2015-16 coe slt eugene program handbook rev. 10.26.15 · 2017-10-18 · appeals procedure ......

Updated: September 2015

CollegeofEducationSchoolofLearningandTeaching

TransformingEducationThroughCommunitiesofLearners

ProgramHandbook2015‐2016

EugeneCampus

40EastBroadway,Suite250

Eugene,OR97401Phone:541‐485‐6812

541‐485‐7015www.pacificu.edu/coe

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TableofContents

WELCOME .............................................................................................................................. 8

GENERALINFORMATION ................................................................................................... 10 MISSION&STANDARDS................................................................................................................................................10 MissionoftheCollegeofEducation.....................................................................................................................10 StatementofProfessionalCommitment.............................................................................................................11 CodeofAcademicandProfessionalConduct...................................................................................................11 StandardsforCompetentandEthicalPerformanceofOregonEducators...........................................12 AcademicandProfessionalStandards................................................................................................................13

COLLEGEOFEDUCATIONPOLICIES........................................................................................................................14 Full&Part‐timeStudentStatus.........................................................................................................................14 Graduation....................................................................................................................................................................14 AcademicPerformanceReview.............................................................................................................................15 InstructorResponsibilities......................................................................................................................................15 CourseAttendance......................................................................................................................................................16 CellPhoneProtocol.....................................................................................................................................................16 LaptopProtocol............................................................................................................................................................16 ConfidentialityProtocol............................................................................................................................................16 Dress..................................................................................................................................................................................17 GradingPolicy...............................................................................................................................................................18 IncompleteGrades.......................................................................................................................................................18 AppealsProcedure......................................................................................................................................................18 CandidateDispositions..............................................................................................................................................18 ViolationsoftheCodeofAcademicandProfessionalConduct.................................................................18 Dismissal..........................................................................................................................................................................20

GETTINGSTARTEDATPACIFIC ........................................................................................ 22 Advising................................................................................................................................................................................22 ImportantDates................................................................................................................................................................22 CampusSpecificServices...............................................................................................................................................22 Fingerprints........................................................................................................................................................................23 StudentAccountInformation......................................................................................................................................24 Communication.................................................................................................................................................................24 Registration.........................................................................................................................................................................24 Drop/AddPolicy...............................................................................................................................................................25 HealthInsurance...............................................................................................................................................................25 Immunizations...................................................................................................................................................................25 Textbooks&CourseMaterials....................................................................................................................................25 PacificUniversityBookstoreBookReturnPolicy..........................................................................................25

StudentServices................................................................................................................................................................27 ProfessionalOrganizations...........................................................................................................................................28 Thingstoknow................................................................................................................................................................28

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TESTINGINFORMATION .................................................................................................... 31 WhattestsshouldItake,andwhenshouldItakethem?.................................................................................31 MinimumPassingScoresforOregonLicensure..................................................................................................32

BACHELOROFEDUCATIONPROGRAM ............................................................................. 35

B.Ed.PROGRAMOVERVIEW........................................................................................................................................35 B.Ed.ProgramTransitionPoints...........................................................................................................................36 B.ED.CURRICULUMPLAN........................................................................................................................................38 TeacherInquiryProjectfortheB.Ed.Program:..............................................................................................39 edTPA................................................................................................................................................................................39 EnglishforSpeakersofOtherLanguages(ESOL)Concentration............................................................40

MASTEROFARTSINTEACHING(MAT)PROGRAMS ....................................................... 42 MAT/FLEXPROGRAMOVERVIEW............................................................................................................................42 MAT/FLEXProgramTransitionPoints...............................................................................................................43 MAT/FLEXCURRICULUM........................................................................................................................................44

MATGENERALEDUCATORPROGRAMOVERVIEW...........................................................................................46 MATGeneralEducatorProgramTransitionPoints.......................................................................................47 MATGENERALEDUCATORCURRICULUM.......................................................................................................48

MATSPECIALEDUCATORPROGRAMOVERVIEW.............................................................................................50 MATSpecialEducatorProgramTransitionPoints........................................................................................52 SPECIALEDUCATORCURRICULUM.....................................................................................................................53 SpecialEducationField‐BasedExperiences.....................................................................................................54

ENDORSEMENTPROGRAMS .............................................................................................. 57 ESOLENDORSEMENTPROGRAMDESCRIPTION................................................................................................57 AdditionalESOL&ReadingInterventionDualEndorsementCourse&PracticumRequirements.............................................................................................................................................................................................59 PracticumExperience................................................................................................................................................60 ESOLEndorsementCandidates’Role..................................................................................................................61 TheMentorTeacher’sRole......................................................................................................................................61 ESOLEndorsementCandidatePlacements.......................................................................................................62 CriteriaandSelectionofMentorTeachers........................................................................................................62 TheBuildingAdministrator.....................................................................................................................................63 TheUniversitySupervisor.......................................................................................................................................63 EvaluationofESOLEndorsementCandidates.................................................................................................64 PoliciesRegardingESOLEndorsementCandidates......................................................................................64 OregonLawsandESOLEndorsementCandidates.........................................................................................64 Licensure.........................................................................................................................................................................65 ESOLProgramAppendices......................................................................................................................................66

READINGINTERVENTIONENDORSEMENTPROGRAMDESCRIPTION....................................................86 AdditionalReadingInterventionandESOLDualEndorsementCourse&PracticumRequirements................................................................................................................................................................87 PracticumExperience................................................................................................................................................88 ReadingInterventionEndorsementCandidates’Role.................................................................................89

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TheMentorTeacher’sRole......................................................................................................................................90 ReadingInterventionEndorsementCandidatePlacements......................................................................90 CriteriaandSelectionofMentorTeachers........................................................................................................91 TheBuildingAdministrator.....................................................................................................................................91 TheUniversitySupervisor.......................................................................................................................................92 EvaluationofReadingInterventionEndorsementCandidates................................................................92 PoliciesRegardingReadingInterventionEndorsementCandidates......................................................93 OregonLawsandReadingInterventionEndorsementCandidates........................................................93 Licensure.........................................................................................................................................................................93 ReadingEndorsementAppendices.......................................................................................................................94

COURSEDESCRIPTIONS ................................................................................................... 104

GENERALEDUCATIONFIELD‐BASEDEXPERIENCES ..................................................... 120 PracticumExperiences................................................................................................................................................120 TraditionalStudentTeaching...................................................................................................................................120 CollaborationandCo‐teachingModelforStudentTeaching.......................................................................121 TeacherCandidateRole..............................................................................................................................................122 CooperatingTeacherRole..........................................................................................................................................123 CriteriaandSelectionofCooperatingTeachers...............................................................................................124 TheBuildingAdministrator......................................................................................................................................124 TheUniversitySupervisor.........................................................................................................................................124 StudentTeachingPlacements...................................................................................................................................125 EarlyChildhood/ElementaryEducation(MultipleSubjectsEndorsement)....................................125 Elementary/MiddleSchool(MultipleSubjectsEndorsementPLUSSingleSubjectEndorsement)..........................................................................................................................................................................................125 MiddleSchool/HighSchool(OneorTwoSingleSubjectEndorsements).........................................125

StagesofResponsibility..............................................................................................................................................126 Orientation...................................................................................................................................................................126 Observation.................................................................................................................................................................127 PlanningforTeaching.............................................................................................................................................127 ParticipationasaTeamMember........................................................................................................................128 AssumingTeachingResponsibilities................................................................................................................128 TeachingtheUnitofInstruction.........................................................................................................................130

SupervisionandMentoring.......................................................................................................................................130 Evaluation.........................................................................................................................................................................131 ProceduresforDifferingEvaluationandAppeals............................................................................................132 OregonLawsandTeacherCandidates..................................................................................................................132 PoliciesRegardingTeacherCandidates...............................................................................................................133

PROFESSIONALINFORMATION ....................................................................................... 136 Licensure...........................................................................................................................................................................136 “FastTrack”LicensureProcedures(ONLYforthoseearningtheirfirstInitialTeachingLicense)..........................................................................................................................................................................................136

FindingaTeachingPosition......................................................................................................................................136

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APPENDICES ...................................................................................................................... 138 PacificUniversityContactInformation................................................................................................................138 CandidateDispositionsIssuesProcedure...........................................................................................................142 CandidateDispositionsSelf‐Assessment........................................................................................................144

RecordofObservationHours...................................................................................................................................148 Practicum/FieldExperienceCandidateEvaluation........................................................................................150 MINORPRACTICUMSUMMARYEVALUATION.................................................................................................152 MIDPLACEMENTSTUDENTTEACHINGPROGRESSREPORT.....................................................................156 STUDENTTEACHERSUMMARYEVALUATION.................................................................................................160 CampusMap.....................................................................................................................................................................164 OregonAdministrativeRulesRelatingtoEducationPrograms.................................................................164 Knowledge,Skills,AbilitiesandProfessionalDispositionsforInitialILicensure.........................164 Knowledge,SkillsandAbilitiesforSpecialEducationEndorsement.......................................165

OverloadduringStudentTeachingPolicy...........................................................................................................170 NumberofEndorsementFocusLevelsCompletedDuringStudentTeachingPolicy........................170 TSPCRequirementsforbeingaProgramCompleterfortheInitialTeachingLicense.....................170 ALIGNMENTBETWEENCONCEPTUALFRAMEWORKTHEMES,COLLEGEOFEDUCATIONVALUES,ANDPRACTICUM/STUDENTTEACHINGRESPONSIBILITIES............................................172

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WELCOME

PacificUniversity’sCollegeofEducationSchoolofLearningandTeaching(SLT)welcomescandidatestoachallengingprogramofprofessionalgrowthanddevelopment.Thishandbookdefinestherolesandresponsibilitiesofteachercandidates,interns,cooperatingteachers,internmentors,curriculumcontacts,andadministratorsfromcooperatingschooldistricts,andUniversityfacultyparticipatinginPacificUniversity’sinitiallicensureprograms.Weaskyoutouseitasapreliminaryguidefortheprogramandfield‐basedexperiences.AtPacific,webelievenothingismoreimportantthanhelpingchildrentoseeallthepossibilitiesthattheworldholdsforthem.Webelievenothingismorerewardingthanthestrugglingstudentwhotriumphsbecauseheknowshisteachercares.Webelievenothingismorevaluablethanateacher’sgiftforignitingtheloveoflearning.BecauseofthesebeliefswehaveinfusedallourprogramswiththekeyelementsofourCollegeofEducationmission:“Transformingeducationthroughcommunitiesoflearners,withafocusonpromotingculturalcompetence,creatingstudent‐centeredclassrooms,andenhancinglearningthroughtechnology.”Whenyoujoinoneofourlearningcommunitiesyouwillexperiencefacultyandstaffmemberswhoarecommittedtosupportingandchallengingyoutobepreparedasexceptionalteachersinarapidlychangingworld. We’llassistyoutowardsthegoaloftransformingthelivesofyourstudents. OurdynamiceducationprogramsarehighlyrespectedbyschooldistrictleadersinOregonandacrossthecountry. We will provide you with the theoretical foundation, practical knowledge, skills, andexperienceyouneedtobeaprofessionaleducatorinyourchosenspecialty.We are committed to increasing our sphere of influence and deepening our commitment toquality.Thus,ourlicensureprogramsareapprovedbytheOregonTeacherStandardsandPracticesCommission (TSPC) and our degree programs are accredited by the Northwest Commission onCollegesandUniversities(NWCCU).Further,theCollegeofEducationisnationallyaccreditedbytheNationalCouncilforAccreditationofTeacherEducation(NCATE)/CouncilfortheAccreditationofEducatorPreparation(CAEP).DISCLAIMER:PacificUniversityhasmadereasonableefforttoensurethattheinformationcontainedinthehandbookisaccurateatthetimeofpublication,butreservestherighttochangethehandbookoranyrequirements,regulations,policies,orprocedures,includingbutnotlimitedtochangestoaddressrevisionstolicensurerulesorrequirementssetforthbytheStateofOregonandtheTeacherStandardsandPracticesCommission.Thisincludes,butisnotlimitedto,therighttodiscontinuecourses,changerequirementsforadmissionandgraduation,adjustfeesorchangeanyotherregulation,policy,orprocedure.Althoughnoticeisnotrequiredforanychangetotakeeffect,theUniversitywillmakereasonableattemptstotimelynotifystudentsofanychangesthroughweboremailannouncements,orothermethodsdeemedappropriatebytheUniversity.StudentsareresponsibleforunderstandingallrequirementsoftheUniversityandmakingthemselvesawareofanychanges.Theinformationinthishandboook,aswellasanyotherregulations,policies,orprocedures,isforinformationalpurposesonlyanddoesnotconstituteanagreementorcontractbetweenPacificUniversityandstudents,stafforfaculty.

NOTICEOFNONDISCRIMINATION:ItisthepolicyofPacificUniversitynottodiscriminateonthebasisofsex,physicalormentaldisability,race,color,nationalorigin,sexualorientation,age,religiouspreferenceordisabledveteranorVietnamErastatusinadmissionandaccessto,ortreatmentinemployment,educationalprogramsoractivitiesasrequiredbyTitleIXoftheEducationAmendmentsof1972,section504oftheRehabilitationActof1973,TitleVIIoftheCivilRightsActof1964,theAgeDiscriminationAct,theAmericanswithDisabilitiesActof1990,oranyotherclassificationprotectedunderstateorfederallaw,orcityordinance.QuestionsorcomplaintsmaybedirectedtotheVicePresidentforAcademicAffairs,2043CollegeWay,ForestGrove,OR97116,503‐352‐2215.

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GENERALINFORMATION

MISSION&STANDARDS

MissionoftheCollegeofEducation

ThePacificUniversityCollegeofEducationembraces themissionandvaluesofPacificUniversityalong with its commitment to the liberal arts and sciences as we seek to prepare aspiring andpracticing educators to promote and nurture learners’ intellectual, ethical, social, and emotionalgrowthwithinalearningcommunitythatiscommittedtoequityanddiversity.Inoursharedvision,the College of Education exemplifies the values of the University, emphasizing academic rigor,integrity,individualgrowth,deepunderstanding,closecommunityandethicalresponsibility.SincethereareseveralprogramsintheCOEtherearevariousprogramgoalsandobjectives.UnitingallourprogramsistheintersectionoftheCOEvisionstatement(Transformingeducationthroughcommunitiesoflearners)andthreefocusthemesthatcaptureourCOEconceptualframework:(1)Promoting cultural competence; (2) Creating student‐centered classrooms; and (3) Enhancinglearningthroughtechnology.Asshownbelow,thesethemessummarizeourconceptualframework,thuslettingallourconstituentsknowwhatwevalue.

PHILOSOPHICALFOCUSOFTHECONCEPTUALFRAMEWORK

Transforming Education through

Communities of Learners

Creating Student-Centered Learning

Environments

Enhancing Learning through

Technology

Promoting Cultural

Competence

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StatementofProfessionalCommitment

The College of Education Statement of Professional Commitment has been adapted from thestandardsforcompetentandethicalbehaviorestablishedformembersoftheteachingprofessionbytheTeacherStandardsandPracticesCommission.Whenyougraduateandembarkonyourcareerineducation,youwillrecitethispledgeasyourcommitmenttothehighstandardsthatwillbeexpectedofyoubyyourcolleagues,andbythecommunitiesandschoolsinwhichyouwillserve.Asamemberoftheeducationprofession,Icommittorecognizetheworthanddignityofallpersons,encouragescholarship,andpromotedemocraticcitizenship.Inaddition,Iwillkeeptheconfidentialityentrusted intheprofession,strive forcontinued improvementandprofessionalgrowth,extendequaltreatment to all members of the profession in the exercise of their professional rights andresponsibilities,andmaintainthedignityofthefieldofeducationbyrespectingandobeyingallthelawspertainingtotheprofession,andbyexemplifyingpersonalintegrityandhonesty

CodeofAcademicandProfessionalConduct

The goal of the College of Education is to provide an educational experience through whichcandidatesmaydevelop as confident, competent, and ethical educatorswhomeet theProgram’sexpectationsandthestandardsestablishedbytheStateofOregon,andabidebythemostcurrentstate and federal laws governing the conduct of educators. To assist candidates inmeeting therequirementsofmembershipintheteachingprofession,candidatesintheCollegeofEducationareexpected to learn and practice appropriate professional and ethical behaviors. The College ofEducationreservestherighttodefineprofessionalcompetenceandbehavior,toestablishstandardsofexcellence,andtoevaluatecandidatesinregardtothem.The following behaviors, along with those stated in the Standards for Competent and EthicalPerformance ofOregon Educators (ORS 342.175 to 342.190), are expectedwhile enrolled in theprogramandwhilerepresentingtheUniversity.Theinabilitytomeetthesestandardswillleadtodisciplinary action and can result in dismissal from the school. Conduct inconsistentwith thesestandards,suchasplagiarism,cheating,lyingand/orfraud,isconsideredunprofessionalandwillnotbetolerated.

Attitude:Candidatesareexpectedtopossesspersonalqualitiesofintegrity,honesty,dedication,responsibility,andstrongethicalvalues;recognizetheworthanddignityofallpersons;anddemonstratesensitivitytoothersandapositiveoutlook.Candidatesareexpectedtoworkcooperativelywithothers;participateandshareinformation;treatfacultyandstaff,peers,PreK‐12studentsandcooperatingteacherswithrespect;displayawillingnesstolearnandacceptconstructivecriticism;bepunctual;anddemonstratebehaviorthatcontributestoapositivelearningenvironment.

Attendance:Candidatesareexpectedtoattendallclassesunlessexcusedbytheinstructor.Gradescanbeloweredbyunexcusedabsencesand/orlateness.

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Abilitytoworkwithothers:Cooperationandcollegialityarerequiredtobeaneffectiveprofessionaleducator.Candidatesarethereforeexpectedtocooperate,participate,shareinformation,andshowrespectforotherswhileenrolledintheprogram.

Abilitytoworkindependently:Initiative,perseverance,andself‐disciplineprovidethefoundationforprofessionalexcellence.Candidatesareexpectedtoinitiateandpursue,studyindependentlyandtoacceptresponsibilityfortheirownlearning.

Appearance:Candidatesareexpectedtoobserveprofessionalguidelinesforappropriatedressandhygiene.

Research:CandidatesarerequiredtoabidebytheethicalprinciplesofresearchwithhumanparticipantsasdefinedbytheAmericanPsychologicalAssociationandtheInstitutionalReviewBoardatPacificUniversity.

Citizenship:Candidatesareexpectedtodisplaythoseattributesexpectedofamemberofalearnedprofession;promotedemocraticcitizenship;demonstratesocialawarenessandasenseofsocialresponsibility;andexemplifygoodcitizenshipinallsocialandcommunityinteractions.

Universityrulesandpolicies:CandidatesareexpectedtofollowallguidelinessetforthbyPacificUniversityincludingthoseconcerningsmoking,parking,andalcoholuseoncampus.

ForacompletelistofPacificUniversity’sacademicpoliciesandprocedures,pleasegototheonlineacademiccataloglocatedathttp://www.pacificu.edu/about‐us/offices/registrar/academic‐catalog.

StandardsforCompetentandEthicalPerformanceofOregonEducators

The Teacher Standards and Practices Commission has established standards for competent andethicalbehavior.ThefollowinglegislativeguidelinesapplytoteachereducationcandidateswhileatPacificUniversity:

TheCompetentEducator584‐020‐0010Theeducatordemonstratesacommitmentto:

1. Recognizetheworthanddignityofallpersonsandrespectforeachindividual;2. Encouragescholarship;3. Promotedemocraticandinclusivecitizenship;4. Raiseeducationalstandards;5. Useprofessionaljudgmentand6. Promoteequitablelearningopportunities.

Stat.Auth.:ORS342Stats.Implemented:ORS342‐143&342.175‐342‐190Hist.:TS5‐1979,f.12‐19‐79,ef.1‐1‐80;TSPC7‐2007,f.&cert.ef.12‐14‐07TheEthicalEducator584‐020‐0035

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The ethical educator is a person who accepts the requirements of membership in the teachingprofessionandactsatalltimesinethicalways.Insodoingtheethicaleducatorconsiderstheneedsofthestudents,thedistrict,andtheprofession.

(1) Theethicaleducator,infulfillingobligationstothestudent,will:(a)Keeptheconfidenceentrustedintheprofessionasitrelatestoconfidentialinformationconcerningastudentandthestudent'sfamily;(b)Refrainfromexploitingprofessionalrelationshipswithanystudentforpersonalgain,orinsupportofpersonsorissues;and(c)Maintainanappropriateprofessionalstudent‐teacherrelationshipby:

(A)Notdemonstratingorexpressingprofessionallyinappropriateinterestinastudent'spersonallife;(B)Notacceptingorgivingorexchangingromanticoroverlypersonalgiftsornoteswithastudent;(C)Reportingtotheeducator'ssupervisoriftheeducatorhasreasontobelieveastudentisormaybebecomingromanticallyattachedtotheeducator;and(D)Honoringappropriateadultboundarieswithstudentsinconductandconversationsatalltimes.

(2)Theethicaleducator,infulfillingobligationstothedistrict,will:(a)Applyfor,accept,offer,orassignapositionofresponsibilityonlyonthebasisofprofessionalqualifications,andwilladheretotheconditionsofacontractorthetermsoftheappointment;(b)Conductprofessionalbusiness,includinggrievances,throughestablishedlawfulandreasonableprocedures;(c)Striveforcontinuedimprovementandprofessionalgrowth;(d)Acceptnogratuitiesorgiftsofsignificancethatcouldinfluencejudgmentintheexerciseofprofessionalduties;and(e)Notusethedistrict'sorschool'sname,property,orresourcesfornoneducationalbenefitorpurposeswithoutapprovaloftheeducator'ssupervisorortheappointingauthority.

(3)Theethicaleducator,infulfillingobligationstotheprofession,will:(a)Maintainthedignityoftheprofessionbyrespectingandobeyingthelaw,exemplifyingpersonalintegrityandhonesty;(b)Extendequaltreatmenttoallmembersoftheprofessionintheexerciseoftheirprofessionalrightsandresponsibilities;and(c)Respondtorequestsforevaluationofcolleaguesandkeepsuchinformationconfidentialasappropriate.

Stat.Auth.:ORS342Stats.Implemented:ORS342.143&342.175‐342.190Hist.:TS5‐1979,f.12‐19‐79,ef.1‐1‐80;TS7‐1983,f.&ef.12‐14‐83;TS7‐1989,f.&cert.ef.12‐13‐89;TSPC8‐1998,f.&cert.ef.12‐9‐98;TSPC7‐2007,f.&cert.ef.12‐14‐07

AcademicandProfessionalStandards

GoodstandingintheCollegeofEducationSLTisdefinedas:

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continuedenrollment; satisfactoryacademicprogress; satisfactoryperformanceinpracticaandstudentteachingandinternships; satisfactoryteachingcompetencies behaviorthatleadstoprofessionalcompetenceandpositiveinterpersonalandprofessional

relations appropriateprofessional/ethicalconductandattitudes

Candidatesareevaluatedregularlyinalltheseareas.Theseprogram‐specificpoliciessupersedeUniversityguidelines.

Satisfactoryperformanceincoursesisdefinedasmaintaininga3.00minimumGPAinallprofessionaleducationandendorsementareacourseworkwithnogradelowerthanaC;aC‐isnotacceptable.Satisfactory performance in practica, student teaching placements and internships is defined ascompletingthemwithagradeofPass.Candidates are expected to demonstrate behavior consistentwith the Pacific University Code ofAcademic and Professional Conduct, the most current ethical code established by the TeacherStandards andPractices Commission, and themost current state and federal laws governing theconductofeducators.TheCollegeofEducationreservestherighttodefineprofessionalcompetenceandbehavior,toestablishstandardsofexcellence,andtoevaluatestudentsinregardtothem.AgreementtoabidebythepoliciesandproceduresoftheUniversityandtheprogramisimplicitlyconfirmedwhencandidatesregistereachterm. Candidatesareexpectedtoadheretothevariousadministrativeandacademicdeadlineslistedintheacademiccalendarandincoursesyllabi.FailuretodosomayjeopardizetheirstandingintheCollegeofEducationandmayconstitutegroundsforprobationordismissalfromtheprogram.Candidatesmustmaintaingoodstandingintheprogramin order to be eligible for federally funded financial aid or University/College of Educationscholarships.

COLLEGEOFEDUCATIONPOLICIESFull&Part‐timeStudentStatusGraduatedegree‐seekingstudentscarrying8creditsorhigherpertermareconsideredfull‐time;4creditsisconsideredhalf‐time.Non‐degreeseekingstudentscarrying12creditsorhigheratermareconsideredfull‐time;6creditsisconsideredhalf‐time.

GraduationDegreecandidatesmustsubmitanApplicationforDegreetotheRegistrar’sOfficetograduate.

ForEugeneCandidateswishing to receivedegrees inDecemberand/orparticipate in theDecembercommencement,degreeapplicationsareduetotheRegistrar’sOfficebyOctober15.

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All candidates receiving degrees are encouraged to participate in the University’s hooding andcommencementceremonies.Candidateswhoarewithin4creditsofcompletingtheirprogramsmayparticipateintheDecemberceremony.AcademicPerformanceReviewFacultyinstructorswillevaluateacademicperformance,practicumskills,andprofessionalbehaviorsdemonstratedinuniversityclasses,practicaandstudentteachingsettings.EvaluationswilladheretostandardssetforthinthePacificUniversityAcademicCatalog(http://www.pacificu.edu/about‐us/offices/registrar/academic‐catalog)andtheOregonAdministrativeRulespertainingtoteachingandteacherlicensure.Ateachercandidatewhoisnotperformingadequatelywillreceivenotificationthroughverbalfeedback,individualadvisement,and/orwrittennotification.TheoverallacademicprogressofeachcandidateisreviewedattheendofeachgradingperiodbytheProgram Coordinator. Semester grades of less than “C”, that is “C‐“, “D”, “F”, and “NP”, aresubstandardandmaynotbeusedtofulfilltherequirementsforamaster’sdegreeortofulfillrequirementsforateachinglicense.CandidatesmaynotregisterforstudentteachingwitharecordedsubstandardgradeorwithacumulativeGPAoflessthan3.0.Additionally,candidatesmustmaintainacumulativeGPAof3.0ineachsemesterenrolledinordertocontinueintheprogram.Tocontinue intheprogram,anysubstandardgrademustberectified,eitherbytakingthecourseagainorthroughanindependentcontractwiththecourseinstructor.Itistheresponsibilityofthecandidate to initiatewith thecourse instructor,andagree inwriting to,ameansofrectifyingthesubstandardgrade.InstructorResponsibilitiesTheCollegeofEducationexpectsthatitsinstructorswilldesignandteachcoursesthatappropriatelychallenge candidates. From the beginning of the course, instructors will clearly communicateexpectationsregardingstandardsofperformanceandwillexplainhowgradeswillbedeterminedandassigned.Itisexpectedthatstudentswillreceivefeedbackconcerningtheirstatusduringthecourse and that all gradedworkwill be returnedpromptly. College of Education instructorswillmodel andcommunicateexpectations forexemplaryprofessionalbehavior. Instructorswillwarnstudentswhentheiracademicperformanceorprofessionalbehaviorislessthansatisfactoryassoonasthatbecomesapparenttotheinstructor.Assignments and tests will be designed to allow a determination of candidates’ conceptualunderstandingsofcoursematerialandtheirabilitytoapplywhattheyhavelearnedinanauthenticmannerinaneducationalsetting.Instructorsareresponsibleforjudgingthequalityandaccuracyofcandidates’workandassigninggrades.Instructorsareexpectedtopossesspersonalattributesofhonesty,dedication,responsibility,andstrongethicalvalues.Theyareexpectedtocreatealearningenvironmentthatischallenging,positive,andrewardingandthathonorsculturaldifferencesanddiversity.InstructorsareexpectedtotreatstudentsandpeerswithrespectandadheretoallPacificUniversityrulesandguidelines,includingthoseconcerningsmoking,parking,andalcoholuseoncampus.

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CourseAttendanceCandidateshaveapersonalandprofessionalresponsibilityforcourseclassroomattendance,activeparticipation, timely completionof assignments, andattendanceatpractica and student teachingplacements.While Pacific University believes that candidates should be in attendance at all class sessions,individualfacultymembersareresponsiblefornotifyingcandidatesofattendanceexpectationsintheircoursesatthebeginningofeachtermandmayloweracandidate’sgradeforpoorattendanceorparticipation.Candidatesareexpectedtoinformtheirinstructorsofanunavoidableabsenceinadvance.Assignmentofmakeupwork,ifany,isatthediscretionoftheinstructor.Attendance requirements during the practicum and student teaching experience include allprofessionalandspecialeventsrequiredofthecooperatingteacher.Thismayencompass,butisnotlimitedto,afterschoolorbeforeschoolactivities,eveningevents,in‐serviceactivities,staffmeetings,parent/teacher conferences and sporting events. Only illness or family emergencies constitute alegitimateexcuseforabsence.Ifillnessoranemergencynecessitatesanabsence,thecandidateisresponsiblefornotifyingtheircooperatingteacheranduniversitysupervisorinatimelyfashion,andmayberequiredtoprovideamedicalnotefromtheirdoctor.

Attendanceatregularlyscheduledclassesislimitedtocandidateswhoarecurrentlyenrolledinthecourseortoinvitedguestsofthecourseinstructor(s).Allotherguests,includingfamilymembers,requirepriorapprovalfromthecourseinstructor.

CellPhoneProtocolDuringallschoolplacements,classesandseminars,pleasesetyourphonetoaninaudiblesignal.Ifitringsandyoumustanswerit,leavetheclassroomquicklyandquietly.Textmessagesshouldbelimited.

LaptopProtocolAsateachercandidateinoneofPacificUniversity’sTeacherPreparationprograms,weencourageyoutohavealaptopanduseitasaprofessionaltoolbothasagraduatestudentandateachercandidate.PacificUniversityhasgonetogreatlengthstocreateawirelesscampus.Thus,theinternetisreadilyaccessiblewhereveryouareoncampus,includinginclass.Theavailabilityoftheinternetduringclasscanleadtosomewonderfulopportunitiesforin‐classlearning,collaboration,andresearchbutweaskthatyourefrainfromusingtheinternetforemailingorexploringcontentirrelevanttoclasstopics.

ConfidentialityProtocolDuring the course of this program many opportunities will emerge for you to talk about, askquestionsabout,anddiscussstudents,parentsofstudents,schooladministrators,supervisorsandcolleagues. It will be necessary tomaintain confidentialitywhen referring to people and schoolbuildings.Pleaseusefirstnamesonlyorrefertopeoplebytheirrole(e.g.,the5thgradeteacher).Asyoulistentodiscussions,remembertheinformationsharedstaysintheroom.Asalways,youshouldframeyourcommentsinsuchawayastomaintainaprofessionaldemeanor.

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DressTeachercandidatesareexpectedtodressprofessionally.Styleofdressshouldbeconsistentwith,orslightlymoreformalthan,thatofotherteachersattheschool.

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GradingPolicyTheCollegeofEducationusesan“A”through“F”gradingscaleincluding“+”and“‐“aswellasPass/NoPass.InCollegeofEducationgraduatecourses,allworkbelowa“C”isconsideredfailingandisnotcreditedtowardagraduatedegreeorlicensure.IncompleteGradesAninstructormayissueagradeof Incompleteonlywhenthemajorportionofacoursehasbeencompletedsatisfactorilybuthealthorotheremergencyreasonspreventthestudentfromfinishingall requirements of the course. Prior to submitting an incomplete grade, the instructor and thestudentcompleteanIncompleteGradeContractdetailingthecompletionandsubmissiondeadlineofallremainingwork.Aftersubmissionofthework,theinstructorcompletesaGradeChangeformandsubmits it to the Director of the SLT for approval; the form is then processed by the Registrar.CandidatesmaynotbeginstudentteachinguntilallIncompletegradesareremoved.AppealsProcedureA student may appeal a decision of the College of Education related to academic standing bysubmittingalettertotheDirectorwithintenbusinessdaysofthedecision.Theappealwillbeheardbefore a committee of fivemembers convened by the Director. The committeewill consist of amemberoftheEducationConsortium,afacultymemberfromtheFacultyoftheProfessionalSchools,a facultymember from theCollege of Education outside of the student’s ownprogram, a facultymemberselectedbythestudent,andanotherstudent.Anyappealofthiscommittee’sdecisionmustbereferredtotheUniversityStandardsandAppealsBoard.CandidateDispositionsTheCOEiscommittedtopromotinganddevelopingpositivedispositionsinourcandidatestoensuretheir success as future educators and leaders in their community. In support of this, candidatedispositionself‐assessmentswillbeconductedbycandidatesatkeypointsduringtheprogram(e.g.endofsemesteradvisingsessionswiththeProgramCoordinator(s)). (SeeAppendicesSectionforadditionalinformationaboutCandidateDispositions.)

ViolationsoftheCodeofAcademicandProfessionalConductTheCollegeofEducationassignsgreatimportancetoself‐discipline,theabilitytoworkwithothers,andtheabilitytoconductoneselfinaprofessionalmanner.ViolationsoftheCodeofAcademicandProfessionalConductcanresultinthedismissalofthecandidatewithoutpreviouswarningatanytimeinhisorheracademiccareer.Ifsuchaviolationoccurswhileacandidateisstudentteaching,thecandidatemayberemovedfromstudentteachingpendinganinvestigation.

Anyfacultymember,instructororindividualwithdirectknowledgeofacandidate’sviolationoftheCodeofAcademicandProfessionalConductmaynotifytheDirectoroftheviolation.Thenoticemustbeinwritingandsigned.TheDirectorwillconveneacommitteecomposedofafacultymemberfromtheCollegeofEducation,afacultymemberfromanotherPacificUniversityprofessionalprogram,andastudentrepresentativetoreviewallegationsandrecommendaresolutiontotheDirectorof theCollegeofEducationwhowillmakethefinaldetermination.PerUniversitypolicy,thatdecisioncanbeappealedtotheUniversityStandardsandAppealsBoard.

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DismissalThe SLT Director and/or Dean of the College of Education will consider a recommendation fordismissalforanyofthefollowing:

If a candidate fails to sustain satisfactory progress toward completion of the degree orlicensureprogrambecauseoneormoresubstandardgradesexistonthestudent’stranscriptatanytime;

Insufficientprogressinthedevelopmentofteachingcompetencies; FailuretocomplywithCollegeofEducationrulesorprocedures; Unprofessionalconduct,unethicalconduct,orillegalconduct;and Evidence of behavior that may hinder professional competence and interpersonal or

professionalrelations.Ordinarily, a candidatewillhave receivedwarnings thathisorherwork is less thansatisfactorybefore dismissal. However, a candidatemay, for adequate cause, be dismissedwithout previouswarning.Peruniversitypolicy,acandidatecanappealthedecision.Student teaching is considered apart of the academicprogram. Specific procedures applywhenstudentsareunabletomeetthedemandsofthestudentteachingplacement.Thoseproceduresaredescribedinthisprogramhandbook.

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GETTINGSTARTEDATPACIFIC

AdvisingYouradvisorisassignedbasedonyourprogram.PleasecontactthecampusStudentServicesManagerorcampusCoordinatorforquestionsaboutyouradvisor.

EugeneCampus–ShellyKnight–[email protected]‐485‐6812

ImportantDates 8/31/15 Orientation

8/31/15 Firstdayoffallterm

11/25/15–11/27/15 ThanksgivingHoliday(NoClasses/CampusClosed)

12/25/15–1/3/16 WinterBreak(NoClasses/CampusClosed)

1/4/16 ClassesresumeafterWinterBreak

1/18/16 MartinLutherKingJr.Day(CampusClosed)

2/1/16 Springsemesterbegins

3/21/16–3/25/16 SpringBreak(NoClasses)

5/30/16 MemorialDay(CampusClosed)

7/4/16 IndependenceDay(NoClasses/CampusClosed)

9/5/16 LaborDay(NoClasses/CampusClosed)

August–December2016 Full‐timeStudentTeaching

December2016 Graduation(Datetobeannounced)

CampusSpecificServices SchoolofLearningandTeachingOffices:Stopbytheofficeifyouhavequestionsorneed

information.Facultymailboxesarelocatedinthecampusoffices. Mailboxes:Allstudentswillbegivenamailbox.Pleasecheckyourmailboxfrequentlyfor

communicationsfromSLTfacultyandadministrationaswellasfromotherPacificUniversitydepartments.

StudentLounge:Thestudentloungehasasodamachine,refrigerator,andmicrowaveforstudentuse.Recyclingbinsforaluminum,plasticandglassarealsolocatedhere.Pleasecleanupafteryourself.

TheStudentLoungealsohasacopymachineforstudentuse.Youaregiven$60peryear($30inFallterm/$30inSpringterm).Ifyouprintmorethan$30worthpersemester,yourstudentaccountwillbebilledfortheexcessamount.Ifyoudonotuseyourfull$30/semesterworthofprintingduringfallterm,yourbalancewillbecarriedovertospringterm.

ComputerLab:SLTstudentshaveaccesstothecomputerlab.CampuslabhoursarepostedonthelabdoorandtheCOEwebsite(http://www.pacificu.edu/coe).Pleasenotethatlabhoursaresubjecttochangewithoutnotice.

Thereisabulletinboardlocatedinthestudentloungecontainingjobannouncements,booksforsale,etc.

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StudentResources:StudentscanfindusonFacebookandTwitter.Jobpostingsandotherimportanteducationarticlesandinformationarepostedonthesesites.Pleasefollowand/orlikeourpages.

FingerprintsAllpre‐service teachers are required tohave their fingerprintson filewith theState ofOregon’slicensure authority, Teacher Standards andPracticesCommission (TSPC). Oftentimes candidateshavetheirfingerprintsdoneasaninstructionalassistantorforotherjobsintheschools.However,TSPC completes a more thorough investigation to determine candidates’ eligibility to workunsupervisedwithchildren.IfyouhavenothadthemdonespecificallyforTSPC,youwillneedtohavethemdoneagain.IfyouthinkthatyourfingerprintsarealreadyonfilewithTSPC,pleaseverifywithyourcampusStudentServicesManager.

EugeneCampus‐[email protected]‐485‐6812PLEASEFOLLOWTHESESTEPSFORSUCCESSFULFINGERPRINTSCANNINGANDHANDLINGSTEP1:Student/CandidatecompletesPA‐1formandturnsintocampuspersonnelalongwithacheckormoneyorderintheamountof$57.00payabletoTSPC(TeacherStandardsandPracticesCommission). Student/CandidateswillreturnthecompletedPA‐1formalongwithcheckormoneyordertoShellyKnightbyAUGUST31,2015.STEP2:PacificUniversitysendscompletedPA‐1formalongwithyourpaymenttoTSPC.STEP3:TSPCemailsinstructionstothestudent/candidateforaccessingFieldPrint(newfingerprintscanningsystem).STEP 4: Through the FieldPrint website (http://fieldprintoregon.com/) student/candidateschedules an appointment at a convenientFieldPrint location to have their fingerprints scanned;pleasenotethefeerequired(currently$12.50).STEP5:OnceFieldPrintscansandsendsyourfingerprintstotheOregonStatePoliceandFBIforprocessing, and your prints have been cleared, student/candidate andPacificUniversitywillreceive notification from TSPC that results are ready for viewing on the TSPC Educator Lookupwebsite(http://www.tspc.oregon.gov/lookup).Ifyouhavequestions,pleasecontactyourcampusspecificStudentServicesManager. Seecontactinformationabove.

StudentHandbookThePacificUniversityStudentHandbookcanbeaccessedonlineatthePacificUniversitywebsite(http://www.pacificu.edu/about‐us/offices/student‐conduct/student‐handbook/student‐code‐conduct)andprovidesinformationontheUniversity’spolicies(alcohol,smoking,parking,etc.)andprocedures.Itisthestudent’sobligationtobeawareofandunderstandthepoliciesandprocedurescontainedinthispublication.

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StudentAccountInformationYourusername,calledyour“PUNetID,”andpasswordgrantsaccesstoallPacificweb‐basedservicesincludingemail,computerlabs,BoxerApps,Moodle,andBoxerOnline(studentaccountinformation).BothyourPUNetIDandyourpasswordarecase‐sensitive.Youshouldbeabletoaccessthisinformationatthistime.Ifyouarenotable,pleasecontacttheTechnologyInformationCenter(TIC)at503‐352‐1500forassistancewithsettingupyourstudentaccount.YourBoxerCardisamultifunctionalIDcardthatcontainsyourpicture,yourIDnumber,yourPUNetIDandyourname.Itservesasyouridentificationcard,librarycard,dooraccesskey(seePacific’sAfter‐HoursPolicy),anddecliningbalance(printingandcopying).PhotographsforBoxerCardswillbetakenonthedayoforientation.BoxerCardswillbedeliveredtoEugenecampusstudentswithinthefirsttwoweeksofschool.

Communication EmailtoyourPacificUniversityemailaccountistheofficialmeansofcommunicationthroughoutPacificUniversity.AllUniversitydepartmentsuseyourPacificUniversityemailforcorrespondence.PleasecheckyourPacificUniversityemailaccountregularlyforinstructorcorrespondence,importantupdatesandinformation.

