The Education Department Team (EDT)€¦ · All Bethany College Student teachers are expected to...

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The Education Department Team (EDT)

Gretchen Norland, Ed.D., Chair of the Education Department

[email protected] 785-227-3380, Ext 8300

Michelle Barreirõ, M.A., Coordinator of Elementary Education

[email protected] 785-227-3380, Ext. 8457

Alan English, Ph.D., Coordinator of Secondary Education


Taylor Deutscher, Licensure Officer and Placement Coordinator


Cover artwork done by Katherine Purdy, Art Education Major

mailto:[email protected]




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` PREFACE

Bethany College Mission Statement

The mission of Bethany College is to educate, develop, and challenge individuals to reach for truth and excellence

as they lead lives of faith, learning, and service.

Education Department Mission Statement

The Bethany College Education Department strives to instill in candidates the knowledge base, teaching skills, as

well as professional attitudes and values necessary to become exceptional, reflective teachers in a diverse culture.

Teaching Programs

Bethany College has implemented programs for teacher preparation since its founding in 1881. Today, Bethany

students can receive a degree leading to licensure at the elementary (K-6), secondary content (6-12), and PreK-12

levels in Art, Health/P.E., and Music. There are 11 teaching major programs offered at Bethany College: Elementary

Education, Art, Biology, Business, Chemistry, English, Health and Physical Education, Mathematics, Vocal Music,

Instrumental Music, and Social Science Teaching.

The four-year plans for these teaching majors can be accessed from the Bethany College Education Department

webpage. https://www.bethanylb.edu/academics/areas-of-study/education/

Endorsements

Candidates can obtain licensure in added endorsement areas at the secondary and elementary levels including

Special Education High-Incidence (K-6, 6-12, or PreK-12) and English Language Learners (K-6 or 6-12). Kansas

State Department of Education offers a middle level (5-8) endorsement in Social Studies, Math, Science and English

to teaching candidates who can pass the middle/secondary level PRAXIS tests in these content areas.

Accreditation

The Teacher Education Program at Bethany is approved by the Kansas State Board of Education, and was last

accredited by the National Council for the Accreditation of Teacher Education (NCATE) in 2013. Bethany was the

first private college in Kansas to be accredited by NCATE in 1954. Bethany College will be seeking accreditation of

its Teacher Education programs in the fall of 2020 through the Kansas State Department of Education (KSDE).

Teaching candidates at Bethany College are required to meet KSDE licensure standards, and the graduation

requirements established by the college and Bethany’s Teacher Education Program. These standards have been

developed to ensure that beginning teachers have the knowledge, skills, attitudes and values necessary for effective

classroom teaching, and for fulfilling professional responsibilities.

The Bethany College Teacher Education Handbook and Assessment Manual is published each academic year to

inform teaching candidates about the teacher education process, which supports the development of exceptional,

reflective teachers in a diverse culture. This current information is provided to the public, via the college webpage,

https://www.bethanylb.edu/academics/areas-of-study/education/and available to other educators, stakeholders,

cooperating teachers, administrators, and college supervisors who monitor the progress of Bethany’s teaching

candidates. The Bethany Teacher Education Handbook and Assessment Manual describes policies, multiple

assessments, and key transition points throughout the program. Assessments are aligned with InTASC/KSDE

Professional Education Standards, student learning outcomes, and the program’s conceptual framework: Bethany

College Exceptional Teacher Model, which is integral to the program.

https://www.bethanylb.edu/academics/areas-of-study/education/

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INTRODUCTION TO TEACHER EDUCATION

The Bethany College Education Department is dedicated to helping candidates acquire the knowledge, skills,

attitudes and values necessary for becoming responsible, reflective, ethical professionals. The liberal arts program at

Bethany is integrated with the professional studies, academic coursework, and clinical field experiences to help

teaching candidates build a deep understanding of the subject matter and pedagogical knowledge, interact with

diverse learners, schools and communities, and to develop critical competencies in reaching a level of excellence

and success in the profession. Bethany’s Teacher Education Program seeks to prepare qualified candidates for

teaching positions in approved programs through the Kansas State Department of Education including program

objectives that:

• Provide opportunities through which candidates can develop the qualities identified

in the Bethany College Exceptional Teacher Model, and those of a liberally educated person.

• Provide early experiences in elementary, middle level, and secondary classrooms.

• Provide effective guidance services related to candidates’ academic goals and social concerns.

• Recommend for licensure those candidates who have completed the approved program, and

meet all requirements for licensure.

Teacher Education Coordinators (TEC)

The Education Department Team (EDT) works closely with the Teacher Education Coordinators (TEC) – a

committee that is comprised of faculty representatives from each department with an approved teaching program.

The TEC committee meets each month to review and analyze data, approve admission of candidates to the program

and to clinical practice, propose changes in the curriculum and assessment instruments, and monitor the continuous

improvement of teaching candidates and overall program quality. EDT and TEC professors, in their specific content

areas and levels, assume responsibilities for supervising, supporting, and evaluating student teachers’ performance

during clinical practice observations. Professors also participate in the scoring of candidates’ teacher work sample,

which demonstrates their content knowledge, teaching skills, instructional planning, and professional abilities.

Gretchen Norland, Ed.D

Chair of the Education Dept.

Oversees all teaching majors

Michelle Barreirõ, M.A.

Coordinator of Elementary Educ.

Elementary Education Teaching

Alan English, Ph.D.

Coordinator of Secondary Education

Secondary Education Teaching

Taylor Deutscher

Licensure & Placement Officer

Ed Pogue, M.F.A.

Art Teaching, PreK-12

Mark McDonald, Ph.D.

Biology Teaching, 6-12

Pari Ford, Ph.D.

Mathematics Teaching, 6-12

Douglas Dutton, C.P.A., M.B.A.

Business Teaching, 6-12

Laura Stenlund, M.A.T., L.A.T., A.T.C.

Health & Physical Educ., PreK-12

Sid Showalter, M.A.

Instrumental Music, PreK-12

Mark Lucas, D.M.A.

Vocal Music, PreK-12 Joyce Pigge, D.A.

Tash Smith,. Ph.D.

Social Science Teaching, 6-12 Marcus Hensel, Ph.D.

English Teaching, 6-12

Luke McCormick, Ph.D.

Chemistry Teaching, 6-12

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Conceptual Framework: Bethany College Exceptional Teacher Model

Bethany College’s Exceptional Teacher Model reflects the education department’s expectations for beginning

teachers, and establishes a shared vision for preparing candidates to teach effectively. A three-dimensional pyramid

is used to illustrate the three significant stages, which facilitate the development of the exceptional teacher:

1. The base of the pyramid model is

called the Foundation of Individuality,

which focuses on the knowledge, skills,

attitudes, values, and interpersonal and

cultural experiences that each student

brings into the teaching program.

The foundation of the teaching program

begins with discovering and reflecting on

the potential of each individual learner.

2. The middle layer of the model is

Preservice Education, and shown by the

three faces of the pyramid model:

• Knowledge Base

• Teaching Strategies and Applications

• Professional Attitudes and Values.

Candidates develop and expand on these

core areas during coursework and related

field experiences and clinical practice.

3. The pinnacle of the pyramid represents

Professional Growth and Development

reflecting candidates’ increased success

as demonstrated by highly effective levels

of performance in educational settings,

academic experiences, and their impact

on learners and learning.

Candidates are able to make knowledge

meaningful, create a climate conducive to

learning, and motivate students to learn.

The conceptual framework is integral to all educational course objectives and assessments, and supports the

education program’s mission to “instill in candidates the knowledge base, teaching skills, as well as professional

attitudes and values necessary to become exceptional, reflective teachers in a diverse culture.”

The conceptual framework is introduced in ED100 Introduction to Teaching. The model is shared with Teacher

Education Coordinators, the Bethany College Advisory Council, adjunct professors, cooperating teachers,

administrators, and other stakeholders. The Bethany College Exceptional Teacher Model is reviewed with

candidates during their academic coursework. It is the basis for discussions regarding processes, policies, and

assessments used in preservice education and clinical practice. A summary of the history of Bethany’s Conceptual

Framework is found on the Education webpage https://www.bethanylb.edu/academics/areas-of-study/education/

Student Learning Outcomes of the Teacher Education Program are based on the Bethany College Exceptional

Teacher Model, and align with InTASC/KSDE Professional Education Standards, and program assessments.

• Knowledge Base (KB): The teaching candidate demonstrates a strong content knowledge base of

learners and learning, and the ability to make knowledge meaningful, to respond to diverse learners’

needs, and increase motivation for learning.

• Teaching Strategies and Applications (TSA): The teaching candidate demonstrates the ability to

use effective teaching strategies and methods, and design lessons and assessments to promote a

meaningful and conducive learning environment that motivates learners.

• Professional Attitudes and Values (PAV): The teaching candidate demonstrates professional

qualities and behaviors to fulfill teaching responsibilities, and utilize reflective and interpersonal

communication skills.


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Teaching Program Transition Points Bethany’s Education Program and assessment system are based on four transition points with criteria for candidates

to advance to the next level. The four transition points support and reflect the conceptual framework, and help the

educators and teaching candidates adhere to program requirements regarding admission, retention, and exit criteria.

Transition Point 1: Admission to Teacher Education

Transition Point 2. Admission to Clinical Practice

Transition Point 3. Completion of the Teaching Program

Transition Point 4. Following Program Completion and Licensure

As candidates progress through the program, advisors play a key role in monitoring student progress, and meeting

with students during enrollment to review program expectations and policies. All core content courses must be

passed with a C or higher, based on specific course grading scales (71% by the Education Department scale).

Early Education Majors Bethany students who show an interest in teacher education will be guided in making decisions about the content

areas, grade levels, and endorsement areas offered in the college’s programs. They will complete a “Major

Declaration Form” for the registrar, and take introductory education courses. They will explore the field of teaching,

participate in early field experiences, and become familiar with the Teacher Education Handbook & Assessment

Manual, and Kansas Educator Code of Conduct https://www.bethanylb.edu/academics/areas-of-study/education/

Beginning education students will enroll in ED100 (described below), and must pass all class requirements and

receive a grade of C or higher. First-year students also take the ETS Success Navigator Skills Assessment to

evaluate general academic sub-skills, including English and Math, self-management, and college-readiness skills.

The test data are indirectly related to admission to the teaching program, and used to inform advising and enrollment

decisions in core academic courses. During the years 1 and 2, the focus is mostly on general education or core

experience courses, with opportunities for a few introductory education classes. The next major class, and one step

closer to applying for admission to the teaching program, is ED200, described below.

*Refer to the Teaching Program 4-year plans https://www.bethanylb.edu/academics/areas-of-study/education/

ED100 Introduction to Teacher Education and the Teaching Profession (1 credit hour)

This course is designed to help direct those students who are considering a career in pedagogy—the science of

teaching. The seminar is an exploration of the teaching profession for students as potential teachers. Throughout this

course, students will become familiar with the Bethany College Exceptional Teacher Model. They will examine how

the model relates to a career in teaching, as well as the various content areas, grade levels, and endorsements

available to Bethany’s teaching candidates. Students will have the opportunity to engage in class discussion, hands-

on activities, and meaningful reflections.

Key Assessments for ED100: • Major Declaration Form (*accessed from the college eSwede resources)

• Teaching Candidate Disposition Evaluation (see page 9 in handbook)

* Background Self-Disclosure Form for Education (*linked on the Education webpage)

• Student reflections, mini-lessons, Individual Development Plan

ED200 Introduction to Teaching: Classroom Experience (3 credit hours)

This course is a concentrated, 100-hour field experience for all candidates after completing ED100 Introduction to

Teaching. The course is an exploratory field experience class in which students considering a career in education

work full-time with a cooperating teacher during the January Interterm. Students will gain insight into the career of

teaching through observing, reflecting and presenting a lesson in this hands-on experience.

Key Assessments and Requirements for ED200: •Attending mandatory meetings, and submitting all required documents

•ED200 Instructional Activities and Reflections

*Record of Field Experience Hours

•ED200 Student Observation Field Experience Rubric (see page 8 in handbook)

*Teacher Education Application

*Forms/applications are on the Education webpage https://www.bethanylb.edu/academics/areas-of-study/education/




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ED200 Preparation

Education students who have passed ED100 with a C or higher, and believe they have met the GPA scores (listed

below), will complete an Admission to ED200 Packet. Students can pick up the ED200 packet–checklist from the

Licensure Officer and Placement Coordinator (Administrative Assistant Offices to the VPAA located on the first

floor of Wallerstedt library.) It is the students’ responsibility to verify that they have met all of the requirements, and

can provide evidence of grades and completed forms. The education professors will contact qualifying students, and

hold an information meeting in early September to review requirements for ED200 Introduction to Teaching:

Classroom Experience in January during the 3-week Interterm.The ED200 Placement Application will be handed

out at the required meeting. Students who do not complete the ED200 Packet in a timely manner might not be

enrolled in ED200 until the following year, which may delay their progress in the teaching program.

If ED100 is not passed with at least a C (71%), or students do not meet the required GPA scores, they can try again,

the next semester, and/or meet with an education professor to discuss areas of concerns and a plan for improvement.

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FIELD EXPERIENCES

Bethany’s teaching majors accumulate a minimum of 130 hours of field experiences throughout selected methods

and education courses for elementary, secondary, PreK-12 Music, Art, and Health/PE majors. These experiences

include interactive observations in various educational settings, participation in relevant community events or school

projects, and opportunities to mentor or work with students. All teaching candidates complete 580 hours, or 16

weeks of student teaching. The grand total of anticipated field experiences, including clinical practice, is 710 hours.

ED200 Introduction to Teaching: Classroom Experience is a concentrated, 100-hour field experience for all

candidates after completing ED100 Introduction to Teaching. Education students work closely with a teacher in a

diverse classroom, in a specific content area or grade level, for three weeks. This early exploration in teaching, for

freshmen through juniors, is a major requirement for admission into the teaching program.

ED240 Social, Cultural and Language Diversity in Today's Classrooms, and ED358 Foundations of Education

courses provide a combined total of 6-9 hours of diverse field experiences through classroom observations or in

educational settings, including participation in community events or service projects.

ED342 Middle Level/Secondary (6-12) Teaching and Learning Strategies is required for secondary level candidates

in all content areas. Candidates participate in a 10-hour practicum to observe teaching methods in classrooms in a

selected field, and actively engage with students, plan lessons, and practice teaching.

ED346 Reading Strategies for Secondary and Middle Level Teachers is required for all 6-12 secondary content

majors, and Music and Art candidates. ED345 is Methods, Materials, and Reading Strategies for Health Education

majors. These involve a 10-hour interactive field experience at the middle or high school level.

EBE297 Experience Based Exploration: All candidates may mentor middle school students, once a week for an

entire semester, under the direction of an education professor, and complete a relevant project.

ED325 Methods of Teaching and Assessing English Language Learners is for elementary and secondary teaching

candidates endorsing in ELL. It requires a 10-hour practicum in diverse settings/classrooms.

ED305 Elementary Integrated Field Experience, grades K-3, and ED315 Elementary and Middle Level Integrated

Field Experience, grades 4-8, provide multiple content-integrated classroom experiences. Candidates have a

combined total, 15-hour practicum to observe teaching methods of experienced teachers in elementary classrooms,

and actively engage with students, plan lessons, and practice teaching.

Elementary/middle level methods courses ED326 (Social Studies), ED327 (Math), and ED328 (Science/Health)

provide various whole-class and/or individual observations and interactive experiences in diverse settings for

elementary candidates. These range from Pre-K- 8 grade levels for a combined total of 6-9 hours.

Elementary/middle level methods courses in ED320 (Art), ED321 (Music) and ED343 (Health/Physical Education)

provide various integrated, whole class, or individual observations, and interactive field experiences for elementary

teaching candidates. These include classroom settings or community involvements of 6-9 hours total.

All candidates in Art, Music, or Health/Physical Education (Pre-K -12) take elementary and secondary methods

courses specific to their content, with a combined total, 15-hour practicum of integrated, whole class, and/or

individual observations in diverse classrooms and/or community experiences.

Field Experience Assessments: Preservice teachers are expected to be professional representatives of the college

during field experiences, as they participate, observe, learn, lead, and reflect in authentic classroom settings and

environments, and interact with other educators, community members and/or parents, and students. The Student

Observation Field Experience rubric (page 8) can be electronically sent to teachers to evaluate candidates during

ED200, and used in other methods courses for a cooperating teacher to evaluate candidates who have several,

sequential observations with one teacher or stay in one classroom for extended visits. NOTE: A minimum score of

13 or higher is considered acceptable to pass. Teaching candidates may use the rubric for self-reflection, also.

Teaching candidates record summaries of field experience hours, and submit to Foliotek.

