TEACHER EDUCATION 211 HANDBOOK NAVIGATING THE TEACHER EDUCATION PROGRAM

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Teacher Education 211

Handbook

Navigating the Teacher Education Program

(With Success!)

TEACHER EDUCATION 211 HANDBOOK NAVIGATING THE TEACHER EDUCATION PROGRAM This won’t be YOU!!

Table of Contents

Where am I and What am I doing Here?
What Teachers Make
The Teacher Education Program: an Overview
What the Heck is a Conceptual Framework?
Knowledge, Skills, and Applications
Reflective Practice
Professional & Ethical Behavior
Developing a TEP Portfolio
Goals: Long and Short Term
Philosophy of Education: Getting Started
My Resume: Who am I? & What Have I Done?
Evidence & Captions
The Interview & How Do I Get In? (to TEP)

14. The Teaching License PRAXIS Connection

PRAXIS Information

21. Other Random Stuff You Should Know!

Where Am I And What Am I Doing Here?

If you have purchased and are reading this handbook, let’s assume you have for some reason chosen to be a teacher! This course is the beginning of the process through which you will navigate to reach your goal of teaching somewhere in public or private schools. Our program will lead to licensure in the state of Tennessee within your chosen field. There are lots of people here; faculty and staff whose job is to make the transition from student to teacher an easier one for you.

If you have entered the field of education because you think it is an easy job, or it’s something to fall back on in case something else doesn’t work out, you probably should rethink your choice. Teaching is a demanding, soul wrenching, exhausting job. Entering into this profession should not be taken lightly.

This course will introduce you to the basic requirements of the Teacher Education Program (TEP). You will develop an understanding of the Conceptual Framework that guides our program. During this semester you will be expected to develop your portfolio with which faculty judge your progress in our program. You will create a resume, a professional teaching philosophy and goals. How you go about all of this, plus learn about licensure, PRAXIS, and graduating with a toolkit to guide your first years as a teacher will be part of this course.

I hope you are ready…

WHAT TEACHERS MAKE

The dinner guests were sitting around the table discussing life.

One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?" He reminded the other dinner guests what they say about teachers:

"Those who can, do. Those who can't, teach."

To emphasize his point, he said to another guest; "You're a teacher,

Susan. Be honest. What do you make?"

Susan, who had a reputation for honesty and frankness replied, "You

want to know what I make?

"I make kids work harder than they ever thought they could.

"I make a C+ feel like the winner of the Congressional Medal of

Honor.

I make kids sit through 40 minutes of study hall in absolute silence.

You want to know what I make?

I make kids wonder.

I make them question.

I make them criticize.

I make them apologize and mean it.

I make them write.

I make them read, read, read.

I make them show all their work in math and perfect their final

drafts in English.

I make them understand that if you have the brains, and follow your heart, and if someone ever tries to judge you by what you make, you must pay no attention because they just didn't learn."

Susan paused and then continued. "You want to know what I make?

'I MAKE A DIFFERENCE.' What do YOU make?"

Teachers make every other profession possible!

The Teacher Education Program (TEP)

An Overview

The teacher education program housed in Gooch Hall is an N.C.A.T.E. accredited program. This means that this program has met national standards in the preparation of teachers. If you leave this state to teach elsewhere, it tells prospective employers you have gone through a program which thoroughly prepares you to begin a teaching career.

The curriculum in your program includes three parts: the general education core, specialty area, and professional education. Your check sheet clearly indicates which is which. Your check sheet and catalog need to be your constant companions in the next couple of years. You need to read them, know what is required, and if you are staying on target for graduation. After you have been admitted to the TEP, you will have a faculty advisor to help you navigate your program. Ultimately you are responsible for your education, no one else can make you attend class or do assignments.

Admission to the TEP requires an interview with a faculty interview board, a minimum cumulative G.P.A. of 2.5, (going to 2.75 in Fall 08) and a minimum of 22 or higher on the A.C.T. or pass PPST (PRAXIS I). There is an appeals process. Finally, you will be evaluated from time to time on your disposition toward the profession and other educators.

