TEACHER EDUCATION HANDBOOK
DIVISION OF TEACHER EDUCATION
OKLAHOMA BAPTIST UNIVERSITY
2019-2020 EDITION
Table Of Contents
PREFACE ...................................................................................................................................... 3
TITLE II INFORMATION ............................................................................................................. 5
GLOSSARY OF TERMS............................................................................................................ 10
Objectives Of Teacher Education Program .............................................................................. 13
Development Of Objectives ...................................................................................................... 13
Statement Of Basic Objectives ................................................................................................. 13
Criteria For Teacher Education Program 2.1 ............................................................................ 13
Application Process 2.2 ............................................................................................................ 15
Transfer And Non-Traditional Candidate Process 2.3 ............................................................... 16
Admit Status And Time Limit Policy .......................................................................................... 19
Certification Exams 3.1 ............................................................................................................. 21
Background Check 3.2.A ........................................................................................................... 23
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PREFACE TEACHEREDUCATION
The content of this handbook and the policies and programs which underlie and are
described herein may change at any time. Some of the handbook material describes
current Oklahoma state laws, regulations, and procedures which may be altered by the
state without notice. The material which describes the Teacher Education and Student
Teaching Programs offered by Oklahoma Baptist University’s Educator Preparation
Program maybe changed at any time by the University. The University may modify or
eliminate its programs, including, but not limited to, altering the requirements, modifying
the criteria for admission into the various phases of the programs, and changing the
procedures currently described. The University processes and policies which this
handbook describes are not set forth in this handbook for the purpose of promising a
Candidate that these will, in every instance, be precisely followed, but to help the
Candidate understand the processes and policies the University currently follows.
A Candidate must be admitted as an undergraduate to the University to be eligible to
apply for admission to the University’s Educator Preparation Program; similarly, a
Candidate must be fully admitted to the Educator Preparation Program before the
Candidate is eligible to apply for the Student Teaching Program. Admission in each
instance is not a guarantee of further admission. A status of “admitted with conditions”
at any level should be resolved as soon as possible and within the time limits allowed.
Failure to resolve status issues can result in delays in enrollment in coursework,
acceptance into the Teacher Education or Student Teaching Program, obtainment of
degree recommendation for certification, or dismissal from the Educator Preparation
Program.
The University’s student conduct code (Green Book) and academic policies are fully
applicable to all Candidates engaged in the Educator Preparation Program, whether the
Candidate is on or off campus. A Candidate must remain in good standing within the
University to remain eligible to pursue the program of Teacher Education.
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These programs are operated by the Division of Educator Preparation Program in a
manner consistent with the University’s policy regarding illegal nondiscrimination. In
compliance with Federal Law, including the provisions of Title IX of the Education
Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans
with Disabilities Act of 1990, Oklahoma Baptist University does not illegally discriminate
on the basis of race, sex, religion, color, national or ethnic origin, disability, or military
service in its administration of admission policies, scholarship, or loan programs;
educational or athletic policies, programs, or activities; or other university administered
programs or employment.
This handbook describes the Division of Educator Preparation Programs and in doing
so on occasion makes reference to teacher certification by states, especially the state
of Oklahoma. The Division does not warrant that the completion of the Educator
Preparation Program will guarantee that the Candidate will pass state examinations or
otherwise qualify for certification. While the Educator Preparation Program will assist
the Candidate in planning his/her progress through the course of study and activities
described in this handbook, it remains the Candidate’s responsibility to plan and
achieve the requirements in a timely and satisfactory manner. This can easily be
accomplished by following the four-year plan of study chosen with the help of the
Candidate’s Advisor and completing additional requirements within deadlines.
Candidates who would become eligible teachers are seeking positions which our
society deems special. Teaching is a profession and those who prepare teachers have
a duty to maintain the standards of the profession. In the course of applying for and
pursuing the program of Teacher Education, the University Supervisor and other
Faculty will be obliged to make assessments of the Candidate’s academic performance
and conduct using professional criteria to measure the Candidate’s fitness to enter the
profession as a teacher. These assessments will include reviews of a Candidate’s
academic record as well as evaluations submitted by Faculty and Mentor Teachers.
If you have any questions or concerns, please contact:
Mrs. Liz Justice, Director of Field Experiences, (405)585-4256
Dr. Pam Robinson, Director of Teacher Education, (405)585-4269
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TITLE II INFORMATIONSection 207 of Title II of the Higher Education Act mandates that the State Department of
Education collect data on state assessments, other requirements, and standards for teacher
certification and licensure, as well as data on the performance of teacher preparation programs.
The law requires the Secretary of Education to use this data in submitting an annual report on
the quality of teacher preparation to the Congress.
The Oklahoma Baptist University Teacher Education program offers course work for ten areas
of teacher certification. These education programs are Early Childhood, Elementary, English,
Health/Physical Education, Instrumental Music, Mathematics, Science, Social Studies, Special
Education, and Vocal Music.
During the 2015-2016 school years, there were 87 Candidates that completed Oklahoma Baptist
University's Teacher Education program. All of the Candidates met the criteria for acceptance
into the Teacher Education Program and graduated with Education Degrees.
