Northeastern State University

OVERVIEW

HISTORY

Northeastern State University was founded as the Cherokee National Female Seminary in 1846. This historic link to the Cherokee Nation and Indian Territory makes Northeastern the oldest institution of higher learning in Oklahoma. The original Seminary was built in Park Hill south of Tahlequah and destroyed by fire on Easter Sunday 1887. On May 7, 1889, the Cherokee National Female Seminary was dedicated north of Tahlequah, where it would continue to provide learning opportunities for young women for 20 years. Seminary Hall is now the historic centerpiece of Northeastern State, and each year on May 7, Descendants of Seminarians gather to observe Seminaries Homecoming in honor of our first students.

Our history as a state institution began on March 6, 1909, when the Oklahoma legislature purchased the Female Seminary and created Northeastern State Normal School, where the first classes were held on September 14, 1909. The educational program of the school consisted of four years of high school and two years of college level study.  A decade later, the Normal School evolved to Northeastern State Teachers College in 1919 and established a four-year curriculum leading to the bachelor's degree.  The Oklahoma legislature authorized changing the name of NSTC to Northeastern State College in 1939. We became officially known as Northeastern State University in 1985.

NSU’s Teacher Education Program enrolls approximately 1400 undergraduate candidates with 600-700 teacher candidates placed in P-12 schools each semester. Graduating approximately 200 new teachers each fall and spring, NSU is Oklahoma’s largest teacher education program.

  
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MISSION AND VALUES

NSU Mission Statement

We empower students to be socially responsible, global citizens by creating and sustaining a culture of learning and discovery.

Core Values

Integrity: We model ethical and intellectual development by advancing honesty, human dignity, and accountability

Excellence: We pursue continuous improvement individually and as a community.

Creativity: We advance knowledge by exploring new possibilities through critical inquiry and intellectual freedom.

Leadership: We have a compelling commitment to serve, inspiring and preparing others to do the same.

Collaboration: We build partnerships to create learning opportunities and promote educational and economic success.

NSU TEACHER EDUCATION INTERNSHIP PROGRAM

Northeastern State University’s (NSU) Teacher Education Program provides three separate field experiences or internships allowing teacher candidates to work directly with P-12 students.  As they work with P-12 students, candidates learn to analyze and apply teaching principles in real classrooms in Oklahoma accredited schools. Each internship is closely supervised and monitored by the Office of Clinical Education, designated NSU faculty, school administrators and the classroom teacher who serves as the clinical facultysupervisor for the teacher candidate.  Candidates complete internships concurrently with specific professional education courses, culminating in the full internship during the final semester.

Consistent with NSU’s focused mission to “empower individuals to become socially responsible global citizens by creating and sustaining a culture of learning and discovery,” the field experience internship program emphasizes diverse experiences and work with children from a variety of backgrounds.  Internship placements are based on five elements of diversity:  English Language Learners (ELL), ethnicity, free-reduced lunch (socioeconomic level), mobility, and percentage of special needs learners.  Using the Oklahoma Office of Accountability School Report Card (updated each fiscal year), a diversity rating is assigned to all public school sites.  Candidates complete at least one of their three internships in a highly diverse school setting and a maximum of one experience can be completed in a low diversity setting.  Northeastern places candidates in 649 school sites (PK-12) in 191 districts within 23 counties located in northeastern Oklahoma.  This geographic region includes Tulsa, the state’s largest urban district, suburban schools, and rural schools of varying size and demographic characteristics.  Candidates may request to complete one field experiences in a private school setting. 

International Field-Based Experience

            Candidates have an option to complete a portion of their Pre-Internship II experience internationally.  At present, the International School in Vienna Austria can host 5-9 candidates for the fall and spring semester. Candidates make special application and must participate in an intensive interview process prior to committee selection.

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ACCREDITATION

            NSU’s teacher preparation program maintains its national accreditation through the National Council for the Accreditation of Teacher Education (NCATE) by meeting its rigorous standards for the preparation of teachers and other school specialists. The Oklahoma Commission for Teacher Preparation (OCTP) has also approved all programs and provides the authority for NSU to recommend candidates for Oklahoma credentials as educational professionals. State and national accreditation is reviewed every seven years. NSU’s program will be reviewed again in fall 2011

GOVERNANCE AND AUTHORITY

The Dean of the College of Education is recognized by state agencies as having final authority in all matters governing teacher education programs at Northeastern State University. The Teacher Education Council oversees the unit’s undergraduate programs and seven graduate programs. The Teacher Education Council includes 

• Representatives from each teacher education program
• Graduate student representative(s)
• Undergraduate student representatives (s)
• Superintendent / P-12 representative(s)
• COE Associate / Assistant Deans
• COE Director of Clinical Education
• COE Coordinator of Admission and Certification
• COE Administrative Assistant (serves as secretary)

  
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APPEALS

Decisions impacting a candidate’s admission to teacher education, internships, or admission to full internship may be appealed to the COE Retention Committee. Request for appeals should be addressed in writing to the Dean as head of the unit. After receiving the formal request for appeal, the Dean will establish a mutually agreeable time to meet with the candidate to resolve the issue.

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DEGREE PLANS

Depending upon a candidate’s desired education specialization, credit hours required to obtain a Bachelor’s degree will range from 124 to 131. Degrees can be completed in the following areas:

Art Education –Certified to teach grades K-12

Cherokee Education –Certified to teach grades K-12

Early Childhood Education –Certified to teach grades PK-3

Elementary Education –Certified to teach grades 1-8

English Education –Certified to teach grades 6-12

Health/Physical Education –Certified to teach grades K-12

Math Education –Certified to teach grades 6-12

Music Education –Certified to teach grades K-12

Science Education-Biology –Certified to teach grades 6-12

Science Education-Chemistry –Certified to teach grades 6-12

Social Studies Education –Certified to teach grades 6-12

Spanish Education –Certified to teach grades K-12

Special Education –Certified to teach grades K-12

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STATE MINIMUM SALARY SCHEDULE, 2010-11

Beginning with the 2010-2011 school year, teachers in the public schools of Oklahoma shall receive in salary and/or fringe benefits not less than the amount specified in the following schedule. When determining minimum salary, “fringe benefits” shall mean only the employee's share of retirement, if paid by the district. 70 O.S. § 18-114.12

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OKLAHOMA TEACHER SHORTAGE AREAS, 2002-2010

Teacher candidates are encouraged to become familiar with teacher shortage areas and seek certification in these high need areas.

Source: Teacher Shortage Areas: Nationwide Listing, 1990-91 thru 2010-11, (March – 2010), U.S. Department of Education, Office of Postsecondary Education, Policy & Budget Development Staff:http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf

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INTERNSHIP ELIGIBILITY AND REQUIREMENTS

            An integral part of NSU’s Teacher Education Program consists of completing three field experiences or internships:  Pre-Internship I, Pre-Internship II, and Full Internship. Designed to provide opportunities in a realistic school environment, the classroom settings allow candidates to enhance their knowledge, skills, and dispositions as classroom teachers.  The three field-based internships progressively introduce candidates to the world of teaching and responsibilities expected of professional teachers.

PRE-INTERNSHIP I / EDUC 3313 CLINICAL TEACHING:  

Candidates usually take this introductory course during the last semester of the sophomore year or first semester of the junior year.  To be eligible for enrollment, candidates

·       Have earned 45 credit hours and have a minimum 2.50 overall GPA.

