alternative route to certification handbook...exam (gre) case- reading 156, writing 162, math 150 ....
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Alternative Route to Certification Handbook
OVERVIEW OF ALTERNATIVE ROUTE TO CERTIFICATION (OPTION VI)
In conjunction with the Kentucky Education Professional Standards Board, the College of Education and Human Services at Murray State University has developed an alternative option to obtain teacher certification (Option VI). The process for admission to the alternative route to certification program is carefully planned in accordance to the requirements established in KRS 161.048 and the Murray State program. The alternative route to certification program provides highly qualified candidates a pathway for entering the teaching profession while filling critical shortage areas.
Certifications include:
Birth to Kindergarten- Interdisciplinary Early Childhood Education (IECE)
Grades P-12 Certification Art Communication Disorders Health and Physical Education Music Teaching English to Speakers of Other Languages World Languages (French, German, Japanese, Spanish) Learning and Behavior Disorders Moderate and Severe Disorders Library Media
Grades 5-9 Certification- Middle School Education Language Arts Mathematics Science Social Studies
Grades 5-12 Certifications Agriculture Business and Marketing Education Engineering and Technology Education Family and Consumer Science Education
Grades 8-12 Certifications Biology Chemistry Earth Science English Mathematics Physics Social Studies
ELIGIBILITY CRITIERA
1. Completion of bachelor’s degree with minimum 2.75 overall GPA or 3.0 GPA forthe final 30 hours
2. Passing scores on Core Academic Skills for Educators (CASE) or Graduate RecordsExam (GRE)
CASE- Reading 156, Writing 162, Math 150 OR
GRE- Qualitative 150, Quantitative 143, Writing 4 3. Declaration of Eligibility for Certification (Appendix III)4. Professional Dispositions and Skills Self-Assessment (Appendix IV)
ADMISSION PROCESS/PROCEDURES
• Provide Murray State University with all transcripts and passing test scores on the CASE or the GRE and other eligibility criteria documents (Appendix I)
• Murray State completes a letter stating that based on the information provided, the candidate is eligible for an offer of employment in the appropriate grade level and content area
• Letter provided should be included in the application for teaching position• Applicant completes a formal application to enter program when offered school district
contract (Appendix II)• Application reviewed by Alternative Route to Certification committee• Curriculum contract states required courses, the Praxis II exams and other state requirements• Curriculum contract is signed by all parties• District begins paperwork for a CA-TP and the Communication/Mentoring form (Appendix V)• Applicant/teacher completes required pages of the CA-TP and returns to program coordinator• All required fees are paid to Murray State by the applicant (Appendix VI Checklist)• Murray State completes required pages of the CA-TP and the Communication/Mentoring form
and sends to the Education Professional Standards Board (EPSB)• Applicant/teacher requests official transcripts be sent to the EPSB from each
college/university attended• EPSB processes temporary provisional certificate• Applicant/teacher submits copy of certificate to board of education• Applicant/teacher applies for and is admitted to Murray State graduate school and begins
taking classes within 90 days of admission (Appendix IX Timeline)
OUT OF REGION ADMISSION
The alternative route to certification program is available throughout the Murray State University 18 county region. Admission to the program to individuals outside of the Murray State region is reviewed on an individual basis. Admission is based on qualifications of the individual, willingness of the district to work with Murray State in providing supervision and support to the teacher, availability of a program near the district, development of a program that meets the needs of the teacher and completed in the required time frame.
ROLES AND RESPONSIBILITIES
The employing school district and Murray State University must work cooperatively to ensure a quality teacher in the classroom. Alternative route to certification teachers need continued support throughout the certification process.
District • Complete all paperwork for provisional certificate; CA-TP, Appendix II
and Appendix V• Collaborate with the Murray State coordinator throughout program
Principal • Assign a school-based mentor• Assist the school-based mentor with scheduling times for observations• Observe (3 hours) and mentor (2 hours) teacher 5 hours throughout the year• Conduct classroom observations and provide feedback during the first 6 weeks of
school using district form or Appendix VII• Share professional learning opportunities and/or resources to strengthen teacher
throughout progress• Complete and submit feedback form outlining strengths and areas for improvement to
Murray State coordinator on or before November 1 and March 1 (Appendix VIII)• Contact Murray State coordinator with areas of concern
School-Based Mentor • Orient teacher to the policies and procedures of the school• Share curriculum materials, pacing guides and assessments etc.• Observe (3 hours) and mentor (2 hours) teacher 5 hours throughout the year• Conduct classroom observations and provide feedback early each semester (Appendix VII)• Share professional learning opportunities and/or resources to strengthen teacher
throughout program• Complete and submit overall feedback form to Murray State coordinator on or before
November 1 and March 1 (Appendix VIII)• Contact Murray State coordinator with areas of concern
University-Based Mentor • Attend workshop presented by Murray State regarding current practices in public
schools, process and requirements• Conduct orientation (1 hour), observe (3 hours) and mentor (1 hour) teacher 5 hours
throughout the year• Observe teacher once per semester• Schedule observation with teacher, conduct post-observation conference, and provide
copy of feedback form
• Share professional learning and/or resources to strengthen teacher throughout program• Confer with principal regarding teacher progress and obtain signed feedback form• Submit copy of feedback form to Murray State coordinator outlining strengths and areas
of improvement (Appendix VII)• Complete and submit overall feedback form on or before November 30 and March 1
(Appendix VIII)• Submit mileage to the Murray State coordinator within 60 days of travel
Murray State University Alternative Route to Certification Coordinator
• Determine if all requirements are met for eligibility• Compose eligibility letter• Collaborate with teacher, district, principal and school-based mentors to ensure all
certification documentation is completed• Develop contract detailing certification requirements• Assign university-based mentor• Conduct initial visit during first 6 weeks of school, providing feedback to stakeholders• Share professional learning and/or resources to strengthen teacher throughout program• Communicate with stakeholders during program regarding teacher progress
Alternative Route to Certification Teacher
• Submit all documentation necessary for Murray State, school district, and EPSB• Register for required Murray State classes• Commit to continuous improvement process• Seek assistance as needed to ensure professional growth in the field of teaching
CONTACT INFORMATION
Email [email protected]
Murray State UniversityCollege of Education and Human ServicesTeacher Quality Institute 338 Alexander Hall Murray, KY 42071 Phone: 270-809-3280
Additional information visit murraystate.edu/TQI
MURRAY STATE UNIVERSITY College of Education and Human Services
Alternative Route to Teacher Certification Program Application for Admission
Appendix I
Eligibility Portfolio Contents
Please include the following in an eligibility portfolio:
____ Original transcripts from all colleges/universities attended (undergraduate and graduate)
____ General Academic Proficiency Score Report (Scores can be no more than 5 years old.) (Choose one and circle its number)
1) Core Academic Skills for Educators (CORE)a. Reading --- 156b. Writing --- 162c. Math ------150
2) Graduate Records Exam (GRE)a. Verbal 450b. Quantitative 490 c. Analytical writing 4.0
____ Content Test
1) Praxis II specialty exam(s) or
2) Acceptable rationale for postponing the submission of test scores at this time.
