PreK-4Mid-Level
APPLICATIONPACKET
ADMISSION TO THETEACHEREDUCATIONPROGRAM
“Itisthesupremeartoftheteachertoawakenjoyincreativeexpressionandknowledge.”
-AlbertEinstein
DepartmentofEarlyChildhood
AdolescentEducation
Web site:
Revised8/18/14
BloomsburgUniversityofPennsylvaniaCollegeofEducation
MissionStatement
TheMissionoftheCollegeofEducationisto:
1.ThemissionofBloomsburgUniversity’sCollegeofEducationis:toprepareethicaleducationalprofessionalswhoareempoweredtoassessthedevelopmentandfacilitatethegrowthofalllearnerstosucceedandleadinourdiverseandtechnologicallycomplex
world;and
2.toserveasaresourcetotheregion.
PerformanceExpectationsforCandidates
Aprofessionaleducatorisareflectivepractitionerwhoisaknowledgeableandthoughtfulfacilitatorofhumangrowthanddevelopment.Thisprofessionalcultivatesinlearnersanabilitytoapplycritical thinkingtothe solutionofproblems.Thisprofessionaldisplaysasenseofempowermentthrough:
Theacquisitionofaknowledgebase
TheabilitytoseeconnectionsbetweentheoryandpracticeTheuseoftechnologyforeducationaloutcomes
Anunderstandingofawidevarietyofstrategiesforaccommodatingthedevelopmentalreadinessandlearningstylevariationsassociatedwithallaspectsofdiversity
Anapplicationofthisexpertisetothebroadercommunity
Recognizingone’sownheritagewhilehonoringthediversityfoundinschoolsandcommunities
BloomsburgUniversity, Collegeof Education,webelieveeffectiveeducationalprofessionalsapplytheirknowledge,skills,and dispositionsto:
1.PlanCoherentPracticeandPedagogy
1.1.DemonstrateKnowledgeofDiscipline-SpecificContent
1.2.DemonstrateKnowledgeofContent-RelatedPedagogy
1.3.DemonstrateKnowledgeofStandardsforPerformanceOutcomes
1.4.DemonstrateKnowledgeandRecognitionoftheDiverseNeedsandInterestsofLearners
1.5.DesignEffectiveInstructionand/orServiceUsingInternalandExternalResources
1.6.PlanfortheEffectiveUseofVolunteersand/orOtherProfessionaltoEnhanceLearning
2.CreateInclusiveEnvironmentsConducivetoOptimalLearning
2.1.DemonstrateBeliefthatEveryoneCanLearn
2.2.EstablishLearningEnvironmentsBasedonMutualRespectandRapport
2.3.DemonstrateanUnderstandingofHowCulturalIdentitiesShapeProfessionalExpectationsandPractices
2.4.DemonstrateanUnderstandingofCulturalSimilaritiesandDifferencesThroughInstructionand/orServicetooptimizeLearning
2.5.DifferentiatePracticesandCurriculatoEnsureFairnessandValueDiversity
2.6.EstablishandCommunicateClearBehavioralExpectations
2.7.StructureandMonitorLearningEnvironmenttoSupportAcademic,Interpersonal,andEmotionalPerformanceOutcomesofLearners
2.8.OrganizeandManageInstructionalEnvironment
3.EnsureEffectiveInstructionandAssessment
3.1.CommunicateClearLearnerExpectations,ContentExplanations,andGuidance/Feedback
3.2.EngageEveryoneinVariedLearningActivitiesandResources
3.3.MonitorandDifferentiateRelevantInstructionand/orServicetoMeettheNeedsofLearners
3.4.ProvideOpportunitiesforIndividualandCollaborativeProblem-SolvingthroughCriticalandCreativeThinking
3.5.DesignandUseFormativeandSummativeAssessmentsCongruentwithPerformanceOutcomesofLearners
3.6.MaintainandanalyzeDataforUseinMonitoringLearnerProgress andDifferentiatingInstructionand/orService
3.7.UtilizeTechnologyEffectivelytoEnhanceLearning
4.ExhibitProfessionalism
4.1.DemonstrateDecision-MakingAlignedwithProfessionalEthicalStandards
4.2.ParticipateinReflectiveInquiryforProfessionalGrowth
4.3.CollaborateandCommunicatewithColleagues,Families,andCommunityMemberstoMeettheNeedsofLearners
4.4.EngageinProfessionalGrowthOpportunitiesandResourcesatLocal,State,Nationalor
4.5.InternationalLevels
4.6.EngageinSchoolInitiatives,Activities,andEventstoEnhancetheLearningCommunity
4.7.DemonstrateIndividualandCollaborativeProblem-SolvingSkills
CONCEPTUALFRAMEWORK
Overview
A conceptualframeworkenablesa unittoarticulateandsharewithitsprofessionalcommunityitsway ofseeing,thinking andbeing.Thisway of seeing,thinking andbeingencapsulatesthesenseoftheunitacrossallunitprograms. In addition,itsetsforth theoperationalmannerof theunit regardingwhatcandidatesshouldknow (contentknowledge) and beabletodo (curricular,technologicalandpedagogical knowledge andskills), and thekindsofassessmentsandevaluationmeasuresneededto produce thedesiredresults incandidate’sperformance.(Dottin,xviii)
TheConceptualFrameworkoftheUnitestablishesanintegratedvisionforteaching,learning,professionalismandeducatorpreparationatBloomsburgUniversity.Itprovidesthefoundationfortheinstitution’sphilosophicalunderpinnings,beliefsandvaluesaswellasoutlinestheproficienciesweemphasizeandourcommitmenttothepreparationofeffectiveeducationprofessionals.Additionally,itguidestheplanning,developmentandimplementationofprogramsandensuresconnectionsbetweencoursework,fieldexperiences,studentteachingandunit-wideassessmentpractices.TheConceptualFrameworkreflectsourcommitmenttodevelopinghighprofessionalstandards,instillingcandidateswiththenecessaryskillsforproblemsolving,preparingstudentstoexcelincollaborativeprofessionalsettings,valuingthenecessityoflife-longlearning,andpreparingeducatorstoworkeffectivelywithdiversepopulations. Allinitialteachereducationprogramsfocusonthedevelopmentoftherequired knowledge,skills,andprofessionaldispositionstoensurethatcandidatesarepreparedtomeetallunit,stateandprofessionalstandardsatthecompletionoftheirprogram.AdvancedProgramsemphasizethesameknowledge,skillsanddispositionsasdescribedforInitialPrograms,aswellasthoseidentifiedthroughapplicationoftheRigorandRelevanceFramework.