YoumayhaveyourPacificemailaccountforwardedtootherpersonalaccounts,butpleasebeawarethatbillingstatementsfromtheBusinessOfficedonotgetforwarded.ItisvitalthatyoucheckyourPacificemailaccountperiodicallyasotherofficesmaynotforwardeither.Itisvitalthatwehavecurrentcontactinformationonfileforyou.Pleasebecertainthatourofficealsohasacurrentaddress,phonenumber,andemailaddressonfileforyou.YoucanupdateyourinformationonBoxerOnline(https://boxeronline.pacificu.edu)

RegistrationDue to financial aid and billing cycles, youwill automatically be registered for classeswhenwereceiveconfirmationfromyouthatyouwillbeattendingtheprogram.Inadditionallfurthercohortregistrationwill beprocessed for you. You are responsible for registrationof any courses takenoutside of the normal cohort program schedule (i.e. Talented and Gifted, Reading, English forSpeakersofOtherLanguages).RegistrationformsareavailableontheCollegeofEducationwebsiteandmustbereturnedtoShellyKnightforprocessing.Forquestionsaboutclassschedulesorregistrationprocedures,pleasecontactShellyKnight,StudentServicesManagerat541‐485‐[email protected].

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Drop/AddPolicyTheInitialLicensureprogramisacarefullyconstructed,sequentialprogramthatmustbecompletedasspecifiedinorderforyoutofinishinthedesignatedtimeframe.Itispossibletoaltersomecoursesequencesand/ortakelongertocompletetheprogram.However,thosedecisionscanonlybemadeafterconsultationwiththeProgramCoordinator.YoumaynotdroporaddaclasswithoutwrittenpermissionfromtheProgramCoordinator.Failuretoadheretothispolicymayresultinalongerprogramcompletiontime.

HealthInsuranceAllstudentsMUSThavehealthinsuranceifregisteredfor1ormorecreditspersemester.Ifyoudonothavehealthinsurance,youwillberequiredtopurchasestudenthealthinsurance.IfyouDOhavehealthinsurance,youmaywaivePacificUniversity’smandatoryhealthinsurancecoveragebycompletingawaiverformandprovidingproofofinsurance.WaiverformsareavailableonlineontheBusinessOfficewebsiteathttp://www.pacificu.edu/about‐us/offices/business‐office/forms.Ifyouhavealreadybeenchargedandwouldliketowaiveinsurancecoverage,PacificUniversityhas30daysfromthestartofcoveragetoissuearefund,howevertherewillbea$25administrativefee.Formoreinformationregardinghealthinsurancepolicies,pleasecontactReneeVanzantat503‐352‐[email protected].

ImmunizationsAllstudentsbornafter1956andregisteredfor6ormorecreditsarerequiredbyOregonStatelawtoshowproofofvaccinationforMMR(mumps/measles/rubella).TD(tetanus/diphtheria)andTB(tuberculosis)arehighlyrecommended.PleasecompletetheImmunizationRecordformyoureceivedwithyouracceptanceletterandprovidedocumentationfromahealthcareprovider.Ifyouneedanotherform,pleasegotohttp://www.pacificu.edu/about‐us/student‐health‐center/required‐immunizations‐forms.Registrationforspringsemesterwillbedelayedwithoutproperimmunizationpaperwork.

Textbooks&CourseMaterialsBooksandcoursepacketsarenotincludedintuitioncosts.Textbooks are available for purchase or rent at the Pacific University Bookstore website athttp://pacific.bncollege.com.Theymayalsobepurchasedonlineatoneofyourpreferredproviders.

PacificUniversityBookstoreBookReturnPolicy

Afullrefundwillbegiveninyouroriginalformofpaymentiftextbooksarereturnedwithareceiptduringthefirstweekofclass.

Withproof of a schedule change and a receipt, a full refundwill be given in youroriginalformofpaymentduringthefirst30daysofclasses.

Allmedicalandspecialtyreferencebookrefundswillbegiveninyouroriginalformofpaymentwithareceiptwithin3daysofpurchase.

Norefundswillbegivenwithoutareceipt. Textbooksmustbeinoriginalcondition.

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Shippingandhandlingchargesarenotrefundable.

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StudentServices Transportation:

o Bus–YoucanpurchaseamonthlybuspassfromLTDatseverallocations:most7‐11stores,theUofOBookstore,LaneCommunityCollegeBookstore,GatewayandValleyRiverCenterMalls,andtheLTDCustomerServiceCenterat1080WillametteStreet.

o WalkorBicycle–Thereisabicyclerackinfrontofthebuilding.Pleasedonotbringbicyclesintothebuildingatanytime. BesuretolockbicyclesandbeadvisedthatPacificUniversityisnotresponsibleforanystolenbicycles.

o Privatecar ‐Studentsmaypark innearbycity lots ‐10thandOlive(byBradford’sStereo),8thandOlive(byUSBank),andtheOakStreetOverpark(spanning10thandOak).Youcanusenearbyparkingmeters,butthisisnotrecommended.

CollegeofEducationWebsite:TheCOEwebsitecontainsinformationaboutthecollege,ourprograms,coursedescriptions,studentforms,handbooks,calendars,andlinkstofacultywebsites. You can access the COE website at www.pacificu.edu/future‐graduate‐professional/colleges/college‐education.

EugeneandUniversityofOregonKnightLibraries:PacificUniversitystudentsmayusetheEugeneorUniversityofOregon’sKnightLibrary.YoumusthaveacurrentdatestickeronyourPacificIDinordertocheckoutanyitemsfromthelibrary.

EugeneCampusGym Facilities: Pacific University has partnered with InternationalFitness to offer gymmembership at a reduced rate of $79 for three months. For moreinformation, please contact Shei Perez at International Fitness (541‐741‐2444).InternationalFitnesshasthreelocations(GreenAcresRd.,QStreet,andGatewayRd).ThepricequotedisfortheGatewayRoadlocation.YouwillneedtoshowyourPacificUniversityinordertotakeadvantageofthisrate. Exerciseclassschedulesarepostedinthestudentlounge,alongwithhoursofoperation.

TechnologyInformationDepartment:UniversityInformationServiceshasproducedaninformationguideforusingtheUniversity’stechnologyservices.Youcanaccessanumberof these information sheets including “Using MyAccount & BoxerMail” by navigating tohttp://www.pacificu.edu/about‐us/offices/university‐information‐services/technology‐help‐resources.

LearningSupportServicesforPacificUniversityStudentsWithDisabilitiesLearning Support Services for (Pacific University) Students with Disabilities (LSS)coordinateseducationalaccommodationsforstudentswithdisabilities.Disabilitiesmaybelearning related, medical, physical or psychological and may be permanent ortemporary.Examplesofaccommodationsincludeextendedtesttimeandsecludedtesting,accessibleoralternateformatcoursematerials,andnote‐takers.Academicstandardsrequirequalifieddocumentationfromlicensedcareprovidersorotherswhomeetfederalguidelinesinordertoreceiveaccommodation.StudentsareresponsibleforfurnishingthisdocumentationtotheUniversitythroughLSS.TheUniversityencouragesstudents, faculty and staff to work together to adapt services to students’ individualsituations. Accommodations will begin once all the documentation is completed. TheUniversity welcomes students to be forthcoming about their status and needs at any

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time.TheOfficeofLearningSupportServicescanbereachedatlss@pacificu.eduor503‐352‐2147.Gotohttp://www.pacificu.edu/studentlife/lssformoreinformation.TheUniversitycomplies with all applicable law regarding disabilities. Questions or concerns aboutUniversitypolicyorcompliancemaybedirectedtotheDeanofStudents.

ForacompletelistofPacificUniversity’sacademicpoliciesandprocedures,pleasegototheonlineacademiccataloglocatedathttp://www.pacificu.edu/about‐us/offices/registrar/academic‐catalog.

ProfessionalOrganizationsAllstudentsareencouragedtojoinaprofessionalorganization.Whatarethebenefitsofbelongingtosuchanorganization?

Mostorganizationswillsendyouanewsletterandajournalonaregularbasisasapartofyourmembershipperks.

Youwillhaveaccesstoregionalconferences. Youarebuildinganetworkofprofessionalcontactsandaffiliations. Theinformationyoureceivefromtheseorganizationswillhelpyougrowasaprofessional.

Werealizethatfundsmaybeabittightafterpayingyourtuitionbill,butthereismoneyavailableformembershipintheseorganizationsthroughthePacificUniversityStudentGovernmentCouncil.Youwillelectarepresentative toserveonthiscouncilandyourrepresentativewillprovideyouwithinformationabouthowtoaccessthefunds.

Thingstoknow...

MainCampusAddress: EugeneCampusAddress:2043CollegeWay 40E.Broadway#250ForestGrove,OR97116 Eugene,OR974011‐877‐722‐8648 541‐485‐6812

Withdrawals,Adds/Drops,orWaivers:Pleaserefertotheonlinecatalogformoreinformationonwithdrawingfromcoursesortheprogramasawhole. Refundsaretiedtoadd/dropdatessopleasepayparticularattentiontothis ifneeded.Waivers:Ifyoubelieveyouareeligibleforacoursewaiver,pleasecontactyouradvisorpriortothestartdateofthecourse.LoanDeferments:If youneed todefer aprevious student loanyoumayeithermail yourdeferment request to ourRegistrar’sofficeatthemaincampusorsubmittheinformationelectronicallyonBoxerOnline.StrandChanges:

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Ifyouwishtochangestrands,itmustbecompletedwithin2monthsofbeginningtheprogram.Aformisavailableintheofficeandmustbeapproved. Youmaycontactyouradvisorfordetailsofstranddescriptions.Immunizations:All immunizationsmustbeturnedinwithin1monthfromthebeginningoftheprogram. HavingimmunizationrecordsonfileisrequiredbyOregonstatelaw.

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TESTINGINFORMATION

WhattestsshouldItake,andwhenshouldItakethem?Program Test WhenRequired

AllProgramsAllLevels

ORELAProtectingStudent&CivilRightsintheEducationalEnvironmentwww.orela.nesinc.com

PriortoProgram

StartDate

ECE/ELEM

NESElementaryEducationExam–Bothsubtestsarerequiredwww.orela.nesinc.com

SubtestI:Reading,EnglishLanguageArtsandSocialStudies

SubtestII:Mathematics,Science,TheArts,HealthandFitnessRequiredforGeneralEducatorsOptionalforSpecialEducators(tobecomeHighlyQualified)

EndofMethodologyCoursework

NESSpecialEducationTestwww.orela.nesinc.comRequiredforSpecialEducators

EndofMethodology

Coursework

ELEM/MS

NESElementaryEducationExam–Bothsubtestsarerequiredwww.orela.nesinc.com

SubtestI:Reading,EnglishLanguageArtsandSocialStudies

SubtestII:Mathematics,Science,TheArts,HealthandFitness

RequiredforGeneralEducators–OptionalforSpecialEducators(tobecomeHighlyQualified)

EndofMethodologyCoursework

MiddleGradesExaminationrequiredforHighlyQualifiedDesignationwww.orela.nesinc.comCandidatescanchoosefromanyofthefollowing:

MiddleGradesEnglishLanguageArts

MiddleGradesGeneralScience

MiddleGradesSocialScience

MiddleGradesMathematicsAlternately,candidatesmaychoosetocompleteasecondarylevelsubjectmatterexam.

PriortoStudentTeaching

ML/HS

SubjectMatterExamination–www.orela.nesinc.comPleaserefertotheMinimumPassingScoresforOregonLicensurepageforadditionaltestinformation.

PriortoProgramStartDate

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MinimumPassingScoresforOregonLicensure

NESElementaryEducationExamination PassingScore

SubtestI:Reading,EnglishLanguageArtsandSocialStudies 227

SubtestII:Mathematics,Science,TheArts,HealthandFitness 228

MiddleLevelHighlyQualifiedTests PassingScore

MiddleGradesEnglishLanguageArts 222

MiddleGradesGeneralScience 228

MiddleGradesSocialScience 227

Note:Middleleveltestsforlanguagearts,science,andsocialstudiesareonlyvalidtoteachatthemiddleschoollevel

MiddleLevelBasicMathEndorsement PassingScore

MiddleGradesMathematics(BasicMath) 225

TheBasicMathendorsementisvalidtoteachanycourseinmiddleschoolorhighschoolatorbelowAlgebraI,includingRemedialMath;Mathematics;BasicMath;MathConcepts(grades6‐8);Pre‐Algebra;IntroductoryAlgebra;BasicAlgebra;AlgebraI;CompetencyMathematics;ConsumerMathematics;GeneralMathI&II;MathematicsFundamentals;MathLab;MiddleMathematicsSkills;ProblemSolving;andothermath‐relatedcoursesatorbelowtheAlgebraIlevel.

SubjectMatterExaminations PassingScore

**Art 230

Biology(middleschoolorhighschoolendorsements) 220

Note:ValidtoteachBiology;Agriculture;AnimalSystems;Chemistry:LifeScience;NaturalResources;PlanSystemsandZoologyandotherspecializedcourses.

BusinessEducation(middleschoolorhighschoolendorsement) 234

Chemistry(Middleschooland/orhighschoolendorsement) 220

Note:ValidtoteachChemistry;IntegratedScience;Life&PhysicalSciences;Physics;TechnicalScienceandotherspecialtycourses.

Chinese(Mandarin) 220

EnglishtoSpeakersofOtherLanguages(ESOL) 228

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French(Middleschooland/orhighschoolendorsement) 220

German(Middleschooland/orhighschoolendorsement) 220

Health(Middleschooland/orhighschoolendorsement) 240

Note:ValidtoteachHealthEducation;AdvancedHealth;FoodandFitness;DrugEducation;HealthPromotion;HealthandWellnessEducation;IndividualHealthProjects;ChemicalandSubstanceAbuseEducation;FamilyLiving;andotherhealth‐relatedcoursesandactivities.

IntegratedScience

GeneralScience 220

Note:ValidtoteachAgriculture;Anatomy;GeneralBiology;Botany;GeneralChemistry;EarthScience;IntegratedScience;Life&PhysicalScience;NationalResources;GeneralPhysicsandotherspecializedcourses.

LanguageArts(Middleschooland/orhighschoolendorsement)

EnglishLanguageArts 236

*Marketing(seebelow)

Mathematics,Advanced(Middleschooland/orhighschoolendorsement)

Mathematics 225

Note:ValidtoteachAdvancedAlgebra;Trigonometry;Pre‐Calculus;Calculus;Statistics&Probability;Geometry;SurveyGeometry;TrigonometryAnalysis;andothermath‐relatedcourses.RequiredtoteachabovetheAlgebraIlevel.

Mathematics,Basic(Middleschooland/orhighschoolendorsement)

MiddleGradesMathematics 225

Note:ValidtoteachanycourseinmiddleschoolorhighschoolatorbelowAlgebraIincludingRemedialMath;Mathematics;BasicMath;MathConcepts(grades6‐8);Pre‐Algebra;IntroductoryAlgebra;BasicAlgebra;AlgebraI:CompetencyMathematics:ConsumerMathematics:GeneralMathI&II:MathematicsFundamentals;MathLab;MiddleMathematicsSkills;ProblemSolving,andothermath‐relatedcoursesatorbelowtheAlgebraIlevel.

**Music 220

**PhysicalEducation 224

Note:Validtoteachgamesandsportsskills;Gymnastics;Movement;Personal&SocialDevelopment;PhysicalFitnessandBodyDevelopment;Rhythms;Adaptivemotorskills,andathletictraining.

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Physics(Middleschooland/orhighschoolendorsement) 232

Note:ValidtoteachAstronomy;Chemistry;IntegratedScience;Life&PhysicalSciences;Meteorology;Physics;Robotics;TechnicalScienceandotherspecializedcourses

*ReadingSpecialist(seebelow)

SocialStudies(Middleschooland/orhighschoolendorsement)

SocialScience 237

Spanish 226

SpecialEducation 228

ThefollowingtestsarecurrentlybeingofferedaspartofthePraxisIIseriesthroughETS.Youcanobtaininformationabouttestdates,locations,andon‐lineregistrationatthePraxiswebsite(www.ets.org/praxis).

SubjectEndorsements TestNumber PassingScore

Marketing(Highschoollevelonly)

MarketingEducation 10561 163

ReadingSpecialist 5301 164

SubjectsforWhichNoExamisRequired

Atranscriptevaluationisrequiredtoqualifyfortheseendorsements.Inaddition,toberecommendedforanendorsementineitherJapaneseorRussian,candidatesmustachieveascoreofIntermediateHighoraboveontheAmericanCouncilontheTeachingofForeignLanguagesOralProficiencyInterviewandtheWritingProficiencyTest.SeeACTFLwebsiteforadditionalinformation.

Drama(Middleschooland/orhighschoolendorsement)

Japanese(Middleschooland/orhighschoolendorsement)

Russian(Middleschooland/orhighschoolendorsement)

ORELACivilRights PassingScore

ProtectingStudentandCivilRightsintheEducationalEnvironmentExamination

240

**ThefollowingsubjectareasdonotrequiretheNESElementaryEducationSubtestIandSubtestIIExaminations.(Allotherlicensuretestsstillapplyfortheseendorsements):

Art

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ESOLandESOL/Bilingual Music PhysicalEducation Reading

BACHELOROFEDUCATIONPROGRAM

B.Ed.PROGRAMOVERVIEWTheBachelorofEducationinElementaryEducationandEnglishLanguageLearningisauniquedegreecompletionprogrambaseduponprinciplesofcommunity‐basedteachereducationwiththeexpressedgoaloftrainingprofessionaleducatorsasTeachers,Leaders,andAdvocatesforamultilingualanddiversestudentpopulation.CompletionofthedegreepreparesteachercandidatesforOregonlicensureandOregonEnglishforSpeakersofOtherLanguages(ESOL)endorsement.YouwillbeginintensivecourseworkinlateAugustbytakingfoundationalcourseworkincommunitybuilding,schoolingandpolitics,andeducationalpsychology.Thiscourseworkwillcontinuethroughtheentirefallsemester.Overthenextcoupleofsemesters,youwillbeparticipatinginmethodologycoursework.Thismeanscourseworkinreading,writing,math,science,health,andexpressivearts.DegreeRequirementsfortheB.Ed.

ToearntheB.Ed.degree,studentscomplete58creditsatPacificUniversity’sEugenecampus.PriortomatriculationintotheBachelorofEducationinElementaryEducationandEnglishLanguageLearningprogram,studentsmusthavecompletedanAAOTdegreeORatleast75%ofthecourseworklistedbelow.StudentswithoutanAAOTmustcompleteallofthecourseworkbelow,butmayenrollintheremaining25%ofcourseswhileenrolledatpacific.Substitutions/exceptionstothesecoursesmaybeapprovedpriortoadmissiontotheB.Ed.

Writing(4semester/6quartercreditsminimum)o Mustinclude1EnglishCompositioncourse

Humanities(10semester/15quartercreditsminimum):Humanities,Communication,Philosophy,English,Literature,Art,Music,Theater,Religion,MusicPerformance

o Mustinclude1EnglishorHumanities;1CommunicationorSpeech;1Philosophy SocialScience(6semester/10quartercreditsminimum):History,Psychology,Sociology,

Anthropology,Economics,PoliticalScience,Geography,HumanDevelopmentandFamilyStudies

o Mustinclude1PsychologyorHumanDevelopmentandFamilyStudiescourse Mathematics(6semester/10quartercreditsminimum) NaturalScience(6semester/10quartercreditsminimum)

o Mustinclude1labcourse EducationorEarlyChildhoodEducation(4semester/6quartercreditsminimum):

o MustincludeanIntroductiontoEducationorFoundationsofEducationcourse

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WorldLanguage/ForeignLanguageproficiency:o MustdemonstratecompetencyinalanguageotherthanEnglish:passany103‐level

languagecourseORpassaPacificUniversityorcommunitycollegechallengeexamreflecting103‐levelproficiency.LanguagerequirementmaybewaivedfornativespeakersofotherlanguagesinconsultationwiththeWorldLanguageDepartmentorbysuccessfulcompletionof50%oftheadmissionsinterviewintheforeignlanguage,evaluatedbyaqualifiedspeakerofthelanguage.

B.Ed.ProgramTransitionPointsListedbelowarethetransitionpointsyouwillencounteroverthecourseofyourprogramandtherequirementsyoumustfulfillinordertocontinuetothenextblock.ExamplesoftheevaluationinstrumentsarecontainedintheAppendix.

ProgramorTransitionPointRequirements CompletionDeadlineCompletedAdmissionsDocuments(includingtwoessays) PriortoAdmissionOfficialTranscriptsSubmitted PriortoAdmissionAdmissionEvaluationForm PriortoAdmissionInterview PriortoAdmissionConfirmationofAdmission PriortoProgramStartDateSubmitInsuranceWaivertoBusinessOffice,ifnecessary PriortoProgramStartDateImmunizationFormssubmittedtoHealthOffice PriortoProgramStartDateReviewofProgramHandbook OrientationCandidateDispositions(nottobeturnedin) OrientationSubmissionofTSPCDocuments(fingerprints,PA‐1form) OrientationObservationJournalandReflection OngoingPassingTestScoresonORELA–ProtectingStudent&CivilRightsTest

EarlyinFallTerm

SuccessfulCompletionofFallSemesterCoursework EndofFall(1st)TermCandidateDispositionsClearance EndofFall(1st)TermPracticum/FieldExperienceCandidateEvaluationbyCooperatingTeacher

EndofFall(1st)Term

CompletionofMethodologyCoursework PriortoStudentTeachingCandidateDispositionsClearance EndofeachtermECE/ELEMONLY–(General&SpecialEducation)PassingTestScoresonNESElementaryEducationSubtestsI&II

Atcompletionofmethodscoursework–PriortoStudentTeaching

CompletionofTeacherInquiryProject/edTPAportfolio(EvaluatedbyUniversityPersonnel)

CompletionofProgram

MidplacementEvaluationofStudentTeachingfortwoplacements

CompletionofProgram

SummaryEvaluationofStudentTeachingwithpassinggradefortwoplacements

Completionofprogram

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B.ED.CURRICULUMPLANTheBachelorofEducationinElementaryEducationandEnglishLanguageLearningprogrampreparesteachercandidatestobeteacherleadersandadvocates.Eachsemesterincludesschool‐basedteachingexperiences,individualmentoring,andintegrationofcoursework.UponcompletionoftheBachelorofEducationinElementaryEducationandEnglishLanguageLearning,teachercandidateswillbepreparedforthepreliminaryOregonteacherlicensureinelementaryeducationandmaychoosetopursueanEnglishforSpeakersofOtherLanguages(ESOL)endorsement.

Term Course# CourseTitle CreditsFall2015 EDLL315 Political&CulturalContextofSchooling 2

Fall2015 EDLL320 AppliedHumanDevelopment&Psychology 3

Fall2015 EDLL360 TechnologyAcrosstheCurriculum 2

Fall2015 EDLL375 Culture,Power&Identity:BecomingaTeacherLeaderandAdvocateI

2

Fall2015 SPED305 Exceptionalities 2

Fall2015 EDLL365 ClinicalObservation 1

Spring2016 EDLL300 Experiential&InquiryLearninginEarlyChildhoodandElementaryClassrooms

2

Spring2016 EDLL310 IntegratedSocialStudiesMethods 2

Spring2016 EDLL380 Planning,Managing,ImplementingandAssessingInstruction

4

Spring2016 EDUC411 DifferentiationandCollaborationintheInclusiveClassroom

2

Spring2016 EDUC420 LanguageAcquisitioninChildren 2

Summer2016 EDLL325 ExpressiveArtsMethods 2

Summer2016 EDLL330 Science/HealthMethods 2

Summer2016 EDLL390 TeacherasResearcherI 2

Fall2016 EDLL400 Culture,Power&Identity:BecomingaTeacherLeader&AdvocateII

2

Fall2016 EDLL410 TeacherasResearcherII 2

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Fall2016 EDLL420 MathMethods 3

Fall2016 EDLL425 LiteracyMethods(ClinicalFocus) 6

Fall2016 EDUC397 FieldExperience 1

Spring2017 EDLL450 Culture,Power&Identity:BecomingaTeacherLeader&AdvocateIII

2

Spring2017 EDLL475 Student Teaching 12

GraduateswhohavecompletedtheB.Ed.inElementaryEducationandEnglishLanguageLearning(EDLL)withanESOLConcentration(EugeneCampus)maychoosetopursueanESOLEndorsementbycompletingtwomorecoursesbeyondtherequiredB.Ed.courseworkandfulfillingtheOregonTeacherStandardsandPracticesCommission(TSPC)requirements:EDLL350 LinguisticsforEarlyChildhoodandElementaryEducationEDLL475 ESOLPracticumTeacherInquiryProjectfortheB.Ed.Program:AsacumulativeprojectoftheB.Ed.program,teachercandidateswillhaveopportunitytodemonstratetheirabilitiestobeaTeacher,Leader,andAdvocatethroughafinalTeacherInquiryProject.TheprojectmayincorporateedTPAtasksasnecessary.Theteachercandidatewilldemonstrateteachingabilitiesthroughlessonplanning,implementation,andassessment;leadershipthroughactionresearch;andadvocacythroughdeliberatestrategiestoteachallchildrenandworkwithinacollaborativeschoolandcommunitysetting.Teachercandidateswillselectaspecificteachingstrategybasedupontheirownprofessionalgoalsandtheneedsofchildrenintheclassroom.Uponcompletionoftheproject,theteachercandidatewilldemonstrate:

a)AnabilitytoplanandimplementlessonsusingaspecificstrategyforteachingEnglishlanguagelearners;b)Collectauthenticandmeaningfuldataforassessingeffectivenessofteachingstrategyandstudentlearning;c)Analyzeandinterpretdatausingmultiplesourcesandperspectives;d)Reteachandadjustteachingandlearningbasedupondata.TheTeacherInquiryProjectwillinvolvethreecyclesofplanning,datacollection,andanalysis.

edTPATSPCalsorequiresthatallteachercandidatespasstheedTPA,ateacherperformanceassessment.TheedTPAassessmentprovidesopportunityforteachercandidatestodemonstratetheirabilitytoteachbothliteracyandmathematicsinearlychildhoodorelementarygrades.Teachercandidateswillplanandassesstheirteachingthroughthecompletionoffourtasks:

Tasks1–3:ElementaryLiteracyTasks—FortheElementaryLiteracyTasks,teachercandidateswill

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documentacycleofteachingthatincludesplanning3–5lessons,videorecordingthemselvesteaching,andanalyzingteachingandstudents’learning,withattentiontostudents’academiclanguagedevelopmentanduse.

Task4:ElementaryMathematicsAssessmentTask—FortheElementaryMathematicsTask,teachercandidateswillfocusonanalysisofstudents’learninginmathematics(drawnfromalearningsegmentof3–5lessons)andare‐engagementlessonthataddressesstudents’learningneeds.

Alltasksmustbecompletedwithinaformalstudentteachingexperience.Tasks1–3areintegratedintotheEDLL425LiteracyMethodsclinicalandTask4isintegratedintotheEDLL420MathMethodsclinical.Tasks1–4mayberepeatedduringfinalstudentteachingduringtheTeacherInquiryProject.WhiletheB.Ed.programpreparesteachercandidatesfortheseassessmenttasks,theteachercandidateisresponsibletocollectevidence,andsubmitartifactsandcommentariesforscoringasrequiredbyedTPA.

CompleteinformationandinstructionsforedTPAcanbefoundintheedTPAElementaryEducationandEarlyChildhoodEducationhandbooks.

PreparingforRequiredExaminations&PerformanceTasksPacificUniversityCollegeofEducationiscommittedtoassistingallqualifiedteachercandidatesforsuccessinmeetingtestingrequirementsandincompletionoftheedTPA.Assistancemayincludeindividualcounselingandtutoring,practicetesting,specifictrainingintestpreparation.edTPArequirementsareembeddedintoallcoursework.PleasecontactPacificUniversityEugenefacultyoradvisorsforadditionalassistance.

EnglishforSpeakersofOtherLanguages(ESOL)ConcentrationB.Ed.teachercandidatescompletecoursework,clinicalexperiences,andpracticatoearntheEnglishforSpeakersofOtherLanguagesconcentration.AnendorsementisanadditiontotheInitialOregonTeachingLicense.ESOLcourseworkisintegratedintoallB.Ed.courses(Numbers1‐6inthefollowingtablecorrespondtotheTSPCESOLendorsementstandards):

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Promoting Cultural Competence

Creating Student-Centered Classrooms

Demonstrating Professional Leadership

Enhancing Learning Through Technology

(1) Language:

Linguistics for Early Childhood & Elementary Educators

Human Development & Psychology

Literacy Methods (ESOL Clinical)

Student Teaching

(2) Culture:

Political & Cultural Context of Schooling

Culture, Power & Identity: Becoming a Teacher Leader & Advocate I, II, III

Student Teaching

(3) Planning, Implementing & Managing Instruction:

Experiential & Inquiry Learning in ECE & Elementary Classrooms

Integrated Social Studies

Expressive Arts Methods (clinical)

Planning, Managing, Implementing & Assessing Instruction


Science/Health Methods

Math Methods

(4) Assessment:

Teacher as Research I, II

Planning, Managing, Implementing & Assessing Instruction


Science/Health Methods and Math Methods

Student Teaching

(5) Professionalism:

Political & Cultural Context of Schooling

Culture, Power & Identity: Becoming a Teacher Leader & Advocate I, II, III

Teacher as Research I, II

Student Teaching

(6) Technology:

Technology Across Curriculum

Teacher as Researcher I

Science/Health Methods

Math Methods

Student Teaching

Allclinicalexperiences,practica,andfinalstudentteachingarecompletedinlocalelementaryschools.

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MASTEROFARTSINTEACHING(MAT)PROGRAMS

MAT/FLEXPROGRAMOVERVIEWPacificUniversity’sMATFlexProgramisarigorous17‐monthexperiencethatconsistsoffourdistinctsemestersandiscomposedoftwoconjoinedelements:Universitycourseworkandschoolfieldexperience.

YouwillbeginintensivecourseworkinlateAugustbytakingfoundationalcourseworkincommunitybuilding,schoolingandpolitics,andeducationalpsychology.Thiscourseworkwillcontinuethroughtheentirefallsemester.

Duringspringsemester(February–mid‐June),youwillbeplacedinyourfieldexperiencepracticum.Therequirementforthisexperienceistospend90hoursinyourassignedplacement.Whilespendingtimeinthisclassroom,youwillbeexpectedtoobserveandassisttheclassroomteacher.Weknowthatmanyofyouhaveobligationsandresponsibilitiesduringtheday,soitwillbeyourresponsibilitytoworkoutthespecificsofthisplacementwithyourassignedmentor.Itispossibletospend90hoursintwodifferentplacements,assuringthatoneofthemwillbewiththeteacherwithwhomyouwilldoyourstudentteachinginthefall.

Duringspringandsummersemesters,youwillalsobeparticipatinginmethodologycoursework.Forthosestudentsworkingontheirearlychildhoodandelementaryauthorizationlevels,thismeansmethodologycourseworkinreading,writing,math,science,health,andexpressivearts.Forthosestudentsworkingontheirmiddleschoolandhighschoolauthorizationlevels,itmeanscoursesinteachingreadingandwritingacrosscurriculumareasandcourseworkinmethodologyforspecificcontentareas.Youwilllearnhowtouseresearchtoinformyourpracticeandwaysinwhichtechnologycanbeintegratedintoyourteaching.

Duringthesecondfallsemesterintheprogram,youwillbestudentteaching.Youwillspendtheentirefall,15+weeks,inoneplacement.Thisplacementwillsatisfytherequirementsforoneofyourauthorizationlevels.InJanuary,youwillspendthreeadditionalweeksatyourotherauthorizationlevel.Evenifyouintendtohaveonlyoneauthorizationonyourlicense,youwillstillhavea3‐weekplacementinJanuary.PacificUniversityrequiresatotalofatleast18+weeksofstudentteaching.

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MAT/FLEXProgramTransitionPointsListedbelowarethetransitionpointsyouwillencounteroverthecourseofyourprogramandtherequirementsyoumustfulfillinordertocontinuetothenextblock.ExamplesoftheevaluationinstrumentsarecontainedintheAppendix.

ProgramorTransitionPointRequirements CompletionDeadlineCompletedAdmissionsDocuments(includingtwoessays) PriortoAdmissionOfficialTranscriptsSubmitted PriortoAdmissionAdmissionEvaluationForm PriortoAdmissionInterview PriortoAdmissionSecondarySubjectMatterTests PriortoAdmissionConfirmationofAdmission PriortoProgramStartDateSubmitInsuranceWaivertoBusinessOffice,ifnecessary PriortoProgramStartDateImmunizationFormssubmittedtoHealthOffice PriortoProgramStartDatePassingTestScoresonORELA–ProtectingStudent&CivilRightsTest


ReviewofProgramHandbook OrientationCandidateDispositions(nottobeturnedin) OrientationSubmissionofTSPCDocuments(fingerprints,PA‐1form) OrientationObservationJournalandReflection OngoingSuccessfulCompletionofFallSemesterCoursework EndofFall(1st)TermCandidateDispositionsClearance EndofFall(1st)TermPracticum/FieldExperienceCandidateEvaluationbyCooperatingTeacher

EndofFall(1st)Term

CompletionofMethodologyCoursework EndofSpringandSummerTermCandidateDispositionsClearance EndofSpringandSummerTerm

–PriortoStudentTeachingECE/ELEMONLY–(General&SpecialEducation)PassingTestScoresonNESElementaryEducationSubtestsI&II

EndofSpringandSummerTerm–PriortoStudentTeaching

MinorPracticumEvaluationbyCooperatingTeacher EndofSpringandSummerTerm–PriortoStudentTeaching

CompletedPreliminaryTeacherInquiryProject(WorkSample)


CompletionofSecondTeacherInquiryProjectwhichincludestwoUnitsofStudy(EvaluatedbyUniversityPersonnel)

CompletionofProgram

MidplacementEvaluationofStudentTeaching CompletionofProgramSummaryEvaluationofStudentTeachingwithpassinggrade

Completionofprogram

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MAT/FLEXCURRICULUMTerm Course# CourseTitle CreditsFall2015 EDUC604 AdvancedEducationalPsychology,Development&

Learning(ALL)4

Fall2015 EDUC606 CriticalPerspectivesonIdentity&SocialSystems(ALL) 3Fall2015 EDUC607 TechnologicalLearningEnvironments (ALL) 2Fall2015 EDUC612 Teaching&InquiryI:FundamentalsofTeaching

ThroughInquiry(ALL)2

Spring2016 EDUC636 Instruction,Assessment&ClassroomManagement(MS/HSFocusOnly)

3

Spring2016 EDUC650 EducationFieldExperience (ALL) 1

Spring2016 EDUC613 Teaching&InquiryII:Design&Implementation(ALL) 2

Spring2016 EDUC664 Learning&Teaching:SocialStudies&GeneralMethods(ECE/ELEMFocusOnly)

3

Spring2016 EDUC665 Learning&Teaching:Science&HealthMethods(ECE/ELEMFocusOnly)

2

Spring2016 EDUC667 Learning&Teaching:LiteracyDevelopment(ECE/ELEMFocusOnly)

4

Spring2016 ESOL544 EducationalLinguisticsforESOLTeachers(MS/HSFocusOnly)

3

Spring2016 EDUC____ SecondarySubjectPedagogy:____________(RequiredforMS/HSFocusEndorsements)

4

Spring2016 EDUC____ OPTIONALSecondarySubjectPedagogy:____________(RequiredforMS/HSFocusEndorsements)

4

Summer2016 EDUC648 CriticalPerspectivesinSchoolContexts (ALL) 2

Summer2016 EDUC666 Learning&Teaching:MathMethods(ECE/ELEMFocusOnly)

2

Summer2016 EDUC668 Learning&Teaching:ExpressiveArts(ECE/ELEMFocusOnly)

2

Summer2016 ESOL560 FoundationsofESOLMethods (ALL) 2Summer2016 ELECTIVE Elective(RequiredforMS/HSFocusProgram) 2Fall2016 EDUC614 Teaching&InquiryIII:CriticalAnalysis&Decision‐

making(ALL)2

Fall2016 EDUC672 StudentTeaching 10Fall2016 EDUC673 TeachingSeminar 2

46

MATGENERALEDUCATORPROGRAMOVERVIEWPacific University’s Master of Arts in Teaching Program is a rigorous 15‐month experience thatconsists of four distinct semesters and is composed of two conjoined elements: Universitycoursework and school field experience. Upon successful completion of the program, studentsqualifyforaMasterofArtsinTeachingdegreeandanOregonInitialTeachingLicense.

YouwillbeginintensivecourseworkinSeptemberbytakingfoundationalcourseworkincommunitybuilding, teaching and assessment, educational psychology andways inwhich technology canbeintegratedintoyourteaching;youwillapplythoseskillsbackintheclassroom.ThiscourseworkwilltakeplaceinSeptemberthroughDecember.

Atthesametime,youwillbeginworkingintheschoolstwodaysaweektobegintheprocessoflearningwhatitmeanstobeateacher.Yourinitialfourmonthsintheschoolswillallowyoutohoneyourobservationalskillsandtobeginassistingteachersandstudents.BeginninginJanuary,youwillbeginsomeguidedteachingandyouwillalsocreateaworksample,aunitofinstruction,whichyouwillteachinlateAprilandearlyMay.

Duringbothspringandsummersemesters,youwillbeparticipatinginmethodologycoursework.Forthosestudentsfocusingontheearlychildhoodandelementarylevels,thismeansmethodologycourseworkinreading,writing,math,science,healthandexpressivearts.Forthosefocusingonthemiddleschooland/orhighschoollevels,itmeanscoursesinteachingreadingandwritingacrossthecurriculumareasandcourseworkinmethodologyforspecificcontentareas.Inaddition,youwilllearnhowtouseresearchtoinformyourpractice.

Duringthesecondfallsemesterintheprogram,youwillbestudentteaching.Youwillspendtheentirefallinoneplacement.Thisplacementwillsatisfylicensurerequirementsforyourchosenendorsementarea.Youwillbegivenmoreinformationlateronthespecificsofthisplacement.

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MATGeneralEducatorProgramTransitionPointsListedbelowarethetransitionpointsyouwillencounteroverthecourseofyourprogramandtherequirementsyoumustfulfillinordertocontinuetothenextblock.ExamplesoftheevaluationinstrumentsarecontainedintheAppendix.



ReviewofProgramHandbook OrientationCandidateDispositions(nottobeturnedin) OrientationSubmissionofTSPCDocuments(fingerprints,PA‐1form) OrientationObservationJournalandReflection OngoingSuccessfulCompletionofFoundationalCoursework EndofFall(1st)TermCandidateDispositionsClearance EndofFall(1st)TermPracticum/FieldExperienceCandidateEvaluationbyCooperatingTeacher

EndofFall(1st)Term

CompletionofMethodologyCoursework EndofSpringandSummerTermCandidateDispositionsClearance EndofSpringandSummerTerm

–PriortoStudentTeachingECE/ELEMONLY–(General&SpecialEducation)PassingTestScoresonNESElementaryEducationSubtestsI&II


MinorPracticumEvaluationbyCooperatingTeacher EndofSpringandSummerTerm–PriortoStudentTeaching

CompletedPreliminaryTeacherInquiryProject(WorkSample)


CompletionofSecondTeacherInquiryProjectwithincludestwoUnitsofStudy(EvaluatedbyUniversityPersonnel)

CompletionofProgram

MidplacementEvaluationofStudentTeaching CompletionofProgramSummaryEvaluationofStudentTeachingwithpassinggrade

Completionofprogram

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MATGENERALEDUCATORCURRICULUMTerm Course# CourseTitle CreditsFall2015 EDUC604 AdvancedEducationalPsychology,Development&

Learning(ALL)4

Fall2015 EDUC606 CriticalPerspectivesonIdentity&SocialSystems(ALL) 3Fall2015 EDUC607 TechnologicalLearningEnvironments (ALL) 2Fall2015 EDUC612 Teaching&InquiryI:FundamentalsofTeaching

ThroughInquiry(ALL)2

Fall2015 EDUC636 Instruction,Assessment&ClassroomManagement(MS/HSFocusOnly)

3

Fall2015 EDUC650 EducationFieldExperience (ALL) 1

Fall2015 EDUC664 Learning&Teaching:SocialStudies&GeneralMethods(ECE/ELEMFocusOnly)

3

Fall2015 ESOL560 FoundationsofESOLMethods (ALL) 2Spring2016 EDUC613 Teaching&InquiryII:Design&Implementation(ALL) 2Spring2016 EDUC648 CriticalPerspectivesinSchoolContexts (ALL) 2Spring2016 EDUC654 ClinicalEducationPracticum II/Seminar (ALL) 1Spring2016 EDUC665 Learning&Teaching:Science&HealthMethods

(ECE/ELEMFocusOnly)2

Spring2016 EDUC666 Learning&Teaching:MathMethods(ECE/ELEMFocusOnly)

2

Spring2016 EDUC667 Learning&Teaching:LiteracyDevelopment(ECE/ELEMFocusOnly)

4

Spring2016 EDUC668 Learning&Teaching:ExpressiveArts(ECE/ELEMFocusOnly)

2

Spring2016 ESOL544 EducationalLinguisticsforESOLTeachers(MS/HSFocusOnly)

3

Spring2016 EDUC____ SecondarySubjectPedagogy:____________(RequiredforMS/HSFocusEndorsements)

4

Spring2016 EDUC____ OPTIONALSecondarySubjectPedagogy:____________(RequiredforMS/HSFocusEndorsements)

4

Fall2016 EDUC614 Teaching&InquiryIII:CriticalAnalysis&Decision‐making(ALL)

2

Spring2016 EDUC672 StudentTeaching 10Spring2016 EDUC673 TeachingSeminar 2

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MATSPECIALEDUCATORPROGRAMOVERVIEWTheCollegeofEducationatPacificUniversityiscommittedtoprovidingvaluableexperiencesandpreparationforbecominganeffectiveeducator.OurlicensureprogramsareapprovedbytheOregonTeacherStandardsandPracticesCommission(TSPC)andourdegreeprogramsareaccreditedbytheNorthwestCommissiononCollegesandUniversities(NWCCU).Further,theCollegeofEducationearnednationalaccreditationfromtheNationalCouncilforAccreditationofTeacherEducation/CouncilfortheAccreditationofEducatorPreparation(NCATE/CAEP)in2013.ThecurriculumandfieldexperiencesarealignedwithOregonAdministrativeRulesforspecialeducatorshttp://www.ode.state.or.us/offices/slp/spedoars.pdfStandardsforeffectivespecialeducationpreparationasoutlinedbytheCouncilforExceptionalChildren(CEC)https://www.cec.sped.org/Standards/Special‐Educator‐Professional‐PreparationandpolicyguidelinesthroughtheOfficeofSpecialEducationPrograms(OSEP)http://www2.ed.gov/about/offices/list/osers/osep/index.htmlPhilosophyandValuesoftheSpecialEducatorProgramAspecialeducatorplaysapivotalroleintheeducationofstudentswithdisabilitiesandisaleaderintheeducationalsetting.Theteacher’sroletranscendsthatofworkingwithchildrenwithdisabilitiestoworkingcollaborativelywithgeneraleducators,administrators,instructionalassistants,relatedservicepersonnel(e.g.,occupationaltherapist,physicaltherapist,speech‐languagepathologist),familymembers,socialservicepersonnel,healthcareproviders,communityleaders,andnondisabledpeers.Thiscollaborativeapproachtointegratedservicesmovesbeyondanisolatedmodeltoservingtheindividualwithadisabilityinthecontextoftheirschoolandcommunityenvironments.Communicationskillsandinterpersonalskillsareessentialtocollaborationandthesuccessofstudents.

