EDUCATION DEPARTMENT - University of the Cumberlands€¦ · MAT Student Teaching/Clinical ......

Updated 01/12/2013

EDUCATION DEPARTMENT

Conceptual

Evaluative Communicative

Strategic

Graduate Education Handbook

2014-2015

University of the Cumberlands


Table of Contents

Introduction..................................................................................................................................... 4

Welcome ......................................................................................................................................... 7

Program/Candidate Assessment.................................................................................................... 10

Field Experience ........................................................................................................................... 10

Program Checklists ....................................................................................................................... 20

Master of Arts in Education Checklist .......................................................................................... 22

Educational Specialist Degree (Ed.S) Checklist ........................................................................... 25

Master of Arts in Education Teacher Leader Checklist ................. Error! Bookmark not defined.

Program Information ..................................................................................................................... 28

Directions for Administrative Clinical Professional Experience for Principal (ADOL 664) Error!

Bookmark not defined.

Praxis Test & Internship Program ................................................................................................. 32

Academic Dishonesty Policy ........................................................................................................ 32

Candidate Grievance ..................................................................................................................... 33

Individual Action Plan .................................................................................................................. 34

Appendix – Forms & Standards .................................................................................................... 35

Interstate School Leader’s Licensure Consortium Standards for School Leaders ........................ 36

TSSA ............................................................................................................................................. 37

Kentucky Teacher Standards ........................................................................................................ 38

University of the Cumberlands Standards .................................................................................... 43

American School Counselors’ Association (ASCA) .................................................................... 44

Kentucky Standards for Guidance Counseling Programs ............................................................. 48

Rubric for School Counselor Portfolio Assessment ...................... Error! Bookmark not defined.

Candidate: ...................................................................................... Error! Bookmark not defined.

Reviewer: ....................................................................................... Error! Bookmark not defined.

Rubric for Teacher Leader Exit Portfolio ..................................................................................... 56

Candidate: ..................................................................................................................................... 56

Reviewer: ...................................................................................................................................... 56

Dispositions Survey ...................................................................................................................... 58

Dispositions Reporting.................................................................................................................. 58

Individual Action Plan .................................................................................................................. 59



Permission Form for Field Placement........................................................................................... 60

MAT Student Teaching/Clinical Professional Experience Application ....................................... 62

Application for Administrative Clinical Professional Experience................................................ 64

Application for Comprehensive Exam.......................................................................................... 65

Professional Code of Ethics for Kentucky School Personnel ....................................................... 66

Field Experience Reporting/Timesheet ......................................................................................... 68

Field Experience Evaluation ......................................................................................................... 70

Lesson Plan Format “KTIP PLUS” ............................................................................................ 72

Advanced Program Graduate Survey............................................................................................ 74

Kentucky Teacher Internship Program Intern Performance Record............................................. 75

Multicultural/Diversity Experiences Summary Form ................................................................... 87

Declaration of Understanding ....................................................................................................... 88

Graduation Application ................................................................................................................. 89

University of the Cumberlands Graduate Education Handbook 8/28/2014


Introduction

The Graduate Education Program at University of the Cumberlands is dedicated to preparing initial

and advanced certification teachers, counselors, and administrative leaders with the knowledge, skills,

and dispositions necessary to positively impact learning of all students and to close the achievement

gaps existing in today’s schools. The following information from the Conceptual Framework explains

the dedication of the Unit (Education Department).

The University Mission states:

University of the Cumberlands has historically served students primarily, but not exclusively, from the beautiful mountain

regions of Kentucky, Tennessee, West Virginia, Virginia, Georgia, North Carolina, South Carolina, Ohio and Alabama which

have traditionally been described as Appalachia. The University's impact can be seen in the achievements of its graduates

who have assumed roles of leadership in this region and throughout the nation.

While located in the resort like area of Appalachia, with emphasis primarily on serving the beautiful mountain area, the

University now reaches into every state and around the world through its student body and alumni.

UC continues to offer promising students of all backgrounds a broad-based liberal arts program enriched with Christian

values. The University strives for excellence in all of its endeavors and expects from students a similar dedication to this

pursuit. Its commitment to a strong academic program is joined with a commitment to a strong work ethic. UC encourages

students to think critically and creatively so that they may better prepare themselves for lives of responsible service and

leadership. This focus of its undergraduate programs is extended and extrapolated into its graduate programs. These

programs prepare professionals to be servant-leaders in their disciplines and communities, linking research with practice

and knowledge with ethical decision-making in the pursuit of the life-more-abundant for both the individual and society.

The Unit (Education Department) supports the University’s goal to provide learning experiences that

enable graduates to become leaders in ethical deliberation and to use their reflective-critical thinking

and problem-solving skills to become productive members of a democratic society. Both the

undergraduate and graduate programs are based on best practices, and are designed to prepare

candidates to be Reflective Constructors of Quality Learning Experiences through Critical Thinking.

This theme from the Conceptual Framework guides all Unit processes.

Reflective- basing reflections on student assessment data

Constructors- designing lessons based on students’ existing knowledge and skills; basing instruction on

contextual information; actively engaging students in the learning process; enabling students to connect

learning to their own lives

Quality- consistently improving instruction based on student assessment data, feedback from peers and

supervisors, and self-evaluations

Critical Thinking- demonstrating the higher level cognitive processes in the planning, implementation,

and evaluation processes; providing students with opportunities to think at higher levels (Depth of

Knowledge levels 2, 3, 4)

The Education Department’s Mission from the Conceptual Framework states:

The Unit will provide strong initial and advanced academic programs to teacher candidates and other school personnel that

instill in them a commitment to a strong work ethic and prepare them for lives committed to excellence, professional integrity,

and leadership that will impact student learning. By being Reflective Constructors of Quality Learning Experiences through

Critical Thinking, graduates will possess the knowledge, skills, dispositions and spiritual values that will serve the needs of a

diverse learning community.



The Education Department’s Vision from the Conceptual Framework states: The Unit will prepare teacher candidates and other school personnel to be Reflective Constructors of Quality Learning

Experiences through Critical Thinking and subsequently provide them with academic and practical experiences. Graduates

will possess well-developed philosophies that will reflect conceptual, strategic, evaluative, and communicative knowledge as

well as an understanding of technology that will help them meet the needs of diverse populations.

During coursework and assessments, candidates are required to demonstrate their conceptual, strategic,

evaluative, and communicative knowledge. Conceptual Knowledge is foundational in nature and

emphasizes the necessary planning and pedagogy that will assist candidates in becoming effective

educators. Strategic Knowledge is gained when candidates learn content and integrate this content

knowledge into instruction and supervision. Strategic Knowledge can be referred to as intentional

actions selected to achieve specific goals. Evaluative Knowledge concentrates on the further integration

of knowledge as well as reflection and assessment. Lastly, Communicative Knowledge represents a

culmination of previous knowledge into actual instruction. Thus, candidates communicate what they

have learned in the form of effective classroom instruction or supervision.

Dispositions

Dispositions are a teacher’s beliefs and attitudes that influence behaviors and interactions with students,

parents, colleagues, and others. The Unit has chosen critical dispositions of caring, a strong work ethic,

critical and creative thinking, and a commitment to excellence and professional integrity as those to be

exemplified in University of the Cumberlands candidates. Each of the four dispositions are assessed as

candidates demonstrate the following habits and behaviors at each program checkpoint.

Strong Work Ethic Critical & Creative Thinking

Has high expectations for self Is flexible

Is dependable Provides for all learners

Is timely in completing responsibilities Expresses thoughts and ideas clearly

Is a self-starter; takes initiative Demonstrates ability to problem solve

Caring Commitment to Excellence/KY Code of Ethics

Has a positive attitude Has a professional appearance

Is cooperative Uses technology effectively

Is respectful of others Demonstrates leadership abilities

Establishes rapport with diverse populations Uses appropriate spoken & written English

The consistent evidence of the dispositions and the Professional Code of Ethics is paramount to

successfully completing University of the Cumberlands’ education program. Embedded in these

dispositions is the candidate’s ability to treat students, colleagues, and others fairly, and through their

actions, exhibit the strong belief that all students can learn.

EPSB Themes

Literacy, diversity, technology, and closing the achievement gap are themes that the Education

Professional Standards Board (EPSB) of Kentucky has determined as important for all teachers to

address. Throughout coursework, candidates study best practices related to each theme. Additionally,

candidates create, teach, assess, and analyze student work from lessons that emphasize the themes. All

candidates are required to use technology as a tool for teaching and learning. Both teacher use and

student use of technology must serve as the vehicle for meeting the needs of a diverse student

population.



Accreditation

The Commission on Colleges of the Southern Association of Colleges and Schools (SACS) has

accredited University of the Cumberlands to award the Bachelor of General Studies, Bachelor of

Science, Bachelor of Arts, Bachelor of Music, Master of Arts in Teaching, Master of Education,

Educational Specialist, and Doctor of Education Degrees. Additionally, the Kentucky Education

Professional Standards Board for Teacher Education and Certification has certified that these degree

programs may lead to appropriate teacher licenses based on the National Council of Accreditation for

Teacher Education (NCATE) standards.

University of the Cumberlands 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. The University may distinguish on the basis of religion in any position of

employment in order to fulfill its purpose.

The word "candidate" in any official University of the Cumberlands publication is defined to be a person

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 this document.

Although University of the Cumberlands makes every effort to maintain current information,

University of the Cumberlands reserves the right to make any necessary changes without prior notice.

All programs are subject to changes as mandated by the Kentucky Education Professional Standards

Board, the Teacher Education Admissions Committee, and the Graduate Education Committee.

Failure to read this handbook does not excuse candidates from the requirements and regulations

described herein.

Descriptions of Programs contained in this booklet do not necessarily show specific courses required for

academic emphases or specialization components. That information can be found in the Graduate

Catalog. Candidates should maintain regular contact with the Graduate Advising Office and their

advisors to ensure a timely graduation.



Welcome

Welcome to the graduate education program at University of the Cumberlands. This packet of

information is an overview of the different programs offered, and provides instructions to help you, the

candidate, successfully complete your program. It includes answers to questions about admission

procedures, continuous assessment requirements and exit criteria. Once admittance to University of the

Cumberlands is completed and enrolled in the first course, you are eligible to enroll in future course

offerings. By using your SunGard user name and password, you can log on to SunGard through MyUC

and proceed with registration. If you have problems and/or questions, please contact the Graduate

Advising Center.

At your initial enrollment, directions are sent through email about next steps, and the Graduate Advising

Center will send you an Advising Orientation Packet. You need to sign and return the Declaration of

Understanding document. One of the most important documents to follow is the planned program.

This document outlines the courses you must take and the assessments you will complete through the

three Pillars of the program. If you would like to review other courses that University of the

Cumberlands offers, check the Graduate Catalog and Graduate Schedule of Classes on the website. We

recommend no more than six (6) credit hours per session for a total of twelve (12) per semester. Plan to

take the Research course within the first 15 hours. Overloads must be approved by the Vice President

for Academic Affairs prior to enrollment of over twelve (12) credit hours.

For non-certified MAT candidates, all courses must be completed and tests passed prior to the

Clinical Professional Experience / Student Teaching semester (Pillar VI).

Once you have been fully admitted (fulfilling all requirements of Pillar IV), you are recommended for

entrance into the Teacher Education Program by the Graduate Committee. Upon the committee’s

approval, a welcome letter from the Education Department Chair is sent and you are officially enrolled

in the program of your choice. You will have from three to ten years (depending upon program) to

complete the degree.

Graduate coursework is offered in a blended format using the course-management-system, iLearn, for

the asynchronous environment and Collaborate for the synchronous environment as well as face –to-face

through:

Meeting as cohorts for class in locations across Kentucky;

Meeting at required conferences;

Mentoring;

Clinical Professional Experience/Student-Teaching Observations;

University Coordinator Seminars;

Co-teaching Professional Development

Collaboration is a real-time training, demonstration environment. Unlike the Internet, Collaboration is

built specifically for live, multimedia collaboration. This collaboration environment enables the delivery

of live, online learning, training, coaching, mentoring, and meeting. Effectiveness is increased by

engaging participants with the ability to talk over the Internet (with full, 2-way audio) or using

integrated telephony, video-collaborate, exchange text messages, display live video, share whiteboards,

multimedia files, and applications—all in one intuitive, graphical interface.



I-Learn provides synchronous tools for teaching and learning. I-Learn allows instructors to distill data

and monitor performance, take action with candidates by automating, interacting, and intervening

throughout the course, track candidate achievement and facilitate mastery as well as many other tools

that enable both rigor and flexibility in learning.

University of the Cumberlands’ Graduate Education programs use other technologies to further provide

the face-to-face component and allow the significant contribution that a relationship between instructor

and candidate affords. Some of these technologies are Skype, Go-to-Meeting, Video-Conferencing Unit

(Polycom) through Distance Learning, Round-Table, Elmo, Smart-Board use through projectors,

Computer Lab, I-Pad Lab, and wireless connectivity within the Education Department Building.

Candidates also have the opportunity for one-on-one meetings through Collaborate, professor travel, and

face-to-face scheduled seminars within the communities where the candidates live. Instructors have

office hours (verbal and/or virtual) through Collaborate, Skype and phone.

To further develop the instructor/candidate relationship, our touch points with candidates include but are

not limited to:

Weekly Collaborate meetings within coursework;

Phone Calls;

E-mails;

Text-messaging;

Meeting as cohorts for class in locations across Kentucky;

Meeting at required conferences;

Mentoring;

Clinical Professional Experience/Student-Teaching Observations;

University Coordinator Seminars;

Co-teaching Professional Development

Face-to-face observations by University Coordinators in locations across the United States

Completion of Disposition Surveys by each instructor in each course.

University of the Cumberlands’ Graduate courses utilize verbal, video, text-based communication

through Collaborate live to meet for at least ninety (90) minutes each week to allow for pedagogy of

teaching much as in the traditional classroom. These Collaborates are designed to provide candidates

with clarifications, additions, and instructions about course objectives and requirements. This is a

guaranteed time to discuss issues with the instructor, interact with other candidates, and receive

feedback on assignments, quizzes, test, papers, etc. Time is also available for on-on-one interaction

between the instructor and the candidate before and after Collaborate. Candidates have the opportunity

for one-on-one meetings through the Collaborate function within the Collaboration experience.

Instructors have office hours (verbal and/or virtual) through Collaborate as well. Many Collaborate

Live communication tools are available that include:

Integrated Voice over IP, which allows for verbal communication between participants,

Teleconferencing, which allows for live exchange of information among several persons and

computers remote from one another,

Public and private Collaborate, which allows users to communicate in real time using easily

accessible web interfaces,



Quizzing and polling,

Emoticons,

A webcam tool, and

Others.

The software includes several visual tools, including but not limited to:

Whiteboard, which allows for sharing of hand-written texts, power-points, etc.

Application sharing, which allows for sharing of simulated clinical experiences,

File transfer, which allows for specific archiving of clinical experiences,

Web tour.

The software also includes a record feature that requires the moderator to record the class for candidates

to review for more in-depth understanding as well as a graphing tool, breakout rooms for group work,

and timer. The whiteboard supports the uploading of presentations for viewing on the whiteboard for

class or meeting.

Instructors and candidates can use the Collaborate window to send a text messages to everyone, to

selected participants, or to a single participant in the session. Depending on the session configuration,

the moderator may be able to monitor all messages sent between participants, including private

messages. If a participant has the permission to Collaborate, he or she will be able to send a text

message to everyone, to selected participants, or to one participant in the session. Participants can

always send a text message to the moderator even if they do not have the Collaborate permission.

Participants can send Collaborate messages to everyone in This Room, to All Rooms (Breakout Rooms)

to Moderators only, to a specific participant, or to Selected Participants.

Power Point presentations can be shown on the “White Board” so that candidates can see the Power

Point as the instructor is teaching or presenting information. Candidates can also download the Power

Point to save or print. The “White Board” also allows the convenience of web tours so that the

instructor can guide candidates through web-based information.

Non-certified MAT Candidates who will be taking EDOL 698 or EDOL 699 must be prepared to

provide (in the classroom where they will be teaching) technology capability of observing from long-

distance using Collaborate, SKYPE or other means. The technology needed would include a webcam, a

computer, a broadband Internet connection, and technical assistance from the school technology staff.

Be sure to check on availability of technology before you choose your school.

You will find, in this document, a checklist of documents that you must have from the beginning of your

program to its completion, a timeline of when these documents are to be received by University of the

Cumberlands, a list of requirements for portfolios and/or comprehensive exams, and copies of standards

you are to meet for various programs. You will also find applications for student teaching and/or

Clinical Professional Experience for the Master of Arts in Teaching degree, for administrative Clinical

Professional Experience, for school counseling Clinical Professional Experience and internship, and an

application for the comprehensive exam or Capstone.



Program/Candidate Assessment

Multiple measures are used to assess both effectiveness of programs and candidates’ progress towards

meeting standards. Assessment data are compiled and reviewed by faculty at various checkpoints. These

checkpoints, which review candidates’ preparation for continuation through the educator preparation

program, are called Pillars. Pillars I, II, and III are for undergraduate candidates; Pillars IV, V, and VI

are for graduate candidates.

University of the Cumberlands authenticates candidate work through the use of:

Group Presentations with the Discussion Forum (as an ad hoc to Collaborate) so that candidates

are collaborating and preparing materials as well as physically presenting material outside of the

Collaborate time

Group Discussions and questions within the Collaborate time

Password secured Course Management Systems through I-Learn for the asynchronous

environment and Collaborate for the synchronous environment as all courses are a blended

environment;

Randomizing questions from a multiple pool of questions for exams as well as limiting time on

exams and limiting availability of exams;

Extensive writing projects throughout the course timeframe;

Allowance of revision of the writing projects throughout the course timeframe to allow for both

authenticity as well as mastery learning;

Plagiarism training for candidates, required in EDOL 630, Research Methods

Ethics training for candidates

Signed Code of Ethics housed within each candidate’s file

The use of Turn-It-In (A self-check monitoring device for plagiarism)

Informal monitoring of plagiarism

Proctoring for Comprehensive Exams and Summative Evaluations

An Individual Action Plan is created for candidates who have problems in progressing from one Pillar to

another, either due to GPA, exam scores, or dispositions assessments.

Assessments at Each Pillar for Graduate Programs

The Pillar Assessment is described in each of the graduate programs.

Field Experience

Candidates are required to complete field experience hours to experience the Education Department’s

theme: Reflector Constructors of Quality Learning Experiences through Critical Thinking. During these

hours, candidates observe, reflect, critique, interview, design instruction, and teach (O=Observe;

P=Participate; I=Interact).

Prior to student teaching/Clinical Professional Experience activities, candidates must have on file a valid

and current TB test, medical exam, and FBI criminal background check. This is best done through the



school district where you plan to observe/teach. You can check with the Kentucky State Police website

for the FBI background check. (http://www.kentuckystatepolice.org/background_check_forms.htm)Use

the background check link listed under "Employment."

Candidates should use the Permission Form when requesting to do observation in a school for the first

time; This form may not be needed when observing in schools close to campus where numerous

undergraduate and graduate candidates visit, and will not be needed when observing in a school where

the candidate is employed. This form is to be returned to your instructor.