ThefacultymembersoftheUnithavealsoidentifiedthecorecandidateproficienciesrelatedtotheexpectedknowledge,skillsanddispositionsforeffectivepractice.Inadditiontothis,Unitfacultymembershaveidentifiedthekeyprofessionaldispositionsthateducatorsmustpossesstointeracteffectivelywithstudents,families,colleaguesandcommunities.Theemphasisondispositionsreflectsthecriticalimportanceofprofessionalbehaviorsandthehighdegreeofvalueplacedondevelopingprofessionalattitudes,valuesandbeliefswithintheProfessionalEducationUnit.
BloomsburgUniversity –College ofEducationProfessionalDispositions
“Professional Dispositions -Professionalattitudes,values,andbeliefsdemonstratedthroughbothverbalandnon-verbalbehaviorsaseducatorsinteractwithstudents,families,colleagues,andcommunities.Thesepositivebehaviorssupportstudentlearninganddevelopment.NCATEexpectsinstitutionstoassessprofessionaldispositionsbasedonobservablebehaviorsineducationalsettings.Thetwoprofessionaldispositionsthat NCATE expectsinstitutionstoassessarefairness andthebeliefthat all studentscanlearn.Basedontheirmissionandconceptualframework,professionaleducationunitscanidentify,define,andoperationalize additionalprofessionaldispositions.”
ThedispositionsoftheconceptualframeworkservetorepresenttheUnit’sunderstandingoftheattitudesandbehaviorsexpectedofeducationalprofessionals.ThesedispositionsaremodeledandencouragedbymembersoftheUnit.Candidatesareexpectedtodemonstrateprofessionaldispositionsasareflectionofthevaluestheyhold.
UpholdProfessionalandEthicalStandards
Honorsthelawanddemonstratesprofessionalintegritythroughbehaviorsthatreflectnational,stateandinstitutionalethicalstandards.
Complieswithuniversityandschooldistrictpoliciesandprocedures(e.g.,meetsexpectations,producesqualitywork,exhibitsacademichonesty,demonstratesgoodcitizenship)
Adherestolocal,stateandfederalrulesandlaws(e.g.,createsasafeenvironmentforstudents,demonstratesethicalconduct,maintainsprofessionalrelationships)
Communicateswithhonestyandintegrity(e.g.,usesappropriatelanguage,maintainsconfidentiality,treatsallpeoplewithrespectanddignity)
Displaysaprofessionaldemeanor(e.g.,dressesappropriately,meetsattendanceexpectations,activelyparticipatesinclass)
Adherestoalltheprofessionalstandards,includingtheuseoftechnologies(e.g.,accessesauthorizedwebsites,usespersonalelectronicdevisesasappropriate)
EmbraceDiversity
Candidatesdemonstratefairness,empathy,andcompassionbasedontheirbeliefthateveryonecanlearn.Candidatesactivelyseekoutmultipleperspectivesanddiverseexperiencestoaddresstheacademic,interpersonalandemotionalneedsofALLlearners.
Exhibitsfairtreatmentofothers(students,colleagues,professionals,staffandfamilies)(e.g.,promotessocialjustice,exhibitsfairnessinassessingstudents’academic,socialandemotionaldevelopment,promotesrespectfulstudents’interactionswithothers)
Interactswithsensitivitytocommunityandculturalnorms(race,ethnicity,age,gender,sexualorientation,ability/disabilityandsocialeconomicstatus)
Valuesandrespondstoallaspectsofachild’swell-being(cognitive,emotional,psychological,socialandphysical)
Utilizesafullrangeofdifferentiatedinstructionalpractices(e.g.,considersstudents’strengths,needsandexperienceswhenplanninginstruction,usesflexiblegroupingsforinstruction,providesopportunitiesforallstudentstosucceed)
EngageinCollaborativeEndeavors
Candidatesdemonstrateprofessionalinterpersonalandcommunicationskills.Theseskillsareusedtopromotepositivepartnerships(withandbetweenlearners:students,families,colleagues,otherschoolprofessionalsandtheglobalcommunity)tosupportachievementoflearningoutcomes.
Meetsprofessionalexpectations(e.g.,seekshelpinatimelymanner,completesassignmentsontime,participatesequitablyinteamwork,ispunctual,followsproceduresforextensions)
Considersandrespondstomultipleperspectives(e.g.,incorporatesprofessionalfeedbackandconstructivesuggestions)
Demonstrateskind,caringandrespectfulinteractionswithothers(e.g.,maintainsemotionalcontrol,respondsappropriatelytoactionsandreactionsofothers,adaptstounexpectedornewsituations,actsfromapositiveframeofreference)
Utilizesprofessionaloralandwrittencommunicationbasedonthepurposeandaudience(e.g.,employssuitabletoneofvoice,andverbalandnonverbalexpressions,usesgrammaticallycorrectsentences,exercisesappropriateself-disclosure)
ReflectandProblemSolve
Candidatesdemonstratetheabilitytomakeinformeddecisionsthroughsystematicreflectionandproblemsolving.Criticalandcreativethinkingisusedforidentifyingandimplementingstrategiesforimprovingacademic,interpersonalandemotionallearneroutcomes.
Acceptsresponsibilityforpersonalactionsordecisions(e.g.,showsanunderstandingofpoliciesandproceduresforprofessionalbehaviorsanddispositions)
Solvesproblemsproactively(e.g.,recognizesproblemsandseeksresolutions,collaboratesandproblemsolveswithothers)
Seeksclarificationandassistanceasneeded(e.g.,seeksandutilizeshumanandmaterialresources)
Engagesinprocessesofcontinuousreflectionbasedonrelevantassessmentdata(e.g.,utilizessystematicreflectionprocessesforproblemsolvingandmodifyingeducationalpractices)
ValueLife-longLearning
Candidatesengageinprofessionalgrowthandencouragecuriosityandinquiryasreflectiveagentsofchangebysharingknowledgeresponsiblyandparticipatingasacommunityresource.
Completesassignedtasksthatdemonstratehighpersonalandprofessionalstandards
Seekstokeepabreastofnewideas,evidence-basedpractices,andunderstandingsinthefieldtoimproveinstructionalpracticesandteachingactivities(e.g.,readseducationaljournals,attendsprofessionalmeetingsandconferences,engagesinprofessionaldiscussionswithothers)
Demonstratespositiveattitudetowardlearningthroughintellectualcuriosityandparticipationinprofessionally-relatedexperiences(e.g.,activelyparticipatesinclassactivitiesandprofessionally-relatedassociations,exceedsexpectationsforassignments,tasksandteamwork)
Reflectsuponteachingpractices(e.g.,identifiesareasofstrengthsandneeds,engagesinprofessionaldevelopmentbaseduponself-reflection)
Pennsylvania's CodeofProfessionalPractice andConductfor Educators
Section1.Mission
TheProfessionalStandardsandPracticesCommissioniscommittedtoprovidingleadershipforimprovingthequalityofeducationinthisCommonwealthbyestablishinghighstandardsforpreparation,certification,practiceandethicalconductintheteachingprofession.
