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INTRODUCTION
The Teacher Education Unit Policy Manual was designed to provide a ready reference concerning
requirements candidates must complete to graduate from East Stroudsburg University and to be recommended
for certification to teach in Pennsylvania. It was written as a resource for the Teacher Education Council, the
Dean of the College of Education, Department Chairs responsible for teacher education programs, Teacher
Education Unit faculty and agencies requiring information about teacher education programs at East
Stroudsburg University.
Initial Certification programs in Teacher Education programs at East Stroudsburg University include:
Early Childhood Education (Prek-4), Middle Level Education (4-8), Health Education, Health and Physical
Education, Secondary Education, Special Education (Prek-8) and Early Childhood (Prek-4), Special Education
(Prek-8) and Middle Level Education (4-8), and Speech and Language Impaired. We also offer advanced
programs at the graduate level in Educational Leadership, Instructional Technology, Reading, and Special
Education. Initial certification candidates who pursue a major in any of the teacher education programs must
complete requirements for admission to the teacher education program, maintain enrollment standards,
complete a variety of field and clinical experiences, pass student teaching, plus meet certification standards.
Advanced candidates must also meet admission standards, complete all program requirements, as well as
certification standards in order to be recommended for certification.
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CONCEPTUAL FRAMEWORK http://www4.esu.edu/academics/colleges/education/documents/pdf/NCATE_conceptual_framework.pdf
EAST STROUDSBURG UNIVERSITY EDUCATORS:
REFLECTIVE AND DELIBERATE DECISION MAKERS
Vision
The TEU will be recognized for excellence in educational leadership and teacher
education at the local, state and national levels by:
· Expanding and sustaining partnerships with P-12 schools and families, as well as collaborative
efforts with alumni, the community, and the university.
· Demonstrating theory and research-based pedagogy and cutting edge technologies that advance
21st century skills including: Communication, collaboration, critical thinking and creativity.
· Promoting an expanded understanding of diversity that meets the unique needs of every learner.
· Advancing safe, culturally responsive, prosocial learning environments that engage and
challenge all learners.
· Cultivating learning communities that engage students and partners in scholarship, inquiry and
service, while encouraging collaboration and life-long learning.
· Pursuing a diverse faculty and student body that reflect 21st century classrooms.
Mission
The TEU mission is to provide diverse learning experiences and dynamic collaborations that develop
reflective, deliberate 21st century educators who support and extend the learning of all students in a global
society.
Beginning Educator Outcomes
The Beginning Educator Outcomes (BEOs) for the teacher educator programs at East Stroudsburg
University are divided into four areas. These areas organize the essential outcomes our students must meet in
order to become reflective and deliberate decision makers. The four areas are Content, The Learner and the
Learning Environment, The Teaching and Learning Process and Professionalism. A complete list of the
Beginning Educator Outcomes is found in Appendix 1 (Student Teaching Handbook) or at
http://www4.esu.edu/academics/colleges/education/teacher_education_framework/beginning_outcomes.cfm
Master Educators
East Stroudsburg University offers diverse opportunities for in-service educators to acquire further
knowledge and strengthen their professional skills. A number of routes exist within the graduate program.
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Students may earn an Administrative I, Special Education Supervisory, Instructional Technologist or Reading
Specialist certificate. These certification programs have been developed using the standards of their respective
professional organizations. Graduate students may also focus on becoming a Master Teacher. These candidates
enroll in one of the Master of Education programs offered by the Elementary, Professional and Secondary
Education, Reading, Media Communications or Special Education departments. The mission and commitments
and Master Educator Outcomes that guide the masters’ programs may be found at:
http://www4.esu.edu/academics/colleges/education/teacher_education_framework/beginning_outcomes.cfm
Candidates who complete advanced programs at ESU will exhibit six specific traits that define them as
thoughtful leaders within schools. These outcomes have been aligned with the five core propositions of National
Board for Professional Teaching Standards. Master educators demonstrate the following outcomes:
Employs the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning experiences that make these aspects of subject matter meaningful for students.
Articulates, applies and adapts theoretical constructs of learning and development, assessment and effective instructions.
Engage in quantitative and qualitative research that leads to improved student achievement.
Model critical and creative thinking skills in all areas of their professional life.
Employs effective verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the learning environment.
Performs as a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out leadership opportunities to grow professionally.
Takes a leadership role in developing partnerships and collaborative relationships with colleagues, parents and agencies in the larger community.
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TEACHER EDUCATION PROGRAM OVERVIEW
The East Stroudsburg University undergraduate teacher education programs are housed in the College of
Education, College of Arts and Sciences, and the College of Health Sciences. Successful graduates receive the
degree of Bachelor of Science or Bachelor of Arts degree, as well as a recommendation for a certificate to teach
in the schools of Pennsylvania. Graduates must apply for the teaching certificate through the Pennsylvania
Department of Education after all program requirements are met and their degree has been conferred.
Curricula have been planned so that the graduate may be certified to teach in many other states without
further course requirements and in most of the remaining states with minor additional training. Information and
advisement in certification is available in the office of the Dean of the College of Education and appropriate
departments.
Graduates are eligible to receive an Instructional I certificate (provisional) which is valid for a period of
six years of teaching in Pennsylvania. The Instructional I certificate must be made permanent after six years of
satisfactory teaching in Pennsylvania and upon the completion of 24 semester credit hours of collegiate study at
a state-approved baccalaureate degree granting institution or through in-service programs approved by the
Pennsylvania Department of Education.
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THE TEACHER EDUCATION UNIT
The Teacher Education Unit at East Stroudsburg University administrated through the College of
Education and includes all faculty across the university who teach education courses or supervise education
students. It is responsible for the governance of the teacher certification programs at East Stroudsburg
University. The College of Education Dean serves as the head of teacher education unit and certification officer
for the university. The Teacher Education Council coordinates existing policies and procedures related to
teacher education, proposes new policies for teacher certification programs, and reviews certification programs
and their modifications as proposed by departments and faculties to insure compliance with the standards of
state and national accrediting agencies.
Professional education courses for all certification areas are provided by the Department of Professional
and Secondary Education and the Department of Media Communications and Technology. Certification subject
classes are offered by different discipline-specific departments. (Refer to the Teacher Education Unit table on
page 8 for further clarification). Seven departments, in consultation with major departments, are responsible for
specific certification areas.
The Office of Field Experiences and Partnerships is responsible for the coordination of the student
teaching program and field experiences and professional development school partnerships. Individual
departments also coordinate some field experiences.
Graduation and certification recommendations are made to the certification officer (the Dean of the
College of Education) for transmittal to the Pennsylvania Department of Education and other state certification
offices.
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REQUIREMENTS FOR TEACHER CERTIFICATION
The nature and importance of teaching requires that candidates who seek to enter the profession must
possess unimpeachable character, above-average academic ability, and dispositional traits suitable for working
with children and young adults. The faculty responsible for the teacher education programs perceive their
ultimate obligation to be the students who will be taught by their graduates. Consequently, a candidate’s
admission to teacher candidacy and to student teaching and final institutional recommendations for a teaching
certificate are not achieved solely by meeting routine academic requirements. As the candidate, in each of these
steps, progresses toward final certification, the faculty of the candidate’s certification area exercise their
professional judgment as to the candidate’s competency for the teaching profession.
All candidates seeking certification must successfully complete procedures related teacher education
program admission, monitoring, and exit criteria. Program admission procedures vary according to program.
Procedures include faculty interviews, satisfactorily passing appropriate tests, completion of 48-60 hours of
coursework by the time candidacy admission is decided, earning the appropriate quality point average and
major quality point average, and the recommendation by department faculty. The coursework must include six
hours of mathematics and six hours of English where three hours are writing courses and three hours are
literature courses taught in English. Each department may require additional admission standards. Candidates
are admitted to candidacy in a department’s teacher education program upon satisfactory completion of all
departmental admission requirements.
The candidate’s progress and mastery of competencies are monitored while completing requirements in
the program. Candidates, as stated before, must maintain the appropriate departmental general and major
quality point averages. Each department provides each candidate with a copy of its program requirements,
curriculum check sheet and expectations. All applicants for teacher certification must be endorsed by the
faculty advisor, the department, and the Dean of the College of Education who serves as the Certifying Officer
for the University.
The Pennsylvania Department of Education (PDE) requires that all certification applicants satisfactorily
pass the Pre-Service Academic Performance Assessment Series Tests, complete two courses in mathematics,
and two courses in English, one in writing and one in literature and submit a Pennsylvania Criminal
Background Clearance, an FBI Criminal Background Clearance (finger printing), and a Child Abuse History
Clearance. In addition, the candidate must complete a teacher certification application.
Experienced non-degree teachers, graduates of other colleges or universities or others who need special
assignments in student teaching, will have their individual programs planned and approved by the appropriate
department and by the Dean of the College of Education. Transfer students’ transcripts will be individually
evaluated by the department chairperson to determine equivalent courses to be accepted.
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THE TEACHER EDUCATION COUNCIL
The Teacher Education Council provides the governance of the teacher certification programs. The
Council administers existing policies related to teacher education, develops and proposes new policies related to
teacher education, and reviews certification programs and their modifications as proposed by departments and
faculties to insure compliance with the standards of state and national accrediting agencies. The Teacher
Education Council By-Laws may be found in Appendix 2.
Information below provides an overview of policies that have been passed pertaining to teacher
education in recent years. There are three sections of policies noted. They are: Teacher Education Program
Policies, Student Teaching Policies, and Teacher Education Program Organization Policies.
Teacher Education Program Policies
1. Certification Recommendation (February 23, 1993)
Students must satisfy all program requirements to be recommended for the degree and teacher
certification. This becomes effective immediately.
2. Certification--Minimum Credits for Recommendation
(February 22, 1994)
A minimum of 9 ESU credits and/or major classes plus a regular student teaching/practicum experience
must be satisfactorily completed before a student is recommended for a teaching certificate. This is applicable
to any person with a bachelor’s degree coming to ESU to complete a teacher certification program. Each
department will designate a specific block of classes for each student. The student must earn a “C” grade or
better in these designated pedagogy and major courses. Also, the student must satisfactorily meet all teacher
education program requirements.
3. Change in Testing Requirements for Admission into Teacher Education (March 29, 2000)
Passing scores for the basic skills tests required for certification by the Pennsylvania Department of
Education are part of the screening process to be formally admitted into the teacher education program at ESU.
4. Praxis I and II Test Scores
When a student is applying for certification, he/she must identify ESU as a test recipient site for all
required certification tests.
5. Student Teaching Opportunities (Revised July 3, 2012)
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Student teachers are limited to a maximum of three quarter opportunities to complete their student teaching
assignments. East Stroudsburg University’s Teacher Education Council has established the following policy to
aid students who are not successful. While the intention of this policy is to remediate unsuccessful candidates,
this policy also provides a means to document insufficiencies when students fail a quarter of student teaching or
are removed from the program.
1. When a candidate is not successful but is permitted to stay in their placement, the university
supervisor and cooperating teacher will meet to identify the Beginning Educator Outcomes
(BEOs) that are of concern. The university supervisor and cooperating teacher (in consultation
with the Associate Dean of Field Experience and Partnerships) will document concerns and
provide a plan for improvement for the candidate. The university supervisor and cooperating
teacher will then conference with the candidate to discuss the BEOs of concern and the
improvement plan that was developed to address them. A timeframe for improvement will be
identified at this time. During this timeframe, the university supervisor and cooperating teacher
will increase supervision. Candidates who successfully complete an improvement plan will pass
for the quarter. Candidates who are not successful may withdraw if time (based on University
policy) or circumstances (e.g. medical withdraw) permit. The improvement plan must be
completed to be granted an additional student teaching assignment.
2. When a candidate is not successful and is not permitted to remain in their placement (by request
of the building principal) an improvement plan will be developed. As outlined above, the
university supervisor and cooperating teacher (in consultation with the Associate Dean of Field
Experience and Partnerships) will develop the improvement plan based on the BEOs of concern.
The university supervisor and the Associate Dean of field Experience and Partnerships will
conference with the candidate to discuss the BEOs of concern and the improvement plan that
was developed to address them. A timeframe for improvement will be identified at this time. The
candidate may elect to withdraw (if the parameters outlined above apply) or will receive a failing
grade for the quarter. In both cases, the candidate must complete the improvement plan to be
granted an additional student teaching assignment.
6. Student Teaching – School Closures and Student Absences (Revised July 3, 2012)
The Pennsylvania Department of Education approved program at ESU includes a fifteen-week student teaching
semester. It is divided into two separate 7.5 week placements. Our program is dependent upon a good working
relationship with our host schools. Student teachers are integral parts of the entire instructional program of the
host schools. We are guests in the school districts and our programs need to follow the public school calendar as
closely as possible. As such, students should make every effort to have a perfect attendance and participation
record. In order to maintain this productive partnership and guarantee the high standards of our program, our
students need to follow these policies:
1. Students must satisfactorily complete two separate (7.5 weeks) student teaching experiences. The
college supervisor is responsible for certifying that the entire (15 week) student teaching
experience has been completed satisfactorily.
2. In the event of excessive school closures due to inclement weather, facility safety or teacher
strikes, arrangements must be made with the cooperating teacher, college supervisor and student
teacher to satisfy each student teaching experience.
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3. In the event of excessive absences of the student teacher due to personal illness or family
concerns, arrangements must be made with the cooperating teacher and college supervisor to
satisfy each student teaching experience.
When there are an excessive amount of school closures or absences, the university certification officer is
responsible for developing a coverage plan. This plan should be developed in concert with the Associate Dean
of Field Experiences and Partnerships, appropriate school administrators, department chairpersons, cooperating
teachers, student teacher supervisors and university officials.
7. Student Teaching Admission (April 25, 1995)
Students planning to student teach in the fall must satisfy all teacher education program admission criteria by
August 1. Students planning to student teach in the spring semester must satisfy all teacher education program
admission criteria at the end of the fall semester.
Admission criteria include:
(1) 2.8 MINIMUM cumulative GPA (or as specified by the department) and a major GPA as
determined by the department.
(2) “C” or better in all major classes
(3) No “I” grades in major classes
(4) Pass the Pearson and/or Praxis exams as designated by the department.
(5) Submit Act 34 Pennsylvania Criminal Background Clearance
(6) Submit Act 151 Child Abuse Clearance
(7) Submit Act 114 FBI Criminal Background Clearance
(8) Department program screening process
8. Spring Break During Student Teaching
Student teaching during the spring semester requires candidates to follow the
breaks of the district in which they are student teaching, not the university spring break.
9. Teacher Education Program Admission and Coding System
(September 25, 1989)
1. New and transfer students apply and are admitted to ESU through the admissions office. Transfer
students must have a minimum 2.8 quality point average for teacher education programs. Some
specific programs require a 3.0 for admission.
2. Once admitted to ESU, students are assigned advisors and a departmental attribute with probationary
status.
3. Students satisfactorily complete a minimum of 48 total credits to apply for formal admission into the
teacher education program. Students must satisfactorily meet all admission requirements for the
teacher education program.
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.
4. When students meet all program admission criteria and are approved by the Teacher Education
Council, their attribute is then changed and they become a candidate for the degree.
10. Teacher Certification Center (February 5, 1992)
The Teacher Certification Center is responsible for contacting ineligible students who enroll in teacher
education classes. Each student, professor and advisor receives a letter. The student is removed from the class
list. He/She may be re-enrolled if his/her quality point average reaches program admission criteria. Each
department has an “introduction type” class that is open to all students. Major only classes are affected.
11. Teacher Education Program Organization Plan (February 26, 1992)
Teacher Education Faculty
Teach at least one teacher education class each year or Supervises student teachers
Serve as member of the teacher education faculty
Select representative to Teacher Education Council to govern teacher education programs
Teacher Education Council
Responsible for the governance of teacher education programs
Elected representative from each major certification program
Two Student representatives and (1-3) public school teachers from 2-3 school districts
The Associate Dean of Field Experiences and Partnerships
Responsible for programs, courses, and standards
Chaired by teacher certification officer
Subcommittees: Appeals and Act 48
Teacher Certification Center
Central office to answer teacher certification questions and refer students to appropriate departments
Maintain teacher education records
Assist in processing initial admission applications to the teacher education program through the
Teacher Education Council and respective departments
Monitor admission and exiting standards
Teacher Certification Specialist responsible to the certification officer and Teacher Education
Council
Coordinate program follow up studies
Located in the Office of the Dean of the College of Education
Departments with Teacher Certification Programs
Responsible for curriculum and instructional delivery systems
Elect Teacher Education Council representatives
Teach classes and supervise student teachers
Responsible for maintaining departmental requirements and Teacher Education Council standards
The department is responsible for specific certification program
The department chairperson, in consultation with other faculty, is responsible for recommending
eligible students to the certification officer for the ESU certification recommendation to PDE
May establish standards higher than Teacher Education Council minimums
Responsible for maintaining admission, monitoring and exiting criteria
Review and respond to annual follow up studies
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Sponsor advisory councils of teachers in the field
Office of Field Experiences and Partnerships
Responsible for coordinating student teaching placements
Serve as primary contact with area school systems
Assist in early field experience placements
Maintain similar supervision standards and requirements for all programs
Supervisors must follow the Guidelines for University Supervisors of Student Teaching
Coordinated by Associate Dean for Field Experiences and Partnerships.
Each student teacher will be assigned one university supervisor per quarter. Other interested faculty
may be invited to participate.
PSED, HLTH, MDL and PETE majors may also have a content supervisor
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13. Infraction Appeal Process (Revised July 3, 2013)
Pennsylvania Law, Act 114 requires that all individuals having contact with children in public and private
schools, including student teachers, complete background clearances in order to help ensure the safety and
welfare of the children and young adults they serve. These clearances must be infraction-free and valid during
the entire student teaching semester(s). These clearances include Act 34 (PA State Police Report), Act 151 (PA
Department of Child Welfare Child Abuse History Clearance), Federal Criminal History Report (FBI), and Act
24.
The Appeals Committee Process:
In accordance with Act 114, undergraduate and graduate teacher certification programs at East
Stroudsburg University require teacher certification candidates to submit acceptable clearances prior to
being admitted into teacher certification programs. These clearances must remain infraction-free and
valid at any time a student enters a school facility (as outlined above). As such, students must submit
acceptable clearances prior to being admitted into teacher certification programs and maintain valid,
infraction-free clearances through completion of ESU’s teacher certification programs.
Student who receive an infraction on their Act 34, Act 151, FBI, or Act 24 clearance(s) must
report the infraction immediately to their Professor, Academic Advisor, Department Chairperson, or
Associate Dean of Field Experience and Partnerships.