Access the Report for Field Experience Hours. https://www.bethanylb.edu/academics/areas-of-study/education/


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Student Observation Field Experience Rubric (ED200 and other field experiences)

Knowledge Base (KB) : The teaching candidate demonstrates a strong content knowledge base of learners and

learning, and the ability to make knowledge meaningful, respond to learners’ needs and increase motivation for

learning.

Teaching Strategies and Applications (TSA): The teaching candidate demonstrates the ability to use effective

teaching strategies and methods, and design lessons and assessments, to promote a meaningful and conducive

learning environment and motivate learners.

Professional Attitudes and Values (PAV): The teaching candidate demonstrates professional qualities and behaviors

to fulfill teaching responsibilities, and utilizes reflective (intrapersonal) and interpersonal communication skills.

Bethany College teaching candidates are expected to be professional representatives of the College during

interactive observations and field experiences. Through these valuable experiences, teaching candidates develop and

refine “… the knowledge base, teaching skills, as well as professional attitudes and values necessary to become

exceptional, reflective teachers in a diverse culture.” Teaching candidates will learn from professionals in real

classroom settings, and practice strategies through observations and interactions with students. This rubric is used in

ED200, and in other methods courses for a cooperating teacher to evaluate candidates who have several, sequential

observations with one teacher or stay in one classroom for extended visits. NOTE: A minimum score of 13 or higher

is considered acceptable to pass. Teaching candidates may use the rubric for self-reflection or self-assessment, also.

Teaching candidates record summaries of field experience hours, and submit to Foliotek.

Access the Report of Field Experience Hours. https://www.bethanylb.edu/academics/areas-of-study/education/

Unsatisfactory – 1 Beginning - 2 Developing – 3 Mastery – 4

KB 1, KB5

Knowledge

and

Learners

Candidate shows a lack

of interest in the content

and/or is unresponsive to

diverse learners at this

age/grade level or

setting.

Candidate shows a

limited interest in the

content, or is

uncomfortable with

teaching diverse learners

at this age/grade/setting.

Candidate shows an

interest in the content,

and makes efforts to

teach content and skills

to diverse learners at

this age/grade level.

Candidate shows an interest

and a strong ability to give

instruction about the content

knowledge, concepts, and

skills to diverse learners at

this age/grade level.

TSA 1

Teaching

Strategies and

Interaction

Candidate lacks skills to

interact effectively with

students and/or shows

little to no interest in

teaching strategies.

Candidate shows a

hesitance to interact with

students and/or is limited

in abilities to learn, use,

or teach strategies.

Candidate shows a

willingness to interact

with students, and

attempts to try out and

use strategies to help

students learn.

Candidate interacts positively

with students, and is able to

use and teach a variety of

strategies that help students

think and connect to their

experiences.

TSA 4, TSA 6

Active

Participation

and

Inquiry

Candidate fails to

participate due to other

distractions (i.e. on

cellphone) and/or does

not ask questions about

student learning.

Candidate shows limited

or minimal engagement

in the classroom or with

students, and/or

infrequently asks

questions about learning.

Candidate is involved,

as appropriate to the

setting, and shows an

interest in students.

Candidate makes

efforts to ask questions

about student learning.

Candidate is actively involved

in the learning environment,

and supports students’ well-

being. Candidate is reflective

and asks teacher and students

questions about the learning

experience.

PAV 1

Professional

Presence

Candidate shows a

disregard for the teaching

role due to inappropriate

or undesirable conduct

(verbal/nonverbal) and/or

a careless appearance.

Candidate shows

partially acceptable

conduct and/or

appearance for the

teaching role, or is

inattentive and/or

hesitant to contribute.

Candidate dresses and

behaves appropriately,

and is generally

attentive in the

classroom. Candidate

shows a respect for

others and is willing to

interact.

Candidate represents self

professionally in appearance

and conduct, and shows

enthusiasm about learning.

Candidate demonstrates a

positive attitude and integrity

in all interactions.

PAV 2

Professional

Responsibility

Candidate is ineffective

in fulfilling two or more

of listed responsibilities

on a regular basis.

Candidate is infrequently

absent or late, or seldom

or partially prepared or

dependable.

Candidate adequately

fulfills responsibilities

of being present,

punctual, prepared, and

dependable.

Candidate consistently fulfills

all responsibilities of being

present, punctual, prepared,

and dependable.


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Teaching Candidate Disposition Rubric (ED100 and other courses)

Professional Attitudes and Values (PAV) The teaching candidate demonstrates professional qualities and behaviors

to fulfill teaching responsibilities, and utilizes reflective (intrapersonal) and interpersonal communication skills.

Bethany College Education Department expects teaching candidates to develop, maintain, and demonstrate the

positive attitudes and behaviors, and responsible habits and dispositions of professionals who are going into a career

in teaching. The Teaching Candidate Disposition Rubric is an evaluation tool that is completed by several

instructors, and the candidate’s advisor, to measure and monitor a candidate’s Professional Attitudes and Values

(PAV), which correlate with the competencies in the PAV section of the Student Teacher Evaluation Form.

This disposition evaluation is used as one criteria for admission to the teaching program, and, again, used as one

criteria for admission to Clinical Practice. Candidates have opportunities to complete a self-assessment for purposes

of self-improvement in these non-academic areas, which is an essential component of reflective, exceptional

teachers. NOTE: A minimum score of 13 or higher will pass. A score under 13 is below 2.5 average and does not

meet the criteria. All disposition scores from several courses will be averaged for each teaching candidate at various

transition points. Courses include ED100, ED250, SE210, ED304/314, ED346, ED345, ED355, ED358, and others


PAV 1

Professional

Presence

Candidate uses

inappropriate verbal or

non-verbal behaviors

in the learning

experience or topics of

study.

Candidate shows a lack

of interest or minimal

effort in participating in

the learning experience

or topics of study.

Candidate demonstrates a

positive attitude and a

willingness to participate in

the learning experience and

topics of study.

Candidate demonstrates

enthusiasm and

confidence and actively

engages in the learning

experience and topics of

study.

PAV 2

Professional

Responsibilities

Candidate is

ineffective in fulfilling

two or more of listed

responsibilities on a

regular basis.

Candidate is infrequently

absent or late, or is

seldom or partially

prepared or dependable.

Candidate adequately

fulfills responsibilities of

being present, punctual,

prepared, and dependable.

Candidate consistently

fulfills all responsibilities

of being present,

punctual, prepared, and

dependable.

PAV 3

Collaboration,

and

Interpersonal

Interactions

Candidate disconnects

during collaborative

activities with peers,

or fails to interact or

respond appropriately.

Candidate shows

minimal or limited

engagement in

collaboration with peers

OR responses are

unhelpful or irrelevant.

Candidate conveys a

willingness to collaborate

with peers and contribute to

the group effort.

Demonstrates appropriate

interpersonal interactions

with others.

Candidate shows

integrity and leadership

when collaborating with

peers, and is respectful to

others’ ideas. Maintains

thoughtful, interpersonal

interactions with others.

PAV 4

Integrity and

Ethical Work

Practices

Candidate seldom

shows academic

integrity and has more

than one incident of

cheating or

plagiarism in this

class.

Candidate has resorted to

academic dishonesty

once in this class, OR

infrequently disregards

instructor’s expectations.


honest work habits, and

generally shows integrity

by following instructions or

class expectations.


honest work habits, and

consistently shows

academic integrity by

following instructions

and all class

expectations.

PAV 6

Communication

and

Professionalism

Candidate lacks or is

missing the effective

communication skills

that are needed in

professional

interactions.

Candidate infrequently

shows weaknesses in

written or verbal

communications, or has

limited professional

skills.

Candidate generally uses

appropriate written and

verbal communication with

peers, instructors and others

for various reasons or in

professional settings.


clear and effective

written and verbal

communication with

peers, instructors and

others for various

reasons and shows

professionalism.

COMMENTS:

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BETHANY COLLEGE PROFESSIONAL EDUCATION REQUIREMENTS

All students need to complete the core experience requirements - Quest and Interdisciplinary course (See catalog.)

All teaching majors complete these professional education requirements. A total of 124 hours is needed to graduate.

Review specific teaching program 4-year plans: https://www.bethanylb.edu/academics/areas-of-study/education/

Credit hrs. All education majors must pass the following courses prior student teaching:

3 CM110 Speaking and Listening, CM212, or equivalent Communications or transfer course

3 EN101 Thinking and Writing or IDxxxW or equivalent Writing or transfer course

3-5 MA104 College Algebra, MA005/MA105, MA124 Mathematics for the People, or equivalent transfer course

3 PY101 General Psychology

3 PY205 Developmental Psychology

3 SE210 Introduction to Infants, Children, and Youth with Special Needs

1 ED100 Introduction to Teacher Education and the Teaching Profession

3 ED200 Introduction to Teaching: Classroom Experience (100 hours field experience)

3 ED240 Social, Cultural, and Language Diversity in Today’s Classroom

2 ED250 Classroom Management

2 ED251 Instructional Technology for Teachers

3 ED355 Educational Psychology

2-3 Methods Courses *See 4-year plans for each teaching major on the Education webpage or college catalog.

2-3 Reading Strategies Courses– ED346(Secondary level); ED345 (Health-PE); ED304/314 (Elementary)

OTHER: *(optional) ED198 Assessing Learners (1 credit hour) ; EBE297 Middle School Mentoring (1 credit hour)

3 ED358 Foundations of Education *This is the only course that can be taken before or after clinical practice.

Student Teaching ED395 Clinical Practice Seminar (1 hr.) + ED3XX Clinical Practice in Content Area/Major/Endorsement (12 hrs.)

*Teaching Majors 4-year plans on Education webpage https://www.bethanylb.edu/academics/areas-of-study/education/

Credit hrs. Elementary Education Majors must pass these courses prior student teaching including the above.

3 MA225 Math for Elementary Teachers

3 SC225 Science for Elementary Teachers

3 EN2xx or ID2xx-W or ED325 Methods of Teaching and Assessing English Language Learners

3 SE310 Foundations for Special Education

3 HIxxx U.S. History course

3 HIxxx World History course

3 GO120 Human Geography

3 Fine Arts (200-300 level) course: Art, Music or Theater

3-4 Science Lab course or BIxxx or Environmental Science with a Lab

4 ED304 + ED305 Methods of Elementary Reading/Language Arts K-3, with Integrated Practicum

4 ED314 + ED315 Methods of Elementary and Middle Level Reading/Lang. Arts 4-6, with Integrated Practicum

2 ED320 Pre-K, Elementary/Middle Level School Art Methods

2 ED321 Music Methods for Elementary Teachers

2 ED326 Teaching of Social Studies in the Elementary/Middle Level Classroom

3 ED327 Teaching Mathematics in the Elementary/Middle Level Classroom

3 ED328 Teaching Science/Health in the Elementary/Middle Level Classroom

2 ED343 Elementary Health and Physical Education Methods

Elementary Education majors are required to have a concentration of 9 hours of additional coursework from one category of the

Core Experience - College Requirement categories: Arts (AR, DA, MU, TH); Citizenship (HI, PS, SA); Humanities (CM, EN, FR,

GR, MN, PL, RL, SV, SN); Math/Science (BI, CH, CS, MA, PH, SC); or Social Science (AN, BU, EC, GO, PY, SO) in addition to the

content courses that are already a part of the 4-year plan.

-OR-

The Elementary Education teaching candidate may, instead, add an endorsement(s) in Special Education High-Incidence (K-6, K-6 /6-

12, or PreK-12) and/or an English Language Learners K-6 endorsement to their major in replacement of a 9-hour concentration area.



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Transition Point 1: Admission to Teacher Education Education students who are sophomores (31 hours minimum), have passed ED100 and ED200 with a C or higher,

can verify they have met the GPA totals and evaluation scores (listed below) are ready to complete an Admission to

Teacher Education Program Packet. This packet and Teacher Education Application can be picked up from the

Licensure Officer and Placement Coordinator (Administrative Assistant Offices to the VPAA located on the first

floor of Wallerstedt library.) It is the students’ responsibility to verify that they have met all of the requirements,

and can provide evidence of grades, scores, and completed forms and documentation. The candidate’s application

for admission will submitted to the Teacher Education Coordinators for approval. The candidate will be notified of

approval or conditional acceptance by email. Meet all deadlines for submitting this packet on time.

If a candidate receives a conditional acceptance to the teaching program, steps are followed. *().

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CONDITIONAL ACCEPTANCE – ADMISSION TO TEACHER EDUCATION

By the teaching candidates’ sophomore year (or 31 credit hours completed) the names of those who have completed

ED100 and ED200 will be brought to the Teacher Education Coordinators (TEC) committee in the spring to

determine if individuals qualify for admission into Bethany’s teaching program, according to the criteria for

Transition Point 1: Admission to Teacher Education. Candidates must successfully meet all requirements to be

approved, or they may receive a conditional acceptance vote by TEC.

Steps Following Conditional Acceptance

1.) Conditional Acceptance means that not all of the criteria has been successfully met at this point.

2.) Advisors and/or the Education Department Team (EDT) will review each candidate’s application and information

(see page 11 in handbook) before or during spring (April) enrollment:

• Submission of Teacher Education Application

• Acceptable Background Self Disclosure or documentation

• A cumulative GPA of 2.5, and a GPA in the major of 2.75 (including all transfer hours)

• Passed ED100 and ED200 with grades of C or higher.

• ED200 Field Experience Evaluation of 2.5 or higher (see page 8 in handbook)

• Teaching Candidate Disposition(s) average of 2.5 or higher (see page 9 in handbook)

3.) The EDT or Licensure Officer and Placement Coordinator will communicate with the candidate, in a timely

manner, to alert them of the conditional acceptance notice. The candidate will select a time to have a face-to-face

conversation with their advisor, during spring enrollment, to discuss and develop a written plan for improvement.

4.) If the candidate has not demonstrated improvement in meeting the criteria by the end of May, the advisor or EDT

professor may recommend steps such as repeating courses, taking summer courses, reviewing the academic integrity

policy and/or having the teaching candidate complete self-assessments on disposition evaluations. The Student

Success Center may facilitate the candidate in tutoring, provide resources, or recommend other support courses.

5.) Candidates will be monitored during their fall semester, for improvement in specific areas that have been listed

on the Teaching Candidate Intervention Contract https://www.bethanylb.edu/academics/areas-of-study/education/

Candidates with conditional acceptance will be reviewed again by TEC during the last fall meeting, regarding their

status and/or approval for admission to the teaching program.

6.) Candidates who are unsuccessful in meeting the requirements for admission to the teaching program, at the end

of the fall semester when grades are posted, will be notified in writing by the Licensure Officer and Placement

Coordinator, and required to meet with the Chair of the Education Department and/or EDT by the end of January. A

Teaching Candidate Intervention Contract https://www.bethanylb.edu/academics/areas-of-study/education/ may be

implemented, or the candidate may be denied admission to teacher education, or terminated from the program. The

decisions will be made by EDT and informed by TEC feedback. The EDT has the student’s best interests in mind,

and will encourage and support the student in seeking other paths, and getting advice from other department faculty.

7.) The EDT decision will be documented, and provide the reasons for the denial to the Teacher Education Program.

The document will be signed by all parties involved including the student. Further changes in major of study, or

changes in advisors may be recommended to the student, as needed.

Appeals Process: In the event of denial of admission to the Teacher Education Program, the candidate may request,

in writing, that that they wish to have their appeal heard. The student is encouraged to confer with their advisor, and

follow the guidelines listed in the Bethany College Catalog under the Academic Policies and Procedures section.



13

ACADEMIC ARTIFACTS FROM COURSEWORK – FOLIOTEK

The education department and all college programs collect data on an assessment system called Foliotek. The

education department selected five artifacts from courses required for all teaching majors, and aligned these with

student learning outcomes and rubrics for purposes of college and program level assessment. Education majors

submit five coursework artifacts to Foliotek that represent knowledge acquired from 200-300 level classes that are.

assessed by the following Student Learning Outcomes (SLOs). All faculty and students have access to Foliotek,

enabling them to review, submit, record, receive feedback, and see evaluation scores. Multiple data are presented in

annual college and department reports, and analyzed by the Education Department Team, Teacher Education

Coordinators, and Advisory Council to inform decisions on program changes, and monitor on-going progress.

Student Learning Outcomes (SLOs)

1. Knowledge of Learner: Student recognizes developmental characteristics, learner exceptionalities, and cultural,

ethnic, and linguistic diversities.

2. Knowledge of Learning: Student demonstrates knowledge of content, educational foundations, theories,

philosophies and learning styles.

3. Instruction and Assessment: Student applies instructional objectives, cognitive levels, critical thinking, and

relevant strategies in lesson and assessment design.