The following dispositions characterize the UTM teacher education undergraduate and graduate candidate:

Demonstrates positive interactions with peers, faculty, and P-12 school personnel.
Demonstrates self-respect and respect for others.
Accepts constructive criticism and changes behavior in response to faculty suggestions.
Assumes responsibility.
Solves problems in a fair minded manner.
Exhibits interest in the learner and enthusiasm for the learning process.
Adheres to professional guidelines regarding academic conduct established by the Teacher Education Program.

Check out the Educational Studies website for more information about all the services, degrees and other miscellaneous information you may need. http://www.utm.edu/departments/cebs/educate/resources.php

The Conceptual Framework

The conceptual framework (CF) guiding the TEP was developed by faculty. This is a compilation of those things faculty believe candidates need to know in order to be prepared as a teacher. These include: Knowledge, Skills and Applications, Reflective Practice, and Professional and Ethical Behavior. Your portfolio and its evaluation depend on how well you present your case to your advisor and other faculty in the TEP in these areas.

Within these three areas you will also be asked to show your knowledge of assessment, technology and diversity. This means you will need to show that the work you have done within the three components of the C.F. also indicates you have considered these in doing your work for your courses. On the following pages each section of the C.F. will be considered separately.

Knowledge, Skills, and Applications

Knowledge includes knowledge of your content area as well as knowledge in the pedagogical (teaching) part of your program. If you are going to be a science teacher, you must know science. The same is true for every other content area. Specialty areas vary greatly from secondary to early childhood education. Each of your programs differs in the general education core, specialty area and professional education. In professional education, knowledge includes how to teach the science, math, history, or special education children you will have in your classrooms. It is not enough to know science content, you also must be aware of the developmentally appropriate approaches to teaching it.

The skills you must know include how to write lesson plans, plan a unit, integrate content areas, assess students, and modify lessons to meet the needs of all your students. Although not a comprehensive list, these skills, and others, will be acquired in your professional education courses. Seemingly mundane things have to be considered to be successful in the classroom: do my objectives match my assessment? Am I teaching what I say I am? Am I testing what I teach? How do I incorporate higher order thinking questions and objectives in my lesson planning? How do I maintain some kind of order in the room? Do I reward or punish? What rules are appropriate?

The application of knowledge and skills comes with mastery of these two important components. How you use them is the application of the information we as a faculty try to impart. You will find that, your professional education courses should be more than memorizing techniques and regurgitating information. They should be using that information to best teach students.

Reflective Practice

If you go home at the end of the day and don’t consider how your day went, you are weird!! A good teacher will be critical of themselves and reflect on lessons that went well or went wrong. They reflect on what they could have done differently or better. They think about keeping or not keeping an activity. They think about what Sarah was doing in social studies or where her mind was. What is going on in her life that I need to know about? Did Jim get this breakfast? He certainly couldn’t focus on what we were doing. How is Will’s grandfather doing? Did that affect how he was working today?

If 86% of your students failed their exam, whose fault is it? Theirs or Yours? How can you find out? Where do you go from here?

These are some of the hundreds of things you may consider on a daily basis. Just as a coach analyzes what went right and wrong in a game, you as the teacher must do the same thing. You will not improve as a teacher or facilitator of learning if you hand out information in tidy 50 minute packages, never consider how the information is related to your students’ lives or ever consider that you may be the one at fault when they don’t get it.

Professional and Ethical Behavior

As a teacher there will be tasks you are asked to do above and beyond your normal classroom duties:

parent teacher conferences,
professional development,
coaching,
attending P.T.A. or other functions.

Professional and ethical behavior includes:

behaving in a manner that does not violate the law or put students in harms way,
criticizing other teachers or the administration in public,
talking about your students to others not permitted to have that information,
not cheating on TCAP or GATEWAY tests

The question: are you a professional or not?

Do you keep up with your area of expertise?
Do you attend conferences?
Do you find outside sources for information if you need help in a particular matter?
Do you do more than show up at 8:00 and leave at 3:00?

How will YOU answer these questions?

Developing the TEP Portfolio

The purpose of the portfolio is to give your advisor and other faculty a record of your growth as a prospective teacher. You will include all kinds of documents and a caption that explains why that document is included. The portfolio will be set up in a standard format using the following information. You can however, individualize it with the kinds of paper you use, whether you decorate the front with something other than just the required title, and any other personal touches you choose to use. Your portfolio basics will be completed in this course.