Theprogrampreparescandidatestoteachstudentswithmild,moderate,andseveredisabilities.Thelicensedspecialeducationteachermustbeknowledgeableaboutgeneraleducationcurriculum,strategiesforadaptingcurriculumandassessments,andprovisionofsupportsinacademics,social/behavioralskills,independentlifeskills,self‐managementskills,andself‐advocacy.

ProgramOptions:ThespecialeducationprogramincludesaTSPCapprovedcourseofstudyforapreliminary–initialspecialeducationteachinglicense,aswellasotheroptionstogainknowledgeandexperienceforbecominganeffectiveeducatortoincludethefollowing:

MastersofArtsinTeaching(MAT) Master’sinEducation(MEd) Duallicense(Generalandspecialeducationteachinglicense) Endorsements:

o SpecialEducationo Readingo ESOL

CertificatesandSpecializations:

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o TalentedandGiftedSpecializationo TechnologyCertificateo CulturalCompetenceCertificate

Belowarethethreeprimarytracksforthespecialeducationprogram,butcandidatescanmeetwiththeiradvisoratanytimetocustomizetheirprogramtoincludeadditionalcourseworkorspecialties.

SpecialEducationOregonInitialLicenseandMATprogramTheinitiallicenseisapreliminarylicenseforcandidateswhohavenoteachinglicense.PreparationfortheinitiallicensefollowsguidelinesestablishedbytheTeachersStandardsandPracticesCommission(TSPC).Candidatescompletecourseworkandfieldplacementsover17months,andearnaspecialeducationinitialteachinglicenseinpre‐kthrough12thgrade.Inadditiontoaspecialeducationteachinglicense,candidatesearnaMaster’sofArtsinTeaching(MAT).Thefollowingarerequirementsoftheinitiallicensureinspecialeducation:

Passingscoreoncivilrightstest GradeofC+orbetterinallcontentcoursework PassingscoreonNES:specialeducation Satisfactorycompletionofa90‐135hourschoolpracticumandpassingevaluation Satisfactorycompletionof12‐15weeksofstudentteachingandpassingevaluation SatisfactorycompletionofEducationTeachingPerformanceAssessment(edTPA) NESElementaryEducationSubtestIandSubtestIIand/orNESsinglesubjectcontentarea

testforbecominghighlyqualifiedatdesiredgradelevel(s)

SpecialEducationEndorsementprogramLicensedteacherscanaddaspecialeducationendorsementover12months.Uponcompletionoftheprogram,anendorsementwillbeaddedtothelicenseinpreKthrough12thgradespecialeducationand,candidateswillbepreparedtoteachstudentswithmild,moderate,andseveredisabilities.Thefollowingarerequirementsofanendorsementinspecialeducation:

GradeofC+orbetterinallcontentcoursework PassingscoreonNES:SpecialEducation Satisfactorycompletionofa90hourschoolpracticumandpassingevaluation Satisfactorycompletionofonespecialeducationteachingportfolioorworksample OptiontoincludeaMaster’sinEducation(MEd)

SpecialEducationInternshipProgram/TeacherofRecord(TOR)Theinternship/TORprogramisaschool‐universitypartnershipwherebyinitiallicensecandidatesareofferedapaidpositionwithadistrictastheleadteacherinaclassroomwhileearningaspecialeducationlicense.Internshipcandidatesmustsatisfyallthesamerequirementsfortheinitiallicensewithminoradjustmentsinpracticumandstudentteachingrequirements.Thisoptionallowscandidatestoearnaninitialspecialeducationlicensewhileteachingbutisdependentuponthe

52

candidate’sexperience,districtneeds,aschool‐universitypartnership,andifTOR,anemergencylicense.

AuniversitysupervisorwillbeassignedtoprovidealiaisonbetweenPacificUniversity,thecandidate,andtheschooldistrict.Theschooldistrictwillcontinuetodesignateadistrictadministratorand/orbuildingadministratortosupervisecandidateperformanceasaspecialeducatoremployedbythedistrict.Dependingondistrictregulations,theseadministratorswillconductrequiredobservationsandprovidesupportasneeded.

MATSpecialEducatorProgramTransitionPointsListedbelowarethetransitionpointsyouwillencounteroverthecourseofyourprogramandtherequirementsyoumustfulfillinordertocontinuetothenextblock.ExamplesoftheevaluationinstrumentsarecontainedintheAppendix.



ReviewofProgramHandbook OrientationCandidateDispositions(nottobeturnedin) OrientationSubmissionofTSPCDocuments(fingerprints,PA‐1form) OrientationObservationJournalandReflection OngoingMeetwithProgramCoordinator/Advisor Fall(1st)TermBeginbuildingPortfolio Fall(1st)TermALLSpecialEducators–PassingTestScoreonNESSpecialEducationTest

BeginningofSpringTerm

NESSingleSubjectContentAreaTest(ifnecessary) SpringTermForHighlyQualifiedStatus:PassingTestScoresonNESElementaryEducationSubtestsI&II

SpringTerm

StudentTeachingandedTPAforinitiallicensecandidates SpringTermApplyfordegreeifMATcandidate SummerTermStudentTeachingandTeacherInquiryProject(TIP) FallTermVerifythatallnecessaryNESTestScoreReportsareonfilewithEducationOffices

FallTerm

SubmitlicensurepaperworktoEducationOffices FallTermCompleteStudentTeachingwithpassinggrade CompletionofProgram

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SPECIALEDUCATORCURRICULUMCoursesforLicense+MATorEndorsement

CourseNumber

CourseTitle

Semester

Credits

Preliminary

MAT

Endorsem

ent

Endorsem

ent+

MEd

SPED500 FoundationsofSpecialEducation 2 * *

SPED505 Exceptionalities 2

EDUC604 AdvancedEducationalPsychology,Development,&Learning 4

EDUC612Teaching&InquiryI:FundamentalsofTeachingthrough

Inquiry2

EDUC606 CriticalPerspectivesonIdentityandSocialSystems 3

EDUC607 TechnologyLearningEnvironments 2

SPED542 AssistiveTechnology 1

SPED550or578

PracticumandSeminar 2

EDUC613 Teaching&InquiryII:DesignandImplementation 2

SPED520 Assessment&EvaluationinSpecialEducation 3

SPED530 IntegratedCurriculum&MethodsinSPED:Academic 3

EDUC620 LanguageAcquisitioninChildren 2

SPED518 CollaborationinSchools 1 * *

EDUC648 CriticalPerspectivesinSchoolContexts 2

SPED535 IntegratedCurriculum&MethodsinSPED:Functional 3

SPED510 BehaviorManagementforSpecialEducators 3

SPED517 CaseManagementforSpecialEducators 1

SPED536 Transition 1

EDUC614 Teaching&InquiryIII:CriticalAnalysisandDecision‐making 2

SPED575 StudentTeachingandseminar 10

*NotrequiredofPacificMAT2014‐2015graduates

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SpecialEducationField‐BasedExperiencesAllcandidatesmustexperienceworkingwithstudentsalongthecontinuumofneedsincludingmild,moderateandsevereforaminimumnumberofhoursasdescribedbyTeachersStandardsandPracticesCommission.Thepracticumisafieldexperiencerequiredofbothendorsementandinitiallicensecandidatesandinvolves90flexiblehoursinaK‐12schoolundertheguidanceofaspecialeducationmentorteacher.Thestudentteachingisafieldexperienceforinitiallicensecandidatesandrequires12‐15weeksoffulltimeparticipationinaschoolandthecompletionofanEducationTeacherPerformanceAssessment(edTPA)toshowevidenceofeffectiveteaching.Thepracticumandstudentteachingwillbysupportedbyaspecialeducationmastermentorteacherandauniversitysupervisor.Theexperienceinschoolswillincludeobservations,practice,andreflectiononmanyofthefollowingaspectsofspecialeducationinschools:

TeachingandLearning Speciallydesigned(individualized)instructioninreadingandmath Accesstolearningcorecontentandstatestandards CurriculumandInstructionadaptationsacrosssettings arangeofspecialeducationgroupingsandlearningenvironments arangeofstudentswithdifferentlevelsofacademicneedsandsupports(mild,moderate,

andsevere) Useoftechnologyforteaching augmentativecommunicationsupports

Assessment assessmentforeligibility curriculum‐basedassessment formativeandsummativelessonassessments statestandardandalternativeassessments progressmonitoring/datacollectionsystemsfordecisionmaking

Collaboration collaboration/co‐teaching Theinclusionofstudentswithdisabilitiesingeneraleducationclassrooms workingwithparaprofessionalsindifferentenvironments parentinvolvementandcommunication relatedservices(OT,PT,SLP,psychologist,wraparound)

SchoolSystemsupports IEPplanningandmeetings(atleast1) relatedserviceprovisionforstudentswithdisabilities(psychologist,speechpathologist,OT,

PT) multiplesystemsofacademicsupport(RTI) multiplesystemsofbehaviorsupport(PBIS/CollaborativeProblemSolving)

SpecialEducatorPracticumFieldPlacementThespecialeducationpracticumisrequiredofbothendorsementandinitiallicensurecandidates.Thepracticumplacementisarrangedbytheprogramcoordinatorwithcollaborationfromschoolprincipals.Thestartandstopdateswillbedeterminedbytheuniversityandtheschoolplacement.Candidatesmustspendfulldaysintheschool,alongsidethepracticingteachersorperotheragreed

55

uponarrangement.Daysofweekcanvarybutitisrecommendedthatcandidateskeepaconsistentscheduleeachweekthatisapprovedbythementorandsupportstheclassroomsandstudents.

Practicumexperienceswillbepersonalizedforcandidates,dependingonpastexperiencesteachingstudentswithmild,moderate,andseveredisabilities,butalsooncorrespondinguniversitycourseassignments.Thecandidatewillhaveaspecialeducationteachermentorandwillcollaboratewithgeneraleducationteachers,counselors,educationpsychologists,andrelatedserviceproviders.Thepracticumiscompletedpriortostudentteachingforinitiallicensurecandidatesandwillbetheonlyfield‐basedrequirementforendorsementcandidates.

PracticumRequirements

PacificUniversityallowscandidateswhoareworkingasaspecialeducationparaeducatororinstructionalassistanttocompletethepracticumrequirementintheclassroomwheretheyareworking,withthepermissionoftheactingspecialeducationadministrator,schoolprincipal,andleadteacher.However,initiallicensecandidatesworkingasaparaeducator/IAmusttakealeaveofabsencefromtheirpositionduringstudentteaching,andmakearequestfortheleaveofabsencefromthedistrictinaccordancewithdistrictpolicy.

Topassthepracticum,candidatesmustcompleterequiredhoursandhavethefollowing:

Twoobservationsbyauniversitysupervisor HoursLog Completedrequirementstoshowevidenceofeffectiveteaching ReceivesatisfactoryscoresonthePracticumEvaluation

SpecialEducatorStudentTeachingAftersuccessfulcompletionoftheinitialpracticumandcoreacademicclassesintheprogram,thecandidatewillbeassignedtoaschoolforstudentteaching.Thestudentteachingplacementwillbeatotaloffulltimefor12‐15weeksoveroneortwosemestersandincludethecompletionofanEducationTeacherPerformanceAssessment(edTPA).TheedTPAisrequiredbyTSPCforlicensureandincludesdocumentationofeffectiveplanning,teaching,andassessmentofstudentlearninginalignmentwithlearningobjectivesandstandards.Thisprocesswillbesupportedbytheuniversityandschoolmentorstoensurecandidatesuccess.

Overthecourseofthestudentteachingexperienceresponsibilitieswillvaryinaccordancewiththatofthespecialeducationmasterteacher,allowingthestudentteachertoassumeincreasedclassroomleadershipandinstructionovertime.Therearestagesoverthecourseofstudentteachingthatwillsupportgradualindependenceinateacherroletoinclude:orientationtotheschoolandclassroom,observationofteachingandclassmanagement,planningforteaching,participationasateammemberinIEPsandothermeetings,assumingteachingresponsibilitiesofsmallandlargegroups,andteachingwithoutthefull‐timesupervisionofthementorteacher.

APacificUniversitysupervisorwillbeassignedtobetheliaisonbetweentheschoolanduniversitytoprovideteachingsupport,programcoherence,andgeneralguidance.Theuniversitysupervisorwillmakeclassroomvisitsapproximatelyeverytwoweeksduringthefull‐timestudentteachingsemester.

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Pleasenotethatinitiallicensecandidatesworkingasaparaeducator/IAmusttakealeaveofabsencefromtheirpositionduringstudentteaching,andmakearequestfortheleaveofabsencefromthedistrictinaccordancewithdistrictpolicy.

Topassstudentteaching,candidatesmustcompleterequiredhoursandhavethefollowing:

Fivesatisfactoryobservationsbyauniversitysupervisor HoursLog CompletededTPArequirementtoshowevidenceofeffectiveteaching* SatisfactoryscoresontheStudentTeachingEvaluation

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ENDORSEMENTPROGRAMS

ESOLENDORSEMENTPROGRAMDESCRIPTIONTheintentoftheEnglishtoSpeakersofOtherLanguages(ESOL)EndorsementatPacificUniversityistobuildonthestudent’sknowledgeofthelanguagelearningprocessandbroadentheirviewoftheissuesinvolvedforstudentsofallagesastheylearnEnglishasanadditionallanguage.TheESOLEndorsementisa15‐semestercredithourprogram.CandidatesearntheESOLEndorsementatthePreK‐12gradelevels.

StudentsmayalsochoosetoaddaBilingualEndorsementtotheirOregonTeachingLicense.CandidatesseekingtheBilingualEndorsementmustachieveascoreofIntermediateHighoraboveinatargetlanguageontheAmericanCouncilontheTeachingofForeignLanguages(www.actfl.org)OralProficiencyInterview(applicationavailableathttp://www.languagetesting.com,theofficiallicenseeofACTFL).

ESOLEndorsementcoursework:

ESOL440/540LanguagePolicyinESOLEducationStudentswillgainknowledgeoflocal,state,andfederallawspertainingtoeducatingEnglishspeakersofotherlanguages.Theoryandresearchwillbestudiedandapplicationstobilingualclassroomsettingwillbeemphasized.StudentswillstudythetheoryandresearchthathaveshapedlanguagepolicyintheUnitedStates,andapplytheoryandresearchtothepresentandfutureeducationalsettingforESOL.(2cr.)

ESOL444/544EducationalLinguisticsforESOLTeachersThiscourseisdesignedtointroducestudentstolinguisticaspectsofteachingESOL,andtobuildasolidfoundationintheoriesoffirst‐andsecond‐languageacquisition,astheyarerelevantinteachingESLstudents.(3cr.)

ESOL450/550CulturalConstructsandDiversityinESOLEducationThiscourseisdesignedtoequipESOLteachercandidatestopossesscompetencyincultural,linguistic,educationalandethnicissuespresentineducatingEnglish‐languageLearners(ELLs).CandidateswilldevelopunderstandingofculturalandlinguisticdiversityinESOLeducationandbeabletoimplementculturallyresponsiveinterventionstopromotethelearningenvironmentconducivetolearningforallstudents.(2cr.)

ESOL460/560FoundationsofESOLMethodsThiscourseisdesignedtoequipESOLteachercandidateswiththeoreticalbases,concepts,research,andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentforESOLandbilingualstudents.VariousteachingmodelsdevelopedforESLteachingareintroducedandtheoreticalfoundationsofsecondlanguageteachingwillbebuilt.(2cr.)

ESOL464/564ESOLMethods,Assessment,andTechnologyThiscourseisdesignedtoapplytheoreticalfoundationsbuiltintheprecedingcourse,FoundationsofESOLMethods,inactuallessonplanningandunitdevelopmentforK‐12ESLinstruction.Italso

58

aimstopromotethecandidates’knowledgeandunderstandingofinquiry‐andstandards‐basedpracticesandstrategiesinplanning,implementing,andmanagingESLeducation.ESOLteachercandidateswilllearnhowtoplan,manage,andimplementstandards‐basedESLlessonsandcurriculaincludingsecondlanguageassessmentandtechnology‐incorporatedinstruction.(2cr.)

EDUC453/633LiteracyandEnglish‐languageLearnersStudentswilldiscusstheoriesandissuesinreadingandwritinginEnglish‐as‐an‐additionallanguageandtheirimplicationsforinstructionalpractice.ThiscoursewillemphasizeliteracyinstructionforstudentswhoarelearningacademicEnglish–as‐an‐additionallanguage.Studentswillexploreeffectivereadingandwritinginstructionalpracticeswithmultilinguallearners,andexplorechildren’sandadolescentliteratureasitpertainstodiversitywithinamulticulturalclassroom.(2cr.)

ESOL472/572ECE/ElemSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEandElemsetting.(2cr.)

ESOL474/574MS/HSSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanMSandHSsetting.(2cr.)

ESOL476/576MultilevelSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEorElemsettingandaMSorHSsetting.(2cr.)

ProgramVariation:ESOLorBilingualEndorsementwithStudyAbroadOpportunitiesESOLorBilingualEndorsementcandidatesmayalsomeettherequirementsfortheseendorsementsbytakinganinternationalculturalimmersioncourseandcompletingtheESOLEndorsementcourseworklistedbelow.Contactyouradvisorforcurrentinternationalculturalimmersionopportunities.

ESOLEndorsementCoursework**

ESOL444/544EducationalLinguisticsforESOLTeachers3 ESOL440/540LanguagePolicyinESOLEducation2 ESOL460/560FoundationsofESOLMethods2 ESOL464/564ESOLMethods,Assessment,andTechnology2 ESOLPracticum2(onefromESOL472/572,ESOL474/574,orESOL476/576dependingon

thecandidate’sauthorizationlevel).

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**TwooftheESOLEndorsementcourses,ESOL450/550(CulturalConstructsandDiversityinESOLEducation)andEDUC453/633(LiteracyandEnglish‐LanguageLearners),maybywaivedforthosewhotakeastudyabroadcoursethatisapprovedbytheESOLprogramcoordinator.

AdditionalESOL&ReadingInterventionDualEndorsementCourse&PracticumRequirementsWithanadditional11semestercredits,candidatescanaddtheReadingInterventionEndorsementalongwiththeESOLEndorsementtotheirOregonTeachingLicense.PleaseseetheReadingInterventionEndorsementhandbookforadditionalendorsementrequirementsandprogramdescription.

RDNG632:PerspectivesonReadingSurveyoffoundationsofreadingandreadingprocesses,includingcontemporaryandhistoricalreadingresearchusedtoestablishaphilosophicalpointofview.Surveysreadingandliteracyphilosophies,assessmentphilosophies,literacymethodologies,research,andcurrentliteracyissuesasplayedoutinpoliticstoinformthereadingcandidate.(2cr.)

RDNG642:ReadingAssessments&TechniquesEmphasizeswaystouseformalandinformalreadingandlanguagedevelopmentassessmentstoinformteachingandplanprograms.Presentsanddiscussesresources,methodologies,andtheuseofnewtechnologiesandinstructionaltechniquestoaddresstheprogramneedsofalllearnersbutespeciallystrugglingreadersandwriters.SurveysTitleIprocedures,specialeducationproceduresandELL/ESOLproceduresastheyrelatetoreadingandwritingintheschoolsetting.(3cr.)

RDNG645:DevelopingLiteracyintheContentAreasExploresstrategiestohelpteacherspreparetheirstudentstocomprehendnonfictiongenre,contentareatextbooksandnewtechnologies.Discussesandexplorewayscandidateswhenservinginaleadershiprolecanprovidecoachinginthecontentareasforcolleagues.(2cr.)

RDNG650:LeadershipforLiteracyEmphasizeswaysforcandidatestoworkwithcolleaguestodemonstrate,observe,andprovidefeedbackoneffectiveliteracystrategiesandapproachestousewithstudents.Discusseswaysforcandidatestoprovideguidanceandsupervisionofparaprofessionals.Emphasizeswaysforcandidatestoparticipatein,initiate,implementandevaluateprofessionaldevelopmentprogramstoselectandmanageliteracyprograms.Discusseswaysforcandidatestointerpretdesignandconductdatadrivenresearchataschoollevel.(2cr.)

RDNG653ECE/ElemSupervisedReadingSpecialistPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasneedingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.PracticumfocuswillbeinanECEandElemsetting.(2cr.)

OR

RDNG654MS/HSSupervisedReadingSpecialistPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedas

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needingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.PracticumfocuswillbeinanMSandHSsetting.(2cr.)

OR

RDNG655PreK‐12MultilevelSupervisedReadingSpecialistPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasneedingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.PracticumfocuswillbeinanECEorElemsettingandaMSorHSsetting.(2cr.)

Inadditiontocoursework,thecandidatemustpassthePraxisReadingSpecialist(5301).Oregonrequiresapassingscoreof164.(http://www.oregon.gov/tspc/Pages/Testing.aspxhttp://www.ets.org/praxis/or/)

PracticumExperience ESOLEndorsementcandidatesareexpectedtocomplete90‐hoursofsupervisedpracticumexperienceoritsequivalentasrequiredbytheOregonTSPC(seetheappendicesfortherelevantOARforthisrequirement).Muchofthistimewillbespentobservingtheirmentorteacherandthestudentswhiletheteacherleadslessons;anddiscussingassessment,planning,andteachingtechniquesrelatedtotheinstructionofEnglish‐languagelearners.ItisappropriateforESOLEndorsementcandidatestobegivenanopportunitytoleaddailylessonswithatleastonesmallgroupofchildrenoradolescents.ESOLEndorsementcandidatesarealsoexpectedtoassistinplanningforsmallgroupand/orwholeclassinstruction.Candidatesareencouragedtoattendschool‐,district‐,andstate‐widemeetings,in‐services,andworkshopsthataddresstheneedsofEnglishlearners.

Candidatesarestronglyencouragedtopreparefortwofocusareastrands:earlychildhood(gradespk‐4),elementary(grades3‐8),middleschool(grades5‐9),andhighschool(grades9‐12).CandidateswhoareauthorizedtoteachatK‐12levelswillsplittheir90‐hourpracticumbetweenthetwogradelevels.TheESOLEndorsementcandidatesareresponsibleformaintainingalogoftheirteachingandplanningactivitiesattheschool.

Throughouttheexperience,ESOLEndorsementcandidatesshouldscheduleregularconferencetimeswiththeirmentorteacherstoshareobservations,raiseandanswerquestions,socialize,andplan.ESOLEndorsementcandidatesshouldplancarefullywiththeirmentors,submittingunitorlessonplansinadvancetofacilitatereviewanddiscussion,astheneedarises.

ActingasliaisonbetweentheschoolandPacificUniversityistheuniversitysupervisorwhowillvisittoobservetheESOLEndorsementcandidatesaminimumoftwotimesduringeach90‐hourpracticum.ESOLEndorsementcandidatesshouldalsoregularlyupdatetheiruniversitysupervisorwiththeirprogressinESOLpracticum.

AttheconclusionofasupervisedESOLpracticumcourse,ESOLEndorsementcandidatesreceiveagradeofPass(equivalentofaCorabove)orNoPass(failuretomeetestablishedstandardsforstudentteachingEnglish‐languagelearners).Thegrade,givenbytheuniversitysupervisor,incorporatesfeedbackandrecommendationsfromESOLEndorsementcandidate’smentor.Atthe

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endofeachsemester,theCollegeofEducationwillassessindividualprogresstowardmeetingtheprogramrequirements.

ESOLEndorsementCandidates’Role Duringthe90‐hourpracticum,theESOLEndorsementcandidatesmovesfromanobservingandassistingroletoateachingrole,practicinganddemonstratingcompetenciesundertheguidanceofaqualifiedmentorteacher.TheESOLEndorsementcandidates’primaryresponsibilitiesareto:

DevelopcompetenceinthesixkeyareasassetbyTSPC:1. Language2. Culture3. Planning,Implementing,andManagingInstruction4. Assessment5. Professionalism6. Technology

Maintainhighstandardsofprofessionalandpersonalethicsinworkingwithstaffandstudents,maintainingconfidentialityatalltimes.

Attendallclassesandmeetingsregularlyandpunctually. EarnaCorbetterinallcoursework.CandidateswhoearnaC‐orbelowwillnotbeallowed

tocontinueintheprogramuntilthecourseinwhichthesubstandardgradewasearnedisretakenandthecandidatereceivesagradeofCorabove.

Develop,withthementorteacher(s),ascheduleforteachingresponsibilities. Encourageevaluationoflessonplansandteachingperformancebythementorteacherand

throughself‐assessment. Learnandadheretoschool,district,andstaterulesandpoliciespertainingtotheschool’s

ESOLprogram.

TheMentorTeacher’sRole Thementorteacherservesastheprimaryguide,supportandmodelfortheESOLEndorsementcandidatewhilesharingclassroomresponsibilitiesandexpertise.Throughregularplanningandfeedback,thementorteacherwillsuggest,demonstrate,analyze,evaluate,andreinforcelearningexperiences.

PerhapsthemostdifficultandchallengingresponsibilityofamentorteacheristoallowtheESOLEndorsementcandidatestodevelopapersonalteachingstyle.WhiletheuniversityexpectstheESOLEndorsementcandidatetoworkwithinthegeneralcurriculumthathasbeenestablishedintheschoolandtofollowallschoolrulesandprocedures,theESOLEndorsementcandidateshouldalsobegivenopportunitiestotryalternativeinstructionalapproachesanddevelopcurriculummaterialinareasthathavebeenapprovedbythementorteacher.

Amongotherresponsibilities,mentorteacherswill

ProvidetheESOLEndorsementcandidatewithafacultyhandbookorsourceofinformationpertainingtobuildinganddistrictpolicies.

IntroducetheESOLEndorsementcandidateasacolleaguetostudentsandstaff. InvitetheESOLEndorsementcandidatetoallstate‐,district‐,andschool‐widemeetingsand

in‐servicesinwhichsupportingEnglish‐LanguageLearnersisthekeytopic.

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CreateanatmosphereofacceptancefortheESOLEndorsementcandidatewiththestudents,staff,andcommunity.

GuidetheESOLEndorsementcandidateinsettinggoalsandobjectivesthroughplanning,writingandrevisinglessonplansusingavarietyofteachingstrategies,measuringandevaluatingstudentgrowth,anddesigningfeedbacktechniques.

InformtheESOLEndorsementcandidateconcerningbackgroundinformationofstudentsandintroduceavailableresourcepersonsandmaterials.

ProvidefeedbackonlessonplanningandteachingfollowingobservationsoftheESOLEndorsementcandidate'steaching.

ConsultregularlywiththeuniversitysupervisorabouttheESOLEndorsementcandidate'sprogress.

AssisttheESOLEndorsementcandidateindevelopinganindividualteachingstyle. AssistindevelopingandmonitoringtheESOLEndorsementcandidate'sprogressonthe

TSPCStandards. RecommendaPass/NoPassgradebasedontheESOLEndorsementcandidate'sproficiency

andcompletionofpracticumrequirements. Submitthementorteacher’sevaluation(locatedintheappendices)totheESOLprogram

coordinatorasawrittenassessmentofthecandidate’sESOLcompetencyassetforthbytheTSPCstandards.

ESOLEndorsementCandidatePlacements ESOLEndorsementcandidatesareplacedwithmentorteacherswhocurrentlyholdanESOLEndorsementandhaveaminimumofthreeyearsteachingexperience.TypicallyESOLEndorsedteachersservestudentsacrossmultipleagegroupsandgradelevels.

EarlyChildhood/ElementaryEducation(preK‐8)StudentsrequireaplacementintheGradespreK‐8self‐containedELDclassorinshelteredcontentclasseswithanESOL‐endorsedmentorteacher.

Elementary/MiddleSchool(preK‐12)StudentsrequiretwoplacementswithESOL‐endorsedmentorteachers:oneinanelementaryschoolattheupperelementarylevel(anyofgrades3‐5)andoneinamiddleschool(grades6‐8)orinahighschool(grades9‐12).Eachplacementisapproximately45‐hours.

MiddleSchool/HighSchool(6‐12)StudentsrequireaplacementintheGrades6‐12shelteredELDclassorinthecandidates’endorsementareaclasseswithanESOL‐endorsedmentorteacher.

CriteriaandSelectionofMentorTeachers Mentorteachersareresponsibleforamajorportionofthelearningtoteachprocess.Criteriaandselectionproceduresreflecttheimportanceofthisperson'sroleineducatingteachers.Schooldistrictsanduniversityfacultycollaborateintheselectionofmentorteachers.ThefollowingselectioncriteriahavebeenreviewedandapprovedbytheUniversity'sEducationalConsortium.Thementorteacherrequirementsincludethefollowing:

Preparationinsupervising,evaluating,and/orinstructingESOLEndorsementcandidates.

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Aminimumofthreeyearsofsuccessfulclassroomteachingpreferablyinthedistrict,andatleastoneyearinthatparticularschool.

AcurrentOregonteachingcertificatewithappropriateESOLEndorsementsforcurrentassignments.

Demonstratedcompetenceasateacher. Apositive,professionalattitudeandenthusiasmforteaching. Understandingeffectiveteachingstrategies. Abilitytorelatetoandcommunicatewithotherteachers,administrators,staff,children,and

parents. SkillsinevaluatingtheperformanceofESOLEndorsementcandidatesandwillingnessto

constructivelysharetheevaluationwiththeESOLEndorsementcandidateanduniversitysupervisor.

AbilitytoworkcooperativelywiththeESOLEndorsementcandidateanduniversitysupervisor.

WillingnesstoparticipateinmeetingswiththeESOLEndorsementcandidateandsupervisor.Thesemeetingswillinclude,butnotbelimitedto,aninitialmeetingduringinserviceweekandamid‐placementconference.

TheBuildingAdministrator InassumingresponsibilityforESOLEndorsementcandidateswithinthebuilding,thebuildingadministratorwill

Assistinselectingmentorteachers. OrienttheESOLEndorsementcandidatetotheschool'sphilosophy,policies,regulations

andthephysicalplant. HelptheESOLEndorsementcandidatebecomeacquaintedwiththeschoolstaff. ConferwiththementorteacherabouttheESOLEndorsementcandidate'sprogress. Suggestteachersorschoolsaspossibleobservationsites. Communicatewiththeuniversitysupervisor.

TheUniversitySupervisor TheuniversitysupervisorservesastheliaisonbetweenthepublicschoolsandPacificUniversity.Theuniversitysupervisorwill

Informthedistrictpersonnelabouttheprogramexpectationsandrequirements. MeetwiththementorteacherandESOLEndorsementcandidatetoplan,implement,and

evaluatetheexperience. VisitandobservetheESOLEndorsementcandidate'sperformancealeasttwiceduringeach

90‐hourplacement. ConferwiththeESOLEndorsementcandidateandmentorteacherafterobservations,and

supplycopiesofwrittenreportsfortheESOLEndorsementcandidate,mentorteacher,buildingadministrator,andtheSchoolofLearning&Teaching.

ScheduleconferenceswiththeESOLEndorsementcandidateandmentorteachertoevaluatetheexperience.

ConsultwiththeESOLEndorsementcandidatetodiscusstheESOLEndorsementcandidate'sprogresswithportfoliorequirements.

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EvaluationofESOLEndorsementCandidates ESOLEndorsementcandidatesareevaluatedaccordingtotheirmasteryofPacificUniversity'sESOLEndorsementcandidatecompetencies.TheseareorganizedaroundsixmajorareassetbyTSPC:

1. Language2. Culture3. Planning,Implementing,andManagingInstruction4. Assessment5. Professionalism6. Technology

Itisessentialthatsupervisingteachersprovideregularfeedback,notinggrowthaswellasareasforimprovement.Neartheconclusionofthepracticum,theESOLEndorsementcandidate,mentor,anduniversitysupervisorwilleachcompletetheappropriateESOLEndorsementcandidateevaluationforms.Athree‐wayconferenceisheldwiththeESOLEndorsementcandidate,thementorteacher,andtheuniversitysupervisor.

IncasesofdisagreementconcerningtheESOLEndorsementcandidate'sfinalevaluation,studentsshouldappealtotheappropriateappellatebody.

PoliciesRegardingESOLEndorsementCandidates Dress:ESOLEndorsementcandidatesareexpectedtodressprofessionally.Styleofdressshouldbeconsistentwiththatofteachersattheschool.

Absences:Promptandregularattendanceisessential.WhenESOLEndorsementcandidatesmustbeabsent,itisessentialthattheynotifythementorteacherandtheuniversitysupervisorasearlyaspossibleandcertainlypriortothetimeschoolbeginsonthemorningoftheabsence.

Vacations:ESOLEndorsementcandidatesfollowtheschooldistrict'sscheduleforholidays,in‐servicedays,andplanforinclementweatherdays.

Liability:SchooldistrictsdonotprovideliabilitycoverageforESOLEndorsementcandidates;however,ESOLEndorsementcandidatesmayhavehomeowner’sinsurancepoliciesthatincludepersonalliabilityinsurance.Thispolicyusuallydoesnotprovidecoveragewhileworkingasnon‐paidemployees.Inaddition,insurancecompaniesmayregardtheplacementsiteasthepartyresponsibleforprovidingpersonalliabilityinsurancefornon‐paidstudents.Thosewhohavetheirownpersonalliabilitypolicymaywishtoasktheiragentsaboutthelimitsandcoverageoftheirpolicies.OneoptionisthepolicyincludedinamembershipinstudentNEA‐OEAEducatorsEmploymentProgram.Thispolicyissummarizedinabrochure/applicationavailableonrequestfromtheNEA‐OEAat1‐800‐858‐5505.

OregonLawsandESOLEndorsementCandidates AccordingtoOregonschoollaw,schoolboardsmaycontractwithapprovedteachereducationinstitutionstoallowtheuseoftheirschoolsfortrainingstudentsofapprovedteachereducationinstitutions.

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ESOLEndorsementcandidatesorinternshavefullauthoritytoteachduringtheirassignmenttimes,andsuchassignmentshavethesameeffectasiftheyheldvalidteachinglicensesandendorsements.

ESOLEndorsementcandidatesmaynotserveassubstituteteachers.Intheabsenceofthementorteacher,aregularsubstituteteachermustbeassignedtotheclass.

Licensure StudentsmustassumeresponsibilityforaddingtheESOLEndorsementtotheircurrentOregonlicenseandotherstatelicenses.AppropriateformsforOregonlicensureareavailableintheCollegeofEducationOffice(Contactthelicensureadministratoronyourcampus).SpecificquestionsshouldbeaddressedtotheTeacherStandardsandPracticesCommission(503)378‐3586.

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ESOL Program Appendices

TEACHERSTANDARDSANDPRACTICESCOMMISSIONDIVISION65

ENDORSEMENTSFORINITIALANDCONTINUINGTEACHINGLICENSES584‐065‐0100

KnowledgeSkillsandAbilitiesforEnglishtoSpeakersofOtherLanguageshttp://arcweb.sos.state.or.us/pages/rules/oars_500/oar_584/584_018.html

(1)Language:Candidatesknow,understand,andusethemajorconcepts,theories,andresearchrelatedtothenatureandacquisitionoflanguagetoconstructlearningenvironmentsthatsupportEnglishSpeakersofOtherLanguages(ESOL)andbilingualstudents'languageandliteracydevelopmentandcontentareaachievement.

(a)DescribingLanguage:CandidatesdemonstrateunderstandingoflanguageasasystemanddemonstrateahighlevelofcompetenceinhelpingESOLandbilingualstudentsacquireanduseEnglishinlistening,speaking,reading,andwritingforsocialandacademicpurposes.Candidates:

(A)Applyknowledgeofphonology(thesoundsystem)tohelpESOLandbilingualstudentsdeveloporal,readingandwriting(includingspelling)skillsinEnglish;(B)Applyknowledgeofmorphology(thestructureofwords)toassistESOLandbilingualstudents'developmentoforalandliteracyskillsinEnglish;(C)Applyknowledgeofsyntax(phraseandsentencestructure)toassistESOLandbilingualstudentsindevelopingwrittenandspokenEnglish;(D)Applyunderstandingofsemantics(word/sentencemeaning)toassistESOLandbilingualstudentsinacquiringandproductivelyusingawiderangeofvocabularyinEnglish;(E)Applyknowledgeofpragmatics(theeffectofcontextonlanguage)tohelpESOLandbilingualstudentscommunicateeffectivelyanduseEnglishappropriatelyforavarietyofpurposesinspokenandwrittenlanguageandinformalandinformalsettings;(F)DemonstrateabilitytohelpESOLandbilingualstudentsdevelopsocialandacademiclanguageskillsinEnglish;(G)DemonstrateabilitytohelpESOLandbilingualstudentsacquirearangeofgenres,rhetoricalanddiscoursestructuresandwritingconventionsinEnglish;(H)DemonstrateunderstandingofthenatureandvalueofWorldEnglishesanddialectvariation,andbuildonthelanguagethatESOLandbilingualstudentsbringinordertoextendtheirlinguisticrepertoire;(I)LocateanduselinguisticresourcestolearnaboutthestructureofEnglishandofstudents'homelanguage;and (J)DemonstrateproficiencyinEnglishandserveasagoodlanguagemodelforESOLandbilingualstudents.

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(b)LanguageAcquisitionandDevelopment:Candidatesunderstandandapplyconcepts,theories,research,andpracticetofacilitatetheacquisitionofaprimaryandanewlanguageinandoutofclassroomsettings.Candidates:

(A)ProviderichexposuretoEnglish;(B)Providecomprehensibleinputandscaffolding;(C)Provideopportunitiesformeaningfulinteraction;(D)Createasecure,positive,andmotivatinglearningenvironment;(E)Understandandapplycurrenttheoriesandresearchinlanguageandliteracydevelopment;(F)RecognizeandbuildontheprocessesandstagesofEnglishlanguageliteracydevelopment;(G)RecognizetheimportanceofESOLandbilingualstudents'homelanguagesandlanguagevarietiesandbuildontheseskillsonafoundationforlearningEnglish;(H)UnderstandandapplyknowledgeofsocioculturalandpoliticalvariabletofacilitatetheprocessoflearningEnglish;(I)UnderstandandapplyknowledgeoftheroleofindividuallearnervariableintheprocessoflearningEnglish;(J)Provideappropriateinstructionandfeedback;(K)HelpESOLandbilingualstudentstocommunicateinsociallyandculturallyappropriatewayswhilebeingsensitivetothestudent'snativeculture;(L)HelpESOLandbilingualstudentsdevelopacademiclanguageproficiency;and(M)HelpESOLandbilingualstudentsdevelopeffectivelanguagelearningstrategies.

(2)Culture:Candidatesknow,understand,andusethemajorconcepts,principles,theories,andresearchrelatedtothenatureandroleofcultureandculturalgroupstoconstructlearningenvironmentsthatsupportESOLandbilingualstudents'culturalidentities,languageandliteracydevelopment,andcontentareaachievement.

