1 Boyce College Undergraduate Teacher Education Handbook 2009/10 Boyce College Teacher Education Handbook Teachers as Leaders
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Boyce College Undergraduate Teacher Education Handbook 2009/10
Boyce College
Teacher Education Handbook
Teachers as Leaders
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TABLE OF CONTENTS
Accreditation Status……………………………………………………………… 3
Forward…………………………………………………………………………… 3
Boyce College Memberships………………………………………………………… 3
SECTION I: BOYCE TEACHER PREPARATION UNIT DOCUMENTS
Conceptual Framework (CF)…………………………………………………… 4
Continuous Assessment Plan (CAP)…………………………………………… 20
Council on Teacher Education (CTE)…………………………………………… 34
CTE ByLaws……………………………………………………………………… 34
Program Curriculum Guides for Teacher Candidates and Advisors
Elementary Education P-5 Curriculum Guide…………………………… 39
Integrated Music Education P-12 ………………………………………… 40
Academic Advisor‟s Student Record Form: Elementary Ed. P-5……… 41
Academic Advisor‟s Student Record Form: Integrated Music Ed. P-12 44
Recommended Four Year Course Schedules
Four Year Semester by Semester Guide: El. Ed……………………… 48
Four Year Semester by Semester Guide: Integrated Music Ed....……… 49
Program Standards
Kentucky Teacher Standards…………………………………………… 50
INTASC Dispositions Standards……………………………………… 53
Boyce Core Standards of Expectations…………………………………… 56
SECTION II: PRE-STUDENT TEACHING FIELD EXPERIENCE…………………… 57
SECTION III: TECHNOLOGY REQUIREMENTS…………………………………… 58
SECTION IV: TEACHER WORK SAMPLE (TWS)…………………………………… 59
SECTION V: TEACHER EDUCATION PROGRAM STAGES (CHECKPOINTS)
Stage 1: Prerequisites for Admission to Teacher Education Program…………… 61
Stage 2: Admission to Teacher Education Program……………………………… 63
Stage 3: Admission to Supervised Teaching…………………………………… 64
Stage 4: Exit from the TEP……………………………………………………… 65
SECTION VI: THE SUPERVISED TEACHING EXPERIENCE……………………… 66
SECTION VII: APPEALS PROCEDURES…………………………………………… 70
APPENDIX
1.10 TEP Forms
1.11 Field and Clinical Experience Forms……………………………………… 71
1.12 Admission to TEP Forms…………………………………………………… 75
1.13 Supervised Teaching Forms……………………………………………… 79
2.20 Assessment Instruments
2.21 KTS Teaching Standards Rubrics………………………………………… 82
2.22 Thurstone Scales for Disposition Assessment……………………………… 88
2.23 Dispositions Questionnaire……………………………………………….. 90
2.24 KTS Student Teacher Evaluation Form…………………………………… 98
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ACCREDITATION STATUS OF BOYCE TEACHER PREPARATION UNIT
The Boyce College Department of Teacher Education is in the process of applying for state
approval to formally admit students to the Boyce Teacher Education Program (TEP) with the
goal of attaining that approval by the 2009-2010 academic school year. This is the required
process in an initial teacher education preparation unit as regulated by the Education Professional
Standards Board (EPSB) of Kentucky. Following this approval process, the Boyce Department
of Teacher Education will initiate procedures for becoming a provisionally accredited
professional teacher education unit by the academic school year of 2012-13.
Students of the Boyce College TEP must be aware that professional teacher education
coursework completed at Boyce College may not transfer to another accredited institution for
professional teacher education credit until the Boyce TEP is provisionally accredited.
FORWARD
This handbook serves as a guide in outlining policies, procedures, and guidelines used in Boyce
College‟s Teacher Education Program. Every effort is made to maintain current information in
this handbook; however, changes in this handbook may occur without notice. The Department of
Teacher Education of Boyce College reserves the right to make any necessary changes without
prior notice. These changes may be dictated by actions of the Kentucky Education Professional
Standards Board (EPSB) or by the Boyce College Council on Teacher Education (CTE). Teacher
candidates of the Teacher Education Program must remain up-to-date by regular communication
with the assigned academic advisor and by attending all required meetings for teacher education
candidates where current information is dispensed.
The terminology “teacher candidate” in any official Boyce College publication is defined to be
all persons enrolled full- or part-time in any educator preparation course or program. Candidates
are distinguished from students in P-12 schools. As much as possible, this distinction is made
throughout all official Boyce College teacher preparation unit documents.
BOYCE COLLEGE MEMBERSHIPS AND PROGRAM APPROVALS
Association of Christian Schools International (ACSI)
National Association of Schools of Music (NASM),
Boyce College is accredited by the Southern Association of Colleges and Schools (SACS),
The Boyce College teacher education programs have been approved by the Kentucky Council on
Postsecondary Education (CTE).
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CONCEPTUAL FRAMEWORK Mission
The Boyce College Department of Teacher Education is committed to the fulfillment of the mission
statement of The Southern Baptist Theological Seminary. As a teacher preparation unit it is directly
under the jurisdiction of Boyce College, the undergraduate school of the seminary. The Boyce teacher
preparation unit functions under the division of Applied Studies and will initially provide the two majors
of Elementary Education P-5 and Integrated Music Education P-12, each culminating in the Bachelor of
Science (BS) degree. Consistent with the mission of Boyce College and The Southern Baptist
Theological Seminary, the teacher preparation unit seeks to prepare students for service leadership roles
throughout the world as professional educators in the public schools, in the Southern Baptist Convention
(SBC) and other Christian schools, and on the international mission field. Boyce teacher educators are
trained to be totally committed to the Bible as the Word of God, to the Great Commission as their
mandate, and to service as their calling. Therefore, the Boyce teacher preparation unit is founded on the
philosophy of a Christian worldview which interprets personal, social, and historical events through
biblical tenets, and which is committed to the principles of Christian teaching in personal, professional,
and social relationships.
The primary purpose of the Boyce Teacher Education Program (TEP) is to provide Christ-
centered quality teacher education, preparing teacher candidates for both Christian and public
school teaching. All majors in teacher education include instruction in theological ministry
studies, in the content knowledge of the arts and sciences, and in professional teacher education
(knowledge, dispositions, and pedagogy). All instruction is provided to teacher candidates to
equip them for professional leadership and service in a world of diversity. In conjunction with
the general Mission of the college, the teacher preparation unit strives to achieve the following
specific goals:
Equip and train teachers for carrying out the Great Commission of Matthew 28:18-20.
Instill teachers with a knowledge and understanding of the principles and practices of
American education.
Impart knowledge of and appreciation for people with diverse backgrounds.
Impart knowledge in both the arts and sciences and biblical studies.
Integrate the appropriate academic disciplines into a coherent Christian worldview.
Provide leadership and professional service opportunities for teacher candidates in the P-
12 school and community
Foster competency in the dispositions for the professional teacher educator as identified
in the dispositions for the Boyce professional educators.
Develop qualities of leadership and service in the teacher candidates that will impact their
professional careers.
Vision
Under the theme of teachers as leaders, it is the vision of the Boyce Teacher Education Program
to educate teachers who recognize the importance and value of teaching as a profession, and the
need for effective leadership and service in the field of education. As both a teacher and leader,
the Boyce teacher candidate is trained to be an effective leader as a professional teacher, and is
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taught to be aware of the multi-faceted nature of educating and leading individual learners: that
each learner exists in a diverse society with a unique background; that all learners come to the
education arena with different physical, emotional, intellectual, social, and spiritual needs; and
that teachers who successfully meet these needs must be committed to the rigors of professional
teacher preparation and the challenges of becoming a leader in the calling of service in
professional education.
Conceptual Framework Components
Under the theme of teachers as leaders, the Boyce teacher candidate is engaged in teacher
preparation grounded in thorough and research–based professional education and is challenged
to unreserved commitment to the teaching profession as a personal calling to lead and to serve.
The four foundational building blocks of the Boyce Teacher Education Program are knowledge,
skills, dispositions and service (Cf. Table 1, page 16).
Knowledge
The knowledge component is the chief cornerstone for the Boyce instructional program. Boyce
teacher candidates are taught that to become a leader in the field of education they must
recognize the value and inherent power of acquired knowledge; they must pursue that knowledge
with persistence to qualify as a professional teacher; they must master content knowledge for
effective teaching of the content areas; and finally they must know that the pursuit of knowledge
is a continuing life-long process. In accordance with Standard 1 of the Kentucky Teacher
Standards, we believe that acquired knowledge is the foundation of becoming an effective
teacher; therefore, the teacher education unit at Boyce, recognizing the centrality of knowledge
acquisition, requires the teacher candidate to master and demonstrate the knowledge of the
specific field of study, which includes the content of the general studies, both of the arts and
sciences, and also the biblical/theological content, and finally the content of the professional
teacher education studies. The Boyce teacher education unit firmly believes that without
comprehensive knowledge in all of these areas of study, the effectiveness of the teacher as a
leader is seriously compromised (See Table 1, p.16, Program Assessments) In addition, the
Boyce teacher education program of instruction requires the teacher candidate to integrate the
composite knowledge into a coherent Christian worldview.
Content Knowledge: Knowledge derived from the general studies of each teacher education
program is considered vital to the overall preparation of an effective teacher, and prerequisite to
the development of a meaningful Christian worldview (Dockery, 2002; Holmes, 1985). The
Boyce teacher education programs of study include a core of both liberal arts and biblical
studies, neither of which is deemed more important than the other in the preparation of an
effective teacher as a leader. In his book Renewing Minds: Serving Church and Society through
Christian Higher Education, David Dockery points out that the liberal arts have historically been
recognized as prerequisite to engagement and success in the various professions. The need for
liberal arts education “is not just for equipping students with particular skills and knowledge
necessary for engaging in some specific vocation or profession but for preparing all students to
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think---to think Christianly, to think critically, to think imaginatively---preparing them for
leadership and preparing them for life.” (p. 20). Because effective teacher leaders must be
thinkers, we therefore contend for the absolute necessity of the liberal arts studies in the Boyce
teacher education programs. Dockery also extends the value of liberal arts studies by stating that
“the liberal arts also facilitate understanding and effective communication across generations and
cultures while providing a common body of knowledge that remains open-ended. This body of
knowledge broadens horizons and deepens understanding” (p. 20).
Arthur Holmes (Holmes, 2001) notes we are a technological society that still needs the broad
understanding and wisdom of the liberal arts and the Bible. He contends that both are essential
for the thinking and decision-making of a technological society. On the basis of this need for
both liberal arts and the content of the Christian Scriptures, a balance of the two areas of study is
maintained in the course offerings for teacher education at Boyce with the belief that faith
deriving from a study of the Holy Scriptures is a precondition of understanding, of genuine
knowledge. This view is based on Augustine‟s approach that faith must be first, followed by
liberal learning (Augustine, 1977), which allows the learner to form a well-rounded Christian
worldview through the broad learning of the liberal arts. Thus the knowledge derived from
liberal arts permits the learner to comprehend the deeper things of the faith needed to shape a
worldview consistent with the biblical teachings. Dockery conclusively states that “We must
bring students to a mature reflection of what the Christian faith means for every field of study.”
(Dockery, p.21).
Professional Education Content: In addition to the liberal arts and biblical studies content, the
content of the professional education courses is designed to give the teacher candidate the
complete range of recognized knowledge of the field of education. This knowledge is
dichotomized accordingly into foundations and pedagogy. The knowledge in the foundations
area includes philosophy, social and historical foundations, contemporary issues in American
education, educational leadership, school curriculum, school design, legal connections,
legislative controls, technology in education, classroom control and management, and most
importantly knowledge of the diversity of learners, the learning process and the underlying
theories of learning. Knowledge in the foundations area gives the teacher candidates the “bigger
picture” of their chosen profession, which we believe is an important quality of the teacher as a
leader. The knowledge in the pedagogy area focuses on the time tested, as well as the
contemporary “best practices” for teaching the various content areas. Knowledge in pedagogy is
necessary for effective planning in the teaching/learning process, implementation of the plan for
learning, and application of the principles of effective assessment of learning. Good and Brophy
(2003) present the argument that pedagogical knowledge enables teachers in the classrooms to
present information, concepts and assignments effectively. Pedagogical knowledge also includes
learning how to design engaging classroom environments that permit maximum student activity
and self regulation. Leinhardt,et.al. (1991) describe pedagogical knowledge as knowledge that is
used in making the numerous decisions that facilitate learning, such as the best plan for the
lesson, the allocation of time for the various components of the plan, how best to explain the
material, and helping the learners to construct knowledge from their existing sources of
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knowledge (Anderson, 1977, Hacker, 1980) This pedagogical knowledge is taught in the
methods courses of the Boyce teacher education program in the direct context of the subject
area, i.e. the most effective methods for teaching reading in the elementary school is taught in the
course for teaching reading; the methods for teaching math in the math course, etc. One of the
key instruments through which the teacher candidate must demonstrate the grasp of pedagogical
knowledge is the application of the Teacher Work Sample (TWS), a document that allows the
teacher candidate the opportunity to provide evidence of the ability to plan, implement, and
apply principles of effective teaching, assessment of learning, analysis of student performance,
and the skill of reflection throughout a unit of learning.. This model unit of instruction was
developed by the Renaissance Partnership supported by the Title II Teacher Quality
Enhancement Program from 1999 to 2005. The TWS has evolved and has been adapted by
university teacher education units with dissimilar structure; however, all resemble the set of
teaching tasks and rubrics developed initially by the Renaissance Partnership. Borrowing teacher
work sample methodology concepts developed by the late Del Schalock and colleagues at
Western Oregon University, the members of the Renaissance Partnership designed their teacher
work sample around seven teaching processes they believed were critical to producing improved
P-12 student learning. These were:
Use of student and classroom context to design instruction
Use of instructional unit learning goals that addressed local and state content standards
Use of pre-post and formative assessment to guide instruction and measure and report
learning results
Design of instruction for all students that addressed unit learning goals and were aligned
with concepts and processes assessed
Instructional decision making based on continuous formative assessment
Analysis and reporting of learning for all students and significant groups
Reflection and evaluation of teaching and learning
(See the following website for a more detailed discussion of the TWS:
http://edtech.wku.edu/rtwsc/about-RTWS.htm)
It has proven to be an effective instrument for assisting pre-service teachers to grasp the
importance of assessment as the driving force of successful instruction, as well as giving a wide-
screen picture of all the elements of teaching effectiveness. The Boyce teacher preparation unit
(Department of Teacher Education) has adopted the TWS as a vital component of its teacher
education program throughout the teaching/learning experience from admission to the TEP
through the exit process for all teacher candidates.
Skills
As basic and necessary as knowledge is for the teacher as a leader, the Boyce teacher education
program is founded on the belief that it is absolutely necessary to develop teachers who practice
effective skills necessary for the profession of education. These skills include pedagogical skills,
leadership skills, communication skills, technology skills, and skills of reflection and
collaboration. Thus Boyce teacher candidates are trained to be professionally skilled teachers as
leaders, learning to apply the best practices for effective learning to meet the diverse educational
needs of an ever-changing society, serving as leaders in the profession of education, and ever
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striving to improve as a teacher educator by remaining current with the advances of teacher
education. We believe this goal is achieved in numerous ways through the total program of the
teacher education unit (Table 1, BCSE #‟s 3-12) With the ten Kentucky Teacher Standards as
our basic guide for training skilled professional teachers, the curriculum of the professional and
methods courses is aligned with these standards (Table 1, Program Assessments) and also with
the standards of the Specialty Professional Association (SPA) of each of the teacher education
programs (Elementary Education and Music Education). The Boyce teacher preparation unit
provides the teacher candidate with structured and systematic opportunities to practice a variety
of teaching strategies and techniques and to learn the skills of effective leadership.
Since modeling is one of the basic learning methods for developing teaching skills, faculty
members within the teacher education unit serve as models for many of the recognized teaching
strategies. Faculty members are encouraged to go beyond the basic lecture approach to apply
other methodologies of teaching, such as appropriate use of computer technology, grouping
techniques, the use of assessment as central to instruction, workshops, student presentations, the
practice of reflection, and also what Tomlinson (2003) refers to as differentiated instruction or
“teaching with student variance in mind…starting with where the kids are rather than adopting a
standardized approach to teaching that seems to presume that all learners of a given age or grade
are essentially alike. Thus differentiated instruction is „responsive‟ teaching rather than „one –
size-fits-all‟ teaching” (p. 151). The application of differentiated instruction requires the teacher
to use assessment throughout the teaching/learning process. The major models for the Boyce
teacher candidates will be the numerous practicing professional teachers they will have the
opportunity to observe in their field experience assignments and during their supervised teaching
experience. Observing the use of assessment in authentic classroom settings provides the teacher
candidates firsthand observation of the benefits of the integration of assessment throughout the
teaching learning process. Thus, they will experience firsthand how learners are able to benefit
through their own strength of modality for learning, and then be encouraged to recognize that the
learners under their teaching will also learn best if they are given the opportunity to learn through
different instructional techniques which appeal to individual learners distinctive learning
modality. (Dunn & Dunn,1978; Sprenger, 2003).
Modeling, as well as authentic classroom participation is a major purpose for the field and
clinical experience components of the teacher education program. However, teacher candidates
are required to work closely with a practicing cooperating teacher in the P-12 schools through
which the candidates not only observe modeling of teaching strategies in authentic classroom
settings, but they also participate with the cooperating teacher in the instructional procedures.
The field and clinical experiences are assigned as an integral part of the professional education
courses, and also as concentrated courses prior to the student teaching semester.
The field experience associated with the professional education courses is designed to give the
teacher candidate specific course content experience. Specific assignments related to the
professional education course content are issued in the course prior to the field experience
placement which is the responsibility of the Field and Clinical Experience Coordinator faculty
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member. A specified number of field experience hours are designated for each of the
professional education courses which require field experience. During the completion of these
hours, the specific assignments must be completed. Not all of the professional education courses
require field experience, only those that are distinctly “methods” courses. The specific Field
Experience courses (ED 380, ED 480) are designed to give the teacher candidate extended
periods of time in a P-12 classroom teaching setting (ED 380), and to provide the teacher
candidate opportunity for service either in a P-12 school setting or in a community organization
(ED 480). The Field Experience courses have two major emphases: 1. Teaching practice, and 2.
Service for development of leadership skills. It is in the ED 380 Field Experience I: Teaching
course that the student is required to gain firsthand experience prior to student teaching through
collaboration with the regular classroom teacher in the overall responsibilities of the teacher,
with specific emphasis on classroom management, lesson planning, assessment techniques, and
regular teaching of planned lessons. In the ED 480 Field Experience II: Service course, the
student gains valuable experience in servant leadership in an important part of the school
program or in a vital community organization. Both Field Experience courses are structured to
achieve the specific goals of practice in teaching and classroom skills, or service leadership to
the school or community.
The Clinical Experience course is designed to focus on definite aspects of involvement and
leadership in the teaching profession. A set of assignments are designated that must be
completed through the Clinical Experience course. These assignments include: investigation of
curriculum design for the schools, library services, technology for the schools, administration of
a school, including both the personnel and the policies, parental roles in schooling, Special
Education programs, school and district–wide assessment of the students and the schools, how
schools in Kentucky are graded by KERA initiatives, the governing of a school through SBDMs,
extracurricular activities of the school, and the responsibilities of teachers outside the classroom.
No specific order of completion of the assignments is required, only that the student gain
experience related to the assignments by the end of the completion of the Clinical Experience
course. Each student is required to make a presentation in the required class sessions on the
results of the clinical assignments. The evaluation of the course assignments is the responsibility
of the Field and Clinical Experience Coordinator, who serves as the designated faculty member
for overseeing all field and clinical experiences, and the assigned faculty member for the Clinical
Experience seminar sessions. Student feedback is also part of the evaluation during the
presentations in the seminar sessions.
One of the major goals of the Field and Clinical Experiences is to promote teacher candidate
self-assessment or what is commonly referred to as the skill of reflection, with the goal of
creating teachers who are reflective practitioners. Research has proven the value of the use of
reflection as a self-improvement strategy. H. Jerome Freiberg states “Knowledge is power but
knowledge about oneself is the greatest power”. (Freiberg,1995). In the context of teaching, this
knowledge of self is best derived from reflection through which the teacher is able to “add
significantly to pedagogical knowledge. According to Freiberg and Driscoll, „judging the
potential effects of your instruction will also expand and potentially accelerate your teaching
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repertoire” (Freiberg and Driscoll, 1995). Boyce teacher candidates are routinely trained to
understand and practice the importance of reflection and are required to write narrative
reflections on their observations and teaching experiences of their field experiences and student
teaching. These reflections are entered into their electronic portfolio as required artifacts.
Consistent with the theme of the Boyce Teacher Education Program, teachers as leaders, a
major desired outcome for all teacher candidates is that of effective leadership skills. Also
consistent with Christian leadership style is the concept of shared leadership or the concept that
all school personnel participate in the decisions about the functions and running of the school.
(Murphy, 2005; Pearce, 2002). The model of the bureaucratic leader of the past century is
replaced by team leadership, collective decision-making, interactive professionalism (Fullan,
1993), decentralization, distributed leadership (Thurston, Clift, and Schacht, 1993), and
collaborative egalitarianism (Duffy, 1994). This shared leadership style is also training for
working in the school-based decision-making body instituted in Kentucky schools by the 1990
KERA initiatives. The shared leadership style and the qualities that must be developed to
become a leader after this fashion is inherent first in the principles taught to students through the
biblical studies. Secondly, students must learn firsthand through Clinical Experience
assignments about the workings of the Site-Based Decision-Making Council of a school.
Finally, students will be working collaboratively with cooperating teachers and other school
personnel to develop the skills of shared leadership as part of the Field Experience assignments
and also later in the student teaching experience.
The new image of shared leadership has definite ramifications for the role of the teacher in the
overall administration of the school, and in fact, the restructuring of the teaching profession.
Petrie (1990) states in regards to the restructuring of the teaching profession that teachers must
assume a more considerable part of educational leadership:
It seems clear that if teachers are to be viewed as reflective practitioners exercising
professional judgment, educational leaders will not tell such professionals what to
do…Bureaucratic rules and regulations will be kept at a minimum. Structures will be
developed that allow a broad range of discretion and influence. (pp. 21-22)
Dispositions
Teaching standards from the professional organizations use the three components of “knowledge,
skills, and dispositions” as the foundational elements of any teacher preparation unit. Such a
dichotomy clearly implies that dispositions is a distinctively different category than either
knowledge or skills. However, close scrutiny of teacher preparation programs, reveals the
distinction among these is not clear, and in fact sometimes are the same. This problem is
exacerbated by the simple reality that there is no singular recognized definition of dispositions in
the field of professional education. In fact, there are several definitions stemming from the fields
of philosophy and psychology. Also there is a proliferation of terms associated with dispositions,
such as tendencies, values, habits of mind, attitudes, and behaviors, which makes it difficult to
establish the usefulness of dispositions as a concept and to build on one another‟s research
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(Ritchhart, 2001). But there does appear to be one common thread among all the definitions for
dispositions, and that is that dispositions are related to the impact they have on one‟s thinking
and judgments (Tishman, 1994; Perkins, 1993).
Wenzlaff (1998) states that teacher education must be concerned with more than teaching
methods, classroom management, lesson design and assessment. Such concerns fall under the
knowledge and skills required of teachers. The contention is that teacher dispositions must also
be a major concern in teacher training. Thornton, (2006) states that “in order for teachers to be
more than mere “cogs” in a technical process they must possess the dispositions necessary to
teach and reach students”. The question of whether or not teacher dispositions are a necessary
component of teacher preparation is therefore not the issue. The real issue is how teacher
preparation programs should approach the treatment of dispositions in the training of teachers.
And since there is no conclusive empirical evidence of how training in teacher dispositions
should be approached, each teacher preparation unit is left to determine the scope of the
dispositions within the mission and vision of the unit, and how the training for these dispositions
may effectively be implemented, and finally, each unit should base the dispositions training on a
model or models of dispositions currently recognized within the literature. The different models
with regard to how dispositions are to be addressed are presented below for the purpose of
clarifying how the Boyce teacher preparation unit is approaching teacher dispositions.
Models of Dispositions
Standards Language Model: Although there is no consensus about a definition of teacher
dispositions, there are several models in use regarding how dispositions are being addressed. One
of these models is linked inextricably to the standards of professional organizations such as The
National Council for Accreditation of Teacher Education (NCATE) or in Kentucky the
Education Professional Standards Board (EPSB). NCATE defines Professional Dispositions as:
Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal
behaviors as educators interact with students, families, colleagues, and communities. These
positive behaviors support student learning and development. Since teacher training programs
are accountable to the standards of the professional organizations, the approach to dispositions
must operate within the definition and the language of the standards of the controlling
professional organization. One of the most important standards of the professional organizations
is that of assessment; therefore, it is vital to approach teacher dispositions in a manner that
allows assessment of the identified dispositions of the teacher training program. So how should
dispositions be measured? NCATE expects institutions to assess teacher candidate dispositions
based on observable behavior (emphasis added) in the classroom (www.ncate.org). Therefore,
using the language of the standards of the professional organizations, the assessment of the
dispositions with this model is most often through the use of checklists, rubrics, or some type of
rating scale aligned with the stated standards. Using this model the “dispositions” are a list of
teaching behaviors or pedagogical skills that stem from how one thinks and uses judgments to
act or make decisions for action. It is this model that has the most potential for use in the
training of teacher candidates in the development of professional teacher dispositions.
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Professional Behaviors Model: Another model of dispositions is built around teacher
professional characteristics or behaviors such as attendance, work ethic, preparation, punctuality,
sense of humor, and appropriate dress. These types of assessments are often grounded in the
wisdom of practice and have face validity. They are often developed by groups of principals and
teachers coming to consensus, or teacher education faculty who share a common list of concerns
and expectations for how candidates should behave. Although important, these characteristics are
minimal expectations of behavior and fall short of capturing true “dispositions” and what is the
true nature of dispositions. They are clear cut, simple to document, easy to agree upon, but do
not capture the complexity, importance, and potential value of dispositions to teacher preparation
(Thornton, 2006).