·       Show verification that he or she has taken or registered to take the Oklahoma General Education test (OGET).

·       Concurrently enroll in EDUC 3313 Clinical Education and EDUC 3113 Educational Psychology.

            EDUC 3313 Clinical Teaching is a study of the role of the school in a democratic society and teaching as a profession.  All candidates enrolled in the course complete Pre-Internship I, a field-based clinical experience in a public or private K-12 school classroom for a minimum of eight (8) full days, once a week, during the semester. This experience provides a close-up, in-depth look of the teaching profession, exploring school and classroom environments as well as daily classroom practices. Candidates journal their observations and participate in activities under the supervision of the professional educator (clinical faculty).

Candidates should arrange their class schedules, job schedules and family obligations to allow a full day of participation at the host school one day each week for eight weeks.  Placements for the pre-I internship are typically made between the 4th and 7th week of the semester.

To successfully complete EDUC 3313, Clinical Education and Pre-Internship I, and become fully admitted to NSU’s Teacher Education Program, candidates must:

• Complete eight full days in a field-based experience.
• Begin a reflective journal for all field experiences.
• Complete a Professional Interview.
• Complete a Professional Habits Inventory.
• Apply for admission to Teacher Education.
• Complete an official degree plan with academic advisor.
• Have a passing score on the OGET.
• Pass ePortfolio Checkpoint  #1.

Successful completion of EDUC 3313 (C or better) is required for admission into Teacher Education.

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PRE-INTERNSHIP II/ EDUC 4032:

This course should be taken in the fall or spring semester just prior to full internship.   To be eligible to enroll in EDUC 4032, Pre-Internship II, candidates must:

• Be fully admitted to Teacher Education.
• Have successfully completed EDUC 3313 with a “C” or better.
• Have successfully completed SPED 4433 with a “C” or better.
• Have earned a 2.5 GPA in overall, major and professional education areas.
• Be concurrently enrolled or previously completed EDUC 4823 with a “C” or better.
• Be concurrently enrolled in the appropriate major and professional education methods courses.
• Apply in the Clinical Education office for Pre-Internship II the semester before enrollment.   Applications are available on the COE website early in October for spring semester and early in March for fall semester.
• Attend the Pre-Internship II placement seminar the semester before enrollment. Seminars are generally held in November for the following spring semester and in April for the following fall semester.  Attendance is required and information as to the time and date are embedded in the instruction page on the Pre-II application.

            The Pre-Internship II experience provides opportunities for teacher candidates to analyze and synthesize teaching principles in classroom settings. During this field experience, candidates formally apply teaching methodologies in the school setting as they develop, implement, and teach a minimum of three (3) separate lessons.   Candidates are evaluated using NSU’s conceptual framework outcomes and Oklahoma’s Criteria for Effective Teaching Performance standards.  Candidates also continue journaling their observations of clinical faculty and analysis of student development and learning.  In the Pre-II Internship, candidates complete ten full days, once per week for ten weeks, in a P-12 classroom. In addition, they attend four on-campus seminars covering placement, specific course assignments, current educational issues, and preparation of ePortfolio requirements.

Candidates should arrange their class schedules, job schedules and family obligations to allow a full day of participation at the host school one day each week for 10 weeks.

To successfully complete EDUC 4032, Pre-Internship II, candidates will:

• Complete 10 full days in a field-based experience.
• Continue a reflective journal for field-based experience.
• Attend four required seminars (one each month) during the semester.
• Teach three different lessons.
• Turn in one lesson plan with reflection that has been graded or approved to be taught by NSU faculty.
• Turn in clinical faculty and peer lesson observation forms.  
• Turn in written assignments, reflections, and Field Activity Record. 
• Pass ePortfolio Checkpoint #2.

During the Pre-Internship II semester the candidate will:

• Make application for Full Internship Program.
• Make application for graduation. 
• Complete a placement interview for Full Internship Program with assigned NSU Coordinator.
• Attend an orientation seminar for Full Internship Program.
• Take the appropriate Oklahoma Subject Area Test (OSAT). NOTE: Candidates must pass the OSAT in order to continue to the Full Internship semester.

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FULL INTERNSHIP

The full internship (student teaching) semester should be candidates’ final semester where they implement the knowledge, skills, and dispositions learned throughout the teacher education program to become skillful, creative teachers who assume full responsibility for the direction and guidance of student learning.  During the internship, teacher candidates practice and apply all aspects of the conceptual framework and become immersed in the full responsibilities and duties of the classroom teacher.

To be eligible to enroll in the NSU Full Internship Program (12 credit hours), candidates must have:

• Application on file in Clinical Education office the semester prior to Full Internship.
• Successfully completed Full Internship Program interview with a university coordinator.
• Successfully completed one of the below four methods courses:

o   ECED 4513 Organization and Implementation of Early Childhood Programs for Early Childhood majors.

o   EDUC 4353 Teaching Methods and Practices for Secondary majors.

o   ELED 4563 Classroom Management for Elementary majors.

o   SPED 4563 Methods and Case Studies for Special Education majors.

• Successfully completed EDUC 4032 Pre-Internship II.
• Successfully completed EDUC 4823 Technology in Education.
• A 2.50 GPA in overall, major, and professional education areas.
• A “C” or better in all major and professional education courses.
• Attended Full Internship Orientation Seminar semester prior.
• A passing score on the appropriate Oklahoma Subject Area Test(s) (OSAT).

            Candidates enroll in one of the following 12-credit hour blocks for their full internship semester:

Early Childhood (certified PK-3rd) or Elementary (certified 1st-8th) Education Majors

EDUC 4044                  Elementary Intern Teaching

EDUC 4054                  Elementary Intern Teaching

EDUC 4172                  Assessment & Evaluation

EDUC 4252                  Seminar

Secondary Education Majors (certified 6th-12th)

EDUC 4064                  Secondary Intern Teaching

EDUC 4074                  Secondary Intern Teaching

EDUC 4172                  Assessment & Evaluation

EDUC 4252                  Seminar

K-12 Certification: Art, Cherokee, Spanish, Music, Health & Physical Education, and Special Education Majors

EDUC 4054                  Elementary Intern Teaching

EDUC 4074                  Secondary Intern Teaching

EDUC 4172                  Assessment & Evaluation

EDUC 4252                  Seminar

To successfully complete the NSU Full Internship Program, the teacher candidate will:

• Complete 80 full days (560 clock hours) in a field-based classroom.
• Attend six (6) required seminars during the semester.
• Complete all assignments and reflections. 
• Turn in all observations and evaluations from university coordinator, clinical faculty and peer.
• Pass ePortfolio Checkpoint #3.

During the Full Internship teacher candidates should:

• Complete all coursework required for graduation (a maximum of three (3) hours of coursework may be taken concurrently with the Full Internship provided that it does not interfere with the internship experience).
• Take and pass the Oklahoma Professional Teaching Examination (OPTE).
• Complete online application for licensure www.sde.state.ok.us

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INTERNSHIP PLACEMENT RULES

The rules below are designed to provide the best possible field-based experience for the teacher candidate.