Once in the school, documentation of each observation is required using the Field Experience

Timesheet. Certain courses have required field experience hours. Other courses may have field

experience hours built into the course by individual instructors. If field experience hours are not

completed as specified, a grade of “F” will be issued for the course. All forms are to be sent to the

Course Instructors, who will subsequently send them to the Unit Database Manger.

([email protected])

Candidates utilize a Field Experience Timesheet in an electronic form. The electronic form eliminates

the old process of scanning the paper forms and putting them in the drop box in iLearn. It also

eliminates paper forms being mailed or faxed to our department. This electronic form mirrors the paper

form but has one huge advantage of automatically populating the information.

When students go to schools for observation, they will still utilize the paper timesheet form only for the

purpose of taking notes that help them when they are submitting the electronic timesheet.

The electronic Field Experience Timesheet form can be found at the following link:

https://postoffice.ucumberlands.edu/educationforms/

The following are the directions for using this field experience reporting system:

Please print this form http://www.ucumberlands.edu/academics/graduate/downloads/Field_Experience_Timesheet_2010.pdf

and use it in the classroom where you observe for the purpose of taking notes. Based on those notes you

will fill and submit the electronic time sheet. Make sure that the educator that you observed signs the

printed form (the one used to take notes). You should also make sure you keep the signed form for your

records. It is possible that you will be required to substantiate your observation hours by providing the

signed form.

After clicking on the link the students will be required to log in to get to the actual form. The same

credentials they use to log in iLearn will be required. Please note that all the fields in this form except

those under the “Classroom Demographics” are required fields. You will not be able to submit the form

unless you enter the information required in all those fields.

Select the course for which you completed your field hours.

Candidates should submit the form once for each teacher observed. For example if you observed the

same teacher for all the number of field hours required (you observed teacher John Smith on Jan 15

2014, for one hour and then subsequently you observed the same teacher on Jan 16, 20, 22, 28 also for

an hour each), you should submit the form just once. For “Visit Date” choose the last date when you

observed (in the example above that will be Jan 28 2014).

http://www.kentuckystatepolice.org/background_check_forms.htm

mailto:[email protected]

https://postoffice.ucumberlands.edu/educationforms/

http://www.ucumberlands.edu/academics/graduate/downloads/Field_Experience_Timesheet_2010.pdf



For “Level of Involvement” choose the highest level of involvement correspondent to your observations.

If during your observations you Observed, Participated, and Implemented, when you submit the form

you should choose the highest level of involvement. The levels of involvement are listed in increasing

order in the electronic form.

For “Time Spent” you should choose the cumulative time spent. In the example above you should enter

300 since the time spent should be entered in minutes and you observed for 5 hours (one hour on Jan 15,

16, 20, 22, 28)

In the “Summary” box, you should list, along with what your instructor requires, the dates you

observed since, in the form, you choose just the last date of your observations.

In the “Teacher Demographics” section of the form you are required to enter the information

related to the educator that you observed during your observation.

In the “Classroom Demographics” section you should select the appropriate check boxes if you

noticed diverse students in the classroom that you observed.

Make sure you click the last check box certifying that the information you provided is accurate. Only

after checking that box will the “Submit” button will show up. You will then be able to submit the

electronic timesheet.

If you observed more than one teacher you should submit the form once for each of the teachers

observed following the above instructions. For example you observed John Doe, Greg Smith, and Anne

Wilson for 3 hours each for a total of 9 hours. If you observed those teachers multiple times at different

dates (for example you observed John Doe for an hour each on Jan 14 2014, Jan 19 2014, and Jan 29

2014) you should also follow the above instructions and submit the form just once for the 3 when you

observed John Doe.

Remember you should not submit the form for every time you observed. Depending on how many hours

your course requires and your personal schedule it is possible you went and observed multiple times (for

example your course required 10 observation hours and you went and observed 10 different times at

different dates). How many times you observed does not determine how many times the form should be

submitted. You should submit the form once for each teacher observed, entering the latest observation

date as the date observed.

For some courses the field experience component may consist in an interview rather than observing in a

classroom. If the interviewer does not want their personal information disclosed, in order to be able to

submit the form you should enter “N/A” in the fields under the “Teacher Demographics” section of the

form. For “Years of Experience” you should enter “0” (zero) and for “Rank” choose “Other”.

The chart on the following pages list University of the Cumberlands courses that have required field

hours.



Field and Clinical Experience Hours MAT MAED Rank I/Administration/Certifications/

Endorsements

Courses

Ele

m

MS

Sec

P-1

2

SP

ED

SP

ED

Lit

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Dir

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PE

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Pri

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Lit

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En

do

rsem

ent

ADMOL 650 Intro. to School

Leadership 15

ADMOL 661 School Principal Role,

Imp. Sch. Climate/Culture 20

ADMOL 662 School/ Comm.

Relations 15

ADMOL 670 Res. Allocation:

Strategic Mgmt/ Sch. Budgeting

15


Curr. Leadership

15


Assessing Inst. Program/ Monitoring

Stud. Perf.

30


Creating Org. Structures and

Operations

20

ADMOL 676 Human Res. Mgmt. &

Sup.

15

ADMOL 677 Seminar on Ed.

Change: Instr. Leadership

10

ADMOL 678 School Principal: Instr.

Leadership/ Culture & Climate 30

ADOL 561

Leadership for Ed. Prof.

27

ADOL 628: Prof. Learning Comm. 10

ADOL 629: Time Mgmt. for School

Leaders

100 100 200



MAT MAED Rank I/Administration/Certifications/

Endorsements

Courses

Ele

m

MS

Sec

P-1

2

SP

ED

SP

ED

Lit

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pec

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pec

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En

do

rsem

ent

ADOL 630: Intro. to Ed.

Administration

10 10

ADOL 631

School Program Improvement

20 20 20

ADOL 632 Human Resource Mgt. 10 10 10 10

ADOL 633

Applied Research

20

ADOL 634: Business Mgmt. in Public

Schools

10

ADOL 635: School/Comm. Relations 10 10

ADOL 636: School Law I 10 10

ADOL 638, Time Mgmt. for School

Leaders II

50

ADOL 639 The Supervisor 10

ADOL 641School System Admin. 10

ADOL 642: Strategic Mgmt. in

Education

10

ADOL 644: Intro. to District

Leadership

10

ADOL 653

Assessment of and for Student

Learning

15

ADOL 655

Team Leadership

24




Endorsements

Courses

Ele

m

MS

Sec

P-1

2

SP

ED

SP

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Lit

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ADOL 668, 669 Admin. Clinical

Professional Experience

105 100

ADOL 671: Instr. Leadership: School

Super.

10

ADOL 672: School Admin. and

Regulation

10

ART 531 Methods Teaching Art 5*

BUOL 531 Methods Teaching

Business

5*

COOL 530

Intro. to School Counseling

51/

252

COOL 538 Counseling Ind.

w/Diverse Needs

51/

202

COOL 539 Career Development

51/

252

COOL 630 Intro. to Addictions

Counseling

5

COOL 634 Group Counseling 51/

202

COOL 637

Counseling Clinical Professional

Experience

1001

COOL 638 Counseling Internship 5002

EDOL 520, Clinical 1

50 50 50 50 50




Endorsements

Courses

Ele

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MS

Sec

P-1

2

SP

ED

SP

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Lit

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st

En

do

rsem

ent

EDOL 540, 539, 538, 537

P-12 School, Modern Elem. School,

Middle School, Secondary School

5* 5* 5* 5* 5 5

EDOL 541, Clinical II 55 55 55 55 65

EDOL 547, Diversity in a

Multicultural Society

15* 15* 15* 15* 15* 15 10 10

EDOL 562

Theories of Teaching and Learning

15

EDOL 634

Curriculum Management and

Assessment

20* 20* 20* 20* 20* 20 22 10

EDOL 635 Classroom Management

EDOL 636 Problems in Ed. 10

EDOL 639, Methodology of Teaching

EDOL 643

Best Practices for Coaching and

Mentoring Teachers

10

EDOL 647

Teacher Leader in Professional

Learning Communities

50 51

EDOL 698, 699 Clinical III 70 full days – 1 semester

ELSA 770: Politics of Ed. Decision-

Making

10

ENOL 531, Writing Instruction in the

Content Areas

5 5

ENOL 532 Methods Teaching Eng. 5* 5* 5* 5




Endorsements

Courses

Ele

m

MS

Sec

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2

SP

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SP

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cher

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up

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Per

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nel

Su

per

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Su

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of

Inst

ruct

ion

Dir

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PE

D

Pri

nci

pal

Lit

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pec

iali

st

En

do

rsem

ent

HEOL 530

Methods Teaching Health

5*

HIOL 530 Methods Teaching SS 5* 5* 5*

MAOL 532 Methods Teaching Math, 5* 5* 5*

MUOL 533

Methods Teaching Music

5*

PEOL 530 Methods Teaching PE 5*

REOL 531, Reading and Writing

Found.

5* 5* 5* 5* 5* 5

REOL 533, Teaching Reading/Writing

in the Content Areas

10* 10* 10* 10* 10* 10 10

REOL 534, Methods for Teaching

Reading in Elementary

5*

REOL 535 Methods Language Arts 5

REOL 630, Diagnosis of Reading

Problems

10 10

REOL 631 Diagnostic Procedures 5

REOL 632, Strategies for Reading

Problems

10

REOL 633, Literacy Leadership 10 10

SCOL 530 Methods Teaching Science 5* 5* 5*




Endorsements

Courses

Ele

m

MS

Sec

P-1

2

SP

ED

SP

ED

Lit

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pec

iali

st

Sch

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cher

Lea

der

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Dir

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Per

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per

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ruct

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Dir

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pec

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En

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ent

SCOL 531 Methods, Teaching Sec.

Sci.

5*

SPOL 530 Issues & Trends 5* 5* 5* 5* 5* 5 5 5 5 5

SPOL 632 Consultation &

Collaboration

5* 5 5 5

SPOL 635

Classroom Behavior Management

10* 10* 10* 10* 10* 10 5

SPOL 637

Char. of Autism Spect. Disorders

(Methods/Materials of Instr. Beh. Int.,

Students with Beh. Difficulties)

10*

SPOL 533

Middle & Secondary School

5* 5

TOTALS 200

95*

200

95*

200

95*

200

95*

200

85*

25 160 1301

/

6002

200 20 210 130 200 110 385 35

*Prescribed hours within Clinical II. Candidates collect hours within these courses and completes prescribed activities within the courses, but record them in EDOL 541,

Clinical II for accountability. Remaining balance of 150 hours will be completed when students enroll in the EDOL 541 course. 1Field/Clinical Experience Hours for Teachers within the School Counseling Program 2Field/Clinical Experience Hours for Non-Teachers within the School Counseling Program



For non-certified MAT candidates who take EDOL 698 Supervised Student Teaching, a placement or

placements with a state-accredited school must be found that lasts for the whole semester (16 weeks)

with an exemplary teacher. Candidates will suggest school(s) for placement on the application for

Student Teaching. Prior to EDOL 698, placement will be jointly made with the school, university and

candidate. Much more information about these placements can be found in the Graduate Student

Teaching/Clinical Professional Experience Handbook.

During EDOL 699 Clinical Professional Experience, Option 6 candidates (those MAT Teacher

Candidates who are working as teacher of record under a Temporary Provisional License) complete the

16 week course at the state-accredited school where they are employed. If this Teacher Candidate is

employed beginning the same semester they would normally do Clinical Professional Experience, then

Clinical Professional Experience must be pushed forward to the next semester in order to complete the

15-hour mentoring semester that is required by the state of Kentucky. See more information about the

Alternative Route, Option 6, and the mentoring semester in the Mentoring Handbook.

A 105-hour Clinical Professional Experience is completed in the courses ADOL 669.

The Counseling Clinical Professional Experience, COOL 637, is for candidates holding a teaching certificate

with teaching experience and requires 125 hours of clinical experience. The Counseling Internship, COOL 638,

is for all other candidates and requires 600 hours of clinical experience. These take place within state-

accredited school(s) selected by the candidate and approved by the Course Instructor.

Multicultural/Diversity Experiences Summary Guidelines

Part of the accreditation process for the Education Department is determining how well teacher

candidates have been supported in their abilities to provide for diverse populations through opportunities

to observe, participate in, and interact with diverse P-12 students and faculty in the program. The Field

Experience Timesheet is used to provide documentation for diversity experiences during courses with

required field experiences.

Every effort must be made to get experience interacting with children who are of two different

races/ethnicities, who have exceptionalities (disability, gifted, special education, etc.), who speak

English as a second language, and who are of differing socio-economic levels. This is to be documented

on the Field Experience Timesheet. (Found at:

http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/Field_Experience_Timesheet_2010.doc)

At exit, candidates will complete a one to two-page, word-processed reflection of work with diverse

populations describing: (1) the populations, (2) the candidate role in working with these populations

(both P-12 students and P-12 faculty), (3) an analysis of the teaching-learning process related to

standards, and (4) significant lessons learned.

http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/Field_Experience_Timesheet_2010.doc



Remediation Opportunities

The School of Education provides the following remediation opportunities for coursework as well as passing of

the PRAXIS:

Repeating coursework

Faculty tutoring

The Academic Resource Center: More information is on the web at

https://www.ucumberlands.edu/arc/.

The Writing Center

Candidate Advisors will act as faculty personnel for the writing center alongside online resources in

order to support our candidates in the manner in which they are accustomed in their online learning

environment.

Because the majority of the graduate program is online, the writing center has been established as an on-

line presence as well so that we can support and assist our population. To that end, the following share-

ware resources are made available to candidates as Writing Services, Video-Conferencing Writing

Programs, and other Online Writing Services.

https://owl.english.purdue.edu/ - Purdue Online Writing Lab

http://www.bartleby.com/141/ - The Elements of Style

http://writingcenter.unc.edu/handouts - University of North Carolina Online Writing Lab

http://www.writing.wisc.edu/Handbook/index.html - The Writing Handbook

http://www.excelsior.edu/web/learning/home - Excelsior College Online Writing Lab

http://www.umuc.edu/writingcenter/onlineguide/ - University of Maryland Online Writing Lab

http://www.writing.ku.edu/ - University of Kansas

http://www.youtube.com/watch?v=qbAf1O3F0Js&feature=youtube_gdata – University of Kansas

http://www.youtube.com/watch?v=brSgHmy3f-g - College of Marin

http://www.uccs.edu/writingcenter/revisedowl.html - University of Colorado

http://cwl.oregonstate.edu/owl.php -- Oregon State University

http://writing.colostate.edu/learn.cfm - Colorado State University

http://www.uvu.edu/owl/onlinetutorials/index.html - Utah Valley Online Writing Lab

Program Checklists

The following are checklists of program requirements that candidates must complete for graduation or

exit. Please take time to review the list appropriate to your program of study. You should keep course

documents after completing classes. These documents may provide useful information to help you

successfully complete your comprehensive exam or Capstone Project. Also, please note that the

requirements for programs vary. The best recommendation is to keep all of your course-related work and

be able to use anything you complete to show competency in the Kentucky Teacher Standards/

ISLLC/TSSA Standards at exit.

https://www.ucumberlands.edu/arc/

https://owl.english.purdue.edu/

http://www.bartleby.com/141/

http://writingcenter.unc.edu/handouts

http://www.writing.wisc.edu/Handbook/index.html

http://www.excelsior.edu/web/learning/home

http://www.umuc.edu/writingcenter/onlineguide/

http://www.writing.ku.edu/

http://www.youtube.com/watch?v=qbAf1O3F0Js&feature=youtube_gdata

http://www.youtube.com/watch?v=brSgHmy3f-g

http://www.uccs.edu/writingcenter/revisedowl.html

http://cwl.oregonstate.edu/owl.php

http://writing.colostate.edu/learn.cfm

http://www.uvu.edu/owl/onlinetutorials/index.html



Additionally, University of the Cumberlands is required to contribute to the candidate’s competencies

reflecting many National Standards (SPAs – Specialized Professional Associations). Table 5 shows the

Standards that candidates should be able to meet for each program.

Table 5. Standards by Program

Program SPA

MAT, MAED Elementary ACEI, IRA, CEC, NCTM, NSTA, NCSS, ISTE

MAT, MAED Middle School IRA, NCTE, NSTA, ISTE, NCTM, NCSS, AMLE, ACEI, CEC

MAT, MAED Secondary IRA, NCTE, NCTM, NCSS, NSTA, CEC, ISTE

MAT, MAED SPED AMLE, IRA, NCTM, ACEI, CEC, ISTE

MAT P-12 NSAE, NSME, AAHE, NASP, AMLE, ACEI, IRA

MAED, Ed.S., School Counseling Kentucky Teacher Standards (KTS), Kentucky School Counselor

Standards (KCS), American School Counselor Association

(ASCA) Standards/National Model

MAED, Literacy Specialist NCTE/IRA

MAED, Teacher Leader KTS, Teacher Leader Standards (TLS), TSSA, KCAS, ACEI,

ISTE, NCTE, NASPE, NHES

Ed.S., Administration Programs ISLLC, TSSA, ELCC, CEC

Each item in the appropriate following checklists is to be successfully completed and documented in a

timely manner. Completion and documentation is solely the candidate’s responsibility. Questions

about items on this list can be answered by the candidate’s advisor.

Information about the Praxis Tests and scores required for Kentucky can be found at

http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=c8a31b5

a5d568110VgnVCM10000022f95190RCRD&vgnextchannel=63501b5a5d568110VgnVCM10000022f9

5190RCRD

http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=c8a31b5a5d568110VgnVCM10000022f95190RCRD&vgnextchannel=63501b5a5d568110VgnVCM10000022f95190RCRD





Master of Arts in Education Checklist

Pillar IV

_____1. Application to graduate program at University of the Cumberlands

_____2. Official Transcripts received by University of the Cumberlands

_____3. Valid Teaching License

_____4. GPA 2.75 or higher

_____5. Kentucky Code of Ethics Signed

_____6. Scored writing sample

_____7. 3 Letters of Recommendation with favorable candidate Dispositions

_____8. Three years of successful teaching experience (Instructional Leadership only)

_____9. Planned Program – Signed and received by University of the Cumberlands

_____10. Admission Letter sent by EPAC, School of Education

Pillar V

_____12. Midpoint Check by Advisor

_____13. GPA 3.0 or above

_____14. Field Experience Logs for appropriate courses

_____15. EDOL 630 taken within first 15 hours

_____16. Instructor Assessment of Dispositions

_____17. Application for Comprehensive Exam / Portfolio

_____18. Application for Graduation Form (see Graduate Website)

_____19. Valid and current medical exam form with TB test received by UC (For administrative Clinical

Professional Experience experience only)

_____20. FBI criminal background check (For administrative Clinical Professional Experience experience

only)

Pillar VI

_____21. Six-year time limit not exceeded


_____23. Fifteen hours of 600 level coursework

_____24. Twenty-one hours completed at University of the Cumberlands

_____25. Two favorable Dispositions at exit

_____26. Graduate Survey Form

_____27. Review Committee Evaluation of Candidate Dispositions

_____28. Capstone Project / Comprehensive Exam / Thesis passing score


_____30. Graduate Review (from Registrar)

_____31. Survey and Alumni Form (from Registrar)

_____32. TC-1 Completed and on file with Teacher Certification Officer

_____33. Official Transcripts for Master’s degree requested

Planned Programs for Master of Arts Ed Education Programs may be downloaded at

http://www.ucumberlands.edu/academics/graduate/courses/

The Recommendation Form may be downloaded at

http://www.ucumberlands.edu/academics/graduate/downloads/recommendation.pdf





Master of Arts in Teaching Checklist

Pillar IV

_____1. Application to Graduate Program at University of the Cumberlands


_____3. Bachelor’s Degree from accredited Institution of Higher Education


a. Includes a Major in Content area or required number of hours (see planned program)



_____7. Official GRE/ Praxis I (PPST) passing scores received by University of the Cumberlands

(depending upon program)

_____8. 3 Letters of Recommendation with favorable rating of candidate Dispositions


_____10. Valid and current medical exam form with TB test received by UC (For field experience)

Pillar V



_____13. Mentor Agreement completed received by UC (if Option 6)

_____14. Field Experience Timesheets for appropriate courses (See Table 4)

_____15. EDOL 630 taken within first 15 hours

_____12. Instructor Assessment of Dispositions (two)

_____13. Application for Student Teaching or Clinical Professional Experience (EDUC/EDOL 698/699)

with attached:

a. Official copies of all PRAXIS II passing scores

_____14. Application for Comprehensive Exam (for certified candidates)

_____15. Application for Capstone Project (for non-certified candidates)

_____16. Graduation Application form completed

_____17. Valid and current medical exam form with TB test received by UC (For clinical experience)

_____18. FBI criminal background check (For clinical experience)

Pillar VI

_____19. Six-year time limit not exceeded (3 years for Option 6)




_____23. Capstone Project & Scoring Rubric (passing score)


_____25. Two favorable Dispositions


_____27. Graduate Survey Form



_____30. TC-1/TC-TP Completed and on file with Teacher Certification Officer


The Planned Program for MAT Programs may be downloaded at








Administrative Certification and Rank I Programs Checklist

Pillar IV





_____5. Masters degree from accredited Institution of Higher Education

_____6. KTIP successfully completed OR two years successful out-of-state teaching experience

_____7. Three years of successful teaching experience (for all administrative programs); two

years administrative experience for superintendent.