4. Instruction and Classroom Management: Student analyzes classroom management and motivational strategies to

promote a conducive learning environment.

5. Professionalism: Student demonstrates understanding of current educational responsibilities, ethical behaviors,

and reflective practices.

6. Communication: Student demonstrates effective communication skills in writing, research, presentations, and

technology.

Education Coursework Academic Artifacts and Assessed SLOs: ED250 - Classroom Management Artifact - SLOs # 2, 3, 4, 6;

ED240 – Social, Cultural, and Language Diversity Artifact – SLOs # 1, 5, 6

ED314, ED346, ED345 – Content-Reading Integrated Unit Artifact - SLOs # 1, 3, 5, 6

ED358 – Philosophy of Education Artifact – SLOs # 2, 4, 5, 6

ED355 – Educational Psychology Learning Artifact – SLOs # 1, 2

ACADEMIC ARTIFACTS ASSESSMENT RUBRIC

Not Present

(0 pt.)Unsatisfactory (1 pt) Beginning (2 pts.) Developing (3 pts) Mastery (4 pts)

Knowledge of Learner:

1. Student recognizes

developmental characteristics,

learner exceptionalities, and

cultural, ethnic, and linguistic

diversities.

The student

artifact is

omitted.

The student disregards the needs

or differences of the learner, or

gives inaccurate or biased

statements and information.

The student makes brief or

implied connections to some

aspects of development,

exceptionality or diversity.

The student gives general and

appropriate examples related to

learner development,

exceptionalities and diversity, and

relates the importance.

The student provides perceptive and in-

depth descriptions of learners'

developmental needs, exceptionalities and

diversity, and draws valuable conclusions.

Knowledge of Learning:

2. Student demonstrates knowledge

of content, educational foundations,

theories, philosophies, and learning

styles.

The student

artifact is

omitted

The student demonstrates a lack

of understanding of theories,

philosophies and modalities, and

fails to make useful and accurate

connections between content

knowledge and learning.

The student demonstrates a

vague understanding of theories,

philosophies and/or modalities

with inadequate or minimal

connections to content


The student demonstrates general

understanding of theories,

philosophies and modalities with

some applications to content


The student demonstrates a proficient

understanding of theories, philosophies and

modalities with relevant and astute

connections and applications to content


Instruction and Assessment:

3. Student applies instructional

objectives, cognitive levels, critical

thinking, and relevant strategies in

lesson and assessment design.

The student

artifact is

omitted

The student neglects to consider

cognitive development and higher

levels of thinking (Bloom's) or

disregards appropriate planning

using instructional objectives, and

age-related lessons or

assessment.

The student lessons and

assessments are missing

components of higher level

cognitive thinking (Bloom's) or

somewhat relate to age or

content levels. Weak evidence of

objective focus.

The student plans lessons and

assessments appropriate to age

and content levels that relate to

some higher cognitive levels

(Bloom's). Student is able to select

or construct basic instructional

objectives.

The student effectively applies cognitive

models (Bloom's Taxonomy) in the

thoughtful planning of lessons and

assessments appropriate to age and content

levels. Student is proficient in constructing

relevant instructional objectives.

Instruction and Classroom

Management 4.

Student analyzes classroom

management and motivational

strategies to promote a conducive

learning environment.

The student

artifact is

omitted

The student gives no evidence or

uninformed methods of

classroom management;

motivational strategies are weak

or missing.

The student mentions a few

examples of classroom

management and/or motivational

strategies that may not be based

on researched practices.

The student provides research-

based examples of classroom

management and sensible

motivational strategies, and

describes a purposeful relationship

between the two.

The student effectively analyzes classroom

management methods and philosophies,

and discusses the relevance of motivation to

student learning and engagement in specific

age levels and content areas.

Professionalism:

5. Student demonstrates

understanding of current

educational responsibilities, ethical

behaviors and reflective practices.

The student

artifact is

omitted

The student responds briefly, or

with a lack of quality or insight

needed to show reflective

practices and an awareness of

professionalism.

The student responses and

observations are matter-of-fact

to educational practices, with

some values and attitudes

reflecting the start of

professionalism.

The student expresses his/her

attitudes, values and knowledge in

thoughtful responses and

observations reflecting a growth in

professionalism.

The student expresses his/her attitudes,

values and knowledge through highly

introspective observations and responses

reflecting maturity and professionalism.

Communication:

6. Student demonstrates effective

communication skills in writing,

research, presentations, and the use

of technology.

The student

artifact is

omitted

The student's communication

lacks depth or clarity; has missing

components; random

organization; weak in use of

language and vocabulary; with

many distracting errors and/or

inaccuracies.

The student's communication is

inconsistent in organization or

provides basic or unclear

information; language use and

vocabulary is at a simplistic level;

seems incomplete or

unrehearsed.

The students' communication

satisfies the expectations and is

organized and informative.

Language and vocabulary are

sufficient with minimal errors.

Complete in choice of design or

presentation.

The student's communication is purposeful,

compelling, clear, and composed. The

student shows a command of language and

vocabulary: free of errors, professional, and

accurate in requirements and design.

14

Transition Point 2: Admission to Clinical Practice

Teaching candidates who are at a junior status (62 hours) need to be pick up an Admission into Clinical Practice

Packet from the Licensure Officer and Placement Coordinator (Administrative Assistant Offices to the VPAA

located on the first floor of Wallerstedt library.) The first three items on the list below need to be COMPLETED A

YEAR BEFORE THE INTENDED SEMESTER TO STUDENT TEACH. It is the students’ responsibility to

verify that they have met all of the requirements on the below list, and can provide evidence of grades, scores, and

records, unless otherwise stated by specific items. The candidate’s application for admission to clinical practice will

be reviewed by the Education Department Team, and submitted to the Teacher Education Coordinators for approval.

Qualifying candidates will be contacted about pre-student teaching interviews, and will attend a required student

teacher meeting in mid-April (for the upcoming fall student teachers), or mid-Novembet (for the following Spring

student teachers) to review all the information, requirements, and documents needed to student teach.

Students who do not complete the Admission into Clinical Practice requirements in a timely manner,

especially a Degree Check from the Registrar, and/or fail to meet deadlines for turning in applications or

documents, might result in having their student teaching placement delayed by an additional semester.

15

PRE-STUDENT TEACHING INTERVIEW

One of the criteria for admission to clinical practice is the pre-student teaching interview. This takes place

at the end of the semester prior the student teaching semester. Teaching candidates are invited to arrange a

time to participate in a pre-student teaching interview with two professors: their advisor and/or the

elementary or secondary coordinator, and secondary level content instructor. The interview process

contains 10 selected questions, which assess the student teacher’s intrapersonal and interpersonal

communications and readiness to teach. The interview places an emphasis on the Bethany College

Exceptional Teacher Model domain of Professional Attitudes and Values (PAV):

The teaching candidate demonstrates professional qualities and behaviors to fulfill teaching

responsibilities, and utilizes reflective (intrapersonal) and interpersonal communication

skills.related to the teaching profession.

The teaching candidate is asked questions about their knowledge of learners and learning, their

perspectives on teaching, and how they perceive themselves in interactions with students and adults .

They have opportunities to address concerns, reflect on personal abilities, show knowledge of

professional and ethical behaviors, including teacher code of conduct, and discuss philosophies of

classroom management. They are invited to ask questions regarding their upcoming placements. The

interviewee is evaluated by both professors (for inter-rater reliability), and the candidate can review their

score, which is recorded on their own Foliotek assessment page. A candidate’s acceptable score is 70%

or 8.5 out of 12 points (averaged score between two raters).

PRE-STUDENT TEACHING INTERVIEW – SCORING RUBRIC


Intrapersonal

Awareness

(Self-Reflective)

(PAV 1, 6)

The candidate

expresses little self-

awareness regarding

strengths and

weaknesses.

The candidate is able to

describe personal

characteristics with

limited depth and

perception.

The candidate has a

clear understanding of

self (in general) easily

able to discuss his/her

personal traits.


articulate their capabilities,

skills and weaknesses in

regard to his/her potential in

the classroom. This analysis

of self-concept is well thought

out.

Interpersonal

Awareness

(PAV 2, 3)

The candidate cannot

articulate how he/she

interacts with others.

The candidate describes

interactions with others

on a limited basis, not

demonstrating how

those skills will benefit

him/her in a school

setting

The candidate can

describe how he/she

interacts with others,

but he/she may not

clearly articulate how

this will be of benefit

in their career.

The candidate clearly

describes how he/she interacts

with others and can give

examples as to how this

strength will apply to his/her

success in the workplace.

Belief System

Related to

Professional Ethics

and Behavior

(PAV 4, 5)

The candidate does

not articulate a clear

view of what

behaviors and

attitudes are

displayed by a

member of the

teaching profession.

The candidate

articulates vague

descriptors of what a

good teacher exhibits

within the professional

setting.

The candidate clearly

understands and

articulates what

behaviors should be

exhibited in the

workplace.


articulate professional

classroom/school behaviors

and extend this concept

beyond the workplace into the

community.

16

CLINICAL PARTNERSHIPS AND DIVERSITY

Bethany College Education Department provides multiple opportunities for candidates to work with

faculty and students in different environments, and with people of diverse backgrounds and experiences.

These experiences include interactive observations in various educational settings, participation in

relevant community events or school projects involving students, and opportunities to mentor or work

with diverse students and educators. Bethany strives to include rich opportunities for interactions with

individuals from different cultures, races, ethnicities, genders, linguistic and skill-level abilities, socio-

economic statuses, and exceptionalities.

For clinical practice, all teaching candidates complete 580 hours, or 16 weeks of student teaching.

The education department maintains policies that provide teaching candidates with experiences that are

new to them, such as urban or rural settings, or different socioeconomic environments. In order to ensure

that candidates obtain diverse experiences, their prior educational experiences and field experiences are

taken into consideration when determining their clinical practice placement/s. In addition, candidates will

not be placed for clinical practice in the same elementary/middle/high school that they attended as a child.

Teaching candidates may not be placed with a cooperating teacher that they have worked with extensively

(e.g., ED200 cooperating teachers); or in schools where family members are employed.

Clinical practice (student teaching) placements are made by the Bethany College Education Department

and specific educational faculty members, in cooperation with local school districts, within an

approximate radius of 50 miles of Lindsborg. Teaching candidates may request specific placements on the

clinical practice applications. These will be taken into consideration, but final placement decisions are the

responsibility of the Education Department. Teaching candidates with endorsements are always placed

with qualified ELL certified and/or Special Education instructors as relevant to their area.

According to the Student Teaching Affiliation Contract (2019-2020)…

”The assignment of student teachers to cooperating teachers [will] be done cooperatively by the

Chair of the Education Department or College Supervisor of Bethany College or the Program

Director of Special Education of the Kansas Independent College Association (KICA) in the

placement of special education student teachers and the Superintendent of Schools or the Public

School Supervisor upon approval by the Cooperating Teacher. Cooperating teachers assigned to

work with student teachers shall have at least three years of prior teaching experience, with at least

one of those three years recently occurring in the same building selected for the placement.

Qualifying cooperating teachers must hold a current teaching license in the content area and grade

level range that is appropriate to the desired placement.”

The education department is always able to place students in areas of need, and have continuous

conversations with administrators, HR directors, and recruiters for future employment opportunities.

Bethany’s candidates participate in a minimum of two district-wide interview days, and have had specific

districts request 'mock' interviews or authentic interviews during clinical practice seminars.

There are over 600 Bethany Education graduates currently teaching in Kansas, according to the Education

Department’s 2017-2018 research and significant numbers of these candidates were hired in the same

districts in which they student taught. https://www.bethanylb.edu/academics/areas-of-study/education/

Teaching candidates may choose to apply for an out-of area placement (See Out-of-Area Student

Teaching Placement Request policy on page 17 of the Teacher Education Handbook for more

information). Bethany College maintains a partnership with the Chicago Center for Urban Life and

Culture for another option for student teaching in a very diverse setting and learning environment.


17

Out-of-Area Student Teaching Placement Requests

The following procedures will apply to all out-of-area applications (outside of an approximate 50 mile

radius of Bethany College) including those at the Chicago Center for Urban Life and Culture:

1. The candidate must have a minimum 3.0 GPA in Professional Education coursework, while

demonstrating a superior level of independence and resourcefulness in regard to course requirements.

2. Candidate must have a minimum average of 3.0 on the Teaching Candidate Disposition forms that are

filled out by faculty, demonstrating outstanding commitment to course requirements.

3. Candidate must have no negative reports from the Dean of Student Development.

4. Candidate must have exhibited exceptional dedication to their coursework and other responsibilities in

order to apply for this privilege (candidate in good standing refer to #1, 2 and 3 above).

5. Candidate for either Fall or Spring clinical practice must present a letter of request to the Chair of the

Education Department by January 15th, to be reviewed by the Education Department Team. The letter

must clearly state a reason of significant importance, explaining how an alternative placement will be

more beneficial to candidates than fulfilling clinical practice requirements locally.

6. Candidate will participate in an interview with the college advisor/supervisor (TEC member), and at

least two of the three members of EDT.

7. These guidelines apply to all candidates seeking placement outside of an approximate 50 mile radius of

Bethany College or the residence of the college supervisor.

8. All Candidates will be charged a fee of $750.00 to cover the cost of hiring an observer from another

college, or the increased mileage and time spent for the Bethany College Supervisor for a 16-week

placement. (Candidates applying to the Chicago Center would not pay an additional fee for a supervisor

due to the collaboration between Bethany College and the Chicago Center for Urban Life and Culture.)

9. Candidates must have successfully completed ED200, Introduction to Teaching Classroom Experience.

10. Candidates granted an out-of-area placement must still meet all of the requirements of clinical practice

including completing the Bethany College Teacher Work Sample and the exit survey at the end of student

teaching.

11. Teaching Candidates who fail to meet the above criteria, or miss the deadline for application, do not

qualify for considerations of out-of-area placements in student teaching.

18

ASSESSMENT PROCESSES

Assessment is central to the process of measuring specific, cumulative skills leading to the successful mission of the

program, and Bethany’s mission: “to educate, develop, and challenge individuals as they reach for truth and

excellence.” Assessment data are collected for teaching candidates, at various transition points throughout the

program, and recorded on Foliotek - an information management, outcomes-based, electronic assessment system.

Bethany Education Department utilizes this comprehensive system with multiple assessments that provide evidence

of candidates’ academic and non-academic abilities in preservice education and clinical practice.

It is a college-wide policy that all academic courses must be passed with a C or higher. Each of the key assessments

associated with the teaching program are accompanied with scoring criteria, rubrics, and acceptable passing levels.

Bethany’s Education Program assessment system includes four transition points with criteria for candidates to

advance to the next level: 1) Admission to Teacher Education Program, 2) Admission into Clinical Practice,

3) Completion of the Teaching Program, 4) Following Program Completion and Licensure. These four transition

points support and reflect the conceptual framework, and help the education department and its faculty adhere to

admission, retention, and exit criteria.

Candidates’ performance is monitored throughout the program’s transitional stages by the Education Department

Team (EDT). Criteria for admission to the program, and clinical practice are shared and discussed with the Teacher

Educator Coordinators (TEC). The assessment reports and scores are available to students via Foliotek, and indicate

individual/group progress on field experience evaluations, candidate disposition evaluations, interview rubrics,

candidate self-assessments, clinical practice, Teacher Work Sample (TWS) assessments, and final exit surveys. All

changes that potentially affect the education program are initially discussed with the 3-member EDT, then brought

to TEC for review, input, and proposals from these representatives from Bethany’s teaching programs. The next step

is to take voted items through the Curriculum Committee for approval, and Faculty Senate, as needed.

All departments prepare an annual assessment report that presents an analysis of their program data via Foliotek, and

evidence of continuous program improvement. The Education Department Annual Assessment Report provides

summaries and analyses of data from students’ academic artifacts correlating with the teaching program SLOs. In

the academic year 2016-2017, Bethany Education Department expanded its data collection by adding a second

platform to the Foliotek assessment system to facilitate the electronic data collection of Clinical Practice/ Student

Teaching assessments, which also enabled external evaluations to be sent to cooperating teachers. Data were

automatically imported into the Foliotek system for each teaching candidate’s review. In addition, various

assessments including Field Experience evaluations, Teaching Candidate Disposition Evaluations, Pre-Student

Teaching Interview scores, and Exit Surveys provided data from both academic and non-academic areas.