(a)NatureandRoleofCulture:Candidatesknow,understand,andusethemajorconcepts,principles,theories,andresearchrelatedtothenatureandroleofcultureinlanguagedevelopmentandacademicachievementthatsupportindividualstudents'learning.Candidates:

(A)UnderstandandapplyknowledgeaboutculturalvaluesandbeliefsinthecontextofteachingandlearningEnglishasaSecondLanguage(ESL);(B)Understandandapplyknowledgeabouttheeffectsofracism,stereotyping,anddiscriminationtoESLteachingandlearning;(C)Understandandapplyknowledgeabouthome/schoolcommunicationtoenhanceESLteachingandbuildpartnershipswithESOLandbilingualfamilies;and(D)Understandandapplyconceptsabouttheinterrelationshipbetweenlanguageandculture.

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(b)CulturalGroupsandIdentity:Candidatesknow,understand,anduseknowledgeofhowculturalgroupsandstudents'culturalidentitiesaffectlanguagelearningandschoolachievement.Candidates:

(A)Usearangeofresources,includingtheInternet,tolearnaboutworldculturesandculturesofstudentsintheirclassroomsandapplythatlearningtoinstruction;(B)Understandandapplyknowledgeabouthowanindividual'sculturalidentityaffectstheirESLlearningandhowlevelsofculturalidentitywillvarywidelyamongstudents;(C)Understandandapplyknowledgeaboutculturalconflictsandhome‐areaeventsthatcanhaveanimpactonESOLandbilingualstudents'learning;(D)Understandandapplyknowledgeabouttheimpactofstudents'socioeconomicstatus,nativelanguage,race,religion,class,nationalorigindisabilityangenderonlearningandteachingESL;and(E)UnderstandandapplyknowledgeofU.S.immigrationhistoryandpatternsinteachingESL.

(3)Planning,Implementing,andManagingInstruction:Candidatesknow,understand,andusestandards‐basedpracticesandstrategiesrelatedtoplanning,implementing,andmanagingESLandcontentinstruction,includingclassroomorganization,teachingstrategiesfordevelopingandintegratinglanguageskills,andchoosingandadaptingclassroomresources.

(a)PlanningforStandards‐BasedESLandContentInstruction:Candidatesknow,understand,andapplyconcepts,research,andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentforESOLandbilingualstudents.CandidatesserveaseffectiveEnglishlanguagemodels,astheyplanformultilevelclassroomswithlearnersfromdiversebackgroundsusingstandards‐basedESLandcontentcurriculum.Candidates:

(A)Planstandards‐basedESLandcontentinstruction;(B)Createenvironmentsthatpromotestandards‐basedlanguagelearninginsupportive,acceptingclassroomsandschools;(C)Planstudents'learningexperiencesbasedonassessmentoflanguageproficiencyandpriorknowledge;and(D)Provideforparticularneedsofstudentswithlimitedformalschooling(LFS)intheirfirstlanguage.

(b)ManagingandImplementingStandards‐BasedESLandContentInstruction.Candidatesknow,manage,andimplementavarietyofstandards‐basedteachingstrategiesandtechniquesfordevelopingandintegratingEnglishlistening,speaking,reading,andwriting,andforaccessingthecorecurriculum.CandidatessupportESOLandbilingualstudentsinaccessingthecorecurriculumastheylearnlanguageandacademiccontenttogether.Candidates:

(A)Organizelearningaroundstandards‐basedsubjectmatterandlanguagelearningobjectives;

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(B)Incorporateactivities,tasks,andassignmentsthatdevelopauthenticusesoflanguage,asstudentslearnaboutcontent‐areamaterial;(C)Provideactivitiesandmaterialsthatintegratelistening,speaking,readingandwriting;(D)Developstudents'listeningskillsforavarietyofacademicandsocialpurposes;(E)Developstudents'speakingskillsforavarietyofacademicandsocialpurposes;(F)Providestandards‐basedinstructionthatbuildsonstudents'oralEnglishtosupportlearningtoreadandwrite;(G)Providestandards‐basedreadinginstructionadaptedtoESOLandbilinguallearners;and(H)Providestandards‐basedwritinginstructionadaptedtoESOLandbilinguallearners.Developstudents'writingthrougharangeofactivitiesfromsentenceformationtoexpositorywriting.

(c)UsingResourcesEffectivelyinESLandContentInstruction.Candidatesarefamiliarwithawiderangeofstandards‐basedmaterials,resources,andtechnologies,andchoose,adapt,andusethemineffectiveESLandcontentteaching.Candidates:

(A)Select,adaptanduseculturallyresponsive,age‐appropriateandlinguisticallyaccessiblematerials;(B)Selectmaterialsandotherresourcesthatareappropriatetostudents'developinglanguageandcont‐areaabilities,includingappropriateuseofthestudent'sfirstlanguage;(C)Employanappropriatevarietyofmaterialsforlanguagelearning,includingbooks,visualaids,propsandrealia.(D)Useappropriatetechnologicalresourcestoenhancelanguageandcontent‐areainstructionforESOLandbilingualstudents(e.g.,Web,software,computers,andrelateddevices);and(E)UsesoftwareandInternetresourceseffectivelyinESLandcontentinstruction.

(4)Assessment:Candidatesunderstandissuesofassessmentandusestandards‐basedassessmentmeasureswithESOLandbilingualstudents.

(a)IssuesofAssessmentforESL.Candidatesunderstandvariousissuesofassessment(e.g.,culturalandlinguisticbias;political,social,andpsychologicalfactors)inassessment,IQ,andspecialeducationtesting(includinggiftedandtalented);theimportanceofstandards;andthedifferencebetweenlanguageproficiencyandothertypesofassessment(e.g.,standardizedachievementtestsofoverallmastery),astheyaffectESOLandbilingualstudentlearning.Candidates:

(A)DemonstrateanunderstandingofthepurposesofassessmentastheyrelatetoESOLandbilinguallearnersanduseresultsappropriately;(B)Demonstrateanunderstandingofthequalityindicatorsofassessmentinstruments;(C)Demonstrateunderstandingofthelimitationsofassessmentsituationsand

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makeaccommodationsforESOLandbilingualstudents;and(D)Distinguishbetweenalanguagedifference,giftedandtalentedandspecialeducationneedsforESOLandbilingualstudents.

(b)LanguageProficiencyAssessment.Candidatesknowanduseavarietyofstandards‐basedlanguageproficiencyinstrumentstoinformtheirinstructionandunderstandtheirusesforidentification,placement,anddemonstrationoflanguagegrowthofESOLandbilingualstudents.Candidates:

(A)Understandandimplementnationalandstaterequirementsforidentification,reclassificationandexitofESOLandbilingualstudentsfromlanguagesupportprograms;(B)Understand,developandusenorm‐referencedassessmentsappropriatelywithESOLandbilinguallearners;(C)Understand,developandusecriterionreferencedassessmentsappropriatelywithESOLandbilinguallearners;(D)Understand,constructanduseassessmentmeasuresforavarietyofpurposesforESOLandbilingualstudents;and(E)AssessESOLandbilinguallearners'languageskillsandcommunicativecompetenceusingmultiplesourcesofinformation.

(c)Classroom‐BasedAssessmentforESL.Candidatesknowanduseavarietyofperformance‐basedassessmenttoolsandtechniquestoinforminstruction.Candidates:

(A)Useperformance‐basedassessmenttoolsandtasksthatmeasureESOLandbilinguallearners'progresstowardstateandnationalstandards;(B)Usevariousinstrumentsandtechniquestoassesscontent‐arealearning(e.g.math,science,socialstudies)forESOLandbilinguallearnersatvaryinglevelsoflanguageandliteracydevelopment;and(C)PrepareESOLandbilingualstudentstouseself‐andpeer‐assessmenttechniqueswhenappropriate.

(5)Professionalism:CandidatesdemonstrateknowledgeofthehistoryofESLteaching.Candidateskeepcurrentwithnewinstructionaltechniques,researchresults,advancesintheESLfield,andpublicpolicyissues.Candidatesusesuchinformationtoreflectuponandimprovetheirinstructionalpractices.CandidatesprovidesupportandadvocateforESOLandbilingualstudentsandtheirfamiliesandworkcollaborativelytoimprovethelearningenvironment.

(a)ESLResearchandHistory:Candidatesdemonstrateknowledgeofhistory,research,andcurrentpracticeinthefieldofESLteachingandapplythisknowledgetoimproveteachingandlearning.Candidates:

(A)Demonstrateknowledgeoflanguageteachingmethodsintheirhistoricalcontexts;and(B)DemonstrateknowledgeoftheevolutionoflawsandpolicyintheESLprofession.

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(b)PartnershipsandAdvocacy.Candidatesserveasprofessionalresources,advocateforESOLandbilingualstudents,andbuildpartnershipswithstudents'families.Candidates:

(A)Advocateandserveaslanguageandeducationresourcesforstudentsandfamiliesintheirschoolsandcommunities;(B)Serveasprofessionalresourcespersonnelintheireducationcommunities;and(C)AdvocateforESOLandbilingualstudents'accesstoallavailableacademicresources,includinginstructionaltechnology.

(c)ProfessionalDevelopmentandCollaboration.Candidatescollaboratewithandarepreparedtoserveasaresourcetoallstaff,includingparaprofessionals,toimprovelearningforallESOLandbilingualstudents.Candidates:

(A)EstablishprofessionalgoalsandpursueopportunitiestogrowinthefieldofESL;(B)Workwithotherteachersandstafftoprovidecomprehensive,challengingeducationalopportunitiesforESOLandbilingualstudentsintheschool;(C)Engageincollaborativeteachingingeneraleducationandcontent‐areaclassrooms;and(D)ModelacademicproficiencyintheEnglishlanguage.

(6)Technology:Candidatesuseinformationtechnologytoenhancelearningandtoenhancepersonalandprofessionalproductivity.Candidates:

(a)DemonstrateknowledgeofcurrenttechnologiesandtheirapplicationinESOL;(b)Design,develop,andimplementstudentlearningactivitiesthatintegrateinformationtechnology;and(c)Usetechnologiestocommunicate,network,locateresources,andenhancecontinuingprofessionaldevelopment.

Stat.Auth.:ORS342Stats.Implemented:ORS342.120‐342.143,342.153,342.165&342.223‐342.232Hist.:TSPC9‐2005,f.&cert.ef.11‐15‐05584‐310‐0125LegacyEnglishSpeakersofOtherLanguages(ESOL)http://www.oregon.gov/tspc/Pages/News_Release_071015/584‐310‐0125.aspx(1)LegacyEnglishSpeakersofOtherLanguages(ESOL)Endorsement:ALegacyEnglishSpeakersofOtherLanguages(ESOL)Endorsementonalicenseindicatesthattheeducatoriseligiblefor.50orlessschoolcounselingassignmentsinprekindergartenthroughgradenineasprovidedbytheTSPCLicensureGuideforLegacyEnglishSpeakersofOtherLanguagesEndorsement(ESOL)endorsement.

(2)AddingtoaLegacyEnglishSpeakersofOtherLanguages(ESOL)toExistingLicenses:TobeeligibletoaddaLegacyEnglishSpeakersofOtherLanguages(ESOL)endorsementtoaLegacy,ProfessionalorDistinguishedTeacherLeaderTeachinglicense,anapplicantmust:

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(a)HaveheldanOregonBasicorStandardTeachingLicensepriortoJanuary1,2016withaBasicElementaryorStandardElementaryendorsement;(b)Havehadfouryearsof.50percentESOLexperienceinaprekindergartenthroughgrade8environmentobtainedafterJanuary1,2011andpriortoJanuary1,2016;and(c)SubmitacompleteandcorrectapplicationtoobtaintheendorsementintheformandmannerrequiredbytheCommission,includingpaymentofallrequiredfeesasprovidedinOAR584‐036‐0055.Addingtheendorsementatthetimeofrenewalwillnotrequireanadditionalcosttothelicensurerenewalprocess.

(3)IftheeducatorheldanOregonBasicorStandardTeachingLicensewithaBasicorStandardElementaryendorsementpriortoJanuary1,2016,butdoesnotmeettheemploymentrequirementsinsubsection2(b)ofthisrule,theeducatormaybeissuedaLicensedforConditionalAssignmentforESOLsolongastheeducatoriscurrentlyassignedinanESOLposition.

584‐060‐0071EndorsementsRequiringSpecialPreparationhttp://arcweb.sos.state.or.us/pages/rules/oars_500/oar_584/584_060.html

(1)Passageofthecommission‐approvedmultiplesubjectsexaminationmaybenecessaryinorderforanewlyhiredteacherwithaspecialeducationoranESOLendorsementtomeetthedefinitionofhighlyqualifiedunderthefederalNoChildLeftBehindAct(NCLBA)orundertheIndividualswithDisabilitiesEducationImprovementAct(IDEIA)inthepositioninwhichtheyarehiredifplacedingradesK‐8.

(2)(a)Teachersofthefollowingspecialtyendorsementmustqualify,throughapprovedacademicpreparationinthedesiredauthorizationlevelsandthroughsupervisedworkexperienceorstudentteachingforanyauthorization:

(A)Art;(B)BilingualeducationwithEnglishforspeakersofotherlanguages(ESOL);(C)ESOL;(D)Music;(E)Physicaleducation;(F)Adaptivephysicaleducation;(G)Reading;(H)LibraryMediaSpecialist;(I)Specialeducation;(J)VisionImpaired;(K)HearingImpaired;(L)CommunicationsDisorders;or(M)EarlyIntervention/SpecialEducation.

(b)Candidatesforspecialtyendorsementcompletingapracticaexperienceateitherearlychildhoodorelementaryandateithermiddleorhighschoollevelmayqualifyforauthorizationforprekindergarten(prek)throughgradetwelve(12).

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(3)TeachersapplyingforthevisualimpairmentsendorsementmustdemonstrateproficiencyinreadingandwritingBraillebyobtainingacertificateofcompetencyfromtheNationalLibraryServicefortheBlindandPhysicallyHandicappedoranequivalentcertificatecurrentlyapprovedbythecommission.

(4)TeachersapplyingforthecommunicationdisordersendorsementmayobtainauthorizationatallfourlevelsbyearningacertificateofclinicalcompetencefromtheAmericanSpeechandHearingAssociationorsuccessorapprovedbythecommission.

(5)CandidatesforendorsementsinEarlyInterventionandEarlyChildhoodSpecialEducationmustqualifyfortheEarlyChildhoodAuthorizationonlyby:

(a)CompletingpreparationinpsychologicalfoundationsandmethodsappropriateforEarlyChildhoodEducation/EarlyIntervention;(b)Completingasupervisedpracticuminearlyinterventionandearlychildhoodspecialeducation;and(c)Documentingknowledgeoftheendorsementbypassingtherequiredcommission‐approvedlicensureexaminationinSpecialEducation;Preschool/EarlyChildhood.(d)Thecommission‐approvedlicensureMultipleSubjectsExamination(MSE)isnotrequiredforEarlyChildhoodEducation/EarlyInterventionendorsement.

Stat.Auth.:ORS342Stats.Implemented:ORS342.120‐342.143,342.153,342.165,342.223‐342.232Hist.:TSPC4‐1999,f.&cert.ef.8‐2‐99;TSPC6‐2002,f.&cert.ef.10‐23‐02;TSPC3‐2003,f.&cert.ef.5‐15‐03;TSPC7‐2005,f.&cert.ef.8‐24‐05;TSPC13‐2006,f.&cert.ef.11‐22‐06;TSPC5‐2007,f.&cert.ef.8‐15‐07;TSPC4‐2009,f.&cert.ef.9‐22‐09;TSPC8‐2009,f.&cert.ef.12‐15‐09;TSPC9‐2009,f.&cert.ef.12‐18‐09

584‐060‐0062AddingEndorsementstoInitialorProfessionalTeachingLicenseshttp://arcweb.sos.state.or.us/pages/rules/bulletin/0914_bulletin/0914_ch584_bulletin.html

(1)Anendorsementisthesubjectmatterorspecialtyeducationfieldinwhichtheeducatorislicensedtoteach.Educatorsmayonlyteachthesubjectsinwhichtheyarelicensedinthegradelevelsauthorizedonthelicense(authorizationlevel).

(2)Amultiplesubjectsself‐containedendorsementdoesnotallowtheteachertoteach:AdaptivePhysicalEducation,Art,CommunicationsDisorders,EarlyIntervention/SpecialEducation,ESOL,ESOL/Bilingual,HearingImpaired,LibraryMedia,Music,PhysicalEducation,ReadingSpecialist,SpecialEducation,orVisionImpaired.

(3)Subject‐MatterCompetency:AnewendorsementwillbeaddedtoaneworexistingInitialI,InitialIIorProfessionalTeachingLicenseupondocumentationofoneofthefollowing:(ForMiddle‐LevelEndorsementexceptionsseesubsection(5)below.)

(a)Forendorsementswheresubject‐mattermasterytestsarerequiredbythecommission,(b)Fortheendorsementswherethecommissionhasnotapprovedsubject‐mattermastery

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testsincludingbutnotlimitedto:Drama,Japanese,Latin,Chinese,Russian,andAdaptivePhysicalEducation:

(A)Completionofaprogramordemonstratedcompletionofrequiredcoursework;or(B)Anon‐provisionalout‐of‐statelicenseshowingendorsementinthesubject‐area.

(c)SpecialExceptionforOut‐of‐StateApplicants:Forout‐of‐stateapplicantsuponfirstlicensureinOregon.(SeeOAR584‐036‐0080LicensureTests.)

(4)PracticumRequirements:Inadditiontotherequirementsinsubsection(3)(a)and(b)ofthisrule,oneofthefollowingpracticalexperiencesmustbecompleted:

(a)Aprogram‐supervisedpracticumoftwosemesterhoursorthreequarterhours,whichexceptasspecifiedbelowmayormaynotbepartofalongerpreparationthatincludescontentormethodscoursesinthesubjectarea,inaninstitutionapprovedtoprepareteachersforthatendorsement;(b)Verificationof60hoursormoreofexperienceteachingthenewsubject‐areaatleastonehoureachdayortheequivalentoneitheranoptionalassignmentoftenhoursorlessoranapprovedLicenseforConditionalAssignment(LCA)asallowedbyOAR584‐060‐0250;or(c)Completionofanapprovedprograminthenewsubject‐matterendorsementarea.

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SuggestedLessonPlanFormatforanELDClass

[1]ClassDescription Time,date,andlocationofthelesson: Gradelevel: Languageproficiencylevels: Numberofstudents: Briefdescriptionofwhattheyhavelearnedinthepreviouslesson:

[2]Goal(Identificationofamajorlearningtaskinthislesson):

[3]ContentandLanguageObjectives(outcomeoftoday’slesson):

[4]English‐LanguageProficiencyStandards(ELPAstandards)addressedinthislesson:

[5]TypesofTasks/ActivitiesusedinthisLesson:

[6]LanguageSkills(Listening/Speaking/Reading/Writing),Materials,EquipmentSkills:Materials/equipmentneeded:

[7]ProcedureA50(or30)‐minutelessonwillbeheldasfollows:ActivityTable

Time Activity Type of interaction(T‐S,S‐T,S‐S)

Materials/Equipment

[8]Languageassessmenttodeterminestudents'learninginthislesson:

[9]Follow‐upassignmenttoconsolidatestudents'learning:

[10]Briefdescriptionofthenextlesson:

[11]Comments(Reflectionafterclass):

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SuggestedLessonPlanFormatforaShelteredContentLesson

[1]ClassDescription Time,date,andlocationofthelesson: Gradelevel: Languageproficiencylevels: NumberofELstudents: Briefdescriptionofwhattheyhavelearnedinthepreviouslesson:

[2]Goal(Identificationofamajorlearningtaskinthislesson):

[3]Objectives(outcomeoftoday’slesson): ContentObjective(s): LanguageObjective(s)

[4]Standardscorrespondingtotheobjectivesofthelesson:

CCSS/NGSSStandard(s): ELPAStandard(s):

[5]Tasks/ActivitiesusedforContentAdaptionsforELs:

[6]LanguageSkills(Listening/Speaking/Reading/Writing),Materials,EquipmentLanguageSkillsFocusedintheLesson:Materials/equipmentsusedintheLesson:

[7]ProcedureA50(or30)‐minutelessonwillbeheldasfollows:ActivityTable

Time Activity Type of interaction(T‐S,S‐T,S‐S)

Materials/Equipment

[8]Assessmenttodeterminestudents'learninginthislesson: ContentAssessment: LanguageAssessment:

[9]Follow‐upassignmentorextensionactivitiestoconsolidatestudents'learning:[10]BriefDescriptionoftheNextLesson:[11]Comments(Reflectionafterclass):

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ESOLLESSONOBSERVATIONREPORT(CompletedbyUniversitySupervisor)

StudentTeacher:___________________________ObservationDate:____________________

School:____________________________________Classtime:______________

NumberofStudents:______GradeLevel:______ Students’ESLProficiencyLevel:______

Hasthisstudentteacherobserved/taughtthisclassbefore? Yes/No

Hastheobserverfamiliarizedwiththeobjectives/scheduledactivitiesofthisclass?Yes/No

1.Describethelearningobjectivesforthislesson(asunderstoodbytheobserver):

2.Whatmaterialswereusedforthislesson(includingthetextbook)?

3.Whatwere the focal points of instruction? (i.e.,what seemed to be specifically focused in thislesson?)

4.Inwhat learningactivitieswerethestudentsengagedinduringthislesson?Didtheseactivitiessupportthelearningobjectives?

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5.Whatwerethemajorvocabularywords,form(s),andfunction(s)coveredinthislesson?

6.HowwereTeacher‐to‐Student(s),Student(s)‐to‐Teacher,andStudent(s)‐Student(s)interactionsbalancedinthislesson?

7.Whatwerethecommondifficultyareasamongthestudents?(Whichsounds,vocabulary,structure,and/orfunctions?)Whatdidtheinstructordotohelpthestudentsovercomethem?

8.Whicheffectiveteachingtechnique(s)wereobservedinthislesson?

9.Howwasthestudents’achievementoflearningobjectivesassessed?

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10.Iftheobserverweretoteachasimilarclass,whatchangeswouldhe/shemaketoimproveit?Reasons for changes are listed below and supported by relevant readings/research studies inTeachingESOL.

11.Othercomments,ifthereisanythingthathasnotbeenaddressedin1‐10above.

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PacificUniversityESOLPracticumEvaluation

PracticumStudent:_________________________________Date:__________GradeLevel____________

School:__________________________________________ MentorTeacher:_____________________

TSPCStandard:KnowledgeSkillsandAbilitiesforEnglishtoSpeakersofOtherLanguages

NeedsImprovement

Satisfactory Outstanding

Language

Candidateknowsandunderstands,andusesmajorconcepts,theories,andresearchrelatedtothenatureandacquisitionoflanguagetoconstructlearningenvironmentsthatsupportESOLandbilingualstudents’languageandliteracydevelopment.

Comments:


NeedsImprovement


Culture

Candidateknowsandunderstands,andusesmajorconcepts,theories,andresearchrelatedtothenatureandroleofcultureandculturalgroupstoconstructlearningenvironmentsthatsupportESOLandbilingualstudents’culturalidentities,languageandliteracydevelopment,andcontentareaachievement.

Comments:

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NeedsImprovement


Planning,Implementing,andManagingInstruction

Candidateknows,understands,andusesstandards‐basedpracticesandstrategiesrelatedtoplanning,implementing,andmanagingESLandcontentinstruction,includingclassroomorganization,teachingstrategiesfordevelopingandintegratinglanguageskills,andchoosingandadaptingclassroomresources.

Comments:


NeedsImprovement


Assessment

Candidateunderstandsissuesofassessmentandusestandards‐basedassessmentmeasureswithESOLandbilingualstudents.

Comments:

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NeedsImprovement


Professionalism

CandidatedemonstratesknowledgeofthehistoryofESLteaching.Candidateskeepcurrentwithnewinstructionaltechniques,researchresults,advancesintheESLfield,andpublicpolicyissues.Candidatesusesuchinformationtoreflectuponandimprovetheirinstructionalpractices.CandidatesprovidesupportandadvocateforESOLandbilingualstudentsandtheirfamiliesandworkcollaborativelytoimprovethelearningenvironment.

Comments:

AdditionalComments:

MentorSignature_____________________________________________________

Supervisor’sAssentSignature_______________________________________

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ESOLPracticumLog

(CompletedbyESOLPracticumStudent)

Name School Grade(s)/Subject

__________________________ ________________________________ MentorTeacher UniversitySupervisor

Hours Dates Time Activity

TotalHrs. MentorSignature Date

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ESOLEndorsementScoringGuideforPortfolio

ESOLEndorsementCandidate:_____________ ______ Date:____

(HeadingscorrespondtotheTSPCESOLEndorsementstandards)

PromotingCulturalCompetence

CreatingStudent‐CenteredClassrooms

DemonstratingProfessionalLeadership

EnhancingLearningThroughTechnology

(1)Language:Evidencefrom*ESOL444/544:EducationalLinguisticsforESOLTeachers*Practicum

Score(0‐5)___

(2)Culture:Evidencefrom*ESOL450/550:CulturalConstructsandDiversityinESOLEducation*ESOL440/540:LanguagePolicyinESOLEducation*Practicum

Score(0‐5)___

Assessment Analysis Designing/Planning Implementing

Instruction(3)Planning,Implementing,andManagingInstruction:Evidencefrom*ESOL444/544:EducationalLinguisticsforESOLTeachers*ESOL460/560:FoundationsofESOLMethods*ESOLESOL464/564:Methods,Assessment,andTechnology*EDUC453/633:LiteracyandEnglish‐LanguageLearners*Practicum

Score(0‐5)___

(4)Assessment:Evidencefrom*ESOL464/564:ESOLMethods,Assessment,andTechnology*EDUC453/633:LiteracyandEnglish‐LanguageLearners

*Practicum

Score(0‐5)___

(5)Professionalism:

Evidencefrom*ESOL440/540:LanguagePolicyinESOLEducation*ESOL460/560:FoundationsofESOLMethods*ESOL464/564:ESOLMethods,Assessment,andTechnologycourse*EDUC453/633:LiteracyandEnglish‐LanguageLearners*Practicum

Score(0‐5)___

(6)Technology

Evidencefrom*ESOL460/560:FoundationsofESOLMethods*EvidencefromESOL464/564:ESOLMethods,Assessment,andTechnologycourse*EvidencefromEDUC453/633:LiteracyandEnglish‐LanguageLearners*EvidencefromPracticumScore(0‐5)___

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AreaforImprovement:

AreaforImprovement:

AreaforImprovement: AreaforImprovement:

AverageCategoryScore:

543|210

Met/NotMet


543|210

Met/NotMet


543|210

Met/NotMet


543|210

Met/NotMet

(Documentationwillcomefromcoursesandexperiencesspecifictoaparticularcertificationorendorsementprogram)

ESOLEndorsementcandidatesareexpectedtomeettherequirementsassetforthbytheTeacherStandardsandPracticesCommissionDivision65:Endorsementsforinitialandcontinuingteachinglicenses(KnowledgeSkillsandAbilitiesforEnglishtoSpeakersofOtherLanguages:584‐065‐0100)

Advisor:__________________________

Date:_________________

Pass/NoPass

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READINGINTERVENTIONENDORSEMENTPROGRAMDESCRIPTION TheintentoftheReadingInterventionEndorsementatPacificUniversityistobuildonthestudents’knowledgeofchildren'sandyoungadult'slanguagedevelopmentandliteracylearningprocesses,andbroadentheirviewoftheissuesinvolvedforstudentsofallagesastheybecomeproficientreadersandwriters.TheReadingInterventionEndorsementisa16‐semestercredithourprogram.CandidatesearntheReadingInterventionEndorsementatthePreK‐12gradelevels.

Inadditiontocoursework,thecandidatemustpassthePraxisReadingSpecialist(5301).Oregonrequiresapassingscoreof164.(http://www.oregon.gov/tspc/Pages/Testing.aspxhttp://www.ets.org/praxis/or/)

ReadingInterventionEndorsementcoursework:

RDNG632:PerspectivesonReadingSurveyoffoundationsofreadingandreadingprocesses,includingcontemporaryandhistoricalreadingresearchusedtoestablishaphilosophicalpointofview.Surveysreadingandliteracyphilosophies,assessmentphilosophies,literacymethodologies,research,andcurrentliteracyissuesasplayedoutinpoliticstoinformthereadingcandidate.(2cr.)

RDNG642:ReadingAssessments&TechniquesEmphasizeswaystouseformalandinformalreadingandlanguagedevelopmentassessmentstoinformteachingandplanprograms.Presentsanddiscussesresources,methodologies,andtheuseofnewtechnologiesandinstructionaltechniquestoaddresstheprogramneedsofalllearnersbutespeciallystrugglingreadersandwriters.SurveysTitleIprocedures,specialeducationproceduresandELL/ESOLproceduresastheyrelatetoreadingandwritingintheschoolsetting.(3cr.)

RDNG645:DevelopingLiteracyintheContentAreasExploresstrategiestohelpteacherspreparetheirstudentstocomprehendnonfictiongenre,contentareatextbooksandnewtechnologies.Discussesandexplorewayscandidateswhenservinginaleadershiprolecanprovidecoachinginthecontentareasforcolleagues.(2cr.)

RDNG650:LeadershipforLiteracyEmphasizeswaysforcandidatestoworkwithcolleaguestodemonstrate,observe,andprovidefeedbackoneffectiveliteracystrategiesandapproachestousewithstudents.Discusseswaysforcandidatestoprovideguidanceandsupervisionofparaprofessionals.Emphasizeswaysforcandidatestoparticipatein,initiate,implementandevaluateprofessionaldevelopmentprogramstoselectandmanageliteracyprograms.Discusseswaysforcandidatestointerpretdesignandconductdatadrivenresearchataschoollevel.(2cr.)

ESOL544EducationalLinguisticsforESOLTeachersThiscourseisdesignedtointroducecandidatestolinguisticaspectsofteachingESOL,andtobuildasolidfoundationintheoriesoffirstandsecondlanguageacquisitionastheyarerelevantinteachingESOLstudents.(3cr.)

EDUC633LiteracyandEnglish‐languageLearnersCandidateswilldiscusstheoriesandissuesinreadingandwritinginEnglish–as‐an‐additional

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languageandtheirimplicationsforinstructionalpractice.Candidateswillexploreeffectivereadingandwritinginstructionalpracticeswithmultilinguallearners,andchildren’sandadolescentliteratureastheypertaintodiversitywithinamulticulturalclassroom.(2cr.)

RDNG653ECE/ElemSupervisedReadingSpecialistPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasneedingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.PracticumfocuswillbeinanECEandElemsetting.(2cr.)

OR

RDNG654MS/HSSupervisedReadingSpecialistPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasneedingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.PracticumfocuswillbeinanMSandHSsetting.(2cr.)

OR

RDNG655PreK‐12MultilevelSupervisedReadingSpecialistPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasneedingadditionalreadingsupport,andaReadingSpecialistpracticumportfolio.PracticumfocuswillbeinanECEorElemsettingandaMSorHSsetting.(2cr.)

AdditionalReadingInterventionandESOLDualEndorsementCourse&PracticumRequirementsWithanadditional8semestercredits,candidatescanaddtheESOLEndorsementalongwiththeReadingInterventionEndorsementtotheirOregonTeachingLicense.PleaseseetheESOLhandbookforadditionalendorsementrequirementsandprogramdescription.

ESOL450/550CulturalConstructsandDiversityinESOLEducationThiscourseisdesignedtoequipESOLteachercandidatestopossesscompetencyincultural,linguistic,educationalandethnicissuespresentineducatingEnglish‐languageLearners(ELLs).CandidateswilldevelopunderstandingofculturalandlinguisticdiversityinESOLeducationandbeabletoimplementculturallyresponsiveinterventionstopromotethelearningenvironmentconducivetolearningforallstudents.(2cr.)

ESOL460/560FoundationsofESOLMethodsThiscourseisdesignedtoequipESOLteachercandidateswiththeoreticalbases,concepts,research,andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentforESOLandbilingualstudents.VariousteachingmodelsdevelopedforESLteachingareintroducedandtheoreticalfoundationsofsecondlanguageteachingwillbebuilt.(2cr.)

ESOL464/564ESOLMethods,Assessment,andTechnologyThiscourseisdesignedtoapplytheoreticalfoundationsbuiltintheprecedingcourse,FoundationsofESOLMethods,inactuallessonplanningandunitdevelopmentforK‐12ESLinstruction.Italsoaimstopromotethecandidates’knowledgeandunderstandingofinquiry‐andstandards‐based

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practicesandstrategiesinplanning,implementing,andmanagingESLeducation.ESOLteachercandidateswilllearnhowtoplan,manage,andimplementstandards‐basedESLlessonsandcurriculaincludingsecondlanguageassessmentandtechnology‐incorporatedinstruction.(2cr.)

ESOL472/572ECE/ElemSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEandElemsetting.(2cr.)

OR

ESOL474/574MS/HSSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanMSandHSsetting.(2cr.)

OR

ESOL476/576MultilevelSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEorElemsettingandaMSorHSsetting.(2cr.)

Inadditiontocoursework,thecandidatemustpasstheNES‐ESOLexam.Oregonrequiresaminimumscoreof228.(http://www.orela.nesinc.com/TestView.aspx?f=HTML_FRAG/NT507_TestPage.html)

PracticumExperience ReadingInterventionEndorsementcandidatesareexpectedtocomplete90‐hoursofsupervisedpracticumexperienceoritsequivalentandrequiredbytheOregonTSPC(seetheappendicesfortherelevantOARforthisrequirement).Muchofthistimewillbespentobservingtheirmentorteacherandthestudentswhiletheteacherleadslessons;anddiscussingassessment,planning,andteachingtechniquesrelatedtotheinstructionofstrugglingreaders.ItisappropriateforReadingInterventionEndorsementcandidatestobegivenanopportunitytoleaddailylessonswithatleastonesmallgroupofchildrenoradolescents.TheReadingInterventionEndorsementcandidateisalsoexpectedtoassistyouinplanningforsmallgroupand/orwholeclassactivities.Candidatesareencouragedtoattendschool‐,district‐,andstate‐widemeetings,in‐services,andworkshopsthataddresstheneedsofreadersandwriters.

Candidatesarestronglyencouragedtopreparefortwofocusareastrands:earlychildhood(gradespk‐4),elementary(grades3‐8),middleschool(grades5‐9),andhighschool(grades9‐12).CandidateswhoareauthorizedtoteachatK‐12levelswillsplittheir90‐hourpracticumbetweenthetwogradelevels.TheReadingInterventionEndorsementcandidatesareresponsibleformaintainingalogoftheirteachingandplanningactivitiesattheschool.

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Throughouttheexperience,ReadingInterventionEndorsementcandidatesshouldscheduleregularconferencetimeswiththeirmentorteacherstoshareobservations,raiseandanswerquestions,socialize,andplan.ReadingInterventionEndorsementcandidatesshouldplancarefullywiththeirmentors,submittingunitorlessonplansinadvancetofacilitatereviewanddiscussion,astheneedarises.

ActingasliaisonbetweentheschoolandPacificUniversityistheuniversitysupervisorwhowillvisittoobservetheReadingInterventionEndorsementcandidatesaminimumoftwotimesduringeach90‐hourpracticum.ReadingInterventionEndorsementcandidatesshouldalsoregularlyupdatetheiruniversitysupervisorwiththeirprogressintheReadingInterventionpracticum.

AttheconclusionofasupervisedReadingInterventionpracticumcourse,ReadingInterventionEndorsementcandidatesreceiveagradeofPass(equivalentofaCorabove)orNoPass(failuretomeetestablishedstandards).Thegrade,givenbytheuniversitysupervisor,incorporatesfeedbackandrecommendationsfromReadingInterventionEndorsementcandidate’smentor.Attheendofeachsemester,theCollegeofEducationwillassessindividualprogresstowardmeetingtheprogramrequirements.

ReadingInterventionEndorsementCandidates’Role Duringthe90‐hourpracticum,theReadingInterventionEndorsementcandidatesmovesfromanobservingandassistingroletoateachingrole,practicinganddemonstratingcompetenciesundertheguidanceofaqualifiedmentorteacher.TheReadingInterventionEndorsementcandidates’primaryresponsibilitiesareto:

DevelopcompetenceinsixkeyareasassetbyTSPC:(1)FoundationalKnowledgeandDispositions (2)InstructionalStrategiesandCurriculumMaterials(3)Assessment,DiagnosisandEvaluation(4)CreatingaLiterateEnvironment(5)ProfessionalDevelopment(6)Leadership:Guidanceandsupervisionofparaprofessionals.

Maintainhighstandardsofprofessionalandpersonalethicsinworkingwithstaffandstudents,maintainingconfidentialityatalltimes.

Attendallclassesandmeetingsregularlyandpunctually. EarnaCorbetterinallcoursework.CandidateswhoearnaC‐orbelowwillnotbeallowedto

continueintheprogramuntilthecourseinwhichthesubstandardgradewasearnedisretakenandthecandidatereceivesagradeofCorabove.

Develop,withthementorteacher(s),ascheduleforteachingresponsibilities. Encourageevaluationoflessonplansandteachingperformancebythementorteacherand

throughself‐assessment. Learnandadheretoschool,district,andstaterulesandpoliciespertainingtotheschool’s

ReadingInterventionprogram.

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TheMentorTeacher’sRole Thementorteacherservesastheprimaryguide,supportandmodelfortheReadingInterventionEndorsementcandidatewhilesharingclassroomresponsibilitiesandexpertise.Throughregularplanningandfeedback,thementorteacherwillsuggest,demonstrate,analyze,evaluate,andreinforcelearningexperiences.

PerhapsthemostdifficultandchallengingresponsibilityofamentorteacheristoallowtheReadingInterventionEndorsementcandidatestodevelopapersonalteachingstyle.WhiletheuniversityexpectstheReadingInterventionEndorsementcandidatetoworkwithinthegeneralcurriculumthathasbeenestablishedintheschoolandtofollowallschoolrulesandprocedures,theReadingInterventionEndorsementcandidateshouldalsobegivenopportunitiestotryalternativeinstructionalapproachesanddevelopcurriculummaterialinareasthathavebeenapprovedbythementorteacher.

Amongotherresponsibilities,mentorteacherswill

ProvidetheReadingInterventionEndorsementcandidatewithafacultyhandbookorsourceofinformationpertainingtobuildinganddistrictpolicies.

IntroducetheReadingInterventionEndorsementcandidateasacolleaguetostudentsandstaff.

InvitetheReadingInterventionEndorsementcandidatetoallstate‐,district‐,andschool‐widemeetingsandin‐servicesinwhichsupportingstudentsasreadersandwritersisthekeytopic.

CreateanatmosphereofacceptancefortheReadingInterventionEndorsementcandidatewiththestudents,staff,andcommunity.

GuidetheReadingInterventionEndorsementcandidateinsettinggoalsandobjectivesthroughplanning,writingandrevisinglessonplansusingavarietyofteachingstrategies,measuringandevaluatingstudentgrowth,anddesigningfeedbacktechniques.

InformtheReadingInterventionEndorsementcandidateconcerningbackgroundinformationofstudentsandintroduceavailableresourcepersonsandmaterials.

ProvidefeedbackonlessonplanningandteachingfollowingobservationsoftheReadingInterventionEndorsementcandidate'steaching.

ConsultregularlywiththeuniversitysupervisorabouttheReadingInterventionEndorsementcandidate'sprogress.

AssisttheReadingInterventionEndorsementcandidateindevelopinganindividualteachingstyle.

AssistindevelopingandmonitoringtheReadingInterventionEndorsementcandidate'sprogressontheTSPCStandards.

RecommendaPass/NoPassgradebasedontheReadingInterventionEndorsementcandidate'sproficiencyandcompletionofpracticumrequirements.

Submitthementorteacher’sevaluation(locatedintheappendices)totheReadingInterventionEndorsementprogramcoordinatorasawrittenassessmentofthecandidate’sliteracyinstructioncompetencyassetforthbytheTSPCstandards.

ReadingInterventionEndorsementCandidatePlacements ReadingInterventionEndorsementcandidatesareplacedwithmentorteacherswhocurrentlyholdaReadingSpecialistorReadingInterventionendorsementandhaveaminimumofthreeyears

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teachingexperience.TypicallyReadingInterventionandReadingSpecialistEndorsedteachersservestudentsacrossmultipleagegroupsandgradelevels.

EarlyChildhood/ElementaryEducationStudentsrequiretwoplacementsforearlychildhoodeducationingradesK‐4,andforelementaryeducationingrades3‐6inaTitleOneclassroomorwiththeschool'sordistrict'sReadingSpecialist.

Elementary/MiddleSchool(K‐12)Studentsrequiretwoplacements:oneinanelementaryschoolattheupperelementarylevel(anyofgrades3‐6)andoneinamiddleschool(grades6‐8)orinahighschool(grades9‐12).Eachplacementisapproximately45‐hours.

MiddleSchool/HighSchoolStudentsrequiretwoplacements:oneinamiddleschoolandoneinahighschoolinareadingsupportclassorinthecandidates’endorsementareawithaReadingSpecialistorReadingInterventionendorsedteacher.Eachplacementisapproximately45‐hours.