Student Responsibility:
It is the responsibility of the student to contact the Associate Dean of Field Experience and
Partnerships to discuss the possibility of pursuing the Appeal Process in regard to an infraction on a
clearance report.
After discussing the infraction with the Associate Dean of Field Experience and Partnerships and
making a decision to pursue the Appeal Process, the student must complete the following:
1. The student must provide copies of the clearance report that identifies the infraction.
2. The student must submit copies of court records regarding the infraction.
3. The student must provide documentation that indicates the student’s involvement in
rehabilitation, community service and any other personal endeavors that reflect positively on the
situation.
4. The student must obtain three letters of testimony or recommendation from community
members, employers and faculty that provide character references for the student as an
individual.
5. The student must write a Letter of Appeal to the Appeal Committee regarding the situation,
highlighting areas of personal growth and/or rehabilitation.
6. The student must inform their Department chair(s) of their intention to pursue the Appeal
Process.
Appeal Committee Responsibility:
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An Appeal Committee will be established that is comprised of members from within the Teacher
Education council. The committee may consist of the Dean of the College of Education (or designee);
Chairperson(s), Supervisor(s), or faculty member(s). The Appeal Committee will meet with the
Associate Dean of Field Experience and Partnerships to discuss the circumstances surrounding the
infraction. The committee’s discussion is to decide whether or not the student will be allowed to
continue an academic program that requires admittance to facilities bound by Act 114. In order to make
an informed an decision, the Appeal Committee will complete the following requirements:
1. Ask the Associate Dean of Field Experience and Partnerships to provide each member of the
Appeal Committee with a folder containing the information required of the student requesting
the appeal. The name of the student will be removed so all documents can be reviewed
anonymously.
2. The Appeal Committee will meet to discuss the documentation submitted by the student.
3. The Appeal Committee may ask to interview the student at some point in the process.
4. The Appeal Committee will render a decision within one month of reviewing the student’s
documentation.
5. The Appeal Committee will inform the Associate Dean of Field Experience and Partnerships of
their decision.
6. The Associate Dean of Field Experience and Partnerships will notify the student, in writing, of
the Appeal committee’s decision and will include a copy of the decision-making statement
written by the Appeal Committee.
Appeal Process Denied:
If the Appeal committee denies the student’s appeal, the reasons will be clearly stated in writing.
All members of the Appeal Committee will sign the written statement before it is submitted to the
student. In the event that the Appeal Committee denies the student’s request for an appeal regarding an
infraction, the student is advised to change his/her major to an academic program of study that does not
require a access to facilities bound by Act 114.
Appeal Process Granted:
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If the decision is made to allow the student to continue in a teacher certification program, the
Appeal Committee may establish certain conditions for reinstatement. For example, if the infraction
involved the use of drugs or alcohol, the student may be asked to submit documentation of his/her
ongoing efforts for rehabilitation. Other infractions may be examined in a similar manner. The student
must agree to these conditions, in writing, before the appeal will be granted.
If the Appeal Committee grants the appeal to the student, the reasons and conditions (if any) will
be clearly stated in writing. All members of the Appeal committee will sign the written statement before
it is submitted to the student.
Placement for Student Teaching:
Students for whom the Appeal Process is successful are required to sign a Statement of
disclosure for the Associate Dean of Field Experience and Partnerships. The Statement of Disclosure
provides the Associate Dean of Field Experience and Partnerships with the student’s permission to share
the nature of the infraction with potential school district regarding placement for student teaching and/or
other field placements. Disclosure with school personnel will be on a “need to know” basis only.
Should the student be allowed to continue in the program, it is understood that the Office of Field
Experience and Partnerships will contact a maximum of four (4) school districts requesting placement of
the student for student teaching. Should the office of Field Experience and Partnerships be unsuccessful
in finding placement in four (4) district, the Appeals Committee will be notified and will inform the
student that the university is unable to secure student teaching placement. At this point, the student will
be removed from his/her program of study leading to teacher certification and provided with assistance
in changing the major to one that does not require teacher certification.
Types of Offenses:
Students who have infractions that are identified as Summary Offenses may be eligible for
teaching certification. Although Summary Offenses need not be reported on the Teacher Certification
Application, such offenses will prevent a student from admission into a teacher education certification
program, classes involving admittance into buildings bound by Act 114, and student teaching, unless the
Appeal Process was successful. As a result, the Appeal committee, prior to admittance into a teacher
certification program and semester of student teaching, must review all Summary Offenses.
Students with infractions must complete all items designed in the Student Responsibility section
in order to qualify for a review by the Appeal Committee.
Misdemeanor or Felony Offenses:
Misdemeanor or Felony offenses are serious infractions which may result in the student being
ineligible for teacher certification in the state of Pennsylvania. Students who have criminal record
infractions which are identified as Misdemeanor or Felony offenses, are required to complete the
following requirements prior to seeking an appeal from the Appeal Committee:
1. Contact the Department of Education to determine the feasibility of receiving teacher
certification from the Commonwealth of Pennsylvania to report the results, in writing, to the
Associate Dean of Field Experience and Partnerships.
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2. If it is determined that the student is eligible for teacher certification, then the student must
complete all items designated in the Student Responsibility section in order to qualify for a
review of the Appeal Committee.
14. Expedited Appeals Process (Revised July 3, 2012)
Students who have Summary Offenses may apply for an Expedited Appeal if the following conditions are met:
1. The infraction is only a Summary offense
2. The infraction did not involve any violence
3. The infraction took place more than two years prior and had not been repeated
4. The student had completed an explanation letter and has included proof of good citizenship in
the form of at least three letters of recommendation. At least one letter should be from a
professor from the student’s major department.
If the student chooses the Expedited Appeals Process, the Associate Dean of Field Experience and Partnerships
will forward submitted papers – with the student’s name omitted- to the members of the Appeals Committee.
The Appeals Committee for an Expedited Appeal consists of three Teacher Education Unit professors only one
of whom may be from the student’s major department. The members will individually review the submitted
files and confer by phone or email. If all members agree that the student may continue in his/her teaching
program, the decision is forwarded to the Associate Dean of Field Experience and Partnerships who will inform
the student and the Chair of the student’s major department of the decision. If the members do not agree, the
student must apply for and use the full Appeals Process.
15. Policy for admission to teacher education program at ESU
(August 22, 2002)
Undergraduate teacher education students:
In figuring the GPA for admission to the teacher education program, the following shall be used:
1. If 12 hours or less transferred courses, the ESU GPA shall be used.
2. If more than 12 hours transferred, the combined GPA shall be used (GPA at all other institutions
combined with GPA at ESU).
3. Students may appeal to request the use or non-use of transfer courses to be used in calculating the GPA
for admission, but if they are used, all courses taken at other institutions must be used, not only selected
ones.
For exit from the program, the ESU GPA shall be used. Individual appeals must come before the TEC.
Appeals to the Teacher Education Council shall include copies of all transcripts and a letter delineating
reasons for the appeal.
16. Admission Requirements for Graduate Programs in
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Teacher Education and/or Certification (February 2, 2004)
Minimum Standards for Admission with Full Graduate Standing for any educator program. Individual
programs may have additional requirements.
1. Bachelor’s degree from an accredited college or university.
2. Two letters of recommendation from persons who have taught or supervised you. All letters of
recommendation must be sealed and bear the signature of the author.
3. An overall undergraduate minimum grade point average of 3.0 (4.0 basis).
4. A one-page professional resume.
5. Each program will also have additional requirements, which shall include one or more of the
following: a score on the Graduate Record Exam; Millers Analogy Test; an interview; an educational
goal statement; or a portfolio.
Conditional Admission For Graduate Students
1. If the applicant does not meet the GPA requirements listed above but has an overall undergraduate
grade point average of at least 2.5, he/she may request conditional admission. Continuation of Graduate
Study is dependent upon satisfactory completion of stated deficiencies and the filing of an acceptable
Plan of Study prior to the completion of nine (9) to twelve (12) graduate credits.
2. Deficiencies are stated at the time of application to a degree program. They may be corrected by
taking:
(a) required undergraduate or graduate courses,
(b) proficiency examinations, or
(c) auditing of specific courses.
3. The student is required to fulfill all deficiency requirements in his/her program and to have achieved a
3.0 quality point average and a B or better in all courses in his/her graduate work by the time he/she has
completed 9-12 graduate credits. At this time, FULL ADMISSION is achieved when the Plan of Study
is submitted and approved.
Initial Teacher Certification Admission for Graduate Students
Students entering a program for initial teacher certification, either with or without the master’s degree option,
are required to fulfill additional requirements for entry and matriculation in the teacher education program.
Students must be formally admitted to the teacher education program prior to or upon completion of 12
graduate credits. Admission to the teacher education program requires:
a. Complete faculty interviews;
b. Earn a minimum overall ESU QPA as identified by PA law (3.0);
c. Complete Act 34 Criminal Record Clearance, Act 114 FBI clearance and Act 151 child abuse
clearance;
d. Any other specific departmental requirements or prerequisites;
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e. Be recommended by departmental faculty and approved by the Teacher Education Council
17. Praxis I Passing Scores
Effective Fall, 2005, student/candidates in any subject area can meet the Praxis I (PPST 1), Basic Skills testing
requirements through either of the following:
I. The present individual PPST 1, Basic Skills score requirements:
a. Mathematics, Test #730, (score of 173)
b. Reading, Test #710 (score of 172)
c. Writing, Test #720 (score of 173)
d. Current total required = 518
II. In addition, a second method of accomplishing the basic skills testing requirements will now be
available through achieving a composite/summary test score total of 521, provided that the
following individual PPST I test scores are met:
a. Mathematics – Score of 171 minimum
b. Reading – Score of 171 minimum
c. Writing – Score of 170
d. Composite total required = 521
For example, an individual with strong math skills may have scored 178 in the PPST Math, a
score of 172 in Reading and a score of 171 in Writing. This student would meet and no
individual test score was under required score minimum.
III. Any Instructional I application received after September 15, 2005 can choose to use the
traditional -OR- Composite Score method, provided the listed minimums (see item II above) are
accomplished in each basic skill area: Reading, Writing, and Mathematics and the composite
total of 521 is also reached.
IV. As was the case in the past, test scores remain effective as long as they have been achieved
within 10 years of the date of the receipt by the state of Pennsylvania of the application for the
Instructional I certificate.
18. Timely Submission of Praxis Scores Before Student Teaching (October 16, 2006)
All Praxis scores required by the respective department before student teaching for those who are
planning to student teach in the Fall semester must be submitted by the July 31st immediately before that Fall
semester.
All Praxis scores required by the respective department before student teaching for those who are
planning to student teach in the Spring semester must be submitted by the November 30th
immediately before
the Spring semester of the student teaching.
Students may only appeal problems if there was a clear error on the part of ETS in administering the test
or sending the scores. Students will NOT be allowed to start student teaching after the beginning of the
semester if passing Praxis scores have not been submitted.
21
19. Student Complaints Process, Teacher Education Unit
Student Rights (From the ESU Student Handbook)
Protection Against Improper Academic Evaluation: Students are protected against prejudice, arbitrary or capricious academic evaluation of their courses through
faculty contracted responsibilities and standards of academic professional conduct. Students are responsible for
maintaining standards of academic performances established for courses in which they are enrolled. Students
alleging a prejudice, arbitrary or capricious academic evaluation may appeal directly to the faculty member involved.
Should a mutual understanding not be reached at this level, students may then appeal to the department chair, the
academic dean of their school and the Provost/Vice President for Academic Affairs, in that order. Students of a
protected class alleging discrimination or sexual harassment after exhausting the remedies noted above should
express their concerns to the Director of Diversity and Equal Opportunity. Students with disabilities should bring
their concerns to the ADA Coordinator/Learning Disabilities Counselor.
Student Complaints Process for the Teacher Education Unit
This process shall be exactly as stated in the Handbook and given above. Students with a complaint
should first address the complaint with the professor involved. If the complaint is not resolved by mutual
understanding, the student should appeal to the Department Chair and/or the Associate Dean for Field
Experiences , the Dean of the College of Education, and the Provost/Vice President for Academic Affairs in
that order.
Once a complaint goes beyond the level of the professor, the appropriate person should fill in the
attached form and keep a file of all meetings and other data on the situation. When the complaint is settled,
all forms and supporting data should be sent to the Office of the Dean of the College of Education. The
Dean’s Office will maintain a file of all such complaints and their resolutions.
Implementation of the Complaint Procedure
It is recommended that a brief explanation of the Complaint Procedure be included in the Dean’s
Addresses at New Student Orientation, in the Departmental Student Handbooks for all Teacher Education
Unit Departments and during initial advising of all TEU students. Each of these may simply be a reference
to the ESU Student Handbook.
22
East Stroudsburg University Teacher Education Unit
Student Complaint Form
Date:
Name of Student:
Name of Administrator: Title:
Complaint (Please be brief. You may attach further explanation and/or supporting documents.)
Resolution:
Signed:
____________________ ___________________________
Student Administrator
24
Guidelines for University Supervisors of Student Teachers
Listed below are the duties and responsibilities for university supervisors of ESU student teachers:
1. Visit each new cooperating teacher and student teacher for orientation purposes as early as possible.
This visit is referred to as the “Hello Visit.” During this visit, the university supervisor should retrieve
the following materials: classroom schedule, contact information form, and any other initial information
about the placement or student teacher responsibilities deemed necessary. The university supervisor
should also verify with the cooperating teacher that they have access to Tk20 for completion of the
required assessment forms, payment card, and evaluation items. The university supervisor should also
review the cooperating teacher’s roles and responsibilities (outlined in the student teacher handbook).
2. The first observation of each student teacher should be conducted within the first 2 – 3 weeks. If a
“Hello visit” was not conducted (because the cooperating teacher is not new), all of the items outlined in
step one should be conducted at this time. During each observation a TEU Classroom Observation
Assessment should be completed. The second observation should be conducted during weeks 3 – 5 and
the final observation should be conducted during weeks 5 – 7.
a. Upon entering each school building, supervisors should contact school office personnel and
follow the building’s normal sign-in/sign-out procedures. The university supervisor should also
wear their ESU name badge and any additional identification badge required by the school.
b. The university supervisor should discuss the results of the observations immediately following
each observation with the student. The university supervisor should also meet with the
cooperating teacher to review the observation and share any concerns. Student teachers who are
experiencing difficulties, who need additional support, or who request more feedback should be
observed more frequently. In all cases, university supervisors should provide written feedback in
the form of the TEU Classroom Observation.
c. The best TEU Classroom Observation should be uploaded to Tk20 for data-collection purposes.
d. Inform the Department Chairperson and the Associate Dean for Field Experience and
Partnerships of any student teacher who is experiencing difficulties. Any such problems that the
student teacher is experiencing should be documented in writing. If an improvement contract is
needed it should be developed as early in the quarter as possible. When completing a contract,
follow the guidelines for “Unsuccessful Student Teaching Procedure” outlined in the TEC Policy
Manual.
3. At the completion of a student teacher’s experience at the end of each quarter, complete all evaluation
forms in Tk20. This includes 1) The best TEU Classroom Observation, 2) The Clinical Experience
Assessment Summary, 3) the PDE 430, 4) the Dispositions Rubric, and 5) any other department-specific
assessments.
4. The university supervisor and the content supervisor should communicate to share their views on the
student’s progress and to develop a schedule for their observations. When the student transitions from
their first placement to their second placement, the university supervisors should communicate with one
another regarding the student’s progress.
5. Keep a daily record of mileage, toll fees, and lunch costs. This information should be submitted to the
Office of Field Experience and Partnerships using the appropriate form at the end of each month.
University supervisors must claim the shortest distance between the university and school or home and
school.
25
6. At the conclusion of each semester, a university supervisor’s typed recommendation regarding each
student teacher should be submitted to the student and it is recommended that this letter be uploaded to
Tk20. In the event that two supervisors have worked with the same student, it is the responsibility of
each supervisor to prepare a recommendation for the student’s placement file. If two certification areas
are involved, it is important that two separate recommendations be completed.
7. Recommend potential cooperating teachers to the office of Field Experiences and Partnerships.
8. Attend all Supervisor Meetings
9. Fulfill all responsibilities as described in the Collective Bargaining Agreement.
26
UNSUCCESSFUL STUDENT TEACHING POLICY
East Stroudsburg University Teacher Education Council recommends using the following documents
and evidence to remove a candidate from an assigned clinical experience. The cooperating teacher and the
university supervisor meet to assess and document weakness in the candidate’s demonstration of each of the
four Beginning Educator Outcomes (Content, Learner and the Learning Environment, Teaching and the
Learning Process and Professionalism). The university supervisor and cooperating teacher conference with the
candidate on identified weaknesses and outline a schedule of learning experiences with a timeline and
improvements required. The resultant agreements are recorded as an improvement contract and signed by all
three parties (Student Teaching Contract). During this time the support and observations by the university
personnel will increase.
School building principals may request the removal of a candidate from their school. Such requests are
written and reference the candidate’s violation of the University’s School District Affiliation Agreements. The
Associate Dean of Teacher Education will, in consultation with the candidate’s cooperating teacher, university
supervisor, design a student teaching contract. The contract will include identified areas of concern, required
expectations and a timeline. It may be necessary for the Associate Dean to alter the timeline for the Candidate
to complete the student teaching course.
Candidates are limited to a maximum of three opportunities to successfully complete twelve units of the
clinical experience. An opportunity is defined as a half of a semester (one quarter, approximately 7.5 weeks).
Candidates experiencing difficulties during the clinical experience have the following options:
Candidates receiving an unsatisfactory grade may withdraw or proceed conditionally into the second
opportunity by satisfying a specific three-week action plan developed by the university supervisor.
Candidates who received a failing grade for the first assignment may request a second opportunity to
complete the clinical experience. The requesting candidate will need to complete an individualized
improvement program during the next quarter or semester.
The individualized improvement plan will include specific objectives related to the ESU Beginning
Educator Outcomes identified by the university supervisor, cooperating teacher, other ESU faculty and the
Associate Dean for Teacher Education. Candidates will provide artifacts of evidence of improvement and
change to their university supervisor for evaluation. Successful candidates will receive a formal
recommendation from their university supervisor. The candidate’s name and recommendation will be
submitted to the Department Chair for approval to complete the clinical experience. The candidate will need to
re-apply to student teach to be placed.
Candidates who receive a second failing grade must withdraw from the teacher education program.
*Please review Contract Flow Chart
28
TEACHING INTERNSHIP
East Stroudsburg University offers a special opportunity for individuals who have already
earned a Bachelor’s Degree and are considering teaching as a career.
The Teaching Intern Program allows qualified graduates to teach in secondary schools of
Pennsylvania prior to completing all the traditional requirements. Candidates who have secured
a teaching position can qualify for internship consideration.