Needed for your portfolio:

3 ring binder; 2 or 3 inch will do

Dividers with clear tabs

Page protectors for your documents

Portfolio Divisions (Use dividers with clear tabs for this)

Each of the following items should have its own tab.

Table of Contents

Professional Philosophy

Professional Goals

Resume

Conceptual Framework

Knowledge, Skills, and Application

Diversity

Technology

Assessment

Reflective Practice

Diversity

Technology

Assessment

Professional and Ethical Behavior

Diversity

Technology

Assessment

Goals

Goals refer to long and short term professional goals. This is not where you indicate you would like to remodel your kitchen or add a workshop to your garage.

Where you do want to be in one year? What do you want to accomplish over the next two years? These are short term goals.

Where do you want to be in 5 years? 10? These are long term goals.

Again, we are talking professionally speaking. Would you like to start work on a master’s degree in 5 years? Graduate with honors in two years? Have an assistant coaching position in 5 years?

Look at goals you might attain professionally.

Philosophy

Your philosophy should tell us something about you. How do you feel about students? Or how they should be taught? Do you feel comfortable using corporal punishment? How do you want to present the content you have worked hard to acquire? The following is an example:

My Educational Philosophy

All students should have an equal opportunity to learn in a safe and equitable environment. I believe that education should be experiential in nature, so students should be active participants in their own education. The teacher’s duty is to provide experiences for students that not only enhance their knowledge in subject matter content, but also develop cognitive skills through inquiry and discovery learning, and problem-based instruction, in an environment that encourages questioning, critical thinking, and social action.

In science education, I believe the teacher should establish an environment that develops a community of science learners who come to understand that all students can be scientists, can conduct scientific inquiry, and participate as problem solvers to the betterment of society and the natural world.

This is not to say your philosophy should mirror this one, but this gives you an idea as to what might be included. Start thinking about how you feel about learning and learners.

Resume

You will include a resume in your portfolio. Include work you have done, schools you attended and so on. There are lots of examples of resume styles on most word processing programs including Microsoft Word. Consider what you want this document to say about you, your work history, your schools attended and any outside activities that will shed some light on you as a person. This is part of what you will complete for this course to put into your portfolio.

Evidence and Captions for your Portfolio

The evidence you will collect for your portfolio will come from a variety of places including your coursework. It will come from activities you do outside of the classroom such as workshops or events you attend. You will have to decide along with your advisor where your work will best fit. Remember you will try to fit these under those three areas of the conceptual framework. YOU INCLUDE WORK YOU HAVE DONE, NOT COPIED FROM ANOTHER SOURCE.

Knowledge, Skills and Applications:

Lesson and Unit Plans

Objectives, Questions (Bloom’s Taxonomy)

Lesson plans with accommodations (special education)

Management Plan

Unit Assignments

Learning Centers or Bulletin Boards

Tests and other evaluation instruments you have developed or used

Internet lesson plans you have modified

Web Quests you create (HL 311)

Technology used to teach lessons, or incorporated into lessons

Reflective Practice

Journal entries

Lesson Critiques

Field Experience Assignments

Textbook, software evaluations

I.E.P. s

Professional and Ethical Behavior

Membership in professional organizations

Office in professional organizations

Attendance at conferences, in-services, or other professional meetings

Juried performances, shows, judging

Agriculture judging, participation in high school activities (band camp, FFA, etc.)

The Explanatory Caption

Portfolio Section (Knowledge, Skills, & Application)

Title of Work:

Date Created:

Course in which created:

Introduction and Explanation:

Interpretation & Reflection:

-----------------------------------------------------------------------------------------

You will write a caption sheet for each individual piece of evidence presented in your portfolio. When you finish student teaching, you will have 9-15 pieces of evidence. As your work improves, you will replace old evidence with new. Before you student teach you should have a minimum of 5 pieces of evidence in your portfolio and may have more than that. There are portfolio checkpoints throughout the program, the first in 211. It will be checked in TCED 302, 303 & 305 (these checkpoints may change)as well as at EACH registration advising appointment with your advisor. It will also be checked prior to student teaching and will be checked at the end of the semester in student teaching.

The Teacher Education Admissions Interview

Toward the middle of each semester, teacher education admission interviews are held. You have to sign up for these and schedule an appointment time. This will be discussed more in class.