_____10. 3 Letters of Recommendation with rating of candidate Dispositions


_____12. Admission Letter sent by Graduate Committee, Education Department

Pillar V



_____15. Valid and current medical exam form with TB test received by UC (For clinical and

Clinical Professional Experience experience)

_____16. FBI criminal background check (For clinical and Clinical Professional Experience

experience)

_____17. Field Experience Logs for appropriate courses (See Table 4)

_____18. Instructor Assessment of Dispositions from appropriate courses

_____19. Kentucky Code of Ethics Signed (between 12 and 15 hours of coursework)

_____20. Application for Clinical Professional Experience/Capstone

Pillar VI





_____25. Self-assessment of Dispositions at exit

_____26. Passing Scores on Licensure Exams





_____31. Official Transcripts for Certification program or Rank I requested

The Planned Program for Administration Certification and Rank I programs may be downloaded at

http://www.ucumberlands.edu/academics/graduate/courses/. The Recommendation Form may be

downloaded at http://www.ucumberlands.edu/academics/graduate/downloads/recommendation.pdf





Educational Specialist Degree (Ed.S) Checklist

Pillar IV


_____2. Master’s Degree from accredited Institution of Higher Education




_____6. KTIP successfully completed OR two years successful out-of-state teaching experience

_____7. Three years teaching experience

_____8. Two years administrative experience



_____11. Official GRE passing scores received by University of the Cumberlands




Pillar V



_____17. Valid and current medical exam form with TB test received by UC (For Clinical

Professional Experience experience)

_____18. FBI criminal background check (For Clinical Professional Experience experience)


_____20. Instructor Assessment of Dispositions from appropriate courses

_____21. Kentucky Code of Ethics Signed (between 12 and 15 hours of coursework)

_____22. Evaluation of School Improvement Plan and Professional Development Plan by the

candidate’s advisor.

_____23. Application for Clinical Professional Experience

_____24. Application for Capstone

Pillar VI



_____27. Twenty-one hours of 600 level coursework


_____29. Passing scores on Capstone




_____33. Official Transcripts for Certification program or Rank I requested

_____34. Application for Graduation

The Planned Program for Administration Certification and Rank I programs may be downloaded at








Master of Arts in Education School Counselor Checklist

Pillar IV


_____2. Bachelor’s Degree from an accredited Institution of Higher Education



_____5. Official GRE or Miller’s Analogy passing scores received by University of the

Cumberlands


_____7. Kentucky Professional Code of Ethics signed by Candidate


_____9. Planned Program – Signed by Candidate and sent to University of the Cumberlands


Pillar V




_____14. Instructor Assessment of Dispositions (2) from coursework as needed (SPED/SPOL 530,

COU/OL 637, COU/OL 638)

_____15. Official copies of PRAXIS II #0420 passing scores (before COU/OL 637/638)

_____16. Application for Clinical Professional Experience (COU/OL 637)/Application for

Internship (COU/OL 638)

Pillar VI



_____19. Thirty-three (33) hours completed at University of the Cumberlands

_____20. Successful completion of COU/OL 637 Counseling Clinical Professional Experience and

COU/OL 638

Counseling Internship


_____22. Completion of Counselor Portfolio



_____25. Kentucky Code of Ethics Signed by Candidate





The Planned Program for School Counseling may be downloaded at








Master of Arts in Education Teacher Leader Checklist

Pillar IV


_____2. Bachelor’s Degree from an accredited Institution of Higher Education



_____5. Official GRE or Miller’s Analogy passing scores received by University of the

Cumberlands


_____7. Screening to determine existing skills and dispositions for leadership



_____10. Planned Program – Signed by Candidate and sent to University of the Cumberlands


Pillar V


_____13. Portfolio Discussion

_____14. EDOL 630 taken


_____16. Field Experience/Diversity Logs for appropriate courses (See Table 4)

_____17. Instructor Assessment of Dispositions (2) from coursework as needed (EDOL 562; 643)


_____19. Completed program plan on file

Pillar VI



_____22. Twenty-one (21) hours completed at University of the Cumberlands


_____24. Completion of Teacher Leader Portfolio with Capstone Project

_____25. Review Committee Evaluation of Candidate Dispositions (2 additional at exit)


_____27. Kentucky Code of Ethics Signed by Candidate





The Planned Program for MAED Teacher Leader Program may be downloaded at








Program Information

More information about the graduate programs can be found in the Graduate Catalog, online at

http://www.ucumberlands.edu/academics/catalog/

Master of Arts in Teaching

The Master of Arts in Teaching degree prepares a candidate to become certified to teach in a particular

content area (i.e., Elementary, Middle School English, High School Biology, Special Education P-12,

etc.). During coursework, candidates will complete assignments and field experiences that help them to

gain the knowledge, skills, and dispositions to teach students, work in schools, and master appropriate

pedagogy. Non-certified candidates will complete either EDOL 698 Supervised Student Teaching or

EDOL 699 Clinical Professional Experience as the last semester of coursework. Student/Clinical

Professional Experience Teachers must download the MAT Handbook from the Graduate Education

Website. This handbook contains all the information needed during the final semester, from finding a

placement to completing the Capstone Project and other exit requirements.

MAT candidates who are teaching under Provisional Licensure (Option 6) are closely followed by both

a University Mentor and a District-Based Mentor (DBM) for a minimum of 15 observation hours per

year of enrollment. According to 16 KAR 9:080, the mentors will follow a mentoring plan that is created

with the input of the candidate’s employing school’s administration at the beginning of the candidate’s

coursework. The mentoring plan must be completed before the candidate may participate in the

Kentucky Teacher Internship Program (KTIP) and should be completed prior to the course, EDOL 699

Clinical Professional Experience. The bulk of the mentoring is provided by the DBM, who observes the

candidate’s teaching performance using the Kentucky Teacher Intern Program Intern Performance

Record (KTIP IPR), and discusses results. Mentoring by the University Mentor involves observation and

on-going support through phone, email, video, or face-to-face communication. The mentors maintain

regular communications so that the institution and employing school may assist the candidate as needed

and address identified areas of improvement. The goal of all mentors is to help the candidate become the

best teacher possible, possessing the knowledge, skills, and dispositions to help all students learn and

work successfully in schools. More information about the Mentoring Program, along with the necessary

forms and guidelines, will be found in the MAT Handbook, online at the Graduate Education website.

During the final semester, non-certified MAT candidates will complete the Clinical Professional

Experience (EDOL 698/699). These courses run for an entire semester. EDOL 699 is for candidates who

are currently employed in a school system under a Temporary Provisional license (Option 6), while

EDOL 698 is for candidates in the traditional MAT program. The application form for these courses and

more information about the clinical semester is found in the Appendix and in the MAT Handbook.

Directions for the Administrative Clinical Professional Experience:

Special Education (ADOL 668), and Superintendent (ADOL 669)

In these courses candidates must document at least one hundred (100) hours working on projects,

observations, and other field experiences conducted under the supervision of a Mentor/Site Supervisor

of their choice. The mentor must hold the license which the Clinical Professional Experience candidate

is seeking and be serving in a leadership position requiring that certification. The mentor is usually

located in the district in which the candidate lives and/or is employed. The university course instructor

must approve each candidate’s choice of mentor prior to the semester in which the Clinical Professional

http://www.ucumberlands.edu/academics/catalog/



Experience is being served. Candidates are strongly encouraged to communicate with the university

instructor about mentor choices prior to finalizing any such relationships. The university instructor will

initiate the mentor selection process with registered candidates several weeks before the start of the

semester.

The candidate spends some time with the mentors watching what they do and getting them to explain

procedures and operations of the position. For a teacher or administrator with a "day job" that often

means getting up with the mentors after school and on non-school work days. The mentor will set up

projects and assignments to immerse the candidate in work of the position that is of genuine value to the

mentors and districts...work that can be done on one’s own time and not necessarily with the

mentor, though the work would be authorized and checked by the mentor.

The goal of the Clinical Professional Experience is to offer the candidate opportunities to learn about as

many facets of the position held by the mentors as possible. Therefore, the mentors exercise

considerable latitude in determining the nature and extent of the direction they provide to the candidates

as they tailor the experiences to meet the unique circumstances of their positions and places. All

candidates, however, are to be afforded ample opportunity to experience activities involving the analysis

and use of data to improve student performance. They are also to have opportunities to work in settings

where meeting the unique needs of learners diverse in terms of race, ethnicity, socio-economics,

disability, and language is fundamental to the position. Clinical Professional Experience candidates are

also to learn about and use the technological hardware and software used by their mentors.

The Clinical Professional Experience activities are supplemented by assigned readings in a text on

leadership followed by written assignments and asynchronous discussions with classmates, as well as

online Collaborates with them and the instructor. The instructor makes at least one visit to talk with

each Clinical Professional Experience candidate and one or both mentors during the semester, and is

readily available for consultation with candidates and mentors throughout the term.

In addition to assessments of the quality and quantity of discussion posts and Collaborates, candidate

performance in meeting the professional standards is also assessed by the instructor in terms of the

quality and quantity of Clinical Professional Experience experiences and reflections logged, and by the

performance on a final exercise requiring further activity and reflection on the Clinical Professional

Experience experiences. Candidates engage in self-assessments of their Clinical Professional

Experience performances in the light of the professional standards. Mentors also assess candidate

performance in regard to these standards and related dispositions.

Clinical Professional Experience Forms are in the Appendix as well as in the Education Leadership

Handbook.



Directions for the School Counselor Practicum or Internship:

(COOL 637/COOL638)

In the School Counselor Practicum course, candidates must document at least one-hundred (125) hours

working on projects, observations, and other field experiences conducted under the supervision of a

Supervising Counselor of their choice and approved by the university. In the School Counselor

Internship course, candidates must document at least six-hundred (600) ) hours working on projects,

observations, and other field experiences conducted under the supervision of a Supervising Counselor of

their choice and approved by the university. The Supervising Counselor must hold a School Counseling

license and be serving in a School Counseling position. Often the Supervising Counselor is located in

the school and/or district in which the candidate lives and/or is employed. If the practicum location is

limited in the opportunities it can offer due to limited programs, lack of student and/or staff diversity, or

other factors, it will be necessary for the candidate to seek out additional locations where such

opportunities exist in order to have the experiences necessary for full preparation. The candidate’s

Supervising Counselor and instructor may be able to help identify appropriate locations where these

experiences can occur. The university course instructor must approve the candidate’s choice of

Supervising Counselor prior to the beginning of the semester in which the practicum/internship is being

served. Candidates are strongly encouraged to communicate with the university instructor about

Supervising Counselor choices prior to finalizing any such relationships. The university instructor will

initiate the Supervising Counselor selection process with registered candidates several weeks before the

start of the semester.

Usually the student spends some time with the Supervising Counselor watching what they do and

getting them to explain procedures and operations of the position. For a teacher or mental health

clinician with a "day job" that often means getting up with the Supervising Counselor before and after

school and on non-school work days. It is good to have the Supervising Counselor set up projects and

assignments that get the candidate immersed in work of the position that is of genuine value to the

Supervising Counselor and school...work that can be done on one’s own time and not necessarily with

the Supervising Counselor, though the work would be authorized and checked by the Supervising

Counselor.

The goal of the practicum/internship is to offer the candidate opportunities to learn about as many facets

of the position held by the Supervising Counselors possible. Therefore, Supervising Counselor exercise

considerable latitude in determining the nature and extent of the direction provided to the candidates as

they tailor the experiences to meet the unique circumstances of their positions and places. The course

expectation is that candidates will have experiences with individual counseling, small group counseling,

consultation/collaboration, large group guidance, curriculum issues, community relations and other

issues/concerns that may arise within the role of the counselor. Moreover, all candidates are to be

afforded ample opportunity to experience activities involving the analysis and use of data to improve

student performance. They are also to have opportunities to work in settings where meeting the unique

needs of learners diverse in terms of race, ethnicity, socio-economics, disability, and language is

fundamental to the position. Practicum/Internship candidates are also to learn about and use the

technological hardware and software used by their mentors.

The practicum activities are supplemented by assigned readings in a text on leadership followed by

written assignments and asynchronous discussions with classmates, as well as online chats with them

and the instructor. The instructor makes at least one visit to talk with each practicum/internship



candidate and Supervising Counselor during the semester, and is readily available for consultation with

candidates and mentors throughout the term.

In addition to assessments of the quality and quantity of discussion posts and chats, candidate

performance in meeting the professional standards (KTS and KSCS) is also assessed by the instructor in

terms of the quality and quantity of practicum experiences and reflections logged, and by the

performance on a final exercise requiring further activity and reflection on the practicum experiences.

Candidates engage in self-assessments of their practicum performances in the light of the professional

standards. Supervising Counselor also assess candidate performance in regard to these standards and

related dispositions.

School Counselor Practicum/Internship Forms can be obtained from the School Counselor Handbook at

http://gradweb.ucumberlands.edu/education/maed/resources.

Educational Specialist Degree

The Educational Specialist Degree (Ed. S.) is also known as a sixth year degree. The Ed. S. provides

candidates with administrative licensure in Principal, Supervisor of Instruction, Director of Pupil

Personnel and as a School Superintendent.

Exit Criteria

During all coursework and exit requirements, graduate candidates are expected to demonstrate

professional writing and oral communication competencies, using formal English, and reflecting the

strands of Conceptual, Strategic, Evaluative, and Communicative Knowledge and Skills.

Master of Arts in Teaching (MAT) Guidelines

MAT candidates will complete a Portfolio during the Student Teaching/Clinical Professional Experience

course (EDOL 698 or 699). The items in the portfolio must demonstrate candidate competency in the

Kentucky Teacher Standards and University of the Cumberlands standards. The Capstone Project is

assessed by the Instructor of EDOL698/699 and one P-12 External Evaluator. See the MAT Handbook

for more exit information.

Master of Arts in Education – School Counselor

The exam for the M.A.Ed. degree in School Counseling is comprised of a passing score on the School

Counselor Praxis (#421). The PRAXIS covers material presented in coursework and emphasizes

competencies identified in the American School Counselor Standards, under which the Kentucky School

Counselor Standards fall. Candidates must send the form for intent to sit for the PRAXIS by the

semester previous to graduation. School Counselor candidates are also required to maintain and

ultimately complete an electronic portfolio throughout the program coursework. Items in the portfolio

provide evidence of the candidate’s competencies related to the Kentucky School Counselor Standards,

the American School Counselor Association Standards and University of the Cumberlands standards.

For more information, consult the School Counselor Clinical Professional Experience/Internship

Handbook at http://www.ucumberlands.edu/academics/education/faculty/srose/Clinical Professional

Experience-InternshipHandook.doc Handbook at

http://gradweb.ucumberlands.edu/education/maed/resources.

http://gradweb.ucumberlands.edu/education/maed/resources

http://www.ucumberlands.edu/academics/education/faculty/srose/Practicum-InternshipHandook.doc

http://www.ucumberlands.edu/academics/education/faculty/srose/Practicum-InternshipHandook.doc



Master of Arts in Education – Teacher Leader

The exit exam for the M.A.Ed. degree in Teacher Leader is comprised of passing scores on both the

Standards-Based ePortfolio and the Standards-Based action research project and interview. Teacher

Leader candidates are required to maintain and ultimately complete an electronic portfolio through the

program coursework. Items in the portfolio provide evidence of the candidate’s competencies related to

the Kentucky Teacher Standards and University of the Cumberlands standards. The Rubric is found in

the Appendix of forms within this Graduate Handbook (p.52-53). The Standards-Based action research

project and interview allow practice of research as well as leadership competencies. Candidates are

provided a foundation in research in EDOL 630, Research and Evaluation. A topic is identified for the

culminating Research Project in ADOL 633, Applied Research. In courses throughout the program,

candidates gather data for this research project using the Kentucky Standards and Indicators for School

Improvement, Kentucky Teacher Standards, Kentucky Common Content and other materials specific to

the project. The research project is presented in the culminating course, EDOL 647, Teacher Leader in

Professional Learning Communities.

Education Specialist

Ed.S. Degree candidates complete a capstone project aligned to ISLLC, TSSA, ELCC and KSCS.

Praxis Test & Internship Program

Initial certification of all new teachers requires the successful completion of appropriate written

examinations (PRAXIS II). The Education Professional Standards Board (EPSB) selects the tests and

determines the minimum acceptable level of achievement for each. Acquisition and application of

concepts, ideas, and facts, which are taught in teacher education programs are assessed through the

PRAXIS exams. Upon completion of the tests and the approved teacher preparation program, a

provisional certificate valid for one (1) year may be issued (Letter of Eligibility).

Passing PRAXIS II Content Exams scores are required for entry into all MAT Programs with the

exception of the Special Education, Learning Behavior and Disabilities Program. For that program,

passing PRAXIS II Content Exams are required when a candidate makes application for student

teaching. School Counseling also requires the PRAXIS II Content exam in Pillar V. The PPST is used

as appropriate to assist with admission.

Passing PRAXIS II Principles of Learning and Teaching (PLT) Exam scores should be attached to the

student teaching application.

The Education Department provides for confidentiality of the individual assessment results. Scores will

be available only to the candidate and to the education officials who are responsible for determining

whether established certification standards have been met.

All new teachers and out-of-state teachers with less than two (2) years of successful teaching experience

who are seeking initial certification in Kentucky shall serve a one-year internship (KTIP). The teacher

shall be a full-time employee with supervision, assistance, and assessment during the one-year

internship.

