nebraska department of education rule 20 report · held an educator certificate. 004.02b...

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Nebraska Department of Education Rule 20 Report Educator Preparation Program Review

Name of institution Grace University

Date of review August 15, 2014

Contact Person Susan F. Alford, Ph.D.

Phone/Fax 402.449.2932

Email [email protected]

Institution Accreditation Status:

NCATE TEAC CAEP X State

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Section I Teacher Education Overview

1a. Description of the endorsement programs offered Grace University‘s Teacher Education programs are designed to meet endorsement requirements in the following areas: Field Endorsements: Elementary Education/ELL (K-6) Elementary Education/ELL/Early Childhood (B-6) Mathematics (7-12) Middle School/ELL (4-9) Music (K-12) Social Science (7-12)

Subject Endorsements: Basic Business (7-12) English (7-12) History (7-12) Instrumental Music (K-6) or (7-12) Physical Education (K-6 & 7-12) Religious Education (K-12) Vocal Music (K-6) or (7-12)

Supplemental Endorsements: Coaching (7-12) English Language Learner (K-12)

1b. Describe program changes since the last state approval review. Changes in programs and offerings are made as a result of discussion of the unit faculty and data sources (both formal and informal) before final decisions are made. Major program shifts and changes are discussed with the Professional Advisory Team consisting of teachers, principals, and superintendents in the local Omaha area. Program changes are encouraged by the university at the decision-making level of the department. Any curricular changes are required to be submitted to the Curriculum Committee and presented to the faculty as a whole. Program Changes at the Initial Level since 2008

Expanded endorsement areas were initiated in the content areas of PE, Early Childhood Education and Theater Supplemental to offer more endorsement choices for candidates.

ED 416 Content Reading Across the Curriculum was added to the secondary endorsement areas to provide opportunity for candidates to learn more literacy strategies for content area teaching.

School Partnerships were explored with three area diverse K-8 Catholic schools: All Saints, Holy Name, and Sacred Heart. Candidates and faculty are currently working together with K-8 teachers in a lab school-type setting developing relationships between the college classroom and the K-12 classroom. The goal is to provide professional development for the schools while providing an authentic practicum setting for candidates with more regular visitation from faculty. A relationship was also established with the South Omaha Language Center to allow all candidates to work with ELLs in a community setting.

Chalk and Wire, an electronic portfolio system, was implemented university-wide and has allowed the Teacher Education data system to provide a way to seamlessly collect data from the learning management system, It’s Learning, and upload the data to Chalk and Wire. This is aligned with the Conceptual Framework and multiple and varied data pieces collected during the candidate’s time in the program.

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Technology additions were made to the department including iPads for all faculty and administrative personnel, Apple TV to all classrooms, and a portable ELMO device for use in classrooms.

The Academic Resource Center (ARC) was expanded to include tutoring for ELL candidates, study sessions for candidates requesting extra help, and candidates with academic issues. Study sessions were also created for Praxis 1 and 2 tests. Study guides are being purchased for the expanded content area Praxis tests that will be required in the next year.

Since 2008, an additional faculty member was added to the graduate level program. Program Changes at the Post-Baccalaureate level since 2008

Fast Track to Teaching was re-designed to become the MAT program with permission from the Higher Learning Commission (Fall, 2013).

MSEd in Curriculum and Development as added with a specialty in Multicultural schools. The degree also includes an online ELL endorsement. Permission for Master’s degree expansion was granted by the Higher Learning Commission (Fall, 2013).

Grace University has added 1 new full-time graduate faculty member since 2008 to accommodate the two new Master’s degree programs.

1c. Discuss any anticipated overall and/or endorsement plans or changes.

An extensive review of the program is planned with a curriculum-mapping project that will align curriculum to the new InTASC standards and allow the unit to see the progression of pedagogical concepts and content across the program.

Increases in resources have been requested from the university administration to update the curriculum lab and to add curriculum samples for new endorsement areas.

Expansion of Master’s programs with a contract agreement with a recruitment service may allow us to expand our MSEd’s concentration areas.

Exploration of a Special Education endorsement offering is being studied to allow more variety in the endorsement areas.

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Section II STANDARDS FOR THE UNIT – RULE 20 MATRIX

(Revised August 1, 2013 to be consistent with the January 1, 2014 version of Rule 20 - draft dates)

004 Educator Preparation Unit Requirements

004.01 General Policy Statements. The institution shall have a written policy stating its philosophy and objectives and which delineates its goals and commitment to the preparation of educators. Not all of the programs for the preparation of school personnel need to be administratively located within the unit; however all professional education programs are organized and coordinated by the unit.

Narrative: University Mission and Goals Mission Statement

Grace University exists to develop servant leaders for the home, the church, and the world through excellence in biblically integrated education and through life change in a personal, discipling environment, all for the glory of God. University Philosophy

Grace University is a co-educational faith-based institution granting baccalaureate and graduate degrees for those planning to be involved in full-time church-related ministries serving in world missions, pastoral work, Christian education as well as professional fields of preparation in music, education, business, nursing, communications and psychology, and counseling. Education at Grace University is characterized by an academic focus on the Bible along with the Humanities and Sciences, as students learn to integrate faith and learning. Practical field experiences and “community volunteerism” known as Servant Leadership Training (SLT) are integral parts of the education process. Grace University places heavy emphasis on spiritual formation and ministry skill development in all vocations with the commitment of the faculty to scholarship and role modeling as a personal level for each student.

Three core values shape the goals and objectives of Grace University – academic excellence, life change, and world impact. In line with its mission, the overall goal of Grace University is that each student becomes a well-balanced Christ-like person who exhibits the following distinctives:

A biblically literate student

A critical thinker

An obedient disciple

An engaging citizen

A compassionate leader

A global Christian University Goals

Three core values shape the goals and objectives of Grace University –

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academic excellence, life change and world impact. Recognizing that Christian education that leads to the “Student Characteristics” above is a process rooted in the Bible and directed by the Holy Spirit, the University establishes the following goals and objectives. By graduation, students should give evidence of:

1. A comprehensive working knowledge of the Bible, including Bible doctrine;

2. A growing love for Christ and His people; 3. Being a world Christian with a growing awareness of and involvement

in God’s worldwide program of redemption; 4. A Christian worldview that integrates General Education studies with

biblical truth; 5. An ability to serve Christ effectively; 6. A Christian value-system that is reflected in Christian character,

attitudes, decisions and actions; 7. An ability to function at a level of competency within their chosen

area of study at their level of preparation (i.e., Certificate, Associate’s, Bachelor’s, or Master level);

8. A commitment to a lifestyle of lifelong spiritual, intellectual, emotional, relational, and physical health.

Teacher Education Philosophy and Objectives

To maintain the highest standards in competency for our graduates, the Teacher Education Program is designed as a competency-based portfolio-oriented professional teacher education program. This means that satisfactorily completing a set of courses will not automatically mean the graduate is qualified for teacher certification. Grace University requires that each professional educator demonstrate competency within the appropriate endorsement requirements and evidence of that competency (as defined by the Teacher Education faculty) must be included in the graduate’s portfolio for review prior to the University’s Certification Officer submitting appropriate paperwork to the Nebraska Department of Education and the Association of Christian Schools International for appropriate certification. Program objectives and requirements are derived from principles established by the Interstate New Teacher Assessment and Support Consortium (INTASC), the Nebraska Department of Education requirements as specified in 92 NAC 20-24, and the Association of Christian Schools International (ACSI) requirements for teacher certification.