____ Declaration of Eligibility for Certification Appendix III
____ Professional Dispositions and Skills Self-Assessment Appendix IV
_____ Current Resume
I understand that this portfolio is to be reviewed for eligibility for the Murray State University Alternative Route to Certification Program. Once my eligibility packet has been reviewed, I will be contacted. The submission of this portfolio does not guarantee admission into the program.
________________________________ _____________ Applicant’s Signature Date
MURRAY STATE UNIVERSITY
College of Education and Human Services Alternative Route to Teacher Certification
Program Application for Admission Appendix II
Name: ____________________________ Social Security #: ____________________
Address: __________________________ Home Phone: _______________________
_________________________ Office Phone: _______________________
E-Mail: ___________________________
Education:
Undergraduate degree: _______________________________________
Institution: __________________________ **GPA: ________________________
Major/Area: ___________________ Date Conferred: __________________
Graduate degree or work: _____________________________________
Institution: ____________________ **GPA: ________________________
Major/Area: ___________________ Date Conferred: __________________
Formal admission to the alternative program is contingent upon the applicant submitting evidence of a valid employment contract for a teaching position in the area to be certified. Admission to the program is granted when the application for a temporary provisional certificate (CA-TP) is provided by the applicant and the school district.
School district: _________________________________
School: _______________________________________
Subject(s): ____________________________________
Grade level teaching: ____________________________
Full Time: _____ Part Time: _____ (minimum 5 days per week/3hours per day)
Name of Principal: ______________________________
***Grade Point Average must be 2.75 or 3.0 on the last 30 hours.
07/04
PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
16 KAR 1:020 as developed by The Education Standards Board
Educators in the Commonwealth strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and safeguard the freedom to learn and to teach. Kentucky educators believe in the worth and dignity of each human being and in educational opportunities for all. Educators in the Commonwealth strive to uphold the responsibilities of the education profession according to the highest ethical standards. The commitment of all Kentucky educators is symbolized by this code of ethics of the education profession in the Commonwealth.
Preamble
In 1990, the General Assembly of the Commonwealth of Kentucky enacted landmark legislation for education reform throughout the state. As the Kentucky Education Reform Act is implemented across the state, the Education Professional Standards Board calls Kentucky’s educators to reaffirm their commitment to the highest ethical standards. In recognizing the magnitude of our responsibility to learners and to society, we offer this Code of Ethics, which reflects and promotes the aspirations of our profession.
To Students
1. Shall provide students with professional education services in a non-discriminatory manner and in consonance withaccepted best practice known to the educator.
2. Shall respect the constitutional rights of all students.3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students.4. Shall not use professional relationships or authority with students for personal advantage.5. Shall keep in confidence information about students which has been obtained in the course of professional service, unless
disclosure serves professional purposes or is required by law.6. Shall not knowingly make false or malicious statements about students or colleagues.7. Shall refrain from subjecting students to embarrassment or disparagement.8. Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a professional
approach with students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexualkidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing;rape; threats of physical harm; and sexual assault.
To Parents
1. Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student.2. Shall endeavor to understand community cultures and diverse home environments of students.3. Shall not knowingly distort or misrepresent facts concerning educational issues.4. Shall distinguish between personal views and the views of the employing educational agency.5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others.6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or partisan political activities.7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, nor offer any of these
to obtain special advantage.To the Education Profession
1. Shall exemplify behaviors which maintain the dignity and integrity of the profession.2. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and
responsibilities.3. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves
professional purposes or is required by law.4. Shall not use coercive means or give special treatment in order to influence professional decisions.5. Shall apply for, accept, offer, or assign a position of responsibility only on the basis of professional preparation and legal
qualifications.6. Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other
professionals.
Appendix III
MURRAY STATE UNIVERSITY College of Education and Human Services
Alternative Route to Teacher Certification Program Certification:
As provided by the Kentucky General Assembly, the alternative route to certification teacher participating in the University Based Alternative Route to Certification Program will receive a Temporary Provisional Certificate entitling the teacher to a Rank III status or higher.
Disposition: The school district has interviewed the candidate and feels he/she exhibits the disposition
for the education profession. The candidate is: 1. Inclusive – Advocate for an inclusive community of people with varied characteristics, ideas, and
worldviews.2. Responsible – Consider consequences and makes decisions in a rational and thoughtful manner for the
welfare of others. Act with integrity to pursue an objective with thoroughness and consistency.3. Enthusiastic – Exhibit eagerness and passion interest in tasks that relate to beliefs about education.4. Caring – Demonstrate regard for the learning and well-being of every student.5. Confident – Exhibit certainty about possessing the ability, judgment, and internal resources needed to
succeed as a teacher.6. Ethical – Conform to accepted professional standards of conduct by making decisions based
on standards and principles established by the education profession.Mentoring:
The alternative route to certification teacher will be assigned a mentor and a plan for mentoring will be written by the teacher, Murray State University (MSU), and school district personnel. Communication/Mentoring Plan
The school district and MSU personnel will observe the alternative route to certification teacher. The MSU observations may be completed using technology such as webcams and/or video taping.
The cost, if any, of providing a district mentor for the teacher is the responsibility of the employing school district.
Documentation of hours observed and completion of the mentoring plan will be provided to the MSU alternative route to certification coordinator at the end of the year by the teacher. District observations are signed by the teacher and the observer. The MSU observation form is signed by the observer and the principal.
Regular communication between MSU and the school district will be maintained in order to assist the teacher as needed and address improvements needed in identified areas.
Extra Activities: Because of the course work and professional activities which will be required as part of
the Alternative Route to Certification Program, it is essential that no substantive extra- or co-curricular responsibilities be assigned to this teacher.
________________________________ _____________ Applicant’s Signature Date
________________________________ _____________ Principal’s Signature Date
________________________________ _____________ Superintendent’s Signature Date
Name: ________________________________________ SSN: ____________________________________________
Declaration I am an applicant for admission to: teacher education student teaching alternative certification
A.I am aware that applicants for certification are required to submit a national and state criminal background check to EPSB. Thecriminal background check shall be conducted within twelve (12) months prior to the date of the initial application for certification.
B. If you have ever held or currently hold a professional license, credential, or other document issued to you by any other jurisdictionother than Kentucky within the United States or abroad, enclose a copy of the certificate(s) and provide the following:
Type of Professional Certificate
State or Jurisdiction of Issuance
Issue Date Expiration Date
C. Disclosure of Background Information:If you answer “yes” to any question below, SUBMIT a narrative with your application. The narrative should include dates, locations, school systems, court records, and any other information that explains the circumstances in detail.
YE
S
NO
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l. Have you ever had a professional certificate, license, credential, or any document issued for practicedenied, suspended, revoked, or voluntarily surrendered? If you have had a professional certificate, license,credential, or any other document issued for practice initially denied by a licensing body, but later issued,you must answer “yes.”