Academic Dishonesty Policy

Honesty is expected of University of the Cumberlands students at all times. Lying (falsifying,

fabricating, or forging information in either written or spoken presentations) is strictly forbidden, and

may result in disciplinary action. (Student Handbook).



At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of

academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty

involves the abuse and misuse of information or people to gain an underserved academic advantage or

evaluation. The common forms of academic dishonesty include:

Cheating: Using deception in the taking of tests or the preparation of written work, using

unauthorized materials, copying another person’s work with or without consent, or assisting

another in such activities;

Lying: Falsifying, fabricating, or forging information in either written or spoken presentations;

Plagiarism: Using the published writings, data, interpretations, or ideas of another without

proper documentation.

Episodes of academic dishonesty are reported to the Vice President for Academic Affairs. The potential

penalty for academic dishonesty includes: (1) a failing grade on a particular assignment, (2) a failing

grade for the entire course, or (3) charges against the student with the appropriate disciplinary body.

(Student Handbook)

Candidate Grievance

Records of formal candidate complaints concerning academic and program policy issues are maintained

by the Chair of the Education Department and, when appropriate, by the Vice President for Academic

Affairs. In addition, records concerning formal appeals concerning academic standing, sexual

harassment, social grievances or other issues are maintained by other university offices as defined by the

University’s policies concerning Appeals and Grievances. Candidates can find this information in the

Undergraduate Student Handbook at

http://www.ucumberlands.edu/currentstudents/StudentHandbook.pdf

Complaints concerning policies should first be directed by candidates toward the appropriate faculty

member. If these complaints cannot be resolved informally at this level, candidates may choose to

pursue their concerns with the appropriate program director. If these informal efforts still yield no

resolution, the Department Chair may be consulted. At this stage, should the candidate’s concerns

become a formal written complaint or appeal, appropriate records are maintained by the Department

Chair.

For policy issues, should the Chair be unable to resolve the situation, the Graduate Education Committee

may be asked to render a judgment on program policy; and any deliberation or action concerning the

complaint or appeal is recorded in committee minutes. If a formal academic complaint or appeal cannot

be resolved within the unit, the candidate may appeal in writing to the Vice President for Academic

Affairs, with appropriate records of the appeal then maintained by the Academic Affairs Office.

For complaints or appeals concerning grades, if discussions with the course instructor, program director

or department chair do not lead to a satisfactory conclusion, students may file a formal written appeal

with the Vice President for Academic Affairs, who will forward the appeal to the chair of the Academic

Appeals Committee. This formal written appeal must be filed by the end of the 4th week of classes in

the next regular term following the term in which the course in question was taken. The Academic

Appeals Committee then gathers information from the student, the instructor, and any other relevant

parties. The Committee will deliver its recommendation on the complaint to the Vice President for

Academic Affairs. After reviewing this recommendation and concurring or amending it, the Vice

President for Academic Affairs will inform the student and instructor of the disposition of the complaint

no later than the last day of classes of the term in which the complaint was filed. Records of all actions

http://www.ucumberlands.edu/currentstudents/StudentHandbook.pdf



regarding academic grade appeals, including their final disposition, are maintained by the Vice President

for Academic Affairs and the Academic Appeals Committee.

Individual Action Plan

The Education Department faculty at University of the Cumberlands is committed to helping all

candidates learn. Faculty will offer assistance and guidance to candidates who may struggle to meet the

established standards for content knowledge, pedagogical skills, and professional dispositions. However,

if a candidate demonstrates a significant need for growth in any or all of these areas, an Individual

Action Plan will be initiated and the candidate will be moved to Probationary Status. The following

process is followed when an Individual Action Plan is deemed necessary.

1. A professor, academic advisor, P-12 supervising teacher, Department Chair, Program Director or

candidates themselves may initiate the Action Plan.

2. Collaboratively, appropriate personnel and the candidate will document

a. specific area(s) of concern (growth area)

b. specific actions and strategies designed to eliminate the identified area of concern

c. an established a time line for completion of the strategies and actions

d. possible resources to support the candidate’s professional growth

3. All involved parties, including the School of Education Dean, Graduate Chair and Program

Director, will sign and date the Individual Action Plan.

4. The Individual Action Plan’s timeline should be no longer than one academic year.

5. The Individual Action Plan becomes part of the candidate’s licensure file.

6. The Program Director will monitor the candidate’s progress and completion of the plan.

7. The Graduate Committee will be notified of the Individual Action Plan and must approve the

candidate’s successful completion of the plan. If all requirements have been met, the candidate

will be notified of permission to continue in the program and of removal from Probationary

Status. 8. Candidates who are unsuccessful in meeting the Individual Action Plan requirements are

withdrawn from the program unless Graduate Education Committee grants a time extension for

additional remedial actions.

9. When all requirements have been met, the candidate will be notified of permission to continue in

the program and of removal from Probationary Status.

10. If the candidate has not removed the identified area(s) for growth at the end of the extension of

probation, the candidate will be withdrawn from the program. After one semester, candidates

must provide documentation of successful actions that have removed the identified area for

growth and may request readmission to the program.

11. If readmitted, the candidate’s enrollment in the program will be monitored by the Program

Director and continued enrollment will depend upon continuous improvement in the cited area(s)

for growth.



Appendix – Forms & Standards

Listed first in the Appendix are State and National Standards from Specialized Professional Associations

(SPAS) that guide coursework. Candidates should print out standards that are specific to their program

(See Table 3). Not all National Standards are found here, but can be found on the Internet. Appropriate

Standards are also printed on each course syllabus.

Standards links are from the NCATE website: http://www.ncate.org/public/programStandards.asp?ch=4

AAHPERD (American Association for Health Education) -

http://www.aahperd.org/aahe/template.cfm?Template=ncate_elements.html

ACEI (Association for Childhood Education International) -

http://www.acei.org/ACEIElementaryStandardsSupportingExplanation.5.07.pdf

CEC (Council for Exceptional Children) -

http://www.cec.sped.org/AM/Template.cfm?Section=Ethics_and_Practice_Standards&Template=/CM/

ContentDisplay.cfm&ContentID=9105

ISLLC (Interstate School Leaders Licensure Consortium) -

http://www.uslaw.com/library/Education_Law/New_ISLLC_Standards_Approved.php?item=6757

ISTE (International Society for Technology in Education) -

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_

2008.htm

NASPE (National Association for Sport and Physical Education) -

http://www.aahperd.org/naspe/pdf_files/2008%20National%20Initial%20PETE%20Standards.pdf

NCSS (National Council for the Social Studies) -

http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf

NCTE/IRA (National Council of Teachers of English / International Reading Association) -

http://www.ncte.org/library/NCTEFiles/Groups/CEE/NCATE/Guidelines_for_Teacher_Prep_2006.pdf /

http://www.reading.org/downloads/resources/545standards2003/index.html

NCTM (National Council of Teachers of Mathematics) – Middle School -

http://www.nctm.org/uploadedFiles/Math_Standards/NCTMMIDDLEStandards(1).pdf / High School -

http://www.nctm.org/uploadedFiles/Math_Standards/NCTMSECONStandards.pdf

NMSA (National Middle Schools Association) -

http://ncate.org/ProgramStandards/NMSA/NMSAStandardslink.doc

NSTA (National Science Teachers Association) - http://www.nsta.org/pdfs/NSTAstandards2003.pdf

TSSA (Technology Standards for School Administrators) -

http://www.kyepsb.net/documents/EduPrep/tssa.pdf

http://www.ncate.org/public/programStandards.asp?ch=4

http://www.aahperd.org/aahe/template.cfm?Template=ncate_elements.html

http://www.acei.org/ACEIElementaryStandardsSupportingExplanation.5.07.pdf

http://www.cec.sped.org/AM/Template.cfm?Section=Ethics_and_Practice_Standards&Template=/CM/ContentDisplay.cfm&ContentID=9105

http://www.cec.sped.org/AM/Template.cfm?Section=Ethics_and_Practice_Standards&Template=/CM/ContentDisplay.cfm&ContentID=9105

http://www.uslaw.com/library/Education_Law/New_ISLLC_Standards_Approved.php?item=6757

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

http://www.aahperd.org/naspe/pdf_files/2008%20National%20Initial%20PETE%20Standards.pdf

http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf

http://www.ncte.org/library/NCTEFiles/Groups/CEE/NCATE/Guidelines_for_Teacher_Prep_2006.pdf%20/

http://www.reading.org/downloads/resources/545standards2003/index.html

http://www.nctm.org/uploadedFiles/Math_Standards/NCTMMIDDLEStandards(1).pdf

http://www.nctm.org/uploadedFiles/Math_Standards/NCTMSECONStandards.pdf

http://ncate.org/ProgramStandards/NMSA/NMSAStandardslink.doc

http://www.nsta.org/pdfs/NSTAstandards2003.pdf

http://www.kyepsb.net/documents/EduPrep/tssa.pdf


Interstate School Leader’s Licensure Consortium Standards for School Leaders (ISLLC)

Standard 1: An education leader promotes the success of every student by facilitating the

development, articulation, implementation, and stewardship of a vision of learning that is shared

and supported by all stakeholders Functions:

A. Collaboratively develop and implement a shared vision and mission.

B. Collect and use data to identify goals, assess organizational effectiveness, and promote

organizational learning

C. Create and implement plans to achieve goals

D. Promote continuous and sustainable improvement

E. Monitor and evaluate progress and revise plans

Standard 2: An education leader promotes the success of every student by advocating, nurturing

and sustaining a school culture and instructional program conducive to student learning and staff

professional growth. Functions:

A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations

B. Create a comprehensive, rigorous, and coherent curricular program

C. Create a personalized and motivating learning environment for students

D. Supervise instruction

E. Develop assessment and accountability systems to monitor student progress.

F. Develop the instructional and leadership capacity of staff

G. Maximize time spent on quality instruction

H. Promote the use of the most effective and appropriate technologies to support teaching and

learning

I. Monitor and evaluate the impact of the instructional program

Standard 3: An education leader promotes the success of every student by ensuring management

of the organization, operation, and resources for a safe, efficient, and effective learning

environment. Functions:

A. Monitor and evaluate the management and operational systems

B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources

C. Promote and protect the welfare and safety of students and staff

D. Develop the capacity for distributed leadership

E. Ensure teacher and organizational time is focused to support quality instruction and student

learning

Standard 4: An education leader promotes the success of every student by collaborating with

faculty and community members, responding to diverse community interests and needs, and

mobilizing community resources. Functions:

A. Collect and analyze data and information pertinent to the educational environment

B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and

intellectual resources

C. Build and sustain positive relationships with families and caregivers

D. Build and sustain productive relationships with community partners


Standard 5: An education leader promotes the success of every student by acting with integrity,

fairness, and in an ethical manner. Functions:

A. Ensure a system of accountability for every student’s academic and social success

B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior

C. Safeguard the values of democracy, equity, and diversity

D. Consider and evaluate the potential moral and legal consequences of decision-making

E. Promote social justice and ensure that individual student needs inform all aspects of schooling

Standard 6: An education leader promotes the success of every student by understanding,

responding to, and influencing the political, social, economic, legal, and cultural context. Functions:

A. Advocate for children, families, and caregivers

B. Act to influence local, district, state, and national decisions affecting student learning

C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership

strategies

TSSA I. Leadership and Vision: Educational leaders inspire a shared vision for comprehensive integration of technology and

foster an environment and culture conducive to the realization of that vision.

Educational leaders:

A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that

vision.

B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and

systemic technology plan to achieve the vision.

C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation

with technology.

D. use data in making leadership decisions.

E. advocate for research-based effective practices in use of technology.

F. advocate, on the state and national levels, for policies, programs, and funding opportunities that support

implementation of the district technology plan.

II. Learning and Teaching: Educational leaders ensure that curricular design, instructional strategies, and learning

environments integrate appropriate technologies to maximize learning and teaching.


A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-

based curriculum leading to high levels of student achievement.

B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for

improved learning.

C. provide for learner-centered environments that use technology to meet the individual and diverse needs of

learners.

D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking,

decision-making, and problem-solving skills.

E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for

improved learning and teaching with technology.

III. Productivity and Professional Practice:

Educational leaders apply technology to enhance their professional practice and to increase their own

productivity and that of others.


A. model the routine, intentional, and effective use of technology.

B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the

larger community.

C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using

technology for improved productivity.

D. engage in sustained, job-related professional learning using technology resources.

E. maintain awareness of emerging technologies and their potential uses in education.


F. use technology to advance organizational improvement.

IV. Support, Management, and Operations: Educational leaders ensure the integration of technology to support

productive systems for learning and administration.


A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.

B. implement and use integrated technology-based management and operations systems.

C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan.

D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage

resources.

E. implement procedures to drive continuous improvements of technology systems and to support technology

replacement cycles.

V. Assessment and Evaluation: Educational leaders use technology to plan and implement comprehensive systems of

effective assessment and evaluation.


A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning,

communication, and productivity.

B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional

practice and student learning.

C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality

professional development and to inform personnel decisions.

D. use technology to assess, evaluate, and manage administrative and operational systems.

VI. Social, Legal, and Ethical Issues: Educational leaders understand the social, legal, and ethical issues related to

technology and model responsible decision-making related to these issues.


A. ensure equity of access to technology resources that enable and empower all learners and educators.

B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of

technology.

C. promote and enforce privacy, security, and online safety related to the use of technology.

D. promote and enforce environmentally safe and healthy practices in the use of technology.

E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual

property developed with district resources.

“This material was originally produced as a project of the Technology Standards for School Administrators Collaborative.”

Kentucky Teacher Standards

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE - The teacher demonstrates

a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in

those areas.

1.1 Communicates concepts, processes, and knowledge.

Initial-Level Performance Advanced-Level Performance

Accurately and effectively communicates concepts,

processes and/or knowledge and uses vocabulary that is

clear, correct and appropriate for students.

Accurately and effectively communicates an in-depth

understanding of concepts, processes, and/or knowledge in

ways that contribute to the learning of all students.

1.2 Connects content to life experiences of student.


Effectively connects most content, procedures, and

activities with relevant life experiences of students.

Effectively connects content to students’ life experiences

including, when appropriate, prior learning in the content

area or other content areas.

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.

Consistently uses instructional strategies that are appropriate

for content and contribute to the learning of all students.

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.

Regularly guides students to understand content from

appropriate diverse, multicultural, or global perspectives.

1.5 Identifies and addresses students’ misconceptions of content.


Identifies misconceptions related to content and addresses

them during planning and instruction.

Consistently anticipates misconceptions related to content

and addresses them by using appropriate instructional

practices.

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.

Develops challenging and appropriate learning objectives

that are aligned with local/state/national standards and are

based on students’ needs, interests and abilities.

2.2 Uses contextual data to design instruction relevant to students.


Plans and designs instruction based on contextual (i.e.,

student, community, and/or cultural) and pre-assessment

data.

Plans and designs instruction that is based on significant

contextual 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.

Develops well-designed assessments that align with learning

objectives, guide instruction, and measure learning results.

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.

Plans a learning sequence using instructional strategies and

activities that build on students’ prior knowledge and

address learning objectives.

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.

Plans a learning sequence using strategies and activities that

foster the development of 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.

Consistently Sets significant and challenging behavioral and

learning expectations for all students and communicates

confidence in their ability to achieve those expectations.

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.

Maintains a fair, respectful, and productive classroom

environment conducive to learning.

3.3 Values and supports student diversity and addresses individual needs.



Uses a variety of strategies and methods to supports

student diversity by addressing individual needs.

Consistently uses appropriate and responsive instructional

strategies that address the needs of all students.

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.

Consistently treats all students with respect and concern and

actively encourages 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.

Maintains a classroom environment that is both emotionally

and physically safe for all students.

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,


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 aligned with

learning objectives.

Consistently provides a well-planned sequence of

appropriate instructional strategies that actively engage

students in meeting learning objectives.

4.2 Implements instruction based on diverse student needs and assessment data.


Implements instruction based on contextual information

and assessment data.

Implements instruction based on contextual information and

assessment data, adapting instruction to unanticipated

circumstances.

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.

Makes thoughtful choices about the organization and

implementation of both instructional and non-instructional

tasks to maximize time for student learning.

4.4 Uses space and materials effectively.


Uses classroom space and materials effectively to

facilitate student learning.

Makes optimal use of classroom space and uses a variety of

instructional resources and technologies to enhance student

learning.

4.5 Implements and manages instruction in ways that facilitate higher order thinking.


Instruction provides opportunity to promote higher-order

thinking.

Consistently uses a variety of appropriate strategies to

facilitate higher-order thinking.

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS -- The teacher assesses

learning and communicates results to students and others with respect to student abilities 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 students.

Consistently uses student baseline data from appropriate

pre-assessments to promote the learning of all students.

5.2 Uses formative assessments.


Uses a variety of formative assessments to determine each

student’s progress and guide instruction.

Consistently uses appropriate formative assessments to

determine student progress, guide instruction, and provide

feedback to students.

5.3 Uses summative assessments.


Uses a variety of summative assessments to measure

student achievement.

Consistently uses appropriate summative assessments

aligned with the learning objectives 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.

Consistently describes, analyzes, and evaluates student

performance data to determine student progress, identify

differences among student groups, and inform instructional

practice.

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.

Clearly communicates to students and parents in a timely

manner the evidence of student performance and

recommends future actions.

5.6 Allows opportunity for student self-assessment.


Promotes opportunities for students to engage in accurate

self-assessment of learning.

Provides on-going opportunities for students to assess and

reflect on their own performance in order to identify

strengths and areas for future learning.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY -- 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.

6.1 Uses available technology to design and plan instruction.


Uses technology to design and plan instruction. Uses appropriate technology to design and plan instruction

that supports and extends learning of all students.

6.2 Uses available technology to implement instruction that facilitates student learning.


Uses technology to implement instruction that facilitates

student learning.

Designs and implements research-based, technology-infused

instructional strategies to support learning of all students.

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.

Provides varied and authentic opportunities for all students

to use appropriate technology to further their learning.

6.4 Uses available technology to assess and communicate student learning.


Uses technology to assess and communicate student

learning.

Uses technology to assess student learning, manage

assessment data, and communicate results to appropriate

stakeholders.


6.5 Demonstrates ethical and legal use of technology.


Ensures that personal use and student use of technology

are ethical and legal.

Provides and maintains a safe, secure, and equitable

classroom environment that consistently promotes

discerning and ethical use of technology.

STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING -- The teacher reflects on and

evaluates specific teaching/learning situations and/or programs.

7.1 Uses data to reflect on and evaluate student learning.


Reflects on and accurately evaluates student learning

using appropriate data.

Uses formative and summative performance data to

determine the learning needs of all students.

7.2 Uses data to reflect on and evaluate instructional practice.


Reflects on and accurately evaluates instructional practice

using appropriate data.

Uses performance data to conduct an in-depth analysis and

evaluation of instructional practices to inform future

teaching.

7.3 Uses data to reflect on and identify areas for professional growth.


Identifies areas for professional growth using appropriate

data.

Reflects on the evaluations of student learning and

instructional practices to identify and develop plans for

professional growth.