Reflective Self-Assessments Model; This model makes maximum use of the skill of reflective
thinking. Using self-assessments as pre- and post measures of the candidate‟s dispositions, this
approach attempts to address the complexities and psychological nature of dispositions. One
example of this model is known as the Eastern Kentucky model, used by Eastern Kentucky
University, and is grounded in the work of Arthur Combs‟ (1969) Florida Studies of self-
perceptions of effective helping professions. This approach requires candidates to use open-
ended response to a descriptive human relations incident, or candidates may be required to
respond to classroom observations. The purpose underlying this approach is to unveil the
candidate‟s self-perceptions in relation to others, and thereby provide insight into the candidate‟s
dispositions. Using this self-reflection approach throughout the teacher training program is
intended to give insights into the changes in candidate dispositions over time. However, these
reflective self-assessment models are dependent upon candidates‟ self-reporting and ability to
express their metacognitive understanding in writing, but they are not necessarily focused on
how dispositions are actually manifested in the candidates‟ actions in the classroom.
Ethics and Equity Model: This model focuses primarily on fostering positive dispositions toward
diversity (Major & Brock, 2003) and emerges from the body of literature related to dispositions
centering on the moral and ethical aspects of teaching. It clearly addresses the issue of teacher
candidates biases that may militate against the success of students from diverse backgrounds
(Shutz et al., 1996). The teacher candidate‟s worldview and the mismatch between the teacher
candidate‟s and students‟ backgrounds, experiences, and even languages are addressed in this
model. It is believed that the worldview and the mismatch greatly affect the attitudes of teachers
and often lead teachers to see children of diverse backgrounds as children with deficits as
learners (Zeichner, 1996). Dispositions within this body of literature are closely intertwined with
attitudes, values and beliefs about issues of equity. As such, this model is somewhat limiting
when considering the entire scope of professional teacher dispositions that are important for the
effective teacher. However, one strength of this model is that it is focused more precisely on
what a “disposition” actually is, i.e. what one is disposed to do, not what one actually does, thus
putting the emphasis on the thinking and judgments which influence actions.
Thinking Dispositions Model: In contrast to the above models, Ritchhart (2001) focuses on the
active nature of dispositions. Put another way, dispositions stem solely from the thinking of an
individual; thus they may better be called “thinking dispositions” or how dispositions empower
one‟s behavior, and represent characteristics that animate, motivate, and direct abilities toward
good and productive thinking and are recognized in the patterns of one‟s frequently exhibited,
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voluntary behavior. Thornton (2006) presents a study based on Ritchhart‟s definition of
dispositions in which dispositions are conceived as “dispositions in action”. The study proposed
to examine how dispositions are manifested within the classroom and how they impact pedagogy
and ultimately the learning process. The construct of “dispositions in action” is concerned with
patterns of thinking and how one is disposed to act. It moves beyond personality traits and
minimal behavior expectations. Within this construct, patterns of thought about issues of morals,
ethics and diversity reveal dispositions of thinking and how they manifest themselves through
the actions teachers subsequently take in the classroom. With a focus on the connection between
dispositions and action this definition of dispositions was linked to teaching practices.
Rationale for Boyce Teacher Preparation Dispositions
Consistent with the mission of Boyce College, the foundation of the teacher preparation unit
dispositions is the Christian worldview. This worldview is based on biblical principles of
Christian living that are related directly to a transformed mind that leads to transformed living
(Bible, Romans 12:1-2). The biblical teaching that the mind or the thinking of the person is the
control center for all human behavior is basic to the Christian worldview (Proverbs 23:7); thus,
all dispositions (or how one is disposed to behave) grow out of the worldview. We believe that
all teacher dispositions stem from personal integrity, the recognition of diversity as a fact of life,
the belief in effective communication and belief in servant leadership. Each of these areas are
based on Christian principles taught specifically in the biblical studies requirements of the
teacher education degree programs and/or in the content of the specific General Education
courses of English and Public Speaking through which the teacher candidate is taught skills of
writing and speaking.
The Boyce Model of Dispositions
The Boyce teacher preparation unit believes there is some value in each of the disposition
models as discussed above. The Thinking Dispositions Model is accepted as the basic model for
the Boyce professional educator dispositions, since we believe that all behavior emanates from
cognitive structures, and in the context of Christian behavior, these cognitive structures or
schema are based on the biblical worldview held by the Boyce teacher candidates as discussed
above. We believe that the Ethics and Equity Model is in reality part of the Thinking
Dispositions Model since behaviors of both ethics and equity are controlled by one‟s cognitive
schema (Anderson,1977) for how others should be treated. The Reflective Self-Assessment
Model for dispositions is integrated thoroughly into the entire teacher preparation unit at Boyce
by regularly requiring the teacher candidates to reflect on all of the dispositions of the Boyce
teacher preparation unit as a routine part of the assessment component of the Teacher Education
Program. In addition, dispositions measures have been developed by the Boyce Council on
Teacher Education (CTE) (Cf. Continuous Assessment Plan for a detailed discussion of the
assessment component of the Boyce TEP). The Professional Behaviors Model has application in
the Boyce dispositions model because we believe there are certain behaviors that are absolutely
necessary for the professional educator; however, we do believe these all result from the teacher
candidates‟ cognitive schema and thinking processes and are therefore most closely linked to the
Thinking Dispositions Model. Finally, the Standards Language Model is incorporated into the
14
Boyce dispositions model through the alignment of the Boyce teacher preparation unit standards
with the standards of the accrediting organization, the Education Professional Standards Board
(EPSB) of Kentucky, which uses the same standards required by the National Council for the
Accreditation of Teacher Education (NCATE), and finally, we align the INTASC principles and
the associated dispositions indicators (Table 1, INTASC, Column 3) with the Boyce teacher
preparation unit standards (BCSE). Additionally, each of the teacher education degree programs
of elementary education and music education are aligned with the standards of the professional
association for that program.
In summary of the approach that the Boyce teacher preparation unit is taking with regard to
dispositions, we take the position that the development and assessment of dispositions of the
teacher candidates is vital to the teacher preparation unit. The definition of teacher dispositions
presented by Wilkerson and Lang (2007) is our adopted one: teacher affect—attitudes, values
and beliefs that influence the application and use of knowledge and skills. With this definition
we will attempt to assess whether or not the Boyce teacher candidates ultimately attain the
“valuing” level in the Bloom and Krathwohl (1956) taxonomy. Our focus is on standards-based,
skill-related values or beliefs aligned with the standards of KTS and with INTASC
Principles.(See Table 1 below)
The Boyce Teacher Preparation Dispositions
In our consideration of teacher dispositions for the Boyce Teacher Education Program, we have
adopted the INTASC dispositions as the core of our teacher preparation unit dispositions. A
comprehensive listing of these may be found in the Appendix of the Continuous Assessment
Plan (CAP). However, because of our firm belief in the Christian worldview and the need to
both serve and lead as a professional teacher, we have added the dispositions that we believe are
required for effective service and leadership. These additional dispositions are listed below.
We believe the Boyce teacher candidate should…
1. Demonstrate personal integrity
Assessment Indicators:
Compassionate in relationships with learners and colleagues
Ethical behaviors in professional and personal relationships
Cooperative and collaborative
Guided by Biblical principles
2. Demonstrate servant leadership
Assessment Indicators:
Involved with professional organizations
Emotionally under control
Positive in attitude
Open to new ideas
Impartial with others
Creative in problem solving
15
Service
The teacher candidate accepted into the Boyce teacher education program is challenged to be
committed to the teaching profession as a lifelong service rendered to society through quality
education of the learners. We believe that every effective teacher has the disposition to serve. As
a major principle of this component of service, each individual learner is to be viewed by
candidates of the Boyce teacher education program as unique in purpose and valued in the
contribution each may make to society. Through the service of teaching, the Boyce teacher
candidate will assist the learner to achieve that unique purpose and contribution. David S.
Dockery (2008) states clearly the reason why service is an important component of Christian
teacher training: “The purpose of Christian higher education is not only to impart information but
also to develop character and competence for effective service.” (emphasis added) (p. 21). While
the goal of training quality teachers is paramount in the Boyce teacher education conceptual
framework, it is the ultimate goal to inculcate in the teacher candidates the vision of themselves
as servants of the individual learners and of the entire community. This tenet is consistent with
the biblical worldview we strive to instill in the thinking of the teacher candidates and is
amenable to the shared leadership role we are attempting to develop in our graduates. In the
context of the desired Christian worldview, the teacher candidate learns what the Master Teacher
taught, “…he that is greatest among you is servant of all.” (Matthew 20:26) In the context of
shared leadership, the teacher candidate learns to “…bear the burdens of others and so fulfill(s)
the law of Christ.” (Galatians 6:2).
In essence, the teacher candidate is taught that teaching as service means that the learners are the
primary reason for the very existence of the teacher. While this seems to be just plain common
sense, it is not always so evident in the present domain of education. We desire for Boyce
teacher candidates to adopt the concept that they are servants of the learning needs of the
students under their teaching, meaning that all decisions about what is to be taught, and how it is
to be taught, and even for how long it needs to be taught is primarily decided by the needs of the
learners. All of these needs can only be known by the teacher through regular and specific
assessments of the learning needs and progress of the learners toward the achievement of
identified learning outcomes. Thus there is a distinct connection between the teacher as a servant
of the learners and the application of routine assessments. As with any servant, it is only when
the needs of those being served are known, can the needs be met. In the context of the
classroom, the teacher as the servant of the learners, can only serve the needs of the learners if,
through assessment, those needs are identified and plans implemented to meet those needs.
This concept is framed in the professional education courses through teaching methods that
emphasize individualized learning and how these methods may be implemented in the
classrooms of P-12 schools. Using such methods as the Teacher Work Sample (TWS), the
teacher candidates learn about the centrality of assessment in the entire process of teaching.
Failure to know through assessment what the learning context is for the instruction rendered by
the teacher frequently results in teaching that seems to say that all learners are the same with
regard to what is being taught, and that they all learn in the same way. While teachers
instinctively know that neither of these premises is true, yet without the knowledge of what
16
differences do exist among and within the learners, the teacher must teach to the whole as if
these differences do not exist. What the Boyce teacher candidates learn is that instruction and
assessment are not two separate procedures of good teaching, but rather are interactive
components throughout any teaching process. (Black,et.al.2003). Kathryn DiRanna states,
“Because assessment and instruction are two sides of the same coin, it is critical for teachers to
assess not only what students understand, but also use that information to adjust their
teaching.”(p.2, 2008). The use of formative assessments, therefore, as routine procedures in the
teaching/learning process is the practical means for being able to serve the learners according to
their needs.
Assessment is not the only way that the teacher candidate learns how to fulfill the service role of
teaching. Others include being an advocate of the learners in terms of the best available
curriculum to meet the diverse needs, needed services for special needs children, diversity issues
that affect the child, safety for each child in the school, concern for learners‟ health, and
knowledge of conditions outside the school setting that affect each learner. Boyce teacher
candidates are taught to be proactive in service to the learners in all of these ways.
To extend the teacher candidate‟s role as servant, each candidate is encouraged to actively serve
in both the school, and the community of the school. The areas of service that Boyce candidates
are encouraged to become involved in the community include the school, the church, as well as
civic activities. Two courses (ED 330 and ED 480) of the Boyce curriculum guides for teacher
educators include requirements of service learning (Erickson, J., & Anderson, J. 1997).) as a
means of helping the teacher candidates develop the spirit of service outside the classroom. This
is specifically connected to the course for teaching social studies (ED 330). The Boyce teacher
candidate is also required through one of the field experience courses (ED 480) to engage in
service, either in a P-12 school setting or a community organization. This emphasis on service in
the Boyce teacher training is designed to develop an understanding that teaching is a profession
of service, but at the same time it also requires individuals who are skilled leaders. We believe
that true leadership ability is only possible through the disposition of service, through which is
learned cooperation, creativity, open-mindedness, positive attitudes, and impartiality with others.
We believe these are the leadership traits that are developed in service to others. The Boyce
teacher preparation unit conceives of service and leadership as two closely related areas; thus the
goal is to develop servant leaders (Blanchard, 2003). We believe that the entire teacher training
program of Boyce is geared to achieve this end. From the content of the General Education
courses, and the professional Education courses, and then from the consistent emphasis on
involvement in the school and community, we believe the Boyce teacher candidate learns to be a
servant leader.
17
Table 1
Alignment of Boyce TEP Core Standards of Expectations (BCSE) with
KTS Standards, INTASC Principles, and Program Assessments
BCSE KTS
#
INTASC Program
Assessments 1. Knowledge of Subject Matter
– The teacher understands the
central concepts of the subject
matter necessary for teaching in
the endorsement area.
1
1. Knowledge of Content &
Pedagogy- The teacher understands
the central concepts, tools of inquiry,
and structures of the discipline he or
she teaches and can create learning
experiences that make these aspects of
subject matter meaningful for
students.
Praxis II,
General Education Course
Grades
AR 231, EN 351,
MA 102, MU 320,
PE 231,
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
2. Knowledge of Human
Development and Learning –
The teacher understands the nature
of learning, how students learn and
develop, and applies that
knowledge to support each
learner‟s total development.
1, 2, 3
2. Student Development The teacher
understands how children learn and
develop, and can provide learning
opportunities that support a child‟s
intellectual, social, and personal
development
ED 200,ED 220
ED 230,ED 340
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
3. Adapting Instruction for
Individual Needs – The teacher
understands the individual nature
of learning, and implements
assessment and diverse
instructional approaches to meet
students‟ diverse needs and
experiences.
1, 2,
3, 4
3. Diverse Learners The teacher
understands how students differ in
their approaches to learning and
creates instructional opportunities that
are adapted to diverse learners
PLT
ED 220,ED 340, ED 380
Course Field Experiences,
TWS Unit,
Supervised Teaching
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
4. Multiple Instructional
Strategies – The teacher
understands and uses best practices
supported by current research to
develop student learning
1
4. Multiple Instructional Strategies The teacher understands and uses a
variety of instructional strategies to
encourage student development of
critical thinking, problem solving, and
performance skills
TWS Unit,
ED 220, ED 310,
ED 320, ED 330,
ED 420, ED 410
Supervised Teaching
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
18
5. Classroom Motivation and
Management Skills – The teacher
understands principles of
motivation to learn, and techniques
of classroom management to create
a positive learning environment for
effective learning.
3
5. Learning Environment The
teacher uses an understanding of
individual and group motivation and
behavior to create a learning
environment that encourages positive
social interaction, active engagement
in learning, and self motivation
PLT
ED 430
TWS Unit,
Teaching Performance
Evaluations of Field
Experience and Supervised
Teaching,
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
6. Communication Skills – The
teacher knows effective oral and
written communication skills, and
applies that knowledge through a
variety of communication
techniques to foster active
learning.
1, 3
6. Communication and Technology
The teacher uses knowledge of
effective verbal, nonverbal, and media
communication techniques to foster
active inquiry, collaboration, and
supportive interaction in the classroom
EN 101, 102,
SP 105, ED 210
Praxis II,
Philosophy of Education
paper,
Impromptu Writing,
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
7. Instructional Planning Skills –
The teacher plans and prepares
instruction connected to core
content, and the learning context,
and based on knowledge of
effective instructional strategies.
1, 2
7. Planning Instruction The teacher plans instruction based
upon knowledge of subject matter,
students, the community, and
curriculum goals.
E-portfolio lesson plans,
TWS Unit,
Supervised Teaching,
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
8. Assessment of Student
Learning – The teacher
understands the vital importance of
assessment in the instructional
process and applies assessment
strategies to promote student
performance and to determine
teaching effectiveness.
4, 5
8. Assessment The teacher
understands and uses formal and
informal assessment strategies to
evaluate and ensure the continuous
intellectual, social, and physical
development of the learner.
ED 340, ED 380,
TWS Unit,
Supervised Teaching,
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
9. Professional Commitment and
Responsibility – The teacher
practices reflective skills for self-
evaluation of teaching
effectiveness and is routinely
engaged in purposeful mastery of
the art and science of teaching.
5, 7
9. Reflection and Professional
Development The teacher is a
reflective practitioner who continually
evaluates the effects of his or her
choices and actions on others
(students, parents, and other
professionals in the learning
community) and who actively seeks
out opportunities to grow
professionally
E-portfolio reflections,
TWS Unit reflection,
ED 380, ED 381,
ED 480,
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
19
10. Collaboration – The teacher
interacts in a professional,
effective manner with colleagues,
parents, and other members of the
community to support students‟
learning and well-being.
6
10. Collaboration, Ethics, and
Relationships The teacher fosters relationships with
school colleagues, parents, and
agencies in the larger community to
support students‟ learning and well-
being.
TWS Unit,
ED 480,
Course Field Experience
teaching lessons,
Supervised Teaching,
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
11. Servant Leadership-The
teacher knows and practices
principles of leadership and seeks
opportunities to serve in leadership
roles.
8, 10
9. Reflection and Professional
Development The teacher is a
reflective practitioner who continually
evaluates the effects of his or her
choices and actions on others
(students, parents, and other
professionals in the learning
community) and who actively seeks
out opportunities to grow
professionally
ED 480,
ED 381,
KEA-SP Membership,
Supervised Teaching,
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
12. Technology The teacher uses
technology in the planning,
delivery, analysis, and assessment
of learning and instruction and
models ethical uses of technology.
9
6. Communication and Technology
The teacher uses knowledge of
effective verbal, nonverbal, and media
communication techniques to foster
active inquiry, collaboration, and
supportive interaction in the classroom
E-portfolio,
ED 210,
TWS Unit,
Supervised Teaching
Dispositions:
1. Thurstone Scale
2. Dispositions
Questionnaire
3.Observations
And Checklists
20
CONTINUOUS ASSESSMENT PLAN (CAP)
Introduction
Woven throughout the Conceptual Framework of the Boyce teacher preparation unit is the
concept of assessment as the fabric of an effective teacher preparation unit. We believe that an
effective teacher preparation unit must develop and maintain an assessment system that achieves
two major objectives: 1. Provide credible performance data on the progress and achievement of
each teacher candidate as related to specific program standards and EPSB standards 1 and 2, and
2. Provide feedback to the unit on the effectiveness of the program components and functions in
achieving the specified program standards. To these ends we have developed a system of
continuous performance assessment for the Boyce Teacher Education Program to assure that the
vision we have articulated for the development of professional teachers as leaders will be a
reality. This Continuous Assessment Plan (CAP) is based on the Boyce TEP Conceptual
Framework, comprised of the four foundation components of knowledge, skills, service, and the
dispositions of a professional teacher with the goal of developing “teachers as leaders”. The
Boyce Teacher Education Program Continuous Assessment Plan is designed to monitor and
report overall teacher candidates‟ progress through their performance-based programs. The CAP
also will permit the collection and electronic storage of the data for analysis of the effectiveness
of the Boyce teacher preparation unit to effect necessary changes for improvement of the overall
program.
CAP Rationale
The Boyce CAP is based on the belief that the knowledge and skills of the teacher candidate are
the foundation of the effective professional teacher, but that the dispositions of the teacher
greatly determines teacher behaviors toward the required acquisition and applications of the
knowledge and skills of the professional teacher; thus, the assessment of the identified Boyce
teacher preparation unit dispositions is given equal importance to that of the knowledge and
skills assessments of the CAP. For the purpose of dispositions assessments we have adopted the
INTASC dispositions and have added our own disposition for servant leadership. (These are
presented in Table 1 of the Conceptual Framework as the twelve Boyce Core Standards of
Expectations and are aligned with the INTASC standards and the dispositions‟ indicators for
each standard, and also are aligned with the Kentucky Teacher Standards for initial level teacher
preparation units, and are shown in relation to the Professional Education courses where
assessments of the performance expectations and dispositions occur). We base our treatment of
the assessment of teacher dispositions on the belief that what the teacher values is a primary
issue for all aspects of effective teaching. Of course, the continuous growth of knowledge and
the development and application of teacher skills is absolutely necessary, but we believe the
dispositions of the teacher candidate must be brought more into the assessment process to assure
a well-rounded assessment of the teacher candidate. Unless the teacher has values that drive the
growth of knowledge, and the development of pedagogical and professional educator skills, and
21
even the involvement in service and leadership, the resulting knowledge, skills, and service may
likely lack enduring and deep roots of professionalism.
This may be illustrated by the example of teaching the art of lesson planning to teacher
candidates. While this is an absolutely necessary skill which must be overtly assessed and is
connected to the knowledge of what comprises good lessons, the effective and professional
teacher is driven by the dispositions or values that planning and organization are important for
effective learning situations. If the teacher does not have these values, the labor of lesson
planning may soon become drudgery and the tendency to drift into teaching from past experience
becomes the easier route. The teacher driven by the value of planning has the motivation to
continue effective lesson planning as the only option for effective teaching. We therefore
believe that the growth of the knowledge and the application of skills and the demonstration of
service and leadership involvement are vitally connected to the dispositions of the teacher
candidate.
We do not believe, however, that the dispositions of any candidate are immutable. We believe
that teacher candidates will grow in knowledge as they value the continued growth in
knowledge, and that they will change in the values they hold for effective teacher behaviors
(skills) as they experience the student learning benefits of those behaviors through teaching
activities, and thus develop new habits generated by newly acquired dispositions. Just as
knowledge and skills can grow and develop, so also can dispositions. It is the intent and design
of the Boyce TEP to identify the inappropriate dispositions and direct the teacher candidate to
develop the appropriate dispositions.
Assessment of Conceptual Framework Components
Using the above rationale we have developed a means for assessing teacher candidate
knowledge, skills, and dispositions throughout the teacher preparation process, while also
assessing the candidates‟ servant leadership. Table 1 below presents how each of the
components of the Conceptual Framework are assessed throughout the experiences of the teacher
candidate, experiences that are both external to the TEP and also internal. While Table 1 reflects
a comprehensive listing of all assessments, only those marked with an asterisk* are critical
assessments for entering into the database to determine the teacher candidate‟s final assessment
score.
Table 2 below presents each of the Professional Education courses and the assessment
components of those courses aligned with each of the BCSE standards. Table 2, therefore, gives
a more exact overview of how the assessment process is carried out internally. While each of the
Professional Education courses involves more assessments than shown, those that are shown
include some of the assessments (marked with an asterisk) that are recorded as part of the data
for tracking all candidates‟ progress and performance in meeting the standards for the Boyce
teacher preparation unit. Each of these targeted assessments are scored using the 4 level rubric
22
adopted by the Boyce Council on Teacher Education (CTE) and is the same scale used by KTIP
for first year interns (1-Novice; 2-Apprentice; 3-Proficient; 4-Distinguished). The candidate‟s
rubric score for each of the targeted assessments is recorded as part of the permanent record in
the Boyce TEP Accountability System Electronic Database. The desired rubric score for each
assessment is a minimum of “3”; however, the mean score for the aggregated assessments is the
critical score and must be no lower than 2.5 by the final exit evaluation at the conclusion of
Supervised Teaching The mean score is calculated and applied as the final critical evaluation for
exit from the TEP. Candidates who do not achieve the required 2.5+ are referred to the CTE for
recommendations for further action on assessments where the candidate has scored below the
required 3 and that therefore resulted in the low mean score. Any candidate who fails to raise the
mean score to the 2.5+ level through the recommended action of the CTE will be denied program
completion.
Table 1: Alignment of Assessments
CF
Component
TEP External
Assessments
TEP Internal Assessments
Stage 1 Stage 2
Checkpoint 1
Stage 3
Checkpoint 2
Stage 4
Checkpoint 3
Knowledge
*ACT, SAT, Praxis
I: Comp. Score,
EN 101 tests
SP 105 tests
Gen. Ed. course
tests; Bible/
Theo.course tests;
*Praxis II Score.
ED 200: Course
tests,
ED 210:
Completion of
technology
projects
ED 381: Course
assessments;
Prof. Ed. final
courses grade;
Gen. Ed. courses
Bible/Theo.
courses final
course grade
Supervised
Teaching: Assessing
knowledge of
endorsement areas
of teaching.
*KTS Standard #1
Rubric score = 3
min.
*Final GPA 2.50
minimum
*Final St.
Teaching Gr.,
min. “C” ;
*TWS min.
rubric score = 3
Skills
*ACT, SAT, Praxis
I: Reading, Writing
EN 101 Writing
evaluations
SP 105 Speaking
evaluations;
*PLT Score
ED 200: writing
evaluation
minimum
grades of “C”
ED 210:
Minimum
course grade of
“C‟;
*Portfolio
rubric min. = 3
Prof. Ed. Course
FE evaluations;
ED 380 FE:
Teaching skills
*KTS Standards
2-6 rubrics min. 3;
ED 381:
Assessment of
assignments
Supervised
Teaching: Assessing
all skills of teaching
and standards
(*KTS Standards 2-
10 rubrics & BCSE
Standards 2-12
rubrics score = 3
min.)
Final GPA
2.50 minimum;
Final Supervised
Teaching grade,
min. “C”; TWS
min. rubric score
= 3
Dispositions
ED 200:
*Analysis of
INTASC
Dispositions;
*Dispositions
preassessment
Thurstone Scale
ED 381;
*Dispositions
Questionnaire;
Observations &
Checklists during
FE teaching
lessons
Supervised
Teaching:
*Dispositions
Observations, and
Checklists, and
*Dispositions
Questionnaire
*Dispositions
Questionnaire
final mean score
2.5;
*Thurstone Scale
Min.rubric
score 3
23
Service
ED 330 *Service
Learning project
minimum rubric
score of 3
expected.
KEA-SP
membership
ED 480 *Service
rubric score 3
min.;
ED 330 *Serv.
Lng. rubric score
3 min.
Evaluation of
service roles during
ST: *KTS #10
rubric score of 3
min.
*BCSE #11 Min.
rubric score of 3
.
Leadership
ED 330 *Service
Learning rubric
score of 3
KEA-SP
membership
ED 480 *rubric
Leadership score
of 3 min.
*KTS #10 rubric
score of 3 min,
*BCSE #12
rubric score of 3
min.