The educational objectives for the Teacher Education program are as follows. Students who complete the program should be able to:

1. Demonstrate an understanding of and appreciation of the philosophy, history, and operation of the private and public school, especially of the private Christian school.

2. Demonstrate proficiency in the subject areas in which one will be instructing students.

3. Show familiarity with current curriculum, methods, and materials essential for a new teacher within the scope of the teacher’s endorsement area.

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4. Demonstrate the necessary teaching strategies and skills, management techniques, and personal attitudes normally expected of a successful new teacher consistent with the 10 Principles of Assessment established by INTASC.

5. Demonstrate an understanding of, a concern for, and a desire to teach students.

6. Fulfill the objectives of the Biblical Studies Department. 7. Fulfill the objectives of the General Education Department.

MAT Program Purpose and Description

The Master of Arts in Teaching degree is designed to develop a Christian philosophy of education while integrating biblical learning with professional and general knowledge of subjects. The MAT offers a secondary endorsement in six concentration areas and prepares the future educator in defined areas of endorsement. The program will ensure the candidate meets the initial certification requirements of the Nebraska Department of Education (NDE) for a teaching certificate in a secondary endorsement.

Individuals interested in earning an Elementary Education Field Endorsement or an Elementary/Early Childhood Education Subject Endorsement may complete the MAT program; however, this endorsement will require individuals to complete additional teaching methods courses, which are only available during the day as part of our traditional undergraduate Teacher Education program. MAT Goals

An understanding of and an appreciation of the philosophy, history, and operation of the private and public school, especially of the private Christian school.

Proficiency in the subject areas in which one will be instructing students.

Familiarity with current curriculum, methods, and materials, essential for a new teacher within the scope of the teacher’s endorsement area.

Necessary teaching strategies and skills, management techniques, and personal dispositions normally expected of a successful new teacher consistent with the INTASC’s Ten Principles of Assessment.

Understanding of, a concern for, and a desire to teach students.

Documentation: GU Undergraduate Catalog (2013-14) pg. 8-10 GU Graduate Catalog (2013-2014) pg. 8-14 GU Teacher Education Website Conceptual Framework Knowledge Base Policies and Procedures (2013-14) pg. 6

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004.02 Personnel Requirements.

004.02A Unit Administrator. The institution shall designate an individual to administer the professional educator preparation program or unit. This individual shall hold, qualify for, or have held an educator certificate. 004.02B Certification Officer. The institution shall designate a faculty or staff member to receive correspondence regarding this chapter and to oversee the submission of certified records, transcripts, reports, and/or recommendations to the Department for the purpose of certification and/or endorsement. 004.02C Field Experience Coordinator. The institution shall designate a faculty or staff member to coordinate field experience requirements contained in this chapter. 004.02D Cooperating Educators. The institution shall ensure that cooperating educators employed by school systems or other field-based settings shall have a minimum of three (3) years of education employment experience and hold an appropriate endorsement or certification in the area or level they are supervising.

Narrative: 004.02A Unit Administrator

In 1997, Dr. Susan Alford was appointed by the academic dean to serve as Director of Teacher Education at GU. In this position, Dr. Alford is responsible for the administration of all programs within the unit. Dr. Alford holds an educator certificate originally issued in 1979, in Special Education.

004.02B Certification Officer

Dr. Michelle Lundgren has served as the certification official since the start of the school year, 2013-2014. Responsibilities include processing certification applications, maintaining appropriate records for the unit, and communicating with NDE in relationship to program endorsements.

004.02C Field Experience Coordinator

Justine Campbell was appointed as the Field Experience coordinator in the fall of 2012. Responsibilities include the coordination of cooperating schools, candidate placement, and supervision.

004.02D Cooperating Educators

The Field Experience Coordinator and the K-12 schools work cooperatively with the district to ensure that all cooperating teachers and other field-based supervisors have a minimum of three (3) years of teaching experience and hold a teaching or administrative certificate for the areas/levels in which they are serving as the cooperating teacher of record.

Documentation: TABLES: 004.02-1 – Cooperating Educators for Clinical Practice 004.03-1 – Full-Time Faculty in Education Unit GU Teacher Education Website

004.03 Professional Educator Preparation Program Faculty Requirements.

004.03A Minimum Required Faculty 004.03A1 Undergraduate faculty. There shall be a minimum of three (3) full-time professional education faculty.

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004.03A2 Graduate faculty. Each advanced degree program leading to the doctorate has at least three (3) full-time professional education faculty members who have earned the doctorate in the field of specialization for which the degree is offered. 004.03B Faculty Qualifications 004.03B1 All professional education faculty shall hold a master's degree. 004.03B2 The preparation, research, and experience of each faculty member shall be in the field in which he or she teaches. 004.03B3 All professional education faculty, hired after July 1, 1994, shall have two (2) years of PK-12 teaching experience in state approved or accredited elementary or secondary schools or a similarly constituted and governed schools in a state wherein non-public schools are not recognized by the state. Faculty who do not possess two (2) years of PK-12 teaching experience must meet the exceptional expertise requirement defined as documented scholarship, skill, or experience in the priorities of the educator preparation program such as content specialization, diversity, assessment or technology. 004.03B4 At least one-third of the full-time undergraduate faculty shall hold a terminal degree. 004.03B5 At least one-half of full-time graduate faculty shall hold a terminal degree. 004.03B6 All faculty in programs which grant the sixth year specialist’s certificate or doctorate degree shall hold the doctorate and have two (2) years of teaching or school administration experience. 004.03B7 Adjunct faculty utilized for clinical experience supervision must hold or have held appropriate certification for the area and/or level which they are supervising.

Narrative: 004.03A1 Undergraduate faculty The Teacher Education department has three full time faculty members assigned to the unit and one part time faculty member.

004.03A2 Graduate faculty The Graduate program has two full time faculty members with earned doctorates assigned to the unit.

004.03B1 Four of the five faculty members hold a terminal degree. One faculty member holds a Master’s degree. All adjunct faculty members who teach or supervise hold a minimum of a Master’s degree.

004.03B2 All faculty members are assigned to teach in their areas of expertise, scholarly work, and experience in their areas of teaching responsibility.

004.03B3 All faculty initially hired after July 1, 1994 have taught at least two years in approved or accredited elementary, middle, or secondary schools.

004.03B4 Two of the three undergraduate faculty hold a Doctoral degree.

004.03B5 All full-time professional graduate faculty members hold a minimum of a Doctoral degree.

004.03B6 N/A

004.03B7 All adjunct faculty members who supervise student teachers have appropriate certification in the areas/levels they are supervising.

