Transcript Education 57B

Module One: The Teacher
Education Program
…and some are
teachers…
Introduction
• This presentation summarizes the Teacher
Education Program handbook, …and
some are teachers…
• The title of each slide is linked to the full
text of that section of the handbook.
Context
• Teacher education was the overriding
purpose for the founding of Dordt College.
• Dordt College is based on a religious
commitment to the Bible as the Word of
God.
• The fundamental biblical concept
(Reformed perspective) is the sovereignty
of God over all creation.
Biblical Perspective of the
Teacher Education Program
• Dedicated to the service of Christian
teaching.
• Biblically-oriented learning is necessary.
• The school equips children for responsible
discipleship.
• The Kingdom of God must be advanced in
all schools (public, private, parochial—
Christian, government).
Teaching Licensure and
Accreditation
• Dordt’s TEP is accredited by the following
organizations:
– Iowa Department of Education (DOE)
– North Central Association (NCA)
– Iowa Association of Colleges for Teacher Education
(IACTE)
– Teacher Education Accreditation Council (TEAC)
• Completion of TEP leads to Iowa licensure.
Mission of Dordt College
• “…to develop and implement an
understanding of the entire creation in the
liberating light of the Scripture. We desire
to be an institution of Reformed, Christian
learning for the benefit of both students and
the broader community by providing
serviceable insight to prepare students for
competent, obedient service in all aspects of
contemporary life.”
Four Quadrants of Student
Outcomes
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Religious Orientation
Creational Structure
Creational Development
Contemporary Response
Education Department Mission
• “The undergraduate program prepares
students to serve as competent, entry-level
elementary and secondary teachers with a
distinct Reformed biblical perspective.”
Standards
• Built on the Dordt College mission
statement and the Education Department’s
mission statement.
• Addresses the ten INTASC principles
(parentheses).
• Related to the four quadrants of student
outcomes (parentheses).
• Support the eight Iowa Teaching Standards
and 42 criteria (italicized brackets)
Candidate Assessment Plan:
Introduction
• The Dordt Teacher Education Program (TEP)
meets licensure requirements of the State of
Iowa.
• Successful completion of TEP leads to Iowa
teaching licensure.
• Iowa requires all teacher education programs to
document competency in the INTASC teaching
principles.
• Dordt’s TEP is competency-based, not creditbased.
Performance-based Assessment
• Candidate competency in each of the
eleven program standards and 31 goals is
assessed through course-related
performance tasks.
• Grid linking TEP courses to the TEP
standards and assessment tasks is available
on the following web address:
Decision Points
• Checkpoint 1: Admission to the Teacher
Education Program.
• Retention in the Teacher Education
Program.
• Checkpoint 2: Approval for student
teaching.
• Checkpoint 3: Recommendation for
licensure.
Requirements for Admission to
the Teacher Education Program
• Submit a completed application form.
• Achieve a minimum GPA of 2.30.
• Satisfactorily complete level one core education courses
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(Education 101, 104/101L, 103, 135, 201).
Pass required sections of the CAAP test.
Achieve a “C” or better in COMM 110.
Solicit a recommendation from a faculty member.
Demonstrate acceptable Christian lifestyle and sign a
statement indicating understanding.
Meet performance competencies at level one.
Build the professional portfolio at level one.
Retention in the Program
• Based on continued acceptable performance.
• The following may be considered reason for
dismissal from the program:
– Grade of less than “C” in any education course.
– Withdrawing from the same education course
more than once or from two different education
courses.
– Failure to meet the GPA requirements.
– Inappropriate Christian lifestyle and/or
professional dispositions.
Approval for Student Teaching
• Submit a complete application form.
• Complete a minimum of 30 hours of credit in an
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approved teacher education program option.
Successfully complete level two core education
courses (“C” or better).
Achieve a minimum GPA of 2.60 .
Achieve unconditional status in TEP for at least one
semester prior to student teaching.
Demonstrate an acceptable Christian lifestyle and
professional dispositions.
Successfully complete level two performance
competencies and portfolio.
Recommendation for Licensure
• Successfully complete all steps of program policy.
• Successfully complete student teaching
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requirements.
Successfully complete all courses in endorsement
areas.
Achieve a GPA of 2.50 or higher.
Successfully complete and submit the professional
portfolio.
Submit state-required paperwork.
Three Course Levels in the TEP
• Level one: courses taken before admission
to the TEP.
• Level two: courses taken after admission to
the TEP and before approval for student
teaching.
• Level three: student teaching courses taken
after approval for student and leading to
recommendation for licensure.
Attainment of Performance
Competencies
• Formative assessment takes place during
professional education courses and advising
appointments.
• Summative evaluation at three levels of
competency takes place at checkpoints 1, 2,
& 3 (key assignments are embedded in core
education courses).
• Final summative evaluation—Professional
portfolio.
Building a Professional Portfolio
• A portfolio is a collection of “best” work.
• The artifacts included are intended to
demonstrate competency in the TEP
standards.
• It is a graduation requirement beginning
in the spring, 2006 semester.
• Specific instructions are available in the
Professional Portfolio Handbook
(available from Director, also on the
education department website).
Data Collection
• Students in the TEP are responsible for
collecting artifacts for the professional
portfolio.
• Instructors of the relevant courses will
collect required data to demonstrate
competency at various levels in the
program.
• Competencies will be documented at the
three levels of advancement in the TEP.
Confidentiality of Student
Records
• The Dordt College Teacher Education
Program complies with the Family Rights
and Privacy Act (FERPA).
• Education files (credential files) are the
property of the college.
• Student may choose to waive or not to
waive their rights to view and modify their
files.
Options in Education
• Includes a wide variety of career options.
• Dordt provides options under two general
areas:
– Elementary (grades k-6).
– Secondary (grades 7-12).
• Continued education for in-service teachers
is necessary for any option.
Basic Program Components
• General studies (General Education Program).
• Professional education studies (Core
Education courses).
• Content courses in a selected field or
endorsement area (minor or major courses).
• Practicum experiences (field experience
courses).
• Electives.
Options I-VII
• I. General elementary classroom teacher (content
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area field required).
II. General elementary classroom teacher plus an
additional endorsement (minor).
III. K-6 subject area major endorsement.
IV. Middle school teaching endorsement (added
to options I or V).
V. Secondary teaching endorsement in a subject
area major.
VI. Secondary teaching endorsement in a subject
area minor (may be added to option V).
VII. Special education (added to options I or V).
Special Options
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Two levels of teaching endorsement (K-12)
Athletic coaching
English as a second language (ESL)
Secondary Bible
Computer science
Rationale for Practicum
Experiences
• Classroom learning connected to life
• Knowing connected to doing
• Teaching skill is learned by practicing the
skill
• Provides for developing a sense of
professionalism
Practicum Components
• Education 101L: Field Experience (20 clock
hours)
• Education 239: Service Learning Field
Experience (60 clock hours)
• Education 204: Field Experience (40 clock
hours)—optional
• Education 37X: Student Teaching—the
capstone course
Full-time Members of the
Education Department
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Dr. Pam Adams
Mrs. Cella Bosma
Mr. Lloyd Den Boer
Dr. Pat Kornelis
Dr. John Van Dyk
Mrs. Jenny Van Ry
Dr. Dennis Vander Plaats
Part-time Instructors—Members
of the Education Department
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Mrs. Jo Alberda
Dr. George Faber
Mrs. Kim Hengeveld
Mrs. Kim Karhoff
MRS. Sanneke Kok
Mrs. Gwen Marra
Mrs. Mary Rhoda
Mr. Mike Siebersma
Mrs. Karen Timmer
Mrs. Dorenda Van Gaalen
Education Department Methods Instructors
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Dr. Syne Altena (Secondary Physical Education)
Mr. Art Attema (Business Education)
Mr. Dennis De Jong (Math Education)
Dr. Henry Duitman (Instrumental Music Educ.)
Dr. Syd Hielema (Secondary Bible Education)
Dr. Soccoro Woodbury (Foreign Language)
Mr. Craig Steinsma (Physical Education)
Dr. Ben Kornelis (Choral Music Education)
Mr. Dave Schelhaas (English Education)
Mrs. Jeri Schelhaas (Creative Dramatics)
Dr. Len Rhoda (Elementary Physical Education)
Advising
• All TEP students (elementary and
secondary) are assigned departmental
advisors—generally matched to
endorsement areas.
• Advisors assist students in planning their
academic program.
• Advisors also provide formative assessment
of student performance competencies.
Teacher Education Committee
• Comprised of three faculty members and
two students in the teacher education
program.
• Reports to and advises the Director of
Teacher Education.
• Reviews and recommends Teacher
Education Program policy.
• Approves or rejects candidates at the
decision points in the TEP.
Advisory Council
• Comprised of a diverse range of teachers
and administrators from local schools.
• Reviews policy and makes suggestions and
recommendations for improvement.
Placement Services
• Prepares credentials.
• Produces and distributes the prospectus.
• Posts information regarding teaching
opportunities.
• Arranges interviews.
• Obtains additional resources for students
regarding career choices.
• Placement Coordinator is Nevada DeLapp.