• Candidates must select a different school district for each internship experience. Candidates can repeat Tulsa Public School district but cannot repeat a school site.
• Candidates cannot repeat a clinical faculty, grade, or subject (i.e. only upper grades for elementary majors or secondary majors: Algebra I, earth science, English IV, etc.).
• Candidates must abide by NSU’s Diversity Rating of School Sites when requesting placement possibilities.
• Candidates cannot be placed in a school where a relative is an administrator, administrative staff, teacher, or school board member.
• Candidates cannot be placed in a classroom or building with their child or another relative’s child.
• Candidates cannot be placed in a school where they have been employed in the past year.

Early Childhood: Certified to teach grades PK-3rd

• Pre-I – must be placed in grades 1 or 2 or 3
• Pre-II – must be placed in a PK class (4 year old program)
• Full Intern candidates – must be placed in kindergarten for 8 weeks and grades 1, 2, or 3 for 8 weeks

Elementary: Certified to teach grades 1st-8th

• Grade level categories
  • Lower end – grades 1, 2 or 3
  • Middle – grades 4 or 5
  • Higher end – grades 6, 7 or 8
• Candidates must have a clinical experience in each of these grade level categories.

Secondary: Certified to teach grades 6th-12th

• Grade level categories
  • Lower end – junior high or grades 6, 7, 8 or 9
  • Higher end – high school grades 10, 11 or 12
• Candidates need to have a clinical experience at each level.  A secondary majorcannot choose a K-8 school as a secondary experience.

K-12 Certification: art, Cherokee, Spanish, music, health/physical education, and special education.

• Pre I – Choose an elementary OR secondary experience.

• Pre II – Choose an elementary OR secondary experience (whatever level not accomplished as Pre I)
• Full Intern – Must have 8 weeks of elementary and 8 weeks of secondary.

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 ROLES AND RESPONSIBILITIES OVERVIEW

Candidates can request a placement from a list of school sites (P-12) in 191 districts within 23 counties in northeastern Oklahoma to complete their field-based experiences (See Pre-Internship I, Pre-Internship II, and Full Internship). If they choose, candidates can also request to complete one of their three field experiences in a private, state-accredited school setting.  Teacher candidates are considered guests in schools and will abide by the host schools’ rules and regulations explained within individual school handbooks.

Principals:

As administrator of the host school, the principal (or designee) approves the contractual agreement for placement of teacher candidates in NSU internships.  The principal also has the prerogative to monitor the progress of the internship and to make recommendations, if necessary, in the best interest of the students, school, and district.  In general, the principal:

• Authorizes the contractual agreement for teacher candidate placement.
• Identifies and prepares a clinical faculty member (mentor teacher) who demonstrates excellent teaching skills and a commitment to student learning.
• Is familiar with the policies of the NSU Internship Program.
• Provides candidates with information concerning school policies and expectations.
• Complies with NSU policies especially in regard to the use of teacher candidates as substitute teachers.
• Contacts the NSU Office of Clinical Education  / Field Coordinator if a serious problem should arise regarding the performance of the teacher candidate.

Clinical Faculty (Mentor Teacher):

The clinical faculty member is the mentor and guide for the teacher candidates.  Clinical faculty demonstrate a willingness to give back to the profession by supervising a novice teacher candidate and providing insight as to the rewards and challenges of teaching.  Above all, clinical faculty demonstrate the ability to improve student learning and model effective teaching, management and interpersonal techniques.  To serve as a clinical faculty member, teachers must meet the following qualifications to participate in the NSU Internship Program:

·       Must have a minimum of three years of experience as a certified teacher.

·       Must teach in an accredited school district or qualified placement site.

·       Must teach in the teacher candidate’s major field of study; grade level(s) and subject area(s) appropriate for the teacher candidate’s certification area.

·       Must be recommended and approved by the appropriate school administrator.

·       Must have a full-day teaching schedule, including the planning period, with classes appropriate to meet the teacher candidate’s academic requirements; five (5) hours of the school day must be in the teacher candidate’s major field, while the remaining classes may be in the endorsement areas; no more than one class period per day may be dedicated to coaching duties.

·       Must not be a relative or spouse of the prospective teacher candidate.

·       Must abide by the policies and guidelines of the NSU Full Internship

·       Must complete the NSU Clinical Faculty Training Workshop at the beginning of the semester, unless the individual has attended a workshop within the past academic year.   (NOTE: This qualification is only a requirement for Clinical Faculty mentoring progress of Full Interns.)

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NSU University Coordinator:

            NSU’s University Coordinators are the link between the teacher preparation program and approximately 650 school partners. Serving as a liaison between the public school and the university, the coordinator maintains positive public relations and open lines of communication between the various professionals and institutions which contribute to Northeastern State University’s high quality teacher education program.  Their valuable public school experience is paramount in helping teacher candidates succeed in the classroom.

·       Work with school administrators to facilitate placement of interns with clinical faculty.

·       Serve as a liaison between the public school and university.

·       Maintain communication and be a first responder for candidates having difficulties in their internship setting.

·       Serve as the instructor of record for the 12-credit hour block full internship block.

·       Conduct seminars for interns.

·       Provides input in program planning and development.

·       Provides and receives feedback regarding the Full Internship Program.

·       Collaborates with the Clinical Education Director and other coordinators in the Full Internship Program.

·       Volunteers or accepts appointments to serve on other committees.

·       Minimum qualifications are but not limited to:

o   Standard Oklahoma teaching certificate.

o   Standard Oklahoma Administrators certificate.

o   Public or private school classroom experience.

o   Master’s degree.

o   Central office experience.

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 PRE-INTERNSHIP I / EDUC 3313 CLINICALTEACHING

 Clinical Faculty:

·       Ensure that the teacher candidate takes an active part of the classroom and teaching experience (i.e. taking roll, constructing bulletin board information, one-on-one tutoring, and distributing or proctoring oral assessments).   Candidates are in the school for eight (8) full days.

·       Understand that Pre-I candidates are not yet skilled enough to plan and teach a lesson to the class.

·       Acquaint the teacher candidate with faculty, staff, and students, school rules, policies, etc.

·       Model effective teaching practices and explain the purpose of lesson plans, activities.

• Ensure that the Pre-I teacher candidate is NOT left alone in the classroom.
• Evaluate the candidate’s progress by completing the Pre-Internship I Final Evaluation form.
• Review and sign the completed the candidate’s Pre-Internship I Field Activity Record.

Teacher Candidate:

• Participate in the public school classroom the equivalent of one full day per week for eight (8) weeks.

·       Be dependable, arriving on time and being present on assigned days.  Provide personal transportation to the host school.

·       Notify the administrator and clinical faculty of any absence before it occurs. The candidate is then to work with the clinical faculty (mentor) and EDUC 3313 instructor to arrange a “make-up” day.

• Cooperate fully with the clinical faculty teacher.
• Observe the clinical faculty (mentor) and assist in activities such as:

• Preparing bulletin boards and room displays.
• Assisting with student assignments.
• Preparing copied materials and tests for distribution.
• Checking roll.
• Working with students under the direction of the teacher in make-up work, remedial or accelerated work or individual work/tutoring, etc.

• Accompanying  the clinical faculty (mentor) during assigned duties including lunch duty, bus duty, hall duty, playground duty, parking lot monitoring, music activities, physical education activities, assembly activities
• Return evaluation forms and field activity records to his/her EDUC 3313 instructor.
• Demonstrate professionalism through appropriate dress, attitudes, and interactions

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 PRE-INTERNSHIP II EDUC 4032:

Pre-II Clinical Faculty:

·       Ensure that the teacher candidate takes an active part of the classroom and teaching experience.  Candidates are in their school for nine (9) full days and visit a peer’s school for one day to make a total of ten (10) full days.

