking Boundaries EDU/ENG 420 Teaching Writing and Reading 425 Integrative Seminar Credits needed to graduate **Required for respective teaching fields.

Notes: For teaching fields see separate sheets. **** Highly recommended electives: HIS 114/115; POS 205. ***Requires completion of a professional portfolio documenting fulfillment of KY and TMC New Teacher Standards. *Highly recommended for elementary school religion teachers: THE 201, 205, 207, 309, 406; THE 251 Catechetics. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: 2.75 in general education, professional education, and teaching specialty (one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667 0708


Option C or D

D. Physics emphasis NSC 206, 206L Chemistry in Everyday Life, Lab 4 NSC/PHY 225, 238 Astronomy 3,3 PHY 236 Concepts, Physical Science I 3 PHY 236L Concepts Lab 1 Recommended: PHY 225L Astronomy Lab I 1 *Alternative: NSC 255 Inq. Sci., Teachers 4

C. Chemistry emphasis CHE 103 Basic Chemistry I 3 CHE 103L Basic Chemistry Lab I 1 NSC 206, 206L Chemistry in Everyday Life, Lab 4 CHE 308* Topics in Chemistry 1-3 NSC/PHY 236, 237 Concepts, Physical Science 3 231/232 Concepts Lab 1

Required:

3/4

Natural Science Biological & Lab 4 Biology Electives* 5 (or BIO 101, 101L, 102, 102L Gen. Biology I, II, 4,4 and NSC/BIO Elective 1-3)

B. Earth Science (with lab) taken through the Consortium.

NSC 267, NSC 267L NSC

Required: A and B A. Biology

SCIENCE

HIS 101 HIS 102 HIS 114 HIS 115 ECO 105 GEO 201 POS 105 OR POS 205 SOC 105

EDU 255CW ENG 321 ENG 322CW ENG 323CW ENG 362CW

3 3 3 3 3 3 3 3 3

American Government Principles of Sociology

3 3 3 3 3

World Civilizations I World Civilizations II US History I US History II Principles of Economics Geography Introduction Political Science

SOCIAL STUDIES

Special Topics Advanced Composition Creative Writing: Poetry Creative Writing: Fiction Creative Writing: Non-Fiction

Plus 1 of the following:

Lit., Writing, & Research 3 Lit.: 229 / 343 / 344 /244 / 255 / 346 / 445 / 449 3, 3 EDU/ENG 212 Adolescent Literature 3 ENG 320 Rhetorical Grammar 3 EDU/ENG 420 Teach. Writing & Read. 3 COM 105 Fundamentals of Speech (or a higher number COM course) 3

ENG 150 ENG

ENGLISH-COMMUNICATION

Intro. Computer Information Syste

Concepts of Math for Elementary Teachers I Concepts of Math for Elem. Teachers II Informal Geometry Elements of Calculus Introductory Statistics Electives Any course above MAT 121

3 3 4 3 5/6

3

0708

Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502564-4606 or toll free 888-598-7667.

Minimum GPA’s required for admission to the teacher education Program, to student teaching, and for program completion: 2.75 in gen. education, professional educ., and teaching specialties (*one GPA may be 2.5).

See additional Curriculum Contract Sheet for general or core requirements and professional education requirements.

CIS 111

MAT 125 MAT 143 MAT 205 MAT

MAT 122

MAT 121

MATH

Signatures: Student _____________________________________________ Advisor: _________________________________________ Date: ____________

Curriculum Contract for Middle School (5-9) Teaching Specialties (24 Hours minimum in each of 2 specialty areas)


CURRICULUM CONTRACT COURSES REQUIRED by THOMAS MORE COLLEGE for HIGH SCHOOL (8-12) TEACHER CERTIFICATION PROGRAM Signatures: Student _______________________ Advisor ____________________ Date _________ AREA

CREDIT

COURSE NUMBER AND TITLE

3

FYS ENG

150 320

Speech

3 3 3 3

COM

105

Fine Arts

5, 6

(Art, Dance, Drama, Music)

Foreign Lang.

3-6

(or proficiency)

Math

3

MAT

Natural Science

3/4 3/4

NSC/BIO Biological Science NSC/CHE/PHY Physical Science

Philosophy

3 3

PHI

Metaphysics & Epistemology: 205, 220, 225, 325, 327, 330, 401 Values & Ethics: 215, 230, 235, 337, 417

Social Science

3 3 3

HIS 102 PSY 105 ECO/SOC/ POS 105

World Civilizations II ** General Psychology Principles of Economics / Principles of Sociology / Introduction to Political Science

Theology

3 3 3

THE

Sacred Scripture: 205, 207, 305, 306 Systematic Theology: 201, 218, 219, 309, 317, 405, 406 Social Issues

English

Literature, Writing, and Research Rhetorical Grammar OR ACT English 28 Literature Fundamentals of Speech (or a higher numbered COM course)

Math: MAT 121 / higher. (Prereq.: ACT Math 18 / GEC Alg.)

425

Teaching Major Education

Freshman Year Seminar

at least one must have a lab

See TMC catalogue and advisor for requirements. 2 3 3 1 3 1 3, 2/3 1, 1 2 3 1 13 3 3 128

EDU

101 201 202 210 305

Introduction to Education Human Growth & Development Educational Psychology C Defining Boundaries Educational Technology (Pre-requisite: CIS 111 or competency) 310 Exploring Boundaries 311, 312 Secondary Clinical Seminar I, II 313, 314 Secondary Clinical Field Experience I, II 317 Teaching Exceptional Learners 337 Teaching Reading: 5-12 410 Breaking Boundaries 417 Student Teaching & Seminar, Secondary Level* EDU/ENG 420 Teaching Writing and Reading 425 Integrative Seminar Credits needed to graduate

Notes: For teaching fields see separate curriculum contracts. -* Requires completion of a professional portfolio documenting fulfillment of KY & TMC New Teacher Standards. ** Highly recommended electives: HIS 114/115; POS 205. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: 2.75 in general education, professional education, and teaching specialty (one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667 0708


MIDDLE SCHOOL (5-9) EXTENSION FOR SECONDARY CERTIFICATION CANDIDATES Candidates for secondary (8-12) certification may add an extension for teaching middle grades (5-9) by completing the following: 1. EDU courses: EDU 202 Educational Psychology B

1 credit

EDU 301 Clinical Seminar IB

1 credit

EDU 325B/326B/327B/328B (relevant methods)

1 credit

EDU 337 Teaching Reading: 5-12

3 credits

EDU/ENG 420 Teaching Writing & Reading Across the Curriculum

3 credits

2. Field work at the junior level including a middle school placement. Ordinarily candidates will complete two 30-hour placements at the 8-12 level and one 30hour placement at the 5-9 level. Total: 90 hours. 3. Student teaching including a middle school placement. Ordinarily candidates will complete a placement of eight (8) weeks in the 8-12 grade range and a placement of seven (7) weeks in the 5-9 grade range. 4. A major in one of the content areas approved by KY for middle grades: English-communication, math, science, or social studies. 5. Candidates who have passed the relevant Praxis II content tests for secondary certification do NOT have to take the Praxis II middle grade content test in the SAME CONTENT AREA. Candidates who have passed the Principles of Learning and Teaching at the secondary level do NOT have to take the PLT at the middle grade level. 0608


MIDDLE SCHOOL (5-9) EXTENSION FOR SECONDARY CERTIFICATION CANDIDATES Student: ____________________________ Advisor: ____________ Date: _____ ____

EDU 202 Educational Psychology B

1 credit

____

EDU 301 Clinical Seminar IB

1 credit

____

EDU 325B/326B/327B/328B (relevant methods)

1 credit

____

EDU 337 Teaching Reading: 5-12

3 credits

____

EDU/ENG 420 Teaching Writing & Reading Across the Curriculum

3 credits

____

Field work at the junior level including a middle school placement: Ordinarily two 30-hour placements at the 8-12 level and one 30-hour placement at the 5-9 level. Total: 90 hours. _________________________________________________ _________________________________________________ _________________________________________________ Student teaching including a middle school placement: Ordinarily a

____

placement of eight (8) weeks in the 8-12 range and a placement of seven (7) weeks in the 5-9 range. Total: 15 weeks. _________________________________________________ _________________________________________________ A major in one of the content areas approved by KY for middle grades:

____

English-communication, math, science, or social studies. Passing scores on the relevant Praxis II content tests required for KY

____

certification in high school subjects. 0608


CURRICULUM CONTRACT COURSES REQUIRED BY THOMAS MORE COLLEGE for ART EDUCATION PROGRAM (P-12) KY CERTIFICATION IN ART Student_______________________________Advisor _________________Date_____ (Signature) ART 116 ART 117 ART 118 ART 121 ART 125 ART 146 ART 215 ART 216 ART 231 ART 241 ART 251 ART 252 ART 311 ART 321 ART 415

3-Dimensional Design Design Foundations Figure Drawing Ceramics I History of Modern Art Color Theory Drawing I Drawing II Printmaking I Photography I History of Art I History of Art II Sculpture Painting Seminar

ART 221 Teaching Art in Elementary School ART 261 Teaching Art in Secondary School

3 3 3 2/3 3 3 3 3 3 2/3 3 3 3 3 3 3 3

See additional Curriculum Contract Sheet for general requirements and professional education requirements. Minimum GPA's required for admission to the teacher education program, to student teaching, and for program completion: *2.75 in general education, professional education, and art (*one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667. Note re: the Art Tests: Bring 4 photos of art work (your own if you wish) to the exam. The photos will not be returned. Note re: the PLT: You may choose one test in Principles of Learning and Teaching: Grades K-6 OR Grades 5-9 OR Grades 7-12. 0708


CURRICULUM CONTRACT COURSES REQUIRED by THOMAS MORE COLLEGE for BIOLOGY SECONDARY EDUCATION PROGRAM ( 8-12) CERTIFICATION IN BIOLOGICAL SCIENCE Signatures: Student _____________________ Advisor _________________ Date ______ BIO 101, 101L BIO 102, 102L BIO 202, 202L BIO 205 BIO 206, 206L BIO 489 ELECTIVES:

General Biology I, Lab General Biology II, Lab General Physiology, Lab Biological Literature Genetics, Lab Biology Seminar

4___ 4___ 4___ 3___ 4___ 3___

One course from each area:

Functional Biology: BIO 317, 317L BIO 319, 319L BIO 326, 326L BIO 330, 330L BIO 341, 341L

Development Biology, Lab Cell Biology, Lab Immunology, Lab Biochemistry, Lab Molecular Genetics, Lab

4___ 4___ 4___ 4___ 4___

Organismic Biology: BIO 301, 301L BIO 305, 305L BIO 315, 315L BIO 329, 329L BIO 340, 340L

Comparative Anatomy, Lab Microbiology, Lab Invertebrate Zoology, Lab Botany, Lab Vertebrate Histology , Lab

4___ 4___ 4___ 4___ 4___

Environmental and Evolutionary Biology: BIO 308, 308L Aquatic Biology, Lab BIO 309, 309L Field Biology, Lab BIO 318, 318L Ecology, Lab BIO 325, 325L Animal Behavior, Lab BIO 328, 328L Vertebrate Biology, Lab BIO 350, 350L Evolution, Lab

4___ 4___ 4___ 4___ 4___ 4___

Support Courses in Chemistry:

CHE 111, 112, 113, 114, 220, 221, 240, 241 (16 hours minimum)

Support Courses in Physics:

PHY 121, 122, 131, 132 (8 hours minimum)

Support Courses in Math:

MAT 143 (4); and MAT 205 or equivalent (3)

See additional Curriculum Contract Sheet for general and professional education requirements. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: *2.75 in general education, professional education, and biology (*one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667. 0708


CURRICULUM CONTRACT COURSES REQUIRED BY THOMAS MORE COLLEGE for BUSINESS and MARKETING – EDUCATION PROGRAM, 5-12 KY CERTIFICATION FOR BUSINESS and MARKETING, 5-12 Student (sign) ________________________ Advisor _________________ Date __________ Accountancy

3,3

ACC 101, 102 Introductory Accounting I, II

Business Administration

2 3 3 3 3 3 3 3 3

BUA BUA BUA BUA BUA BUA BUA BUA BUA

105 249 291 301 302 311 321 341 391

3

BUA

498

Introduction to Business Business Statistics Business Law I Organization and Management Organizational Behavior Marketing Business Finance Quantitative Methods for Business Secondary Education-Business Administration Office Internship Senior Seminar

Communication

3

COM

205*

Business and Professional Speech

Computer Science

3

CIS

111*

Intro. Computer Information Systems

Word Processing & Keyboard Application

Test out OR 3-credit course at consortium institution

Economics

3 3

ECO ECO

105

Principles of Economics Economics Elective

Mathematics

4

MAT

143*

Elements of Calculus, Bus. Majors

Education

1 1

EDU EDU

301B 303B

Elem. Clinical Seminar I: 5-8 Elem. Field Experience I: 5-8

*NOTE: These courses also satisfy college general requirements.

