Students are first admitted to the College to pursue an academic 学生第一次被大学录取攻读学术

Students are first admitted to the College to pursue an academic 学生第一次被大学录取攻读学术 RIVIER COLLEGE Masters in the Art of Teaching Mathematics Post-Baccalaureate Teacher Certification in Secondary Mathematics Program Handbook August 2008 Table of Contents Introduction and Welcome ............................................................................................. 1 The Rivier College Mission .............................................................................................. 1 The Mission and Core Beliefs of the PEPP ........................................................................ 2 Program Overview .......................................................................................................... 3 Admission Procedures..................................................................................................... 4 Transfer of Credits and Waivers ...................................................................................... 4 Mid-program Requirements for Licensure ....................................................................... 5 Admission to PEPP .............................................................................................. 5 Praxis Exams ....................................................................................................... 6 Criminal Backgrounds Check ........................................................................................... 6 Academic Probation and Dismissal .................................................................................. 6 Advising, Feedback, and Counseling throughout Program ............................................... 7 Disposition and Action Plans ........................................................................................... 7 Program Components and Developmental Sequence ...................................................... 8 New Hampshire Standards for Certification .................................................................. 10 Early Field-Based Experiences ....................................................................................... 16 Placement Guidelines ....................................................................................... 16 Field Placements .............................................................................................. 17 Forms Associated with the Early Field-Based Experiences ................................. 17 PSTE Journal Guidelines .................................................................................... 18 Removal from a Field Experience in Progress .................................................... 18 Final Field-Based Experience: The Teaching Internship .................................................. 19 Criteria for Admittance into Internship ............................................................. 19 Selection of Cooperating Teachers.................................................................... 21 Supervision of Teacher Candidates ................................................................... 21 Removal from final field-based experience ....................................................... 22 i The Internship Seminar ................................................................................................. 22 The Teaching-Learning Portfolio .................................................................................... 22 Professional Appearance and Conduct .......................................................................... 24 Applying for Educational Licensure ............................................................................... 26 Notice of Non-Discrimination ........................................................................................ 26 Americans With Disability Act ....................................................................................... 26 Sources of Information ................................................................................................. 27 Getting Acquainted with Rivier College ......................................................................... 28 Appendix Program checklist ............................................................................................. 29 Praxis Exam ...................................................................................................... 30 Paperwork for Pre-Practicum Field-Based Experiences Application for Graduate Practicum Placement .................................... 31 Cooperating Teacher Contract ............................................................. 32 Record of Practicum Hours................................................................... 33 Course Requirements/Practicum Plan .................................................. 34 Professional Disposition Qualities for Evaluating Teacher Candidates ... 35 Professional Disposition Qualities Self Evaluation ................................. 37 Pre-Internship Experience Record ........................................................ 39 Professional Preparation Report ....................................................................... 40 Application to the Professional Educator Preparation Program ......................... 41 Paperwork for Initiating Student Teaching Internship Internship Checklist ............................................................................. 43 Application for Student Teaching ......................................................... 44 Cooperating Teacher Profile ................................................................. 45 Application to Graduate ................................................................................... 47 NHDOE 609 and 610.2 Standards ...................................................................... 48 Criteria for Teacher Intern Professional Portfolio .............................................. 51 ii I. INTRODUCTION AND WELCOME Hello and welcome to the M.A.T. Program in Mathematics We are pleased to have you join a community of educators committed to supporting excellence in teaching, a love of knowledge, and respect for the unique gifts of each individual. This program offers the opportunity to engage with a diverse group of learners and professionals who possess a broad range of interests and abilities. The program is designed to offer practical skills, professional enrichment, and reflective understanding through its learning challenges and rewards. Please refer to the School of Graduate Studies Catalog for additional description of the graduate programs. This Handbook provides an overview of the program leading to a Master’s in the Art of Teaching (M.A.T.) with a special emphasis on Mathematics Secondary Education. Degree candidates may also complete the requirements necessary to teach in New Hampshire’s public secondary schools. Prospective students are encouraged to read the handbook in its entirety before commencing the program of study. Additional inquires should be directed to Dr. Teresa Magnus, Director of Secondary Mathematics Education, at (603) 897-8462 or tmagnus@rivier.edu. II. THE RIVIER COLLEGE MISSION Founded in 1933 by the Sisters of the Presentation of Mary, Rivier College is a Catholic institution dedicated to transforming hearts and minds to serve the world. As a co-educational institution of higher learning, the College is dedicated to the education of undergraduate and graduate students in both the liberal arts and professional courses of study. Committed to the faith heritage, intellectual tradition, and social teachings of the Roman Catholic Church, the College educates the whole person in the context of an academic community that cultivates critical thought, sound judgment, and respect for all people. This community supports the intellectual growth of all its members while offering them opportunities for social, cultural, moral, and spiritual development. The challenge to the College community is to search for truth through the dialogue between faith and reason. Rivier creates an environment in which integrated learning is the shared responsibility of students, faculty, staff, and administrators, and is pursued in all the curricular and co- 1 curricular programs of the College. To participate in the life of Rivier College is to strive for academic excellence, to take responsibility for ourselves and for others, and to engage in dialogue about basic human issues facing society, especially the plight of the poor and powerless. The College extends to all of its members and also to the greater community an invitation to join in intellectual inquiry and dialogue. III. MISSION AND CORE BELIEFS OF THE RIVIER COLLEGE PROFESSIONAL EDUCATOR PREPARATION PROGRAM (PEPP) A. Mission The mission of the Rivier College Professional Educator Preparation Program is to assist students in realizing their goals through personal commitment, cultural development, and professional competence. We help our students to reach these goals by promoting excellence and ethics in teaching and learning: appreciation for cultural diversity, service to and compassion for others, commitment to social justice, reflection on the complexities inherent in the profession, and responsibility for continued research. We are committed to preparing our students to serve diverse learners and communities in collaboration with others in a variety of professional and leadership roles -- as teachers, administrators, counselors, and researchers. B. Core Beliefs The Rivier College PEPP strives to instill sensitivity to the following core beliefs and practices across all of its programs: INCLUSION AND CULTURAL COMPETENCY Graduates of the PEPP are cognizant of students’ various learning profiles as influenced by culture and special needs and practice from a culturally competent perspective, demonstrating specific skills to effectively engage all learners. COMPETENCE IN SUBJECT AREAS Graduates of the PEPP demonstrate competence in their discipline by developing a deep understanding of their subject matter and updating their knowledge and skills. Graduates understand how to teach their content, promote love of learning through their passionate engagement with the discipline, and develop disciplinary habits of mind and ways of thinking in their students. FACILITATING ACTIVE LEARNING Graduates of the PEPP embrace the notion that students must be actively engaged in their own learning. Through their awareness of the diverse developmental and learning needs of students, graduates create a community of learners by developing effective 2 strategies that guide and engage students. They develop appropriate curriculum, based on evidence-based practice. COLLABORATION AND COLLEGIALITY Graduates of the PEPP communicate and interact with parents/guardians, families, school colleagues, and the community to support student learning and well-being. They pursue professional development, network with peers, and contribute to the scholarly development of the field. Graduates understand their responsibilities for the preparation of the next generation of educators, value the policies, practice, and culture of their workplace, and consistently practice with legal and ethical standards in mind. REFLECTIVE PRACTICE Graduates of the PEPP recognize that professional knowledge and educational theory grow out of active reflection on practice. Through observations of their students’ performance, graduates continuously assess the effects of their decisions to ensure equity and growth among all students. ACTIVE AGENTS OF SOCIAL CHANGE Rivier College, in its tradition and heritage, is dedicated to the tenets of Catholic Social Teaching, placing special emphasis on the ideals of peace and social justice; indeed, graduates of the PEPP bring to the school environment not only a recognition of such social issues as poverty, inequality, and racism, but also actively seek to be agents of change, challenging the community to be more ethically aware of the plight of the poor and powerless. IV. PROGRAM OVERVIEW The M.A.T. in Mathematics for Prospective Teachers is a 36- to 39-credit program of graduate study in the fields of secondary education and mathematics. Rivier College offers both a certification option for students aiming to be recommended for secondary mathematics licensure and a non-certification option for students who are not seeking licensure. Any applicant interested in obtaining the credentials to teach 7-12 Secondary Mathematics in New Hampshire’s public schools must also demonstrate that s/he has the knowledge, disposition and skills to teach at the secondary level through participation in the PEPP. This includes applicants wishing to complete a student teaching experience through Rivier College as part of a licensure plan through another state. Certification often requires an applicant to take additional coursework in his/her chosen field of study. The Teacher Preparation Standards pertaining to the various certification areas are posted on the NH Department of Education website (see laws and legislation, ED 612.11) and are included as an appendix to this Handbook. 