Section2.Introduction
(a)Professionalconductdefinesinteractionsbetweentheindividualeducatorandstudents,theemployingagenciesandotherprofessionals.Generally,theresponsibilityforprofessionalconductrestswith theindividualprofessionaleducator.However,inthisCommonwealth,aCodeofProfessionalPractice andConduct(Code)forcertificatededucatorsisrequiredbystatuteandviolationofspecified sectionsoftheCodemayconstituteabasisforpublicorprivatereprimand.ViolationsoftheCodemayalsobeusedassupportingevidence,thoughmaynotconstituteanindependentbasis,forthesuspensionorrevocationofacertificate.TheProfessionalStandardsandPracticesCommission(PSPC)waschargedbytheactofDecember12,1973(P.L.397,No.141)(24P.S.§§12-1251-12-1268),knownastheTeacherCertificationLaw,withadoptingaCodebyJuly1,1991.See24P.S.§12-1255(a)(10).
(b)Thischaptermakesexplicitthevaluesoftheeducationprofession.WhenindividualsbecomeeducatorsinthisCommonwealth,theymakeamoralcommitmenttoupholdthesevalues.
Section3.Purpose
(a)ProfessionaleducatorsinthisCommonwealthbelievethatthequalityoftheirservicesdirectlyinfluencestheNationanditscitizens.Professionaleducatorsrecognizetheirobligationtoprovideservicesandtoconductthemselvesinamanner, which placesthehighestesteemonhumanrightsanddignity.Professionaleducatorsseektoensurethateverystudentreceives thehighestqualityofserviceandthateveryprofessionalmaintainsahighlevelofcompetencefromentrythroughongoingprofessionaldevelopment.Professionaleducatorsareresponsibleforthedevelopmentofsoundeducationalpolicyandobligatedtoimplementthatpolicyanditsprogramstothepublic.
(b)Professionaleducatorsrecognizetheirprimaryresponsibilitytothestudentandthedevelopmentofthestudent'spotential.Centraltothatdevelopmentistheprofessionaleducator'svaluingtheworthanddignityofeveryperson,studentandcolleaguealike;thepursuitoftruth;devotiontoexcellence;acquisitionofknowledge;anddemocraticprinciples.Tothoseends,theeducatorengagesincontinuingprofessionaldevelopmentandkeepscurrentwithresearchandtechnology.Educatorsencourageandsupporttheuseofresourcesthatbestservetheinterestsandneedsofstudents.Withinthecontextof
vii
professionalexcellence,theeducatorandstudenttogetherexplorethechallengeandthedignityofthehumanexperience.
Section4.Practices
(a)Professionalpracticesarebehaviorsandattitudesthatarebasedonasetofvaluesthattheprofessionaleducationcommunitybelievesandaccepts.Thesevaluesareevidencedbytheprofessionaleducator'sconducttowardstudentsandcolleagues,andtheeducator'semployerandcommunity.WhenteachercandidatesbecomeprofessionaleducatorsinthisCommonwealth,theyareexpectedtoabidebythissection.
(b)Professionaleducatorsareexpectedtoabidebythefollowing:
(1)ProfessionaleducatorsshallabidebythePublicSchoolCodeof1949(24P.S.§§1-101-27-2702),otherschoollawsoftheCommonwealth,sections1201(a)(1),(2)and(4)and(b)(1),(2)and(4)ofthePublicEmployeeRelationsAct(43P.S.§§1101.1201(a)(1),(2)and(4)and(b)(1),(2)and(4))andthischapter.
(2)Professionaleducatorsshallbeprepared,andlegallycertified,intheirareasofassignment.Educatorsmaynotbeassignedorwillinglyacceptassignmentstheyarenotcertifiedtofulfill.Educatorsmaybeassignedtooracceptassignmentsoutsidetheircertificationareaonatemporary,short-term,emergencybasis.Examples:ateachercertifiedinEnglishfillinginaclassperiodforaphysicaleducationteacherwhohasthatdaybecomeill;asubstituteteachercertifiedinelementaryeducationemployedasalibrarian forseveraldaysuntilthedistrictcanlocateandemployapermanentsubstituteteachercertifiedin libraryscience.
(3)Professionaleducatorsshallmaintainhighlevelsofcompetencethroughouttheircareers.
(4)Professionaleducatorsshallexhibitconsistentandequitabletreatmentofstudents,felloweducatorsandparents.Theyshallrespectthecivilrightsofallandnotdiscriminateonthebasisofrace,nationalorethnicorigin,culture,religion,sexorsexualorientation,maritalstatus,age,politicalbeliefs,socioeconomicstatus,disablingconditionorvocationalinterest.Thislistofbasesordiscriminationisnotall-inclusive.
(5)Professionaleducatorsshallacceptthevalueofdiversityineducationalpractice.Diversityrequireseducatorstohavearangeofmethodologiesandtorequestthenecessarytoolsforeffectiveteachingandlearning.
(6)Professionaleducatorsshallimparttotheirstudentsprinciplesofgoodcitizenshipandsocietalresponsibility.
(7)Professionaleducatorsshallexhibitacceptableandprofessionallanguageandcommunicationskills.Theirverbalandwrittencommunicationswithparents,studentsandstaffshallreflectsensitivitytothefundamentalhumanrightsofdignity,privacyandrespect.
(8)Professionaleducatorsshallbeopen-minded,knowledgeableanduseappropriatejudgmentandcommunicationskillswhenrespondingtoanissuewithintheeducationalenvironment.(9)Professionaleducatorsshallkeepinconfidenceinformationobtainedinconfidenceinthecourseofprofessionalserviceunlessrequiredtobedisclosedbylaworbyclearandcompellingprofessional necessityasdeterminedbytheprofessionaleducator.
(10)Professionaleducatorsshallexertreasonableefforttoprotectthestudentfromconditionswhichinterferewithlearningorareharmfultothestudent'shealthandsafety.
