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Teacher Preparation Program
HANDBOOK
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Appendix (B) Handbook for Practicums
Appealing Grades and Other Academic Matters
2006 - 2007

Briar Cliff University

EDUCATION DEPARTMENT
SIOUX CITY, IOWA
ACKNOWLEDGEMENT
The Teacher Preparation Program
acknowledges
the contribution to the field of education
in the Education Department at Briar Cliff University
of
Sr. Virginia Meyerhofer
Field Supervisor
Sr. Margaret Mary Feldner
Chair of the Education Department
Dr. Leo Frommelt
Chair of the Education Department
Sr. Judith Vogel
Professor
Sr. Clotilde Weirich
Instructor
Their excellence and dedication in the field of education lives on in the practice of the students they prepared for service in the elementary and secondary schools.
TABLE OF CONTENTS
Introduction ...... 1
Briar Cliff University Mission Statement...... 2
Theme Statement Teacher Preparation Program...... 3
Teacher Preparation Program Mission...... 3
Teacher Preparation Program Philosophy...... 4
Purpose/Goals of Teacher Preparation Program...... 4
Admission to the Teacher Preparation Program...... 6
Declaration of a Major ...... 6
Admission ...... 6
Transfer students ...... ...... 7
Endorsement Students...... 7
Students Placed on Probation ……………………………..... 8
Readmission to Teacher Preparation Program ...... 9
Admission to The Internship...... 10
Recommendation for Certification/Licensure...... 11
Notification of Teacher Education Policies...... 11
General Education Requirement...... 12
Course Sequence for Education...... 12
Elementary Education Certification Courses...... 13
Prerequisites for Elementary Education Courses...... 13
Elementary Education Content Courses...... 13
Professional Education Instructional Core...... 13
Required Supporting Courses...... 14
Field Experience...... 14
Teaching in Catholic Schools...... 14
General Education Requirement - Secondary...... 15
Secondary Education Certification Courses ...... 15
Professional Education Instruction Core...... 15
Required Supporting Courses...... 15
Secondary Education Minor ...... ...... 16
Field Experiences...... 16
Theology and Education Major...... 16
Endorsements...... 17
Advising...... 18
Attendance...... 18
Late Work...... 19
Appealing Grades and Other Academic Matters ...... 19
The Education Club...... 19
Student Records...... 19
Computer and Word Processing...... 20
Academic Integrity...... 20
Student Development...... 20
Four Year Educational Planner...... 21
Elementary Advising Checklist of Courses...... 22
Four Year Educational Planner...... 23
Secondary Advising Checklist of Courses...... 24
Appendix (A) APA Style of Writing ...... 25
Appendix (B) Handbook for Practicums ...... 26
Appendix (C) Requirements for Competencies...... 30
Appendix (D) Application for Licensure ...... 32
Appendix (E) Professionalism...... 34
Appendix (F) Iowa Teaching Standards ...... 36
Appendix (G) Goals and Competencies for State Standards ...... 39
Appendix (H) Iowa State Competency Checklist...... 52
Appendix (I) Lesson Plan...... 54
INTRODUCTION
This handbook has been prepared to assist education students with the requirements of the Teacher Preparation Program leading to licensure as elementary and secondary teachers.
In addition to the information in this handbook, the information in the Briar Cliff University Catalog applies to all education students.
It is required that all students pursuing licensure in elementary, middle and/or secondary teaching read the material in this handbook. In addition to the requirements of the program, the handbook outlines other information pertinent to a career in education. Much of this information is also found in the Briar Cliff University Catalog.
Students in the Teacher Preparation Program are to become knowledgeable about the program requirements and policies used in decision-making regarding admission, progression, graduation, and licensure.
Upon review of this handbook, students will be asked to sign a form acknowledging the review of this document. The signed form will be placed in the student's permanent file in the education department. It is the student's responsibility to become familiar with the contents of the handbook.
If changes in the handbook occur, they will be announced in an official posting in Heelan Hall classrooms used for education program classes, the Curriculum Lab in the library, and education program bulletin boards.