3 V. ADMISSION PROCEDURES All applicants, including those interested in certification only, must submit a completed application to the Office of Graduate Admissions. Applications are available through the Office of Graduate Admissions and through the College website. Applications are accepted throughout the calendar year and reviewed upon receipt. Applicants are encouraged to phone, email, and/or meet with the Director of Secondary Mathematics Education prior to making a formal application to assure appropriate scholarship related to his/her content area and select the program most suited to his/her academic preparation, life experiences and career goals. Acceptance into the graduate degree program is contingent upon a holistic review of the materials presented, including transcripts, personal interview, exam score(s), and letters of reference. Applicants interested in seeking licensure to teach in New Hampshire’s public schools must also demonstrate that they have the knowledge, disposition and skills that make them a suitable candidate to enter a teacher certification program. Applicants seeking certification must either hold a baccalaureate degree in the field in which s/he seeks certification or sufficient background in the field as determined by the Director of Secondary Mathematics Education. Transcripts will also be reviewed to verify that applicants have satisfied the general education requirements listed in the NH DOE 6.09 standards. Applicants found to be lacking in a particular mathematical or general education content area will be required to complete additional coursework. VI. TRANSFER OF CREDIT AND WAIVERS Candidates for the M.A.T. in Mathematics at Rivier College may transfer a maximum of nine graduate credits, provided that: (1) these credits were earned at an accredited college or university, (2) these credits are of a B grade or better, (3) these credits have been approved by the chairperson/program director of the division. Normally, transfer credit is not granted for the course MA534 Methods of Teaching Mathematics. In addition, transfer credit will not be provided for graduate courses counted for a degree granted at any institution. Students wishing to request a waiver for coursework completed at a previous institution must make the request at the time of formal application. Students in the M.A.T. Mathematics program for Prospective Teachers must attain a minimum of 36.0 graduate credits; however, many students need 39.0 credits to complete all certification requirements. Credits for coursework waived--rather than transferred in--must be substituted with elective coursework. There are no exceptions to the early field-based experiences or the semester-long teaching internship, and this must be taken into consideration at the time of application. Students unable to complete the early field-based experiences and the teaching internship will not be recommended for licensure. 4 VII. MID-PROGRAM REQUIREMENTS FOR ALL STUDENTS SEEKING SECONDARY LICENSURE A. Admission to the Professional Educator Preparation Program: Rivier College is committed to the success of students in their pursuit of careers as teachers, counselors, school psychologists and school administrators. To address this commitment in a meaningful way, student performance is evaluated on an ongoing basis. After completion of at least 12 graduate credits at Rivier College, including at least one field experience and one content course, students may apply to join the Professional Educator Preparation Program leading to secondary mathematics licensure in New Hampshire. At this point, the PEPP committee will confirm that you are making adequate progress toward your goal of teaching mathematics, both in academic work and personal disposition. Continued good standing in the PEPP is required for all candidates wishing to be recommended by Rivier College for Alternative I licensure or planning to complete a student teaching internship. Applicants should gain acceptance into the PEPP well before applying for a student internship experience. Consideration is given to academic performance, disposition and appropriateness/readiness to enter the professional field in which the student intends to specialize. thFollowing completion of 12.0 graduate credits and prior to completing the 19 credit, degree students must schedule a formal meeting with the Director of Secondary Mathematics Education, and file a request for admission to the PEPP. This is an opportunity for both the student and the Director to reflect on the choice of field and specialty the student is pursuing, and provides an opportunity to closely examine the progress being made. To file a request for admission to the PEPP, the applicant must complete the following steps: 1) The applicant must have been admitted to the M.A.T. Mathematics Program or admitted into the graduate certification program. 2) Students seeking licensure prior to completion of a Masters Degree must have successfully completed all elements of the Praxis I test. Students who have developed a plan for certification in another state may request permission to substitute that state’s exam. 3) The applicant must complete with a B (3.0) average, or better, at least 12 graduate credit hours at Rivier College. At least one course should involve an early field-based experience and at least one course should be a mathematics content course. 4) The applicant must meet with the Director of Secondary Mathematics Education and file an Application for PEPP and if satisfactory progress is being made, the 5 Director will recommend the student to the Professional Educators Preparation Program. B. Praxis Examinations: Praxis Examinations are standardized examinations required by the State of New Hampshire and administered by the Educational Testing Service (ETS) of all professional educators prior to licensure. Students obtaining a content masters degree such as the MAT are exempted from PRAXIS I. This does not apply to conversion (certification-only) students. All MAT mathematics students must take PRAXIS II for licensure and to obtain the federally mandated highly qualified status. For more information, see Appendix. VIII. CRIMINAL BACKGROUNDS CHECK All prepracticum students are required to comply with state legislation that requires all persons, who regularly come in contact with children and youth on a daily basis for a period of time, undergo a full criminal record check, including fingerprinting. The prepracticum student will assume the responsibility for all costs related to this process. A problematic backgrounds check may prevent a student from participating in field-based experiences and state certification. IX. ACADEMIC PROBATION AND DISMISSAL Students in the M.A.T. Program and the Post-Secondary Licensure Program are subject to all academic requirements listed in the graduate catalog. If, at any time during the program, the student’s average falls below B (3.0), the student is placed on probation. The student remains on probation for one calendar year, until the deficiency is removed or the students is disqualified. A student demonstrating an inability to perform at the graduate level will be subject to immediate dismissal. During course work, students are evaluated for academic as well as professional, personal characteristics including interpersonal and communication skills needed to perform effectively as teachers. If any of these skills are insufficient, the student’s status will be reviewed by the Professional Educator Preparation Program Committee for possible dismissal from the certification program. The program sets high standards for its students in order to assure that graduates will be prepared to serve effectively in educational settings. 6 X. ADVISING, FEEDBACK, AND COUNSELING THROUGHOUT THE PROGRAM Program advancement is not automatic. To advance in the program students must: maintain a G.P.A. of 3.0 or better and receive positive assessments from the faculty and instructors. Students seeking certification must receive positive Professional Preparation report(s) from the instructors of core education courses; complete any required pre-practicum hours, and receive positive evaluations from school supervisors. Both the Education Department and the Department of Mathematics and Computer Science have advisory systems that provide information to candidates on the criteria for success, what candidates must do to meet these criteria, and the consequences and options if criteria are not successfully met. Students who fail to meet articulated standards with respect to the knowledge, skills, and disposition for teaching will be advised of the options open to them and counseled into other fields. Candidates are responsible for scheduling an advisory meeting with the Director of Secondary Mathematics Education at four specific junctures. o Following acceptance into the master’s degree or certification program o Upon completion of 12.0 graduate credits o Upon application to the final field-based experience: the teaching internship. o Upon filing for Intent to Graduate XI. DISPOSITION AND ACTION PLANS In an attempt to articulate clearly our beliefs in the importance of professional and ethical dispositions, the faculty has identified specific dispositions for all graduates of PEPP. These dispositions include areas in professional commitment and responsibility and intra/interpersonal skills. Professional commitments and responsibility include student behaviors such as enthusiasm, self-confidence, organization, reliability and maturity. Intra/interpersonal skills include areas such as the ability to reflect. Collaborate, solve conflicts productively, communicate and display good judgment. The Professional Disposition Qualities forms are completed by students, faculty and/or cooperating practitioners in introductory education courses, one or more methods courses, and at the end of each field placement. All forms are kept in the students’ files. Students are expected to achieve at high levels in all areas of the disposition form. Students will respond to their professional disposition qualities in their electronic portfolio. When students are rated “occasionally” or below, they are in need of an action plan in order to facilitate and guide the student’s further development and progress towards achieving certification. The action plan is meant to be a collaborative effort to assist the student in strengthening all areas of development. This plan and the timeline for the 7 plan both are developed by program directors and the student. Other faculty or cooperating practitioners might be asked to attend this meeting, if necessary. Copies of the action plan and timeline are sent to the student’s academic advisor and content director and a copy is placed in the student’s file. Students are expected to successfully complete action plans within the given timeline. If the student is unsuccessful in completing the action plan, the faculty will review his or her status and then determine whether continuation in the program is advisable. At this time the student may be advised to consider other career options and placed on program probation. Unsuccessful completion of the probation will lead to referral to the faculty for vote for dismissal from the PEPP. A student may be dismissed from the certification program during the improvement process, depending on the severity and/or persistence of the problem. In cases of conflict or discrepancy concerning any part of this process, students may petition in writing for a conference to be scheduled with the student, cooperating practitioners and/or the program director and the education division chair. XII PROGRAM COMPONENTS AND DEVELOPMENTAL SEQUENCE The master’s degree program in Mathematics education is a 36-39-credit program of study. Candidates seeking certification follow a well-planned scope and sequence of studies and experiences which enable them to demonstrate the core competencies encompassed in the New Hampshire Professional Educator Standards. The program includes: three 3.0-credit courses in the field of education (see Table 1), 75 hours of early field-based experiences, and a semester-long teaching internship (6.0 credits) that also includes a weekly seminar. The curriculum helps prospective educators develop affirming attitudes toward individuals from diverse backgrounds and with diverse learning styles and a commitment to making schools places where all students have access to meaningful curriculum and instructional practices that provide an opportunity to succeed. Candidates seeking certification are required to construct a standards-based Teaching-Learning portfolio. The required Education coursework for the M.A.T. with certification is listed in Table 1. Degree candidates are expected to complete at least one education course involving an early field experience before applying to the Professional Educator Preparation Program. Table 1: Coursework in Education required for the M.A.T in Mathematics. ED 503: Philosophy of Education (3.0) ED 515: Psychology of Adolescent & Adult Development (Field Component) (3.0) 8 ED 533: Managing Adolescents: Survival Skills for Secondary Teachers (Field (3.0) -Component) MA 635: Internship/Seminar in Secondary Teaching (minimum of 14 weeks) (6.0) Requires Construction of a Teaching Learning Portfolio (licensure candidates only) The “content area” coursework required to complete the M.A.T. in Mathematics consists of the courses in table 2. Students must demonstrate their competency in mathematics before applying for the PEPP and should hence select some of these courses early in their program. Some students will need to take undergraduate prerequisites such as Calculus or Linear Algebra prior to these courses. The classes are designed to address the various 612 standards for certification, and should be selected in consultation with the program director. Table 2: Coursework in Mathematics required for the M.A.T in Mathematics. MA 508 Discrete Mathematics (3.0) MA 509 History of Mathematics (3.0) MA 532 Geometric Models for Teachers (3.0) MA 540: Mathematical Statistics for Teachers (3.0) MA553 Abstract Algebra for Teachers (3.0) In addition the requirements for the M.A.T. in Teaching Mathematics include several courses which focus on the teaching of mathematics. The Methods course must be completed prior to the student teaching internship, ideally in the year immediately prior to the internship. Table 3: Coursework in Mathematics Education required for the M.A.T in Mathematics. MA 530: Teaching Secondary Mathematics Using Technology (3.0) MA 534: Methods of Teaching Secondary School Mathematics (Field (3.0) Component) MA 602: Assessment and Evaluation in Mathematics Education (3.0) 9 XIII STANDARDS FOR CERTIFICATION ED 612.11 Mathematics 7 - 12 NHDOE STANDARD Courses (a) In compliance with RSA 193-C:3,IV,(f), the teacher preparation program in secondary MA534: Methods of Teaching Secondary mathematics for grades 7-12 shall Mathematics demonstrate competence in the NH “K-12 Mathematics Curriculum Framework,” MA602: Assessment and Evaluation in including techniques for enhancing student Mathematics Education learning in these areas and the use of assessment results to improve instruction. (b) The mathematics program for grades 7-12 shall provide the teaching candidate with the MA534: Methods of Teaching Secondary skills, competencies and knowledge gained Mathematics through a combination of academic and supervised practical experience in the MA602: Assessment and Evaluation in following areas: Mathematics Education (1) In the area of pedagogy, the candidate shall have the ability to plan and conduct mathematics instruction which: a. Takes