Section5.Conduct
Individualprofessionalconductreflectsuponthepractices,values,integrityandreputationoftheprofession.Violationof§§235.6-235.11mayconstituteanindependentbasisforprivateorpublicreprimand,andmaybeusedassupportingevidenceincasesofcertificationsuspensionandrevocation.
Section6.Legalobligations
(a)TheprofessionaleducatormaynotengageinconductprohibitedbytheactofDecember12,1973(P.
L.397,No.141)(24P.S.§§12-1251-12-1268),knownastheTeacherCertificationLaw.(b)Theprofessionaleducatormaynotengageinconductprohibitedby:
(1)ThePublicSchoolCodeof1949(24P.S.§§1-101-27-2702)andotherlawsrelatingtotheschools
ortheeducationofchildren.
(2)TheapplicablelawsoftheCommonwealthestablishingethicsofpublicofficialsandpublicemployees,includingtheactofOctober4,1978(P.L.883,No.170)(65P.S.§§401-413),knownasthePublicOfficialandEmployeeEthicsLaw.
(c)Violationofsubsection(b)shallhavebeenfoundtoexistbyanagencyofproperjurisdictiontobeconsideredanindependentbasisfordiscipline.
Section7.Certification
Theprofessionaleducatormaynot:
(1)Acceptemployment,whennotproperlycertificated,inapositionforwhichcertificationisrequired.
(2)Assistentryintoorcontinuanceintheeducationprofessionofanunqualifiedperson.
(3)Employ,orrecommendforemployment,apersonwhoisnotcertificatedappropriatelyfortheposition.
Section8.CivilRights
Theprofessionaleducatormaynot:
(1)Discriminateonthebasisofrace,Nationalorethnicorigin,culture,religion,sexorsexualorientation,maritalstatus,age,politicalbeliefs,socioeconomicstatus;disablingconditionorvocationalinterestagainstastudentorfellowprofessional.Thislistofbasesofdiscriminationisnotall-inclusive.Thisdiscriminationshallbefoundtoexistbyanagencyofproperjurisdictiontobeconsideredanindependentbasisfordiscipline.
(2)Interferewithastudent'sorcolleague'sexerciseofpoliticalandcivilrightsandresponsibilities.
Section9.Improperpersonalorfinancialgain
(1)Acceptgratuities,giftsorfavorsthatmightimpairorappeartoimpairprofessionaljudgment.
(2)Exploitaprofessionalrelationshipforpersonalgainoradvantage.
Section10.Relationshipswithstudents
Theprofessionaleducatormaynot:
(1)Knowinglyandintentionallydistortormisrepresentevaluationsofstudents.
(2)Knowinglyandintentionallymisrepresentsubjectmatterorcurriculum.
(3)Sexuallyharassorengageinsexualrelationshipswithstudents.
(4)Knowinglyandintentionallywithholdevidencefromtheproperauthoritiesaboutviolationsofthelegalobligationsasdefinedwithinthissection.
Section11.Professionalrelationships
Theprofessionaleducatormaynot:
(1)Knowinglyandintentionallydenyorimpedeacolleagueintheexerciseorenjoymentofaprofessionalrightorprivilegeinbeinganeducator.
(2)Knowinglyandintentionallydistortevaluationsofcolleagues.
(3)Sexuallyharassafellowemployee.
(4)Usecoercivemeansorpromisespecialtreatmenttoinfluenceprofessionaldecisionsofcolleagues.
(5)Threaten,coerceordiscriminateagainstacolleaguewhoingoodfaithreportsordisclosestoagoverningagencyactualorsuspectedviolationsoflaw,agencyregulationsorstandards.
INTASCPrinciples
InterstateNewTeachersAssessmentandSupportConsortium
Principle1:Makingcontentmeaningful
Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofsubjectmattermeaningfulforstudents.
Principle2:Childdevelopmentandlearningtheory
Theteacherunderstandshowchildrenlearnanddevelopandcanprovidelearningopportunitiesthatsupporttheirintellectual,social,andpersonaldevelopment.
Principle3:Learningstyles/diversity
Theteacherunderstandshowstudentsdifferintheirapproachestolearningandcreatesinstructionalopportunitiesthatareadaptedtodiverselearners.
Principle4:Instructionalstrategies/problemsolving
Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
students’developmentofcriticalthinking,problemsolving,andperformanceskills.
Principle5:Motivationandbehavior
Theteacherusesanunderstandingindividualandgroupmotivationandbehaviortocreatealearningenvironmentthatencouragespositivesocialinteraction,activeengagementsinlearning,andself-motivation.
Principle6:Communication/knowledge
Theteacherusesknowledgeofeffectiveverbal,nonverbalandmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportiveinteractionintheclassroom.
Principle7:Planningforinstruction
Theteacherplansinstructionbaseduponknowledgeofsubjectmatter,students,thecommunity,andcurriculumgoals.
Principle8:Assessment
Theteacherunderstandsandusesformalandinformalassessmentstrategiestoevaluateandensurethecontinuousintellectual,social,andphysicaldevelopmentofthelearner.
Principle9:Professionalgrowth/reflection
Theteacherisareflectivepractitionerwhocontinuallyevaluatestheeffectsofhisorherchoicesandactionsonothers(students,parents,andotherprofessionalsinthelearningcommunity)andwhoactivelyseeksoutopportunitiestogrowprofessionally.
Principle10:Interpersonalrelationships
Theteacherfostersrelationshipswithschoolcolleagues,parents,andagenciesin
thelargercommunitytosupportstudents’learningandwellbeing.
TABLE OF CONTENTS
MissionStatement………………….…………………………………………………..……iiProfessionalBeliefs…...…………………………...……………….……………….……..iiiProfessionalDispositions……………………………………………………………...v-viiPACodeofProfessionalPracticeandConductforEducators…………….....vii-ixINTASCPrinciples…………….…………………………….………………………….……xI.APPLICATIONFORADMISSIONTOTEACHEREDUCATIONPROGRAM…..…1
II.OtherPertinentInformationforSuccessfulCompletionoftheTeacherEducationProgram………………………………………………………………………2
A.EligibilityforStudentTeaching…………………………………………..………2B.ExitCriteria…………………………………………………………….………..…...2C.Probation………………………………………………………………….……..……3D.Forms………………………………………………………………….…………..……3
III.APPLICATIONFORADMISSIONTOTEACHEREDUCATIONPROGRAM.…..4A.StudentInformationForm………………………………..……..….…………..……4B.TwoRecommendationForms……………………………………..……...... 5-6
C.TuberculosisForm………….…………………………………………...……...... ….7
D.Professional Membership Verification……………………………………………..7
E.ProfessionalObservationForms…………………………………………..……8-11F. ProfessionalParticipation Forms 12-14
G.SampleResume……..……………………………………………...………....…. 15
H.AttachAct34,Act114,Act151Clearances,Pre-ServiceAcademicPerformanceAssessment(PAPA)testscores,andspecialchallengingconditions……………..…………………………..…..……………………………..16
I. Approval…………………………………………………………………..………17 & 18
.