The interview team will be looking for oral language skills, how well you know what the heck you are doing, what influenced you to become a teacher and so on. The questions will vary somewhat depending on your interview team. This is not a time to panic or worry excessively. However, do not take the interview process lightly. You must dress professionally: no midriffs, cleavage, no alcohol on breath, no torn jeans, dirty clothes or unkempt appearance. If you pass your interview and have the other requirements listed on page 5 of the handbook or on page 163 in the 2006-2007 UTM catalog, you will be admitted.

There may be a background check required before student teaching. You must have one to teach in Tennessee. At the interview you will sign a statement acknowledging the requirement of a background check.

The Teaching License PRAXIS Connection

In order to become a licensed teacher in Tennessee, there are a series of tests you must complete and pass. Depending on your area, you may have to take more than someone else in the TEP. For instance, K-6 majors must pass 4 tests to be licensed. Your advisor is the best person to talk with about when to schedule your PRAXIS exams. You do not want to find yourself student teaching only to find you have 4 tests to take in a very short time if you want to get a teaching position. Generally speaking, take your content area exam when you have completed most, if not all of your content courses. Some should not be taken until you have completed your upper division methods courses, some should be taken during your student teaching semester.

Do NOT wait until the last minute to try to take them all, you will not be happy. There are workshops usually twice a year to prepare you for the PLT. Take one. One of your exams will also serve as your exit exam from our program.

Who Do You Call?

Questions about licensure:

Office Contact Person

Gooch 205 Student Services Ms Jenny Hahn 881-7126 or [email protected]

PRAXIS, Graduate Student Assistants

New Check sheets, 881-7203

advisor information,

interview sign-up,

student teaching applications, Ms Debbie Stigall 881-7129 or

[email protected]

Student teaching placements, Mrs. Jennifer Cook

Gooch 205 Student Services offers help in multiple areas. Be nice! These people are here to help you. Their website has the answers to FAQ, check it out! http://www.utm.edu/departments/cebs/ESS.php

To sign up for PRAXIS exams, or to review Tests at a Glance, help prepare for the tests: www.ets.org

The connection between PRAXIS and licensure is simple, pass the tests, you may be licensed. Be sure to request scores go to UTM.

Where to Get Additional Information

To obtain information about approved teacher education programs or certification for individuals who hold certification in another state, you may contact:

Office of Teacher Licensing
State Department of Education
5th Floor, Andrew Johnson Tower
710 James Robertson Parkway
Nashville, TN 37243-0377
Telephone 1-615-532-4885

Test Requirements

If you test in Tennessee a copy of your scores will automatically be sent to the State Department of Education.

The first digit of the "Session/Test Code" indicates the session during which the test is offered in the 2005-2006 testing year. There are no session numbers for the CBT tests, which are given by appointment, as explained in Praxis I Overview.

You may take each Computerized PPST once per calendar month up to six times in a 12-month period. If you violate this restriction, the scores from your retest will not be reported and your test fees will not be refunded. This applies even if you canceled your scores on a test taken previously.

Licensure Area	Session/ Test Code	Test Name	Qualifying Score
Entry Into All Endorsement Areas	10710	PPST Reading	174
	20720	PPST Writing	173
	10730	PPST Mathematics (calculators prohibited)	173
	or
	5710	Computerized PPST Reading	174
	5720	Computerized PPST Writing	173
	5730	Computerized PPST Mathematics (calculators prohibited)	173

Where to Take the Computer-based Tests

The computer-based tests are offered by appointment through a national network of Prometric^TM Testing Centers (many Prometric Testing Centers are located inside Sylvan Learning Centers), selected institutional sites, and ETS Field Service Offices. Visit Computer-based Test Centers for the locations near you.