In 2018-2019, a third platform on Foliotek was developed to collect and record data on Bethany’s Teacher Work

Sample (TWS) a required and major assessment during Clinical Practice. The system had the capacity for in-house

scoring through the use of rubrics for each task that were developed to align with the TWS learning outcomes. Two

education professors scored each candidate’s TWS. Student teachers received timely feedback from scorers. Data

were automatically sent to individual’s Foliotek page. The TWS task scores are graphed on reports that are shared

and analyzed by educators. The TWS data-collection via Foliotek has resulted in an effective, on-site, collaborative

assessment process. Bethany’s Teacher Work Sample and the Student Teacher Evaluation Forms provide essential

data and evidence of the program’s efforts to instill in candidates the knowledge base, teaching skills, as well as

professional attitudes and values necessary to become exceptional, reflective teachers in a diverse culture.

Bethany’s Teacher Work Sample and the Student Teaching Evaluation (Mid-Term, student teacher Mid-Term self-

assessment, and Final Evaluation) assess competencies that measure teaching candidates’ knowledge of content,

diverse learners and learning, use of technology and assessment, classroom management, instructional

strategies/plans, professional responsibilities, and their abilities to make knowledge meaningful, to create a climate

conducive to learning, and to motivate all learners. These are cornerstones of the program’s conceptual framework.

19

Alignment Of Student Learning Outcomes – 3 Major Assessments

The three major assessments - Academic Artifacts, Student Teaching Evaluations, Teacher Work Sample – and their

student learning outcomes correlate with each other, and are aligned to the Bethany Exceptional Teacher Model.

Academic Artifacts - Coursework

Teacher Education Program SLOs

and Clinical Practice outcomes

Teacher Work Sample

Learning Tasks

1. Knowledge of Learner

Student recognizes developmental

characteristics, learner

exceptionalities, and cultural, ethnic,

and linguistic diversities.

2. Knowledge of Learning

Student demonstrates knowledge of

content, educational foundations,

theories, philosophies, and learning

styles.

3. Instruction and Assessment

Student applies instructional

objectives, cognitive levels, critical

thinking, and relevant strategies in

lesson and assessment design.

4. Instruction and Classroom

Management

Student analyzes classroom

management and motivational

strategies to promote a conducive

learning environment.

5. Professionalism

Student demonstrates understanding

of current educational

responsibilities, ethical behaviors,

and reflective practices.

6. Communication

Student demonstrates effective

communication skills in writing,

research, presentation, and the use of

technology.

1. Knowledge Base (KB)

The teaching candidate demonstrates

a strong content knowledge base of

learners and learning, and the ability

to make knowledge meaningful,

respond to diverse learners’ needs,

and increase motivation for learning.

2. Teaching Strategies and

Applications


the ability to use effective teaching

strategies and methods, and design

lessons and assessments to promote a

meaningful and conducive learning

environment that motivates learners.

3. Professional Attitudes and Values


professional qualities and behaviors to

fulfill teaching responsibilities, and

utilize reflective and interpersonal

communication skills.

Task 1

Learning Environment and

Knowledge of Learners

Task 6

Analysis of Student Learning

Task 2

Learning Objectives and Standards

Task 3

Instructional Unit Design

Task 4

Assessment

Task 5

Instructional Decision Making

Task 7

Professional Reflections and

Self-Evaluation

TASK 8 Supplemental Lesson Plans and

Reflections

20

Overview of Bethany College Teacher Education Assessments

Post Graduate Data - Internal and external data include candidates’ GPA, PRAXIS test scores, PLT scores, Title II

pass rates, course grades, Foliotek assessments, Clinical Practice evaluations, TWS scores, and college exit surveys.

From Admission to Teacher Education to Clinical Practice

through Graduation and Beyond: Key Assessment Measures

Persons

Responsible

Ongoing data from

Teacher Education

Transition Point 1. Admission to Teacher Education

Submission of Teacher Education Application after ED200

Acceptable Background Self-Disclosure or documentation

Teaching candidate is at a sophomore standing (31 hrs. or more)

Cumulative GPA of 2.5 or higher (including all transfer hours)

Cumulative GPA of 2.75 in Major (includes courses in major)

ED100 passed with a grade of C or higher


ED200 Field Experience Evaluation of 2.5 or higher

Teaching Candidate Disposition(s) average of 2.5 or higher

Teacher

Education

Coordinators

(TEC)

Education

Department

Team (EDT)

Licensure &

Placement

Officer

Teaching Candidate

Disposition Rubrics •ED100: Intro to Tchng.

•SE210: Special Educ.

•ED250, Clssrm Mngmt

•ED304/314, ED346/345

•ED355, ED358

•Other Methods courses

•Self-Assessments

Student Records of

Field Experience ED200: 100 hours

Methods classes: 30 hrs.

Field Experience

Evaluations ED200: Interterm

Methods Practicums

Artifacts on Foliotek

•Classroom Management

(ED250)

•Social, Cultural, and

Language Diversity

(ED240)

• Content-Reading

Integrated Unit (ED314

or ED345/ED346)

• Philosophy of

Education (ED358)

• Educational Psychology

(ED355)

Final Exit Survey (end student teaching)

Persons Responsible • Candidates

• Instructors

• Advisors

• EDT

• TEC

• Field Experience

Cooperating Teachers

• Licensure Officer &

Placement Coordinator


• Submitted a Graduation Application to the Registrar – due the

first semester of teaching candidates’ junior year.

Request a Degree Check from the Registrar – due the first

semester of teaching candidates’ junior year.

Submit a Clinical Practice Application – by deadlines on

packet

Has maintained a Cumulative GPA of 2.5 or higher

Has maintained a Cumulative GPA of 2.75 or higher in Major

Passed all required courses prior student teaching

Teaching Candidate Disposition average of 2.5 or higher

Student Records of Field Experience Hours (130 hours)

Five education course academic artifacts submitted to Foliotek

Pre-student teaching interview with two education professors.

Positive recommendation of academic integrity from Registrar

Positive recommendation of conduct from Dean of Student

Development

TEC

Licensure &

Placement

Officer

EDT

Registrar

Dean of

Student

Development


Passed Clinical Practice/Student Teaching with a C or higher

Completed the Student Teacher Exit Survey on Foliotek

Completed an Exit Interview with the supervising professor

Passed all required courses, and seminar, with a C or higher

Minimum GPAs of 2.5 cumulative, and minimum 2.75 in Major

Final Student Teaching Evaluation (score of 50 or higher)

Teacher Work Sample (TWS) - (score of 110 or higher)

Licensure &

Placement

Officer

EDT

TEC

Registrar

Transition Point 4. Following Program Completion & Licensure

• Meet with the Licensure Officer

• Application for Licensure (Form 1 on KSDE: $60)

• PLT Test - registering, taking, and test scores

Praxis Content Test – registering, taking, and test scores

Degree awarded /Graduation or Program Completer

Complete fingerprinting for the licensure check (cards available

from the Licensure Officer)

Post new job positions in the Education Department

Licensure

Officer

Registrar

EDT

1

Clinical Practice (Student Teaching) Guide 2019-2020

This section of The Bethany College Teacher Education Handbook and Assessment Manual is

designed to serve as a guide for Bethany College teacher education candidates who are ready for clinical

practice, and will be seeking licensure in teaching programs: Elementary Education (K-6), Secondary

Education (6-12), or Art, Health /Physical Education, and Music (PreK-12) education. The following

pages provide an overview of the clinical practice processes and experiences, learning outcomes, policies

and regulations, clinical practice schedules, the teacher work sample, licensure information, and more.

Bethany College Education Department Mission Statement

The Bethany College Education Department strives to instill in candidates the knowledge base, teaching

skills, as well as professional attitudes and values necessary to become exceptional, reflective teachers in

a diverse culture.

Philosophy And Belief Statements Regarding Clinical Practice

We believe that the best clinical practice experiences occur in schools and classrooms that are positive,

effective learning environments, and embrace student diversity, and best teaching practices.

We believe that the clinical teaching experience is a cooperative venture. Bethany College supervisors

and school personnel help in the development and improvement of the teaching candidates’ skills, and

professional attitudes and dispositions, through their positive examples and mentoring.

We further believe that teaching candidates are best served when everyone involved in the process of

clinical practice works8 toward the learning interests and welfare of the classroom student, who takes

precedence.

The Education Department Team (EDT)

Gretchen Norland, Ed.D., Chair of the Education Department

[email protected] 785-227-3380, Ext 8300

Michelle Barreirõ, M.A., Coordinator of Elementary Education


Alan English, Ph.D., Coordinator of Secondary Education


Taylor Deutscher, Licensure Officer and Placement Coordinator






2

Preparing for Clinical Practice

Congratulations! You are ready to begin the capstone experience of Bethany’s Teacher Education

Program. The knowledge you have gained in your education and content courses, methods courses, and

field experiences will be applied in the many opportunities you will have to motivate and help children

and youth be successful. You will learn more than you can imagine and have fun, but you will also work

very hard. Within this semester you will use all of the skills you have acquired to make the transition from

a teacher education candidate into a promising, future teacher!

During the last semester prior your student teaching:

1. Attend a mandatory orientation meeting for student teachers that will be held in the education

department close to the last month of the semester before your student teaching semester.

2. Receive important documents to complete, sign, and return to the Licensure Officer and Placement

Coordinator, Taylor Deutscher, before the end of the meeting.

• Emergency Contact Sheet

• Confidentiality Statement

• Student Teaching Regulations Verification

3. All teaching candidates must be enrolled in ED3XX Clinical Practice (as required for each major and

endorsement area), and ED395 Clinical Practice Seminar during the clinical practice semester.

The student teaching experience and seminar class, together, will total 13 credit hours for the semester.

4. Once you have received notice from the Education Department about your placement, make

arrangements to meet your cooperating teacher in their classroom before summer break (for fall student

teaching) or before Christmas break (for upcoming spring student teaching) in order to introduce yourself

and become familiar with grade level resources/texts, technology usage, etc., well before your clinical

practice begins.

5. TB Test Report and Proof of Insurance must be filed with the Licensure Officer and Placement

Coordinator by these dates: • June 1st – for Fall Student Teachers

• November 1st – for Spring Student Teachers

6. Attend the orientation meeting for student teacher/cooperating teachers/administrators that is held on

the first Sunday afternoon in August from 2:00-4:00 in Lindquist Hall prior the fall clinical practice.

You will receive your student teaching certificates at this time. (This certificate is to be presented to the

school principal at the beginning of your clinical practice experience.)

7. Check that your upcoming student teacher semester responsibilities are met with the college such as

Business office registration, financial aid, housing/check-in arrangements, etc.

8. Review your calendar and materials for the first day of student teaching, and be prepared to begin

promptly and professionally, to start your semester off right, in the building in which you are placed.

Professionalism: You are a guest in the school in which you are placed for your clinical practice. Please

be respectful to all school staff, faculty, and administration. Develop the mindset of a teacher new to the

system. Take part in faculty meetings, parent-teacher conferences, in-service activities, classroom

preparations, and other responsibilities. You will benefit from opportunities to learn about the policies of

a public school system. Become acquainted with the school, the cooperating teacher, the faculty,

administration and staff, the students and perhaps some parents. This is your job for the semester, and it

must come first. Adjust your personal work or sports schedule, accordingly. Focus on the best interests of

students, building professional relationships, and honoring teaching commitments.

3

All Bethany College Student teachers are expected to demonstrate ethical conduct at all times.

Confidentiality must be maintained regarding student issues, school issues, IEP’s, exceptionalities, and

teacher confidential records, etc. The Bethany College Education Department has adopted the Kansas

Educator Code of Conduct as approved by the Professional Standards Board in May of 2013.

Kansas Educator Code of Conduct

Responsibilities to Student:

Refrain from disclosing confidential or damaging information that affects the student

Make reasonable effort to protect the student from conditions detrimental to learning, health or safety.

Maintain professional relationships with students both inside and outside the classroom

Restrain from soliciting, encouraging, participating or initiating inappropriate written, verbal, electronic,

physical, sexual, or romantic relationship with students

Appropriate conduct includes, but is not limited to the following:

Keeping in confidence information about students obtained in the course of professional service

Creating, supporting, and maintaining a challenging learning environment for all students

Advocating for fair and equitable opportunities for all children

Nurturing the intellectual, physical, emotional, social, and civic potential of all students

Embodying for students the characteristics of honesty, diplomacy, tact, and fairness

Fulfilling all mandatory reporting requirements for child abuse

Fulfilling the roles of mentor and advocate for students in a professional relationship. A

professional relationship is one where the educator maintains a position of teacher/student authority

while expressing concern, empathy, and encouragement for students

Providing professional education services in a nondiscriminatory manner

Maintaining a professional relationship with parents of students and establish appropriate

communication related to the welfare of their children

Inappropriate conduct includes, but is not limited to the following:

Sharing confidential information concerning student academic and disciplinary records, health and

medical information, family status/income, and assessment/testing results unless disclosure is

required or permitted by law

Failure to provide appropriate supervision of students and reasonable disciplinary actions

Engaging in harassing behavior on the basis of race, gender, national origin, religion or disability

Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to

consume alcohol or illegal/unauthorized drugs

Committing any act of cruelty, abuse, unlawful sexual act, or endangerment to children.

(Excerpt from the Kansas Educator Code of Conduct brochure, Teacher Licensure Accreditation: www. ksde.org)

4

Kansas State Department of Education

Regulations and Standards for Kansas Educators

ARTICLE 19. ---STUDENT TEACHERS

91-19-6. Student teacher contracts, liabilities and responsibilities.

(a) Necessity for written contracts. Persons certified for clinical practice shall engage in clinical practice

only in educational agencies which are accredited or approved by the state board of education and

which have entered into a written contract with a teacher education institution. The contract shall set

out all of the arrangements made between the teacher education institution and the cooperating

accredited or approved educational agency.

(b) Assignment of student teachers. Only teacher education institutions shall assign student teachers to

cooperating accredited or approved educational agencies for the purpose of clinical practice.

(c) Student teacher responsibilities. Accredited or approved educational agency administrators and

cooperating teachers to whom the student teachers are assigned, in cooperation with the designated

officials of the teacher education institution and in conformity with the terms of the contract required

by this rule and regulation, shall determine when and to what extent student teachers shall assume

responsibilities or enter into teaching activities in the assigned accredited or approved educational

agency.

(d) Supervision of student teachers. Student teachers shall be under the supervision of cooperating

teachers and administrators of the accredited or approved educational agencies to which they are

assigned. Student teachers shall not be expected to assume tasks or responsibilities not generally

assigned to teachers.

(e) Student teachers are prohibited from serving as regular or substitute teachers. Certified student

teachers shall be prohibited from serving as regular or substitute teachers in Kansas-accredited

or Kansas-approved educational agencies.

This rule and regulation shall take effect on and after July 1, 1989. Authorized by and implementing

K.S.A. 72-1392; effective, E-70-36, July 31, 1970; effective Jan. 1, 1971; amended May 1, 1979;

amended July 1, 1989; amended July 18, 2008.

*Please abide by the state regulation (e.) stating that student teachers cannot be expected to take the

role of a substitute teacher at any time in their placement, even if it’s for a half day, or a short period

of time when the regular classroom teacher has to be gone. This puts the student teacher in an

uncomfortable and unlawful situation. Student teachers are requested to contact their college supervisor

regarding this issue, or any questions or concerns about substituting while student teaching.

5

Bethany College: Clinical Practice Policies And Procedures

The policies and procedures in this handbook were originally developed by the Teacher Education

Coordinators with assistance from the Bethany College Advisory Council, and are reviewed each year.

1.0 Dress Code

1.1 All student teachers will uphold Bethany College Education Program’s values by maintaining a professional image including, but not limited to, appropriate attire. 1.2 All student teacher attire should adhere to their placement school’s dress code. 1.3 All supervisors over the student teacher maintain the right to address perceived unprofessionalism of attire/appearance. 2.0 Tardy Policy 2.1 Be in your classroom no less than 30 minutes before the beginning of the school day.

2.2 One late arrival is acceptable.

2.3 Repeated tardiness will result in the cooperating teacher contacting the college supervisor, which may require an Intervention Contract to be implemented by the college supervisor.

3.0 Absences

3.1 Notify your cooperating teacher and college supervisor by 6:30 a.m. if you are going to be absent

due to personal illness or other personal emergency.

3.2 One day of absence for illness or family death is permissible. Please be sure to call your college supervisor immediately when you are ill. 3.3 Absences beyond one day for illness or emergency will need to be made up at the end of the

semester. Your clinical practice grade will not be submitted until you have successfully completed all 80 required days of student teaching. Teaching candidates who miss an excessive number of instructional days will meet with the Chair of the Education Department to discuss making up those days or interventions as needed.

3.4 All personal appointments are to be scheduled after school hours.

3.5 You are required to attend all Teacher In-service and workdays; you are expected to follow a teacher’s schedule, the school’s vacation calendar (not Bethany’s), and to teach every day.