CERTIFICATIONCHANGES
TheStateBoardofEducationadoptedchangesthataffectallofPA’sinstructionalandeducationalspecialistprogramsbyadding9creditsor270hoursorequivalentcombinationforadaptationsandaccommodationsfordiversestudentsinaninclusivesettingand3creditsor90hoursorequivalentcombinationtomeettheinstructionalneedsofEnglishLanguageLearners.NewregulationsforcertifyingteacherswillbecomeeffectiveonJanuary1,2013.
I.APPLICATIONFORADMISSIONTOTEACHEREDUCATION PROGRAM
Thefollowing pagescontaintherequirementsforadmissionstoTeacherEducationPreK-4and Mid-Level 4–8other pertinentinformationforsuccessfulcompletion of theTeacherEducation Program(Retention,Monitoring,Eligibility forStudentTeaching,andexitingTeacher Education,InstructionalLevelI certification programs).
Admissionto TeacherEducationProgram
Studentsmustsubmit acompletedapplication packetto thefacultyadvisor by48generaleducationcredits.Transferstudentswith48credits ormoremustsubmit a completedapplication packetduringtheirsecondsemester atBloomsburg University. Thefacultyadvisorwillreviewthe packet,interviewthestudent,andsubmit arecommendationtothedepartmentchairpersonindicatingthatthestudentbeadmitted ornotbe admittedto theprogram.Enrollmentin upperdivisionteachereducationcoursework(300 and400levelcourses) iscontingentuponadmissionto theteachereducationprogram.
Foradmissionto teachereducation,studentsmust:
1.ObtaincurrentPennsylvania QualifyingScoresforthePre-ServiceAcademicPerformanceAssessment(PAPA)testscores.
2.Possess an overallcumulativegradepointaverage of3.0.
3.Possess a gradeof C or better in allprofessionaleducation andspecialization courses(thegrade ofC- (minus) does notmeetthiscriterion).
4.Completesix(6)semestercredit hoursor transfercreditsincollegelevelmathematics,andatleastsix(6)semestercredithours or transfercreditsinEnglishComposition(3credits) andEnglishLiterature(3 credits)aspart of the48 credits foradmission.
5.Successfullycomplete a40 hour noncreditfieldexperiencethatincludes 30hoursina diversesetting(see diversityrequirements).
6.Submittwo(2)recommendations.
7.Submit a TuberculinTest(Datetestadministered,dateread,andresults)administeredwithinthelasttwo years.)
8.Possess professionalliability insurance.Thepolicy shallbe aminimumof $1,000,000.00 per claimand$3,000,000.00 aggregate(availablethroughmembership in SPSEA).
9.Submit a resumethatfollows thesampleformat.
10.Obtaincurrent Act 34 (RequestforCriminalRecordCheck),Act 114(FBI/FederalCriminal HistoryRecordCheck), andAct 151 (PAChild AbuseHistoryCheck)clearances.Thesedocuments are validforoneyearfromdateissued.
11.Complete48generaleducationcredits.
12.The completedApplication forAdmissions(pages4-18 of thisdocument)mustbe reviewed and returnedto theStaffCoordinator for TeacherEducationPackets,Angela McCabe, 570-389-5128.
II.OtherPertinentInformationforSuccessfulCompletionoftheTeacherEducationProgram
A.EligibilityforStudentTeaching
All studentsseeking to completetheirstudent teaching mustcontinuemeetingtheretentionrequirementslisted inSection2ofthisdocument.Approximatelyoneyear beforetheeligiblestudentcompleteshis/her studentteaching,s/heisrequired to signupandmeetwiththeperson/individual havingtheresponsibility for theplacementof student teachers
Eligibility forstudentteaching will bedetermined duringthescheduling period priorto thestudentteaching semester.Student teaching eligibility iscontingentupon:
a.Completionof theadmissiontoteacher education.
b.Possess an overallcumulativeandareaof specializationgradepointaverageof 3.0.
c.A gradeofC or better inallprofessionaleducationcourses, specialty coursesandappropriatemethodscoursesspecifiedby eachteachereducationcertification program (thegradeofC- (minus) doesnotmeetthiscriterion).
d.Continuation of professionalliabilityinsurance.Thepolicy shallbeaminimum of
$1,000,000.00 per claimand $3,000000.00 aggregate. Thispolicymustremaininfullforceand effectfortheduration of thepracticumor student teaching assignment
e.ObtainAct 34(Request for CriminalRecord Check), Act114 FBI/FederalCriminalHistoryRecord Check,and Act151(Child AbuseHistory Check)clearancesthat remainvalid throughthestudentteaching semester.
f.Submit a TuberculinTest(Datetestadministered,dateread,andresults)administered withinthelasttwo years.
B.ExitCriteria
All studentsseeking to completetheCertification InstructionalLevelI programs inEarly ChildhoodEducation (PreK-4)and MiddleLevel4–8must:
a.possessanoverallGPA of 3.0orhigher.
b.completealltheRequiredandElectiveEducationcourseswithagradeof“C”orhigher(60,
62, 63,and 65courses).
c.completeallof theexperientialrequirements.
d.possessupdatedAct34, Act114 FBI/FederalCriminalHistory, and Act151 clearances.
e. Submit a TuberculinTest(Datetestadministered,dateread,and results)administered withinthelasttwo years.
f.completebothstudentteachingexperienceswithagradeof“C”orhigher.
g.file anapplicationfor graduationformat thepropertime.
h.file anApplicationforCertification form properly filledout withattached fees.
i.Complete andpassallcurrentPennsylvania QualifyingScores forthePre-ServiceAcademicPerformanceAssessment(PAPA)testscores.
j.completea student teaching portfolio
C.Probation
Whenastudent’soverallgradepointaveragefallsbelowa3.0,s/heisimmediatelyplacedon
departmentalprobation thefollowingsemester.Usuallythisoccursafter coursesforthepreceding
semesterhavebeenselected. Thus, a student withaGPAbelow3.0maycontinuefor onemoresemestertobe enrolled ineducationcourses.Duringthefirstsemester onprobation, every studentis stronglyadvisedto repeat coursesinwhichthegradeofC- or belowwasearned. Thisgiveseachstudent thebestopportunityto raisehis/her GPAtotherequiredlevel.If thefirstsemesterprobationstudentdropsaneducation coursethathasbeenprescheduled,thiscoursewillnotbereentereduponthestudent’sschedule.Thus,whenafirstsemesterprobationstudentdropsaneducation course,itis gone. Therewillbenooverrides.Ifa student earnsthe3.0GPA after theirfirstsemesteron probation,s/hewillhaveto bescheduled into education courses by the chairpersonofthedepartmentona“spaceavailable”basis.