STANDARD 8: COLLABORATES WITH COLLEAGUES/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 opportunities to engage in collaborations that enhance student learning


Identifies opportunities to engage in collaborations that

enhance student learning

Describes an on-going process for identifying situations in

which student learning could be enhanced by collaboration.

8.2. Identifies and engages in collaborations that enhance the standards-based unit development


Identifies and engages in collaborations that enhance the

standards-based unit development

Designs a plan that involves parents, colleagues, and others

in a collaborative effort to enhance student learning.

8.3 Reflects on the purpose and impact of the collaborative activities


Reflects on the purpose and impact of the collaborative

activities

Explains how the collaboration to enhance student learning

has been implemented.

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.

Thoroughly and accurately assesses current performance

related to the Kentucky Teacher Standards and any

school/district professional development initiatives.

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.

Reflects on data from multiple sources (i.e., self-assessment,

student performance, feedback from colleagues,


school/district initiatives) and identifies priority areas for

growth.

9.3 Designs a professional growth plan that addresses identified priorities.


Designs a clear, logical professional growth plan that

addresses all priority areas.

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 relative to the identified priority areas and

impact on instructional effectiveness and student learning.

Shows clear evidence of the impact of professional growth

activities 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 required.

Identifies leadership opportunities within the school,

community, or professional organizations to advance

learning, improve instructional practice, facilitate

professional development of colleagues, or advocate

positive policy change; and selects an opportunity to

demonstrate initiative, planning, organization, and

professional judgment.

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.

Develops a leadership work plan that clearly describes the

purpose, scope, participants involved, timeline of

events/actions, and plan for assessing progress and impact.

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.

Effectively implements the leadership work plan.

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.

Uses data from the leadership effort to describe, analyze,

and evaluate the impact on student learning.

University of the Cumberlands Standards

Standard 11: The Teacher evidences behaviors ascribed to in the University’s Mission Statement with

Particular Emphasis on caring, a strong work ethic, critical and creative thinking, and a commitment to

excellence. (Dispositions of Caring, Critical and Creative Thinking, and Strong Work Ethic)


Standard 12: The teacher demonstrates behaviors supportive of the Kentucky School Personnel Code

of Ethics, demonstrates a commitment to integrity and excellence. (Dispositions of Professional

Excellence and Integrity)

American School Counselors’ Association (ASCA)

National Standards for School Counseling Programs

I. Academic Development – ASCA National Standards for academic development guide school counseling programs to

implement strategies and activities to support and maximize each student’s ability to learn.

A. Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and

across the life span.

A:A1 Improve Academic Self-Concept

A:A1.1 Articulate feelings of competence and confidence as learners

A: A1.2 Display a positive interest in learning

A: A1.3 Take pride in work and achievement

A: A1.4 Accept mistakes as essential to the learning process

A: A1.5 Identify attitudes and behaviors that lead to successful learning

A: A2 Acquire Skills for Improving Learning

A: A2.1 Apply time management and task management skills

A: A2.2 Demonstrate how effort and persistence positively affect learning

A: A2.3 Use communication skills to know when and how to ask for help when

needed

A: A2.4 Apply knowledge and learning styles to positively influence school

performance

A:A3 Achieve School Success

A: A3.1 Take responsibility for their actions

A: A3.2 Demonstrate the ability to work independently, as well as the ability to

work cooperatively with other students

A: A3.3 Develop a broad range of interests and abilities

A: A3.4 Demonstrate dependability, productivity and initiative

A: A3.5 Share knowledge

B. Students will complete school with the academic preparation essential to choose from a wide range of

substantial post-secondary options, including college.

A:B1 Improve Learning

A: B1.1 Demonstrate the motivation to achieve individual

potential

A: B1.2 Learn and apply critical-thinking skills

A: B1.3 Apply the study skills necessary for academic

success at each level

A: B1.4 Seek information and support from faculty, staff,

family and peers

A: B1.5 Organize and apply academic information from a

variety of sources

A: B1.6 Use knowledge of learning styles to positively

influence school performance

A: B1.7 Become a self-directed and independent learner

A: B2 Plan to Achieve Goals

A: B2.1 Establish challenging academic goals in elementary,

middle/jr. high and high school

A: B2.2 Use assessment results in educational planning

A: B2.3 Develop and implement annual plan of study to

maximize academic ability and achievement


A: B2.4 Apply knowledge of aptitudes and interests to goal

setting

A: B2.5 Use problem-solving and decision-making skills to

assess progress toward educational goals

A: B2.6 Understand the relationship between classroom

performance and success in school

A: B2.7 Identify post-secondary options consistent with

interests, achievement, aptitude and abilities

C. Students will understand the relationship of academics to the world of work and to life at home and in the

community.

A:C1 Relate School to Life Experiences

A: C1.1 Demonstrate the ability to balance school, studies, extracurricular

activities, leisure time and family life

A: C1.2 Seek co-curricular and community experiences to enhance the school

experience

A: C1.3 Understand the relationship between learning and work

A: C1.4 Demonstrate an understanding of the value of lifelong learning as

essential to seeking, obtaining and maintaining life goals

A: C1.5 Understand that school success is the preparation to make the transition

from student to community member

A: C1.6 Understand how school success and academic achievement enhance

future career and vocational opportunities

II. Career Development – ASCA National Standards for career development guide school counseling programs to

provide the foundation for the acquisition of skills, attitudes, and knowledge that enable students to make a

successful transition from school to the world of work, and from job to job across the life span.

A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make

informed career decisions.

C: A1 Develop Career Awareness

C: A1.1 Develop skills to locate, evaluate, and interpret career information

C: A1.2 Learn about the variety of traditional and nontraditional occupations

C: A1.3 Develop an awareness of personal abilities, skills, interests and

motivations

C: A1.4 Learn how to interact and work cooperatively in teams

C: A1.5 Learn to make decisions

C: A1.6 Learn how to set goals

C: A1.7 Understand the importance of planning

C: A1.8 Pursue and develop competency in areas of interest

C: A1.9 Develop hobbies and vocational interests

C: A1.10 Balance between work and leisure time

C: A2 Develop Employment Readiness

C: A2.1 Acquire employability skills such as working on a team, problem-solving

and organizational skills

C: A2.2 Apply job readiness skills to seek employment opportunities

C: A2.3 Demonstrate knowledge about the changing work place

C: A2.4 Learn about the rights and responsibilities of employers and employees

C: A2.5 Learn to respect individual uniqueness in the workplace

C: A2.6 Learn how to write a resume

C: A2.7 Develop a positive attitude toward work and learning

C: A2.8 Understand the importance of responsibility, dependability, punctuality,

integrity and effort in the workplace

C: A2.9 Utilize time and task management skills

B. Students will employ strategies to achieve future career goals with success and satisfaction.


C:B1 Acquire Career Information

C: B1.1 Apply decision-making skills to career planning, course selection and

career transition

C: B1.2 Identify personal skills, interests, and abilities and relate them to current

career choice

C: B1.3 Demonstrate knowledge of the career-planning process

C: B1.4 Know the various ways in which occupations can be classified

C: B1.5 Use research and information resources to obtain career information

C: B1.6 Learn to use the Internet to access career-planning information

C: B1.7 Describe traditional and nontraditional career choices and how they relate

to career choice

C: B1.8 Understand how changing economic and societal needs influence

employment trends and future training

C: B2 Identify Career Goals

C: B2.1 Demonstrate awareness of the education and training needed to achieve

career goals

C: B2.2 Assess and modify their educational plan to support career

C: B2.3 Use employability and job readiness skills in internship, mentoring,

shadowing, and/or other work experience

C: B2.4 Select course work that is related to career interests

C: B2.5 Maintain a career-planning portfolio

C. Students will understand the relationship between personal qualities, education, training and the world of

work.

C: C1 Acquire Knowledge to Achieve Career Goals

C: C1.1 Understand the relationship between educational achievement and career

success

C: C1.2 Explain how work can help to achieve personal success and satisfaction

C: C1.3 Identify personal preferences and interests influencing career choice and

success

C: C1.4 Understand that the changing workplace requires lifelong learning and

acquiring new skills

C: C1.5 Describe the effect of work on lifestyle

C: C1.6 Understand the importance of equity and access in career choice

C: C1.7 Understand that work is an important and satisfying means of personal

expression

C: C2 Apply Skills to Achieve Career Goals

C: C2.1 Demonstrate how interests, abilities, and achievement relate to achieving

personal, social, educational and career goals

C: C2.2 Learn how to use conflict management skills with peers and adults

C: C2.3 Learn to work cooperatively with others as a team member

C: C2.4 Apply academic and employment readiness skills in work based learning

situations such as internships, shadowing and/or mentoring experiences

III. Personal/Social Development – ASCA National Standards for personal/social development guide school counseling

programs to provide the foundation for personal and social growth as students progress through school and into

adulthood.

A. Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect

self and others.

PS: A1 Acquire Self-knowledge

PS: A1.1 Develop positive attitudes toward self as a unique and worthy person

PS: A1.2 Identify values, attitudes and beliefs

PS: A1.3 Learn the goal-setting process


PS: A1.4 Understand change is a part of growth

PS: A1.5 Identify and express feelings

PS: A1.6 Distinguish between appropriate and inappropriate behavior

PS: A1.7 Recognize personal boundaries, rights, and privacy needs

PS: A1.8 Understand the need for self-control and how to practice it

PS: A1.9 Demonstrate cooperative behavior in groups

PS: A1.10 Identify personal strengths and assets

PS: A1.11 Identify and discuss changing personal and social roles

PS: A1.12 Identify and recognize changing family roles

PS: A2 Acquire Interpersonal Skills

PS: A2.1 Recognize that everyone has rights and responsibilities

PS: A2.2 Respect alternative points of view

PS: A2.3 Recognize, accept, respect, and appreciate individual differences

PS: A2.4 Recognize, accept, and appreciate ethnic and cultural diversity

PS: A2.5 Recognize and respect differences in various family configurations

PS: A2.6 Use effective communication skills

PS: A2.7 Know that communication involves speaking, listening and nonverbal

behavior

PS: A2.8 Learn how to make and keep friends

B. Students will make decisions, set goals and take necessary action to achieve goals.

PS: B1 Self-Knowledge Application

PS: B1.1 Use a decision-making model and problem-solving model

PS: B1.2 Understand consequences of decisions and choices

PS.B1.3 Identify alternative solutions to a problem

PS: B1.4 Develop effective coping skills for dealing with problems

PS: B1.5 Demonstrate when, where, and how to seek help for solving problems

and making decisions

PS: B1.6 Know how to apply conflict resolution skills

PS: B1.7 Demonstrate a respect and appreciation for individual and cultural

differences

PS: B1.8 Know when peer pressure is influencing a decision

PS: B1.9 Identify long- and short-term goals

PS: B1.10 Identify alternative ways of achieving goals

PS: B1.11 Use persistence and perseverance in acquiring knowledge and skills

PS: B1.12 Develop an action plan to set and achieve realistic goals

C. Students will understand safety and survival skills.

PS: C1 Acquire Personal Safety Skills

PS: C1.1 Demonstrate knowledge of personal information (i.e., telephone number,

home address, emergency contact)

PS: C1.2 Learn about the relationship between rules, laws, safety, and the

protection of rights of the individual

PS: C1.3 Learn about the differences between appropriate and inappropriate

physical contact

PS: C1.4 Demonstrate the ability to set boundaries, rights and personal privacy

PS: C1.5 Differentiate between situations requiring peer support and situations

requiring adult professional help

PS: C1.6 Identify resource people in the school and community, and know how to

seek their help

PS: C1.7 Apply effective problem-solving and decision-making skills to make safe

and healthy choices

PS: C1.8 Learn about the emotional and physical dangers of substance use and

abuse

PS: C1.9 Learn how to cope with peer pressure

PS: C1.10 Learn techniques for managing stress and conflict


PS: C1.11 Learn coping skills for managing life events

Kentucky Standards for Guidance Counseling Programs

These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky

Standards for Guidance Counselor Programs are derived from the Council for Accreditation of Counseling and Related

Educational Programs (CACREP) Standards and are incorporated by reference in 16 KAR 5:010 that include core

curriculum experiences and demonstrated knowledge and skills.

PREAMBLE

Professional guidance counselors represent a significant and important component of the educational leadership team within

the P-12 schools of the Commonwealth. The standards for training and preparation for guidance counselors evolved from a

synthesis of the American School Counselor Association (ASCA) National Model and the Council for Accreditation of

Counseling and Related Educational Programs (CACREP) national counselor preparation standards. The standards

acknowledge the importance of a common core of knowledge, skills, and abilities as well as the specific skills and

knowledge unique to the practice of professional school counseling. The standards for counselor training and preparation

represent the foundation for the profession of guidance counseling in the Commonwealth of Kentucky.

(9) A. FOUNDATIONS OF SCHOOL COUNSELING

1. history, philosophy, and current trends in school counseling and educational systems;

2. relationship of the school counseling program to the academic and student services program in the school;

3. role, function, and professional identity of the school counselor in relation to the roles of other professional and

support personnel in the school;

4. strategies of leadership designed to enhance the learning environment of schools;

5. knowledge of the school setting, environment, and pre-K-12 curriculum;

6. current issues, policies, laws, and legislation relevant to school counseling;

7. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender,

sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school

counseling;

8. knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as

barriers that impede student academic, career, and personal/social success and overall development;

9. knowledge and application of current and emerging technology in education and school counseling to assist

students, families, and educators in using resources that promote informed academic, career, and personal/social

choices; and

10. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ASCA Ethical

Standards for School Counselors, and the ACA Code of Ethics).

(10) B. CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING

Studies that provide an understanding of the coordination of counseling program components as they relate to the

total school community, including all of the following:

1. advocacy for all students and for effective school counseling programs;

2. coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and

community resources to promote program objectives and facilitate successful student development and achievement

of all students;

3. integration of the school counseling program into the total school curriculum by systematically providing

information and skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social

development.

4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance

a positive school climate;

5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers,

parents, and the community;

6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental

counseling programs; and

7. knowledge of prevention and crisis intervention strategies.

(11) C. KNOWLEDGE AND SKILL REQUIREMENTS FOR SCHOOL COUNSELORS


1. Program Development, Implementation, and Evaluation

a. use, management, analysis, and presentation of data from school-based information (e.g., standardized

testing, grades, enrollment, attendance, retention, placement, surveys, interviews, focus groups, and needs

assessment) to improve student outcomes;

b. design, implementation, monitoring, and evaluation of comprehensive developmental school counseling

programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of

various systems that affect students, school, and home;

c. implementation and evaluation of specific strategies that meet program goals and objectives;

d. identification of student academic, career, and personal/social competencies and the implementation of

processes and activities to assist students in achieving these competencies;

e. preparation of an action plan and school counseling calendar that reflect appropriate time commitments and

priorities in a comprehensive developmental school counseling program;

f. strategies for seeking and securing alternative funding for program expansion; and

g. use of technology in the design, implementation, monitoring and evaluation of a comprehensive school

counseling program.

2. Counseling and Guidance

a. individual and small-group counseling approaches that promote school success through academic, career,

and personal/social development for all;

b. individual, group, and classroom guidance approaches systematically designed to assist all students with

academic, career, and personal/social development;

c. approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs;

d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders,

attention deficit hyperactivity disorder, childhood depression, and suicide);

e. developmental approaches to assist all students and parents at points of educational transition (e.g., home

to elementary school, elementary to middle to high school, high school to postsecondary education and

career options);

f. constructive partnerships with parents, guardians, families, and communities in order to promote each

student’s academic, career, and personal/social success;

g. systems theories and relationship among and between community systems, family systems, and school

systems, and how they interact to influence the students and affect each system; and

h. approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or

who may reside in a home where substance abuse occurs.

3. Consultation

a. strategies to promote, develop, and enhance effective teamwork within the school and larger community;

b. theories, models, and processes of consultation and change with teachers, administrators, other school

personnel, parents, community groups, agencies, and students as appropriate;

c. strategies and methods of working with parents, guardians, families, and communities to empower them to

act on behalf of their children; and

d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social,

emotional, career, and other developmental needs.

(12) D. CLINICAL INSTRUCTION

For the School Counseling Program, Clinical Professional Experience/internship experiences must occur in a school

counseling setting under the supervision of a site supervisor.

The program must clearly define and measure the outcomes expected of Clinical Professional Experience/intern students,

using appropriate professional resources that address Standards A, B, and C (School Counseling Programs).

PROGRAM OBJECTIVES AND CURRICULUM

Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in

the program. The eight common core areas follow:


1. PROFESSIONAL IDENTITY – studies that provide an understanding of all of the following aspects of

professional functioning:

a. history and philosophy of the counseling profession, including significant factors and events;

b. professional roles, functions, and relationships with other human service providers;

c. technological competence and computer literacy;

d. professional organizations, including ASCA/ACA, its divisions, branches, and affiliates, including

membership benefits, activities, services to members, and current emphases;

e. professional credentialing, including certification, licensure, and accreditation practices and standards, and

the effects of public policy on these issues;

f. public and private policy processes, including the role of the professional counselor in advocating on

behalf of the profession;

g. advocacy processes needed to address institutional and social barriers that impede access, equity, and

success for clients; and

h. ethical standards of ASCA, ACA, and related entities, and applications of ethical and legal considerations

in professional counseling.

2. SOCIAL AND CULTURAL DIVERSITY – studies that provide an understanding of the cultural context of

relationships, issues, and trends in a multicultural and diverse society related to such factors as culture, ethnicity,

nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious

and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic

groups, and communities including all of the following:

a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse

groups nationally and internationally;

b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning

activities;

c. individual, couple, family, group, and community strategies for working with diverse populations and

ethnic groups;

d. counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of

biases, prejudices, processes of intentional and unintentional oppression and discrimination to the growth

of the human spirit, mind, or body;

e. theories of multicultural counseling, theories of identity development, and multicultural competencies; and

f. ethical and legal considerations.

3. HUMAN GROWTH AND DEVELOPMENT – studies that provide an understanding of the nature and needs of

individuals at all developmental levels, including all of the following:

a. theories of individual and family development and transitions across the life-span;

b. theories of learning and personality development;

c. human behavior including an understanding of developmental crises, disability, exceptional behavior,

addictive behavior, psychopathology, and situational and environmental factors that affect both normal

and abnormal behavior;

d. strategies for facilitating optimum development over the life-span; and

e. ethical and legal considerations.

4. CAREER DEVELOPMENT – studies that provide an understanding of career Development and related life

factors, including all of the following:

a. career development theories and decision-making models;

b. career, avocational, educational, occupational and labor market information resources, visual and print

media, computer-based career information systems, and other electronic career information systems;

c. career development program planning, organization, implementation, administration, and evaluation;

d. interrelationships among and between work, family, and other life roles and factors including the role of

diversity and gender in career development;

e. career and educational planning, placement, follow-up, and evaluation;

f. assessment instruments and techniques that are relevant to career planning and decision making;

g. technology-based career development applications and strategies, including computer-assisted career

guidance and information systems and appropriate world-wide web sites;


h. career counseling processes, techniques, and resources, including those applicable to specific populations;

and

i. ethical and legal considerations.