2. Have you ever been suspended or discharged from any employment or military service because ofallegations of misconduct?3. Have you ever resigned, entered into a settlement agreement, or otherwise left employment as a resultof allegations of misconduct?4. Is any action now pending against you for alleged misconduct in any school district, court, or before anyeducator licensing agency?5. Have you ever been convicted of or entered a guilty plea, an “Alford” plea, or a plea of nolo contendere(no contest) to a felony or misdemeanor, even if adjudication of the sentence was withheld in Kentucky orany other state? For the purpose of this application, minor traffic violations should not be reported.convictions for driving while intoxicated (DWI) or driving under the influence of alcohol or other drugs(DUI) must be reported.6. Do you have any criminal charges pending against you?
7. If you indicated “yes” to question #1 through #6, has the EPSB previously reviewed the information?(Date of review _____________________)
I declare that I understand the standard for personal and professional conduct expected of a professional educator in Kentucky. I further certify that I have read and examined the Professional Code of Ethics for Kentucky Certified School Personnel, 16 Kentucky Administrative Regulation 1:020, understand its provisions, and agree to abide by its terms during the course of my preparation and career as a professional educator.
SIGNATURE: ________________________________________________________________ DATE: _______________
Affirmation I affirm and declare that all information given by me on this declaration is true, and correct, and complete to the best of my knowledge. I understand that any misrepresentation of facts, by omission or addition, may result in the dismissal from the teacher education program and denial or revocation of my teaching certificate in the future. Further, I understand that KRS 161.120 provides that a teaching certificate may be revoked at any time upon determination that false information was presented toward obtaining a teaching certificate.
SIGNATURE: _______________________________________________________________ DATE: _______________
Appendix IV
Name: ____________________________
Date: _____________________________
Professional Dispositions/Skills Self-Assessment
1. Expresses enthusiasm and passion for the teaching profession.o Needs Improvement o Emerging o Demonstrated o Accomplished
I exhibit little or no enthusiasm for teaching. I do not have examples that connect teaching to everyday life. I show little or no interest in joining a professional organization. I frequently complain about the teaching profession or course work. I use inappropriate facial expression and voice tone. I can provide one reason entering the teaching profession.
I exhibit regard for teaching. I attempt to provide examples that connect teaching to everyday life. I am a member of a professional organization but participate minimally. I make some complaints about the teaching profession or course work. I have a neutral facial expression and voice tone. I can provide two reasons for entering the teaching profession.
I demonstrate enthusiasm for teaching. I provide examples that connect teaching to students' everyday lives. I am an active member of a professional organization, attend activities, and volunteer for service. I make positive statements about the teaching profession and course work. I have positive facial expressions and voice tone. I can provide 3-4 specific reasons for entering the teaching profession.
I exude enthusiasm for teaching. I consistently encourage students to apply knowledge in the context of everyday life. I demonstrate leadership in a professional organization and value membership as a professional growth opportunity. I consistently demonstrate a positive attitude toward the teaching profession. I have highly positively charged facial expressions and voice tone. I can provide multiple personal and altruistic reasons for entering the teaching profession.
2. Demonstrates critical thinking skills.o Needs Improvement o Emerging o Demonstrated o Accomplished
When discussing an experience resolving a problem, my responses are disorganized, vague, and/or illogical. I display minimal reflection upon ways to improve. I only consider the problem for my own perspective. I do not demonstrate knowledge of course content. I do not have a score on the mathematics portion of the CASE.
I can provide logical steps for solving a problem. I reflect only when prompted. My reflection is superficial and contains few suggestions for improvement. I implement decisions without seeking input or others' perspectives. I appear to have a basic understanding of course content. I rely on personal experiences rather than new research-based evidence. I focus on meeting minimal academic requirements. I have taken the mathematics portion of the CASE.
I can provide logical, sequential steps for solving a problem. I can reflect without prompting. My reflection includes some examples of areas for improvement. I seek input from others. I make connections between concepts, experiences, and course content. I seek learning opportunities. I have scored 150-184 on the mathematics portion of the CASE.
When solving a problem, I can provide logical, sequential steps with detailed rationales. My reflection is insightful and includes an in-depth analysis and evaluation of areas for improvement. I involve others in decision-making. I analyze, synthesize, and evaluate course information and engage others in intellectual discussion. I create learning opportunities for myself and others. I have scored > 185 on the mathematics portion of the CASE.
3. Generates creative original thoughts, approaches, and interpretations.o Needs Improvement o Emerging o Demonstrated o Accomplished
I stay strictly within guidelines. When sharing a creative experience, I describe a common thought, approach, or interpretation that is impractical or infeasible in the real world. I describe random ideas or solutions that do not interconnect.
I consider new approaches without going beyond the guidelines. When sharing a creative experience, I describe a thought, approach, or interpretation that has some use or value. I can connect ideas or solutions in novel ways.
I incorporate new approaches to the assignment a final product. When sharing a creative experience, I describe a thought, approach, or interpretation that solves a problem or meets a perceived need. I can synthesize ideas or solutions into a coherent whole.
I actively seek out and follow through on untested and potentially risky approaches in a final product. When sharing a creative experience, I can describe a unique thought, approach, or interpretation that could impact others' lives or contribute to the teaching profession. I can transform ideas into an entirely new form.
4. Models ethical personal and professional behavior.o Needs Improvement o Emerging o Demonstrated o Accomplished
I have knowingly plagiarized, cheated on a test, copied another's work, or allowed someone to copy. I violate the professional Code of Ethics through my words and actions. I do not respect confidentiality of records, professional correspondence, or conversations. I participate in gossip about others. I exhibit poor practices using social media. I only considers my self-interests when making decisions.
I follow through on promises, do not take credit for others' ideas or work, and exhibit integrity. I demonstrate awareness of the professional Code of Ethics. I am aware of and adhere to policies regarding confidentiality of student records, professional correspondence, and conversations. I participate in gossip occasionally. I am aware of professional practices using social media. I implement decisions without considering impact on others.
I consistently model behaviors that exemplify honesty and integrity. I model adherence to a professional Code of Ethics through my words and actions. I maintain confidentiality of records, professional correspondence, and conversations. I refrain from gossip. I exhibit professional practices using social media. I consider impact of my decisions on others.
I acknowledge the contributions of others, exceed expectations, and exhibit a high level of integrity. I hold myself and others accountable for adhering to the Professional Code of Ethics. I consistently support policies regarding confidentiality of records, activities, professional correspondence, and conversations. I do not tolerate gossiping or abuses of confidentiality by others. I encourage others to exhibit professional practices using social media. I consider the impact of my decisions on constituents.
5. Considers the consequences of and assumes responsibility for own behavior.o Needs Improvement o Emerging o Demonstrated o Accomplished
I fail to address problem situations. I blame others. I do not complete tasks successfully or on a timely basis. I am not present for learning experiences. I have a lack of regard for my personal appearance, attire, and hygiene.