CriteriaandSelectionofMentorTeachers Mentorteachersareresponsibleforamajorportionofthelearningtoteachprocess.Criteriaandselectionproceduresreflecttheimportanceofthisperson'sroleineducatingteachers.Schooldistrictsanduniversityfacultycollaborateintheselectionofmentorteachers.ThefollowingselectioncriteriahavebeenreviewedandapprovedbytheUniversity'sEducationalConsortium.Thementorteacherrequirementsincludethefollowing:

Preparationinsupervising,evaluating,and/orinstructingReadingInterventionEndorsementcandidates.

Aminimumofthreeyearsofsuccessfulclassroomteachingpreferablyinthedistrict,andatleastoneyearinthatparticularschool.

AcurrentOregonteachingcertificatewithappropriateReadingSpecialistorReadingInterventionendorsementforcurrentassignments.

Demonstratedcompetenceasateacher. Apositive,professionalattitudeandenthusiasmforteaching. Understandingeffectiveteachingstrategies. Abilitytorelatetoandcommunicatewithotherteachers,administrators,staff,children,and

parents. SkillsinevaluatingtheperformanceofReadingInterventionEndorsementcandidatesand

willingnesstoconstructivelysharetheevaluationwiththeReadingInterventionEndorsementcandidateanduniversitysupervisor.

AbilitytoworkcooperativelywiththeReadingInterventionEndorsementcandidateanduniversitysupervisor.

WillingnesstoparticipateinmeetingswiththeReadingInterventionEndorsementcandidateandsupervisor.Thesemeetingswillinclude,butnotbelimitedto,aninitialmeetingduringinserviceweekandamid‐placementconference.

TheBuildingAdministrator InassumingresponsibilityforReadingInterventionEndorsementcandidateswithinthebuilding,thebuildingadministratorwill

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Assistinselectingmentorteachers; OrienttheReadingInterventionEndorsementcandidatetotheschool'sphilosophy,policies,

regulationsandthephysicalplant; HelptheReadingInterventionEndorsementcandidatebecomeacquaintedwiththeschoolstaff; ConferwiththementorteacherabouttheReadingInterventionEndorsementcandidate's

progress; Suggestteachersorschoolsaspossibleobservationsites; Communicatewiththeuniversitysupervisor.

TheUniversitySupervisor TheuniversitysupervisorservesastheliaisonbetweenthepublicschoolsandPacificUniversity.Theuniversitysupervisorwill

Informthedistrictpersonnelabouttheprogramexpectationsandrequirements; MeetwiththementorteacherandReadingInterventionEndorsementcandidatetoplan,

implement,andevaluatetheexperience; VisitandobservetheReadingInterventionEndorsementcandidate'sperformancealeasttwice

duringeach90‐hourplacement; ConferwiththeReadingInterventionEndorsementcandidateandmentorteacherafter

observations,andsupplycopiesofwrittenreportsfortheReadingInterventionEndorsementcandidate,mentorteacher,buildingadministrator,andtheSchoolofLearning&Teaching;

ScheduleconferenceswiththeReadingInterventionEndorsementcandidateandmentorteachertoevaluatetheexperience;

ConsultwiththeReadingInterventionEndorsementcandidatetodiscusstheReadingInterventionEndorsementcandidate'sprogresswithanyportfoliorequirements;

EvaluationofReadingInterventionEndorsementCandidates ReadingInterventionEndorsementcandidatesareevaluatedaccordingtotheirmasteryofPacificUniversity'sReadingInterventionEndorsementcandidatecompetencies.TheseareorganizedaroundsixmajorareassetbyTSPC:

(1)FoundationalKnowledgeandDispositions (2)InstructionalStrategiesandCurriculumMaterials(3)Assessment,DiagnosisandEvaluation(4)CreatingaLiterateEnvironment(5)ProfessionalDevelopment(6)Leadership:Guidanceandsupervisionofparaprofessionals.

Itisessentialthatsupervisingteachersprovideregularfeedback,notinggrowthaswellasareasforimprovement.Neartheconclusionofthepracticum,theReadingInterventionEndorsementcandidate,mentor,anduniversitysupervisorwilleachcompletetheappropriateReadingInterventionEndorsementcandidateevaluationforms.Athree‐wayconferenceisheldwiththeReadingInterventionEndorsementcandidate,thementorteacher,andtheuniversitysupervisor.

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IncasesofdisagreementconcerningtheReadingInterventionEndorsementcandidate'sfinalevaluation,studentsshouldappealtotheappropriateappellatebody.

PoliciesRegardingReadingInterventionEndorsementCandidates Dress:ReadingInterventionEndorsementtcandidatesareexpectedtodressprofessionally.Styleofdressshouldbeconsistentwiththatofteachersattheschool.

Absences:Promptandregularattendanceisessential.WhenReadingInterventionEndorsementcandidatesmustbeabsent,itisessentialthattheynotifythementorteacherandtheuniversitysupervisorasearlyaspossibleandcertainlypriortothetimeschoolbeginsonthemorningoftheabsence.

Vacations:ReadingInterventionEndorsementcandidatesfollowtheschooldistrict'sscheduleforholidays,in‐servicedays,andplanforinclementweatherdays.

Liability:SchooldistrictsdonotprovideliabilitycoverageforReadingInterventionEndorsementcandidates;however,ReadingInterventionEndorsementcandidatesmayhavehomeowner’sinsurancepoliciesthatincludepersonalliabilityinsurance.Thispolicyusuallydoesnotprovidecoveragewhileworkingasnon‐paidemployees.Inaddition,insurancecompaniesmayregardtheplacementsiteasthepartyresponsibleforprovidingpersonalliabilityinsurancefornon‐paidstudents.Thosewhohavetheirownpersonalliabilitypolicymaywishtoasktheiragentsaboutthelimitsandcoverageoftheirpolicies.OneoptionisthepolicyincludedinamembershipinstudentNEA‐OEAEducatorsEmploymentProgram.Thispolicyissummarizedinabrochure/applicationavailableonrequestfromtheNEA‐OEAat1‐800‐858‐5505.

OregonLawsandReadingInterventionEndorsementCandidates AccordingtoOregonschoollaw,schoolboardsmaycontractwithapprovedteachereducationinstitutionstoallowtheuseoftheirschoolsfortrainingstudentsofapprovedteachereducationinstitutions.

ReadingInterventionEndorsementcandidatesorinternshavefullauthoritytoteachduringtheirassignmenttimes,andsuchassignmentshavethesameeffectasiftheyheldvalidteachinglicensesandendorsements.

ReadingInterventionEndorsementcandidatesmaynotserveassubstituteteachers.Intheabsenceofthementorteacher,aregularsubstituteteachermustbeassignedtotheclass.

Licensure StudentsmustassumeresponsibilityforaddingtheReadingInterventionEndorsementtotheircurrentOregonlicenseandotherstatelicenses.AppropriateformsforOregonlicensureareavailableintheEducationOffice.SpecificquestionsshouldbeaddressedtotheTeacherStandardsandPracticesCommission(503)378‐3586.

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ReadingEndorsementAppendices

TEACHERSTANDARDSANDPRACTICESCOMMISSION

DIVISION65

ENDORSEMENTSFORINITIALANDCONTINUINGTEACHINGLICENSES

584‐310‐0150:ReadingIntervention

584‐065‐0050:ReadingSpecialist

http://www.oregon.gov/tspc/Pages/News_Release_071015/584‐310‐0150.aspx

http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_584/584_018.html

584‐310‐0150ReadingIntervention

(1)Purpose:AReadingInterventionendorsementindicatesthataneducatorisqualifiedtoteachprekindergartenthroughgrade12assignmentsasprovidedbytheTSPCLicensureGuideforReadingIntervention.

(2)Aneducatorisnotauthorizedtoteachintheendorsedareaunlessanduntiltheendorsementisofficiallyaddedtothelicense,exceptasauthorizedinOAR584‐060‐0250LicenseforConditionalAssignment.

(3)AddingtheReadingInventionEndorsementtoExistingLicense:TobeeligibletoaddaReadingInterventionendorsementtoanInitialII,Preliminary,Professional,DistinguishedTeacherLeaderorLegacyteachingLicense,anapplicantmust:

(a)CompleteaCommission‐approvedReadingInterventionpreparationprogram;(b)Atleastfiftypercent(50%)oftheReadingInterventioncourseworkmusthavebeencompletedwithinfiveyearspriortothedateofapplicationfortheendorsement;and(c)SubmitacompleteandcorrectapplicationtoobtaintheendorsementintheformandmannerrequiredbytheCommission,includingpaymentofallrequiredfeesasprovidedinOAR584‐036‐0055.

[Note:Addingtheendorsementatthetimeofrenewalwillnotrequireanadditionalcosttoaddthelicensurerenewalprocess.]

(4)RequirementsforCommission‐ApprovedProgram:TobeeligibleasaCommission‐approvedprogram,aReadingInterventionpreparationprogrammust:

(a)MeetthestandardsasprovidedinOAR584‐018‐0155ReadingSpecialist;(b)Includecontentcoursesandpedagogycoursesespeciallydesignedtoensurethatthe

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educatorisabletoprovidehighqualityreadinginstructionthatenablespupilstomeetorexceedthird‐gradereadingstandardsadoptedbytheStateBoardofEducationtobecomeproficientreadersbytheendofthethirdgrade;(c)Includeinstructionondyslexiathatisconsistentwiththeknowledgeandpracticestandardsofaninternationalorganizationondyslexia;(d)RequirestudentpassageoftheCommission’srequiredtestforReadingIntervention;and(e)ProvidesupervisedfieldexperienceasaReadingInterventionteacher.

Stat.Auth.:ORS342Stats.Implemented:ORS342.120‐342.143,342.153,342.165&342.223‐342.232Hist.:

584‐065‐0050:ReadingSpecialist‐‐EarlyChildhoodandElementary,ORElementaryandMiddleLevelORMiddleandHighSchool

Thefollowingrequirementsmustbemet:

(1)FoundationalKnowledgeandDispositions

(a)Knowledgeofpsychological,sociological,linguisticandanthropologicalfoundationsofreadingandwritingprocessesandinstruction.(b)Knowledgeofreadingresearchandhistoriesofreading.(c)Knowledgeoflanguagedevelopmentandreadingacquisitionandthevariationsrelatedtocultureandlinguisticdiversity.(d)Knowledgeofthemajorcomponentsofreading(phonemicawareness,wordidentificationandphonics,vocabularyandbackgroundknowledge,fluency,comprehensionstrategiesandmotivation)andhowtheyareintegratedinfluentreading.(e)Displaydispositionsrelatedtoreadingandtheteachingofreading.

(2)InstructionalStrategiesandCurriculumMaterials

(a)Usekeyinstructionalgroupingoptions(individual,small‐group,whole‐class,computer‐based.)(b)Useawiderangeofinstructionalpractices,includingtechnology‐basedpracticesthatpromotereadingand/orwritingacrossthecurriculum.(c)UseawiderangeofcurriculummaterialsineffectivereadinginstructionforlearnersatvariousstagesofreadingandwritingdevelopmentandfromdifferentculturalandlinguisticbackgroundsincludingEnglishlanguagelearners.(d)Plananduseappropriatepractices,includingtechnology‐basedpracticesineffectivereadinginstructionforlearnersatvariousstagesofreadingandwritingdevelopmentandfromdifferentculturalandlinguisticbackgroundsincludingEnglishlanguagelearners.

(3)Assessment,DiagnosisandEvaluation

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(a)Useawiderangeofassessmenttoolsandpracticesthatrangefromindividualandstandardizedgroupteststoinformal,individual,andgroupclassroomassessmentstrategiesandalsoincludetechnology‐basedassessmenttools.(b)Placestudentsalongadevelopmentalcontinuumandidentifystudents'proficienciesanddifficulties.(c)Useassessmentinformationtoplanandreviseeffectiveinstructionforallstudents.(d)Effectivelycommunicateresultsofassessmentstospecificindividuals,(students,parents,caregivers,colleagues,administrators,policymakers,policyofficials,community,etc.)

(4)CreatingaLiterateEnvironment

(a)Usestudents'interestandbackgroundsasfoundationsforthereadingandwritingprogram.(b)Usealargesupplyofbooks,technology‐basedinformation,andnon‐printmaterialsrepresentingmultiplelevels,broadinterests,culturesandlinguisticbackgrounds.(c)Modelreadingandwritingenthusiasticallyasvaluedlife‐longactivities(d)Motivatelearnerstobelife‐longreaders.

(5)ProfessionalDevelopment

(a)Continuetopursuethedevelopmentofprofessionalknowledgeanddispositions.(b)Workwithcolleaguestoobserve,evaluateandprovidefeedbackoneachother'spractice.(c)Participatein,initiate,implementandevaluateprofessionaldevelopmentprograms.

(6)Leadership:Guidanceandsupervisionofparaprofessionals.

(7)Acandidatemustalsocompletestudentteaching,aninternshiporasupervisedpracticumwithstudentsinEarlyChildhoodandElementary,ORElementaryandMiddleLevelORMiddleLevelandHighSchool.Candidatescompletingapracticaexperienceateitherearlychildhoodorelementaryandateithermiddleorhighschoollevelshallqualifyforauthorizationforpre‐primarythroughgradetwelve.

Stat.Auth.:ORS342Stats.Implemented:ORS342.120‐ORS342.143,ORS342.153,ORS342.165,&ORS342.223‐ORS342.232

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Reading Practicum Log

Reading

Name School Grade(s)/Subject

______________________________ ___________________________

Mentor Teacher University Supervisor

Hours Dates Time Activity

Total Hrs. Mentor Signature Date

99

PacificUniversity

ReadingInterventionEndorsementPracticumEvaluation

PracticumStudent:_________________________________Date:_____ ____GradeLevel:______________

School:_____________________________ _____________ Mentor:_______________ ______

TSPCStandard:KnowledgeSkillsandAbilitiesforReadingSpecialist

NeedsImprovement


FoundationalKnowledgeandDispositions

Candidatedemonstratesthefollowingskills:Knowledgeofpsychological,sociological,linguisticandanthropologicalfoundationsofreadingandwritingprocessesandinstruction.Knowledgeofreadingresearchandhistoriesofreading.Knowledgeoflanguagedevelopmentandreadingacquisitionandthevariationsrelatedtocultureandlinguisticdiversity.

Comments:

100


NeedsImprovement


InstructionalStrategiesandCurriculumMaterials

Candidatedemonstratesthefollowingskills:Useofkeyinstructionalgroupingoptions.Useofawiderangeofinstructionalpractices.Useofawiderangeofcurriculummaterialsforlearnersatvariousstagesofreadingandwritingdevelopment,andfromdifferentculturalandlinguisticbackgrounds.Plananduseofappropriatepracticesineffectivereadinginstructionforlearnersatvariousstagesofdevelopmentandfromdifferentculturalandlinguisticbackgrounds.

Comments:


NeedsImprovement


Assessment,DiagnosisandEvaluation

Candidatedemonstratesthefollowingskills:Useofawiderangeofassessmenttoolsandpractices.Placesstudentsalongadevelopmentalcontinuum.Useofassessmentinformationtoplanandreviseinstruction.Effectivelycommunicateresultsofassessmentstospecificindividuals.

Comments:

101


NeedsImprovement


CreatingaLiterateEnvironment

Candidateusesstudents'interestandbackgroundsasfoundationsforthereadingandwritingprogram.Usesalargesupplyofbooks,technology‐basedinformation,andnon‐printmaterialsrepresentingmultiplelevels,broadinterests,culturesandlinguisticbackgrounds.Modelsreadingandwritingenthusiasticallyasvaluedlife‐longactivities.Motivateslearnerstobelife‐longreaders.

Comments:

AdditionalComments:

MentorSignature______________________________________________________Date_____________________

SupervisorSignature__________________________________________________Date_____________________

Updated: September 2015

ReadingInterventionEndorsementTSPCStandards&CourseAlignment

Candidate:__________________________________Date:_________

(HeadingscorrespondwithTSPCreadingendorsementstandards)

FoundationalKnowledgeandDispositions

InstructionalStrategiesandCurriculumMaterials

Assessment,DiagnosisandEvaluation

CreatingaLiterateEnvironment

RelevantCourses:

RDNG632:PerspectivesinLiteracy

EDUC633:Literacy&ELLs

Practicum

Score(0‐5)___

RelevantCourses:

RDNG645:DevelopingLiteracyintheContentAreas

ESOL544:EducationalLinguisticsforESOLEducators

Practicum

Score(0‐5)___

RelevantCourses:

RDNG642:Reading&AssessmentTechniques

Practicum

Score(0‐5)___

RelevantCourses:

RDNG642:Reading&AssessmentTechniques

RDNG645:DevelopingLiteracyintheContentAreas

ESOL544:EducationalLinguisticsforESOLEducators

EDUC633:Literacy&ELLs Practicum

Leadership

RelevantCourses:

RDNG650:LeadershipforLiteracy

RDNG632:PerspectivesinLiteracy

Practicum

Score(0‐5)___

103




543|210

Met/NotMet


543|210

Met/NotMet


543|210

Met/NotMet


543|210

Met/NotMet

(Documentationwillcomefromcoursesandexperiencesspecifictoaparticularcertificationorendorsementprogram)

ReadingendorsementcandidatesareexpectedtomeettherequirementsassetforthbytheTeacherStandardsandPracticesCommissionDivision65:584‐065‐0050ReadingSpecialist.Candidatemustalsocompleteasupervisedpracticum.

Advisor:__________________________ Date:_________________

Pass/NoPass

PacificUniversityCollegeofEducation|EugeneSchoolofLearningandTeachingProgramHandbook Page|104

COURSEDESCRIPTIONS

EDLL‐300Experiential&InquiryLearningInECE/ElemIntroducesfutureteacherstoexperientialandinquirylearning:1)asawaytofostercritical&creativethinking&internationalperspectivesthroughawidevarietyofcommunity‐basedandInternetresources;2)asameanstofacilitatetheacquisitionofaprimaryandanewlanguagewhilemaintainingone'sownculturalandlinguisticidentityasanELL;3)tostudyissuesofculturalassimilationandrelatingconflicts.Corequisite:EDLL310.2credits.EDLL‐305IntegratedSocialStudiesIntroducesearlychildhoodandelementaryeducatorstoinquiryandexperientiallearningasaframeworkforteachingtheintegratedsocialstudies.Emphasizesthelinkagetocurrentstandardsofpractice,integratedcurriculumdesign,developmentally,culturally,andlinguisticallyappropriatepedagogy.DevelopsstrategiesfortheacquisitionofacademiclanguageandliteracyinthesocialstudieswithattentiontoELLinstructionandassessment.4credits.EDLL‐310IntegratedSocialStudiesMethodsIntroducesearlychildhoodandelementaryeducatorstothetheories,strategies,resources,andtechnologyapplicationsappropriatetointegratedsocialstudiesinstruction.Emphasizesthelinkagetocurrentstandardsofpractice,integratedcurriculumdesign,developmentally,culturally,andlinguisticallyappropriatepedagogy.DevelopsstrategiesfortheacquisitionofacademiclanguageandliteracyinthesocialstudieswithattentiontoELLinstructionandassessment.Corequisite:EDLL300.2credits.EDLL‐315Political&CulturalContext/SchoolingIntroducesteachercandidatestoschoolsasorganizationswithinahistorical,cultural,politicalandsocialcontext.Exploreshistoryandcurrentlawsrelatingtolearners'rightsandteachers'responsibilities,withafocusonthehistorylaws,policyofESLeducation.Studiesthealignmentanddiscontinuityoffamily,school,culturalcontext,andcommunityspheresofinfluencesandtheimpactonlearning.2credits.EDLL‐320AppliedHumanDevelopment&PsychologyIntroducesteachercandidatestoanunderstandingofhowlearningoccursandtodevelopmentalissuesoflearnersintheirclassrooms:behavioral,physical,person,social,socio‐linguistic,andcognitive.Relatespsychologytoallareasofteachingandlearning.Equipsteachercandidateswithstrategiesforunderstandingstrengthsandneedsofindividuallearnersandhowtoplandevelopmentally,culturally,andlinguisticallyresponsiveinstructiontosupportlearners'strengthsandneeds,includingthoselearnerswithexceptionalitiesassociatedwithdisabilities,giftedness,andEnglishlanguagelearning.Corequisite:EDLL325.3credits.


EDLL‐325ExpressiveArtsMethodsIntroducesearlychildhoodandelementaryteachercandidatestothetheories,strategies,resources,andtechnologyapplicationsappropriatetotheexpressivearts,(visualarts,music,andmovement,anddramaticplay).Emphasizesthelinkagetocurrentstandardsofpractice,integratedcurriculumdesign,anddevelopmentallyappropriatechild‐centeredpedagogy.Exploresandappliestheuseoftheexpressiveartsinsecondlanguageacquisition.Courseincludesclinicalintegration.Corequisite:EDLL320.2credits.EDLL‐330ScienceMethodsIntroducesearlychildhoodandelementaryeducatorstothetheories,strategies,andtechnologyapplicationsappropriatetoscience,technology,andengineeringplusintegratedhealthandartmethodologies.Emphasizesthelinkagetocurrentstandardsofpractice,integratedcurriculumdesign,anddevelopmentally,culturally,andlinguisticallyappropriatepedagogy.DevelopsstrategiesfortheacquisitionofacademiclanguageandliteracyinthecontentareaswithattentiontoELLinstructionandassessmentinscience.2credits.EDLL‐350LinguisticsforECE/ElemEducationExaminesthenatureoflanguageasasystemofhumancommunication.Exploreshowlanguagedevelopmentfunctionsasabasisforliteracydevelopmentandexamineswhatlinguisticandculturalvariationsareinvolvedinchildren'slanguageandliteracydevelopmentbybuildingasolidfoundationintheoriesoffirstandsecondlanguageacquisition.4credits.EDLL‐360TechnologyacrossCurriculumIntroduceseducatorstosomeoftheapplicationsfortechnologyineducationandfamiliarizesthemwithissuesassociatedwithtechnologyuse.Developsandexpandsteachercandidates'skillsandknowledgeofeducationaltechnologyappropriatetoenhancelanguageandcontentareainstructionforELLandbilingualstudents.Evaluatestechnologyresourcesforquality,accuracyandeffectivenessforuseindiverseclassrooms.Addressesclassroommanagementandorganizationalstrategiesassociatedwiththeuseoftechnology.Courseincludesclinicalintegration.Corequisite:EDLL380.2credits.EDLL‐365ClinicalObservationProvidesparticipationinaprofessionalexperienceinpublicschools.Pass/NoPass.1credit.EDLL‐375Culture,Power&IdentityIExploresthenatureandroleofculture,structuresofpowerandsystemiceffectsofprejudiceanddiscriminationalongsidedevelopinganunderstandingofone'sownsociallyconstructedidentity.Developsstrategiesforadvocacythroughcivilengagementinthecommunityasateacherleader.Courseisco‐taughtwithmembersoftheWoodburncommunityandincludesacommunity/schoolbasedcivicengagementproject.2credits.EDLL‐380Planning,Managing,Implementing&AssessingInstructionDevelopsskillsinmanagingandorganizinglearningfordiverselearners,includingEnglishLanguagelearners.Examinesavarietyofspecificcurricularmodels,instructionalskillsand


strategies,assessmentmethods,andclassroommanagementsystems,includingthosemosteffectiveforELLclassrooms.Courseincludesclinicalintegration.Corequsite:EDLL360andEDLL390.4credits.EDLL‐390TeacherasResearcherIIntroducesteachercandidatestofoundationalprinciplesofteacheractionresearch.Candidateswilldeveloptheskillsofaccessing,organizing,andanalyzingexistingresearch.Candidateswilllearntousedataandexistingresearchtoanalyzeeducationalpracticeandpolicyatthecommunity,school,andclassroomlevels.Corequisite:EDLL380.2credits.EDLL‐400Culture,Power&IdentityIIExploresthenatureandroleofculture,structuresofpowerandsystemiceffectsofprejudiceanddiscriminationalongsidedevelopinganunderstandingofone'sownsociallyconstructedidentity.Developsstrategiesforadvocacyasateacherleaderwithinschoolsystemstosupportalllearnersandtheirfamilies.Prerequisite:EDLL350.2credits.EDLL‐410TeacherasResearcherIIStudentswillcontinueexplorationofteacheractionresearchthrougha)analyzingtheirownemergingteachingpractice,b)developinganareaoffocusforfurtherstudy,andc)designinganintegratedteaching/researchandlearningunitofstudy(worksample)tobeimplementedduringschool‐basedclinicalexperience.Corequisite:EDLL425andEDLL430.2credits.EDLL‐420MathMethodsIntroducesearlychildhoodandelementaryeducatorstothetheories,strategies,andtechnologyapplicationsappropriatetomathematics.Emphasizesthelinkagetocurrentstandardsofpractice,integratedcurriculumdesign,anddevelopmentally,culturally,andlinguisticallyappropriatepedagogy.DevelopsstrategiesfortheacquisitionofacademiclanguageandliteracyinthecontentareaswithattentiontoELLinstructionandassessmentinmathematics.3credits.EDLL‐425LiteracyMethodsThecourseexploresthepoweroflanguagethroughthestudyandapplicationofcomprehensiveliteracy.Introducesteachercandidatestothesurveyandimplementationofspecificcurricularmethodsandassessmentsofcomprehensiveliteracyforimplementationinearlychildhoodandelementaryclassrooms,includingtheintegrationofcurrentstandardsofpracticeandstandardsbasedESOLinstruction.Courseincludesclinicalintegration.Corequisite:EDLL410.6credits.EDLL‐430STEMandMethodsIntroducesearlychildhoodandelementaryeducatorstothetheories,strategies,resources,andtechnologyapplicationsappropriatetoscience,technology,engineering,andmathematics,plusintegratedhealthandartmethodologies.Emphasizesthelinkagetocurrentstandardsofpractice,integratedcurriculumdesign,anddevelopmentally,culturallyandlinguisticallyappropriate


pedagogy.DevelopsstrategiesfortheacquisitionofacademiclanguageandliteracyinthecontentareaswithattentiontoELLinstructionandassessmentinmathematics,scienceandhealth.Courseincludesclinicalintegration.5credits.EDLL‐450Culture,Power&IdentityIIIPraxis:TheoryintoAction.Teachercandidatesandleadersandadvocateswillplaceintoactiontheoriesandstrategiesfromallprecedingcoursesastheyplan,teach,assessandmanageELLclassroomsasinclusivelearningcommunitiesforallstudents.TaughtinconjunctionwithEDLL475.Includesintegratedactionresearch/teaching/advocacyimplementation.Prerequisite:EDLL350andEDLL400.Corequisite:EDLL475.4credits.EDLL‐475StudentTeaching&ESOLPracticumSupervisedclinicalexperiencesteachingandlearningwithdiverselearnersinESOLearlychildhoodandelementaryclassrooms.Prerequisite:EDLL350andEDLL400.Corequisite:EDLL450.Pass/NoPass.10credits.EDUC‐397FieldExperienceOffersparticipationinaprofessionalexperienceinpublicschools.Prerequisite:AdmissiontoCollegeofEducation.Mayberepeatedforcredit.Pass/NoPass.1credit.EDUC‐411EdDiverseLearnersinInclusiveClassPreparesgeneralandspecialeducationteacherstodifferentiateandcollaborateforthepurposeofmeetingtheneedsofdiverselearners.Candidateswillapplyunderstandingofinclusiveenvironments,individualdifferences,andinstructionalplanningtoadaptcurriculumandinstructiontosupportlearnerachievementandgrowth.Prerequisite:AdmissiontotheCollegeofEducation.2credits.EDUC‐420LanguageAcquisitioninChildrenExaminesthenatureoflanguageasasystemofhumancommunication.Providesanoverviewofmajortheoriesoffirstlanguageacquisition.Exploreshowlanguagedevelopmentfunctionsasabasisforliteracydevelopmentandwhatlinguisticandculturalvariationsareinvolvedinchildren'slanguageandliteracydevelopment.Prerequisite:Juniorstandingorabove(60ormorecompletedcredits).2credits

EDUC‐604AdvancedEducationalPsychology,Development,&LearningStudentswillexploremoredeeplythefoundationalconceptsfromtheSociologicalCoreI.Studentsexaminepower,privilege,andoppressionandunderstandhowdominantculturalpatternsshapeandimpactschoolsandotherinstitutions.Studentsexploreracism,classism,sexism,heteronormativity,ableism, ageism, and issues of religion, ethnicity, and xenophobia. Students explore currenteducational trends and their responsibilities as teachers of general education students, specialeducation students, and English Language Learners within learning communities. Prerequisite:AdmissiontotheCollegeofEducation.4credits.


EDUC606CriticalPerspectivesonIdentity&SocialSystemsThrough the lenses of historical, cultural, social, philosophical, financial, legal, and ethicalperspectives,thiscourseusessystemstheorytoexamineissuesofschooling.Studentsexploresocialidentitymarkerssuchasrace,ability,gender,socioeconomicclass,specialeducationstatus,sexualorientation,language,andimmigration,anddevelopawarenessofhowtheirownbackgroundsandpositionalities influencewhotheyareasteachers.Throughdevelopingawarenessofpositionalityandsocialcontext,thecoursecallsattentiontotheteacher'sresponsibilitytounderstanddifferenceinordertoengageinequitableteachingpracticesandpedagogy.Criticalquestionsaddressedinthiscourse:HowdoIunderstandmyselfinrelationtosocietyandtheneedsofotherswithinthecontextof a learning community?Howcan I usemyposition as a teacher tobecomean advocate for allstudents?Howdoesmyunderstandingofequityaffectmychoicesandthosethatschoolsmakeformeetingtheneedsofallstudents?Prerequisite:AdmissiontotheCollegeofEducation.3credits.

EDUC‐607TechnologicalLearningEnvironmentsThis set of project‐based learning experiences is designed to introduce you to some of theapplicationsoftechnologyineducation,aswelltofamiliarizeyouwithissuesassociatedwiththeiruse.Thefocusofthecoursewillbeonwhy,when,andhowtousetechnologytosupportstudents'thinkingand learning.Throughreadings,presentations, labwork,smallgroupwork,projectsandindependentexploration,thiscoursealsoprovidesconcreteexperienceapplyingtechnologytoyourteachingandlessondesign.Prerequisite:AdmissiontotheCollegeofEducation.3credits.

EDUC‐612Teaching&InquiryI:FundamentalsIntroducesteachercandidatestotheinquiryprocessasfundamentaltoteacherandstudentlearning.Inthiscourseteachercandidatesexploretheirrelationshipsandexperienceswithschools,others,teachingpedagogy,andresearch.Centraltotheseexplorationsisaninquiryintotheselfandcontextthroughcourseactivities,criticalreadings,anddatacollectionandanalysis.Teachercandidatesbegintoexploretherelationshipbetweentheteachingcycleandteacherinquiry.Prerequisite:AdmissiontotheCollegeofEducation.2credits.

EDUC‐613Teaching&InquiryII:Design&ImplementationTeacher candidates continue their studyof schools, others, teachingpedagogy, and research andapplytheirlearningtodesigningandimplementingtheirteachinginquiryproject.Coursedetailstheteaching inquiry cycle: curriculum design, methods of data/assessment planning and collection,interpretation,andanalysisthroughmultipleperspectivesandmakingstrongconnectionsbetweenselfasteacher,context,andstudentlearning.Centraltothiscourse,teachercandidateslearnwitheachotherandparticipateinacollaborativelearningcommunity.InquiryprojectsfromthiscoursearealignedwithOregoninitiallicensingstandards.Prerequisite:EDUC612.2credits.

EDUC‐614Teaching&InquiryIII:Analysis&Decision‐makingStudents apply their knowledge fromTeaching& Inquiry I and II to develop and implement theTeaching InquiryProject across unit(s) of study. Course offers support throughpeer interaction,critique,anddiscussion,structurestocollectandanalyzedataandformulateinterpretations,adjust


curriculumandinquirydesignasnecessary,andcriticallyanalyzeselfasteacherbaseduponstudentlearning.2credits.EDUC‐616School&CommunityLeadershipFocusesoncandidatesbecomingteacherleadersinschoolsanddistrictsbylearningtobeaninformedandeffectivevoiceinthecommunitythroughunderstandingthedynamicsoftheschool‐family‐communityrelationships;byunderstandingissuesofpublicpolicy,especiallytheareasofequityandsocialjustice;bylearningtoconductanethnographicscan;byworkingeffectivelywithculturallyandlinguisticallydiversepopulations;byincreasingawarenessofcurrentissuesthatimpacteducation,andbypartneringwithcommunityresources.2credits.

EDUC‐617SecondarySubjectPedagogy:Business(HSFocusOnly)Exploresmaterials andmethods for teaching business education in the high school. Emphasizescurrent teaching strategies and evaluations, recent curriculum developments, and utilization ofequipment.Prerequisite:AdmissiontoCollegeofEducation.4credits.EDUC‐618SecondarySubjectPedagogy:SocialStudies(MS/HSFocusOnly)Introducesstudentstotheories,strategies,resources,technologies,andstatestandardsrelatedtosocial studies curriculum and instruction at the middle and high school level. Reviews thedevelopmentof social studies.Examines theplanning,presenting, and assessingof social studiesunitsandlessons.Includesinteractiveinstructionalactivitiesanddebatesoncurrentissuesinthefield.Prerequisite:AdmissiontoCollegeofEducation.4credits.EDUC‐619SecondarySubjectPedagogy:Art(MS/HSFocusOnly)Introducesmethodsofartinstructionforthemiddleandhighschoolclassroom.Examinescreativity,developmentallevels,discipline‐basedarteducation,andstateandnationalstandards.Considersthephilosophyofarteducationandartintegrationintoothersubjects.Includeshands‐onexperienceswithartmediaandlessonplans.Prerequisite:AdmissiontoCollegeofEducation.4credits.EDUC‐620LanguageAcquisitioninChildrenExamineslanguageasasystemofhumancommunicationwithanemphasisontypicaldevelopment.Presentsoverviewofmajortheoriesoffirstlanguageacquisition.Exploreshowlanguagedevelopmentprovidesabasisforliteracydevelopmentandwhatlinguisticandculturalvariationsareinvolvedinchildren'slanguageandliteracydevelopment.2creditsEDUC‐621SecondarySubjectPedagogy:Drama(MS/HSFocusOnly)Acquaintsmiddleandhighschooleducatorswithawiderangeof skills andconceptsspecificallyhelpfulinteachingdramaincludingacting,directing,andtechnicaltheater.Prerequisite:AdmissiontoCollegeofEducation.4credits.


EDUC‐622SecondarySubjectPedagogy:Music(MS/HSFocusOnly)Examinesthefundamentalprinciples,techniques,andproceduresforteachingmusicinthemiddleandhighschoolclassroom.Prerequisite:AdmissiontoCollegeofEducation.4credits.

EDUC‐623SecondarySubjectPedagogy:LanguageArts(MS/HSFocusOnly)Acquaintsmiddleandhighschooleducatorswithawiderangeof skills andconceptsspecificallyhelpfulinteachinglanguagearts.Expandsstudents'knowledgeofmethods,materials,assessmentstrategies, remediation techniques, and motivational tools that will enrich their ability to teachlanguagearts.Emphasizesresearch‐basedteachingandevaluationmethodsandexaminesnationalandstatemathematicsstandards.Prerequisite:AdmissiontoCollegeofEducation.4credits.

EDUC‐624SecondarySubjectPedagogy:Math(MS/HSFocusOnly)Introduceseducatorstothetheories,strategies,resources,andtechnologyapplicationsappropriatetomathematicscurriculumandinstructionatthemiddleandhighschoollevel.Emphasizesresearch‐basedteachingandevaluationmethodsandexaminesnationalandstatemathematicsstandards.Prerequisite:AdmissiontoCollegeofEducation.4credits.EDUC‐625PortfolioDevelopmentSupportspracticingteachersindesigning,organizingandpresentingaprofessionalteachingportfolio.Emphasisisondesigning,preparing,andselectingmaterialsthatdescribeandillustratethedesirabledegreeofexemplaryperformanceintheclassroom.Instructor'sconsentrequired.Pass/NoPass.1‐2credits.

EDUC‐626SecondarySubjectPedagogy:Science(MS/HSFocusOnly)Introduceseducatorstothetheories,strategies,resources,andtechnologyapplicationsappropriatetosciencecurriculumandinstructionatthemiddleandhighschoollevel.Includesanexaminationofthephilosophyofscience,andexperienceswithnaturalphenomenainordertoengagewithscienceteachingandlearning.Emphasizesresearch‐basedteachingandevaluationmethodsandexaminesnationalandstatemathematicsstandards.Prerequisite:AdmissiontoCollegeofEducation.4credits.

EDUC‐627SecondarySubjectPedagogy:Health(MS/HSFocusOnly)Guidesstudentsintheinvestigationofthethreephasesofacomprehensiveschoolhealthprogram:schoolhealth services, school environment, andhealth instruction. Emphasison the contentof ahealth curriculum, developmental levels, teaching strategies, assessment, and classmanagement.Prerequisite:AdmissiontoCollegeofEducation.4credits.EDUC‐453/633Literacy&English‐LanguageLearnersDiscussestheoriesandissuesinreadingandwritinginEnglish‐as‐an‐additionallanguageandtheirimplicationsforinstructionalpractice.EmphasizesliteracyinstructionforstudentswhoarelearningacademicEnglish‐as‐an‐additionallanguage.Exploreseffectivereadingandwritinginstructionalpracticeswithmultilinguallearners.Exploreschildren'sandadolescentliteratureasitpertainstodiversitywithinamulticulturalclassroom.2credits.


EDUC‐636Instruction,Assess,&ClassroomManagement(MS/HSFocusOnly)This course prepares secondary teachers to design classroom instruction and assess resultantstudent learning. Candidates will units and lessons that are developmentally appropriate for aspecificgroupofstudents,requirethinkingatarangeoflevels,andapplyavarietyofassessmentstrategies. Course content will include an examination of research‐based instructional skills,assessmentstrategies,andclassroommanagementsystems.Prerequisite:AdmissiontotheCollegeofEducation.3credits.

EDUC‐642SecondarySubjectPedagogy:WorldLanguages(MS/HSFocusOnly)Developsawiderangeofteachingtoolsdesignedtoenhanceproficiencyorientedteachinginthefiveskillsofspeaking,writing,listening,reading,andculture.Prerequisite:AdmissiontoCollegeofEducation.4credits.

EDUC‐643SecondarySubjectPedagogy:PhysicalEducation(MS/HSFocusOnly)This course guides students in the investigation of themany facets of a comprehensive physicaleducationprogram.Emphasisisonthecontentofthephysicaleducationcurriculum,developmentallevels, teaching strategies, lessonplanning, observations, and classroommanagement. Additionalcontextisprovidedaroundtheoriesofmovementineducation,andtheroleofhealthandnutritionaspartofaphysicaleducationprogram.Prerequisite:AdmissiontoCollegeofEducation.4credits.

EDUC‐648CriticalPerspectivesinSchoolContextsStudentsexploremoredeeplythefoundationalconceptsfromCriticalPerspectivesofIdentityandSocialSystems.Studentsexaminepower,privilege,andoppressionandunderstandhowdominantculturalpatternsshapeandimpactschoolsandotherinstitutions.Studentsexploreracism,classism,sexism, heteronormativity, ableism, ageism, and issues of religion, ethnicity, and xenophobia.Students explore current educational trends and their responsibilities as teachers of generaleducationstudents,specialeducationstudents,andEnglishLanguageLearnerswithinthecontextofalearningcommunity.Prerequisite:EDUC606.2credits.

EDUC‐650EducationFieldExperienceProvidesparticipationinaprofessionalexperienceinpublicschools.Prerequisite:AdmissiontotheCollegeofEducation.Mayberepeatedforcredit.Pass/NoPass.1‐4credits.

EDUC‐654ClinicalEducationPracticumProvidesanopportunityforstudentstoobserveandparticipateinaneducationalsetting.Candidatesobserveandapplyprinciplesofeducationpedagogyandmethodology.Instructor'sconsentrequired.Mayberepeatedforcredit.Pass/NoPass.1‐4credits.EDUC‐660AdvancedTeaching&LearningProvidesanopportunityforcandidatestoparticipateinanin‐depthexplorationofdifferentiationthroughatopicchosenbytheinstructorbasedonher/hisexpertiseandonthemostrecentresearchinthatfield.Topicsmightincludebrain‐basedlearning,appliedmotivationaltheory,andassessmentsforlearning.2credits.


EDUC‐664LearningandTeaching:SocialStudies&GeneralMethods(ECE/ELEMFocusOnly)Guides aspiring teachers of early childhood and elementary age learners in developing skills todesignandorganizelessonsandunitsthatinvolvestudentsinappropriatelearningactivities,requirethinkingatarangeoflevels,anduseavarietyofassessmentmethods.Coursecontentwillincludeanexaminationofcurriculumfoundations,avarietyofspecificcurricularmodels, instructionalskillsandstrategies,assessmentmethods,andclassroommanagement(guidance)systems.Throughoutthiscourse,socialstudiesconceptswillserveas thecontentandprovideacontextaroundwhichtreatmentsofgeneralteachingmethodswillbeorganized.Prerequisite:AdmissiontotheCollegeofEducation.3credits.