Minimum requirements to qualify for the 3-year state Teaching Intern Certificate are
given below. The candidate must:
Complete any academic course determined by the department in which the
candidate seeks certification,
Successfully pass all required Praxis II tests,
Purchase a TK20 account,
Successfully complete initial graduate level education courses:
For PSED:
o PSED 516 :The Learner and the Learning Process
o PSED 520: Seminar I
o PSED 5_6: Teaching of ____________ in the Secondary School (English,
Foreign Language, Mathematics, Science or Social Studies)
For SPED:
o All graduate level education classes must be completed.
The student teaching requirement is met through the Intern Program while teaching in an
assigned school. Students are supervised through the university and must apply, register
(Enrollment Services), and pay for student teaching. Student teaching assignments for Interns are
conditional. As soon as a student accepts an Internship assignment from a school district, the
Intern must notify the Office of Field Experiences and Partnerships.
Through participation in course work and counseling, interaction with the university
advisors and cooperation with the employing district mentor, a continuum of support will be
provided during the intern period.
29
WORKLOAD FOR SUPERVISION OF STUDENT TEACHERS
The ESU Administration has agreed to the following workload policy for the
supervision of student teachers (when budgetary conditions allow):
Five (5) student teachers will be equivalent to one course (3 credit hours)
Nine (9) student teachers will be equivalent to two courses (6 credit hours)
Fourteen (14) student teachers will be equivalent to three courses (9 credit hours)
Eighteen (18) student teachers will be equivalent to four courses (12 credit hours)
Content area supervision by Arts and Sciences faculty shall be .33 for each student
teacher.
Content area supervision by Health or PETE faculty shall be .30 for each student
teacher.
This policy shall be used in the assignment of student teachers to faculty and in the
calculation of load by department chairs and the dean.
30
DEGREE PROGRAMS
East Stroudsburg University provides Bachelor of Science degree programs that lead to
certification in Early Childhood, Middle Level Education (4-8), Secondary Education (10 subject
areas), Special Education (Prek-8) and Early Childhood (Prek-4), Special Education (Prek-4) and
Middle Level (4-8) with 4 concentration areas, Health, and Health and Physical Education.
Graduate work is offered leading to the Master of Education degree in Elementary
Education, Secondary Education, Special Education, and Reading. Advanced graduate studies
for certification as a Reading Specialist, Supervisor of Special Education, and Educational
Leadership (Principal) are also available. Speech and Language Impaired and Instructional
Technology certification is also offered. A Master of Science degree in Speech-Language
Pathology required for Speech and Language Impaired certification.
Students not seeking a degree but possessing a bachelor’s degree may be eligible to enroll
as a certification only (non-degree) student.
31
UNDERGRADUATE DEGREE PROGRAM CODES
Banner
Program
Code
Banner Program
Description Degr.
Banner
Major
Code
Banner Major
Description
Banner Concentration
Description
Bann
Conc
Code
NS –
BIOL-BS Biology, BS B.S. BIOL Biology Secondary Education BIED
ED-ECED-BS
Early Childhood Education (N-3rd) , BS B.S. ECED
Early Childhood Education N - 3rd Certification ECCT
ED-
ECED-BS
Early Childhood
Education (N-3rd), BS B.S. ECED
Early Childhood
Education
Early Childhood Professional -
Noncertification ECNC
ED--
PKEC-BS
Early Childhood
Education (Pre K-4th
cert.), BS B.S. PKEC
Early Childhood
Education (PreK-4)
ED-EEED-BS
Early
Childhood/Elementary, BS B.S. EEED
Early
Childhood/Elementary
NS-ESPS-BA
Earth and Space Science, BA B.A. ESPS
Earth and Space Science Secondary Education ESED
NS-ESPS-
BS
Earth and Space
Science, BS B.S. ESPS
Earth and Space
Science Secondary Education ESED
ED-
ELED-BS
Elementary Education,
BS B.S. ELED
Elementary
Education
ED-ELSP-
BS
Elementary/Special
Education, BS B.S. ELSP
Elementary/Special
Education
AL-ENGL-
BA English, BA B.A. ENGL English Secondary Education ENED
AL-MLFR-BS French, BS B.S. MLFR French Secondary Education FRED
NS-GSCI-
BA General Science, BA B.A. GSCI General Science Secondary Education GSED
NS-GSCI-
BS General Science, BS B.S. GSCI General Science Secondary Education GSED
HL-
HLTH-BS Health Education, BS B.S. HLTH Health Education School Health CTSH
SS-HIST-
BA History, BA B.A. HIST History
Secondary Education Social
Studies HIED
NS-
MATH-BS Mathematics, BS B.S. MATH Mathematics Secondary Education MTED
Education and Special
Education MESE
ED-
MLED-
BS
Middle Level
Education, BS B.S. MLED
Middle Level
Education English Language Arts MLEL
Math MLMA
Science MLSC
Social Studies MLSS
HP-
CTPE-BS
Physical Education
Teacher Certification,
BS B.S. CTPE
Physical Education
Teacher
Certification
NS-
PHYS-BA Physics, BA B.A. PHYS Physics Secondary Education PHED
NS-
PHYS-BS Physics, BS B.S. PHYS Physics Secondary Education PHED
AL-MLSP-BS Spanish, BS B.S. MLSP Spanish Secondary Education SLED
32
ED-
SPED-BS Special Education, BS B.S. SPED Special Education
ED-SPPK-BS
Special Education/Early Childhood (Spec. Ed.
PK-8 with dual
certificate in Early Childhood), BS B.S. SPPK
Special
Education/Early Childhood (Spec.
Ed. PK-8 with dual
certificate in Early Childhood)
ED-
SPML-BS
Special
Education/Elementary-
Middle (Spec. Ed. PK-8 with dual certificate in
Middle Level), BS B.S. SPML
Special Education/Elementa
ry-Middle (Spec.
Ed. PK-8 with dual certificate in Middle
Level) English Language Arts MLEL
Math MLMA
Science MLSC
Social Studies MLSS
HL-
SPPA-BS
Speech-Language
Pathology, BS B.S. SPPA
Speech-Language
Pathology
33
Banner
Program Code Banner Program Description Degree
Banner
Major Code
Banner Major
Description
Banner Conc.
Code
Banner Conc.
Description
HL-HLTH-MS Health Education, MS M.S. HLTH Health Education HENR
Non-research
Option
HL-HLTH-MS Health Education, MS M.S. HLTH Health Education HERE
Research
Option
ED-ITMC-ME Instructional Technology, MEd M.Ed. ITMC
Instructional
Technology ITCT
Certification in
Instructional
Technology
ED-PRIN-CT
Principal K-12 Certification
Preparation PRIN Principal K-12
ED-READ-CT
Reading Specialist Certification
Preparation READ Reading
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTBI Biology
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTCH Chemistry
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTES
Earth and
Space
Science
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTEN English
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTFR French
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTGR German
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTGS
General
Science
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTMA Mathematics
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTPH Physics
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTSS Social Studies
ED-PSED-CT Certification in Secondary Education PSED
Secondary
Education CTSP Spanish
ED-SPSC-CT
Special Education Supervisor
Certification SPSC
Special Education
Supervisor
HL-SPPA-CT
Teacher Certification for ASHA
Speech-Language Pathologists SPPA
Speech-Language
Pathology
GRADUATE PROGRAM CODES
Graduate Certification Programs
34
TEACHER CERTIFICATION
Twenty-two state approved (PDE) teacher certification programs are offered at East
Stroudsburg University. These programs qualify the graduates for the Instructional I, Special
Endorsement to Instructional I, Educational Specialist, or Administrative certificates.
TEACHER CERTIFICATION AREAS
INSTRUCTIONAL I: Biological Sciences
Chemistry
Early Childhood (Prek-4)
Earth and Space Science
English
French
General Science
Health
Health and Physical Education
Mathematics
Middle Level (4-8)
Physics
Social Studies
Spanish
Special Education (Prek-8) and Early Childhood (Prek-4)
Special Education (Prek-8) and Middle Level (4-8)
Speech and Language Impaired
SPECIAL ENDORSEMENT TO INSTRUCTIONAL I:
Reading Specialist
English as a Second Language
Instructional Technology
ADMINISTRATIVE:
Principal – Elementary and Secondary
Special Education Supervisor
35
PENNSYLVANIA CERTIFICATION GRADE LEVELS FOR EACH PROGRAM
PROGRAM College DEPT. PreK-4 4-8 7-12 K-12
Early
Childhood
Education ECED &
ELED
X
Middle Level Education ECED
/ELED
and
PSED
X
Health Health
Sciences
HLTH X
Health &
Phys. Ed.
Health
Sciences
PETE and
HLTH
X
Secondary Education
and Arts &
Sciences
PSED
and
specific
content
departme
nts
X
Special Ed
and Early
Childhood
Education SPED
and
ECED/
ELED
X X (sped
only)
Speech &
Language
Impaired
Health
Sciences
SPPA X
DEPARTMENTS:
ECED & ELED: Department of Early Childhood & Elementary Education
HLTH: Health Department
PETE: Department of Physical Education Teacher Certification
PSED: Department of Professional and Secondary Education
SPED: Department of Special Education and Rehabilitation
SPPA: Department of Speech Pathology
36
PENNSYLVANIA TEACHER CERTIFICATION STANDARDS
INSTRUCTIONAL I TEACHING CERTIFICATE
A Pennsylvania Instructional I teaching certificate “provisionally” certifies a person to teach in
Pennsylvania for a maximum of six years.
Eligibility requirements include:
1. Satisfy East Stroudsburg University Teacher Education program degree and
graduation requirements
2. Pass any required Pearson or Praxis Series and Special Area (major) tests.
3. Complete a Pennsylvania Teacher Certification application using the TIMS system
on the PDE website.
4. Obtain all required clearances: criminal, FBI, and child abuse.
INSTRUCTIONAL II TEACHING CERTIFICATE
A Pennsylvania currently has two levels of certification. The initial certificate, Level I, is valid
for a specific number of service years, during which time you must complete established
requirements. Upon completion of those requirements, the Level I may be converted to a Level
II certificate. If not converted, the Level I lapses. You cannot be employed in a Pennsylvania
public school with a lapsed certificate.
Level I Pennsylvania Instructional and Educational Specialist certifications are valid for six
(6) years of service, not calendar years. If you have been teaching in Pennsylvania on a Level I
certificate for 3-6 years of satisfactory service and have earned 24 post-baccalaureate credits,
you can apply for a Level II certificate. The following conditions must be met:
Six credits must be associated with your area(s) of certification and/or must be designed
to improve professional practice
You must have three years of satisfactory service on a Level I certificate, verified by the
chief school administrator of the employing school entity
You must have completed a PDE induction program verified by the chief school
administrator of your employing entity
For more details, please check the PDE website.
ACT 48 REQUIREMENTS TO MAINTAIN A PENNSYLVANIA CERTIFICATE
Act 48 of 1999 requires that all certified educators complete six college credits, six
credits of continuing professional education courses, 180 clock hours of continuing professional
education, or any combination of collegiate studies, continuing professional education courses or
learning experiences equivalent to 180 hours every five years. For the purposes of calculating
hours and credits, one credit of collegiate studies or continuing professional education courses is
equivalent to 30 hours of continuing professional education. The professional education
requirements took effect July 1, 2000 for all certified educators. To receive Act 48 credits for
courses taken at ESU, refer to the web page http://www.esu.esu/sps/Act48.htm
37
Certification Area
Test
Code Test Title
Current PA
Qualifying Score
8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220
8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220
8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220
8006 Pearson Pennsylvania Educator Certification Tests (PECT) - Module 1 220
8007 Pearson Pennsylvania Educator Certification Tests (PECT) - Module 2 220
8008 Pearson Pennsylvania Educator Certification Tests (PECT) - Module 3 220
Early
Childhood
PreK-4
Certification Area
Test
Code Test Title
Current PA
Qualifying Score
8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220
8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220
8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220
5152* Praxis II PA Middle School Grades 4-8 Core Assessment
5153 Praxis II PA Middle School Grades 4-8 Core Assessment - Pedagogy Subtest 162
5154
Praxis II PA Middle School Grades 4-8 Core Assessment - English Language Arts &
Social Studies Subtest 152
5155
Praxis II PA Middle School Grades 4-8 Core Assessment - Mathematics & Science
Subtest 164
5156** Praxis: English Language Arts 156
5157** Praxis: Social Studies 150
5158** Praxis: Mathematics 173
5159** Praxis: Science 156
*=use this code to register for all three subtests
**=only take concentration test
Middle
Level
Grades 4-8
Certification Area
Test
Code Test Title
Current PA
Qualifying Score
8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220
8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220
8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220
8006 Pearson Pennsylvanis Educator Certification Tests (PECT) - Module 1 220
8007 Pearson Pennsylvanis Educator Certification Tests (PECT) - Module 2 220
8008 Pearson Pennsylvanis Educator Certification Tests (PECT) - Module 3 220
8011 Pearson SPED Specialty Test - Module 1 220
8012 Pearson SPED Specialty Test - Module 2 220
Special
Education
PK-8 and
Early
Childhood
PK-4
PENNSYLVANIA TEACHER CERTIFICATION QUALIFYING TEST SCORES
The Pennsylvania Department of Education requires the following scores on the
following tests:
38
Certification Area
Test
Code Test Title
Current PA
Qualifying Score
8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220
8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220
8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220
5152* Praxis II PA Middle School Grades 4-8 Core Assessment
5153 Praxis II PA Middle School Grades 4-8 Core Assessment - Pedagogy Subtest 162
5154 Praxis II PA Middle School Grades 4-8 Core Assessment - English Language Arts & Social Studies Subtest 152
5155 Praxis II PA Middle School Grades 4-8 Core Assessment - Mathematics & Science Subtest 164
8011 Pearson SPED Specialty Test - Module 1 220
8012 Pearson SPED Specialty Test - Module 2 220
*=use this code to register for all three subtests
Special
Education
PK-8 and
Middle
Level (4-8)
Certification Area
Test
Code Test Title
Current PA
Qualifying Score
8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220
8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220
8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220
0235* Praxis II - Biology 147
0245* Praxis II - Chemistry 154
0571* Praxis II - Earth Science 157
0041* Praxis II - English Language Literature and Comp 160
0435* Praxis II - General Science 146
0061* Praxis II - Math 136
0265* Praxis II - Physics 140
0081* Praxis II - Social Studies 157
*=take concentration area test only
Secondary
Certification
- all majors
except
Modern
Language
Certification Area
Test
Code Test Title
Current PA
Qualifying Score
8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220
8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220
8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220
0511 Praxis II - Fundamental Subjects Content Knowledge 150
5174 Praxis II - Specialty Area Test: World Language - French 162
5195 Praxis - Specialty Area Test: World Language - Spanish 167
Note - World Language candidates have the option of having either the PRAXIS or
ACTFL test
Modern
Language
K-12
39
Certification Area
Test
Code Test Title
Current PA
Qualifying Score
8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220
8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220
8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220
0511 Praxis II - Fundamental Subjects Content Knowledge 150
0856 Praxis II - Specialty Area Test: Health & Physical Education Content Knowledge 146
Health &
Physical
Education K-
12
Certification Area
Test
Code Test Title
Current PA
Qualifying Score
8001 Pearson Pre-service Academic Performance Assessment (PAPA) - Reading 220
8002 Pearson Pre-service Academic Performance Assessment (PAPA) - Writing 220
8003 Pearson Pre-service Academic Performance Assessment (PAPA) - Math 220
0511 Praxis II - Fundamental Subjects Content Knowledge 150
0856 Praxis II - Specialty Area Test: Health & Physical Education Content Knowledge 146
0550 Praxis II - Specialty Area Test: Health Education Content 650
Health
Education
K-12
I. Composite Score Option for PAPA:
The Composite Scoring Option for PAPA was initiated to enable a candidate who may
excel in one area such as mathematics, but who is not strong in another PAPA area, to receive a
passing score on the PAPA series. In order to qualify, a candidate must meet a minimum score
in each test area (Mathematics, Reading, and Writing) and then exceed the passing score by an
amount equal to the Standard Error of Measurement in one or two of the other test areas. The
candidate’s test scores are added together, and if the scores total 686, the candidate has passed
the PAPA series. The Minimum Scores required for the Composite Scoring Option are shown
below.
Test Name Test Number
PAPA Qualifying
Score
Minimum Composite
Score
PAPA Reading 8001 220 193
PAPA
Mathematics 8002 220 197
PAPA Writing 8003 220 192
40
II. Composite Score Option for those who took/registered for the PPST (Praxis I) tests
prior to 4/02/2012:
Instructional I candidates may use the PPST composite score method to meet the
requirements for certification if they look or registered for the PPST (Praxis I) tests prior to
4/02/2012. The composite score method may assist a candidate who may excel in one area such
as mathematics, but is not strong in another area. Two conditions must be met to use the
composite score method: (1) the Minimum Composite Score on each Pre-Professional Skills Test
(PPST) is achieved or surpassed; and (2) the sum of the three test scores must be at least 521 to
qualify for PA certification. If any test is below the minimum shown below, the composite score
may not be used.
Test Name Test Number
Praxis Qualifying
Score
Minimum Composite
Score
PPST Reading or
Computerized PPST
Reading
0710 or 5710 172 169
PPST Writing or
Computerized PPST
Writing
0720 or 5720 173 170
PPST Mathematics or
Computerized PPST
Mathematics
0730 or 5730 173 170
41
PENNSYLVANIA DEPARTMENT OF EDUCATION (PDE) BUREAU OF SCHOOL
LEADERSHIP AND TEACHER QUALITY – GPA QUALIFYING TEST SCORE
Introductory Notes: A. CAUTION: The GPA Qualifying Score scale is limited to applicants for
certification at the time of application, and is based on the candidate’s final GPA.
All required coursework and student teaching/practicum/internship requirements
must be completed and the candidate for certification must be finished with
his/her program of studies.
B. The qualifying score for a particular GPA range is based on the standard deviation
of that test, which may change as more data is received. PDE’s goal is to update
standard deviation information for new tests after one year. Updates may occur at
five year intervals for other tests. This table is current for the academic year
2012-2013.
C. GPA’s may not be rounded up. We understand that there will always be someone
who misses the cutoff by the smallest of margins.
D. Act 24 of 2011 removed the requirement for pre-professional skills tests, such as
PPST and PAPA, for post-baccalaureate program candidates.
E. Candidates must pass all three Pre-professional Skills Tests from the same series,
i.e., all PPST or all PAPA.