The Oklahoma Baptist University Teacher Education program maintains a high pass rate among
teacher Candidates taking the following competency based tests. For the year 2015-2016,
Oklahoma Baptist University Candidates took 187 and with a 96.8% pass rate.
Aggregated pass rate in each assessment area is:
TEST FIELD # TESTED PASS RATE Statewide
PASS Rate
Oklahoma General Education Test (OGET) 70 95.7% 87.9 %
Oklahoma Professional Teaching Exam (OPTE) PK-8 41 97.6% 91.6%
Oklahoma Subject Area Test (OSAT) 76 97.4% 83.8%
Summary Totals 187 96.8% 84.4%
For further information on Title II data pertaining to Oklahoma Baptist University's Education Programs, please contact the Teacher Education Office: Tina.Nickerson@ okbu.edu
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Conceptual Framework of the Teacher Education Program
The Educator Preparation Program ensures that its Professional Education Programs
are based on essential knowledge, established and current research findings, and
sound professional practice.
Each Professional Education Program offered at Oklahoma Baptist University reflects a
common set of assumptions concerning the nature of the successful beginning teacher.
These assumptions have been distilled into a philosophy statement and eleven general
program goals which have been explicated by the Division of Educator Preparation
Program and are supported by a liberal arts education, essential knowledge, established
and current research findings, and sound professional practice.
The design of the curriculum for each program is consistent with the model developed
by the Educator Preparation Program, and the objectives for each program are
consistent with the general philosophy and goals established for the Division of
Educator Preparation Program.
Each aspect of the Candidate's experience, the general education core, the studies in
the Candidate's specialty area, and the professional studies and field experiences,
coordinates positively with each other aspect, so that each program constitutes a
coherent whole which meets the goals established by the Division of Educator
Preparation Program.
The product of the program, the beginning Teacher, understands and positively reflects
the goals of the program. In addition, follow-up evaluations of and by program
graduates, completed in the first, third, and fifth years following
graduation provide information concerning performance and continued
development of Oklahoma Baptist University graduates. Follow-up evaluations are
completed by both the graduates and their respective administrator(s).
Each professional program offered at Oklahoma Baptist University reflects a common
set of assumptions concerning the nature of the successful beginning teacher. These
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assumptions have been distilled into a philosophy statement and general program goals
which have been developed by the Division of Educator Preparation Program and are
supported by a liberal arts education essential knowledge, established and current
research findings, and professional practice. The Division of Educator Preparation
Program is represented visually through its conceptual framework, the Lighthouse.
The intricacies and complexities of teaching cannot be reduced to content applied to
knowledge and skills alone; effective teaching emanates from a teacher’s disposition
and Christian ethics, as well. This is reflected in the visual representation of the
Oklahoma Baptist University model.
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1. Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.
2. Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
3. Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-
motivation.
4. Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make the discipline accessible and
meaningful for learners to assure mastery of the content.
5. Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
7. Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing
upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
8. Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
9. Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners, families,
other professionals, and the community). and adapts practice to meet the needs of each learner.
10. Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession.
11. Oklahoma Academic Standards
The teacher is familiar with and knows how to apply the Oklahoma Academic Standards
appropriate to the subject area/grade level they are instructing.
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GLOSSARY OF TERMS
Some terms that were previously introduced in the field experiences handbook are: Cooperating Administrator & School Director of Field Experiences (FE) Field Experiences (FE) Candidate & Program Mentor Teacher University Supervisor
The following terminology is introduced in this handbook: Accreditation
An official endorsement of an institution’s program of Teacher Education by state and
national accrediting agencies. The University’s Educator Preparation Program is
accredited by the Office of Educational Quality and Accountability (OEQA), the Council
for the Accreditation of Educator Preparation (CAEP).
Admit Status
Approval for admission to the Education Preparation Program may be stated as
“admitted”, “admitted with conditions”, or “denied”. Upon being “admitted with
conditions”, the candidate is given a deadline to complete requirements in order to
move forward with upper level and subsequent application to the Student Teaching
Program. Teacher Education Candidates may be admitted to the Student Teaching
Program admitted when conditions are met, or unconditionally, as well. Requirements
must be complete before a Candidate will be allowed to begin their student teacher
experience.
Certification
The process of granting certification to teach in elementary and/or secondary schools
requires successful completion of all degree requirements in an approved accredited
Educator Preparation Program, passing scores on required state certification
examinations, and a clear background check on file with the State Department of
Education. Teaching certificates are not issued automatically following completion of
the degree program but must be acquired by following specific certification procedures.
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Certification Examinations for Oklahoma Educators (CEOE)Tests required for Oklahoma Certification- Oklahoma General Education Test
(OGET), Oklahoma Subject Area Test (OSAT), and the Oklahoma Professional
Teaching Examination (OPTE).
Certification Programs-Degree Sheets
Oklahoma Baptist University’s list of courses which are required for each certification
program that prepares Candidates for his/her teaching certification. Early Childhood Education (ERCH) Program which prepares Candidates for certification to teach pre-kindergarten
through third grades.