Students, whodo notimprovetheirGPAtoa3.0aftertwo semesters, aredismissed.They areadvisedtoseek another areaofstudy.Any student may reapply whentheir GPA reaches3.0following theestablishedapplicationprocess.No studentwho hasbeenonprobationfortwo (2)semestersand hasnotearned a3.0GPA willbepermittedtocontinue ineducationcourses.
All studentsseeking thefinalexiting experience,student teaching, musthavea 3.0GPA and meetallthecurricular and experientialrequirements.
D.Forms
Forms for CertificationInstructionalLevelIprogramsinEarlyChildhoodEducationareavailable on
campus.Seebelow…
a.Acopyof the APPLICATION FOR ADMISSIONSbookletandprogramguidesare availableatthe departmentwebsite,
b.Act34 andAct 151 clearanceforms are availableintheDepartmentof EarlyChildhoodandElementaryEducationofficelocated inMcCormickor onlineat isavailableonlineat call1-888-439-2486MondaythroughFriday, 8 a.m. to 6 p.m.
c.Tuberculosistestingcan be provided by theUniversityHealthCenteror yourfamilyphysician.
d.Applicationfor StudentTeachingfromthe StudentTeacherCoordinator.
e.ApplicationforgraduationavailableattheRegistrar’sOfficeintheRoom150oftheStudentServicesCenter.
f.Applicationfor Certificationavailableintheoffice oftheDeanintheCollegeofEducationlocatedinMcCormick.
g.Pre-ServiceAcademicPerformanceAssessment(PAPA)test informationisavailableinthe EarlyChildhoodandAdolescent EducationDepartmentoronlineat
Specialnote:This bookletis designedasa guide.Itdoes notreplace theUniversitycatalog,ThePilot, Universitypolicy,orUniversity approved guidelines. Each studentisrequiredtovisit withtheiradvisor, assistant chairperson,or chairperson on allmattersimpacting upontheirsuccessfulprogramcompletion.Thisdepartmentisnotresponsibleforanyerrors or acts ofomissions committed unknowingly.Allparties havea duty toensureadherence toacademicstandards andpolicies.
**Allstudentsarereminded that thisbooklet serves asone of yourfirstprofessionaldocumentsinyourportfolioatBloomsburgUniversity. Utmostcareshouldbetakentoavoid spelling errorsandcarelesswork.
The Department of Teaching and Learning Office is located in McCormick 2215
III.APPLICATION FORADMISSION TOTEACHEREDUCATIONPROGRAM
A.StudentInformationForm BU ID#: ______
(Pleaseprintlegibly)
Name:______Date: ______
Home Address: ______
University Address: ______
Local/Cell Phone #:______Home Phone #: ______
BU email Address:
IhavereceivedthepacketofAdmissionMaterialsandintendtofollowthecurricularandexperientialrequirementsfor:
____EarlyChildhoodPreK-4
MiddleLevel4-8LanguageArts
MiddleLevel4-8SocialStudies
MiddleLevel4-8Mathematics
MiddleLevel4-8Science
Mystatusis:(checkone)
_____ Anenteringfreshmenstudent
_____ Atransferstudentfromanothercollegeor university
CollegeorUniversity: Number ofcreditstransferred:
_____ Atransferstudentfromanother department
Specific Department: Numberofcreditsaccepted:
Welcome to the Department of Teaching and Learning. Our faculty and staff are dedicated to assisting students in their quest towards one of the greatest professions, TEACHING! This application packet has been developed as a guide to assist students in completing of all requirements for admission to the College of Education and monitoring of progress to successfully graduate as a Pennsylvania Certified Secondary Teacher. Students are assigned an advisor in the Department of Teaching and Learning related to their content area of specialization. The advisors are to assist students; however, responsibility lies with the student to meet with an assigned advisor each semester and fulfill all admission requirements. Do not hesitate to ask questions for clarification
B. Recommendation Form
Student Name:
Date:
Directions:Readeachstatementandcirclethenumeralthatbestdescribesthecandidate.Scale:1=VeryPoor 2=Poor 3=Fair 4=Good 5=Excellent NA=NotApplicable
Nameofpersonmakingtherecommendation:
Print name:______Signature:______
School Address: ______
Office Telephone: ______Home or Cell #: ______
Would you recommend hiring this person to teach your children? YesNoCall me
Additional Comments:
B. Recommendation Form
Student Name:
Date:
Directions:Readeachstatementandcirclethenumeralthatbestdescribesthecandidate.Scale:1=VeryPoor 2=Poor 3=Fair 4=Good 5=Excellent NA=NotApplicable
Nameofpersonmakingtherecommendation:
Print name:______Signature:______
School Address: ______
Office Telephone: ______Home or Cell #: ______
Would you recommend hiring this person to teach your children? YesNoCall me
Additional Comments:
C.TuberculosisExaminationForm(valid for twoyears)
(Attachformsbelow)
D.ProfessionalMembershipVerification
Evidenceofprofessionalliabilityinsurance.Thepolicyshallbeaminimumof
$1,000,000.00perclaimand$3,000,000.00andaggregate.(PRP3810)LiabilityinsuranceisavailablethroughmembershipinSPSEA(formsavailableinthedepartmentofficeoronlineat
AttachcopyofproofofinsuranceorSPSEAmembership.
BloomsburgUniversityTeacherEducationFieldExperienceDiversityRequirements
Category / Diversity / Description1 / ESL / schooldistrictthatincludesanESL population
2 / Exceptionalities / school thatis definedasinclusivewherestudents havebeen identifiedas:
needing physical,cognitive,or emotional assistance,having aspeechand/orcommunicationdisorder,and/orgifted/talented
3 / Gender / classroomwithboth male andfemalestudents
4 / Race/Ethnicity / 20%or morenon-whitestudents inclassroom
5 / Socio-EconomicStatus / 20%or more students inschoolregisteredfor free/reducedlunch
StudentI.D. Number
Name of School1
□Urban
□Non-Urban
Date(s)Attended / AuthorizedK-12Signature / #ofHours / CategoryNumber(s)Effective fall2007,students pursuing ateachingcertificationatBloomsburg University must havedocumentedexperienceworkingwithdiversestudents as indicatedabove. Fieldexperiencemust beaminimum of30hoursand includeexposure to all fivediversity requirements.Theserequirements must be metpriorto your studentteaching placement2. Failure to meetthediversitycategories will mean thatBloomsburgUniversity will not beableto recommend you forcertification in teachereducation.