into consideration gender, socioeconomic status, culture, and ethnicity; b. Takes into consideration the following: 1. Learning styles; 2. Concrete and abstract thought processes; 3. Deductive and inductive reasoning; 4. Auditory, visual, tactile, and kinesthetic modalities; c. Builds upon the varied prior experiences and knowledge which all students bring to the classroom; and d. Meets the needs of students with differing talents, interests, and development; 10 (2) In the area of instructional strategies, the candidate shall have the ability to plan and MA534: Methods of Teaching Secondary conduct units and lessons which: Mathematics a. Enable students to construct new concepts MA602: Assessment and Evaluation in through active participation in mathematical Mathematics Education investigations; b. Proceed from concrete representations to symbolic representations in ways that make sense for each learner; c. Provide multiple representations of concepts being learned, alternate explanations, and intuitive as well as formal arguments; d. Provide opportunities for students to demonstrate their understanding of mathematical concepts in writing, and orally with both other learners and the teacher, and through various means of creative expression; e. Model and nurture within the context of mathematics important habits of mind including curiosity, perseverance, risk taking, making conjectures, and logical reasoning; f. Emphasize connections between mathematics and student’s interests and experiences, within mathematics, and between mathematics and other disciplines; g. Include interest building mathematical games, puzzles, and logic problems; h. Assess student achievement using methods that include but that are not limited to portfolios, math journals, technology, rubrics, paper and pencil tasks, presentations, projects, and teacher observations; 11 i. Use technology appropriately and effectively in the learning and teaching of MA530: Teaching Secondary Mathematics mathematics, including, but not limited to: Using Technology 1. Scientific and graphing calculators; 2. Computer-based laboratory (CBL); 3. The internet; and 4. Computer software including the 4 areas of: (i) Symbolic manipulators; (ii) Dynamic geometry programs; (iii) Spreadsheets; and (iv) Statistical packages; (3) In the area of knowledge of professional practices, the candidate shall have the ability MA508 Discrete Mathematics for Teachers; to: MA532 Geometric Models for Teachers; MA553 Abstract Algebra for Teachers a. Demonstrate the capacity to learn mathematics independently; b. Demonstrate the capacity to construct proofs and logical arguments using an MA508 Discrete Mathematics for Teachers axiomatic approach to verify hypotheses in MA532 Geometric Models for Teachers mathematics; MA553 Abstract Algebra for Teachers c. Demonstrate the capacity to communicate MA534 Methods of Teaching Secondary about mathematics and mathematics Mathematics; education in both written and oral ways that MA532 Geometric Models for Teachers; includes informal and professional formats; MA553 Abstract Algebra for Teachers d. Articulate how the use of formal language and notation increases in importance as MA508 Discrete Mathematics for Teachers mathematical concepts are developed in the K-12 mathematics curriculum; e. Demonstrate the capacity to solve non-MA508 Discrete Mathematics for Teachers; standard, real-world problems; MA540 Mathematical Statistics for Teachers f. Provide current examples of mathematical practices and notation within various cultures; MA509 History of Mathematics for Teachers 12 g. Trace the historical development of mathematics topics including contributions by major world cultures; h. Provide examples of how mathematics is MA508 Discrete Mathematics for Teachers; practiced in various fields, such as MA532 Geometric Models for Teachers; engineering, nursing, carpentry, and the arts; MA540 Mathematical Statistics i. Demonstrate knowledge of state, regional, national and international professional MA534 Methods of Teaching Secondary associations and journals, and how to access Mathematics resources on the Internet; j. Demonstrate knowledge of the history of mathematics education; k. Demonstrate knowledge of current state, national, and international findings and recommendations regarding the teaching and learning of mathematics l. Articulate the power of mathematics as an MA508 Discrete Mathematics for Teachers; academic discipline, a tool for quantitative MA509 History of Mathematics for Teachers; reasoning, and a gateway to many career MA532 Geometric Models for Teachers; choices; MA540 Mathematical Statistics for Teachers; MA553 Abstract Algebra for Teachers (4) In the subject area of number and numeration, the candidate shall have the MA553: Abstract Algebra for Teachers ability to: a. Demonstrate an understanding of the axiomatic development of the real and complex number systems; b. Demonstrate a capacity to use models to MA509 History of Mathematics for Teachers; explore and explain relationships among MA534 Methods of Teaching Secondary fractions, decimals, percents, ratios, and Mathematics; Program prerequisites of proportions; Calculus I, II c. Use estimation strategies and mental MA534 Methods of Teaching Secondary computation techniques to judge the Mathematics; Program prerequisites of reasonableness of answers and to Calculus I, II approximate solutions; d. Use physical materials and models to MA508 Discrete Mathematics for Teachers; explore and explain operations and properties MA553 Abstract Algebra for Teachers of real numbers and their subsets; and e. Demonstrate a capacity to apply the MA532 Geometric Models for Teachers; 13 concepts of proportional reasoning; MA540 Mathematical Statistics for Teachers (5) In the subject area of geometry and measurement, the candidate shall have the MA532: Geometric Models for Teachers ability to: a. Employ common geometric ideas such as the Pythagorean theorem, similar triangles, and trigonometry to solve problems involving direct and indirect measurement; b. Use the following to explore geometric constructions and relationships: 1. A variety of tools such as compass and straightedge; 2. Physical models; and 3. Dynamic geometric software; c. Demonstrate knowledge of the axiomatic development of Euclidean geometry, non- Euclidean geometry, and transformational geometry; d. Solve problems and construct proofs in 2- dimensional geometry and 3-dimensional geometry that involve parallelism, perpendicularity, congruence, similarity, and symmetry; and e. Demonstrate relational understanding of important geometric concepts associated with visualization, description, measurement, and classification of geometric figures; (6) In the subject area of algebra, the candidate shall have the ability to: MA540 Mathematical Statistics for Teachers Program prerequisites of Calculus I, II, and a. Use functions and algorithms from analytic Linear Algebra geometry and trigonometry to solve problems and to demonstrate connections between various representations such as the connection between functional relationships expressed symbolically, in a table, and graphically; b. Articulate the meaning of functions both formally and informally including, but not MA508: Discrete Mathematics for Teachers limited to: MA540: Mathematical Statistics for Teachers 14 1. Exponential, polynomial, periodic, Program prerequisites of Calculus I and II step, absolute value, root, and trigonometric; and 2. Relations such as equivalence; c. Understand and apply the major concepts MA553: Abstract Algebra for Teachers of linear and abstract algebra and connect Program prerequisite of Linear Algebra these concepts to secondary mathematics; (7) In the subject area of probability and statistics, the candidate shall have the ability MA540: Mathematical Statistics for Teachers to: a. Demonstrate an understanding of basic MA508: Discrete Mathematics for Teachers concepts of probability and statistics, including discrete and continuous probability distributions, descriptive and inferential statistics, and exploratory data analysis; b. Design an experiment, collect appropriate data, analyze the data, and construct a valid statistical argument comparing the experimental and theoretical probabilities; and c. Explore the connections between statistics and probability by: 1. Making use of various concepts that include hypothesis testing, correlation, regression, and analysis of variance; and 2. Applying these concepts to everyday situations, such as games and lotteries; (8) In the subject area of calculus, the candidate shall have the ability to: Program prerequisites of Calculus I & II a. Demonstrate an understanding of both single and multi-variable calculus relating to limits, differentiation, integration, and infinite series; and b. Apply models of change and rates of change to problems within mathematics such as area, volume, and curve length and other disciplines such as physics, biology, and economics; (9) In the subject area of discrete mathematics, the candidate shall have the MA508 Discrete Mathematics 15 ability to: a. Demonstrate a knowledge of: 1. Counting techniques; 2. Sets; 3. Logic and reasoning; 4. Patterning including iteration and recursion; 5. Algorithms and induction; 6. Networks; 7. Graph theory; 8. Social decision-making; 9. Efficiency; and 10. Binomial series; and b. Demonstrate the capacity to use combinations and permutations to solve probability problems. XIV THE EARLY FIELD-BASED EXPERIENCES Taken as a whole, the clinical component, which consists of 75 hours of early field-based experiences (also called Pre-Service Teaching Experiences PSTEs) and a semester-long teaching internship, provide teacher candidates with a progression of structured experiences working with students in schools. The nature of the experiences evolves with the advancement of the teacher candidate, moving from observation and analysis of individual learning to observation and analysis of student-to-student and teacher-to-student interactions to assisting the teacher with classroom duties, and one-on-one tutoring. Field experiences connected with more advanced courses emphasize engaging small groups of learners, whole-group instruction, lesson planning, and assessment of student learning. Evidence of successful completion of the early field experience component is required upon application to the teaching internship. Assignments in each student’s respective methods course align with the teacher preparation standards in the candidate’s area of certification. Students must develop a unit plan and teach a lesson and receive feedback on their teaching from the school supervisor. Students who do not receive positive assessments from their school supervisors will not be admitted into the PEPP or the teaching internship. Placement Guidelines The PSTE experience in early coursework serves the following purpose: a. Students confirm their decision to become teachers. 16 b. Students see various teaching techniques in practice. c. Students become aware of the challenges of daily classroom teaching and management. d. Students become aware of the breadth of mathematics teaching. e. Students observe a variety of experienced teachers in the hopes of finding a suitable cooperating teacher for student teaching. The PSTE experience should include the following settings and environments: a. Different grade levels: 7-9, 9-12. b. Different school sizes and types: large, small, rural, suburban, and urban, possibly religious. c. Different academic levels: foundational, college prep, accelerated. d. Different teaching styles: teacher-centered, student-centered, classic techniques, progressive education. e. Different subjects (at least two): basic math, algebra, geometry, statistics, precalculus, integrated math, etc. Students will apply theories and strategies learned in the course in the school setting. Students will be involved in activities in the school setting such as, but not limited to: a. Observation; b. Tutoring; c. Working with small groups of students on a single lesson; and NOTE: It is a requirement of the methods course (and of the newest state guidelines), that by the end of the PSTE in the methods course, each prospective student teacher will have taught at least one lesson. Field Placements Rivier College has a collaborative formal relationship with four local school districts. Field placements in the districts of Nashua, Hudson, Litchfield and Londonderry must be arranged through the Education Field Office in the Education Department. Selection of a site outside of these districts should be arranged by the student with approval of the course instructor. Once a placement has been arranged, it is the student’s responsibility to contact the prospective supervising teacher to schedule an orientation meeting. Meetings should happen in a timely fashion. Forms Associated with the Early Field-Based Experiences There are a number of forms associated with the early field-based experiences. These forms include a pre-practicum application, a PSTE Contract in which the classroom teacher indicates his/her agreement to host and supervise the pre-practicum student; and a Teacher Evaluation form in which the host teacher indicates his/her formal assessment of the student. Students 17 must keep a signed log of all hours spent at the pre-practicum site. Pre-practicum paperwork is issued by and returned to the Director of Secondary Education who forwards all paperwork to the Education Field Office [EFO] in the Education Department. Additional copies can be downloaded from the Education Department website. Students must retain a copy of all field-related documents for their personal records. PSTE Journal Guidelines As part of all PSTE, you are expected to keep a journal in addition to whatever other specific assignments you are given. This journal requirement is a requirement in addition to the requirement to keep a log of your hours. 1) You are to write a half-page (typed, preferably) reflection for each PSTE. If you observe one teacher all day, one entry will suffice. If you observe more than one teacher, separate entries are required. Observations on separate days always require more separate entries. 2) A copy of this journal is to be submitted for review at semester’s end. They will become part of your portfolio that remains at the college. 