See additional Curriculum Contract sheet for general requirements and professional education requirements. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: *2.75 in general education, professional education, and teaching area (*one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667 0708


CURRICULUM CONTRACT COURSES REQUIRED by THOMAS MORE COLLEGE for CHEMISTRY-SECONDARY EDUCATION (8-12) TEACHER CERTIFICATION PROGRAM Student’s Signature ____________________________Advisor__________________ Date _______ COURSE NUMBER FULFILLED CHE 111 CHE 111L CHE 113 CHE 113L CHE 220 CHE 220L CHE 240 CHE 240L CHE 301 CHE 304 CHE 303 CHE 313L CHE 358 CHE385 or CHE415 TOTAL

CREDIT 3 1 3 1 3 1 3 1 1 2 3 1 4 3

COURSE TITLE General Chemistry Lecture I General Chemistry Lab I General Chemistry Lecture II General Chemistry Lab II Organic Chemistry Lecture I Organic Chemistry Lab I Organic Chemistry Lecture II Organic Chemistry Lab II Introduction to Chemical Literature Introduction to Chemical Research Physical Chemistry I Physical Chemistry Lab I Advanced Inorganic Chemistry Quantitative Analysis OR Instrumental Analysis

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

30

Required Support Courses MAT 151 MAT 152 PHY 141 PHY 142 PHY 141L PHY 142L TOTAL

4 4 4 4 1 1

Calculus-Analytic Geometry I Calculus-Analytic Geometry II General Physics I General Physics II Intro. To Measurement I Intro. To Measurement II

___ ___ ___ ___ ___ ___

18

See additional Curriculum Contract Sheet for general requirements and professional education requirements. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: *2.75 in general education, professional education, and teaching specialty (*one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667.

0708


CURRICULUM CONTRACT COURSES REQUIRED BY THOMAS MORE COLLEGE FOR COMPUTER SCIENCE ENDORSEMENT PROGRAM* Grades 8 - 12 Student (print) ________________________ Advisor _______________ Date ________ Required Courses:

CIS 113 CIS 226 CIS 231 CIS 267

Computer Applications & Hardware File Structures Foundations of Networking Database Management

TOTAL REQUIRED COURSES

12 credits

-----------------------------------------------------------------------------Electives

Choose One Database Sequence (6)

Electives :

Choose 2 programming classes (as of 9/07 it is recommended that Java be one of the programming classes. It is currently the language used for the AP Computer Science test.) CIS 114 CIS 112 CIS 212 CIS 314 CIS 321

Intro to Visual Basic.Net Intro to C Programming Advanced C Programming Advanced Visual Basic.Net Intro to Java

TOTAL COURSE CREDITS, required and elective courses: 18 credits -----------------------------------------------------------------------------* An endorsement is an addition to another certificate. Candidates for endorsement must have or be eligible for certification for middle school or high school in the appropriate content area(s). Minimum GPA’s required for completion of the program: 2.75 in general education, professional education, and teaching specialty (one GPA may be 2.5).

Program completion requires the submission of portfolio entries documenting computer science skills as required by TMC, KY Teacher Standards, and pertinent learned societies. Student Signature________________________________ 0708


CURRICULUM CONTRACT COURSES REQUIRED BY THOMAS MORE COLLEGE FOR INSTRUCTIONAL COMPUTER TECHNOLOGY ENDORSEMENT* PROGRAM Grades P-12

Student (print) ______________________ Advisor _______________ Date _____ Required Courses: CIS 111

Intro to Computer Information System

OR

3 __

CIS 113

Computer Applications and Hardware

CIS 182

Microcomputer System Software

3 __

CIS 184

Intro to Database Programming

3 __

CIS 284

Database Applications

3 __

CIS 286

Advanced Spreadsheet Applications

3 __

CIS 288

Integrated Systems

3 __

------------------------------------------------------------------------------------------------TOTAL REQUIRED COURSES 18 An endorsement is an addition to another certificate. Candidates for endorsement must have or be eligible for certification for elementary school, middle school, or high school in the appropriate content area(s). Minimum GPA’s required for admission to the teacher education program, for admission to student teaching, and for program completion: 2.75 in general education, professional education, and teaching specialty (one GPA may be 2.5).

Program completion requires the submission of portfolio entries documenting computer science skills as required by TMC, KY Teacher Standards, and pertinent learned societies.

Student Signature___________________________ 0708


3 ___

3 ___

3 ___ 3 ___

3 ___ 3 ___

3 ___ 3 ___ 3 ___

Advisor

Date ____________

COM 105 Fundamentals of Speech (Fulfills the speech requirement.) COM/THR 208 Oral Interpretation of Literature (Fulfills a fine arts requirement.) THR 105 Introduction to Theatre (Fulfills a fine arts requirement.)

8. Core Requirements Complementing the Major

COM 207 Persuasive Presentation COM 301, 302 Journalism I, II THR 205, 206 Acting I / II THR 207 Production THR 330 Creative Dramatics THR 401, 402 Directing I, II

7. Communication & Theatre Electives (6 hours):

6. English Electives (6 hours):

EDU/ENG 212 Adolescent Literature for Teachers

5. Literature and Pedagogy (3 hours)

3 ___

3 ___

3 ___

3 ___ 3 ___ 3 ___ 3 ___ 3 ___ 3 ___

3 ___

Teacher certification requirements are subject to change. Before registering for the tests, please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667. 0708

Minimum GPA's required for admission to the teacher education program, to student teaching, and for program completion: • 2.75 in general education, professional education, and teaching area (*one GPA may be 2.5).

See additional Curriculum Contract Sheet for general requirements and professional education requirements.

ENG 331 Shakespeare (required) ENG 371, 372 Development of Drama I, II } ENG 376 Modern Drama } ENG 475 Shakespeare’s Comic Imagination }

4. Dramatic Literature (6 hours)

ENG 351 or 352 \ ENG 353 or 354 / British Survey Courses

3. English Literature (6 hours)

ENG 343 American Literature to 1865 ENG 344 American Literature 1865 - 1950

2. American Literature (6 hours)

ENG 210 Introduction to Literary Studies ENG 320 Rhetorical Grammar ENG 405 Senior Seminar

1. English Core Requirements (9 hours)

Student (signature)

CURRICULUM CONTRACT: COURSES REQUIRED BY THOMAS MORE COLLEGE for ENGLISH - SECONDARY EDUCATION PROGRAM, 8-12, including DRAMA, SPEECH, and JOURNALISM KY CERTIFICATION FOR ENGLISH, 8-12


CURRICULUM CONTRACT COURSES REQUIRED BY THOMAS MORE COLLEGE for MATHEMATICS – SECONDARY EDUCATION PROGRAM, 8-12 KY CERTIFICATION FOR MATHEMATICS, 8-12 Student (sign) __________________________ Advisor _________________Date ________ MATHEMATICS: MAT 151 MAT 152 MAT 201 MAT 206 MAT 231 MAT 305 MAT 306 MAT 307 MAT 401 MAT 405 MAT 411 MAT

Calculus – Analytic Geometry I (Prerequisite: MAT 115 or satisfactory scores on placement exams) Calculus – Analytic Geometry II Calculus – Analytic Geometry III Survey of Geometry Discrete Mathematics Seminar: Teaching High School Math Abstract Algebra Linear Algebra Probability and Statistics I Mathematics Senior Seminar Advanced Calculus Elective: ___________________ Choose from MAT 202, 207, 301, 302, 303, 402, 412, 455

4___

Intro. to Computer Information Systems Introduction to Programming in C (OR one of the following with permission of the instructor: Intro. to Visual Basic Advanced C Programming

3___ 3___

4___ 4___ 3___ 3___ 2___ 3___ 3___ 3___ 3___ 3___ 3___

COMPUTER SCIENCE: CIS 111 CIS 112 CIS 114 CIS 212

3___)

SCIENCE: Either of the year-long sequences below (labs also recommended): CHE 111-113 General Chemistry I, II 3__, 3__ OR PHY 141-142 General Physics I, II 3__, 4__

See additional Curriculum Contract sheet for general requirements and professional education requirements. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: 2.75 in general education, professional education, and teaching area (*one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667. 0708


CURRICULUM CONTRACT COURSES REQUIRED by THOMAS MORE COLLEGE for PHYSICS-SECONDARY EDUCATION (8-12) TEACHER CERTIFICATION PROGRAM Signatures: Student _______________________Advisor____________________ Date _______ COURSE NUMBER

CREDIT

PHY 111 PHY 141 PHY 142 PHY 141L PHY 142L PHY 241 PHY 242 PHY 241L PHY 312 PHY 321 PHY 322 PHY 491 PHY 200+ PHY 200+ TOTAL

2 4 4 1 1 3 3 1 4 1 1 2 3 3

COURSE TITLE Insights into Physics General Physics I General Physics II General Physics Lab I General Physics Lab II General Physics III Modern Physics General Physics Lab III Dynamics Advanced Physics Lab I Advanced Physics Lab II Advanced Research I Physics Elective Physics Elective

FULFILLED ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

33

Required Support Courses MAT 151 MAT 152 MAT 201 MAT 202 TOTAL

4 4 4 4

Calculus-Analytic Geom. I Calculus-Analytic Geom. II Calculus-Analytic Geom. III Differential Equations

___ ___ ___ ___

16

See additional Curriculum Contract Sheet for general requirements and professional education requirements. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: *2.75 in general education, professional education, and

chemistry (*one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667. 0708


AND PSY 307 Physiological Psychology PSY 310 Learning PSY 311 Motivation PSY 315 Sensation & Perception PSY 316 Cognition

Choose 1: Experimental

Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: 2.75 in general education, professional education, and teaching area (one GPA may be 2.5).

0708

Note 1: A course marked with an asterisk (*) fulfills a College core requirement. Note 2: All courses above are taken for 3 credits unless otherwise indicated. Note 3: See additional Curriculum Contract Sheet for general requirements and professional education requirements. Note 4: Teacher certification requirements are subject to change. Before registering for the tests, please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667.

*ECO 105 Principles of Economics *PSY 105 General Psychology GEO 201 Introductory Geography *SOC 105 Principles of Sociology *POS 105 Intro. Political Science . . . . OR . . . .POS 205 American Government

Courses Required for All Programs, as Core Elements OR as Required Complements:

PSY 205 Social Psychology PSY 206 Abnormal Psychology PSY 214 Developmental Psychology PSY 305 Theories, Personality PSY 306 Clinical & Counseling Psy.

Choose 1: Clinical & Social:

SOC 105 Principles of Sociology SOC 217 Social Problems SOC Elective

PSY 105 General Psychology

POS 105 Intro. Political Science* POS 205 American Government POS Elective

E. Sociology, 9 hrs.

ECO 105 Principles of Economics* ECO 206 Contemporary Econ. Problems** ECO 238 International Economics ** ** or approved alternative

HIS 101 World Civilization I* HIS 102 World Civilization II* HIS 114 US History I HIS 115 US History II HIS 497 Senior Seminar HIS Elective

C. Political Science, 9hrs.

D. Psychology, 9 hrs.

B. Economics, 9 hrs.

A. History, 18 hrs.

PROGRAM OPTIONS: Choose History and 2 Other Fields

Signatures: Student_____________________________________________________ Adviser________________________________ Date____________

CURRICULUM CONTRACT: COURSES REQUIRED BY THOMAS MORE COLLEGE FOR SOCIAL STUDIES - SECONDARY EDUCATION KY CERTIFICATION in SOCIAL STUDIES, 8-12


COURSES REQUIRED BY THOMAS MORE COLLEGE for SPEECH/MEDIA COMMUNICATIONS EDUCATION PROGRAM, 8-12 KY CERTIFICATION FOR SPEECH/MEDIA COMMUNICATIONS, 8-12 Student (sign) ________________________ Advisor _________________ Date __________ COURSE NUMBER

CREDIT

COURSE TITLE

FULFILLED

COMMUNICATION (21 credits) COM 105 COM 201 COM 207 COM 208 COM 215L COM 225 COM 320

3 3 3 3 3 3 3

Fundamentals of Speech Intro. to Human Communication Persuasive Presentations Oral Interpretation of Literature Interpersonal Communication Group Communication Mass Media

___ ___ ___ ___ ___ ___ ___

COMMUNICATION ELECTIVES (12 credits) COM 301 3 COM 310 3 At Least Two (2) of the Following COM 331 3 COM 435 3 COM 450+ 3 COM 460+ 3

Journalism I Writing for Production & Media Studies in Public Address Persuasion I Rhetorical Theory Communication Theory

___ ___ ___ ___ ___ ___ ___

Introduction to Theatre Acting I or Acting II Theater Production Directing I

___ ___ ___ ___

THEATRE (12 credits) THR 105 THR 205/206 THR207 THR401 TOTAL

3 3 3 3 45

___

See additional Curriculum Contract sheet for general requirements and professional education requirements. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: *2.75 in general education, professional education, and teaching area (*one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website or contact Ms. Rice at 502-564-4606 or 888-598-7667. 0708


CURRICULUM CONTRACT: COURSES REQUIRED BY THOMAS MORE COLLEGE for DUAL CERTIFICATION: SPEECH/MEDIA-COMMUNICATION (8-12) AND THEATRE (P-12)

___ ___ ___ ___ ___ ___ ___

3 ___ 3 3 3 3 3 3 3

3 ___ 3 ___

Drama: 15 credits

Introduction to Theatre Acting I OR THR 206 Acting II Acting II Theatre Production Drama Styles Directing

Studies of Public Address Multi-Cultural Communication Persuasion Rhetorical Theory Communication Theory

3 ___ 3 ___ 3 ___ 3 ___ 3 ___ 3 ___

3 3 3 3 3

___ ___ ___ ___ ___

Recommended electives chosen from the following:

THR 105 THR 205 THR 206 THR 207 THR 255 THR 401

Student’s Signature _____________________________Advisor’s Signature __________________________ Date _________

Fundamentals of Public Speaking Voice and Diction OR Oral Interpretation of Literature Interpersonal Communication Group Communication Journalism I Argument and Debate Mass Media Teaching Communication

Speech Communication Media: 24 credits COM 105 COM 206 COM 208 COM 215 COM 225 COM 301 COM 305 COM 320 COM 356 English: 6 credits ENG 210 (part of the core) ENG American literature elective ENG non-American literature elective

COM 331 COM 402 COM 435 COM 450 COM 460

Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: 2.75 in general education, professional education, and teaching specialty (one GPA may be 2.5).

Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502564-4606 or toll free 888-598-7667. Note the information for both of your subjects: Speech/Media Communication and Theater. 0708


CURRICULUM CONTRACT COURSES REQUIRED BY THOMAS MORE COLLEGE for THEATRE - SECONDARY EDUCATION PROGRAM, 8-12 KY CERTIFICATION FOR THEATRE, P-12 Student (signed) ______________________ Advisor _________________Date __________ THEATRE (27 hours) THR 105 Introduction to Theatre THR 205 / 206 Acting I / II (preferred) THR 207 Theatre Production THR 301/ 302 History of Theatre I / II THR 330 Creative Dramatics THR 356 Teaching Theatre THR 401 Directing I THR 402 Directing II THR 425 Dramatic Design

3 3 3 3 3 3 3 3 3

___ ___ ___ ___ ___ ___ ___ ___ ___

DRAMATIC LITERATURE (6 hours) ENG 111 Shakespeare ENG 371 / 372 / 376

3___ 3 ___

COMMUNICATION (6 hours: one course from each category below) COM 105 / 205 / 207 / 305 COM 206 / 208 / 215 / 255

3 ___ 3 ___

NOTE: High school Humanities teachers would benefit from any of the following courses (not required): DAN 100/200 Dance Styles OR THR 210 Integrated Movement ART 251 / 252 History of Art I / II MUS 121 Survey of Music Literature OR MUS 245 Musical Style through the Ages THR 209 Mime and Clowning

3 ___ 3 ___ 3 ___ 3 ___

See additional Curriculum Contract sheet for general and professional education requirements. Minimum GPA’s required for admission to the teacher education program, to student teaching, and for program completion: 2.75 in general education, professional education, and teaching area (*one GPA may be 2.5). Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website or contact Ms. Rice at 502-564-4606 or 888-598-7667. Note: On the PLT you may choose one test in Principles of Learning and Teaching: Grades K-6 OR Grades 5-9 OR Grades 7-12. 0708


Other courses as approved by the department.

3 3 3 3 3 3

___ ___ ___ ___ ___ ___

0808

For the current KY requirements for Praxis II tests: code number, title, passing score, and study materials, visit http://www.kyepsb.net/assessment/teachertests.asp, then click on Restricted Base Certificate and note the information for both your subjects: Theater, P-12, and Speech/Media Communication, 8-12.

Minimum GPA’s required for admission to the teacher education program and for admission to student teaching: 2.75 in general education, professional education, and teaching specialty (one GPA may be 2.5).

ENG 210 (part of the core)

3 ___ 3 ___ 3 ___ 3 ___ 3 ___ 3 ___ 3 ___ 3 ___ 3 ___ 3 ___

Fundamentals of Public Speaking Oral Interpretation of Literature Interpersonal Communication Group Communication Argument and Debate Mass Media

COM 105 COM 208 COM 215 COM 225 COM 305 COM 320

THR 105 Introduction to Theatre THR 205 Acting I OR THR 206 Acting II (preferred) THR 207 Theatre Production THR 255 Drama Styles THR 301 History of Theatre I THR 302 History of Theatre II THR 356 Creating and Teaching Drama THR 401 Directing I THR 402 Directing II THR 425 Dramatic Design THR/ENG Drama OR Dramatic Literature

3 ___

Communication 18 credits

33 credits

Theatre

Student’s Signature __________________________Advisor’s Signature ________________________ Date _________

CURRICULUM CONTRACT: COURSES REQUIRED by THOMAS MORE COLLEGE for DUAL CERTIFICATION: THEATRE (P-12) and SPEECH/MEDIA COMMUNICATION (8-12)


Requirements: Bachelor of Arts in Educational Studies To qualify for the degree Bachelor of Arts in Educational Studies, candidates must fulfill the following requirements: 1. Manifest dispositions qualifying the candidate to work with young people in a formative capacity. (See TMC New Teacher Standard IX.) 2. Achieve a passing score on the appropriate speech screening. 3. Fulfill the general requirements for a Bachelor Degree at Thomas More College. 4. Achieve a grade point average of 2.0 or better, required (after 36 credit hours) in order to be in good standing and to graduate from Thomas More College. 5. Complete a minimum of eighteen (18) credit hours from the following Education courses: 101*, 201*, 202*, 210, 215, 216*, 310*, 317*, 355 (with written permission of the advisor), 410; ART 221, MUS 231, PHE 105*. (*The asterisk indicates courses requiring field experience.) 6. Complete a minimum of fifteen (15) credit hours at the 300- or 400-level. The candidate will ordinarily be pursuing a career path that is consistent with that of Educational Studies. The Education Department strongly recommends the equivalent of an Associate Degree in one discipline (minimum 18 credit hours); e.g., Communication, Exercise Science, Psychology, Sociology. Candidates for the Bachelor of Arts in Educational Studies must have an Education advisor in addition to advisors from other departments as may be appropriate. *** *** *** Possible Entry-Level Career Options

Possible Career Locations

Instructional Assistant Substitute Teacher Paraprofessional At-risk youth advisor Academic coach Athletic coach Mentor House Parent

Public Schools Private Schools Boys’ and Girls’ Clubs Children’s homes YMCA VISTA: Volunteers in Service to America Head Start Social Service Agencies 0708


Bachelor of Arts in Educational Studies Student: ____________________

Advisor: ________________ Date: _______

___ 1. Manifest dispositions qualifying the candidate to work with young people in a formative capacity. (See TMC New Teacher Standard IX.) 2. Achieve a passing score on the appropriate speech screening. 3. Fulfill the general requirements for a Bachelor Degree at Thomas More College. 4. Achieve a grade point average of 2.0 or better, required (after 36 credit hours) in order to be in good standing and to graduate from Thomas More College. 5. Complete a minimum of eighteen (18) credit hours from the following Education courses: 101*, 201*, 202*, 210, 215, 216*, 310*, 317*, 355 (with written permission of the advisor), 410; ART 221, MUS 231, PHE 105*. (*The asterisk indicates courses requiring field experience.)

___

_________________________ __

_________________________ __

_________________________ __

_________________________ __

_________________________ __

_________________________ __

_________________________ __

_________________________ __

_________________________ __

_________________________ __

6. Complete a minimum of fifteen (15) credit hours at the 300- or 400-level. The Education Department strongly recommends the equivalent of an Associate Degree in one discipline (minimum 18 credit hours); e.g., Communication, Exercise Science, Psychology, Sociology. _________________________ __ _________________________ __ _________________________ __

_________________________ __

_________________________ __

_________________________ __

_________________________ __

_________________________ __

0708


VIRTUS Training

All TMC education majors are required to complete VIRTUS training prior to beginning field work in EDU 202/216. VIRTUS is a program of education to promote the safety of children and prevent child sexual abuse. Training is sponsored by the Diocesan Catholic Board of Education. Dates and locations of training are published in the diocesan Messenger and other diocesan publications. Dates are also available in the Education Department. For further information about the program, go to http://www.virtus.org. To keep training current, candidates need to complete monthly updates. Once you are registered, you will receive notification about updates by e-mail from https://www.virtusonline.org/mytraining/display_mtb.cfm?mtb_id=572&mtb_type_i d=2 The update consists of a short article and a few question to be answered. Helpful hint: Read the question first, then read the article. The process takes 510 minutes.


45 Hrs

45 Hrs

EDU 303 A/B or EDU 313 EDU 304 A/B or EDU 314

Pre 410 20 hours

8 School Visits

5 Hours

10 Hours

EDU 201

EDU 317

PHE 105

* Elementary Education Majors Only

Certificate Extensions: Clinical field experiences would become three placements of thirty hours each instead of two forty five hour placements

Please Note

Please Note

30 Hrs

EDU 216*

EDU 202 8 hours

6 School Visits

Clinicals

Aide Work

EDU 101

Observation

Field Experiences

Thomas More College Education Program


Placement in two content areas

Placement in two non-consecutive grades

Students may qualify to student teach abroad:Please apply during the fall semester of your Junior year

Middle School 5-9

Elementary P-5

Student Teaching (15 Weeks)

Thomas More College Education Program

Placement in the content area(s)

Secondary 8-12


Portfolio Items for Admission to Student Teaching

Portfolio Scoring Guide for Admission to Student Teaching

Portfolio Scoring Guide for Admission to Teacher Education Program

Preliminary Portfolio II

Portfolio Items for Admission to Teacher Education Program

Preliminary Portfolio I

Portfolio

Thomas More College Education Program

Certification Portfolio Holistic Scoring Guide

Certification Portfolio Checklist

Final Portfolio


4 4

2. Account reveals significant selfunderstanding.

3. Account indicates keen insights about the teaching profession.

4 4

1. Entry is neat and easy to read.

2. Entry displays mastery of standard English.

B. Professional Presentation.

4

1. Account indicates candidate is highly motivated.

Excellent

3

3

3

3

3

2

2

2

2

2

Satisfactory

1

1

1

1

1

2. Entry contains errors in usage and/or standard English.

0608

1. Entry is disorderly and/or difficult to read.

3. Account includes little or no evidence of understanding the teaching profession.

2. Account indicates little or no selfunderstanding.

1. Account indicates inappropriate or inadequate motivation.

Unsatisfactory

A. Effects of Field Experience on My Desire to Teach: For the entry, candidates explain why they want to teach.

Explanation to evaluator: Candidates for admission to the teacher education program are instructed to present a portfolio piece for evaluation by the Teacher Education Committee. A description of portfolio requirements and criteria for evaluation follow. Circle the numbers of the criteria below that represent your judgment of the entry.

PORTFOLIO SCORING GUIDE for ADMISSION to the TEACHER EDUCATION PROGRAM

___________________________________

EVALUATORS: __________________________

and

DATE: ____________

STUDENT: ______________________________


INTERVIEW SCORING GUIDE for ADMISSION to the TEACHER EDUCATION PROGRAM Candidate for Admission to Teacher Education:

________________________

Date of Interview:

________________________

Interviewers: _________________________________________________________ Evaluation of Interview A. Poise • •

Made eye contact. Had pleasant expression.

4 4

3 3

2 2

1 1

• •

Seemed reasonably at ease.

4

3

2

1

4 4

3 3

2 2

1 1

• •

4

3

2

1

4

3

2

1

Avoided eye contact. Had little / inappropriate expression. Seemed ill at ease.

B. Communication • • •

Spoke distinctly. Expressed ideas clearly, easily. Used Standard English.

Slurred or mumbled. Had difficulty expressing ideas. Made mistakes in correct usage.

C. Professional Dress •

Dressed appropriately for a job interview (followed departmental guidelines).

D Overall Impression, Comments

TEC scoring guide for adm. to t. ed.prog.0608

Dressed inappropriately for a job interview (did not follow departmental guidelines).


3

4

4. Present all pieces with profession-level communication. Professional communication includes clarity, vocabulary choice, spelling, grammar and usage, and punctuation.

3

4

3. On separate pages, present a rationale for each entry. Rationale One should explain how entry 1 demonstrates your fulfillment of Standard 2, Designs/Plans Instruction. Rationale Two should identify your professional assets and growth areas as well as plans for professional growth.

3

4

2. Present an example of insightful self-analysis. Describe a. an event or time period from field experience, b. the reflective analysis, c. the plans that resulted.

3

2

2

2

2

0708

1

1

1

1

Unsatisfactory

DATE: ________

Satisfactory

4

CHECK: Excellent

EVALUATORS:_____________________

1. Present an original (or adapted) lesson plan which follows the KTIP-TPA format. The lesson plan should incorporate student use of technology: for example, computer, internet, website, Smart Board, PowerPoint, multimedia, digital camera, graphing calculator, etc. The lesson plan must be substantially original. If it is adapted, acknowledge the source and identify which parts are original, which are adapted.

Assigned Items

STUDENT:___________________________

PORTFOLIO SCORING GUIDE FOR ADMISSION TO STUDENT TEACHING: SUMMARY


3

4

4

4

4. Student use of technology is insightful; significantly enhances learning opportunities.

5. Communication is clear and very professional: appropriate vocabulary; no distracting errors in spelling, grammar and usage, punctuation.

3

3

4

2. Activities are creative, relevant, age-appropriate, and directed to the objective(s).

3. Originality is manifested in at least two of the following: approach to content, activities, provisions for diverse learners, extensions.

3

4

3

2

2

2

2

2

Satisfactory

1. All required lesson components are clearly presented and well developed.

ITEM 1. Lesson Plan

Excellent

1

1

1

1

1

PORTFOLIO SCORING GUIDE for ADMISSION to STUDENT TEACHING

0708

5. Communication is inadequate: at times unclear; marred by distracting errors in vocabulary choice, spelling, grammar and usage, punctuation.