Elementary Education (ELED)
Program which prepares Candidates for certification to teach first through eighth
grades.
P-12 Education (HPED, INED, VCED, SPED)
Programs which prepare Candidates for certificate to teach Health/Physical
Education, Music (both Instrumental & Vocal), or Special Education (Mild/
Moderate Disabilities) at any level from pre-kindergarten through twelfth grades.
Secondary Education (ENED, MEDU, SCED, SSED)
Programs which prepares Candidates for certification to teach specific subject
areas (English, Math, Science, & Social Studies) in secondary schools, sixth
through twelfth grades.
Director, Teacher Education
Person designated by Oklahoma Baptist University as the coordinator and
administrator of the Teacher Education and Student Teaching Programs.
Faculty Interview Panel
Team of at least 3 Oklahoma Baptist University Teacher Education Faculty members
or Administrators that will serve as a panel to interview Educator Preparation Program
applicants.
Professional Education Sequence
Block of courses prescribed by the Division of Educator Preparation Program which
satisfy both degree and certification requirements.
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Reciprocity The extent to which one state accepts another’s teaching certificate. Once Oklahoma
certification is obtained, meeting certification requirements in other states varies
according to that state’s regulations.
Student Teaching (ST) Program
Professional Experience of the Professional Education Sequence. Application must be
submitted and specific requirements met to be admitted into the Program and
participate in the Student Teacher Field Experience.
Teacher Education (TE) Candidate
Student who has applied to the Educator Preparation Program and been accepted
unconditionally, to continue working toward a major/minor degree in Education.
Teacher Education Committee (TEC)
Committee responsible for all matters of Teacher Education policies, procedures, and
standards regarding curriculum, admission, and recommendation of Candidates to the
programs. Includes the following sub-committees:
Admission Retention Committee (ARC)
Subcommittee of the Teacher Education Committee that reviews and makes
recommendations to the Teacher Education Committee concerning admission
and retention procedures that will insure the high quality of Candidates admitted.
Reviews Candidates’ applications, interview guides, and appeals to programs.
Assessment Subcommittee
Subcommittee of the Teacher Education Committee that reviews and
recommends procedures for conducting follow-up and evaluation surveys.
Conducts surveys and presents results as summaries and reports to the
Teacher Education Committee.
Curriculum and Standards Subcommittee Subcommittee of the Teacher Education Committee that hears, reviews, and
proposes needed modifications in existing programs and policy.
Executive Subcommittee Subcommittee of the Teacher Education Committee composed of five (5)
members (chair of the Teacher Education Committee & chairs of the four (4)
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subcommittees) that prepares the agenda for Teacher Education Committee
meetings and assigns specific issues to subcommittees for action.
Teacher Education (TE) Program
Professional experience of the professional education sequence. Application must be
submitted and specific requirements met to be admitted in the Educator Preparation
Program prior to application and participation in the Student Teaching Program.
Objectives of Teacher Education Program Development of Objectives Educator Preparation Programs at Oklahoma Baptist University are informed by
specialized professional associations within each licensure area as well as input
from practitioners, Candidates, and graduates. The objectives for the Educator
Preparation Program were first developed and approved by the Teacher Education
Committee in the spring semester of 1970. Since that time, numerous revisions have
been made as standards and needs of the profession have evolved.
Statement of Basic Objectives The basic objectives of the Educator Preparation Program at Oklahoma Baptist
University is to identify specifically the knowledge, skills, and dispositions which prepare
and assist the Candidate to function as a professional and achieve optimum
development of those unique and variable qualities found in each individual.
Graduates of Oklahoma Baptist University that attain teacher certification have more
than a teaching methodology; they also have a notable dedication to their profession.
Oklahoma Baptist University believes this dedication is developed naturally in its
environment of Christian culture.
Criteria for Teacher Education Program 2.1 In addition to the pre-requisite coursework of Educator Preparation Program, listed on
the pre-requisite coursework sheet included in the Teacher Education application
packet, Candidates will be admitted when these conditions are met :
1. Attainment of a score of at least 240, on the Oklahoma General Education Test (OGET)
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2. Successful completion of the freshman year (36 hours).
3. Completion of an application for Teacher Education during the
sophomore year. (applications must be submitted for approval before the
beginning of the junior year).
4. Completion of the English Composition courses (ENGL 1153/1163) and
Introduction to Speech Communication (COMS 1092) with grades of at
least a “C”. Should a Candidate make an unsatisfactory grade in any of
these courses, he/she must repeat the course and earn a grade of at least
“C”.
5. Written expression of interest in teaching as demonstrated by descriptions
of prior experiences and activities.
6. An interview showing evidence of personal traits that suggest potential for
working with youth, with parents, and with the other constituencies of a
teacher.
7. Recommendations from the faculty advisor and three other college
professors who know the Candidate. Evaluations indicating concerns
regarding the applicant’s readiness for the program can be a basis for non-
admittance.