EDUC‐665Learn&Teach:Science&Health(ECE/ElemFocusOnly)Introducesearlychildhoodandelementaryeducatorstotheconcepts,theories,strategies,resourcesand technology appropriate to science and health teachingmethodology. Engages candidates inscience inquiry processes including designing investigations, generating evidence, interpretingevidencetodevelopexplanations,andsharing learning. Courseexaminesuseofscienceteachingstandards, integrated curriculum design, texts to facilitate understanding, and use ofdevelopmentallyappropriatepedagogy.Prerequisite:AdmissiontoCollegeofEducation.2credits.

EDUC‐666Learn&Teach:Math(ECE/ElemFocusOnly)Introducesearlychildhoodandelementaryeducatorstotheconcepts,theories,strategies,resourcesand technologyappropriate tomath teachingmethodology. Engages candidates inmathematicalreasoning, patterns, geometry, and problem solving. Course examines use of math teachingstandards,integratedcurriculumdesign,textstofacilitateunderstandinganduseofdevelopmentallyappropriatepedagogy.Prerequisite:AdmissiontoCollegeofEducation.2credits.

EDUC‐667Learn&Teach:LiteracyDev(ECE/ElemFocusOnly)Introducespreserviceteachercandidatestocurrentwaysofimplementingcomprehensivelearning,teaching, and assessment techniques for early childhood and elementary literacy development.Candidates will critically analyze current literacy issues and trends, review children's andadolescent'sliterature,andapplycurrentassessmentandteachingtechniquestoaddresstheneedsofacademicallyandlinguisticallydiverselearnersintheareasofreadingandwriting.Prerequisite:AdmissiontoCollegeofEducation.4credits.

EDUC‐668Learning&Teaching:ExpressiveArts(ECE/ElemFocusOnly)This student‐centered course is designed to explore artistic expression in early childhood andelementaryclassrooms.Itassistsaspiringearlychildhoodteacherstobecomeknowledgeableaboutmethodsforteachingart,music,movement,andotherformsofexpressionintheclassroom.Coursecontentwill include examples for appropriately integrating these expressive arts throughout thecurriculum. The course cultivates an understanding of and appreciation for various modes ofexpressionthroughanactivesetofengaginginteractionswithmedia,techniques,andtheorythatwill serve as a catalyst for sparking the imaginations and hearts of teachers and students.Prerequisite:AdmissiontoCollegeofEducation.2credits.


EDUC‐670IntrotoProfessionalInquiryFocusesonthetoolsnecessarytoreadandinterpretresearchliteratureandtoposequestionsforinvestigation.Theskillscandidateslearnfromthiscoursewillthenbeappliedandreinforcedthroughoutthefoundationandspecializationcourseworkbytheirreadingoftheresearchwithinthosecourses.1credit.EDUC‐671TheScholarshipofTeachingFocusesonthetoolsofgathering,organizing,andsummarizingtheliteraturerelatedtoaproblem/questioncandidatesareinterestedinanswering.Candidateswillselecttheirtopicforstudyandcompletethefirstdraftofaliteraturereview.Prerequisite:EDUC670.1credit.

EDUC‐672ClassroomStudentTeachingProvides teacher candidates a school‐based clinical experience in teaching. Candidates applyprinciplesofeducationpedagogyandmethodologyundertheguidanceofaclassroomcooperatingteacheranduniversitysupervisor.Instructor'sconsentrequired.Mayberepeatedforcredit.Pass/NoPass.1‐15credits.

EDUC‐673TeachingSeminarThis course provides teacher candidates with a support network during the student teachingexperience. Studentswill reflect upon their own practice to develop teacher thinking skills. Thecourseengagesstudentsinprofessionaldevelopment,especiallyinthefollowingareas:examiningteachingmethodsandtheirapplicationinclassrooms;understandingschoolcultureandfunctioning;exploring the dynamics ofworkingwith amentor; and increasing collaboration, communication,cooperation,andproblem‐solvingskills.Co‐requisite:EDUC672.2credits.EDUC‐674PlanningtheInquiryProjectBuildingonthepurpose(s)forinquiryandtheprofessionalandscholarlyliteraturetheyhaveread,candidateswillstudyvariousmethodologiesfordatacollectionanddataanalysis.Theywillthenplanandcompleteawrittendescriptionoftheirownproposedproject.Prerequisite:EDUC671.2credits.EDUC‐675CompletingtheInquiryProjectFocusesoncollecting,analyzing,andreportingthedatacandidateshavecollectedinthepreviousinquirycourses.Studentswillcompletetheprogramwhentheypresenttheirproject.Prerequisite:EDUC674.2credits.EDUC‐682TechnologyEnhancedLearningEnvironmentHelpspracticingPreK‐12educatorsdeveloptheirabilitytointegratetechnologyintotheirclassroomstocreatebetterlearningenvironmentswiththeirstudents.AddressestheNationalEducationalTechnologyStandardsforTeachers(NETS‐T).2credits.


EDUC‐686PortfolioPresentationThisistheculminatingactivityforeachcandidateintheCTLprogram.CandidatespresenttheirindividualProfessionalPortfoliototheirProfessionalDevelopmentTeaminthethirdyearofteachingorlater.Instructor'sconsentrequired.Pass/NoPass.1credit.EDUC‐698Teaching&LearninginHigherEducationApplicationoftheoryforuseinhighereducation,includingthetransitiontoacademician,curriculumdesign,strategiestosupportlearning,assessmentandprogramevaluation.3credits.ESOL‐440/540LanguagePolicyinESOLEducStudentswillgainknowledgeoflocal,state,andfederallawspertainingtoeducatingEnglishspeakersofotherlanguages.Theoryandresearchwillbestudiedandapplicationstobilingualclassroomsettingwillbeemphasized.StudentswillstudythetheoryandresearchthathaveshapedlanguagepolicyintheUnitedStates,andapplytheoryandresearchtothepresentandfutureeducationalsettingforESOL.2credits.

ESOL‐444/544EducationalLinguisticsESOLTeachersThiscourseisdesignedtointroducecandidatestolinguisticaspectsofteachingESOL,andtobuildasolidfoundationintheoriesoffirstandsecondlanguageacquisitionastheyarerelevantinteachingESOLstudents.2credits.ESOL‐550/550CulturalConstructs/DiversityESOLEducThiscourseisdesignedtoequipESOLteachercandidateswithcompetencyincultural,linguistic,educational,andethnicissuespresentineducatingEnglish‐LanguageLearners(ELL).CandidateswilldevelopunderstandingofculturalandlinguisticdiversityinESOLeducationandbeabletoimplementculturallyresponsiveinterventionstopromotethelearningenvironmentconducivetolearningforallstudents.2credits.

ESOL‐460/560FoundationsofESOLMethodsThiscourseisdesignedtoequipESOLteachercandidateswiththeoreticalbases,concepts,research,andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentforESOLandbilingual students. Various teaching models developed for ESL teaching are introduced andtheoreticalfoundationsofsecondlanguageteachingwillbebuilt.2credits.ESOL‐464/564ESOLMethodsAssessment&TechnologyThiscourseisdesignedtoapplytheoreticalfoundationsbuiltintheprecedingcourse,FoundationsofESOLMethods,inactuallessonplanningandunitdevelopmentforK‐12ESLinstruction.Italsoaimstopromotethecandidates'knowledgeandunderstandingofinquiry‐andstandards‐basedpracticesandstrategiesinplanning,implementing,andmanagingESLeducation.ESOLteachercandidateswilllearnhowtoplan,manage,andimplementstandards‐basedESLlessonsandcurriculaincludingsecondlanguageassessmentandtechnology‐incorporatedinstruction.Prerequisite:ESOL560.2credits.


ESOL‐472/572ECE/ElemSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEandElemsetting.Instructor'sconsentrequired.2credits.ESOL‐474/574MS/HSSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanMSandHSsetting.Instructor'sconsentrequired.2credits.ESOL‐476/576MultilevelSupervisedESOLPracticumCandidatescompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedasEnglish‐LanguageLearners,andanESOLpracticumportfolio.PracticumfocuswillbeinanECEorElemsettingandaMSorHSsetting.Instructor'sconsentrequired.2credits.RDNG‐621Language&LiteracyDevelopmentExploresthedevelopmentoflinguisticcompetenciesasabasisforunderstandingtheemergentreadingprocessandlanguagereadinessforreading.Exploreschildren'sliteratureaswellastheuseofnewtechnologiesastheypertaintothedevelopmentalneedsandinterestsofECE/Elementarychildren.2credits.RDNG‐630ECE/ELEMSupervisedPracticumCompletea45‐hoursupervisedclinicalexperienceworkingwithstudentswithreadingdifficulties.PracticumfocuswillbeinanECE/Elementarysetting.Instructor'sconsentrequired.Pass/NoPass.1credit.RDNG‐631ECE/ELEMCaseStudyPracticumCandidatesconducta45‐hoursupervisedcasestudyinafieldplacement.IncludesaculminatingportfolioattheECE/Elementarysetting.Instructor'sconsentrequired.Pass/NoPass.1credit.RDNG‐632PerspectivesonReadingSurveyoffoundationsofreadingandreadingprocesses,includingcontemporaryandhistoricalreadingresearchusedtoestablishaphilosophicalpointofview.Surveysreadingandliteracyphilosophies,assessmentphilosophies,literacymethodologies,research,andcurrentliteracyissuesasplayedoutinpoliticstoinformthereadingcandidate.2credits.RDNG‐635MS/HSSupervisedPracticumCompletea45‐hoursupervisedclinicalexperienceworkingwithstudentswithreadingdifficulties.PracticumfocuswillbeinaMS/HSsetting.Instructor'sconsentrequired.Pass/NoPass.1credit.RDNG‐636MS/HSCaseStudyPracticumCompleteworkona45‐hoursupervisedcasestudy.Studentsconductacasestudyinafieldplacement.IncludesaculminatingportfolioattheMS/HSsetting.Instructor'sconsentrequired.Pass/NoPass.1credit.


RDNG‐638MultilevelSupervisedPracticumCompletea45‐hoursupervisedclinicalexperienceworkingwithstudentswithreadingdifficulties.PracticumfocuswillbeineitheranECEorELEMandMSorHSsetting.Instructor'sconsentrequired.Pass/NoPass.1credit.RDNG‐639MultilevelCaseStudyPracticumCompleteworkona45‐hoursupervisedcasestudy.Studentsconductacasestudyinafieldplacement.IncludesaculminatingportfolioateitheranECEorELEMandMSorHSsetting.Instructor'sconsentrequired.Pass/NoPass.1credit.RDNG‐640MEd/VFLFieldPracticum&SeminarCandidatescompleteasupervisedclinicalexperienceworkingwithstudentswithreadingdifficultiesandparticipateinseminarmeetingsthatsupportsuccessinthepracticum.Instructor'sconsentrequired.1credit.RDNG‐641MEd/VFLCaseStudyPracticum&SeminarCandidatescompleteacasestudyshowingcompetencyanalyzingastudent'sreadingchallengesandparticipateinseminarmeetingsthatsupportthisanalysis.Instructor'sconsentrequired.1credit.RDNG‐642ReadingAssessments&TechniquesThiscourseemphasizeswaystoimplementformalandinformalreadingandwritingassessmentstoinforminstructionandprogramdecision‐making.Thecoursepresentsanddiscussesresources,methodologies,andtheuseofnewtechnologiesandinstructionaltechniquestoaddresschildren'sandadolescent'slearningneedswithparticularattentiontostrugglingreadersandwriters.Additionally,candidateswillevaluatethepurpose,rationale,andeffectivenessofliteracyinterventionprograms.3credits.RDNG‐645DisciplinaryLit:Reading&WritingExploreswaysinwhichteacherscanpreparetheirstudentstocomprehend,respondto,andcomposeexpositorytext.Utilizesnon‐fictionliteratureandnewtechnologiesastoolsandresourcesforinstructionandlearning.Discussesandexploreswayscandidates,whenservinginaleadershiprole,canprovidecoachinginthecontentareasforcolleagues.2credits.RDNG‐650LeadershipinLiteracyEmphasizeswaysforcandidatestoworkwithcolleaguestodemonstrate,observe,andprovidefeedbackoneffectiveliteracystrategiesandapproachestousewithstudents.Discusseswaysforcandidatestoprovideguidanceandsupervisionofparaprofessionals.Emphasizeswaysforcandidatestoparticipatein,initiate,implementandevaluateprofessionaldevelopmentprogramstoselectandmanageliteracyprograms.Discusseswaysforcandidatestointerpretdesignandconductdatadrivenresearchataschoollevel.2credits.RDNG‐653ECE/ElemSupervisedPracticumCompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedashavingdifficultieswithreading.Instructor'sconsentrequired.Pass/NoPass.2credits.


RDNG‐654MS/HSSupervisedPracticumCompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedashavingdifficultieswithreading.Instructor'sconsentrequired.Pass/NoPass.2credits.RDNG‐655Multi‐LevelSupervisedPracticumCompletea90‐hoursupervisedclinicalexperienceworkingwithstudentsidentifiedashavingdifficultieswithreading.Instructor'sconsentrequired.Pass/NoPass.2credits.SPED‐305ExceptionalitiesAnoverviewofcharacteristicsofhigh,low,andrareincidencedisabilityconditions.Explorespedagogyassociatedwithspecificdisabilities.Emphasisonthepersonwithinthecontextofschool,family,andsociety.2credits.SPED‐500FoundationsofSPEDAnintroductionandoverviewofthefieldofSpecialEducationincludingahistoricalperspective,bestpractice,curricularandsocialconsiderations,programs,andlegalprovisionsforeducatingindividualswithdisabilities.Explorescollaborativeteamingandconsultation.Includesobservationinspecialeducationclassrooms.2credits.SPED‐505ExceptionalitiesAnoverviewofcharacteristicsofhigh,low,andrareincidencedisabilityconditions.Explorespedagogyassociatedwithspecificdisabilities.Emphasisonthepersonwithinthecontextofschool,family,andsociety.2credits.SPED‐510BehaviorManagementSPEDDevelopsskillsintheindividualizedandgroupbehaviormanagement.Emphasisonfunctionalanalysisandpreventativestrategies.Guidesstudentsinthedevelopmentofpositivebehavioralsupportplans.Coursecontentincludeslegalissues.3credits.SPED‐517CaseManagementforSPEDInthiscourse,candidateswilllookattheorganizationofphysicalclassroomspace,scheduling,andthemanagementofinstructionalassistants.Contentalsoaddresseslegalissuesormandatesrelatedtosafetyandmedicalfactors,andIEPplanning.1credit.SPED‐518CollaborationinSchoolsInthiscourse,candidateswillgainanunderstandingofcasemanagementthroughthelensofcollaboration.Throughcourseworkandfieldexperience,candidateswillexplorehoweffectivecollaborationcansupportallstudentsinaccessinggeneraleducationcurriculumandpromotesuccessfulinclusioningeneraleducationclassroomstoenhancestudent‐learningoutcomes.1credit.SPED‐520Assessment&EvaluationSPEDDevelopsskillsinformativeandsummativeevaluationmethodsforstudentswithmild,moderate,orseveredisabilitiesinanacademicorfunctionalcurriculum.Emphasisoninstructionalassessmentwithongoingevaluationanddata‐baseddecisionmaking.3credits.


SPED‐530Curriculum&MethodsforStudentsw/Disabilities:AcademicDevelopsskillsinreadingandlanguageartsandmathinstructionalmethodsandmaterialsforstudentswithhighincidencedisabilities(i.e.,mild).Emphasisonadaptationsandmodificationstothegeneraleducationcurriculum(e.g.,literacy,math,science,socialstudies,art,music,PE).Guidesstudentsindesigningandimplementingindividualizedandsmallgroupinstructiontosupporttheacquisitionandremediationofgeneraleducationskills,learningstrategies,andeffectivesocialskills.3credits.SPED‐535Curriculum&MethodsStudentsw/Disabilities:FunctionalDevelopsskillsininstructionalmethodsandmaterialsforstudentswithmoderateorseveredisabilities.Emphasisonfunctional,age‐appropriatelongitudinalcurriculumdevelopment.Includesteachingstudentswhomayhaveaccompanyingphysical,behavioral,and/orsensoryimpairments.Adaptationsandmodificationsforstudentsinalifeskillscurriculumareaddressed.3credits.SPED‐536TransitionDevelopsskillsinformulatingandimplementingatransitionplanforsecondary‐agedstudentswithdisabilities.Includesinformationoncommunityagencies.1credit.SPED‐541TechnologyforTeacherProductivityIntroducescandidatestosomeoftheapplicationsfortechnologyinspecialeducationandfamiliarizesthemwithissuesassociatedwithtechnologyuse.Developsandexpandscandidates'skillsandknowledgeofeducationaltechnologyandteacherproductivitytoolsinsupportofdevelopinginstructionalmaterials,utilizingtechnologyinteachingandorganization,andsupportingstudentswithdisabilitiesinlearningtousetechnology.AlignswiththeNationalEducationalTechnologyStandardsforTeachers(NETS*T).1credit.SPED‐542AssistiveTechnologyExaminesassistivetechnologyforpersonswithdisabilitiesatalllevels(mild,moderate,severe,andprofound)acrossvariouscategories(intellectualdisabilities,learningdisabilities,sensoryimpairments,physicalimpairments,healthimpairments,emotionaldisorders,behaviordisorders)andallages(earlychildhood,children,youth,andadults).Emphasisonselectingtheappropriatetooltomatchanidentifiedneed.Includesinformationrelatedtohardware,software,peripherals,evaluation,instruction,andmanagement.1credit.SPED‐550Practicum‐SpecialEducationProvidesopportunitytoworkwithstudentsonIEPsina1:1orgroupsettinginthemajorauthorizationareaundertheguidanceofaclassroomteacheranduniversitysupervisor.Mayberepeatedforcredit.Pass/NoPass.1‐6credits.SPED‐575StudentTeaching&SeminarProvidesaclassroomsettingforpreserviceteacherstoapplyprinciplesofspecialeducationpedagogyandmethodology.Prerequisite:AdmissiontoSpecialEducatorprogramorconsentofinstructor.Pass/NoPass.Variablecredit,repeatable:2‐15credits.


SPED‐576SeminarThisseminar‐basedexperienceisdesignedtosupportstudentsorinternsandbridgeearliercourseworkwithconcurrentfield‐basedexperiencesoccurringinspecialandgeneraleducationclassrooms.Mayberepeatedforcredit.Pass/NoPass.1‐3credits.SPED‐578Practicum&SeminarProvidesopportunitytoworkwithstudentsonIEPsininclusiveorspecialeducationsettings.Includesseminar.Prerequisite:AdmissiontoMEdSpecialEducationProgram;andSPED530orSPED535.Mayberepeatedforcredit.Pass/NoPass.2creditsSPED‐590SpecialTopicsinSPEDEnablesstudentstoconductin‐depthinvestigationofatopicofinterest.Instructor'sconsentrequired.Mayberepeatedforcredit.1‐3credits.


GENERALEDUCATIONFIELD‐BASEDEXPERIENCES

PracticumExperiencesPracticum experiences play an integral role in Pacific University College of Education programs.Throughout theprogramteachercandidates takepart in fieldexperiences linkedtomethodologycoursework,whichengagetheminopportunitiestopracticeandreflectaboutcontentknowledge,skills,anddispositionsinschoolsettings.Candidatesareplacedinschoolsanddistrictsthatprovideexperiencewithabroadrangeofteachingstyles,methodsofclassroomorganization,andstudentsfromdiversepopulations.

TraditionalStudentTeachingTheprocessofacceptingresponsibilitiesduringthestudentteachingexperienceisoftenagradualone, varyingwith each individualwhile still allowing the teacher candidate to assume increasedclassroomdutiesand instructioneachweek. Thesixstages,discussed inmoredetail later in thehandbook,include:orientation,observation,planningforteaching,participationasateammember,assumingteachingresponsibilities,andteachingwithoutfull‐timesupervision.Throughouttheexperience,teachercandidatesshouldscheduleregularconferencetimeswiththeircooperatingteacherstoshareobservations,raiseandanswerquestions,socialize,andplan.Teachercandidatesshouldplancarefullywiththeircooperatingteachers,submittingunitorlessonplansinadvance to facilitate review and discussion. In addition, each teacher candidatewill visit otherclassrooms,schools,anddistrictsinordertoobserveandteachinsettingsthatrepresentabroadrange of teaching styles, methods of classroom organization, and students from varying socio‐economiclevels.Evaluation is a continual process, not only through daily comments and observations by thecooperating teacher, but through regular discussions and reference to the teacher candidate'sprogresstowardtherequirementsoftheTSPCandPacificUniversityCollegeofEducationSummaryEvaluations.Teachercandidatesassesstheirownperformanceanddiscussevaluationswiththeircooperatingteachers.Assisting as liaison between the school and Pacific is the university supervisor, who visitsapproximatelyeverytwoweeks.Teachercandidatesalsomeetwithuniversityfacultyatregularlyscheduledseminars.Attheconclusionofeachsemester,teachercandidatesreceiveagradeofPass(equivalentofaCorabove)orNoPass(failuretomeetestablishedstandardsforthefieldexperience).Thegrade,givenby the university supervisor, incorporates feedback and recommendations from cooperatingteachers.Attheendofeachsemester,theCollegeofEducationwillassessindividualprogresstowardmeetingtheacademic,practicum,andprofessionalprogramrequirements.Teachercandidatesmustmeetallrequirementsinordertocontinueintheprogram.


CollaborationandCo‐teachingModelforStudentTeachingThestudentteachingexperiencemaybestructuredusingacollaborationandco‐teachingmodelwiththementorteacher,dependingontheschoolanddistrict.ThisisdifferentfromtheStagesofResponsibilitymodelinthatthecandidatesworkalongsidethementorteacher,asapartner,doingplanning,teaching,andassessmentstogether,andthereislessofanexpectationtoteachalone.Collaborationisessentiallyaboutworkingtogether.Collaborationisdefinedasinteractionbetweentwoormoreequalpartieswhovoluntarilyengageinshareddecisionmakingtoachieveacommongoal(Friend&Cook,2006).Teachercandidatesbenefitfromlearningaboutbeingateacherfromteachermentorsduringguidedfieldexperiences.Theyarelearningabouttherolesandresponsibilitiesofbeingateacher,andeffectivewaysofteachingstudents.Mentorteachersfacilitatethatlearning,butcanalsolearnfromteachercandidatesasideasareshared.Effectivecollaborationdependsuponclearcommunication,respect,listeningskills,andteamwork.Thiscanbeachievedbyschedulingregulartimestomeetandplan,listeningattentively,reflectingonwhatissaid,conveyingrespect,andbeingopentodifferentperspectivesandideas.Co‐teachingisateachingmodelofmentorshipofteachercandidatesthatmaybeexploredintheclassroom.Co‐teachingiswhen"twoormoreprofessionalsjointlydeliversubstantiveinstructiontoadiverse,orblended,groupofstudentsinasinglephysicalspace"(Cook&Friend,1995,p.1).Itinvolvesopencommunicationandinteraction,mutualadmiration,andcompromise(Gately&Gately,2001).Ineitherthepracticumorstudentteachingfieldexperience,teachercandidatesmayhaveanopportunityforco‐teachingwiththementorteacher.Inaco‐teachingmodel,teachercandidatesandmentorteachersexperiencemoreofapartnershipintheclassroomthanamoretraditionalswitchingofplacesasleadteacher.Theyareequallyinvestedinthemanagementoftheclassroomandachievementofstudentsthroughco‐planning,communication,andproblemsolving,andthementorteacherspendsmoretimeintheclassroomasapartnerandtoprovidefeedback.Intheco‐teachingmodel,theteachercandidatewillcontinuetohavetheresponsibilityofindependentlyplanning,teaching,andassessingaunitofinstructionwiththesupportandguidanceofthementorteacher,butwilltakeonmoreoftheleadindirectingtheco‐teachingprocess.Ifinadistrictorschoolthatpracticesthismentoringapproach,theywillbepreparedtoguidethestudentteacher.Co‐teachingoptions:Inco‐teachingmodels,thereareavarietyofco‐teachingoptions,anditisimportanttoplanandpracticetheseoptionsstrategically,andmaketimetodebriefontheprocess.

Leadone/Supportone:Oneteacherteachesandtheotherobserves/collectsdata,etc. StationTeaching:Instructiondividedintosegmentsorstepstobecompletedateachstation ParallelTeaching:Samelessondeliveredsimultaneouslybybothteacherstodifferent

groups AlternativeTeaching:Smallgroupforspecializedskillswhilelargergroupwithleadteacher TeamTeaching:

o SpeakandAdd:Instructiondeliveredtogether/reciprocalconversationo SpeakandChart:deliveredtogether/speakerandwriterormediasupport


ShadowTeaching:Aleadteacherandateacherthatcirculates SkillGroups:Eachteacherresponsibleforspecificgroupsofstudentsworkingonparticular

skills

ProblemSolvingandConflictResolutionCommunicationisessentialtoavoidingproblemsorconflicts.However,conflictisanaturalpartofcollaborationandcanbemanagedconstructively.Thestepsinproblem‐solving/conflictresolutionareasfollows:

1. Identifyanddefinetheproblem(conflict)usingactivelisteningtoreduceangerordefensivenessintheotherperson.

2. Don'trush;taketimetounderstandtheotherperson'spointofview.3. Lookforsharedinterestsandcommongoals.4. Generateseveralalternativesolutions,consideringallpossibilities.5. Evaluatethealternativesolutionsbyexaminingbarriers,difficultiesinimplementing,

andsoon.6. Makeamutualcommitmenttoonesolution.Don'tpersuadeorpushasolution.Ifitis

notfreelychosen,itisunlikelytobecarriedout.7. Bewillingtonegotiateorcompromise,andremembertoseparatethepersonfromthe

problem.

TeacherCandidateRoleDuringtheyear,theteachercandidatemovesfromanobservingandassistingroletoateachingrole,practicinganddemonstratingcompetenciesundertheguidanceofaqualifiedcooperatingteacher.Theteachercandidate'sprimaryresponsibilitiesareto:

developcompetenceinsixkeyareas: planningforinstruction,classroommanagement,implementingplansforinstruction,evaluationofstudentachievement,professionalism,andendorsementareaknowledge;

maintain high standards of professional andpersonal ethics inworkingwith staff andstudents,maintainingconfidentialityatalltimes;

attendallclassesandmeetingsregularlyandpunctually; develop,withthecooperatingteacher,ascheduleforassumingclassroomresponsibilities; encourage evaluation of lesson plans and teaching performance by the cooperating

teacherandthroughself‐assessment; learnandadheretoschool,district,andstaterulesandpoliciespertainingtotheschool

program; participate in the total school program (extracurricular activities, in‐serviceprograms,

andotherstaffdevelopmentactivities); read andprogress toward requirements of theTSPC and PacificUniversityCollege of

Educationpracticumandstudentteachingevaluations; invitetheappropriateplacementadministratortoobserve2‐3timessothatpersoncan

writealetterofrecommendation.


CooperatingTeacherRoleThecooperatingteacherservesastheprimaryguide,supportandmodelfortheteachercandidate,whilesharingclassroomresponsibilitiesandexpertise.Throughregularplanningandfeedback,thecooperatingteacherwillsuggest,demonstrate,analyze,evaluate,andreinforcelearningexperiences.

Perhaps themostdifficult andchallenging responsibilityof a cooperating teacher is allowing theteachercandidatetodevelopapersonalteachingstyle,whichmaydifferfromthatofthecooperatingteacher's.Thecooperatingteacherwillneedtoencouragetheteachercandidatetobeinnovativeandcreativeintheclassroom.TheUniversityexpectstheteachercandidatetoworkwithinthegeneralcurriculumthathasbeenestablishedinaschoolandtofollowallschoolrulesandprocedures.Atthesame time, the teacher candidate should be given opportunities to try alternative instructionalapproachesanddevelopcurriculummaterialinareasthathavebeenapprovedbythecooperatingteacher.

Amongotherresponsibilities,cooperatingteacherswill:

providetheteachercandidatewithafacultyhandbookorsourceofinformationpertainingtobuildinganddistrictpolicies,procedures,androutines;

introducetheteachercandidateasacolleaguetostudentsandstaff; createanatmosphereofacceptancefortheteachercandidatewiththestudents,staff,and

community; guide the teacher candidate in settinggoals andobjectives throughplanning,writingand

revisinglessonplans,usingavarietyofteachingstrategies,measuringandevaluatingstudentgrowth,anddesigningfeedbacktechniques;

informtheteachercandidateconcerningbackgroundinformationofstudentsandintroduceavailableresourcepersonsandmaterials;

guidetheteachercandidateinadvancingfromanassistingroletoaprimaryteachingrolewhilethecooperatingteachermovestoasupportingrole;

requiretheteachercandidate'sself‐evaluationthroughsuggestions,constructivecriticism,andencouragement;

providewrittencommentsonlessonplansfollowingobservationsoftheteachercandidate'steaching;

provideopportunitiesfortheteachercandidatetoobserveotherteachersandprograms; consultregularlywiththeuniversitysupervisorabouttheteachercandidate'sprogress; assisttheteachercandidateinthedevelopmentandimplementationtwounitsofstudyas

partofaTeacherInquiryProject; assisttheteachercandidateindevelopinganindividualteachingstyle; assistindevelopmentandmonitoringoftheteachercandidate’sprogressontheTSPCand

PacificUniversityevaluations; completePacificUniversitystudentteachingevaluationforms;theuniversitysupervisorwill

supplytheformstothecooperatingteacher–samplesprovidedherein; recommendaPass/NoPassgradebasedonteachercandidate'sproficiencyandcompletion

ofprogramrequirements.


CriteriaandSelectionofCooperatingTeachersCooperatingteachersareresponsibleforamajorpartofthelearning‐to‐teachprocess.Criteriaandselection procedures reflect the importance of this person's role in educating teachers. Schooldistricts and university faculty collaborate in selection of cooperating teachers. The followingselectioncriteriahavebeenreviewedandapprovedbytheUniversity'sEducationConsortium.Thecooperatingteacherrequirementsinclude:

preparationinsupervising,evaluating,and/orinstructingteachercandidates; minimumoftwoyearsofsuccessfulclassroomteaching,preferablyinthedistrict(and

immediatelypriortosupervisionofanteachercandidate),andatleastoneyearinthatparticularschool;

a current Oregon teaching license with appropriate endorsements for currentassignments;

demonstratedcompetenceasateacher; apositiveprofessionalattitudeandenthusiasmforteaching; understandingofeffectiveteachingstrategies; abilitytorelatetoandcommunicatewithotherteachers,administrators,staff,children,

andparents; skills in evaluating the performance of teacher candidates and a willingness to

constructivelysharetheevaluationwiththeteachercandidateanduniversitysupervisor; abilitytoworkcooperativelywiththeteachercandidateanduniversitysupervisor;

TheBuildingAdministratorInassumingresponsibilityforteachercandidateswithinthebuilding,thebuildingadministrator:

assistsinselectingcooperatingteachers; orients teacher candidate to the school's philosophy, policies, regulations, and the

physicalbuilding; helpsteachercandidatebecomeacquaintedwiththeschoolstaff; conferswiththecooperatingteacherabouttheteachercandidate'sprogress; suggeststeachersorschoolsaspossibleobservationsites; communicateswiththeuniversitysupervisor.

TheUniversitySupervisorTheuniversitysupervisorservesastheliaisonbetweenthepublicschoolsandtheUniversity.Theuniversitysupervisorwill:

informthedistrictpersonnelaboutprogramexpectationsandrequirements; meetwiththecooperatingteacherandteachercandidatetoplan,implement,andevaluate

theexperience; visitandobserveteachercandidate'sperformanceapproximatelyeverytwoweeks; conferwiththeteachercandidateandcooperatingteacherafterobservations,andsupply

copies of written reports for the teacher candidate, cooperating teacher, buildingadministration,andtheCollegeofEducation;


scheduleconferenceswiththeteachercandidateandcooperatingteachertoevaluatetheexperienceatthemiddleandendofstudentteaching;

consultwiththeteachercandidatetodiscusstheteachercandidate'sprogresswiththeunitsofstudy;

assessthetwounitsofstudyrequiredofeachteachercandidate; monitortheteachercandidate’sprogresstowardrequirementslistedontheTSPCandthe

PacificUniversityCollegeofEducationteachercandidateevaluations; completetheteachercandidateevaluationforms.

StudentTeachingPlacementsPacificUniversitypreparesteacherspreK‐12withafocusonthefollowing:earlychildhood(gradespk‐4),elementary(grades3‐8),middleschool(grades5‐9),andhighschool(grades9‐12).Studentsarestronglyencouragedtoprepare fortwofocusareastrands. Teachercandidatesareplaced inpreparationstrandsaccordingly.Practicumandstudentteachingrequirementsverysomewhatwitheachstrandorprogram. TeachercandidateswillsuccessfullycompleteaTeacherInquiryProject(worksample)ateachfocusarea.

EarlyChildhood/ElementaryEducation(MultipleSubjectsEndorsement)

Teachercandidatesrequiretwoplacements–forearlychildhoodeducationingradesK‐4,andforelementaryeducationingrades3‐8.Duringthepracticumthetermpriortofull‐timestudentteaching,studentsspendatleasttwodaysaweekinaclassroomattheirfirstfocusareaplacement.Inthefall,fifteen+weeksoffull‐timestudentteachingarerequired.

Elementary/MiddleSchool(MultipleSubjectsEndorsementPLUSSingleSubjectEndorsement)

Teachercandidatesrequiretwoplacements–oneinanelementaryschoolattheupperelementarylevel(anyofgrades3‐6)andoneinthemiddleschoolinanendorsementareaappropriatetotheiracademicpreparation.Duringthepracticumthetermpriortofull‐timestudentteaching,teachercandidatesspendatleasttwodaysaweekinaclassroomattheirfirstfocusarea.Inthefall,fifteen+weeksoffull‐timestudentteachingarerequired.

MiddleSchool/HighSchool(OneorTwoSingleSubjectEndorsements)

Teachercandidatesmaychoosetoobtainuptotwofocusareaendorsementsatthemiddleand/orhighschoollevel.Iftheteachercandidatewishestopursuetwoendorsements,twoplacementsarethenrequired–oneinamiddleschoolinanappropriatesinglesubjectendorsementarea,andoneinahighschoolinanappropriatesinglesubjectendorsementarea.Duringthepracticumthetermpriortofull‐timestudentteaching,teachercandidatesspendatleasttwodaysaweekfortenweeksobservinginaclassroom.Inaddition,studentswillteachatwoweekunitatthisfirstendorsementarea.Atthemajorplacementinthefall,itisrequiredthatteachercandidatesattendschoolfulltimeforfifteenweeksattheplacementsitefortheirnextendorsementarea.


StagesofResponsibilityStudentteachingisaprogressionofexperiencesbeginningwithobservations,sharedresponsibilities,andfull‐timeteachingresponsibilities.Thislearningprocessisguidedbytheexpertiseandmodelingofthecooperatingteacher,otherbuildingpersonnel,andtheuniversitysupervisor.

Teacher candidates assume responsibility in teaching through the following stages: orientation,observation, planning for teaching, participation as a team member, assuming teachingresponsibilities for one ormore periods per day, to teachingwithout full‐time supervisionwhichincludesteachingtheunitofinstruction.Eachstageisdescribedbelow.

OrientationObservingamaster teacher establish classroomprocedures, assess studentneeds, and introducestudentstotheschoolandclassroomisimportantforallteachercandidates.Becomingacquaintedwithstaffmembers,students,andtheschoolbuildingistheinitialstepinstudentteaching.Teachercandidatesshouldfamiliarizethemselveswiththeinstructionalandthenon‐instructionaldutiesthatteachersperformeachday.

Theteachercandidate’sorientationshouldincludethefollowing:SCHOOL

Informationabouttheschoolcommunity Tourofthebuilding Awarenessoffaculty/studenthandbooksandpolicies

o Buildinghoursandcalendarforstudentsandstaffo Parkingfacilitieso Appropriatedresso Rules:bus,cafeteria,firedrill,hall,etc.o Disciplinepolicieso Duties:bus,cafeteria,hall,etc.

Introduction to administrators, secretaries, custodians, resource personnel, andotherteachers

Useofschoolserviceso AVandofficeequipmento Orderingfilmso Mediacentero Healthserviceso Guidanceandcounselingo Specialeducation

Useofbuildingforms:attendance,accident,referral,studentrecords,etc. School‐relatedactivities(openhouse,plays,sports,etc.) Facultymeetingsandfunctions Phonenumberstocontactschool,mentorteacher,anduniversitysupervisor,incase

ofillness.CLASSROOM

Setupdeskorworkspaceforteachercandidate Classschedule–daily,weekly,term


Arrangementofmaterials,equipment,bulletinboards,desks Seatingplans Studentfilesandbackgrounds Districtscopeandsequence,curriculumguides,unitplansandtextbooks Districtgraduationrequirementsandplannedcoursestatements Classroompolicies:discipline,bathroom,pencilsharpening,absences,etc. Introductionofteachercandidateasco‐teachertostudents Systems for evaluating student performance, determining and recording grades,

preparingreportcards,andmeetingwithparents

ObservationDuring the first weeks of student teaching, the teacher candidate observes the teacher in theclassroom,focusingonhowexpectationsareclarifiedtostudents,interpersonalstylewithstudents,methodsofinstruction,timemanagement,etc.Lengthoftimewillvarywiththeindividualandeachsituation,butitisnecessarytoincludethisstage.Inthepast,someeagerstudentshavevolunteeredtoteachlessonsearlyintheexperience,onlytofindthemselvesatadisadvantagelaterindealingwithclass routines andmanagement. During thisperiod, the teacher candidatemay also benefit fromobservingotherteachers.Whileobservingduringthefirstweeksandcontinuingthroughouttheyear,theteachercandidateshouldnotethefollowing:

ClassRoutineo Attendancetakingprocedureso Lunchroutineso Policesforbathroom,drinks,pencilsharpeners,etc.o Methodsofcollectinganddistributingpapers,etc.o Follow‐uponabsences,lateassignmentso Classroomrulesanddisciplinepolicy

Recordkeeping,evaluationcriteria,testconstruction,gradingsystem,reportingmethod Studentnames(seatingcharts,classphotos,andschoolannualscanbeuseful) Characteristicsofstudents

o Behaviorandworkhabits(alone/withothers)o Physicaldevelopmento Peerrelationso Emotionaldevelopment

Meansofassessingstudento Observationo Pre‐testingo Samplesofstudent’sworko Schoolrecordsandtestscoreso Conferenceswithcooperatingteacher,counselors,andparentso Varietyofmethodsofinstructiono Useofmaterialsandequipment

PlanningforTeaching


Nexttheteachercandidateandcooperatingteachershoulddevelopatentativescheduleofwhentheteachercandidatewillassumeclassresponsibilities.Theplanshouldcallfortheteachercandidatetograduallyaddteachingtaskseachweek.Duringtheplanningstage,itisessentialtobecomefamiliarwithclassroomroutinesandcurriculummaterialsaswellastoplanobjectives,appropriatelearningexperience,andtheevaluationoffutureunitsofstudy.Theteachercandidateshouldalsobecomeacquaintedwiththestudents’backgroundsandspecificcurriculumrequirementsfortheschool.

ParticipationasaTeamMemberThe teacher candidate now begins to assumeminor roles in the classroom by helpingwith classroutines,monitoringstudents,andworkingwithindividualsandsmallgroups.SomeofthesetasksmayalsobeperformedduringStage2,theobservationperiod.

Takeroll Preparebulletinboards,charts Performhousekeepingduties Monitorstudents’groupandindependentpracticeofskills Helpastudentorsmallgroup Assistingstudentswithmake‐upwork Givedirectionsforanactivity Gradepapers Assistwithextraduties,e.g.,hall,cafeteria,bus,etc. Contactparentsaboutstudentproblemsandsuccesses Designaformatforconsistentcooperatingteacherfeedback

Asteachercandidatesfamiliarizethemselveswiththevariousrolesofteachers,theyareencouragedtoparticipateintheschool'sextracurricularprograms. Activitiesmight includeschoolprograms,musical events, carnivals, clubs, athletics,publications, etc. At the same time, teacher candidatesshould always keep in mind that their first responsibility is in the classroom, avoiding outsideinvolvementatalevelthatmightaffectclassroomperformance.

AssumingTeachingResponsibilitiesStudentteachingcomprisesacollaborativeteachingpartnershipbetweencooperatingteachersandteachercandidateswhosepurposeistoincreasestudentlearning.Tothatend,cooperatingteachersandteachercandidatescollaborateinavarietyofways:

1. One teach, one observe – purposeful observation for feedback, teaching, and evidence ofstudentlearning.

2. One teach, one assist – one teacher provides assistance as needed to students around theclassroomwhiletheotherleadstheentiregroup.

3. Parallelteaching–bothteacherssimultaneouslyleadthesamerangeofcontenttogroupsofstudents.

4. Stationteaching–bothteachersleaddifferentcontenttogroupsofstudentswhorotatefromoneteachertothenext.


5. Shared/teamteaching–bothteachersdeliverinstructioninacoordinatedwayinadditiontotheabovepatterns;e.g.,tagteamteaching.

6. Oneteach–teachercandidatefullyresponsibleforstudentlearningwithoutthecooperatingteacherintheroom.

7. Oneteachtothewholegroup,oneteachone‐on‐one–theteacherworkingwithonestudentcouldworkwithinintheclassroomorinanotherlearningsetting.