4.0 Bethany College Teacher Education Ethics Policy 4.1 Bethany College Teacher Education candidates accept the responsibilities to students; to refrain

from disclosing confidential or damaging information that affects the student. 4.2 Bethany College Teacher Education candidates will make reasonable efforts to protect the

students from conditions detrimental to learning, health or safety. 4.3 Bethany College Teacher Education candidates will restrain from soliciting, encouraging,

participating or initiating inappropriate written, verbal, electronic, physical, sexual or romantic relationships with students.

4.4 ACADEMIC INTEGRITY Bethany College candidates in teacher education are expected to conduct themselves in

accordance with the Academic Honesty statements (Bethany College Catalog) regarding cheating and plagiarism. The Education Faculty at Bethany College expects all candidates to adhere to ethical behaviors in their courses and in their practicum placements, including clinical practice. The professional education standards for the state of Kansas and the CAEP standards seek candidates with attitudes and dispositions that are professional and deliberate in working toward licensing within the state of Kansas.

5.0 Clinical Practice Seminar 5.1 Concurrent enrollment in ED395, Clinical Practice Seminar, is required for all teaching candidates

during the clinical practice semester. It provides continued professional growth through the use of reflective activities. Seminar is offered during both fall and spring semester of clinical practice.

5.2 The Seminar (ED395) is a graded, one-hour course. Teaching candidates are required to attend these sessions, which meet on seven designated Monday late afternoons from 4:00-5:40 p.m. Student teachers may be excused from leaving their schools, early if necessary, on Monday afternoons to be on time to the Seminar class.

5.3 Bethany Teacher Work Sample (TWS) will be completed as a part of the student teaching requirement. Student teachers will receive assistance during the required Seminar class.

6

6.0 Employment and Activities While Completing Clinical Practice

6.1 It is strongly advised that you cut back on your work and/or extra-curricular hours during clinical practice. Planning and implementing lessons is a time-consuming job during this professional semester and requires your full attention. The teaching candidate is expected to maintain the regular faculty hours of their cooperating teacher and to be in the classroom, prepared for teaching each day. The teaching candidate should participate with their cooperating teacher in extracurricular activities that are appropriate to the assignment, such as parent nights, band concerts, etc. Some of these activities may take place in the evenings, but should be considered as professional requirements.

6.2 Activities, such as sports participation, should be addressed with your coach in the spring prior to your anticipated clinical practice. Many school assignments will entail being in the classroom from 7:00 or 7:30 a.m. until 4:00 or 4:30 p.m. Please make sure you have discussed the teaching times and your clinical practice responsibilities as a priority with the coaches and other activity directors.

7.0 Professional Liability Insurance 7.1 Bethany College requires proof of professional liability insurance in the amount of at least

$1,000,000.00 while you are in classrooms working with children. You must show proof of insurance to the education department by June 1st (fall teaching candidates) or November 1st (spring teaching candidates) either from your own personal source, or you may obtain such insurance by joining KNEA (www.knea.org) or KANAAE (www.kanaae.org).

8.0 Due Process Procedures 8.1 If a serious problem arises in the clinical practice placement regarding the professional

performance of the teaching candidate as observed by the cooperating teacher, principal, or college supervisor, the teaching candidate will be notified immediately. After notification, a possible course of action is for the teaching candidate to meet with the college supervisor and cooperating teacher (and/or principal or Chair of the Education Department as needed) to discuss and implement a *Teaching Candidate Intervention Contract (See image, below).

The intervention contract lists specific area(s) of concern and will include strategies or steps for satisfactorily addressing the areas for improvement to remain in the clinical practice placement. The teaching candidate will then be monitored for improvement for a period of two weeks.

*Teaching Candidate Intervention Contract : https://www.bethanylb.edu/academics/areas-of-study/education/,

TEACHING CANDIDATE INTERVENTION CONTRACT

Date: Person(s) writing contract: Teaching Candidate:

Status of the Candidate: (Clinical Practice, Admission to the Teaching Program, semester, level, etc.)

Purpose of this Contract: State the reason why the Intervention Contract has been implemented.

Describe the areas of concern. Give specific evidence.

Plan of Action: Specific steps, strategies, or required expectations to address the concern(s).

Timeline for successful implementation to remain in the placement or teaching program: By the end of _____weeks,

on the date of ______, (teaching candidate)_______________________ will demonstrate sufficient improvement in

the stated area(s) of concern, according to the Plan of Action.

•Failure to Meet Criteria: In the event that the teaching candidate fails to show improvement or progress to correct

academic efforts or professional behaviors, by the dates and plans stated in this Intervention Contract, further actions

may result in the implementation of the Due Process Procedures in the Teacher Handbook (for student teachers), or

Policies on Academic Progress in the College Catalog.

Signatures

College Supervisor/ Instructor: _________________________________________________ (DATE):_________

Education Dept. Chair: _______________________________________________________ (DATE):_________

Other ________________: ____________________________________________________ (DATE): _________

Teaching candidate: _________________________________________________________ (DATE):_________

http://www.kanaae.org/


7

8.0 Due Process Procedures (continued from page 9)

8.2 If adequate progress is made to correct the areas of concern within two weeks from the date the intervention contract was developed, the intervention plan will be considered completed and no further action will be necessary. If satisfactory progress is not made during the two-week period, an alternative placement may occur, or the candidate will be withdrawn from Clinical Practice.

8.3 At the time of removal from clinical practice, the Chair of the Education Department will ask the

teaching candidate and the college supervisor to sign a written document that lists the reasons for removal in addition to the initial intervention contract, as applicable.

8.4 The cooperating principal or superintendent may remove a teaching candidate from the

placement if they find the behaviors of the teaching candidate to be harmful or detrimental to the cooperating teacher or students. The Chair of the Education Department may also initiate or recommend immediate removal from a placement, after communicating concerns and reasons with the school administrator and teacher(s). This removal from student teaching may be immediate, and without an intervention contract due to the student teacher’s:

A. Disregard or violation of school or district policies;

B. Unprofessional behavior

C. Extenuating or unforeseeable circumstances

8.5 Candidates with KNEA membership should refer to the KNEA UniServ Office www.knea.org for information on appealing such a decision or contact. Candidates with KANAAE membership

should contact www.kanaae.org for their local representative or refer to the school district policy book for the correct policy on appealing a decision.

8.6 The teaching candidate will meet with the Chair of the Education Department, his/her college

supervisor, and other education faculty to determine the final steps to be taken for removal from clinical practice, including withdrawal from or failure during clinical practice, or decisions to pursue alternative placements if plausible.

8.7 The final decision will be given to the teaching candidate in writing, and all participants who are

involved will sign the document of future steps and final decisions. 8.8 If the teaching candidate wishes to make a written appeal regarding removal, they may do so.

Please refer to Policies on Academic Progress in the Bethany College Catalog for this process. 8.9 The teaching candidate will meet with the Bethany College Chair of the Education Department

and/or Registrar to determine what alternatives for a degree program may be open to him/her.

http://www.knea.org/

http://www.kanaae.org/

8

CLINICAL PRACTICE OVERVIEW

ALL teaching candidates must complete 80 teacher days of clinical practice. Some student teachers stay in one

place with the same cooperating teacher for 16 weeks. Other student teachers have a split placement with 10 weeks

in a regular education classroom, plus 6 more weeks of classroom experience in Special Education, ELL, or middle

level grades. Health and Physical Education, Art, and Music teaching majors follow an 8-week + 8-week schedule.

Student teacher schedules follow the school district’s calendar of days when school is not in session or holidays.

Fall clinical practice begins with the first teacher in-service day and continues for 80 teacher days, usually ending by

the first or second week in December. (It depends upon the district calendar, and what day the semester begins.)

Spring clinical practice begins the first teacher in-service day/first school day after the New Year holiday break, and

continues for 80 teacher days, usually ending the first or second week in May.

Music majors will work with their cooperating teachers during rehearsals, band camps, and music competitions, and

sometimes continue through the winter or spring programs, which are included in their 80 student teaching days.

The goal of clinical practice is to give the student teacher extended opportunities to practice everything about being

a teacher. Midway through the placement, the candidate will assume all teaching responsibilities under the guidance

of the mentoring teacher and administrator. Depending on the type and length of placement, student teachers can

take on full-time teaching over a period of six to eight weeks, as appropriate and practical. The cooperating teacher

and student teacher should discuss this plan for teaching, together, and involve the college supervisor as needed.

Bethany supervisors understand how preparing for an elementary classroom schedule is much different than

planning to teach in a secondary level placement with a block schedule. Music, Art, and Health-PE class schedules

are different in that they may have shorter class times that meet on every-other-day schedules, etc. The full-time

teaching of 6 to 8 weeks may not always be practical or possible; however, Bethany’s desire is to give each teaching

candidate a positive and challenging learning experience, but not an overwhelming situation.

General Scheduling Guidelines: Student teachers should begin teaching 1-2 subjects/classes by Weeks 2-3, and

teach 3-4 or more subjects/classes by Weeks 4-5. Student teachers can pick up more teaching responsibilities at the

cooperating teacher’s discretion; the quicker student teachers can jump in and ‘become’ a teacher, the better. Student

teachers may begin full-time teaching by Weeks 6 -7. Toward the last week or two of the placement, the student

teacher should gradually begin giving classes back to the cooperating teacher so students can adjust. Student

teachers remain in their placement, up to the last day assigned, but may also visit other classroom lessons/teachers.

Student teaching evaluations will be completed by college supervisors and cooperating teachers at Mid-Term (weeks

6-7) and a Final Evaluation at the end of the placement. The Student Teaching Evaluation Form (pages 18-23)

will be sent electronically to the cooperating teacher’s email (from Foliotek) during Weeks 6-7, and again towards

the last week of the placement. College supervisors will take observation notes on an electronic form, and email

these notes and feedback to the student teacher following a visit. Student teachers will also complete a Mid-Term

Evaluation Form, as a self-assessment. It is recommended that the cooperating teacher and student teacher discuss

and compare their Mid-Term evaluations together. The data from the Student Teaching Evaluation Forms are critical

to Bethany’s assessment of student teachers’ growth, success, and recommendation for teacher licensure.

ED395 Clinical Practice Seminar is a required, one-credit-hour class that meets on seven Mondays from 4:00-5:40,

throughout the semester. The syllabus is found on eSwede. The purpose of the seminar is for student teachers to

share experiences and support each other on student teaching “challenges and joys,” receive guidance on the TWS,

review classroom management and assessment strategies, study for the PRAXIS / PLT tests, update resumes,

prepare for teacher interviews, and review procedures and requirements for licensure. Student teachers may leave

their school, early, if necessary, to arrive by 4:00. Notify the professor if school conferences conflict with the dates.

9

RECOMMENDED STUDENT TEACHING SCHEDULE

Timeframe STUDENT TEACHING SCHEDULE: 16-Weeks

Student Teacher Tasks

Observations &

Evaluations 10-Weeks Placement

8-Weeks OR

6-Weeks

Week 1 • Get familiar with the classroom; meet colleagues and staff,

review building routines/schedules/policies, and teacher duties.

• Begin to learn students’ names.

• Note classroom management strategies and rules; examine text

and materials, use of technology; and establish a teacher’s desk

or your own working space.

Review with the

cooperating teacher

the Bethany Teacher

Education Handbook

(Clinical Practice

section)

College

supervisor

observation

(informal visit)

Begin

teaching or

team-teaching

sooner with

2 classes

Week 2

and

Week 3

• Discuss the Teacher Work Sample (TWS) timeline with your

cooperating teacher. (Task 1 due by end of Week 3)

• Identify special needs or other focus students.

*Send your college supervisor(s) a weekly schedule of class

periods, times, lunch/planning, and highlight or note the classes

or subjects you are starting to teach.

• Work with individual or small groups; team-teach.

• Begin planning and teaching 1-2 classes or subjects.

College supervisor

observation

(informal visit)

Begin teaching

sooner.

College

supervisor

observation

Teach 3-5

classes.

College

supervisor

observation

.

Week 4

• Work with your cooperating teacher to select a unit that you

will teach during weeks 6-8. Review TWS Task 2 with teacher.

• Select appropriate standards and objectives for your grade

level/ placement. (Task 2 due by end of Week 4)

•Assume more responsibilities by preparing lessons and

teaching daily for 2-3 classes/subjects.

College supervisor

observation

Week 5

•Work with your cooperating teacher to design a pre-assessment

and begin to develop your instructional unit design.

(BOTH Task 3 and Task 4 due by end of Week 5)

•Assume more responsibilities by preparing lessons and

teaching daily for 3-4 classes/subjects.

(10-week)

Mid-Term

Evaluation

Student

teacher is full-

time teaching

Week 6

Week 7

Week 8

• TEACH YOUR UNIT. Give your pre-assessment before you

start your unit, then collect evidence of student learning

throughout the unit.

• Continue to prepare lessons and teach daily for 4-6

classes/subjects;. Full-time teaching responsibilities should be

reached.

•Complete Task 5 (by end of week 8) and design two lesson

plans from the unit on a SIOP lesson template.

•Complete a Mid-Term Self Assessment of the Student

Teaching Evaluation Form (found on Foliotek)

• Cooperating

teacher will be sent

an electronic

Mid-Term Student

Teacher Evaluation

Form via e-mail

@ Weeks 6-7

• College supervisor

observation, and

MidTerm Evaluation

Student teacher

is full-time

teaching

College

supervisor

observation

No Mid-Term

Evaluation for

2nd placement:

• Only a Final

Evaluation

Week 9

and

Week 10

• Following the unit, analyze post-test and all assessments.

Review and complete Task 6 (by the end of week 9)

• Continue full-time teaching of classes/subjects.

• Complete Task 7 (by the end of week 10)

•Ask the principal to observe a classroom lesson

(10-week)

Final

Evaluation

Weeks 11-

14

• Continue full-time teaching of classes/subjects.

• Complete *Task 8 (by the end of week 13)

*TWS - Four additional lesson plans

College supervisor

observation

Weeks 15-

16

• Classes are gradually released back to the coop. teacher.

• Continue to help children until the last day.

• Observe another teacher/classroom in the building

• Arrange a time with the college supervisor for your

Exit Survey and Interview, a week after student teaching.

• Arrange a time with the Licensure Officer for exit interview

and to discuss Licensure preparation and/or PRAXIS tests.

Coop. Teacher &

College Supervisor

complete a Final

Student Teacher

Evaluation

10

Teacher Work Sample and Student Teaching Schedules

The Bethany Teacher Work Sample (TWS) is a formative assessment that student teachers complete during their

clinical practice experience. The TWS components and assessments align closely with the Bethany Education

Department’s Conceptual Framework, and Bethany’s Student Teaching Evaluation competencies. Bethany’s TWS is

aligned with KSDE Professional Education Standards/InTASC, and fulfills a requirement for teacher licensure.

Bethany’s TWS provides a user-friendly, flexible design based on narrative prompts. It is submitted in sections or

tasks through Foliotek during student teaching (weeks 3-13). The TWS’s purpose is to guide and give feedback to

candidates, in the process of becoming teachers. The TWS is a formative learning tool that is relevant to all teaching

majors, and provides an opportunity for teaching candidates to demonstrate their knowledge of content, learners and

learning, teaching strategies, assessments, and professional attitudes and values through instructional planning,

reflection, and decision making. Each candidate completes his/her own TWS, yet collaborates with experienced

colleagues regarding best instructional practices, and incorporates feedback from cooperating teachers and college

supervisors. The TWS process allows student teachers to provide multiple evidences of teaching and learning.

The TWS is designed to accommodate all schedules in the required 80-days of student teaching. Some student

teachers stay in one placement with the same cooperating teacher for 16 weeks. Other student teachers have a split

placement with 10 weeks in a regular education classroom, plus 6 weeks of classroom experience in Special

Education, ELL, or middle level grades. Health - Physical Education, Art, and Music follow an 8-week + 8-week

schedule. Student teachers complete the majority of the TWS based on a selected unit of instruction that they will

design and teach during their first placement. This unit will be taught to one group/class in one subject area.

The TWS is developed between Weeks 3 and 13, so this process may flow into a second placement for some student

teachers, and demonstrate candidates’ abilities to transfer skills and knowledge of instructional planning into other

settings and experiences. No matter what the student teacher’s schedule is, Bethany College’s TWS guidelines and

deadlines will be the same for all teaching candidates. It is a realistic expectation for all student teachers to complete

the sections or tasks of the TWS by the timetable deadlines. The TWS is a valuable tool for student teachers that

helps them refine specific areas of their teaching based on the formative feedback from cooperating teachers and

college supervisors. The TWS requirements will be completed by all student teachers by the end of Week 13.

*The complete TWS packet of instructions, narrative descriptions, and scoring rubrics is available upon

request from the Education Department. Email [email protected]

Teacher Work Sample Tasks Timeline Instructions

TASK 1

Learning Environment and


End of Week 3

Due: Sunday by

midnight

•Discuss the TWS calendar/timeline with your cooperating teacher.