·       Acquaint the teacher candidate with faculty, staff, and students, school rules, policies, etc.

·       Review and discuss the Pre-Internship II Packet with the teacher candidate.

·       Plan with the candidate his/her schedule for observing, assisting, and teaching during his/her visits by referring to the suggested timeline for involvement on the Pre-II Classroom Check sheet.  Supervise, mentor, and guide the activities of the teacher candidate.

·       Pre-II interns should teach a minimum of three different lessons.

·       Model effective teaching practices and explain the purpose of lesson plans, activities. 

·       Observe three lessons taught and complete the “Observation of the Lesson” assessments following suggested guidelines found in the Pre-Internship II Packet. Discuss strengths and suggestions for improvement with the teacher candidate.

·       Complete a Professional Habits Inventory as a final evaluation and recommend a Pass/Fail grade for the teacher candidate.

·       Review and sign the completed Field Activity Record after all days have been completed. Candidates must keep the activity record up to date.

·       Discuss problems or concerns with the teacher candidate.  Refer unresolved situations to the principal and NSU Pre-Internship II instructor and/or Clinical Education Director.

Pre-II Teacher Candidate:

·       Read and follow all directions in the Pre-Internship II Packet. Review and discuss the Pre-Internship II Packet with the Clinical Faculty member.

·       Participate in the public school classroom the equivalent of one full day per week for ten (10) weeks. Nine (9) full days will be at assigned host school and one (1) full day will be at a peer’s site).

·       Be dependable, arriving on time and being present on assigned days.  Provide personal transportation to the host school.

·       Notify the administrator and clinical faculty of any absence before it occurs.  The candidate is then to work with the clinical faculty (mentor) and EDUC 4032 instructor to arrange a “make-up” day.

• Cooperate fully with the clinical faculty teacher.

·       Discuss lessons to be taught and show lesson plans in advance to clinical faculty to ensure curriculum continuity.

·       Teach a minimum of three separate lessons.

• Observe the clinical faculty (mentor) and assist in activities such as:

• Preparing bulletin boards and room displays.
• Assisting with student assignments.
• Preparing copied materials and tests for distribution.
• Checking roll.
• Working with students under the direction of the teacher in make-up work, remedial or accelerated work or individual work/tutoring, etc.

·       Complete required assignments and submit them on time to the Pre-II instructor. Make copies of all forms and assignments before submitting them to the Pre-Internship II instructor.

·       Attend and participate in required seminars during the semester. Dates and times for the four (4) seminars are posted on the College of Education website. Seminars will be held on the Tahlequah and Broken Arrow campuses. NOTE: Failure to attend all seminars may result in the assignment of an incomplete or grade of “I” for this course.

·       Participate in all duties performed by clinical faculty during the clinical internship day, and attend as many extracurricular activities at the host school as possible.

• Demonstrate professionalism through appropriate dress, attitudes, and interactions

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FULL INTERNSHIP EDUC 4044, 4054, 4064, 4074, 4172, 4252

During their full internship (student teaching) semester, teacher candidates will be a guest of the school for a period of 80 days (560 clock hours) while completing a field-based clinical experience.  Candidates are assigned placements with clinical faculty to receive guidance, supervision, and first-hand experiences in classroom instruction and management.  To receive credit for the internship, candidates must enroll in the 12-credit-hour intern teaching block of courses.  To be officially designated a full intern, there must be a Contractual Agreement on file in the Office of Clinical Education, and candidates must be enrolled in the appropriate courses under the section numbers of their assigned NSU coordinator.

The clinical faculty member (mentor teacher) is the key person who assists the teacher candidate in developing the skills and competencies to become a teacher. Clinical faculty guide and assist teacher candidates in the planning and delivery of instruction, and the management of the learning environment.

Clinical Faculty:

·       Become familiar with the guidelines and policies of the NSU Full Internship Program by reviewing handbooks and attending NSU Clinical Faculty Training Workshops as necessary.

·       Introduce the teacher candidate to faculty and staff and help establish the teacher candidate as a part of the instructional team;

·       Share school policies and guidelines with the teacher candidate.

·       Share the daily teaching schedule and the school calendar with the teacher candidate.

·       Model professional behavior and scholarship, and demonstrate exemplary teaching strategies and management approaches.

·       Explain to the teacher candidate, and then to each class, the authority of the teacher candidate and the role of the teacher candidate in disciplinary procedures and referrals.

·       Include the teacher candidate in faculty meetings, professional development workshops, parent-teacher conferences, and other appropriate activities involving teachers.

·       Provide a place for the teacher candidate to keep personal materials if possible;

·       Inform the teacher candidate of expectations and allow input from the teacher candidate.

·       Allow the teacher candidate to assume some classroom duties from the start so routine classroom management tasks and the discipline plans will quickly become familiar.

·       Guide the teacher candidate through the routines of management, instruction, and evaluation.

·       Discuss with the teacher candidate the legal rights and responsibilities of teachers, students, and parents/families.  Make candidate aware of students with IEPs and other special needs.

·       Guide and assist the teacher candidate in the induction to full-time, all-day teaching.

·       Collaborate with the teacher candidate in determining a unit of instruction for the teacher candidate to develop and teach; critique each unit prior to the teaching; allow the teacher candidate to reflect on the effectiveness of his/her teaching  and student learning following instruction.

·       Facilitate a variety of teaching experiences which will help the teacher candidate demonstrate mastery of the standards defined in Oklahoma General Competencies for Teacher Licensure and Certification, and the integration of the three components of the teacher education program: teaching scholars, educational leaders, developers of human potential.

·       Check the teacher candidate’s Clinical Experience Activity Record on a regular basis; this accountability record reflects the variety of tasks the intern experiences under the direction of the clinical faculty.

·       Conduct critique/feedback sessions with the teacher candidate on a regular basis.  The teacher candidate and the clinical faculty should engage in brief, daily conferences regarding the activities of the teacher candidate. 

·       At four week intervals, conduct formal observations and evaluations which assess the teacher candidate’s knowledge, skills, dispositions, and professional behaviors.

·       Evaluate the performance of the teacher candidate at the end of the 8th week and near the end of the 16th week of the internship.

·       Review the progress of the teacher candidate’s Learning Project and offer suggestions as needed.

·       Make available and encourage the use of technology in the classroom.

·       Discuss problems or concerns with the teacher candidate.  Refer unresolved situations to the principal, the NSU Coordinator, and/or Clinical Education Director.

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Full Intern/ Teacher Candidate:

• Contact the building administrator/principal and clinical faculty after placement has been approved to confirm starting date and time as well as to make an appointment for introductions and brief interview.
• Begin the internship at the same time that clinical faculty reports to duty at the beginning of each semester. Abide by the daily schedule and the school calendar of the host school.
• Perform duties effectively and cooperatively with clinical faculty, students, parents/guardians, administrators, teachers, and other school personnel.
• Assume increasing responsibility for classroom instruction and management for an extended period of time under the supervision and guidance of the clinical faculty.

·       Discuss lessons to be taught and show lesson plans in advance to clinical faculty and field coordinator as directed to ensure curriculum continuity.

• Assume full time teaching responsibilities.
• Write a lesson plan for each lesson taught.
• Complete Learning Project according to deadlines provided.

·       Keep a reflective journal.  