8. A written positive assessment from the faculty team of “interviewers”.
It should be noted that all Candidates accepted into the Oklahoma Baptist University
Educator Preparation Program are required to maintain a 2.5 GPA. If, following
admission, the GPA drops below a 2.5, the Candidate will be placed on probation
continuing in Teacher Education courses for one (1) semester. If, however, at the
end of the following semester, the Candidate has not achieved a GPA, he/she will be
dropped from the Educator Preparation Program.
Candidates who have completed their freshman year, English Composition courses
(ENGL1153 & 1163), and College Algebra (MATH 1163) and/or Elementary Math
(MATH 1203) are best prepared to pass the OGET. With new online and summer
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opportunities to take the Oklahoma Teacher Preparation Tests, Candidates will be able
to take the OGET more often, at more convenient times.
Candidates must attach official passing results of OGET to application forms. The
OGET, OSAT, and OPTE are all required Certification Examinations for Oklahoma
Educators (CEOE) wishing to earn an Oklahoma teaching certificate.
Application Process 2.2 It is imperative that all Candidates begin their preparation for teaching by submitting
an application to the Educator Preparation Program and to the Teacher Education
Committee, through the Division of Educator Preparation Program. Instructions for
applying to the Educator Preparation Program are available online:
HTTPS://WWW.OKBU.EDU/ACADEMICS/DOCUMENTS/TEACHER-ED-APPLICATION- PACKET.PDF
The completed application must be submitted to the Teacher Education office by 5:00
p.m., on the last teaching/working day of the third full week of the term. The Applicant is
to apply at the beginning of the second semester of the Candidate’s sophomore year.
The application should be carefully read and all instructions followed. Details of required
documentation to be submitted with the application are listed on the application and
include: a handwritten essay of not more than 500 words describing experiences which
will contribute to your effectiveness as a teacher, a recent photograph, proof of passing
completed coursework, and the proof of passing OGET score. After submission to the
Teacher Education office, the application and accompanying paperwork becomes a part
of the Teacher Education Candidate’s record on file.
Four (4) faculty evaluation forms are included in the Teacher Education application
packet and required for each Applicant. One must be filled out by the Applicant’s
Advisor, the other three by the Faculty listed on the application as references. Before
an Applicant places an Oklahoma Baptist University Faculty member’s name on the
application as a reference, the applicant must meet personally with the Faculty member
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to obtain permission. These evaluation forms will be submitted to the Teacher
Education Office by the Faculty members. These evaluations will be part of the
consideration, and negative evaluations can result in the non- admittance to the
program.
At the time the application is submitted to the Teacher Education office, the Applicant
should register for a personal “interview” which will be conducted by a panel of
Oklahoma Baptist University Faculty or Administration who represent the Teacher
Education Committee. The panel will submit a written assessment of the applicant’s
personal traits observed during the “interview” that speaks to the Candidate’s potential
for working with youth, with parents, and other constituents with which teachers might
interact. This will also become a part of the applicant’s file and reviewed by the
Admission and Retention Committee and Teacher Education Committee during the
admission process.
Following the submission of a complete application (with all accompanying
documentation), the applicant’s record is referred to the Admission and Retention
Committee for review and recommendation to the Teacher Education Committee for
official action. The Candidate will be notified of the final decision of the Teacher
Education Committee by the Teacher Education office.
Transfer and Non-Traditional Candidate Process 2.3 Admission to the Teacher Education program may become problematic when
Candidates transfer from one institution to another. Problems might also arise for
Candidates who have decided to seek a degree in Teacher Education after already
working toward a degree in another area, Candidates have already graduated (from
Oklahoma Baptist University or another University) with a degree other than education,
and Candidates who are returning to school after a hiatus of less than five years. Transfer Candidate:
A transfer Candidate who has never been admitted to an Educator Preparation
Program must apply for admission immediately after enrollment in the university
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provided he/she has completed 36 hours and is classified a sophomore or higher.
A transfer Candidate of sophomore standing or above who seeks teacher
certification at Oklahoma Baptist University, and has not applied to an Educator
Preparation Program at any other university, must file an application to the
Educator Preparation Program at the time he/she enters the university. The
following stipulations may be applied when a Candidate moves from one
institution to another:
1. If the Candidate has been admitted to an Educator Preparation Program and
completed all requirements for certification at the former university, it will not
be necessary for that Candidate to re-apply for admission.
2. If the Candidate has been admitted at another institution but did not complete
a program, he/she could be required to re-apply for admission and meet the
admission requirements of Oklahoma Baptist University. The Director of
Teacher Education will determine if admission requirements from the other
institution are aligned with Oklahoma Baptist University's requirements.
3. If the Candidate has failed to maintain minimum admission standards, he/she
would be required to reapply and meet all existing admission requirements.
Grades earned at the previous institution(s) and accepted as transfer
courses may be used for determining requisite grade point averages.
NOTE: The Oklahoma Baptist University Division of Educator Preparation
Program will require the applicant to have a letter from the previous
institution(s) indicating the Candidate’s admission status. The previous
institution may send a completed “admission status” form indicating which of
the state or institutional admission criteria have been met by the Candidate.