•Complete Task 1 with help from your cooperating teacher or other staff,

and/or refer to the KSDE website and Internet sources as needed.

TASK 2

Learning Objectives and

Standards

End of Week 4

Due: Sunday by

midnight

•Collaborate with the cooperating teacher to select a unit to teach.

•The unit is a minimum of 4 consecutive lessons taught during weeks 6-8.

•Complete Task 2 – Select standards and a minimum of 2 learning

objectives to emphasize and build the unit.

TASK 3

AND

TASK 4

Instructional Unit Design

and

Assessment

End of Week 5

Due: Sunday by

midnight

•Complete Task 3 – Develop your instructional unit; use SIOP lesson

plan templates. Follow the task directions and TWS scoring rubrics,

•Complete Task 4 – Select or design a pre-assessment; decide on a date to

conduct it BEFORE teaching your unit. Review all assessments.

During weeks 6-8 •TEACH YOUR UNIT •Collect evidence of student learning, including pre and post assessments.

TASK 5

Instructional Decision

Making

End of Week 8

Due: Sunday by

midnight

•Complete Task 5 – In addition to Task 5, submit 2 LESSON PLANS

developed for your unit using the SIOP template. Be detailed and

complete.

TASK 6

Analysis of Student

Learning

End of Week 9

Due: Sunday by

midnight

•Complete Task 6

•Analyze and summarize assessment results with visual

representations/graphs.

TASK 7

Professional Reflections

and Self-Evaluations

End of Week 10

Due: Sunday

•Complete Task 7 – Professional reflections on the teaching experience,

professional goals, lessons learned, and self-evaluation.

TASK 8 Supplemental Lesson Plans

and Reflections

End of Week 13

Due: Sunday

•Complete Task 8: Submit 4 NEW Lesson Plans, of your choice, from

other lessons you teach during weeks 10-13. All are due by the end of

week 13. Each of the four lessons has a reflection.

11

Student Teaching Evaluation Competencies matched with each TWS TASK

Bethany College -Student Teacher Evaluation Competencies Teacher Work Sample

Tasks

Student Teaching Evaluation

Competencies

Knowledge Base (KB)

TASK 1: Learning Environment and


TASK 2: Learning Objectives and

Standards

TASK 3: Instructional Unit Design

TASK 4: Assessment

TASK 5: Instructional Decision

Making

TASK 6:

Analysis of Student

Learning

TASK 7: Professional Reflections and

Self-Evaluation

TASK 8:

Supplemental Lesson Plans and Summaries

KB5, TSA5, TSA6

TSA2, TSA4, PAV6

KB1, KB2, KB3 TSA1, TSA2, TSA3

TSA2, TSA3, TSA4, KB6

KB1 - KB5, TSA1, TSA6, PAV4

TSA3, PAV2

KB6, TSA5, TSA6, PAV1, PAV3, PAV5

TASK 8:

Multiple competencies

KB1. Gives accurate instruction in content knowledge, vocabulary, concepts, skills or techniques.

KB2. Uses relevant resources, materials, and technology to enhance content instruction.

KB3. Integrates content with other subjects, literacy experiences, and related interdisciplinary topics.

KB4. Provides time for students to process, practice and assess skills, independently and collaboratively.

KB5. Responds to learners’ diverse backgrounds, languages, abilities, learning styles and needs.

KB6. Gives encouragement and feedback to help learners reflect, self-regulate, and self-motivate.

Teaching Strategies and Applications (TSA)

TSA 1. Uses a variety of strategies for critical and creative thinking, problem solving, and skill development.

TSA 2. Implements lessons that address appropriate objectives, standards, and learning outcomes.

TSA 3. Uses various assessments, such as informal, formal, and performance, to measure understanding and progress.

TSA 4. Uses questions that prompt learners to reflect, expand responses, and make connections to experiences.

TSA 5. Uses appropriate verbal and non-verbal cues to gain class attention, and direct and refocus learners.

TSA 6. Maintains an inclusive, safe, respectful environment that supports students’ well-being and learning.

Professional Attitudes and Values (PAV)

PAV 1. Demonstrates enthusiasm, confidence, patience, and compassion in interactions with diverse learners.

PAV 2. Fulfills professional responsibilities, and is dependable, prepared, reflective, and devoted to teaching and learning.

PAV 3. Shows integrity and leadership when collaborating and interacting with colleagues in the profession and parents.

PAV 4. Instills a value for honesty in academic settings, including the responsible use of technology, as appropriate.

PAV 5. Uses respectful and fair classroom management strategies to reinforce or address learner behavior in appropriate ways.

PAV 6. Uses accurate written and verbal communications in the classroom and in professional interactions with others.

12

ROLES OF CLINICAL PRACTICE PERSONNEL

The professional roles and responsibilities of those involved in the clinical practice experience are described in this

section. The teaching candidates should be familiar with the roles and responsibilities for all of the personnel.

COLLEGE SUPERVISOR

The College Supervisors are the representatives of the college, and serve as mentors and final evaluators of the

teaching candidate. The college supervisor will visit the classroom during the semester to provide feedback to the

candidates regarding their development of teaching skills and progress. College supervisors are members of the

Education Department Team, which includes content supervisors who observe candidates at the secondary levels.

The policy of Bethany’s Education Department is for each teaching candidate to be visited a minimum of 4 times

during a 16-week placement. PreK-12 college supervisors will observe their teaching candidates a minimum of 4

times, ideally twice at the elementary level, and twice at the secondary level. Teaching candidates who have a

secondary level content placement will also be visited by the content supervisor at least twice. The college

supervisor makes an informal visit by week 2 in order to have a conversation with the cooperating teacher and

student teacher regarding the teaching schedule, clinical practice policies and evaluation forms, teacher work

sample, and address any questions or concerns. (*See the previous page of the handbook for a recommended

schedule of observation visits.)

Elementary teaching candidates, who have a split placement, will be observed a minimum of 3 times during their

10-week elementary classroom experience by a college supervisor, and at least once during their second 6-week

placement if it is in a middle-level field or ELL area. (If the second 6-week placement is in a Special Education

classroom, the field experience will be under the direction of Dr. Bev Shottler and follow KICA policies/schedules.

The College Supervisor will:

1. Serve as the liaison between the cooperating school and the college, and establish positive

relationships with the cooperating teacher, principal, and other faculty. Attend the cooperating

teacher/student teacher August orientation, and other required clinical practice meetings, and attend

Teacher Work Sample training sessions.

2. Provide explanations and/or training for the cooperating teachers or principals regarding the Student

Teacher Evaluation Form (pages 18-23 in the handbook) the Teacher Work Sample (separate document

to be provided), and other expectations. Contact the Chair of the Education Department for other concerns

or questions that occur during the student teaching placement.

3. Visit the candidates throughout their placement to observe the development of the candidate in various

teaching situations, and to monitor their ability to work with children or youth.

4. College supervisors will use a Supervisor Observation Form to record their observation notes, and email

this feedback to the student teacher following a visit. Email the observation notes (or cc them) to the Chair

of the Education Department as a record of completed visits and/or mileage reimbursement documentation.

5. Monitor and evaluate candidate’s progress using the criteria specified on the Student Teaching

Evaluation Form. The college supervisor will complete a Mid-Term and Final Evaluation according to the

recommended schedules in the handbook. For formal observations, college supervisors should require the

candidate to prepare a lesson plan on the SIOP model template (see page 24 of handbook).

6. Make additional visits as needed, to discuss the performance of the student teacher with the cooperating

teacher (at planning times or after school), or when concerns exist with the teaching candidate. Alert the

Chair of the Education Department immediately when problems arise and/or when considering the

implementation of a Teaching Candidate Intervention Contract (*See pages 6-7 of handbook).

7. Keep in contact with student teachers, on a weekly basis, through email or in person, and be a mentor,

role model, and resource person. Expect to receive a schedule and weekly lesson plans by Sunday night

at 6:00 from student teachers as part of their evaluation (See PAV#6 on the Student Teaching Evaluation,

pages 22, 23 in the handbook section).

8. The final grade will be given by the Bethany college supervisor with consideration of the cooperating

teacher and content professors’ assessments based on the Student Teacher Evaluation Form.

13

PRINCIPAL

The Principal of the cooperating school plays a vital role in the success of the teaching candidate. The principal is

supportive as a mentor and advisor, and provides leadership by helping student teachers understand their

responsibilities and professional involvements in school policies, regulations, meetings, and communications.

The Principal :

1. Approves or rejects applications for teaching candidates in his or her building.

2. Accepts the teaching candidate as a participating, responsible member of the faculty.

3. Ensures that the teaching candidate is not used as a substitute teacher in the school during the

clinical practice assignment (*See KSDE Regulations and Standards, Article 19, page 4).

4. Supports the cooperating teacher in helping the teaching candidate transition into a professional role

by encouraging their participation in faculty and inservice meetings, professional learning team

activities, and being involved in IEP meetings and other parent-student-teacher conferences.

*(NOTE: Teaching candidates have signed a Student Teaching Regulations Verification form indicating

they will demonstrate ethical conduct and confidentiality (*See Kansas Educator Code of Conduct, page 3,

and Bethany College Teacher Education Ethics Policy 4.0, page 5).

5. Assists the teaching candidate in opportunities for them to ‘feel like part of the team,’ and aids in their

development of appropriate professional relationships with faculty, staff, pupils, and the community.

6. Keeps informed of the progress of the teaching candidate. If any concerns arise regarding the teaching

candidate, these concerns should be conveyed to the college supervisor and/or Chair of the Education

Department, as soon as possible.

7. Assists the cooperating teacher in providing the student teacher with materials that would normally

be accessible to a new teacher: teaching texts, curriculum guides, faculty handbook, school or district

policies, access to a classroom computer for grading systems, and other information as needed.

8. Is aware of Bethany’s Teacher Work Sample (separate document available upon request), and the

Student Teacher Evaluation Form (p.18-23 of the handbook). The principal facilitates the teaching

candidate in requests for information on the TWS (e.g., school /student demographics).

9. Observes teaching candidate, if possible, especially by the request of the cooperating teacher, college

supervisor or student teacher. It is the teaching candidate’s responsibility to ask their principal whether

they are able to provide a positive evaluation or recommendation.

10. Communicates with the cooperating teacher and college supervisor about any school policies

concerning teaching candidates. May request a meeting with the college supervisor and/or Chair of

the Education Department, to discuss needs to implement a Teaching Candidate Intervention Contract

or seek other options, as needed. (*See pages 6-7 of the handbook).

11. Requests the removal of a teaching candidate based on the administration’s professional judgment and

evidence showing that the teaching candidate’s conduct or performance is repeatedly unprofessional or

harmful to the cooperating teacher or students’ achievement or progress, and/or the candidate fails to

meet the Intervention Contract requirements (* See Due Process Procedures, pages 6-7).

14

COOPERATING TEACHER

The cooperating teacher plays a critical role in the clinical practice process, and in the continuous development of

the teaching candidate. Cooperating teachers are recommended for mentoring student teachers due to their success

and excellence in teaching. Cooperating teachers who are assigned to mentor Bethany student teachers are required

to have at least three years of prior teaching experience, with at least one of those three years recently occurring in

the same building selected for the placement. Qualifying cooperating teachers must hold a current teaching license

in the content area and grade level range that is appropriate to the desired placement. The cooperating teacher has

the experience to guide and evaluate candidates as they develop and transition from college student to future teacher.

The Cooperating Teacher is encouraged to :

1. Welcome the teaching candidate into your school, classroom or learning environment.

• Provide a ‘teacher desk’ or space designated for the student teacher to store items and work..

• Provide a roster or seating chart with students’ names or pictures to help the student teacher .

2. Treat the teaching candidate as a co-worker and colleague who will be working alongside you.

Introduce your student teacher to other faculty and staff, addressing them by a professional title of Miss.,

Mrs. or Mr., especially in the presence of students, throughout their clinical practice.

3. Acquaint the student teacher with instructional materials, supplies, and available equipment.

Arrange for the teaching candidate to have a copy of texts, and access to a computer, if applicable.

4. Know that the student teacher is a guest in your classroom, and is required to follow your procedures

and rules. Help them clearly understand your classroom guidelines and expectations of students, including

cellphone and technology policies, and appropriate ways to respond to misbehavior. Explain other teacher

duties (e.g.,recess, hallway, bus duty, and before or after school monitoring) and other legal responsibilities

of supervising students at all times.

5. Review the Best Practices for Student Teachers found on page 16 of this handbook section. Become

familiar with the Student Teaching Evaluation Form (pages 18-23) and the Teacher Work Sample

(separate document to be provided) used to evaluate the student teacher during the clinical practice

experience. Please request the college supervisor and/or the Chair of the Education Department to provide

further explanations as needed.

6. Facilitate the student teacher in the development of their instructional unit as described in the TWS.

The student teacher has received a packet explaining the TWS tasks, purposes, and scoring rubrics. If you

would like a PDF of the TWS, please contact Dr. Norland [email protected]

7. Allow the student teacher to take on your full-time teaching load, gradually, beginning with one or two

classes/subjects, and then adding more classes until a full-time teaching schedule is reached. Cooperating

teachers can model the initial lessons, at first, or team-teach. (*See Recommended S.T. Schedule, p.9).

8. Ensure that the teaching candidate is never used as a substitute teacher in the school during their

clinical practice assignment (*See KSDE Regulations and Standards, Article 19, page 4).

9. Help the student teacher feel like a ‘part of the team,’ and to professionally grow, by including them in

faculty and inservice meetings, professional learning team activities, IEP meetings, and parent-teacher

conferences. Acquaint the student teacher with pupil personnel records, as appropriate, including Special

Education I.E.P.s and student’s ELL plans. Explain school policies on applying individual learning plans.

*(NOTE: Teaching candidates have signed a Student Teaching Regulations Verification form indicating they

will demonstrate ethical conduct and confidentiality (*See Kansas Educator Code of Conduct, page 3,

and Bethany College Teacher Education Ethics Policy 4.0, page 5).

10. Discuss grading and evaluation policies with your student teacher, including formal and informal

assessments as ways to check for student understanding. Explain your expectations of grading

assignments, entering or recording grades, giving timely feedback to students, and communicating

with parents. Review school policies on classroom webpages and the posting assignments, as applicable.

15

The Cooperating Teacher is encouraged to :

11. Stress the importance of careful planning with your student teacher. Suggest a format that you prefer

them to use for daily or weekly lesson planning in your classroom. The student teacher may adopt or adjust

cooperating teacher’s suggested lesson plan format; however, for the college supervisor’s formal

observation, the student teacher’s lesson will be designed using the SIOP model (page 24 of handbook).

12. Model effective instructional strategies, classroom management, and the use of supplemental

resources, researched based strategies, and/or technology. Discuss how concepts of child growth or

development are relevant in selecting best teaching and learning strategies for diverse learners/grade levels.

13. Provide daily notes and/or verbal feedback to your student teacher. Please comment on their progress

as well as specific ways they can improve their content instruction, professionalism, non-verbal signals,

classroom management, connections to students’ prior knowledge, and interactions with students. Your

frequent and specific feedback is appreciated by student teachers in this new and challenging experience.

14. Confer with the student teacher as they prepare for the upcoming week’s plans before leaving school

for the weekend. Preview lesson objectives, worksheets, activities, materials, quizzes and tests that

they are planning for students, and see if these are appropriate and meet your expectations.

* Student teachers are required to email their weekly lesson plans to college supervisors on Sunday by 6:00 pm.

15. Please do not wait too long to address issues that could potentially become a greater problem for the

student teacher or you. Be open and honest by speaking directly to your student teacher about troubling

behaviors, concerns, or lack of preparation, and provide specific suggestions and expectations of what

needs to change. Communicate concerns with the college supervisor as soon as possible.

16. Complete a Mid-Term and a Final Evaluation (See Recommended Student Teaching Schedule, page 9),

and feel free to add comments at the bottom of the Student Teacher Evaluation Form (page 18-23). The

college Licensure Officer and Placement Coordinator, Taylor Deutscher ([email protected])

will send a student teaching evaluation to your school email from the Foliotek system. Contact Taylor if

you don’t receive the evaluation or have issues in completing it. The college supervisor and/or Chair of the

Education Department are happy to assist in explanations of the competencies or evaluation criteria.

* 17. Use the Mid-Term Evaluation as a collaborative feedback tool with your student teacher, if you wish.

The student teacher will also be completing a Mid-Term self-assessment about the same time.

18. Engage the student teacher in ongoing discussions about current topics, trends, and issues in their field.

Encourage professional reflections of what they think, how they might contribute or become more involved

in professional endeavors, organizations, or real-world ideas they could incorporate into their teaching.