• Attendance
  • Complete the 80-day (560 clock hours) internship by the time the host school is out in December (for fall semester teacher candidates), or in May (for spring semester teacher candidates).  Teacher candidates may include in-service training days (staff development), parent-teacher conferences, and a limited number of other professional activities toward the 80-day requirement with approval of their NSU coordinator.

o   Notify the administrator, clinical faculty, and NSU coordinator of any absence before it occurs.  Candidates must make up absences to comply with the 80 day requirement.

• Attend six seminars held at NSU during the semester for credit in EDUC 4252. Attendance is mandatory, and absences or tardiness may affect the grade.  The clinical faculty and the principal should be informed of the seminar schedule.  These days count toward the 80-day requirement.
• Do not make plans for vacations or unnecessary absences during the internship.

·       Observe all university regulations as well as those of the host school in which the teacher candidate is a guest; violations may result in suspension, change or dismissal from the internship

·       Participate in all duties performed by clinical faculty during the internship day, and attend as many extracurricular activities at the host school as possible.

• Demonstrate professionalism through appropriate dress, attitudes, and interactions

University Coordinator:

• Conducts placement interviews with teacher candidates.
  • Checks for diverse experiences in placements for Pre-I and II internships.
  • Counsels teacher candidates regarding placement choices for their full internship.
• Facilitates teacher candidate placements in classrooms by:
  • Corresponding with school contact person regarding placement requests.
  • Submitting contractual agreement and candidate information for placement approval.
  • Verifying placement and filing contract in the Clinical Education Office.
  • Notifying teacher candidates of placement and appropriate enrollment information.

·       Communicates with teacher candidate regarding observations and the teacher candidate’s progress, concerns and/or achievements.

·       Conducts observation visits in the teacher candidate’s teaching classroom.

• Corresponds with teacher candidates, clinical faculty, and administrators regarding the Full Internship Program by:
  • Providing information and answers questions regarding the program.
  • Providing intervention and conflict resolution if necessary.
  • Monitoring the progress of candidates.

·       Communicates with interns on a regular basis.

• Facilitates and instructs at the Full Internship Seminars.

·       Serves on the College of Education’s Review and Retention Committee, as needed, for teacher candidate appeals.

·       Maintains appropriate records.

o   Travel documentation

o   Candidate records, assignments, and documentation of for final evaluation.

o   Assigns and records final grades for courses in the 12-credit-hour teaching block

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TIMELINES FOR CANDIDATE TEACHING RESPONSIBILITIES:

PRE-INTERNSHIP II

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FULL INTERNSHIP

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EVALUATION of TEACHER CANDIDATES

            Throughout the Teacher Education Program, NSU faculty, coordinators, and P-12 clinical faculty evaluate teacher candidates regarding their progress in the program.  These assessments measure candidates’ professional knowledge, skills, and dispositions as delineated in the NSU conceptual framework, the Oklahoma General Competencies for Teaching, and the standards of the appropriate specialty area (major).  The following assessments are in place for clinical experiences.

Professional Habits Inventory (PHI): All candidates – Pre-Internship I, II, and Full

            Generally completed near the close of a field-based experience, the instrument is designed to ascertain professional growth.  This assessment tool is used to evaluate candidates’ skills and dispositions as teachers in the classroom.  In the semester Pre-Internship I is satisfied, the PHI is completed by the candidates as a self-evaluation, the P-12 clinical faculty member, and the EDUC 3313 instructor who discusses it with the teacher candidate.  Similarly, at the end of the 10 day Pre-Internship II field-based experience, the clinical faculty member will complete the PHI and will discuss performance results with the candidate.  

During the candidate’s full internship experience, clinical faculty will complete the PHI during the 4th and 12th week of that semester as a formative assessment. The fourth week assessment provides a baseline to give the teacher candidate an opportunity to identify areas of strength and weakness in classroom performance. Given such information early, the candidate will be able to work intelligently toward improving in areas considered to be weaker.  The twelfth week assessment measures candidate growth in skills and dispositions as a classroom teacher.

Teacher Candidate Observation/Evaluation of Lesson: Pre-Internship II

The Teacher Candidate Observation/Evaluation of the Lesson has been adapted from the Oklahoma State Department of Education’s Resident Teacher Observation Instrument, commonly known as the Oklahoma Criteria for Effective Teaching.  This instrument is designed to give the teacher candidate quality feedback on the lessons he/she teaches.  Clinical faculty and a peer of a Pre-Internship II candidate complete a formal lesson observation generally between the 4th and 10th day of the 10-day Pre-II Clinical experience. Lessons plans follow NSU’s lesson plan template.

Teacher Candidate Observation/Evaluation of Lesson: Full Internship

            The Teacher Candidate Observation/Evaluation of the Lesson has been adapted from the Oklahoma State Department of Education’s Resident Teacher Observation Instrument, commonly known as the Oklahoma Criteria for Effective Teaching.  This instrument is designed to give the teacher candidate quality feedback on the lessons he/she teaches.  Clinical faculty and NSU coordinator of full intern teacher candidates complete at least two formal lesson observations: once during the first 8 weeks and again during the second 8 weeks of the semester.  Clinical faculty and coordinators review the evaluation with the teacher candidate explaining strengths, weaknesses, and areas for improvement. Candidates are also required to be observed by a peer as they teach a lesson.  Each lesson should be written following NSU’s lesson plan template.

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Full Internship Evaluation: Full Internship

            Aligned with the unit’s conceptual framework and designed as a mid-term and final evaluation of a candidate’s progress, clinical faculty complete this instrument during the 8th and 15th week the full internship experience. The mid-term evaluation is an assessment of the candidate’s overall degree of maturation toward becoming a professional educator. Clinical faculty counsel the candidate as to strengths, areas for improvement, and areas of concern.

The mid-term evaluation serves two purposes: 

1.     This process will be a formative exercise, giving the teacher candidate an opportunity to identify areas of strength and areas for improvement.  Given such information early, the teacher candidate will be able to work with the clinical faculty intelligently toward improving in areas considered to be weaker.

2.     This information serves as baseline data for future comparison later in the semester.  With such a baseline, the clinical faculty can document improvement and continued growth.

The final evaluation is completed at the end of the teacher candidate’s internship and serves as a summative assessment indicating the teacher candidate’s performance and preparation to assume responsibility for a classroom of his/her own.

Learning Project: Full Internship

During the full internship experience, teacher candidates will have the opportunity to demonstrate their content knowledge, teaching skills, and professional dispositions by developing a teaching unit that builds on the strengths, needs, and prior experiences of their students. Through this performance assessment, full interns will document their performance as teaching scholars who build on their content and pedagogical knowledge to “create an environment conducive to learning in the classroom.” This document will reflect their ability to serve as educational leaders who demonstrate the process of subject matter inquiry in their classrooms and advocate learning for all students. Finally, the learning project should document the full intern’s ability to inspire students and foster growth and academic achievement as a developer of human potential through the specific evaluation of learning goals and objectives.

The learning project contains several sections identified by research and best practice as fundamental to improving student learning. Each section includes a task, a prompt (directions) and a rubric that defines various levels of performance on the section. The sections and rubrics will be used to evaluate the project. The prompts guide interns in documenting the sections and their performance as they construct and implement a teaching unit during the full internship experience. As part of the experience, candidates are required to design and teach a comprehensive unit. (NOTE: Interns in split placements – Early Childhood, Health & Physical Education, Art, Music, Special Education, and Modern Languages (Cherokee and Spanish) -- must complete the learning project assignment based on their first placement.  Elementary Education majors must design a unit that includes mathematics and science (inquiry) lesson plans.)