Documentation: TABLES: 004.03-1 – Full-Time Faculty in Education Unit 004.03-2 – Full-Time Faculty at IHE and Part-Time in Education Unit 004.03-3 – Adjunct Faculty

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004.03C Faculty Load 004.03C1 For undergraduate faculty, assignments for teaching, supervision of clinical experience, and administration shall not exceed twenty-four (24) credit hours within the same academic year for a full-time equivalent undergraduate faculty member with the exception stated in Section 004.03C3 of this chapter. 004.03C2 For graduate faculty, assignments for teaching, supervision of clinical experience, and administration shall not exceed eighteen (18) credit hours within the same academic year for a full-time equivalent graduate faculty member with the exception stated in Section 004.03C3 of this chapter. 004.03C3 For faculty teaching a combination of undergraduate and graduate assignments the load may be a proration of nine (9) and twelve (12) credit hours, with total hours assigned within the same academic year not to exceed twenty one (21) hours. 004.03C4 Supervision of clinical experiences shall not exceed a ratio of eighteen (18) full-time equivalent candidates to one (1) full-time equivalent faculty member within one semester. 004.03C5 Advanced program candidates shall be assigned to advanced program faculty for advisement purposes.

Narrative: 004.03C1 Full-time and adjunct undergraduate faculty members teach a maximum of 24 credit hours per academic year. Summer courses are taught for a stipend and are not part of an instructor’s load weight.

004.03C2 Full time graduate faculty teach a maximum of 18 credit hours per academic year.

004.03C3 Full-time and adjunct faculty members who teach at both the graduate and undergraduate level teach a maximum of 21 credit hours per academic year. Alford, Lundgren, and Chappell taught graduate courses during the summer term. Alford and Lundgren are temporarily overloaded due to the implementation of a new program and professional development for a new faculty member. The new faculty member is currently below standard course load until fully integrated into the program.

004.03C4 Full-time and adjunct faculty members supervise a maximum of 18 full-time equivalent candidates to one full-time equivalent faculty member within one semester.

004.03C5 Grace University does not offer any specialist’s or doctorate degrees

Documentation: TABLES: 004.03-4 – Full-Time Faculty Load 004.03-5 – Clinical Practice Supervisors

004.04 Minimum Endorsement Offering Requirements. The institution shall offer courses for a minimum of eight (8) approved subject and/or field endorsements contained in 92 NAC 24 and have on file a plan of study that documents that required courses are offered on a schedule that enables candidates to access the coursework in a four (4) year period.

Narrative: Grace University’s undergraduate Teacher Education programs offer a Bachelor of Science degree with majors in both Bible and Teacher Education. The Fast-Track to Teaching program was a post-baccalaureate program leading to initial licensure. The Master of Teaching degree program expanded

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the Fast-Track program and began in Fall of 2013. The Teacher Education programs at Grace University are designed to meet

endorsement requirements in the following areas: Field Endorsements:

Elementary Education/ELL (K-6)

Mathematics (6-12)

Middle School/ELL (4-9)

Music (K-12)

Social Science (7-12)

Subject Endorsements:

Basic Business (7-12)

English (7-12)

History (7-12)

Instrumental Music (K-6) or (7-12)

Physical Education (K-6 & 7-12)

Religious Education (K-12)

Vocal Music (K-6) or (7-12)

Supplemental Endorsements:

Coaching (7-12)

English as a Second Language

The undergraduate programs include general education studies, endorsement coursework, Teacher Education core, and field/clinical courses. The undergraduate Teacher Education programs can be successfully completed in four-years. The Fast-Track/MAT program includes Teacher Education core and field/clinical courses that can be completed in 18 months.

Advisors use the Program Sheets and Course Sequences to guide students in completing the Teacher Education Program in four years. The Undergraduate Catalog also documents Teacher Education programs, including course descriptions. The 2012-2013 Graduate Catalog outlines the Fast-Track program. The 2013-2014 Graduate Catalog outlines the Masters of Teaching (MAT) program.

Documentation: Program Sheets and Course Sequences Basic Business Elementary Ed – ELL Elementary Ed – ELL & Early Childhood English History Instrumental Music Mathematics Middle School Music Physical Education Religious Education Social Science Vocal Music

Fast-Track to Teaching Program Sheet Masters of Teaching Program Sheet Undergradute Catalog 2013-2014, pg. 67-83; 101-103

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Graduate Catalog 2012-2013, pg. 51-53 Graduate Catalog 2013-2014, pg. 53; 55-57 Polices and Procedures pg. 9-11

004.05 Library Requirements. Library holdings, curriculum materials, and related technology resources shall provide adequate scope, breadth, and currency to support education candidates and faculty. The institution shall employ staff to work collaboratively with the unit to acquire relevant and current resources and to provide support services for material utilization.

Narrative: The GU Grewcock Library’s media collection contains DVDs. CDs, audio recordings, and streaming video related to curriculum and instruction, distance learning, learning styles, and other education themes. The library offers a variety of print and electronic resources for education students and faculty. As of June 30, 2014, the Grace University Grewcock Library had a total of 1480 education journals available electronically and 16 in-print education journals. Other resources available to education students reflect a mix of electronic and print resources. Online access is provided to such education-related databases as the ERIC database, Education Abstracts and Psychinfo and additionally electronic indexes such as EBSCOHost’s Academic Search Premier, JSTOR, and Mango Languages. Remote access to these resources is available to GU students and faculty through the library’s proxy service.

Type/Titles Volumes 1. Reference 3721 2. Periodicals – general 133 3. Newspapers 2 4. General Books 34613 5. Juvenile/Young Adult 3681 6. Media 2419 7. Teacher Education Curriculum Lab Resources 2768

The GU Grewcock Library is open approximately 83.5 hours per week

during regular fall and spring semesters and approximately 56 hours during summer sessions. The library is staffed by one professional librarian, .5 clerical staff, and 1.5 student workers during the fall and spring semesters. Over 21 public computers are available for student use including three group study rooms. Related technology available for student use includes TV, VCR, DVD, Photocopier/Printer/Scanner, and digital cameras. The Teacher Education Curriculum Lab is a staffed curriculum library for the TE department students and faculty. The print collection consists of student and teacher textbooks for use with P-12 students and provides some reference items in support of the TE coursework. The Curriculum lab has PC computers and other supports such as an AccuCut Machine, video player, copy machine, laminators, and paper and product supplies for student projects.

Documentation: Library Resources GU Library Website

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Undergraduate Catalog, pg. 13

004.06 Policies for Program Admission, Progression, and Completion

004.06 Policies for Program Admission, Progression, and Completion. The institution must have on file, and systematically communicate to all candidates, specific requirements regarding candidate admission, progression, and completion of the educator preparation program, including: 004.06A Disclosure. The institution shall require the prospective candidate to disclose all criminal convictions, except traffic offenses. 004.06B Notice Regarding Convictions. The institution shall inform all persons who apply for admission to its program that persons who have felony convictions, or misdemeanor convictions involving abuse, neglect, or sexual misconduct, as defined in Section 004.06D of this chapter, are automatically rejected by the Department for certification, and may only be considered for certification, or participation in field experiences with the approval of the Department. A person with a conviction as defined in Section 004.06D of this chapter may request approval by the Department using the procedures set forth in 92 NAC 21 Sections 009.02 through 009.04. 004.06C Criminal Background Check. The institution shall conduct or verify an official criminal background check on candidates prior to admission to an initial educator preparation program and again prior to clinical practice.