19. Explore opportunities for your student teacher to observe other classrooms and exemplary teachers

in your building, during the last week of clinical practice, or for other reasons as applicable to the schedule.

20. Feel free to email, call, and ask questions of the college supervisor or Chair of the Education

Department. The Education Department Team’s contact information is on the first page.

*THANK YOU for sharing your professional expertise, opening up your classroom to host a Bethany

teaching candidate, and providing this valuable service of leadership and guidance in clinical practice.

16

BEST PRACTICES FOR STUDENT TEACHERS

Review and follow all Clinical Practice policies and procedures in this handbook section.

•Keep the same daily schedule as a regular full-time teacher, excluding extra-curricular responsibilities. Discuss

with your cooperating teacher the times you are expected to arrive and leave at the end of each school day.

• Get to know the students’ names as quickly as possible. Learn as much as possible about the students. Discuss

your observations of the students with your cooperating teacher. Always maintain confidentiality, including any

professional conversations, and concerning students and their families (*See Kansas Educator Code of Conduct,

page 3, and Bethany College Teacher Education Ethics Policy 4.0, page 5).

• Create a schedule to send to your college/content supervisor that lists class locations, days and times for each class,

subjects being taught, and include times for lunch, teacher planning, study halls, etc.

•Establish a working desk or space for your own planning, materials, and computer, if possible, and an area that

students can come work with you. Ask your cooperating teacher to help with this.

• In the event of an absence, notify your cooperating teacher and college supervisor by 6:30 a.m. or as soon as

possible when you know you won’t be able to attend school. You are allowed one absence for sickness or an

emergency. Be sure the teacher has your lesson plans for when you are gone.

• Attend all meetings scheduled by your cooperating teacher, and/or school principal. You are required to attend all

in-service days and workdays, including parent-teacher conferences.

• Acknowledge the cooperating teacher as an authority figure and a mentor. Respect their wisdom regarding the

teaching process, and tips for working successfully with children. Reach out to him/her for professional advice, and

share school-related or personal concerns or problems as appropriate for you.

• Become acquainted with other grade-level teachers and people who are valuable resources: librarians, custodians,

secretary, counselor, paras, homeroom parent sponsors, coaches, special education, tech staff, and administrators.

• Invite the principal to observe you teach a lesson or two. It is your responsibility to request a positive evaluation

or recommendation from the principal.

• Be well prepared, and know your content and lesson that you will be teaching. Exhibit confidence and a

professional presence by being ready to teach, each day. The time and effort put into lesson planning shows.

• Teaching schedules and/or weekly lesson plans are required to be emailed to your college supervisor each week by

6:00 p.m., Sunday evening. (See PAV 6 on the Student Teaching Evaluation, page 22, 23 ). It is strongly

recommended to prepare the following week’s plans before you leave school for the weekend, in order to benefit

from suggestions from your cooperating teacher regarding your learning outcomes, activities, and assessments for

the upcoming week.

•Discuss grading policies, cellphone rules or regulations, and computer usage with your cooperating teacher, and

develop strategies for giving meaningful and timely feedback to your students. This includes teacher responsibilities

of entering grades, communicating with parents, and providing weekly plans on classroom webpages, if applicable.

• Attend ED395, Clinical Practice Seminar, on the college campus on Mondays from 4:00-5:40 according to the

scheduled dates. Remember that you also have responsibilities as a Bethany student, and that includes checking your

Bethany email on a daily basis for college communications and new information.

Refer to the Student Teaching Evaluation pamphlet, regularly, as you prepare to teach and interact with students,

and continuously seek ways to improve and grow professionally.

Communicate, communicate, communicate!

17

Updates to Bethany’s Student Teaching Evaluation Form and TWS - 2019

Bethany Education Department has improved its TWS and Student Teaching Evaluation Form by designing and

updating assessments that are understandable, specific, and complete. In May-June of 2019, changes were made

based on data and feedback from cooperating teachers, partnering school administrators, the Education Advisory

Council, the Teacher Education Coordinators, and KSDE Program Review teams. Bethany educators’ collaborative

work resulted in a newly revised Student Teaching Evaluation Form, and an updated TWS, which has strengthened

the overall alignment between these two major assessments. Bethany Education Department plans to implement

both revised assessments to be piloted with the Fall 2019 student teacher group, and will implement a plan for

multiple training sessions of all evaluators and candidates. The changes include the following:

Revised performance levels : (1) Ineffective, (2) Developing, (3) Effective, and (4) Highly Effective

These performance levels are based on the Kansas Educator Evaluation Protocol (KEEP) teacher assessment

instrument available to schools in Kansas. Bethany revised its Student Teaching Evaluation Form after the KEEP

model - a valid and reliable KSDE formative assessment - including descriptors for each indicator, and evidence and

performance considerations to support each competency. These revisions will improve the quality and clarity of

Student Teaching Evaluation Form. For more information on KEEP, refer to the 2016-2017 Kansas Educators

Evaluation System Handbook resources at the KSDE website (www.ksde.org)

Bethany adopted KEEP descriptors: four performance levels for the Student Teaching Evaluation Form and

applied the same descriptors to the Teacher Work Sample to measure performance / understanding of tasks.

Highly Effective—Teaching candidate consistently exhibits a high level of performance on this component.

Effective—Teaching candidate usually exhibits a more than adequate level of performance on this component.

Developing—Teaching candidate sometimes exhibits an adequate level of performance on this component.

Ineffective—Teaching candidate rarely exhibits an adequate level of performance on this component.

The initial development of Bethany’s Teacher Work Sample, in Spring of 2018, was influenced by the KEEP

components, and reflect the main components of Bethany’s teaching program conceptual framework. There is an

intentional correlation between KEEP, the eight tasks making up Bethany’s TWS, and the 18 competencies of

Bethany’s Student Teaching Evaluation, which also align with InTASC/ KSDE Professional Education Standards.

The alignment between these assessments will enable Bethany to compare student teaching evaluation data with

Bethany teachers, in the field, who are being assessed using similar measurements and performance components.

Added descriptors for every indicator/competency in the TWS and the Student Teaching Evaluation Form

The scoring rubrics on Bethany’s TWS and Student Teaching Evaluation form are complete with descriptors for

every indicator and competency. The descriptions support student teachers’ understanding of how they are being

assessed, and provide guidance for how they can improve. Clear descriptions for each level will help to prevent

scoring bias and ensure inter-rater reliability.

Provided list of Possible Evidence and Performance Considerations for each competency in the Student

Teaching Evaluation Form. (See condensed Student Teacher Evaluation pamphlet available in the Educ. Dept.

Bethany’s Student Teaching Evaluation is used for a variety of teaching majors; therefore, there are suggested lists

of content-specific evidence and performance considerations for each competency. The KEEP system is also based

on student performance measures, multiple observations, and specific evidence for effective instructional practices.

Possible Evidence and Performance Considerations (see pages 19, 21, and 23 in the handbook section).

Evaluators and student teachers are strongly encouraged to reflect on the Possible Evidence and Performance

Considerations listed for each competency, in addition to the indicator descriptions.

NOTE: Not all of the suggested possible evidence or performance considerations may be relevant to each

candidate’s content or level; however, the evaluator may select from appropriate evidence to determine how to best

score the candidate, especially if they are in the middle of two ratings. The education department team suggests that

if the scorer sees additional evidence indicating improvement toward that competency, to select the higher score..

*The complete and enlargened copy of Bethany’s Student Teacher Evaluation form 2019-2020 can be

accessed from the Education webpage: https://www.bethanylb.edu/academics/areas-of-study/education/

http://www.ksde.org/


18

Bethany College Student Teaching Evaluation Form – View from Foliotek

Ineffective - 1 Developing - 2 Effective - 3 Highly Effective - 4

Teaching candidate rarely exhibits an adequate level of

performance on this component.

Teaching candidate sometimes exhibits

an adequate level of performance on this

component.

Teaching candidate usually exhibits a more than

adequate level of performance on this

component.

Teaching candidate consistently exhibits a

high level of performance on this component.

Knowledge Base (KB) The evidence indicates that the candidate……


☐ did not or infrequently gave accurate instruction in the content knowledge, vocabulary, concepts, skills or techniques.

☐ took partial steps in

providing appropriate

explanations or demonstrations of

concepts, vocabulary,

skills, or techniques, and/or portions of

instruction were

confusing or incorrect.

☐ gave clear and accurate

instruction in specific

concepts, vocabulary, skills or techniques, and appropriate

examples of real-life

applications that connected the concept(s) to learners’

experiences.

☐ gave accurate and

effective explanations or

demonstrations of central concepts, vocabulary, skills

or techniques, and

determined prior or prerequisite knowledge,

created relevant connections,

and addressed learner

misconceptions.


☐ did not or

infrequently used other materials, resources, or technology to enhance content instruction.

☐ began to

supplement content with resources, or technology partially suitable and/or limited in variety to adequately meet learning needs.

☐ used a variety of

appropriate resources, materials, and/or technology to appropriately enhance and support students’ backgrounds and learning needs.

☐ effectively used relevant

and innovative resources, materials, and technology to accommodate all learners, and to enhance, supplement and link to the learners’ experiences and understanding.


☐ did not or

infrequently integrated content with other topics and/or had minimal or no language/literacy integration.

☐ took partial steps to

make connections between concepts, other topics, and/or made instructional errors, and/or used limited language/literacy skills.

☐ integrated concepts and

other relevant content areas or topics including language/literacy skills as appropriate to the learning experience and student interests.

☐ effectively integrated

content within and across the

discipline, and designed or

utilized language/literacy experiences to relate

concepts to students’ lives,

and analyze other topics or

global issues.


☐ did not or

infrequently provided times for students to process, practice and assess skills.


provide time for students to practice skills and/or had limited opportunities for independent or collaborative work or assessment.

☐ provided appropriate

times for students to practice and assess skills, both independently and collaboratively, and regularly monitored group interactions, and individuals’ current progress.

☐ effectively structured or

facilitated the productive use of time for learners’ independent and collaborative work, and established guidelines for learners to practice and assess skills, and be accountable for their learning and progress.

KB5. Responds to learners’ diverse backgrounds, languages, abilities, learning styles, and needs.

☐ did not or

infrequently knew learners’ differences, and/or did show bias or discrimination toward any student.


recognize students’ different backgrounds or developmental needs, and/or showed favoritism or responded inconsistently to individuals or groups.

☐ applied knowledge of

student backgrounds or

learning needs, or individual

limits and strengths, and responded appropriately and

respectfully to all learners.

☐ considered student

learning styles, abilities, exceptionalities, and developmental differences including cognitive, physical, and social-emotional needs, and responded appropriately and respectfully to all learners.


☐ did not or

infrequently encouraged learners with specific feedback to reflect, self-regulate, or self-motivate.


encourage learners and/or was inconsistent in helping learners with skills to reflect, self-regulate, or self- motivate.

☐ regularly encouraged all

learners, and offered specific, thoughtful feedback to individuals to help them reflect on their own learning, and develop abililites to self-regulate and self-motivate.

☐ encouraged and held

high expectations for all learners by providing

specific, actionable, and

timely feedback enabling individuals to analyze and

advance their abilities to self-

reflect, self-regulate, and

self-motivate.

Subtotal for Knowledge Base (KB): ________

19

* Also Refer to Student Teaching Evaluation Pamphlet for EVIDENCE & PERFORMANCE CONSIDERATIONS





POSSIBLE EVIDENCE & PERFORMANCE CONSIDERATIONS


(KB1) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS

• Observations of student teaching • Connects new concepts to students’ past learning, culture, interests, daily lives • Lesson plans and/or unit plans • Applies and synthesizes knowledge of current, research-based best practices • Teacher Work Sample: Tasks 3, 5, 8 • Uses a Word Wall or bulletin board of concepts, vocabulary, or visual aid • Adapts and designs instruction to enhance and supplement learners’ backgrounds and levels • Recognizes and analyzes the necessity of prerequisite knowledge and skill progression


(KB2) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Adapts materials, equipment, technology to enhance and supplement learning • Lesson plans and/or unit plans • Uses a Word Wall or bulletin board of concepts, vocabulary, or visual aids • Teacher Work Sample: Tasks 3, 5, 8 • Explores community resources, real or virtual field experiences, guest speakers • Applies new technologies/media to the content, and current literature or topics in the field


(KB3) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Resources relate to students’ diverse backgrounds, cultures, and language • Lesson plans and/or unit plans • Adapts and evaluates materials, equipment, and technology to facilitate all learners

• Teacher Work Sample: Tasks 3, 5, 8 • Builds language and literacy skills (reading, writing, speaking, listening) • Applies new technologies/media, and current literature or topics in the field



• Observations of student teaching • Sets appropriate guidelines for group work and collaboration • Lesson plans and/or unit plans • Pacing of activities keeps students productively engaged • Teacher Work Sample:Task 5 • Uses proximity to monitor and facilitate learning • Purposeful instructional groups, seating arrangements • Individual or group self-assessment of learning

KB5. Responds to learners’ diverse backgrounds, languages, abilities, learning styles, and needs.


• Observations of student teaching • Learning style inventories, student interest surveys • Lesson plans and/or unit plans • Adapted resources or tools; curricular modifications • Teacher Work Sample: Tasks 1, 5 • Word Wall/ bulletin board of cultural terms and visuals • Incorporates students’ diverse backgrounds into materials


(KB6) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Learner-appropriate extrinsic methods /positive reinforcement • Lesson plans and/or unit plans • Raises students’ metacognitive awareness of own learning styles • Teacher Work Sample: Tasks 4, 7 • Gives suggestions to learners of next steps or new approaches • Facilitates students’ self-assessments • Supports and evaluates positive growth mindset • Provides study skills, learning organizers or tools

20






component.



component.



Teaching Strategies & Applications (TSA) The evidence indicates that the candidate……


☐ did not or infrequently used strategies that fostered critical and creative thinking, problem solving, or skill development.


using strategies that were adequate or

inconsistently required

students’ higher level thinking or skill

development.

☐ used effective and varied

strategies fostering higher levels of critical or creative

thinking and skill

development, including relevant activities for

independent or collaborative

activities.

☐ was highly effective in

using developmentally appropriate and research-

based strategies to engage and

challenge students in higher level thinking, and expand

skills through independent and

collaborative student

activities.


☐ did not or infrequently developed lessons based on relevant standards, appropriate outcomes, or student learning objectives.

☐ took partial steps in instruction based on state standards and/or outcomes. The student learning objectives were unclear, hard to measure, or partially aligned to needs.

☐ appropriately planned instruction relevant to the state standards and specific outcomes, and described student learning objectives that were varied and measureable, and aligned with students’ developmental needs.

☐ effectively planned and implemented instruction directly related to the state standards and outcomes, and clearly defined relevant, varied, and measureable student learning objectives that closely aligned with students’ needs and developmental levels.

TSA 3. Uses various assessments such as informal, formal, and performance to measure understanding and progress.

☐ did not use a variety of assessments, or infrequently used assessments to measure student understanding and progress, or consider data.


assessing students in different ways, and/or

inconsistently checked

for understanding or monitored or measured

learning by assessments

or data use.

☐ regularly applied various methods to check for student understanding, and to measure their progress through the use of formal, informal, or performance assessments as appropriate. The data were used to inform instruction.

☐ utilized multiple, ongoing

assessments to analyze and evaluate student learning, and

monitored and measured

progress through formative, informal and formal,

performance assessments or

others. Assessment data were

used to inform instruction.


☐ did not or infrequently used questions to prompt learners to reflect, expand responses, and make connections to experiences.


asking questions of a few

students and/or little time

was given for students to respond, or most

questions required a short

or single correct answer.

☐ asked various, open-ended

questions to prompt learners’

thinking, and provided

appropriate response time, and opportunities to expand

dialogue as purposeful to the

learning experience or setting.

☐ selected and asked engaging questions that promoted critical thinking, and deeper understanding, while providing sufficient time for learners’ responses, and opportunities for expanded dialogue appropriate to the learning experience


☐ did not or infrequently used verbal or non-verbal cues to gain class attention, and direct and refocus learners.

☐ took partial steps to use verbal or nonverbal cues to direct behavior and/or the signals were misunderstood or applied inconsistently.

☐ regularly used verbal and

non-verbal signals or cues,

with appropriate response

from learners, to gain class attention, or direct or refocus

the learners’ desired behavior.

☐ consistently used verbal and non-verbal signals or cues appropriate to the learners and the setting, and highly effective in gaining class attention, and directing and refocusing learners’ desired behavior.


☐ did not or infrequently maintained a respectful, supportive learning environment, and/or disregarded policies to keep students safe.

☐ took partial steps in maintaining a respectful environment that adequately supported student learning, and or inconsistently followed or monitored safety policies.