4. Use of technology is trite or is missing.

3. Plan manifests no originality.

2. Activities lack connection to content or objectives, are not age-appropriate, or are missing.

1. Required lesson components are unclear, underdeveloped, or missing.

Unsatisfactory

STUDENT:____________________


3 3 3

4

4 4 4

2. Explanation insightfully links personal field experience with significant concepts about the teaching profession.

TEC Adm. to Stu. Teach. Portfolio Scoring Guide 0708

,

5. Communication is clear and very professional: appropriate vocabulary, no distracting errors in spelling, grammar and usage, punctuation

4. Account includes creative plans for future growth or action.

3. Account reveals significant growth in self-understanding.

3

4

3

2

2

2

2

2

Satisfactory

1. Account focuses on a significant event or time period.

ITEM 2. Self-Analysis

Excellent

PORTFOLIO SCORING GUIDE for ADMISSION to STUDENT TEACHING

1

1

1

1

1

5. Communication is inadequate: at times unclear; marred by distracting errors in vocabulary choice, spelling, grammar and usage, punctuation.

4. Account presents no indication of plans for future growth or action.

3. Account lacks evidence of growth in self-understanding.

2. Explanation is unclear and/or superficial; lacks insight about the teaching profession.

1. Focus of account offers little food for reflective analysis.

Unsatisfactory

STUDENT:____________________


Table of Contents Organized by Standard

Rationales for the Following Sections

___

___

Standard VI – Implementation of Technology for ___ Communicating in writing ___ Providing for diverse needs of learners ___ Enhancing instruction ___ Facilitating assessment

Standard V - Assessment of Learning ___ Samples of assessment instruments ___ Samples of student work with teacher feedback ___ Samples of performance criteria / scoring guides ___ Copy of grade sheets (names masked)

Standard IV – Managing Instruction ___ Lesson plans with samples of student work

Standard III – Classroom climate ___ Classroom management techniques ___ Guidelines for cooperative groups

Standard II – Planning ___ Complete unit plan

Standard I– Knowledge of Content ___ Research / assignment from content course

Student Work Form & TMC Permission Form

___College ___Content Area(s) ___Grade Level

___

Demographic Sheet ___ Name ___ Social Security No. ___ Permanent Address,

Standard XII – Christian Values, Virtues ___ Evaluation of student teaching ___ Evaluations from supervisors of aide and clinical work

Standard XI - Professional Communication ___ Use of standard written English ___ Expressing thoughts in well chosen words

Standard X- Leadership ___ Implementation of leadership activity ___ Analysis and reflection on results

Standard IX – Professional Development ___ Description of professional development activities ___ Professional Growth Plan • Identification of strengths as a teacher • Identification of areas needing development • Description of actions to be taken ___ Philosophy of Teaching • Teacher’s responsibility • Rights of students • Rights of parents ___ Mission Statement

0608

Standard VIII - Collaboration ___ Description of collaborative efforts & purposes / goals ___ Description of the impact of collaboration on instructional effectiveness and student learning

Standard VII– Professional Reflection ___ Reflective journal entries ___ Lesson plans with revisions noted

SENIOR PORTFOLIO CONTENTS CHECKLIST


VI Technology

V Assessment of Students

III Learning Climate

II/IV Units/Lessons

KY/TMC T. Std. I Subject Matter Knowledge Usually—  Communicates concepts, processes, and knowledge.  Connects content to life experiences of student.  Uses instructional strategies that are appropriate for content and contribute to student teaching. Usually—  Addresses KY learner goals and core content.  Relevant to all students.  Facilitates higher-order thinking  Uses varieties of instructional strategies. Usually—  Establishes clear standards of conduct.  Uses a variety of strategies and methods to support student diversity by addressing individual needs.  Treats all students with respect, concern; monitors student’s interactions to encourage treating each other with respect, concern.  Uses classroom plan and cooperative group rules. Usually—  Describes, analyzes, evaluates students performance data to determine progress of individuals and identify differences in progress among student groups.  Communicates learning results to students and parents that provide clear, timely understanding of learning progress relative to objectives.  Promotes opportunities for students to engage in accurate self-assessment of learning. Usually—  Uses technology to implement instruction that facilitates student learning.  Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.  Uses technology to assess and communicate student learning.

Consistently- Communicates concepts, processes, and knowledge.  Connects content to life experiences of student.  Uses instructional strategies that are appropriate for content and contribute to student teaching. Consistently- Addresses KY learner goals and core content.  Relevant to all students.  Facilitates higher-order thinking  Uses varieties of instructional strategies. Consistently—  Establishes clear standards of conduct.  Uses a variety of strategies and methods to support student diversity by addressing individual needs.  Treats all students with respect, concern; monitors student’s interactions to encourage treating each other with respect, concern.  Uses classroom plan and cooperative group rules. Consistently—  Describes, analyzes, evaluates students performance data to determine progress of individuals and identify differences in progress among student groups.  Communicates learning results to students and parents that provide clear, timely understanding of learning progress relative to objectives.  Promotes opportunities for students to engage in accurate self-assessment of learning.

Consistently—  Uses technology to implement instruction that facilitates student learning.  Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.  Uses technology to assess and communicate student learning.

3

4 Sometimes—  Communicates concepts, processes, and knowledge.  Connects content to life experiences of student.  Uses instructional strategies that are appropriate for content and contribute to student teaching. Sometimes—  Addresses KY learner goals and core content.  Relevant to all students.  Facilitates higher-order thinking  Uses varieties of instructional strategies. Sometimes—  Establishes clear standards of conduct.  Uses a variety of strategies and methods to support student diversity by addressing individual needs.  Treats all students with respect, concern; monitors student’s interactions to encourage treating each other with respect, concern.  Uses classroom plan and cooperative group rules. Sometimes—  Describes, analyzes, evaluates students performance data to determine progress of individuals and identify differences in progress among student groups.  Communicates learning results to students and parents that provide clear, timely understanding of learning progress relative to objectives.  Promotes opportunities for students to engage in accurate self-assessment of learning. Sometimes—  Uses technology to implement instruction that facilitates student learning.  Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.  Uses technology to assess and communicate student learning.

2

Certification Portfolio Holistic Scoring Guide

Never—  Communicates concepts, processes, and knowledge.  Connects content to life experiences of student.  Uses instructional strategies that are appropriate for content and contribute to student teaching. Never—  Addresses KY learner goals and core content.  Relevant to all students.  Facilitates higher-order thinking  Uses varieties of instructional strategies Never—  Establishes clear standards of conduct.  Uses a variety of strategies and methods to support student diversity by addressing individual needs.  Treats all students with respect, concern; monitors student’s interactions to encourage treating each other with respect, concern.  Uses classroom plan and cooperative group rules. Never—  Describes, analyzes, evaluates students performance data to determine progress of individuals and identify differences in progress among student groups.  Communicates learning results to students and parents that provide clear, timely understanding of learning progress relative to objectives.  Promotes opportunities for students to engage in accurate self-assessment of learning. Never—  Uses technology to implement instruction that facilitates student learning.  Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.  Uses technology to assess and communicate student learning.

1


XI Professional Communication XII Christian Values

IX Professional Development X Leadership

VIII Collaboration

KY/TMC T. Std. VII Reflection

Documentation supports commitment to Christian values.

Usually—  Identifies leadership opportunities that enhance student learning.  Develops a plan.  Implements the plan.  Analyzes and reflects on the results.  Shows few errors in usage.  Expresses ideas clearly.

Consistently—  Identifies leadership opportunities that enhance student learning.  Develops a plan.  Implements the plan.  Analyzes and reflects on the results.  Shows mastery of correct usage.  Expresses ideas clearly, effectively. 

Usually uses appropriate data—  To reflect on and accurately evaluate student learning.  To reflect on and accurately evaluate instructional practice.  Identifies areas for professional growth. Usually—  Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale.  Designs a plan to enhance student learning and engage all parties.  Implements planned activities that enhance student learning and engage all parties.  Analyzes student learning data to evaluate the outcomes of collaboration and identify next steps.  Uses self-analysis to develop plan for professional growth.

Consistently uses appropriate data—  To reflect on and accurately evaluate student learning.  To reflect on and accurately evaluate instructional practice.  Identifies areas for professional growth. Consistently—  Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale.  Designs a plan to enhance student learning and engage all parties.  Implements planned activities that enhance student learning and engage all parties.  Analyzes student learning data to evaluate the outcomes of collaboration and identify next steps.  Uses insightful self-analysis to develop comprehensive growth plan.

 Documentation supports strong commitment to Christian values.

3

4

 Documentation supports some commitment to Christian values.

Sometimes—  Identifies leadership opportunities that enhance student learning.  Develops a plan.  Implements the plan.  Analyzes and reflects on the results..  Shows distracting errors in usage.  At times expresses ideas unclearly.

Sometimes uses appropriate data—  To reflect on and accurately evaluate student learning.  To reflect on and accurately evaluate instructional practice.  Identifies areas for professional growth. Sometimes—  Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale.  Designs a plan to enhance student learning and engage all parties.  Implements planned activities that enhance student learning and engage all parties.  Analyzes student learning data to evaluate the outcomes of collaboration and identify next steps.  Plan for professional growth is based on superficial self-analysis.

2

 Documentation supports little/no commitment to Christian values.

Never—  Identifies leadership opportunities that enhance student learning.  Develops a plan.  Implements the plan.  Analyzes and reflects on the results.  Shows frequent errors in usage.  Often expresses ideas unclearly.

Never uses appropriate data—  To reflect on and accurately evaluate student learning.  To reflect on and accurately evaluate instructional practice.  Identifies areas for professional growth. Never—  Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale.  Designs a plan to enhance student learning and engage all parties.  Implements planned activities that enhance student learning and engage all parties.  Analyzes student learning data to evaluate the outcomes of collaboration and identify next steps.  No professional development plan or plan not based on self-analysis.

1


202, 216, 303 A/B/313, 304 A/B/314

Evaluations

201,202, 216, 303 A/B/ 313, 304 A/B/314

Dispositions Assessment

216, 303 A/B/313, 304 A/B/314

Clinical Task Checklist

216, 303 A/B/313, 304 A/B/314

Clinical Activities

101, 201, 202, 216, 303 A/B/313, 304 A/B/ 314

Time Sheets

101

Observations

Course Forms

* Additional forms may be provided by instructors

Dispositions Assessment (ongoing)

Application for admission to teacher education program

Application for inclusion in screening program

Screening Forms

Forms*

Thomas More College Education Program

Evaluation Instrument

Request for Placement

Medical Form with TB Test

Dispositions Assessment (ongoing)

Application for admission to student teaching

Student Teaching Forms


INTRODUCTION TO EDUCATION EDU 101 OBSERVATION REPORT Name _________________________________________________ Date ________________ School __________________________________________ Teacher ___________________ Grade Level _____________________ Topic______________________________________

0608


EDU 101 – CLASSROOM OBSERVATION REPORT  NAME______________________________________________________________________________ DATE________________________  SCHOOL____________________________________________________________ TEACHER___________________________________  GRADE LEVEL/SUBJECT________________________________________________________________________________________  TIME SAMPLE  Lecture 

TEACHER TALK  Questions 

Control

Questions

STUDENT TALK  Answers  Silence 

Reading            

ANTHROPOLOGICAL ANALYSIS                Curricular                                                        Extra Curricular                                                    Hidden            Traffic cop 

Time Keeper 

TEACHER ROLE  Advisor  Judge 

Supply Sergeant 

OTHER OBSERVATIONS            USE OTHER SIDE FOR ADDITIONAL OBSERVATIONS IF NEEDED 

Instructional            


Observation Form EDU 101 Name_________________________________ School________________________________

Grade________________________ Teacher_______________________

ANTHROPOLOGICAL ELEMENTS SCHOOL AND CLASSROOM ENVIRONMENT •

Inviting?

What’s there?

Creative?

Practical?

Anything missing?

CLASSROOM OBSERVATION •

Teaching Techniques

Management techniques

Teacher’s Role Traffic Cop Advisor Instructional Agent Timekeeper Supply Sergeant Lecturer Facilitator


Students’ roles Answer questions Listener Presenter Reader Active Participant

Classroom atmosphere

Is the classroom Subject Centered or Student Centered?