Candidates for the Oregon Initial Teaching License at Pacific University complete the full‐time,student teaching experience over a period of eighteenweeks. Depending upon their programs,candidatescompletestudentteachinginoneofthefollowingpatterns:

1. Nineweekseachattwocontiguousgradelevelplacements.2. Fifteenweeksatonegrade levelorsubjectmatterplacement, threeweeksatacontiguous

gradeorsubjectmatterplacement.3. Eighteenweeksatonegradelevelorsubjectmatterplacement.

Duringtheeighteen‐week,full‐timeexperiencescandidatescompletetwounitsofstudyembeddedinaTeacherInquiryProjectinwhichtheyprovideevidencethatstudentslearnundertheircareandthattheymeetthecompetenciesasaneffectiveteacher.Duringtheeighteen‐weekstudentteachingexperiences,candidateshavetheopportunitytoshowcompetenceinmeetingthetenstandardsrequiredfortheOregonInitialTeachingLicense:

1. LearnerDevelopment–Theteacherunderstandshowlearnersgrowanddevelop,recognizingthepatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.

2. LearningDifferences–Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensurelearningenvironmentsthatenableeachlearnertomeethighstandards.

3. LearningEnvironments–Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborative learning,and thatencouragepositivesocial interaction,activeengagementinlearning,andself‐motivation.

4. Content Knowledge – The teacher understands the central concepts, tools of inquiry, andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmakethedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.

5. ApplicationofContent–Theteacherunderstandshowtoconnectconceptsandusedifferingperspectives to engage learners in critical thinking, creativity, and collaborative problemsolvingrelatedtoauthenticlocalandglobalissues.

6. Assessment–Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearners intheirowngrowth, tomonitor learningprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.

7. Planning for Instruction – The teacher plans instruction that supports every student inmeeting rigorous learning goals by drawing upon knowledge of content areas, cross‐disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.


8. Instructional Strategies – The teacher understands and uses a variety of instructionalstrategies toencourage learners todevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.

9. Professional Learning and Ethical Practice – The teacher engages in ongoing professionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/her choices and actions to others (learners, families, other professionals, and thecommunity),andadaptspracticetomeettheneedsofeachlearner.

10. Leadership and Collaboration – The teacher seeks appropriate leadership roles andopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymembers toensure learnergrowth,andtoadvancetheprofession.

TeachingtheUnitofInstructionDuring this stage, the teacher candidate takes full responsibility for all teaching. The teachercandidatekeepsa lessonplanbook,writes the lessonplans,organizes for the lesson, teaches thelessons, and follows through in appropriate ways. The teacher candidate may consult with thecooperatingteacherashe/sheplansthelessons.Thementorwillobserveformallyandinformallyonaregularbasis.

The responsibilities of student teaching are outlined more specifically in a document entitledAlignmentbetweenConceptualFrameworkThemes,CollegeofEducationValues,andPracticumandStudentTeachingResponsibilities,locatedintheAppendix.

Throughoutthepracticumandfulltimestudentteachingexperienceweexpectcandidatestogaincompetenciesinalltheseareas.

SupervisionandMentoringPacificUniversityCOE’sprogramofsupervisionisbasedonaprofessionalsupervisioncycle.Thiscycleinvolvesplanning,preconference,observation,analysis,andconference,allfocusedonaspecificlessonorsetoflessons.Stepsleadingtothesuccessfuluseofthiscycleareasfollows:

Earlyinthesemesterthecooperatingteacher,teachercandidate,anduniversitysupervisorconfertodiscussuniversityrequirements,responsibilitiesofeachperson,theguidelinesforplanningandimplementinglessons,andtheprocessofobservingandevaluatingtheteachercandidates.

Theteachercandidateandtheuniversitysupervisormeettodiscussthesupervisioncycleandclarifytheroleoftheuniversitysupervisorduringtheobservationsandtheroleofthementorduringmentorobservations.

TheProfessionalSupervisionCycle:

PlanningAt thebeginningof eachweek, the teacher candidate is expected tohave anoutline of alllessonsthatwillbetaughtthatweek.Theteachercandidateisexpectedtohavecompletelessonplanspreparedandavailableforexaminationnolaterthanthemorningofthe


day these lessonswill be taught. It is recommended that the teacher candidate andcooperatingteacherdiscusslessonplansandreviewlessonsonadailybasis.

PreconferencePriortoanobservation,theteachercandidatecommunicateswiththeuniversitysupervisorandexplainsobjectivesandplans.Theteachercandidatethennotescomponentofthelessonthatmaybestrengthsorweaknesses.Thesupervisorprovidesfeedbackaboutthelessonandprovidessuggestions.Thereisadiscussionabouttheelementsofthatlessononwhichthesupervisorwillfocus.

ObservationThesupervisorobservesthelessonandrecordsdatabasedonthepreconferenceaswellasotherobservationsandinsights.

AnalysisImmediatelyafterthelessonthestudentandthesupervisortakethetimetoreflectonthelesson,notingareasofstrengthandareastobeimproved.

ConferenceThesupervisormeetswiththeteachercandidatetodiscussthelesson.Togethertheyanalyzethelesson,sharingobservations,perceptions,andinsights.Theteachercandidatemightbeguidedtoanalyzethelessonthroughthefollowingquestions:

1.Didyoumeetyourlessonobjectives? 2.Whatwerethestrengthsofyourlesson? 3.Whatwouldyoudodifferently?

Itisrecommendedthatthiscyclealsobeusedforobservationsbythecooperatingteacher.Eachobservationbytheuniversitysupervisorormentorisrecordedonasupervisionreportformandcopiesaregiventotheteachercandidate.Copiesshouldalsobegiventothecooperatingteacherandplacedinthecandidate’sfile.Cooperatingteachersandadministratorsareencouragedtocontacttheuniversitysupervisorwithanyquestionsorconcerns.Shouldtheuniversitysupervisorbeunavailable,cooperatingteachersandadministratorsshouldcontacttheappropriateprogramcoordinator.

EvaluationTeacher candidates are evaluated according to their mastery of Pacific University's teacher

candidatecompetencies.Theseareorganizedaroundsixmajorareas: Planningforinstruction Establishingaclassroomclimateconducivetolearning Implementinginstructionalplans Evaluatingstudentachievement Professionalism Subjectmattercompetence

ThefirstfiveareasarecriteriasetbytheTeacherStandardsandPracticesCommission(TSPC)forlicensure.ThelastisaPacificUniversityCollegeofEducationrequirement.


Itisessentialthatteachercandidatesreceiveregularfeedback,withafocusongrowthaswellasareas for improvement. The teacher candidate and supervisor(s) should each complete theappropriateevaluationforms.Athree‐wayconferenceisthenheldwiththeteachercandidate,thecooperatingteacherandtheuniversitysupervisor.Inordertopassandberecommendedforlicensure,candidatesmustmeetcompetenciesineachof the six areas designated on the Pacific University College of Education Teacher candidateSummary Evaluation. Performance is assessed jointly by the university supervisor andcooperatingteacherandrecordedontheSummaryEvaluation.Incasesofdisagreementconcerning the teachercandidate's finalevaluation, studentsshouldappealtotheappropriateappellatebody.

ProceduresforDifferingEvaluationandAppealsTheDirectoroftheSchoolofLearningandTeachingoftheCollegeofEducationwillinsurethatthefollowingproceduresareimplemented,asrequiredbyOregonAdministrativeRule584‐17‐0035.

1. ProceduretoresolvedifferingevaluationsbetweentheUniversityandschooldistrictcooperatingteachers.a. In the event of a disagreement regarding the Midplacement Student Teaching

ProgressReport,additionalobservationswillbescheduled.b. If a concern is expressed by the student, the University, or the school district,

observation(s)shallbemadebyrepresentativesfromboththeschooldistrictandtheUniversity.Ifthestudentrequests,(s)hemayselectathirdobserver.

c. At the conclusion of student teaching, if disagreement exists between theUniversity and school district cooperating teacher regarding the SummaryEvaluation,theCollegeofEducationappropriateappealscommitteewillarbitratethematter.

d. Failingresolutionofthematteratthislevel,thestudentmaycarryanappealtotheappropriateUniversityappealscommittee.

2. Procedure forstudentappeal if theUniversitydeclines tonominate thestudent forcertification.a. The studentwill receivewrittennotification from theDirectorof theSchool of

LearningandTeachingthatheorshewillnotberecommendedforcertification.b. ThestudentmaysubmitawrittenpetitiontotheappropriateCollegeofEducation

appealscommitteeappealingthatdecision.c. Thecommitteewillreviewandrespondtothepetitionwithinoneweek.d. Failingresolutionofthematteratthislevel,thestudentmaycarryanappealtothe

appropriateUniversityappealscommittee.

OregonLawsandTeacherCandidatesAccording to Oregon school law, school boards may contract with approved teacher educationinstitutions to allow the use of their schools for training students of approved teacher educationinstitutions.


Teachercandidateshavefullauthoritytoteachduringtheirassignmenttimes,andsuchassignmentshavethesameeffectasiftheyheldvalidteachinglicenses. Teachercandidatesmaynotserveassubstituteteachers.Intheabsenceofthecooperatingteacher,aregularsubstituteteachermustbeassignedtotheclass.

PoliciesRegardingTeacherCandidatesDressTeachercandidatesareexpectedtodressprofessionally.Styleofdressshouldbeconsistentwiththatofteachersattheschool.AbsencesPromptandregularattendanceisessential.However,whenteachercandidatesmustbeabsent,itisessential that they notify the cooperating teacher and the university supervisor prior to the timeschool begins on the morning of the absence. Every effort should be made to make necessaryarrangements.Teachercandidateswhoarealsotheteacherofrecordmustfollowschooldistrictpolicyintheeventofanabsence.Internsshouldalsolettheirinternmentorteacherandtheuniversitysupervisorknowiftheyaregoingtobeabsent.Ifanobservationhasbeenscheduled,thesupervisorshouldbenotifiedassoonaspossibletosoastoavoidunnecessarytravel.This is a professional degree/licensure program. Teacher candidates should consider the fieldexperiences,universityclasssessions,andfull‐timestudentteachingastheywouldaregularfull‐timeteachingposition. Excessiveabsencesandtardinessreflectpoorlyonthecandidate'sprofessionalandpersonalcommitmentandcouldresultinterminationfromtheprogram.VacationsTeachercandidatesfollowtheschooldistrict'sscheduleforholidaysandin‐servicedays.SeminarsTeachercandidatesmustworkwiththeircooperatingteachersandadministratorstoallowadequatetime to travel to the university for seminar courses. These seminars are designed to supportcontinuingprofessionalgrowthduringtheterm,enhancecommunication,andassistthecandidatetoprepareforthenextstepsoflicensureandjobsearch.LiabilitySchooldistrictsprovidelimitedliabilitycoverageforteachercandidates.Studentsareencouragedtoacquireadditionalcoveragethroughhomeowner’sinsuranceorthroughastudentmembershipintheOregonEducationAssociation(OEA).StudentmembershipinOEAisfree,butyoumustcompleteamembershipapplication.ApplicationsareavailableintheEducationOfficeRemovaland/orTerminationofaTeachercandidatefromPlacement


Whenauniversitysupervisorbecomesawareofaseriousproblemwiththeteachingperformanceofateachercandidate,thefollowingproceduresapply.

1. NotifytheProgramCoordinatorandsetupameetingtoincludetheProgramCoordinator,cooperatingteacher,universitysupervisor,andteachercandidate.

2. The university supervisor and the cooperating teacher will have the following materialsavailableforthemeeting: AllobservationreportsandacompletedMidplacementStudentTeachingProgressReport.

3. Atthatmeetingthefollowingshouldoccur:a. Student is apprised of the specific deficiencies in performance relative to the

competenciesrequiredofteachersinOAR584‐060‐0040.b. Aplanisdevisedforstudenttocorrectdeficienciesc. Atimelineforcorrectingdeficienciesisdetermined.

4. Theresultsofthemeeting–deficiencies,plan,andtimeline–willbecommunicatedbytheProgramCoordinatorinwrittenformattotheteachercandidate.CopieswillbesenttotheDirector of the School of Learning and Teaching in the College of Education, buildingprincipal,universitysupervisor,cooperatingteacher,andfile.

5. At theendof thedetermined timeline, theuniversitysupervisor, cooperating teacherandteacher candidate will meet to assess progress. If sufficient progress has beenmade tocontinuestudent teaching, thecycleofplanand timelinecanberepeated. Theuniversitysupervisorwillprovideawrittenrecordofthismeetingincludingfurtherplansandtimelinestothestudentwithcopiestothecooperatingteacher,ProgramCoordinator,DirectoroftheSchoolofLearningandTeachingintheCollegeofEducation,buildingprincipalandfile.

6. If the university supervisor and cooperating teacher consider the progress insufficient tocontinuestudentteaching,theProgramCoordinatorwillmeetwiththeteachercandidate,universitysupervisor,cooperatingteacher,andbuildingprincipal.

a. University supervisor should bring observation reports and an updatedMidplacementStudentTeachingProgressReport.

b. Teachercandidatewillbenotifiedatmeetingthatstudentteachingwillnotcontinue.c. Teachercandidatewillsubsequentlybenotifiedinwritingthatstudentteachingis

terminated.CopieswillbesenttotheDirectoroftheSchoolofLearningandTeachingin the College of Education, building principal, university supervisor, cooperatingteacherandfile.

d. TheProgramCoordinatoranduniversitysupervisorwillmakearecommendationtotheDirectoroftheSchoolofLearningandTeachingconcerningasecondplacement,remedialprocess,orterminationfromprogram.

6.Ifasecondplacementisdeemedappropriate:a. CandidatewillreceiveanIncompleteinstudentteaching.TheIncompletewillnotbe

removeduntilallrequirementsaremet.b. Withrespecttoconfidentialityandreason,schoolpersonnelatthesecondplacement

sitewillbemadeawarethatitisasecondplacementc. Ifthesecondplacementcontinuesintothefollowingsemester,thecandidatewillnot

bechargedagainforstudentteaching.d. If appropriate, and with the agreement of teacher candidate, a new university

supervisorwillbeassigned.


e. The TSPC requirement for 15 weeks of student teaching may be met, but notnecessarily,bycombiningsuccessfulexperienceinthefirstandsecondplacements.

f. Theteachercandidatemustmeettherequirementtoteachtwounitsofinstruction.g. Theuniversity supervisorwillmakeweeklyobservations in thenewplacement if

necessary.h. AtthedirectionoftheProgramCoordinator,theteachercandidatemustparticipate

inanyremedialcoursework,remedialtasks,orplansofassistanceinadvanceoforduringthesecondplacement.

i. The teacher candidate may not participate in graduation ceremonies untilrequirementsaremet.

7.Ifthestudentteachingisterminated:a. Theteachercandidatewillbenotifiedinwritingthatstudentteachingisterminated.

Copies will go to the Dean of the College of Education, university supervisor,cooperatingteacher,buildingprincipalandthecandidate’sfile.

b. Candidatewillreceiveanopass(NP)forstudentteachingc. Thecandidatemayrequestaprogramtransfer to theMAEprogram,andwith the

appropriatecourseworkandrequirednumberofhoursmaybegrantedaMasterofArtsinEducation,anon‐licensuredegree.

d. Registrar,BusinessOfficeandFinancialAidarenotified.Intheeventthataschoolorschooldistrictelectstodiscontinueastudentteachingplacement,theuniversitywilldeterminetheappropriatenessofanewplacement,withconsiderationgiventothelengthoftimeremaininginthestudentteachingtermandthestatedreasonsfortheschooldistrictdecision.


PROFESSIONALINFORMATION

LicensureCandidatesmustassumeresponsibilityforapplyingforteachinglicensesinOregonandotherstates.Forms forOregon licensureare available in theCollegeofEducationofficeor availableonlineathttp://www.tspc.state.or.us/forms. Specificquestionsshouldbeaddressed toTeacherStandardsandPracticesCommission(503)378‐3586.CandidatesapplyingforanInitialTeachingLicensemayFastTracktheirapplicationthroughtheUniversity.

“FastTrack”LicensureProcedures(ONLYforthoseearningtheirfirstInitialTeachingLicense)

UponsuccessfulcompletionofthePacificUniversityCollegeofEducationSpecialEducationProgram,candidatesmustsubmitthefollowinginformationtoTeacherStandardsandPracticesCommission:

C‐1ApplicationforEducatorLicense $100applicationfee

TheUniversitywillcompleteaC‐2formtoverifythatthefollowingrequirementshavebeenfulfilled:

Bachelor’sDegree(officialtranscriptsonfile) CharacterClearance(fingerprints)

CivilRightsExam ContentKnowledge(NEStest)

EvidenceofEffectiveness(worksamples) PacificUniversityProgramRequirements

FindingaTeachingPositionTeachercandidateswillattendseminarsdesignedtoassisttheminlearningaboutresumewriting,andinterviewing.Withtheconsentofcooperatingteachers,teachercandidatesmayalsohavetheopportunity to attend the annual Oregon Professional Educators Fair, where they have theopportunitytomeetadministratorsfromOregonandneighboringstates.Wefurtherliketoremindcandidates that networking and finishing strong while in their practicum and student teachingplacementsisthebestwaytocreategoodimpressionsandreputations.


APPENDICES

PacificUniversityContactInformationCOLLEGEOFEDUCATIONFACULTY–EUGENECAMPUS

JohnLockhart,MAT

AssistantProfessor

Telephone:541‐485‐6812

Email:[email protected]

OnSabbatical

2015‐2016

T.AnilOommen,MAT

AssistantProfessor



RebeccaSchulte,Ed.D.

AssistantProfessor




MarkSzymanski,Ph.D.

Professor



KarrenTimmermans,Ph.D.

AssociateProfessor

ESOL&ReadingEndorsementCoordinator



ToddTwyman,

AssociateProfessor




NumberstoKnow

Name Title PhoneNumber Email

LeifGustavson Dean,CollegeofEducation 503‐352‐1431 [email protected]

WillPerkinsAssociateVicePresident

StudentAffairs

877‐722‐8648ext.2120

[email protected]

ReneeVanzant Supervisor,BusinessOffice877‐722‐8648ext.2231

[email protected]

JamaKelch FinancialAidCounselor877‐722‐8648ext.3095

[email protected]

MeganDrake LibraryServices‐Education 503‐352‐[email protected]

KaitlynVaruska Registrar’sOffice877‐722‐8648ext.2776

[email protected]

UniversityInformationServices

UIS877‐722‐8648ext.3132

[email protected]

EugeneCampus

MarkSeals DirectorofEugenecampus 541‐485‐6812 [email protected]

JohnLockhart

(OnSabbatical)AssociateProfessor 541‐485‐6812 [email protected]

RebeccaSchulte AssistantProfessor 541‐485‐6812 [email protected]

MarkSzymanski Professor 541‐485‐6812 [email protected]

KarrenTimmermans

AssociateProfessor,

ESOL&ReadingCoordinator541‐485‐6812 [email protected]

ToddTwyman AssociateProfessor 541‐485‐6812 [email protected]

JesseEverett EducationMediaSpecialist 541‐485‐6812 [email protected]

ShellyKnightStudentServicesCoordinator/OfficeManager

541‐485‐6812 [email protected]


CandidateDispositionsIssuesProcedureWhenafacultymemberorsupervisorbecomesawareofaproblemorissuerelatedtotheCandidateDispositionsAssessment,thefollowingproceduresapply.

1. Facultymemberwillnotifythestudent(candidate)ofaconcernandwillsetupameetingtoreviewthedispositions.ThestudentwillbeaskedtocompleteCandidateDispositionsSelf‐Assessmentformtobringtothemeeting.

2. The faculty member will bring the Candidate Dispositions Assessment form anddocumentedevidenceofconcernstothemeeting.

3. Atthatmeetingthefollowingwilloccur:a. The student and facultymember will review the Candidate Dispositions Self‐

Assessment.b. The student will be apprised of the specific deficiencies relative to the

competenciesrequiredintheDispositionsdocument.c. Aplanwillbedevisedforthestudenttocorrectthedeficiencies.d. A timeline for correction will be determined. The results of the meeting –

deficiencies, plan, and timeline – will be summarized in writing and copiesprovidedtothestudent,thestrandorprogramcoordinator,andtheDeanoftheCollegeofEducation;acopywillbeplacedinthestudent’sfile.

4. Attheendofthedeterminedtimeline,thefacultymember,strand/programcoordinator,andstudentwillmeettoassesstheprogress.Ifsufficientprogresshasbeenmade,itwillbe noted inwriting and the studentwill continue onwith coursework and program.Copies summarizing this meeting will be given to the student, the strand/programcoordinator,theDirector;acopywillbeplacedinthestudent’sfile.

a. If the faculty member and strand/program coordinator feel that insufficientprogresshasbeenmade,theDirectorwillholdameetingwiththestudentandthefacultymemberandstrand/programcoordinator.Facultymemberswillbringdocumentationof issues,observationreports,andupdatedobservationstothemeeting.

b. Atthatmeetingallpartieswillaffirmthatthestudentwillnotcontinueontothenextphaseoftheprogram.

c. Thecandidatewillbesubsequentlynotifiedinwritingthats/hewillnotbeabletocontinueinthelicensureprogram.CopieswillgototheDirectoroftheSchoolof Learning and Teaching in the College of Education, Dean of Students,strand/programcoordinatorandstudentfile.


CandidateDispositionsSelf‐Assessment

Name___________________________________________ Date

Please evaluate yourself in the following areas (1‐2 = needs improvement; 3 = satisfactory; 4‐5 =

excellent). Areas that need improvement, as evaluated by faculty, will be the subject of a conference

according to the Dispositions Issues Procedure.

1) Candidate is working towards cultural competence. Value Statement: Has a commitment to respect humanity in all its diversity

Understands cultural competence and acts in accordance

Is cognizant of and applies relevant sections from the TSPC handbook on “Discrimination and the Oregon Educator”

Is deliberate in holding self, peers, and students accountable for disrespectful language or actions

Affirms and otherwise nurtures practices that advance equity and diversity

1 2 3 4 5

Comments:

2) Candidate interacts constructively. Value Statement: Interacts constructively with students and their parents as well as colleagues,

administrators, and other school/University personnel, to achieve both instructional and relational goals

Interacts with university faculty and staff respectfully

Interacts with classmates in a courteous manner

Is able to disagree respectfully

Demonstrates flexibility and cooperation in working with others

Accommodates, respects, and values the cultural beliefs and practices of those she/he interacts with, modeling the principles of cultural competence

Models the principles of cultural competence

1 2 3 4 5

Comments:


3) Candidate is ethical and professional. Value Statement: Demonstrates ethical and professional behavior (a) in the classroom and (b) in the

community

Honors confidentiality issues associated with teaching

Exemplifies good citizenship and cultural competency in all social interactions

Arrives to class on time and prepared; turns in assignments on time

If absence is necessary, communicates with professor and makes up work in a timely manner

Interacts professionally and respectfully with school personnel, parents and other members of the community

Responds appropriately to feedback; accepts constructive feedback

Acts affirmatively in advancing and honoring the ethics of diversity including holding self and others accountable to standards and expectations stipulated in TSPC’s “Discrimination and the Oregon Educator”

Written communication is acceptably free of grammatical and spelling errors

Avoids any violation of the Code of Academic and Professional Conduct

1 2 3 4 5

Comments:

4) Candidate is a reflective practitioner. Value Statement: Continually studies and reflects upon theory, research, practice, and the available

resources in order to improve teaching effectiveness

Exhibits an appropriate level of critical thinking in an organized written format

Is able to act, study and learn independently

Uses research appropriately to inform planning, teaching, management, assessment and all phases of instruction

Is able to articulate and defend beliefs and/or ideas in an organized oral and/or written format

1 2 3 4 5

Comments:


5) Candidate contributes to the learning community. Value Statement: Exhibits energy, drive, and determination to make one’s school and classroom the best

possible environment for teaching and learning

Participates in class discussions and activities thoughtfully

Respects cultural diversity and demonstrates understanding of issues of privilege and power

Seeks clarification and extra help appropriately

1 2 3 4 5

Comments:


RecordofObservationHours

Student________________________________________________________________

MentorTeacher_________________________________________________________

NameofSchool_________________________________________________________

Date Time Activity Hours

TotalHours:

MentorSignature:

College of Education | 2043 College Way | Forest Grove, OR 97116 p: 503.352.1437 | f: 503.352.1463 | www.pacificu.edu/coe


Needs

Improvement

Satisfactory

Outstanding

No Opportunity

to Observe

Practicum/FieldExperienceCandidateEvaluationbyMentorTeacher

Candidate: School:

1 2 3 4 5 N/O

Pleaseratethefollowingteachercompetencies:

1.Thecandidatedemonstratescompetencyinoralcommunication.

2.Thecandidatedemonstratescompetencyinwrittencommunication.

3.Thecandidateisdependable,conscientiousandpunctual.

4.Thecandidatecontributestothelearningcommunity.

5.Thecandidateenergeticallyworkstodevelopinstructionalskills.

6.Thecandidateiscommittedtothedevelopmentofhis/herculturalcompetence.

7.Thecandidatedemonstratesbothcontentknowledgeandpedagogicalcontentknowledge.

8.Thecandidateisaneffectiveinstructorwithindividualstudentsandsmallgroups.

9.Thecandidateusesinstructionalresourcesandtechnologytoolstoenhancelearning.

10.Thecandidateinteractsconstructivelywithstudents,theirparents,andschoolpersonnel.

11.Thecandidatedemonstratesawarenessoftheimportanceofprofessionalappearanceand

RecommendedGrade:PassFail

AreasofStrength:

AreastobeStrengthened:

CommentsandSuggestions:

MentorTeacher(printed) Signature Date

Note:Thecandidatehasaccesstothisreport.


PACIFICUNIVERSITYCOLLEGEOFEDUCATIONMINORPRACTICUMSUMMARYEVALUATION

Student Teacher (Candidate) Semester/Year

Mentor Teacher Subject/Grade

School District Directions: This evaluation form will provide summary feedback to the student teacher and Pacific University faculty members. The following standards, set by Teacher Standards and Practices Commission (TSPC) and Pacific University College of Education faculty members, require student teachers to demonstrate the knowledge, skills, and competencies necessary for good teaching and learning at the following license level (check appropriate level):

Early Childhood _________ Elementary _________ Middle Level __________ High School __________

Circle the level of proficiency demonstrated by the student teacher at the conclusion of the student teaching experience for each of the competencies listed below. Student teachers should be able to demonstrate proficiency at a level 3 or 4 in each Standard in order to earn the Initial Teaching License. Indicate whether the student teacher has met or not met the requirements for each standard. The Pacific University Supervisor and the Mentor Teacher both need to indicate that each of the Standards has been met in order for the student teacher to be eligible for the Initial Teaching License.

RatingScaleforStandardsOnethroughFive:

0 1–2 3– 4 5‐6Not yet able to demonstrate the knowledge, skills, and competencies needed to meet the needs of many learners. (Has not met the standards for the Initial Teaching License during student teaching.)

Developing awareness and beginning to demonstrate the knowledge, skills, and competencies needed to meet the needs of most diverse learners. (Has the potential to meet the standards for the Initial Teaching License.)

Knows and demonstrates the knowledge, skills, and competencies needed to meet the needs of most diverse learners. (Regularly meets the standards for the Initial Teaching License.)

Knows and demonstrates well the knowledge, skills, and competencies needed to meet the needs of most diverse learners. (Exceeds the standards for the Initial Teaching License. Candidate performs at the level expected of an experienced teacher. )

STANDARD 1: PLAN FOR INSTRUCTION

Candidate plans instruction that supports student progress in learning and is appropriate for the developmental level and demonstrates ability to:

University Supervisor Mentor Teacher

a. Select or write learning goals for units of instruction that are consistent with the school’s long term curriculum goals, State content standards and district standards, research findings on how students learn, and the physical and mental maturity of one’s students;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

b. Determine the current performance level of one’s students with respect to the learning goals established for a unit of instruction;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

c. Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

d. Determine content, skills and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

e. Select and organize materials, equipment, and technologies needed to teach a unit of instruction;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

f. Design and adapt unit and lesson plans for all learners and exceptional learners, including but not limited to students with varying cultural, social, socio-economic and linguistic backgrounds;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

g. Estimate the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting and re-teaching/problem solving.

0 1 2 3 4 5 6 0 1 2 3 4 5 6

Composite Score for Standard One: 0 1 2 3 4 5 6

Met Not Met

0 1 2 3 4 5 6

Met Not Met


STANDARD 2: ESTABLISH CLASSROOM CLIMATE

Candidate establishes a classroom climate conducive to learning and demonstrates ability to:

University Supervisor

Mentor

Teacher

a. Affirm the dignity and worth of all students and provide the positive support students need to be effective learners;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

b. Establish, communicate, and maintain rules, procedures and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

c. Employ equitable practices that are just and that support a least restrictive environment for all students;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

d. Model and reinforce classroom social behavior that supports student learning and development;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

e. Use knowledge of the influence of the physical, social, and emotional climates of students’ homes and the community to optimize motivation, learning, and behavior;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

f. Monitor student conduct, and take appropriate action when misbehavior occurs;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

g. Interact thoughtfully and courteously with all students and their families and seek to resolve conflicts in a professional manner, respecting familial and community cultural contexts;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

h. Use classroom time effectively to provide maximum time for learning; 0 1 2 3 4 5 6 0 1 2 3 4 5 6 i. Manage instructional transitions decisively and without loss of instructional

time; 0 1 2 3 4 5 6 0 1 2 3 4 5 6

j. Arrange and set up instructional materials and equipment in advance of class to facilitate their effective and efficient use during lessons;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

k. Coordinate the use of instructional assistants, parent volunteers, student assistants, and other support personnel to achieve instructional objectives, if these resources are available in the school setting.

0 1 2 3 4 5 6 0 1 2 3 4 5 6

Composite Score for Standard Two: 0 1 2 3 4 5 6

Met Not Met

0 1 2 3 4 5 6

Met Not Met

STANDARD 3: STANDARDS BASED TEACHING

Candidate engages students in planned learning activities and demonstrates ability to:


Mentor

Teacher

a. Choose organizational structures appropriate for the objectives of instruction; 0 1 2 3 4 5 6 0 1 2 3 4 5 6 b. Communicate learning outcomes to be achieved and focus student interest on

tasks to be accomplished; 0 1 2 3 4 5 6 0 1 2 3 4 5 6

c. Implement instructional plans that employ knowledge of subject matter and basic skills;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

d. Use a variety of research-based educational practices that promote student learning and are sensitive to individual differences and diverse cultures;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

e. Emphasize instructional techniques that promote critical thinking and problem solving, and that encourage divergent as well as convergent thinking;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

f. Monitor the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.

0 1 2 3 4 5 6 0 1 2 3 4 5 6

Composite Score for Standard Three: 0 1 2 3 4 5 6

Met Not Met

0 1 2 3 4 5 6

Met Not Met


STANDARD 4: ASSESSMENT

Candidate evaluates, acts upon, and reports student progress in learning and demonstrates ability to:


Mentor

Teacher

a. Select or develop non-biased, valid and reliable tests, performance measures, observations, student interviews, or other formal or informal assessment procedures to determine the progress of all students;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

b. Document student progress in accomplishing State-adopted content standards and district standards, prepare data summaries that show this progress to others, and inform students, supervisors, and parents about progress in learning;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

c. Refine plans for instruction, establish alternative goals or environments, or make referrals when appropriate;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

d. Assemble, reflect upon, interpret and communicate evidence of one’s own effectiveness as a teacher including evidence of success in fostering student progress in learning and use evidence of effectiveness in planning further instruction.

0 1 2 3 4 5 6 0 1 2 3 4 5 6

Composite Score for Standard Four: 0 1 2 3 4 5 6

Met Not Met

0 1 2 3 4 5 6

Met Not Met

STANDARD 5: CONTENT KNOWLEDGE

Candidate employs pedagogical content knowledge and demonstrates ability to:


Mentor

Teacher

a. Understand the subject(s) being taught and appreciate how knowledge in that subject is created, organized, and linked to other disciplines and applied in real-world settings;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

b. Select and sequence disciplinary content to support future learning in and out of school;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

c. Evaluate students’ initial conceptions and provide opportunities to gain a deeper and more useful understanding;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

d. Present content in a variety of ways that are clear and appropriate for students; 0 1 2 3 4 5 6 0 1 2 3 4 5 6 e. Adapt/modify content knowledge for exceptional learners, including talented

and gifted; 0 1 2 3 4 5 6 0 1 2 3 4 5 6

f. Link content to students’ knowledge, experience and interests as well as to other content disciplines and real world phenomena;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

g. Utilize a range of instructional resources and technology tools to enhance learning;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

h. Engage students in pedagogically powerful applications of technology that foster learning;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

i. Provide opportunities for students to use content knowledge to think and problem solve.

0 1 2 3 4 5 6 0 1 2 3 4 5 6

Composite Score for Standard Five: 0 1 2 3 4 5 6

Met Not Met

0 1 2 3 4 5 6

Met Not Met


Rating Scale for Standard Six: PROFESSIONAL BEHAVIOR

0 1 – 2 3 – 4 5 - 6 Not yet able to demonstrate professional behaviors, ethics, and values required of a licensed educator. (Has not met Standard Six for the Initial Teaching License during this practicum.)

Developing awareness and beginning to demonstrate professional behaviors, ethics, and values required of a licensed educator. (Has the potential to meet Standard Six for the Initial Teaching License.)

Knows and demonstrates on a regular basis the professional behaviors, ethics, and values required of a licensed educator.

(Regularly meets Standard Six for the Initial Teaching License.)

Knows and demonstrates well professional behaviors, ethics, and values required of a licensed educator. (Exceeds Standard Six for the Initial Teaching License. Candidate performs at the level expected of an experienced teacher.)

STANDARD 6: PROFESSIONAL BEHAVIOR

Candidate exhibits professional behaviors, ethics, and values and demonstrates ability to:


Mentor

Teacher

a. Be dependable, conscientious, and punctual; 0 1 2 3 4 5 6 0 1 2 3 4 5 6 b. Meet work schedule demands; 0 1 2 3 4 5 6 0 1 2 3 4 5 6

c. Be aware of the importance of dressing appropriately; 0 1 2 3 4 5 6 0 1 2 3 4 5 6

d. Be aware of, and act in accordance with, school policies and practices; 0 1 2 3 4 5 6 0 1 2 3 4 5 6

e. Understand the organizational culture and expectations that operate within a school and that impact students and student learning;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

f. Interact constructively and respectfully with students, colleagues, administrators, supervisors, school staff, families, and members of the community;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

g. Collaborate with parents, colleagues, and members of the community to provide internal and external assistance to students and their families to promote student learning;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

h. Perform advisory functions for students in formal and informal settings; 0 1 2 3 4 5 6 0 1 2 3 4 5 6

i. Function as a member of an interdisciplinary team to achieve long-term curriculum goals, and State content standards and district standards;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

j. Exhibit energy, drive and determination to make one’s school and classroom the best possible environment for teaching and learning;

0 1 2 3 4 5 6 0 1 2 3 4 5 6

k. Exhibit energy, drive and determination to become a professional educator.

0 1 2 3 4 5 6 0 1 2 3 4 5 6

Composite Score for Standard Six: 0 1 2 3 4 5 6

Met Not Met

0 1 2 3 4 5 6

Met Not Met Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ We have conferred in the summary of the candidate’s classroom performance and work samples. Our signatures below attest to our professional judgment regarding the student teacher’s performance on the Pacific University and TSPC-prescribed teaching competencies.

_____________ Signature of University Supervisor Printed Name of University Supervisor Date

_____________ Signature of Mentor Teacher Printed Name of Mentor Teacher Date

Copies to Student Teacher, Mentor Teacher, and Candidate’s file Revised 8/07


PACIFICUNIVERSITYCOLLEGEOFEDUCATIONMIDPLACEMENTSTUDENTTEACHINGPROGRESSREPORT

StudentTeacher(Candidate) Semester/Year

Cooperatingteacher Subject/Grade

School District

Directions:ThisevaluationformprovidesmidplacementfeedbacktotheteachercandidateandPacificUniversityfacultymembers. The followingstandards, setbyTeacherStandardsandPracticesCommission (TSPC)andPacificUniversityCollegeofEducationfacultymembers,requireteachercandidatestodemonstratetheknowledge,skills,andcompetenciesnecessaryforgoodteachingandlearningatthefollowinglicenselevel(checkappropriatelevel):

EarlyChildhood_________ Elementary___________MiddleLevel___________HighSchool_________Circlethelevelofproficiencydemonstratedbytheteachercandidateatthispointinthestudentteachingexperience.Bytheconclusionofthestudentteachingexperience,teachercandidatesshouldbeabletodemonstrateproficiencyatalevel3oraboveineachofthestandardsinordertoearntheOregonInitialTeachingLicense.

RatingScaleforStandardsOnethroughFive: 0 1– 2 3– 4 5‐ 6

Notyetabletodemonstratetheknowledge,skills,andcompetenciesneededtomeettheneedsofmanylearners.(HasnotmetthestandardsfortheInitialTeachingLicenseduringthispracticum.)

Developingawarenessandbeginningtodemonstratetheknowledge,skills,andcompetenciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsfortheInitialTeachingLicense.)

Knowsanddemonstratestheknowledge,skills,andcompetenciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsfortheInitialTeachingLicense.)

Knowsanddemonstrateswelltheknowledge,skills,andcompetenciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheInitialTeachingLicense.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

STANDARD1:PLANFORINSTRUCTIONCandidateplansinstructionthatsupportsstudentprogressinlearningandisappropriateforthedevelopmentallevelanddemonstratesabilityto:

Noopportunitytodemonstrateproficiency

RatingScale– circletheappropriatenumberthatdescribesthelevelofproficiencyatthistime.

a.Selectorwritelearninggoalsforunitsofinstructionthatareconsistentwiththeschool’slongtermcurriculumgoals,Statecontentstandardsanddistrictstandards,researchfindingsonhowstudentslearn,andthephysicalandmentalmaturityofone’sstudents;

0123456

b.Determinethecurrentperformancelevelofone’sstudentswithrespecttothelearninggoalsestablishedforaunitofinstruction;

0123456

c.Establishobjectiveswithintheunitofinstructionthatwillbeusefulinformulatingdailylessonsandinevaluatingtheprogressofstudentstowardtheattainmentofunitgoals;

0123456

d.Determinecontent,skillsandprocesses thatwillassiststudentsinaccomplishingdesiredunitoutcomes,anddesignlearningactivitiesthatleadtotheirmastery;

0123456

e.Selectandorganizematerials,equipment,andtechnologiesneededtoteachaunitofinstruction; 0123456

f.Designandadaptunitandlessonplansforalllearnersandexceptionallearners,includingbutnotlimitedtostudentswithvaryingcultural,social,socio‐economicandlinguisticbackgrounds;

0123456

g.Estimatethetimerequiredwithinaunitforteacher‐directedinstruction,student‐managedlearningandpractice,studentevaluation/reportingandre‐teaching/problemsolving.

0123456

CompositeScoreforStandardOne: 0123456


STANDARD2:ESTABLISHCLASSROOMCLIMATE Candidateestablishesaclassroomclimateconducivetolearninganddemonstratesabilityto:



a.Affirmthedignityandworthofallstudentsandprovidethepositivesupportstudentsneedtobeeffectivelearners;

0123456

b.Establish,communicate,andmaintainrules,proceduresandbehavioralexpectationsthatprovideasafeandorderlyenvironmentforlearning,areappropriatetothelevelofdevelopmentofstudents,andareconsistentwithlawsgoverningstudentrightsandresponsibilities;

0123456

c.Employequitablepracticesthatarejustandthatsupportaleastrestrictiveenvironmentforallstudents; 0123456

d.Modelandreinforceclassroomsocialbehaviorthatsupportsstudentlearninganddevelopment; 0123456

e.Useknowledgeoftheinfluenceofthephysical,social,andemotionalclimatesofstudents’homesandthecommunitytooptimizemotivation,learning,andbehavior;

0123456

f.Monitorstudentconduct,andtakeappropriateactionwhenmisbehavioroccurs; 0123456

g.Interactthoughtfullyandcourteouslywithallstudentsandtheirfamiliesandseektoresolveconflictsinaprofessionalmanner,respectingfamilialandcommunityculturalcontexts;

0123456

h.Useclassroomtimeeffectivelytoprovidemaximumtimeforlearning;

0123456

i.Manageinstructionaltransitionsdecisivelyandwithoutlossofinstructionaltime; 0123456

j.Arrangeandsetupinstructionalmaterialsandequipmentinadvanceofclasstofacilitatetheireffectiveandefficientuseduringlessons;

0123456

k.Coordinatetheuseofinstructionalassistants,parentvolunteers,studentassistants,andothersupportpersonneltoachieveinstructionalobjectives,iftheseresourcesareavailableintheschoolsetting.