I have a family member or others address problem situations for me. I blame others rather than seeking solutions. I need prodding to complete tasks. I am not consistently present or prepared for learning experiences. I exhibit minimal enthusiasm and limited engagement in classroom and field experiences. My appearance, attire, and hygiene are inappropriate for setting
I attempts to solve problems independently. I enlist assistance when needed. I focus on seeking solutions rather than assigning blame. I complete tasks successfully on time. I am punctual and prepared for learning experiences. My appearance, attire, and hygiene are appropriate for setting
I seek solutions independently or with assistance. I accept ownership of the problem. I produce exemplary work that goes beyond the provided guidelines. I make prior arrangements when an absence is necessary. I take the initiative in making up missed work. I am consistently prepared and punctual. I am a role model of professional appearance, attire, and hygiene.
6. Advocates for the care, learning, well-being, and respect of all members of the inclusive educational community.o Needs Improvement o Emerging o Demonstrated o Accomplished
I refuse to include those often excluded. I react only to acute instances of oppression or exclusion, if at all. I use biased language. I impose my personal religious or political views on others in an educational setting. I behave in a manner that is discriminatory, intolerant, or close-minded.
I appear reluctant to include those often excluded. I am hesitant to remedy instances of oppression or exclusion. Sometimes I use biased language. I exhibit awareness of importance of separating my personal and professional views in an educational setting. I am aware of others' physical and emotional boundaries and cultural backgrounds.
I seek opportunities to include those often excluded. I seek to remedy instances of oppression or exclusion. I use unbiased language. I demonstrate appropriate separation of personal and professional views in an educational setting. I seek to understand the physical and emotional boundaries and cultural backgrounds of others to limit bias.
I facilitate opportunities to include or show appreciation for those often excluded. I proactively identify and resolve problems of exclusion or oppression. I do not tolerate others' use of biased language. I facilitate and understand the physical and emotional boundaries and cultural backgrounds of others to eliminate bias.
7. Collaborates with others.o Needs Improvement o Emerging o Demonstrated o Accomplished
I use destructive criticism, derogatory remarks, threats, physical coercion, or other inappropriate behavior when interacting with others. I do not listen to others' ideas. I monopolize discussion and group activities. I undermine the work of others. I insist on working independently.
I listen to others' ideas and perspectives. Sometimes I encourage others to express ideas. I minimally support others' efforts. I exhibit lapses in professional level communication. I express reluctance to work with people from diverse backgrounds or differing perspectives. I am developing an understanding of the importance of group work. I wait for others to take the lead. I contribute minimally to group activities or product. I might perceive a differing perspective as a win-lose situation.
I communicate respect for others through words and actions. I seek others' viewpoints and ideas. I employ positive, professional communication strategies. I engage in open dialogue to accomplish group goals. I facilitate participation and success for all. I encourage differing perspectives. I seek win- win solutions to problems.
I facilitate relationship building and trust between people. I employ positive, respectful, professional communication skills. I understand the relationship between actions and the advancement of the profession. I advocate for the expression of diverse perspectives. I seek forums and lead efforts to assist others in developing their collaborative skills. I seek opportunities to collaborate with all people. I lead positive professional change through individual and collective efforts. I design and implement win-win solutions.
8. Presents self in a confident manner.o Needs Improvement o Emerging o Demonstrated o Accomplished
I display a pessimistic attitude about self, others, or future. I do not take initiative. I lack enthusiasm, maturity or emotional control. I exhibit an inappropriate level of self- esteem. I hold unrealistic expectations of the teaching profession and myself. I exhibit an excessively meek or demanding demeanor.
I display a neutral attitude about self, others, or future. I have enthusiastic moments. I occasionally take initiative. I hold modest expectations of the teaching profession and myself. I exhibit a pleasant demeanor.
I display a positive attitude about self, others, and future. I model appropriate emotional responses in all situations. I am self-assured. I have high expectations of the teaching profession and myself. I exhibit a positive demeanor.
I display an optimistic, productive, enthusiastic attitude about others, the future, and myself. I conduct myself as a positive professional in all settings. I am self-reliant. I encourage others to meet high expectations of themselves and the teaching profession. I demonstrate leadership. I exhibit a positive, professional demeanor.
9. Exhibits effective speaking, listening, written, and non-verbal communication skills.o Needs Improvement o Emerging o Demonstrated o AccomplishedMy spoken or written language contains errors. My vocabulary is inappropriate, vague, or used incorrectly. I use neutral or inappropriate facial expressions, with little or no eye contact when interacting with others. I do not have a score on the writing portion of the CASE.
My spoken and written language is correct. My vocabulary is limited. I use limited facial expressions and minimal eye contact when interacting with others. I have taken the writing portion of the CASE.
My spoken and written language is clear and correct. My vocabulary is appropriate. I use appropriate facial expressions and maintain eye contact when interacting with others. I have scored 162-184 on the writing portion of the CASE.
My spoken and written language is expressive. My vocabulary is extensive. I use emotive facial expressions and active eye contact when interacting with others I have scored 185 on the writing portion of the CASE.
ESSAY REQUIREMENT Reflective Statement
Write a reflective statement of 200-250 words emphasizing your knowledge and use of the 4 C’s – collaboration, critical thinking, communication and creativity. How would you incorporate the 4 C’s into your classroom teaching?
Appendix V MURRAY STATE UNIVERSITY
College of Education and Human Services Alternative Route to Certification Mentoring/Communication Plan
School Year_______
Alternative Certification Teacher________________________ Candidate SSN___________________
University Name: Murray State University Employing School District________________________
Alternative Route to Certification Program for _______________________________
(subject/level)
Part I. Support for the teacher candidate:
OBSERVATION PROVIDED BY
HOURS OF OBSERVATIONS TO BE PROVIDED
NAME AND ROLE OF MENTOR (teacher or administrator)
EMAIL ADDRESS Phone Number
University Mentor 5
District‐based Mentor
5
Principal/Designee/District Mentor
5
Total Planned Hours 15
Part 2. Description of support offered:
Murray State faculty mentor and/or the coordinator and district representatives will assist the
candidate to successfully meet the responsibilities and duties of teaching. Support will include but is not
limited to assistance with:
Classroom management and classroom/school climate
Lesson plans
Formative and Summative Assessment
Unit Design
Differentiated Instruction
Student engagement
Other support activities may include: co-teaching, classroom observations within the school or district, articles or videos, and video recording of classes for discussion.
COMMUNICATION PLAN
To support the alternative route to certification teacher, the mentor or the Murray State alternative
route to certification coordinator will remain in contact with the school district and the principal
throughout the year. Committee will communicate a minimum of three times throughout the year via
phone, email or in person. Results of meetings will be reported to the teacher by the Murray
State coordinator throughout the year. Teacher candidate may participate in eMentoring with Murray
State personnel during the year. Issues will be addressed promptly by all parties.