The letter and completed form will be used by the Teacher Education
Committee in considering the Candidate’s admittance to the Educator
Preparation Program.
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Non-Traditional Candidate:
A non-traditional Candidate is an applicant seeking a degree in Teacher Education
after working toward a degree in another area at Oklahoma Baptist University (or
another university), an Oklahoma Baptist University graduate or graduate of another
college seeking a second degree in Teacher Education, or a Candidate who is
returning to college after an interruption to their academic studies.
An applicant who has achieved sophomore standing while working toward a
degree in another area, must be quickly caught up in order to attain admittance to
the Educator Preparation Program and be able to progress to Student Teaching
then graduation with minimum delay. The Candidate must complete the request to
declare or change a major or minor on the Oklahoma Baptist University website.
https://www.okbu.edu/academics/academic-center/major-change-form.html and
then will be assigned the appropriate advisor. One or more meetings with the new
advisor will be needed in order to prepare a customized plan of study, which may
include additional credit hours beyond the minimum for the original degree. The
Candidate may also have to enroll in coursework during January or summer terms
in addition to full time fall and spring enrollment or plan to attend beyond the
standard four years.
An Oklahoma Baptist University graduate, or graduate of another university, seeking
a second degree in Teacher Education, whether full time or part time, will need to
immediately meet with the Director of the Division of Teacher Education. The plan
of study the graduate will follow will vary depending on the previous degree
earned. Oklahoma Baptist University graduates wishing to use their lifetime
learner benefits for part time study toward a second degree will also need to meet
with the Director.
For the applicant returning to college to seek a degree in education after a short
interruption, if he/she has completed thirty (30) semester hours of college credit in
an accredited institution of higher education within the last five (5) years prior to
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application for admission to Teacher Education, an alternative to the 2.5 GPA
requirement may be used as criteria for admission into Teacher Education. Such a
Candidate may be admitted provided he/she meets the following:
A. A grade point average of 3.0 in the last thirty (30) semester hours of
college work.
B. Has a minimum of fifteen (15) semester hours in the area of
specialization with a minimum grade point average of 3.0; passing
OGET scores, and:
C. Meets all other criteria listed for admission to Teacher Education.
Admit Status and Time Limit Policy It is imperative that the Educator Preparation Program Candidate understand the
terminology and policies involved with his/her admission to the Educator Preparation
Program. The responsibility of full admit status to the Educator Preparation Program and
being able to continue into the program, falls on the Educator Preparation Program
Candidate. The Candidate is required to provide proof to the Teacher Education office of
completed requirements within the time limits established by the Teacher Education
Committee.
Admit Status: An Educator Preparation Program admitted form, is sent to every Candidate as
notification of his/her admit status. While it is preferred that an applicant be ready
for admission at the time of application, and plans of study are designed with that
goal in mind, this cannot always be the case. Candidates who are admitted with
conditions have until the end of the next regular semester to meet all requirements
necessary for admission.
If the Candidate is admitted unconditionally, he/she has achieved full admit status
into the Educator Preparation Program and may continue in the normal fashion.
He/she should continue to meet with the advisor to continue timely progression
through the program.
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When the application is received and reviewed, there are three possible options.
First, if the applicant meets all requirements, the applicant will be admitted
unconditionally. Second, if the applicant meets some, but not all of the
requirements, the applicant can be admitted "With Conditions". The applicant will
not be allowed to take any courses specified as methods courses by each
department until all conditions have been met. Third, the application can be
denied, depending upon circumstances. In that case, the Director will meet with
the applicant, discuss the circumstances, and develop a plan to meet the
requirements. The applicant will need to reapply for the program.
If a Candidate is dissatisfied with a decision rendered by the Teacher Education
Committee concerning application to the Teacher Education or Student Teaching
Program, he/she may appeal the decision of the Teacher Education Committee,
provided he/she believes he/she has defensible grounds for appeal and can justify
his/her position, by submitting a written request for reconsideration to the Director
of Teacher Education. This appeal is presented in writing to the Admission and
Retention Committee. Within the appeal, the Candidate may request to appear in
person before the Admission and Retention Committee. The Admission and
Retention Committee submits the appeal and its recommendation to the Teacher
Education Committee for a final decision. The Teacher Education Committee will
hear the appeal, carefully weigh the facts, and either uphold or overrule the
original decision. The Candidate may then appeal this decision under any
applicable appeal or grievance policy available to the Candidate.
The current Oklahoma Baptist University Academic Catalog,
https://www.okbu.edu/catalog/index.html, for an accurate listing of coursed and
their descriptions including pre-requisites. Candidates must achieve admitted
without conditions, in the Teacher Education Program before applying to the
Student Teaching Program.
Education Minor: A minor in Teacher Education provides an option for Candidates who would like to receive
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basic knowledge, techniques, and methodologies of teaching derived from studies in
Teacher Education. The minor is particularly supportive of programs in Religious
Education and Cross Cultural Ministry preparation.