0608


TIME SHEET for EDU 101 and 201 Name of student: ___________________________________________________ Date submitted: _______________________ Total: ________hrs. ______ minutes 1. School Visited: _________________________________________________________________________________ Date: ___________________________________ Time: ____________________________ to _________________ Class(es) observed: _____________________________________________________________________________ Signature: _____________________________________________________________________________________ Position: ______________________________________________________________________________________ 2. School Visited: _________________________________________________________________________________ Date: ___________________________________ Time: ____________________________ to _________________ Class(es) observed: _____________________________________________________________________________ Signature: _____________________________________________________________________________________ Position: ______________________________________________________________________________________ 3. School Visited: _________________________________________________________________________________ Date: ___________________________________ Time: ____________________________ to _________________ Class(es) observed: _____________________________________________________________________________ Signature: _____________________________________________________________________________________ Position: ______________________________________________________________________________________

0608


4. School Visited: _________________________________________________________________________________ Date: ___________________________________ Time: ____________________________ to _________________ Class(es) observed: _____________________________________________________________________________ Signature: _____________________________________________________________________________________ Position: ______________________________________________________________________________________ 5. School Visited: _________________________________________________________________________________ Date: ___________________________________ Time: ____________________________ to _________________ Class(es) observed: _____________________________________________________________________________ Signature: _____________________________________________________________________________________ Position: ______________________________________________________________________________________ 6. School Visited: _________________________________________________________________________________ Date: ___________________________________ Time: ____________________________ to _________________ Class(es) observed: _____________________________________________________________________________ Signature: _____________________________________________________________________________________ Position: ______________________________________________________________________________________ 7. School Visited: _________________________________________________________________________________ Date: ___________________________________ Time: ____________________________ to _________________ Class(es) observed: _____________________________________________________________________________ Signature: _____________________________________________________________________________________ Position: ______________________________________________________________________________________

0608


Thomas More College Education Department Record of Aide Work for EDU 202 School:______________________________________________________________ Student Name: ________________________________________________________ Date: _________________________________________________________________ Time: _______________ Hrs. _______________ Teacher Signature: _____________________________________________________

Student Name: ________________________________________________________ Date: _________________________________________________________________ Time: _______________ Hrs. _______________ Teacher Signature: _____________________________________________________

Student Name: ________________________________________________________ Date: _________________________________________________________________ Time: _______________ Hrs. _______________ Teacher Signature: _____________________________________________________

Student Name: ________________________________________________________ Date: _________________________________________________________________ Time: _______________ Hrs. _______________ Teacher Signature: _____________________________________________________

0608


Student Name: ________________________________________________________ Date: _________________________________________________________________ Time: _______________ Hrs. _______________ Teacher Signature: _____________________________________________________

Student Name: ________________________________________________________ Date: _________________________________________________________________ Time: _______________ Hrs. _______________ Teacher Signature: _____________________________________________________

Student Name: ________________________________________________________ Date: _________________________________________________________________ Time: _______________ Hrs. _______________ Teacher Signature: _____________________________________________________

Student Name: ________________________________________________________ Date: _________________________________________________________________ Time: _______________ Hrs. _______________ Teacher Signature: _____________________________________________________

0608


CLINICAL FIELD WORK CLOCK HOURS TIME SHEET For EDU 216, 303 A/B, 313, 304 A/B, and 314 (Please circle relevant course.) Name: ________________________________________ School: ____________________________________ Grade/Age Level: ______________________________ Subjects: ___________________________________

Date

Time In

________________________________________ Signature – Student

Time Out

Total Hours

________________________________________ Signature – Cooperating Teacher 0608


Suggested Clinical Activities EDU 216, 303 A/B, 304 A/B, 313, 314 You must complete fifteen activities. Each activity can be completed no more than two times. Underline the activity in which you have participated and write the date next to it. The cooperating teacher will initial each activity as completed. _______________ Plan and present a story, game, lesson to the class _______________ Prepare and present a lesson or activity to a small group _______________ Engage in one-to-one instruction or conferencing with a student _______________ Escort the class, a group, or individual _______________ Maintain records of attendance _______________ Lead opening exercises _______________ Prepare a bulletin board _______________ Prepare a mini-learning center _______________ Give directions for assignments _______________ Assess learning by documenting progress of students _______________ Provide written or oral comments about student work _______________ Organize a display, collection, etc. _______________ Be present in classroom for a parent conference _______________ Use instructional media in a presentation or activity _______________ Work with groups of students _______________ Assist with research or project work _______________ Produce materials for class use _______________ Assist with students portfolios _______________ Attend departmental and faculty meetings _______________ Participate in professional development activities Student Name ___________________________________________ Signature __________________________ Teacher Name __________________________________________ Signature ___________________________ 06/08


STUDENT NAME ________________________________________________________________ Supervising Practitioner _________________________

School __________________________

Scoring Guide for Clinical Participation (Requirements for EDU 216, EDU 301A/B, EDU 304A/B, EDU313, and EDU314)

Points Earned ______ 1. Schedule and daily log of activities. Mark each date of entry. a. Submit first week in Nov./before Spring Break (10 pts.) b. Submit at end of placement (10 pts.)

__________ __________

______ 2. *Daily time sheet

(5 pts.)

__________

______ 3. Lesson Plan a. #1 Emailed 24 hours before observation

(5 pts.)

__________

b. #2 Emailed 24 hours before observation

(5 pts.)

__________

_______4. *Evaluation: College instructor a. b.

(10 pts.) (10 pts.)

__________ __________

_______5. *Evaluation: Cooperating teacher

(10 pts.)

__________

______ 6. Thank you letter to the principal Thank you letter to the cooperating teacher

(5 pts.) (5 pts.)

__________ __________

______ 7. *List of suggested activities

(15 pts.)

__________

______ 8. *Dispositions Assessment (Supervising Practitioner)

(10 pts.)

__________

TOTAL

(100 pts.)

*Completion required to pass the course

0607


Education Department EDU 202 Thank you for your contribution to the professional development of our teacher education students. Your cooperation with the field components is invaluable. Please complete the following evaluation. Your comments will be very helpful to the student concerned. EVALUATION FORM FOR AIDES Instructions:

Circle a numeral on the continuum for each ability or trait. 4 Outstanding

3

2 Average

1 Unsatisfactory

NA-Doesn’t apply or not observed 1. Punctuality 4 3

COMMENTS 2

1

NA

2

1

NA

3. Relationship with students 4 3 2 1

NA

2. Appearance 4 3

4. Realationship with teachers and other professionals 4 3 2 1 NA 5. Use of standard English in spoken and written expression 4 3 2 1 NA 6. Application to assigned tasks 4 3 2 1

NA

7. Creativity 4 3

NA

2

1

___________________________________ Name of Aide

_____________________________________ School Date

___________________________________ Name of Teacher

_____________________________________ School Address 0608


Education Department EVALUATION FORM FOR CLINICIANS (216, 303 A/B, 313, 304 A/B, 314) Instructions:

Circle a numeral on the continuum for each ability or trait.

4 Outstanding

3

2 Average

1. Is reliable. Is punctual and completes duties promptly and accurately. 4

3

2

1 Unsatisfactory

COMMENTS

1

2. Has poise. Demonstrates ease and dignity of manner. Indicates self-confidence and merits respect from others. 4

3

2

1

3. Uses standard English in spoken and written expression. 4

3

2

1

4. Demonstrates acceptance of a respect for pupils regardless of background, achievement, potential. 4

3

2

1

5. Serves as a role model: Personal appearance and professional demeanor. 4 6.

3

2

1

Is this student ready for student teaching? (Applicable only to second semester clinicians.) Yes

No

If no, what needs to be developed?

_____________________________ ________________________________ Student _____________________________ Date

Cooperating Teacher _________________________________ School

0608


EARLY CHILDHOOD EDU 216 OBSERVATION FORM Name ________________________________________

Date ____________________________

School _______________________________________

Teacher _________________________

Grade Level __________________________________

Topic ___________________________

PRE-OBSERVATION CONFERENCE Anticipated Clinician Activity: Clinician Requests: OBSERVATION NOTES

Strengths:

Suggestions for Improvement:

POST-OBSERVATION CONFERENCE Clinician Comments: Follow-up:

_________________________ Clinician Signature

_________________________ Observer Signature 0608


4

4

VI. Demonstrates Implementation of Technology Use of media such as pictures, artifacts Use of educational technology: electronic equipment

XI. Professional Demeanor and Communication Use of professional-level communication: correct English Professional appearance

3

3

3

3

3

3

3

2

2

2

2

2

2

2

1

1

1

1

1

1

1

COMMENTS

* 1 = indicators not demonstrated; significant improvements needed; 2 = indicators partially demonstrated; some improvements needed; 3 = indicators demonstrated to a satisfactory degree; 4 = indicators demonstrated to an outstanding degree.

4

4

4

4

4

V. Assesses and Communicates Learning Results Student assessment Constructive feed-back

IV. Implements and Manages Instruction Organized, engaging delivery Questioning skills: inclusion of higher-order thinking Summaries during and at end of lessons

III. Creates/Maintains Learning Climates Good use of time; beginning/ending class; transitions Management of students; keeping students interested and on task

II. Designs and Plans Instruction Planned activities match written objectives Accommodates variety of learning styles; special needs students Collaborates with practitioner

I. Knowledge of Content Communicates key concepts, skills Makes content relevant to students

KY/TMC TEACHER STANDARD

0608

Thomas More College Education Department Clinical Observation Form ( EDU 303A/B, 313, 304A/B, 314 ) NAME _______________________________________________________ SCHOOL _____________________________________________________________________________________ DATE ______________________________ SUPERVISOR _________________________________________________ TEACHER ________________________________________________


3

4

4

4

4

4

3

3

3

3

RATING

3

3

4 4

3

4

RATING

2

2

2

2

2

2

2

2

1

1

1

1

1

1

1

1

COMMENTS

COMMENTS

0608

__________________________________ Student

___________________________________ Evaluator

______________ Date

4 = Indicators demonstrated to an outstanding degree; 3 = Indicators demonstrated to a satisfactory degree; 2 = Indicators partially demonstrated; 1 = Indicators not demonstrated; significant improvements needed

8. Sense of service: Willingness to go beyond strict contractual obligations

7. Initiative: Being a self-starter, able to proceed on one’s own

6. Ethical behavior: Doing the right thing at the right time

5. Responsibility: Ability to be punctual and to fulfill one’s duties

PROFESSIONAL DISPOSITIONS

3. Genuine interest in others: Friendliness, promoting effective relationships with staff, others 4. Flexibility: Ability to cope with the unexpected

1. Objectivity: Freedom from control by personal bias and preference 2. Respect for diversity: Valuing the differences among people, tactfulness

PERSONAL DISPOSITIONS

DATE ________________ COLLEGE SUPERVISOR _____________________________ TEACHER ___________________________

NAME______________________________________ SCHOOL ____________________________________________________

TMC EVALUATION FORM FOR PROFESSIONAL DISPOSITIONS

Thomas More College Education Department


Thomas More College Education Department Application for Screening Name_____________________________________Date________________________________ (Please Print)

SSN______________________________________IDN________________________________ I hereby request screening by the Education Department for admission to the following program: __________ P-5 __________ 5-9: Academic Specialties - ______________________ and ______________________ __________ 8-12: Major(s)

______________________

I understand that the screening process entails tests in the areas shown below and a review of test results and of my academic records by members of the Education Department faculty and the Teacher Education Committee: •

Oral communication: speaking – Thomas More College

Written communication: (the mechanics of writing) – Praxis I

Writing: (an essay test) – Praxis I/Thomas More College

Reading – Praxis I

Mathematics – Praxis I

I have _____ have not _____ declared an Education Major. My ACT scores are _____ are not _____ on file at Thomas More College. Signature: ________________________________________

0608


EDUCATION TESTING: SPEECH TEST Assignment for Test

If you have not already taken Communication 105, the speech test for admission into the Education Program consists of preparing and presenting a public speech. Below are the requirements for preparing this presentation. On the testing day arrive with this activity prepared and ready to be delivered. Select a topic of relevance to any audience and one that is interesting to you. Prepare a presentation about this topic lasting a minimum of four minutes. As you research material to use in this presentation, be sure to keep a list of any sources of information you consult. You may wish to mention these sources in your presentation. Prepare an outline to use as speaker’s notes. Consider any visual aids that might be helpful in aiding audience understanding. You may wish to consult a speech textbook to review the proper form for an oral presentation including an introduction, transitions and a conclusion. You will be evaluated on the above elements. Also the evaluation will include speaking skills such as vocal rate, eye contact and body language. A copy of the evaluation sheet is on the back of this form. Make sure to sign up for the test with the Education Department before test day. Normally a test is scheduled early in the second semester. 0608


SKILLS TESTING: Speech Pass/Fail________________ SPEECH EVALUATION FORM

Check each point accomplished by Speaker

Speaker_________________ Topic___________________

Introduction

Comments

___gained attention ___introduced topic clearly ___established credibility ___previewed body of speech Body

Comments

___main points clear ___main points fully supported ___organization well planned ___language accurate ___language clear, concise ___language appropriate ___connectives effective Conclusion

Comments

___prepared audience for ending ___reinforced central idea Delivery

Comments

___maintained eye contact ___used voice effectively ___used nonverbal communication effectively Overall Evaluation ___topic challenging ___specific purpose well chosen ___speech adapted to audience ___speech completed in time limit

Comments


THOMAS MORE COLLEGE APPLICATION FOR ADMISSION TO THE TEACHER EDUCATION PROGRAM I hereby apply for admission to the Teacher Preparation Program and request a review of my credentials by the Teacher Education Committee. I verify that I have read the Kentucky School Personnel Code of Ethics (on reverse side); I understand the code, and I agree to abide by all its provisions. I further understand that the following conditions could interfere with my eligibility for teacher certification: having a certificate denied, suspended, revoked or voluntarily surrendered; being dismissed or being asked to resign from a professional school position or military service for immorality, incompetence, willful neglect of duty, misconduct or presenting false information toward obtaining the position; being convicted of a felony or misdemeanor (other than a moving traffic violation), having been found guilty or entering a plea of no contest even if adjudication was withheld. Signature: __________________________________________ Date: ____________________ Level:

_______ P-5 _______ 5-9 Specialties ____________________ and ____________________ _______ 8-12: Major ____________________

Grade point average (date) ____________________ Cumulative __________, Education __________, Teaching Area(s) __________

Recommendations from members of the Education Department: Signature: ______________________________ Date: ____________________ Signature: ______________________________ Date: ____________________ Signature: ______________________________ Date: ____________________ Signature: ______________________________ Date: ____________________ For secondary education, recommendation by chairperson of content area(s): Signature: ______________________________ Dept. _______________ Date: _____________ Signature: ______________________________ Dept. _______________ Date: _____________

0608


INTERVIEW SCORING GUIDE for ADMISSION to the TEACHER EDUCATION PROGRAM Candidate for Admission to Teacher Education:

________________________

Date of Interview:

________________________

Interviewers: _________________________________________________________ Evaluation of Interview A. Poise • •

Made eye contact. Had pleasant expression.