5. HELPING RELATIONSHIPS – studies that provide an understanding of counseling and

consultation processes, including all of the following:

a. counselor and consultant characteristics and behaviors that influence helping processes including age,

gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations,

and skills;

b. an understanding of essential interviewing and counseling skills so that the student is able to develop a

therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate

client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate

student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains

appropriate professional boundaries;

c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation

and select appropriate counseling interventions. Student experiences should include an examination of the

historical development of the counseling theories, an exploration of affective, behavioral, and cognitive

theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed

to models of counseling that are consistent with current professional research and practice in the field so

that they can begin to develop a personal model of counseling;

d. a systems perspective that provides an understanding of family and other systems theories and major

models of family and related interventions. Students will be exposed to a rationale for selecting family and

other systems theories as appropriate modalities for family assessment and counseling;

e. a general framework for understanding and practicing consultation. Student experiences should include an

examination of the historical development of consultation, an exploration of the stages of consultation and

the major models of consultation, and an opportunity to apply the theoretical material to case

presentations. Students will begin to develop a personal model of consultation;

f. integration of technological strategies and applications within counseling and consultation processes; and

g. ethical and legal considerations.

6. GROUP WORK – studies that provide both theoretical and experiential understandings of group purpose,

development, dynamics, counseling theories, group counseling methods and skills, and other group approaches,

including all of the following:

a. principles of group dynamics, including group process components, developmental stage theories, groups

members’ roles and behaviors, and therapeutic factors of group work;

b. group leadership styles and approaches, including characteristics of various types of group leaders and

leadership styles;

c. theories of group counseling, including commonalities, distinguishing characteristics, and pertinent

research and literature;

d. group counseling methods, including group counselor orientations and behaviors, appropriate selection

criteria and methods, and methods of evaluation of effectiveness;

e. approaches used for other types of group work, including task groups, psycho educational groups, and

therapy groups;

f. professional preparation standards for group leaders; and

g. ethical and legal considerations.

7. ASSESSMENT – studies that provide an understanding of individual and group approaches to assessment

and evaluation, including all of the following:

a. historical perspectives concerning the nature and meaning of assessment;

b. basic concepts of standardized and non-standardized testing and other assessment techniques including

norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment,

individual and group test and inventory methods, behavioral observations, and computer-managed and

computer-assisted methods;

c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability,

shapes and types of distributions, and correlations;


d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information);

e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity);

f. age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors

related to the assessment and evaluation of individuals, groups, and specific populations;

g. strategies for selecting, administering, and interpreting assessment and evaluation instruments and

techniques in counseling;

h. an understanding of general principles and methods of case conceptualization, assessment, and/or

diagnoses of mental and emotional status; and

i. ethical and legal considerations.

8. RESEARCH AND PROGRAM EVALUATION – studies that provide an understanding of research methods,

statistical analysis, needs assessment, and program evaluation, including all of the following:

a. the importance of research and opportunities and difficulties in conducting research in the counseling

profession;

b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based

research;

c. use of technology and statistical methods in conducting research and program evaluation, assuming basic

computer literacy;

d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect

program modifications;

e. use of research to improve counseling effectiveness; and

f. ethical and legal considerations.

Rubric for School Counselor Portfolio Assessment -MAEd

Candidate: Reviewer:

All portfolio components must be accurately completed according to specification. A rating of 3 is required in all

areas to successfully pass the portfolio assessment. The total score of the Portfolio is an average of all areas based on a

4.0 scale.

Quality Rating: Quantity/Evidence Rating:

4 – Excellent/Above Satisfaction √ - Criteria Met

3 – Satisfactory completion of all components / standards X – Criteria Not Met

2 – Satisfactory pending revisions or additions

1 – Unacceptable

School Counselor

Standard

Knowledge/Skills Comments/Documentation Quantity/

Evidence

Rating

Rating

Technology Skills Table of Contents (Links to Anchor

Assessments)

4 Resume and Cover Letter

COOL 539, Career Development

1,9,10 Philosophy of Counseling (reflects critical

thinking, University of the Cumberlands

dispositions, the KY Code of Ethics and

the belief that all children can learn) COOL 530, Introduction to School Counseling

2,9,10 Research Paper: Barriers, implications, and

problem-solving situations when

counseling ethnic minority groups COOL 531, Social & Cultural Foundations of

School Counseling

2,9,10 IEP Development/Analysis COOL 538, Counseling Individuals with

Diverse Needs


3 Development Learning Matrix

EDOL 631, Advanced Human Behavior

Developments and Learning

4 Career Conversations COOL 539, Career Development

5 Drug and Alcohol Counseling Project(s) COOL 630, Introduction to Drug/Alcohol

Counseling

5 Cultural Diversity and Grief Presentation

COOL 636, Counseling Aspects of Grief & Loss

6 Group Development Plan COOL 634, Group Counseling in Public

Schools

7 Comprehensive Treatment Summary &

Plan COOL 536, Psychological Assessment

7 Biography COOL537, Personality Assessment

8 Evaluation Research Paper

EDOL 630, Research and Evaluation

9 Reflection Papers

COOL 631, Legal and Ethical Issues in

School Counseling

10/11 Rationales for each artifact illustrating

knowledge of knowledge and skills across all

contextual dimensions

Written

Communication Skills

and Dispositions

Conceptual

Framework

QEP Comments/Documentation Quantity/

Evidence

Rating

Rating

Logical, coherent

organization of written

ideas showing clarity

and depth of

development with few

surface of structural

errors

Communicative/

Strategic/

Conceptual/

Evaluative

Clarity

The portfolio provides

strong evidence of the

candidate’s personal,

professional growth as a

result of the graduate

experience; caring,

strong work ethic;

critical and creative

thinking; and

commitment to

excellence and

professional integrity.

Communicative/

Strategic/

Conceptual/

Evaluative

Clarity

Discernment

Integration

Holistic Score

Holistic

Rating

Faculty Reviewer Signature Date Candidate Signature Date

Comments:

Rubric for School Counselor Portfolio Assessment –Ed.S.


Candidate: Reviewer:



4.0 scale.

Quality Rating: Quantity/Evidence Rating:

4 – Excellent/Above Satisfaction √ - Criteria Met

3 – Satisfactory completion of all components / standards X – Criteria Not Met


1 – Unacceptable

Because candidates are provided a voice in their Planned Program, the Portfolio will contain at least one artifact

for each Standard as given below. School Counselor

Standard

Knowledge/Skills Comments/Documentation Quantity/

Evidence

Rating

Rating

Technology Skills Table of Contents (Links to Anchor

Assessments)

4 Resume and Cover Letter

COOL 539, Career Development

1, 2, 9,10 Comprehensive School Community

Relations Plan for your school ADOL 635, School and Community Relations

2,9,10 Student Advocacy Intervention Plan

COOL 635 Leadership, Advocacy, and

Accountability in School Counseling

3 Childhood Memento Project COOL 633 Child and Adolescent Counseling

3 Comprehensive Treatment Plan

COUN 537, Etiology and Diagnosis of Mental

Disorders

3 Signature Artifact

COOL 648 Counseling Theories &

Techniques II

4 Career Conversations COOL 539, Career Development

5 Comprehensive Diagnostic Reports

COUN 537, Etiology and Diagnosis of

Mental Disorders

5 Drug and Alcohol Counseling Project(s) COOL 630, Introduction to Drug/Alcohol

Counseling

5 Cultural Diversity and Grief Presentation

COOL 636, Counseling Aspects of Grief & Loss

6 Child & Adol. Counseling Video/ Paper COOL 633 Child and Adolescent Counseling

7 Comp. Treatment Summary & Plan COOL 536, Psychological Assessment

8 Research for Comp. School Community

Relations Plan (Activities 1 – 6) ADOL 635, School and Community Relations

8 Research Paper COUN 537, Etiology and Diagnosis of Mental

Disorders

10/11 Rationales for each artifact illustrating

knowledge of knowledge and skills across

all contextual dimensions


Written

Communication Skills

and Dispositions

Conceptual

Framework

QEP Comments/Documentation Quantity/

Evidence

Rating

Rating

Logical, coherent

organization of written

ideas showing clarity

and depth of



errors

Communicative/

Strategic/

Conceptual/

Evaluative

Clarity

The portfolio provides

strong evidence of the


professional growth as a

result of the graduate

experience; caring,

strong work ethic;

critical and creative

thinking; and

commitment to

excellence and


Communicative/

Strategic/

Conceptual/

Evaluative

Clarity

Discernment

Integration

Holistic Score

Holistic

Rating

Faculty Reviewer Signature Date Candidate Signature

Date

Comments:


Rubric for Teacher Leader Exit Portfolio

Candidate:

Reviewer:



4.0 scale.

4 – Excellent/Above Satisfaction

3 – Satisfactory completion of all components / standards


1 – Unacceptable

Introductory Components Specific Std.

Addressed

Comments/Documentation Rating

Table of Contents (Links to Signature

Assessments)

6

Letter to Reviewer Writing

Skills

Dispositions Survey – Self-assessment

Rationale

Knowledge/Skills Comments/Documentation

Rating

Identify Research Project Topic and

Proposal--ADOL 633 Applied Research

1

General Research Proposal

EDOL 630 Research and Evaluation

1

Theory Based Lesson Plan

EDOL 562 Theories of Teaching and

Learning

2, 9

School Program Improvement Plan

ADOL 631 School Program Improvement

3, 9

School Improvement Proposal

ADOL 634 Curriculum Mgt. and

Assessment

4, 9

Summative Rubric, Research Project

ADOL 653 Assessment of and for Student

Learning

5, 9

Philosophy of Education

EDOL 562 Theories of Teaching and

Learning

7, 9

Using the Past to Change the Future

EDOL 542 Change, Professional

Development and Teacher Improvement

7, 9

Clinical Supervision Project

EDOL 643 Best Practices for Coaching

and Mentoring Teachers

8, 9

Leadership Plan

ADOL 655 Team Leadership

9, 10

Opportunities for Coaching and Mentoring

ADOL 561 Leadership for Educational

Professionals

9, 10

Culminating Action Research Project

EDOL 647 Teacher Leadership in

Professional Learning Communities

1 - 12

Professional Growth Plan 1, 11, 12


Written

Communication

Skills and

Dispositions

Conceptual

Framework

QEP Comments/Documentation Rating

Logical, coherent

organization of

written ideas showing

clarity and depth of



errors

Communicative/

Strategic/

Conceptual/

Evaluative

Clarity

The portfolio

provides strong

evidence of the


professional growth

as a result of the

graduate experience;

caring, strong work

ethic; critical and

creative thinking; &

commitment to

excellence and


Communicative/

Strategic/

Conceptual/

Evaluative

Clarity

Discernment

Integration

Diversity Experiences Comments/Documentation Rating

Portfolio demonstrates an understanding of personal,

institutional and ideological issues surrounding diversity

in a scholarly fashion, using concrete examples.

Portfolio presents persuasive arguments about, and

insights into, prominent issues surrounding diversity, and

discusses ways in which personal and cultural

experiences influence lives, ideas, and events.

The work reflects an ability to view issues from multiple

perspectives, to question what is being taught, and to

construct independent meaning and interpretations.

Reflects on personal experiences within the broader

context of human experience, demonstrating a

sophisticated awareness of the limitations of subjective

experience and an informed view of the role difference

plays in societies and institutions.

Demonstrates broad awareness of how the self appears

from the greater perspective of human experience,

questions own views in light of this awareness, and

contemplates its implications for life choices in the

personal and public spheres.

Cumulative Score

Calculation

Cum. Rating

Faculty Reviewer Signature Date Candidate Signature Date

Comments:

Recommendation:

___ Pass ___ Pass No Conditions ___ Not Pass

Conditions / Time line:



Dispositions Survey

Candidate Name: Date:

Candidate ID#:

Evaluator Name (if not the Candidate):

Please rate on a 3 point scale.

3- Satisfactory Progress

2- Making Progress

1- Not Making Progress

Strong Work Ethic ______ Critical & Creative Thinking ____

____Has high expectations for self ____Is flexible

____Is dependable ____Provides for all learners

____Is timely in completing responsibilities ____Expresses thoughts and ideas clearly

____Is a self starter; takes initiative ____Demonstrates ability to problem solve

Caring _____ Excellence/ Professional Integrity ____

____Has a positive attitude ____Has a professional appearance

____Is cooperative ____Uses technology effectively

____Is respectful of others ____Demonstrates leadership abilities

____Establishes rapport with diverse populations ____Uses appropriate spoken & written English

Note: This survey is to be used by Candidates as a self-evaluation survey at Exit from their program. It

is to be used by Instructors as an evaluation during Pillars V and VI.

Write reflective narrative or comments here:

Dispositions Reporting

Teacher candidates should be aware that their dispositions strongly inform their teaching. Supervising

Teachers, Principals, Coordinators, Mentors, and Course Instructors determine that you are not showing

desirable dispositions, this form could be completed and placed in your file. Filing of this form can lead to

an Individual Action Plan and Probationary Status.

**************************************************************************

Educational Professional Candidate Dispositions Feedback

CONFIDENTIAL

Faculty, Please Check Area(s) of Concern: Strong Work Ethic

____Has high expectations for self

____Is dependable

____Is timely in completing responsibilities

____Is a self starter; takes initiative

Critical & Creative Thinking

____Is flexible

____Provides for all learners

____Expresses thoughts and ideas clearly

____Demonstrates ability to problem solve


Caring

____Has a positive attitude

____Is cooperative

____Is respectful of others

____Establishes rapport with diverse populations

Excellence/ Professional Integrity

____Has a professional appearance

____Uses technology effectively

____Demonstrates leadership abilities

____Uses appropriate spoken & written English

KY Professional Code of Ethics

____Demonstrates behavior aligned with the KY Professional Code of Ethics and University standards for attitude and

conduct.

Explain and document incidents and/or reasons for concern:

Describe a plan to remediate negative dispositions:

Candidate’s Name (Please Print): _____________________________________________

Professor’s Name (Please Print): ______________________________________________

*Candidate’s Signature/Date Signature/Title of Person Reporting/Date

Dept. _____________________________

*Candidate’s signature does not necessarily imply agreement; it does indicate the receipt of a copy of this

form. The candidate has the right to submit a written rebuttal/response within five working days of the

receipt of this form. A copy of this report and the rebuttal/response will be kept in the candidate’s file in the

office of Teacher Education.

Individual Action Plan


Candidate’s Name __________________________________ Date_________

(Please Print)

Department Chair________________________ Advisor/Professor___________________________

(Please Print) (Please Print)

Priority Area for Growth:


Activities Timeline & Completion

Dates

Assistance/Resource Needed

Comments:

Candidate’s Signature__________________________ Date_________

Chair’s Signature______________________________ Date_________

Advisor/Professor’s Signature____________________ Date_________

A copy of this report will be kept in the Candidate’s file in the office of Teacher Education.


Permission Form for Field Placement

Dear Principal,

One of our students, _________________________________has requested to complete some of their field

experience hours in your school. We ask that the student observe a certified teacher in a classroom situation

so he/she can start to gain an understanding the full scope of the teaching, or gain new ideas and techniques.

Required activities, with your permission, will range from simple observation and reflection, to participation,

to full interaction by tutoring or teaching. The teacher will sign a field experience timesheet and complete an

evaluation form for documentation. To signify your permission for our student to observe in your school,

please complete the form and sign below. (If more than one student is requesting permission, this one form

will be fine for the entire school year.)


Administrator Name_______________________________________________________

Position_________________________________________________________________

Name of School___________________________________________________________

Phone/email______________________________________________________________

Address_________________________________________________________________

Date signed______________________________________________________________

If you prefer, you may write a letter on your school’s letterhead informing me of your permission and mail it

to the address below. If you have any questions, please contact us by any of the means below. Thank you in

advance! We very much appreciate your help in creating better teachers for our children.

Sincerely,

Kimberly Brown, Assistant Professor of Education and Director of Field Placement


606-539-4034

[email protected]


_____ Fall ____ Spring Year Year

MAT

Student Teaching/Clinical Professional

Experience Application


Check course to which you are

applying

___ Student Teaching ___ Clinical

Professional Experience

Name: ______________________________ Student ID#:_______________ Date:__________

Social Security#___________ Home/Cell Phone: ___________ Work Phone: ____________

E-mail (please print legibly): ______________________________________________________

Home Address: ____________________________________________________________________ Street City State Zip Code

Area of Certification (fill in appropriate place in table below):

__Elementary __Middle Grades __Secondary __5-12 __P-12

___________________

Emphasis Area

___________________

Specialization Area

___________________

Specialization Area

___________________

Specialization Area

___________________

Specialization Area

___________________

Additional Area

___________________

Specialization Area

___________________

Specialization Area

___________________

Specialization Area

___________________

Specialization Area

___________________

Minor (Teaching)

___________________

Minor (Teaching)

___________________

Minor (Teaching)

___________________

Minor (Teaching)

___________________

Minor (Teaching)

Where do you request to do your student teaching/Clinical Professional Experience?

1st Location ______________________________________________________________ Name of school City State

2nd Location _____________________________________________________________ Name of school City State

Please check answers below: Yes No 1. Are you currently teaching in either location listed above?

2. Are immediate family members employed (or children attending) in either location?

3. PRAXIS II Content Exam(s) Passing Scores are attached (must be attached for application to be

processed)

4 Passing PRAXIS II PLT Exam Scores are attached (must be attached for application to be processed)

5. Medical Exam / TB test are attached (must be attached for application to be processed) 6. Criminal Background Check is attached (must be attached for application to be processed)

I understand that ALL candidates are required to meet Kentucky certification requirements by passing all of the

appropriate PRAXIS II exams.

_____________________________________________ Candidate Signature

___________________ Date

The Educational Professional Standards Board

(EPSB) requires that all student teachers/practicum

candidates file with their application a copy of a

valid and current medical exam which includes a

tuberculosis test.

The Educational Professional Standards Board

(EPSB) requires that all student teachers/practicum

candidates file with their application a copy of a

valid and current medical exam which includes a

tuberculosis test.


Department of Education Use Only:

PRAXIS II Exams Scores and Dates:

Elementary Middle Grades Secondary 5-12 P-12

____________________

Elementary Content

____________________

First Specialization Test

____________________

Specialization Test

____________________

Specialization Test

____________________

Specialization Test

____________________

Additional Area

____________________

2nd Specialization Test

____________________

Specialization Test

____________________

Specialization Test

____________________

Specialization Test

____________________

PLT

____________________

Additional Area

____________________

Specialization Test

____________________

Specialization Test

____________________

Specialization Test

____________________

PLT

____________________

PLT

____________________

PLT

____________________

PLT – not Special Ed

Please return this form to the Graduate Education Department

Fax (606) 539-4014


Application for Administrative Clinical Professional Experience


Name: ______________________________ Student ID#_____________________ Date__________

Social Security#__________________ Home Phone: ____________ Work Phone: __________

Home Address: _____________________________________________________________________ Street City State Zip Code

Email: _____________________________________________________________________________

School: ____________________________________________________________________________ Name Phone Number

_______________________________________________________________________________ Street Address City State Zip Code

Semester/Year you will participate in Clinical Professional Experience: ___________________

Clinical Administrative Experience: (please check the course you will be participating in)

___ Principal ___ Supervisor of Instruction ___ Director of Pupil Personnel

___ Director of Special Education ___ Superintendent

Where do you plan to do you Clinical Professional Experience?