F. World Language candidates have the option of taking either the Praxis or the
ACTFL tests, when both are available. If ACTFL is selected, candidates should
take the Oral Proficiency Interview (OPI) or Oral Proficiency Interview by
Computer (OPIc). When a written ACTFL test exists, it must be taken in addition
to the OPI. The minimum proficiency to qualify is Intermediate High for each
ACTFL test. Go to www.actfl.org. Navigate to Professional Development >
Certified Proficiency Testing Programs > Proficiency Testing from the home
page.
G. Tests must be sent to PDE directly from the test provider, e.g., ETS.
H. Pre-professional skills test scores are valid for life. Content area tests are usually
valid for ten years except when an out-of-state candidate qualifies under the three
of seven rule. Tests are only valid for five years in that case.
Content Test Standard
Deviation
Qualifying
Score 2.8 -
2.99 GPA
(+1 std
deviation)
Qualifying
Score 3.0
GPA
Qualifying
Score 3.01
- 3.25
GPA (-
0.25 std
deviation)
Qualifying
Score 3.26
- 3.5 GPA
(-0.5 std
deviation)
Qualifying
Score 3.51
- 3.75
GPA (-
0.75 std
deviation)
Qualifying
Score 3.76
- 4.0 GPA
(-1 std
deviation)
Test
Vendor
Biology:
Content
Knowledge
(0235/5235)
5 152 147 146 145 143 142† ETS
Chemistry:
Content
Knowledge
(0245/5245)
6 160† 154 153† 151 150† 148 ETS
42
Early
Childhood
Education
(0020)
Replaced
4/2/2012 by
PreK-4 Battery
(8006, 8007,
8008)
23 553 530 524 519 513 507
Educ.
Leadership:
Admin &
Supervision
(0411/5411)
Replaced
11/1/2012 for
Principals, Voc
Directors by
SLLA (6011)
6 149 143 142 142 140 139 137
Elem. Ed.
Curr. Inst. &
Assess
(0011/5011)
Replaced
4/2/2012 by
PreK-4 Battery
(8006, 8007,
8008)
7 175 168 166 165† 163 161
English Lang.
Lit & Comp.
Content
(0041/5041)
5 165 160 159 158 156 155 ETS
French-
Foreign Lang -
Content (0173)
Replaced by
French-World
Lang. (5174)
4 174 170 169 168 167 166
French-World
Languages
(5174)
5 167 162 161 160 158 157 ETS
Fundamental
Subjects
Content Know.
(0511/5511)
5 155 150 149 148† 146 145 ETS
General
Science:
Content
Knowledge
(0435/5435)
6 152 146 145 143 142 140† ETS
43
German-
Foreign Lang.
Content (0181)
Replaced
9/2010 by
German-
World Lang.
(5183)
5 170 165 164 163 161 160
German-World
Languages
(5183)
5 168 163 162 161 159 158 ETS
Health & Phys.
Ed. Cont.
Know.
(0856/5856)
5 151 146 145 144 142 141 ETS
Health
Education
Content
(0550/5550)
29 679 650 643 636 628 621 ETS
Mathematics:
Content
Knowledge
(0061/5061)
8 144 136 134 132 130 128 ETS
Middle School
English 7-9
(0049/5049)
Replaced
9/1/2013 by PA
Grades 4-8
Core Assess
Battery (5153,
5154, 5155)
and
Concentration-
English (5156)
7 170 163 161 160† 158 156 ETS
Middle School
Math 7-9
(0069)
Replaced
9/1/2013 by PA
Grades 4-8
Core Assess
Battery (5153,
5154, 5155)
and
Concentration-
Math (5158)
7 158 151 149 148† 146 144 ETS
44
Middle School
Science 7-9
(0439)
Replaced
9/1/2013 by PA
Grades 4-8
Core Assess
Battery (5153,
5154, 5155)
and
Concentration-
Science (5159)
6 150 144 143 141 140 138 ETS
Middle School
Social Studies
7-9 (0089/5089)
Replaced
9/1/2013 by PA
Grades 4-8
Core Assess
Battery (5153,
5154, 5155)
and
Concentration-
Social Studies
(5157)
6 158 152 151† 149 148† 146 ETS
Pennsylvania
Grades 4-8 -
Module 1
Pedagogy
(5153)
X X 162 X X X X ETS
Pennsylvania
Grades 4-8 -
Module 2
English
Language Arts
& Social
Studies (5154)
X X 152 X X X X ETS
Pennsylvania
Grades 4-8 -
Module 3
Mathematics &
Science
X X 164 X X X X ETS
Pennsylvania
Grades 4-8 -
Subject
Concentration
English
Language Arts
(5156)
X X 156 X X X X ETS
Pennsylvania
Grades 4-8 -
Subject
Concentration
Science (5159)
X X 156 X X X X ETS
45
Pennsylvania
Grades 4-8 -
Subject
Concentration
- Social Studies
(5157)
X X 150 X X X X ETS
Pennsylvania
Grades 4-8 -
Subject
Concentration
- Mathematics
(5158)
X X 173 X X X X ETS
Physics:
Content
Knowledge
(0265/5265)
6 146 140 139† 137 136† 134 ETS
PreK-4 Module
1 - Child Dev,
Prof (8006)
27 247 220 213 206 200 193 ES
Pearson
PreK-4 Module
2 - Lang, Social
Stud (8007)
24 244 220 214 208 202 196 ES
Pearson
PreK-4 Module
3 - Math,
Science (8008)
24 244 220 214 208 202 196 ES
Pearson
Reading
Specialist
(0300)
Replaced
8/01/2012 by
Reading
Specialist
(0301/5301)
27 597 570 563 557 550 543 ETS
Reading
Specialist
(0301/5301)
X X 164 X X X X ETS
Safety/Driver
Education
(0860)
39 559 520 510 501 491 481 ETS
School
Leadership
Licensure
Assessment-
SLLA
(1011/6011)
Not
Available X 163 X X X X ETS
School
Superintendent
Assessment
(SSA)
(1021/6021)
Effective
1/01/2013
Not
Available X 160 X X X X ETS
46
Social Studies:
Content Know.
(0081/5081)
5 162 157 156 155 153 152 ETS
Spanish-
Foreign Lang.
Content (0191)
Replaced
9/2010 by
Spanish-World
Lang (5195)
5 171 166 165 164 162 161
Spanish-World
Languages
(5195)
5 173 168 167 166 164 163 ETS
Spec. Ed. -
Core
Knowledge &
Applications
(0354/5354)
Replaced
4/2/2012 by
Spec. Educ.
PreK-8 Battery
(8011, 8012) or
Spec. Educ. 7-
12 Battery
(8015, 8016)
5 156 151 150 149 147 146 ETS
Spec. Ed. -
PreK-8 Module
1 (8011)
23 243 220 214 208 202 197 ES
Pearson
Spec. Ed. -
PreK-8 Module
2 (8012)
23 243 220 214 208 202 197 ES
Pearson
Spec. Ed. - 7-12
Module 1
(8015)
22 242 220 215 209 204 198 ES
Pearson
Spec. Ed. - 7-12
Module 2
(8016)
19 239 220 215 210 206 201 ES
Pearson
Spec. Ed. of
Exceptional
Students (0353)
Replaced
9/2010 by Spec.
Ed-Core (0354)
7 143 136 134 133† 131 129
† Score corrections 8/2011 Effective for tests TAKEN on or after Jan 1, 2012
X Standard error data available in August 2014 if enough data is available
Certification Areas with no Qualifying Test
Instructional Technology Specialist (No Specialty Test)
47
TEACHER EDUCATION PROGRAMS
This section of the manual identifies four important components of the program that
candidates and faculty should follow. They are:
A. Important steps that all candidates follow through the teacher education program.
(Refer to Important Steps)
B. Admission requirements for entering the program. (Refer to Admission
Requirements Table)
C. All candidates are required to successfully complete the professional education
component of their certification program. (Refer to Professional Education Table)
D. Candidates must maintain program standards to remain. (Refer to Standards for
Continued Enrollment)
48
IMPORTANT STEPS FOR SUCCESS IN TEACHER EDUCATION PROGRAMS
I. ADMITTED TO EAST STROUDSBURG UNIVERSITY
A. Attend freshman orientation and Teacher Education Program Overview Session
B. Choose academic major
C. Begin taking required courses
D. Satisfy criminal and abuse record review.(Act 34 or FBI Clearance and Act 151)
II. ADMISSION TO TEACHER EDUCATION PROGRAM
A. Pass all departmental and teacher education program requirements
B. Take two Mathematics and two English courses (one in writing and one in literature)
C. Achieve minimum overall GPA (2.8 or as required by program) and major GPA
average determined by each program
D. Pass PAPA
E. Apply for admission to specific program and obtain department recommendation
F. Maintain criminal and abuse record review
III. CONTINUED ENROLLMENT STANDARDS
A. Maintain overall GPA ( 2.8) and major GPA set by individual program
B. Complete
1. General education courses
2. Professional education courses
3. Early field experiences
4. Major courses
C. Evidence of negative TB test
IV. STUDENT TEACHING ELIGIBILITY
A. Pass required courses and have taken a minimum of 96 credits
B. Maintain overall GPA (2.8) and required major GPA
C. Receive departmental approval
D. Continue to satisfy criminal and abuse record review
E. (For K-12 certifications) Pass Praxis II Fundamental Subjects: Content Knowledge
V. GRADUATION REQUIREMENTS
A. Satisfactorily complete student teaching
B. Maintain overall and major GPA requirements
C. Satisfy all degree requirements
VI. TEACHER CERTIFICATION STANDARDS
A. Satisfy all program requirements including GPA of 3.0
B. Complete certification application
C. Receive recommendations of Advisor, Department and Certification Officer
D. Continue to satisfy criminal and abuse record review
E. Successfully pass Praxis II or Pearson test requirements
49
ADMISSION REQUIREMENTS FOR UNDERGRADUATE TEACHER EDUCATION PROGRAMS
Program Credits GPA Essay Courses Apply Faculty Interview Other
Elementary
Education,
Early
Childhood
Education
(PreK – 4)
(Middle
Level)
48 3.0 Yes Math 105,
Additional
math course,
ENG 103,
Literature
course,
ELED 132;
Enrollment in
ELED 264 or
ECED 262
Yes Faculty vote Yes SPSEA member-
ship
Portfolio
PAPA passed
Updated Act 34,
114, 151
Health & PE 48 - 60 2.8 Portfolio 6 credits
math
ENG 103
Literature
course
MSES 100,
140, 240,
241, 200, 202
or 203 HLTH
220, 230,
PSED 161
Yes Interviewed by
faculty, scored
on Admission
Portfolio
Interview
Yes PSAHPERD
member-ship
Portfolio
PAPA passed
Updated Act 34,
114, 151
Health 48 - 60 3.0 Yes BIOL111,112
6 credits
math
ENG 103
Literature
course
HLTH
210,220,
230,240
PSED 161
Yes Interviewed by
faculty, scored
on Admission
Portfolio
Interview
Yes Health
Professional
Organization
Membership
Portfolio & Essay
PAPA passed
Updated Act 34,
114, 151
50
Program Credits GPA Essay Courses Apply Faculty Interview Other
Secondary
Education
(Middle Level)
(Secondary
Concentrations)
48 2.8 Portfolio Two math
courses,
ENG 103,
Literature
course
Yes Interviewed by
two faculty,
using rubric
Yes Portfolio,
PAPA passed
Updated Act
34, 114, 151
Special
Education
(SPED k-8
with PreK-4)
(SPED PreK-8
with Middle
Level)
48 3.0 Yes Math 105,
Math 205
ENG 103
Literature
course,
ELED 132;
SPED 105
Yes Faculty vote Yes CEC
membership,
Portfolio,
Praxis I passed
Updated Act
34, 114, 151
51
STANDARDS FOR CONTINUED ENROLLMENT IN UNDERGRADUATE TEACHER
EDUCATION PROGRAMS AND CONSEQUENCES FOR FALLING BELOW STANDARDS
PROGRAM STANDARDS CONSEQUENCES
ECED
PreK-4
3.0 overall GPA
3.0 major GPA
Students must have a 3.0 GPA and be admitted to take 300 level
courses in their major. Only “C” or better grades in the major.
HLTH 3.0 0overall GPA
3.0 major GPA
Students below a 2.5 overall or 2.5 major GPA for two consecutive
semesters will not be allowed to register for courses in the HLTH
major.
Health & PE 2.8 overall GPA
2.8 major GPA
Students below a 2.5 overall or 2.5 major GPA will be ineligible to
enroll in PED 3 as a PETE major and will be dropped from the PETE
concentration.
PSED 2.8 overall GPA
2.5 major GPA
Students below a 2.5 overall may not enroll for PSED 250, Students
below 2.8 may not be screened in or take Seminar I or II or the
Teaching of courses
SPED/ECED
SPED/Middle
3.0 overall GPA
CEC Standards:
Maintain an active
Membership
Students must maintain a 3.0 or above GPA to take 300 level courses in
the major.
Middle Level 3.0 overall GPA
3.0 major GPA
Students must have a 3.0 GPA and be admitted to take 300 level
courses in their major. Only “C” or better grades in the major.
SPPA
2.8 overall GPA
2.85 major GPA
Students below a 2.85 overall or 2.85 major GPA for two consecutive
semesters will not be allowed to register for any additional SPPA
courses.
All students must have a 3.0 at time of graduation for Pennsylvania certification.
52
East Stroudsburg University
Assessment System
Key
Assessment BEO
Evaluation
Instruments
Assessment
process Aggregated
Beginning,
Middle, End
Transition #1 Admission to the
University
Admission to
ESU 1,2
SAT/ H.S. GPA/
Transfer GPA
Undergrad GPA +
PPST
Admissions
office (UG)
Graduate school
& graduate
coordinator
(post-bac)
Upon admission;
individually, yearly, unit
analysis
Beginning
Praxis I (PPST) 1 ETS Standardized
Test
State-established
passing score
Checked at
initial screening
Individually, prior to
screening; unit for Title II
report
Beginning
Transition #2: Admittance to
the Program
Admittance into
Teacher
Education
program
1,2,3
9,11
Interview, portfolio,
GPA, 2 English, 2
math, clearances,
Praxis I
Departmental
screening rubric
and report; TEC
vote
Individually, program, and
unit; yearly Beginning
Dispositions 3,4,5
9,10,
11 Varies by program
Individual course
professors and
cooperating
teachers
Not currently Beginning,
Middle
Field experiences 1,3,5,
11 Field Experience
Assessments
Individual course
professors and
cooperating
teachers
Not currently Middle
53
Key
Assessment BEO
Evaluation
Instruments
Assessment
process Aggregated
Beginning,
Middle, End
Transition Point
#3: Program-
based
Assessments
during Course
& Field
Experiences
Program-based
assessment of
content
knowledge
1, 2 Varies by program Individual
course
professors
Individually and by
program; yearly Middle
Program-based
assessment of
effective
planning
6,7, 8
Varies by program Individual
course
professors
Individually and by
program; yearly Middle
Program-based
assessment of
impact on P-12
learning
3,4, 5, 8
Varies by program
Individual
course
professors and
cooperating
teachers
Individually and by
program; yearly Middle
Additional
program-based
assessments 1-11 Varies by program
Individual
course
professors and
cooperating
teachers
Individually and by
program; yearly Middle
Transition Point
#4: Approval for
Student
Teaching
Approval for
student teaching 1,2, 11
Departmental
recommendation,
GPA, performance
in program, Praxis
II (K-6/K-12 only)
Department
recommends;
office of field
experience
confirms
Not currently Middle
54
Key
Assessment BEO
Evaluation
Instruments
Assessment
process Aggregated
Beginning,
Middle, End
Transition
Point#5:
Program
Completion
Clinical
Experience
Assessment for
student teaching
1-11
(all)
Clinical Experience
Assessment
Summary;
TEU Classroom
Observation
Cooperating
Teacher,
University
Supervisor, and
Content
Supervisor
(where
applicable) at
end of each
quarter of
student
teaching
Individually, program,
and unit; semester
End of the
teacher
preparation
program
State assessment
instrument for
student teaching 1-11
PDE 430
Pennsylvania
Statewide
Evaluation Form
for Student
Professional
Knowledge and
Practice
University
supervisor with
student teacher
signature; end
of each quarter
of student
teaching
Individually and unit;
semester End
Praxis II 1,2
etc. State Standardized
Test
Individually,
prior to
certification Yearly for Title II report End
Recommendation
for certification 1-11
(all)
Graduation
evaluation, GPA,
Praxis tests; Moral
character statement
Advisor, chair,
dean, and
certification
office
Individually, program,
and unit; yearly End
Transition Point
#6: Program
Evaluation
Program
evaluation 1-11
(all)
Evaluation of
Teacher Education
Program; First-year
Teacher Survey;
Third-year Teacher
Survey
Student
teachers
completing
program; 1st
and 3rd
year
graduates of
initial programs
Program and unit; each
semester End
56
Appendix 1
East Stroudsburg University
Student Teaching Handbook
Dr. Terry R. Barry
Office of Field Experiences
and
Partnerships
214 Stroud Hall
(570) 422-3413 (Phone)
(570) 422-3650 (Fax)
57
Message from the Dean of Education
And
Associate Dean of Field Experiences and Partnerships
Dear Student Teachers:
Student teaching is the capstone experience of your teacher preparation program. As you prepare for
your student teaching semester, you have the opportunity to synthesize the knowledge, skills, and
dispositions you have learned in your teacher education program at East Stroudsburg University.
Student teaching will involve your transition from a student to a beginning educator as you will be
applying what you have learned about effective practice while critically exploring the profession, as well
as your identity as a teacher. Your practicum sessions will help support you through this process as you
will have the opportunity to reflect on your experiences and grow as a professional.
Your student teaching experience will allow you to strengthen your ability to make reflective and
deliberate decisions that support and extend the learning of all students. In doing so, you will make great
strides toward having a positive impact on our profession.
As you transition from student teacher to practicing teacher in the field, remember the power and
importance of our profession. Parents entrust us with the education of their children. Value this trust by
continually refining your craft, collaborating with professionals in the field, and making sure that
students are always at the forefront of your decisions.
We wish you well as you complete your student teaching experience and become beginning educators.
You are joining ESU alumni who are among the finest professionals in the field - Rely on them and be
inspired by them.
Best Regards,
Dr. Pamela Kramer-Ertel ~ Dean-College of Education
Dr. Terry Barry ~ Associate Dean of Field Experiences and Partnerships - College of Education
“The teachers of this country, one may say, have its future in their hands.”
~William James~
58
Table of Contents
Message from the Dean and Associate Dean ………………………………………… i.