3) Before each observation, you should think about one or two aspects of classroom teaching you would like to focus on (these may be suggested by your instructor). Some additional items you might note are listed below: a. Classroom appearance b. Teacher’s materials c. Classroom management/interaction with students d. Student responsiveness e. Learning activities employed f. Engagement of ESL, special education, and gifted learners g. Engagement of different learning abilities h. Intellectual challenge i. Skills development j. Time-on-task k. Ideas and practices that you wish to incorporate into your own repertoire l. Ideas and practices that you wish to avoid in your own teaching Removal from a Field Experience in Progress Occasionally it becomes necessary to remove a teacher candidate from a field experience. In such instances the following process is to be followed. 1. Cooperating teacher and/or College Supervisor prepare written documentation of the issue(s) making the recommendation for removal necessary. 18 2. Documentation is forwarded to both the College Supervisor/instructor and/or Content Program Director as appropriate. 3. Cooperating Teacher and College Instructor/supervisor review the issue with the teacher candidate and, together, develop a plan of action to correct any perceived deficiencies/weaknesses. The plan must contain the recommended corrective action and the timeline. 4. Plan of action is signed by teacher candidate, Content Program Director, and Director of the PEPP 5. In the event that the supervisory team feels that the teacher candidate failed to make the corrective recommendations, then the teacher candidate is provided with two options: a. Repeat the field experience at a time convenient to the partner school district and Rivier College b. Choose an alternative field of study 6. College Instructor and/or Cooperating Teacher meet with the Content Program Director and Director of Rivier PEPP who issue the candidate and the College Academic Affairs Division written notification of the aforementioned decision. XV. THE FINAL FIELD-BASED EXPERIENCE: THE TEACHING INTERNSHIP The teaching internship is a semester-long field-based experience, which approved students conduct during the final term of study. Students must complete the teaching practicum at the level at which they are seeking licensure. The experience requires the teacher candidate to “demonstrate the ability to perform competently each of the competencies *described in ED 610.02+”. Preparation standards must be shared with the cooperating teacher who agrees to mentor and supervise the intern. Details of the student teaching experience are described in the Student Teaching Handbook, which is issued to admitted teacher candidates by Director of Secondary Education. Prospective teaching interns should be aware that the internship and seminar require a significant amount of work and are encouraged to refrain from other coursework and limit other commitments during the semester. By the end of the internship, the prospective teacher will have taken on a full-time load including preparation and grading. In addition, students develop and present a portfolio highlighting how their coursework and field experiences satisfy the NH teacher education standards. Criteria for Admittance into the Teaching Internship Students must complete the process for gaining approval to enter the teaching internship in the semester prior to that in which they will conduct the internship. Students must file an Intent to 19 Student Teach form in the semester prior to the teaching internship. Forms are available from and submitted to the Division of Education. Semester of Intended Intent Form Filing Contract Due Student Teaching Deadline Fall Term First week in February November Spring Term First week in October April The approval process is designed to ensure that only those students who have satisfied all program requirements and maintained all Program standards are admitted into the teaching internship. Approval for entering the teaching internship is contingent upon the following criteria: i. Successful completion of all required coursework, as evidenced by transcript review; ii. Letter of Acceptance into PEPP is on File iii. Demonstration of understanding of learning and teaching, as evidenced by: o maintaining a GPA of 3.0 or better in all education courses iv. Demonstration of ability to exercise professional judgment by showing achievement of the knowledge, skills, and disposition articulated in the standards for all professional educators: ED 610.02, as evidenced by: o positive professional preparation reports by instructor(s) of methods and other core education courses o positive evaluations by supervising teachers at placement site(s) o completed Student Teaching/Internship Contract with signatures from all school and college supervisors. Contracts are issued by the Program Director. Applications are reviewed by content and education faculty on a semester basis-in April and in November. Incomplete applications will not be reviewed. Applicants receive written notification of the faculty’s decision from the Director of Secondary Education. Approved students meet with Director of Secondary Education or instructor of the methods course to establish appropriate level and setting for the practicum. Students then meet with the Program Director who issues The Student Teaching Contract This contract must be signed by all parties (building principal, cooperating teacher, college supervisor, and director of secondary education) and filed with the Education Department by the last Monday in April for fall student teaching or the last Monday in November for spring student teaching. Each semester there is an informational meeting for students approved for student teaching. Attendance is mandatory. Materials associated with student teaching will be distributed and reviewed. Students who do not meet the approval criteria must meet with Program Director to plan an alternative program of study. The director and the candidate will determine whether the deficiency can be overcome and whether a later internship is likely to be approved. If not, the 20 student should schedule coursework to meet the 6.0 credit shortfall in order to complete the non-certification MAT. Selection of Cooperating Teachers Teacher candidates are placed with qualified and appropriate cooperating teachers and field supervisors by the Education Field Office or by the content area director. Pursuant to state regulations cooperating teachers must 1) have been teaching for three years, 2) hold an experienced educator credential in the subject area in which the candidate is teaching (see state regulation ED610.07), 3) have knowledge of and a commitment to the mentoring of teacher candidates. All cooperating teachers must file evidence of such qualification with the Education Division by completing the Cooperating Teacher Profile Form available from the Education Field Office. A list of accepted cooperating teachers is on file with the Education Field Office. Supervision of Teacher Candidates in Field-Based Experiences Students approved for student teaching are supervised by a team of educators. This team consists of the cooperating teacher, who assumes primary responsibility for day-to-day supervision of the student intern; a college supervisor, who makes a minimum of three documented school visits. Supervision shall include both direct observation and follow-up conferences. Documentation, supervision, and requirements of the student teaching experience are detailed in the Student Teaching Handbook issued by the Seminar facilitator. Teacher candidates must obtain positive reports from the cooperating teacher during the semester-long student teaching experience. Cooperating teachers participate in the assessment of teacher candidates through the participation in three-way conversations involving the student teacher/teacher candidate and college supervisor. o At the initial meeting the student and cooperating teacher review the performance areas for certification and procedures of evaluation with the supervisor. They also plan for a gradual increase in the intern’s classroom responsibilities, referring to the “Practicum Schedule" included in Student Teaching Handbook. o At the mid-term conference the three parties—the student teacher/intern, Cooperating Teacher and College Supervisor(s) independently complete the Assessment. The parties compare and discuss their understanding of the student's progress at this point using the "Mid-Term Assessment Guide" as a basis for discussion. The Practicum Assessment Guide reflects the New Hampshire Standards for Educational Licensure. Strengths in performance are noted, as well as strategies for growth in specific areas. If certification is in question, the student teacher/intern, school principal, and relevant coordinators must be advised. 21 o At the final conference, the three parties, using the Practicum Assessment Guide, discuss their individual final assessments, arriving at consensus as much as possible in each area. The parties then sign the Practicum Report form for the Department of Education Certification Bureau. These documents are submitted to the College Certification Officer. The Cooperating Teacher and College Supervisor also complete summary narratives for inclusion in the student's file; these documents may be used by the student for her/his career placement file. Removal of the candidate from final field-based experience In the rare event that the supervisory team feels that a Rivier teacher candidate must be removed from the final field-based experience, the candidate has three options available: 1. Continue in the practicum but not be recommended for licensure. This option allows the candidate to obtain the necessary credit for the baccalaureate degree. This option requires that the supervisory team feels that no harm will be done to students at the practicum site by allowing the candidate to remain at the placement site. 2. Repeat the student teaching experience when the teacher candidate provides evidence that corrective actions have been met to the satisfaction of all parties. 3. Select academic coursework and a final project to complete the requirements for the non-certification Master of Arts in Teaching Mathematics degree. XVI THE INTERNSHIP SEMINAR Candidates who receive formal approval to student teach must register for MA635, student teaching and the student teaching seminar. The seminar meets weekly on the College campus. During the teaching internship candidates are expected to maintain a teacher journal and construct a teaching-learning portfolio. The portfolio must demonstrate proficiency with respect to the competencies articulated by the NH standards for all professional educators (the Ed 610s). XVII THE TEACHING-LEARNING PORTFOLIO The ED 610s articulate and define the pedagogical competencies required of all persons who want to teach in New Hampshire public schools. Pedagogical standards specific to the specialty areas (e.g. biology, English, mathematics, modern languages, social studies) are included as part of the Ed 612s (oftentimes referred to as the content standards). 22 State statute requires that all teacher candidates gather artifacts that demonstrate their progress toward meeting the standards for professional educators during the final field-based experience, student teaching. Rivier College, in accordance with this mandate, requires all students seeking recommendation for initial licensure to construct a professional teaching-learning portfolio. The choice of medium for the portfolio is left to the student. Through the thoughtful collection and presentation of artifacts, all candidates must demonstrate pedagogical competency within the categories of competence articulated by the newly adopted standards for professional educators. (See section below: Key Performance Areas) All candidates, in addition to demonstrating pedagogical competency in areas identified by the state board of education, must has include artifacts that demonstrate progress toward meeting standards important to the Division of Education at Rivier College and to the mission of the College as a whole. Candidates share their reflective teaching-learning portfolios with a supportive community of peers, supervisors, and collaborating teachers at a portfolio ceremony at the culmination of the Practicum. Guidelines for the portfolio presentation are reviewed in the student teaching seminar. A rubric for the portfolio can be found in the appendix of this handbook. Bryan Painter (2001) notes that the portfolio is “more than an elaborate scrapbook or a collection of written documents, is an individualized portrait of a teacher as a professional reflecting on his or her philosophy and practice. This portrait is fully realized through the teacher’s deliberate selection of artifacts and thoughtful reflections on those artifacts, which provide insight into the teacher’s growth.” Pedagogical Competencies Required of ALL NH Professional Educators The New Hampshire Department of Education has identified the following areas of pedagogical competency that must be demonstrated by a teacher candidate who seeks initial licensure to teach in NH public schools. A single artifact, such as a lesson plan or videotape of classroom teaching, may be used to demonstrate competency in one or more areas. The categories for the key performance areas are listed below. Appendix G provides a detailed description of these performance areas. The Key Performance Areas 1. Subject Matter 2. Planning and Preparation. 3. Student Learning 4. Diverse Learners 5. Instructional Strategies 6. Learning Environment. 23 7. Communication 8. Assessment. 9. Reflection and Professional Development. 