A Candidate wishing to obtain a minor in education with their degree must apply to and
be fully admitted to the Teacher Education Program. Education minors must meet all
the same criteria as an education majors.
In addition to meeting the requirements for admission to the Educator Preparation
Program, having a passing score on the OGET, and the following courses are
required:
EDUC 2012 Foundations of Education
EDUC 3013 Human Development
EDUC 3203 Educational Psychology
SPED 3022 Introduction to Exceptional Child
Eight additional hours of education courses, chosen after consultation with an advisor
and the Director of Teacher Education, and appropriate to the Candidate’s interest, are
required. The education minor contract must be completed and filed in the Student
Success Center. Education minors are not allowed to participate in the Student
Teaching Program.
Certification Exams 3.1 Specific Certification Examinations for Oklahoma Educators (CEOE) must be passed
to obtain an Oklahoma State Teaching Certificate. The required tests are the
Oklahoma General Education Test (OGET), Oklahoma Subject Area Test (OSAT), and
Oklahoma Professional Teaching Examination (OPTE).
The first test, the OGET, is designed to assess competency in areas associated with
general studies and education in liberal arts and sciences. The OGET is unique from
other examinations of this type in that critical thinking skills, as well as basic skills are
examined. The Division of Educator Preparation Program recommends the OGET be
OKLAHOMA BAPTIST UNIVERSITY|500 W UNIVERSITY BOX 61771 SHAWNEE, OK 74804 22 | P a g e
taken anytime following completion of thirty (30) semester hours that include ENGL
1153 & 1163 and MATH 1163 &/or 1203. PHIL 1502 Critical Thinking is an additional
course that a Candidate may wish to take early in their studies. Candidates are required
to achieve a passing score on the OGET, along with a grade of “C” or better in ENGL
1153 & 1163 and CMAR 1092, and an overall 2.5 grade point average to document
attainment of acceptable levels of proficiency in reading, mathematics, and writing for
unconditional admission to the Educator Preparation Program.
The OSAT is designed to assess subject-matter knowledge and skills. The OSAT is to be
taken during the Candidate’s final year of course work. Candidates are encouraged to
complete this test following the completion of the methods courses relevant to their
major so content information is fresh. In order to receive initial certification, the
Candidate must pass the OSAT within the degree they acquire upon graduation. For
example, an Elementary Education major must take the Elementary Education
OSAT(s), or an English education major must take the English OSAT. Oklahoma Baptist
University Division of Educator Preparation Program is accredited to recommend
graduates for certification in the following OSAT areas:
ADVANCED MATHEMATICS (011) INSTRUMENTAL MUSIC (001)
BIOLOGICAL SCIENCES (010) MILD-MODERATE DISABILITIES (029)
EARLY CHILDHOOD EDUCATION (110) PHYSICAL ED/HEALTH/SAFETY (012)
ELEMENTARY EDUCATION (050 & 051) U.S. HIST/OK HIST/GOV/ECON (017)
ENGLISH VOCAL/GENERAL MUSIC (003)
The OPTE is designed to assess professional knowledge and skills needed by entry-
level educators. Candidates are assessed with respect to learners and the learning
environment, instruction and assessment, and professional involvement. There are
two levels to the OPTE, PreK - 8th and 6th- 12th. Early Childhood and Elementary
OKLAHOMA BAPTIST UNIVERSITY|500 W UNIVERSITY BOX 61771 SHAWNEE, OK 74804 23 | P a g e
majors are required to take the lower level, secondary English, Math, Science and
Social Studies majors must take the upper level, while Special Education,
Instrumental and Vocal Music and Health/Physical Education majors may choose
which level. It is encouraged that the Candidate take this exam during the student
teaching experience so that there is minimum delay in obtaining their teaching
certification. HTTPS://WWW.CEOE.NESINC.COM
Professional Liability 3.2 The Educator Preparation Program at Oklahoma Baptist University requires all student
teachers to provide documentation of liability insurance. This insurance protects our
student teachers while they are in the schools and is obtained through membership in
the Professional Oklahoma Educators (POE) organization.
http://www.professionaloklahomaeducators.org
Background Check 3.2.A TE Candidates will be responsible for supplying a current copy of a passing
background check prior to entry into any/all field experiences. The Division of
Educator Preparation Program utilizes the following company: Castlebranch.
https://www.castlebranch.com
Student Organizations 3.2.B
Professional Oklahoma Educators As a Candidate, you have the opportunity to join our Student Professional
Oklahoma Educator (SPOE). The membership has many benefits, including
liability insurance during your field experiences. SPOE will have regular
meetings with informative guest speakers and hands-on activities. SPOE will
also conduct certification test study sessions and engage in community service
activities. For more information, contact the Teacher Education Office.