Mission …………………………………………………………………………………. 1
Vision …………………………………………………………………………………… 1
Philosophy ………………………………………………………………………………. 2
Goals …………………………………………………………………………………….. 3
Student Teaching Placement …………………………………………………………… 4
Student Teaching Placement Card …………………………………………….. 4
Clearances ……………………………………………………………………………….. 5
Act 34 …………………………………………………………………………….. 5
Act 151 …………………………………………………………………………… 5
Federal Criminal History Report (FBI) ……………………………………….. 5
Act 24 …………………………………………………………………………….. 6
Tuberculosis Tests ………………………………………………………………. 6
PSEA Membership Card ………………………………………………………… 6
Picture Identification ……………………………………………………………. 7
Praxis/Pearson Test ……………………………………………………………… 7
Quality Point Average …………………………………………………………… 7
Student Teaching Documents Contract ………………………………………… 7
Infractions Appeals Process …………………………………………………………….. 9
Beginning Educator Outcomes …………………………………………………………. 10
Professional Dispositions ………………………………………………………………… 11
TEU Dispositions Assessment Chart ……………………………………………. 19
Dispositions Remediation Plan …………………………………………………. 20
Roles and Responsibilities of the Student Teacher ……………………………………. 21
Unit-wide Assessments …………………………………………………………………... 21
TEU Classroom Observation ……………………………………………………. 21
TEU Clinical Assessment Summary …………………………………………… 26
Dispositions Assessment ………………………………………………………… 27
Pennsylvania Department of Education (PDE) 430 …………………………… 27
Departmental Assessments ……………………………………………………………… 32
Professional Development Practicums ………………………………………………….. 32
Unsuccessful Student Teaching …………………………………………………………. 32
Student Teaching Contract ……………………………………………………… 34
Roles and Responsibilities of the Cooperating Teacher ……………………………….. 35
Selection of Cooperating Teachers ……………………………………………… 35
Preparing for your Student Teacher’s Arrival ………………………………. 35
Observation and Feedback ……………………………………………………. 36
Visitation by University Supervisors …………………………………………… 37
Related Professional Activities …………………………………………………. 37
Using TK20 ………………………………………………………………………. 38
Mandatory Cooperating Teacher TK20 Forms ……………………………….. 39
Payment Card ……………………………………………………………. 39
Clinical Experience Assessment Summary …………………………….. 39
TEU Observation Form …………………………………………………. 39
TEU Dispositions Rubric ………………………………………………… 40
59
Cooperating Teacher Survey ……………………………………………. 40
Letter of Recommendation and Additional Observations …………….. 40
Additional Forms ………………………………………………………… 40
Notes ………………………………………………………………………………………. 41
60
Mission The Mission of the Teacher Education Unit is to provide diverse learning experiences and dynamic
collaborations that develop reflective, deliberate 21st century educators who support and extend the
learning of all students in a global society.
Vision
The Teacher Education Unit’s vision is that our teacher education program will be recognized for
excellence in educational leadership and teacher education at the local, state and national levels by:
Expanding and sustaining partnerships with Pk – 12 schools and families, as well as
collaborative efforts with alumni, the community, and the university.
Demonstrating theory and research-based pedagogy and cutting edge technologies that advance
21st century skills including: communication, collaboration, critical thinking and creativity.
Promoting an expanded understanding of diversity that meets the unique needs of every learner.
Advancing safe, culturally responsive, pro-social learning environments that engage and
challenge all learners.
Cultivating learning communities that engage students and partners in scholarship, inquiry, and
service while encouraging collaboration and life-long learning.
Pursuing a diverse faculty and student body that reflect 21st century classrooms.
61
Philosophy
The philosophy of the Teacher Education Unit is that East Stroudsburg University (ESU) is dedicated
to developing beginning educators who are reflective and deliberate decision makers. To accomplish
this goal, ESU will develop educators who link theory to practice, honor diversity, integrate
technology, demonstrate appropriate dispositions, observe and teach in collaborative educational
settings, and reflect on both their knowledge and their teaching in a global context. This philosophy,
directly underpinned by the mission and vision statements, is reflected in the following commitment
statements:
Determine, articulate, and integrate essential content within and across disciplines.
Use creative and critical thinking skills to pose problems, find solutions, and interpret
information.
Communicate effectively using written, oral, and nonverbal communication with students,
colleagues, parents, and the larger community.
Build upon the learners' experiences, developmental levels, intelligences, learning styles,
cultural backgrounds, abilities, and interests.
Create positive, pro-social learning environments that honor, challenge, and engage learners.
Plan, implement, and assess instruction that is congruent with the identified outcomes and
differentiated according to the needs of learners.
Use a repertoire of appropriate strategies to stimulate, refine, and promote student achievement.
Integrate a variety of effective teaching tools, including instructional technology, to maximize
learning.
Collaborate actively with colleagues, families, and other educational advocates for the benefit of
the learner.
Exhibit professionalism through a coherent set of ethical behaviors, lifelong learning, and
advocacy for the teaching profession.
62
Goals
The Teacher Education Unit recognizes teaching as both an art and a science. As such, educators
must continually evaluate their instruction in an effort to improve practice. The Teacher Education
Unit’s goals integrate its vision, mission, and philosophy for the purpose of continuous improvement.
This begins at the student level as candidates learn, plan, teach, assess, and reflect. Their reflections
serve not only as insights, but also as stimuli for improvement. Candidates use their reflections to
inform future teaching. The Continuous Improvement Loop is illustrated below:
Continuous Improvement Loop – Candidate Level
63
Student Teaching Placement
The Office of Field Experiences and Partnerships coordinates student teaching assignments once
students have been screened by their departments. To secure a student teaching assignment, students
should apply for an assignment one year prior to the start of their student teaching semester. The Office
of Field Experience and Partnerships will conduct two application meetings (October for fall placements
and February for spring placements) for this purpose. At this meeting, students must: 1) complete a
Student Teaching Placement Card; 2) sign a Student Teaching Documents Contract; and 3) submit an
Application for Student Teaching via Tk20.
Student Teaching Placement Card:
It is important to accurately fill out the student teaching placement card because this information is used
to secure appropriate placements. Using these cards, students will be asked to prioritize the regions for
their student teaching placement. While every attempt will be made to secure a first priority placement,
please understand that the precise location of a placement cannot be guaranteed. When selecting
placement locations, students should consider where they will be residing during their student teaching
semester and travel arrangements to and from their student teaching site. Students generally will not be
placed in schools that they have attended or where relatives are employed.
The Student Teaching Placement Card also contains important contact information. It is important to
make sure that this information is accurate as it will be used to cross-reference our records and contact
you should there be a question concerning placement. A sample of the student teaching placement card
below:
Figure 2 – Student Teaching Placement Card
64
Clearances
Pennsylvania Law, Act 114 requires that all individuals having contact with children in public and
private schools, including student teachers, complete background clearances in order to help ensure
the safety and welfare of the children and young adults they serve. These clearances must be valid
throughout the student teaching semester(s). These clearances include Act 34, Act 151, Federal
Criminal History Report, Act 24, and Tuberculosis Test clearance. In addition to these clearances, East
Stroudsburg University also requires PSEA membership, identification, passing Praxis/Pearson test
scores, and minimum GPA by major.
Act 34:
Act 34, the Pennsylvania State Police Background check, reviews criminal records within the
Commonwealth of Pennsylvania. The Pennsylvania State Police have established a web-based
application called “Pennsylvania Access To Criminal History,” (PATCH). Application for an Act 34
clearance costs $10 and may be accessed via the following website: https://epatch.state.pa.us/Home.jsp.
Applicants generally receive their clearances immediately. The clearance should be saved as a pdf file
and emailed to the Office of Field Experiences and Partnerships ([email protected]).
Act 151:
Act 151, the Pennsylvania Department of Public Welfare Child Abuse History Clearance, may be
accessed online; however, it must be submitted via U.S. mail. As its name implies, this Act checks for
any record related to child abuse. The Child Abuse Clearance check costs $10 and may be accessed at:
http://www.dpw.state.pa.us/ucmprd/groups/webcontent/documents/form/s_001762.pdf.
Once this form is completed, it must be printed and mailed to the Department of Public Welfare.
Applications generally take 14 days to process. Once this clearance is received, it must be scanned as
a pdf file and emailed to the Office of Field Experiences and Partnerships (fetemp@po-
box.esu.esu).
Federal Criminal History Report (FBI Rap Sheet):
A Federal Criminal History Report is required for all prospective employees, student teacher
candidates, contractors, and their employees who have contact with children in the schools of the
65
Commonwealth of Pennsylvania. Accordingly, all student teachers must also attain a Federal Criminal
History Report to student teach. The cost of this report is $28.75. This report may be accessed online
(https://www.pa.cogentid.com/index.htm); however, fingerprints must be taken at an approved location
(UPS store Eagle Valley Corner in East Stroudsburg). Once this report is attained, student teachers
should ask for a print-out of their RAP Sheet at the Office of Field Experiences and Partnerships,
scan the report, save it as a pdf file, and email it to the Office of Field Experiences and
Partnerships ([email protected]).
Act 24:
Act 24 forms are available outside of the Office of Field Experiences and Partnerships. There is no cost
for this form. The form must be filled out by the student teacher, scanned, saved as a pdf file, and
emailed to the Office of Field Experiences and Partnerships ([email protected]).
Tuberculosis Test:
Pennsylvania law requires all individuals working in schools, including student teachers, to provide
evidence of a current negative test for tuberculosis (within three months of student teaching). This
document must include the name and address of the physician, date administered, date read,
manufacture’s number, and signature. Students may go to the East Stroudsburg University Health Center
for their tuberculosis test. The cost of this test is $15.00 with an ecard. Once documentation of this test
is received with the appropriate information (outlined above) it must be scanned, saved as a pdf
file, and emailed to the Office of Field Experiences and Partnerships ([email protected]).
PSEA Membership Card:
Student teachers must maintain liability insurance via a PSEA membership. PSEA membership insures
student teachers up to $1.000,000. PSEA student membership costs $30/year and may be attained
through the following website: http://www.psea.org/students.aspx?id=154. A copy of the PSEA
membership card should be scanned, saved to a pdf file, and emailed to the Office of Field
Experiences and Partnerships ([email protected]).
Picture Identification:
66
A valid picture Identification is required for student teaching. Students should scan their East
Stroudsburg University identification or valid driver’s license, save it as a pdf file, and email it to the
Office of Field Experiences and Partnerships ([email protected]).
Praxis/Pearson Tests:
Student teachers must pass the appropriate Praxis/Pearson Tests as required by their major. Passing
scores will be verified by each student’s advisor and checked through the Office of Field Experiences
and Partnerships.
Quality Point Average (QPA):
Student teachers must maintain an appropriate QPA as designated by each major’s department. The
QPA will be viewed by each student’s advisor and checked through the Office of Field Experiences and
Partnerships.
Student Teaching Documents Contract
As noted above, by Pennsylvania State law and East Stroudsburg University policy, student teaching
candidates must complete a number of qualifications in order to secure a student teaching assignment.
These items are of such importance, that a contract, outlining each student’s understanding of their
responsibilities related to these items, must be signed at the application meeting (approximately one year
prior to student teaching). As such, students will have nearly one year to secure the documents outlined
below; however (since many documents are only valid for one year), students should make sure that
these documents remain valid throughout their entire student teaching assignment. This contract is
outlined on the following page:
68
As outlined on the Student Teaching Documents Contract, candidates must supply the following
documents to the Office of Field Experiences and Partnerships via email (by July 31 for fall candidates
and by November 30 for spring candidates): Act 34 Clearance; Act 151 Clearance; Act 24 Clearance,
Federal Criminal History Report (FBI Rap Sheet); Tuberculosis Test; Copy of current PSEA
Membership Card; Copy of Picture Identification; appropriate QPA as defined by major (2.8 H.P.E. and
Secondary, 3.0 all others); appropriate coursework as verified by an advisor, and passing Praxis/Pearson
scores as required by each program (the Praxis/Pearson tests must be passed by July 31 for fall semester
placement and by November 30 for spring semester placement or a student teaching placement will not
be made).
Infractions Appeals Process
Students who have an infraction on their clearances must meet with their Academic Advisor,
Department Chairperson, or the Associate Dean of Field Experience and Partnerships to initiate the
appeals process.
After reviewing the infraction(s) with the Associate Dean of Field Experiences and Partnerships, the
student must submit the following: 1) clearance report identifying the infraction, 2) copies of court
records regarding the infraction, 3) documentation related to the student’s involvement in rehabilitation,
community service, or other personal endeavors that reflect positively on the situation, 4) three letters of
testimony or recommendation from community members, employers, and faculty that provide character
reference, and 5) a personal letter of appeal.
The appeals committee will review the documentation provided by the perspective student teacher. The
appeals committee may interview the student teacher. The appeals committee will render a decision
regarding the student’s approval to student teach within one month of the appeal submission. If the
student’s appeal is denied, he/she will receive written notification regarding dismissal from the program.
If the student’s appeal is approved, he/she receive written notification of the conditions for approval.
Since many school districts will not accept students with infractions, placement location cannot be
guaranteed.
69
Beginning Educator Outcomes
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Unable to demonstrate general
knowledge competency.
Needed support to demonstrate
general knowledge competency.
Demonstrates general
knowledge competency.
Independently demonstrates
general knowledge competency.
2. Demonstrate subject matter
competency
a. Describe, interpret, and use specific concepts in chosen field(s) of study.
b. Make connections within chosen field(s) of study and among other disciplines.
c. Describe and interpret the structure of chosen field(s) of study.
d. Select and use tools of inquiry for chosen field(s) of study.
e. Engage students in the practice of problem solving.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Unable to demonstrate subject
matter knowledge competency.
Needed support to demonstrate
subject matter knowledge
competency.
Demonstrates subject matter
knowledge competency.
Independently demonstrates
subject matter knowledge
competency.
Category A
Content
1. Demonstrate general knowledge
competency
a. Describe, interpret, analyze and use specific concepts in the humanities, i.e. -
the arts, literature, philosophy, and/or languages.
b. Describe interactions that occur within and among scientific and mathematical
systems.
c. Describe interactions that occur within and among the social sciences, i.e.,
history, economics, political science, geography, and/or sociology.
Beginning educators must exhibit a broad and deep knowledge, as well as the ability to apply that
knowledge, within and across many disciplines. These understandings are grouped into four
domains of outcomes, which are reflected upon in practice and assessed at the end of each of three
phases and the end of each quarter of student teaching. The following rubric will be used to Assess
each of the 11 Beginning Educator Outcomes.
70
Category B
Learner and the Learning Environment
The Learner:
3. Use their knowledge of how
students learn and develop to
provide learning opportunities for
all students
a. Use theories of human development.
b. Design and integrate developmentally appropriate non-instructional
practices.
c. Use sensitivity when addressing social issues and allow for a range of
acceptable age-appropriate opinions/behaviors.
d. Apply theories of intelligences-moral, emotional, multiple.
e. Use, interpret and respond to verbal and nonverbal communication.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Has not demonstrated the
ability to adjust the learning
experience to accommodate
the needs of students.
In planning and while
teaching the candidate was
sometimes able to detect the
need for and make
adjustments or rarely make
appropriate adjustments.
In planning and while
teaching the candidate was
often able to detect the need
for and appropriately make
adjustments.
In planning and while
teaching the candidate was
consistently able to detect the
need for appropriately make
effective adjustments.
The Learning Environment:
4. Create a classroom environment
that motivates and supports
positive social interaction and
active learning.
a. Recognize the worth of all students and establish an inclusive, equitable
learning environment.
b. Design positive, non-threatening learning environments that enable
students to learn from their mistakes.
c. Provide pro-social experiences that promote respect and support
cooperation in the classroom.
d. Employ pro-active classroom management strategies.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Was able to or rarely able to
(a) include most of the
students in the activities of
the learning environment, (b)
use instructional materials to
enhance learning, or (c)
employ a safe learning
environment.
Inconsistently demonstrated
and needed coaching to (a)
include most students in
learning environment
activities, (b) implement
classroom management
strategies, and (c) promote a
safe and respectful learning
environment.
Consistently (a) included
most students in learning
environment activities, (b)
implemented classroom
management strategies, and
(c) promoted and employed a
safe and respectful
environment.
Consistently and creatively
(a) included all students in
learning environment
activities, (b) implemented
effective classroom
management strategies, and
(c) designed, promoted and
employed a safe and
respectful environment.
Diverse Learners:
5. Establish instructional
opportunities that demonstrate the
value of diverse learners.
a. Adapt instruction to meet the needs of students with exceptionalities.
b. Design developmentally appropriate learning activities that challenge
students and provide for success.
c. Provide learning materials and activities that reflect the dynamic
diversity among cultures and people.
d. Enable students to explore diversity issues.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Inadequately differentiates
planning and instruction for
students’ diverse strengths,
needs and cultural styles
Differentiates planning and
instruction by considering
students’ diverse strengths,
needs, and cultural styles, but
with little adeptness.
Skillfully differentiates
planning and instruction by
considering students; diverse
strengths, needs, and cultural
styles.
Demonstrates outstanding
skill in differentiating
instruction by considering
students’ diverse strengths,
needs, and cultural styles and
is culturally responsive.
71
Category C
Teaching and the Learning Process
Instructional Strategies:
6. Use a variety of instructional
strategies that engage students and
foster creative and critical
thinking.
a. Plan appropriate instructional grouping arrangements.
b. Design activities to help students develop in the cognitive,
psychomotor, and socio-emotional domains.
c. Use a variety of instructional strategies that engage students.
d. Select, create, and utilize technology, media, and other instructional
materials.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Only uses one or a
dominating instructional
strategy. Is unwilling/unable
to use different strategies and
does not use available
technology or supplementary
materials.
Needed support to use more
than one strategy and/or teach
to more than one learning
style. Needs support to
engage all students in
activities.
Use several appropriate
instructional and grouping
arrangements. Teaches to all
modalities. Able to creatively
enhance instruction with
technology and/or
supplementary materials.
Engages all students in
activities.
Independently develops and
creatively implements a wide
variety of effective
instructional strategies that
engage all students. Provides
multi-dimensional
experiences by researching
and incorporating technology
and other resources that foster
creative and critical thinking.
Planning Instruction:
7. Plan effective and time efficient
lessons that focus on student
learning of specific goals and
correlate directly to state/national
standards.
a. Identify desired results based on national and state standards and district
guidelines.
b. Write clear and concise student learning statements.
c. Develop single subject and interdisciplinary units of study or lessons,
which reflect our Learning Cycle.
d. Design lesson plans that include instructional strategies compatible with
chosen field(s) of study.
e. Match timeframe constraints to content, student learning statements,
and developmental needs.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Does not incorporate the
components of an effective
lesson plan. Does not submit
lesson plans in a timely
manner. Have lesson plans
that are not correlated to
district/state/national
standards.