10. Use of Resources 11. Collaboration, Ethics, and Relationships 12. Technological Literacy 13. Ethics, Legal Rights, and Responsibilities 14. Roles and Responsibilities of Educators 15. Literacy. Artifacts Candidates are required to gather artifacts that reflect and demonstrate competency in the pedagogical standards above. Artifacts are to be presented in a reflective Teaching-Learning portfolio. Artifacts might take the form of journal entries, completed course assignments, photographs, videotape, observation sheets, reflections, learning activity plans, student work, etc. Each artifact is to be accompanied by reflection sheet that states how the artifact demonstrates reflects the performance area. A single artifact may be used to demonstrate teaching competency in more than area. Indeed, a portfolio that contains 2-3 unit plans (of 2-3 lesson plans per unit area) is likely to address all standards articulated by the NH Department of Education. Assignments associated with core education courses have been designed to generate artifacts through which the teacher candidate can demonstrate progress toward the NH standards for professional educators. XIX PROFESSIONAL APPEARANCE AND CONDUCT Students in the teacher education programs are aspiring to become professional educators. As such, students are expected to conduct themselves in a professional manner at all times: in class, with colleagues and professors, and in the prepracticum and Full Practicum settings. Rivier College students are guests in the classroom of host schools and, as such, are expected to act respectfully and professionally at all times. The students’ knowledge of confidential information and how it is handled is vital to the successful relationship between the students and the school personnel, families, children, and the profession. Students are likely to be exposed to confidential information pertaining to students, families, and the school. They are expected to follow all guidelines related to confidential information that has been laid out in the 24 school district policy. It is expected that, at all times, the student, acting as a professional, will display great sensitivity toward confidential information and will respect the privacy of students, families and the school. Students are expected to dress professionally when conducting school business, whether or not during the normal school hours. Professional dress also pertains to orientations, seminars and any events in a professional capacity. Students are representatives of the college and are expected to present themselves accordingly. Appearance concerns most frequently relate to hairstyles, body piercings, tattoos, tight or revealing clothing or other types of clothing, but hygiene may also cause concern. For women, a neat skirt or slacks and blouse, or dress might be worn. For men, a neat shirt and slacks, a sweater or jacket would be appropriate. Blue jeans, sweatshirts, ball caps, visible body piercings, T-shirts, short tops, sheer/see-through clothing, low-cut shirts, blouses, or tops are not to be worn to prepracticum or Full Practicum (student teaching). Exposure of midriff, cleavage, and undergarments is inappropriate. Failure to follow these guidelines may cause a student to be dismissed from the prepracticum or practicum site. Host schools are helping Rivier College students develop their knowledge and skills and are generously lending them their expertise, children, and staff. In return, they expect prepracticum or practicum students to be on time, perform their responsibilities to the best of their abilities, and show a commitment to the school, children, and cooperating teachers. Therefore, it is expected that students will display an attitude of willingness to help. Although the requirement for each prepracticum block is a minimum of 25 hours, students should keep in mind they have a commitment to the school and should display a willingness to contribute to the school beyond the requirement. After the students have been placed in the school, they should maintain communication with the classroom teachers. If they are going to be late or absent for a legitimate reason, the classroom teachers should be called ahead of time and informed of this situation. If there is a question about a lesson or expectation from the classroom teachers, it is the students’ responsibility to contact the teachers for clarification of the question. Professional behavior is expected at all times. Prepracticum students must be certain all required documentation of each prepracticum is submitted to the course professor at the end of the semester during which the prepracticum is done. They must retain copies of all such forms for their own records. 25 XX. APPLYING FOR EDUCATIONAL LICENSURE Students who successfully complete all components of the Teacher Certification Program are eligible to be recommended to the Bureau of Credentialing at the New Hampshire Department of Education by the Certification Officer at Rivier College. Certification paperwork is distributed through the internship seminar. In addition to the paperwork required for state certification, students are also required to complete the Program Assessment Survey used by the Education Department to monitor its programs. This survey is available online through the Education department website XXI. NOTICE OF NON-DISCRIMINATION Rivier College does not discriminate on the basis of race, color, national origin, religion, age, veteran or marital status, sex or handicap in admission to, access to, treatment in or employment in its programs and activities. The following persons have been designated to handle inquiries regarding the nondiscrimination policies: Director of Human Resources, ext. 8210 (for employees); and Vice President for Student Development, ext. 8247 (for students). Inquiries concerning the application of nondiscrimination policies may also be referred to the Regional Director, Office for Civil Rights, U.S. Department of Education, J.W. McCormack P.O.C.M., Room 222, Boston, MA 02109-4557. XXII. AMERICANS WITH DISABILITIES ACT (ADA): Rivier College wants to provide reasonable accommodations to students with disabilities. To accomplish this goal effectively and to ensure the best use of our resources, the College expects students to provide timely notice of a disability to the Office of Special Services for verification and for evaluation of available options. Any student whose disabilities fall within ADA should inform the instructor within the first two weeks of the term of any special needs or equipment necessary to accomplish the requirements for the course. To obtain current information on this procedure, students should contact the Office of Special Services at telephone extension 8497. 26 Sources of Information Faculty All faculty may be reached via email by using the faculty’s first name initial, followed by his last name @rivier.edu. Dr. Magnus’s email is tmagnus@rivier.edu . Director of Secondary Mathematics Education (tmagnus@rivier.edu) ... 897-8462 Mathematics Administrative Assistant (sciences@rivier.edu) ................ 897-8571 Graduate Admissions (gadmissions@rivier.edu) .................................... 897-8219 www.rivier.edu/admissions/graduate/ Bookstore (rivier@bkstr.com)................................................................ 897-8277 Business Office (busoffice@rivier.edu) .................................................. 897-8214 Career Development & Placement (cdc @rivier.edu) ............................. 897-8246 Counseling Services ............................................................................... 897-8251 Early Childhood Center .......................................................................... 897-8565 Education Department (Graduate Secretary karwood@rivier.edu) ........ 897-8282 Financial Aid (finaid @rivier.edu) ........................................................... 897-8510 Instructional Technology (itsupport @rivier.edu) ................................... 897-8469 www.rivier.edu/it Library ................................................................................................... 897-8256 www.rivier.edu/support_services/regina_library/ Lost and Found ...................................................................................... 897-8888 27 Registrar www.rivier.edu/registrar/ ...................................................... 897-8213 Safety and Security ................................................................................ 897-8888 Special Needs ........................................................................................ 897-8497 Student Services (ID, parking, etc) ......................................................... 897-8249 Writing and Resource Center www.rivier.edu/wc .................................. 897-8580 Getting Acquainted With Rivier College 1. Obtain your student ID at the Student Development Office in the Dion Center. This ID will allow you to use the Regina Library and the CHO Educational Resource Center, which is located on the second floor in the Education Building. 2. Obtain an email account at the Instructional Technology Center in Sylvia Trottier Hall. This will allow you to use the computers located in the computer labs in Sylvia Trottier, as well as those located in the libraries. A Rivier account is necessary to participate in online coursework via Blackboard and to access your Rivier account. 3. Obtain your parking sticker at Campus Security Department in the Dion Center. This will enable you to use the campus parking facilities. 4. The Bookstore will carry the books and other materials that you may need for your classes. The Bookstore is located in the basement of the Dion Center. Call ahead for store hours. 5. Cancellation of classes due to weather is made by 3:00 pm for evening classes. The Rivier College website (www.rivier.edu ) posts any announcements regarding canceling of classes. An announcement is placed on the college main number (603-888-1311) at 3:00 and on many radio and television stations as well. Some radio stations include WZID/FM 95.7 in Manchester and WHOB/FM 106.3 in Nashua, New Hampshire and WCAP/AM 980 Lowell, Massachusetts. 28 Program Checklist Note: Non-certification MAT students omit steps 5, 6, 7, 8, and 10. Students seeking licensure without an MAT should skip step 9, but need to take the Praxis I exam. 1. Make an appointment with the program director to develop a plan for completing your MAT and/or secondary licensure. Bring copies of your transcripts to assist in identifying the coursework you will need. 2. Apply to the Graduate School and investigate financial aid. 3. Register for your first semester of courses. Plan on taking a content-area course and doing a field- based experience early. 4. Talk to your program director each March/April/May to register for summer and fall courses and each October/November to register for Spring courses. This is a good time to verify that you are progressing as planned and to alert the program director to any changes in your plans. 5. After completion of 12 credits including one field based experience and one content course, apply to the Professional Educator Preparation Program. (students who plan to seek Alt. 1 licensure or who plan to complete a student teaching internship through Rivier College). 6. After taking several content courses, study for and take the Praxis II exam. 7. Submit your application to student teach early (February or October) in the semester in which you are completing (or one course shy of completing) the other certification requirements. 8. Once your student teaching application has been approved, secure a cooperating teacher, and request a contract from the program director. Register for MA635. 9. In your final semester of MAT Coursework (36+ graduate credits), submit an intent-to-graduate form. 10. At the end of your student teaching internship and certification coursework, complete the state paperwork for licensure. 29 The Praxis Tests A. Praxis I: Pre-Professional Skills Effective September 1, 1998, the New Hampshire Department of Education required all prospective teachers to pass all three tests of Praxis I: Academic Skills Assessments (reading, writing, mathematics). Acceptance into the master’s degree program at Rivier College requires students to pass all three parts of Praxis I. Praxis results must be forwarded to the Rivier College Department of Education. Praxis I composite score option. In August 2003, the State Board of Education approved a new composite score option. The candidate must have an overall score of 518 or higher and a minimum passing score of 172 for Reading; 170 for Writing; and 170 for Mathematics to access this option. This allows a candidate who misses a score by one or two points to potentially pass Praxis I based on the composite score. Praxis I Exemptions: (1) Master’s Degree or higher; or (2) Seven or more years of educational experience under a credential issued by another state. BASIC ACADEMIC SKILLS ASSESSMENT Ed 513.01 All educators (teachers, administrators, specialists) seeking initial certification must document basic academic skills. The New Hampshire State Board of Education has chosen PRAXIS I (Pre Professional Skills Test – PPST) or the Computerized Pre Professional Skills Test (CPPST) as one means of documenting basic academic skills. The PRAXIS is a testing program developed by the Educational Testing Service (ETS) and validated for use in New Hampshire. Passing scores were established by the State Board of Education. In addition to the PRAXIS I, New Hampshire can accept the PRAXIS I composite score option as well as equivalent tests. Decision regarding equivalent testing is made at discretion of the Bureau of Credentialing. To inquire about the PRAXIS I composite score option or equivalent tests call the Bureau at 603-271-2408. Test codes and passing scores are as follows: Test Fee: $35.00 each test. Test Fee: $35.00 each test. Pre-Professional Skills Test (PPST) Computerized Pre-Professional Skills Test (CPPST) (paper & pencil version offered 6 times per (computer version, available 5 days a week at year) the Prometric Testing Center) Reading Test Code 10710 174 Test Code 5710 174 Writing Test Code 20720 172 Test Code 5720 172 Mathematics Test Code 10730 172 Test Code 5730 172 (calculators prohibited) (calculators prohibited) Composite Score Option: Reading 172; Writing 170; Mathematics 170 and must have total of at least 518. In addition to test fees there is a registration fee. Currently that fee is $40.00. If the PRAXIS is used as documentation of basic academic skills, a candidate for certification must pass all three tests. Should an individual fail one or more of the sub tests (Reading, Writing or Mathematics), only the failed test(s) need to be retaken. When taking the test, the candidate must include the Department of Education (Code # 7660) as a score recipient. Scores are maintained by ETS for a period of ten years. 