Table 2: Professional Education Course Assessments
Aligned with BCSE Standards
Course
ID
1
(KTS #1)
2
(KTS #3)
3
(KTS #4)
4
(KTS #4)
5
(KTS #3)
6
(KTS #6)
ED 200
*Thurstone
Scale Pre-
Assessment
TWS Lesson
Plan;
*Thurstone Scale
Pre-Assessment
*Thurstone
Scale Pre-
Assessment
*Thurstone
Scale Pre-
Assessment
*Thurstone
Scale Pre-
Assessment
*Thurstone
Scale Pre-
Assessment
ED 220
Course
Tests
Special Ed
Portfolio
ED 230
Team
Mini-Lesson
ED 310
TWS Lesson
Plan
TWS Lesson
Plan
TWS Lesson
Plan
TWS Lesson
Plan
TWS Lesson
Plan
ED 320 TWS Unit Plan
ED 330 TWS Unit Plan
ED 380 Lesson
Teaching
Lesson
Teaching
Lesson
Teaching
Lesson
Teaching
Lesson
Teaching
ED 410
LA Teaching
Strategies
Portfolio
ED 420
Lesson
Teaching
Individuali-
zation
Lesson
Teaching
Strategies
ED 430
System of
Discipline
Report
ED 490,
495
*Disposition
Ques. #1;
* Thurstone
Scale: Final;
Obs.
Checklist#1;
*KTS
Rubric #1
*Disposition
Ques.. #2;
*Final Thurstone
Scale;
Obs. Checklist #2;
*TWS Unit;
*KTS Rubric #3
*Disposition
Ques. #3;
*Thurstone
Scale:Final;
Obs.Checklist
#3;
*KTS Rubric#4
*Disposition
Ques. #4;
*Thurstone
Scale:Final;
Obs.
Checklist #4;
*TWS Unit;
*Disposition
Ques. #5;
*Thurstone
Scale:Final;
Obs.Checklist
#5;
*TWS Unit
*Disposition
Ques. #6;
*Thurstone
Scale:Final;
Obs.Checklist#
6;
*KTS Rubric
#6
24
Table 2: Professional Education Course Assessments (Continued)
Aligned with BCSE Standards
Course
ID
7
(KTS #2)
8
(KTS #5)
9
(KTS #7& 9)
10
(KTS #8)
11
(KTS #10)
12
(KTS #6)
ED 200
*Thurstone
Scale Pre-
Assessment
*Thurstone
Scale Pre-
Assessment
Phil. Of Ed;
*Thurstone
Scale Pre-
Assessment
*Thurstone
Scale Pre-
Assessment
*Thurstone
Scale Pre-
Assessment
*Thurstone
Scale Pre-
Assessment
ED 210 E-portfolio
Artifacts
ED 230 Team
Mini-Lesson
ED 310
TWS Lesson
Plan
Lesson Plan
Collaboration
ED 320
Classroom
Management
Reflection
ED 330
Service
Learning
Collaboration
Service
Learning
Project
WebQuest
Power
Point
ED 340
Rubrics
Project
PD
Growth Plan;
Teaching
Reflection
ED 381
Clinical
Experience
Portfolio
ED 410 Computer
Projects
ED 420
Lesson
Reflection
ED 480
Learning
Outcomes
Analysis
Service
Leadership
Reflections
P D
Leadership
Plan
P D
Leadership
Plan
ED 490,
495
*Dispositions
Ques. #7;
*Thurstone
Scale:Final;
Obs.Chklist #7
*TWS Unit;
*KTS Rubric #2
*Dispositions
Ques. #8;
*Thurstone
Scale:Final;
Obs.
Checklist #8;
*KTS Rubric
#5
*Dispositions
Ques. #9;
*Thurstone
Scale:Final;
Obs.
Checklist #9;
*KTS Rubric
#7 & #9
8Dispositions
Ques. #10;
*Thurstone
Scale:Final;
Obs. Checklist
#10;
*KTS Rubric
#8
*Dispositions
Ques. #11;
*Thurstone
Scale:Final;
Obs.
Checklist
#11;
*KTS #10
*Disposition
s
Ques. #12;
*Thurstone
Scale:Final;
Obs.
Checklist
#12
25
Knowledge Assessment
Basic to all assessment in the Boyce teacher preparation unit is the continuous assessment of the
teacher candidates‟ growth in knowledge (See Table 1 above). Required initial knowledge is
assessed through the academic achievement test score submitted by the candidate in the
admissions process to the college. A minimum ACT, SAT, or Praxis I score is required (See
Four Stage System of Assessment below) for admission to the TEP. To further demonstrate the
continuous growth of knowledge the teacher candidate must maintain a minimum 2.5 cumulative
GPA through the first 30 credit hours of Boyce course work as a prerequisite for admission to the
TEP. This course work must include passing grades of a minimum of “C” for EN 101, and SP
105, and the two prerequisite Professional Education courses, ED 200, and ED 210. The
assessments for measuring the growth of knowledge are regularly scheduled tests and final
exams.
After admission to the TEP, the candidate must maintain the 2.5 cumulative GPA for all course
work to demonstrate continued growth in knowledge and for admission to the Supervised
Teaching Stage of the TEP. This knowledge is in three areas of study: Liberal Studies, Biblical
and Ministry Studies, and Professional Education Studies. During Supervised Teaching the
candidate‟s knowledge of the area of endorsement is assessed through the Rubric for KTS #1
used during observation of the candidate‟s teaching. The candidate is finally assessed for
knowledge in the endorsement area of teaching through knowledge demonstrated in the planning
and implementation of the Teacher Work Sample. A minimum rubric level of 3 is required for
both the KTS #1 Rubric, and the TWS Rubric.
Skills Assessment
The skills required for the profession of teaching covers a wide range of skills, including skills of
pedagogy, communication, service, and leadership. Throughout the teacher candidate‟s
experience as a student at Boyce College, all of these skills are assessed to determine the
candidate‟s qualifications as a professional teacher. Assignments and projects of the courses for
each of the teacher education programs of study engage the teacher candidate in training and
development of these skills which are assessed for determination of a final course grade.
Methods of assessment for determining the teacher candidate‟s skills and in meeting the program
standards, include evaluation of teaching in both simulated teaching, and also authentic
classroom settings as part of the field experience associated with many of the courses.
Candidates are also required to demonstrate skills of communication through both writing and
speaking as part of course requirements, as well as part of the requirements for admission to the
TEP and to Supervised Teaching. The assessment of skills of service and leadership are built
into several of the required courses of study for all teacher education majors, and are assessed as
a major requirement of the Supervised Teaching experience, using the KTS Rubric #10. Finally,
the assessment of skills reaches its culmination during the Supervised Teaching experience when
the teacher candidate is assessed for all skills of the KTS using rubrics during the observation of
26
the candidate‟s overall experience of student teaching. The Boyce teacher preparation unit
believes that the Supervised Teaching semester should be a time of intense assessment of
professional teacher skills. Through both the cooperating teacher‟s daily assessment of the
student teacher, and the college supervisor‟s regular observations and assessments, the Boyce
teacher candidate is thoroughly assessed in the skills of professional teaching.
Dispositions Assessment
We recognize that the entire field of teacher education is only in the infant stages of placing
importance on the measurement of teacher dispositions, and that the instruments we are using for
assessing dispositions need refinement and empirical testing for validity and reliability. Over
time we plan to refine both the dispositions measurement instruments and the process for their
use to make the overall assessment of dispositions more effective. We have only laid the
foundation for that ultimate goal, but we intend to continue to develop the assessment of
dispositions as one of the key components of assessing teacher candidates. The Boyce TEP
dispositions measurement instruments were developed from the guidelines presented by
Wilkerson and Lang (2007) from their research on assessing teacher dispositions.
The three measurement instruments for assessment of teacher candidate dispositions may be
viewed in the appendix of this CAP document in Tables 4, 5, 6, 7, 8, and 9. The first instrument
uses the Thurstone Scale (1928) (See Appendix, Tables 4, 5, and 6) of agreement/disagreement
to assess a teacher candidate‟s beliefs about principles of teacher education drawn from the 10
INTASC principles and the dispositions indicators (See Appendix, Table 2), which we have
aligned with the Kentucky Teacher Standards (See Appendix, Table 1), and our own Boyce
teacher preparation unit standards (BCSE) (See Appendix, Table 3). The alignment of these
standards is fully illustrated in the TEP Conceptual Framework.
The second dispositions assessment instrument, Dispositions Questionnaire,(See Appendix,
Table 7 and 8) is a series of questions or response tasks that require the teacher candidate to
respond in writing. Each of the questions are drawn from one of the INTASC standard‟s
dispositions indicators for teacher preparation and probe the teacher candidate‟s disposition
associated with a particular standard.
The third dispositions instrument, Observations and Checklists, will be more fully developed
over the next one to two years and will be used in the observation of teacher candidates when the
teacher candidate is teaching a lesson in an authentic classroom setting. Examples of the
observation forms and checklists that may be used are shown in Tables 9.1-9.3 of the Appendix.
The purpose of this form of assessment is to derive information about the teacher candidate‟s
behaviors in actual teaching situations. The observations and checklists will be focused on a
particular disposition as opposed to observing all behaviors during the teaching lesson. These
measures will be based on the frequency of affective characteristics or behaviors as related to a
specific disposition
27
Administration of the Dispositions Measures
The first dispositions measure, the Thurstone Scale of agreement/disagreement, is administered
during the ED 200 Introduction to Teacher Education course and again later in the ED 381
Clinical Experience course. We believe the time lapse between the two courses will allow the
teacher candidate time to work on the development of dispositions that are indicated as weak on
the first ED 200 assessment. The second measure, the Dispositions Questionnaire, is
administered on a week-to-week basis, a question or 2 at each of the sessions, during the ED 381
Clinical Experience course, and also later during the weekly sessions of the seminars of
Supervised Teaching. Again, the time lapse between the two administrations allows the teacher
candidate time to strengthen areas of weak dispositions indicated from the first administration.
Discussions in the class sessions of the ED 381 course and Supervised Teaching seminars will
focus on the development of professional teacher dispositions. The third measure, Observations
and Checklists, is administered during observations of the teacher candidates in teaching
situations of the Field Experiences and Student Teaching. The results of these measures give
insights into the candidate‟s affective characteristics and actual teaching behaviors in authentic
teaching settings. For each observation a post teaching session will be conducted to discuss the
candidates observed disposition behaviors.
Application and Use of the Results of the Dispositions Measures
The results of each of these measures will be shared with the teacher candidate by the instructor
of the course in which the Thurstone Scale and Dispositions Questionnaire are administered.
Guidance and counseling will be given to each candidate with regard to the areas of weak
dispositions, either individually or in group sessions when appropriate. In the initial years of the
Boyce TEP, the results of the use of these instruments will be used only for counseling and
guidance of those candidates who score poorly with regard to the intended dispositions
measurements. At this beginning stage of the Boyce TEP, it is not intended that these
dispositions measures will be used in a high stakes process i.e. teacher candidates will not be
removed from the TEP because of low scores or weak dispositions as indicated by these
dispositions instruments. As the measures are used over time with the teacher candidates,
analysis of the results will allow us to perform statistical analyses and studies of the dispositions
instruments for more exact validity, reliability, and fairness. When this has been achieved,
decision-making from the results of the dispositions measures will become more high stakes, or
some candidates will be advised to withdraw from the TEP, and low evaluations will be assigned
to courses in which the dispositions measures are administered. We do not plan for this high
stakes process to be in place until the validity, reliability, and fairness of the dispositions
instruments have been statistically established. Our goal is that by the time of the first
graduating cohort (2012-2013), we will have dispositions measures that are sound in validity,
reliability, and fairness, and from that time forth may be used in a more high-stakes process.
28
Validity, Reliability, and Fairness of the Dispositions Test Instruments
As we launch into this dispositions assessment of teacher candidates, we are aware that issues
related to psychometric integrity are at stake. By “psychometric” we understand that we are
trying to measure functions that involve thinking or feeling and by “integrity” we mean that we
are attempting to do this honestly. The statistical components that we must use to assist us in this
goal of psychometric integrity are validity, reliability, and fairness. The very nature of
developing instruments with these statistical qualities requires time and actual use of the
instruments in a field testing situation. Both the time and field testing will be accomplished
during the use of the instruments with the teacher candidates over the initial years of the Boyce
TEP, 2009-2013. During these years we will be gathering evidence that will support the high-
stakes decision-making process that will be in place in the years to come. That evidence will
come from valid measures that are also reliable and fair for all teacher candidates who are
evaluated. The development of these kinds of dispositions instruments is our goal.
Initial Credibility of Dispositions Instruments
While full evidence of the validity, reliability, and fairness of the dispositions instruments is still
forthcoming, certain elements of these are already established in the development of the test
instruments. CAP Figure 1 below summarizes the psychometric evidence already collected in
the process of developing the two dispositions instruments of the Thurstone Scale and the
Dispositions Questionnaire, and therefore serves as a summary of the initial credibility studies
for the use of the two dispositions measures. As the table clearly shows, most of the initial
credibility is related to the validity of the instruments, with some fairness covered, but with no
reliability.
Plans to establish some reliability before actual administration of the instruments include Rater
Consistency, which will determine how consistently the instrument items measure dispositions as
stated in the INTASC standards dispositions indicators as rated by active professionals in the
field of education. The raters will also be asked to rate the items for “fairness” to determine if
any bias may exist in the items against any protected populations (women, minorities, disabled
persons). This rating will be conducted during the 2009-10 school year and revisions will be
made if necessary for those items which score a low inter-rater reliability or are determined to be
unfair. The revisions will be made before the first administration of the instruments to teacher
candidates. After several administrations of the instruments, item analysis of the measures to
determine the validity of the test items will be performed. Those items determined to be invalid
for use in measuring the dispositions will be replaced or removed from the instrument.
29
Credibility Task Validity Reliability Fairness Determine Purpose,
Use, Content
Construct-the measurement of
teacher candidate dispositions Item decisions based on
purpose of assessing
disposition only
Guiding Principles TEP Conceptual Framework
(See KTS and Boyce Core
Standards of Expectations-
BCSE)
Alignment Process Construct-domain specific:
connected to recognized
standards
Item decisions based on
INTASC, KTS, BCSE
criteria, not on any target
group other than teacher
candidates in general.
Standards Indicators
Coverage
Content-
Representative of each INTASC
principle, relevant to the
indicators, and each standard
proportionally represented
Four Stage System of Assessment
The overall system of assessment for all teacher candidates occurs in the four stages of the Boyce
Teacher Education Program, which serve as monitoring checkpoints for each teacher candidate.
Definite assessments are required for each teacher candidate in each of the 4 Stages. The
assessments of each stage serve as criteria for completing that stage, and are linked to at least one
of the KTS, INTASC, and Boyce Core Standards of Expectations (BCSE), and are linked to the
four core components of knowledge, skills, dispositions, and service of the Conceptual
Framework of the Boyce teacher preparation unit. This assessment process, therefore attempts to
assure that each of the teacher candidate program completers have met all program standards and
have acquired the necessary knowledge, developed the needed skills for effective teaching, have
demonstrated the required dispositions for the profession of teaching, and have proven
themselves to be servant leaders.
The major components of the assessment plan include the following:
CAP Throughout the Four Stages of the TEP
STAGE # 1 Prerequisite Assessments for Teacher Education Program (TEP)
Knowledge Assessments 1. Scholastic Aptitude Test
Option 1: Minimum ACT 20 Comprehensive Score or SAT 990
Option 2: Minimum Composite Score of 532 on Praxis I
CAP Figure 1: Summary of the Initial Credibility Studies for the Dispositions Instruments
30
Option 3: Maintain a cumulative GPA of 2.75 out of a 4.0 system for all course
work for 30 credit hours or more of Boyce College courses up to the time of
application to the TEP.
2. Course Requirements
1. Pass EN 101 and SP 105: Minimum grade of “C”
2. Pass ED 200 and 210: Minimum grade of “C”
3. Pass all General Education Core, and Biblical and Theological courses taken
prior to TEP application.
Skills Assessments
1. Communication Skills: a. Write Philosophy of Education (ED 200
b. Impromptu writing assessment
2. Computer Skills: Develop and write artifacts for e-portfolio (ED 210)
Dispositions Assessments
1. Complete Thurstone Scale of Dispositions (ED 200)
2. Write Analysis of INTASC Dispositions (ED 200)
STAGE # 2: Assessments After Admission to the TEP
Knowledge Assessments
1. Knowledge of Teaching Content and Pedagogy: Pass all Professional Education
courses with minimum grade of “C”, and maintain GPA of 2.5 minimum
2. Knowledge of the Teaching Profession: Complete ED 381 Clinical Experience
assignments; pass all Professional Education courses with minimum grade of “C”.
3. Teaching Area Content Knowledge: Pass Praxis II for endorsement area (Not required
for TEP completion but is required for state certification)
4. Knowledge of Principles of Learning and Teaching: Pass PLT test
Skills Assessments
1. Pedagogical Skills: Write lesson plans (TWS format: See Appendix- Table 10) in all
teaching methods courses. Pass Professional Education courses with a minimum of “C”
grade. Complete all Field Experience assignments –Professional Education courses
with Field Experience requirements and ED 380 Field Experience: Teaching- the
teacher candidate is assessed during the course by both the cooperating Field
Experience teacher and the course instructor of the ED 380 course. Lesson planning
and implementation, collaborations, reflections, and classroom management are all part
of the teaching of lessons in the ED 380 course 2. Professional Education Skills: Complete clinical experience assignments (ED 381 Clinical
Experience-the assignments are assessed by the course instructor. Write “reflections” as part of
the teaching of lessons in the ED 380 Field Experience: Teaching course. 3. Technology Skills: Continued development of the professional e-portfolio with reflections and
artifacts from course assignments.
31
Dispositions Assessments
1. Dispositions Questionnaire: Completed in the seminar sessions of ED 381 Clinical
Experience.
2. Dispositions observations and checklists during teaching lessons of field experience.
Service Assessments 1. Complete service leadership assignments of ED 480 Field Experience: Service: All
teacher candidates 2. Complete service learning project of ED 330 Teaching Soc. Studies: El.Ed. majors only
3. Be active in KEA-SP: All teacher candidates
STAGE # 3 – Assessments During Supervised Teaching
Knowledge Assessments
1. Teaching Content Assessment: Demonstrate knowledge of teaching area content during
teaching of lessons; four evaluations by the cooperating teacher and four by the college
supervisor.
2. Knowledge of Assessment: Demonstrate knowledge of assessment during teaching of
lessons; four evaluations by the cooperating teacher and four by the college supervisor.
3. Knowledge of Teaching Strategies: Demonstrate knowledge of appropriate teaching
strategies during teaching of lessons; four evaluations by the cooperating teacher and
four by the college supervisor.
4. Knowledge of Lesson Planning: Demonstrate knowledge of lesson planning during
teaching of lessons; four evaluations by the cooperating teacher and four by the college
supervisor.
5. Knowledge of classroom management: In the course ED 430 Classroom Management
develop knowledge of classroom management and discipline and design a classroom
management strategy.
6. Knowledge of Program of Studies and Kentucky Core Content: Demonstrated in lesson
planning and evaluated by the cooperating teacher.
7. Knowledge of Unit Plan: Demonstrated in planning of the TWS Unit (Appendix: Table
10) and evaluated by the college instructor of Supervised Teaching.
8. Knowledge of Technology: Demonstrated in the planning and teaching of lessons and
the TWS Unit; Continued development of e-portfolio. Evaluated by the college
supervisor.
Skills Assessments 1. Teaching Skills Assessment: Demonstrate teaching skills during teaching of lessons;
four evaluations by the cooperating teacher and four by the college supervisor
2. Assessment Skills Assessment: Demonstrate assessment skills during teaching of
lessons and TWS Unit (pre-assessment, formative assessments, and summative
assessment) four evaluations by the cooperating teacher and four by the college
supervisor.
32
3. Technology Skills Assessment: Demonstrate use of technology in lesson and unit
teaching; Continuation of work on artifacts of the e-portfolio. Evaluated by the
Coordinator of Supervised Teaching
4. Leadership Skills: Demonstrate leadership in the classroom and in the school;
Evaluated by the college supervisor.
5. Classroom Management Skills: Demonstrated in the creation of a “community of
proactive learners” and skills of classroom management during all phases of the
Supervised Teaching experience. Evaluated by both the cooperating teacher on a daily
basis and by the college supervisor‟s observations and checklists.
6.
Dispositions Assessments
1. Dispositions Questionnaire: Completed during seminar sessions of the Supervised
Teaching course. Evaluated by the Supervised Teaching Supervisor.
2. Thurstone Scale of Teacher Dispositions: Second administration during Supervised
Teaching seminars.
3. Observations and Checklists of INTASC Dispositions: Completed during observations
of the student teacher by the cooperating teacher and the college supervisor.
Service Assessments
1. Service Leadership Assessment: Demonstrated by the student teacher in a school
leadership role. Evaluated by the leader of the program in the school.
Stage #4 - Assessments for Exit From TEP
Knowledge Assessments
1. Content Knowledge: Pass Praxis II for endorsement area if not already successfully
passed.(Not required for TEP completion but is required for state certification)
2. Knowledge of Principles of Learning and Teaching: Pass PLT test if not already successfully
passed. (Not required for TEP Completion but is required for state certification).
3. Knowledge of unit planning and writing: Final assessment of TWS narrative document by
Coordinator of Supervised Teaching
Skills Assessments
1. Technology skills: Completion of the e-portfolio. Evaluated by the
Coordinator of Supervised Teaching.
2. Final evaluation of Student Teaching: Evaluated by the Coordinator of Supervised
Teaching.
33
TEACHER EDUCATION PROGRAM ACCOUNTABILITY SYSTEM
The TEP Accountability System is an electronic database which will permit the collection and
electronic storage of vital data for analysis of the effectiveness of the Boyce teacher preparation
unit. The data to be stored includes teacher candidate demographic information and performance
data derived from the assessment components of the Continuous Assessment Plan as discussed
above. The table below (See Figure 2) depicts the vital information that will be collected for the
Boyce TEP Accountability System. This data when aggregated will provide for the unit insights
into both individual teacher candidate progress and achievements, and also vital information on
the effectiveness of the overall program to achieve the desired results of preparing teacher
candidates for the teaching profession. Since the accountability system will provide feedback on
the performance of the teacher candidates on each of the program standards (KTS, BCSE, and
INTASC), insights will be provided about where the unit needs to make necessary improvements
in achieving the goals set by the standards. Where teacher candidate assessment demonstrates
low performance on any standard, the unit may takes steps to improve the program related to that
standard. Because the Boyce teacher preparation unit is a new program, no data has yet been
entered into the data base other than the admissions and basic demographic information on the
students who have declared teacher education as the desired major for the year 2009-2010. As
data becomes available through the use of the assessment instruments on the teacher candidates,
the data as shown in the table headings will be entered.
CAP Figure 2: Boyce TEP Accountablity System Databse
IDNum Yr.Code TermCde ProgCde Last, First Middle Addr_Line_1 City State
0910 FA C05
0910 FA C05
0910 FA C05
0910 FA C05
Pre TEP GPA
Exit TEP GPA
FE I Eval.
FE II Eval
Disp Ques.-Pre
Disp Ques.-Post
KTS Rub.Sc.
ST TWS Score
E-Portfolio Final Score
ST Grade
KTIP-Pass/
Fail/NA
Zip Phone email Acad.Test Score Thurst. Scale Pre Thurst.Scale-Post
THE COUNCIL ON TEACHER EDUCATION (CTE)
The responsibility for the teacher preparation unit at Boyce College rests with the
Council on Teacher Education (CTE). The purpose of the CTE is to serve as the policy making
body for the Boyce College TEP, to implement those policies, and finally to assure that the
Boyce teacher preparation unit is meeting all state requirements and standards. The
responsibilities include the following:
Set policies for the TEP
Coordinate admission to the TEP and to Supervised Teaching.
Review, recommend, and enforce policies and procedures relating to student field and
clinical experiences, including Supervised Teaching.
Review curricula leading to teacher certification and recommend curricular changes
affecting the TEP.
Monitor EPSB requirements and incorporate required changes into teacher education
policies, procedures, and curricula.
Thus, the CTE has the responsibility for developing and implementing policies which govern
student admission to, retention in, and completion of teacher education programs; and it is
responsible for all education program requirements and has the authority to change, modify, or
add to the requirements at any time. See the Council on Teacher Education Bylaws for
complete information on the rules of conduct regulating the CTE.
The CTE is composed of faculty , students, and public school administrators and/or teachers.
The Department Chair of the Department of Teacher Education, as the official representative
of the Boyce College Division of Applied Studies, is delegated the role of chief administrator
of policies, rules and regulations of the Teacher Education Program (TEP). The Department of
Teacher Education complies with all rules and regulations adopted by the Southern Baptist
Theological Seminary as set forth in the Southern Baptist Theological Seminary Student
Handbook. The Department of Teacher Education also complies with all applicable federal and
state non-discrimination statutes and does not engage in prohibited discrimination on the basis
of race, color, nationality, ethnic origin, sex, age or disability.
Bylaws: COUNCIL ON TEACHER EDUCATION
I. NAME OF THE ORGANIZATION
The name of the controlling body of the teacher preparation unit of Boyce College is the
Council on Teacher Education (CTE).
II. PURPOSE
The Council on Teacher Education of Boyce College has as its purpose to provide planning,
oversight, and direction for all of the teacher education programs of Boyce College.
35
III. FUNCTIONS
A. To make recommendations to appropriate bodies and/or individual authorities
regarding academic programs, academic policies, and scholastic regulations
pertaining to teacher education courses and programs at Boyce College.
B. To review and act upon all proposals submitted to the CTE by departments within
the College.
C. To conduct studies and develop policies pertaining to the curriculum of teacher
education majors, to scholastic regulations for teacher candidates, or to other
matters referred to the Council on Teacher Education by the Dean of Boyce
College.
D. To recommend to appropriate bodies and/or officials the establishment of new
programs for the preparation of teacher candidates to meet professional, state, and
institutional standards for teaching in preschool through Grade 12 settings.
E. To establish and implement policies and standards for admission to the Teacher
Education Program (TEP).
F. To establish and implement policies and standards for teacher candidate Field
Experience.
G. To establish and implement policies and standards for admission to Supervised
Teaching.
H. To review and act upon applications for admission to the Teacher Education
Program.
I. To review and act upon applications for admission to Supervised Teaching.
J. To receive and review annual reports submitted by the Chair of the Boyce
Department of Teacher Education regarding the assessment of programs leading
to certification by Kentucky‟s Education Professional Standards Board.
K. To receive and review annual reports regarding the use of assessment data in
programs leading to certification by Kentucky‟s Education Professional Standards
Board.