Whileitis thestudent’sresponsibility to findplacementsforthisfieldexperience, theTeacherEducationUnitwillprovidedemographic dataon schoolsin thearea,as well asoutsidethearea, toassiststudents. Contact the Director of Field ExperiencesCandy Trate, 570-389-4865formoreinformation.Pleasedonot approach any schoolsintheColumbia/Montourareas, astheyarebeing used primarilyforstudentteaching placements. Questionsshould be addressed directlytoyour advisorand/ordepartmentchair.
Faculty/Advisor’sSignatureDate
Student’s SignatureDate
1Aseparatesheetmustbecompleted foreachschool.
2Thedepartmentchairhasdiscretionregardinganydiversityrequirementcompletedduringstudentteaching.
StudentReflection/AttachSheets
1.Ineachofthefivedefineddiversities(ESL,Exceptionalities,Gender,Race/EthnicityandSES),chooseexamplesfromyourfieldexperiences(practicum, studentteaching,internship,observations,etc.)ofstrategiesthatwillenhanceyourskillsasateacher.
2.Howhaveyourexperiencesworkingwithdiverselearnersimpactedyou?
E. FirstProfessionalFieldExperienceForm:OBSERVATION
(Printlegibly ortype)
Name:
Youarerequiredtospend20hoursinanEarlyChildhood,Elementary,orMiddleSchoolsetting.Observationsmustbeconsistentwiththecertificationtypethatyouareseeking.Pleasenotethesedaysdonotneedtobeconsecutive.Duringthistime,youwillvisitandobservechildreninatleastthree(3)differentcareandeducationsettings.Thesesitesmayinclude,butarenotlimitedto:daycare,HeadStart,campusdaycare,nurseryschools,preschools,elementarypublic,parochial,privateschools,middleschools,orintermediateunits specializingintheneedsofchallengedchildren.
Whenyouarereadytobeginyourobservations,pleasecontacttheprincipalordirectorofthecenterbeforeyouarrive.Itisagoodpracticetocallorwritealetterexplainingthenatureandpurposeofyourvisits.TakecopiesofyourRésumé,Act34,Act151,Act114FBI/FederalCriminalHistoryRecordCheck, Tuberculosistest,andUniversityidentificationthefirstdayyouarrive.Onceyouenterthebuilding,signinattheOfficeandreceivethenecessaryapprovalsbeforegoingtotheclassroom/level.Onceyouarriveatyourclassroom/center,introduceyourselftotheteacherandprovidehim/herthedocumentationyoucarry.
Recordyourobservationsbelow.HAVETHETEACHERSIGNtheformbeforeyouleave.Ifthisisyourlastday,thanktheteacherandsendathankyouletter/note.
Reflectionisanimportantcomponentofyourobservationexperience.Personalreflectioninvolvesaskingquestionsaboutyourexperienceandtheclassroomyouobserved.Itinvolvesexaminingconnectionsbetweenyourcollegecourseworkandyourexperience.Whenreflectingonyourobservationexperience,identifyandbrieflydescribetheclassroomyouobserved.Describethemostsignificantorinterestingproblem,dilemma,orchallengethatteacherfacedintheclassroom.Then,selecttwoormoreofthefollowingquestionstoreflecton:
(a)Didthisexperiencechangethewayyouviewteaching?How?;(b)Didthisexperiencechangethewayyouviewlearning?How?;and(c)Howdidthisexperienceaffectyoupersonally?
DateofDayOne: GradeLevel:
Time:
Teacher’sSignature:_
Reflection:ContactPhoneNumber:
DateofDayTwo: GradeLevel:
Time:
Teacher’sSignature:_
Reflection:ContactPhoneNumber:
DateofDayThree:
Time:
GradeLevel:_Teacher’sSignature:_
Reflection:ContactPhoneNumber:
DateofDayFour:
Time:
GradeLevel:_Teacher’sSignature:_
Reflection:ContactPhoneNumber:
DateofDayFive:
Time:
GradeLevel:_Teacher’sSignature:_
Reflection:ContactPhoneNumber:
F.SecondProfessionalFieldExperienceForm:PARTICIPATION
(Printlegiblyortype)
Name:
Youarerequiredtospend20hoursinanEarlyChildhood,Elementary,orMiddleSchoolsetting.Observationsmustbeconsistentwiththecertificationtypethatyouareseeking.Pleasenotethesedaysdonotneedtobeconsecutive.Duringthistime,youwillworkwiththechildren.Thesesitesmayinclude,butarenotlimitedto:daycare,HeadStart,campusdaycare,nurseryschools,preschools,elementarypublic,parochial,privateschools,middleschools,orintermediateunitsspecializingintheneedsofchallengedchildren.Youmayworkwithoneteacherfortheentireweek.
Whenyouarereadytobeginyourprofessionalparticipation,pleasecontacttheprincipalordirectorofthecenterbeforeyouarrive.Itisagoodpracticetocallorwritealetterexplainingthenatureandpurposeofyourvisits.TakecopiesofyourRésumé,Act34,Act151,Act114FBI/FederalCriminalHistoryRecordCheck,Tuberculosistest,andUniversityidentificationthefirstdayyouarrive.Onceyouenterthebuilding,signinattheOfficeandreceivethenecessaryapprovalsbeforegoingtotheclassroom/level.Onceyouarriveatyourclassroom/center,introduceyourselftotheteacherandprovidehim/herthedocumentationyoucarry.
Recordyourprofessionalparticipationbelow.HAVETHETEACHERSIGN theformbeforeyouleave.Ifthisisyourlastday,thanktheteacherandsendathankyouletter/note.
Reflectionisanimportantcomponentofyourprofessionalparticipationexperience.Personalreflectioninvolvesaskingquestionsaboutyourexperienceandtheclassroomyouparticipatedin.Itinvolvesexaminingconnectionsbetweenyourcollegecourseworkandyourexperience.Whenreflectingonyourprofessionalparticipationexperience,identifyandbrieflydescribetheclassroomyouparticipatedin.Describethemostsignificantorinterestingproblem,dilemma,orchallengethatteacherfacedin theclassroom.Then,selecttwoormoreofthefollowingquestionstoreflecton:(a)Didthisexperiencechangethewayyouviewteaching?How?;(b)Didthisexperiencechangethewayyouviewlearning?How?;and(c)Howdidthisexperienceaffectyoupersonally?