30 DIVISION OF EDUCATION APPLICATION FOR GRADUATE PRACTICUM PLACEMENT Graduate - Candidates for Initial Licensure Programs Term/Year: Fall ____ Spring____ Summer____ Student Name__________________________________________________________________ Program ______________________________________________________________________ Home/Cell Phone______________________ Work Phone_______________________ Projected Internship semester __________ Email___________________@rivier.edu PRACTICUM ARRANGEMENT (check one): NOTE: Rivier students who wish to complete practicum hours in the following school districts will be placed and or approved (if employed by one of the school districts) by the Education Field Office Coordinator: NASHUA, HUDSON, LITCHFIELD, LONDONDERRY. ______ 1. I wish to arrange my practicum placement. The placement will be approved and confirmed by the Rivier College Division of Education Education Field Office Coordinator. School: __________________________________________ Town/State _________________________ Telephone Number _____________________________________________________________________ Principal: _____________________________________________________________________________ Grade Level _____________ Content Area: _____________________________________________ Cooperating Teacher __________________________________________ , I am employed by the school district as : _____________________________________________ , I am not employed by the school district. ____ 2. I wish to be placed by the Education Field Office Coordinator. I may receive a placement in one of the following communities-- NASHUA, HUDSON, LITCHFIELD, LONDONDERRY-- based upon availability of placements, or another local school district. SEMESTER PRACTICUM INFORMATION FOR EFOC PLACEMENT Is this your first practicum at Rivier College (check one): ___ YES ___ NO Course # _______________________ Course Title __________________________________________________________ Professor _______________________________________ Number of required practicum hours ____________ Circle required grade level(s) for this practicum Preschool K 1 2 3 4 5 6 7 8 9 10 11 12 Indicate ALL available times for each day Monday Tuesday Wednesday Thursday Friday NOTE: Students should attempt to be available at least one morning and/or afternoon per week. Please take into consideration that school day schedules reflect the needs of the school; therefore, practicum students must be flexible and have realistic expectations for their requested times. Student signature ______________________________________ Date _______ 31 COOPERATING TEACHER CONTRACT FOR GRADUATE PRACTICUM Initial Licensure Programs Early Childhood, Elementary, Secondary, and Special Education The Division of Education at Rivier College and NH State Department of Education require field-based experiences for all initial licensure candidates prior to Internship. The field based practicum is an opportunity for prospective teachers to observe classrooms, work with diverse populations of teachers and students, and develop skills for teaching prior to the Internship. The purpose of the practicum is for the students to: 1) confirm teaching as a career choice; 2) make connections between theory and practice; 3) develop reflective skills in interpreting observed behaviors and classroom practices; 4) gain knowledge from experienced teachers; and, 5) develop relationships with teachers who might later become a mentor for the Internship. Before agreeing to mentor and assess a practicum teacher, the cooperating teacher must have completed three years of exemplary teaching in his/her area of certification. The Rivier College Education faculty will consider a waiver of the three-year requirement in areas of “critical shortage” identified by the New Hampshire State Department of Education, or under unusual circumstances. Responsibilities of the cooperating teacher mentoring and assessing the Practicum students include, but are not limited to: , providing students the opportunity to complete their assignments as required in a particular course; , providing sequential experiences beginning with observation, proceeding to individual and small group tutoring/coaching, assessment, and leading to teaching a minimum of one lesson toward the end of the practicum; students enrolled in initial practicum courses are not required to teach a lesson; , providing constructive feedback and suggestions to Practicum students related to their understanding of human development and exceptionality, instructional theory, instructional performance, classroom management, assessment, collaboration, and/or professionalism; , collaborating with Practicum students to develop the Course Requirements and Plan of Undergraduate Practicum (4); , validating the Record of Hours for Undergraduate Practicum (5); and , completing form Cooperating Teacher Evaluation of Graduate Practicum Student (1) and) the Professional Disposition Qualities (2) that includes an assessment of the practicum students’ knowledge, skills, and dispositions for teaching and suggested goals for professional growth. It is the responsibility of the Rivier College Practicum students to successfully complete all assignments as required in a particular course and/or by the cooperating teacher. Students must submit all required practicum forms to the professor prior to the end of the semester. I have read the practicum contract and agree to supervise ____________________________ Name of Practicum Student for: Fall___________ Spring_________ Summer__________. year year year Signature of Cooperating Teacher _____________________________________ Date ________ Name of Cooperating Teacher ___________________________School _________________________ School address ____________________________________________ Phone___________________ Email___________________________ Years of teaching/Area(s) of certification ____/__________ 32 5 RECORD OF HOURS FOR GRADUATE PRACTICUM Initial Licensure Programs Early Childhood, Elementary, Secondary, and Special Education Term: Fall___ Spring___ Summer___ Student name ________________________________Program________________________ Course # ____ Course Title _____________________________________________________ Professor ____________________________________________________________________ Cooperating Teacher _____________________________________ Grade Level________ School ___________________________________________ Town/City __________________ Check one: ___ General Education Practicum ___General Special Education Practicum Date Description of Activity Time of #of Teacher Visit hours Initials (Please use the back of this record, if necessary) Total number of practicum hours completed: ___________________________ * Verification of hours: _______________________________ ________________ Cooperating Teacher’s Signature Date (BLUE INK) 33 4 COURSE REQUIREMENTS AND PLAN OF GRADUATE PRACTICUM Initial Licensure Programs Early Childhood, Elementary, Secondary, and Special Education Term: Fall ______ Spring _______ Summer______ Student name ________________________________Program______________________________ Course # ______ Course Title _______________________________________________________ Number of practicum hours required ________ Check one: ___General Education Practicum ___General Special Education Practicum Professor______________________________ E-Mail_______________________ Office Phone _________________________________ Office Hours ______________________ Cooperating Teacher_________________________________ Grade Level___________________ School_____________________________________ Town/City___________________________ Email ______________________________________ Telephone _________________________ The practicum experience is an opportunity to familiarize the practicum students with the practice of teaching while providing the opportunity to apply their developing knowledge and skills, with increasing autonomy in preparation for the Internship. Each practicum is designed to engage the practicum students in a variety of classroom experiences ranging from observations, working with small student groups, tutoring, grading homework assignments, and collecting resources for planning and instructing whole group lessons under the mentoring and assessment of a cooperating teacher. Each practicum experience outlines a prescribed continuum of expectations and requirements established by the college professor. Collaboratively, the cooperating teacher and practicum students review the practicum expectations and requirements and develop a schedule to insure all requirements will be successfully completed at the conclusion of the practicum semester. The cooperating teacher has received a copy of the practicum course expectations and requirements, and with the practicum student, has collaboratively developed a schedule of classroom experiences that will meet the expectations of the practicum and insure the successful completion of all requirements. The practicum teacher will submit the plan to the course professor for approval. __________________________________________________________ __________________ Cooperating Teacher signature Date __________________________________________________________ __________________ Practicum Student signature Date __________________________________________________________ __________________ Course Professor signature Date 34 Rivier College Teacher Certification Program Professional Disposition Qualities (PDQ) For Evaluating Teacher Candidates Teacher Candidate: _______________________ Course: _______________________ Date:_______________ Evaluator ____________________________________ Please rate the teacher candidate listed above on the following form by circling the number on the continuum that you believe best describes their qualities. This information will be shared with the teacher candidate. An improvement plan will be developed for any areas of concern. Professional Commitment and Always Frequently Occasionally Infrequently Rarely N/A Responsibility (100%) (90%) (75%) (45%) (20%) 1. Engages in the learning process 5 4 3 2 1 0 2. Demonstrates enthusiasm for 5 4 3 2 1 0 learning 3. Completes high quality work 5 4 3 2 1 0 4. Demonstrates initiative suitable to 5 4 3 2 1 0 the context 5. Conveys confidence when 5 4 3 2 1 0 interacting with students, peers, and/or professionals in a large group situation 6. Prepares, organizes, and meets 5 4 3 2 1 0 assignment due dates 7. Demonstrates reliability by 5 4 3 2 1 0 following through with commitments 8. Maintains confidentiality of 5 4 3 2 1 0 student information and records 9. Follows timelines and due dates 5 4 3 2 1 0 10. Arrives on time 5 4 3 2 1 0 11. Dresses appropriately for the 5 4 3 2 1 0 situation 12. Is well groomed 5 4 3 2 1 0 Comment on Professional Commitment and Responsibility Over 35 Intra/ Interpersonal Skills Always Frequently Occasionally Infrequently Rarely N/A (100%) (90%) (75%) (45%) (20%) 13. Reflects on own practices and 5 4 3 2 1 0 behavior 14. Accepts evaluative 5 4 3 2 1 0 feedback from peers and/or professionals 15. Monitors and changes behavior 5 4 3 2 1 0 to improve teaching skills 16. Collaborates effectively with 5 4 3 2 1 0 peers 17. Contributes relevant 5 4 3 2 1 0 information during group activities 18. Considers all points of view and 5 4 3 2 1 0 demonstrates a respect for diversity 19. Communicates effectively when 5 4 3 2 1 0 speaking to others 20. Communicates respectfully 5 4 3 2 1 0 when speaking with peers and/ or professionals 21. Maintains professional 5 4 3 2 1 0 boundaries with all individuals 22. Demonstrates good judgment 5 4 3 2 1 0 and discretion when interacting with peers and professionals. Comment on Intra/Interpersonal Skills Attitudes Toward Learners Always Frequently Occasionally Infrequently Rarely N/A (100%) (90%) (75%) (45%) (20%) 23. Interacts 5 4 3 2 1 0 positively with learners 24. Uses effective 5 4 3 2 1 0 communication strategies to teach learners 25. Demonstrates high energy 5 4 3 2 1 0 and enthusiasm when teaching 26. Expects children 5 4 3 2 1 0 and adolescents to learn and be successful 27. Motivates and engages 5 4 3 2 1 0 children and adolescents in learning 28. Creates flexible 5 4 3 2 1 0 learning environments to meet the needs of all learners Comment on Attitude Toward Learners 36 Rivier College Teacher Certification Program Professional Disposition Qualities (PDQ) Self Evaluation Teacher Candidate: _______________________ Course: _______________________ Date:_______________ Please rate yourself on the following form by circling the number on the continuum that you believe best describes your qualities. We will assist you in developing an improvement plan for rating of 3 or below. Your self evaluation and improvement plan can be used to increase your overall effectiveness as a professional educator. Professional Commitment and Always Frequently Occasionally Infrequently Rarely N/A Responsibility (100%) (90%) (75%) (45%) (20%) 1. Engages in the learning process 5 4 3 2 1 0 2. Demonstrates enthusiasm for 5 4 3 2 1 0 learning 3. Completes high quality work 5 4 3 2 1 0 4. Demonstrates initiative suitable to 5 4 3 2 1 0 the context 5. Conveys confidence when 5 4 3 2 1 0 interacting with students, peers, and/or professionals in a large group situation 6. Prepares, organizes, and meets 5 4 3 2 1 0 assignment due dates 7. Demonstrates reliability by 5 4 3 2 1 0 following through with commitments 8. Maintains confidentiality of 5 4 3 2 1 0 student information and records 9. Follows timelines and due dates 5 4 3 2 1 0 10. Arrives on time 5 4 3 2 1 0 11. Dresses appropriately for the 5 4 3 2 1 0 situation 12. Is well groomed 5 4 3 2 1 0 Comment on Professional Commitment and Responsibility Over 37 Intra/ Interpersonal Skills Always Frequently Occasionally Infrequently Rarely N/A (100%) (90%) (75%) (45%) (20%) 13. Reflects on own practices and 5 4 3 2 1 0 behavior 14. Accepts evaluative 5 4 3 2 1 0 feedback from peers and/or professionals 15. Monitors and changes behavior 5 4 3 2 1 0 to improve teaching skills 16. Collaborates effectively with 5 4 3 2 1 0 peers 17. Contributes relevant 5 4 3 2 1 0 information during group activities 18. Considers all points of view and 5 4 3 2 1 0 demonstrates a respect for diversity 19. Communicates effectively when 5 4 3 2 1 0 speaking to others 20. Communicates respectfully 5 4 3 2 1 0 when speaking with peers and/ or professionals 21. Maintains professional 5 4 3 2 1 0 boundaries with all individuals 22. Demonstrates good judgment 5 4 3 2 1 0 and discretion when interacting with peers and professionals. Comment on Intra/Interpersonal Skills Attitudes