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BRIAR CLIFF UNIVERSITY
MISSION STATEMENT
Briar Cliff University is a community committed to higher education within a liberal arts and Catholic perspective. In the Franciscan tradition of service, caring and openness to all, Briar cliff emphasizes quality education for its students, combining a broad intellectual background with career development. The University challenges its members to grow in self-awareness and in their relationships to others and to God.
Identity
Briar Cliff University is a vibrant living/learning community located on the rolling Loess Hills in Sioux City, Iowa. It is a coeducational, private university offering a strong, values-based, liberal arts education as well as quality career preparation. Its Catholic and Franciscan roots support peace making and service to others. It is a small, close-knit community offering students a safe and supportive environment. Respect for others is evidenced by the collegial relationships that characterize curricular and cocurricular life.
Values
Our Catholic Franciscan identity
enhanced by the presence and sponsorship of the Dubuque Franciscan Sisters and the support of
the Diocese of Sioux City
Our challenging academic environment
which includes a liberal arts education, career preparation, academic integrity and academic freedom
Our focus on the student
which promotes academic success and extra/cocurricular experiences
Our culture of service
to our constituents, to the Siouxland community and beyond
Our appreciation of diversity and our respect for each person
Our commitment to shared governance and collaborative decision making
Our innovative response to change
which envisions a promising and confident future
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Theme Statement of the Conceptional Framework
of the Teacher Preparation Program
In the Franciscan tradition, Briar Cliff University education program prepares professional educators through community service.
Values and Beliefs of Teacher Preparation Program
Franciscan tradition – an appreciation of diversity and respect for each person
Professionalism—a comprehensive preparation program emphasizing attitudes, dress, speech, writing, and academic excellence
Community—creating a climate that encourages dialogue and caring relationships, both within and beyond the classroom
Service—a reciprocal action, coupled with reflection, that empowers through experiences
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THE TEACHER PREPARATION PROGRAM

MISSION
The mission of the Teacher Preparation Program is to develop quality educators whose professional practice is informed by a strong liberal arts education, current research, and the Catholic/Franciscan tradition of the University.
PHILOSOPHY
The philosophy of the Teacher Preparation Program of Briar Cliff University flows from the Mission Statement of the University and the mission of the program. Components of this relationship are in the document submitted to the faculty for the Briar Cliff Education major (1991), and in the Institutional Report for the State of Iowa Department of Education (1991).
Serving traditional and non-traditional students from diverse backgrounds in the Catholic/Franciscan tradition of openness, caring, and service, students in the Teacher Preparation Program are prepared to be reflective practitioners through a variety of pre-service growth experiences. Those teaching in the Teacher Preparation Program emphasize subject area content, values education, research, and personal modeling of the various methodologies currently being used in the field. A portfolio approach to assessment is taught and modeled through the use of various reading, writing, speaking, listening, and hands-on activities.
Students learn to utilize various methodologies, collaborative learning, large and small group discussion, and to build professional relationships. Students are expected to observe, plan, and practice the necessary skills and competencies for becoming an effective teacher. The students become critical thinkers through diversity awareness education, analysis of curriculum materials and of issues affecting education today. They are expected to conduct research relevant to their classroom experience and to become skilled at incorporating technology into the school curriculum. Students in the Teacher Preparation Program are also expected to work for a just and equitable educational system.
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PURPOSE/GOALS OF THE TEACHER PREPARATION PROGRAM
The Teacher Preparation Program prepares students to be generalists in elementary education with specialization in a specific endorsement area(s). The program also prepares students to teach at the secondary level in specific endorsement areas. In addition, the program prepares students to teach in K-12 endorsement areas (Art, Music, and HPER).
The following goals of the Briar Cliff University Teacher Preparation Program are to prepare students in:
[Iowa Code 282-14.123(272)]
a. Student learning. The practitioner understands how students learn and develop, and provides learning opportunities that support intellectual, career, social and personal development.
b. Diverse learners. The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
c. Instructional planning. The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.
d. Instructional strategies. The practitioner understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
e. Learning environment/classroom management. The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
f. Communication. The practitioner uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
g. Assessment. The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the learner.
h. Foundations, reflection and professional development. The practitioner continually evaluates the effects of the practitioner’s choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
i. Collaboration, ethics and relationships. The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students’ learning and development.
j. Computer technology related to instruction.
k. Completion of pre-student teaching field-based experiences.
l. Methods of teaching with an emphasis on the subject and grade level of endorsement desired.
m. Student teaching in the subject area and grade level of endorsement desired.