Narrative: 004.06 All candidates for admission to Teacher Education programs are provided specific information regarding admission, progression, and completion of their respective programs. Candidates have access to the Teacher Education Handbook, Policies and Procedures, Program Sheets and Gateway charts through both electronic and paper copies. Posters of Teacher Education Gateways are visible throughout the Teacher Education wing, classrooms and in the Curriculum Lab. The Teacher Education Department upholds the following admissions requirements:

Overall GPA 2.5

Passing scores on PPST

Application

Interview

Completed Felony & Misdemeanor Conviction Disclosure

Completed Background Check In order to assure these requirements are met, there are regular “gateway checks” between Teacher Education advisors and their students. Each semester GPA’s are checked and students falling below the minimum, or in danger of falling below the minimum, are called into an advisement meeting in order to come up with an action plan. These regular “gateway checks” enable students to make positive changes in a timely manner. Students are kept out of all methods courses until they have successfully completed the PPST. Fast Track/MAT admission requirements:

A Baccalaureate degree from a regionally accredited institution

Cumulative GPA of 3.0

Passing scores on PPST

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A Graduate application

Official transcripts for review

Admission Essay

Interview conducted by graduate faculty

Completed Felony & Misdemeanor Conviction Disclosure

Completed Background Check Graduate students are monitored each semester to ensure GPA minimum requirements are met. 004.06A Candidates for admission into Grace Teacher Education programs are required to complete the Felony & Misdemeanor Conviction Disclosure. Criminal convictions are documented and must be signed by a notary. 004.06B The Felony & Misdemeanor Conviction Disclosure form explains to candidates the policy regarding convictions involving abuse, neglect, or sexual misconduct as defined in Section 004.06D. The Policy and Procedures Handbook, and the Teacher Education Handbook also outline this policy. 004.06C All candidates complete a criminal background check prior to admission and prior to student teaching. Background checks for traditional undergraduate candidates usually occur during the ED 200 Orientation & Field Experience course prior to candidates completing practicum experiences. Admission applications are submitted in conjunction with the completion of this course, typically in the same semester. Graduate candidates complete the criminal background check prior to beginning the first practicum, which typically occurs in the first semester of the program. All candidates complete a criminal background check as part of the admission to Student Teaching application process.

Documentation: Policies and Procedures Handbook, pg. 15-16 Graduate Handbook, pg. 41-43 Teacher Education Gateways Felony & Misdemeanor Conviction Disclosure

004.06E Grade Point Average. 004.06E1 Candidates must hold a cumulative GPA of 2.5 on a 4.0 scale or its equivalent for admission to an educator preparation program. 004.06E2 Candidates for admission to clinical practice must hold a cumulative GPA of at least 2.75 on a 4.0 scale or its equivalent for all completed courses identified by the institution as meeting the requirements of 92 NAC 24.

Narrative: The Teacher Education Department requires a minimum cumulative GPA of 2.5 for admission into the program and a cumulative GPA of 2.75 for admission to Student Teaching. Graduate programs require a cumulative GPA of 3.0 and/or acceptable GRE scores. Graduate students are expected to maintain a cumulative GPA of 3.0 for admission to Student Teaching.

Documentation: TABLE: 004.06-1 – Admission and Program Progression

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004.06F Basic Skills Test. Prior to admission to an educator preparation program the candidate must have achieved a satisfactory score on an examination as specified in 92 NAC 23.

Narrative: All candidates must meet or exceed the following Reading, Writing, and Math scores before they are officially accepted into the Teacher Education program.

Passing scores:

Reading-170

Writing-172

Math-171

Documentation: TABLE: 004.06-1 – Admission and Program Progression

004.06G Application. Candidates for admission to an educator preparation program shall complete an application process which includes consideration of components identified in Section 004.06 of this chapter and other institution-determined criteria for selection, such as recommendations from professional educators, interviews, or essays.

Narrative: Teacher candidates fill out an application to the Teacher Education Department at the completion of their first professional course, ED 200 Orientation and Field Experience. Along with the application, candidates are interviewed and apprised of their cumulative GPA, which must be maintained at 2.5 or above to be accepted, and remain in the program. All graduate candidates complete an application, submit and essay, and complete an interview with graduate faculty as part of the admissions process. Graduate candidates must have earned a 3.0 or better GPA in their bachelor degree program to be admitted into the MAT program. Candidates below the minimum 3.0 are required to take the GRE to demonstrate suitability for graduate level work and then can be officially admitted to the program after earning a 3.0 or better GPA in the first semester of course work.

Documentation: Policies and Procedures Handbook, pg. 30-34 Teacher Education Program Application Teacher Education Program Admission Checklist Graduate Handbook

004.06H Performance Assessments. The institution must identify the performance standards and assessments for successful progression and completion of the education programs offered by the unit.

Narrative: Once a candidate has been officially accepted into the program, there are regular “gateway checks” to ensure progress while enrolled in the program. Previous to taking “methods” courses the candidates GPA’s are checked as well as their portfolios. At the end of the junior year another GPA and portfolio check is done in addition to practicum evaluations by cooperating teachers. Before student teaching the candidate must apply to student teach, which triggers a check of transcript, GPA, practicum evaluations, PRAXIS II scores, and a completed and approved application. The final gateway is the student teaching semester. At that time evaluations by cooperating teachers and university supervisors are monitored. There is also an exit interview done

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with each candidate.

Documentation: TABLE: 004.06-2 – Admission and Program Progression Assessments

005 Initial Program Coursework Requirements.

005.01 General Education Coursework. The institution shall require that all undergraduate candidates meet the institution’s general education course requirements. These courses may also be used to meet endorsement requirements. General education course requirements are established by the institution for all students.

Narrative: Teacher Education programs require 40 to 50 hours of general education studies. Grace University addressed curriculum improvements and adjustments in the general education requirements during the 2012-2013 year. The Teacher Education Department updated each endorsement program to align with university initiatives and standardize general education requirements for Teacher Education programs. The 2013-2014 Curriculum Proposal indicates the new general education requirements across all undergraduate Teacher Education programs.

Documentation: 2013-2014 Curriculum Proposal

005.02 Professional Education Coursework. At least one-sixth of the total credit hour requirement established by the institution for the completion of a degree shall be professional education coursework which may include practicum experiences, but shall not include clinical experiences.

Narrative: The undergraduate Teacher Education programs require 29 to 62 credit hours of professional education coursework that represents 18% to 42%of the total credit hour requirements for the degrees. The Undergraduate Professional Education Coursework table compares programs according to category, i.e., elementary, middle school, secondary, and K-12. All Teacher Education programs at Grace University include a minimum of 24 credit hours in courses that address 005.02A-J.

The Fast-Track/MAT programs include 24 to 25 credit hours of professional education coursework that represents 61% to 67% of the total credit hour requirements for the program/degree. The Graduate Professional Education Coursework table compares the Fast-Track and MAT programs.

Documentation: Professional Coursework Comparison Program Sheets and Course Sequences

Basic Business Elementary Ed – ELL Elementary Ed – ELL & Early Childhood English History Instrumental Music Mathematics Middle School

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Music Physical Education Religious Education Social Science Vocal Music

005.02A Student Development. The candidate understands how students 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.