Needs support to write and
deliver lessons. Learning
objectives can sometimes be
achieved in the allotted time
frame. With support, writes
clear assessable learning
objectives.
Writes and presents
sequential series of lessons
aligned with
district/state/national
standards. Lessons
consistently engage students
within the designed time
period.
Independently works and
presents unique creative
engaging and interactive
lessons and interdisciplinary
units that match timeframes
and student needs.
Assessment:
8. Use diagnostic, formative and
summative assessment to plan
learning experiences that meet the
continuous needs of all students.
a. Implement a complete set of formal and informal assessment strategies
congruent with student learning statements.
b. Determine purpose and audience for assessment.
c. Process, analyze, and interpret assessment data to adapt and
differentiate instruction.
d. Use assessment information to provide specific and approving or
corrective feedback to promote and encourage student learning.
e. Use analyses of their students’ learning styles to diversify instruction
according to their learning style preferences.
72
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Use only low-level
summative assessments and is
unaware of what students
have learned or haven’t
learned from a lesson. Does
not understand the role of
assessment in instruction.
Needs support to assess all
students and to adapt
instruction from formative
assessment and in choosing
and implementing appropriate
assessments. Does not assess
all students.
Effectively uses formal and
informal assessment
strategies that match their
lesson objectives. Effectively
uses diagnostic, formative
and summative assessments
in lesson and units. Ensures
all students are assessed
appropriately. Uses
assessment data to adapt
instruction.
Uses assessment to
differentiate instruction and
respond to all students’
learning styles. Involves
students in the assessment
process and independently
develops alternative or
authentic assessment tools.
Category D
Professionalism
Reflection/Professional Development:
9. Initiate and maintain an ongoing
plan of reflection, continued
learning and professional
development.
a. Reflect on classroom practice to inform deliberate decision-making.
b. Use analyses of own learning styles to build on strengths.
c. Identify areas of strength and plan for future professional development.
d. Participate in ongoing professional development in their field of study
by reading about research and effective practices, participating in other
formal and informal educational activities.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Unable to write reflections
that inform decision-making.
Needed support to write
reflections that inform
decision-making.
Wrote reflections that
informed decision-making
and participated in some
professional development
activities.
Independently wrote
reflections that informed
decision-making, participated
in ongoing professional
development activities, and
planned for future
professional development.
Involvement/Advocacy:
10. Work actively with families,
professionals, and community
members to increase quality of
their students’ education.
a. Communicate with parents in order to enhance their involvement in the
student’s education.
b. Communicate with other professionals in order to enhance the quality of
educational services for individual students.
c. Initiate and maintain active involvement in the school, local
community, and the profession.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Did not communicate with
parents and/or other
professionals to increase the
quality of their students’
education.
Needed support to
communicate with parents
and/or other professionals to
increase the quality of their
students’ education.
Communicated regularly with
families and/or other
professionals to increase the
quality of their students’
education. Somewhat
involved in school and
community .
Independently communicated
with families and other
professionals to increase the
quality of their students’
education. Actively involved
in school, local community,
and the profession.
Professional Responsibility:
11. Demonstrate professional
demeanor, ethical behavior and
accountability in all activities.
a. Utilize and effective system for documenting and assessing student
performance to meet district requirements and data management.
b. Maintain professional demeanor in all interactions.
c. Model a high degree of professional ethics when working with students,
parents, and colleagues.
Unacceptable 0.0 Developing 1.0 Proficient 2.0 Advanced 3.0
Unable to demonstrate
professional demeanor,
ethical behavior and
accountability in all activities.
Needed support to
demonstrate professional
demeanor, ethical behavior
and accountability in all areas
Demonstrated professional
demeanor, ethical behavior
and accountability in all
activities.
Independently demonstrated
a high degree of professional
demeanor, ethical behavior
and accountability in all area
73
Professional Dispositions
Understanding the impact that professional dispositions have on instructional effectiveness, East
Stroudsburg University’s teacher education program evaluates the dispositions of its candidates
throughout its program. These evaluations consist of self-assessments, faculty-assessments, host teacher-
assessments, supervisor-assessments, and cooperating teacher assessments. Through these lenses,
teacher education candidates can evaluate and refine their dispositions. Checkpoint 5 is conducted
during student teaching.
Values Life-long Learning and Knowledge
Engagement:
Unacceptable Developing Proficient Advanced
The candidate:
Is inattent ive
Rarely part icipates
Constant ly needs to be
reminded to stay on
task
Intent ionally distracts
others from learning
Is reluctant to take
init iat ive in f ield
experiences, classroom
act ivit ies or
discussions
Fails to make-up
missed w ork
Does not attend class
on a regular basis or is
late often
Displays negative
att itude tow ards
involvement
The candidate:
Occasionally is
inattent ive
Occasionally
part icipates
May inadvertent ly
distract others
Occasionally takes
init iat ive in f ield
experiences,
classroom act ivit ies
or discussions
Does only w hat is
required
Avoids challenging
w ork
Makes up missed
w ork w hen reminded
Generally displays a
posit ive att itude
tow ards involvement
The candidate:
Pays attent ion
Consistent ly
part icipates
Takes init iat ive in
f ield experiences
or in classroom
act ivit ies or
discussions
Engages in
challenging w ork
Makes up missed
w ork promptly
Attends class on
a regular basis
Displays a
posit ive att itude
tow ard
involvement
The candidate:
Intent ly focuses on
subject matter
Act ively part icipates
w hich enhances the
learning experience for
others
Consistent ly show s
init iat ive in class or
f ield experiences
Embraces challenging
w ork
Makes arrangements
to make up
assignments prior to
absences and
completes missed
w ork
Displays a posit ive
att itude tow ard
involvement that is
engaging to other
part icipants
Self-Reflection and Critical-Thinking
Unacceptable Developing Proficient Advanced
The candidate:
Avoids self -ref lect ion
or is unable to self -
ref lect for grow th
Reacts defensively to
suggest ions
Wants explicit
instruct ion on w hat to
do
Cannot handle
ambiguity
The candidate:
Superf icially self -
ref lects
Hears yet dismisses
suggest ions
Occasionally
requests instruct ion
on w hat to do
Appears interested
by other points of
view but has trouble
act ing on them
The candidate:
Self-ref lects for
grow th
Responds to
suggest ions and
acts upon them
Rarely needs to
have explicit
instruct ions
Invites and acts
on mult iple
perspect ives
The candidate:
Is committed to self -
ref lect ion
Seeks out suggest ions
for grow th
Art iculates mult iple
perspect ives
independently
Comments/Rationale:
For self -ref lect ion, if you rated yourself below “ Prof icient” , w hat plan w ill you put in place to reach
prof iciency?
74
Values Diversity
Relationships with Others
Unacceptable Developing Proficient Advanced
The candidate:
Avoids those w ho
present view points or
experiences that differ
from his/her ow n
Part icipates in the use
of negative stereotypes
and language in
interact ions w ith
others
Acts on the belief that
not all children can
learn
Is unaw are or unw illing
to ref lect upon ow n
know ledge, skills and
disposit ions concerning
diversity thereby
preventing change or
grow th
The candidate:
Usually w orks only
w ith those of similar
backgrounds and
view points but
generally interacts
w ith others in a
polite, courteous and
professional manner
Does not intervene
w hen others use
negative stereotypes
and language in
interact ions w ith
others
Is conf licted about
the belief that all
children can learn
Exhibits inconsistent
or inaccurate
analysis of ow n
know ledge, skills and
disposit ions
concerning diversity
The candidate:
Works
construct ively
w ith others of
dif ferent
backgrounds and
view points
Voices discomfort
w ith other’s use
of negative
stereotypes and
language in
interact ions w ith
others
Believes that all
children can learn
Analyzes ow n
know ledge, skills
and disposit ions
concerning diversity
to grow personally
and professionally
The candidate:
Act ively seeks
opportunit ies to work
and interact w ith those
of different
backgrounds
Confronts use of
negative stereotypes
and language in
interact ions w ith
others and promotes
pro-social behavior
Acts on the belief that
all children can learn
and sets challenging
expectat ions
Serves as an advocate
for the benefits of
diversity based on ow n
grow th
Comments/Rationale:
For self -ref lect ion, if you rated yourself below “ Prof icient” , w hat plan w ill you put in place to reach
prof iciency?
76
Values Collaborat ion
Working w ith Individuals or Groups:
Unacceptable Developing Prof icient Advanced
The candidate:
Show s lit t le or no
regard for other
people or their ideas
Puts forth lit t le or no
effort to do a fair
share of the w ork
Demonstrates no
init iat ive w ithin
collaborat ive sett ings
The candidate:
Accepts ideas of
others
Conforms to
assigned roles, only
doing the minimum
required amount of
the w ork
Demonstrates limited
init iat ive w ithin
collaborat ive sett ings
The candidate:
Incorporates ideas of
others to promote
group success
Contributes ideas
and effort to the
group
Within collaborat ive
sett ings, takes
init iat ive w ith group
responsibilit ies,
complet ing them in
a t imely manner
The candidate:
Encourages the use of
ideas from all to
ensure success for the
group
Act ively promotes
group goals through
collaborat ive efforts
Takes a leadership
posit ion and promotes
complet ion of tasks by
group members
Communicat ing Across Groups:
Unacceptable Developing Prof icient Advanced
The candidate:
Avoids conversat ions
or is argumentat ive
or defensive w ith
professionals,
families and/or
community members
The candidate:
Attends to
conversat ions w ith
peers, professionals,
families and/or
community members
The candidate:
Willingly and
consistent ly
part icipates in
conversat ions w ith
peers, professionals,
families and/or
community members
The candidate:
Act ively facilitates
conversat ions w ith
peers, professionals,
families and/or
community members
Comments/Rationale:
For self -ref lect ion, if you rated yourself below “ Prof icient” , w hat plan w ill you put in place to reach
prof iciency?
77
Values Professionalism
Preparat ion:
Unacceptable Developing Prof icient Advanced
The candidate:
Is unreliable and
tardy in complet ing
w ork
Completes the
w ork w ithout
attent ion to quality,
clarity or adequate
preparat ion
Fails to not ify
instructor/superviso
r before
absence/tardiness
The candidate:
Is usually punctual
and reliable in
complet ing work
Completes the
w ork to meet
minimum
requirements for
quality, clarity or
adequate
preparat ion
Not if ies
instructor/supervis
or before
absences/tardiness
The candidate:
Is punctual and reliable
in complet ing w ork
Creates products that
exhibit attent ion to
detail and evidence of
thoughtful analysis and
adequate t ime
allocated for planning
and w ork
Usually makes prior
arrangements w ith
instructor/supervisor
w hen absence is
necessary
The candidate:
Completes w ork before
deadlines
Completes w ork of
exceptional quality w ith
evidence of personal
ref lect ion, revision,
init iat ive and creat ivity
Alw ays makes prior
arrangements w ith
instructor/supervisor
w hen absence is
necessary
Policies and Procedures:
Unacceptable Developing Prof icient Advanced
The candidate:
Sometimes
disregards know n
policies or
restrict ions
Sometimes w ants
exceptions to be
made for
himself /herself
Sometimes tries to
circumvent
established rules
(e.g., appearance,
behavior,
attendance,
language, etc.)
The candidate:
Usually follow s
rules and policies
w ithout having to
be reminded by
others
When reminded
about breaches of
rules or polices,
accepts them and
does not attempt
to circumvent them
The candidate:
Follow s rules and
policies consistent ly
and accepts
responsibility for
personally follow ing
them (e.g.,
appearance, behavior,
attendance, language,
etc.
Shares concern about
rules w ith appropriate
part ies but honors the
rules
The candidate:
Follow s rules and
policies and encourages
others to respect them
Show s exemplary
patterns of behavior
w ith respect to rules
and policies
Shares concern about
rules w ith appropriate
part ies, facilitates
dialogue for making
changes and is
proact ive in offering
solut ions
Professional Development:
Unacceptable Developing Prof icient Advanced
The candidate:
Show s no interest
in pursuing a
personal plan for
professional
grow th
Ignores
opportunit ies for
development w hen
they arise
Has not created a
plan for
professional
grow th
The candidate:
Show s limited
interest in pursuing
a personal plan for
professional
grow th
Limits part icipat ion
in professional
development to
required act ivit ies
Has created a
cursory plan for
professional
grow th
The candidate:
Seeks out
opportunit ies as part of
a personal plan for
professional grow th
Is act ive in
professional
development; for
example, is an act ive
member of a
professional
organizat ion, attends
professional act ivit ies,
and/or volunteers for
The candidate:
Maintains and
cont inuously revisits a
personal plan for
professional grow th
Is highly engaged in
professional
development; for
example, provides
leadership and/or is an
advocate for individual
students or the teaching
profession
Has enacted a plan for
78
service
Has created a plan for
professional grow th
professional grow th
Comments/Ration
For self -ref lect ion, if you rated yourself below “ Prof icient” , w hat plan w ill you put in place to reach
prof iciency?
79
Values Personal Integrity
Emotional Maturity:
Unacceptable Developing Prof icient Advanced
The candidate:
Demonstrates a
pattern of losing
control of emotions,
show ing outbursts of
anger or disrespect
tow ard peers or
others
Avoids personal
responsibility for
his/her emotions and
behaviors, blaming
others or outside
circumstances for
loss of emotional
control
The candidate:
Is susceptible to
losing control of
emotions in isolated
circumstances
Accepts personal
responsibility for
his/her act ions and
w orks tow ard
developing more
appropriate
responses
The candidate:
Maintains control of
emotions, except
under rare
circumstances
Accepts and ref lects
upon alternat ive
methods of
expressing
emotions, making
sincere amends for
rare loss of control
The candidate:
Maintains control of
emotions regardless of
circumstances
Accepts complete
responsibility for
act ions, employing
effect ive conf lict
resolut ion strategies
Ethical Behavior:
Unacceptable Developing Prof icient Advanced
The candidate:
Displays a pattern of
dishonest or
deceit ful behavior
Deliberately lies for
personal advantage
Betrays conf idences
Does not treat others
fairly and equitably
Does not exert
reasonable effort to
protect others from
condit ions that
interfere w ith
learning or are
harmful to their
health and safety
The candidate:
Is truthful and
honest in dealing
w ith others except in
minor and isolated
circumstances
Strives to be
trustw orthy and
keep his/her w ord
Inconsistent ly
maintains
conf ident iality
Usually treats others
fairly and equitably
Usually exerts
reasonable effort to
protect others from
condit ions that
interfere w ith
learning or are
harmful to their
health and safety
The candidate:
Is truthful and
honest in dealing
w ith others
Show s integrity
w hen faced w ith
challenging
situat ions
Maintains
conf ident iality
Exhibit consistent
and equitable
treatment of others
Exerts reasonable
effort to protect
others from
condit ions that
interfere w ith
learning or are
harmful to their
health and safety
The candidate:
Has an impeccable
reputat ion for alw ays
being truthful and
honest in dealing w ith
others
Described as a model
of integrity
Maintains
conf ident iality
Demonstrates and
advocates for
equitable treatment of
others
Init iates preventat ive
methods to protect
others from condit ions
that interfere w ith
learning or are harmful
to their health and
safety
Comments/Rationale:
For self -ref lect ion, if you rated yourself below “ Prof icient” , w hat plan w ill you put in place to reach
prof iciency
80
East Stroudsburg University’s procedures related to dispositions are grounded in the belief that
positive dispositions are developed through self-reflection, external feedback, and experience.
Accordingly, dispositions are required of all teacher candidates at the following times (additional
dispositions are encouraged if needed):
TEU Undergraduate Dispositions Assessment Chart
Checkpoints Early
Childhood
& ELED
Middle
School
Secondar
y
Education
Physical
Ed &
Health
SPED and
ECED
SPED
and
Middle Checkpoint #1:
Student
completes a
self -Assessment
Must be
completed
in PSED
150
Must be
completed in
PSED 150
Must be
completed
in PSED
150
Must be
completed in
PSED 150
Must be
completed
in PSED
150
Must be
completed
in PSED
150
Checkpoint #2:
Student
completes a self -
assessment and
selects 2 ESU
faculty to
complete an
assessment
Must be
completed
in ECED
263
Must be
submitted
for
Screening
Must be
completed in
PSED
250/244
Must be
submitted for
Screening
Must be
completed
in PSED
250
Must be
submitted
for
Screening
Must be
completed in
PSED 250
Must be
submitted
for
Screening
Must be
competed
in ECED
263
Must be
submitted
for
Screening
Must be
completed
in PSED
244
Must be
submitted
for
Screening Checkpoint #3:
Student
completes a self-
assessment and
requests Host
Teacher from
the Field & 1
ESU Faculty to
complete an
assessment
Must be
completed
in ECED
414
Must be
completed in
ELED 350
Must be
completed
in PSED
420
N/A; PETE
follow their
program
specif ic
guidelines
for
Disposit ions
Assessment
Must be
completed
in ECED
414
Must be
completed
in ELED
350
Checkpoint #4:
Student
completes a self -
assessment and
requests Host
Teacher & 1
ESU Faculty to
complete an
assessment
Must be
completed
in ECED
420
Must be
completed in
ELED 450
Must be
completed
in PSED
421
Must be
completed in
PETE 440
Must be
completed
in ECED
420
Must be
completed
in ELED
450
Checkpoint #5:
Student
completes a self -
assessment and
requests
Cooperat ing
Teachers (ALL)
and University
Supervisors
(ALL) to
complete an
assessment
Must be
completed
during
Student
Teaching
Must be
completed
during
Student
Teaching
Must be
completed
during
Student
Teaching
Must be
completed
during
Student
Teaching
Must be
completed
during in
Student
Teaching
Must be
completed
during
Student
Teaching
– (Revised Fall 2012)
81
Disposition Remediation Plan:
1st Unsatisfactory: If a student receives an unsatisfactory rating in any category, the student will get a
letter from the Dean of the College of Education (with copies to all program
academic advisor and chairs) advising the student to develop a plan with their
advisor to address the area of concern. If this rating occurs during student
teaching, the remediation plan will be made with the university supervisor instead
of the academic advisory.
2nd
Unsatisfactory: If a student receives a 2nd
and subsequent unsatisfactory rating in any category,
the student will meet with the Associate Dean of Field Experiences and
Partnerships and a remediation contract will be developed in conjunction the
student’s academic advisor or supervisor (if student teaching). Copies of the
contract will be distributed to the program academic advisors and chairs, as well
as the Dean of the College of Education.
3rd
Unsatisfactory: If a student receives a 3rd
and subsequent unsatisfactory rating in any category, the
student will meet with the Dean of the College of Education to discuss the
implications for their future success as an educator and may be removed from the
program.