L. To act as overseer of student progress (including student teaching, internships,
and other field experiences) toward program completion.
M. To make decisions and hear appeals regarding continuance of students in any
program of teacher education, and to hear appeals of decisions to dismiss students
from programs leading to certification by Kentucky‟s Education Professional
Standards Board.
N. To establish subcommittees as needed for accomplishing the work of the CTE.
IV. OFFICERS OF THE COUNCIL ON TEACHER EDUCATION
A. Chair: The Chair of the Department of Teacher Education shall serve as Chair.
B. Vice Chair: The Associate Dean for Applied Studies shall serve as the Vice Chair.
C. Secretary/Recorder: The Chair shall appoint a Secretary/Recorder, who does not
need to be a member of the Council on Teacher Education.
36
V. RULES OF BUSINESS AND PROCEDURES FOR THE COUNCIL ON TEACHER
EDUCATION
A. Business meetings of the CTE shall be held monthly, or any other date for special
called meetings as determined necessary by the Chair of the Department of Teacher
Education.
B. An agenda shall be officially prepared by the Chair for all meetings. Only items of
business on the agenda shall be part of the official business of any meeting. The
agenda will be sent electronically to all CTE members 24 hours prior to the meeting
date by the Secretary/Recorder. The agenda may not be changed for any meeting
once the meeting has begun, except by a two-thirds vote of those attending.
C. All business meetings of the CTE shall be moderated by the Chair of the Department
of Teacher Education. In the absence of the Chair, the Vice-Chair shall serve as
moderator.
D. The Secretary/Recorder shall be responsible for preparing the agenda for all meetings,
keeping the minutes for all meetings, and notifying the members of all meetings.
E. Quorum: A quorum shall be defined as a simple majority of the voting members of
the CTE. A quorum is required for conducting any official business that requires
a vote of the CTE members.
F. Voting Requirements: An affirmative vote of a majority of those present shall be
required for passage of motions. Normally, voting shall take place by voice or by
show of hands, but any member may request a vote by secret ballot, and that request
shall be granted. Voting electronically shall be allowed if all voting members agree
on this method of voting for a particular issue on the agenda.
G. The minutes of all official business meetings shall be made available at the beginning
of the next official business meeting for approval by the attending members of the
CTE.
H. The minutes of all official business meetings shall be filed both electronically and in
an official file for the TEP in the Department of Teacher Education area.
I. Sturgis Standard Code of Parliamentary Procedure shall be the official rules for
conducting CTE business meetings. A parliamentarian shall be appointed by the CTE
Chair to assure appropriate parliamentary procedures.
J. Visitors may attend official CTE business meetings but may address the CTE only by
permission of the Chair or moderator.
K. Absentees: Voting members who must be absent from any official CTE business
37
meeting must notify the Secretary/Recorder of the absence as soon as possible before
the meeting time. An absentee may vote on an issue of the agenda by a signed written
vote given to the Secretary/Recorder prior to the start of the meeting.
VI. OFFICIAL CTE MEMBERS
The CTE is composed of faculty, students, and public school administrators and/or
teachers. Members of the Boyce CTE shall include the following:
Voting Members
Department Chair
All full time faculty of the Department of Teacher Education
Dean of Boyce College (Ex-Officio)
Associate Dean of Applied Studies (Ex-Officio)
Associate Dean of Academic Administration (Ex-Officio)
Director of Supervised Teaching
Director of Clinical and Field Experiences
Representative of Office of Institutional Assessment
Library representative
One faculty representative from each unit with a teacher education program
Two K-12 school representatives (teachers, supervisors, or administrators): one from
a Christian school and one from a public school
Non-Voting
Student President of the Boyce College KEA-SP
One other teacher education student representative
Institutional Registrar or representative (advisory member only)
VII. QUALIFICATIONS AND TERMS OF OFFICE
A. Faculty
Membership Qualifications: All full-time regular faculty of the TEP are permanent
representatives on the Council on Teacher Education with no term of office.
B. Students
1. Student membership on the CTE is a privilege, not a requirement and is designed
to give the teacher candidates a voice on the CTE, but not voting power on any
business item(s)
2. Membership Qualifications: Student representatives must be enrolled in programs
leading to certification by the Education Professional Standards Board and are
appointed by the full-time TEP faculty.
3. Term of Office: Student representatives shall serve one-year terms and may be
reelected.
38
4. During business sessions at the discretion of the Chair, student representatives
will be asked to dismiss themselves from the CTE deliberations.
C. Professional Educators
1. Membership Qualifications: The classroom teacher representative and alternate shall
be determined by available and willing professionals in either a Christian or public
school of the Louisville area schools.
2. Term of Office: Professional educator representatives shall serve two-year terms.
VIII. STANDING COMMITTEES
A. Academic Policy Committee
The Academic Policy Committee shall have as its purpose to develop, implement, and review
academic policies related to programs in teacher education. Three members shall be appointed by
the Chair from the membership of the Council on Teacher Education. The members of the
Academic Policy Committee shall select one member to serve as chair. Meetings will be called
as needed.
B. Admission and Retention Committee The Admission and Retention Committee shall have two purposes: to review applications for
admission to the TEP, and to review the status of students admitted to the TEP and make
recommendations regarding continuance. Three members shall be appointed by the Chair of the
CTE from the membership of the Council. Meetings will be called as needed.
C. Ad Hoc Committees
The Chair of the Council on Teacher Education may create ad hoc committees as needed and
may appoint members of ad hoc committees from either the membership or from outside the
membership, as appropriate to the purpose for which the ad hoc committee is created.
IX. AMENDMENTS TO BYLAWS
Amendments to the Bylaws of the Council on Teacher Education require a two-thirds majority
vote of the membership for adoption.
39
TEACHER EDUCATION PROGRAM CURRICULUM GUIDES
The Boyce Teacher Education Program currently has two teacher education degree programs: BS in Elementary Education, P-5; and BS in Integrated Music Education P-12. The curriculum guides for each of these degree programs are shown below:
Bachelor of Science in Elementary Education (P-5)
GENERAL STUDIES 47 EC 101 Economics 3 EN 101 English Composition I 3 EN 102 English Composition II 3 EN 221 World Literature Survey 3 HS 161 World History 3 HS 171 American History 3 MA 101 College Algebra 3 PH 103 Introduction to Philosophy 3 PH 321 Religion in the Public Square 3 SC 111 Principles of Biology and Lab 4 SC 121 Principles of Physical Science and Lab 4 SP 105 Introduction to Public Speaking 3 SS 211 American Government 3 Choose one of the following two courses: 3 HU 421 Great Books Seminar I HU 422 Great Books Seminar II Choose one of the following two courses: 3 PS 101 Introduction to Psychology SS 201 Introduction to Sociology MINISTRY STUDIES 3 CE 101 Introduction to Christian Education 3 BIBLICAL AND THEOLOGICAL STUDIES 24 BL 111 Hermeneutics 3 BL 101 Old Testament Survey I 3 BL 102 Old Testament Survey II 3 BL 151 New Testament Survey I 3 BL 152 New Testament Survey II 3 TH 211 Theology I 3 TH 212 Theology II 3 TH 311 Theology III 3
RELATED CONTENT STUDIES 12 AR 231 Art for Elementary Teachers 2 EN 351 Children’s Literature 3 MA 102 Contemporary Mathematics 3 MU 320 Music for Elementary Teachers 2 PE 231 Phys. Ed. and Health in Elem. Schools 2 PROFESSIONAL EDUCATION STUDIES 43 ED 200 Introduction to Teacher Education 3 ED 210 Computers and Media in Schools 3 ED 220 Teaching Exceptional Learners 3 ED 230 Child and Adolescent Development 3 ED 310 Teaching Math P-5 2 ED 320 Teaching Science P-5 2 ED 330 Teaching Social Studies P-5 3 ED 340 Educational Assessment 3 ED 380 Field Experience I: Teaching 1 ED 381 Clinical Experience 1 ED 410 Teaching Language Arts P-5 3 ED 420 Teaching Reading P-5 3 ED 430 Classroom Management 3 ED 480 Field Experience II: Service 1 ED 490 Supervised Teaching for Elem. P-5 9 GENERAL ELECTIVES 0
TOTAL DEGREE HOURS 129
.
40
Bachelor of Science in Integrated Music Education (P-120)
GENERAL STUDIES 34 EC 101 Economics 3 EN 101 English Composition I 3 EN 102 English Composition II 3 EN 221 World Literature Survey 3 HS 171 American History 3 MA 101 College Algebra 3 PH 103 Introduction to Philosophy 3 PH 321 Religion in the Public Square 3 PS 101 Introduction to Psychology 3 SC 111 Principles of Biology and Lab 4 SP 105 Introduction to Public Speaking 3 MINISTRY STUDIES 3 CE 101 Introduction to Christian Education 3 BIBLICAL AND THEOLOGICAL STUDIES 12 BL 111 Hermeneutics 3 Choose one of the following two courses: 3 BL 101 Old Testament Survey I BL 102 Old Testament Survey II Choose one of the following two courses: 3 BL 151 New Testament Survey I BL 152 New Testament Survey II Choose one of the following three courses: 3 TH 211 Christian Theology I TH 212 Christian Theology II TH 311 Christian Theology III MUSIC ED. PROFESSIONAL PREPARATION 34 ED 200 Introduction to Teacher Education 3 ED 210 Computers and Media in Schools 3 ED 220 Teaching Exceptional Learners 3 ED 230 Child and Adolescent Development 3 MU 270 Music Methods: Elementary School 2 MU 370 Music Methods: Secondary School 2 ED 340 Educational Assessment 3 ED 380 Field Experience I: Teaching 1 ED ED 430 Classroom Management 3 480 Field Experience II: Service 1 ED 381 Clinical Experience 1 ED 495 Supervised Teaching: 9 Integrated Music P-12
MUSIC CORE CURRICULUM 58 MU 110 Music Theory 1 3 MU 115 Aural Skills I 1 MU 120 Music Theory II 3 MU 125 Aural Skills II 1 MU 135 Vocal Diction 1 MU 138 Brass Methods 1 MU 210 Music Theory III 3 MU 215 Aural Skills III 1 MU 220 Music Theory IV 3 MU 225 Aural Skills IV 1 MU 230 Music Literature 3 MU 238 Woodwind Methods 1 MU 330 Music History I 3 MU 335 Music History II 3 MU 340 Marching Band 1 MU 361 Beginning Conducting 2 MU 410 Form and Analysis 2 MU 438 Vocal Techniques 2 MU 451 Advanced Conducting 2 MU 461 Orchestration 2 Choose one of the following two courses: 1 MU 338 Percussion Methods MU 339 String Methods ENSEMBLES (6 semesters) 6 2 semesters of MU 150, 2 semesters of MU 170 2 semesters ensemble electives APPLIED STUDIES 12 Vocal Major: 6 semesters of applied major voice 4 semesters of applied minor piano 2 semesters of applied minor band or orch. instrument Piano Major: 6 semesters of applied major piano 4 semesters of applied minor voice 2 semesters of applied minor band or orch. instrument Instrumental Major: 6 semesters of applied major (band or orch. instrument) 3 semesters of applied minor voice 3 semesters of applied minor piano GENERAL ELECTIVES 0 TOTAL DEGREE HOURS 144
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Academic Advisor’s Student Record Form
Boyce College Teacher Education Department
Bachelor of Science Elementary Education P-5 Degree
Name ____________ _______________________________________ Student ID # _______________________
Date of Entry at Boyce College: ______________ Assigned Advisor: ________________________________
Academic Achievement Test Scores
1. ACT ____ ____ ____ _____ _____ _______ OR 2. Praxis I _____ _____ ______ _____
(Eng. Math Read Science Comp. Date) (Math Read Writing Date)
Note: ACT required Comprehensive Score = 20 Praxis I Required = 178 178 176
OR 3. SAT __________________ Required = 990
4. Boyce Content Assessment Test: Pre-Assessment ______ ______ ______ _______________
Math Science Soc. St Date
Post Assessment ______ ______ ______ _______________
Praxis II Specialty (Required = 163) ____________________6. PLT (Required = 161__________________ Test Code Date Test Code Date
Teacher Education Program (TEP) Requirements:
Date Admitted to TEP - _________________ Date Admitted to Supervised Teaching _____________________
E-Portfolio Evaluation: _______Satisfactory _______Unsatisfactory ______________ Date
Faculty Evaluator of E-Portfolio ____________________________________________________________
Record of Advisement:
Date Student
Signature
Advisor
Signature
Purpose Comments
Note: The Boyce Teacher Education Program is working with the Kentucky state education board (EPSB) for approval to admit students to the
Boyce TEP by the year 2009-2010. The Boyce TEP is working toward full accreditation of the TEP by the year 2012-13. Students who graduate with the above major in Elementary Education (P-5) before the Boyce TEP is approved to admit students to the TEP would not be qualified for
state endorsement for certification in elementary education.
42
GENERAL STUDIES 47
Grade Semester/Yr Repeated Transferred
EC 101 Economics 3 _______ __________ ________ __________
EN 101 English Composition I 3 _______ __________ ________ __________
EN 102 English Composition II 3 _______ __________ ________ __________
EN 221 World Literature Survey 3 _______ __________ ________ __________
HS 161 World History 3 _______ __________ ________ __________
HS 171 American History 3 _______ __________ ________ __________
MA 101 College Algebra 3 _______ __________ ________ __________
PH 103 Intro to Philosophy 3 _______ __________ ________ __________
PH 321 Religion in the Pub Sq 3 _______ __________ ________ __________
SC 111 Principles of Bio/ Lab 4 _______ __________ ________ __________
SC 121 Principles of Phy Sc/ Lab 4 _______ __________ ________ __________
SP 105 Intro to Public Speaking 3 _______ __________ ________ __________
SS 211 American Government 3 _______ __________ ________ __________
Choose one of the following two courses:
HU 421 Great Books Seminar I or 3 _______ __________ ________ __________
HU 422 Great Books Seminar II 3 _______ __________ ________ __________
Choose one of the following two courses:
PS 101 Intro. to Psychology or 3 _______ __________ ________ __________
SS 201 Introduction to Sociology 3 _______ __________ ________ __________
MINISTRY STUDIES 3 CE 101 Intro to Christian Educ. 3 _______ __________ ________ __________
BIBLICAL AND THEOLOGICAL STUDIES 24
BL 111 Hermeneutics 3 _______ __________ ________ __________
BL 101 Old Testament Survey I 3 _______ __________ ________ __________
BL 102 Old Testament Survey II 3 _______ __________ ________ __________
BL 151 New Testament Survey I 3 _______ __________ ________ __________
BL 152 New Testament Survey II 3 _______ __________ ________ __________
TH 211 Theology I 3 _______ __________ ________ __________
TH 212 Theology II 3 _______ __________ ________ __________
TH 311 Theology III 3 _______ __________ ________ __________
RELATED CONTENT STUDIES 12
AR 231 Art for Elem. Teachers 2 _______ __________ ________ __________
EN 351 Children‟s Literature 3 _______ __________ ________ __________
MA 102 Contemporary Math 3 _______ __________ ________ __________
MU 320 Music for Elem Teachers 2 _______ __________ ________ __________
PE 231 Phys. Ed/ Health in
Elementary Schools 2 _______ __________ ________ __________
PROFESSIONAL EDUCATION STUDIES 43 ED 200 Intro to Teacher Educ. 3 _______ __________ ________ __________
ED 210 Comp & Media in Schools 3 _______ __________ ________ __________
ED 220 Teaching Excep. Learners 3 _______ __________ ________ __________
ED 230 Child & Adolesc Dev 3 _______ __________ ________ __________
ED 310 Teaching Math P-5 2 _______ __________ ________ __________
ED 320 Teaching Science P-5 2 _______ __________ ________ __________
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Grade Semester/Yr Repeated Transferred
ED 330 Teaching Soc.Studies P-5 3 _______ __________ ________ __________
ED 340 Educational Assessment 3 _______ __________ ________ __________
ED 380 Field Exper I: Teaching 1 _______ __________ ________ __________
ED 410 Teaching Lang Arts P-5 3 _______ __________ ________ __________
ED 420 Teaching Reading P-5 3 _______ __________ ________ __________
ED 430 Classroom Management 3 _______ __________ ________ __________
ED 480 Field Exp II: Service 1 _______ __________ ________ __________
ED 481 Clinical Experience 1 _______ __________ ________ __________
ED 490 Supervised Teaching
for Elementary P-5 9 _______ __________ ________ __________
TOTAL CREDITS…………….129
Final GPA _________
Program exit requirements (GPA, portfolio, action research, other)
GPA …………………………………… 2.5 overall
No course grades of a “D” or lower
All courses completed, including Supervised Teaching
TWS submitted with Minimum rubric score of 2
Final e-portfolio evaluation of “Satisfactory”
Praxis II and PLT scores submitted. It is not a requirement at Boyce College to pass these
tests to receive the program degree. However, the state of Kentucky requires that these tests
be passed before granting teacher certification.
(Note: If the scores are not passing by state standards, the teacher candidate must
retake the test(s) until the scores are passing before the state will grant certification
for endorsement in the teaching area of the degree)
44
Academic Advisor’s Student Record Form
Bachelor of Science Integrated Music Education P-12 Degree
Boyce College Teacher Education Department
Name ___________________________________________________ Student ID # ________________
Date of Entry at Boyce College: ______________Assigned Advisor: ________________________________
Academic Achievement Test Scores
1. ACT ________________________________________ OR 2. Praxis I _____ _____ ______ _____
(Eng. Math Read Science Comp. Date) (Math Read Writing Date)
Note: ACT required Comprehensive Score = 20 Praxis I Required = 178 178 176
OR 3. SAT __________________ Required = 990
4. Praxis II Specialty (Required = 163) _______________ 5. PLT (Required = 161 _________ __________ Test Code Date Test Code Date
Teacher Education Program (TEP) Requirements:
Date Admitted to TEP - ___________________ Date Admitted to Supervised Teaching - ____________________
E-Portfolio Evaluation: _______Satisfactory _______Unsatisfactory ______________ Date
Faculty Evaluator of E-Portfolio ____________________________________________________________
Record of Advisement:
Date Student Signature Advisor
Signature
Purpose Comments
Note: The Boyce Teacher Education Program is working with the Kentucky state education board (EPSB) for approval to admit students to the
Boyce TEP by the year 2009-2010. The Boyce TEP is working toward full accreditation of the TEP by the year 2012-13. Students who graduate with the above major in Integrated Music Education (P-5) before the Boyce TEP is approved to admit students to the TEP would not be qualified
for state endorsement for certification in music education.
45
GENERAL STUDIES 34 Grade Semester/Yr Repeated Transferred
EC 101 Economics 3 _______ __________ ________ ___________
EN 101 English Composition I 3 _______ __________ ________ ___________
EN 102 English Composition II 3 _______ __________ ________ ___________
EN 221 World Literature Survey 3 _______ __________ ________ ___________
HS 171 American History 3 _______ __________ ________ ___________
MA 101 College Algebra 3 _______ __________ ________ ___________
PH 103 Intro. to Philosophy 3 _______ __________ ________ ___________
PH 321 Religion in the Public Sq. 3 _______ __________ ________ ___________
PS 101 Intro. to Psychology 3 ______ __________ ________ ___________
SC 111 Principles of Bio.& Lab 4 ______ __________ ________ ___________
SP 105 Intro to Public Speaking 3 ______ __________ ________ ___________
MINISTRY STUDIES 3 CE 101 Intro to Christian Ed 3 ______ __________ ________ ___________
MS 105 Personal Evangelism 3 ______ __________ ________ ___________
BIBLICAL AND THEOLOGICAL STUDIES 12 BL 111 Hermeneutics 3 _______ __________ ________ ___________
Choose one of the following two courses: BL 101 Old Test. Survey I 3 _______ __________ ________ ___________
BL 102 Old Test. Survey II 3 _______ __________ ________ ___________
Choose one of the following two courses:
BL 151 New Test. Survey I 3 _______ __________ ________ ___________
BL 152 New Test. Survey II 3 _______ __________ ________ ___________
Choose one of the following three courses:
TH 211 Christian Theology I 3 _______ __________ ________ ___________
TH 212 Christian Theology II 3 _______ __________ ________ ___________
TH 311 Christian Theology II 3 _______ __________ ________ ___________
PROFESSIONAL EDUCATION STUDIES 34 ED 200 Intro. to Teacher Educ. 3 _______ __________ ________ ___________
ED 210 Comp. &Media in Schools 3 _______ __________ ________ ___________
ED 220 Teaching Excep. Learners 3 _______ __________ ________ ___________
ED 230 Child and Adolesc. Dev. 3 _______ __________ ________ ___________
ED 340 Educational Assessment 3 _______ __________ ________ ___________
ED 380 Field Exper. I: Teaching 1 _______ __________ ________ ___________
ED 430 Classroom Management 3 _______ __________ ________ ___________
ED 480 Field Exper. II: Service 1 _______ __________ ________ ___________
ED 381 Clinical Experience 1 _______ __________ ________ ___________
ED 495 Sup.Tchng. Mus.Ed. P-12 9 _______ __________ ________ ___________
MU 270 Music Methods: Elem. 2 _______ __________ ________ ___________
MU 370 Music Methods: Sec. 2 _______ __________ ________ ___________
MUSIC CORE CURRICULUM 58
MU 110 Music Theory I 3 _______ __________ ________ ___________
MU 115 Aural Skills I 1 _______ __________ ________ ___________
MU 120 Music Theory II 3 _______ __________ ________ ___________
MU 125 Aural Skills II 1 _______ __________ ________ ___________
MU 135 Vocal Diction 1 _______ __________ ________ ___________
MU 138 Brass Methods 1 _______ __________ ________ ___________
MU 210 Music Theory III 3 _______ __________ ________ ___________
MU 215 Aural Skills III 1 _______ __________ ________ ___________
MU 220 Music Theory IV 3 _______ __________ ________ ___________
46
Grade Semester/Yr Repeated Transferred MU 225 Aural Skills IV 1 _______ __________ ________ ___________
MU 230 Music Literature 3 _______ __________ ________ ___________
MU 238 Woodwinds Methods 1 _______ __________ ________ ___________
MU 330 Music History I 3 _______ __________ ________ ___________
MU 335 Music History II 3 _______ __________ ________ ___________
MU 340 Marching Band Tech. 1 _______ __________ ________ ___________
MU 361 Beginning Conducting 2 _______ __________ ________ ___________
MU 410 Form and Analysis 2 _______ __________ ________ ___________
MU 438 Vocal Techniques 2 _______ __________ ________ ___________
MU 451 Advanced Conducting 2 _______ __________ ________ ___________
MU 461 Orchestration 2 _______ __________ ________ ___________
Choose One of the following:
MU 338 Percussion Methods 1 _______ __________ ________ ___________
MU 339 String Methods 1 _______ __________ ________ ___________
ENSEMBLES (6 SEMESTERS) 6
2 Semesters of MU 150; _______ __________ ________ ___________
_______ __________ ________ ___________
2 Semesters of MU 170; _______ __________ ________ ___________
_______ __________ ________ ___________
2 Semesters-ensemble electives _______ __________ ________ ___________
_______ __________ ________ ___________
APPLIED STUDIES 12 Vocal Major
6 Semesters of applied major voice _______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
4 Semesters of applied minor piano _______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
2 Semesters of applied minor band
or orch. Instrument _______ __________ ________ ___________
_______ __________ ________ ___________
Piano Major
6 Semesters of applied major piano _______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
4 Semesters of applied minor voice _______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
2 Semesters of applied minor band
or orchestra instrument _______ __________ ________ ___________
_______ __________ ________ ___________
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Instrumental Major
6 Semesters of applied major Grade Semester/Yr Repeated Transferred
(band or orchestra instrument)
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
4 Semesters of applied minor voice _______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
_______ __________ ________ ___________
2 Semesters of applied minor piano _______ __________ ________ ___________
_______ __________ ________ ___________
TOTAL CREDITS…………………………144
Final GPA ______
Program exit requirements (GPA, portfolio, action research, other)
GPA …………………………………… 2.5 overall
No course grades of a “D” or lower
All courses completed, including Supervised Teaching
TWS submitted with minimum rubric score of 2.
Final e-portfolio evaluation of “Satisfactory”
Praxis II and PLT scores submitted. It is not a requirement at Boyce College to pass these
tests to receive the program degree. However, the state of Kentucky requires that these tests
be passed before granting teacher certification.
(Note: If the scores are not passing by state standards, the teacher candidate must
retake the test(s) until the scores are passing before the state will grant certification
for endorsement in the teaching area of the degree)
48
RECOMMENDED FOUR YEAR COURSE SCHEDULES Four-Year Semester by Semester Schedule: Elementary Education P-5 Major
NOTE: Students who score below the minimum required score on the English or Communications area of the scholastic aptitude test (ACT, SAT, Praxis I), may be required to register for and successfully complete EN 099 Foundational English, with a grade no lower than “C”, before being permitted to take EN 101 English Composition I. This would cause a one semester delay in the completion of the English course requirements for making application to the Teacher Education Program (TEP).