University Representative Signature__________________________________ Date_________________
District‐Based Mentor Signature______________________________________ Date________________
Principal/Designee Signature _________________________________________Date________________
Candidate Signature_________________________________________________Date________________
Submit log of mentoring hours to the alternative route to certification coordinator. Email to [email protected] or mail to:
Murray State University Teacher Quality Institute 338 Alexander Hall Murray, KY 42071
Appendix VI
ALTERNATIVE ROUTE TO CERTIFICATION PATHWAY
Date Completed
Completion of BS degree
2.75 overall GAP or 3.0 on last 30 hours Passing scores on the CASE or GRE CASE: Reading ‐156, Writing ‐162, Math ‐150
OR GRE: Qualitative ‐150, Quantitative ‐143, Writing ‐ 4
Transcripts from all colleges and universities submitted for review Declaration of Eligibility
Professional Dispositions/Skills for Self‐Assessment, include essay
Letter from Murray State University
Apply for positions and include Murray State letter Once position offered, apply to the alternative route to certification program
Application reviewed by Committee
Curriculum contract developed listing requirements and classes to complete the program and provided to applicant
Curriculum contract signed by all parties
District begins paperwork to complete the CA‐TP and Mentoring/Communication form
Applicant completes and sends page 1 and 2 of CA‐TP and Mentoring/Communication form to Murray State Fees for the alternative route to certification program are paid to Murray State by the applicant. Must be paid before the CA‐TP is processed
Murray state completes page 3 and Mentoring/Communication form and sends to EPSBOfficial transcripts sent to EPSB EPSB processes temporary provisional certificate and applicant prints from EPSB website
Submit copy of certificate to the District Board of Education Provide Murray State Graduate School with official transcripts from all colleges and universities attended
Apply for and be admitted to the Murray State Graduate School Begin classes shown on the contract within 90 days of admission to the program
Classroom Observation Form Appendix VII
Teacher: School:
Grade Level: Subject: Date:
Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy
The teacher demonstrates knowledge of the content and common student misconceptions.
Evidence:
Evidence:
Evidence:
Evidence: 1e: Designing Coherent Instruction
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
The teacher demonstrates familiarity with individual students’ backgrounds, cultures, skills, language proficiency, interests, and special needs.
The teacher’s instructional purpose is clear. Different types of content are represented (e.g., knowledge, thinking skills).
Activities, materials, resource grouping, etc. are aligned to standards and appropriate for level of students.
©
Domain 2: The Classroom Environment
2a: Creating an environment
of Respect and Rapport
Classroom interactions between the teacher and students are respectful. Student interactions with each other are respectful.
Evidence:
Evidence:
Evidence:
Evidence: 2d: Managing Student Behavior
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
The level of energy, from both students and teacher, is high, creating a culture for learning in which the subject is important and students clearly take pride in their work.
Little instructional time is lost because of classroom routines and procedures, transitions, handling of supplies, and performance of non-instructional duties. Students contribute to classroom routines.
Standards of conduct are clear, with teacher’s sensitive monitoring of student behavior and subtle response to misbehavior.
Evidence:
The classroom is safe, and the physical environment ensures the learning of all students and is conducive to the goals of the lesson. Technology is used skillfully, as appropriate to the lesson.
2e: Organizing Physical Space
©
Domain 3: Instruction
3a: Communicating with Students
Expectations for learning, directions, and procedures are clear to students. The teacher’s explanation of content is effective and anticipates possible student misconceptions.
Evidence:
Evidence:
Evidence:
Evidence: 3d: Using Assessment in Instruction
3b: Using Questioning & Discussion Techniques
3c: Engaging Students in Learning
The teacher’s questions are at a high cognitive level, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate.
Students are engaged throughout the lesson in learning. The activities, student groupings, and materials are appropriate to the instructional outcomes.
Assessment is used in instruction, through self-assessment by students, monitoring of progress by teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work.
Evidence:
The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher adjusts the lesson when needed.
3e: Demonstrating Flexibility & Responsiveness
©
Domain 4: Professional responsibilities
4a: Reflecting On Teaching
Teacher analyzes impact on student learning, making necessary revisions.
Evidence:
Evidence: 4b: Maintaining Accurate Records
Teacher keeps accurate records of instructional and non-instructional events, including student assignments and progress in learning and shares this with students and parents.
Comments:
Comments:
Comments:
Teacher Signature
Observer Signature
Principal Signature
Appendix VIII
MURRAY STATE UNIVERSITYCollege of Education and Human Services
Alternative Route to Certification Principal/Mentor Overall Semester Feedback
OBSERVER_________________________________________
ALT. CERT. TEACHER_________________________________
DISTRICT/SCHOOL___________________________________
SUBJECT___________________________________________
DATE______________________________________________ (by November 1 and March 1)
AREAS OF STRENGTHS
AREAS FOR IMPROVEMENT
SUGGESTIONS TO ASSIST THE TEACHER
SEND TO:
Murray State University
Teacher Quality Institute
338 Alexander HallMurray, KY 42071
Email: [email protected]
Alternative Route to Certification Middle and Secondary Content Timeline
August - December Year 1
Classes at MSU:EDU 650 (2 hrs.)SED 606Content classes if neededCLEP or technology class if required
January - May Year 1
Classes at MSU:EDU 637
REA 618EDU 650 (1 hr.) Content classes if needed
Pass Praxis II and PLT
June - July Year 1
Class at MSU: ADM 627
Pass Praxis II and PLT if not completed previously
August - June Year 2
Completed Classes and Passed Praxis and PLT
Completed any state requirements
Classes at MSU 6 hrs.Pass Praxis II and PLTCompleted any state
requirements
No
Year 3Certified
Year 2Certified
Yes
Appendix V
MURRAY STATE UNIVERSITY
MENTORING PLAN
SCHOOL YEAR________
Alternative Certification Teacher________________________ Candidate SSN___________________
University Name: Murray State University Employing School District________________________
Alternative Route to Certification Program for _______________________________
(subject/level)
Part I. Support for the teacher candidate:
OBSERVATION PROVIDED BY
HOURS OF OBSERVATIONS TO BE PROVIDED
NAME AND ROLE OF MENTOR (teacher or administrator)
EMAIL ADDRESS Phone Number
University Mentor 5
District‐based Mentor
5
Principal/Designee/District Mentor
5
Total Planned Hours 15
Part 2. Description of support offered:
By working together the MSU faculty mentor and/or the coordinator and district representatives will
assist the candidate to successfully meet the responsibilities and duties of teaching. Support will include
but is not limited to assistance with:
Classroom management and classroom/school climate
Lesson plans
Formative and Summative Assessment
Unit Design
Differentiated Instruction
Student engagement
Other support activities may include co‐teaching, observations in classrooms in the building or district,
articles or videos, and video taping of classes for discussion
COMMUNICATION PLAN
In order to support the alternative route to certification teacher, the MSU mentor or the alternative
route to certification coordinator will remain in contact with the district‐based mentor and the principal
throughout the year. Communication can be in person, by phone, or by email. The committee will
communicate a minimum of three times throughout the year. The mentor will report results of
meetings with the teacher to the MSU coordinator throughout the year. The teacher candidate may
also participate in eMentoring with MSU personnel during the year. If there are any issues that should
be addressed, additional communication may be necessary.