Toward Learners Always Frequently Occasionally Infrequently Rarely N/A (100%) (90%) (75%) (45%) (20%) 23. Interacts 5 4 3 2 1 0 positively with learners 24. Uses effective 5 4 3 2 1 0 communication strategies to teach learners 25. Demonstrates high energy 5 4 3 2 1 0 and enthusiasm when teaching 26. Expects children 5 4 3 2 1 0 and adolescents to learn and be successful 27. Motivates and engages 5 4 3 2 1 0 children and adolescents in learning 28. Creates flexible 5 4 3 2 1 0 learning environments to meet the needs of all learners Comment on Attitude Toward Learners Adapted from the Professional Disposition Qualities for Educators (PDQ) developed by Melanie Reid and Lisa Coval of the Metropolitan College of Denver and Robin Brewer at the University of Northern Colorado 38 Pre-Internship Experiences Name: Area of Certification. Field Site: Class: Date: Time: No. of hours Brief description of the field experience: Reflection on the experience. Please refer to the ED610s and the ED612s for your specialty area) ______________________________________ ____________ Signature of Supervising Classroom Teacher Date _________________________________ _____________ Signature of Graduate Student Date 39 PROFESSIONAL PREPARATION REPORT: SECONDARY EDUCATION Student Name _________________________________________ Sem: Fa Sp S1/2 20_____ Professor: __________________________ Course: ___________ This student applied to the teacher education program. In light of this application, please assess the student with respect to the following criteria. For any area assessed Below Standard, please explain and indicate with “yes” or “no” if area was addressed. Consistent Inconsistent Below Not ACADEMIC SKILLS Standard Observed 1. Understands course material 2. Connects course material to classrooms 3. Displays effective writing skills 4. Participates in class activities 5. Comes to class prepared 6. Draws conclusions from readings in the field of education Comments: Consistent Inconsistent Below Not PROFESSIONAL SKILLS Standard Observed 1. Displays respect for all individuals as learners 2. Demonstrates openness to diverse ideas and viewpoints 3. Displays ability to work collaboratively with others 4. Handles conflict professionally 5. Responds positively to constructive criticism 6. Demonstrates initiative 7. Communicates well with others; demonstrates active listening 8. Attends class regularly and is on time 9. Examines multiple solutions to a situation Comments: SIGNATURE OF PROFESSOR ______________________________________ DATE ________________ Revised 7-06 FMCD 40 APPLICATION TO THE RIVIER COLLEGE PROFESSIONAL EDUCATOR PREPARATION PROGRAM POST-BACCALAUREATE Complete and sign this application. Submit to Professional Educator Preparation Program after completing 12.0 graduate credit hours. The program director will present the application and other supporting data (pre-practicum evaluations, GPA status, Praxis scores, Professional Disposition Qualities Reports, etc.) to the PEPP Committee for consideration of your admittance to the Rivier Professional Educator Preparation Program. Name _______________________________________________ Date _______________ Mailing Address ______________________________________________________________________ Home Phone ______________________ Rivier Email ______________________________ Program at Rivier___________________________ Undergraduate Degree__________________ Circle Program Applying for: ECE/SPED EL/SPED Secondary _________________ (Subject) Number of credit hours successfully completed ____________ GPA ___________ Praxis I Scores Reading ______ Writing ______ Math ______ Composite________ *Exempt_____ I am seeking admittance to the Professional Educator Professional Program at Rivier College. I have: Verified by: ? Completed a minimum of 12 credits hours ______ (Grad. PEPP Asst.) ? Met minimum GPA of 3.0 _____ (Content Pgm. Dir) ? Proficiency in Major Area of Concentration _____(Content Program Director) ? Successfully passed all sections of Praxis I ______ (Grad. PEPP Asst.) ? Successfully completed required pre-practica ________ (Pgm. Dir.) ? Met professional standards outlined on the Professional Dispositions Form ________(Pgm.Dir.) If accepted into the Professional Educator Preparation Program, I am interested in participating in the Professional Development School [PDS] collaborative between Rivier College and the Nashua Public School District: ? Yes ? No Note: Students interested in participating in the PDS should complete the Student Application to the PDS and submit to their program director. ___________________________________________________ ___________ Signature of Student Date *Students who will receive a master’s degree are exempt from Praxis I. See Program Handbook 41 RECOMMENDATION OF P.E.P.P. COMMITTEE Date of Meeting for Acceptance in P.E.P.P: ________________________ ______ The Rivier College PEPP Committee recommends ____________________________________ for admission into the PEPP ______ The Rivier College PEPP Committee does not recommend ____________________________________________ for admission into the PEPP Rationale for denying admission at this time: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ______ The Rivier College PEPP Committee conditionally accepts ________________________________________ for admission into the PEPP Rationale and suggested action plan for conditional acceptance _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________ _______________________________________________ Date Signature of P.E.P.P. Director Date Student is Notified: _______________________ 42 Internship Checklist Before beginning the Internship and Seminar in Secondary Teaching, the graduate student must have completed the following: 1. Completed all coursework required for the graduate degree ______ a. GPA of 3.0 in Education courses ______ 2. Completed any additional coursework required in area of certification ______ 3. Early Field-Based Experiences a. Documentation of completed the agreed upon number of pre-internship hours ______ b. Log of pre-internship experiences ______ c. Positive evaluations from supervising teachers ______ 4. Methods Course in Area of Certification ______ a. Completed a minimum of 25 field hours in subject area of certification ______ b. Positive evaluations from supervising teacher ______ c. Positive professional preparation report from instructor of methods course in content area. ______ d. Earned a grade of B or better ______ 5. Application for Degree Candidacy is filed ______ 6. Intent to Student Teach form filed (February / October) _______ 7. Student Teaching Contract signed and returned to Education Division (April 30/ November 30) ______ 8. Praxis Tests a. Praxis I: Pre-Professional Skills ______ Comments: 43 APPLICATION TO THE GRADUATE TEACHING INTERNSHIP SECONDARY EDUCATION PROFESSIONAL EDUCATOR PREPARATION PROGRAMS Fall ? Year _____ Spring ? Year_____ Applicant: ________________________________________ Certification Area: _______________ Program Advisor: ___________________________ Address: ___________________________________________________________________ Street City/Town State Zip Email _______________________________ Cell: _________________________ *Rivier email only To be approved/signed by education field office: , Total number of field hours completed and documented__________ , Applicant has met the number of field hours required by the certification program______ , Positive assessments of professional disposition qualities from all supervisors in early field-based experiences __________ To be approved/initialed by program advisor in the certification area: , Applicant will have successfully completed all coursework required for certification*_______ , Applicant has met the minimum GPA for certification _____________ , Applicant has earned a B or better in Methods courses __________ Coursework outstanding at time of internship PRAXIS TESTS: Graduate Office , Praxis I Scores: ______Pass ____Fail ______Exempt , Praxis II Scores: ___filed ________Date Scheduled ___N/A INTERNSHIP PLACEMENT: , Currently Employed as a secondary teacher ______Yes ____No , Placement preference ____Middle school ______High School Comment: Signature of Teacher Candidate: ________________________________________ Date _________ Signature of Content Area Program Director: _____________________________ Date ________ Applications are to be submitted no later than: March 1 for Fall Internship October 1 for Spring Internship Note: Applicants will receive notification of application status via email to their Rivier account. Admission is contingent upon maintaining all program standards. All accepted candidates are required to attend an orientation session in the semester prior to the internship. *Exemptions to be approved by program director Administrative Use Only Approval of the P.E.P.P. Committee ____________________________ Date _______ Date of Electronic Notification ____________________________ 44 Cooperating Teacher Profile Graduate/Undergraduate This form is for educators who are interested in mentoring a teacher candidate in a prepracticum and/or full practicum field experience. Name: __________________________________________ Email ___________________________________ Home Address: ______________________________________________________________________________ Street City/Town Zip code School District: __________________________ School Name: _____________________________ School Address: _____________________________________________________________________________ Street City/Town Zip code Number of years at current school ________ Number of years teaching _________ Describe your current position and teaching responsibilities SECTION I: ACADEMIC PREPARATION/QUALIFICATIONS Certifications Held: ___Early Childhood Education ____ Elementary Education ____Special Education ___Secondary Education: Subject Area_________________________ College/University Degree Awarded Date Professional Experiences and Teaching Positions Held: School Grade Level From To to to to Professional Organizations and Professional Development Experience and Leadership Roles: Description of Activity Dates 45 SECTION II: MENTORING AND LEADERSHIP AS A RIVIER COLLEGE COOPERATING TEACHER, I AGREE TO: , Utilize current research-based mentoring practices. , Demonstrate research-based instructional practices. , Participate in workshops, activities, seminars, meetings, and observations. , Provide professional feedback regarding performance and needs to the prepracticum or practicum students and college personnel, as outlined in the Professional Educator Preparation Program Handbooks. , Allow the prepracticum or full practicum student to incorporate pedagogy learned in academic course work into the classroom, as well as model good teaching practices to assist student teacher development. COOPERATING TEACHER APPLICANT: _______________________________ Date: ________________ Principal _______________________________________________________________ Print Email ____________________________________________ School Phone: ______________________ Applicant has a positive record of effective teaching Applicant is recommended as a cooperating teacher with the knowledge, skills and disposition to mentor a teacher candidate in early and final field-based experiences. __________________________________________ _______________________________ Signature of Principal Date Please return to: Rivier College, Division of Education, Education Field Office, 420 South Main Street Nashua, NH, 03060 Phone: 603-897-8656 46 Office of the Registrar APPLICATION FOR GRADUATION: _ September _ January _ May SUBMIT THIS APPLICATION TO THE OFFICE OF THE REGISTRAR, RIVIER COLLEGE, NASHUA, by August 1 for Summer; December 1 for Fall and March 1 for Spring TO BE INCLUDED AMONG THE CANDIDATES FOR GRADUATION. Completion of this application indicates that you are approved for the application to graduate. PLEASE PRINT CLEARLY: NAME_______________________________________________________________________________________ (as you wish to have it on your diploma) SOC. SEC.#_____________________________________ TELEPHONE ______________________________ CIRCLE EACH THAT APPLY: Undergraduate Degree: A.A. A.S. CERT (Post Bacc PLS only) B.A. B.S. B.F.A. Graduate Degree: M.A. M.A.T. MA/MAT M.B.A. M.Ed. M.S. CAGS MAJOR: _________________________________ MINOR: _________________________________ (for undergraduates only) Last Semester Attended: SUMMER __ FALL __ SPRING __ Do you plan to attend May Commencement Exercises? (circle one) YES NO Diploma Disposition: ____ Award at May commencement ceremony ____ Pick-up at Registrar’s Office ____ Mail to the following address: _____________________________________________________ _____________________________________________________ _____________________________________________________ If your plans to attend Commencement Exercises change, please notify the Office of the Registrar at (603) 897-8212 or 897-8218. In March you will receive information pertaining to the Commencement Exercises. The Bookstore will send you information about caps and gowns; the Office of the Registrar will send you information about announcements, tickets and times to arrive for Commencement. Your Signature: _________________________________________________ Date: ___________________ By signing on the above line, I am releasing authorization to have my name, degree and honors printed in the Commencement Program, the local newspaper and official Commencement photographer indicating my graduation from Rivier College. Please check here __ if you do not wish your name to be included in any of the above. Dept. Approval: _________________________ Date received in Registrar's Office: ____________________ RO on pds: Forms 8/14/01 47 ED 609 General Education Studies Standards (a) Each institution that provides a professional educator preparation program shall provide a program of general studies designated to give candidates the following competencies which will enable them to: (1) a. Have a command of language, including languages of words and other symbols, and use these languages accurately, authentically, and ethically; b. Have a command of the language and processes of mathematics and use these processes accurately, authentically, and ethically; (2) Discover literature and the arts as media for self-expression and be sensitive and responsive to the universality of the arts; (3) Place themselves in time and space so as to be aware of their history and culture, be sensitive to the histories and cultures of others, and understand how this knowledge of history and culture can shape the present and future; (4) Understand and be sensitive to the human life cycle of birth, growth, and death, and the importance of choice in health and wellness; (5) Understand: a. The social web of our existence, which includes: 1. Family life; 2. Government; and 3. The political process; b. Other formal and informal structures that surround us; and c. The privileges, rights, and responsibilities that belong to each of us; (6) Have a sense of connection to and responsibility for the natural environment; (7) Understand science and technology and the ethical application of each within the natural and social worlds; (8) Understand the nature of work and be prepared for work, knowing what it means to produce as well as consume; (9) Understand the interdependence of community and the individual, and the importance of service to the community; and (10) Demonstrate an understanding of democratic principles, beliefs, and practices and how these principles can be used to achieve the goal of social justice. 