Narrative: All undergraduate Teacher Education programs include the course PSY 211 Child Development as part of the general education requirements. ED 201 Education Psychology is taken as part of the professional education studies. The field and clinical experiences provide candidates with opportunities to demonstrate competency in using developmentally appropriate practices to attend to students cognitive, linguistic, social/emotional and physical needs. This standard is evaluated through a portfolio artifact, the Developmental Timeline Project, and through Field Experience and Student Teaching Evaluations (Criterion INST 6, INQ 4).

The Fast-Track/MAT program candidates take the course ED 501 Learning & Development (formerly entitled Foundations of Education). The field and clinical experiences provide candidates with opportunities to demonstrate competency in using developmentally appropriate practices to attend to students cognitive, linguistic, social/emotional and physical needs. This standard is evaluated through a portfolio artifact, the Developmental Timeline Project, and through Field Experience and Student Teaching Evaluations (Criterion INST 6, INQ 4).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Developmental Timeline Project GU Field Experience Evaluations

005.02B Learning Differences. The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each student to meet high standards.

Narrative: All undergraduate Teacher Education programs include the course ED 203 Pluralism and Cultural Diversity, which is taken as part of the professional education studies. Additionally, all undergraduate Teacher Education courses include elements that address inclusivity, i.e.-learning styles, gender, cultural, and linguistic differences, and all special needs. (Specific special education instruction addressed in 005.02L.)

The field and clinical experiences provide candidates with opportunities to demonstrate competency in providing learning experiences that value diverse cultures and individual needs. This standard is evaluated through a portfolio artifact, the Reflective Paper on Diversity, and through the Student Teaching Evaluations (Criterion INST 5).

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The Fast-Track/MAT program candidates take the course ED 511 Issues of

Culture and Diversity. Additionally, all undergraduate Teacher Education courses include elements that address inclusivity, i.e.-learning styles, gender, cultural, and linguistic differences, and all special needs. (Specific special education instruction addressed in 005.02L.)

The field and clinical experiences provide candidates with opportunities to demonstrate competency in providing learning experiences that value diverse cultures and individual needs. This standard is evaluated through a portfolio artifact, the Reflective Paper on Diversity, and through the Student Teaching Evaluations (Criterion INST 5).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Reflective Paper on Diversity

005.02C Learning Environments. The candidate 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.

Narrative: All undergraduate Teacher Education programs include the course ED 202 Classroom Management, which is taken as part of the professional education studies. The field and clinical experiences provide candidates with opportunities to demonstrate competency in positive and collaborative environments that engage and motivate learners. This standard is evaluated through a portfolio artifact, the Classroom Management & Discipline Plan, and through the Student Teaching Evaluations (Criterion INST 7, INSP 7).

The Fast-Track/MAT program candidates take the course ED 502 Managing the Diverse Classroom. The field and clinical experiences provide candidates with opportunities to demonstrate competency in positive and collaborative environments that engage and motivate learners.. This standard is evaluated through a portfolio artifact, the Classroom Management & Discipline Plan, and through the Student Teaching Evaluations (Criterion INST 7, INSP 7).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Classroom Management and Discipline Plan

005.02D Content Knowledge. The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for students to assure mastery of the content including the ability to integrate the Nebraska Content Standards (92 NAC 10 Appendices A-D) into instruction.

Narrative: All undergraduate Teacher Education programs include courses in content as identified in Rule 24, which are taken as part of the general education and

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professional education studies. Methods courses specific to the endorsement area and the field and clinical experiences provide candidates with opportunities to demonstrate competency in creating learning experiences that make the content area accessible to students This standard is evaluated through a portfolio artifact, the Exemplary Unit Plan, and through the Student Teaching Evaluations (Criterion INQ 5).

The Fast-Track/MAT program candidates transfer or provide evidence of coursework in content as identified in Rule 24. Candidates take the course ED 503 Methods in Education. Additionally, Elementary Education candidates take Elementary Methods with traditional undergraduate students (ED 112, ED 212, ED 311, ED 312, ED 313, ED 314, ED 413, and ED 415). The field and clinical experiences provide candidates with opportunities to demonstrate competency in creating learning experiences that make the content area accessible to students. This standard is evaluated through a portfolio artifact, the Exemplary Unit Plan, and through the Student Teaching Evaluations (Criterion INQ 5).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Exemplary Unit Plan Teacher Work Sample

005.02E Application of Content. The candidate understands how to connect concepts and use differing perspectives to engage students in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Narrative: All undergraduate Teacher Education programs explore the application of content in each specific endorsement area. Undergraduate candidates take ED 200 Orientation and Field Experience and ED 203 Pluralism and Cultural Diversity, which provide opportunities to explore culture, and differing perspectives on local and global issues. The field and clinical experiences provide candidates with opportunities to demonstrate competency in connecting content and addressing educational issues through critical thinking and creative problem solving. This standard is evaluated through the Exemplary Unit Plan, the Teacher Work Sample, and through the Student Teaching Evaluations (Criterion INSP 3).


Culture and Diversity and ED 518 Hot Topics in Education to explore culture and differing perspectives on local and global educational issues. The field and clinical experiences provide candidates with opportunities to demonstrate competency in connecting content and addressing educational issues through critical thinking and creative problem solving. This standard is evaluated through the Exemplary Unit Plan, the Teacher Work Sample, and through the Student Teaching Evaluations (Criterion INSP 3).

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Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Teacher Work Sample Exemplary Unit Plan

005.02F Assessment. The candidate understands and uses multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the candidate’s and student’s decision making.

Narrative: All undergraduate Teacher Education programs include the course ED 301 Assessments, Tests, and Measurements. The field and clinical experiences provide candidates with opportunities to demonstrate competency in using multiple methods to assess student learning. This standard is evaluated through a portfolio artifact, the Assessment Project, the Teacher Work Sample, and through the Student Teaching Evaluations (Criterion INST 8, INST 9).

The Fast-Track/MAT program candidates take the course ED 516 Program

Outcomes and Assessments. The field and clinical experiences provide candidates with opportunities to demonstrate competency in using multiple methods to assess student learning. This standard is evaluated through a portfolio artifact, the Assessment Project, the Teacher Work Sample, and through the Student Teaching Evaluations (Criterion INST 8, INST 9).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Teacher Work Sample Assessment Project

005.02G Planning for Instruction. The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, technology, and pedagogy, as well as knowledge of the student and the community context.

Narrative: All undergraduate Teacher Education programs explore designing and planning effective instruction. The field and clinical experiences provide candidates with opportunities to demonstrate competency in planning instructional experiences that incorporates technology and represents sound pedagogy. This standard is evaluated through a portfolio artifact, the Exemplary Unit Plan, the Teacher Work Sample, and through the Student Teaching Evaluations (Criterion INST 1, INST 2, INST 11).

The Fast-Track/MAT program candidates take the course ED 503 Methods

in Education to explore designing and planning effective instruction. Candidates also take ED 515 Curriculum Design and Program Planning The field and clinical experiences provide candidates with opportunities to demonstrate competency in planning instructional experiences that

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incorporates technology and represents sound pedagogy. This standard is evaluated through a portfolio artifact, the Exemplary Unit Plan, the Teacher Work Sample, and through the Student Teaching Evaluations (Criterion INST 1, INST 2, INST 11).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Exemplary Unit Plan Teacher Work Sample

005.02H Instructional Strategies. The candidate understands and uses a variety of instructional strategies to encourage students to develop deep understanding of content areas and their connections, build reading and writing skills, and to apply knowledge in meaningful ways. This includes developing competency for utilizing technology for instruction, assessment, and communication.