University Representative Signature__________________________________ Date_________________
District‐Based Mentor Signature______________________________________ Date________________
Principal/Designee Signature _________________________________________Date________________
Candidate Signature_________________________________________________Date________________
A completed log of mentoring hours will be submitted to the alternative route to certification
coordinator at Murray State University by the teacher candidate. The log may be emailed. The email
address is [email protected] or the log may be mailed to:
Murray State University Teacher Quality Institute 338 Alexander Hall Murray, KY 42071
Classroom Observation Form Appendix VII
Teacher: School: Grade Level: Subject: Date:
Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy
The teacher demonstrates knowledge of the content and common student misconceptions.
Evidence:
Evidence:
Evidence:
Evidence: 1e: Designing Coherent Instruction
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
The teacher demonstrates familiarity with individual students’ backgrounds, cultures, skills, language proficiency, interests, and special needs.
The teacher’s instructional purpose is clear. Different types of content are represented (e.g., knowledge, thinking skills).
Activities, materials, resource grouping, etc. are aligned to standards and appropriate for level of students.
©
Domain 2: The Classroom Environment
2a: Creating an environment
of Respect and Rapport
Classroom interactions between the teacher and students are respectful. Student interactions with each other are respectful.
Evidence:
Evidence:
Evidence:
Evidence: 2d: Managing Student Behavior
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
The level of energy, from both students and teacher, is high, creating a culture for learning in which the subject is important and students clearly take pride in their work.
Little instructional time is lost because of classroom routines and procedures, transitions, handling of supplies, and performance of non-instructional duties. Students contribute to classroom routines.
Standards of conduct are clear, with teacher’s sensitive monitoring of student behavior and subtle response to misbehavior.
Evidence:
The classroom is safe, and the physical environment ensures the learning of all students and is conducive to the goals of the lesson. Technology is used skillfully, as appropriate to the lesson.
2e: Organizing Physical Space
©
Domain 3: Instruction
3a: Communicating with Students
Expectations for learning, directions, and procedures are clear to students. The teacher’s explanation of content is effective and anticipates possible student misconceptions.
Evidence:
Evidence:
Evidence:
Evidence: 3d: Using Assessment in Instruction
3b: Using Questioning & Discussion Techniques
3c: Engaging Students in Learning
The teacher’s questions are at a high cognitive level, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate.
Students are engaged throughout the lesson in learning. The activities, student groupings, and materials are appropriate to the instructional outcomes.
Assessment is used in instruction, through self-assessment by students, monitoring of progress by teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work.
Evidence:
The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher adjusts the lesson when needed.
3e: Demonstrating Flexibility & Responsiveness
©
Domain 4: Professional responsibilities
4a: Reflecting On Teaching
Teacher analyzes impact on student learning, making necessary revisions.
Evidence:
Evidence: 4b: Maintaining Accurate Records
Teacher keeps accurate records of instructional and non-instructional events, including student assignments and progress in learning and shares this with students and parents.
Comments:
Comments:
Comments:
Teacher Signature
Observer Signature
Principal Signature
Alternative Route to Certification Middle and Secondary Content Timeline
August - December Year 1
Classes at MSU:EDU 650 (2 hrs.)SED 606Content classes if neededCLEP or technology class if required
January - May Year 1
Classes at MSU:EDU 637REA 612EDU 650 (1 hr.)Content classes if needed
Pass Praxis II and PLT
June - July Year 1
Class at MSU: ADM 627
Pass Praxis II and PLT if not completed previously
August - June Year 2
Completed Classes and Passed Praxis and PLT
Completed any state requirements
Classes at MSU 6 hrs.Pass Praxis II and PLTCompleted any state
requirements
No
Year 3Certified
Year 2Certified
Yes
Teacher Quality Institute338 Alexander Hall Murray, KY 42071‐3340 P: 270.809.2090 F: 270.809.2689
www.murraystate.edu/TQI
Appendix VI
ALTERNATIVE ROUTE TO CERTIFICATION PATHWAY
For information, forms, and questions contact: msu.altcert.murraystate.edu
Date Completed
Completion of at least a BS degree
2.75 overall GAP or 3.0 on the last 30
Passing scores on the CASE or GRE CASE: Reading ‐156, Writing ‐162, Math ‐150 OR GRE: Qualitative ‐150, Quantitative ‐143, Writing ‐ 4
Transcripts from all colleges and universities attended for review
Declaration of Eligibility
Professional Dispositions and Skills for Self‐Assessment including paragraph
Letter from Murray State University
Apply for positions and include the letter from MSU
When offered a position, apply to the alternative route to certification program
Application reviewed by Committee
Curriculum contract developed listing requirements and classes to complete the program and provided to applicant
Curriculum contract signed by all parties
The district begins the paperwork to complete the CA‐TP and Mentoring/Communication form
The applicant completes pages 1 and 2 of the CA‐TP and the Mentoring/Communication form and sends to MSU
All fees for the alternative route to certification program are paid to MSU by the applicant. All fees must be paid before the CA‐TP is processed
MSU completes page 3 and the Mentoring/Communication form and sends to the Education Professional Standards Board (EPSB)
Send official transcripts to EPSB
EPSB processes the temporary provisional certificate and applicant prints from EPSB website.
Provide a copy of certificate to the District Board of Education
Provide MSU Graduate School with official transcripts from all colleges and universities attended
Apply for and admitted to the MSU Graduate School
Begin classes shown on the contract within 90 days of admission to the program
07/04
PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
16 KAR 1:020 as developed by The Education Standards Board
Educators in the Commonwealth strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and safeguard the freedom to learn and to teach. Kentucky educators believe in the worth and dignity of each human being and in educational opportunities for all. Educators in the Commonwealth strive to uphold the responsibilities of the education profession according to the highest ethical standards. The commitment of all Kentucky educators is symbolized by this code of ethics of the education profession in the Commonwealth.
Preamble
In 1990, the General Assembly of the Commonwealth of Kentucky enacted landmark legislation for education reform throughout the state. As the Kentucky Education Reform Act is implemented across the state, the Education Professional Standards Board calls Kentucky’s educators to reaffirm their commitment to the highest ethical standards. In recognizing the magnitude of our responsibility to learners and to society, we offer this Code of Ethics, which reflects and promotes the aspirations of our profession.
To Students
1. Shall provide students with professional education services in a non-discriminatory manner and in consonance with accepted best practice known to the educator. 2. Shall respect the constitutional rights of all students. 3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students. 4. Shall not use professional relationships or authority with students for personal advantage. 5. Shall keep in confidence information about students which has been obtained in the course of professional service, unless
disclosure serves professional purposes or is required by law. 6. Shall not knowingly make false or malicious statements about students or colleagues. 7. Shall refrain from subjecting students to embarrassment or disparagement. 8. Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a professional
approach with students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing; rape; threats of physical harm; and sexual assault.
To Parents
1. Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student. 2. Shall endeavor to understand community cultures and diverse home environments of students. 3. Shall not knowingly distort or misrepresent facts concerning educational issues. 4. Shall distinguish between personal views and the views of the employing educational agency. 5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others. 6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or partisan political activities. 7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, nor offer any of these to obtain special advantage.