4 4

3 3

2 2

1 1

• •

Seemed reasonably at ease.

4

3

2

1

4 4

3 3

2 2

1 1

• •

4

3

2

1

4

3

2

1

Avoided eye contact. Had little / inappropriate expression. Seemed ill at ease.

B. Communication • • •

Spoke distinctly. Expressed ideas clearly, easily. Used Standard English.

Slurred or mumbled. Had difficulty expressing ideas. Made mistakes in correct usage.

C. Professional Dress •

Dressed appropriately for a job interview (followed departmental guidelines).

D Overall Impression, Comments

TEC scoring guide for adm. to t. ed.prog.0608

Dressed inappropriately for a job interview (did not follow departmental guidelines).


KENTUCKY DEPARTMENT OF EDUCATION MEDICAL EXAMINATION OF SCHOOL EMPLOYEES* Name

Date of Birth _______________ Sex: M____ F____

Address ______________________________________________Telephone ____________________________ Applicant With / Employed By

Board of Education HISTORY

Medical (All serious medical and psychiatric diseases: Diabetes, Epilepsy, Heart Disease, etc.)

Surgical (All major operations _____________________________________________________________________________________________ Family History (T.B., Epilepsy, Diabetes, etc.) PHYSICAL 1. 2. 3. 4. 5. 6.

General Appearance __________________ Eyes _______________________________ Ears, Nose & Throat __________________ Teeth and Gums ______________________ Thyroid _____________________________ 11. Heart ______________________________

T.B. Skin Test Date Given: Type of Test: Millimeters of Induration:

7. Blood Pressure Pulse _______________ 8. Lungs 9. Abdomen __________ 10. Nervous System __________________________ Extremities ______________________________ 12. Other ___________________________________

Date Read: By Whom:

Date X-ray Taken: __________ OR No further follow-up necessary unless signs/symptoms of tuberculosis develop

TEAR OFF THIS PORTION AND RETURN TO SCHOOL SUPERINTENDENT’S OFFICE

CERTIFICATION OF MEDICAL EXAMINATION This is to certify that I have examined and find him/her free of communicable disease and any physical or mental disabilities that might interfere with performing his/her duties, except as follows: __________

Date of Examination

________________________________________ Signature (Physician/PA/ARNP) 0608


VIII Collaborates with Colleagues, Parents, others

IX Evaluates Teaching + Professional Development

X Provides Leadership in School, Community, Profession

VII Reflects and Evaluates, Teaching & Learning

XI Professional Demeanor & Communication

VI Implementation of Technology

Kentucky & Thomas More College Teacher Standards

XII Christian Values

V Assesses, Communicates Results

I Applied Content Knowledge

IV Implements, Manages Instruction

III Maintains Learning Climate

II Designs Plans Instruction


February 2008

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. Initial-Level Performance

Advanced-Level Performance

1.1 Communicates concepts, processes, and knowledge.

Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear, correct and appropriate for students.

Accurately and effectively communicates an in-depth understanding of concepts, processes, and/or knowledge in ways that contribute to the learning of all students.

1.2 Connects content to life experiences of student. Initial-Level Performance

Effectively connects most content, procedures, and activities with relevant life experiences of students.

Advanced-Level Performance

Effectively connects content to students’ life experiences including, when appropriate, prior learning in the content area or other content areas.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. Initial-Level Performance

Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear contribution to student learning.

Advanced-Level Performance

Consistently uses instructional strategies that are appropriate for content and contribute to the learning of all students.

1.4 Guides students to understand content from various perspectives. Initial-Level Performance

Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their understanding.

Advanced-Level Performance

Regularly guides students to understand content from appropriate diverse, multicultural, or global perspectives.

1.5 Identifies and addresses students’ misconceptions of content. Initial-Level Performance

Identifies misconceptions related to content and addresses them during planning and instruction.

Advanced-Level Performance

Consistently anticipates misconceptions related to content and addresses them by using appropriate instructional practices.


STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION

February 2008

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become selfsufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

2.1 Develops significant objectives aligned with standards. Initial-Level Performance

States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards.

Advanced-Level Performance

Develops challenging and appropriate learning objectives that are aligned with local/state/national standards and are based on students’ needs, interests and abilities.

2.2 Uses contextual data to design instruction relevant to students. Initial-Level Performance

Advanced-Level Performance

Plans and designs instruction based on contextual (i.e., student, community, and/or cultural) and pre-assessment data.

Plans and designs instruction that is based on significant contextual and pre-assessment data.

2.3 Plans assessments to guide instruction and measure learning objectives. Initial-Level Performance

Prepares assessments that measure student performance on each objective and help guide teaching.

Advanced-Level Performance

Develops well-designed assessments that align with learning objectives, guide instruction, and measure learning results.

2.4 Plans instructional strategies and activities that address learning objectives for all students. Initial-Level Performance

Aligns instructional strategies and activities with learning objectives for all students.

Advanced-Level Performance Plans a learning sequence using instructional strategies and activities that build on students’ prior knowledge and address learning objectives.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Initial-Level Performance

Plans instructional strategies that include several levels of learning that require higher order thinking.

Advanced-Level Performance

Plans a learning sequence using strategies and activities that foster the development of higher-order thinking.


February 2008

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 3.1 Communicates high expectations. Initial-Level Performance

Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students’ ability to achieve these objectives.

Advanced-Level Performance

Consistently Sets significant and challenging behavioral and learning expectations for all students and communicates confidence in their ability to achieve those expectations.

3.2 Establishes a positive learning environment. Initial-Level Performance Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students.

Advanced-Level Performance Maintains a fair, respectful, and productive classroom environment conducive to learning.

3.3 Values and supports student diversity and addresses individual needs. Initial-Level Performance

Uses a variety of strategies and methods to supports student diversity by addressing individual needs.

Advanced-Level Performance

Consistently uses appropriate and responsive instructional strategies that address the needs of all students.

3.4 Fosters mutual respect between teacher and students and among students. Initial-Level Performance Treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern.

Advanced-Level Performance Consistently treats all students with respect and concern and actively encourages students to treat each other with respect and concern.

3.5 Provides a safe environment for learning. Initial-Level Performance

Creates a classroom environment that is both emotionally and physically safe for all students.

Advanced-Level Performance

Maintains a classroom environment that is both emotionally and physically safe for all students.

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.


February 2008

4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. Initial-Level Performance Uses a variety of instructional strategies that engage students throughout the lesson on tasks aligned with learning objectives.

Advanced-Level Performance Consistently provides a well-planned sequence of appropriate instructional strategies that actively engage students in meeting learning objectives.

4.2 Implements instruction based on diverse student needs and assessment data. Initial-Level Performance

Implements instruction based on contextual information and assessment data.

Advanced-Level Performance

Implements instruction based on contextual information and assessment data, adapting instruction to unanticipated circumstances.

4.3 Uses time effectively. Initial-Level Performance Establishes efficient procedures for performing noninstructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time.

Advanced-Level Performance

Makes thoughtful choices about the organization and implementation of both instructional and non-instructional tasks to maximize time for student learning.

4.4 Uses space and materials effectively. Initial-Level Performance

Uses classroom space and materials effectively to facilitate student learning.

Advanced-Level Performance

Makes optimal use of classroom space and uses a variety of instructional resources and technologies to enhance student learning.

4.5 Implements and manages instruction in ways that facilitate higher order thinking. Initial-Level Performance

Instruction provides opportunity to promote higher-order thinking.

Advanced-Level Performance

Consistently uses a variety of appropriate strategies to facilitate higher-order thinking.


February 2008

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 5.1 Uses pre-assessments. Initial-Level Performance Uses a variety of pre-assessments to establish baseline knowledge and skills for all students.

Advanced-Level Performance Consistently uses student baseline data from appropriate preassessments to promote the learning of all students.

5.2 Uses formative assessments. Initial-Level Performance Uses a variety of formative assessments to determine each student’s progress and guide instruction.

Advanced-Level Performance Consistently uses appropriate formative assessments to determine student progress, guide instruction, and provide feedback to students.

5.3 Uses summative assessments. Initial-Level Performance Uses a variety of summative assessments to measure student achievement.

Advanced-Level Performance Consistently uses appropriate summative assessments aligned with the learning objectives to measure student achievement.

5.4 Describes, analyzes, and evaluates student performance data. Initial-Level Performance Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups.

Advanced-Level Performance Consistently describes, analyzes, and evaluates student performance data to determine student progress, identify differences among student groups, and inform instructional practice.

5.5 Communicates learning results to students and parents. Initial-Level Performance Communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives.

Advanced-Level Performance Clearly communicates to students and parents in a timely manner the evidence of student performance and recommends future actions.

5.6 Allows opportunity for student self-assessment. Initial-Level Performance

Promotes opportunities for students to engage in accurate self-assessment of learning.

Advanced-Level Performance Provides on-going opportunities for students to assess and reflect on their own performance in order to identify strengths and areas for future learning.


February 2008 STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

6.1 Uses available technology to design and plan instruction. Initial-Level Performance

Uses technology to design and plan instruction.

Advanced-Level Performance

Uses appropriate technology to design and plan instruction that supports and extends learning of all students.

6.2 Uses available technology to implement instruction that facilitates student learning. Initial-Level Performance

Uses technology to implement instruction that facilitates student learning.

Advanced-Level Performance

Designs and implements research-based, technology-infused instructional strategies to support learning of all students.

6.3 Integrates student use of available technology into instruction. Initial-Level Performance

Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.

Advanced-Level Performance

Provides varied and authentic opportunities for all students to use appropriate technology to further their learning.

6.4 Uses available technology to assess and communicate student learning. Initial-Level Performance

Advanced-Level Performance

Uses technology to assess and communicate student learning.

Uses technology to assess student learning, manage assessment data, and communicate results to appropriate stakeholders.

6.5 Demonstrates ethical and legal use of technology. Initial-Level Performance

Ensures that personal use and student use of technology are ethical and legal.

Advanced-Level Performance

Provides and maintains a safe, secure, and equitable classroom environment that consistently promotes discerning and ethical use of technology.


February 2008

STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

7.1 Uses data to reflect on and evaluate student learning. Initial-Level Performance

Reflects on and accurately evaluates student learning using appropriate data.

Advanced-Level Performance

Uses formative and summative performance data to determine the learning needs of all students.

7.2 Uses data to reflect on and evaluate instructional practice. Initial-Level Performance

Reflects on and accurately evaluates instructional practice using appropriate data.

Advanced-Level Performance

Uses performance data to conduct an in-depth analysis and evaluation of instructional practices to inform future teaching.

7.3 Uses data to reflect on and identify areas for professional growth. Initial-Level Performance

Identifies areas for professional growth using appropriate data.

Advanced-Level Performance

Reflects on the evaluations of student learning and instructional practices to identify and develop plans for professional growth.


STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

February 2008

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

8.1 Identifies students whose learning could be enhanced by collaboration. Initial-Level Performance

Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale.

Advanced-Level Performance

Describes an on-going process for identifying situations in which student learning could be enhanced by collaboration.

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Initial-Level Performance

Designs a plan to enhance student learning that includes all parties in the collaborative effort.

Advanced-Level Performance

Designs a plan that involves parents, colleagues, and others in a collaborative effort to enhance student learning.

8.3 Implements planned activities that enhance student learning and engage all parties. Initial-Level Performance

Implements planned activities that enhance student learning and engage all parties.

Advanced-Level Performance

Explains how the collaboration to enhance student learning has been implemented.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts. Initial-Level Performance

Analyzes student learning data to evaluate the outcomes of collaboration and identify next steps.

Advanced-Level Performance

Uses appropriate student performance data to describe, analyze, and evaluate the impact of the collaborative activities on student learning and to identify next steps.

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.


February 2008

9.1 Self assesses performance relative to Kentucky’s Teacher Standards. Initial-Level Performance

Identifies priority growth areas and strengths by thoroughly and accurately assessing current performance on all the Kentucky Teacher Standards.

Advanced-Level Performance

Thoroughly and accurately assesses current performance related to the Kentucky Teacher Standards and any school/district professional development initiatives.

9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. Initial-Level Performance

Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues.

Advanced-Level Performance

Reflects on data from multiple sources (i.e., self-assessment, student performance, feedback from colleagues, school/district initiatives) and identifies priority areas for growth.

9.3 Designs a professional growth plan that addresses identified priorities. Initial-Level Performance

Designs a clear, logical professional growth plan that addresses all priority areas.

Advanced-Level Performance

Designs a clear, logical professional growth plan that addresses all priority areas.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning. Initial-Level Performance

Shows clear evidence of professional growth and reflection relative to the identified priority areas and impact on instructional effectiveness and student learning.

Advanced-Level Performance

Shows clear evidence of the impact of professional growth activities on instructional effectiveness and student learning.


STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION February 2008 The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school. Initial-Level Performance

Advanced-Level Performance

Identifies leadership opportunities in the school, community, or professional organizations and selects one with the potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill, and time required.

Identifies leadership opportunities within the school, community, or professional organizations to advance learning, improve instructional practice, facilitate professional development of colleagues, or advocate positive policy change; and selects an opportunity to demonstrate initiative, planning, organization, and professional judgment.