Narrative: All undergraduate Teacher Education programs include the course ED 316 Instructional Technology, which is taken as part of the professional education studies. All Methods courses address the use of various instructional strategies to incorporate elements of literacy, learner needs, and technology. The field and clinical experiences provide candidates with opportunities to demonstrate competency in developing strategies to build curricular connections and improve student learning. This standard is evaluated through the Exemplary Unit Plan, the Instructional Technology Portfolio, the Teacher Work Sample, and through the Student Teaching Evaluations (Criterion INST 4, INST 10).

The Fast-Track/MAT program candidates take the courses ED 500 21st

Century Technologies and ED 517 Instructional Leadership in Diverse Classrooms to explore various instructional strategies to incorporate elements of literacy, learner needs, and technology. The field and clinical experiences provide candidates with opportunities to demonstrate competency in developing strategies to build curricular connections and improve student learning. This standard is evaluated through a portfolio artifact, the Instructional Technology Portfolio, the Teacher Work Sample, and through the Student Teaching Evaluations (Criterion INST 4, INST 10).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Instructional Technology Portfolio Teacher Work Sample Exemplary Unit Plan

005.02I Professional Learning and Ethical Practice. The candidate engages in ongoing professional learning, models ethical professional practice, and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, other professionals, and the community), and adapts practice to meet the needs of each student.

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Narrative: All undergraduate Teacher Education programs include the course ED 424 Student Teaching Experience, which includes a seminar component to explore professional and ethical practice as outlined in Rule 27. The field and clinical experiences provide candidates with opportunities to demonstrate competency in making ethical choices, meeting student needs, and addressing parent concerns. This standard is evaluated through a portfolio artifact, the Student Teaching Reflective Essay, the Dispositions Rubric, and through the Student Teaching Evaluations (Criterion INQ 1, INQ 2).

The Fast-Track/MAT program candidates take the course ED 520

Integrative Seminar to explore professional and ethical practice as outlined in Rule 27. The field and clinical experiences provide candidates with opportunities to demonstrate competency in the area of professional learning and ethical practice. This standard is evaluated through a portfolio artifact, the Student Teaching Reflective Essay, the Dispositions Rubric, and through the Student Teaching Evaluations (Criterion INQ 1, INQ 2).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Student Teaching Reflective Essay Dispositions Rubric

005.02J Leadership and Collaboration. The candidate seeks opportunities to take responsibility for student learning, to collaborate with students, families, colleagues, other school professionals, and community members to ensure student growth, and to advance the profession.

Narrative: All undergraduate Teacher Education programs include the course ED 424 Student Teaching Experience, which includes a seminar component to explore techniques for collaborating with students, parents and colleagues to improve educational experiences. The field and clinical experiences provide candidates with opportunities to demonstrate competency in professional responsibility to ensure student growth. This standard is evaluated through the Teacher Work Sample, the Student Teaching Reflective Essay, and through the Student Teaching Evaluations (Criterion INSP 8, INSP 9).


Integrative Seminar to explore techniques for collaborating with students, parents and colleagues to improve educational experiences. The field and clinical experiences provide candidates with opportunities to demonstrate competency in professional responsibility to ensure student growth. This standard is evaluated through a portfolio artifact, the Teacher Work Sample, the Student Teaching Reflective Essay, and through the Student Teaching Evaluations (Criterion INSP 8, INSP 9).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation

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Student Teaching Reflective Essay Teacher Work Sample

005.02K Human Relations. The institution shall offer training integrated into a required course or combination of required courses which shall be designed to lead to the following skills as enumerated in 79-807(6) R.R.S.: 005.02K1 An awareness and understanding of the values, lifestyles, contributions, and history of a pluralistic society; 005.02K2 The ability to recognize and deal with dehumanizing biases, including, but not limited to, sexism, racism, prejudice, and discrimination, and an awareness of the impact such biases have on interpersonal relations; 005.02K3 The ability to translate knowledge of human relations into attitudes, skills, and techniques which result in favorable experiences for students; 005.02K4 The ability to recognize the ways in which dehumanizing biases may be reflected in instructional materials; 005.02K5 Respect for human dignity and individual rights; and 005.02K6 The ability to relate effectively to other individuals and to groups in a pluralistic society other than the applicant's own.

Narrative: All undergraduate Teacher Education programs include the course ED 203 Pluralism & Cultural Diversity explores strategies and techniques for working with diverse populations. In addition to course work, candidates are provided field experience placements in a variety of highly diverse schools across the metropolitan area. Such placements may include schools such as Bancroft Elementary, Field Club, Monroe Middle School, and Omaha South High School. The field and clinical experiences provide candidates with opportunities to demonstrate competency in working with diverse students. This standard is evaluated through a portfolio artifact, Reflective Paper on Diversity, and through the Student Teaching Evaluations (Criterion INQ 4).


Cultural Diversity explores strategies and techniques for working with diverse populations. In addition to course work, candidates are provided field experience placements in a variety of highly diverse schools across the metropolitan area. Such placements may include schools such as Bancroft Elementary, Field Club, Monroe Middle School, and Omaha South High School. The field and clinical experiences provide candidates with opportunities to demonstrate competency in working with diverse students. This standard is evaluated through a portfolio artifact, Reflective Paper on Diversity, and through the Student Teaching Evaluations (Criterion INQ 4).

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Reflective Paper on Diversity

005.02L Special Education. The institution will require one or more courses which provide candidates with systematic and continuing opportunities to develop knowledge, skills, and professional dispositions for teaching students with disabilities including the areas enumerated by 79-807(7) R.R.S.:

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005.02L1 Knowledge of the exceptional educational needs of the disabilities defined by section 79-1118.01 R.R.S.; 005.02L2 Knowledge of the major characteristics of each disability defined by Section 79-1118.01 R.R.S. in order to recognize its existence in children; 005.02L3 Knowledge of various alternatives for providing the least restrictive environment for children with disabilities; 005.02L4 Knowledge of methods of teaching children with disabilities in the regular classroom; and 005.02L5 Knowledge of pre-referral alternatives, referral systems, multidisciplinary team responsibilities, the individualized education plan process, and the placement process.

Narrative: All undergraduate Teacher Education programs include the course ED 302 Introduction to Special Education and ED 423 Practicum in Special Education, which is taken as part of the professional education studies. The specific field experience placement in a special needs setting assists candidates in developing the knowledge, skills, and dispositions needed for teaching students with disabilities. The field and clinical experiences provide candidates with opportunities to demonstrate competency in methods and strategies for meeting the needs of students with diverse needs. This standard is evaluated through a portfolio artifact, Modified Special Needs Lesson Plan.


Exceptional High Needs Learners to explore the knowledge, skills, and dispositions needed for teaching students with disabilities. The field and clinical experiences provide candidates with opportunities to demonstrate competency in methods and strategies for meeting the needs of students with diverse needs. This standard is evaluated through a portfolio artifact, a Modified Special Needs Lesson Plan.