1st Location __________________________________________________________________ School City State

2nd Location _________________________________________________________________ School City State

Are you currently employed in a school system? If so, please tell where and what you do.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

The Education Professional Standards Board requires that all Clinical Professional Experience Candidates file with their application, a copy of a valid and current medical exam which includes a

tuberculosis test.

Please return this form to the Graduate Education Department

[email protected]

Fax (606) 539-4014




Administrative Clinical Professional Experience

Agreement

_________________________________________ is completing the course requirements for Kentucky

licensure as (check one): ____ School Principal (ADOL 664)

____ Supervisor of Instruction (ADOL 665) ____ Director of Pupil Personnel (ADOL 667)

____ Director of Special Education (ADOL 668) ____ Superintendent (ADOL 669)

I have read the attached page describing the nature and extent of this candidate’s Clinical Professional

Experience. I am willing and able to help this person learn about and experience many of the duties and

responsibilities of my professional position. I understand that it is recommended that the Clinical Professional

Experience candidate be given assignments to complete under my supervision which can and should be of value

to my position and the organization I serve. However, the duties, assignments and activities completed are to be

in addition to any regular work the candidate is employed to perform.

I further understand that I have a duty to this candidate, to my organization and the people it serves, to the

university, and to my profession to fairly evaluate the candidate in terms of his or her worthiness based upon my

experiences with him or her to be licensed by the Commonwealth of Kentucky for the position checked above. I

agree to contact the university instructor named in the accompanying letter or the department chair named below

should any difficulties or problems arise in regard to the candidate’s performance that are not immediately

resolved.

I will complete and submit the Mentor’s Evaluation of Candidate form (included in the packet), and share my

assessment with the candidate. I will sign the candidate’s log verifying its accuracy in so far as activities under

my direction are concerned.

Mentor’s Signature ____________________________________ Date ___________________

The mentor is requested to provide the following personal and contact information (please type or print):

Mentor’s Name ____________________________________

Title and/or Position ___________________________________________________

District and School if applicable ________________________________________________________

Mailing Address ______________________________________________________________________

Phone Number ______________________ email address: _________________________________

Certifications held_____________________________________________________________________

Thank you for your willingness to help this student to begin to develop the skills, knowledge and dispositions

necessary to fulfill the responsibilities of this administrative position. This form is to be returned to the student

named above who will forward it to the university.

Application for Comprehensive Exam



THIS FORM MUST BE COMPLETED AND APPROVED THE SEMESTER BEFORE THE REVIEW/EXAM

IS TO BE GIVEN!!

Circle a semester to take Exam: Summer / Fall / Spring Year: _______

Exam to be taken at (circle one): University of the Cumberlands Alternate Site (with Proctor)

Name: _________________________________ Today’s Date: _____________

E-mail: ____________________________________ Student ID#: ______________

Home Address: ________________________________________________

Home Phone AND Cell: _________________ ___________________

Alternate Site Name/Location: ______________________________________________________

Proctor Name:_______________________________________________

Proctor School Phone: ________________ Proctor Email __________________________

Hours Completed: _______ Expected Graduation Date: __________

Area of Certification in box below: ___________________________________

Specialization Area (i.e., Biology, Business, Counseling, etc.): __________________

Specialization Area 2 (if applicable): ________________

All requirements for the comprehensive examination must be completed as outlined in University of the

Cumberlands’ Graduate Handbook.

____________________________________

Advisor’s Signature

____________________________________

Registrar’s Signature

____________________________________

Director of Graduate Program’s Signature

I understand that it is my responsibility to fulfill

all of the requirements for the exam including meeting the

required timeline. If not, my exam will be delayed until the

next semester. I also understand that I will complete a TC-1

with the Certification officer at the time of my exam review.

_____________________________________

Candidate Signature

To be completed by the Registrar:

REQUIREMENTS: YES NO

1. 24 hours completed ___ ___

2. Research & 2 other required

classes completed ___ ___

3. Planned Program

approved & updated ___ ___

4. Intent to Graduate signed ___ ___

Comprehensive Exam Date:_______________

Professional Code of Ethics for Kentucky School Personnel


704 KAR 20:680 This form should be read, signed and returned to campus at Entrance, at 12-18 hours into the program, and at Exit.

Section 1. Certified 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;

(A) To Students

Shall provide students with professional education services in a non- discriminatory manner and in consonance with

accepted best practice known to the educator.

Shall respect the constitutional rights of all students.

Shall take reasonable measures to protect the health, safety and emotional well-being of students.

Shall not use professional relationships or authority with students for personal advantage.

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.

Shall not knowingly make false or malicious statements about students or colleagues.

Shall refrain from subjecting students to embarrassment or disparagement.

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.

(B) To Parents

Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student.

Shall endeavor to understand community cultures and diverse home environments of students.

Shall not knowingly distort or misrepresent facts concerning educational issues.

Shall distinguish between personal views and the views of the employing educational agency.

Shall not interfere in the exercise of political and citizenship rights and responsibilities of others.

Shall not use institutional privileges for private gain, for the promotion of political candidates or for partisan political

activities.

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.

(C) To the Education Profession

Shall exemplify behaviors which maintain the dignity and integrity of the profession.

Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and

responsibilities.

Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves

professional purposes or is required by law.

Shall not use coercive means or give special treatment in order to influence professional preparation and legal qualifications.

Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other

professions.

I declare that I understand the standard for personal and professional conduct expected of a professional educator in Kentucky. I further

certify that I have read and examined the CODE OF ETHICS printed above applicable to school personnel, understand its provisions

and agree to abide by its terms during the course of my career as a pre-service teacher and as a professional educator.

SIGNATURE _________________________________________________________ Date _________________________

PRINTED NAME ______________________________________________________ ID# _________________________



Field Experience Reporting/Timesheet

University of the Cumberlands Field Experience Reporting/Timesheet

Candidate Name___________________________ ID# _______ Semester/Yr_______ UC Course _______

TOTAL NUMBER OF HOURS FOR THIS TIMESHEET _________ UC Professor _________________ Please briefly but specifically summarize what occurred during your time in the public school setting. Indicate the actual clock hours,

your level of involvement, and the diverse populations with whom you interacted. Please complete ALL sections of the timesheet using

the key provided. Return to your professor in order that your grade can be posted. Use ONE form for each teacher observed.

Field Experience Teacher Demographics (please fill in blanks and circle choices below)

Name (print) ______________________________ e-mail ________________________________ Phone: _____________

Years Teaching Experience: ___ Gender: M F Certification area(s): ____________________________ Rank: I, MA/MS, BA/BS, Other

Race: African American, Asian, Caucasian, Hispanic, Native American, Pacific Islander, Unknown

Field Experience Teacher signature___________________________________ School Name _____________________________________________

Record Involvement with each listed student population for the type (i.e., for Race/Ethnicity you might write Hispanic). Describe the involvement below in the

summary – you are shooting for “I” as much as possible. Have your Supervising Teacher, Mentor, or Principal sign off on this list.

Level of Involvement

O- Observation

P- Participation (Co-teaching, small group instruction, tutoring,

etc.)

I- Full instructional responsibility

Diverse Populations

L- English Language Learners/Linguistic

EX- Exceptional

S- Low socioeconomic

R- Racial/Ethnic

Multicultural/Diversity Experiences Summary Guidelines

Student Population Type (AA=African American, A=Asian, AI=American Indian/Alaskan

Native, C=Caucasian, H=Hispanic/Latino, P=Pacific Islander, N=Non-

resident alien/International, O=other)

O P I

Race/Ethnicity

Race/Ethnicity

Exceptionality

English Language Learner

Socioeconomic Status


As you describe your experiences, note the ages and number of children in the classes. Date Level of

involvement

Diverse

populations

present

Summary of your experience, interactions Time/Hours

spent

Supervising Teacher

Initials

TOTAL

HOURS

Return this form to your Course Instructor.


University of the Cumberlands Field Experience Evaluation Teacher Candidates will benefit from feedback throughout their coursework. In an effort to increase specific feedback, you are asked to please complete this form and return it to the candidate (who will submit to the Course Instructor).

It is possible that you would not have noticed some of the characteristics of the candidate during their field experience

with you. If that is the case, mark NA. Please mark EACH blank below. Thank you for your time!

Teacher Candidate Name ____________________________ Teacher Candidate ID# ________________

Please Use Rating Scale for each BLANK: 3 - Satisfactory Performance of the Standards 2 - Making Progress Toward the Standards 1 - Not Making Progress Toward the Standards NA – did not observe

UC Course Name/# ________________________ UC Professor ___________________________ Semester: (Fall, Spring, Summer) _______ Year: _____

KNOWLEDGE AND SKILLS COMMUNICATION SKILLS ____Content Knowledge ____Planning ____Class Climate ____ Management/Instruction ____Assessment ____Technology ____Reflection ____ Collaborates with ____Engages in Professional Development ____Takes initiative/ Leadership

____Maintains Strong Eye Contact ____Articulates Words Clearly ____Uses Correct Grammar/Syntax ____Communicates Ideas Clearly ____Avoids Distracting Mannerisms ____Uses Appropriate Vocal Variety and Volume ____Uses Effective Questioning Skills others ____Has Effective Writing Skills

ATTITUDES AND DISPOSITIONS

Strong Work Ethic__________ (average score) Critical & Creative Thinking __________(average score) ____Has high expectations for self ____Is flexible



____Is a self-starter; take initiative ____Demonstrates ability to problem solve

Caring__________(average score) Excellence/Professional Integrity__________(average score) ____Has a positive attitude ____Has a professional appearance




Field Experience Teacher Demographics (please complete and circle choices below)

Name (print) ______________________________ e-mail ________________________________

Phone: _____________ Years Teaching Experience: ________ Gender: M F

Certification area(s): ____________________________ Rank: I, MA/MS, BA/BS, Other

Race: African American, Asian, Caucasian, Hispanic, Native American, Pacific Islander, Unknown

Field Experience Teacher signature______________________________ School Name _________________________

Would you consider having teacher candidates in your classroom again? ____ Yes ____ No

Comments:


University of the Cumberlands ADOL 669 CLINICAL PROFESSIONAL EXPERIENCE LOG -

Semester:

Dr. Robert Heffern, Instructor [email protected] 606-539-4588 (office), 606-539-4014 (fax)

INTERN _____________________________________ COURSE_____________________________

LOCATION __________________________ MENTOR ____________________________________

Date Time (in

no less than ¼

hour segments)

Activity/Duty/Assignment Comments Regarding Learning

Resulting From Each Activity

Total Time on this Sheet _________________ Date ___________ Page _____ of ______



Intern’s Signature _________________________Mentor’s Signature*___________________________

* Needed on last page only.

University of the Cumberlands Education Department

Lesson Plan Format “KTIP PLUS” (Please Replace TITLE above with Your Title)

Candidate Name: Date:

# of Students: # of IEP Students: # of GSSP Students: # of LEP Students:

Age/Grade Level: Subject:

Lesson Title: Length of Lesson:

Context (Be concise – get some information from Task A-1)

Identify the unit topic, unit goal(s), essential question addressed by this lesson HERE:

Describe the students’ prior knowledge (or pre-requisite knowledge) or the focus of the previous lesson HERE:

Describe generally any critical student characteristics or attributes that will affect student learning HERE:

Lesson Objective

State what students will demonstrate as a result of this lesson. Objective must be student-centered, observable and

measurable – in one sentence. Be certain to include the standard or criteria that students must achieve.

Connections

If you do not use Core Content language in your objective to show connections, explain how the objective is related to the

Core Content and/or program of Studies.

Common Core State Standard (for Math and Language Arts): (Copy & Paste from Combined Curriculum Document)

Academic Expectations (Copy & Paste from Combined Curriculum Document)

Core Content & DOK# (Copy & Paste from Combined Curriculum Document)

Program of Studies (Copy & Paste from Combined Curriculum Document)

Assessment Plan

Include copies of any assessment instruments and scoring criteria or rubrics if applicable to the lesson.

Assessment Type (choose one): ___Summative ___ Formative

Assessment Instrument: (checklist, rubric, quiz, etc.)

Depth of Knowledge Level:

Adaptations and/or Modifications:

Resources, media and technology

Bibliography of specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the

students. List technology resources for the lesson including hardware, software and Internet URLs, and be sure to

cite the sources APA used to develop this lesson. Trade books are recommended.

Vocabulary

List all key vocabulary with appropriate age and ability level definitions for each. Be sure to mention during

procedures how this vocabulary is used/taught.


Procedures: Use the following order, indicating the time allocated for each lesson segment

1. Beginning Review (??min): (engage students to help them recall yesterday’s material)

2. Preview: (Anticipatory Set) (??min): (what hook will you use to engage students in what is coming up, or to help them

connect to prior knowledge?)

3. Development of Lesson (?? min. for each segment):

List Activities here for Teacher and Student: Give step-by-step directions for implementation of the lesson.

Focus on maximum student involvement and build on the prior knowledge of students.

Reinforce reading and writing skills whenever appropriate.

Make a purposeful effort to demonstrate the indicators in Standards 1, 2, 3, 4, and 6.

Modifications for Special Needs/Diversities: (Consider exceptionalities, socioeconomic background, gender,

interests, ability, race, culture, etc.)

Assignment/Extending Activities: (Providing for practice)

Provision for early finishers?

High Expectations Statements (So you do not forget to say them!)

Higher Order Thinking Questions - Blooms Taxonomy/DOK, Essential Questions. Mark them (HOTQ)

Real-World, Real-Life connections – mark them (Real-life)

Each step should be clear and concise and concise AND easy to read quickly.

4. Ending Review (??min): (engage students to help them recall content for this lesson)

Enrichment:

What do you have prepared for students who are ready to go beyond this lesson (activity for AFTER class)

Remediation:

What do you have prepared for students who didn’t “get it” and need to learn this lesson a different way? (Think multiple

intelligences, smaller steps, modifications, differentiation) (activity for AFTER class)

Attachments:

Be sure to attach/link any materials to be used with the lesson – includes worksheets, teacher notes, PowerPoint

presentations, pictures, assessments, etc.

This lesson plan template is based on the KTIP Task A-2. As candidates use the template, delete instructions or examples as

you put in your own information.

A blank Lesson Plan Template can be downloaded from:

http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/KTIP_Plus_Lesson_Plan_no

_tables.doc

http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/KTIP_Plus_Lesson_Plan_no_tables.doc

http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/KTIP_Plus_Lesson_Plan_no_tables.doc


University of the Cumberlands Advanced Program Graduate Survey

Date Completing Graduate Program_____

Please check the degrees or certifications you are pursuing.

____MAT ____MA Ed. ____Supervisor ____Rank I

____ Principal/Leader ____Superintendent ____Director of Special Education

____Director of Pupil Personnel ____School Counselor

What professional position do you currently hold?

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Please respond to each of the following using the 3 point scale.

3- Strongly Agree 2- Somewhat Agree 1- Disagree

The graduate program at University of the

Cumberlands

3 2 1

1. provided me with the content knowledge necessary for my job

performance.

2. provided me with the planning skills necessary to perform

effectively in my position.

3. provided me with the knowledge and skills necessary to meet the

needs of a diverse population.

4. provided me with the ability to apply assessment skills and

analyze assessment data.

5. provided me with the skills necessary to use data and feedback

from peers and other sources to direct my professional

development plans.

6. engaged me in reflection that resulted in effectively impacting

the education environment.

7. provided me with knowledge, skills, and experiences that

enhanced my collaborative skills.

8. enhanced my technology skills.

9. prepared me to serve as an education and community leader.

10. engaged me in critical thinking.

11. helped me reflect on emerging research and the changing

context of schools and communities.

12. supported my development to exemplify behaviors identified on

the Kentucky Professional Code of Ethics.

13. encouraged me to demonstrate caring and a strong work ethic.

14. helped me develop more effective oral communication skills.

15. developed the skills necessary to create a safe and supportive

learning environment.

Would you recommend University of the Cumberlands to others for their professional education? Why

or why not?

Candidates please mail

or fax to Kathy Bailey at

606-539-4014


Other Comments:

Kentucky Teacher Internship Program Intern Performance Record

for University of the Cumberlands Student/Clinical Professional Experience Teachers

Teacher Candidate ___________________________________ School _______________________________________

The signatures below verify that the analytic scores and evidence and holistic score for each Standard have been discussed with the

candidate.

Candidate’s Signature: _________________________________________

Observation 1 – Date of Observation ______________________________________________

Observer Name _________________________________________________________

Observer's Signature: ___________________________________________________

Subject Area Observed ____________________________ Type of Classroom ________________________________

Ages/Grades of Students _________ Number of Students in Class __________

Number of Students having IEP _______ Number of Students having GSSP ______

Number of Students having LEP _______

Observation 2 - Date of Observation ____________________________________________

Observer Name _________________________________________________________






Observation 3 - Date of Observation ____________________________________________

Observer Name _________________________________________________________






Observation 4 – Date of Observation _____________________________

Observer Name _________________________________________________________






STANDARD 1: DEMONSTRATES APPLIED CONTENT KNOWLEDGE

The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and

performance in those areas.

Observation 1 Source(s)

of Evidence

Task A: Lesson Plan

Task B: Classroom

Observation

Observation 2

Source(s) of

Evidence

Task A: Lesson Plan

Task B: Classroom

Observation

Observation 3

Source(s) of Evidence

Task A: Lesson Plan

Task B: Classroom

Observation

Observation 4 Sources of Evidence

Task A: Lesson Plan

Task B: Observed Lesson(s) From Unit

Task G: Designing the Instructional Unit

Task H: The Assessment Plan

Task I: Designing Instructional Strategies and

Activities

HOLISTIC SCORING OF STANDARD 1

Standard Demonstrated

Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3

Standard Partially Demonstrated

Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2

Standard Not Demonstrated

Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1

ANALYTIC SCORING OF STANDARD 1 INDICATORS

Rating / Indicator Indicator Indicator Partially Indicator Not Indicator Rating


Demonstrated - D Demonstrated - PD Demonstrated - ND

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

Accurately

communicates

concepts, processes and

knowledge but omits

some

important ideas, uses

vocabulary

inappropriate for

students

Inaccurately and

ineffectively

communicates concepts,

processes and

knowledge

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

1.2 Connects content to

life experiences of

students

Effectively connects

content, procedures, and

activities with relevant

life experiences of

students

Connects some content,

procedures, and


life experiences of

students

Fails to connect content,

procedures, and


life experiences of

students

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Uses instructional

strategies that are

somewhat appropriate

for the content and

processes of the lesson

and make some

contribution to student

learning

Fails to use instructional

strategies that are

appropriate for the

content and processes of

the lesson or make no

contribution to student

learning

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

1.4 Guides students to

understand content

from various

perspective

Provides opportunities

and guidance for

students to consider

lesson content from

different perspectives to

extend their

understanding

Sometimes provides

opportunities and

guidance for students to

consider lesson content

from different

perspectives to extend

their understanding

Fails to provide

opportunities and

guidance for students to

consider lesson content

from different

perspectives to extend

their understanding

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

1.5 Identifies and

addresses students’

misconceptions of

content

Identifies

misconceptions related

to content and addresses

them during both

planning and instruction

Identifies

misconceptions related

to content and addresses

them during either

planning or instruction

Fails to identify and

address misconceptions

related to content during

planning and instruction

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 1

Observation 1

Observation 2

Observation 3

Observation 4

STANDARD 2: DESIGNS & 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.