Test center locations for the paper-based PPST are listed in the appropriate Test Center List:

The following tests are also required for teacher licensure:

Licensure Area	Session/ Test Code	Test Name	Qualifying Score
All Teaching Licenses	30521	Principles of Learning and Teaching: Early Childhood	155
	or
	30522	Principles of Learning and Teaching: Grades K-6	155
	or
	30523	Principles of Learning and Teaching: Grades 5-9	154
	or
	30524	Principles of Learning and Teaching: Grades 7-12	159
Test (Beginning Administrator A) (PreK-12)	11010	School Leadership Licensure Assessment (must use SLS bulletin to register)	156
Test (Beginning Administrator B) (Prek-12)	11010	School Leadership Licensure Assessment (must use SLS bulletin to register)	156
Agricultural 7-12	10700	Agriculture	530
Art 7-12 (Visual Arts)	10133	Art: Content Knowledge	150
	Choice of:
	20132	Art: Content, Traditions, Criticism and Aesthetics	140
	or
	20131	Art Making	155
	(Test takers are required to bring four color photographs or still reproductions of their own artwork. For more detailed information about this requirement, see the TAAG material)
Biology 7-12	20235	Biology: Content Knowledge (calculators prohibited)	148
	Choice of:
	30233	Biology: Content Essays (calculators prohibited)	146
	or
	30433	General Science: Content Essays (calculators prohibited)	130

Business Education 7-12	10100	Business Education (calculator allowed)	570
Chemistry 7-12	20245	Chemistry: Content Knowledge (calculators prohibited)	152
Chemistry 7-12	10431	General Science: Content Knowledge, Part 1 (calculators prohibited)	145
Early Childhood Education (PreK-4)	20021	Education of Young Children	155
	10014	Elementary Education: Content Knowledge (calculator allowed)	140
	20201	Reading Across the Curriculum: Elementary	151
Earth Science 7-12	20571	Earth and Space Sciences: Content Knowledge (calculators prohibited)	146
Earth Science 7-12	10431	General Science: Content Knowledge, Part 1 (calculators prohibited)	145
Economics 7-12	10910	Economics (calculators prohibited)	530
Elementary K-6	10011	Elementary Education: Curriculum, Instruction and Assessment (calculators prohibited)	159
	10014	Elementary Education: Content Knowledge (calculator allowed)	140
	20201	Reading Across the Curriculum: Elementary	151
Elementary K-8	10011	Elementary Education: Curriculum, Instruction and Assessment (calculators prohibited)	159
	20201	Reading Across the Curriculum: Elementary	151
	Choice of:
	10014	Elementary Education: Content Knowledge (calculator allowed)	140
	or
	20146	Middle School: Content Knowledge (calculator allowed)	150
English 7-12	10041	English Language, Literature, and Composition: Content Knowledge	157
English 7-12	30043	English Language, Literature, and Composition: Pedagogy	145
English as a Second Language (PreK-12)	20360	English to Speakers of Other Languages (contains listening section)	530
Family & Consumer Science	10120	Family and Consumer Sciences (calculator prohibited)	580
French 7-12	20173	French: Content Knowledge (contains listening section)	160
French 7-12	10171	French: Productive Language Skills (contains speaking section)	165
French (PreK-12)	20173	French: Content Knowledge (contains listening section)	160
French (PreK-12)	10171	French: Productive Language Skills (contains speaking section)	165
Geography 7-12	30920	Geography	580
German 7-12	20181	German: Content Knowledge (contains listening section)	149
German (PreK-12)	20181	German: Content Knowledge (contains listening section)	139
Government 7-12	10930	Government/Political Science	600
Health K-12	20550	Health Education	570
History 7-12	10941	World and US History: Content Knowledge	136
Latin 7-12	10600	Latin	540
Latin (PreK-12)	10600	Latin	540
Library Media Specialist (PreK-12)	10310	Library Media Specialist	600
Marketing 7-12	10560	Marketing Education (calculators prohibited)	640
Mathematics 7-12	10061	Mathematics: Content Knowledge (graphing calculator required)	136
Mathematics 7-12	30065	Mathematics: Pedagogy (calculator allowed)	125
Middle Grades 5-8	20146	Middle School: Content Knowledge (calculator allowed)	150
	20201	Reading Across the Curriculum: Elementary	151
	Middle School Highly Qualified Status (tests are optional, not required for initial licensure)
Middle School English Language Arts	10049	Middle School English Language Arts	145
Middle School Mathematics	20069	Middle School Mathematics (calculator allowed)	143
Middle School Science	10439	Middle School Science (calculators prohibited)	135
Middle School Social Studies	20089	Middle School Social Studies	140
Music K-12 (Instrumental)	30111	Music: Concepts and Processes	145
Music K-12 (Instrumental)	10113	Music: Content Knowledge (contains listening section)	150
Music K-12 (Vocal/General)	30111	Music: Concepts and Processes	145
Music K-12 (Vocal/General)	10113	Music: Content Knowledge (contains listening section)	150
Physical Education K-12	10091	Physical Education: Content Knowledge	152
Physical Education K-12	30092	Physical Education: Movement Forms - Analysis and Design	148
Physics 7-12	10265	Physics: Content Knowledge (calculators prohibited)	144
	Choice of:
	30262	Physics: Content Essays (calculators prohibited)	135
	or
	30433	General Science: Content Essays (calculators prohibited)	130
Psychology 9-12	20390	Psychology	560
Reading Specialist	20300	Reading Specialist	510
School Counselor (PreK-12)	20420	School Guidance and Counseling (contains listening section)	580
School Psychologist (PreK-12)	10400	School Psychologist	590
Sociology 7-12	20950	Sociology	540
Spanish 7-12	10191	Spanish: Content Knowledge (contains listening section)	152
Spanish 7-12	20192	Spanish: Productive Language Skills (contains speaking section)	154
Spanish (PreK-12)	10191	Spanish: Content Knowledge (contains listening section)	152
Spanish (PreK-12)	20192	Spanish: Productive Language Skills (contains speaking section)	154
Special Education / Comprehensive K-12	20353	Education of Exceptional Students: Core Content Knowledge	144
	10544	Education of Exceptional Students: Severe to Profound Disabilities	155
	20201	Reading Across the Curriculum: Elementary	151
Special Education / Early Childhood Education (PreK-1)	20353	Education of Exceptional Students: Core Content Knowledge	144
	10690	Special Education: Preschool/Early Childhood	560
	20201	Reading Across the Curriculum: Elementary	151
Special Education / Hearing (PreK-12)	20353	Education of Exceptional Students: Core Content Knowledge	144
	10271	Education of Deaf and Hard of Hearing Students	163
	20201	Reading Across the Curriculum: Elementary	151
Special Education / Modified K-12	20353	Education of Exceptional Students: Core Content Knowledge	144
	10542	Education of Exceptional Students: Mild to Moderate Disabilities	164
	20201	Reading Across the Curriculum: Elementary	151
Special Education / Speech Language (PreK-12)	20330	Speech-Language Pathology	600
Special Education / Visual (PreK-12)	20353	Education of Exceptional Students: Core Content Knowledge	144
	10280	Teaching Students with Visual Impairments	700
	20201	Reading Across the Curriculum: Elementary	151
Speech Communication 7-12	10220	Speech Communication	570
Technology Education 5-12	10050	Technology Education (calculators prohibited)	580
Theater K-12	10640	Theatre	610