*If a faculty member wishes to complete a Dispositions Assessment to document a specific incident
or concern, they should contact the Associate Dean Field Experiences and Partnerships and a
report should be filed through Tk20. This Dispositions Assessment does not have to coincide with
a checkpoint.
82
The Role and Responsibilities of the Student Teacher
The clinical experience is the capstone experience of our teacher education program. Therefore, this
time should be viewed as a critical stage in the transition from a university student to a practicing
teacher. Candidates should be prepared to commit themselves to this challenge.
Your role is that of a student [demonstrating your knowledge and ability to demonstrate East
Stroudsburg University’s Beginning Educator Outcomes] and a teacher [establishing relationships with
your cooperating teacher, university supervisor(s), your students and their families]. In this role, it is
important to understand the role of constructive criticism, the responsibility of educating children, and
the trust families place in you as a teacher. Above all, you should consider your student teaching
experience as an opportunity to refine your skills as an educator in an effort to secure employment after
graduation.
While student teaching, candidates must successfully complete unit-wide performance assessments
[established by East Stroudsburg University’s Teacher Education Unit (TEU)] and department-level
performance assessments [established by each department].
Unit-wide Assessments:
Unit-wide assessments are those assessments conducted with all student teachers. These assessments
include 1) The TEU Classroom Observation, 2) The TEU Clinical Experience Assessment Summary, 3)
The Dispositions Assessment, and 4) The Pennsylvania Department of Education PDE430.
TEU Classroom Observation:
The TEU Classroom Observation is conducted three times (each quarter) by the student teacher’s
University Supervisor(s) and three times (each quarter) by their Cooperating Teacher in the field.
As such, student teachers receive six formal observations during their student teaching
experience. Additional observations are conducted both formally and informally by cooperating
teachers and academic departments.
Based on the Beginning Educator Outcomes, the TEU Classroom Observation assesses a myriad
of skills expected of professional educators. Each observation is followed by a post-observation
conference so the student teacher can refine their skills as necessary. This observation template is
outlined below:
83
TEU Classroom Observation
Student
Observation #
Lesson Observed:
Period:
Date:
Course Title:
Supervisor:
School:
Department:
Cooperating Teacher
Room:
Number of Students:
Seating Arrangement Standard Rows Other
Materials Used: Lesson Plans
PA Standards
Log/Journal
Reflections
Text
Handouts
Other:
84
Assessments: Grade-book
Attendance book
Seating Charts
Other
B.E.O. Rating for this lesson:
Advanced (3) Proficient (2) Developing (1) Unacceptable (0) Not Observed (NA)
Content
and
Outcomes Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Knows the discipline
– central concepts,
content and
structures.
Independently demonstrates general
knowledge
competency.
Demonstrates general knowledge
competency.
Needed support to demonstrate general
knowledge
competency.
Unable to demonstrate general knowledge
competency
Makes content
relevant and
purposeful
Independently demonstrates subject
matter knowledge
competency.
Demonstrates subject matter knowledge
competency.
Needed support to demonstrate subject
matter knowledge
competency.
Unable to demonstrate subject matter
knowledge
competency.
Learning and
Learning
Environment
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Uses child/adolescent
development and
theories of learning
to provide learning
opportunities for all
students.
In planning and while
teaching the candidate was consistently able
to detect the need for
and appropriately make effective
adjustments.
In planning and while
teaching the candidate was often able to
detect the need for and
appropriately make adjustments.
In planning and while
teaching the candidate was sometimes able to
detect the need for and
make adjustments or rarely make
appropriate
adjustments
Has not demonstrated
the ability to adjust the learning experience to
accommodate the need
of students.
Learning and
Learning
Environment
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Creates classroom
environment that
motivates and
supports positive
social interaction and
active learning.
Consistently and creatively (a) included
all students in learning
environment activities, (b) implemented
effective (c)
designated, promoted and employed a safe
and respectful
environment.
Consistently (a) included most students
in learning
environment activities, (b) implemented
classroom
management strategies, and (c)
promoted and
employed a safe and
respectful
environment.
Inconsistently demonstrated and
needed coaching to (a)
include most students in learning
environment activities,
(b) implement classroom
management
strategies, and (c)
promote a safe and
respectful
environment.
Was unable to or rarely able to (a)
include most of the
students in the activities of the
learning environment,
(b) use instructional materials to enhance
learning, or (c) employ
a safe learning
environment.
85
Learner and
Learning
Environment
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Establishes
instruction
opportunities that
demonstrate the
value of diverse
learners and diversity
among cultures and
people
Demonstrates
outstanding skill in
differentiating instruction by
considering students’
diverse strengths, needs, and cultural
styles and is culturally
responsive.
Skillfully differentiates
planning and
instruction by considering students’
diverse strengths,
needs, and cultural styles.
Differentiates planning
and instruction by
considering students’ diverse strengths,
needs, and cultural
styles but with little adeptness
Inadequately
differentiates planning
and instruction for students’ diverse
strengths, needs, and
cultural styles.
Teaching and
Learning Process
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Uses a variety of
effective strategies
that engage students
and foster creative
and critical thinking
and cognitive
problem solving
Independently develops and
creatively implements
a wide variety of effective instructional
strategies that engage
all students. Provides multi-dimensional
experiences by
researching and incorporating
technology and other
resources that foster creative and critical
thinking.
Uses several appropriate
instructional grouping
arrangements. Teaches to all modalities. Able
to creatively enhance
instruction with technology and/or
supplementary
materials. Engages all students in activities.
Needed support to use more than one strategy
and/or teach to more
than one learning style. Needs support to
engage all students in
activities.
Only uses one or a dominating
instructional strategy.
Is unwilling/unable to use different strategies
and does not use
available technology or supplementary
materials.
Teaching and
learning Process
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Plans effective and
time efficient lessons
that are focused,
purposeful, and
correlate to school
curriculum and state
and national
standards.
Independently works
and presents unique creative engaging and
interactive lessons and
interdisciplinary units that match timeframes
and student needs.
Writes and presents
sequential series of lessons aligned with
district/state/national
standards. Lessons consistently engage
students within the
designed time period.
Needs support to write
and deliver lessons. Learning objectives
can sometimes be
achieved with the allotted time frame.
With support, writes
clear assessable learning objectives.
Does not incorporate
the components of an effective lesson plan.
Does not submit lesson
plans in a timely manner. Have lesson
plans that are not
correlated to district/state/national
standards.
Teaching and
learning Process
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Uses diagnostic,
formative and
summative
assessments as a way
to continuously plan
for the needs of
students.
Uses assessments to differentiate
instruction and
respond to all students’ learning styles.
Involves students in
the assessment process and independently
develops alternative or
authentic assessment tools.
Effectively uses formal and informal
assessments strategies
that match their lesson objectives. Effectively
uses diagnostic,
formative, and summative
assessments in lesson
and units. Ensures all students are assessed
appropriately. Uses
assessment data to adapt instruction
Needs support to assess all students and
to adapt instruction
from formative assessment and in
choosing and
implementing appropriate
assessments. Does not
assess all students.
Uses only low level summative
assessments and is
unaware of what students have learned
or haven’t learned
from a lesson. Does not understand the role
of assessment in
instruction.
86
Professionalism
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Initiates on-going
reflection
Independently wrote reflections that
informed decision-
making, participated in ongoing professional
development activities,
and planned for future professional
development.
Wrote reflections that informed decision-
making and
participated in some professional
development activities.
Needed support to write reflections that
informed decision-
making.
Unable to write reflections that
informed decision-
making.
Professionalism
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Works actively with
families, professional
and community
members
Independently
communicated with families and other
professionals to
increase the quality of their students’
education. Actively
involved in school, local community, and
the profession.
Communicated
regularly with families and/or other
professionals to
increase the quality of their students’
education. Somewhat
involved in school and community.
Needed support to
communicate with parents and/or other
professionals to
increase the quality of their students’
education.
Did not communicate
with parents and/or other professionals to
increase the quality of
their students’ education.
Professionalism
Criterion
Advanced
3
Proficient
2
Developing
1
Unacceptable
0
Score
Demonstrates
professional demeanor,
ethical behavior, and
accountability in all
activities.
Independently
demonstrated a high degree of professional
demeanor, ehical
behavior and accountability in all
activities.
Demonstrated
professional demeanor, ethical behavior and
accountability in all
activities.
Needed support to
demonstrate professional demeanor,
ethical behavior and
accountability in all activities.
Unable to demonstrate
professional demeanor, ethical behavior and
accountability in all
activities.
Observational Notes:
Comments/Suggestions:
87
You need to arrange to be formally observed by your cooperating teacher two times each week
and formally observed by your university supervisor(s) at least three times each quarter.
TEU Clinical Assessment Summary:
The TEU Clinical Assessment Summary is conducted at the conclusion of each student teaching
placement by both the student teacher’s supervisor and their cooperating teacher. As such, the
student teacher receives four Clinical Assessment Summaries during their student teaching
experience. As its name implies, the Clinical Assessment Summary represents a final evaluation
of the student teacher’s performance. The TEU Clinical Assessment Summary is outlined below:
Clinical Experience Assessment Summary
Please record a score for each of the listed Beginning Educator Outcomes. Remember that you have many scores
and evidence to determine a final score for each Beginning Educator Outcome. Category A
Content Outcomes
Unacceptable Developing Proficient Advanced
Demonstrate general knowledge competency
Demonstrate subject matter knowledge competency
Category B
Learner and the learning Environment Outcomes
Unacceptable Developing Proficient Advanced
Create a classroom environment that motivates and supports positive social interaction and active learning.
Establish instructional opportunities that demonstrate the value of diverse learners.
Category C
Teaching and learning Process Outcomes
Unacceptable Developing Proficient Advanced
Plan effective and time efficient lessons that focus on student learning of specific goals and correlate directly to state/national
standards.
Use diagnostic, formative and summative assessments to plan learning experiences that meet the continuous needs of all
students.
Category D
Professionalism Outcomes
Unacceptable Developing Proficient Advanced
Initiates and maintain an ongoing plan of reflection, continued learning and professional development.
Works actively with families, professionals, and community members to increase the quality of their students’ education.
Demonstrates professional demeanor, ethical behavior, and accountability in all activities.
88
Dispositions Assessment:
Understanding the impact that professional dispositions have on instructional effectiveness, East
Stroudsburg University’s teacher education program evaluates the dispositions of its candidates
throughout its program. During student teaching, the university supervisor, the cooperating
teacher, and the student teacher complete a disposition assessment each quarter. As such, the
student teacher receives four Disposition Assessments during their student teaching semester.
The dispositions rubric can be found on page 14.
Pennsylvania Department of Education PDE 430
The PDE 430 form is submitted to the Pennsylvania Department of Education as part of the
official recommendation by East Stroudsburg University for instructional certification. As such,
it is important to familiarize yourself with this evaluation prior to student teaching. The PDE 430
is used to evaluate performance in four major categories: Planning and Preparation, Classroom
Environment, Instructional Delivery, and Professionalism. Your University Supervisor will
evaluate you using the PDE 430 at the conclusion of each student teaching assignment. A
satisfactory rating of a (1) in each of the 4 categories, resulting in a minimum total of at least (4)
points, must be achieved on the final summative rating to favorably complete the overall
assessment. Note that all categories must have achieved at least a satisfactory rating in all cases
for certification. This form is outlined on the following page.
90
PDE430
Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice
Student/Candidate’s Last Name First Middle Social Security Number
Subject(s) Taught Grade Level
This form is to serve as a permanent record of a student teacher/candidate’s professional performance evaluation
during a specific time period, based on specific criteria. This form must be used at least twice during the 12-week
(minimum) student teaching experience.
PERFORMANCE EVALUATION
Directions: Examine all sources of evidence provided by the student teacher/candidate and bear in mind the aspects
of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and
indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation
for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the
signature of the student teacher.
Category I: Planning and Preparation – Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in
planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students,
and the instructional context.
Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H) Student Teacher/Candidate’s performance appropriately demonstrates:
1. Knowledge of content (BEO A1a,b,c;A2a,b,c)
2. Knowledge of pedagogy (BEO B3b;B4b;B5b;C6;C7; D9a,b)
3. Knowledge of Pennsylvania’s K-12 Academic Standards (BEO C7a)
4. Knowledge of students and how to use this knowledge to impart instruction (BEO B3; B5)
5. Use of resources, materials, or technology available through the school or district (BEO A2d; B5c; C6d)
6. Instructional goals that show a recognizable sequence with adaptations for individual student needs (BEO B5a,b,c; C8e)
7. Assessments of student learning aligned to the instructional goals and adapted as required for student needs (BEO C8)
8. Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals (BEO
B3a,d;B5b;C7)
Sources of Evidence (Check all that apply and include dates, types/titles and number)
Lesson/Unit Plans See Attached
430-A
Resources/Materials/Technology See Attached
430-A
Assessment Materials See Attached
430-A
Information About Students See Attached
430-A (Including IEP’s)
Student Teacher Interviews See Attached 430-A
Classroom Observations See Attached 430-A
Resource Documents See Attached 430-A
Other See Attached 430-A
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points
Criteria for Rating The candidate consistently
and thoroughly
demonstrates indicators of
performance.
The candidate usually and
extensively demonstrates
indicators of performance.
The candidate sometimes
and adequately
demonstrates indicators of
performance.
The candidate rarely or never
and inappropriately or
superficially demonstrates
indicators of performance.
Rating
(Indicate √)
Justification for Evaluation
91
123-45-6789
Student/Candidate’s Last Name First Middle Social Security Number
Category II: Classroom Environment – Student teacher/candidate establishes and maintains a purposeful and equitable environment for
learning, in which students feel safe, valued, and respected, by instituting routines and setting clear
expectations for student behavior.
Alignment: 354.33. (1)(i)(E), (B)
Student Teacher/Candidate’s performance appropriately demonstrates:
Expectations for student achievement with value placed on the quality of student work (BEO B4c; B5b; C8d)
Attention to equitable learning opportunities for students (BEO B4a)
Appropriate interactions between teacher and students and among students (BEO B3c; B4c; D11a,b)
Effective classroom routines and procedures resulting in little or no loss of instructional time (BEO 3b; B4d; C7e)
Clear standards of conduct and effective management of student behavior (BEO B4b,c,d)
Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher (BEO B4b;
B4e; D11b)
Ability to establish and maintain rapport with students (BEO B3c,e; B4; D11b)
Sources of Evidence (Check all that apply and include dates, types/titles, and number)
Classroom Observations See Attached 430-
A
Informal Observations/Visits See Attached 430-
A
Student Teacher/Candidate See Attached 430-
A
Interviews See Attached 430-
A
Visual Technology See Attached
430-A
Resources/Materials/Technology/Space See Attached
430-A
Other See Attached
430-A
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points
Criteria for Rating The candidate consistently and thoroughly
demonstrates indicators of
performance.
The candidate usually and extensively demonstrates
indicators of performance.
The candidate sometimes and adequately
demonstrates indicators of
performance.
The candidate rarely or never and inappropriately or
superficially demonstrates
indicators of performance.
Rating
(Indicate √)
Justification for Evaluation
92
123-45-6789
Student/Candidate’s Last Name First Middle Social Security Number
Category III – Instructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering
instruction, engages students in learning by using a variety of instructional strategies.
Alignment: 354.33. (1)(i)(D),(F),(G)
Student Teacher/candidate’s performance appropriately demonstrates:
Use of knowledge of content and pedagogical theory through his/her instructional delivery (BEO A2; C7c,d)
Instructional goals reflecting Pennsylvania K-12 standards (BEO C7a,b,c,d)
Communication of procedures and clear explanations of content (BEO A2c; B3f)
Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student
needs
(BEO b5a,b,c; C7c)
Use of questioning and discussion strategies that encourage many students to participate
Engagement of students in learning and adequate pacing of instruction
Feedback to students on their learning
Use of informal and formal assessments to meet learning goals and to monitor student learning
Flexibility and responsiveness in meeting the learning needs of students
Integration of disciplines within the educational curriculum
Sources of Evidence (Check all that apply and include dates, types/titles, or number)
Classroom Observations See Attached
430-A
Informal Observations/Visits See Attached
430-A
Assessment Materials See Attached
430-A
Student Teacher/Candidate See Attached
430-A
Interviews
Student Assignment Sheets See Attached 430-A
Student Work See Attached 430-A
Instructional Resources/ See Attached 430-A
Materials/Technology
Other See Attached 430-A
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points
Criteria for Rating The candidate consistently
and thoroughly demonstrates indicators of
performance.
The candidate usually and
extensively demonstrates indicators of performance.
The candidate sometimes
and adequately demonstrates indicators of
performance.
The candidate rarely or never
and inappropriately or superficially demonstrates
indicators of performance.
Rating
(Indicate √)
Justification for Evaluation
93
123-45-6789
Student/Candidate’s Last Name First Middle Social Security Number
Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur
in and beyond the classroom/building.
Alignment: 354.33. (1)(i)(I),(J) Student Teacher/Candidate’s performance appropriately demonstrates:
Knowledge of school and district procedures and regulations related to attendance, punctuality and the like
Knowledge of school or district requirements for maintaining accurate records and communicating with families
Knowledge of school and/or district events
Knowledge of district or college’s professional growth and development opportunities
Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for
Educators; and local, state, and federal, laws and regulations
Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and
administrators
Ability to cultivate professional relationships with school colleagues
Knowledge of Commonwealth requirements for continuing professional development and licensure
Sources of Evidence (Check all that apply and include dates, types/titles, or number)
Classroom Observations See Attached
430-A
Informal Observations/Visits See Attached
430-A
Assessment Materials See Attached
430-A
Student Teacher Interviews See Attached
430-A
Written Documentation See Attached
430-A
Student Assignment Sheets See Attached 430-A
Student Work See Attached 430-A
Instructional Resources/Materials/ See Attached 430-A
Technology
Other See Attached 430-A
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points
Criteria for Rating The candidate consistently and thoroughly
demonstrates indicators of
performance.
The candidate usually and extensively demonstrates
indicators of performance.
The candidate sometimes and adequately
demonstrates indicators of
performance.
The candidate rarely or never and inappropriately or
superficially demonstrates
indicators of performance.
Rating
(Indicate √ )
Justification for Evaluation
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Departmental Assessments
As noted on page 21, student teachers are responsible for the Unit-wide Assessments; however, they are
also responsible for Departmental Assessments. Therefore, in addition all Unit-wide Assessments, it is
important to gain a full understanding of the expectations each department requires as well. Working in
concert, the Teacher Education Unit and each department(s) strive to ensure that the student teaching
experience is rich in experience and also reflective of the demands educators face on a daily basis. To
review department requirements, please double click on the department’s handbook located on ESU’s
website on the Field Experience page.