Documentation: TABLES: 005.02-1 – Professional Education Competencies TUG 005.02-1 – Professional Education Competencies MAT GU Student Teaching Evaluation Modified Special Needs Lesson Plan

005.03 Field Experience

005.03 Field Experience Coursework. The institution shall require practicum and clinical experiences that provide candidates opportunities to work with students and school partners to develop knowledge, skills, and professional dispositions. When viewed as a whole, field experiences are central to candidate preparation and shall provide opportunities to work with diverse students which may include, but is not limited to, differences based on ethnicity, race, socioeconomic status, gender, exceptionalities, and language.

005.03A Initial Program Field Experience. These experiences shall range from candidate interaction with students to assuming responsibility for instructional planning and implementation, and assessment of student learning.

Narrative: Each Teacher Education candidate is required to successfully complete a

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variety of field experiences and one clinical experience prior to completion of the program. Undergraduate candidates complete a range of five to seven field experiences, depending on the candidate’s endorsement, prior to the final semester of clinical experience. Graduate candidates complete practicums prior to the clinical experience. Grace University has the advantage of being located in a very diverse area where schools represent a wide range of students—ethnically, racially, socioeconomically, gender, exceptionalities and language. Candidates have opportunity for rich interactions with diverse students.

Documentation: TABLE: 005.03-1 – Field Experience for Initial Certification at the Initial or Advanced Program Level Policies and Procedures Handbook pg. 21 Practicum Handbook pg. 8-19

005.03A1 Practicum experience consists of a minimum of one hundred (100) clock hours of contact with students. Field-based practicum experiences are completed prior to clinical practice and provide opportunities for candidates to observe, assist, tutor, instruct, or conduct research. Practicum experiences may occur in settings such as school systems, or other settings serving students.

Narrative: Practicum experiences occur after the initial field placement in Orientation and Field Experience (ED 200). All undergraduate Teacher Education students serve a minimum of 115 hours and a maximum of 205 hours prior to student teaching. The cooperating teachers, administration of the school, and candidates are given the expectations for the practicum experiences. Candidates experience the full-range of classroom activities and have opportunities to observe, tutor, and instruct individual students, small groups, and whole classes. In addition to traditional school settings, candidates may experience various after-school programs and/or adult education sites as well.

Fast Track/MAT students complete 100 hours of practicum prior to

student teaching. Candidates experience the full-range of classroom activities and have opportunities to observe, tutor, and instruct individual students, small groups, and whole classes. In addition to traditional school settings, graduate candidates may experience various after-school programs and/or adult education sites as well.

Documentation: TABLE: 005.03-1 – Field Experience for Initial Certification at the Initial or Advanced Program Level Policies and Procedures Handbook pg. 21 Practicum Handbook pg. 12-13

005.03A2 Clinical Practice. The institution shall require a clinical practice experience for initial teacher certification in which candidates demonstrate knowledge, skills, and professional dispositions by assuming responsibility for whole class instruction in the area of the endorsement and within the grade level for which they are preparing.

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Narrative: Nebraska Department of Education defines the clinical experience as Student Teaching. Student teachers at both the undergraduate and graduate levels complete a 16-week, full-time clinical experience in their respective endorsement areas. Those candidates student teaching in K-12 PE or K-12 Music areas, complete at least nine weeks in elementary and nine weeks in secondary.

The Student Teaching Handbook outlines the gradual shift of all class responsibilities from the cooperating teacher to the student teacher, as well as a timeline for giving back those responsibilities. His /her university supervisor evaluates the student teacher, officially, four times during the Student Teaching experience. Candidates and their supervisors evaluate the candidate’s dispositions for teaching. The mid-term and final Student Teaching Evaluation assesses the candidates’ instructional competency as well as dispositions, and classroom management proficiency. The Cooperating Teacher and University Supervisor complete the Student Teaching Evaluations.

Documentation: Student Teaching Handbook pg. 20-30 GU Student Teaching Evaluation NE Student Teaching Evaluation Disposition Rubric

005.03A2a The institution shall have a clear statement of policies and procedures relating to clinical practice which shall be made available, together with the Standards for Professional Practices Criteria in 92 NAC 27, to all persons involved in the clinical practice experience.

Narrative: Student teaching candidates receive a copy of 92 NAC 27 when they apply to student teach the following semester. The policies and procedures are clearly delineated in the Student Teaching Handbook.

Documentation: Student Teaching Handbook pg. 11-12

005.03A2b All clinical practice shall be conducted in a Nebraska school system, in out-of-state schools approved by another state education agency, or in similarly constituted English-speaking schools in another nation. Clinical practice requirements cannot be met in non-public schools which are not state approved/accredited where an approval/accreditation process exists.

Narrative: The policy for student teaching is that all clinical experiences are done at either Nebraska approved or accredited schools. A candidate may apply to student teach in another state or overseas if the school maintains similar standards and credentials, especially certified cooperating teachers and administrators.

Documentation: Student Teaching Handbook: Applying to student teach outside the 50 mile radius.

005.03A2c The institution shall engage with school partners on a regular and ongoing basis to develop and communicate the roles and responsibilities of candidates, college supervisors, cooperating educators, and other school personnel; to provide opportunities for school partners to provide input to the program regarding candidate placements, candidate performance, and program improvement;

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and to develop opportunities for faculty and school-based educators to work collaboratively to enhance candidate development.

Narrative: This department sends out the applications of the candidates to the districts of their choice. Information on each candidate is provided. Also provided is the contact and professional information of the particular university supervisor as well as contact information for the Student Teaching Supervisor. A major emphasis is placed on utilizing as many full-time and adjunct faculty as possible to supervise the clinical experience candidates. This benefits the candidates because we enforce and expect consistent standards of performance. This also benefits our program because these professors bring back the latest best practices from Nebraska’s classrooms and include them into our candidates’ preparation.

Documentation: Student Teaching Handbook pg. 24-25

005.03A2c1 The institution shall negotiate written agreements delineating the roles and responsibilities of candidates in clinical practice, college supervisors, and the cooperating educators.

Narrative: The roles for the candidates, college supervisors and the cooperating teacher are clearly stated in the handbook, which is provided for all the semester before the beginning of the student teaching semester. School district agreements are negotiated and signed for all districts where candidates participate in field or clinical experiences.

Documentation: Student Teaching Handbook pg. 11-16 School District Agreement

005.03A2d The institution shall require a clinical practice experience equivalent to:

005.03A2d1 a minimum of one (1) semester (at least 14 full-day weeks) for one field endorsement; one field endorsement and one subject endorsement which is a content area specified in the field endorsement and is at the same grade level; or up to two subject endorsements at the same grade level;

005.03A2d2 a minimum of 18 full-day weeks for two field endorsements; one field endorsement and one subject endorsement which is not a content area specified in the field endorsement; one field endorsement and one subject endorsement which is a content area specified in the field endorsement but is not at the same grade level; or two subject endorsements which are not at the same grade level; or

005.03A2d3 a minimum of an additional 9 full-day weeks for each additional field or subject endorsement.