Council for Exceptional Children Candidates at Oklahoma Baptist University who are majoring in Special Education
have organized a Student Chapter of the Council for Exceptional Children. CEC is
OKLAHOMA BAPTIST UNIVERSITY|500 W UNIVERSITY BOX 61771 SHAWNEE, OK 74804 24 | P a g e
the largest international, non-profit organization that provides support and
information for children with disabilities, their families, and those who work with
these children. The Student Chapter of CEC at Oklahoma Baptist University was
formed in 2016, and membership is open to all majors. To become an official
member of the CEC, one must join the national chapter of the CEC. However,
one can join the Oklahoma Baptist University Student Chapter of the CEC by
becoming a member of the Affiliate Program.
Kappa Delta Pi
Kappa Delta Pi (KDP) is an international honor society in education. The purpose
of KDP is to promote excellence in and recognize outstanding contributions to
education. The organization endeavors to maintain a high degree of professional
fellowship among its members, quicken professional growth, and honor
achievement in education work. Membership is based on high academic
achievement, a commitment to education as a career, and a professional attitude
which assures the member’s steady growth in the field of education. Membership
requirements include a minimum cumulative GPA of 3.0, admission to the
Educator Preparation Program, and the recommendation of faculty who are
members of Kappa Delta Pi.
~ATTENTION OBUSTUDENT~
BACKGROUND REPORT REQUIREMENTS All candidates participating in a Teacher Education mandated Field Experience involving minor children are required to have a current background report on file with the Teacher Education Office. You are required to submit your personal information online to CastleBranch.com. The fee of $20 for this service is paid by you, the student, as an upfront cost.
Information collected is secure, tamper‐proof and kept confidential. Your results will be posted on the CastleBranch.com website where you, as well the TE Office, can view them. In some instances, you may have an employer that will accept a copy of these results instead of charging you for another report at their business. You will also have the opportunity to review your background report so that you may monitor any inconsistencies or errors with your information.
Your background check will be good for 1 CALENDAR YEAR.
PERSONAL INFORMATION REQUIRED * Full LEGAL name* Social Security Number* Phone Number
* Permanent/Current A d d r e s s* (do not use your OBU mailbox)* Email Address
PLACING THE ORDER FOR YOUR REPORT * Goto: www.CastleBranch.com* Enter package code: ok82 (capitalization does not matter) next to
PLACE ORDER ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐>* Review the information on the next page, including the link to the
Disclaimer if desired, and click the box that you have read andunderstand
* Click the orange “Continue Order at Certified Profile” button‐‐‐‐‐‐‐‐‐‐>
* Follow the prompts to complete your order
VIEW YOUR RESULTS After placing your order on CertifiedBackground.com, you will receivea confirmation email that will contain thepassword needed
to view any missing information required to process your order and eventually access your final results.
* Go to: www.CastleBranch.com, enter the password provided, then click “View”. On the next screen, enter the last 4 digitsof your social security number to access your order and enter any missing information.
* “In Process,” will continue to show until the process is completed.
* Once “Complete” shows in all three areas, download the pdf copy of your report and print page 1 (only) and presentthis page to your professor to receive your Field Experience Assignment.
No assignments are to be given without a CURRENT background report on file in the TE Office.
Although 95% of background report results are completed within 3‐5 business days, some results take longer. Therefore, it is imperative that you take care of this immediately.
If you have any difficulty completing this process contact the TE Office immediately at 585‐4250.
If you have any additional questions, please contact
CastleBranch Customer Support at (888) 666‐7788 Ext. 1 or email: [email protected]
BACKGROUND REPORT INST Revised.2016
Oklahoma Baptist University | 500 W. University‐Box 61771 Shawnee, OK. 74804 20 | P a g e
Freshman Year
Sophomore Year Junior Year Senior Year (Student Teaching in Fall)
Senior Year (Student Teaching in Spring)
Take a look Admission to Teacher If Student Teaching Fall‐Student Teach Fall‐Complete classes
at degree Education (Includes in the Fall‐
plan to see application and Application for
what the interview) Student Teaching
next 4 years (Includes
will look like application)
Meet with advisor to
Recommended Spring‐Take OGET
Methods Courses End of Student Teaching‐State
Fall‐Application for Student Teaching
create a Department tentative 4‐ Background Check
year plan
Take
Cornerstone
of Education
Join A Professional
Teacher Organization
If you meet all necessary
requirements, join KDP*
Recommended Mid‐
Late Fall‐Take OPTE
Recommended Fall‐
Take OSAT
Spring‐Complete classes
Spring‐Student Teach
Recommended Mid‐ Late Spring‐Take
OSAT
Recommended Mid‐ Late Spring‐Take
OPTE
Apply for Certification and
End of Student
Teaching‐Complete
State Department
Background Check
Complete all
graduation requirements
Apply for
Certification and Complete all
graduation
requirements
*Optional, not required for graduation
Oklahoma Baptist University | 500 W. University‐Box 61771 Shawnee, OK. 74804 21 | P a g e
Educator Disposition Assessment
CAEP 3.3
Name: Date:
Evaluator:
Directions: Please use the following numbers to rate the individual on each aspect of
disposition based on the following scale by checking the corresponding number in
the cell.
1=Poor: minimal evidence of understanding and commitment to the disposition.
2=Developing: some evidence of understanding and commitment to the disposition.