More information about the learning project is available on the COE website, internship resources: http://academics.nsuok.edu/education/internships/InternshipResources.aspx

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EPORTFOLIO

College of Education Portfolio Philosophy

The transformation process from candidate to teacher occurs through intentional synthesis of content and pedagogy. As the College of Education mission statement and conceptual framework attest, the NSU Teacher Education Program has a long-standing commitment to student-centered, performance-based learning as the catalyst for that synthesis. This commitment is exemplified in the key elements of the program: Focus on the teacher candidate’s ability to positively impact student learning, emphasis on clinical practice-based learning, integration of technology in the classroom, and use of research-based, sound professional practices.

The portfolio provides a vehicle for teacher candidates to demonstrate their growing professional competency as they complete the transformation process within the context of the theme and sub-themes of the Teacher Education Program. The portfolio development process encourages teacher candidates to be critically reflective of their own learning outcomes as well as those of the students they will teach.Artifacts from each teacher candidate’s courses and clinical practice reflect the full range and depth of the teacher candidate’s professional preparation. Creation of the portfolio in web-based format gives teacher candidates an early technology application experience as well as greater flexibility to develop and include multi-dimensional artifacts as evidence of their growing professional competency.

Established checkpoints for assessment and review ensure teacher candidates receive on-going support and feedback on individual artifacts as well as a more global review of their work and progress. Finally, the candidate portfolio process provides a source of information for authentic faculty and administrative assessment and improvement of the program.

College of Education Portfolio General Policies

Teacher candidates in the Teacher Education Program at Northeastern State University are required to develop a portfolio documenting their growth and professional development as they make the transition from teacher candidate to professional educator. The portfolio development process shall begin when a teacher candidate officially declares a major in the Teacher Education program, when a teacher candidate enrolls in the introductory teacher education course, EDUC 3313 – Clinical Teaching and Pre-Internship I, or when a transfer teacher candidate is admitted to the Teacher Education Program, whichever comes first.  Prior to the next internship, transfer candidates are responsible for addressing any deficiencies or corrections identified and reported in the initial assessment.

Candidates are encouraged to access information on the COE ePortfolio website for handbooks and resources to assist in development of the portfolio:http://academics.nsuok.edu/education/eportfolio.aspx

Content

Fifteen (15) Oklahoma General Competencies for Teacher Licensure and Certification provide the standard by which all teacher candidates will be measured. In addition, other competencies related to specific subject areas and grade levels may be reflected.  The portfolio will be comprised of selected artifacts related to classroom and clinical practice. Every artifact must be teacher candidate created and related to at least one of the 15 Oklahoma State Board of Education (OSBE) Competencies for Teacher Licensure and Certification. An Artifact Cover Sheet which includes a rationale statement and a reflection section must accompany each artifact submitted to meet competencies. Templates for the Artifact Cover Sheet for each of the 15 OSBE Competencies for Teacher Licensure and Certification are available on the NSU College of Education (COE) ePortfolio web site.

Format

Each portfolio will be prepared using the Chalk and Wire ePortfolio system. A license for accessing the system and setting up the initial candidate’s portfolio is available in NSU bookstores.

Assessment

Teacher candidates will submit artifacts for assessment at designated points in designated courses in the teacher education program. Candidates should be prepared to submit their portfolios for review upon request of the University, the Oklahoma Portfolio Review Team from the Oklahoma Commission on Teacher Preparation (OCTP), or other accrediting agencies. Artifacts to meet the 15 competencies will be assessed through the Chalk and Wire ePortfolio system. Rubrics for assessment are available on the NSU COE ePortfolio web site.

Initial level candidates (undergraduates) will demonstrate their competency through course required artifacts that meet the 15 Oklahoma General Competencies for Licensure and Certification. The NSU College of Education ensures high quality teacher education graduates through implementation of a standards-based curriculum as required by the State of Oklahoma. * Initial level candidates (undergraduates) will demonstrate their competency through course-required artifacts that meet the 15 Oklahoma General Competencies for Licensure and Certification. Failure to achieve an acceptable level of assessment for ALL elements of the required competency-based artifacts for this course will result in a grade of “F” for the course.

*Oklahoma Teacher Preparation Act, 1995; State Statute 70-6-185, (Oklahoma School Law, sect. 180.5 & 180.6)http://sde.state.ok.us/Law/LawBook/default.html.

Deficiencies and corrections identified during checkpoint assessments must be addressed prior to a specified deadline. Candidates must achieve a rating of acceptable or target on each element of the rubric used to assess their artifact. Successful assessment of Portfolio Checkpoint I is a prerequisite for admission to the Teacher Education Program and for placement in the Pre II Internship. Successful assessment of Portfolio Checkpoint II is a prerequisite for placement in the Full Internship. Successful assessment of Portfolio Checkpoint III is a requirement for completion of the Full Internship and a prerequisite for graduation.

The ePortfolio coordinator and faculty in the College of Education are available to assist teacher candidates in identifying the appropriate remedies for deficiencies and corrections reported at each of the portfolio assessment checkpoints.

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TEACHER CERTIFICATION AND LICENSURE

            The right of a person to teach in Oklahoma’s elementary, middle, or secondary public schools is controlled by a teacher certification process that is a partnership among the Oklahoma Commission on Teacher Preparation, the Oklahoma State Department of Education, the Oklahoma State Regents for Higher Education, and selected accredited institutions of higher education, including Northeastern State University.

OKLAHOMA TEACHER CERTIFICATION TESTING PROGRAM

            In 1995, the Oklahoma Legislature passed House Bill 1549, which required the Oklahoma Commission of Teacher Preparation to develop and implement a competency-based teacher assessment system.  This new testing regime was an update of the previous testing program established in 1980 through House Bill 1706.  Again, the purpose was to help ensure that licensed / certified teachers have the skill and knowledge deemed im0ortat to be an educator in Oklahoma.

CERTIFICATION EXAMINATION FOR OKLAHOMA EDUCATORS (CEOE)

            The certification tests in the CEOETM program are criterion-reference and competency based.  The tests include:

·       Oklahoma General Education Test (OGET) – assesses state core general education knowledge and skills, including critical thinking, computation, and communication.

·       Oklahoma Subject Area Tests (OSAT) – assesses subject-matter knowledge and skills.

·       Oklahoma Professional Teaching Examination (OPTE) – assesses professional knowledge and skill needed by entry-level Oklahoma educators in two certification levels: (2) OPTE: PK-8 and (2) OPTE 6-12.

All tests include selected-response questions; some tests also include written performance assignments; and the following tests contain a listening component: Cherokee, German, French, Spanish, Instrumental Music, and Vocal Music.   Cherokee, German, French, and Spanish also include a speaking component.

Tests are administered throughout the year and include computer-based testing opportunities.  For updated information, see the Registration Bulletin: Certification Examination for Oklahoma Educators (CEOE) web site http://www.ceoe.nesinc.com/

Testing Checkpoints

            At Northeastern State University, the certification tests have been built into key program checkpoints.  This checkpoint system aligns the testing window with the most recent coursework, allows candidates to spread the costs of tests throughout the program, and provides a standardized external assessment for each program transition point.