Professional Development Practicums
During the student teaching semester student teachers are also required to attend five Professional
Development Practicum sessions. The purpose of the Practicums are to provide student teachers with an
opportunity to collaborate with supervisor(s), attend department-specific professional development
sessions, and take part in unit-wide professional development sessions designed to address the needs of
all student teachers. Attendance at Practicum sessions is mandatory and since practicum is part of the
professional experience, students teachers are expected to dress professionally.
The practicum events are designed by university supervisors, education departments and the Office of
Field Experiences and Partnerships. Topics are timely and are designed to strengthen each student
teacher’s position as a teaching candidate and as a professional in the field. Past topics included
preparation for employment interviews, core-content standards, high-stakes testing, data analysis and
instructional planning, and both in-state and out-of-state certification.
Unsuccessful Student Teaching
The art and science of teaching is a difficult profession. Students who experience difficulty will be
provided with a means to improve; however, it must be noted that students who are unsuccessful in
student teaching may be removed from the program.
If a student is experiencing difficulties while student teaching, the cooperating teacher and university
supervisor will meet with the candidate to identify weaknesses and outline a schedule of learning
experiences with a timeline and improvements required. The resultant agreements are recorded as an
improvement contract and signed by all three parties (Student Teaching Contract illustrated below).
During this time, the support and observations of the university supervisor will increase.
School building principals may request the removal of a candidate from their school. In this case, the
Associate Dean of Field Experience and Partnerships will consult with the student’s cooperating teacher
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and university supervisor to design a student teaching contract. It should be noted that the timeline for
student teaching will likely be extended. Once again, this contract will identify areas of concern, a plan
for improvement, and alteration of student teaching timelines.
Candidates are limited to a maximum of three opportunities to successfully complete twelve units of the
clinical experience. An opportunity is defined as a half of a semester. Candidates experiencing
difficulties during the clinical experience have the following options: 1) receive an unsatisfactory grade
and withdraw or 2) proceed conditionally into the second student teaching placement by completing a
three-week action plan developed by the university supervisor. Candidates who receive a failing grade
for the first assignment may request a second opportunity to complete the clinical experience. The
candidate will complete an improvement plan (outlined in the student teaching contract), during the
second quarter (or semester) of student teaching and, with the recommendation of their university
supervisor, receive a future student teaching placement. Candidates who receive a second failing grade
must withdraw from the teacher education program.
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East Stroudsburg University
College of Education
Student Teaching Contract
Student’s Name:
Cooperating Teacher’s Name:
University Supervisor’s Name:
This contract is written for ( ) an East Stroudsburg University student teacher who is presently completing the ( ) quarter of
student teaching for the ( ) semester, (year).
This contract has been developed based upon the information and documentation obtained at the observation conference. The
student, cooperating teacher and university supervisor have established the following list of conditions as areas of concern
and expectations for the remainder of the quarter. Failure to complete all of the expectations related to the areas of concern
identified will result in an unsatisfactory rating for the quarter and removal from student teaching.
I. Areas of Concern:
a. Structure and Concepts in Contact to be Taught:
b. Planning:
c. Instruction:
d. Assessment:
e. Communication and Collaboration:
f. Professionalism
II. Plans for Improvement:
Starting date: ( ) Ending date: ( ) Evaluation Conference Date: ( )
Student Teacher: _____________________________________________________ Date: _________
Cooperating Teacher:__________________________________________________ Date: _________
University Supervisor: _______________________________________ Date: _________
Associate Dean of Education: __________________________________ Date: _________
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The Role and Responsibilities of the Cooperating Teacher
Cooperating teachers are critical to the success of our student teaching program. Your daily guidance
assists our candidates as they transition from the role of student to teacher. Through modeling,
collaboration and formal conferences, you will illustrate to our students that teaching is both an art and a
science; you will exemplify to them that successful teaching is hard work that is fueled by a passion for
student success. So, as you begin your journey as a cooperating teacher, we thank you for your hard
work, dedication, and passion for all students – ours included!
Selection of Cooperating Teachers:
The selection of cooperating teachers involves a joint decision by the university, school system
administrators, and building principals. Most school district administrators use the following guidelines
to recommend a practicing teacher to work with the University:
The cooperating teacher must have a valid in-field certificate.
The cooperating teacher must have a minimum of three years of successful teaching.
The cooperating teacher must express a desire to work collaboratively with a student teacher.
The cooperating teacher must be recommended/confirmed by their building administrator.
Preparing for your Student Teacher’s Arrival:
All student teachers are required to contact their cooperating teacher before they arrive. To insure a good
beginning for the clinical experience, cooperating teachers are encouraged to carefully plan for the
candidates first day in the school. The following guidelines may be helpful:
a. Prepare your students by explaining that another teacher will be working with them to
increase their opportunity to learn.
b. Provide a folder of informative materials including school and class schedules, building floor
plan, emergency procedures, discipline procedures, routine duties, classroom rules, discipline
policies, faculty and student handbooks and clerical procedures.
c. Create a work space where the candidate can work and keep materials, books, and supplies.
d. Send a letter home informing parents about the student teacher.
e. With your student teacher, produce a detailed timetable for the completion of requirements to
transition the student teacher as the role of the teacher.
f. Cooperating teacher meets with the ESU supervisor who collaborates with the co-op to guide
the student teacher.
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g. Cooperating teacher conducts informal and formal observations of the student teacher twice
or more per week.
Observation and Feedback:
Informal observations, formal observations, daily feedback and assessments of plans and materials will
enhance candidate performance.
A formal observation is accomplished when the candidate and the cooperating teacher conduct a pre-
conference followed by an observation and then a post-conference. Post-conference discussion should
emanate from pre-conference discussion. The candidate needs to be supported by a strong conference
structure. It is in this phase of student teaching that candidates receive individual guidance from
competent professionals that enables them to analyze their growing understanding of the relationship
between theory and practice. Conferencing will enable candidates to organize, assimilate, synthesize the
clinical experience and become a reflective practitioner. Written reflections should be produced by the
candidate to be assessed/reviewed by the cooperating teacher for goal setting and informed decision
making for the next formal observation.
Evaluation sessions are required at four weeks and at the end of the last week of each clinical
assignment. The weekly Cooperating Teacher Competencies Assessment forms allow the candidate to
show growth and/or maintenance of selected Beginning Educator Outcomes. During the last evaluation
session it is appropriate to share your evaluation recorded on the Student Teacher Competency
Evaluation. This form is the official East Stroudsburg University evaluation document that describes the
candidate. Each candidate will have all evaluation documents recorded and kept on file in their Tk20
account for seven years. Candidates may request an additional letter of recommendation from their
cooperating teacher and university supervisor.
Please feel free, at any time, to contact the University Supervisor of Office of Field Experience &
Partnerships with any questions you may have regarding your student teacher or the Resident Student
Teaching Semester. Open and honest communication is a key to the successful work of the Resident
Semester Triad – you, the student teacher, and the university supervisor.
Visitation by University Supervisors:
The university supervisor will conduct a minimum of three formal observation sessions and a final
evaluation session for each quarter of student teaching.
99
During the first two weeks, the candidate and the cooperating teacher should be developing common
ground for professional discussions and reach consensus of expectations. The student teacher should
begin teaching lessons as soon as possible.
During weeks 3-5 the university supervisor should conduct one formal observation. University
supervisors may wish to review cooperating teacher formal observation reports to enhance their time
with the candidate.
The remaining two formal observations should occur during weeks 5-7. One to two weeks would be
considered an appropriate interval between university supervisor formal observation sessions.
Related Professional Activities:
The candidate’s experiences should not be limited to only the cooperating teacher’s assignment.
Cooperating teachers should arrange for the candidate to observe/participate in a variety of school-
related activities to enhance the candidates experiences related to the total school environment and those
other teaching responsibilities. Parent teacher conferences, Back to School night, In-service programs,
Board of Education meetings, PTO meetings and other special events are related professional activities
that would display a professional commitment. Artifacts from such events should be placed in your
portfolio.
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Using Tk20
Tk20 is an on-line data management system, you will be using for assessing your student teacher and for
submission of your payment information. To access Tk20, put in your username and PID password. A
Tk20 Work Aid is provided (see below) to guide you for assessing your student teacher. The forms you
are required to complete will be in your student teacher’s binder.
Work Aid for Cooperating Teacher: Assessing your student teachers in Tk20
I. Log In:
a. Log in to Tk20 at https://tk20-1.admin.esu.edu with your username and password.
b. After logging in, you will see the home screen of your Tk20 account by default. The home tab includes any
messages that have been sent to you and any tasks that are pending.
II. Field Experience:
a. Click on the Field Experience tab.
b. Click on your student teacher to open their binder.
c. On the left side of the screen is the student’s work and on the right side of the screen are your
assessments.
d. Click on the assessment you would like to complete.
e. When you finish an assessment click save. You can always come back to it to add more.
f. When all assessment are complete you can click submit to finalize your part of the binder.
Username:_____________________________________
Temporary Password:____________________________
Password:______________________________________
If you have any questions, or need your username and password, please call or email the Tk20 office.
Phone: 570-422-3033
Email: [email protected]
Click the main tab “ Field
Experience”
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Mandatory Cooperating Teacher Tk20 Forms
All student teacher assessments are to be completed using Tk20, our internet based data collection
system. This system helps us track our students’ performance and also ensures that they will have items
needed to obtain certification. This system also helps us to evaluate and improve the quality of our
program. Please note that there are dates for each form with regard to completion deadlines.
For all Co-operating teachers:
You will have access to fill out a payment card, a Clinical Experience Assessment Summary, and the
TEU (Teacher Education Unit) Observation form in Tk20. Please note the following information
regarding these forms:
Payment Card – filled out by you and is not visible to any other users in the system except the
designated staff in the Office of Field Experiences and Partnerships for processing purposes.
Please fill out the payment card as soon as the binders are released, no later than the 4th
week of
the quarter. Once you click save, we will have your information for processing. Please be aware
that we will continue to give Act 48 hours to our cooperating teachers as well.
Clinical Experience Assessment Summary – This form is intended as a summary of all
classroom observations during each placement. It should be completed at the end of the student
teaching placement as a summary of all observations.
TEU Observation Form – This form is intended for a single classroom observation (not a
summary of all). It should be completed between the 5th
and 7th
weeks of the student teacher’s
placement with you. There is a choice of “Not Applicable” for those criterions not observed
during a particular lesson.
TEU Dispositions Rubric – This is a new assessment we have added to help our students
understand that one’s professional disposition is an integral part of being an effective teacher.
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This should be completed at the end of the student teacher’s placement and is a summative
assessment based on all observations.
Cooperating Teacher Survey – This survey is completed to ensure that we receive feedback
from the cooperating teachers about where we are succeeding and where we need to make
improvements programmatically. This information is anonymous and is not visible to other
users. This survey should also be completed towards the end of the student teacher’s placement.
Optional Letter of Recommendation & Additional Observations – Cooperating teachers can
also upload a letter of recommendation for their student teacher and additional observations to
the student’s electronic binder if they so desire. If a cooperating teacher does not wish to do this,
they must still open and save both items to complete the systems requirements.
Additional Forms – There may be additional forms in your binder, such as the BEO Assessment
Continuum for SPED majors and various Competency forms for HLTH & PETE majors. Please
complete and save all assessments that are in your student teacher’s electronic binders.
Please note: any form in Tk20 should be saved once the user has started or made any changes to a form.
To save the form one is working in, he/she must click save a second time to save the form in the
binder.
The student teacher and university supervisor can view forms at any time once they’ve saved their work.
If one needs to make changes, he/she can do so until they “Submit” the binder. Once all forms have been
completed and the information is accurate, please “Submit” the forms. If a user accidentally hits
“submit” and needs to change something, please contact the Tk20 office and we can unlock the binder
for you.
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EAST STROUDSBURG UNIVERSITY
TEACHER EDUCATION COUNCIL
BY-LAWS
I. Name
The name of the organization is the Teacher Education Council
II. Purpose and Responsibilities
The teacher education program unit at East Stroudsburg University is the School of
Professional Studies. It is responsible for the governance of the teacher certification programs
at East Stroudsburg University. As an integral part of the unit, the purpose of the Teacher
Education Council is to coordinate the teacher certification programs at East Stroudsburg
University.
The Council coordinates existing policies and procedures related to teacher education,
proposes new policies for teacher certification programs, and reviews certification programs
and their modifications as proposed by departments and faculties to insure compliance with
the standards of state and national accrediting agencies.
The major responsibilities of the Council are as follows:
A. Make recommendations concerning proposed additions or
changes from appropriate departments and Faculties with
teacher education programs and courses to the University
Curriculum Committee.
B. Develop and recommend broad educational goals to the
faculty and administration concerning teacher education.
C. Propose and communicate policies and endorse candidates
for admission and retention in teacher education and
professional laboratory experiences.
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III. Membership
The Council represents a cross section of professionals active in
the teacher preparation process. It includes representation of
teacher education faculty university wide, public school
teachers, students in the teacher preparation program, and a
university administrator.
A. Membership shall consist of ten (10) faculty members from
three schools with teacher education programs, three (3)
public school teachers, two (2) students, the Director of Field Experiences and the Chief
Certification Officer. The number of Council members is based on the number of teacher
education majors. Membership will be reviewed every five years.
B. Faculty members shall be elected at a regular school meeting by the respective schools at
East Stroudsburg University. Representatives must be active teacher education faculty
and the representation must include these areas: three (3) from the School of Arts and
Sciences; two (2) from the School of Health Sciences and Human Performance; and five
(5) from the School of Professional Studies.
C. Two (2) student members (one undergraduate and one
graduate) who are declared majors in programs leading to
teacher certification shall be selected for the Council.
D. Three (3) public school teacher members shall be selected
from schools in the university's service area. Membership
would be based on a rotating system to insure representation from different certification
areas and school
districts in the university's service area.
IV. Teacher Education Faculty
The teacher education faculty shall be defined as any full-time
East Stroudsburg University faculty member who regularly
teaches a teacher education course or supervises student
teachers.
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V. Council Organization
A. The Chief Certification Officer (Dean of the School of
Professional Studies) shall serve as the non-voting
chairperson and will secure the services of a professional
secretary to assist.
B. Each Council member is entitled to vote on each issue.
Proxy votes may be given to another Council member.
C. Each Council member shall receive a copy of the by-laws
and schedule of meeting dates and shall be expected to
attend all meetings.
D. The term of service of faculty members shall be three (3)
years, with one-third of the membership being elected each
year. Initial membership will be elected for 1, 2, or 3
years.
VI. Meetings
A. Regular monthly meetings shall be held on a schedule to be prepared semi-annually by
the Council at the first meeting of each semester. The meeting schedule will be arranged
in consultation with the University Curriculum Committee in order to expedite the
curriculum review and approval process.
B. Special meetings shall be held at the call of the chairperson
or if 4 or more members submit a written request to the
chairperson to convene a meeting within one week.
C. A quorum shall consist of six (6) voting members which includes at least four (4) faculty.
Motions shall be determined by a plurality of members present.
VII. Agenda
A. Each Council member shall receive a copy of the agenda
five days before the meeting date.
B. The agenda shall be as follows: (1) Call to order; (2)
Reading of minutes; (3) Reports of special committees; (4)
Unfinished business; (5) Curriculum; (6) New business; (7)
General discussion; and (8) Adjournment
VIII. Operation
A. It shall be the responsibility of the Council to take action in
such areas and matters identified in Section II of these by-
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laws.
B. Proceedings and recommendations of the Council shall be
recorded by the chairperson and distributed to each Council
member. Also, Council minutes will be sent to appropriate
department chairpersons and members of the Council of
Academic Deans. Recommendations will be forwarded to
the appropriate department. A complete record of all
Council minutes will be maintained in the chairperson's
office.
C. Teacher education program curriculum recommendations will be forwarded to the
University Curriculum Committee.
D. The chairperson shall appoint necessary ad hoc committees
to investigate matters under the Council's jurisdiction.
E. It shall be the duty of the chairperson to report any
decisions or final action taken to the groups or individuals
originating items for consideration.
F. The rules of order contained in Roberts' Rules of Order shall
govern the Council where they are necessary and applicable.
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IX. Curriculum Approval Process
In accordance with the university curriculum approval process,
all courses and programs must be approved by the University
Curriculum Committee. Department teacher certification
courses and program recommendations are submitted to the
appropriate faculty where the department is located. Faculty
recommendations are forwarded to the Teacher Education
Council. Teacher certification courses and programs are
to the University Curriculum Committee with
recommendations. The following process will be followed:
President
Article IX
University Curriculum
Committee
Teacher Education
Council
Faculty
Department
*Non-teacher education curriculum proposals
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X. Amendments
Recommendations of by-laws may be amended at any time by a two-thirds action of the entire
membership of the Council at two successive meetings. These recommendations are then
reviewed by Article IX and forwarded to the President for final approval.
XI. Appendix
TEC Curriculum Recommendation Form
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TEC Curriculum Recommendation Form
Name of Program/Course Proposal______________________________________________
Curriculum Committee Code of Program/Course Proposal_________________________
Date received by TEC chair_____________________________________________________
Date(s) discussed at TEC meetings_____________________________________________
Date forwarded to UWCC______________________________________________________
The program/course proposal named above has been reviewed by TEC which makes the following
recommendations to UWCC:
__________ Recommended
__________ Recommended with the following notations:
______________________________________________________
______________________________________________________
______________________________________________________
__________ Need more information about
______________________________________________________
______________________________________________________
______________________________________________________
before TEC can recommend.
_____________________________________________________ _____________________
Teacher Education Council Chair (Dean, School of Date
Professional Studies)
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Request to Enroll in an Additional Course While Student Teaching
Name: _______________________________________________________________
Student ID#: ______________________________ G.P.A: _________________________
Address: _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
I request permission to enroll in the following course during student teaching:
Course Title: _______________________________________________________________
Reason for request: __________________________________________________________
_________________________________________________________
Day/Time of Class____________________________________________________________
Signature of Student:_______________________________ Date: ____________________
Signature of Advisor: ______________________________ Date: ____________________
Signature of Chairperson:___________________________ Date:____________________
Signature of Dean: _________________________________ Date: ____________________
Signature of Associate Dean: ________________________ Date: ____________________
Office of Field Experience and Partnerships
The policy of East Stroudsburg University’s Teacher Education Council (TEC) is such that students are
not permitted to take additional courses that are not part of the student teaching semester while student
teaching. Students requesting an exemption from this policy must complete this form for approval. This
form must indicate the course(s) requested, the reason for the request, and signatures as outlined above.
Students should obtain signatures in the order in which they are listed. As such, the Associate Dean for
the College of Education’s Office of Field Experience and Partnerships should receive the form last and
will inform the student of the outcome of their request. This form must be completed and approved
by the first day of the semester.
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