Course Credits Course Credits
Freshman year-1st
Semester (15 credits) Freshman year-2nd
Semester (15 credits) EN 101 English Composition I 3 EN 102 English Composition II 3
MA 102 Contemporary Mathematics 3 ED 200 Introduction to Teacher Education 3
SP 105 Introduction To Public Speaking 3 ED 210 Computers & Media in the Schools 3
BL 101 Old Testament Survey 3 BL 102 Old Testament Survey 3
CE 101 Intro. To Christian Education 3 PS 101 Intro. to Psychology 3
Cumulative Credits………………………15 Cumulative Credits………………………………30
Sophomore year-1
st Semester (18 credits) Sophomore year-2
nd Semeste (17 credits)
PH 321 Religion in the Public Square 3 BL 152 New Testament Survey II 3
HS 161 World History 3 EC 101 Economics 3
BL 151 New Testament Survey I 3 EN 221 World Literature Survey 3
PH 103 Introduction to Philosophy 3 TH 211 Theology I 3
MA 101 College Algebra 3 PE 231 PE/Health/Nutrition in Schools 2
BL 111 Hermeneutics 3 AR 231 Art for Elementary Teachers 2
ED 481 Clinical Experience 1
Cumulative Credits……………………….48 Cumulative Credits……………………………….65
*Junior year – 1st
Semester (18 credits) Junior year- 2nd
Semester (17 credits) *Note: The candidate must be accepted into the TEP by this semester to continue taking Professional.Education (ED) Studies courses SC 111 Principles of Biology and Lab 4 ED 320 Teaching Science P-5 2 ED 230 Child and Adolescent Dev. 3
SC 121 Principles of Phys Sc/ Lab 4 ED 330 Teaching Social Studies P-5 3
SS 211 American Government 3 ED 380 Field Experience I: Teaching 1
EN 351 Children‟s Literature 3 HS 171 American History 3
ED 220 Teaching Exceptional Learners 3 ED 410 Teaching Language Arts P-5 3
TH 212 Theology II 3
Cumulative Credits……………………….83 Cumulative Credits………………………………100
Senior year 1st Semester (17 credits) Senior year Winter Term - (3 credits) MU 329 Music For Elem. Teachers 2 ED 430 Classroom Management 3
ED 340 Educational Assessment 3
TH 311 Theology III 3 Senior year 2nd
Semester (9 credits)
HU 421 Great Books Seminar I or II 3 ED 490 Supervised Teaching for Elem. P-5 9
ED 420 Teaching Reading P-5 3
ED 480 Field Experience II: Service 1 Total Winter Term Hours 12
ED 310 Teaching Math P-5 2
Cumulative Credits………………………117 Cumulative Credits……………………………..129
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Four-Year Semester by Semester Schedule for Integrated Music Education (P-12)
Freshman year – 1st semester (16 credits)
EN 101 English Composition I 3
CE 101 Intro to Christian Education 3
MU 110 Music Theory I 3
MU 115 Aural Skills I 1
MU 230 Music Literature 3
Applied Major 1
Applied Minor 1
Ensemble 1
Freshman Winter Term
BL 102 Old Testament Survey II 3
Freshman year – 2nd semester (18 credits)
EN 102 English Composition II 3
ED 200 Introduction to Teacher Education 3
ED 210 Computers & Media in the Schools 3
MU 120 Music Theory II 3
MU 125 Aural Skills II 1
Vocal Diction 1
Brass Methods 1
Applied Major 1
Applied Minor 1
Ensemble 1
Sophomore year – 1st semester (19 credits)
MA 101 College Algebra 3
MS 105 Personal Evangelism 3
MU 210 Music Theory III 3
MU 215 Aural Skills III 1
MU 238 Woodwind Methods 1
MU 330 Music History I 3
MU 361 Beginning Conducting 2
Applied Major 1
Applied Minor 1
Ensemble 1
Sophomore Winter Term
BL 152 New Testament Survey II 3
Sophomore year – 2nd semester (18 credits)
EC 101 Economics 3
EN 221 World Literature Survey 3
ED 381 Clinical Experience 1
MU 220 Music Theory IV 3
MU 225 Aural Skills IV 1
MU 335 Music History II 3
MU 339 String Methods 1
Applied Major 1
Applied Minor 1
Ensemble 1
Junior Year – First Semester (16 credits)
SP 105 Introduction to Public Speaking 3
ED 220 Teaching Exceptional Learners 3
MU 270 Music Methods: Elementary School 2
MU 410 Form and Analysis 2
MU 340 Marching Band Techniques 1
MU 451 Advanced Conducting 2
Applied Major 1
Applied Minor 1
Ensemble 1
Junior Winter Term
TH 212 Christian Theology II 3
Junior Year – Second Semester (16 hours)
HS 171 American History 3
ED 230 Child and Adolescent Development 3
ED 380 Field Experience I: Teaching 1
SC 111 Principles of Biology and Lab 4
MU 370 Music Methods: Secondary Schools 2
Applied Major 1
Applied Minor 1
Ensemble 1
Junior Year - Summer Term
BL 111 Hermeneutics 3
Senior Year – First Semester (17 hours)
PH 101 Introduction to Philosophy 3
PH 321 Religion in the Public Square 3
PH 311 Introduction to Ethics 3
PS 101 Introduction to Psychology 3
ED 480 Field Experience II: Service 1
MU 461 Orchestration 3
MU 438 Vocal Techniques 2
Winter Interim Term (3 hours)
ED 430 Classroom Management 3
Senior Year – Second Semester (12 hours)
ED 495 Sup.Teaching: Int. Music P-12 9
Total Winter Term Hours 12 Total Degree Hours 144
50
TEACHER EDUCATION STANDARDS
KENTUCKY TEACHER STANDARDS- Initial Level Performance
STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE
The teacher demonstrates a current and sufficient academic knowledge of the certified content areas to develop student
knowledge and performance in those areas
1.1 Communicates concepts, processes, and knowledge
Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear,
correct, and appropriate for students.
1.2 Connects content to life experiences of students.
Effectively connects most content, procedures, and activities with relevant life experiences of students.
1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student
learning.
Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear
contribution to student learning.
1.4 Guides students to understand content from various perspectives.
Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their
understanding.
1.5 Identifies and addresses students’ misconceptions of content.
Identifies misconceptions related to content and addresses them during planning and instruction.
STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become
self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge
2.1 Develops significant objectives aligned with standards.
States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards.
2.2 Uses contextual data to design instruction relevant to students.
Plans and designs instruction based on conceptual (i.e., student, community, and/or cultural) and pre-assessment data.
2.3 Plans assessments to guide instruction and measure learning objectives.
Prepares assessments that measure student performance on each objective and help guide teaching.
2.4 Plans instructional strategies and activities that address learning objectives for all students.
Aligns instructional strategies and activities with learning objectives for all students.
2.5 Plans instructional strategies and activities that facilitate multiple levels of learning.
Plans instructional strategies that include several levels of learning that require higher order thinking.
STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE
The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate
knowledge.
3.1 Communicates high expectations.
Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students‟
ability to achieve these objectives.
3.2 Establishes a positive learning environment.
Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both
appropriate and respectful of students.
3.3 Values and supports student diversity and addresses individual needs.
Uses a variety of strategies and methods to support student diversity by addressing individual needs.
3.4 Fosters mutual respect between teacher and students and among students.
Treats all students with respect and concern and monitors student interactions to encourage students to treat each other
with respect and concern.
3.5 Provides a safe environment for learning.
Creates a classroom environment that is both emotionally and physically safe for all students.
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STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION
The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate
knowledge.
4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage
students.
Uses a variety of instructional strategies that engage students throughout the lesson on tasks assigned with learning
objectives.
4.2 Implements instruction based on diverse student needs and assessment data.
Implements instruction based on contextual information and assessment data.
4.3 Uses time effectively.
Establishes efficient procedures for performing non-instructional tasks, handling materials and supplies, managing
transitions, and organizing and monitoring group work so that there is minimal loss of instructional time.
4.4 Uses space and materials effectively.
Uses classroom space and materials effectively to facilitate student learning.
4.5 Implements and manages instruction in ways that facilitate higher order thinking.
Instruction provides opportunity to promote higher-order thinking.
STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS
The teacher assess learning and communication results to students and others with respect to student ability to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and
solve problems, and integrate knowledge.
5.1 Uses pre-assessments.
Uses a variety of pre-assessments to establish baseline knowledge and skills for all s tudents.
5.2 Uses formative assessments.
Uses a variety of formative assessments to determine each student‟s progress and guide instruction.
5.3 Uses summative assessments.
Uses a variety of summative assessments to measure student achievement.
5.4 Describes, analyzes, and evaluates student performance data. Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify
differences in progress among student groups.
5.5 Communicates learning results to students and parents.
Communicates learning results to students and parents that provide a clear and timely understanding of learning
progress relative to objectives.
5.6 Allows opportunity for student self-assessment.
Promotes opportunities for students to engage in accurate self-assessment of learning.
STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to supports instruction; access and manipulate data; enhance professional growth and productivity;
communicate and collaborate with colleagues, parents, and the community; and conduct research.
6.1 Uses available technology to design and plan instruction.
Uses technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student learning.
Uses technology to implement instruction that facilitates student learning.
6.3 Integrates student use of available technology into instruction.
Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.
6.4 Uses available technology to assess and communicate student learning.
Uses technology to assess and communicate student learning.
6.5 Demonstrates ethical and legal use of technology.
Ensures that personal use and student use of technology are ethical and legal.
STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
7.1 Uses data to reflect and evaluate student learning.
Reflects on and accurately evaluates student learning using appropriate data.
7.2 Uses data to reflect on and evaluate instructional practice.
Reflects on and accurately evaluates instruction practice using appropriate data.
7.3 Uses data to reflect on and identify areas for professional growth. Identifies areas for professional growth using appropriate data.
52
STANDARD 8: COLLABORATES WITH COLELGUES/PARENTS/OTHERS
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that
develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge.
8.1 Identifies students whose learning could be enhanced by collaboration.
Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate
rationale.
8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort.
Designs a plan to enhance student learning that includes all parties in the collaborative effort.
8.3 Implements planned activities that enhance student learning and engage all parties.
Implements planned activities that enhance student learning and engage all parties.
8.4 Analyzes data to evaluate the outcomes of collaborative efforts.
Analyzes student learning data to evaluate the outcomes of collaboration and identifies next steps.
STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT
The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky‟s learning goals, refines the
skills and processes necessary, and implements a professional development plan.
9.1 Self assesses performance relative to Kentucky’s Teacher Standards.
Identifies priority growth areas and strengths by thoroughly and accurately assessing current performance on all the
Kentucky Teacher Standards.
9.2 Identifies priorities for professional development based on data from self-assessment, student
performance and feedback from colleagues.
Identifies priorities for professional development based on data from self-assessment, student performance and
feedback from colleagues.
9.3 Designs a professional growth plan that addresses identified priorities.
Designs a clear, logical professional growth plan that addresses all priority areas.
9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on
instructional effectiveness and student learning.
Shows clear evidence of professional growth and reflection on the identified priority areas and impact on instructional
effectiveness and student learning.
STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION
The teacher provides professional leadership within the school, community, and education profession to improve student learning
and well-being.
10.1 Identifies leadership opportunities that enhance student learning and/or professional environment
of the school.
Identifies leadership opportunities in the school, community, or professional organizations and selects one with the
potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill,
and time requirement.
10.2 Develops a plan for engaging in leadership activities.
Develops a leadership work plan that describes the purpose, scope, and participants involved and how the impact on
student learning and/or the professional environment will be assessed.
10.3 Implements a plan for engaging in leadership activities.
Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how
impact will be assessed.
10.4 Analyzes data to evaluate the results of planned and executed leadership efforts.
Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership
efforts.
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INTASC STANDARDS WITH DISPOSITIONS INDICATORS
Standard 1: Subject Matter
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and can create learning experiences that make these aspects of subject matter meaningful for
students.
1.20 Dispositions 1.21 The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and
ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field.
1.22 The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed
from the vantage point of the knower.
1.23 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.
1.24 The teacher is committed to continuous learning and engages in professional discourse about subject
matter knowledge and children‟s learning of the discipline.
Standard 2: Student Learning
The teacher understands how children and youth learn and develop, and can provide learning
opportunities that support their intellectual, social and personal development.
2.20 Dispositions
2.21 The teacher appreciates individual variation within each area of developments, shows respect for the
diverse talents of all learners, and is committed to help them develop self-confidence and
2.22 The teacher is disposed to use students‟ strengths as a basis for growth, and their errors as an
opportunity for learning.
Standard 3: Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.
3.20 Dispositions
3.21 The teacher believes that all children can learn at high levels and persists in helping all children
achieve success.
3.22 The teacher appreciates and values human diversity, shows respect for student‟s varied talents and
perspectives, and is committed to the pursuit of “individually configured excellence.”
3.23 The teacher respects students as individuals with differing personal and family backgrounds and
various skills, talents, and interest.
3.24 The teacher is sensitive to community and cultural norms.
3.25 The teacher makes students feel valued for the potential as people, and helps them learn to value
each other.
Standard 4: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students‟ development
of critical thinking, problem solving, and performance skills.
4.20 Dispositions
4.21 The teacher values the development of students‟ critical thinking, independent problem solving, and
performance capabilities.
4.22 The teacher values flexibility and reciprocity in the teaching process as necessary for adapting
instruction to student responses, ideas and needs.
4.23 The teacher values the use of educational technology in the teaching and learning process.
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Standard 5: Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and self-
motivation.
5.20 Dispositions
5.21 The teacher takes responsibility for establishing a positive climate in the classroom and participates
in maintaining such a climate in the school as a whole.
5.22 The teacher understands how participation supports commitment, and is committed to the expression
and use of democratic values in the classroom.
5.23 The teacher values the role of students in promoting each other‟s learning and recognizes the
importance of peer relationships in establishing a climate of learning.
5.24 The teacher recognizes the values of intrinsic motivation to students‟ life-long growth and learning.
5.25 The teacher is committed to the continuous development of individual students‟ abilities and
considers how different motivational strategies are likely to encourage this development for each
student.
Standard 6: Communication
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom.
6.20 Dispositions 6.21 The teacher recognizes the power of language for fostering self-expression, identity development,
and learning.
6.22 The teacher values many ways in which people seek to communicate and encourages many modes of
communication in the classroom.
6.23 The teacher is a thoughtful and responsive listener.
6.24 The teacher appreciates the cultural dimensions of communication, responds appropriately, and
seeks to foster culturally sensitive communication by and among all students in the class.
Standard 7: Planning Instruction
The teacher plans and manages instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
7.20 Dispositions
7.21 The teacher values both long term and short term planning.
7.22 The teacher believes that plans must always be open to adjustment and revision based on student
needs and changing circumstances.
7.23 The teacher values planning as a collegial activity.
Standard 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the
continuous intellectual, social and physical development of the learner.
8.20 Dispositions
8.21 The teacher values ongoing assessment as essential to the instructional process and recognizes that
many different assessment strategies, accurately and systematically used, are necessary for
monitoring and promoting student learning.
8.22 The teacher is committed to using assessment to identify student strengths and promote student
growth rather than to deny students access to learning opportunities.
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Standard 9: Reflection and Professional Development
The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions
on others (students, parents, and other professionals in the learning community) and who actively seeks
out opportunities to grow professionally.
9.20 Dispositions 9.21 The teacher values critical thinking and self-directed learning as habits of mind.
9.22 The teacher is committed to reflection, assessment, and learning as an ongoing process.
9.23 The teacher is willing to give and receive help.
9.24 The teacher is committed to seeking out, developing, and continually refining practices that address
the individual needs of students.
9.25 The teacher recognizes her/his professional responsibility for engaging in and supporting appropriate
professional practices for self and colleagues.
Standard 10: Collaboration, Ethics, and Relationships
The teacher communicates and interacts with parents/guardians, families, school colleagues, and the
community to support students‟ learning and well-being.
10.20 Dispositions
10.21 The teacher values and appreciates the importance of all aspects of a child‟s experience.
10.22 The teacher is concerned about all aspects of child‟s well-being (cognitive, emotional, social, and
physical), and is alert to signs of difficulties.
10.23 The teacher respects the privacy of students and confidentiality of information.
10.24 The teacher is willing to consult with other adults regarding the education and well-being of her/his
students.
10.25 The teacher is willing to work with other professionals to improve the overall learning environment
for students.
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BOYCE CORE STANDARDS OF EXPECTATIONS (BCSE)
1. Knowledge of Subject Matter – The teacher understands the central concepts of the subject
matter necessary for teaching in the endorsement area. (KTS #1)
2. Knowledge of Human Development and Learning – The teacher understands the nature of
learning, how students learn and develop, and applies that knowledge to support each learner‟s
total development. (KTS #3)
3. Adapting Instruction for Individual Needs – The teacher understands the individual nature of
learning, and implements assessment and diverse instructional approaches to meet students‟
diverse needs and experiences.(KTS #4)
4. Multiple Instructional Strategies – The teacher understands and uses best practices supported
by current research to develop student learning. (KTS#4)
5. Classroom Motivation and Management Skills – The teacher understands principles of
motivation to learn, and techniques of classroom management to create a positive learning
environment for effective learning. (KTS #3)
6. Communication Skills – The teacher knows effective oral and written communication skills, and
applies that knowledge through a variety of communication techniques to foster active learning.
(KTS #6)
7. Instructional Planning Skills – The teacher plans and prepares instruction connected to core
content, and the learning context, and based on knowledge of effective instructional strategies.
(KTS #2)
8. Assessment of Student Learning – The teacher understands the vital importance of assessment
in the instructional process and applies assessment strategies to promote student performance and
to determine teaching effectiveness. (KTS #5)
9. Professional Commitment and Responsibility – The teacher practices reflective skills for self-
evaluation of teaching effectiveness and is routinely engaged in purposeful mastery of the art and
science of teaching. (KTS #7, and #9)
10. Collaboration – The teacher interacts in a professional, effective manner with colleagues,
parents, and other members of the community to support students‟ learning and well-being. (KTS
#8)
11. Servant Leadership-The teacher knows and practices principles of leadership and seeks
opportunities to serve in leadership roles.(KTS #10)
12. Technology The teacher uses technology in the planning, delivery, analysis, and assessment of
learning and instruction and models ethical uses of technology. (KTS #6)
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SECTION II: FIELD EXPERIENCE
PRE-STUDENT TEACHING FIELD EXPERIENCE
A major component of the Teacher Education Program involves field placements in public school or Christian schools, which begin early in the teacher candidate’s program. Most professional education courses require field experience The teacher candidate must also complete a sequence of field experience courses (ED 380, ED 480) during semesters preceding student teaching. The candidate will spend 50 hours in the schools for each of these field experiences along with seminar class time on campus. These two field experience courses are crucial to the development of skills of teaching and service-leadership prior to the Supervised Teaching experience. Teacher candidates will be evaluated during these field experiences for teaching skills identified in the ten Kentucky Teacher Standards. Formal lesson plans using the TWS lesson plan format and teaching in authentic classroom settings, give the teacher candidate vital pre-student teaching experience. Field experience placements will be made at various locations to provide the teacher candidate opportunities for the most diverse experiences. Students are responsible for their own transportation. Membership in the Kentucky Education Association-Student Program is required for teacher candidates involved in any field experience. Candidates who participate in field experiences in the schools represent Boyce College and are required to demonstrate professional habits and skills. These skills include the following:
Prompt and professional contacts with school and teacher Appropriate Dress/Attire A positive attitude Acceptance of Responsibilities Respect to Mentor, Staff, and Students
Through this experience, the students will have an opportunity to build relationships with future colleagues who can continue to mentor them throughout student teaching and beyond.
SECTION III: TECHNOLOGY REQUIREMENTS Standard 6 of the Kentucky Teacher Standards states, The teacher uses technology to support
instruction; access and manipulate data; enhance professional growth and productivity;
communicate and collaborate with colleagues, parents, and the community; and conduct
research. This clear emphasis on the need for teachers to be informed and skilled in the use of
technology poses challenges for teacher preparation units to provide teacher candidates with the
knowledge and skills of the new technologies available to classroom teachers and how they may
be integrated into the teaching/learning process. With even greater emphasis on the horizon of
Kentucky teacher preparation, as evidenced by current Kentucky legislation, the Boyce Teacher
Education Program is implementing technology components into its overall program in several
ways. Early in the teacher candidate‟s course offerings is the ED 210 Computers and Media in
the Schools required course of study. Through this course the student is prepared for the need to
use technology in all phases of the profession of teaching. Throughout the Boyce teacher
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preparation process each candidate is required to keep an electronic portfolio of artifacts that
demonstrates the candidate‟s growing awareness of the uses of technology in the field of
education. Also, through both field experiences in the schools and a clinical experience course
(ED 381) the candidate is expected to learn and apply technology methods used in the schools
for enhancing the learning process. All students who complete the Boyce College Teacher Education Program must meet the
technology standards for teachers adopted by the Kentucky Education Professional Standards
Board as shown below. These skills are taught in ED 210 Computers and Media In the Schools
and are demonstrated and practiced throughout the courses in the professional education
component of the program and are assessed during both Field Experience and Supervised
Teaching:
6.1 Uses available technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student learning.
.
6.3 Integrates student use of available technology into instruction.
6.4 Uses available technology to assess and communicate student learning.
6.5 Demonstrates ethical and legal use of technology.
SECTION IV: THE TEACHER WORK SAMPLE
A major component of the Boyce Teacher Education Program is the Teacher Work Sample, a
model for developing a unit of instruction for any grade level K-12. The TWS incorporates all of
the elements of effective teaching and is aligned with many of the Kentucky Teacher Standards,
most specifically the assessment standard. The teacher candidate must plan lessons and write a
narrative of approximately 20 pages as evidence of application of the principles of effective
teaching throughout a unit of instruction over 5 to 15 days of teaching. The culminating
experience of teaching the TWS unit occurs during Supervised Teaching phase of the Boyce
Teacher Education Program; however, it is introduced early in the ED 200 course for all teacher
candidates, and is required as a project assignment during both the ED 320 Teaching Science and
ED 330 Teaching Social Studies of the elementary education program.
Boyce College Teacher Work Sample Overview
The Boyce College TWS is a narrative, written by a teacher of any level, that describes an
instructional sequence of the teaching of a unit of instruction implemented with students in an
actual classroom setting. The focus of the TWS is on student learning. Therefore, before any
learning activities in the 1 to 3-week sequence are planned in detail or implemented, current
levels of students‟ knowledge, skills, and reasoning abilities (optional) are assessed. The cycle
of assess-plan-teach, assess-plan-teach continues repeatedly throughout the instructional
sequence. The TWS is “assessment-driven” or requires assessment to be central to the entire
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instructional process, and therefore includes pre-assessment before the initiation of instruction,
continuous formative assessment during the instructional process, and summative assessment to
determine student learning progress as a result of the instruction. The TWS written document is
divided into seven sections of a composite maximum length of 20 pages + graphics and student
work samples included in an Appendix. Sections 1 through 4 are written before any unit
instruction is begun with students, and sections 5 through 7 are written after the teaching of the
unit is completed.
A summary overview of the seven part guide for developing the TWS Unit appears below. The
full guide with prompts to assist the teacher candidate in the planning and implementation of the
TWS appears in the Student Handbook for Teacher Education and as part of the Appendix of the
Continuous Assessment Plan original document.
1. Learning Context: a description of factors that help to explain students= individual
characteristics (e.g., sex, age, motivation, achievement level), as well as characteristics of
the class as a whole, the school, and the community that are important to consider when
teaching.
2. Learning Goal and Objectives: a description of the learning goals for the unit, which
must align with Kentucky‟s benchmarks for the level taught (e.g., teachers of K-12 align
with the Core Content for Assessment & Program of Studies; KSU professors align with
KSU‟s Teacher Standards).
3. Assessment Plan: a plan that describes how student learning will be assessed before (pre-
assessment), during (formative assessments), and after instruction (post-assessment) This
section includes a narrative for the assessment plan & an assessment plan table which
includes the pre-assessment, formative assessments and post-assessment to be used. The
examples of the assessment instruments and the scoring keys are placed in the
“Appendix”.
4. Design for Instruction: an analysis of pre-assessment findings and a description of the
resulting learning activities planned, in advance of instruction, to help students progress
in their knowledge, skills, and reasoning abilities (optional), related to the learning goal
and objectives. The pre-assessment results table and graph and an instructional block
plan are the major parts of this section.
5. Instructional Decisions: two examples of changes in instruction made in response to
student responses & performances.
6. Analysis of Student Learning: an analysis of the performances of the whole class, and one
subgroup. This section includes a narrative discussing the learning results, using tables
and graphs to illustrate the results of the pre- and post assessments for both the whole
class and the subgroup.
7. Reflection and Self-Evaluation: a careful examination of the relationship between unit
instruction and student learning demonstrated, focusing on the role of the teacher of the
unit in the success or failure of learning by the students.
A sample Lesson Plan format for a single TWS lesson is below. Teacher candidates must use
this format for all assigned lesson plans
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Boyce College TWS Lesson Plan Format
Name: __ Date: Age/Grade Level:
# of Students: ____ IEP Needs: ______________ Other Special Needs: ________________
Subject: Major Content: Lesson Length:
Unit Title: (if any) Lesson Number and Title (if part of unit): __________
Context
Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic.
Describe the students‟ prior knowledge and the focus of related previous lesson(s).
Describe generally any critical student characteristics or attributes that will affect student learning.
Objectives
State what students will learn as a result of this lesson. Objectives must be student-centered and
observable and measurable. Always list the objectives numerically. The statement of the objective(s)
should use Bloom‟s action verbs stating what the students will learn as a result of the lesson or identify
each objective in terms of the Depth of Knowledge (DOK) the objective is intended to achieve. It should
NOT include the learning activity or activities that the student will engage in to achieve the learning
objective(s). The learning activities are part of the “Procedures” below.
Connections
Connect your goals and objectives to appropriate Kentucky Core Content and/or Program of Studies. Use
no more than two or three connections, and if not obvious, explain how each objective is related to the
Program of Studies and/or Core Content.
Assessment Plan
In tabular format, organize how each objective will be assessed. The numbers in the assessment table (See
example “Assessment Plan Organizer” below) should match the numbers of the objectives as used in the
“Objectives” section above. Attach copies of assessment instruments and rubrics (if applicable to the
lesson plan) that will be used in the assessment procedure(s).
Resources, media, and technology
List the specific materials and equipment needed for the lesson. Attach copies of printed materials to
be used with the students.
If appropriate, list technology resources for the lesson including hardware, software, and Internet
URLs, and be sure to cite the sources used to develop this lesson.
Procedures
List in numerical order (1, 2, 3, etc.) the strategies and activities you will use to involve students and
accomplish the lesson objectives. Cross-reference each strategy with the objective the strategy is designed
to achieve by putting the objective number in parentheses (1) or (2), etc. after each strategy. The
procedures may include procedures for triggering prior knowledge and strategies to meet individual
student needs and the diversity in your classroom.
Written and Revised by Dr.Al Hickey, 06-09-09
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This table is an example of one that should be developed for the TWS Lesson Plan “Assessment”
section. Assessment is the focus of all instruction and thus this table should be used to develop
the plan for assessment during instruction.