·       The OGET is taken immediately upon completion of the general education sequence and must be passed prior to admission to teacher education.

·       The OSAT is taken upon completion of the subject area courses and must be passed prior to the full internship (student teaching) semester.

·       The OTPE is taken in the candidates’ full internship (student teaching) semester.

OBTAINING AN OKLAHOMA TEACHING LICENSE

            During the full internship (student teaching) semester, candidates begin the process of obtaining finger prints, Oklahoma State Bureau of Investigation (OSBI) and Federal Bureau of Investigation (FBI) background checks, and formally making application to Oklahoma State Department of Education for the license.  To make application to Oklahoma State Department of Education, candidates should visit the State Department of Education’s web site http://sde.state.ok.us.  Candidates should contact NSU’s Certification Coordinator for assistance.

            The Professional Standards Section of the Oklahoma State Department of Education will process the application and grant a teaching license if the applicant has:

·       Successfully completed courses and field-based experiences required.

·       Graduated from an accredited institution of higher education which is approved to recommend teacher candidates.

·       Earned a passing score on each required certification test.

·       Met application requirements and paid requisite fees.

·       Met all other requirements as may be established by the Oklahoma Regents for Higher Education, the Oklahoma Commission for Teacher Preparation, and the Oklahoma State Department of Education.

OKLAHOMA TEACHER RESIDENCY PROGRAM

            The Oklahoma Teacher Residency Program is designed to assist the beginning, or “resident,” teacher through the first year of employment and to monitor the teacher’s performance during the entry year.  When a school district employs a licensed teacher, it is the responsibility of the district to notify the State Department of Education and the appropriate university teacher education program to initiate the implementation of the program.  A Teacher Residency Committee is then established consisting of the resident teacher, a teacher consultant, an administrator, and a university representative.  The committee is responsible for making a recommendation at the end of the residency year for teacher certification or for an additional year of residency.

OBTAINING AN OKLAHOMA TEACHING CERTIFICATE

            The Oklahoma State Board of Education shall issue a teaching certificate to a person who:

·       Holds a valid teaching license.

·       Has earned passing scores on the appropriate certification tests.

·       Has completed a minimum of one school year as a resident teacher.

·       Has been recommended for certification by the Teacher Residency Committee. 

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CONCEPTUAL FRAMEWORK

Northeastern State University's conceptual framework provides the philosophical underpinnings and theoretical constructs that guide the College of Education's programs, courses, teaching, assessment, and graduate performances. The conceptual framework includes three overarching goals: To prepare teaching scholars, educational leaders, and developers of human potential.

Preparing Professional Educators as Teaching Scholars Educational Leaders and Developers of Human Potential

I. Teaching Scholars

Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills.They know how to facilitate authentic learning, and they encourage P-12 students to be critical, creative thinkers with the ability to be lifelong learners.

Educators as Teaching Scholars will:

1. Demonstrate a deep understanding of subject matter relative to their area of preparation.

2. Create an environment conducive to learning in the classroom, use developmentally appropriate practices, and have the pedagogical skills necessary to facilitate growth and learning for all P-12 students under their care.

3. Demonstrate effective oral and written communication skills.

4. Use classroom-based research to improve teaching and learning for P-12 students.

5. Demonstrate an understanding of how diversity, including multicultural, ethnic, socioeconomic, gender, and exceptionality issues, affects P-12 student learning.

6. Use technology appropriately to enhance teaching and learning opportunities in the classroom environment.

7. Demonstrate an understanding of the philosophical, historical, and sociological foundations of education.

8. Demonstrate competence in designing instructional strategies with appropriate technologies that incorporate the Oklahoma Criteria for Effective Teaching Performance indicators.

9. Develop instruction based on the Priority Academic Student Skills (P.A.S.S.).

10. Work collaboratively with P-12 students, parents, colleagues, and other professionals.

11. Demonstrate proficiency in the use and interpretation of both informal and formal assessments.

12. Demonstrate awareness and understanding of the knowledge bases underlying research and practice in multicultural education;

13. Demonstrate understanding, through classroom and experiential learning, of a language and culture different from their own.

II. Educational Leaders

Educational leaders serve as advocates for children/adolescents and families; they understand the political nature of teaching; and they are able to inspire and motivate others by modeling effective communication skills, professional demeanor, and professional attitudes.

Educators as Leaders will:

1. Demonstrate professional ethical behavior.

2. Use professional and pedagogical expertise to inspire others to make positive changes in their classrooms.

3. Demonstrate an understanding of current legal aspects of teaching.

4. Demonstrate through traditional and technological means, the process of inquiry relative to the subject areas(s) of preparation.

5. Make connections within and between disciplines.

6. Effectively communicate their own educational philosophies and instructional practice to others.

7. Demonstrate sensitivity to community and social norms and be an advocate for equal educational opportunities for all children.

8. Demonstrate understanding of the teacher’s obligation for assertive advocacy on behalf of the well-being and rights of all children.

9. Demonstrate an understanding of technology operations and concepts and advocates for appropriate technological resources.

10. Use technology to increase productivity and professional practices including communication and assessment processes.

III. Developers of Human Potential

Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.

Educators as Developers of Human Potential will:

1. Demonstrate commitment to the idea that the well being of the P-12 student is equally as important as subject matter by diligent attention to the emotional, physical, and health needs of students under their care.

2. Recognize that the P-12 student learning potential may be affected by failure to learn basic educational skills and actively seek to identify educational needs and the appropriate professional services.

3. Challenge P-12 students to achieve their potential and to stretch their abilities while offering a supportive and nurturing environment.

4. Treat all P-12 students as individuals and demonstrate dignity and respect for all.

5. Demonstrate sensitivity and skills to foster classroom and school climates that recognize student competence and foster student confidence, particularly for children of diverse backgrounds.

6. Demonstrate knowledge of and respect for past and present influences of race, ethnicity, gender, religion and other aspects of culture on a teacher’s practices and a child’s development and personality.

7. Develop, clarify and sustain the belief that “all children can and will learn when given proper instruction” (SECA, 2003, p. 5) and demonstrate the ability to develop and present a situationally and developmentally appropriate curriculum that promotes that learning.

8. Resolve complex social, ethical, and human issues surrounding the acquisition and use of technology in the classroom.

Southern Early Childhood Association. (2003). Position statement: Valuing diversity for young children. Little Rock, AR: Author. Retrieved August 23, 2003, from the World Wide Web: http://www.southernearlychildhood.org/position_diversity.html.

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GENERAL COMPETENCIES FOR LICENSURE & CERTIFICATION

Fifteen competencies were adopted by the State Department of Education as required by Legislative House Bill 1549 for creation of a competency-based teacher preparation program to be implemented July 1, 1997.

Competency #1: The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Competency #2: The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

Competency #3: The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

Competency #4: The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills and effective use of technology.

Competency #5: The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.

Competency #6: The teacher develops acknowledge of, and uses a variety of, effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Competency #7: The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community.

Competency #8: The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner.

Competency #9: The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

Competency #10: The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of student’s learning and well-being.

Competency #11: The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum.

Competency #12: The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when change lead to greater student learning and development.

Competency #13: The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.

Competency #14: The teacher understands the Oklahoma core curriculum and is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS).