☐ regularly conveyed cultural

sensitivity, and clarified

expectations for appropriate and respectful interactions.

The candidate followed policies for a safe environment

for all learners (physically,

socially, emotionally)

☐ consistently promoted

positive and inclusive

interactions of mutual respect. The candidate was highly

effective in maintaining a wholesome and safe

environment for all learners

(physically, socially, emotionally) and reviewed

policies.

Subtotal for Teaching Strategies & Applications (TSA): ________

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Also Refer to Student Teaching Evaluation Pamphlet for EVIDENCE & PERFORMANCE CONSIDERATIONS







(TSA1) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Collaborative problem solving, brainstorming, real-world topics • Lesson plans and/or unit plans • Creates authentic experiences; applies research-based practices. • Teacher Work Sample: Tasks 3, 5, 8 • Uses visuals, hands-on materials, technology/media, or experiments • Learners’ demonstrate or perform skills (PE, Music, Art) • Supports student-interest projects with guided choices • Opportunities to create, present, respond, connect (Art) • Analytical and research skills (History, English, Science) • Fosters an educational climate of dialogue, discussion, and inquiry


(TSA2) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • States learning objectives or writes them on the board • Lesson plans and/or unit plans • Learners are able to state the instructional goals or objectives • Teacher Work Sample: Tasks 2, 3, 4, 8 • Utilizes knowledge of the KSDE curricular standards • Designs lessons appropriate to learners’ developmental levels/skills

TSA 3. Uses various assessments such as informal, formal, and performance to measure understanding and progress.

(TSA3) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Pre-assessments, post assessments (age-level appropriate) • Lesson plans and/or unit plans • Oral presentations, portfolios, written papers, student projects • Teacher Work Sample: Tasks 3, 4, 6, 8 • Rubrics or guidelines defining criteria and levels of learning • Reciprocal teaching, think-pair-share, role-play, exit cards • Student self-assessments, individual/group responses • Multimedia, interviews, projects, discussions, performances


(TSA4) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Discussion circles, think-pair-share • Lesson plans and/or unit plans • Essential questions included in lesson plans • Teacher Work Sample: Tasks 2, 4, 8 • Prompts learners’ to explain and justify answers • Fosters an educational climate of dialogue, discussion, and inquiry • Utilizes scientific-inquiry processes if relevant • Appropriate ‘wait time’ (7-20 seconds) for learners’ responses • Analyzes, evaluates, and reflects on better • Incorporates a range of questions based on Bloom’s taxonomy learning strategies


(TSA5) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Student self-assessments, thumbs up/down or other informal methods • Lesson plans and/or unit plans • Uses proximity to monitor and facilitate learning • Teacher Work Sample: Tasks 1, 7 • Ensures that all learners are quiet/attentive before giving directions. • Gives clear and concise directions; evaluates and practices age-appropriate signals


( TSA6) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Reviews with students expectations that prevent bullying • Lesson plans and/or unit plans • Analyzes and evaluates ways to improve the learning environment • Teacher Work Sample: Tasks 1, 5, 7 •Teacher documentation of behavioral issues or office referrals • Knowledge of students’ medical issues, • Applies school-classroom-teamwork rules, procedures special needs’ plans, backgrounds • Policies on proper use of equipment, physical safety, lab safety • Appropriate class openings that support social-emotional learning

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component.



component.



Professional Attitudes & Values The evidence indicates that the candidate……


☐ did not or infrequently demonstrated confidence, patience, or compassion with learners, and/or rarely interacted on a personal level.

☐ took partial steps or

was inconsistent in showing enthusiasm,

confidence, patience, or

compassion, and/or began to interact with students

and learn their names.

☐ showed enthusiasm and confident mannerisms, regularly displayed patience, compassion, and an interest in individuals, and knew and addressed students by name.

☐ showed enthusiasm and a

friendly attitude, conveyed a confident and calming

presence, patience,

compassion, and genuine interest in diverse learners,

and greeted and addressed

students by name.

PAV 2. Fulfills professional responsibilities, and is dependable, prepared, reflective, and devoted to teaching and learning.

☐ did not or infrequently met professional responsibilities, or rarely dependable, prepared, or reflective, and/or not inclined to self-growth in teaching.

☐ began to fulfill professional responsibilities, or was dependable, prepared and reflective on an inconsistent basis, and/or adequately met teaching requirements.

☐ appropriately fulfilled all responsibilities of being present, punctual, prepared to teach, and dependable, and valued self-growth in teaching and learning by seeking out professional resources.

☐ effectively fulfilled all responsibilities of being present, punctual, prepared, and dependable, and showed ongoing desires to advance learning by implementing specific professional resources into teaching.

PAV 3. Shows integrity and leadership when collaborating and interacting with colleagues in the profession and parents..

☐ did not or infrequently showed integrity or leadership and/or rarely collaborated or interacted with colleagues in the profession or parents.

☐ took partial steps in showing integrity and/or showed limited leadership within the school, and/or adequately interacted with others to fulfill school or district requirements.

☐ regularly demonstrated integrity or leadership qualities, and was intentional about seeking out opportunites to communicate or build professional relationships with other colleagues and parents.

☐ consistently and

effectively demonstrated integrity and leadership

within the school community,

and engaged respectfully and knowledgeably in

collaborative interactions with

colleagues, parents, and

others.

PAV 4. Instills a value for honesty in academic settings, including the responsible use of technology as appropriate.

☐ did not or infrequently instilled a value for honesty in the academic setting, and/or disregarded the responsible use of technology.

☐ took partial steps to instill a value of honesty as it related to the academic setting and/or ignored cheating and/or gave limited guidance in the responsible use of technology.

☐ guided learners in

understanding the value of

honesty relevant to the academic work, level, and

setting, and upheld guidelines

for using technology, responsibly, and making

choices.

☐ effectively guided learners in valuing honesty in their learning experiences including understanding academic integrity, responsible use of technology, using digital citizenship skills, and reflecting on ethical choices.


☐ did not or infrequently used respectful and/or fair classroom management strategies to reinforce or address learner behavior, appropriately.

☐ took partial steps in using classroom management strategies that were respectful or fair and/or was inconsistent in reinforcing or addressing learner behavior, appropriately.

☐ regularly encouraged

appropriate standards of

conduct, reinforced learners’ positive behaviors, and

responded with fair and

respectful approaches to calmly handle individual

misbehavior or a class

situation.

☐ consistently reinforced appropriate standards of conduct, recognized and supported all learners’ positive behavior, and applied respectful, fair, and effective approaches in addressing or correcting individual and class misbehavior or disruptions.

PAV 6. Uses accurate written and verbal communications in the classroom, and in professional interactions with others.

☐ did not or infrequently used accurate written and verbal communications in the classroom and in professional interactions with others.

☐ took partial steps in communicating, accurately, through written and verbal means, and/or was inconsistent in being understood or speaking audibly, and/or professional interaction skills were adequate.

☐ correctly used written and

verbal communications in the

classroom, used vocabulary and language suitable to

students’ age or

understanding in instruction. Professional interactions

were appropriate, timely, and

courteous.

☐ effectively used written

and verbal communications in

the classroom, used rich vocabulary & language

appropriate to the level and

discipline, and communicated clearly and expressively.

Written and verbal

professional interactions were of high quality and

appropriate.

Subtotal for Professional Attitudes & Values (PAV) ________

GRADING SCALE: + 64 –72 (A ) + 57– 63 (B) + 50–56 (C) + 50 or higher is acceptable for passing.

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(PAV1) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Seating charts, learners’ pictures or name tags • Lesson plans and/or unit plans • Professional notes on individual learners’ backgrounds • Teacher Work Sample: Task 7 • Intentional body language, eye contact, listening skills • Mid-Term self-assessment • Evaluates and responds to social emotional needs of individuals

PAV 2. Fulfills professional responsibilities, and is dependable, prepared, reflective, and devoted to teaching and learning

(PAV2) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Lesson plans and/or unit plans • Teacher Work Sample: Tasks 6, 8 • Mid-term student teaching self assessment • Follows Kansas Educator’s Code of Conduct standards • Follows all legal requirements, and school and district policies • Attends faculty meetings, teacher inservice days, workdays •Completes teacher work sample tasks, and submits on Foliotek by due dates

•Attends Bethany’s student teaching seminar class on seven Mondays •Prepares weekly lesson plans for college supervisors & cooperating teacher •Communicates regularly with college supervisors and cooperating teachers •Completes professional paperwork/ licensure responsibilities per requirements •Demonstrates knowledge of professional organizations, and seeks learning opportunities •Analyzes research-based and professional resources available that enhance academic field

PAV 3. Shows integrity and leadership when collaborating and interacting with colleagues in the profession and parents.

(PAV3) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Conference or professional (I.E.P.) meeting notes • Lesson plans and/or unit plans • Documentation of parent concerns/communications • Teacher Work Sample: Task 7 • Home-school newsletter of class events, activities, goals • Volunteer time, before or after school, to mentor/help • Exchanging resources and materials with colleagues • Evaluates the effects of their choices and actions on others • Participates willingly in school sponsored events or activities • Collaborative team planning, professional learning communities

PAV 4. Instills a value for honesty in academic settings, including the responsible use of technology as appropriate (PAV4) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Lesson plans and/or unit plans • Teacher Work Sample: Task 5 • Models and teaches legal/ ethical use of information and technology as appropriate • Educates learners on elements of digital citizenship, and technology standards • Educates learners on understanding plagiarisim, and purpose of citations

• Clearly articulates the value of academic integrity, and consequences of cheating • Facilitates discussions about student choices: role-play, debates, reflective writing, videos • Content-specific examples: (e.g. Lang. Arts- integrity of characters; social justice themes Science- ethical choices in lab tests ; P.E. – integrity in sports History–moral decisions of leaders; Music knowledge of copyright laws •Reflects on classroom/ school’s character education program or values


(PAV5) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Lesson plans and/or unit plans • Teacher Work Sample: Task 7 • Displays classroom expectations, rules, procedures, and/or consequences • Sets procedures for smooth transitions to minimize loss of instructional time • Conveys high expectations for learners; instills self-discipline

• Exercises self-control to avoid power struggles and verbal confrontations • Uses proactive measures -teacher proximity; models calm response to disruptions • Invokes appropriate, logical consequences or interventions in a calm manner • Conveys disapproval of the actions, not of the individual learner • Requires all learners’ quiet attention before starting to speak or give instructions • Uses positive reinforcement and extrinsic motivation as appropriate to age/level •Sends positive notes, phone calls, communications to students and parents

PAV 6. Uses accurate written and verbal communications in the classroom, and in professional interactions with others. (PAV6) POSSIBLE EVIDENCE and PERFORMANCE CONSIDERATIONS • Observations of student teaching • Communicates effectively for the intended audience • Lesson plans and/or unit plans • Prepares weekly lesson plans for college supervisors and cooperating teacher • Teacher Work Sample: Tasks 2, 8 • Designs a professional resume and cover letter

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The Sheltered Instructional Observation Protocol (SIOP) model has been adopted by the Education Department,

and is required for each TWS lesson plan, and preservice teachers’ lesson plan practice. The SIOP model is a

research-based method of planning and teaching cognitively challenging lessons so they are comprehensible to all

students, especially diverse learners and ELLs. The plan promotes literacy skills, and making connections between

students’ prior knowledge and experiences with new learning. Teachers identify content objectives for students, and

also language objectives, in designing SIOP lessons. The SIOP model contains the major components required of a

quality instructional work sample. The SIOP lesson template (below) is found on Foliotek, although other variations

of the plan are available if they are more appropriate to the teaching candidate, content area, or lesson objectives.

BETHANY LESSON PLAN - ADAPTED SIOP MODEL (revised 2019)

Name of Teaching Candidate:

Class assignment:

Key: SW = Students will | TW = Teachers will | SWBAT = Students will be able to… | HOTS = Higher Order Thinking Skills (BLOOM’S)

Unit:

Lesson Title #:

Subject/grade level:

KSDE Content Standard(s):

Content (Student Learning) Objectives:

Language Objectives: (Reading, Writing, Speaking, Listening)

Key vocabulary, concepts, skills, techniques: Resources, materials, integrated topics, technology:

Essential Questions to ask to determine students’ prior knowledge and background experiences:

Strategies to connect students’ past learning to the new knowledge, concepts, or skills:

Lesson Procedures – Step by step lesson

instruction/activities

Assessment Descriptions: Label as Informal or

Formal

Wrap-Up: Description of how to review the content/language learning objectives, followed by SW ideas for

lesson extension.

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Transition Point 3: Completion of the Teaching Program As the teaching candidate proceeds through the Clinical Practice semester, and follows guidelines for successful

completion of all responsibilities, including the Teacher Work Sample, the following criteria must be met for the

completion of the teaching program.

Two key assessments - Student Teacher Evaluation and Teacher Work Sample are completed during student

teaching. These assessments are described in the Teacher Education handbook, and available upon request.

Once the student teacher has successfully completed Transition Point 3, he or she will begin steps toward Teacher

Licensure, and work with the Licensure Officer and Placement Coordinator, Taylor Deutscher.

Transition Point 4: Following Program Completion and Licensure

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Overview of Bethany College Teacher Education Assessments

Post Graduate Data - Internal and external data include candidates’ GPA, PRAXIS test scores, PLT scores, Title II

pass rates, course grades, Foliotek assessments, Clinical Practice evaluations, TWS scores, and college exit surveys.

From Admission to Teacher Education to Clinical Practice

through Graduation and Beyond: Key Assessment Measures

Persons

Responsible

Ongoing data from

Teacher Education

Transition Point 1. Admission to Teacher Education

Submission of Teacher Education Application after ED200

Acceptable Background Self-Disclosure or documentation

Teaching candidate is at a sophomore standing (31 hrs. or more)

Cumulative GPA of 2.5 or higher (including all transfer hours)

Cumulative GPA of 2.75 in Major (includes courses in major)



ED200 Field Experience Evaluation of 2.5 or higher

Teaching Candidate Disposition(s) average of 2.5 or higher

Teacher

Education

Coordinators

(TEC)

Education

Department

Team (EDT)

Licensure &

Placement

Officer

Teaching Candidate

Disposition Rubrics •ED100: Intro to Tchng.

•SE210: Special Educ.

•ED250, Clssrm Mngmt

•ED304/314, ED346/345

•ED355, ED358

•Other Methods courses

•Self-Assessments

Student Records of

Field Experience ED200: 100 hours

Methods classes: 30 hrs.

Field Experience

Evaluations ED200: Interterm

Methods Practicums

Artifacts on Foliotek

•Classroom Management

(ED250)

•Social, Cultural, and

Language Diversity

(ED240)

• Content-Reading

Integrated Unit (ED314

or ED345/ED346)

• Philosophy of

Education (ED358)

• Educational Psychology

(ED355)

Final Exit Survey (end student teaching)

Persons Responsible • Candidates

• Instructors

• Advisors

• EDT

• TEC

• Field Experience

Cooperating Teachers

• Licensure Officer &

Placement Coordinator


• Submitted a Graduation Application to the Registrar – due the

first semester of teaching candidates’ junior year.

Request a Degree Check from the Registrar – due the first

semester of teaching candidates’ junior year.

Submit a Clinical Practice Application – by deadlines on

packet

Has maintained a Cumulative GPA of 2.5 or higher

Has maintained a Cumulative GPA of 2.75 or higher in Major

Passed all required courses prior student teaching

Teaching Candidate Disposition average of 2.5 or higher

Student Records of Field Experience Hours (130 hours)

Five education course academic artifacts submitted to Foliotek

Pre-student teaching interview with two education professors.

Positive recommendation of academic integrity from Registrar

Positive recommendation of conduct from Dean of Student

Development

TEC

Licensure &

Placement

Officer

EDT

Registrar

Dean of

Student

Development


Passed Clinical Practice/Student Teaching with a C or higher

Completed the Student Teacher Exit Survey on Foliotek

Completed an Exit Interview with the supervising professor

Passed all required courses, and seminar, with a C or higher

Minimum GPAs of 2.5 cumulative, and minimum 2.75 in Major

Final Student Teaching Evaluation (score of 50 or higher)

Teacher Work Sample (TWS) - (score of 110 or higher)

Licensure &

Placement

Officer

EDT

TEC

Registrar

Transition Point 4. Following Program Completion & Licensure

• Meet with the Licensure Officer

• Application for Licensure (Form 1 on KSDE: $60)

• PLT Test - registering, taking, and test scores

Praxis Content Test – registering, taking, and test scores

Degree awarded /Graduation or Program Completer

Complete fingerprinting for the licensure check (cards available

from the Licensure Officer)

Post new job positions in the Education Department

Licensure

Officer

Registrar

EDT

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