To the Education Profession 1. Shall exemplify behaviors which maintain the dignity and integrity of the profession. 2. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and
responsibilities. 3. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves
professional purposes or is required by law. 4. Shall not use coercive means or give special treatment in order to influence professional decisions. 5. Shall apply for, accept, offer, or assign a position of responsibility only on the basis of professional preparation and legal
qualifications. 6. Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other professionals.
Appendix III
Name: ________________________________________ SSN: ____________________________________________ Declaration I am an applicant for admission to: teacher education student teaching alternative certification A.I am aware that applicants for certification are required to submit a national and state criminal background check to EPSB. The criminal background check shall be conducted within twelve (12) months prior to the date of the initial application for certification. B. If you have ever held or currently hold a professional license, credential, or other document issued to you by any other jurisdiction other than Kentucky within the United States or abroad, enclose a copy of the certificate(s) and provide the following:
Type of Professional Certificate
State or Jurisdiction of Issuance
Issue Date Expiration Date
C. Disclosure of Background Information:
If you answer “yes” to any question below, SUBMIT a narrative with your application. The narrative should include dates, locations, school systems, court records, and any other information that explains the circumstances in detail.
YE
S
NO
Doc
umen
tatio
n A
ttach
ed
l. Have you ever had a professional certificate, license, credential, or any document issued for practice denied, suspended, revoked, or voluntarily surrendered? If you have had a professional certificate, license, credential, or any other document issued for practice initially denied by a licensing body, but later issued, you must answer “yes.”
2. Have you ever been suspended or discharged from any employment or military service because of allegations of misconduct?
3. Have you ever resigned, entered into a settlement agreement, or otherwise left employment as a result of allegations of misconduct?
4. Is any action now pending against you for alleged misconduct in any school district, court, or before any educator licensing agency?
5. Have you ever been convicted of or entered a guilty plea, an “Alford” plea, or a plea of nolo contendere (no contest) to a felony or misdemeanor, even if adjudication of the sentence was withheld in Kentucky or any other state? For the purpose of this application, minor traffic violations should not be reported. convictions for driving while intoxicated (DWI) or driving under the influence of alcohol or other drugs (DUI) must be reported.
6. Do you have any criminal charges pending against you?
7. If you indicated “yes” to question #1 through #6, has the EPSB previously reviewed the information? (Date of review _____________________)
I declare that I understand the standard for personal and professional conduct expected of a professional educator in Kentucky. I further certify that I have read and examined the Professional Code of Ethics for Kentucky Certified School Personnel, 16 Kentucky Administrative Regulation 1:020, understand its provisions, and agree to abide by its terms during the course of my preparation and career as a professional educator. SIGNATURE: ________________________________________________________________ DATE: _______________ Affirmation I affirm and declare that all information given by me on this declaration is true, and correct, and complete to the best of my knowledge. I understand that any misrepresentation of facts, by omission or addition, may result in the dismissal from the teacher education program and denial or revocation of my teaching certificate in the future. Further, I understand that KRS 161.120 provides that a teaching certificate may be revoked at any time upon determination that false information was presented toward obtaining a teaching certificate. SIGNATURE: _______________________________________________________________ DATE: _______________
Appendix VIII
ALTERNATIVE ROUTE TO CERTIFICATION
Principal/Mentor Overall Semester Feedback
OBSERVER_________________________________________
ALT. CERT. TEACHER_________________________________
DISTRICT/SCHOOL___________________________________
SUBJECT___________________________________________
DATE______________________________________________ (by November 1 and March 1)
AREAS OF STRENGTHS
AREAS FOR IMPROVEMENT
SUGGESTIONS TO ASSIST THE TEACHER
SEND TO:
Murray State University
Teacher Quality InstituteMurray, KY 42071Email: [email protected]
Appendix IV
Name: ____________________________
Date: _____________________________
Professional Dispositions and Skills Self-Assessment
1. Expresses enthusiasm and passion for the teaching profession.
o Needs Improvement o Emerging o Demonstrated o AccomplishedI exhibit little or no enthusiasm for teaching. I do not have examples that connect teaching to everyday life. I show little or no interest in joining a professional organization. I frequently complain about the teaching profession or course work. I use inappropriate facial expression and voice tone. I can provide one reason entering the teaching profession.
I exhibit regard for teaching. I attempt to provide examples that connect teaching to everyday life. I am a member of a professional organization but participate minimally. I make some complaints about the teaching profession or course work. I have a neutral facial expression and voice tone. I can provide two reasons for entering the teaching profession.
I demonstrate enthusiasm for teaching. I provide examples that connect teaching to students' everyday lives. I am an active member of a professional organization, attend activities, and volunteer for service. I make positive statements about the teaching profession and course work. I have positive facial expressions and voice tone. I can provide 3-4 specific reasons for entering the teaching profession.
I exude enthusiasm for teaching. I consistently encourage students to apply knowledge in the context of everyday life. I demonstrate leadership in a professional organization and value membership as a professional growth opportunity. I consistently demonstrate a positive attitude toward the teaching profession. I have highly positively charged facial expressions and voice tone. I can provide multiple personal and altruistic reasons for entering the teaching profession.
2. Demonstrates critical thinking skills. o Needs Improvement o Emerging o Demonstrated o Accomplished
When discussing an experience resolving a problem, my responses are disorganized, vague, and/or illogical. I display minimal reflection upon ways to improve. I only consider the problem for my own perspective. I do not demonstrate knowledge of course content. I do not have a score on the mathematics portion of the CASE.
I can provide logical steps for solving a problem. I reflect only when prompted. My reflection is superficial and contains few suggestions for improvement. I implement decisions without seeking input or others' perspectives. I appear to have a basic understanding of course content. I rely on personal experiences rather than new research-based evidence. I focus on meeting minimal academic requirements. I have taken the mathematics portion of the CASE.
I can provide logical, sequential steps for solving a problem. I can reflect without prompting. My reflection includes some examples of areas for improvement. I seek input from others. I make connections between concepts, experiences, and course content. I seek learning opportunities. I have scored 150-184 on the mathematics portion of the CASE.
When solving a problem, I can provide logical, sequential steps with detailed rationales. My reflection is insightful and includes an in-depth analysis and evaluation of areas for improvement. I involve others in decision-making. I analyze, synthesize, and evaluate course information and engage others in intellectual discussion. I create learning opportunities for myself and others. I have scored > 185 on the mathematics portion of the CASE.
3. Generates creative original thoughts, approaches, and interpretations. o Needs Improvement o Emerging o Demonstrated o Accomplished
I stay strictly within guidelines. When sharing a creative experience, I describe a common thought, approach, or interpretation that is impractical or infeasible in the real world. I describe random ideas or solutions that do not interconnect.
I consider new approaches without going beyond the guidelines. When sharing a creative experience, I describe a thought, approach, or interpretation that has some use or value. I can connect ideas or solutions in novel ways.
I incorporate new approaches to the assignment a final product. When sharing a creative experience, I describe a thought, approach, or interpretation that solves a problem or meets a perceived need. I can synthesize ideas or solutions into a coherent whole.