3=Meets Expectation: considerable evidence of understanding and commitment to the disposition.
4=Exceeds Expectation: complete evidence of understanding and commitment to the disposition.
Please check any behaviors listed under each aspect of disposition that need to be addressed
if ratings are at the 1 or 2 level. The listed indicators provide reviewers with an operational
definition of each dispositional component.
Disposition and Associated Indicators
1. Demonstrates effective oral communication skillsPoor Developing Meets
Expectations
Exceeds
Expectations
InTASC: 3(r) 1 2 3 4
Models Standard English Comments regarding strengths/areas for
growth. Varies oral communication to motivate students
Makes appropriate comments in the classroom
Communicates at an appropriate level
2. Demonstrates effective written communication skillsPoor Developing Meets
Expectations
Exceeds
Expectations
InTASC: 10(c) 1 2 3 4
Communicates respectfully with all stakeholders Comments regarding strengths/areas for
growth. Demonstrates appropriate spelling and grammar
Focuses all written communications positively and
professionally
Writes with clear, legible penmanship
Educator Disposition Assessment
CAEP 3.3
3. Demonstrates ProfessionalismPoor Developing Meets
Expectations
Exceeds
Expectations
InTASC: 9(o) 1 2 3 4
Responds to emails promptly Comments regarding strengths/areas for
growth. Exhibits punctuality and attendance
Maintains professional boundaries
Keeps personal life at home
Works cooperatively with all stakeholders
Turns in work promptly
Avoids inappropriate conversations inside and outside of the
classroom
Respects and adheres to the ethical standards of practice
Dresses appropriately for professional events
4. Demonstrates a positive and enthusiastic attitudePoor Developing Meets
Expectations
Exceeds
Expectations
InTASC:10 (P,S, T) 1 2 3 4
Goes above and beyond requirements Comments regarding strengths/areas for
growth. Demonstrates an appropriately positive affect with students
Seeks solutions to problems instead of complaining
Encourages classmates and students
Tries new things that are suggested
Engages openly and actively with students
5. Demonstrates preparedness in teaching and learningPoor Developing Meets
Expectations
Exceeds
Expectations
InTASC: 3(p) 1 2 3 4
□ Accepts constructive feedback Comments regarding strengths/areas for
growth. □ Learns and adjusts from experience and reflection
□ Comes to class planned and with needed materials
□ Alters lessons in progress when needed
Educator Disposition Assessment CAEP 3.3
6. Exhibits an appreciation of and value for cultural and academic diversityPoor Developing Meets
Expectations
Exceeds
Expectations
InTASC:2(m), 2(n), 2(o), 9(m), 10(q) 1 2 3 4
Demonstrates awareness of traditional and non-traditional family
contests including family status
Comments regarding strengths/areas for
growth.
Embraces all diversities /differences to include racial, SES and
learning styles
Understands the need for a "safe classroom with zero tolerance of
negativity to others
Plans activities to raise student awareness and acceptance of
differences
Understands the importance of positive school experience
7. Collaborates effectively with stakeholdersPoor Developing Meets
Expectations
Exceeds
Expectations
InTASC: 1(k), 3(n), 3(q), 7(o) 1 2 3 4
Disagrees respectfully Comments regarding strengths/areas for
growth. Possesses social awareness
Uses flexibility
Listens to what stakeholders are saying as evidenced by considered
responses
Maintains a respectful tone at all times
Shares successful teaching strategies
Exhibits a sense of equality
8. Demonstrates self-regulated learner behaviors/takes initiativePoor Developing Meets
Expectations
Exceeds
Expectations
InTASC: 9(I), 9(n), 10(r'), 10(t) 1 2 3 4
Recognizes own weaknesses and ask for support Comments regarding strengths/areas for
growth. Asks questions proactively and is self-directed
Researches and implements different and most effective teaching
styles
Takes responsibility for knowing students and/or colleagues
Educator Disposition Assessment CAEP 3.3
9. Exhibits the social and emotional intelligence to promote personal and
educational goals/stability
Poor
Developing Meets
Expectations
Exceeds
Expectations
InTASC: 9(l); 10 (N, Q) 1 2 3 4
Demonstrates appropriate maturity and self-regulation when
discussing sensitive issues and can remain calm
Comments regarding strengths/areas for
growth.
Does not overreact to criticism or other situations
Demonstrates perseverance and resilience (grit)
Demonstrates the ability to communicate personal issues with
superiors, but does not use them as excuses
Demonstrates sensitivity to feelings of others
Poor= (less than 21)
Developing= (22-26) Student Signature Meets Expectations= (27-31)
Exceeds Expectations= (32-36) Student Printed Name
This instrument will be administered during Foundations of Education, by the instructor. Students
scoring at the Poor or Developing level will be referred to their advisor
This instrument will be completed by the student advisor as a part of the application process for
student teaching. Candidates scoring at the Poor or Developing level may not be admitted to
Student Teaching. This instrument will be made a part of the student’s official file.
Faculty's Signature Date Student's Signature
ADDITIONAL COMMENTS: