Admission and Continuation Criteria for Education Preparation Programs in French Courses, Exams of History of Education

Download Admission and Continuation Criteria for Education Preparation Programs in French Courses and more Exams History of Education in PDF only on Docsity! Professional Education Unit Program Review Document 3: Program Experiences (Version 05/07/08) Preparation Program: French Certification Level: P-12 Certification Option: Initial Date Submitted: February 15, 2009 Link to Undergraduate Catalog: Undergraduate Catalog State Regulation governing this program: 16 KAR 2:010 The following WKU faculty and staff have contributed to the development of this document: Richard D. Weigel PRD3 French IP Page 2 of 29 Introduction Program Relationship to Unit Conceptual Framework and Continuous Assessment Plan WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students to enter education professional fields. These fields include: Teachers in elementary, middle, and high schools Library media specialists Principals and superintendents School counselors School nurses School psychologists Speech pathologists All these education professional preparation programs are considered by the National Council for Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects related to the development and approval of the Conceptual Framework. An abridged version of the Conceptual Framework is attached to this document as Appendix A. It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what the unit aspires to accomplish over time. At this point, program representatives have worked together in the current assessment cycle of the unit to focus on the following key values: Diversity, Reflection, Knowledge, Skills, and Dispositions, and Technology. Based on these values, the Professional Education Council adopted the unit-wide Continuous Assessment Plan. From this plan, each program developed a Program Assessment Plan (Appendix B). As can be seen from our plan, the first “Continuous Assessment Matrix” maps out how our program attempts to live out the unit-wide assessment vision. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards, which include technology and reflection. Unless noted, all these assessments are collected within the unit’s Electronic Portfolio and Accountability Systems and are used to guide decisions as indicated in the Transition Points described earlier. The “Other Key Data Collection Matrix” identifies where other unit-wide data related to the unit Conceptual Framework are collected within our program. Furthermore, to ensure that all our program candidates work with diverse students, we have identified the clinical field placement associated with SEC 351 – Planning for Diversity as the designated experience where candidates are placed in diverse settings. We determined our most diverse settings by averaging the ethnic diversity of the schools in our service area (about 11%) and selecting schools as diverse that exceed this percentage. The following courses, assessments, and experiences provide additional opportunities for our program candidates to address topics related to diversity: SEC 351 Critical Performance – Lesson Planning EXED 330 – Introduction to Exceptional Education MLNG 474 Critical Performance – Practice Teacher Work Sample EDU 489 Critical Performance – Teacher Work Sample Finally, students in the program must take either FREN 323 (French Civilization and Culture) and an PRD3 French IP Page 5 of 29 to succeed in literature courses. Texts from the theatre, poetry, short stories and selections from novels will be read. 2. Standard Alignment Matrices Program Alignment to Kentucky Teacher Standards Appendix B contains our Program Assessment Plan. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards. Program Alignment to Learned Society Standards: ACTFL/Kentucky World Language Frameworks Table 1 demonstrates the alignment of our content courses with our learned society standards. PRD3 French IP Page 6 of 29 LEARNED SOCIETY STANDARDS ACTFL/Kentucky World Language Frameworks Table 1. Content Course Alignment to Learned Society Standards FREN 101 FREN 102 FREN 201 FREN 202 FREN LIT FREN 323 FREN 320 or FREN 420 FREN 321or FREN 421 Standard 1 – Communication X X X X X X X X Standard 2 – Cultures and Communities X X X X X X X X Standard 3 – Connections X X X X X X X X Standard 4 – Comparisons X X X X X X X X PRD3 French IP Page 7 of 29 3. Courses/Experiences that Address the Professional Code of Ethics In order for candidates to be admitted into WKU’s initial teacher preparation programs, they must first attend a Teacher Orientation during which the EPSB’s Professional Code of Ethics is discussed. At the conclusion of the orientation, candidates must sign that they have read and are committed to upholding the code of ethics. In addition, the introductory education foundations courses, EDU 250 and MGE 275, provide opportunities for candidates to discuss professional ethics. B. KERA Initiatives The Combined Curriculum Document (CCD), located at the following url: http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Teaching+Tools/Combined+Curriculum+Documents/, is a resource created by the Kentucky Department of Education to show the connection between the Academic Expectations (what students should know and be able to do as a result of their school experience), the Program of Studies (the minimum required content standards students shall be taught to meet the high school graduation requirements), and the Core Content for Assessment (the content that is appropriate to be included on the state assessment). The CCD subsumes these three Kentucky P-12 curriculum requirements under the umbrella of “Big Ideas.” Table 2 describes how we introduce our candidates to the CCD and to each of the “Big Ideas” associated with our education preparation program, as well as how we ensure our candidates are prepared to teach these concepts to meet the KDE P-12 curriculum requirements in their future P-12 classrooms. Table 2: Program Alignment to KERA “Big Ideas” for Modern Languages Big Idea 1: Forming a Foundation (Reading) Forming a foundation requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading a variety of texts at the word, sentence, and connected text level across all content areas. FREN 101, 102, 201, 202, 325, 326, 426, 445 Big Idea 2: Speaking, Listening, & Observing Speaking, listening and observing are fundamental processes which people use to express, explore and learn about ideas. The functions of speaking, listening and observing include gathering and sharing information, persuading others, expressing and understanding ideas, and selecting and critically analyzing messages. The contexts of these communication functions include one-to one conversations, small group discussions, large audiences and meetings, and interactions with media. FREN 101, 102, 201, 202, 320, 321, 420, 421 In addition, candidates have opportunities in the following courses to use Combined Curriculum Document: EDU 250: Students are required to document evidence of teachers meeting KERA expectations from their 15 hours of observations. SEC 351: Students design a unit (including lessons plans and assessments of content) based on standards for their discipline from the AE, CC, or POS. Technology is incorporated in the unit. SEC 453: Students develop abilities to solve problems in classroom situations, and students develop strategies for communicating with families, school personnel, and community resources. MLNG 474: Students design a unit (including lessons plans and assessments of content) based on standards for their discipline from the AE, CC, or POS. Technology is incorporated in the unit. PRD3 French IP Page 10 of 29 Age Publishing. Blaisdell, M.J., Bohning, K., Davison, J, Duerstock, B. et al.(contributors). In Stefanich, G. (Ed.). (2007). Classroom and laboratory modifications for students with disabilities. In G.P. Stefanich (Ed.), Science Teaching in Inclusive Classrooms: Models & Applications (pp.1-60). Washington, DC: National Science Foundation. Fulbright Senior Specialist appointments: University of Greenwich, England (May-June 2004) & National College of Ireland, Dublin, Ireland (Oct-Nov, 2007). Leadership: 6 year Academic Review Chair, NCATE steering committee, International Student Teaching co-chair. Service: International: WKU representative to COBEC. Fulbright Assn. International Education Task Force member. 2006-present. Fulbright Assn. International Arts Task Force member. 2006-present. National : UK Fulbright Teacher Exchange Liaison Project. Mentor for 2 UK educators. Rockford High School, Rockford, OH. & Boston College, Boston, MA., 2005-2006. Region II FBLA Conference Judge. 2005 & 2006. Franklin Middle School Science Fair Judge. 2005. McDonald, Michael PhD, Ed, U Missouri- Columbia Faculty Assistant Professor Served as President of the National Association of Business Teacher Education (NABTE) 2006-2007 • Served as Past-president the National Association of Business Teacher Education (NABTE) 2008-present • Published in a nationally distributed yearbook with is blind- peer reviewed: McDonald, Michael L., LaBonty, Dennis, & Lacy, Richard C., (2007). Assessment for Teacher Certification/Licensure. NBEA Yearbook. National Business Education Association. Reston: VA. Serve as the WKU Event Coordinator for the Region II FBLA District Competitions. • Arranged for Business & Marketing Education students to teach economics classes in P-12 schools in cooperation with junior achievement. FT/FT Metzgar, Vicki Ed. D. Educational Leadership, Vanderbilt University, August 2008 Faculty Assistant Professor * National Academy for Science and Mathematics Educational Leadership (2006-2007) WestEd Regional Educational Laboratory Participant * School for Science and Mathematics at Vanderbilt- Development team and Liaison for School for Science and Math with Metro Nashville Public Schools * Improving Teacher Quality Grant recipient Tennessee Dept. of Education for Teacher Training Summer 2008 (Managing yoUr Science Classroom Lab Efficiently) * Courage to Teach: Facilitated a two-year series of retreats for David Crockett High School faculty in Washington county, Tennessee. March 2007-January 2009 Middle School, High School teacher and Science Coordinator Metro Nashville Public Schools; 10/1975- 6/2004 FT/FT Moore, John PhD, Ed, U Kentucky Faculty Associate Professor Publications: Moore, J.A. (2007). Civic engagement in teacher preparation: Standards, school/university partnership, and issues in the news, In K. Murtadha & R. Helfenbein (Eds.). Democracy and Civic Engagement: Implications for Teacher Preparation and a National Agenda for Inquiry (pp71-74). Washington, D.C: Teacher Certification:Kentucky Middle Grades Social Studies (life) Kentucky High School Social FT/FT PRD3 French IP Page 11 of 29 American Association of State Colleges and Universities. Moore, J.A. (2007). Constitution Day: Learning experiences for middle level interdisciplinary teams, Kentucky Middle School Journal 8(1) 51-56, Kentucky Middle School Association/Eastern Kentucky University. National Presentations:2007 What Social Studies Urban Educators Should Know and Be Able to Do, National Council for the Social Studies, San Diego CA. 2007 Identifying Civic Engagement Opportunities in Teacher Education, American Association of State Colleges and Universities, Philadelphia, PA. 2006 Here Comes NCATE: Using Middle Level Student Assessment Data to Evaluate Middle Level Pre-service Teachers and Teacher Preparation Programs. National Middle School Association, Nashville, TN. State and National Offices Held:2006-present National Council for the Social Studies (NCSS) Board of Directors 2005-present Chair, NCSS Ad Hoc Committee for Recruitment of Under-represented Groups 2003-present Kentucky Council for the Social Studies Steering Committee Professional Development Activities:2006- Kentucky Core Content & Depth of Knowledge- Initial Training 2006- Thoughtful Education Workshop acknowledgment 2007- Great Depression Workshop Studies (life) North Dakota High School Social Studies (life) Stobaugh, Rebecca PhD, Ed, U Louisville Faculty Assistant Professor Scholarship: Papers Under Review- Stobaugh, R. R. Boosting Cognitive Complexity in Social Studies Assessments., Morehead: Social Studies Journal. Leadership in Professional Associations: Reviewer, Journal Article- August 1, 2006 - Present: National Middle School Association; Review publications to be published in the Middle School Journal..Teacher. Service: Program Organizer- November 13, 2008: WKU's student organization of ASCD; Planned a Regional Symposium for Sharing Best Practices for elementary teachers. Collaborated with WKU Teacher Services to present program and included WKU students to network and facilitate symposium. Guest Speaker- October 28, 2008: Future Educators of America; Co-presented with students four sessions to Future Educators of America students on topics including lesson planning and information about the teacher education program. Teacher Educator- September 1, 2008 - May 1, 2009: Education Professional Standards Board; Supervised 6 KTIP interns. Teacher, 7 years public schools Principal, 3 year public schools FT/FT Tassell, Janet Ph.D., Curriculum & Instruction, Indiana University Faculty Assistant Professor Scholarship: Kloosterman, P., Tassell, J. L., Essex, K., and Ponniah, A. (2008). Perceptions of Mathematics and Gender. /School Science and Mathematics/, /108/, 149-162. Tassell, J., Kemp, J., Litkenhus, D., Schriefer, M. (October, 2006). Progress report vs. report card – one district’s challenge./ Technos E-zine/./ / http://www.ait.net/technos/e- * North Spencer County School Corporation, Lincoln City, IN - Summer ’98-Dec. 2007 Director of Learning and Assessment P-12 * Indiana University, FT/FT zine/articles/progress_report.php// Presentations Fall 2008: NEI “Using Locally-Developed Formative Benchmarks and Assessments to Improve Student Learning” “A District’s Journey: Standards-Based Reporting (A Result of Systemic Change)” Grants: * Awarded: Pie Grant – Math Comic Books * Awarded: Javits Grant – The Center for Gifted Studies * Awarded: Teacher Quality – Mathematics and Science Improvement Targeting 7th Grade Teachers Professional Development: Fall 2008: * Critical Thinking at WKU * Engaging the Spirit at WKU * National Evaluation Institute CREATE conference * Book Talk on /The Last Lecture/ * Research Networking with ORD * Creativity Institute presented by Bonnie Crammond – WKU Center for Gifted Studies Leadership in Prof. Associations: Service: SKyTeach Steering Committee Middle Grade EPSB Folio Co-Chair for Development MAE Master's Redesign Assessment Course Committee Bloomington, IN - Summer ‘91-’95 Teacher/Counselor: GT College for the Youth gr. 4-12 * Heritage Hills H.S., Lincoln City, IN - 1998-2000 Teacher: Writing and Math Lab gr. 9- 12, Fall ‘94-‘98 Teacher: Problem Solving I, Algebra I and II, Spring ‘95 gr. 9-12 * F.J. Reitz H.S., Evansville, IN - Fall ‘92-Spring’94 Teacher: Pre-Algebra, Honors and Reg. Alg. II, AP Calc. * Beiger Jr. H.S., Mishawaka, IN - Fall ‘91-Spring’92 Teacher: G/T 8th grade Algebra I, G/T 7th grade Pre- Algebra, 8th grade Pre- Algebra, 7th grade technology Tyler, Rico MAE, Social Sciences, WKU Faculty Other Scholarship: Currently Co-Pi of a National Science Foundation funded Math Science partnership grant ($504,000) researching the causes of low Explore math and science scores in Kentucky middle schools and examine way to better prepare middle grade students to take rigorous math and science courses in high school. Keith Andrew, Rico Tyler, Roger Scott, Larry Byrd, Karen Hackney, Richard Hackney “CCD Imaging of the Spectrum of Vega” Presented at the Kentucky Academy of Sciences meeting Oct. 2006. Fredrick Siewers, Michael Carini, Richard Gelderman, Charles McGruder, Julia Roberts, Rico Tyler, and Andrew Wulff “Deep Time and Rates of Change in the Middle Grades Classroom: An Effort to Increase Student Understanding Through Professional Development Workshops for Teachers” Presented at 2005 annual meeting of the Geological Society of America (October 16, 2005) Leadership in Professional Associations: Board Member-Ky Science Teachers Association Vice-president- Barren River Imaginative Museum of Science Director of the Middle Grade Science Teachers Circle. Service: • Project Manager for the Sextant Program. • Director of the Hilltopper Teaching Fellows Program. • Lead Science adviser for the MS‐TEAMS Program. Astronomy Instructor for the Kentucky Governor's Scholars Program (high school juniors) University educator for the Ky Teacher Internship Program ( 12 interns over the last three years) Clinical supervisor for middle grade and secondary science students teaching in Western Ky University Super Saturday programs for P-6 students. FT/FT PRD3 French IP Page 12 of 29 PRD3 French IP Page 15 of 29 Delineation of Unit/Program Transition Points – Initial Preparation . Transition Point 1: Admission to Education Preparation Programs Data Reviewed Minimal Criteria for Admission/Continuation Review Cycle Reviewed By Unit Level Data: Each Month Professional Education Council Admission Application Completion of application Overall GPA 2.5+ Adherence to Professional Code of Ethics Candidate signature Speech Proficiency C or higher in speech course Writing Proficiency 2.5+ average, no course lower than C Test Scores ACT (21+) or SAT (990+) or PPST (173 – M, 173 – R, 172 – W) or GRE (800+ and 3.5+ writing assessment) or GAP (2000+ and 3.5+ writing assessment) Faculty Recommendations (Unit Dispositions) All positive Transition Point 2: Admission to Final Experience (e.g., Student Teaching, Clinical Practice, Culminating Assessment) Data Reviewed Minimal Criteria for Continuation Review Cycle Reviewed By Unit Level Data: Each Semester Professional Education Council Admission to Education Preparation Admission GPAs 2.5+ overall 2.5+ professional education courses 2.5+ content courses Semester Hours Completed 90+ hours (including 75% of content courses) Dispositions Scores All dispositions average “At Standard” (3+) Critical Performance Scores 3.0+ overall 2.5+ per Kentucky Teacher Standard measured Transition Point 3: Program Exit Data Reviewed Minimal Criteria for Exit Review Cycle Reviewed By Unit Level Data: Each Semester Office of Teacher Services Seminar Course Grade C or higher - based on Teacher Work Sample holistic score of 2+ Student Teaching Grade C or higher - based on 7+ Kentucky Teacher Standards at or above “Proficient” (3+), no Standard below “Developing” (2), AND 11+ dispositions “At Standard” (3+) To be recommended for initial certification, an applicant must document: Completion of an approved teacher preparation program in each desired certification area; Passing score(s) on the appropriate PRAXIS II exam(s) (e.g., Content, PLT) or other assessments required for each desired certification area; Achievement of at least a 2.5 GPA overall, in each major and minor, and in professional education courses; Attainment of at least a “C” in all professional education courses, including EDU 489 and student teaching; and Completion of a portfolio based on the Kentucky Teacher Standards. EPSB Disclaimer: Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667. Student Signature: Date: ____________ Advisor Signature: Date: ____________ PRD3 French IP Page 16 of 29 F. Syllabi The following education and content course syllabi associated with this program are available for review at http://edtech.wku.edu/peu/course-syllabi-epsb.htm: Education Courses EDU 250: Introduction to Teacher Education PSY 310: Educational Psychology EXED 330: Introduction to Exceptional Education SEC 351: Teaching Strategies for Secondary Schools SEC 453: Management of Instruction MLNG 410: Second Language Acquisition MLNG 474: Teaching Foreign Language EDU 489: Student Teaching Seminar SEC 490: Student Teaching Sample Content Courses FREN 101: Elementary French FREN 102: Elementary French II FREN 201: Intermediate French I FREN 202: Intermediate French II FREN 320: French Grammar and Composition FREN 321: French Conversation FREN 323: French Civilization and Culture FREN 426: 20th Century French Literature PRD3 French IP Page 17 of 29 APPENDIX A Professional Education Unit Conceptual Framework Core Beliefs PRD3 French IP Page 20 of 29 • WKU has adopted the following dispositions as key to the success of education professionals: Candidate Values… As Demonstrated by… Learning Attendance - Consistently attends class and is on time Class participation - Actively engaged and interested in the class activities Class preparation - Consistently comes to class well prepared Communication - Uses language to express ideas very effectively regardless of the age of the listener Personal Integrity Emotional control - Displays steady emotional temperament, is receptive to viewpoints of others and their suggestions Ethical behavior - Shows self to be a person of strong character Diversity Willingly works with others from different ability, race, gender, or ethnic groups Collaboration Actively seeks out and incorporates ideas of others and willingly works with others to improve the overall environment Professionalism Respect for school rules, policies, and norms - Knows school rules and policies, follows them consistently, understands the purpose of regulations and respects their intent Commitment to self-reflection and growth - Actively seeks suggestions and constructive criticism, regularly engages in learning through self-reflection Professional development and involvement - Makes use of information from professional organizations, professional publications, and educational resources Professional responsibility - Accepts responsibility for own actions and for helping all students learning and actively seeks self-improvement BELIEF 8 Highly effective education professionals utilize technology for teaching and learning, assessment management, and research to the greatest extent possible. Beliefs About Assessment and Accountability BELIEF 9 Highly effective education professionals hold themselves accountable for their own performance by collecting, analyzing, and reporting learning results and using this information to improve performance and programs. BELIEF 10 Highly effective education units develop and maintain assessment systems that follow the continuous progress of candidates toward the achievement of high standards-based performance expectations that are clearly defined and publicly communicated. PRD3 French IP Page 21 of 29 Alignment Matrix: NCATE, Kentucky Teacher Standards, PEU Conceptual Framework, WKU Strategic Plans NCATE Relationship Standard Source WKU PEU Conceptual Framework WKU Strategic Planning Documents Conceptual Framework Beliefs Academic Affairs Strategic Plan (Objectives) WKU Strategic Plan (Goals) Conceptual Framework Standards/Values NCATE Content/Pedagogical Content Knowledge C on ce pt ua l F ra m ew or k A lig ne d w ith K en tu ck y Te ac he r S ta nd ar ds KTS1 Content Knowledge 3,5,7 1a,1e,2e 2 Designs/Plans 1-3,5,7 1e 1 KTS 2 Learning Climate 1-3,7 1e 1 KTS 3 Implements/Manages 2,3,5,7 1e 1 KTS 4 Assessment/Evaluation 1,2,4,6,7,9 1e 1 KTS 5 NCATE Pedagogical Knowledge & Skills Technology 5,7-9 1g,3b 1,3 KTS 6 Reflection 5,7-9 1a,1e 1 KTS 7 Collaboration 1-3,6 4b 4 KTS 8 Professional Development 4,5,7,9 3b 3 KTS 9 Leadership 1,2,4,5,7,9 1b,d 1 KTS 10 Dispositions 1-3,5-7,9 1a-c 1 NCATE Dispositions KTS 2-4 C on ce pt ua l Fr am ew or k Field Experiences & Clinical Practice 3,5,6 1e 1 NCATE Standard 3 Diversity 1-3,6 1b,1c,2g,2h,3d 1-3 NCATE Standard 4 KTS 2-4 NCATE P-12 Learning Impacts P-12 Student Learning 5,8,9 1b 1 PRD3 French IP Page 22 of 29 APPENDIX B Professional Education Unit Program Assessment Plan – Initial Preparation Name of Preparation Program: Modern Languages Date Completed: March 31, 2008 Date Submitted: March 31, 2008 Submitted By: Carol Wilkerson Plan Version: 03032008 PRD3 French IP Page 25 of 29 Critical Performance Assessment Alignment Matrix (Current: Spring 2008) P-12 Grades Education Initial Preparation Program (Modern Languages) Core Education Courses Kentucky Teacher Standards 1 2 3 4 5 6 7 8 9 10 Content Knowledge Designs/Plans Learning Climate Manages Instruction Assessment Technology Reflection Collaboration Professional Development Leadership EDU 250 Learning Climate Educational Philosophy KTS in Practice PSY 310 Motivation Piaget EXED 330 Revised Educational Philosophy SEC 351 Lesson Plan Lesson Plan Peer Teach Peer Teach Prof. Growth Plan Prof. Growth Plan Prof. Growth Plan MLNG 410 Request PD Funding Request PD Funding Request PD Funding Request PD Funding SEC 453 1st Days Plan 1st Days Plan Lead/Coll Project Lead/Coll Project Prof. Growth Plan Prof. Growth Plan Prof. Growth Plan MLNG 474 Practice TWS Practice TWS Practice TWS EDU 489 TWS TWS TWS TWS TWS TWS TWS SEC 490 Student Teaching Evaluation Student Teaching Evaluation Student Teaching Evaluation Student Teaching Evaluation Student Teaching Evaluation Student Teaching Evaluation Student Teaching Evaluation Student Teaching Evaluation Student Teaching Evaluation Student Teaching Evaluation PRD3 French IP Page 26 of 29 Core Content Courses Kentucky Teacher Standards 1 2 3 4 5 6 7 8 9 10 Content Knowledge Designs/Plans Learning Climate Manages Instruction Assessment Technology Reflection Collaboration Professional Development Leadership FREN 323 Essay FREN 421 In terview GERM 314 Essay GERM 430 In terview SPAN 374 or 376 Essay SPAN 470 In terview PRD3 French IP Page 27 of 29 Delineation of Unit/Program Transition Points – Initial Preparation (Draft) Transition Point 1: Admission to Education Preparation Programs Data Reviewed Minimal Criteria for Admission/Continuation Review Cycle Reviewed By Unit Level Data: Each Month Professional Education Council Admission Application Completion of application Overall GPA 2.5+ Adherence to Professional Code of Ethics Candidate signature Speech Proficiency C or higher in speech course Writing Proficiency 2.5+ average, no course lower than C Test Scores ACT (21+) or SAT (990+) or PPST (173 – M, 173 – R, 172 – W) or GRE (800+ and 3.5+ writing assessment) or GAP (2000+ and 3.5+ writing assessment) Faculty Recommendations (Unit Dispositions) All positive (18+) Additional Program Specific Data (if any): Transition Point 2: Admission to Final Experience (e.g., Student Teaching, Clinical Practice, Culminating Assessment) Data Reviewed Minimal Criteria for Continuation Review Cycle Reviewed By Unit Level Data: Each Semester Professional Education Council Admission to Education Preparation Admission GPAs 2.5+ overall 2.5+ professional education courses 2.5+ content courses Semester Hours Completed 90+ (including 75% of content courses) Dispositions Scores All dispositions average “At Standard” (3+) Critical Performance Scores 3.0+ overall 2.5+ per Kentucky Teacher Standard measured Additional Program Specific Data (if any): Transition Point 3: Program Exit Data Reviewed Minimal Criteria for Exit Review Cycle Reviewed By Unit Level Data: Each Semester Office of Teacher Services Seminar Course Grade C or higher - based on Teacher Work Sample holistic score of 2+ Student Teaching Grade C or higher - based on 7+ Kentucky Teacher Standards at or above “Proficient” (3+), no Standard below “Developing” (2), AND 11+ dispositions “At Standard” (3+) Additional Program Specific Data (if any): Remediation Opportunities: TP 1: Candidates may continue to submit Faculty Recommendations until three are positive. TP 2: Candidates may request additional instruction from faculty and may resubmit Critical Performances in order to improve their scores. TP 3: Candidates may request additional instruction from faculty and may resubmit the Teacher Work Sample in order to improve their score. Candidates may repeat student teaching.