Observation 1


Task A: Lesson Plan


of Evidence

Task A: Lesson Plan

Observation 3


Task A: Lesson Plan


Task A: Lesson Plan



Task I: Designing Instructional Strategies

and Activities


Standard Demonstrated Standard Partially Demonstrated Standard Not Demonstrated


Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3

Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2

Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1


Rating / Indicator Indicator

Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

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

States learning

objectives that reflect

key concepts of the

discipline but are not


state standards or states

learning objectives that

do not reflect key

concepts of the

discipline

Uses objectives that are

not clearly stated or are

trivial and are not


state standards

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

2.2 Uses contextual

data to design

instruction relevant to

students

Plans and designs

instruction based on

contextual (i.e., student,

community, and/or

cultural) and pre-

assessment data

Plans and designs some



community, and/or

cultural) and pre-

assessment data

Fails to plan and design



community, and/or

cultural) and pre-

assessment data

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

2.3 Plans assessments

to guide Instruction

and measure learning

objectives

Prepares assessments

that measure student

performance on each

objective and help guide

teaching

Prepares some

assessments that

measure student

performance on each


teaching

Prepares few

assessments that

measure student

performance on each


teaching.

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Aligns some


and activities with

learning objectives for

all students

Aligns few instructional

strategies and activities


for all students

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Plans instructional

strategies that include at

least two levels of

learning with at least

one requiring higher

order thinking

Plans instructional

strategies that do not

include levels of

learning or do not

require higher order

thinking

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


Observation 1

Observation 2

Observation 3

Observation 4

STANDARD 3: CREATES & MAINTAINS LEARNING CLIMATE

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts,



of Evidence

Observation 2 Source(s) of

Evidence


Evidence

Observation 4 Sources of

Evidence


Task B: Classroom

Observation

Task B: Classroom

Observation

Task B: Classroom

Observation

Task B: Observed Lesson(s)

From Unit

Classroom Management Plan



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1



Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

3.1 Communicates

high expectations

Sets significant and

challenging objectives for

students and

verbally/nonverbally

communicates confidence

in students' ability to

achieve these objectives

Sets significant and

challenging objectives

for students but does not

communicate

confidence in students'

ability to achieve these

objectives

Fails to set significant

and challenging

objectives for students

and does not

communicate

confidence in students

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Makes efforts to

establish standards of

conduct, and monitor

and respond to student

behavior, but efforts are

ineffective and/or

inappropriate

Fails to establish clear

expectations for student

conduct, and does not

effectively monitor

behavior, and does not

appropriately respond to

behavior

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Sometimes uses a

variety of strategies and

methods to support

student diversity by

addressing individual

needs

Fails to use a variety of

strategies and methods

to support student

diversity by addressing

individual needs

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Sometimes treats

students with respect

and concern and

sometimes monitors

student interactions to

encourage students to

treat each other with

respect and concern

Fails to treat students

with respect and

concern and monitor

student interactions to

encourage students to

treat each other with

respect and concern

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

3.5 Provides a safe

environment for

learning

Creates a classroom

environment that is both

emotionally and

physically safe for all

students

Creates a classroom

environment that is

sometimes emotionally

and physically safe for

all students

Fails to create an

emotionally and

physically safe

environment for

students

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


Observation 1

Observation 2

Observation 3

Observation 4

STANDARD 4: IMPLEMENTS & MANAGES INSTRUCTION


The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts,



of Evidence

Task A: Context

Task B: Classroom

Observation


Evidence

Task A: Context

Task B: Classroom

Observation


Evidence

Task A: Context

Task B: Classroom

Observation

Observation 4 Sources of

Evidence

Task A: Context

Task B: Observed Lesson(s)

From Unit



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1



Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

4.1 Uses a variety of


that align with

learning objectives and

actively engage

students

Uses a variety of


that engage students

throughout the lesson on

tasks aligned with

learning objectives

Uses a variety of


that engage students

throughout the lesson on

tasks but are not aligned


or tasks are aligned with

learning objectives but

do not keep students

engaged

Fails to use instructional

strategies that engage

students and are aligned


Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

4.2 Implements


diverse student needs

and assessment data

Implements instruction

based on contextual

information and

assessment data

Implements instruction

based on limited use of

contextual information

and assessment data

Fails to implement


contextual information

and assessment data

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Establishes procedures

for performing non-



supplies, managing

transitions, and

organizing and


that vary in their

effectiveness so there is

some unnecessary loss

of instructional time

Fails to establish

procedures for

performing non-



supplies, managing

transitions, and

organizing and


resulting in significant

loss of instructional time

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

4.4 Uses space and

materials effectively

Uses classroom space

and materials effectively

to facilitate student

learning

Sometimes uses

classroom space and

materials effectively to

facilitate student

learning.

Fails to use classroom

space and materials

effectively to facilitate

student learning

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

4.5 Implements and

manages instruction in

ways that facilitate

higher order thinking

Instruction provides

opportunity to promote

higher-order thinking


some opportunity to

promote higher order

thinking


little or no opportunity

to promote higher-order

thinking

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND



Observation 1

Observation 2

Observation 3

Observation 4

STANDARD 5: ASSESSES & COMMUNICATES LEARNING RESULTS

The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills,

apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate

knowledge.

Observation 1

Source(s) of

Evidence

Task B: Classroom

Observation

Task C: Lesson

Analysis


of Evidence

Task B: Classroom

Observation

Task C: Lesson Analysis

Observation 3

Source(s) of

Evidence

Task B: Classroom

Observation

Task C: Lesson

Analysis



Task C: Lesson Analysis & Reflection



Task I: Designing Instructional Strategies and

Activities

Task J: Organizing and Analyzing the Results



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3

Standard Partially Demonstrated Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1



Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

5.1 Uses pre-

assessments

Uses a variety of pre-

assessments to establish

baseline knowledge and

skills for all students

Uses some pre-




Fails to use pre-




Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

5.2 Uses formative

assessments

Uses a variety of

formative assessments to

determine each student’s

progress and guide

instruction

Uses some formative

assessments to


progress and guide

instruction

Fails to use formative

assessments to


progress and guide

instruction

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

5.3 Uses summative

assessments

Uses a variety of

summative assessments

to measure student

achievement

Uses some summative

assessments to measure

student achievement

Fails to use summative

assessments to measure

student achievement

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Evaluates student

performance data to

determine progress of

individuals but does not

identify differences in

progress among student

groups

Fails to describe,

analyze, or evaluate

student performance

data to determine

progress of individuals

or identify differences in

progress among student

groups

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


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

Sometimes

communicates learning

results to students and

parents that provide a

clear and timely

understanding of

learning progress


Fails to communicate

learning results to

students and parents that

provide a clear and

timely understanding of

learning progress


Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

5.6 Allows opportunity

for student self-

assessment

Promotes opportunities

for students to engage in

accurate self-assessment

of learning

Promotes some

opportunities for

students to engage in


of learning

Fails to promote

opportunities for

students to engage in


of learning

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


Observation 1

Observation 2

Observation 3

Observation 4

STANDARD 6: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

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.

Observation 1

Source(s) of

Evidence

Task A: Lesson Plan

Task B: Classroom

Observation


Evidence

Task A: Lesson Plan

Task B: Classroom

Observation


of Evidence

Task A: Lesson Plan

Task B: Classroom

Observation


Task A: Lesson Plan


Task G: Designing the Instructional

Unit


Task I: Designing Instructional

Strategies and Activities

Task J: Organizing and Analyzing the

Results



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1



Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

6.1 Uses available

technology to design

and plan instruction

Uses technology to

design and plan

instruction

Sometimes uses

technology to design and

plan instruction

Rarely or never uses

technology to design and

plan instruction

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

6.2 Uses available

technology to

implement instruction

that facilitates student

learning

Uses technology to

implement instruction

that facilitates student

learning

Sometimes uses

technology to implement

instruction that

facilitates student

learning


technology to implement

instruction and facilitate

student learning

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND


Observation 4

D PD ND

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

Sometimes integrates

student use of

technology into




needs

Rarely or never

integrates student use of

technology into




needs

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

6.4 Uses available

technology to assess

and communicate

student learning

Uses technology to

assess and communicate

student learning

Sometimes uses

technology to assess and

communicate student

learning


technology to assess and

communicate student

learning

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

6.5 Demonstrates

ethical and legal use of

technology

Ensures that personal

use and student use of

technology are ethical

and legal

Sometimes ensures that

personal use and student

use of technology are

ethical and legal

Fails to ensure that

personal use and student

use of technology are

ethical and legal

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


Observation 1

Observation 2

Observation 3

Observation 4

STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING

The teacher reflects on and evaluates specific teaching/learning situations and/or programs.


of Evidence


Post-Observation

Conference


of Evidence


Post-Observation

Conference


of Evidence


Post-Observation

Conference


Task C: Lesson Analysis & Reflection

Task J: Organizing and Analyzing the

Results

Tasks E and F



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1



Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

7.1 Uses data to reflect

on and evaluate

student learning

Reflects on and

accurately evaluates

student learning using

appropriate data

Reflects on and

evaluates student

learning without using

data

Fails to reflect on and

evaluate student learning

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

Reflects on and

accurately evaluates

Reflects on and

evaluates instructional Observation 1

D PD ND



on and evaluate

instructional practice

instructional practice

using appropriate data

practice without using

data

Fails to reflect on and

evaluate instructional

practice

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


on and identify areas

for professional

growth

Identifies areas for

professional growth

using appropriate data

Identifies areas for

professional growth

without using data

Fails to identify areas

for professional growth

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


Observation 1

Observation 2

Observation 3

Observation 4

STANDARD 8: COLLABORATES WITH COLLEAGUES/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.

Observation Source(s) of Evidence: Unit of Study, Observed Lesson Plans: Collaborate to Address Special Learning Needs



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1



Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

8.1 Identifies

opportunities to engage

in collaborations that

enhance student

learning

Identifies and engages in

collaborations with

multiple stakeholders for

the purpose of

enhancing student

learning


collaborations with a

limited number of

stakeholders for the

purpose of enhancing

student learning


engage in collaborative

activities for the purpose

of enhancing student

learning

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

8.2. Identifies and

engages in

collaborations that

enhance the standards-

based unit

development


collaborations with

multiple stakeholders for

the purpose of

enhancing the

instructional

effectiveness of the

standards-based unit


collaborations with a

limited number of

stakeholders for the

purpose of enhancing

the instructional




engage in collaborative

activities for the purpose

of enhancing the

instructional



Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

8.3 Reflects on the

purpose and impact of

the collaborative

activities

Provides a clear and

insightful rationale for

engaging in the multiple

collaborations supported

with evidence to show

impact of the

collaborative efforts

Provides a rationale for

engaging in some of the

collaborations supported

with some evidence to

show impact of the


Fails to reflect on the


with no evidence to

support impact of the


Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND



Observation 1

Observation 2

Observation 3

Observation 4

STANDARD 9: EVALUATES TEACHING & 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.

Observation Source(s) of Evidence: Task E: Assess and Manage Professional Growth



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1



Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

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

Assesses current

performance on all the

Kentucky Teacher

Standards

Fails to assess current

performance on all the

Kentucky Teacher

Standards

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

9.2 Identifies priorities

for professional

development based on

data from self-

assessment, student

performance and

feedback from

colleagues

Identifies priorities for

professional


data from self-

assessment, student

performance and

feedback from

colleagues

Identifies priorities for

professional


limited data from self-

assessment, student

performance and

feedback from

colleagues

Fails to identify

priorities for

professional


data from self-

assessment, Student

performance and

feedback from

colleagues

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

9.3 Designs a

professional growth

plan that addresses

identified priorities

Designs a clear, logical

professional growth plan

that addresses all

priority areas

Designs a clear, logical

professional growth plan

that addresses some

priority areas

Fails to design a clear,

logical professional

growth plan that

addresses priority areas

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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 relative to the

identified priority areas

and impact on

instructional

effectiveness and

student learning

Shows some evidence of

professional growth and

reflection relative to the

identified priority areas

and impact on

instructional

effectiveness and

student learning

Fails to show evidence

of professional growth

and reflection relative to

the identified priority

areas and impact on

instructional

effectiveness and

student learning

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


Observation 1

Observation 4

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.

Observation 1 Source(s) of Evidence: Task F: Leadership



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1



Demonstrated - D

Indicator Partially

Demonstrated - PD

Indicator Not

Demonstrated - ND

Indicator Rating

10.1 Identifies

leadership

opportunities that

enhance student

learning and/or

professional

environment

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 required

Identifies leadership

opportunities in the

school, community, or

professional

organizations and selects

one with limited

potential for positive

impact on learning

and/or the professional

environment

Fails to identify

leadership opportunities

in the school,

community, or

professional

organizations with

potential for positive

impact on learning

and/or the professional

environment

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Develops a leadership

work plan that provides

a limited description of

the purpose, scope, and




the professional

environment will be

assessed

Fails to develop a

leadership work plan

that describes the

purpose, scope, and




the professional

environment will be

assessed

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

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

Partially implements the

approved leadership


clear timeline of




Fails to implement the

approved leadership


clear timeline of




Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND

10.4 Analyzes data to

evaluate the results of

planned and executed

leadership efforts

Analyzes student

learning and/or other

data appropriately to



leadership efforts

Provides limited

analysis of student


data to evaluate the

results of planned and

executed leadership

efforts

Fails to analyze student


data appropriately to



leadership efforts

Observation 1

D PD ND

Observation 2

D PD ND

Observation 3

D PD ND

Observation 4

D PD ND


Observation 1

Observation 4

STANDARD 11: Evidence Behaviors Ascribed in the College’s Mission Statement with Particular Emphasis on the Service and

Work. Candidate exemplifies a Strong Work Ethic, Caring, and Critical and Creative Thinking.


Task B: Classroom Observation

Candidate Self-reporting

Capstone Project Dispositions Survey

Assignments throughout the semester




Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1


Script notes here:

STANDARD 12: Demonstrates Behaviors Described in the Kentucky Code of Ethics. Candidate exemplifies Excellence and

Professional Integrity.


Task B: Classroom Observation

Candidate Self-reporting

KY Code of Ethics - signed

Capstone Project

Multicultural Evidence

Formative/Summative

evaluations

Dispositions Survey

Assignments throughout the semester :

Collaborate & Discussion Board Commentary



Observation 1 3

Observation 2 3

Observation 3 3

Observation 4 3


Observation 1 2

Observation 2 2

Observation 3 2

Observation 4 2


Observation 1 1

Observation 2 1

Observation 3 1

Observation 4 1


Script notes here:

Other Skills & Dispositions (mark 3, 2, 1):

COMMUNICATION SKILLS _______ (average score)

____Maintains Strong Eye Contact

____Articulates Words Clearly

____Uses Correct Grammar/Syntax

____Communicates Ideas Clearly

____Avoids Distracting Mannerisms

____Uses Appropriate Vocal Variety and Volume

____Uses Effective Questioning Skills

____Has Effective Writing Skills

ATTITUDES AND DISPOSITIONS (mark 3, 2, 1):

Strong Work Ethic__________ (average score) Critical & Creative Thinking __________(average)

____Has high expectations for self ____Is flexible



____Is a self-starter; take initiative ____Demonstrates ability to problem solve

Caring__________(average score) Excellence/Professional Integrity__________(average)

____Has a positive attitude ____Has a professional appearance




Comments:


Multicultural/Diversity Experiences Summary Form

Part of the accreditation process for the Education Department is determining how well teacher

candidates have been supported in their abilities to provide for diverse populations through opportunities

to observe, participate in, and interact with diverse P-12 students and faculty in the program. Every

effort must be made to get experience interacting with children who are of two different

races/ethnicities, who have exceptionalities (disability, gifted, special education, etc.), who speak

English as a second language, and who are of differing socio-economic levels.

At exit, candidates will complete a one to two-page, word-processed reflection of work with diverse

populations that describes (1) the populations, (2) the candidate role in working with these populations

(both P-12 students and P-12 faculty), (3) an analysis of the teaching-learning process related to

standards, and (4) significant lessons learned. The reflection will be assessed using the rubric below and

become part of the exit requirement score (Comprehensive Exam or Capstone Project). Pass rate for this

part of the exam is 2.75. Type your summary at the bottom of this document.

Diversity Experiences Rubric 3 2 1

Candidate analyzed and reflected on observation of diverse students. KTS 2, 3, 4, 5, 6, 7, 8; ISLLC 3, 4, 5; CF Conceptual, Strategic, Evaluative,

Communicative; KCS 1 2, 7, 9, 11

Candidate analyzed and reflected on interaction with diverse

students. KTS 1, 7; ISLLC 5, 6; CF strategic, evaluative, communicative; KCS 1,

4, 5, 6, 7, 8, 9, 10, 11

Candidate clearly related diversity experiences to course content. KTS

1, 7; ISLLC 2, 4, 6; CF conceptual, communicative, evaluative; KCS 9, 10, 11

Candidate writing is clear and specific with minimal writing errors. KTS 1, 7; UC 11, 12; ISLLC 6 ; CF communicative, evaluative; KCS 1, 11

Complete the following table as best you can remember. Include only data from field and clinical

experiences you have had since you began your degree program at University of the Cumberlands. List

the Types of Diversities for each Student Population. For example, for Exceptionality, you could list

FMD, Blind, Deaf, Cerebral Palsy, etc. Check all possible levels of Involvement (O=Observation;

P=Participation; I=Interaction).

Student Population Include Types (AA=African American,

A=Asian, AI=American Indian/Alaskan

Native, C=Caucasian,

H=Hispanic/Latino, N=Non-resident

alien/International, O=other)

O P I

Race/Ethnicity

Exceptionality

English Language

Learner

Socioeconomic Status


Declaration of Understanding

Please read each statement and put an X in the box next to it acknowledging that you understand and agree with each one. Once you have read and agreed with the Declaration of Understanding, please type your name in the signature box, this will serve as an electronic signature and will be used as an official document for our records.

I understand that there is a difference in being admitted to the

University and being admitted to the Teacher Education Program, and that once I have fulfilled all requirements for admittance into the Teacher Education Program, I will receive an official letter from the Chair of the Education Department.

I understand that I must comply with all requirements as written in the Graduate Education

Handbook and on the planned program/curriculum contract for my program. I also understand that if changes occur in either the Handbook and/or the program, I am responsible for adhering to those changes.

I understand that no more than 9 hours may be transferred and applied to my Masters Degree

from other institutions of higher education and no more than 12 hours may be applied toward my Certification. I also understand that the Chair of the Education Department and my assigned Faculty Advisor must approve any course transfers or course substitutions.

I understand that it is my responsibility to keep up with my program. I also understand that,

should I fail to fulfill program obligations, I could be placed on an Individual Action Plan or be dropped from the program.

I understand that the online nature of the program requires that I have a good Internet

connection and for Student Teaching or Clinical Professional Experience courses the school will need to be capable of streaming video for observations (through SKYPE or other means).

Finally, I understand that all of these requirements are reasonable and necessary in order to

provide the best possible education for our students.

Please save this form as a word document and send it as an attachment along with your planned program to [email protected]

Student Signature Date

type your name here

http://www.ucumberlands.edu/academics/graduate/handbook/

http://www.ucumberlands.edu/academics/graduate/handbook/



Graduation Application

This form can also be downloaded from the Graduate Education Website.

EDUCATION DEPARTMENT - University of the Cumberlands€¦ · MAT Student Teaching/Clinical ......

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