0123456

CompositeScoreforStandardTwo: 0123456

STANDARD3:STANDARDSBASEDTEACHING Candidateengagesstudentsinplannedlearningactivitiesanddemonstratesabilityto:



a.Chooseorganizationalstructuresappropriatefortheobjectivesofinstruction;

0123456

b.Communicatelearningoutcomestobeachievedandfocusstudentinterestontaskstobeaccomplished;

0123456

c.Implementinstructionalplansthatemployknowledgeofsubjectmatterandbasicskills;

0123456

d.Useavarietyofresearch‐basededucationalpracticesthatpromotestudentlearningandaresensitivetoindividualdifferencesanddiversecultures;

0123456

e.Emphasizeinstructionaltechniquesthatpromotecriticalthinkingandproblemsolving,andthatencouragedivergentaswellasconvergentthinking;

0123456

f.Monitortheengagementofstudentsinlearningactivities,andtheprogresstheyaremaking,todetermineifthepaceorcontentofinstructionneedstobemodifiedtoassurethatallstudentsaccomplishlessonandunitobjectives.

0123456

CompositeScoreforStandardThree: 0123456


STANDARD4:ASSESSMENT Candidateevaluates,actsupon,andreportsstudentprogressinlearninganddemonstratesabilityto:



a.Selectordevelopnon‐biased,validandreliabletests,performancemeasures,observations,studentinterviews,orotherformalorinformalassessmentprocedurestodeterminetheprogressofallstudents;

0123456

b.DocumentstudentprogressinaccomplishingState‐adoptedcontentstandardsanddistrictstandards,preparedatasummariesthatshowthisprogresstoothers,andinformstudents,supervisors,andparentsaboutprogressinlearning;

0123456

c.Refineplansforinstruction,establishalternativegoalsorenvironments,ormakereferralswhenappropriate; 0123456

d.Assemble,reflectupon,interpretandcommunicateevidenceofone’sowneffectivenessasateacherincludingevidenceofsuccessinfosteringstudentprogressinlearninganduseevidenceofeffectivenessinplanningfurtherinstruction.

0123456

CompositeScoreforStandardFour: 0123456

STANDARD5:CONTENTKNOWLEDGECandidateemployspedagogicalcontentknowledgeanddemonstratesabilityto:



a.Understandthesubject(s)beingtaughtandappreciatehowknowledgeinthatsubjectiscreated,organized,andlinkedtootherdisciplinesandappliedinreal‐worldsettings;

0123456

b.Selectandsequencedisciplinarycontenttosupportfuturelearninginandoutofschool; 0123456

c.Evaluatestudents’initialconceptionsandprovideopportunitiestogainadeeperandmoreusefulunderstanding;

0123456

d.Presentcontentinavarietyofwaysthatareclearandappropriateforstudents;

0123456

e.Adapt/modifycontentknowledgeforexceptionallearners,includingtalentedandgifted; 0123456

f.Linkcontenttostudents’knowledge,experienceandinterestsaswellastoothercontentdisciplinesandrealworldphenomena;

0123456

g.Utilizearangeofinstructionalresourcesandtechnologytoolstoenhancelearning;

0123456

h.Engagestudentsinpedagogicallypowerfulapplicationsoftechnologythatfosterlearning; 0123456

i.Provideopportunitiesforstudentstousecontentknowledgetothinkandproblemsolve.

0123456

CompositeScoreforStandardFive: 0123456


RatingScaleforStandardSix:PROFESSIONALBEHAVIOR 0 1– 2 3– 4 5‐6

Notyetabletodemonstrateprofessionalbehaviors,ethics,andvaluesrequiredofalicensededucator.(HasnotmetStandardSixfortheInitialTeachingLicenseduringthisstudentteachingpracticum.)

Developingawarenessandbeginningtodemonstrateprofessionalbehaviors,ethics,andvaluesrequiredofalicensededucator.(HasthepotentialtomeetStandardSixfortheInitialTeachingLicense.)

Knowsanddemonstratesonaregularbasistheprofessionalbehaviors,ethics,andvaluesrequiredofalicensededucator.(RegularlymeetsStandardSixfortheInitialTeachingLicense.)

Knowsanddemonstrateswellprofessionalbehaviors,ethics,andvaluesrequiredofalicensededucator.(ExceedsStandardSixfortheInitialTeachingLicense.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

STANDARD6:PROFESSIONALBEHAVIOR Candidateexhibitsprofessionalbehaviors,ethics,andvaluesanddemonstratesabilityto:



a.Bedependable,conscientious,andpunctual; 0123456b.Meetworkscheduledemands; 0123456

c.Beawareoftheimportanceofdressingappropriately; 0123456

d.Beawareof,andactinaccordancewith,schoolpoliciesandpractices; 0123456

e.Understandtheorganizationalcultureandexpectationsthatoperatewithinaschoolandthatimpactstudentsandstudentlearning;

0123456

f.Interactconstructivelyandrespectfullywithstudents,colleagues,administrators,supervisors,schoolstaff,families,andmembersofthecommunity;

0123456

g.Collaboratewithparents,colleagues,andmembersofthecommunitytoprovideinternalandexternalassistancetostudentsandtheirfamiliestopromotestudentlearning;

0123456

h.Performadvisoryfunctionsforstudentsinformalandinformalsettings; 0123456

i.Functionasamemberofaninterdisciplinaryteamtoachievelong‐termcurriculumgoals,andStatecontentstandardsanddistrictstandards;

0123456

j.Exhibitenergy,driveanddeterminationtomakeone’sschoolandclassroomthebestpossibleenvironmentforteachingandlearning;

0123456

k.Exhibitenergy,driveanddeterminationtobecomeaprofessionaleducator. 0123456

CompositeScoreforStandardSix: 0123456

Comments:Ifyougavearatingoflessthan‘3’onanycompetency,pleaseelaborate.

Goalsforremainderofstudentteaching:

NameofEvaluator SignatureofEvaluatorDate

PleasereturncompletedformtoUniversitySupervisor.CopiestoCooperatingteacher,Teachercandidate,andCandidate’sfile.Revised8/07


PACIFICUNIVERSITYCOLLEGEOFEDUCATIONSTUDENTTEACHERSUMMARYEVALUATION

StudentTeacher(Candidate) Semester/Year

Cooperatingteacher Subject/Grade

School District

Directions:ThisevaluationformwillprovidesummaryfeedbacktotheteachercandidateandPacificUniversityfacultymembers. The followingstandards, setbyTeacherStandardsandPracticesCommission (TSPC)andPacificUniversityCollegeofEducationfacultymembers,requireteachercandidatestodemonstratetheknowledge,skills,andcompetenciesnecessaryforgoodteachingandlearningatthefollowinglicenselevel(checkappropriatelevel):

EarlyChildhood__________Elementary_________MiddleLevel___________HighSchool__________

Circlethelevelofproficiencydemonstratedbytheteachercandidateattheconclusionofthestudentteachingexperienceforeachofthecompetencieslistedbelow.Teachercandidatesshouldbeabletodemonstrateproficiencyatalevel3or4ineachStandardinordertoearntheInitialTeachingLicense.Indicatewhethertheteachercandidatehasmetornotmettherequirementsforeachstandard. ThePacificUniversitySupervisorandtheCooperatingteacherbothneedtoindicatethateachoftheStandardshasbeenmetinorderfortheteachercandidatetobeeligiblefortheInitialTeachingLicense.

RatingScaleforStandardsOnethroughFive: 0 1– 2 3– 4 5‐ 6

Notyetabletodemonstratetheknowledge,skills,andcompetenciesneededtomeettheneedsofmanylearners.(HasnotmetthestandardsfortheInitialTeachingLicenseduringstudentteaching.)

Developingawareness andbeginningtodemonstratetheknowledge,skills,andcompetenciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsfortheInitialTeachingLicense.)

Knowsanddemonstratestheknowledge,skills,andcompetenciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsfortheInitialTeachingLicense.)

Knowsanddemonstrateswelltheknowledge,skills,andcompetenciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheInitialTeachingLicense.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

STANDARD1:PLANFORINSTRUCTIONCandidateplansinstructionthatsupportsstudentprogressinlearningandisappropriateforthedevelopmentallevelanddemonstratesabilityto:

UniversitySupervisor

MentorTeacher

a.Selectorwritelearninggoalsforunitsofinstructionthatareconsistentwiththeschool’slongtermcurriculumgoals,Statecontentstandardsanddistrictstandards,researchfindingsonhowstudentslearn,andthephysicalandmentalmaturityofone’sstudents;

0123456 0123456

b.Determinethecurrentperformancelevelofone’sstudentswithrespecttothelearninggoalsestablishedforaunitofinstruction;

0123456 0123456

c.Establishobjectiveswithintheunitofinstructionthatwillbeusefulinformulatingdailylessonsandinevaluatingtheprogressofstudentstowardtheattainmentofunitgoals;

0123456 0123456

d.Determinecontent,skillsandprocessesthatwillassiststudentsinaccomplishingdesiredunitoutcomes,anddesignlearningactivitiesthatleadtotheirmastery;

0123456 0123456

e.Selectandorganizematerials,equipment,andtechnologiesneededtoteachaunitofinstruction;

0123456 0123456

f.Designandadaptunitandlessonplansforalllearnersandexceptionallearners,includingbutnotlimitedtostudentswithvaryingcultural,social,socio‐economicandlinguisticbackgrounds;

0123456 0123456

g.Estimatethetimerequiredwithinaunitforteacher‐directedinstruction,student‐managedlearningandpractice,studentevaluation/reportingandre‐teaching/problemsolving.

0123456 0123456

CompositeScoreforStandardOne: 0123456MetNotMet

0123456MetNotMet


STANDARD2:ESTABLISHCLASSROOMCLIMATECandidateestablishesaclassroomclimateconducivetolearninganddemonstratesabilityto:


MentorTeacher

a.Affirmthedignityandworthofallstudentsandprovidethepositivesupportstudentsneedtobeeffectivelearners;

0123456 0123456

b.Establish,communicate,andmaintainrules,proceduresandbehavioralexpectationsthatprovideasafeandorderlyenvironmentforlearning,areappropriatetothelevelofdevelopmentofstudents,andareconsistentwithlawsgoverningstudentrightsandresponsibilities;

0123456 0123456

c.Employequitablepracticesthatarejustandthatsupportaleastrestrictiveenvironmentforallstudents;

0123456 0123456

d.Modelandreinforceclassroomsocialbehaviorthatsupportsstudentlearninganddevelopment;

0123456 0123456

e.Useknowledgeoftheinfluenceofthephysical,social,andemotionalclimatesofstudents’homesandthecommunitytooptimizemotivation,learning,andbehavior;

0123456 0123456

f.Monitorstudentconduct,andtakeappropriateactionwhenmisbehavioroccurs;

0123456 0123456

g.Interactthoughtfullyandcourteouslywithallstudentsandtheirfamiliesandseektoresolveconflictsinaprofessionalmanner,respectingfamilialandcommunityculturalcontexts;

0123456 0123456

h.Useclassroomtimeeffectivelytoprovidemaximumtimeforlearning; 0123456 0123456

i.Manageinstructionaltransitionsdecisivelyandwithoutlossofinstructionaltime;

0123456 0123456

j.Arrangeandsetupinstructionalmaterialsandequipmentinadvanceofclasstofacilitatetheireffectiveandefficientuseduringlessons;

0123456 0123456

k.Coordinatetheuseofinstructionalassistants,parentvolunteers,studentassistants,andothersupportpersonneltoachieveinstructionalobjectives,iftheseresourcesareavailableintheschoolsetting.

0123456 0123456

CompositeScoreforStandardTwo: 0123456MetNotMet

0123456MetNotMet

STANDARD3:STANDARDSBASEDTEACHING Candidateengagesstudentsinplannedlearningactivitiesanddemonstratesabilityto:


MentorTeacher

a.Chooseorganizationalstructuresappropriatefortheobjectivesofinstruction; 0123456 0123456

b.Communicatelearningoutcomestobeachievedandfocusstudentinterestontaskstobeaccomplished;

0123456 0123456

c.Implementinstructionalplansthatemployknowledgeofsubjectmatterandbasicskills;

0123456 0123456

d.Useavarietyofresearch‐basededucationalpracticesthatpromotestudentlearningandaresensitivetoindividualdifferencesanddiversecultures;

0123456 0123456

e.Emphasizeinstructionaltechniquesthatpromotecriticalthinkingandproblemsolving,andthatencouragedivergentaswellasconvergentthinking;

0123456 0123456

f.Monitortheengagementofstudentsinlearningactivities,andtheprogresstheyaremaking,todetermineifthepaceorcontentofinstructionneedstobemodifiedtoassurethatallstudentsaccomplishlessonandunitobjectives.

0123456 0123456

CompositeScoreforStandardThree:0123456MetNotMet

0123456MetNotMet


STANDARD4:ASSESSMENTCandidateevaluates,actsupon,andreportsstudentprogressinlearninganddemonstratesabilityto:


MentorTeacher

a.Selectordevelopnon‐biased,validandreliabletests,performancemeasures,observations,studentinterviews,orotherformalorinformalassessmentprocedurestodeterminetheprogressofallstudents;

0123456 0123456

b.DocumentstudentprogressinaccomplishingState‐adoptedcontentstandardsanddistrictstandards,preparedatasummariesthatshowthisprogresstoothers,andinformstudents,supervisors,andparentsaboutprogressinlearning;

0123456 0123456

c.Refineplansforinstruction,establishalternativegoalsorenvironments,ormakereferralswhenappropriate;

0123456 0123456

d.Assemble,reflectupon,interpretandcommunicateevidenceofone’sowneffectivenessasateacherincludingevidenceofsuccessinfosteringstudentprogressinlearninganduseevidenceofeffectivenessinplanningfurtherinstruction.

0123456 0123456

CompositeScoreforStandardFour:0123456MetNotMet

0123456MetNotMet

STANDARD5:CONTENTKNOWLEDGECandidateemployspedagogicalcontentknowledgeanddemonstratesabilityto:


MentorTeacher

a.Understandthesubject(s)beingtaughtandappreciatehowknowledgeinthatsubjectiscreated,organized,andlinkedtootherdisciplinesandappliedinreal‐worldsettings;

0123456 0123456

b.Selectandsequencedisciplinarycontenttosupportfuturelearninginandoutofschool;

0123456 0123456

c.Evaluatestudents’initialconceptionsandprovideopportunitiestogainadeeperandmoreusefulunderstanding;

0123456 0123456

d.Presentcontentinavarietyofwaysthatareclearandappropriateforstudents;

0123456 0123456

e.Adapt/modifycontentknowledgeforexceptionallearners,includingtalentedandgifted;

0123456 0123456

f.Linkcontenttostudents’knowledge,experienceandinterestsaswellastoothercontentdisciplinesandrealworldphenomena;

0123456 0123456

g.Utilizearangeofinstructionalresourcesandtechnologytoolstoenhancelearning;

0123456 0123456

h.Engagestudentsinpedagogicallypowerfulapplicationsoftechnologythatfosterlearning;

0123456 0123456

i.Provideopportunitiesforstudentstousecontentknowledgetothinkandproblemsolve.

0123456 0123456

CompositeScoreforStandardFive: 0123456MetNotMet

0123456MetNotMet


RatingScaleforStandardSix:PROFESSIONALBEHAVIOR 0 1– 2 3– 4 5‐ 6

Notyetabletodemonstrateprofessionalbehaviors,ethics,andvaluesrequiredofalicensededucator.(HasnotmetStandardSixfortheInitialTeachingLicenseduringthispracticum.)

Developingawareness andbeginningtodemonstrateprofessionalbehaviors,ethics,andvaluesrequiredofalicensededucator.(HasthepotentialtomeetStandardSixfortheInitialTeachingLicense.)

Knowsanddemonstratesonaregularbasistheprofessionalbehaviors,ethics,andvaluesrequiredofalicensededucator.

(RegularlymeetsStandardSixfortheInitialTeachingLicense.)

Knowsanddemonstrateswellprofessionalbehaviors,ethics,andvaluesrequiredofalicensededucator.(ExceedsStandardSixfortheInitialTeachingLicense.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

STANDARD6:PROFESSIONALBEHAVIOR Candidateexhibitsprofessionalbehaviors,ethics,andvaluesanddemonstratesabilityto:


MentorTeacher

a.Bedependable,conscientious,andpunctual; 0123456 0123456

b.Meetworkscheduledemands;0123456 0123456

c.Beawareoftheimportanceofdressingappropriately;0123456 0123456

d.Beawareof,andactinaccordancewith,schoolpoliciesandpractices;0123456 0123456

e.Understandtheorganizationalcultureandexpectationsthatoperatewithinaschoolandthatimpactstudentsandstudentlearning;

0123456 0123456

f.Interactconstructivelyandrespectfullywithstudents,colleagues,administrators,supervisors,schoolstaff,families,andmembersofthecommunity;

0123456 0123456

g.Collaboratewithparents,colleagues,andmembersofthecommunitytoprovideinternalandexternalassistancetostudentsandtheirfamiliestopromotestudentlearning;

0123456 0123456

h.Performadvisoryfunctionsforstudentsinformalandinformalsettings;0123456 0123456

i.Functionasamemberofaninterdisciplinaryteamtoachievelong‐termcurriculumgoals,andStatecontentstandardsanddistrictstandards; 0123456 0123456

j.Exhibitenergy,driveanddeterminationtomakeone’sschoolandclassroomthebestpossibleenvironmentforteachingandlearning;

0123456 0123456

k.Exhibitenergy,driveanddeterminationtobecomeaprofessionaleducator. 0123456 0123456

CompositeScoreforStandardSix: 0123456MetNotMet

0123456MetNotMet

Comments:

Wehaveconferredinthesummaryofthecandidate’sclassroomperformanceandworksamples.Oursignaturesbelowattest toourprofessional judgmentregarding the teachercandidate’sperformanceon thePacificUniversityandTSPC‐prescribedteachingcompetencies.SignatureofUniversitySupervisor PrintedNameofUniversitySupervisor Date

SignatureofCooperatingteacher PrintedNameofCooperatingteacher Date

PleasereturncompletedformtoUniversitySupervisor.CopiestoCooperatingteacher,Teachercandidate,andCandidate’sfile.Revised8/07


CampusMapAdetailedcampusmapcanbefoundathttp://www.pacificu.edu/sites/default/files/documents/campusmap_4.pdf.

OregonAdministrativeRulesRelatingtoEducationProgramsKnowledge,Skills,AbilitiesandProfessionalDispositionsforInitialILicensure584‐018‐0105TheunitassuresthatcandidatesforanInitialITeachingLicensehavesufficientevidencetoshowperformances,essentialknowledgeandcriticaldispositionsineachofthefollowing10teachingstandards.

(1)TheLearnerandLearning

(a)LearnerDevelopment:Theteacherunderstandshowchildrenlearnsgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.(InTASCStandard#1)

(b)LearningDifferences:Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.[InTASCStandard#2]

(c)LearningEnvironments:Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andself‐motivation.[InTASCStandard#3]

(2)Content

(a)ContentKnowledge:Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.[InTASCStandard#4]

(b)ApplicationofContent:Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.[InTASCStandard#5]

(3)InstructionalPractice

(a)Assessment:Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.[InTASCStandard#6]

(b)PlanningforInstruction:Theteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross‐disciplinaryskillsandpedagogy,aswellaslearnersandthecommunitycontext.[InTASCStandard#7]


(c)InstructionalStrategies:Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.[InTASCStandard#8]

(4)ProfessionalResponsibility

(a)ProfessionalLearningandEthicalPractice:Theteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehisorherpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.[InTASCStandard#9]

(b)LeadershipandCollaboration: Theteacherdemonstratesleadershipbytakingresponsibilityforstudentlearningandbycollaboratingwithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowthanddevelopment,learning,andwell‐being.[InTASCStandard#10]

Stat.Auth.:ORS342Stats.Implemented:ORS342.120‐342.430;342‐455‐342.553Hist.:TSPC3‐2012,f.&cert.ef.3‐9‐12

Knowledge,SkillsandAbilitiesforSpecialEducationEndorsement584‐018‐0160(1)Definitions:

(a)“Individualwithexceptionallearningneeds"meansindividualswithdisabilitiesandindividualswithexceptionalgiftsandtalents.(b)"ExceptionalCondition"meansbothsingleandco‐existingconditions.Thesemaybetwoormoredisablingconditionsorexceptionalgiftsortalentscoexistingwithoneormoredisablingcondition.(c)"SpecialCurricula"denotescurricularareasnotroutinelyemphasizedoraddressedingeneralcurricula,e.g.,social,communication,motor,independence,self‐advocacy.

(2)Authorizations:Candidatesforendorsementsspecialeducationshallqualifyfortwolevelsofauthorizationby:

(a)Completingpreparationindevelopmentalpsychologyandmethodsappropriateforearlychildhoodandelementaryeducation,ORelementaryandmiddlelevel,ORmiddlelevelandhighschoolauthorizations;(b)Documentingknowledgeoftheendorsementbypassingthecommission‐approvedtestforspecialeducation;

(A)TheCommission‐adoptedelementarymultiplesubjectsexaminationisnotrequiredtoobtainthelicense;(B)However,passageoftheCommission‐adoptedelementarymultiplesubjectsexaminationisrequiredinorderforspecialeducatorslicensedtoteachgeneraleducationcontentingradespreKthrough8(elementaryteachers)andtobemeetthefederaldefinitionof“highlyqualified”teacherundertheEducation/SecondaryEducationAct(ESEA);


(c)Candidatescompletingapracticaexperienceateithertheearlychildhoodorelementaryauthorizationlevelsandateitherthemiddleorhighschoolauthorizationlevelsshallqualifyforgradeauthorizationforpre‐kindergartenthroughgradetwelve.

(3)FieldExperience:(a)Candidatesprogressthroughaseriesofdevelopmentallysequencedfieldexperiencesforthefullrangeofages,typesandlevelsofabilities(mild,moderateandsevere),andcollaborativeopportunitiesthatareappropriatetothelicenseorrolesforwhichtheyarepreparing.(b)Thesefieldandclinicalexperiencesaresupervisedbyqualifiedprofessionalswhoareeitherlicensedasspecialeducatorsoreligibleforlicensureasspecialeducators.

(4)CandidatesforspecialeducationendorsementsmustcompleteanapprovedacademicprogramforspecialeducationandwilldemonstratecompetencythroughOAR584‐017‐1030inthefollowingstandards:

(a)Standard1:Foundations:Candidatesunderstandthefieldasanevolvingandchangingdisciplinebasedonphilosophies,evidence‐basedprinciplesandtheories,relevantlawsandpolicies,diverseandhistoricalpointsofview,andhumanissuesthathavehistoricallyinfluencedandcontinuetoinfluencethefieldofspecialeducationandtheeducationandtreatmentofindividualswithexceptionalneedsbothinschoolandsociety.Candidates:

(A)Understandhowtheseinfluenceprofessionalpractice,includingassessment,instructionalplanning,implementation,andprogramevaluation;(B)Understandhowissuesofhumandiversitycanimpactfamilies,cultures,andschools,andhowthesecomplexhumanissuescaninteractwithissuesinthedeliveryofspecialeducationservices;(C)Understandtherelationshipsoforganizationsofspecialeducationtotheorganizationsandfunctionsofschools,schoolsystems,andotheragencies;and(D)Usethisknowledgeasagrounduponwhichtoconstructtheirownpersonalunderstandingsandphilosophiesofspecialeducation.

(b)Standard2:DevelopmentandCharacteristicsofLearners.Candidatesknowanddemonstraterespectfortheirstudentsfirstasuniquehumanbeings.Candidates:

(A)Understandthesimilaritiesanddifferencesinhumandevelopmentandthecharacteristicsbetweenandamongindividualswithandwithoutexceptionallearningneeds;(B)Understandhowexceptionalconditionscaninteractwiththedomainsofhumandevelopmentandtheyusethisknowledgetorespondtothevaryingabilitiesandbehaviorsofindividual’swithexceptionallearningneeds;and(C)Understandhowtheexperiencesofindividualswithexceptionallearningneedscanimpactfamilies,aswellastheindividual’sabilitytolearn,interactsocially,andliveasfulfilledcontributingmembersofthecommunity.

(c)Standard3:IndividualLearningDifferences.Candidatesunderstandtheeffectsthatanexceptionalconditioncanhaveonanindividual’slearninginschoolandthroughoutlife.Candidates:

(A)Understandthatthebeliefs,traditions,andvaluesacrossandwithinculturescanaffectrelationshipsamongandbetweenstudents,theirfamilies,andtheschoolcommunity;(B)Areactiveandresourcefulinseekingtounderstandhowprimarylanguage,culture,andfamilialbackgroundsinteractwiththeindividual’sexceptional


conditiontoimpacttheindividual’sacademicandsocialabilities,attitudes,values,interests,andcareeroptions;and(C)Demonstratethattheunderstandingoftheselearningdifferencesandtheirpossibleinteractionsprovidethefoundationuponwhichspecialeducatorsindividualizeinstructiontoprovidemeaningfulandchallenginglearningforindividualswithexceptionallearningneeds.

(d)Standard4:InstructionalStrategies.Candidatespossessarepertoireofevidence‐basedinstructionalstrategiestoindividualizeinstructionforindividualswithexceptionallearningneeds.Candidates:

(A)Select,adapt,andusetheseinstructionalstrategiestopromotechallenginglearningresultsingeneralandspecialcurriculaandtoappropriatelymodifylearningenvironmentsforindividualswithexceptionallearningneeds;(B)Enhancethelearningofcriticalthinking,problemsolving,andperformanceskillsofindividualswithexceptionallearningneeds,andincreasestudents’self‐awareness,self‐management,self‐control,self‐reliance,andself‐esteem;and(C)Emphasizethedevelopment,maintenance,andgeneralizationofknowledgeandskillsacrossenvironments,settings,andthelifespan.

(e)Standard5:LearningEnvironmentsandSocialInteractions.Candidatesactivelycreatelearningenvironmentsforindividualswithexceptionallearningneedsthatfosterculturalunderstanding,safetyandemotionalwell‐being,positivesocialinteractions,andactiveengagementofindividualswithexceptionallearningneeds.Candidates:

(A)Fosterenvironmentsinwhichdiversityisvaluedandindividualsaretaughttoliveharmoniouslyandproductivelyinaculturallydiverseworld;(B)Shapeenvironmentstoencouragetheindependence,self‐motivation,self‐direction,personalempowerment,andself‐advocacyofindividualswithexceptionallearningneeds;(C)Helptheirgeneraleducationcolleaguesintegrateindividualswithexceptionallearningneedsinregularenvironmentsandengagetheminmeaningfullearningactivitiesandinteractions;(D)Usedirectmotivationalandinstructionalinterventionswithindividualswithexceptionallearningneedstoteachthemtorespondeffectivelytocurrentexpectations;(E)Demonstratetheabilitytosafelyintervenewithindividualswithexceptionallearningneedsincrisis;and(F)Demonstratetheabilitytocoordinatealltheseeffortsandprovideguidanceanddirectiontopara‐professionalsandothers,suchasclassroomvolunteersandtutors.

(f)Standard6:Language.Candidatesunderstandtypicalandatypicallanguagedevelopmentandthewaysinwhichexceptionalconditionscaninteractwithanindividual’sexperiencewithanduseoflanguage.Candidates:

(A)Useindividualizedstrategiestoenhancelanguagedevelopmentandteachcommunicationskillstoindividualswithexceptionallearningneeds;(B)Arefamiliarwithaugmentative,alternative,andassistivetechnologiestosupportandenhancecommunicationofindividualswithexceptionalneed;(C)Matchtheircommunicationmethodstoanindividual’slanguageproficiencyandculturalandlinguisticdifferences;and


(D)Provideeffectivelanguagemodels,andtheyusecommunicationstrategiesandresourcestofacilitateunderstandingofsubjectmatterforindividualswithexceptionallearningneedswhoseprimarylanguageisnotthedominantlanguage.

(g)Standard7:InstructionalPlanning.Individualizeddecision‐makingandinstructionisatthecenterofspecialeducationpractice.Candidates:

(A)Developlong‐rangeindividualizedinstructionalplansanchoredinbothgeneralandspecialcurricula;(B)Systematicallytranslatetheseindividualizedplansintocarefullyselectedshorter‐rangegoalsandobjectivestakingintoconsiderationanindividual’sabilitiesandneeds,thelearningenvironment,andamyriadofculturalandlinguisticfactors;(C)Understandthatindividualizedinstructionalplansemphasizeexplicitmodelingandefficientguidedpracticetoassureacquisitionandfluencythroughmaintenanceandgeneralization;(D)Demonstratethatunderstandingthesefactorsaswellastheimplicationsofanindividual’sexceptionalcondition,guidesthespecialeducator’sselection,adaptation,andcreationofmaterials,andtheuseofpowerfulinstructionalvariables;(E)Demonstratetheabilitytomodifyinstructionalplansbasedonongoinganalysisoftheindividual’slearningprogress;(F)Facilitatethisinstructionalplanninginacollaborativecontextincludingtheindividualswithexceptionalities,families,professionalcolleagues,andpersonnelfromotheragenciesasappropriate;(G)Developavarietyofindividualizedtransitionplans,suchastransitionsfrompreschooltoelementaryschoolandfromsecondarysettingstoavarietyofpostsecondaryworkandlearningcontexts;and(H)Arecomfortableusingappropriatetechnologiestosupportinstructionalplanningandindividualizedinstruction.

(h)Standard8:Assessment.Assessmentisintegraltothedecision‐makingandteachingofspecialeducatorsandcandidatesusemultipletypesofassessmentinformationforavarietyofeducationaldecisions.Candidates:

(A)Usetheresultsofassessmentstohelpidentifyexceptionallearningneedsandtodevelopandimplementindividualizedinstructionalprograms,aswellastoadjustinstructioninresponsetoongoinglearningprogress;(B)Understandthelegalpoliciesandethicalprinciplesofmeasurementandassessmentrelatedtoreferral,eligibility,programplanning,instruction,andplacementforindividualswithexceptionallearningneeds,includingthosefromculturallyandlinguisticallydiversebackgrounds;(C)Understandmeasurementtheoryandpracticesforaddressingissuesofvalidity,reliability,norms,bias,andinterpretationofassessmentresults;(D)Understandtheappropriateuseandlimitationsofvarioustypesofassessments;(E)Collaboratewithfamiliesandothercolleaguestoassurenon‐biased,meaningfulassessmentsanddecision‐making;(F)Conductformalandinformalassessmentsofbehavior,learning,achievement,andenvironmentstodesignlearningexperiencesthatsupportthegrowthanddevelopmentofindividualswithexceptionallearningneeds;


(G)Useassessmentinformationtoidentifysupportsandadaptationsrequiredforindividualswithexceptionallearningneedstoaccessthegeneralcurriculumandtoparticipateinschool,system,andstatewideassessmentprograms;(H)Regularlymonitortheprogressofindividualswithexceptionallearningneedsingeneralandspecialcurricula;and(I)Useappropriatetechnologiestosupporttheirassessments.

(i)Standard9:ProfessionalandEthicalPractice.Candidatesareguidedbytheprofession’sethicalandprofessionalpracticestandards.Candidates:

(A)Practiceinmultiplerolesandcomplexsituationsacrosswideageanddevelopmentalranges;(B)Understandthattheirpracticerequiresongoingattentiontolegalmattersalongwithseriousprofessionalandethicalconsiderations;(C)Engageinprofessionalactivitiesandparticipateinlearningcommunitiesthatbenefitindividualswithexceptionallearningneeds,theirfamilies,colleagues,andtheirownprofessionalgrowth;(D)Viewthemselvesaslifelonglearnersandregularlyreflectonandadjusttheirpractice;(E)Areawareofhowtheirownandothersattitudes,behaviors,andwaysofcommunicatingcaninfluencetheirpractice;(F)Understandthatcultureandlanguagecaninteractwithexceptionalities,andaresensitivetothemanyaspectsofdiversityofindividualswithexceptionallearningneedsandtheirfamilies;(G)Activelyplanandengageinactivitiesthatfostertheirprofessionalgrowthandkeepthemcurrentwithevidence‐basedbestpractices;and(H)Knowtheirownlimitsofpracticeandpracticewithinthem.

(j)Standard10:Collaboration.Candidatesroutinelyandeffectivelycollaboratewithfamilies,othereducators,relatedserviceproviders,andpersonnelfromcommunityagenciesinculturallyresponsiveways.Thiscollaborationassuresthattheneedsofindividualswithexceptionallearningneedsareaddressedthroughoutschooling.Candidates:

(A)Embracetheirspecialroleasadvocateforindividualswithexceptionallearningneeds;(B)Promoteandadvocatethelearningandwell‐beingofindividualswithexceptionallearningneedsacrossawiderangeofsettingsandarangeofdifferentlearningexperiences;(C)Areviewedasspecialistsbyamyriadofpeoplewhoactivelyseektheircollaborationtoeffectivelyincludeandteachindividualswithexceptionallearningneeds;(D)ArearesourcetotheircolleaguesinunderstandingthelawsandpoliciesrelevanttoIndividualswithexceptionallearningneeds;and(E)Usecollaborationtofacilitatethesuccessfultransitionsofindividualswithexceptionallearningneedsacrosssettingsandservices.

(5)ValidtoTeach:Thisendorsementisvalidtoteach:Anyassignmentrequiringaspecialeducationteacherforstudentswiththefullrangeofdisabilitiesfrommildtoseverewithinthegradeauthorizationsheldontheeducator’slicense.


Stat.Auth.:ORS342Stats.Implemented:ORS342.120‐342.430,342.455‐342.495&342.533Hist.:TSPC8‐2009,f.&cert.ef.12‐15‐09;TSPC9‐2012,f.&cert.ef.9‐14‐12;Renumberedfrom584‐065‐0035byTSPC5‐2013,f.&cert.ef.11‐14‐13

OverloadduringStudentTeachingPolicyStudentsareallowedtotakeamaximumofseventeensemesterhoursduringthesemesterinwhichtheystudentteach.Studentsmaypetitiontotakemorethanthismaximumamountiftherequestmeetsoneormoreofthefollowingconditions:

1. Thecourse isneeded inorder to complete requirements forgraduationat theendof thestudentteachingsemester.

2. Thecourseisneededtoaddaspecializedendorsementorcertificate(reading,ESOL,specialeducation,talentedandgifted,culturalcompetency,etc.)thatwillbecompletedbytheendofthesemesterfollowingthesemesterinwhichstudentteachingiscompleted.

StudentsmustcompleteanAdd/Droppetitionandpresentittothefacultymember(s)whooverseestheprograminwhichtheyareenrolled.Shouldoneorbothoftheaboveconditionsbemet,thedeanwillapproveoftheoverloadonlyupontheapprovalofthefacultymembersatthecampusinwhichthestudentisenrolled.

NumberofEndorsementFocusLevelsCompletedDuringStudentTeachingPolicyCandidates for the Initial Teaching License normally complete requirements for one or twoendorsementareaswhileintheirprograms.Ifcandidatesdesiretocompletetherequirementsformorethantwoendorsementareas,theymustreceiveapprovalfromtheirProgramCoordinatorandtheDirectorof theSchoolofLearningandTeaching and showevidenceofhaving completed thesubject area exam prior to enrolling in the methods course appropriate to the endorsement.CandidateswillnotbeallowedtotakeadditionalareaendorsementmethodscoursesasindependentstudywhileenrolledintheirInitialTeachingLicenseprograms.

CandidateswhoareinterestedinaddingaspecialtyareaendorsementsuchasEnglishtoSpeakersofOtherLanguagesorReadingSpecialist,mustobtainapprovalfromtheirstrandadvisorbeforepursuingcoursework.Additionalcourseloadandfinancialaidimplicationswillbeconsidered.

Candidates for the Initial Teaching License are encouraged to complete two grade level (earlychildhood,elementary,middlelevel,highschool)orsubjectareaendorsementsduringthestudentteaching phase of their programs. Twowork samples (Evidence of effectiveness) showing thatcandidatesmeetthestandardsrequiredfortheInitialTeachingLicensearerequiredforlicensure.Shouldcandidateschoosetocompleteonlyonegradelevelorsinglesubjectendorsementduringthestudentteachingexperiencetheymustcompletetwoworksamplesatthatsubjectareaorgradelevel,asrequiredbyTSPC.

TSPCRequirementsforbeingaProgramCompleterfortheInitialTeachingLicenseInordertoberecommendedbyPacificUniversity’sCollegeofEducationtoTeacherStandardsandPracticesCommission(TSPC) foran InitialTeachingLicense, candidatesmustmeet the followingrequirementsasaProgramCompleter:


1. Bachelor’s Degree – Show evidence of having completed a bachelor’s degree from aregionallyaccreditedcollegeoruniversityoranAmericanequivalenttothisstandard.

2. CharacterClearance – Show evidence of having fingerprints cleared by TSPC indicatingminimumstandardsforcharacterclearancehavebeenmet.

3. PacificUniversityProgramRequirements–ShowevidenceofhavingpassedthePacificUniversity program requirements (i.e., Master of Arts in Teaching, Bachelor’s degree inEducationandLearning,customizedinitialteachinglicense,APT/SPED,etc.).

4. ContentKnowledge–ShowevidenceofhavingpassingscoresonsubjectexamsspecifictothelevelandsubjectareaofinterestasrequiredbyTSPC.Inaddition,showevidenceinthefollowing:courseworkineachendorsementarea,andevidenceduringstudentteachingthatyoumeetthePacificUniversitycontentknowledgestandardsasassessedbythecooperatingteacheranduniversitysupervisor.

5. CivilRightsCompetency–ShowevidenceofhavingpassedtheORELAProtectingStudentandCivilRightsintheEducationalEnvironmentExam.

6. EvidenceofEffectiveness–ShowevidenceofhavingcompletedtwoworksamplesassessedbyPacificUniversityfacultyashavingmetthestandardforeffectivenessasateacheratthefocusarea(s)appropriatetotheprogram.Twoworksamplesarerequired.

7. StudentTeaching–ShowevidenceofhavingmetallthestandardsrequiredbyTSPCandPacificUniversityfortheInitialTeachingLicenseinatleast15weeksofstudentteachingasassessedbythecooperatingteacherandtheuniversitysupervisor.

PleasebeawarethatwewillnotbeabletorecommendyouforlicensureinanyotherstateunlessyouhavemettherequirementsforOregonlicensure,evenifyoudonotintendtoapplyforanOregonlicense.


ALIGNMENTBETWEENCONCEPTUALFRAMEWORKTHEMES,COLLEGEOFEDUCATIONVALUES,ANDPRACTICUM/STUDENTTEACHINGRESPONSIBILITIES

CONCEPTUAL

FRAMEWORK

THEMES

THE COLLEGE OF

EDUCATION

VALUES… OUTCOMES PRACTICUM

RESPONSIBILITIES

STUDENT

TEACHING

RESPONSIBILITIES

Transforming

Education through a

Community of Learners

• professional educators who, as reflective practitioners, continually study theory, research, practice, and available resources as they strive to improve the effectiveness of their teaching

Candidates are reflective practitioners.

Look for ways mentor teacher adjusts and revises curriculum to meet the learning needs. Understand how the theory of coursework applies to the classroom.

Measure student learning of the content you are teaching; adjust to meet the needs of all students.

• participation of educators as leaders and agents of change in the education profession within and beyond the University

Candidates are leaders and agents of change.

• modeling of ethical behavior by professional educators a) in their classrooms and b) in their communities

Candidates contribute to the learning community.

Model the desire to learn and reflect; understand school and classroom procedures for bathroom, drinks, distributing papers, homework

Model the desire to learn and reflect; understand school and classroom procedures.

• education as a lifelong process for learners of all ages and backgrounds

Candidates are lifelong learners.

• modeling by professional educators of an inquisitive attitude and enjoyment of intellectual pursuits

Candidates have inquiring minds.

Set up a desk or work space; review discipline policies, school handbooks, teacher duties, schedules and responsibilities. Ask questions about the curriculum and seek out information about units of study throughout the year.

Later in semester: Talk with mentor about work sample unit; plan which placement will be first and second; develop a schedule for taking over teaching responsibilities.

Write lesson plans for each lesson taught; seek out numerous resources.

• professional educators who are confident, energetic and both physically and mentally healthy

Candidates are confident, energetic and healthy.

Show a positive attitude, be on time, dress appropriately.

Show a positive attitude, be on time, dress appropriately.


CONCEPTUAL

FRAMEWORK

THEMES

THE COLLEGE OF

EDUCATION

VALUES… OUTCOMES PRACTICUM

RESPONSIBILITIES STUDENT TEACHING

RESPONSIBILITIES

Promoting Cultural

Competence

• a commitment by professional educators to respect humanity in all its diversity

Candidates are working toward cultural competence.

Get to know the students and their interests.

Continue to understand student characteristics.

• professional educators who believe that all students can learn and who assume responsibility in furthering that learning

Candidates believe all students can learn.

Learn about students with second language skills, disabilities, TAG identification, social and emotional needs.

Apply understanding of students with second language skills, disabilities, TAG identification, social and emotional needs as you prepare lessons.

• professional educators who interact constructively with students and their parents as well as colleagues, administrators, other school personnel, and the community – to achieve both instructional and relational goals

Candidates interact constructively.

Meet school staff, attend school and parent meetings, understand building discipline policies, procedures for emergencies.

Work as a team member, attend school and parent meetings, follow through with discipline policies, procedures for emergencies, parent contacts about successes and problems.

• professional educators as keen observers of the learner, family, community, and environment who use that

Candidates are data-driven decision-makers.

Learn student names, notice how mentor teacher plans to meet student individual needs.

Know student names, understand family and community environments.