Assessment Plan Organizer (Example)
Objective Number Type of
Assessment
Description of
Assessment
Level of
Learning by
Bloom’s
Taxonomy or
DOK 1, 2, 3, 4
Adaptations
and/or
Accommodations
For Individual
Learners
Objective 1 Formative Brainstorm Knowledge Record ideas
visually
Objective 2
Summative
Written
response for
student
portfolio
Understanding
Word banks for
student with
reading IEP
SECTION V: STAGES OF TEACHER EDUCATION PROGRAM (Checkpoints)
ADMISSION AND EXIT REQUIREMENTS FOR THE TEACHER EDUCATION
PROGRAM
Admission to the Boyce Teacher Education Program requires more than a declaration of teacher
education major. Students desiring to pursue a teacher education degree (B.S.in Elementary
Education P-5 or B.S.in Integrated Music Education P-12)) must meet definite standards and
fulfill certain requirements as outlined below. Below you will find:
1. Stage #1,Prerequisites for Admission to the TEP;
2. Stage #2,Formal Admission to the TEP – Checkpoint 1
3. Stage #3 Admission to Supervised Teaching – Checkpoint 2
4. Stage #4,TEP Exit.- Checkpoint 3
I. Stage 1: Prerequisites for Admission to the TEP: (these prerequisites should be
completed by the end of the sophomore year)
A. Successfully complete EN 101 English Composition I and SP 105 Introduction to Public
Speaking with a minimum grade of “C” (2.0) These two course are prerequisites for ED
200 and therefore should be completed in a semester prior to entering the process of
applying for the TEP through registration for the ED 200 course.
B. Successfully complete ED 200 Introduction to Teacher Education, and ED 210
Computers and Media in the Schools with a minimum grade of “C” (2.0) These may be
taken during the same semester or ED 210 may be taken in a semester prior to taking ED
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200. Through the two above courses (ED 200, and ED 210) the following requirements
will be met:
1. Initiate a professional teacher educator electronic portfolio (e-portfolio) through the
ED 210 course. This e-portfolio will initially include the artifacts produced in and
required for successfully completing the ED 210 course. Prior to making official
application for the TEP, the e-portfolio must include the artifacts from both ED 210
and ED 200. The artifacts of both of the two courses will be aligned with the ten
initial level Kentucky Teacher Standards. This e-portfolio will be presented for
acceptance during the process of applying for admission to the TEP;
2. Complete the writing of a personal Philosophy of Education (ED 200);
3. Complete the assigned essay Why the Kentucky Teacher Standards Are Important for
Teacher Training (ED 200);
4. Complete an impromptu writing sample on an education-related topic (ED 200);
5. Sign a commitment to the teacher Code of Ethics (ED 200);
6. Complete a Teacher Dispositions Self-assessment (ED 200);
7. Submit an official record of a required minimum academic aptitude test score, or
alternative GPA according to one of the Options shown below:
Options for the Scholastic Aptitude Test Requirement for TEP Admission.
Option 1: Minimum SAT 990 or ACT 20 Score
Option 2: Minimum Composite Score of 532 on Praxis I
Praxis I Score Requirements
TEST Test Code Boyce College TEP
Paper/Pencil PPST Minimum Required Score
PPST Reading 1 0710 178
PPST Writing 20720 176
PPST Mathematics 10730 178
PPST Composite Score 532
Computerized PPST
C-PPST Reading 5710 178
C-PPST Writing 5720 176
C-PPST Mathematics 5730 178
C-PPST Composite Score 532
Option 3: Maintain a cumulative GPA of 2.75 out of a 4.0 system for all course work
for 30 credit hours or more of Boyce College courses up to the time of application to
the TEP.
NOTE: For taking the Praxis tests go to www.ets.org/praxis and register to take the
Praxis I Tests. For paper-based tests taken at an ETS test Center, register online
using credit/debit card. For Praxis I Computer-based Tests call Prometric Candidate
Services at 1-800-853-6773, or call the ETS Test Center directly (test centers are
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located on the ETS website listed above) and have your credit/debit card available for
registration payment.
8. **Submit the form Application for Admission to the TEP to the instructor of ED 200.
**The Application for Admission to the TEP form is only the first step in the process
of being admitted to the TEP. During the following semester (or a subsequent
semester) after successfully completing ED 200, all requirements for formal
admission to the TEP must be met. See Stage #2 below for the list of requirements
for completing the TEP application process.
II. Stage 2: Formal Admission to the TEP - Checkpoint 1
A. Submit a formal declaration of education major in either Elementary Education P-5 or
Integrated Music Education P-12. This declaration may be submitted through the office
of the Department of Teacher Education (Rankin 203) or through the chair of the
Department of Teacher Education. (Rankin 214);
B. Prepare and submit the following documents in an organized folder to the main office
(Rankin 203) of the Department of Teacher Education:
1. A completed Application for Admission to the Teacher Education Program form. If
you did not complete this form in the ED 200 Introduction to Teacher Education, you
may acquire this form from the Teacher Education Department main office, Rankin
203 or from the Chair of the Teacher Education Department, Rankin 214.
2. All of the following documents required as Prerequisites for Admission to the TEP
(See Stage #1 above)
1) The completion of the initial level of the e-portfolio with the required artifacts
from ED 200 and ED 210. Your e-portfolio must be presented to your
academic advisor or the chair of the Department of Teacher Education for
approval. An E-Portfolio Approval form will be issued for the candidate‟s
admission file if the e-portfolio meets initial level standards;
2) An impromptu writing sample to demonstrate basic writing skills;
3) Your personal Philosophy of Education;
4) The signed commitment to the professional educator Code of Ethics;
5) A completed copy of the Thurstone Scale of Agreement (Dispositions pre-
assessment) signed by the ED 200 instructor or by the chair of the Teacher
Education Department.
6) The official record of a minimum scholastic aptitude test score or alternative
GPA (See I B 7 above)
3. A current transcript showing at least 30 credit hours of successfully completed
coursework with a cumulative GPA of 2.5 or higher, including only Boyce College
courses. Transferred credit is not included in the calculation as part of the required
GPA.
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4. An Autobiographical Sketch which highlights what led you to choose a teacher
educator major, why you wish to be a Christian schoolteacher in either a Christian or
public school, and your vision as a professional educator.
5. Three separate letters of recommendation as a candidate for the TEP, one from each
of the following
1) Your Boyce academic advisor
2) A Boyce professor
3) Your pastor or church leader where you attend or have attended church
6. A copy of the official curriculum guide sheet (curriculum contract) for your declared
education major. The guide sheet must be up-to-date, showing all completed courses,
and signed by your official academic advisor.
C. When all 6 requirements above are fulfilled, and submitted to the Teacher Education
Program main office, a TEP committee will review them and recommend to the Council
on Teacher Education (CTE) admission or denial of admission to the TEP for each
candidate who has applied. A letter of notification will be sent to each of the candidates
specifying the action of the CTE. The list of candidates who are approved for admission
to the TEP will be posted in recognition of the achievement. Candidates not approved
will also be notified of the conditions that resulted in the denial of admission to the TEP.
Denied candidates may reapply after correcting the conditions that caused the denial,
either in the remaining time of that semester or a subsequent semester. Reapplication
will follow the same procedure through the CTE as the initial application procedure.
III. Stage 3: Admission to Supervised Teaching - Checkpoint 2
NOTE: Application for admission to Supervised Teaching must be initiated and
completed in the semester immediately prior to the supervised teaching semester. For
admission to Supervised Teaching the following conditions must be met:
Previously admitted to the TEP (See Stage 2 above);
Submission of an official transcript for all coursework other than Supervised Teaching.
Failure to pass any course(s) of the semester prior to the semester of the Supervised
Teaching will disqualify the candidate for the actual supervised teaching;
Cumulative GPA 2.5 or above on a 4.0 scale. Or a GPA of 2.75 if the scholastic test
(ACT, SAT or Praxis I) is below the required level (See Stage 2, B,3)
No grades lower than “C” for all Related Content Studies and Professional Education
Studies courses;
Successful completion of all courses included in the curriculum contract for the declared
education major. No courses may be taken during the supervised teaching semester
other than Supervised Teaching; in the one week term prior to the start of the Supervised
Teaching, all teacher education majors must take the ED 430 Classroom Management
course.
Current e-portfolio with artifacts related to all ten Kentucky New Teacher Standards;
Successful completion of Clinical/Field Experience;
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Three letters of recommendation: one from the area of the student‟s major; one from a
faculty member of teacher education; one from a practicing teacher who supervised the
Field Experience for the candidate;
A current physical exam report from a current practicing physician, including a recent
tuberculin test.
Recent criminal records background check. Any person guilty of a felony cannot be a
teacher by Kentucky state law. (KRS160.380);
Proof of liability insurance coverage (Paid member of KEA-SP or other insurance);
Approval by Boyce Council on Teacher Education (CTE) to enter Supervised Teaching.
The candidate will receive the official notice of approval or denial after all requirements
as listed above are submitted during the semester prior to performing the supervised
teaching.
It is highly recommended that candidates for supervised teaching must already have a
passing score on the Praxis II and PLT tests for the candidate‟s specific major. If the
candidate has not passed these tests, the student may perform the supervised teaching, but
certification cannot be issued by the state of Kentucky until these tests are passed (For the
required minimum level scores for the Praxis II and the PLT, see your advisor for your
major area) Without these passing scores you may be approved by ACSI to teach in a
Christian school, but not be certified by the EPSB of Kentucky.
IV, Stage #4: TEP Exit - Checkpoint 3
Complete all requirements for graduation required by Academic Records.(Refer to Boyce
catalog).
Submit final score for Dispositions Questionnaire (Minimum rubric score of 3):as
evaluated by the Coordinator of Supervised Teaching.
Submit Thurstone Scale of Teacher Dispositions (Minimum rubric mean score of 2.5) as
evaluated by the Coordinator of Supervised Teaching.
Submit KTS rubric scores: Minimum aggregate mean score of 2.5
Complete Supervised Teaching with a grade no lower than “C”.
Submit the record of the Praxis II and PLT scores. With a passing score for both, a TC-
1 form may be completed for application to the KY EPSB for an endorsement or teaching
certificate in the area of the completed Boyce Teacher Education Program degree, either
Elementary Education P-5, or Music Education P-12.
Complete final requirements of the e-portfolio to include supervised teaching artifacts:
lesson plans, TWS unit of instruction, reflections on the supervised teaching experience,
and record of role in leadership in the school during supervised teaching.
Submit a written version hard copy of the Teacher Work Sample (TWS) unit of
instruction as performed during the supervised teaching semester. Required minimum
score of 75 points.
Complete exit interview with the Boyce TEP Supervised Teaching Coordinator.
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SECTION VI: THE SUPERVISED TEACHING EXPERIENCE
The culminating experience of the teacher candidate is Supervised Teaching. The supervised
teaching experience begins with the between semester one week course, ED 430 Classroom
Management. This course is the gateway to the supervised teaching experience and, as with all
Professional Education courses, it must be completed with a grade no lower than a “C”. A grade
lower than “C” would disqualify the teacher candidate from the supervised teaching assignment,
resulting in a delay of Supervised Teaching until the following semester.
In addition to the requirements to qualify for supervised teaching (Stage 3-Checkpoint 2), other
requirements must be adhered to during the actual student teaching experience in the school
assignment setting and in the seminar sessions. Strict adherence to the procedures and policies is
required. These procedures and policies are listed below:
Procedure for Student Teachers
School Placements-Once the teacher candidate has been admitted to Supervised Teaching by the
Council on Teacher Education (CTE), the candidate will be assigned a school and cooperating
teacher where the supervised teaching will be performed. In dual placements (See below for
discussion of dual placement) the student teacher will be assigned 2 different cooperating
teachers but will report to the one that the student teacher is placed with for the first half of the
semester. Notification of the assignment(s) will be issued during the ED 430 Classroom
Management course or in the first session of the Supervised Teaching seminar held during the
first week of classes for that semester. All student teacher placements will be in a public or
Christian school in the Louisville area. While a candidate may request a certain school
placement, no guarantee is given for a placement in that school. The student teacher candidate is
never to negotiate a school placement independent of the Boyce Department of Teacher
Education. All placements are ultimately the responsibility of the Boyce Department of Teacher
Education Coordinator of Supervised Teaching.
Student Teacher Seminars: Regularly scheduled seminars held in the evening on the Boyce
College campus are a vital part of the Supervised Teaching semester. A schedule of these
seminars is issued in the first seminar session of the semester as well as a schedule of the events
and assignments for each seminar. All assignments are products of the daily responsibilities of
the student teaching experience. These include a daily log of activities, plans and implementation
of the Teacher Work Sample, lesson plans, and reports on the teacher candidate‟s leadership
activities in the assigned school. Each seminar session will also include one or more responses to
questions from the Dispositions Questionnaire, as a continuous, and one of the final, measures of
teacher candidate dispositions. Seminar attendance is an absolute requirement for all student
teachers.
Student Teacher Observations/Evaluations: A minimum of 6 observations will be made by the
Boyce College Supervisor assigned to the student teacher to evaluate performance of classroom
and leadership responsibilities. The cooperating teacher(s) of the student teacher will also
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observe and write four evaluations of the student teacher‟s performance. The Boyce College
Supervisor and the cooperating teacher will both use the KTS Student Teacher Evaluation
form.(See forms in Appendix) The College Supervisor may also focus on a specific KTS and
use the rubric for that specific standard. By the completion of the student teaching experience,
all 10 KTS standards will be evaluated using the 10 rubrics for the Kentucky Teacher Standards.
A minimum aggregate mean rubric score of 2.5 is required for the 10 standards. The KTS
rubrics score is combined with the TWS unit score, the dispositions questionnaire score, the
Thurstone Scale of Dispositions score, and the grades assigned to the student teacher by the
cooperating teacher and the College Supervisor, to determine the teacher candidate‟s final grade
and performance in the Supervised Teaching course. The mean score from the aggregation of
these scores will determine the student teacher‟s final letter grade according to the following
scale: 4=A, 3=B, 2=C, 1=D. A final mean score of no lower than 2 will be required for a passing
grade for the Supervised Teaching course.
Policies for Supervised Teaching
Each teacher candidate admitted to Supervised Teaching is subject to the following polices in the
performance of the student teaching responsibilities:
1. Attend all scheduled on-campus Supervised Teaching seminars.
2. Be responsible for all expenses incurred, including transportation to the supervised
teaching school site, meals, lodging, and any incidental costs related to the
Supervised Teaching experience.
3. Meet with the cooperating teacher to deliver materials related to the Supervised
Teaching experience and to discuss student teacher responsibilities as dictated by
both the assigned school and also by Boyce College TEP policies. The student
teacher will assume any responsibilities normally performed by the cooperating
teacher and according to the determination of the cooperating teacher.
4. Be subject to the calendar and policies of the assigned school, including faculty
meetings, grade level or department meetings, planned parent meetings, school
activities, field trips with the assigned class, athletic events that the cooperating
teacher is required to attend, and other school-wide activities.
5. Strive for 100% attendance during the Supervised Teaching experience. Any
absences must be only excused absences that are either related to illness and/or
emergencies. To be classified as “Excused absence” the student teacher must notify
the school principal, the cooperating teacher, and the Boyce College Supervisor in
charge of the evaluations, prior to on no later than the start of the school day on the
morning of the day of the absence.
6. Keep a Daily Log of Student Teacher Activities. A form is provided for this purpose.
It is a state requirement for the teacher candidate to spend a minimum of 12 weeks in
the Supervised Teaching experience and to have a record of all the hours spent in the
school and the total hours of teaching performed in the classroom during the
Supervised Teaching experience. The Boyce TEP requires a minimum of 380 hours
of scheduled time to be spent in the school. The breakdown of these hours is the
following:
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a. Observation and non teaching participation: minimum of 40 hours;
b. Preparation for actual teaching: minimum of 145 hours;
c. Actual teaching hours: minimum of 145 hours;
d. Participation in leadership role: minimum of 50 hours.
The actual overall time spent in the school will exceed the required 380 hours but the
records must show the minimum of 380.
7. Develop a Teacher Work Sample (TWS) unit of instruction in collaboration with the
cooperating teacher. This TWS Unit must be a unit of a minimum of 7 consecutive
teaching lessons on a specific unit topic. The written narrative of the TWS must be
completed and submitted to the Coordinator of Supervised Teaching 2 weeks before
the end of th e Supervised Teaching experience. The planning and implementation of
the TWS Unit must follow explicitly the Boyce TEP TWS Guide (See Section III of
this Handbook for the TWS Guide).
8. Perform at least one solo week of teaching. A solo week is defined as a week of
teaching all classes (or subjects) that the cooperating teacher is responsible to teach
regularly. The time to perform the solo week is determined by the cooperating
teacher and the student teacher in collaborative planning. If the actual teaching time
for the solo week extends beyond an actual teaching week, it is acceptable and may
be required if it is necessary to maintain continuity in the teaching/learning process
for the learners. It is recommended that the solo week NOT be scheduled during the
same time as the teaching of the TWS Unit, because the TWS requires greater
attention to details and assessment and would therefore place too much demand on
the inexperienced student teacher to do both the TWS and all of the other teaching
responsibilities required during the solo week.
9. Determine the area of leadership that will be performed during the Supervised
Teaching experience and be involved in the leadership role throughout the semester
of the Supervised Teaching experience. This must be a leadership role outside the
classroom teaching responsibilities. It does not have to be originated by the student
teacher; in fact, it may be a leadership role that is performed with another teacher in
the school who is already involved in a leadership responsibility. But the student
teacher‟s role must be active, not just as an observer. Proof of the leadership
responsibility must be documented and approved by the school principal.
10. Complete the electronic portfolio development as required by the Boyce TEP.
11. Refrain from assuming the role of substitute teacher in the event of the absence of the
cooperating teacher. According to KRS 161.042 A student teacher who is jointly
assigned under agreement by a teacher education institution (e.g.Boyce College) and
a local board of education shall have the same legal status and protection as a
certified teacher employed within the school district but shall be subject to the
direction and supervision of the professional, administrative, and teaching staff of the
school district. From this legislative statement it is clear that the student teacher
“shall be subject to direction and supervision” and thus may not act as the regular
teacher in the absence of the cooperating teacher since no supervision would be
provided.
12. Dress in an appropriate and professional manner that is always in compliance of
school placement dress code.
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The Student Teacher Placement
A student teacher may be placed in either a single placement under one cooperating teacher for
the entire semester, or in a dual placement, spending half of the semester with a K-5 cooperating
teacher and the other half with a middle school or high school cooperating teacher. This is
dictated by the teacher education major. For Elementary Education P-5 teacher candidates all
placements are single placement. For the Integrated Music Education P-12 teacher candidates,
the placement will be a dual placement.
The differences in these two placements are the following:
A. The dual placement requires the student teacher to spend less time in the initial
adjustment and observation phase of the placement time. By the 2nd
week of each half of
the dual placement, the student teacher should be planning actual lessons to teach and by
the third week be teaching lessons. The onset of teaching for the single placement teacher
candidate may be later in the semester, allowing for more time for initial adjustment,
observation, and planning before actual teaching responsibilities.
B. The dual placement allows the student teacher the option of choosing which half of the
placement the TWS unit will be planned and taught. It is recommended that the student
teacher choose to do the TWS during the half of the placement when the student teacher
is most comfortable with the teaching topic and the level of the learners. For example, if
the student teacher feels more comfortable teaching the lower grades and a topic
appropriate for that level, it is recommended to do the TWS during that placement time,
as opposed to the higher grades of middle school or high school. It is also recommended
that the student teacher do the TWS in the first half of the dual placement and then use
the second half to concentrate on the narrative write-up of the TWS report. This is
because the TWS must be completed and submitted 2 weeks before the end of the
Supervised Teaching semester in order to allow for evaluation of the TWS narrative.
C. The dual placement solo week must be performed for each half of the placement.
However, the actual time of teaching a solo week may be shortened to less than an actual
5 day week of assuming the total teaching responsibilities of the cooperating teacher.
Meaning that the solo week for the student teacher of a dual placement may be only 3 or
4 days as opposed to a total 5 day week. The solo week time will be determined by the
cooperating teacher and the student teacher in collaborative planning and according to the
dictates of the curriculum and teaching schedule.
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SECTION VII: THE APPEALS PROCEDURE
A teacher candidate may be denied admission to either the TEP or to Supervised Teaching and in
such cases has the right of appeal. An appeal for reconsideration of the application for the TEP
or Supervised Teaching must be submitted to the Chair of the Department of Teacher Education
of Boyce College. The appeal will be reviewed by the CTE in an official CTE meeting. The
appeal is subject to the following standards:
The appeal…
A. must be formally submitted in writing and signed by the teacher candidate.
B. must be submitted within 15 days following the denial of admission to the TEP or to
Supervised Teaching.
C. must clearly and concisely state the reason(s) why the teacher candidate believes the
appeal should be reviewed.
D. must be based on circumstances or conditions beyond the teacher candidate‟s control
which caused the denial of admission.
E. must be submitted within 10 days after being received from the teacher candidate .
to the CTE for review.
F. must be reviewed by the CTE within 30 days from receipt of the written appeal
G. is subject to the decision of the CTE and is final for that semester.
Any teacher candidate who is denied admission to the TEP or to Supervised Teaching may
reapply in a subsequent semester, following the same procedures as set forth in the application
process.
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APPENDIX
1.10 TEP FORMS
1.11 Field and Clinical Experience Forms
AVAILABLE TIMES FOR STUDENT FIELD EXPERIENCES Teacher __________________ Course __________________ Time _______________
NAME Last, First
Desired Grade/ Subject
Available Days Times
Special Requests (Transportation needs, etc.)
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BOYCE COLLEGE TEACHER EDUCATION PROGRAM
CONFIRMATION OF 1ST VISIT
FOR FIELD EXPERIENCE Student:_____________________________________________________________________ Assigned Field Experience Time and Day(s): _______________________________________ Field Experience Assignment: All hours to be completed by week of ___________________ School: ________________________Assigned Teacher: ______________________________ Dear Field Experience Teacher: The scheduled date for the first field experience visit with you by the student listed above is _______________________________. Please sign this form below to confirm that the Boyce College student assigned to you did come for the first visit as scheduled. If the student came for the first visit on a date other than that shown above, please enter the date the student came and then sign below. Confirmation Statements: The Boyce student assigned to me for Field Experience did come for the first visit on the date shown above. Teacher Signature: ______________________________________________________ The Boyce student assigned to me for Field Experience did not come for the first visit on the date shown above. The date the student came was___________________________. Teacher Signature: ______________________________________________________
Teachers as Leaders
TO THE STUDENT: This form is to be returned to the Boyce course instructor during the class following the first field experience visit.
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FIELD EXPERIENCE LOG OF ACTIVITIES
Boyce College Department of Teacher Education
Course Prefix and Title __________________________________________________________
Field Experience hours required for this course: _______ Total FE Hours Completed ________
School Name: _____________________________ School District: _______________________
Field Experience Teacher: ____________________________ Grade Level(s): ______________
NOTE: PLEASE COMPLETE THIS FORM WITH INK PEN, NOT PENCIL
DATE TIME ACTIVITY DESCRIPTION
(Example: “Worked with a small group”)
FE TEACHER
SIGNATURE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
________________________________ ________________________________ ________
Teacher Candidate (print) Teacher Candidate Signature Date
_________________________________ ________________________________ ________
Course Instructor (print) Course Instructor Signature Date
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CLINICAL EXPERIENCE LOG OF ASSIGNMENTS
Boyce College Department of Teacher Education
Course Prefix and Title __________________________________________________________
Boyce Clinical Experience Course Instructor: ________________________________________
Directions: As you complete each of the assignments for the ED 381 Clinical Experience
course, write the name of the assignment as listed in the course syllabus on one of the lines
below. List each assignment name in the order in which you completed it. Be sure to record the
school or organization with which you worked to complete the assignment. Also, be sure to get
the contact person through whom you worked at the school or organization to record his/her
signature and phone number. The phone number is needed to contact that person in case there
are questions about the assignment. The documentation for each assignment must be attached to
this log and submitted to the course instructor for evaluation and credit.
#
Assignment Name
School or
Organization
Contact Person
(Please print and
then sign your
name)
Contact
Phone
Number
1
( )
__________
2
( )
__________
3
( )
__________
4
( )
__________
5
( )
__________
6
( )
__________
7
( )
__________
Teachers as Leaders
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1.12 Admission to TEP Forms
Boyce College Department of Teacher Education Admission to Teacher Education Program (TEP) Application
Vital Data Form
(Please, type or print)
Candidate: _______Date: _______________ Last First Middle I. Maiden
Local Address: Tel.: ________________ Street City State Zip Code
Permanent Address: Tel.:________________ Street City State Zip Code
E-mail Address: ________________________Social Security Number:__________________
Date of Birth: / / Gender: __M, __F Marital Status: ___Single, ___Married
Ethnicity (Check one):___ Non-resident Alien, ____ Black, not Hispanic Origin, ____ American Indian or Alaskan Native
___ Asian/Pacific Islander, ____ Hispanic , ____ White, not Hispanic
Classification(s) (check all that apply):
____ Freshman ____ Sophomore ____ Junior ____ Senior ____ Full-Time ____ Part-Time
____ New ____ Continuing ____ Transfer ____ Post Baccalaureate
Major Area: ___ Elementary Ed., ___ Music Ed. Academic Advisor: ______________________
Grade Point Average (GPA) .(min. 2.50 required for TEP admission): _______,
Credit Hours Completed: _______ (min. 30)
Date of Admission to Boyce College , Projected Graduation Date: ________
Letter Grade Achieved: EN 101 ; SP 105____; ED 200 ; ED 210 ;
Most Recent ACT Composite Score (min. 20):_______; OR SAT Score (min. 990) ______
OR Praxis I Composite Score (min. 532) ______
NOTE:
1. Applicants must fill out all forms completely with appropriate information.
2. ALL items on the checklist (See Checklist below) must be received by the set deadline.
3. Application packets with missing items will NOT be accepted.
4. All letters of recommendation should be sent directly to the Office of the Boyce College,
Department of Teacher Education, Rankin 203, Louisville, KY 40280
5. It is the applicant’s responsibility to ensure that all letters of recommendation are
received by the set deadline.