I actively seek out and follow through on untested and potentially risky approaches in a final product. When sharing a creative experience, I can describe a unique thought, approach, or interpretation that could impact others' lives or contribute to the teaching profession. I can transform ideas into an entirely new form.
4. Models ethical personal and professional behavior.
o Needs Improvement o Emerging o Demonstrated o Accomplished I have knowingly plagiarized, cheated on a test, copied another's work, or allowed someone to copy. I violate the professional Code of Ethics through my words and actions. I do not respect confidentiality of records, professional correspondence, or conversations. I participate in gossip about others. I exhibit poor practices using social media. I only considers my self-interests when making decisions.
I follow through on promises, do not take credit for others' ideas or work, and exhibit integrity. I demonstrate awareness of the professional Code of Ethics. I am aware of and adhere to policies regarding confidentiality of student records, professional correspondence, and conversations. I participate in gossip occasionally. I am aware of professional practices using social media. I implement decisions without considering impact on others.
I consistently model behaviors that exemplify honesty and integrity. I model adherence to a professional Code of Ethics through my words and actions. I maintain confidentiality of records, professional correspondence, and conversations. I refrain from gossip. I exhibit professional practices using social media. I consider impact of my decisions on others.
I acknowledge the contributions of others, exceed expectations, and exhibit a high level of integrity. I hold myself and others accountable for adhering to the Professional Code of Ethics. I consistently support policies regarding confidentiality of records, activities, professional correspondence, and conversations. I do not tolerate gossiping or abuses of confidentiality by others. I encourage others to exhibit professional practices using social media. I consider the impact of my decisions on constituents.
5. Considers the consequences of and assumes responsibility for own behavior. o Needs Improvement o Emerging o Demonstrated o Accomplished
I fail to address problem situations. I blame others. I do not complete tasks successfully or on a timely basis. I am not present for learning experiences. I have a lack of regard for my personal appearance, attire, and hygiene.
I have a family member or others address problem situations for me. I blame others rather than seeking solutions. I need prodding to complete tasks. I am not consistently present or prepared for learning experiences. I exhibit minimal enthusiasm and limited engagement in classroom and field experiences. My appearance, attire, and hygiene are inappropriate for setting
I attempts to solve problems independently. I enlist assistance when needed. I focus on seeking solutions rather than assigning blame. I complete tasks successfully on time. I am punctual and prepared for learning experiences. My appearance, attire, and hygiene are appropriate for setting
I seek solutions independently or with assistance. I accept ownership of the problem. I produce exemplary work that goes beyond the provided guidelines. I make prior arrangements when an absence is necessary. I take the initiative in making up missed work. I am consistently prepared and punctual. I am a role model of professional appearance, attire, and hygiene.
6. Advocates for the care, learning, well-being, and respect of all members of the inclusive educational community. o Needs Improvement o Emerging o Demonstrated o Accomplished
I refuse to include those often excluded. I react only to acute instances of oppression or exclusion, if at all. I use biased language. I impose my personal religious or political views on others in an educational setting. I behave in a manner that is discriminatory, intolerant, or close-minded.
I appear reluctant to include those often excluded. I am hesitant to remedy instances of oppression or exclusion. Sometimes I use biased language. I exhibit awareness of importance of separating my personal and professional views in an educational setting. I am aware of others' physical and emotional boundaries and cultural backgrounds.
I seek opportunities to include those often excluded. I seek to remedy instances of oppression or exclusion. I use unbiased language. I demonstrate appropriate separation of personal and professional views in an educational setting. I seek to understand the physical and emotional boundaries and cultural backgrounds of others to limit bias.
I facilitate opportunities to include or show appreciation for those often excluded. I proactively identify and resolve problems of exclusion or oppression. I do not tolerate others' use of biased language. I facilitate and understand the physical and emotional boundaries and cultural backgrounds of others to eliminate bias.
7. Collaborates with others. o Needs Improvement o Emerging o Demonstrated o Accomplished
I use destructive criticism, derogatory remarks, threats, physical coercion, or other inappropriate behavior when interacting with others. I do not listen to others' ideas. I monopolize discussion and group activities. I undermine the work of others. I insist on working independently.
I listen to others' ideas and perspectives. Sometimes I encourage others to express ideas. I minimally support others' efforts. I exhibit lapses in professional level communication. I express reluctance to work with people from diverse backgrounds or differing perspectives. I am developing an understanding of the importance of group work. I wait for others to take the lead. I contribute minimally to group activities or product. I might perceive a differing perspective as a win-lose situation.
I communicate respect for others through words and actions. I seek others' viewpoints and ideas. I employ positive, professional communication strategies. I engage in open dialogue to accomplish group goals. I facilitate participation and success for all. I encourage differing perspectives. I seek win- win solutions to problems.
I facilitate relationship building and trust between people. I employ positive, respectful, professional communication skills. I understand the relationship between actions and the advancement of the profession. I advocate for the expression of diverse perspectives. I seek forums and lead efforts to assist others in developing their collaborative skills. I seek opportunities to collaborate with all people. I lead positive professional change through individual and collective efforts. I design and implement win-win solutions.
8. Presents self in a confident manner. o Needs Improvement o Emerging o Demonstrated o Accomplished
I display a pessimistic attitude about self, others, or future. I do not take initiative. I lack enthusiasm, maturity or emotional control. I exhibit an inappropriate level of self- esteem. I hold unrealistic expectations of the teaching profession and myself. I exhibit an excessively meek or demanding demeanor.
I display a neutral attitude about self, others, or future. I have enthusiastic moments. I occasionally take initiative. I hold modest expectations of the teaching profession and myself. I exhibit a pleasant demeanor.
I display a positive attitude about self, others, and future. I model appropriate emotional responses in all situations. I am self-assured. I have high expectations of the teaching profession and myself. I exhibit a positive demeanor.
I display an optimistic, productive, enthusiastic attitude about others, the future, and myself. I conduct myself as a positive professional in all settings. I am self-reliant. I encourage others to meet high expectations of themselves and the teaching profession. I demonstrate leadership. I exhibit a positive, professional demeanor.
9. Exhibits effective speaking, listening, written, and non-verbal communication skills. o Needs Improvement o Emerging o Demonstrated o Accomplished My spoken or written language contains errors. My vocabulary is inappropriate, vague, or used incorrectly. I use neutral or inappropriate facial expressions, with little or no eye contact when interacting with others. I do not have a score on the writing portion of the CASE.
My spoken and written language is correct. My vocabulary is limited. I use limited facial expressions and minimal eye contact when interacting with others. I have taken the writing portion of the CASE.
My spoken and written language is clear and correct. My vocabulary is appropriate. I use appropriate facial expressions and maintain eye contact when interacting with others. I have scored 162-184 on the writing portion of the CASE.
My spoken and written language is expressive. My vocabulary is extensive. I use emotive facial expressions and active eye contact when interacting with others I have scored 185 on the writing portion of the CASE.
ESSAY REQUIREMENT Reflective Statement
Write a reflective statement of 200-250 words emphasizing your knowledge and use of the 4 C’s – collaboration, critical thinking, communication and creativity. How would you incorporate the 4 C’s into your classroom teaching?