48 Ed 610.02 New Hampshire Standards for All Professional Educators Ed 610.02 Professional Education Requirements. To promote all students’ learning, each program of professional preparation shall require each graduate of a teacher preparatory program to demonstrate professional education and the ability to exercise professional judgment by showing achievement of the following knowledge, skills, and dispositions: Ed 610.02 a. Subject Matter: The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Ed 610.02 b. Planning and Preparation: The candidate plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Ed 610.02 c. Student Learning: The candidate demonstrates an understanding of how children and youth learn and develop and can provide learning opportunities that support their intellectual, social, and personal development. Ed 610.02 d. Diverse Learners: The candidate demonstrates an understanding of how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities. Ed 610.02 e. Instructional Strategies: The candidate demonstrates an understanding of and uses a variety of instructional strategies to encourage the students’ development of critical thinking, problem solving, and performance skills. Ed 610.02 f. Learning Environment: The candidate demonstrates an understanding of individual and group motivation and behavior to create a learning environment that o Is sensitive to the full range of student diversity; o Encourages openness, tolerance, respect, caring, collaboration, and self-motivation; o Emphasizes both individual and collective responsibility; o Fosters a concern for social justice; and o Encourages active engagement in learning. Ed 610.02 g. Communication: The candidate demonstrates an understanding of effective verbal, non- verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom 49 Ed 610.02 Standards for All Professional Educators Contd. Ed 610.02 h. Assessment: The candidate demonstrates an understanding of and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of his/her learners. Ed 610.02 i. Reflection and Professional Development: The candidate is 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 opportunities to grow professionally. Ed 610.02 j. Use of Resources: The candidate can use a variety of resources to enhance his/her professional development as a scholar, teacher, and educational leader, including: Ed 610.02 k. Collaboration, Ethics, and Relationships: The candidate demonstrates an understanding of the importance of communication and interaction with parents/guardians, families, school colleagues, and the community to support the students’ learning and well being and develops strategies to foster communication. Ed 610.02 l. Technological Literacy: The candidate integrates technologies to enhance instruction and to advance students’ technological literacy. Ed 610.02 m. Ethics, Legal Rights, and Responsibilities: The candidate’s practice is based on a clear understanding of professional responsibility and the legal rights of educators and students. Ed 610.02 n. Roles and Responsibilities of Educators: The candidate can articulate an understanding of the roles and responsibilities of typical personnel of public schools. These roles include but are not limited to: principal, speech language pathologist/specialist, occupational therapist, physical therapist, special education coordinator, para-educator. Ed 610.02 o. Literacy: The candidate can demonstrate an understanding of the importance of literacy in the areas of reading, writing, listening, speaking, and mathematics and creates instructional opportunities to promote student achievement in all areas. 50 Criteria for the Teacher Intern Professional Portfolio Secondary Education 0= Artifacts lack substance and relationship to the standard. Introductions, explanations and reflections are not evident or lack substance. Few if any artifacts included. Artifacts included do not demonstrate that the teacher intern has met the performance competencies of the standard. Essential components are not evident. 1 = Artifacts are substantive, meaningful and related to the standard. Introductions, explanations and reflections are evident and provide basic information to the reviewer. Artifacts demonstrate that the teacher intern has met the minimum performance competencies of the standard. Underlined artifacts plus other artifacts are considered essential components for this score. 2 = Artifacts are highly substantive and meaningful and are clearly related to the standard. A variety of artifacts with clearly articulated narratives provide significant information regarding the standard. Reflections are evident throughout the portfolio and indicate personal insights and growth as a professional. Portfolio is neatly arranged, professional in appearance, and without errors in grammar or spelling. Artifacts provide clear and convincing evidence that the teacher intern has met all the performance competencies of the standard. Underlined artifacts plus other artifacts are considered essential components for this score. 3 = Artifacts are highly substantive and meaningful and are clearly related to the standard. A variety of artifacts with clearly articulated narratives provide significant information regarding the standard. Reflections are evident throughout the portfolio and indicate personal insights and growth as a professional. Portfolio is neatly arranged, professional in appearance, and without errors in grammar or spelling. Artifacts provide clear and convincing evidence that the teacher intern has exceeded the performance competencies of the standard expected for a teacher candidate. 51 Rivier PEPP The NH Standard for all 3 2 1 0 Required Portfolio Core Belief professional educators Artifacts I. The candidates includes a (a)Subject Matter The candidate demonstrates an minimum of (2) Lesson Plans understanding of the central concepts, that: tools of inquiry, and structures of the o identify connections to state discipline(s) he/she teaches and can learning indicators. create learning experiences that make o reflect the tools of inquiry Subject these aspects of subject matter central to the discipline Matter meaningful for students Competency I. The candidates includes a (b) Planning Instruction The candidate plans and manages minimum of (2) Lesson Plans instruction based upon knowledge of that: subject matter, students, the o Identify interest and needs of community, and curriculum goals. students, as well as knowledge of community o national, state and district curriculum goals o NH Curriculum Frameworks o relevant Grade Span Expectation and/or GLE o relevant ED612S I. The Candidate includes a (e) Instruction Strategies The candidate demonstrates an minimum of (2) Lesson Plans understanding of and uses a variety that: of instructional strategies to o utilize instructional practices, Facilitating encourage the students’ ways of knowing, that are Active development of critical thinking, central to the disciple - Learning problem solving, and performance ( Inquiry, oral history, skills. literature circles, PBL etc) o develop students’ critical thinking, problem solving and performance skills I. The Candidate includes a (c) Student Learning The candidate demonstrates an minimum of (1) Lesson Plan understanding of how children and that: youth learn and develop and can o reflects understanding of and provide learning opportunities that respect for the research base support their intellectual, social, and on how students learn personal development. II. The Candidate includes a minimum of (1) Lesson Plan that: o promotes development of students’ social and personal development I. The Candidate includes (1) (d) Diverse Learners The candidate demonstrates an Lesson Plan that addresses understanding of how learners differ in the diversity that exists Inclusion their approaches to learning and creates among learners with respect And instructional opportunities that are to Cultural adapted to learners from diverse cultural o learning styles and/or Competency backgrounds and with exceptionalities. intelligences, and/or o race, class, gender, sexual 52 orientation, and/or culture II. The Candidate includes (1) Lesson Plan that o includes modifications to include the full range of learners, I. The Candidate includes (h) Assessment of Student Learning The candidate demonstrates an o a teacher-developed understanding of and uses formal and assessment of Student informal assessment strategies to Learning that includes a evaluate and ensure the continuous listing of the criteria to be intellectual, social, and physical used in the assessment of development of his/her learners. student work II. The Candidate includes o examples of the range of student work generated by an assignment o brief analysis of student learning and reflection on teaching (f) Learning Environment. I.. The Candidate includes: The candidate demonstrates an o Statement of Teaching Active understanding of individual and group Philosophy that states how Agents motivation and behavior to create a instruction supports the of learning environment that Mission of Rivier College Social 1) Is sensitive to the full range of and Rivier PEPP Change student diversity; III. Statement of Philosophy on 2) Encourages openness, Classroom Management tolerance, respect, caring, and/or Strategies to reduce collaboration, and self-motivation; issues of discipline and/or 3) Emphasizes both individual and o Norms of Classroom collective responsibility; Behavior-developed with 4) Fosters a concern for social student input justice; and III. The Candidate includes a 5) Encourages active engagement in Cooperative learning learning. activity to promote equitable relationships among students: co- operative learning (assigned roles) (g) Communication. The ARTIFACT OF CHOICE candidate demonstrates an understanding of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. I. The Candidate includes a (k) Collaboration, Ethics, and Relationships. The candidate minimum of (2) of the Collaboratio demonstrates an understanding of the following artifacts: n importance of communication and And o Conference Record~3 interaction with parents/guardians, students (Handout) Collegiality families, school colleagues and the o letter to parent introducing 53 community to support the students’ self, statement on how to learning and well being and develops create an inviting classroom strategies to foster communication. community, o telephone log entries I. The Candidate includes a (j) Reflection and Professional minimum of 2 of the Reflective Development The candidate is a reflective practitioner following artifacts: Practice who continually evaluates the effects of o Field Log-reflection on issue his/her choices and actions on others involving classroom climate, (students, parents, and other classroom management professionals in the learning o Listing of professional community) and who actively seeks out development opportunities opportunities to grow professionally. o Listing and description of school-related experiences that contributed to his/her development as a professional in the field I. The candidates includes a (i) Use of Resources. The candidate can use a variety of minimum of (2) of the resources to enhance his/her following Resources for professional development as a scholar, Educators- teacher, and educational leader, o professional journals including: o professional organizations, 1) professional literature; o Listing of Prof. Dev 2) professional organizations; Activities attended 3) technology; o honors and awards, 4) colleagues; and o involvement in extra- 5) service opportunities, such as, curriculum activities but not limited to, volunteer o volunteer experiences with work in the community social service organizations I. The Candidate includes: (l) Technological Literacy. The candidate integrates technologies to o a learning experiences that enhance instruction and to advance utilizes on-line resources to students’ technological literacy support student learning. II. Listing of website to support student learning (m) Ethics, Legal Rights, and ARTIFACT OF CHOICE Responsibilities. The candidate's practice is based on a clear understanding of professional responsibility and the legal rights of educators and students. I. The Candidate includes a (n) Roles and Responsibilities of Educators. The candidate can description of how the articulate an understanding of the personnel in a school work roles and responsibilities of typical together as a team to support personnel of public schools. These the learning of all students. roles include but are not limited to: principal, speech language pathologist/specialist, occupational therapist, physical therapist, special education coordinator, para-educator. 54 (0) Literacy. The candidate can I. The Candidate includes (1) Lesson demonstrate an understanding of the Plan that importance of literacy in the areas of Supports the literacy reading, writing, listening, speaking, and development of adolescents mathematics and creates instructional opportunities to promote student achievement in all areas Note: Candidates MUST ensure that teaching Learning Portfolio contains artifacts that indicate competency for teaching within the discipline.Ed612s. 55