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I hereby apply to the Boyce College Council on Teacher Education for admission to the Teacher
Education Program (TEP). I have attached appropriate documentation as evidence that I have
achieved each of the following criteria for admission to the TEP:
1. A minimum of 30 semester credit hours successfully passed at Boyce College and
presently enrolled at Boyce as a fulltime student;
2. A completed Vital Data Form (See above).
3. Proof of academic achievement test score: ACT minimum composite score of 20; or SAT
minimum composite score of 990; or PRAXIS I minimum composite score of 532
4. A cumulative grade point average of 2.50 or above on a scale of 4.0.
5. A grade of “C” or above in the following courses:
EN 101, SP 105, ED 200, ED 210, All courses already taken in General Education and
Biblical Studies must also be a “C” grade or higher.
6. The 6 Required Documents listed in the Checklist for TEP Application (See below).
7. All Required E-Portfolio Entries listed in the Checklist for TEP Application (below)
8. Three letters of recommendation, one from each classification listed, addressed to the
Council on Teacher Education.
9. A current Curriculum Contract for my major with my academic advisor‟s signature.
I authorize Boyce College to submit confidential credentials to the Council on Teacher
Education for evaluation to determine my compliance with Boyce College standards and
regulations for admission to the Teacher Education Program. I understand that if I am admitted
to the Teacher Education Program, it is my responsibility to maintain credentials that are in
compliance with Kentucky state standards and regulations; and if I plan to teach in a state other
than Kentucky, I also have to be in compliance with that state‟s standards and regulations.
Furthermore, I certify that answers submitted are true and accurate to the best of my knowledge.
Falsified statements on this application or other documents, unsatisfactory academic progress,
failure to maintain appropriate credentials, or disciplinary action by Boyce College against me,
shall be considered sufficient cause for the Council on Teacher Education to remove me from the
Teacher Education Program and any rights and privileges related thereto.
Name (Print): _____________________________________________________
Signature: ________________________________________________________
Date: ___________________________
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Checklist for Application for Admission to the Teacher Education Program
The checklist below lists all of the requirements for admission to the Boyce Teacher Education Program. On the line
after each of the items, record the date you completed that requirement or place a check after it, and attach the
documents which verify the completion of each requirement. Please make certain that each attached document is
clearly identified for its purpose in this application process:
TEP ADMISSION REQUIREMENT
1. Academic Achievement Test Score Options (Check One and record the score): DATE
ACT _____ Comprehensive Score; _________(Required:20) -------------------------------------_____________
SAT _____ Comprehensive Score: _________ (Required: 990)----------------------------------- _____________
Praxis I ___ Comprehensive Score: _________ (Required:532) ----------------------------------- _____________
GPA Option____ GPA for 45 credit hours of Boyce College course work.
Accumulated GPA: _____________ (Required:3.0)
2. Boyce College Transcript: The Following Coursework with Minimum Grade of “C”:
EN 101 English Composition I : Final Grade=_______ Check _______
SP 105 Introduction to Public Speaking: Final Grade=_______ Check _______
ED 200 Introduction to Teacher Education: Final Grade=_______ Check _______
ED 210 Computers & Media in the Schools: Final Grade=_______ Check _______
All coursework on Curriculum Contract: minimum grade of “C” Check _______
3. Required Documents:
Philosophy of Education--------------------------------------------------------- Check _______
Analysis of INTASC Dispositions ---------------------------------------------- Check _______
Disposition Questionnaire results: Rubric Score----------------------------- Check_______
Impromptu writing sample------------------------------------------------------ Check _______
Signed copy of the professional Code of Ethics----------------------------- Check _______
A personal Autobiographical Sketch ----------------------------------------- Check _______
4. Required E-portfolio Entries
Philosophy of Education---------------------------------------------------------------- Check _______
Autobiographical Sketch --------------------------------------------------------------- Check _______
TWS Lesson Plan for a topic in your major (KTS Standard 2)-------------------- Check _______
Mail Merge ( KTS Standard 5) ------------------------------------------------------- Check _______
Microsoft Publisher Brochure (KTS Standard 8) --------------------------------- Check _______
Power Point (KTS Standard 9) ------------------------------------------------------ Check _______
Web Quest (KTS Standard 9) -------------------------------------------------------- Check _______
Grade Book (Microsoft Excel) (KTS Standard 6) -------------------------------- Check _______
5. Letters of Recommendation
Academic Advisor -------------------------------------------------------------------- Check _______
Another Boyce Professor ------------------------------------------------------------- Check _______
Pastor or Church leader --------------------------------------------------------------- Check _______
6. Updated Curriculum Contract signed by advisor (Status Sheet) Check ______
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BOYCE COLLEGE TEACHER EDUCATION PROGRAM
PROFESSIONAL CODE OF ETHICS COMMITMENT FORM Each teacher candidate of the Boyce College Teacher Education Program is required to read and accept the
Kentucky Professional Code of Ethics as written below. As part of the process to be admitted to the Boyce
TEP, please read and then sign on the designated line below to indicate your personal and professional
commitment to this code of ethics.
Professional Code of Ethics for Kentucky Certified School Personnel Certified School Personnel in the Commonwealth:
1. Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture
democratic citizenship, and safeguard the freedom to learn and to teach.
2. Shall believe in the worth and dignity of each human being and in educational opportunities for all.
3. Shall strive to uphold the responsibilities of the education profession, including the following
obligations to students, to parents, and to the education profession.
To Students
1. Shall provide students with professional education services in a non-discriminatory manner and in
consonance with the accepted best practice known to the educator.
2. Shall respect the constitutional rights of all students.
3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students.
4. Shall not use professional relationships or authority with students for personal advantage.
5. Shall keep in confidence information about students which has been obtained in the course of
professional service, unless disclosure serves professional purposes or is required by law.
6. Shall not knowingly make false or malicious statements about students or colleagues.
7. Shall refrain from subjecting students to embarrassment or disparagement.
8. Shall not engage in any sexually related behavior with a student with or without consent, but shall
maintain a professional approach with students. Sexually related behavior shall include such behaviors
as sexual jokes, sexual remarks, sexual kidding or teasing, sexual innuendo, pressure for dates or
sexual favors, inappropriate physical touching, kissing, or grabbing, rape, threats of physical harm, and
sexual assault.
To Parents
1. Shall make a reasonable effort to communicate to parents information which should be revealed in the
interest of the student.
2. Shall endeavor to understand community cultures and the diverse home environments of students.
3. Shall not knowingly distort or misrepresent facts concerning educational issues.
4. Shall distinguish between personal views and the views of the employing educational agency.
5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others.
6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for
partisan political activities.
7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment,
and shall not offer any of these to obtain special advantage.
To the Education Profession
1. Shall exemplify behaviors which maintain the dignity and integrity of the profession.
2. Shall accord just and equitable treatment to all members of the profession in the exercise of their
professional rights and responsibilities.
3. Shall keep in confidence information acquired about colleagues in the course of employment, unless
disclosure serves professional purposes or is required by law.
4. Shall not use coercive means or give special treatment in order to influence professional decisions.
5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional
preparation and legal qualifications.
6. Shall not knowingly falsify or misrepresent records of facts relating to the educator‟s own
qualifications or those of other professionals.
___________________________________________________________ ____________________ Teacher Candidate Signature Date
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1.13 Supervised Teaching Forms
Boyce College Department of Teacher Education
Admission to Supervised Teaching Vital Data Form
(Please, type or print)
Candidate: ( ) Date: _______________ Last First Middle I. Maiden
Local Address: Tel.: ________________ Street City State Zip Code
Permanent Address: Tel.:________________ Street City State Zip Code
E-mail Address: _________________________ Social Security Number:__________________
Date of Birth: / / Gender: __M, __F Marital Status: ___Single, ___Married
Ethnicity (Check one):___ Non-resident Alien, ____ Black, not Hispanic Origin, ____ American Indian or Alaskan Native
____ Asian/Pacific Islander, ____ Hispanic , ____ White, not Hispanic
Classification(s) (check all that apply):
____ Freshman ____ Sophomore ____ Junior ____ Senior ____ Full-Time ____ Part-Time
____ New ____ Continuing ____ Transfer ____ Post Baccalaureate
Major Area: ___ Elementary Ed., ___ Music Ed. Academic Advisor: ______________________
Grade Point Avg. (min. 2.50 required for Supervised Teaching Admission): _______,
Credit Hours Completed: _______ (min. 30 credit hours)
Date of Admission to Boyce College , Projected Graduation Date: ________
Letter Grade Achieved: EN 101 ; SP 105____; ED 200 ; ED 210 ;
Most Recent ACT Composite Score (min. 20):_______; OR SAT Score (min. 990) ______
OR Praxis I Composite Score (min. 532) ______
NOTE: 6. Applicants must fill out all forms completely with appropriate information.
7. ALL items on the checklist (See attached Checklist) must be received by the set deadline.
8. Application packets with missing items will NOT be accepted.
9. All letters of recommendation should be sent directly to the Office of the Boyce College,
Department of Teacher Education, Rankin 203, Louisville, KY 40280
10. It is the applicant’s responsibility to ensure that all letters of recommendation are received
by the set deadline.
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Checklist for Application for Admission to Supervised Teaching
The checklist below lists all of the requirements for admission to Supervised Teaching. On the
line after each of the items, place a check mark for each one you have completed and attach the
documents which verify the completion of each requirement. Please make certain that each
attached document is clearly identified for its purpose in this application process:
SUPERVISED TEACHING ADMISSION REQUIREMENT
Part I. Check
1. Admission to Boyce TEP
(Copy of letter of notification of admission to Boyce TEP) ------ ___________
2. Copy of Curriculum Contract: (signed by advisor)
(Showing all coursework either completed or scheduled) ------- ___________
3. Copy of official transcript:
(No grades below “C”)------------------------------------------------- ___________
4. Cumulative GPA:
(2.5 for all coursework completed at Boyce College -------------- __________
5. Current E-portfolio
(Minimum of 1 artifact for each of the 10 KTS Standards) ------ __________
6. Dispositions Assessment:
Dispositions Questionnaire and Thurstone Scale ------------------ __________
(Copy of rubric results completed in ED 200 and ED 381)
7. Physical Exam:
(Physicians report; must show results of TB test) ------------------ __________
8. Criminal Records background check
(Signed and dated form by legal authorities) ---------------------- __________
9. Liability insurance:
(Proof of membership in KEA-SP) --------------------------------- __________
10. Letters of Recommendation:
1. Faculty Member of teacher education major ------------------- __________
2. Faculty member of General Education or Biblical Studies -- __________
3. Teacher of one of the Field Experiences------------------------- __________
NOTE: Submit all of the above documents by the posted deadline date for action by the Council
on Teacher Education.
Part II.
Notification Letter for Supervised Teaching: After reviewing the documents 1-10 above, a
letter of notification will be sent to you to “accept” or “reject” your application for
Supervised Teaching from the Chair of the Boyce Department of Teacher Education. If
“Accepted” you will be automatically registered for Supervised Teaching for the next
semester. If “Rejected” you may correct any deficiency and reapply.
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I hereby apply to the Council on Teacher Education (CTE) for admission to Supervised
Teaching. I have complied with all requirements for admission to Supervised Teaching for
the (spring) (fall) semester of ______________ (year). I have attached all documentation as
listed in the above checklist as evidence that I have complied with all requirements for
admission to Supervised Teaching. I also understand that I must successfully complete the
remaining coursework for this current semester of enrollment, and must enroll for and
successfully complete the ED 430 Classroom Management with minimum grades of “C”.
I also understand the school placement I receive for Supervised Teaching is at the
discretion of the Boyce Coordinator for Supervised Teaching, according to the availability
of cooperating teachers for Supervised Teaching in the schools of Jefferson County and
surrounding areas.
Signature: ______________________________________________Date:_________________
Statement of Authorization, Qualification for Teacher Certification, and Removal from
Supervised Teaching:
I authorize Boyce College to submit confidential credentials to the Council on Teacher
Education for evaluation to determine my compliance with Boyce College standards and
Kentucky state regulations for admission to Supervised Teaching. I understand that if I am
admitted to Supervised Teaching, it is my responsibility to abide by the Code of Ethics for
professional teachers in the state of Kentucky and that I am subject to the same rules and
regulations that apply to the teachers and staff of the school where I may perform my student
teaching duties. I also understand that the state of Kentucky requires the passing of the Praxis II
and PLT tests for my endorsement area in order to apply for teaching certification in the state of
Kentucky. Furthermore, I certify that information submitted for this application to be admitted to
Supervised Teaching are true and accurate to the best of my knowledge, and that the documents
submitted are my own. I finally recognize that falsified statements on this application or on the
submitted documents, unsatisfactory academic progress, failure to maintain appropriate
credentials, failure to abide by the rules and regulations of the school where I am placed for the
student teaching, or disciplinary action by Boyce College against me, shall be considered
sufficient cause for the Council on Teacher Education to remove me from Supervised Teaching
and that I shall forfeit any rights and privileges related thereto upon my removal.
Name (Print): _____________________________________________________
Signature: ________________________________________________________
Date: ____________________________
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2.20 Assessment Instruments
2.21 KTS Teaching Observation Rubrics
Kentucky Teacher Standards Rubrics
Standard 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE
Directions: After observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then
follow directions for that level with regard to the indicators
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
fails to demonstrate a
current and sufficient
academic knowledge of
the certified content
areas to develop student
knowledge and
performance in those
areas.
No indicators performed.
The teacher candidate
demonstrates limited
academic knowledge of
the certified content
areas.
Check the indicators
below that the
candidate performed
adequately.
The teacher candidate
demonstrates sufficient
academic knowledge of the
certified content areas to
develop student knowledge
and performance in the
content areas.
Check the indicators below to
show the candidate‟s
strengths.
The teacher candidate
demonstrates exemplary
academic knowledge of the
certified content areas to
develop student knowledge
and performance in the
content areas.
The candidate performed
all indicators below.
Indicators:
_____ Communicates concepts, processes, and knowledge.
_____ Connects content to life experiences of students.
_____ Demonstrates instructional strategies that are appropriate for content and contribute to student learning.
_____ Guides students to understand content from various perspectives.
_____ Identifies and addresses students‟ misconceptions of content.
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STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION
Directions: After observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then
follow directions for that level with regard to the indicators
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
poorly designs/plans
instruction that
develops student
abilities to grow
through the instruction.
No indicators below
are performed.
The teacher candidate shows
limited ability to design/plan
instruction that develops
student abilities to grow
through the instruction.
Check the indicators below
that the candidate performed
adequately.
The teacher candidate
demonstrates sufficient
ability to design/plan
instruction that develops
student abilities to grow
through the instruction.
Check the indicators
below to show the
candidate‟s strengths.
The teacher candidate
demonstrates exemplary
ability to design/plan
instruction that develops
student abilities to grow
through the instruction.
The candidate performed
all indicators below.
Indicators:
_____ Develops significant objectives aligned with standards.
_____ Uses contextual data to design instruction relevant to students.
_____ Plans assessments to guide instruction and measure learning objectives.
_____ Plans instructional strategies and activities that address learning objectives for all students.
_____ Plans instructional strategies and activities that facilitate multiple levels of learning.
STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE
Directions: After observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then
follow directions for that level with regard to the indicators.
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
fails to create a learning
climate that supports the
development of student
abilities to grow
through the instruction
.
No indicators below are
performed.
The teacher candidate shows
limited ability to create a
learning climate that
develops student abilities to
grow through the instruction.
Check the indicators below
that the candidate performed
adequately.
The teacher candidate
demonstrates sufficient
ability to create a learning
climate that develops
student abilities to grow
through the instruction.
Check the indicators
below to show the
candidate‟s strengths.
The teacher candidate
demonstrates exemplary
ability to create a learning
climate that develops
student abilities to grow
through the instruction.
The candidate performed
all indicators below.
Indicators:
_____ Communicates high expectations.
_____ Establishes a positive learning environment.
_____ Values and supports student diversity and addresses individual needs.
_____ Fosters mutual respect between teacher and students and among students.
_____ Provides a safe environment for learning.
84
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION
Directions: After observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then
follow directions for that level with regard to the indicators.
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
fails to .introduce,
implement, manage
instruction that
develops student
abilities to grow
through the instruction.
No indicators below are
performed.
The teacher candidate shows
limited ability to introduce,
implement, manage instruction
that develops student abilities
to grow through the
instruction.
Check the indicators below
that the candidate performed
adequately.
The teacher candidate
demonstrates sufficient
ability to introduce,
implement, manage
instruction that develops
student abilities to grow
through the instruction.
Check the indicators
below to show the
candidate‟s strengths.
The teacher candidate
demonstrates exemplary
ability to introduce,
implement, manage
instruction that develops
student abilities to grow
through the instruction.
The candidate performed
all indicators below.
Indicators:
_____ Uses a variety of instructional strategies that align with learning objectives and actively engage students.
_____ Implements instruction based on diverse student needs and assessment data.
_____ Uses time effectively.
_____ Uses space and materials effectively.
_____ Implements and manages instruction in ways that facilitate higher order thinking.
STANDARD 5: THE TEACHER ASSESS AND COMMUNICATES LEARNING RESULTS
Directions: After observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then
follow directions for that level with regard to the indicators.
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher
candidate fails to .
assess learning and
communicate results
to students and
others with respect
to student growth
resulting from the
instruction.
No indicators below
are performed.
The teacher candidate shows
limited ability to assess
learning and communicate
results to students and others
with respect to student
growth resulting from the
instruction.
Check the indicators below
that the candidate performed
adequately.
The teacher candidate
demonstrates sufficient
ability to assess learning and
communicate results to
students and others with
respect to student growth
resulting from the instruction.
Check the indicators below to
show the candidate‟s
strengths.
The teacher candidate
demonstrates exemplary
ability to assess learning
and communicate results to
students and others with
respect to student
growth resulting from the
instruction.
The candidate performed
all indicators below.
Indicators:
______ Uses pre-assessments to establish baseline knowledge and skills for all students.
______ Uses formative assessments to determine each student‟s progress and guide instruction.
______ Uses summative assessments to measure student achievement.
______ Describes, analyzes, and evaluates student performance data to determine progress of individuals and
identify differences in progress among student groups.
______ Communicates learning results to students and parents that provide a clear and timely
understanding of learning progress relative to objectives.
_____ Allows opportunity for student self-assessment.
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STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
Directions: After observations of the teacher candidate in teaching lessons, or in other school situations where
technology may be used, circle one of the rubric levels. Then follow directions for that level with regard to the
indicators.
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
fails to use technology to
support instruction or to
enhance effectiveness as
a professional teacher.
No indicators below are
performed.
The teacher candidate
makes limited use of
technology to support
instruction or to enhance
effectiveness as a
professional teacher.
Check the indicators below
that the candidate performed
adequately.
The teacher candidate
demonstrates sufficient
use of technology to
support instruction or to
enhance effectiveness as a
professional teacher.
Check the indicators
below to show the
candidate‟s strengths.
The teacher candidate
demonstrates exemplary
use of technology to
support instruction or to
enhance effectiveness as a
professional teacher.
The candidate performed
all indicators below.
Indicators:
______ Uses available technology to design and plan instruction.
______ Uses available technology to implement instruction that facilitates student learning.
______ Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student
needs.
______ Uses technology to assess and communicate student learning.
______ Ensures that personal use and student use of technology are ethical and legal.
STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.
Directions: After observations of the teacher candidate in teaching lessons, or in conference with the candidate
about his/her practices in reflection, circle one of the rubric levels. Then follow directions for that level with regard
to the indicators.
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
fails to . reflect on and
evaluate specific
teaching/learning
situations and/or
programs.
No indicators below are
performed.
The teacher candidate
shows limited use of
reflecting on and evaluating
specific teaching/learning
situations and/or programs.
Check the indicators below
that the candidate performed
adequately.
The teacher candidate
demonstrates sufficient use
of reflecting on and
evaluating specific
teaching/learning situations
and/or programs. .
Check the indicators below
to show the candidate‟s
strengths.
The teacher candidate
demonstrates exemplary
use of reflecting on and
evaluating specific
teaching/learning situations
and/or programs.
The candidate performed
all indicators below.
Indicators:
______ Reflects on and accurately evaluates student learning using appropriate data.
______ Reflects on and accurately evaluates instruction practice using appropriate data.
______ Uses data to reflect on and identify areas for professional growth.
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STANDARD 8: COLLABORATES WITH COLLEAGUES AND/OR PARENTS AND/OR OTHERS
Directions: After discussion with the cooperating teacher and/or other teachers, or the school principal, circle one of
the rubric levels which best applies with regard to the candidate‟s collaboration. Then follow directions for that
level with regard to the indicators
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
fails to collaborate with
colleagues, parents, and
other agencies to
design, implement, and
support learning
programs for improved
student learning.
No indicators below are
performed.
The teacher candidate
shows limited use of
collaboration with
colleagues, parents, and
other agencies to design,
implement, and support
learning programs for
improved student learning.
Check the indicators below
that the candidate
performed adequately.
The teacher candidate
demonstrates sufficient use
of collaboration with
colleagues, parents, and
other agencies to design,
implement, and support
learning programs for
improved student learning.
Check the indicators below
to show the candidate‟s
strengths.
The teacher candidate
demonstrates exemplary
use of collaboration with
colleagues, parents, and
other agencies to design,
implement, and support
learning programs for
improved student learning.
The candidate performed
all indicators below.
Indicators:
______ Identifies students whose learning could be enhanced by collaboration.
______ Designs a plan to enhance student learning that includes all parties in the collaborative effort.
______ Implements planned activities that enhance student learning and engage all parties.
______ Analyzes data to evaluate the outcomes of collaborative efforts.
STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT
Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate‟s
implementation of a professional development plan, circle one of the rubric levels which best applies.
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
fails to . evaluate his/her
overall performance
with respect to
modeling and teaching
Kentucky‟s learning
goals, and does not
implement a
professional
development plan.
No indicators below are
performed.
The teacher candidate
shows limited use of
evaluation of his/her
overall performance with
respect to modeling and
teaching Kentucky‟s
learning goals for the
purpose of implementing a
professional development
plan.
Check the indicators below
that the candidate
performed adequately.
The teacher candidate
demonstrates sufficient use
of evaluation of his/her
overall performance with
respect to modeling and
teaching Kentucky‟s learning
goals for the purpose of,
implementing a professional
development plan.
Check the indicators below to
show the candidate‟s
strengths.
The teacher candidate
demonstrates exemplary
use of evaluation of
his/her overall
performance with respect
to modeling and teaching
Kentucky‟s learning
goals, for the purpose of
implementing a
professional development
plan.
The candidate performed
all indicators below.
Indicators:
______ Self assesses performance relative to Kentucky‟s Teacher Standards.
______ Identifies priorities for professional development based on data from self-
assessment, student performance and feedback from colleagues.
______ Designs a clear, logical professional growth plan that addresses all priority areas.
______ Shows clear evidence of professional growth and reflection on the identified priority areas and impact on
instructional effectiveness and student learning.
87
STANDARD 10: PROVIDES LEADERSHIP IN THE SCHOOL OR COMMUNITY OR PROFESSION
Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate‟s
leadership role in the school, or community, or profession, circle one of the rubric levels which best applies.
1 2 3 4
NOVICE DEVELOPING PROFICIENT DISTINGUISHED
The teacher candidate
fails to . provides
professional leadership
within the school,
community, and
education profession to
improve student learning
and well-being.
No indicators below are
performed.
The teacher candidate provides
only limited professional
leadership within the school,
community, and education
profession to improve student
learning and well-being.
Check the indicators below that
the candidate performed
adequately.
The teacher candidate
provides sufficient
professional leadership
within the school,
community, and
education profession to
improve student
learning and well-being.
Check the indicators
below to show the
candidate‟s strengths.
The teacher candidate
demonstrates exemplary
professional leadership
within the school,
community, and
education profession to
improve student learning
and well-being.
The candidate performed
all indicators below.
Indicators:
______ Identifies and selects leadership opportunities that enhance student learning and/or professional
environment of the school.
______ Develops a plan for engaging in leadership activities.
______ Implements a plan for engaging in leadership activities.
______ Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed
leadership efforts.
88
2.22 Thurstone Scales for Disposition Assessment
Thurstone Agreement Scale for Measuring Teacher Candidate Dispositions
(Student Version)
Teacher Candidate: ______________________________________ ID # ___________________
Education Major: ________________________________________
Directions: This assessment instrument is a survey of your consistency with the dispositions
indicators of the Boyce Core Standards of Expectations, that are aligned with the Kentucky
Teacher Standards, and the national INTASC (Interstate New Teacher Assessment and Support
Consortium) principles. Your responses will help you identify any beliefs/attitudes that are
contrary to expectations for teacher dispositions as set by state and national standards and which
Boyce College has adopted. Your responses will be aggregated with those of other teacher
candidates and analyzed so that we can improve our teacher preparation unit programs. The
survey should take you about 15 minutes to complete; however, give serious thought to each
statement below to determine if you agree or disagree with each one.
This is not a True/False test. Your responses should be solely based on your “beliefs”, not on the
factual nature of the statements. Therefore answer honestly about what you believe. Some of
the items will be more difficult than others, so read carefully and answer from the heart. If any
part of the statement you disagree with, then you should circle “D” for “Disagree”. If you agree
with the thought of the whole statement, then circle “A” for“ Agree”. # Item Statement
1 All children can learn. A D
2 Understanding the central concepts of my teaching subject is necessary. A D
3 Principles of learning apply to how all children learn. A D
4 I must know and use a variety of teaching strategies for effective student learning. A D
5 Use of classroom management skills is necessary for effective student learning. A D
6 A teacher is an effective communicator. A D
7 The teacher‟s day is very long so it is often too time-consuming to tailor instruction to
individual children. A D
8 The most important component of my teaching is the accuracy of the knowledge I
share, then allowing the student to apply it to his/her own everyday life. A D
9 The effective teacher not only knows the concepts of his/her discipline of teaching but
also is engaged in continuous learning and revision of that knowledge. A D
10 If I apply the knowledge of the nature of learning, and how students learn and
develop, each student can experience well-rounded development. A D
11 There are many effective instructional strategies that may be used, so trying to use a
variety of strategies is not practical for the busy teacher‟s schedule. A D
12 If I apply principles of motivation to learn, and effective classroom management, I
can create an atmosphere for active engagement in learning and student self-
motivation.