Narrative: Nebraska Department of Education defines the clinical experience as Student Teaching. Student teachers at both the undergraduate and graduate levels complete a 16-week, full-time clinical experience in their respective endorsement areas. Those candidates student teaching in K-12 PE or K-12 Music areas, complete at least nine weeks in elementary and nine weeks in secondary. Each additional field or subject endorsements would require 9 full-day weeks. Student teachers submit documentation of their clock hours so ensure all time requirements are met. The Student Teaching Handbook outlines all policies and procedures for the clinical experience.

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Documentation: Student Teaching Handbook pg. 5

005.03A2e The institution shall ensure that a minimum of five (5) formal observations by faculty shall be conducted during clinical practice for candidates preparing for initial level teaching certification. Three (3) observations must be on site and two (2) of the observations may be conducted utilizing technology which allows for visual contact between the parties.

Narrative: A minimum of five formal observations are done by faculty. At this time all are done on site. Weekly reports are required and video lessons are highly encouraged. If a candidate is student teaching outside the 50-mile radius policy, video lessons are required.

Documentation: Student Teaching Handbook

005.03B Speech Language Pathology and School Psychologist Preparation Programs at the Initial Teacher Certification Level Field Experience. The institution shall ensure that a minimum of three (3) formal onsite observations by faculty shall be conducted.

Narrative: N/A

Documentation:

006 Advanced Program Field Experience.

006.01 The institution shall have a clear statement of policies and procedures relating to field experiences which shall be made available, together with the Standards for Professional Practices Criteria in 92 NAC 27, to all persons involved in the field experience.

006.02 Institutions shall require field experiences for advanced certification programs.

Narrative: N/A

Documentation:

006.03 If clinical practice is required by 92 NAC 24, it shall be conducted in a Nebraska school system, in out-of-state schools approved by another state education agency or in similarly approved or accredited English-speaking schools in another nation, or in another setting in which the candidate works with students at the level of endorsement being sought. Clinical practice requirements cannot be met in non-public schools which are not state approved/accredited where a state or national approval/accreditation process exists.

Narrative: N/A

Documentation:

006.04 The institution shall engage with school partners on a regular and ongoing basis to develop and communicate the roles and responsibilities of candidates, college supervisors, cooperating educators, and other school personnel; to provide opportunities for school partners to provide input to the program regarding candidate placements, candidate performance, and program improvement; and to develop the skills of faculty and school-based educators to work collaboratively to enhance candidate development.

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Narrative: N/A

Documentation:

007 Program Quality Indicators.

007 Program Quality Indicators. The institution shall establish a systematic process to address and document program quality indicators.

007.01 Candidate Admission and Completion. The institution utilizes information related to candidate admission, progression, completion, and graduate employment to document the institution’s continuing and purposeful expectations for candidate quality.

Narrative: The Teacher Education Department maintains an assessment system that provides information on candidate admission and proficiencies, competence of graduates, unit operations, and program quality. The GUTE Assessment System guides evaluation process from pre-admission to program completion. The Assessment Cycle facilitates data-driven program reviews, called Data Days, conducted at least twice a year. The TE Department collects, and reviews all program assessments administered in a semester. The data is analyzed and strengths and weaknesses are identified. Departmental concerns are addressed based on data results, improvements are discussed, and program changes are scheduled for implementation.

Documentation: TUG Assessment System MAT Assessment System Assessment Cycle GUTE Assessment System Graphic GUTE Unit Assessment System Data Day Summary 2011-2012 Data Day Summary 2012-2013

007.02 Graduate follow-up. The institution utilizes a graduate follow-up process to obtain program completer input regarding satisfaction, relevance and effectiveness of their preparation for professional roles and responsibilities.

Narrative: The Teacher Education Department collects two sources of qualitative data on program graduates:

Student Teacher Survey of Grace University Cooperating Teacher Survey of Grace University

Student Teacher Survey data and Cooperating Teacher Survey data are

collected upon candidate completion of the program. The Employer Survey data is collected after candidates are employed in a school. This data is reviewed by Teacher Education faculty and is used for program improvement.

Documentation: Student Teacher Survey of Grace University Cooperating Teacher Survey of Grace University Student Teacher Survey Results 11-12 Cooperating Teacher Survey Results 11-12 Student Teacher Survey Results 12-13

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Cooperating Teacher Survey Results 12-13

007.03 Employer follow-up. The institution utilizes a process for collecting information from employers regarding satisfaction with the program and program completers.

Narrative: The Teacher Education Department sends out an Employer Survey after graduates are employed in local school districts. NDE provides the department with information employment information and the survey is sent directly to building principals working with our graduates. This information is collected and reviewed by the Teacher Education faculty for program improvement.

Documentation: Employer Survey Employer Survey Summary for 2011-2013 Graduates

007.04 Graduate Support. The institution makes resources available to support its new to the profession teachers.

Narrative: Grace University offers graduates a number of career and placement services. The Career Center, located on the first floor of the Harold Burkholder Center, assists graduates in securing teaching positions and provides numerous services, such as resume writing and interviewing ideas. Candidates are strongly urged to contact the Career Center at the beginning of their senior year. Website assistance and information is found at http://www.graceuniversity.edu/student_resources/career_services/

The Student Teaching Handbook highlights various career resources including

the Nebraska Department of Education site of listings for teaching positions (http://www.education.ne.gov/), and the annual Career Fair that is held each spring to connect candidates with prospective employers. The Grace University Teacher Education webpage also posts graduate resources, as does the GU Teacher Education Facebook page. Grace graduates regularly email to share current job openings. These employment opportunities are posted and/or emailed to qualified graduates.

During the induction year, Grace University faculty offer graduates support in

making the transition into full-time teaching. The Department faculty will visit classrooms or will consult by phone or e-mail, to assist graduates in navigating this profession. Graduates are also notified of campus seminars or workshops, which would be potentially helpful to a first year teacher.

Documentation: Student Teaching Handbook, pg. 28-30 GU Teacher Education Facebook

007.05 Program Improvement. The institution initiates program improvement strategies based on regular analysis of data, current research, and/or as the result of engagement with PK-12 education partners regarding initiatives and challenges of PK-12 education.

Narrative: The Teacher Education Department regularly meets with Teacher Education Advisory Board (TEAB) to the Unit Assessment System. The unit presents documentation and evidence of program learning outcomes aligned to Grace University goals, assessments and summary data, to reflect and propose needed changes in the program.

http://www.graceuniversity.edu/student_resources/career_services/

http://www.education.ne.gov/

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The TEAB includes public school partners, i.e., teachers, administrators, and

instructional personnel, GU teacher education alumni, and teacher education colleagues. This advisory board helps guide the direction of the assessment system and the unit overall. TEAB minutes capture these discussions as well as the proposed revisions to the conceptual framework, dispositions criteria, transition points, and the assessment rubrics. TEAB typically meets twice times each academic semester (Fall and Spring) for a total of four times per year.

Candidate and graduate data are presented to the Teacher Education

Advisory Board (TEAB) for review and to make recommendations on program changes.

Documentation: GUTE Unit Assessment System Teacher Education Advisory Board (TEAB) Minutes F10 Teacher Education Advisory Board (TEAB) Minutes F12 Data Day Summary 2011-2012 Data Day Summary 2012-2013

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