5ADMISSION TO THE TEACHER PREPARATION PROGRAM
Declaration of a Major
Students are expected to declare their major(s) between the third term of their first year and the third term of their second year at the University. When the Education major is declared, the student's first year advising records will be transferred to the education program. The student will then be assigned an Education advisor by the program Chair. Late application for a major and/or the number of majors, minors, endorsements, and concentration courses may result in an extended program to meet program requirements for State of Iowa teacher licensure.
Forms for the declaration of a major are available through advisors and program chairs.
Admission to the Teacher Preparation Program
Acceptance into Briar Cliff University does not guarantee admission to the Teacher Preparation Program.
A student applies to the Teacher Preparation Program in EDUC 210. To enroll in 300- and 400-level courses in the professional core, students must be admitted to the Teacher Preparation Program. This includes EDUC 01IR and EDUC 02IR.
Iowa State Standards require that 10 hours of field experience be completed before acceptance into the Teacher Preparation Program and a minimum of 40 hours of field experience be completed after acceptance into the Program.
The Briar Cliff Teacher Education Committee determines the admission and retention standards for students entering the Teacher Preparation Program. The Teacher Education Committee has implemented the following standards for admission to the Program:
1) Assessment of writing sample.
2) A cumulative grade point average (G.P.A.) of 2.5 .
3) A grade of "C" or better in an approved speech course and/or the speech competency of the major.
4) A letter of nomination by a Briar Cliff University faculty member other than Education faculty or an employer.
5) </SPAN&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;SUCCESSFUL span < (PPST) Test Skills PreProfessional the of completion> Passing Scores:writing 172; math 172; reading 173.
6) Other appropriate assessments - i.e. math (standardized), reading (standardized),speaking, writing (standardized), listening assessment (observation), and personal interview.
7) Demonstrate the personal characteristics necessary to teaching.
8) Sign a Self-disclosure Form. (See Appendix E.)
9) Teacher Education Advisory Committee recommendation of acceptance.
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Transfer students will need:
1) Registrar's evaluation of transcript and acceptance by the university.
2) Declaration of major(s).
3) Application to department
4) Verification of field experience.
5) Nomination form completed by faculty member, an employer, preferably outside
theTeacher Preparation Program
6) Review of handbook with signed receipt.
7) Completion of Self-disclosure Form
8) Formal acceptance by Teacher Education Advisory Committee.
  • For transfer students who have already taken either the C-BASE or the CAAP standardized test, the test results will be accepted for admittance into the BCU teacher preparation program providing they meet the following criteria:
-- C-BASE: Reading ≥ 235, Writing ≥ 235, Math ≥ 235
-- CAAP: Reading ≥ 60, Writing ≥ 62, Math ≥ 56
  • If one of the transfer student's scores on the C-BASE or the CAAP does not meet the required BCU cutoff scores, he/she may retake the test (C-BASE or CAAP). If none or one of the transfer student's scores on the C-BASE or the CAAP meet the BCU cutoff scores, he/she will be required to take the PPST.
Endorsement students will need:
1) Acceptance of degree by the University.
2) Application to program.
3) Verification of field experience in a four year accredited Teacher Preparation Program.
4) Nomination form completed by faculty member, or an employer, preferably outsideTeacher Preparation Program.
5) Review of handbook with signed receipt.
6) Completion of Self-disclosure Form.
7) Formal acceptance by Teacher Education Advisory Committee.
The student will be given a formal written notice of the committee's actions before the end of the term following the application. The committee actions will result in one of the following:
1) Acceptance - which is based on the student's meeting all the criteria for admission to the program. The student
is required to maintain the established standards throughout the program.
2) Conditional acceptance - which is granted to a student who has not met one of the criteria satisfactorily. Such acceptance is granted for only one term following the committee's action. Failure on the student's part to remove the deficiency within this allotted time results in the student's automatic rejection from the program.