DateofDayOne:
Time:
GradeLevel:_Teacher’sSignature:_
Reflection:ContactPhoneNumber:
DateofDayTwo:
Time:
GradeLevel:_Teacher’sSignature:_
Reflection:ContactPhoneNumber:
DateofDayThree:
Time:
GradeLevel:_Teacher’sSignature:_
Reflection:ContactPhoneNumber:
DateofDayFour:
Time:
GradeLevel:_Teacher’sSignature:_
Reflection:ContactPhoneNumber:
DateofDayFive:
Time:
GradeLevel:_Teacher’sSignature:_
Reflection:ContactPhoneNumber:
G.AttachTypedRésumé(It is recommended that youlimitthe documenttoonepage.)
SampleRésumé
JAMIEBOND
221CollegeStreetAnyCity, PA12345876-098-0987
BJECTIVETeacher:ElementaryEducation(3-6) or Reading(4-6)
EDUCATIONThe UniversityofIowa,IowaCity, IA
B.S.Degree -May 2002Major:ElementaryEducation Area of Specialization:Reading
COURSE / LiteratureforChildren / ClassroomManagementHIGHLIGHTS / LanguageandSociety / Multicultural-BilingualEducation
ManualCommunication / Microcomputersforthe Teacher
FIELD4thand 5thgrades,ShimekElementary,IowaCity,9/2001-12/2001EXPERIENCES *AttendedMadeline HunterEffectivenessTeacherTrainingand
implementedthese techniques in dailyteaching
*Observedindividualizedmathandco-taughtthree readinggroups
*Organizedandcreatedlearningcentersandbulletin boards
*Effectivelyusedcooperative learningstrategies
*Implementedanddirectedcomputeruse inthe classroom
*Usedhigher-orderthinkingstrategies
*Team-taughtsocialstudies,languageartsand scienceclasses
*Assistedwithparent-teacherconferencesandopen house
ReadingClinic,4thgrade,Lincoln Elementary,Iowa City2/2002-4/2002
*Assistedin administeringandscoringIndividualizedReadingInventoriesandStandardizedReadingInventories
*Taughtdevelopmentalreadingto agroupof nine fourthgraders
*Designedandmaintainedprogresscharts
*Conducted a case study
*Communicatedwithparentsona regularbasis
*Attendedchildstudyteam meetingsandastaffingfor learningdisabledchild
RELATEDPrivateTutor,IowaCity,summer2001
ACTIVITIESHospitalVolunteer,Pediatrics,IowaCityHospital,2000-2002Umpire,LittleLeague,Iowa City,summers2000-2002Member, Old CapitalAreaReadingCouncil
CREDENTIALSCareerServicesOffice,Universityof Iowa,IowaCity, IA
Telephone:876-098-6543Fax:876-098-4444
H. AttachcopiesofAct34CriminalRecordclearance,Act151ChildAbuse clearance,Act114FBI/FederalCriminalHistoryRecordCheck,andPre-ServiceAcademicPerformanceAssessment(PAPA)testscores forreading,writing,andmath.
(Act34)–TheCriminalHistoryclearancemustbecompletedonlineat youmustprintthecopyoftheclearanceIMMEDIATELYbecausethereisnohardcopysentthroughthemail.
(Act114)-TheFBI/FederalCriminalHistoryRecordCheckrequirestwosteps—registrationthenfingerprinting.Youcanregisteronlineat (usethePADepartmentofEducationlink).Youmustregisterpriortogoingtothefingerprintsite.
(Act151)–ThePennsylvaniaChildAbuseHistoryClearanceForm(CY113)isavailableintheEarlyChildhoodElementaryEducationofficeoronlineat
m.AhardcopymustbemailedtoChildlineandAbuseRegistry.
Pre-ServiceAcademicPerformanceAssessment(PAPA)testscoresforModule1:Reading; Module2:Mathematics;andModule3: Writingwithapassingscoreof220orbetter.YoumustregistertotakethePAPAat:
I. Signature Page (Printlegiblyortype)
Name:StudentID#
YouradvisorwillcircleeitherYESorNOforthefollowingcategories.Thestudentpossesses:
YesNoAnearnedGradePointAverageof3.0orhigher.
YesNoA“C”orhigherin60,62,63,65,and79prefixcourses,inEnglishComposition
coursesand/orPublicSpeaking/InterpersonalCommunication.
YesNoTworecommendationsformscompleted.
YesNoSubmitaTuberculinTest(Datetestadministered,dateread,andresults)administeredwithinthelasttwoyears.
YesNoEvidenceofliabilityinsurance.
YesNoEvidenceofcompletionof20hoursObservation.YesNoEvidenceofcompletionof20hoursParticipation.
YesNoAfive-paragraphessaydetailing30hoursofexperienceswithallfiveareasofdiversepopulations.(Thismaybepartofobservationand/orparticipationhours.)
YesNoEvidenceofacompletedresume.
YesNoAcopy ofupdatedAct34PACriminalRecordclearance.
YesNoAcopy ofupdatedAct151PAChildAbuseHistoryclearance.
YesNoAcopyofupdatedAct114FBI/FederalCriminalHistoryRecordCheck
YesNoPassingresultsofthePre-ServiceAcademicPerformanceAssessment(PAPA)testsinreading,mathematics,andwritingrequiredby48generaleducationcredits.
Comments:
Approved:YesNo
Advisor Signature: ______
Date: ______
The section below is only meant for students who have not yet passed the PAPA requirements.
Student Signature:______has been informed and is aware that in order to
earn PA Teacher Certification the three PAPA modules must to be passed. The student also understands that ALL clearances, TB, Insurance, Two Teacher Recommendations, and 40 hours of Field Experiences including the 30 hours covering the five diversity areas with accompanying five-paragraph essay must be completed.
Proof of taking the PAPA (test scores, even if they are not passed) and evidence to your advisor that you have re-registered to take the PAPA module(s) yet to be passed. If you are to enroll in future upper-level education courses, you must provide proof that you are taking advantage of PAPA preparation resources such as, the Online Prep, Practice Test site, and/or tutoring services.
______My Application Packet is complete with the exception of passing scores on the PAPA.
------I am participating on PAPA training or tutorial services and evidence has been provided.
______I have rescheduled to retake the PAPA and proof of this has been provided.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Comments:
Approved:YesNo
Advisor Signature: ______
Date: ______