Other Random Stuff You Need to Know

Courses taken off campus at an institution other than UTM:

Must be taken before the last 30 hours of your program

Substituting courses you have had transferred to UTM:

Courses must meet certain criteria and there is a particular procedure that must be followed:

You have to produce the course syllabus,
The proper paperwork must be filled out by your advisor and signed by you,
We do NOT substitute methods courses for our own,

If you want to sub a course in the university general education

core, it must go before the Undergraduate Council as well as departmental committee,

Math majors, pay attention to course rotation, some courses are only offered every other year.

K-6 majors, take Math 191 and 192 early.

Secondary Education majors, your methods class is only offered in the fall and TCED 302 is a pre-requisite. (SEDU 411, 412, 413 etc)

TCED 302 is a pre-requisite for MOST professional education courses.

You have to register for student teaching as for other courses.

You should join S.T.E.A. the Student Teacher Education Association. Your membership provides liability insurance. It is affiliated with T.E.A. and N.E.A. It also saves you a registration fee for the PRAXIS PLT workshop. S.T.E.A. also puts you together with other education majors. Dr. Ginny Esch ([email protected]) is the advisor for this group.

(TEACHERS’ SHARING) DRESS SENSE AND APPRECIATION OF FASHION AIMS
0 CADET TEACHER ACADEMY CADET TEACCADETHER ACADEMY CADET TEACHER
1 ST MARCH BRATISLAVA DEAR MY ENGLISH TEACHER I

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