10.2 Develops a plan for engaging in leadership activities. Initial-Level Performance

Develops a leadership work plan that describes the purpose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed.

Advanced-Level Performance

Develops a leadership work plan that clearly describes the purpose, scope, participants involved, timeline of events/actions, and plan for assessing progress and impact.

10.3 Implements a plan for engaging in leadership activities. Initial-Level Performance

Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed.

Advanced-Level Performance

Effectively implements the leadership work plan.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts. Initial-Level Performance

Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership efforts.

Advanced-Level Performance

Uses data from the leadership effort to describe, analyze, and evaluate the impact on student learning.


Kentucky's Learning Goals And Academic Expectations The centerpiece of Kentucky's education reform effort is its vision of what students should know and be able to do as a result of their school experience. Every aspect of the reform movement is designed to promote student attainment of these goals and to measure our progress in helping them to do so. Assumption underlying KERA All students are capable of learning. The expectations for students are set forth as the six learning goals of KERA. These goals led to the development of the academic expectations that characterize student achievement of the goals. All Kentucky students are expected to achieve the goals and academic expectations. 1.

Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

1.1

Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems. Students make sense of the variety of materials they read. Students make sense of the various things they observe. Students make sense of the various messages to which they listen. Students use mathematical ideas and procedures to communicate, reason, and solve problems. Students organize information through development and use of classification rules and systems. Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. Students make sense of ideas and communicate ideas with the visual arts. Students make sense of ideas and communicate ideas with music. Students make sense of and communicate ideas with movement. Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

1.2 1.3 1.4 1.5-1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 2.

2.1

Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives. Science Students understand scientific ways of thinking and working and use those methods to solve real-life problems.


2.2 2.3 2.4 2.5 2.6

2.7 2.8 2.9 2.10 2.11 2.12 2.13

2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21

Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. Students identify and analyze systems and the ways their components work together or affect each other. Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. Students understand that under certain conditions nature tends to remain the same or move toward a balance. Students understand how living and nonliving things change over time and the factors that influence the changes. Mathematics Students understand number concepts and use numbers appropriately and accurately. Students understand various mathematical procedures and use them appropriately and accurately. Students understand space and dimensionality concepts and use them appropriately and accurately. Students understand measurement concepts and use measurements appropriately and accurately. Students understand mathematical change concepts and use them appropriately and accurately. Students understand mathematical structure concepts including the properties and logic of various mathematical systems. Students understand and appropriately use statistics and probability. Social Studies Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world. Students understand economic principles and are able to make economic decisions that have consequences in daily living. Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. (Incorporated into 2.16)


2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32 2.33 2.34 2.35

2.36 2.37 2.38

Arts and Humanities Students create works of art and make presentations to convey a point of view. Students analyze their own and others' artistic products and performances using accepted standards. Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities. In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. Through the arts and humanities, student recognize that although people are different, they share some common experiences and attitudes. Students recognize and understand the similarities and differences among languages. Students understand and communicate in a second language. Practical Living Students demonstrate skills that promote individual well-being and healthy family relationships. Students evaluate consumer products and services and make effective consumer decisions. Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. Students demonstrate strategies for becoming and remaining mentally and emotionally healthy. Students demonstrate the skills to evaluate and use services and resources available in their community. Students perform physical movement skills effectively in a variety of settings. Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives. Vocational Studies Students use strategies for choosing and preparing for a career. Students demonstrate skills and work habits that lead to success in future schooling and work. Students demonstrate skills such as interviewing, writing resumes, and completing applications that are needed to be accepted into college or other postsecondary training or to get a job.

3.

Students shall develop their abilities to become self-sufficient individuals.*

3.1

Students demonstrate positive growth in self-concept through appropriate tasks or projects. Students demonstrate the ability to maintain a healthy lifestyle. Students demonstrate the ability to be adaptable and flexible through appropriate tasks or projects. Students demonstrate the ability to be resourceful and creative. Students demonstrate self-control and self discipline.

3.2 3.3 3.4 3.5


3.6 3.7

Students demonstrate the ability to make decisions based on ethical values. Students demonstrate the ability to learn on one's own.

4.

Students shall develop their abilities to become responsible members of a family, work group, or community, including demonstrating effectiveness in community service.*

4.1 4.2 4.3 4.4

Students effectively use interpersonal skills. Students use productive team membership skills. Students individually demonstrate consistent, responsive, and caring behavior. Students demonstrate the ability to accept the rights and responsibilities for self and others. Students demonstrate an understanding of, appreciation for, and sensitivity to a multicultural and world view. Students demonstrate an open mind to alternative perspectives.

4.5 4.6

*Goals 3 and 4 are included in Kentucky statute as learning goals, but they are not included in the state's academic assessment program. 5.

Students shall develop their abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.

5.1

Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. Students use creative thinking skills to develop or invent novel, constructive ideas or products. Students organize information to develop or change their understanding of a concept. Students use a decision-making process to make informed decisions among options. Students use problem-solving processes to develop solutions to relatively complex problems.

5.2 5.3 5.4 5.5 6.

Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.

6.1 6.2

Students connect knowledge and experiences from different subject areas. Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

6.3


Graduation & Certification

EDU 202

EDU 201

EDU 101

200 Level EDU Courses

Final Portfolio

Admission to Student Teaching

Praxis II

TEC Screening + Interview

*Includes GPAs for Core, Content Areas, & Education Courses

Required to move to next step

400 Level EDU Courses & Student Teaching

GPA Requirements*

Preliminary Portfolio I

Competency Tests

Continuous Assessment

Thomas More College Education Program

TEC Screening + Interview

GPA Requirements*

300 Level EDU Courses

Admission to Teacher Education Program

Preliminary Portfolio II


OVERVIEW OF ASSESSSMENT Assessment is an on-going process accomplished through a variety of means: A. Education Courses 1. Interaction during class: student to teacher, student to peers 2. SIGI Plus: computerized self-examination matching values with possible careers 3. Course quizzes and exams, the latter often including or comprising on-demand tasks 4. Assignments, reports, projects, journals, logs, which often contribute to the development of the working portfolios 5. Professional portfolios, finalized during the student teaching semester B. Academic and Personal Advising 1. 2. 3.

Evidence of increasing responsibility on the part of the student Evidence of student’s reflection on ability to meet professional demands SIGI Plus

C. Field Work 1. 2.

Reports from clinical and cooperating teachers Observations by field work supervisors

D. General Education and Academic Specialty Courses 1. Quizzes, tests, oral presentations, research and other reports 2. External assessment experiences required or encouraged by some academic departments for their senior majors 3. Assessment of core courses by Institution 4. Service requirements of some programs / courses E. Formal Screening 1. For admission to the teacher education program: ACT scores and/or competency tests; *GPA's of 2.75 in general education, academic specialization, and professional education (*one GPA may be 2.5); explanation of the effect of field experience on the desire to teach; signatures and letters of recommendation; specified portfolio entry; signed agreement to abide by the Kentucky School Personnel Code of Ethics. 2. For admission to student teaching: senior status, that is, completion of 90 hours, including most courses in education and academic specialization; GPA's as above; previous admission to the Teacher Education Program and continuation in good standing; specified portfolio entries; submission of


relevant Praxis II scores; submission of medical examination results, including documentation of a tuberculosis test showing negative results; manifestation of moral, social, and ethical behavior which is acceptable in the professional community and in the community at large; for secondary education majors, signature of recommendation from chairperson of teaching content area. 3. For program completion: successful completion of student teaching, satisfactory evaluation on the senior portfolio, and a GPA of 2.5 minimum. F. State-Required Outside Assessments 1. ACT / SAT / Praxis I Tests 2. Praxis II Tests G. Extra-Curricular and Extra-College Activities 1. 2. 3. 4.

Evidence of service related to or independent of campus organizations Evidence of leadership and interpersonal skills References from moderators, coaches, employers, et al. Evident use of opportunities for personal and professional development

While some means of assessment focus primarily on one component--academic content or professional knowledge, dispositions, and skills, several assessment strategies address both academic and professional components. Among these are assignments such as lesson plans and unit plans; observation by clinical and cooperating teachers; and observation of secondary student teachers by faculty from the departments of content majors; and the senior portfolio. Assessment ensures that the teacher education program is performance-based in fact, not merely in name. It is a published policy of the Education Department that no student may advance to 300-level Education courses who has a grade of D or F or I in a 200-level Education course. No student may advance to 400-level Education courses who has a grade of D or F or I in a 300-level Education course. Furthermore, a student at the junior level who does not demonstrate proficiency in lesson planning and/or in classroom management does not advance to student teaching. A student teacher who does not demonstrate fulfillment of Kentucky and TMC Teacher Standards does not earn a satisfactory grade for student teaching and is not recommended for teacher certification. Candidates who have a documented disability and require accommodations have equal access to assessment. In accordance with college policy, students with disabilities must verify their eligibility through the Office of Student Services, Room 111 in Holbrook Student Center; phone: 859-344-3521.

0708


REQUIREMENTS FOR PARTICIPATION IN FIELD EXPERIENCE According to State regulations, documentation of a tuberculosis screening test showing negative results must be submitted to qualify for participation in any form of field experience: observations, aide work, clinical field experience, student teaching. According to State regulations, documentation of a criminal records check must be submitted to qualify for participation in fieldwork, beginning with the aide work required of candidates registered for EDU 202 Educational Psychology. The cost of the records check is borne by the candidate. According to Diocesan regulations, all TMC education majors must complete the VIRTUS training prior to beginning field work in EDU 202 Educational Psychology and/or EDU 216 Early Childhood Practicum. THE SCREENING PROCESS Continuous assessment is conducted by the faculty of the Education Department and other selected faculty. In compliance with regulations promulgated by the Kentucky Educational Professional Standards Board, the screening process at Thomas More College proceeds as follows: Step One: Request for Screening During initial Education course work, the candidate files a request for participation in the screening program. Request forms are available in the Education Department. Step Two: General Academic Proficiency: Kentucky Standards for Admission to Teacher Education indicate that a student who plans to apply for admission to a teacher preparation program shall provide to the teacher education institution official scores of tests to measure general academic proficiency. Academic proficiency may be documented in any ONE of the following ways: 1. A minimum composite score of 23 on the ACT test. OR 2. A minimum composite score of 1060 on the SAT test, including a passing score on an essay test. OR 3. State minimum scores on the Praxis I / Pre-Professional Skills Tests: Reading - 173; Mathematics - 173; and Writing - 172. (Information about registration and testing sites for the Praxis I / PPST tests is available on line at www.ets.org/praxis.) OR 4. A minimum score of 400 in each component of the Graduate Record Exam: verbal, quantitative, analytical. In addition to the standardized tests, a speech test is required by Thomas More College. A candidate may be exempt from the speech test who presents an instructor's original written evaluation of an informative or persuasive speech performance which earned a grade of B or above in COM 105 or COM 205. The evaluation may come from a current or past course taken at Thomas More College. To qualify for the exemption, the candidate must present the original evaluation form to the Education Department at least one week prior to the scheduled speech test. It is the responsibility of the candidate to save speech evaluations. A candidate may not ask speech professors to provide copies after the fact. Candidates who took a speech course at another institution and TMC candidates who are unable to present an original evaluation form as


described above must take the speech test scheduled by the Education Department. The TMC speech test is scheduled regularly during the spring semester. Candidates are encouraged to begin the screening process in the second semester of the freshman year. In this way there may be early identification of possible weaknesses, allowing time for adequate remediation and later retesting. A candidate may prefer to take some or all of the tests in the sophomore year. Candidates who have a documented disability and require accommodations have equal access to assessment. In accordance with college policy, students with disabilities must verify their eligibility through the Office of Student Services, room 111 in the Holbrook Student Center; phone: 859-344-3521.

Step Three: Application for Admission A candidate may apply for admission to the Teacher Education Program when all the screening tests have been passed. The application is usually filed in the sophomore year after at least two education courses and approximately fifteen hours of fieldwork. Application forms, available in the Education Department, require the following: 1.

Required grade point averages: cumulative, Education, and content area(s). All but one of these must be at least 2.75. The remaining GPA must be at least 2.5.

2.

Signatures of recommendation from Education faculty.

3.

Three letters of recommendation identifying the candidate’s character, dispositions, and suitability for the teaching profession, to be submitted with the application.

4.

Specified portfolio entries.

5.

Signed agreement to abide by the Kentucky Professional Code of Ethics.

6.

For secondary education majors, signature of recommendation from chairperson of teaching major.

To be eligible for the screening interview in the spring and admission to junior-level courses in the following fall, all the above requirements must be fulfilled and submitted to the Education Department by March 1. In order to meet this deadline, Praxis I tests must be taken in the previous summer or fall. Step Four: Formal Evaluation By the Education Department: In a department meeting, Education faculty share their assessments of the candidate, examine the candidate's dispositions and motivation for entering the teaching profession, verify the grade point averages, and form a judgment about the candidate's potential for success as a teacher. Candidates with positive evaluations are recommended to the Teacher Education Committee for admission to the Teacher Education Program. By the Teacher Education Committee: The Teacher Education Committee (TEC) is composed of faculty of the Education Department; faculty representing other divisions of the College; teachers and administrators from local public and private schools; and Education student representatives. At a regular meeting of the TEC, the candidate is interviewed by a team of two or three members. Committee members also review the candidate's credentials: results of screening tests, academic record, record of field experiences, written application with signatures of


recommendation, letters of recommendation, portfolio entries, and other relevant data. After the interview the committee confers, summarizes in writing, and informs the candidate of the result in writing. Continuous Evaluation After admission to the Teacher Education Program and upper division courses, the candidate continues to receive guidance and support. At the end of each semester, grade point averages are reviewed to ensure continuation in good standing. Note 1: No candidate may advance to 300-level Education courses who earns a grade of I, D, or F in a 200-level Education course. No candidate may advance to 400-level Education courses who earns a grade of I, D, or F in a 300-level Education course. No candidate may be recommended for certification who earns a grade of D or F in student teaching. Note 2: Candidates must be admitted to the Teacher Education Program prior to registration for EDU 317 Teaching Exceptional Learners and PHE 105 Health, Physical Education. APPLICATION FOR STUDENT TEACHING Deadline for filing applications: March 1 of the clinical year, during enrollment in EDU 302A / 302B / 312. According to TMC regulations, a candidate may be admitted to student teaching who has fulfilled the following conditions: 1.