A D
13 When I give my best, most children will learn when given enough help.
A D
89
14 As a teacher I need to understand most of the general concepts and the basic
structures of the discipline (subject) I teach to be an effective teacher. A D
15 If I apply the knowledge of how children learn and develop, most children will
experience a well-rounded development: spiritual, intellectual, social, and emotional. A D
16 I must know and use a variety of teaching strategies that work best for the majority of
learners. A D
17 The most important part of creating a positive learning environment in a classroom is
using a variety of teaching A D
18 If I know and apply effective communication skills and techniques, I can promote
active learning for most of my students. A D
19 Planning for instruction is important for the teacher who has not had experience of
writing lesson plans over the years. A D
20 Effective instruction always involves assessment. A D
21 As a teacher I must practice reflective self-evaluation skills for my own professional
continuous improvement. A D
22 The effective teacher must practice collaboration to support student learning. A D
23 Every teacher is a leader. A D
24 Use of technology is a vital part of the teaching profession. A D
25 Formal standardized testing is necessary and beneficial in the overall process of
assessment. A D
26 I believe a teacher should regularly be engaged in both long-term and short-term
planning. A D
27 I believe a teacher should be committed to reflection about his/her teaching, to
assessment as a necessity for effective teaching, and to personal learning as an
ongoing process.
A D
28 Using my knowledge of effective verbal, non-verbal, and media communication
techniques will lead to active student involvement in the learning process. A D
29 Lesson planning requires knowledge of the students, the subject matter, the
community, as well as the curriculum goals. A D
30 If I use both formal and informal assessment techniques, I can better evaluate and
ensure the students‟ overall learning growth. A D
31 Without the application of assessment in the instructional process teaching is
ineffective. A D
32 If I expect to grow as a professional teacher, I must continually evaluate the effects of
my choices as a teacher. A D
33 Student learning and well-being is supported by teachers who practice collaboration
with colleagues, parents, and even agencies of the community. A D
34 The effective teacher is open to new ideas in the school. A D
35 As a teacher I must use media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom. A D
36 I believe that all children can learn at high levels. A D
37 Daily planning for instruction is important for most teachers A D
38 The need to plan for instruction is dependent on how knowledgeable the teacher is in
the subject or discipline of teaching. A D
39 An understanding and use of assessment strategies in the instructional process
promotes learning for the learners who are lagging behind, and helps the teacher
gauge the effectiveness of the teaching.
A D
90
40 A beginning teacher must practice reflective self-evaluation of his/her teaching until
he/she masters the art and science of teaching. A D
41 Fostering relationships with professional colleagues is what collaboration is about. A D
42 Because of the teacher‟s responsibility to focus on the students‟ learning, participation
in leadership roles must be limited. A D
43 Effective teachers as leaders are usually creative problem solvers. A D
44 Technology can be used in the planning, delivery, analysis, and assessment of
learning and instruction. A D
45 In terms of mastery of the knowledge in my discipline of teaching, I will gain that
mastery through years of experience in teaching. A D
Raw Score: ________ of 45 Possible
2.23 Dispositions Questionnaire
Dispositions Questionnaire Master Table
The questions below are used in the intermediate and final dispositions assessment of Boyce teacher candidates. Each question is aligned with one of the INTASC principles, the Kentucky Teacher Standards (Initial Level), and the Boyce Core Standards of Expectations (BCSE) as indicated by the identification number in the first column of the table. During the seminar meetings of the ED 381 Clinical Experience course, and later during the seminar sessions of the Supervised Teaching semester, the questions are administered for the teacher candidates to respond in writing. The student’s response is evaluated according to the rubric as shown beneath each question. Possible evidence for evaluating each level of the rubric is indicated in the boxes for each level. The teacher candidate is assigned a score from the rubric for each standard and a holistic score for “Teacher Dispositions” which is the sum of all of the rubric scores divided by 12 to derive a “Mean Dispositions Score”. Purpose and uses of the Dispositions Questionnaire: The results of the Dispositions Questionnaire are used to assess each teacher candidate’s dispositions as a professional beginning teacher by the recognized standards (KTS, INTASC, BCSE). When each candidate exits the Boyce TEP, he/she is expected to achieve the rubric level of “On Target” or a numeric score of 3 for each of the 12 standards. The final evaluation for the student teaching experience will be affected by the student’s Mean Dispositions Score. The expected mean dispositions score is a minimum of 2.5. Patterns of student responses will also be used to determine strengths and weaknesses of the overall Boyce TEP. Where dispositions appear consistently weak over aggregated scores of any of the dispositions, the Boyce TEP will be reviewed for possible revision.
91
Aligned Standards Disposition Question for Pursuit of Knowledge (Candidate values the need to grow in knowledge as an end in itself)
INTASC-1, KTS-1, BCSE-1
Select a central concept of your teaching discipline. If you will be teaching several subjects, such as in elementary grades, choose any one subject you will be teaching. Then list at least 5 central concepts that are important in the teaching of the knowledge or skills of that discipline. Finally, tell why each one of the listed concepts is important for students to learn for that subject area.
Rationale: If the teacher candidate has not pursued knowledge in his/her studies, the assumption is made for this question that the student will be shallow in conceptual understanding of the subject area, and be unaware of the central concepts of the teaching discipline.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Demonstrates a grasp of the central concepts of the teaching area and of the possible methods for teaching the concepts. Knows the subject; has been committed to the pursuit of knowledge in the teaching discipline.
The candidate is below target for the disposition: Weak in the knowledge of the subject and central concepts of the subject. Knows some major concepts; knows why some are major, but others not central to the subject. Has been only average in the pursuit of knowledge as a student.
The candidate is off-target for the disposition: Concepts listed are not central to the subject, or has not listed any or less than 5. Does not take study seriously or has a poor grasp of the subject; has not been committed to the pursuit of knowledge in the teaching discipline.
Aligned Standards
Disposition Question for Understanding How Children Learn (Candidate values the need to understand what is known about the way learning occurs)
INTASC-2, KTS-1,2,3
BCSE-2
Vygotsky presents the learning concept that there is a “zone of proximal development” for individual learners. First, describe what he means by this “zone”. Then give an example of a learner who is in this zone, with reference to a specific learning skill or concept. Finally, tell how you think the learner should be taught to move from that “zone” to the next higher level of learning for that skill or concept. Be specific about the teaching method or strategy that you would use. In addition to Vygotsky’s ideas about learning, describe at least one other learning theory you are familiar with about how children learn. Then cite recognized teaching methods to illustrate how this theory is applied to help children learn.
Rationale: If the teacher candidate knows that learning transpires in definite ways, he/she will seek to understand what knowledge is available about learning theory and will be attempting to apply the theories with actual teaching methods that use recognized learning theory.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Understands Vygotsky, and knows other learning theory as well. Fully appreciates the need to understand how learning transpires and what teaching methods apply the theory or theories.
The candidate is below target for the disposition: Has some grasp of Vygotsky but not clear in its application to teaching practice; knows some learning theory but vaguely, and recognizes the connection between a teaching method and how children learn.
The candidate is off-target for the disposition: Not aware of Vygotsky or other theories of learning; hence, has little or no knowledge of how children learn.
92
Aligned Standards
Disposition Question for Awareness of Diversity (Candidate is aware of the diverse nature within and between learners)
INTASC-3, KTS-1,2,3,4
BCSE-3
“Children differ in the way they learn”…Explain why this statement is or is not true using your awareness and knowledge of diverse learning modalities and of developmental psychology. Then explain how you would use the concept of differentiated instruction to meet the diverse learning needs of a classroom of learners.
Rationale: If the candidate is aware that not all children learn the same way and within the same time period, he/she will be able to discuss the different modalities of learning and that some children cognitively develop earlier than others. The candidate will also recognize that emotional and social development affects learning.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Understands different modalities (visual, auditory, psycho-motor) of learning; is aware of the effects of child development (cognitively, emotionally, socially, spiritually) on learning and knows the need to differentiate instruction because of these differences.
The candidate is below target for the disposition: Knows that children differ in their learning but is not sure why that is true; vague on the specifics of learning modalities and of developmental levels and rates. Does not clearly relate the different areas of development (cognitive, emotional, social, spiritual) to learning growth.
The candidate is off-target for the disposition: May not believe that learning is much different from learner to learner and has little or no understanding of the different modalities of learning nor of the differences in development that affect learning.
Aligned Standards
Disposition Question for the Need to Use a Variety of Instructional Strategies. (Candidate values the use of a variety of teaching strategies to meet the diverse needs of the learners)
INTASC-4, KTS-1
BCSE-4
Explain why it is important for teachers at all grade levels to have understanding of and use a wide variety of teaching strategies. Then describe a classroom learning situation that would demand that you use a variety of instructional strategies to allow all the students to learn to their maximum capacity. Finally, tell what specific methods or strategies (by name) you would use to get the best learning results.
Rationale: If the teacher candidate does not see the connection between the learning modalities (learning styles) and needs of the students for critical thinking, problem solving, and different performance skills, and specific teaching strategies, he/she will not understand the necessity of knowing and using a variety of teaching strategies. Knowing different instructional strategies is part of the disposition because they do see the need to learn as many strategies as possible for use to connect to the different learning modalities when needed.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Knows that the diverse learning modalities and needs of students for critical thinking, problem solving, and performance skills require knowledge and use of a variety of teaching strategies; knows specific strategies to use that would appeal to the different modalities and meet the needs.
The candidate is below target for this disposition: Has some knowledge of the diversity of learning modalities and needs of the learners for critical thinking, problem solving, and
performance skills, but does not
connect the teaching strategies to the learning modalities and needs.
The candidate is off-target for the disposition: Has little or no knowledge of the student needs for critical thinking, problem solving, or performance skills and makes no connection of the diverse learning modalities and needs of the learners to the instructional strategies appropriate to meet the needs and appeal to the learning modalities.
93
Aligned Standards
Disposition Question for the Value of Motivation and Atmosphere for Learning (Candidate believes motivational strategies are necessary for creating a positive learning atmosphere)
INTASC-5, KTS-3
BCSE-5
Explain what you believe is meant by “creating a community of learners”. Then describe important principles of classroom management that will enhance the learning atmosphere and lead to a “community of learners” under your teaching.
Rationale: If the teacher candidate values the principles of individual and group motivation and behavior, he/she will see the need to create a community of learners who are socially interactive, actively engaged, and self-motivated.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Describes principles of classroom management that enhance individual and group motivation and behavior to create a learning atmosphere of a community of learners that encourages positive interaction, active engagement and self-motivation; sees the classroom as an interactive community of learners who are individually engaged and self-motivated.
The candidate is below target for the disposition: Knows that the classroom environment does have an effect on the students’ learning but does not reveal much knowledge about the principles of classroom management that create a community of learners who are interactive, actively engaged and self-motivated.
The candidate is off-target for the disposition: Does not understand how to create an atmosphere that promotes individual and group motivation and behavior; and does not reveal knowledge of classroom management that would create a community of learners.
Aligned Standards
Disposition Question for the Value of Communication Skills for Teaching Effectiveness
(Candidate believes the ability to communicate in various ways is important for effective teaching)
INTASC-6, KTS-1, 3 BCSE-6
Explain why communication is such a vital component for effective teaching and learning. In your explanation discuss the different ways to communicate in order to create active inquiry, collaboration, and supportive interaction in the classroom.
Rationale: If the teacher candidate recognizes the value of all the different modes of communication for teaching effectiveness, he/she will present a full range of communication techniques, to include verbal, non-verbal, and media for use in teaching to foster active inquiry, collaboration, and supportive interaction in the classroom.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET The candidate is on target for the disposition: Recognizes fully the vital role of the use of all forms of communication techniques; Specifically refers to verbal, non-verbal, and media techniques to foster student learning.
The candidate is below target for the disposition: Recognizes the value of communication techniques for student learning, but fails to understand the full range of verbal, non-verbal, and media techniques that must be used for effective teaching; cites some forms, but not all that are available.
The candidate is off-target for the disposition: Fails to see the value of communication techniques for student learning; may know communication is needed in the classroom but does not go beyond the verbal communication techniques to include non-verbal and media.
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Aligned Standards
Disposition Question for the Value of Planning and Organization (Candidate values planning and organization as a vital teaching skill)
INTASC-7, KTS-1, 2 BCSE-7
Describe your general habits of study and organization. In your description relate the methods you habitually use in your study, being sure to include time allocations for different subjects of study, place of study, and specific techniques you have found are helpful in promoting maximum learning for you. Also, cite specific evidence that you have the habit of planning for things in general in your life on a daily basis or at least on a weekly basis. Finally, tell how your personal habits of study, organization, and planning will affect your role as a teacher.
Rationale: If the teacher candidate has fostered personal habits of study, organization, and planning, these habits will carry over to value study, organization, and planning in his/her professional teaching career.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Has developed personal habits of study, organization, and planning that will be easily transferred to the need for these in the teaching profession. Recognizes the sacrifice of time and effort to study, organize, and plan to be a successful professional teacher.
The candidate is below target for the disposition: Has some habits of study, organization, and planning, but has not cultivated them as a way of life. Knows that teachers must be organized and plan but fails to see the connection between personal habits and the transfer to the teaching profession.
The candidate is off-target for the disposition: Has not developed habits of study, organization, and planning in any consistent way. Cannot relate these habits to the same habits in the teaching profession.
Aligned Standards
Disposition Question for the Value of Assessment in the Instructional Process (Candidate values assessment as a central component of effective teaching and learning)
INTASC-8, KTS-4,5 BCSE-8
What is the role of assessment in the teaching/learning process? In your answer, first give a clear definition of assessment, then tell how you will use assessment in your own teaching. Finally, tell the basic purpose of all assessment strategies.
Rationale: If the teacher candidate cannot connect the need to assess as a continual process of teaching, and does not understand that assessment is more than determination of a final grade at the end of instruction, he/she will be unable to recognize the full range of the contexts of assessment (the individual learner, the school, the community, and the match between the performance goals and where the learner presently is), and will fail to connect assessment to performance goals of the instructional process.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Clearly defines and understands the role of assessment in the teaching/learning process. Sees the full range of assessment as pre-assessment, formative assessment, and post assessment and the uses of each. Connects assessment clearly to the performance objective(s) of the instruction
The candidate is below target for the disposition: Defines assessment but does not fully grasp the continuous role of assessment in the instructional process. May include some of the components of pre-assessment, formative assessment, and/or post assessment, but does not see the total value of each and all together. Makes little or no connection between assessment and the performance objective(s) of the instruction.
The candidate is off-target for the disposition: Has no clear or meaningful definition of assessment other than for “grades”. Does not see assessment as continuous with pre-assessment, formative assessment, and post assessment. Does not connect the performance objective(s) to assessment.
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Aligned Standards
Disposition Question for the Need for Collaboration for Teacher Improvement (Candidate values the need for collaboration with others for meeting the needs of learners)
INTASC-10, KTS-6
BCSE-10
In your classroom of students, you are having a consistent behavior problem with a certain student. The student is under another teacher for part of the day so you do not have to contend with the problem all day, but it is becoming a major source of distraction to your teaching and to the other students. Thus far you have attempted to correct the misbehavior during your teaching time but it continues to reoccur even after repeated attempts to discipline the student during a single teaching lesson. Describe what action you would take in an attempt to stop the student’s disruptive misbehavior. Be specific in the steps you would take and how you would deal with this problem.
Rationale: If the teacher candidate recognizes that the personal attempts to deal with the misbehavior have failed, he/she will seek help through collaboration and conferring with other professionals or even with the parents or guardians.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Recognizes the need to seek help from others by way of collaboration with either other teachers, parents, or even by engaging other students. Knows that collaboration is not admitting failure but that others have valuable insights to offer that may benefit.
The candidate is below target for the disposition: Hints at the possibility of seeking help from others, but does not naturally see collaboration as a viable solution. Tends to be too independent of others and thus is not a collaborator, especially if the situation may not be so desperate.
The candidate is off-target for the disposition: Sees the situation as one he/she must deal with alone. Does not remotely refer to seeking any outside help thus does not tend to be a collaborative teacher.
Aligned Standards
Disposition Question for the Value of Reflection for Improvement of Teaching (Candidate values reflection as a vital practice for growth and effectiveness in teaching)
INTASC-9, KTS-5, 7 BCSE-9
Tell about a particular success or failure you have experienced in your own personal life. In the aftermath of the experience what did you do in order to assure that you would or would not do the same things again, if similar circumstances arose for you. Do you think you learned anything valuable from your experience? Tell why or why not. Explain how the answer to this question relates to your professional improvement as a teacher?
Rationale: If the teacher candidate has formed habits of reflecting about the successes and/or failures in the experiences of life, the candidate will transfer that habit to the teaching profession successes and/or failures and will grow professionally as a result.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Has practiced habits of reflection through experiences in life that resulted in actions to change or maintain certain behavior. Knows that reflection is a value that has benefitted personal growth. Clearly sees the need to be reflective for professional growth as a teacher.
The candidate is below target for the disposition: Has understood the need to be reflective some time but it has not formed as a habit. Has experienced growth through some reflective behavior. Does not see the necessity of making reflection a vital habit in the teaching profession but will use it sometimes.
The candidate is off-target for the disposition: Has not practiced reflection much at all and in fact may see it as an unnecessary activity with no benefit for growth through the use of it. Does not see using it to any advantage in the teaching profession.
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Aligned Standards
Disposition Question for the Attitude of Servant Leadership (Candidate has an attitude of serving others as the basis for leadership as a teacher)
INTASC-11, KTS-8, 10
BCSE-9
You are about to begin your second year of teaching and you have begun to think about what your major purpose for being a teacher should be and how that purpose would affect your overall activities as a teacher. Describe what you decide about your purpose for being a teacher. You have also been asked to serve as the director of a program to get some parents more involved in the daily teaching activities as aides or assistants in the classrooms of all teachers in your school building. How do you think this responsibility would fit your determined “purpose for being a teacher”? Tell what you decide to do with this request to take responsibility outside the classroom.
Rationale: If the teacher candidate does not see the purpose of teaching in the context of being a servant and leader in the school and community where he/she teaches, the idea of taking advantage of the opportunity to serve the school and community outside the classroom will be negative or a distraction to the profession as a “teacher” in the classroom.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: States that the role of a teacher is primarily as a servant and leader in the school and community. Does not perceive the role of ”teacher” as confined to the classroom, but does see the classroom teaching as part of her role as servant and leader. Sees the servant and leader role beginning with serving and leading the children in the classroom but extending to the school and community.
The candidate is below target for the disposition: Does not see the purpose of being a teacher as being a servant or leader outside the classroom. Agrees reluctantly to the responsibility of getting involved outside the classroom, but does not see this as a role of the need to serve or be a leader in the school or community.
The candidate is off-target for the disposition: Makes no reference to being a servant or leader as part of the purpose for being a teacher. Disagrees with taking any responsibility outside the classroom because it would interfere with the role of classroom teaching. Does not see teaching as related to leadership or service in or outside the classroom.
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Aligned Standards
Disposition Question for the Value of the Use of Technology for Learning (Candidate knows technology must be used appropriately in the advancement of learning in schools)
INTASC-6, KTS-9
BCSE12
You are aware that technology has a major influence and impact on your students outside the school in their daily lives. You have observed that very little prodding is necessary to get students to use the available technology in their personal lives. However, you do not see much use of technology in the actual learning process on a day-to-day basis in the schools. Describe your reactions to this disparity between the use of technology in and outside the schools. Do you believe it is impractical to make much use of technology in schools or do you believe it needs to be used to a greater extent? Tell how you plan to use technology in your own teaching. Be specific in your answer, either because you support more technology use or because you believe it is not so useful or is often impractical.
Rationale: If the teacher candidate believes in the value of technology in the planning, delivery, analysis, and assessment of leaning, he/she will take the position that all forms of technology have their strategic use and that efforts should be made to bring technology into the school setting whenever it can make learning more effective and to enhance the overall functions of the school and teacher.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Perceives that technology has a wider use in schools than is presently being used. Applies technology to planning, delivery of instruction, analysis of learning results, and assessment of learning, and even applies it to the school as a whole. Sees technology as more than just stand-alone computer use.
The candidate is below target for the disposition: Thinks that technology has its place in teaching but depicts it as limited to the classroom, not the whole of the school operations, or vice-a-versa. Thinks technology is limited to computers in the classroom or school, not other forms of technology
The candidate is off-target for the disposition: Thinks technology should be limited in its use to what the teacher can do with it to make teaching easier. Sees no real learning advantage for students to use technology;
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2.24 KTS Student Teacher Evaluation Form
Boyce College
Department of Teacher Education
KTS Student Teacher Evaluation Form
PURPOSE OF THIS FORM: This form is to be used as the final evaluation for the student teacher. From the results of evaluation
observations using the KTS Teacher Observation Rubrics, complete each of the KTS evaluations below. All 10 standards must
have an evaluation; however, if you are unable to evaluate the teacher candidate on any particular indicator, please use the “NA”,
meaning “Not Assessed” or not observed. The use of the “NA” must be used sparingly since it is desired to assess the teacher
candidate on as many of the indicators as possible. The 10 standards below cover the important knowledge and skills that the
Boyce Teacher Education Program desires for its teacher candidates to demonstrate during the Supervised Teaching experience.
Guidelines for Assigning the Final Grade:
A: Candidate is Distinguished on most of the Standards evaluations on this form and is not below Proficient on any of the
Standards. The Dispositions Questionnaire and the Thurstone Scale of Teacher Dispositions is no lower than a 2.5 mean
score out of the possible 3.0.
B: Candidate is about equally Distinguished and Proficient on all of the Standards of this form. The Dispositions Questionnaire
and the Thurstone Scale of Teacher Dispositions is no lower than a 2.5 mean score out of the possible 3.0.
C: Candidate is Proficient on most of the Standards (more than 6) and is not below Developing on any other Standard. The
Dispositions Questionnaire and the Thurstone Scale of Teacher Dispositions is no lower than a 2.0 mean score out of the
possible 3.0.
F: If the teacher candidate does not meet the requirements for any of the three grade categories above, the teacher candidate has
not passed Student Teaching and must repeat the Supervised Teaching in a future semester.
The Teacher Candidate’s FINAL GRADE: ________(The grade assigned MUST match the above criteria for that grade)
PLEASE SUBMIT THIS FORM WITH THE GRADE RECORDED TO THE COORDINATOR OF SUPERVISED
TEACHING BEFORE THE BEGINNING OF THE FINAL EXAM WEEK.
STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE (BCSE #1 & #2)
1.1 Communicates concepts, processes, and knowledge O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
1.2 Connects content to life experiences of students. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
1.3 Demonstrates instructional strategies that are appropriate for
content and contributes to student learning.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
1.4 Guides students to understand content from various
perspectives.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
1.5 Identifies and addresses students’ misconceptions of content O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 1 Performance O Distinguished O Proficient O Developing O Novice
STUDENT NAME _________________________________________________ BOYCE STUDENT ID# _____________
YEAR: ______ SEMESTER: ____ Fall ____ Spring ST MAJOR ____ Elem.Ed. ____ Music Ed. ____
PLACEMENT TYPE ____ Single ____ Dual PLACEMENT GR. LEVEL: ____
PLACEMENT SCHOOL: _________________________PLACEMENT SCHOOL DISTRICT: ___________________
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STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION (BCSE #2, #3, #7))
2.1 Develops significant objectives aligned with standards O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
2.2 Uses contextual data to design instruction relevant to
students.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
2.3 Plans assessments to guide instruction and measure learning
objectives.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
2.4 Plans instructional strategies that address learning objectives
for all students.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
2.5 Plans instructional strategies and activities that facilitate
multiple levels of learning.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 2 Performance O Distinguished O Proficient O Developing O Novice
STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE (BCSE #2, #3, #5, #6)
3.1 Communicates high expectations. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
3.2 Establishes a positive learning environment O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
3.3 Values and supports student diversity and addresses
individual needs.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
3.4 Fosters mutual respect between teacher and students and
among students.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
3.5 Provides a safe environment for learning O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 3 Performance O Distinguished O Proficient O Developing O Novice
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION (BCSE #3, #8)
STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS (BCSE #8, #9)
STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY (BCSE #10)
4.1 Uses a variety of instructional strategies that align with
learning objectives and actively engage students.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
4.2 Implements instruction based on diverse student needs and
assessment data.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
4.3 Uses time effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
4.4 Uses space and materials effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
4.5 Implements and manages instruction in ways that facilitate
higher order thinking.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 4 Performance O Distinguished O Proficient O Developing O Novice
5.1 Uses pre-assessments O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.2 Uses formative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.3 Uses summative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.4 Describes, analyzes, and evaluates student performance data. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.5 Communicates learning results to students and parents. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.6 Allows opportunity for student self-assessment. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 5 Performance O Distinguished O Proficient O Developing O Novice
6.1 Uses available technology to design and plan instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
6.2 Uses available technology to implement instruction that
facilitates student learning
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
6.3 Integrates student use of available technology into instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
6.4 Uses available technology to assess and communicate student
learning.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
6.5 Demonstrates ethical and legal use of technology. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 6 Performance O Distinguished O Proficient O Developing O Novice
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STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING (BCSE #9)
7.1 Uses data to reflect and evaluate student learning. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
7.2 Uses data to reflect on and evaluate instructional practice. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
7.3 Uses data to reflect on and identify areas for professional
growth
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 7 Performance O Distinguished O Proficient O Developing O Novice
STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS (BCSE #11)
STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT (BCSE #12)
STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION (BCSE #11)
8.1 Identifies students whose learning could be enhanced by
collaboration.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
8.2 Designs a plan to enhance student learning using all parties in
collaboration.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
8.3 Implements planned activities to enhance student learning and
engage all parties.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
8.4 Analyzes data to evaluate the outcomes of collaborative efforts. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 8 Performance O Distinguished O Proficient O Developing O Novice
9.1 Self assesses performance relative to Kentucky’s Teacher
Standards
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
9.2 Identifies priorities for professional development based on data
from self-assessment, student performance and feedback from
colleagues.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
9.3 Designs a professional growth plan that addresses identified
priorities.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
9.4 Shows evidence of professional growth and reflection on the
identified priority areas and impact on instructional
effectiveness and student learning.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 9 Performance O Distinguished O Proficient O Developing O Novice
10.1 Identifies leadership opportunities that enhance student
learning and/or professional environment of the school.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
10.2 Develops a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
10.3 Implements a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
10.4 Analyzes data to evaluate the results of planned and executed
leadership efforts.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 10 Performance O Distinguished O Proficient O Developing O Novice
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