Competency #15: The teacher understands the State teacher evaluation process, Oklahoma Criteria for Effective Teaching Performance, and how to incorporate these criteria in designing instructional strategies. 
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OKLAHOMA MINIMUM CRITERIA FOR EFFECTIVE TEACHING PERFORMANCE

I. Practice

A. Teacher Management Indicators

1. Preparation - The teacher plans for delivery of the lesson relative to short-term and long-term objectives.

2. Routine - The teacher uses minimum class time for non-instructional routines thus maximizing time on task.

3. Discipline - The teacher clearly defines expected behavior (encourages positive behavior and controls negative behavior).

4. Learning Environment - The teacher establishes rapport with students and provides a pleasant, safe and orderly climate conducive to learning.

B. Teacher Instructional Indicators

1. Establishes Objectives - The teacher communicates the instructional objectives to students.

2. Stresses Sequence - The teacher shows how the present topic is related to those topics that have been taught or that will be taught.

3. Relates Objectives - The teacher relates subject topics to existing student experiences.

4. Involves All Learners - The teacher uses signaled responses, questioning techniques and/or guided practices to involve all students.

5. Explains Content - The teacher teaches the objectives through a variety of methods.

6. Explains Directions - The teacher gives directions that are clearly stated and related to the learning objectives.

7. Models - The teacher demonstrates the desired skills.

8. Monitors - The teacher checks to determine if students are progressing toward stated objectives.

9. Adjusts Based on Monitoring - The teacher changes instruction based on the results of monitoring.

10. Guides Practice - The teacher requires all students to practice newly learned skills while under the direct supervision of the teacher.

11. Provides for Independent Practice - The teacher requires students to practice newly learned skills without the direct supervision of the teacher.

12. Establishes Closure - The teacher summarizes and fits into context what has been taught.

II. Products

A. Teacher Product Indicators

1. Lesson Plans - The teacher writes daily lesson plans designed to achieve the identified objectives.

2. Student Files - The teacher maintains a written record of student progress.

3. Grading Patterns - The teacher utilizes grading patterns that are fairly administered and based on identified criteria.

B. Student Achievement Indicators - Students demonstrate mastery of the stated objectives through projects, daily assignments, performance, and test scores.

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FAQs: TEACHER EDUCATION PROGRAM

When do I apply for admission to the Teacher Education Program?

Most students apply when they enroll in EDUC 3313 Clinical Teaching/Pre-Internship I.  The prerequisites for this course are completion of a minimum of 45 credit hours and an overall grade point average of at least 2.50 and either a passing OGET score, or registration in the first available OGET test during that semester.  Failure to meet these requirements at the beginning of this course will result in automatic administrative withdrawal.

If I have transferred a course equivalent to EDUC 3313 Clinical Teaching/Pre-Internship I or already have a Bachelor’s degree, how do I apply for admission to the Teacher Education Program?

Individuals who have transferred to NSU with 45 credit hours or more should contact the College of Education’s Certification Coordinator (918-444-3702).

Where can I get more information about teacher certification and licensure?

Individuals with questions about certification requirements are encouraged to contact the College of Education’s Certification Coordinator (918-444-3702) or visit the College of Education Website:http://academics.nsuok.edu/education/certification.aspx

What education courses I can take prior to being admitted into the Teacher Education Program?

Candidates must successfully complete: (1) EDUC 3313 Clinical Education/Pre-Internship I course with a minimum grade of “C”, (2) pass the Oklahoma General Education Test (OGET), (3) satisfactorily pass portfolio checkpoint #1, (4) successfully complete a Professional Education interview, and (5) candidates must earn and maintain at least a 2.50 cumulative graduate retention GPA before enrolling is education courses.

Some degree programs have courses that can be taken prior to admission to teacher education.  Check the catalog or with an advisor for which courses might apply in your situation.

How do I meet the foreign language proficiency requirement?

Candidates admitted to the Teacher Education Program must demonstrate proficiency in a foreign language at the high novice level prior to graduation with at least a “C” or better.  Possible courses are but not limited to the following: Spanish, German, Chinese, Cherokee, and American Sign Language.  Candidate may be a native speak and can arrange testing to determine proficiency levels.

What examinations do I take to become a teacher and when do I take them?

The certification tests in the CEOETM program are criterion-reference and competency based.  The tests include:

·       Oklahoma General Education Test (OGET) – assesses state core general education knowledge and skills, including critical thinking, computation, and communication.

·       Oklahoma Subject Area Tests (OSAT) – assesses subject-matter knowledge and skills.

·       Oklahoma Professional Teaching Examination (OPTE) – assesses professional knowledge and skill needed by entry-level Oklahoma educators in two certification levels: (2) OPTE: PK-8 and (2) OPTE 6-12.

At NSU, the certification tests have been built into key program checkpoints.  This checkpoint system aligns the testing window with the most recent coursework, allows candidates to spread the costs of tests throughout the program, and provides a standardized external assessment for each program transition point.

·       The OGET is taken immediately upon completion of the general education sequence and must be passed prior to admission to teacher education.

·       The OSAT is taken upon completion of the subject area courses and must be passed prior to the full internship (student teaching) semester.

·       The OTPE is taken in the candidates’ full internship (student teaching) semester.

How do I register for the Certification Examinations?

Certification Examinations for Oklahoma Educators are administered by a national testing company.  Testing dates, registration forms, and or internet registration is available online  www.ceoe.nesinc.com .

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FAQs: FIELD-BASED EXPERIENCES AND CLINICAL EXPERIENCES

What is a field experience?

Field experiences are a variety of filed-based opportunities in which teacher candidates observe, assist, tutor, instruct, and/or conduct research.  Field experiences occur in off-campus settings. (NCATE Professional Standards, 2008)  At NSU, teacher candidates participate in three separate field-based, clinical experiences; Pre-Internship I, Pre-Internship II, and Full Internship (student teaching).  Working with the Office of Clinical Education to arrange schedules, candidates will be placed in classrooms to observe teachers and to teach lessons.

When do I do my full internship (student teaching) field experience/internship?

Teacher candidates are encouraged to arrange their college coursework so that Pre-Internship II and Full Internship are taken in back-to-back semesters. The 16 week full internship (12-credit hour block) is the final semester of the undergraduate program at NSU.  It is important to work with your advisor and faculty to determine your exact full internship/ student teaching semester.

Where can I do my field-based clinical experience/internship?

Individual school sites (specific buildings) within school districts are listed on the School Site Diversity List on the internship website. NSU placement policies are found in the Clinical Education Handbook and the COE website.  NSU encourages diversity and a wide-range of schools sites and candidates are encourage to request placements in areas and schools which will provide opportunities for growth.  Keep in mind that you will not be allowed to complete a field-based experience or internship in a school where you have worked in the last year, a school your children attend, or a school where a family member attends or works.  Candidates can complete only 1 of 3 field experiences in a private school setting.

How do I become certified to teach?

During your final Full Internship semester you will submit an online application for an Oklahoma School License.  Details about that process are found in the Clinical Education Handbook.  Further information can be obtained by contacting NSU’s Certification Coordinator (918-444-3702) and by visiting http://sde.state.ok.us .

Are criminal background checks required?

Any person applying for the first issuance of an Oklahoma teaching license must submit finger prints and make arrangements for an OSBI / FBI background check to the State Department of Education. 

How do I obtain a teaching license or certificate in another state?

Most states have a reciprocal agreement with Oklahoma. Some states may require additional testing. Contact the state department of education for the state of interest at http://nasdtec.org for specific requirements.

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