Senior status: minimum, 90 semester hours.

2.

Previous admission to the Teacher Education Program and continuation in good standing.

3.

Completion of three-fourths of required professional education courses, including methods courses and field work through the 300 level. Transfer students must complete at least six (6) semester hours in professional education at Thomas More College.

4.

Required grade point averages: cumulative, Education, and content area(s). All but one of these must be at least 2.75. The remaining GPA must be at least 2.5.

5.

Submission of specified portfolio entries.

6.

Submission of relevant Praxis II test scores: Undergraduate candidates must pass the relevant Praxis II tests of content knowledge to be admitted to student teaching. They must also take the relevant Principles of Learning and Teaching test, which must be passed for certification.

7.

Submission of a current medical examination, including documentation of a tuberculosis test showing negative results.

8.

Manifestation of moral, social, and ethical behavior which is acceptable in the professional community and in the community at large.

9.

Manifestation of academic, professional, and personal dispositions as defined by the Education Department.

10.

For Secondary Education Majors: a.

Completion of three-fourths of required course work in content major.


b.

Recommendation from chairperson of teaching area.

Upon recommendation by the Education Department faculty, the qualifications and portfolio of each applicant for student teaching are reviewed by the Teacher Education Committee. The final decision on admission to student teaching is made by this committee. APPEAL PROCESS 1.

A candidate may address grievances to the Teacher Education Committee (TEC). This appeal shall be made within fifteen (15) working days after action by the Education Department or TEC.

2.

The Chairperson of TEC will preside. In case the chairperson is from the same division of the College as the major of the candidate making the appeal, another TEC member shall preside. It is preferable that the faculty member not have taught the candidate in question. The Chairperson has the right to vote.

3.

Two-thirds of the members of the TEC will constitute a quorum.

4.

Members of the Education Department may present any data relevant to the case. They may not vote.

5.

The candidate may present his/her own appeal. The candidate may be represented or assisted by legal or other counsel.

6.

Other faculty members, that is, faculty who are not members of the Education Department or the TEC, may be present to provide relevant data.

7.

After the candidate and the Education Department members have made their presentations, TEC members may ask any questions needed for clarification.

8.

The candidate and the Education Department members, and others who may be present, withdraw when TEC members have sufficient data on which to base their deliberations.

9.

At the conclusion of their deliberations, the TEC members vote. A simple majority is sufficient for a decision.

11.

When the decision has been reached, the Chairperson will recall the candidate and the members of the Education Department and convey to them the decision.

12.

The minutes of the appeal proceedings shall be recorded. A written copy of the decision shall be given to the candidate and to the Education Department.

13.

If the results of the initial appeal are unsatisfactory to the candidate, further appeal may be made to the Academic Dean within fifteen (15) days of the decision of the Teacher Education Committee. TESTS REQUIRED FOR KENTUCKY CERTIFICATION

Kentucky Certification requires minimum scores on the appropriate Praxis II tests. Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667. 0708


Thomas More College Education Program

Certifications Kentucky P-5

Elementary

Ohio Age 3 -Gr. 3

Kentucky 5-9

Middle School

Indiana K-6

Ohio 4-9

Indiana 5-9

Kentucky 8-12

Secondary

Ohio 7-12

Indiana 5-12

Certificates are issued by the respective state departments of education upon application by the candidate.


Thomas More College Education Program

Certifications EnglishCommunication Mathematics

Middle School

Elementary

Two Specialties

Science Social Studies

Art (P-12)

Secondary

Biological Science

English Mathematics

Business and Marketing (5-12) Chemistry

Content Major(s)

Communications & Media

Physics Social Studies Theatre (P-12)

Certificates are issued by the respective state departments of education upon application by the candidate.

Computer endorsements can be added to any certificate.

Middle School extension can be added to elementary or secondary certificates.


Teacher Certification Data Sheet Name________________________________

Phone__________________________

Address______________________________ View view _____________________________________

SSN#___________________________ TMC ID#________________________

E-mail Address __________________________________________________________ Program Completed

_____

P-5

_____

P-5 with 5-9; Teaching Field: ______________

_____

5-9: Teaching Fields:______________ ______________

_____

8-12: Major:_____________________ ______________________

Certificate Requested:____________________________________________________ Student Teaching: Grade(s)_______________________________________________ Subjects_______________________________________________ I hereby request that an official copy of my transcript and my Praxis II scores be sent with this application. Signature__________________________________________ Date ______________________________________________

0607


Portfolio

Polished Resume

Proactive Outlook

Professional Dress

Future Employment

Positive Attitude

Thomas More College Education Program

Attention to Audience

Practiced Interview Skills

Prompt Followup


CONCEPTUAL FRAMEWORK INITIAL TEACHER PREPARATION

Thomas More College Crestview Hills, KY 2008


THOMAS MORE COLLEGE EDUCATION PROGRAMS CONCEPTUAL FRAMEWORK Brief Profile of Thomas More College Thomas More College, named for the English saint, scholar, and statesman, was originally founded as Villa Madonna College in Covington, Kentucky. In 1921 the Benedictine Sisters began the College to educate Catholic school teachers. Over the years, the College expanded its majors and became coeducational in 1945. The College was renamed in 1968 when it moved to its current location in Crestview Hills, Kentucky. An institution of higher education with a rich Catholic heritage, Thomas More College seeks to provide a quality liberal arts education in the arts, humanities, social sciences, natural sciences, and professions. Its purpose is to promote, within each student, the quest for truth, the ability to reason, and the degree of wisdom that marked the life of its namesake. In achieving that end, Thomas More College hopes to help each student apply these qualities to successful life in the twenty-first century (adapted from the College catalog). Mission Statement of the College The primary mission of Thomas More College is to develop and sustain challenging undergraduate, graduate, and professional programs of study, marked by superior teaching and scholarship. Inspired by the teachings and traditions of the Catholic Church, and by our patron saint Thomas More, we challenge students to examine the ultimate meaning of life, their place in the world, and their responsibility to others. Our programs of study emphasize liberal arts within a context of ethical concern and social responsibility. These programs of study are complemented by co-curricular services and programs intended to enhance lifelong learning, foster personal growth, and develop leadership. Mission Statement of the Education Department The Education Department of Thomas More College carries out the mission of the College by preparing individuals for the teaching profession and related educational endeavors. Faculty members of the Education Department strive to provide learning environments in which individuals can demonstrate the knowledge, dispositions, and skills required to facilitate learning for all students in a diverse and globally interconnected society. Program Goal and Theme Consistent with the missions of the College and the Department, certification candidates are expected to be effective members of the education profession as demonstrated by


their fulfillment of the Kentucky and Thomas More College Teacher Standards. Graduates are expected to be leaders among those with whom and for whom they work. Our program theme, The Teacher as Leader in a Learning Community, summarizes the goals of our education programs. In the spirit of our namesake, St. Thomas More, the Education Department of Thomas More College embraces the following description of Leader: One who, like an orchestra conductor, directs persons with a variety of gifts and needs in the harmonious pursuit of learning. This leader-• Is competent, principle-centered, and goal-oriented; • Relates to the learner as a whole person; • Values the diversity of students; • Facilitates and encourages the empowerment of others; • Depicts qualities of a role model. The unit embraces the following description of Learning Community: A group engaged in learning together, the leader as well as the members, in formal or informal settings “in a collective effort… to help all students learn at high levels” (Eaker, R., DuFour, R., DuFour R. 2006). Examples include teacher with students, students with fellow students, teachers with colleagues, teacher with parents and/or other collaborators and stakeholders. Program Model The program model is based on an image of the Littlest Church in the World, a Kentucky landmark located on the College property. As the chapel is built of many stones skillfully assembled according to an architect’s plan, so the education programs of Thomas More College are constructed of various components brought together in a harmonious design. General studies (referred to as the core curriculum), teaching content, and professional studies combine in a Catholic atmosphere to help candidates develop the knowledge, dispositions, and skills needed by an effective teacher.


Philosophy Faculty members of the Education Department adhere to an eclectic philosophy of education. They promote values and principles from a range of classical philosophies, for example: • the importance of basic skills and common understandings;


• the need to build on the learner’s prior experience; • the indispensability of the learner’s active engagement with the environment. Candidates are introduced to an array of philosophical approaches, against which background to formulate their personal philosophies of education. While education faculty draw on a variety of philosophical sources, they hold in common certain key elements which unite their beliefs and approaches. All profess the following convictions: • Individuals have inherent dignity and value. • Individuals have the right to an education. • Parents have preeminent rights regarding the choice of education for their child. • All individuals can learn. • Learners construct their own meaning. • Students can learn effectively from each other. • Students move from the beginner’s stage to more expert understandings. • Individuals must learn how to learn since knowledge is ever changing and expanding. • Education is crucial to the success of the individual and the maintenance of a democracy. Education faculty realize that candidates learn in a variety of ways and that no one method or approach will be equally successful for all. Therefore, education faculty model and facilitate a variety of approaches to learning: direct instruction, reading, research including the use of electronic resources, discussions, cooperative learning, candidate presentations, demonstrations and other applications of professional and content knowledge, fieldwork, service, and various forms of performance assessment. Faculty members strive to nurture the whole person, leading candidates to take increasing responsibility for their own development. The faculty endeavor to model Christian virtues, convinced that values are best taught by example. To foster a more holistic development of knowledge, dispositions, and skills, Thomas More College created two additional Teacher Standards which broaden the scope of the Kentucky Standards and provide behavioral indicators for dispositions necessary in the successful educator. Standard Eleven: The teacher manifests professional demeanor and communication skills. 11.1 Professionalism in manner: Has poise, respect for self and others, diplomacy. 11.2 Tact: Is diplomatic and respectful. 11.3 Elocution: Uses professional tone of voice, well modulated and varied. Speaks clearly and is easily understood. 11.4 Professional communication: Uses standard spoken and written English. Expresses thoughts in well-chosen words.


Standard Twelve: The teacher manifests a commitment to Christian values and virtues through daily behaviors based on universal ethical principles consistent with Christian teachings. 12.1 Objectivity: Freedom from control by personal bias and preference. 12.2 Respect for diversity: Valuing the differences among people. 12.3 Genuine interest in others: Friendliness, promoting effective relationships with staff, others. 12.4 Flexibility: Ability to cope with the unexpected. 12.5 Responsibility: Ability to be punctual and to fulfill one’s duties. 12.6 Ethical behavior: Doing the right thing at the right time. 12.7 Initiative: Being a self-starter, able to proceed on one’s own. 12.8 Sense of service: Willingness to go beyond strict contractual obligations. A series of tables, which follows, expands the concept of leadership as used in the Conceptual Framework and shows the integration of the theme throughout the program. Table 1 identifies leadership attributes fostered by the program. Table 2 clarifies relationships among the leadership attributes, the qualities identified in the goal statement, and the Kentucky and Thomas More College New Teacher Standards. Table 3 illustrates how the various education courses foster and assess leadership attributes.


Table 1 ATTRIBUTES OF LEADERSHIP DEVELOPED THROUGH THE TMC TEACHER EDUCATION PROGRAM A. General Knowledge and Skills 1. 2. 3. 4. 5. 6.

Skill in effective communication Skill with the use of technology Ability to analyze text and information Ability to collect and analyze data for research and/or assessment Ability to support a statement with logic and/or data Skill in collaborating with individuals, small groups, large groups

B. Professional Knowledge and Skills Standard I: Knowledge of Content Standard II: Designs/Plans Instruction Standard III: Creates/Maintains Learning Climates Standard IV: Implements/Manages Instruction Standard V: Assesses and Communicates Learning Results Standard VI: Demonstrates Implementation of Technology Standard VII: Reflects/Evaluates Teaching/Learning Standard VIII: Collaborates with Colleagues/Parents/Others Standard IX: Evaluates Teaching and Implement Professional Development Standard X: Provides Leadership within school/community/profession Standard XI: The teacher manifests professional demeanor and communication skills. C. Personal Attributes and Dispositions (Standard XII) 1. Objectivity: Freedom from control by personal bias, preference 2. Respect for diversity: Valuing the differences among people 3. Genuine interest in others: Friendliness, promoting effective relationships with staff, others. 4. Flexibility: Ability to cope with the unexpected. 5. Responsibility: Ability to be punctual and to fulfill one’s duties. 6. Ethical behavior: Doing the right thing at the right time. 7. Professionalism in manner: Poise, respect for self and others, diplomacy. 8. Initiative: Being a self-starter, able to proceed on one’s own. 9. Sense of service: Willingness to go beyond strict contractual obligations.

EDU Binder  

Forms & Information found in the Education Binder.

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